GEMS 121

Professional Leadership


Prepared and compiled by:
Leonor Petra Elepao
Pamela Rose Corales
Marielle Benitez


Philippine Womens University
School Year 2013-2014











Course Description:[Baguio, Jones Claire]

Preparations for careers and professional life from making resume to interview and
employment, ethics in workplace, management and leadership skills, and ethics skills in
entrepreneurship.

General Objectives:

At the end of the course, the students should be able to:

1. Explain varying concepts of work, implications, significance and contributions to
human society
2. Appreciate value and dignity of human work, and to become fully aware of the
cultural values associated with work and ethics in the workplace.
3. Make an impressive, organize and excellent presentations of ones resume which
includes the following: job objective, highlights qualifications, relevant skills and
experience, work history, education and training.
4. Understand, practice and apply the basic principles, techniques and skills in job
interview.
5. Live out all the necessary personal values for efficiency in the workplace.
6. Understand the meaning of servant leadership, its significant attributes and
implications in leading and managing organization or people effectively and
efficiently.
7. Identify the models of servant leadership, its distinctive approach and difference
from other forms or style of leadership
8. Identify the qualities of transformative leadership, study its strategy and explore the
challenges and obstacles of the concept
9. Know and understand the basic strategies of proper balance between family and
work.
10. Identify and determine effective interpersonal relationship.
11. Know how to establish and maintain professionalism at all times, creating
productive working environment, open channel of communication and establishing
principals of mutual respect in order to build strong relationship within the
workplace.
12. Identify effective techniques in dealing with superior, colleagues and subordinates
in the workplace.









Course Outline:

Module 1 Entry to the World of Work
Lesson 1 Understanding Work and Its Significance
Lesson 2 Resume and Interview Preparation
(Communication Skills)
Lesson 3 Ethics and Values in Employment
Dilemmas and Decision Making Skills
Lesson 4 Ethics and Values in Entrepreneurship
Dilemmas and Decision Making Skills

Module 2 Professional Leadership skills
Lesson 1 Servant Leadership
Lesson 2 Transformative Leadership

Module 3 Family and World of Work
Lesson 1 Balance Between Family and Work

Module 4 Success Factors in Your Employment
Lesson 1 Interpersonal Relationships: Superior, Colleagues and
Subordinates



























Module 1 Entry to the World of Work


Lesson 1 Understanding Work and Its Significance

Definition of Work

From the Oxford Dictionary

Noun.

1. activity involving mental or physical effort done in order to achieve a purpose or
result: he was tired after a days work in the fields

(works) [in combination] a place or premises for industrial activity, typically
manufacturing: he found a job in the ironworks

2. mental or physical activity as a means of earning income; employment: Im still
looking for work

the place where one works:I was returning home from work on a packed subway

the period of time spent during the day engaged in such activity: he was going to the
theater after work

3. a task or tasks to be undertaken; something a person or thing has to do: they made
sure the work was progressing smoothly

the materials for this: she frequently took work home with her

informal cosmetic plastic surgery: between you and me, I think hes had some work
done

(works) Theology good or moral deeds: the Clapham sect was concerned with
works rather than with faith

4. something done or made: her work hangs in all the main American collections

the result of the action of a specified person or thing: the bombing had been the
work of a German-based cell

a literary or musical composition or other piece of fine art: a work of fiction

(works) all literary or musical pieces by a particular author, composer, or artist,
regarded collectively:the works of Schubert fill several feet of shelf space

a piece of embroidery, sewing, or knitting, typically made using a specified stitch or
method.

(usually works) Military a defensive structure.

(works) an architectural or engineering structure such as a bridge or dam.

the record of the successive calculations made in solving a mathematical problem:
show your work on a separate sheet of paper

Work-related (from Cambridge Business Dictionary)

connected with your work or job

Work experience (from Cambridge Business Dictionary)

a period of time during which a young person, usually a student, works for a
company or organization in order to get experience of a particular type of work

Work-life balance (from Cambridge Business Dictionary)

The amount of time you spend doing your job compared with the amount of time
you spend with your family and doing things you enjoy

Work instinct
1


To work is to exert effort in order to make something, to achieve something, to
produce a desired effect. For human beings, to be able to do something means to
make it visible that I, as the subject, is active in the world, that I exist.
2
As Erich
Fromm pointed it, work is an effective mean to deal with the angst of death and
void. He once wrote: The principle can be formulated thus: I am because I effect.
3

Therefore, working is a meaningful way to prove ones existence, and hopefully, that
it is worth to be lived.

More specifically, the work instinct is associated with the pleasure that provides the
opportunity to achieve something, to surpass oneself, to exercise ones imagination
and intelligence, to become a better person, to know oneself, to meet other people,

1
From the paper of Estelle M. Morin, Ph. D., professor, HEC Montral, and psychologist, Conference. 10
th
World
Congress on Human Resources Management, Rio de Janeiro, Brazil, August, 20
th
, 2004.
2
Victor Janklvitch (1980) Le Je-ne-sais-quoi et le Presque-rien. Vol. 2. La mconnaissance. Paris : Seuil.
3
Erich Fromm, (1973). The Anatomy of Human Destructiveness. New York: Holt: Rinehart and Winston, p. 235

to help people, to feel competent and powerful, to be effective, etc. In sum, work is a
major activity for human beings. It corresponds to the motivation to demonstrate
one's existence, to transcend one's own death by leaving traces of one's existence.

The significance of work

The concept of meaning of work can be defined as the significance the subject
attributes to work, his representations of work, and the importance it has in his life.
This way of defining the meaning of work leads to identifying work definition
models, as Meaning of Working International team members proposed it
4
, or the
centrality of work, as Morse and Weiss stated it
5
. Work is central in many cultures,
although every culture has its own values and conceptions about it. However, it
seems that work is important and significant for a majority of people considering
the time that individuals devote to work in their lives, the numerous functions
which it accomplishes for them, and the fact that work is closely linked with other
important aspects of daily life such as family, leisure, religion, and community life.
6


The notion of work has several definitions, but they all share the idea of a
purposeful activity. This notion generally refers to expending energy through a set
of coordinated activities aimed at producing something useful. Work may be
pleasant or unpleasant, and may or may not be associated with monetary exchanges.
Moreover, it does not necessarily have to be accomplished in the context of a job.
Generally, one can find at least three patterns: a job, a career and a call. Amy
Wrzesniewski is testing the idea that individuals dispositions and beliefs about
work shape their working experience. She calls it job crafting.
7


