Communication, Networking, and Alliance Building
Communication can focus the organization on the positive value of intervention implementation and change. Networks and alliances increase the efficiency and effectiveness of people working together.
Communication is like an old-fashioned elixir. It is good for this and good for that. In fact, nothing works well without it. Communication is the glue that holds all of the pieces of a well-designed intervention together. Communication helps people understand what is happening and why it is happening. People have a chance to ask questions and grasp what they are supposed to do. Talking helps people work together instead of assuming what was meant .
Communication
Communication is the process of sharing thoughts and ideas to develop a common understanding. It is not necessary for people to agree with the idea. It is okay to disagree . However, communicators need to agree about what was actually said. Each communicator needs to be able to paraphrase , or repeat, the essence of what was said.
Frame of Reference
Communicating involves understanding other's frame of reference. People encode (put feelings and ideas into a verbal message) and decode (receive the message and internally translate the words into personal meaning). Each participant in the communication translates the messages differently based on his/her own frame of reference. People understand verbal messages based on their unique experience, educational background, race, sex, attitudes, personality, and values. For example, people are influenced by their ethnic and religious heritage, their environment (e.g., small town or big city), and their family (e.g., siblings, single-parent household). They are affected by vacations , hobbies, and their childhood community. Frame of reference influences everything. Effective communicators need to predict how the listener will receive a verbal statement. It is not sufficient to use perfectly accurate and clear descriptions. If the receiver has no way of grasping the ideas or visualizing the experience, then miscommunication will result. "The message that counts is the one received ...Therefore, the burden of communication lies with you the sender." [51]
Code
Communication is more than words, it includes the entire body and the surrounding environment (context). Code is not the actual message but how the message is carried. There are three basic codes:
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Verbal ”Spoken or written language
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Paralanguage ”Voice elements such as tone, pitch, rate, volume, and emphasis
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Nonverbal ”Voluntary and involuntary muscle movements, such as gestures, facial expressions, eye contact, appearance, posture , location of communication, arrival times, etc. [52]
R. L. Birdwhistell explained that "probably no more than 30 “35 percent of the social meaning of a conversation or an interaction is carried in the words." [53] As a result, communicators should realize that 65 “70 percent of the message comes from paralanguage and nonverbal means.
Interpersonal Relationships
PT practitioners need to establish trust and work closely with others. Without effective interpersonal communications, resistance ensues and confidence is not established. Effective communication depends on the ability to make personal expectations clear and to understand and respect the beliefs, values, and attitudes of others. This requires empathy and understanding of differences in people.
There are many ways to explain diversity among people. For example, people vary in their preference for thinking things through (reflection) or taking action. In addition, people differ in their thinking style. Some like to use a step-by-step approach and others like to think about ideas in a way that, at first, may seem random. [54]
Based on the Gregorc explanation of differences (Table 6-1), abstract randoms like to reflect on unrelated ideas and tend to be creative and artistic. Concrete randoms, committed to accomplishing targets, persevere and do not lose their commitment to action. Concrete sequentials have patience with details and are intent on doing things right. They provide checks and balances to others who tend to overlook small things. Abstract sequentials are inclined to think things through to be sure an idea is logical and sound. They research and test innovative ideas.
| Unrelated Ideas | Step-by-step/Linear | |
|---|---|---|
| Reflection | Abstract | Abstract |
| Random | Sequential | |
| Take Action | Concrete | Concrete |
| Random | Sequential |
It is plain to see that each preference for thinking and doing has advantages in the workplace and that there is a need for people with all styles. It is imperative that PT practitioners acknowledge differences and plan to maximize the strengths of each person. In newsletters, memos, procedures, and other documents, it is important to accept the differences and accommodate for each type. For example, documents should have sufficient concrete detail, yet highlight important points for those who like to accomplish something quickly. There should be some illustrations and examples of various applications and an explanation of purpose for those grounded on logic.
Active Listening
Good listening requires the ability to accurately absorb what the speaker is saying with an understanding of the speaker's point of view. Effective listeners are able to paraphrase, or accurately restate , the speaker's ideas and feelings using similar words. Good paraphrasing requires listeners to minimize the influence of personal values, past experience, background, and educational level. Listening is an active process that focuses on the speaker's message. It requires the listener to test the accuracy of understanding by questioning the speaker.
Good listening involves a positive outlook towards the speaker's message. According to Hamilton, signs of poor listening include:
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Criticizing the speaker's topic by referring to it as uninteresting or boring.
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Criticizing the speaker's delivery.
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Interrupting to challenge or disagree with the speaker or silently build arguments.
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Listening only for facts.
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Making detailed outlines while listening.
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Pretending to listen to the speaker.
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Tolerating or creating distractions.
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Avoiding understanding difficult material.
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Reacting emotionally by tuning out the speaker.
