BUSINESS COMMUNICATION

Table of Contents








ACKNOWLEDGMENTS………………………………………………………….4

QUESTION ............................................................................................5

QUESTION 1 .......................................................................................6>9

QUESTION2 ………………………………………………………..10>15

QUESTION 3………………………………………………………..16>22

QUESTION 4……………………………………………………….23>28

QUESTION 3……………………………………………………….29>40


REFERENCES………………………………………………………………………41




















INSTITUT TEKNOLOGI PERTAMA.
DIPLOMA IN BUSINESS
MANAGEMENT

BUSINESS COMMUNICATION
DBG 3263

LECTURER NAME: MR JAMES FERNANDEZ
STUDENT NAME : KESAVAN GOVINDASAMY

MATRIC NUMBER: DIBM-11/04-00022



Acknowledgments

I am Kesavan Govindasamy like to wish A gratitude to MR James Fernandez help and comment about my assignment I really appreciate for the guidance and all of her effort in completing this assignment done. Last but not least , I also want to thank you to my beloved family , especially my father and mother MR & MRS Govindasamy Millan for all the supports and advices given in facing the obstacles and challenges in the campus life.















Question 1

Define communication and elaborate on the barriers to communication

Question 2

Non verbal signals often referred to as body signal, elaborate on the non verbal signals

Question 3

Outline the purpose of communication and adapting your message to serve your audience and purpose

Question 4

Define listening and elaborate on the effective listening skills

Question 5

How does the team help the organization to succeed and also consider the methods in which the team members must be careful to avoid the following


1.Define communication and elaborate on the barriers to communication

Communication may be defined as giving, receiving or exchanging information, opinion or ideas by writing, speech or visual means so that the material communicated is completely understood by everyone concerned and also Communication as a named and unified discipline has a history of contestation that goes back to the Socratic dialogues, in many ways making it the first and most consecratory of all early sciences and philosophies. Seeking to define "communication" as a static word or unified discipline may not be as important as understanding communication as a family of resemblances with a plurality of definitions as Ludwig Wittgenstein had put forth. Some definitions are broad, recognizing that animals can communicate, and some are more narrow, only including human beings within the parameters of human symbolic interaction. Communication is important to human for they exchange their information so life can more easy .
.
Nonetheless, communication is usually described along three major dimensions: content, form, and destination. In the advent of "noise" (internal psychological noise and/or physical realities) these three components of communication often become skewed and inaccurate. (between parties, communication content include acts that declare knowledge and experiences, give advice and commands, and ask questions. These acts may take many forms, including gestures like nonverbal communication, sign language and body language, writing, or verbal speaking. The form depends on the symbol systems used. Together, communication content and form make messages that are sent towards a destination. The target can be oneself, another person is in interpersonal communication, or another entity (such as a corporation or group).There are many theories of communication, and a commonly held assumption is that communication must be directed towards another person or entity. This essentially ignores intrapersonal communication (note intra-, not inter-) via diaries or self-talk.

Interpersonal conversation can occur in dyads and groups of various sizes, and the size of the group impacts the nature of the talk. Small-group communication takes place in settings of between three and 12 individuals, and differs from large group interaction in companies or communities. This form of communication formed by a dyad and larger is sometimes referred to as the psychological model of communication where in a message is sent by a sender through channel to a receiver. At the largest level, mass communication describes messages sent to huge numbers of individuals through mass media, although there is debate if this is an interpersonal conversation. This the all about the about of communication so communication is very important for human life in work , family , school , in all sector even animals also communication each others . communication giving, receiving or exchanging information, opinion or ideas by writing, speech or visual means so that the material communicated is completely understood by everyone concerned so from is we know that in communication we must give the messages and that we will receiving information and after that we exchanging information so this call communication.

