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M: Communication & Leadership WG slides (WG4 Effective interaction in…

- - - - one cannot not communicate
        
        problem isnt to communicate or not but to communicate effectively or not
      - every communication has a content and a relationship aspect such that the letter classifies the former and is therefor metacommunication
      - the nature of a relationship is contingent upon the punctuation of the communicational sequences between the communicants
      - human beings communicate both digitally and analogically
      - all communicational interchanges are either symmetrical of complementary, depending on whether they are based on equality or difference
    - - syntactics - transmitting info
      - semantics - meaning of communication
      - pragmatics = behavioural effects of communication
    - - encoder-decoder models (one-on-one mapping; messages)
      - intentionalist models (exchange of communicative intentions)
      - perspective taking models (vantage points; identify or crate shared context)
      - dialogic models (process of mutual orientation)
    - - fixed/entity mindset - intelligence (or ability) is a fixed trait
      - growth/incremental mindset - intelligence is a malleable, quality, a potential that can be developed
      - goals
        
        fixed
        
        looking smart is most important
        
        incremental
        
        learning is most important
      - mindsets
        
        F: self-handicapping, feedback avoidance
        
        I: assume that they have not yet mastered the relevant skill and keep going
      - strategies after failure
        
        F: helplessness, self-serving bias, downward comparison
        
        I: resilient, mastery-oriented, upward comparison
      - F:
        
        avoids challenges, give up easily, see effort as fruitless or worse, ignore useful negative feedback, feel threatened by succes of others
        
        I; embraces challenges, persist in the face of setbacks, see effort as the path of mastery, learn from criticism, find lessons and inspiration in the succes of others
  - - - Goals van F was looking smart en van I was learning
      - after difficult trial: Confidence van F was laag en I hoog
      - motivation van F laag en I hoog
      - performance verlaagd bij F en bij I verhoogd
  - - - identification
        
        choose an exp which triggered questions or concerns for you
        
        didnt have necessary knowledge or skills
        
        went well but dont know entirely sure why
        
        3 was complex, surprising, uncomfortable or uncertain
        
        4 in which you felt personally or professionaly challenged
      - subjective
        
        describe as fully as u can
        
        what happened: situation, context, including thoughts and feelings at the time (content)
        
        discuss how it happened, how did you approach? how perform? how did others impact you? what went well/not well (process)
        
        why things happened as they did, what assumptions u and others make (premise)
      - objective
        
        reconsider the experience by obtaining
        
        other ppls perspectives: use open-ended, open minded questions (or tell the story in S) to elicit opinions, interpretations, feedback 2. new data: consult the literature or other sources or relevant info
        
        useful obj data will reframe from experience, identify key issues and deepen your learning
      - assessment
        
        synthesize your learning: what strenghts and weaknesses ve you identified? relate to past experiences to identify important challenges? what personal/proff patterns have you identified? how has this analysis affected how you will approach similar situations in the future? look for larger meaning/ prof development issues. specift lesson learned or questions/learning issues identified
      - plan
        
        make a plan to adress future similar challenges: (SMART) > specific, measurable, attainable, relevant and timely
        
        include: 1. what specific next steps you will take 2. where u can get the info or help u need 3. who you will check in with and when and 4. how you and your check-in person will know whether or not your plan is working. if the plan is SMART, you should be able to assess the utility of your actions items for furthering your learning
    - - action
      - looking back on the action
      - awareness of essential aspects
      - creating alternative methods of action
      - trial
- - - - pitch: low - masculine, tough, adult / sad ; high - nervous, in need of help / excited, happy
      - loudnes: high - persuasive, aggressive ; low - timid
      - rate(words pm): slow - serious, boring, less, persuasive; fast - persuasive, intense
      - articulation and pronunciation (accent)
      - adapt to situation: distance, noise, goal / message content
    - - is this a lecture about communication?
      - is this a lecture about communication?
      - is this a lecture about communication?
      - is this a lecture about communication?
      - paralanguage changes > meaning
    - - intimate distance (up to 45 cm)
      - personal distance (45-125 cm)
      - social consultative distance (125 cm - 368 cm)
      - public distance (> 368 cm)
    - - emblems (like words, sign language)
      - illustrators (accompany speech, synchronized)
      - regulators (regulate conversation, turn taking)
      - affect displays
      - adaptors (tension release)
  - - - phony smile (social smile)
      - masking smile
      - true smile (duchenne)
  - - - a speaker may adapt all aspects of speech
      - major determinant is the 'other', and the relationship
      - similarity breeds liking - convergence (simi) and divergence (dissimil)
    - - 2 consecutive interaction sessions
      - confed 1 shakes foot and confed 2 touches face during interaction
    - - is automatic and nonconscious
      - interaction is more pleasant, and partner nicer with mimicry
      - neurological explanation: mirror neurons > perception-action link > ''motor readiness'
        