The work values
The concept meaning of work can also be defined as ones orientation or
inclination toward work, what the subject is seeking in the work, and the intents
that guide his actions. Super and verko have found 5 major orientations: autonomy,

4
MOW International Research Team (1987). The meaning of working, New York: Academic Press.; I. Harpaz & X.
Fu (2002). The structure of the meaning of work: A relative stability amidst change. Human Relations, 5, 639-667
5
N. C. Morse & R. Weiss (1955). The function and meaning of work and the job. American Sociological Review,
20(2), 191-198.
6
George W. England & W. T. Whiteley (1990). Cross-National Meanings of Working. In A. P. Brief et W. R. Nord
(Eds.) Meaning of occupational work, Toronto: Lexington Books, 65-106
7
Amy Wrzesniewski, Jane E. Dutton, & G. Debebe, G. (2003). Interpersonal sensemaking and the meaning of work.
Research in Organizational Behavior, 25, 93-135.; Amy Wrzesniewski (2002). Its not just a job: Shifting meanings
of work in the wake of 9/11. Journal of Management Inquiry, 11(2), 230-234.; Amy Wrzesniewski & Jane E. Dutton
(2001). Crafting a job: Revisioning employees as active crafters of their work. Academy of Management Review,
26(2), 179-201.
social advancement, self-achievement, social interactions and risk-taking.
8
Ros,
Schwartz and Surkiss present a theory of work values, describing four axes:
conservation, self-enhancement, openness to change and self-transcendence.
9
Each
axis is defined by basic individual values, as shown in the figure 2.






These researchers apply this model to explore the significance of work as a vehicle
for reaching cherished goals.
10
Lets take an example. John values power,
achievement and self-direction; his work would be meaningful to the extent it
allows him to find social status and prestige, personal success and freedom in his
life. Ros and her colleagues investigated this model in 155 samples from 55
countries. In sum, there are three types of work values that seem to reach the
consensus: self-actualization (autonomy, learning, self-realization, etc.), security
(work conditions and benefits, safety, respect, etc.), and relations (social contact,
social contribution, memberships, etc.).

8
Donald E. Super & Branimir verko (1995) Life Roles, Values, and Careers. San Francisco: Jossey Bass.
9
Maria Ros, Shalom H. Schwartz & Shoshana Surkiss (1999). Basic Individual Values, Work Values, andthe
Meaning of Work. Applied Psychology. An International Review, 48(1), 49-71
10
Ros & al., op.cit., p. 50
The work coherence
The concept meaning of work can be defined as an effect of coherence between the
subject and the work he does, the level of harmony or balance he achieves in his
relationship to work.
11
The thoughts that one has about something else tend to
organize themselves into balanced systems and, consequently, any incoherence
leads to activities (intellectual, emotional, behavioral, etc.) to restore that balance.
The sense of coherence that the subject finds in his relationship to work gives him a
sense of psychological security and serenity which helps him to cope with the
challenges that are inevitably involved in performing his duties.
12


Table 1 presents the characteristics of a meaningful work.

Job Characteristic Definition

Social purpose Doing something that is useful to others
or to society, that contributes to society.

Moral correctness Doing a job that is morally justifiable in
terms of its processes and its results.

Achievement-related pleasure Enjoying ones job, doing a job that
stimulates the development of ones
potential and that enables achieving
ones goals.

Autonomy Being able to use ones skills and
judgment to solve problems and make
decisions regarding ones job.

Recognition Doing a job that corresponds to ones
skills, whose results are recognized and
whose salary is adequate.

Positive relationships Doing a job that enables making
interesting contacts and good
relationships with others.

Work is meaningful when it is done responsibly, not just in terms of its execution,
but in terms of the products and consequences it engenders. It brings us to another,

11
Mihaly Csikzentmihalyi (1990) Flow. The Psychology of Optimal Experience. New York: Harper & Row.
12
A. Antonovsky (1987). Unraveling the Mystery of Health. San Francisco (CA): Jossey-Bass.; D. R. Strauser & D. C.
Lustig (2003). The moderating effect of sense of coherence on work adjustment. Journal of Employment
Counseling, 40, 129-140
often neglected, dimension in work organization models: workplaceethics or moral
correctness. Recent scandals in the business world may have led to some soul
searching with regard to the moral correctness of social and organizational
practices, with ethical and moral problems becoming a growing concern in the
workplace.
13




Lesson 2 Resume and Interview Preparation(Communication Skills)
Resumes and C.V.'s: What's the Difference?
Peter Newfield President of Career Resumes, Berkeley University of California

According to the dictionary, a resume is a summary, as of ones employment, education,
etc., used in applying for a new position. Conversely, a curriculum vitae (C.V.) is noted as a
regular or particular course of study of or pertaining to education and life.
In other words, a RESUME is a career and educational summary meant to highlight your
skills and experience and a C.V. is a list mean to document every job and degree youve ever
received in your life.
Please see annex A

(http://graduate.dartmouth.edu/careers/services/vita.html)

A Curriculum Vitae (CV) is a summary of your educational and academic background. Its
purpose is to outline your credentials for an academic position, fellowship, or grant. Its
length can range from 2-4 pages. Please keep in mind each field has a different standard.
Ask the faculty in your department for feedback on your CV.

In applying for an academic position, an applicant is asked to submit a CV along with a
Dissertation Abstract, a Statement of Research Interests, and a Statement of Teaching
Interests. It is important to present a clear and well-organized application. Your goal is to
make the search committee want to interview you.

What to Include on Your Curriculum Vitae

Primary Materials

Applicant Information
Education
Dissertation Title and Advisor

13
See the special topic in Academy of Management Executive, 18(2), 2004, pp. 37-91.
Awards/Honors/Patents
Grants/Fellowships
Research Experience
Teaching Experience
Publications and Presentations
Related Professional Experience
Languages
Other Memberships, Associations, Conferences
References

Supplementary Materials

Cover Letter
Dissertation Abstract
Statement of Research and Scholarly Interests
Statement of Teaching Interests
Course lists

Primary Materials

Applicant Information

Your name should appear on the top of each page. On the first page include your
name, address, phone number, fax number, and e-mail address. Page numbers
should appear on all pages except for the first. When including your e-mail address
consider this communication with an employer to be professional. It is advised to
avoid "nick names" or "cute" automatic responses. This also applies for phone
messages.

Education

In reverse chronological order list all of your degrees from college on, with the name
of the institution and date they were awarded. List the date you expect to receive
the degree for the program you are currently in. It is standard to list the name of
your advisor and your thesis title.

From this point on you have more latitude in shaping the organization of your CV.
You should be guided by your strengths, requirements for the job, and conventions
of your discipline.