Communication will not get effective if have some barriers so the information cannot exchanging each other and The following factors can impede human communication like
Not understanding the language Verbal and non-verbal messages are in a different language. This includes not understanding the jargon or idioms used by another sub-culture or group like Vanessa is form Brazil and she can talk Spain but Naveen Nair is form Indian can talk in language in Tamil and Hindi he don’t know Spain they are student in Legenda college in same class but they cannot talk each other because both don’t know English they only know their mother language so in this case this one examples one barriers of communication.
Not understanding the context is barriers to communication because if we go talk to somebody who don’t know about history and Not knowing the history of the occasion, relationship, or culture is like if one person different culture going to other place like examples in India eat in hand is usual but in London the will take as people who eat in hand stupid and not respect the house owner so this make barriers to communication. Other examples is Abu is form Iran and come to Malaysia to study and he don’t know about history of Malaysia so that when he want talk with Malaysian people he will not take part so much because he don’t know the history of Malaysia . Malaysia cultural and so on this will make barriers to communication so Abu is fear to talk about the history of Malaysia when his friends talking about Malaysia .
Non verbal signals is considered to be a barrier in communication especially when speaking to a mute yes people who don’t the signals to communicate with mute is make barrier to make friend with the mute people is hard to mute person have communicate with people don’t know the mute Non verbal signals language. For examples Aria Delrina is went to one his friend house in the house is friend Allison Venison have brother 13 year old brother is mute form baby so he know the signals language for mute people but Aria Delrina have problem do understand his signals language so this make aria not have communicate with his friend brother so this also barriers in communication.
Improper feedback and clarification
In asynchronous communication, neglecting to give immediate feedback may lead to larger misunderstandings. Questions and acknowledgment such as ("what?") or ("I see") are typical feedback mechanisms yes is also barriers to communication because when one person ask question the other person must answer if not will have communication there so they have barriers to communication if the person not give feedback examples Veronica Valencia is a promoter for VIOS fashion magazine so Veronica Valencia is giving the clarification about the benefits of the magazine and when Veronica Valencia ask question they nobody can answer the question is also is barriers to communication so if nobody don’t want answer Veronica question so after that she stop giving speech about the product so because not improper feedback this barriers to communication will happen.
Lack of time
There is not enough time to communicate with everyone yes is also the barriers to communication because people now days are so busy so not have time to communicate wit people like stay next to our house because of lack of time like examples Mariana vertex is working in international company she going to at 9.00 am at come back to house at 11.00 pm like that so if like this marina not have time to talk around his friend , family member like his mother , father , husband , children so lack of time is also barriers in
communication
Physics
Physical barriers to the transmission of messages, such as background noise, facing the wrong way, talking too softly, and physical distance yes this also barriers to communication because when the place is very noise like in factory the person must talk louder to other people to know what he or she talking about and one more examples his in very noise place like in food ball stadium if people talk too softly the next person also cannot hear because one reason is the place is very noise and his friend talk too softly
Medical issues
Hearing loss and various brain conditions can hamper communication this also the barriers in communication because this have problem in brain because is pain they cannot communicate well because of this .
Listening can be a barrier in communication when a speaker speaking and the congregation does not listen to his speech. For example when school meeting all students come to the hall to listen a advice form principle so when principle give his speech some students make noise and don’t want listen to principle speech this also barrier in communication.
Emotions
Fear and anxiety associated with communication is known by some Psychologists as communication apprehension. Besides apprehension, communication can be impaired via processes such as bypassing, indiscrimination, and polarization.
Other examples of communication
Prejudgment is leads to a barrier in communication, especially when judging someone before he wants to say something yes this also barrier in communication because when the new person come to one place the people around the place will make prejudgment at him before they know close to this person so this will make barrier in communicate with the new person .
Systems if no proper system then communication may break down


.Question 2

Nonverbal communication is not using the mouth to communicate but we use non verbal communication or use our body language and Nonverbal communication is usually understood as the process of sending and receiving wordless messages. Such messages can be communicated through gesture; body language or posture; facial expression and eye gaze; object communication such as clothing, hairstyles or even architecture; symbols and info graphics; prosodic features of speech such as intonation and stress and other paralinguistic features of speech such as voice quality, emotion and speaking style.The most basic form of communication is nonverbal communication, all the cues, gestures, vocal qualities , spatial relationship, and attitudes towards time that allows as to communicate without words. Anthropologists theorize that long before human beings used words to talk things over, our ancestors communicated with one another by using their bodies. They gritted their teeth to show anger they smiled and touched one another to indicate affection cues to express superiority, dependence , dislike , respect, love, and other feelings. Nonverbal communication differs from verbal communication in fundamental ways. For one thing, it’s less structured, which makes it more difficult to study. You can’t pick up a book on nonverbal language and master the vocabulary of gestures, expressions, and inflections that are common in our culture. We don’t really know how people learn nonverbal behavior. No one teaches a baby to cry or smile, yet such forms of self-expression are almost universal. Other types of nonverbal communication , such as the meaning of colors and certain gestures , vary form culture to culture . Scholars in this field usually use a strict sense of the term "verbal", meaning "of or concerned with words," and do not use "verbal communication" as a synonym for oral or spoken communication. Thus, sign languages and writing are generally understood as forms of verbal communication, as both make use of words although like speech, both may contain paralinguistic elements and often occur alongside nonverbal messages. Nonverbal communication can occur through any sensory channel sight, sound, smell, touch or taste. Nonverbal communication is also distinguished from unconscious communication, which may be verbal or non-verbalBody language is a broad term for forms of communication using body movements or gestures instead of, or in addition to, sounds, verbal language, or other forms of communication. It forms part of the category of paralanguage, which describes all forms of human communication that are not verbal language. This includes the most subtle of movements that many people are not aware of, including winking and slight movement of the eyebrows.