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Daydreaming during long presentations. [55]
Feedback
Typically, employees want information about such things as progress towards a goal, quality of work, or an interpersonal situation. Feedback is an interpretation or judgment about a statement or a situation. Feedback can help employees know how they are doing, and it increases job satisfaction by realizing the need for appreciation . However, feedback can also make people feel under attack. It is time-consuming and difficult to convey because the person's response can be negative or positive.
It is possible to improve the quality and frequency of feedback by using the following, or similar, suggestions: [56]
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Tell people you want feedback.
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Identify the areas in which you want feedback.
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Set aside time for regularly scheduled feedback sessions.
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Use silence to encourage feedback.
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Watch for nonverbal responses.
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Ask questions.
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Paraphrase.
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Use statements that encourage feedback.
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Reward feedback.
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Follow up.
When giving feedback to others, it is best to: [57]
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Direct feedback toward behavior rather than toward the person.
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Use language that is descriptive instead of evaluative.
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Recognize that feedback involves sharing ideas, not giving advice.
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Include only as much information as the person can handle at one time.
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Remember that effective feedback is immediate and well-timed.
Meetings
Conducting effective meetings is an essential skill for PT practitioners. Meetings bring decision makers and supporters together, facilitating consensus and increasing support for interventions. Meetings allow direct, face-to-face communication and provide an opportunity to explain rationale and to discuss concerns and resistance.
Meetings strengthen groups and encourage collaboration. Meetings should be well-planned and include appropriate speakers and participants, necessary visual aids, and clear handouts. As soon as participants gather, the meeting leader should then welcome and open with introductions , objectives, and the agenda. The meeting proper includes informational presentations, group collaboration, decision making, and action planning. Closing includes summarizing decisions, making action assignments with deadlines, listing recommendations, and asking for feedback. Meeting leaders ensure that participants have sufficient information, full participation in discussions, and clear action plans for meeting follow-up. [58]
Presentations
PT practitioners frequently convey prepared remarks or speeches. These presentations are designed to influence management or employees to act or to convince them to provide support for an idea or change. The point of the presentation is to get listeners to agree with the speaker's way of thinking. It is also likely that listeners will be asked to change normal work activities and to adopt different methods , processes, or procedures.
Listeners, consciously or unconsciously, consider the evidence or logic of the message, the credibility of the speaker, the opinions of others, and their own needs and beliefs. [59] Well-organized speeches are clearer to follow and more effective. Begin by capturing listeners' attention with impressive facts, an example in a story format, a surprising comparison, or linking new ideas with old concepts as a form of transition. Convince listeners that their opinions and values are respected.
Listening has its limitations. Listeners are limited to what they can remember, but may be strongly influenced by a well-prepared speaker. It is necessary to convey transitions carefully and to prepare the listener so that new ideas can be accepted and remembered . The mind is like a file system that depends on a file folder to provide the structure to hold the ideas. The speaker should preview the talk's main points first to help the listener remember the details. Use specific information to convince or to explain main ideas and ensure that the body of the presentation matches the main ideas. Finally, wrap up the main ideas in the conclusion with a motivational message designed to engender action or confidence.
Speeches can result in a common commitment to change, keep employees informed of plans or progress, and explain reasons for organizational action. Presentations are an essential form of communication.
Networking
Networking, or forming informal relationships with people who have common interests or experiences, is an essential part of getting work done. Networks have no formal structure and no obvious authority. They can consist of vast numbers of people including outsiders, peers, bosses' bosses, and subordinates' subordinates . [60]
Individuals form their own personal networks based on integrity, trust, mutual benefit, and knowledge that can be shared. Networks are cooperative relationships with people who will respond to questions or requests for information or assistance.
PT practitioners need networks to affirm direction and ideas. They can provide examples or discuss similar experiences helping a PT practitioner anticipate change. Internal networks can explain actions and rally support. Networks depend on mutual advantage and must be nurtured and appreciated through reciprocation. Effective networking assumes political sensitivity and trust that shared information will be used discreetly.
Networks can be built and nurtured by joining professional associations, such as the International Society for Performance Improvement (ISPI) or the American Society for Training and Development (ASTD). In addition, graduate schools , study groups, and alumni organizations provide opportunities for frequent contact with people of similar interests.
Alliance Building
PT practitioners need to be able to create and sustain alliances. These agreements increase service delivery capabilities and encourage the sharing of resources. For example, noncompetitive organizations in close proximity can enroll each other's employees into unfilled training seats on an equity basis. Each organization will have more training sessions filled to capacity, and each organization can offer greater educational variety to meet individual needs.