Honors and Awards (Grants, Fellowships and Patents, etc.)

Place Honors/Awards near the top of the CV (unless you have few, then put later or
omit). This is a good place to list research-related and dissertation-supported
grants, fellowships, awards and patents. Scientists may create a separate section for
"Research Grants", which would probably come later in the CV.

Research Experience

Scientists will briefly describe their postdoctoral, doctoral, and possibly
undergraduate research. You should include both substance and techniques
employed if relevant. List names of the institution, professor, project, and dates.
Along with descriptions note any contribution you made (Some scientists append a
"Statement of Research Interests")

Teaching Experience

Where you place this section depends on the target institution (i.e. small teaching
college) as well as your strengths as a candidate. The basic information should
include: Where, What, When you have taught and your titles i.e. teaching fellow or
lecturer.

Publications and Presentations

Where you place this section depends on the strength of your publication record. If
substantial, it may come first. If too lengthy or short it can come at the end of the CV
or have an additional page. Some candidates will subdivide this category into:

Publications (if have you enough, you can separate this into Books, Abstracts,
Reviews, other publications, etc...). Use standard bibliographic form for publications.
Papers and Presentations. Include dates/locations with titles of your presentations.

Avoid listing published abstracts in with papers. List Abstracts as a separate section.
Otherwise, it gives the impression of "padding."

Related Professional Experience

Use this category for any experience that is related to teaching, research, and
administration, i.e. conference organizing, tutoring, and committee work.

Languages

Accurately assess your knowledge level of a language: native, fluent, proficient or
working knowledge.

Optional Sections

Memberships of Professional Organizations
Scholarly Associations
Travel or Study Abroad

References

Most academics tend to operate within small informal networks, the names of
references will convey significant information to most readers. Most applicants will
list their references at the end of their CV. Include:

Full name
Title
Institutional address
Telephone address/e-mail/fax

Three references are expected, but you may add more if their evaluations would add
significant information

** Make sure your references know they are listed and have a copy of your CV.**

Supplementary Materials

In addition to the CV, most academic job applications will contain the following:

Cover Letter

A cover letter should be concise and to the point. Certainly no longer than
one page. Simply state why you are applying, why you are interested in the
position/school, and your relevant background. Let them know you are
appending a CV, a statement of research and teaching interests, etc. do not
discuss these in the cover letter. Direct them to where they can find the
information. Do not bury the information in a three page letter and make
them look for it, as they won't. Use your department's letter head and your
professional address. Do not use plain paper and your home address that's
a big red flag (at least in Biology).

Dissertation Abstract

A dissertation abstract is a clear and concise summary of your work, placing
it within its scholarly context and noting its contribution to the field. The
summary should be comprehensible to people outside your field, but
scholarly enough to interest those familiar with your area of expertise (Have
faculty in and out of your area read this.) The summary is typically 1-2 pages
appended at the end of your CV and clipped or stapled together with
previous pages.

Statement of Research and Scholarly Interests

Scientists are customarily asked to submit a "Statement of Research". This is
meant to be a 2-4 page statement of past, current, and future research
interests. You should describe your past and present research methodology,
lab skills, and results. For the future section, tell the reader what you hope to
do for the next 3- 5 years and how you might involve students
(undergraduates, graduates, and post-docs) in the work. Normally, this work
will follow on the momentum of your own postdoctoral studies, but if it does
not (this would be rare) be sure to explain why.

Teaching Interests

A Statement of Teaching Interests is typically required as part of the
application process for an Assistant Professor position. Tell the reader what
you feel competent to teach. If you are applying for a job where teaching
biochemistry is one of the requirements as stated in the job ad, then you
better be sure you tell them you want to teach biochemistry. This may sound
trite, but you would be amazed at the number of people who fail to follow
this seemingly self-evident step.

Course Lists/Transcript

Occasionally, applicants are asked to submit a list of their graduate courses
or a transcript.

Tips on Interviews

Promote Yourself without Being Self-Promotional

Explaining why someone should hire you, or introduce you to a friend, who is hiring,
can be uncomfortable. You need to sell yourself, but you don't want to sound like a
salesperson. Instead of detailing what's so great about you, tell a story that covers
the following:
Situation. Explain the problem or situation that you, your unit, or your
company faced.
Tasks. Outline what your responsibility was in solving the problem.
Achievements. Make clear what you did to meet your responsibility.
Results. What happened as a result of your achievements? Did revenues
increase? Did customer satisfaction improve? Use specific examples to
pique your audience's interest.

[Adapted from Guide to Getting a Job.]

Three Tips for Acing an Interview

During a job interview, it's important to explain what you can do for the company,
but it is just as imperative to build trust with the person interviewing you. Here are
three ways to align yourself with the interviewer:
Mirror body language. Even if you aren't comfortable, portray yourself as
poised and friendly. When the interviewer uses open body language --
leaning in toward you or keeping her arms open -- do the same.

Find common interests. Look for ways that the interviewer and you are alike.
These may be shared interests or experiences. Ideally they are work-related;
for example, you may both have a passion for solving tough problems.

Tell stories with a moral. Every anecdote you tell should have a point. Well-
shaped stories with a purpose can convey your most desirable qualities --
loyalty, work ethic, or trustworthiness.

[Adapted from Guide to Getting a Job.]

How to Talk About Your Weaknesses in an Interview

One of the most hated, yet frequently asked, interview questions is, "What is your
greatest weakness?" We all have faults, but the last place we want to talk about
them is in a job interview. Next time you are up for a job, take these three steps to
prepare for this dreaded question:

Prepare an answer. Yes, you need one. Make it brief, honest, trivial, and not a
fault. If possible, use something out of your control. For example, "My biggest
weakness is that my professional network is in Boston, but I'm looking to
relocate to Los Angeles."

Get input. Run your answer by a few friends and colleagues to make sure it
sounds reasonable.

Ask a question back. In the interview, deflect the attention away from you by
ending your response with a question for the interviewer.

[Adapted from "The Worst Interview Question (and How to Answer It)" by Priscilla
Claman.]

Evaluate Your Future Manager
Almost every job interview ends with an opportunity for you, the candidate, to ask
questions. Don't treat this time as another chance to impress. Instead, use this time
to assess your future boss. Ask your potential manager about a past project. This
should give you a sense of how she works. Inquire about customers or colleagues.
Her attitude toward others may reveal how she treats people. Watch how she
answers the questions. Does she talk about herself a lot? Does he take credit for
accomplishments? This data can help you better understand the manager you are
getting along with the job offer.