        if u see someone moving, also your brain activates
  - - - dominant posture (taking up space, postural expansion) yields submissive posture (small, bent over, postural constriction) and viceversa
      - these complementary responses lead to more liking for partner and comfort with interaction
    - - .. elicits spontaneous avoidance tendencies in low power perceivers
      - .. and spontaneous approach tendencies in high power perceivers
  - - - small but significant effect on felt power
      - no effects on hormone levels
      - no effects on risky behavior
      - no effects on most other behavioral outcomes
      - -> it's just not that simple
    - - ambivalent vs univalent condition
      - measure x-flips on Wii balance board
      - more x-flips in ambi condition
      - ambivalence > imbalance
    - - side to side movement, up-down movement, or no movement condition
      - measure self-reported ambivalence
      - more ambivalence in the side-to-side movement condition
      - > imbalance > ambivalence
- - - - = noise created by the environments
    - - outcomes for other more negative than intended (less cooperative)
    - - outcomes for other better dan intended (being home on time bcuz no one wanted to go to the pub)
  - - - tit-for-tat
      - tit-for-tat +1
  - - - he broke the glass under the table
      - did you see the girl with the telescope
      - the lady hit te man with an umbrella
  - - - person A and B discuss a subject (videotaped)
      - both indicate when a certain thought or emotion was experienced
      - stopped at moments where the other indicated experiencing a thought/emotion > describe what the other felt or thought
      - independant judges code the degree of agreement: the better the match, the greater the empatic accuracy
- - - - outcomes for other more nega than intended
      - email that never arrived, being late bcuz of trains
- - - - 'getting on w/ ppl'
        
        consideration/ employee centered/ relationship orientation
      - 'getting on w/ the job
        
        iniating structure/ job centered/ task orientation
  - - - friendly
      - helpful
      - sincere
      - trustworthy
      - Moral
      - understanding
      - generous
      - honest
      - tolerant
  - - - intelligent
      - skilled
      - creative
      - efficacious
      - clever
      - efficient
      - foresighted
      - ingenious
      - knowledgeable
  - - - central traits: traits that have disproportionate influence on the configuration of final impressions
      - peripheral traits: traits that have insignificant influence on the configuration of final impressions
    - - ppl have to form impressions of others, certain traits like skillful or industrious
      - but most important to judge is if they were generous
      - what was found was that when rated warm ppl were generous and cold they werent generous
  - - - duchenne smile
      - immediacy cues
        
        leaning forward, touching
        
        nodding
        
        body orientation towards other
        
        relaxed posture and gesturing
      - mimicry
    - - dominance and power cues
        
        expansive and open gestures
        
        proxemics
        
        dominant gestures
    - - halo vs contrast effect
      - depending on context
        
        single individual or comparison
        
        influence of stereotypical or role expectations
    - - fake it till you make it?
    - - when only positive information on one dimension is given (only warmth but competence info omitted)
      - listeners draw negative inferences about the other dimension despite the fact that they received only positive info
      - and only the negative info impacts inclusion ratings
  - - - it turns out to be a double standard for agency (confidence, self-promotion, competitiveness and ambition)
      - agentic women are viewed as highlt competent, but they are not liked as much as agentic men and therefore, tend not to be hired for leadership roles
  - - - incorporated principles from:
        
        social identity theory
        
        self-categorization theory
      - self is context-dependant and can be defined at different levels of abstraction
        
        personal, social, organisational, national, human
      - different bases of self-definition have consequences for motivation, behaviour and interaction
    - - who am I?
        
        exclusive (idiosyncratic, eccentric): A unique individual (personal identity) I and Me
        
        personal identity: motivatied by individual self-interest & personal gain, guided by personal values and standards)
        
        Inclusive (concentric): shared group membership (social identity, us and we)
        
        social identity: motivated by collective interest and collective gain, guided by shared values and standards
    - - interpretations of reality
        
        trying to say that ingroup members influence they way you perceive something (a challenge/stressful) stronger than outgroup? (Not sure.. dont fully understand the ppt slides 51)
      - overt behavior
        
        exp: laughing more when the ingroup laughs (BIG increase) compared to outgroup
        
        exp: only affected by ingroup when taking over the (low) consumption norm , but also taking over when there is a high standard of eating
        
        the outgroup madde no differences on low of high, ppl ate the same amount
        
        also in donating more when ingroup and not out group
        
        same for Likelihood to Intervene,
      - task performance
        
        with ingorup partner better performance than outgroup (MUCH beter)
      - perceived communication quality
        
        Similarity is higher on ingroup
        
        but overall nogt very big diff
        
        only the perceived quality is much higher in ingroup than outgroup (in this study)
    - - situations/structures that emphasise shared identity will facilitate group functioning
      - situations/structures that highlight non-shared identities will impair gorup functioning
    - - 'sense of we and us' - Shared Social Identity
        
        'making us matter' identity impressarioship
        
        succesful leaders are identity impressarios who initiate identity-embedding structure (goals, activities, practices)
        
        'being one of us' identity prototypicallity
        
        leaders as ingroup prototypes
        
        more effective, more likely to be influential, the more they are perceived to represent a social ID we share
        
        need to be seen as one of us (and not one of them) and as emobodying as 'who we are' and 'what we want to be'
        
        more succesful leaders when using the word 'we' a lot.
        
        'crafting a sense of us' identity entrepeneurship
        
        succesful leaders craft identity to ensure that they (and their visions) are prototypical for the group
        
        this involves sensitivity to the way they appear to in-group members
        
        'doing it for us' identity advancement
        
        leaders are more effective (more likely to engender creative followership) the more they ar eperceived to stand up for a social ID that we share
        
        their leadership will be compromised if they place out-group or personal interests above those of the in-group
        
        study: ppt asked to back up leaders ideas when leader has been pro-ingroup, even-handed, pro-outgroup
        
        only a pro-ingroup leader generates helpful forms of creativity
        
        other leaders dont generate much creativity AND it's the wrong sort