Networks can be handy because they are readily accessed, informal, and personal. Alliances, on the other hand, are based on the mutual benefit of all parties. They are more formal, more organized, and often have protocol, rules, and restrictions. Typically, alliances are limited in scope. [61] Alliances are based on agreements relative to partnership participation and operations and work best if partners have similar strengths and influence, but non-conflicting organizations. Each partner keeps autonomy but needs flexibility to cooperate, as required. As the following case study will demonstrate , Michigan Virtual Automotive College, an alliance between government, academia, and business, effectively meets the needs of a particular industry.
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Situation
The need for the Michigan Virtual Automotive College (MVAC), part of Michigan Virtual University (MVU), was identified from a study conducted by the University of Michigan, Office for the Study of Automotive Transportation. This study was commissioned at the request of the Michigan Automotive Partnership, an industry-led roundtable established by the governor . The report, "Michigan: Driving America's Renaissance ," predicts a retirement bubble that will create significant staff turnover among automotive firms from 1995 to 2003. The report included a recommendation to create an organization like the Michigan Virtual Automotive College that would facilitate delivery of higher education and provide a tool for meeting the rapidly changing educational and training needs of automotive manufacturers and suppliers.
The report predicts that Ford, General Motors, and Chrysler [DaimlerChrysler] will hire 250,000 new employees over that eight-year period. The quality of the workforce is expected to be a major factor in determining whether these jobs go to people in Michigan or other states. If the state maintains its current share of "Big Three" activity, an estimated 129,000 new hires could occur in Michigan.
The report outlined significant changes that would be needed in the state's educational system to help prepare new workers for automotive jobs, including the development of partnerships among government, education, and industry. The report recommended the creation of an entity like the Michigan Virtual Automotive College to facilitate delivery of knowledge and content from the educational community, to provide closer links to industry, and to take advantage of the benefits of distance learning technologies.
At the 1996 Society of Automotive Engineers Annual Conference, Governor John Engler stated his intention to act on the recommendation of the study by creating the Michigan Virtual Automotive College. This new virtual college would expand education and training opportunities available to employees of Michigan automotive plants; encourage companies to maintain industry headquarters in Michigan; and preserve economic advantages for the state and its residents. "We have a golden opportunity ahead of us to employ a new generation of Michiganians in the world's greatest industry. Michigan will meet this challenge ," the Governor said.
In the spring of 1996, a work group began meeting to develop the concept for the Michigan Virtual Automotive College (MVAC). In the fall of 1996, the Michigan Virtual Automotive College task force began working with the consulting firm of Coopers and Lybrand (now PricewaterhouseCoopers) to conduct the market research needed to develop and implement a business plan for the college. Initial research efforts concluded in January 1997 with the development of a business and implementation plan. Table 6-2 indicates the current populations or employees in the various automotive job catagories. Initial staff were engaged in February 1997, and the college began developing its programs and services throughout the spring and summer of 1997. Initial offerings began in the fall of 1997.
| Production | Skilled Trades | Manufacturing Engineering/Technical | New Product Development Engineering/Technical | Total | |
|---|---|---|---|---|---|
| Michigan | 109,400 | 26,500 | 7,900 | 47,200 | 190,900 |
| U.S. | 544,300 | 131,700 | 19,600 | 58,900 | 754,600 |
| World | 1,958,000 | 473,900 | 70,700 | 212,000 | 2,714,500 |
| [*] Population figures are based on data from the Department of Commerce , Automotive News, and the Autofacts Department of Coopers & Lybrand. | |||||
Intervention
Created specifically for the automotive industry, MVAC is a joint venture by 48 of Michigan's institutions of higher education; the state government; and the automotive industry and its employees. This private, nonprofit Michigan corporation is not a degree-granting institution. Instead, it acts as broker, coordinator , and facilitator of programs, courses, and services from colleges, universities, and other training providers. The target audience/consumers are original equipment manufacturers; automotive suppliers; labor organizations within the automotive industry; individuals interested in preparing themselves for employment in the auto industry; and others who have a need for or interest in the training and educational opportunities available through MVAC. It can even develop customized courses on specific subjects to meet customers' unique needs.
As MVAC continues to evolve , it will:
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Serve as a " one-stop shopping" clearinghouse for automotive education.
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Seek out and deliver the best education and training available, using customer feedback to continually improve programs and services.
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Develop a set of technology standards that will enable course providers, students, and corporate clients to work with common and consistent media interfaces.
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Offer a full array of student services for the adult working student.
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Develop a consistent method of assessing competency and reporting on how a learner has absorbed information and can demonstrate skills.
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Maintain a current base of knowledge about automotive industry training needs, industry skill sets, learning theory, and instructional technology from which all partners can benefit.