[Adapted from "Choose Your Boss Wisely" by Priscilla Claman.]
Three Tips for Conducting an Internal Interview

Internal interviews are often thought of as something to simply check off on a hiring
to-do list. Yet, these interviews can be a valuable source of information and the key
to helping you make the right hiring decision. Here are three tips for getting these
interviews right:

Dig deeper. Even if you already know the candidate, you can learn more. Ask
about experience outside of the company, either in previous jobs or through
volunteer work.

Assess role readiness. Because the candidate will be moving into a role she is
already familiar with, ask specific questions about what she plans to do with
the role.

Make it real. Too often, internal interviews are done out of courtesy. If you
aren't serious about the candidate, don't bother with the interview.

[Adapted from "How to Conduct an Internal Interview" by Amy Gallo.]

Lesson 3 Ethics and Values in Employment Dilemmas and Decision Making Skills
and
Lesson 4 Ethics and Values in Entrepreneurship Dilemmas and Decision Making Skills

Q What is IBE (Institute of Business Ethics)?
A IBE was established in 1986 to encourage high standards of corporate and business
behaviour and the sharing of good practice. IBE is a registered charity, funded by corporate,
association and individual subscribers. IBE's work is based on a programme of research,
publications and events covering national and international issues of business conduct. We
assist organisations wishing to encourage a culture based on ethical values and provide a
forum for the exchange of problems and solutions. This web site contains further
information about the Institute and its subscribers. The Institute also has numerous links
with similar bodies overseas.

Q What is business ethics?
A Business ethics is the application of ethical values to business behaviour. It applies to any
and all aspects of business conduct, from boardroom strategies and how companies treat
their employees and suppliers to sales techniques and accounting practices. Ethics goes
beyond the legal requirements for a company and is, therefore, about discretionary
decisions and behaviour guided by values. Business ethics is relevant both to the conduct of
individuals and to the conduct of the organisation as a whole.

Q What is IBE's approach to business ethics?
A The Institute of Business Ethics aims to demystify the topic of business ethics and to
make it practical and tangible. IBE focuses on how ethical values and standards apply to the
world of business. It takes a practical rather than an academic or philosophical approach to
helping with ethical dilemmas that organisations and their employees face.

Q What is the difference between business ethics and an ethical business?
A Business ethics relates to how any organisation conducts its business in order to make
profit or achieve other goals. Any organisation can seek to do business in a way that is
guided by ethical values. Whether an organisation is judged to be an ethical business
however, may involve a subjective assessment of any of the following: the products and
services it offers, its founding priorities, goals and values, its philanthropy, its reputation
among its stakeholders, the way it treats customers and staff etc.

Q How does business ethics relate to Corporate Responsibility (CR)?
A If business ethics is about the application of ethical values, CR is the expression of those
values both within core business strategies and as a set of commitments and obligations
made to its stakeholders. CR is about an organizations approach to what it is responsible
for, to whom it is responsible, and why, and this will be underpinned by its ethical values
and by the policies and programmes in place to make those values operational.

Q How does business ethics relate to Corporate Social Responsibility (CSR)?
A An organization's core ethical values and standards should underpin everything that it
does and the way its employees conduct their everyday business. Business ethics is about
"doing things ethically". How an organization approaches the social and environmental
impacts of its business operations and its voluntary contribution to the wellbeing of the
global and local communities in which it operates, is often known as Corporate Social
Responsibility (CSR); it is often about "doing ethical things". The IBE believes that an
organization cannot be genuinely responsible without an embedded and inherent culture
that is based on ethical values such as trust, openness, respect and integrity. This is why the
IBE prefers to talk about Corporate Responsibility (CR) as a wider, concern, rather than
using the more limiting 'social' tag.

Q What is professional ethics?
A Professional ethics relates to how people behave in relation to their chosen career.
Doctors, lawyers, accountants, engineers and other professionals are expected to behave a
certain way or follow specific codes of conduct. This helps to guard against their actions
bringing their profession into disrepute. Living up to professional ethics can lead to
dilemmas in the workplace. An example might be where a professional duty to
'whistleblow' conflicts with a sense of loyalty to a company. Professional ethical standards
should always be followed.

Q What is corporate ethics?
A This term refers narrowly to the application of ethical values internally to business
practices i.e. within a corporation. The term business ethics often embraces considerations
of the role that business has to play in society as a whole and its wider, external
responsibilities.

Q What are some examples of business ethics issues?
A Some of the key issues addressed in current codes of business ethics are bribery &
corruption; gifts & hospitality; conflicts of interest; diversity; health and safety,
environmental stewardship and political donations & lobbying. According to IBE/MORI
research published in October 2006, the three major areas of public concern are speaking
out/whistleblowing (32 %), environmental responsibility (32 %) and discrimination in
treatment of people (31 %). Executive pay (27 %) and harassment and bullying in the
workplace (25 %) also cause the public concern.

Q What are some of the newer business ethics concerns?
A Supply chain management is becoming an increasingly important issue for companies, as
consumers learn more about the potential environmental and social impact of the products
they purchase. Other, recent concerns include customer data protection, work-home
balance and the responsible treatment of suppliers. As well as being asked to identify and
address their wider impacts on society, companies have been under pressure to consider
"product responsibility": for example regarding fast food companies and the nutritional
value of their products and alcohol companies regarding 'binge drinking' by young people.

Q What are ethical dilemmas?
A An ethical dilemma involves a situation that makes a person question what is the 'right'
or 'wrong' thing to do. Ethical dilemmas make individuals think about their obligations,
duties or responsibilities. These dilemmas can be highly complex and difficult to resolve.
Easier dilemmas involve a 'right' versus 'wrong' answer. A majority of people will agree, for
example, that it is morally unacceptable to pretend that someone else's work is their own.
However, complex ethical dilemmas involve a decision between right and right. An example
might be where you uncover a friend's misdemeanour: You have a duty to your employer
to report it, but also a duty to be loyal to your friend in a situation that could lead to his or
her dismissal. More resources regarding dilemmas can be found here >>

Q How do you know you have made the right ethical decision?
A Some companies provide employees with 'ethical tests' to help them to make decisions.
These might involve a series of questions to ask yourself, such as: is it legal? Is it consistent
with the company's code of business ethics? What would my mother think? How would I
feel about it being on the front page of tomorrow's newspapers? IBE's 2003 publication
Developing a Code of Business Ethics contains examples of corporate ethical tests.

Q Who are a company's stakeholders?
A Stakeholders are those groups "who can affect or [are] affected by the achievement of the
firm's objectives" (Freeman, 1984). There are a number of ways of categorizing
stakeholder groups. The IBE distinguishes between 'stakeholders' and 'other
interested/influential parties'.
Stakeholders are defined as those groups with whom the organization has a financial
relationship within its day-to-day business. Stakeholders are typically the organizations
employees, customers, suppliers, shareholders and government (regional and national and
regulators).
'Interested parties' are those often very influential groups with whom the organization may
have dealings but where no direct financial relationship exists. Examples of interested
parties are the media, non-governmental and campaigning organizations, competitors and
local communities in which businesses operate.

Q What relevance do ethics have to business?
A Ethical values play an increasingly important role in business today. Firstly, companies
do not operate in a vacuum, but are part of a society which expects a certain standard of
behavior from businesses. According to Ipsos MORI research in September 2006, 83% of
the British public say that a company's social responsibility is an important factor when
deciding which product or service to purchase. At the same time, 67% believe that industry
and commerce do not pay enough attention to their social responsibilities. Companies
require what is often called 'a license to operate'. In other words, they need the approval of
society in order to continue doing business. People expect companies to look after their
staff and tell customers the truth. They also increasingly expect companies to address their
environmental impacts and make sure that the people who make their products are treated
fairly, wherever the company operates.
Secondly, ethical values are relevant in providing guidance to staff in situations where the
right thing to do is unclear. Employers can not take for granted that their staff understand
what ethical standards are expected of them in carrying out their work on behalf of the
company. Provision of guidance is therefore essential.

Q What factors are encouraging companies to address ethics?
A A series of external and internal factors are putting pressure on companies and other
organizations to address their ethics. These include the increasing influence of Non-
Governmental Organizations (NGOs); a pervasive media in search of stories; the knock-on
effect of corporate accountancy scandals such as Enron and WorldCom; increasing
legislation and the growth of Socially Responsible Investment (SRI), as well as changing
consumer and employee expectations. Recent legislation such as the revised Companies Act
(2006) and the Sarbanes-Oxley Act (2002) also have an impact.

Q Is ethics just another burden on companies or does it pay to be ethical?
A There are a number of commonsense arguments that ethical business practice positively
affects company performance. For example, if employees are being treated well. it is likely
that workplace productivity will increase. Similarly, the provision of a responsive customer
service may result in increased customer loyalty. A 2003 IBE report found that during
1997-2001 those companies with a code of ethics for at least five years outperformed a
similar sized group who said they did not have a code, on financial performance measures.
A 2007 IBE report suggests that companies that provide training on business ethics
outperform those that have a code but provide no training.

Furthermore, having an ethics policy is seen to be good governance practice; it is one of the
hallmarks of a well-run business. It can reassure investors and other stakeholders about
the company's approach to its non-financial risks. It can also help to protect and enhance
corporate reputation; it can motivate and encourage loyalty in staff and can be useful in
terms of risk management.

Having an Ethics policy is also an important factor in Socially Responsible Investment
criteria. Inclusion in indices such as the FTSE4Good or the Dow Jones Sustainability Index
helps SRI preference.

Q Do small and medium sized companies (SMEs) need codes?
A Ethical standards are just as important to SMEs as to larger companies, but the key issues
and concerns can be very different. The Find Out More Section of this website also provides
some guidance for SMEs on how to tackle ethical issues. Today's multinational
corporations were yesterday's SMEs, and IBE suggests that SMEs address ethical concerns
as early as possible. Many companies make the mistake of only tackling ethical behavior
when problems arise. A reputation takes years to build, but can be lost overnight.
In addition, SMEs are finding that having ethical policies are a condition of tendering for
contracts as larger businesses extend their ethical standards to companies in their supply
chains. SMEs that are familiar with these demands can have a competitive advantage.

Q How does a company start to address ethics?
A If an organization wants to take ethics seriously, it needs to identify the core values to
which it wishes to be committed and held accountable. It then needs to translate those
values into guidance for all employees on how to act responsibly in different
circumstances. See below for further details.

Q What are core values?
A Core ethical values are those regarded by a company as non-negotiable - they form the
foundation for a set of corporate ethical standards and commitment and the organizations
approach to corporate responsibility. Commonly used value words found in
introductions/preambles to codes of ethics include: responsibility, integrity, honesty,
respect, trust, openness, fairness and transparency. Organizations may also articulate a set
of business values, such as quality, profitability, efficiency, reliability and customer service.

Q How do you translate values into action?
A The best way to start translating values into action is by producing a code of business
ethics, often known as business principles or 'the way we work'. A codes of ethics explains
the organizations approach to ethical issues, sets out its ethical commitments and
standards, and provides guidance to staff on how to react to ethical dilemmas.

Q How does an ethical code differ from a code of conduct?
A Many companies use the phrases 'ethical code' and 'code of conduct' interchangeably,
whereas the IBE finds it useful to make a distinction. A code of ethics will start by setting
out the values that underpin the code and will describe a company's obligation to its
stakeholders. The code is publicly available and addressed to anyone with an interest in the
company's activities and the way it does business. It will include details of how the
company plans to implement its values and vision, as well as guidance to staff on ethical
standards and how to achieve them. However, a code of conduct is generally addressed to
and intended for employees alone. It usually sets out restrictions on behaviour, and will be
far more compliance or rules focused than value or principle focused.

Q Why produce a code?
A Having a code is good corporate governance practice. The Cadbury Report on Financial
Aspects of Corporate Governance, published in 1992, stated that "We regard it as good
practice for boards of directors to draw up codes of ethics or statements of business
practice and to publish them both internally and externally". Producing a code of business
ethics helps companies to understand and address ethical issues. It encourages consistent
and confident behavior amongst employees and raises awareness of company systems such
as whistleblowing hotlines or corporate gift registers.

Q How many companies have codes?
A IBE research in January 2007 showed that about 85% of the FTSE 100 have a code of
business ethics. Preliminary findings suggest that about half of the next 250 listed
companies have codes.

Q How might companies go about producing a code?
A IBE has identified eight key steps to producing a code as part of a corporate ethics
programme. Developing a Code of Business Ethics, published by IBE in October 2003, gives
a detailed explanation of these steps for developing and implementing a code. The Code of
Ethics section of this website provides further information on codes.

Q What might a code look like?
A Three approaches can be identified.
The first sets out the commitments an organization makes to its relationships with is
different stakeholders, such as investors, customers, employees, suppliers and business
partners. The second approach highlights key issues facing the company and explains how
staff should behave in these circumstances. Thirdly, some organizations use an
amalgamation of the two approaches.
IBE favours a stakeholder approach in identifying and considering ethical issues and
concerns, but the optimal format for a code of ethics will depend on the particular
organisation and its business environment.