To make learning more convenient and cost efficient than ever before, MVAC lets students learn on and off the job, in company-sponsored training centers, or anywhere , anytime with the new distance-learning technologies (see Table 6-3). A comprehensive, searchable on-line catalog that lists courses ranging from Automotive Service Fundamentals to Computer Network Technology and from QS-9000/TE Supplement to Systems Engineering and Vehicle Design is available at http://www.mvac.org.
| Courses Offered By: | Internet/Intranet | Satellite | Face-to-Face Classroom | Interactive Television | Total |
|---|---|---|---|---|---|
| MVAC/College or University | 308 | 148 | 456 | ||
| MVAC/Company | 674 | 416 | 7 | 1,097 | |
| Totals | 674 | 308 | 564 | 7 | 1,553 |
| [*] Based on MVAC Training Report , through December 18, 1998. | |||||
Results
The initial model for the development of MVAC was based on the training needs of individuals in the automotive industry. Although educational content was available from institutional partners, there was not a clear mechanism for directing potential automotive employees to a specific career path within the industry. This required the development of a career guidance model that incorporated a four-step process. This provides prospective clients on-line assistance at a variety of entry points, as illustrated in Figure 6-3.
Figure 6-3: CAREER GUIDANCE MODEL
MVAC has provided education and training to the automotive industry as shown in the Table 6-3, reprinted from MVAC Training Report (good through December 18, 1998).
Student enrollment comprises those students who have completed training, are currently in training, or who have enrolled but not yet started training. All courses are noncredit (see Table 6-4).
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Lessons Learned
Institutions are providing virtual (distance) content, more so than a year ago. Additionally, the community colleges have formed a virtual collaborative and are providing input to the newly formed MVU (http://www.mivu.org). MVU, formally established on October 1, 1998, has built on MVAC's existing relationships with community colleges and universities. MVU has served as an umbrella organization that hosts other industry-specific colleges including information technology, travel and tourism, plastics, aeronautics, furniture, and allied health.
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Companies in the automotive industry want cost-effective media by which they can implement and achieve their training strategies. Although MVAC deals primarily with distance-learning technologies, some companies demand face-to-face instruction delivered at the plant site.
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The desire for entry-level employees to have complete access to the Career Guidance System (Figure 6-3) became apparent. Initially, MVAC did not provide this service to clients. This system was rolled out in early 1999.
Success Stories
FANUC Robotics, one of North America's leading robot manufacturers, is using MVAC to address key training issues for its rapidly growing number of employees. In this collaborative arrangement, MVAC brings together FANUC Robotics executives with Eastern Michigan University faculty members . Together, they are establishing training programs that focus on reliability and maintainability, team problem solving, failure mode and effects analysis (FMEA), and value analysis and value engineering.
Ford Motor Company wanted to find an easier and more cost-effective means of disseminating training to thousands of engineers in every corner of North America. Today, Ford, MVAC, and MVAC's technology partner are mapping out a training program using Ford Motor Company's intranet site and MVAC's Web site. Two technical education modules are currently available: Global 8D (Decisionmaking) and FMEA. The current classroom-based 8D course requires three days of face-to-face training (about 24 hours). In the Ford/MVAC Web-based program, the same amount of information can be covered in just eight to sixteen hours.
Case study written by Rudy Morales, Director of Client Relations, Michigan Virtual Automotive College. Used with permission.
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Directions: Write p ( primary ) for the leading resource for getting a job. Write s (support) for any other resources that assisted in that effort.
| First Job | Most Recent Job | Next Job | |
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| People You Know | |||
| Newspaper Ads | |||
| College Placement Offices | |||
| Executive Search Firms | |||
| Outplacement Bureaus |
Directions: List the names of people in your network and their relationship to you (such as personal friend, former coworker, colleague, and professional association member) and list how you met the person. Have you talked to the persom recently? If not, when and where could you make contact?
| Name | Relationship | How Met? | Recent Contact? | Future Contact? |
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Directions: List places where you are likely to meet people who would be helpful on a future job search.
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ISPI 2000 Permission granted for unlimited duplication for noncommercial use.
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Directions: Based on your networking experience, identify skills that would benefit from improvement. Prioritize skills and select four that are most important. List skill in first box of each line. Jot down ways to develop or improve that skill. You may think of more than one way to improve your skills.
| Needed Skill | Self-study | Experiential | Training |
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| Needed Skill | Self-study | Experiential | Training |
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| Needed Skill | Self-study | Experiential | Training |
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| Needed Skill | Self-study | Experiential | Training |
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ISPI 2000 Permission granted for unlimited duplication for noncommercial use.
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[51] Hamilton, 1997, p. 11
[52] Hamilton, 1997, p. 13
[53] Birdwhistell, 1970, p. 158
[54] Gregorc, 1985; Butler, 1984
[55] Hamilton, 1997, pp. 120 “121
[56] Hamilton, 1997, p. 19
[57] Hamilton, 1997, p. 20
[58] Anderson, 1992, p. 23
[59] Hamilton, 1997, pp. 409 “410
[60] Kotter, 1982, p. 67
[61] Simon and Sexton, 1994, pp. 14 “17
EAN: 2147483647
Pages: 98