The IBE Illustrative Code of Business Ethics, published within Developing a Code of
Business Ethics (2003), provides an example of what topics a code might cover. It is
important for an organisation to produce its own, unique code and to select the most
appropriate format for its business.


Q Are all codes the same?
A While there are certain issues that most organizations will want to address in their code,
it is vitally important that a corporate code is designed to reflect the needs, circumstances
and challenges of an individual business. One size does not fit all. The ethical issues facing a
multinational oil company are very different from those facing a UK-based management
consultancy. It is also important to involve employees in the process of developing a code.
If the policy and code are to work, a company's approach has to reflect the concerns of its
employees and other stakeholders.
Many codes of ethics can be found on the websites of large companies and other
organisations. The IBE has an extensive database and library of codes.

Q Is having a code enough?
A Simply drawing up and publishing a code is never enough. After all, Enron had a code. A
code of ethics or an ethics policy must be strongly embedded in an organizations culture in
order to be effective in influencing behavior and decision making at all levels of an
organization. It must be supported by a programme of communication, training and
leadership example. This means, among other things: all staff are trained on values,
standards and use of the code, managers at all levels take responsibility for code awareness
and implementation among their staff, ethical values are incorporated into corporate
strategy and the organization regularly reports on their ethical performance the Board
should endorse and support the ethics policy and top-managers should set an example with
their own behaviour the organization should ensure that employees can make enquiries on
ethical issues, raise concerns and report misconduct, for example, through an internal or
external speak-up line. Organizations should monitor the effectiveness of their ethics policy
and review the policy regularly.
IBE's 2006 publication 'Making Business Ethics Work - the foundations of effective
embedding' provides details of best practice in embedding an ethics policy. Also published
in 2006 by IBE, 'Living Up To Our Values: developing ethical assurance' outlines what
companies can do to live up to their ethical commitments set out in their corporate code of
ethics.


Q Can companies achieve accreditation for their ethics?
A Companies are coming under greater pressure to address and be seen to address social,
environmental and ethical issues. In response, some look for external standards and
verification. The IBE does not offer accreditation, but the IBE's 2002 publication
Demonstrating Corporate Values - Which Standard for Your Company? explores a range of
external standards and the pros and cons of each approach. A list of selected standards and
guidelines can be found by clicking here.

In 'Living Up To Our Values: developing ethical assurance' (2006), the IBE suggests that
organisations begin by assuring their ethical performance against the standards set by
their own code of ethics.

Q Who in a company is responsible for business ethics?
A The responsibility for the company's ethical policies and/or ethics code may rest with a
human resources department, company secretary, CSR manager, risk manager, compliance
officer or internal auditor. Increasingly, organisations are establishing responsibility at
board level through committees such as Audit Committees or dedicated Ethics Committees.
Top-management are expected show a commitment to the company's ethics code and set
an example with their own behaviour. Often, middle managers are given operational
responsibility for implementing and upholding the organisations' code of ethics. For a
company to operate in line with a set of ethical values, all employees must take
responsibility for their own ethical behaviour. However, they must be supported in this by
their employer. In the USA most large companies employ one or more Ethics Officers and
this is an established profession. In the UK, the person responsbile for the programme is
likeley to be found in the Company Secretary's office.

Ethical Decision Making and Behavior

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Module 2 Professional Leadership skills

Lesson 1 Servant Leadership

Servant-leadership, first proposed by Robert K. Greenleaf in 1970, is a theoretical
framework that advocates a leaders primary motivation and role as service to others.

Ten Principles of Servant Leadership
By Robert Greenleaf

1. Listening - Traditionally, leaders have been valued for their communication and
decision making skills. Servant-leaders must reinforce these important skills by
making a deep commitment to listening intently to others. Servant-leaders seek to
identify and clarify the will of a group. They seek to listen receptively to what is
being said (and not said). Listening also encompasses getting in touch with one's
inner voice, and seeking to understand what one's body, spirit, and mind are
communicating.

2. Empathy - Servant-leaders strive to understand and empathize with others. People
need to be accepted and recognized for their special and unique spirit. One must
assume the good intentions of coworkers and not reject them as people, even when
forced to reject their behavior or performance.

3. Healing - Learning to heal is a powerful force for transformation and integration.
One of the great strengths of servant-leadership is the potential for healing one's self
and others. In "The Servant as Leader", Greenleaf writes, "There is something subtle
communicated to one who is being served and led if, implicit in the compact
between the servant-leader and led is the understanding that the search for
wholeness is something that they have."

4. Awareness - General awareness, and especially self-awareness, strengthens the
servant-leader. Making a commitment to foster awareness can be scary--one never
knows that one may discover! As Greenleaf observed, "Awareness is not a giver of
solace - it's just the opposite. It disturbed. They are not seekers of solace. They have
their own inner security."

5. Persuasion - Servant-leaders rely on persuasion, rather than positional authority in
making decisions. Servant-leaders seek to convince others, rather than coerce
compliance. This particular element offers one of the clearest distinctions between
the traditional authoritarian model and that of servant-leadership. The servant-
leader is effective at building consensus within groups.

6. Conceptualization - Servant-leaders seek to nurture their abilities to "dream great
dreams." The ability to look at a problem (or an organization) from a
conceptualizing perspective means that one must think beyond day-to-day realities.
Servant-leaders must seek a delicate balance between conceptualization and day-to-
day focus.

7. Foresight - Foresight is a characteristic that enables servant-leaders to understand
lessons from the past, the realities of the present, and the likely consequence of a
decision in the future. It is deeply rooted in the intuitive mind.

8. Stewardship - Robert Greenleaf's view of all institutions was one in which CEO's,
staff, directors, and trustees all play significance roles in holding their institutions in
trust for the great good of society.

9. Commitment to the Growth of People - Servant-leaders believe that people have an
intrinsic value beyond their tangible contributions as workers. As such, servant-
leaders are deeply committed to a personal, professional, and spiritual growth of
each and every individual within the organization.

10. Building Community - Servant-leaders are aware that the shift from local
communities to large institutions as the primary shaper of human lives has changed
our perceptions and has caused a feeling of loss. Servant-leaders seek to identify a
means for building community among those who work within a given institution.


Lesson 2 Transformative Leadership


What is meant by transformative leadership? How can transformative leaders be
identified? Two terms are critical to illuminate the concept e.g. transformation and
leadership. Transformation implies a fundamental change. The Websters dictionary
defines transformation as changing the form, condition, character, or function.
Leadership is defined in different ways but the elements commonly emphasized are to
guide, direct and influence. Leadership, thus, connotes not simply having power or
authority but having a vision and a sense of purpose. Who, then, are the transformative
leaders? A transformative leader, simply defined, is a person who can guide, direct, and
influence others to bring about a fundamental change, change not only of the external
world, but also of internal processes.

Transformative leaders can be found at different levels (e.g. community, national, global),
and in various sectors (e.g. society, economy, politics).



Transformational leadership is a type of leadership style that can inspire positive changes
in those who follow. Transformational leaders are generally energetic, enthusiastic, and
passionate. Not only are these leaders concerned and involved in the process; they are also
focused on helping every member of the group succeed as well.
The History of Transformational Leadership
The concept of transformational leadership was initially introduced by leadership expert
and presidential biographer James MacGregor Burns. According to Burns, transformational
leadership can be seen when "leaders and followers make each other to advance to a higher
level of moral and motivation." Through the strength of their vision and personality,
transformational leaders are able to inspire followers to change expectations, perceptions,
and motivations to work towards common goals.
Later, researcher Bernard M. Bass expanded upon Burns' original ideas to develop what is
today referred to as Bass Transformational Leadership Theory. According to Bass,
transformational leadership can be defined based on the impact that it has on followers.
Transformational leaders, Bass suggested, garner trust, respect, and admiration from their
followers.
The Components of Transformational Leadership
Bass also suggested that there were four different components of transformational
leadership.
1. Intellectual Stimulation Transformational leaders not only challenge the status
quo; they also encourage creativity among followers. The leader encourages followers
to explore new ways of doing things and new opportunities to learn.


2. Individualized Consideration Transformational leadership also involves offering
support and encouragement to individual followers. In order to foster supportive
relationships, transformational leaders keep lines of communication open so that
followers feel free to share ideas and so that leaders can offer direct recognition of the
unique contributions of each follower.


3. Inspirational Motivation Transformational leaders have a clear vision that they
are able to articulate to followers. These leaders are also able to help followers
experience the same passion and motivation to fulfill these goals.


4. Idealized Influence The transformational leader serve as a role model for
followers. Because followers trust and respect the leader, they emulate this individual
and internalize his or her ideals.
Observations
In their classic text, Transformational Leadership, authors Bass and Riggio explained:
"Transformational leaders...are those who stimulate and inspire followers to both achieve
extraordinary outcomes and, in the process, develop their own leadership capacity.
Transformational leaders help followers grow and develop into leaders by responding to
individual followers' needs by empowering them and by aligning the objectives and goals
of the individual followers, the leader, the group, and the larger organization."
Researchers have found that this style of leadership can have a positive effect on the group.
"Research evidence clearly shows that groups led by transformational leaders have higher
levels of performance and satisfaction than groups led by other types of leaders," explained
psychologist and leadership expert Ronald E. Riggio in an article appearing on
the Psychology Today website. The reason, he suggests, is that transformational leaders
believe that their followers can do their best, leading members of the group to feel inspired
and empowered.

References:
Bass,B. M. (1985). Leadership and Performance. N. Y,: Free Press.
Bass, B. M. & Riggio, R. E. (2008). Transformational Leadership. Mahwah, New Jersey: Lawrence Erlbaum
Associates, Inc.
Burns, J. M. (1978). Leadership. N.Y: Harper and Raw.
Riggio, R.E. (2009, March 24). Are you a transformational leader. Psychology Today. Found online at
http://blogs.psychologytoday.com/blog/cutting-edge-leadership/200903/are-you-transformational-leader


Module 3 Family and World of Work

Lesson 1 Balance Between Family and Work

Work-life balance: Tips to reclaim control

When your work life and personal life are out of balance, your stress level is likely to soar.
Use these practical strategies to restore harmony.

[By Mayo Clinic staff]

There was a time when the boundaries between work and home were fairly clear. Today,
however, work is likely to invade your personal life and maintaining work-life balance is
no simple task. This might be especially true if you're concerned about losing your job due
to restructuring, layoffs or other factors.

Still, work-life balance isn't out of reach.

Start by evaluating your relationship to work. Then apply specific strategies to help you
strike a healthier balance.

Married to your work? Consider the cost

It can be tempting to rack up hours at work, especially if you're trying to earn a promotion
or manage an ever-increasing workload or simply keep your head above water.
Sometimes overtime might even be required. If you're spending most of your time working,
though, your home life will take a hit.

Consider the consequences of poor work-life balance:

Fatigue. When you're tired, your ability to work productively and think clearly might suffer
which could take a toll on your professional reputation or lead to dangerous or costly
mistakes.

Lost time with friends and loved ones. If you're working too much, you might miss
important family events or milestones. This can leave you feeling left out and might harm
relationships with your loved ones. It's also difficult to nurture friendships if you're always
working.

Increased expectations. If you regularly work extra hours, you might be given more
responsibility which could lead to additional concerns and challenges.

Strike a better work-life balance

As long as you're working, juggling the demands of career and personal life will probably
be an ongoing challenge. Consider these ideas to find the work-life balance that's best for
you:

Track your time. Pay attention to your daily tasks, including work-related and personal
activities. Decide what's necessary and what satisfies you the most. Cut or delegate
activities you don't enjoy or can't handle or share your concerns and possible solutions
with your employer or others.

Take advantage of your options. Ask your employer about flex hours, a compressed
workweek, job sharing, telecommuting or other scheduling flexibility. The more control
you have over your hours, the less stressed you're likely to be.
Learn to say no. Whether it's a co-worker asking you to spearhead an extra project or your
child's teacher asking you to organize a class party, remember that it's OK to respectfully
say no. When you quit accepting tasks out of guilt or a false sense of obligation, you'll have
more time for the activities that are meaningful to you.

Leave work at work. With the technology to connect to anyone at any time from virtually
anywhere, there might be no boundary between work and home unless you create it.
Make a conscious decision to separate work time from personal time. When you're with
your family, for instance, keep your laptop in your briefcase.
Manage your time. Organize household tasks efficiently, such as running errands in batches
or doing a load of laundry every day, rather than saving it all for your day off. Put family
events on a weekly family calendar and keep a daily to-do list. Do what needs to be done
and let the rest go.

Bolster your support system. At work, join forces with co-workers who can cover for you
and vice versa when family conflicts arise. At home, enlist trusted friends and loved
ones to pitch in with child care or household responsibilities when you need to work
overtime or travel.

Nurture yourself. Eat a healthy diet, include physical activity in your daily routine and get
enough sleep. Set aside time each day for an activity that you enjoy, such as practicing yoga
or reading. Better yet, discover activities you can do with your partner, family or friends
such as hiking, dancing or taking cooking classes.

Know when to seek professional help

Everyone needs help from time to time. If your life feels too chaotic to manage and you're
spinning your wheels worrying about it, talk with a professional such as a counselor or
other mental health provider. If your employer offers an employee assistance program
(EAP), take advantage of available services.

Remember, striking a healthy work-life balance isn't a one-shot deal. Creating work-life
balance is a continuous process as your family, interests and work life change. Periodically
examine your priorities and make changes, if necessary to make sure you're keeping
on track.


Module 4 Success Factors in Your Employment

Lesson 1 Interpersonal Relationships: Superior, Colleagues and Subordinates

RESEARCH ON SUPERIORSUBORDINATE RELATIONSHIPS

There are several areas of research examining issues of superiorsubordinate
communication. These include the following:

Interaction patterns. Research that studies the communication patterns between
supervisors and their subordinates. How much time is spent communicating with
each other? Who initiates the communication? What is the importance of the
interactions?
Openness in communication. This line of research examines two dimensions of
openness in the superiorsubordinate relationship: message sending (delivering
bad news, candor in communication, providing important company facts) and
message receiving (encouraging frank expressions of alternative views).
Upward distortion. This occurs when persons of lower hierarchical rank in
organizations communicate with persons of higher rank. Upward distortion falls
into four general categories:
o 1. Subordinates tend to distort upward information, saying what they think
will please their supervisors.
o 2. Subordinates tend to filter information and tell their supervisors what
they, the subordinates, wantthem to know.
o 3. Subordinates often tell supervisors what they think the supervisor wants
to hear.
o 4. Subordinates tend to pass personally favorable information to supervisors
while not transmitting unfavorable information about themselves to
supervisors.
Upward influence. This line of research focuses on two dimensions of influence: (a)
the effects a superior's influence in the hierarchy has on his or her relationships
with subordinates and (b) subordinates' use of influence with their supervisors.
Semantic-information distance. This research describes the gap in agreement
and/or understanding on specific issues between superiors and subordinates (e.g.,
job duties and leaders' authority).
Effective versus ineffective superiors. Examines prescriptive characteristics of
effective and ineffective communication behaviors among organizational
supervisors, as well as communication qualities of effective leaders.
Personal characteristics. These study the mediating effects of personal
characteristics of superiors and subordinates (e.g., communication apprehension,
communication competence, locus of control, and communicator style).
Feedback. Research focusing on relationship between feedback and performance,
feedback and motivation, feedback and attributional processes, the use of rewards
and punishments as feedback, and the feedback-seeking behavior of individuals.
Conflict. Research examining the role of communication in superiorsubordinate
conflict (e.g., conflict management style, organizational level, power, perceptions of
skills, perceptions of subordinate's personality).

Peer Communication

Peer communication is an important interpersonal facet in everyday organizational life.
This area of study focuses on coworker communication within and between work groups.
Peer communication is important for three reasons:
1. Peer interpersonal communication differs from superiorsubordinate
communication (e.g. relationship rules, message strategy choices).
2. Peer communication and the use of groups to accomplish work goals in
organizations is increasing.
3. Peer interpersonal communication is an important source of support, friendship,
and job satisfaction and commitment.

Peers communicate about job requirements, provide social support, and are in a position to
give advice without formally evaluating performance. Peers also may help each other solve
organizational problems or issues and utilize the best strategies to use with supervisors.
However, peer communication is not without problems. Peers can withhold information
from one another, which makes accomplishing individual and group goals difficult.

Research on Interpersonal Communication in Organizations

Interpersonal communication is complex. It is a difficult proposition to communicate
effectively with others while maintaining an authentic sense of self. Communication may be
difficult with others owing to the wide array of interactions on a regular basis.
Communication partners have different interpersonal communication experiences that
contribute to how they communicate and interact with others. Exposure to multiple
communication partners can be confusing if one is not familiar with recognizing and
adjusting to different styles and patterns of communication.

Several factors contribute to the interpersonal communication process in organizations.
They include interpersonal trust, the use of nonverbal communication, cultural differences
between the partners, and technology in interpersonal relationships.

Interpersonal Trust in Organizations

The role of interpersonal communication in the development of relationships is a popular
area of study for communication researchers. Interpersonal communication may occur
between people who have had continual interaction or between people who do not have
past experiences with each other, allowing a reduction in drawing on a historical frame of
reference. Regardless of the interpersonal situation, trust is a critical factor in all
interpersonal relations. Although a general term, trust is defined as positive expectations
about the behavior of others based on roles, relationships, experiences, and
interdependencies, as noted by Pamela Shockley - Zalabak in 2002. Shockley-Zalabak,
Kathleen Ellis, and Ruggero Cesaria discussed in 2000 the central role that organizational
communication plays in the behavior components of trust. These scholars highlight three
primary areas of organizational trust that strengthens communication:

1. Accurate information. Information flow that is forthcoming
2. Explanations for decisions. Adequate and timely feedback on decisions
3. Openness. Managers and supervisors freely exchange thoughts and ideas with their
employees

TECHNOLOGY AND INTERPERSONAL COMMUNICATION

Interpersonal communication is typically restricted to communication that occurs in a face-
to-face environment. However, with an increase in the use and access of technologies in
organizations, mediated interpersonal communication is becoming a salient area of
inquiry. Knowledge of interpersonal communication has become more important in recent
years, especially as organizations have expanded their activities to other countries and
relied on computer-mediated communication to overcome physical distances. The rapidly
increasing use of computer-mediated communication to connect members of an
organization has resulted in more research relating to both computer-mediated
communication and globalization. It raises questions regarding key assumptions of face-to-
face interaction and highlights the need to understand interpersonal communication.

This higher level of awareness is more likely to produce organizational members who
recognize their own and others' communication needs, resulting in communicators who
are more effective. Technology is changing the way we view and engage each other in our
relationships. Communication technologies have eradicated boundaries of brick-and-
mortar buildings, where face-to-face interactions were predominant, to expand time and
spatial restrictions that inform interpersonal and work communication.

Individuals accomplish work through various time zones, cultural differences, and
particularly geographic locations. Because of this, we work with people without much
information about their background, history, or experiences, much less their worldviews,
values, and ideology. This may create opportunities for effective interpersonal
communication or may greatly hinder it, depending on how well individuals react to this
new way of working. Teleworking (individuals who work at home or in other
organizationally controlled spaces) and virtual teams (individuals who work as part of a
team remotely solely using communication technologies) are new interpersonal
communication configurations informed by technology
ANNEX A

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