The communication theory seven functions of the non-verbal communication are distinguished:
1.Repeating what has already been expressed verbally
(saying yes and nodding at the same time, giving directions and pointing)
2.Replacing the verbal communication
(nodding yes, shaking no, questioning facial expression, emblem gestures)
3.Opposing the verbal communication
(confirming something but shaking your head hesitantly or shrugging your shoulders)
4.Affectionate (instinctive) support of the spoken word
(concerned frown or encouraging pat on the back)
5Information about the mutual relation
(smiling, eye contact, touching, distance, posture)
6Emphasising the verbal communication
(a wagging finger when you express an accusation, or reproaching someone with a loud voice and hitting the table angrily)
7.Structuring and regulating the verbal communication
(the dots and commas of the spoken sentences: hemming, looking at someone and looking away, pauses, and supporting hand gestures)

The importance of nonverbal communication
Although nonverbal communication is often unplanned , it has more impact than does verbal communication alone. Nonverbal cues are especially important when conveying feelings , accounting for 93 percent of the emotional meaning that is exchanged in any interaction. Of course, the total impact of any message is probably most affected by the blending of nonverbal and verbal communication. One advantage of nonverbal communication is its reliability. Most people can deceive us much more easily with words than they can with their bodies. Words are relatively easy to control body language , facial expressions , and vocal characteristics are not. By paying attention to these nonverbal cues , we can detect deception or affirm a speaker’s honesty. Not surprisingly , we have more faith in nonverbal cues than we do in verbal messages .If a person says one thing but transmits a conflicting message nonverbally, we almost invariably believe the nonverbal signal. So if you can read other people’s nonverbal message correctly , you can interpret their underlying attitudes and intentions and respond appropriately. This all importance in nonverbal communication .


Gesture
A gesture is a form of non-verbal communication made with a part of the body, used instead of or in combination with verbal communication. The language of gesture is rich in ways for individuals to express a variety of feelings and thoughts, from contempt and hostility to approval and affection. Most people use gestures and body language in addition to words when they speak; some ethnic groups and languages use them more than others do, and the amount of such gesturing that is considered culturally acceptable varies from one location to the next.
Type of gesture
Although some gestures, such as the ubiquitous act of pointing, differ little from one place to another, most gestures do not have invariable or universal meanings, having specific connotations only in certain cultures. Different types of gestures are distinguished. The most famous type of gestures are the so-called emblems or quotable gestures (see the examples below). These are culture specific gestures that can be used as replacement for words. Communities have repertoires of such gestures. A single emblematic gesture can have very different significance in different cultural contexts, ranging from complimentary to highly offensive.

Another type of gestures are the ones we use when we speak. These gestures are closely coordinated with speech. The meaningful part of the gesture is temporally synchronised with the co-expressive words. For example, a gesture that depicts the act of throwing will be synchronous with the word 'threw' in the utterance "and then he threw the ball right into the window." Other gestures like the so-called beat gestures, are used in conjunction with speech, keeping time with the rhythm of speech and to emphasize certain words or phrases. These types of gestures are integrally connected to speech and thought processes.


Gestures play a major role in many aspects of human life. Many animals, including humans, use gestures to initiate a mating ritual. This may include elaborate dances and other movements. Religious and spiritual gestures are also common, such as the Christian sign of the cross. In Hinduism and Buddhism, a mudra (Sanskrit, literally "seal") is a symbolic gesture made with the hand or fingers. Each mudra has a specific meaning, playing a central role in Hindu and Buddhist iconography. An example is the Vitarka mudra, the gesture of discussion and transmission of Buddhist teaching. It is done by joining the tips of the thumb and the index together, while keeping the other fingers straight.


Bang bang

This gesture mimes a hand gun. The "bang bang" gesture is performed by raising the fist with the index finger and thumb extended. The index finger points at the recipient. The thumb is then brought down on top of the fingers. This imitation of the action of a revolver pistol is often meant to represent a handgun in children's games. It may also be used menacingly to mean "I'm gonna kill you", or simply as a playful greeting. The middle finger is often also extended to widen the "barrel".Texas Tech fans use the "bang bang" salute (fingers pointed upward) to cheer their team. Also, the "bang bang" performed with both hands was a signature gesture of professional wrestler Mick Foley while he was in his "Cactus Jack" persona.Also, if the thumb and middle finger are used to click, and the thumb the pointed upwards to form the gun, this can also be interpreted as a greeting.



Blah-blah
The fingers are kept straight and together in a horizontal fashion while the thumb is held out straight. The fingers and thumb then snap together repeatedly to suggest a mouth talking. It is used to indicate contempt for a person talking for an excessive period of time about nothing the gesturer feels is important.
Clenched fist
A raised, clenched fist is used as a gesture of defiance by a number of groups. It is usually considered to be hostile, yet without any sexual, scatological, or notionally offensive connotations. It is especially associated with Communists and with other nationalist or ethnic revolutionary or would-be revolutionary movements, and with the Black Power movements of the 1960s in the United States. It is the custom to make this gesture while singing The Internationale, the Marxist anthem. A clenched fist raised quickly up and down and then punched in some direction also signifies a military call for a heavy weapons team to close on the gesturer or to move or open fire in the direction indicated by the punch.
Crossed fingers
A gesture made by crossing the index and middle fingers such that the middle finger overlaps and intertwines the index finger, which can be used to signify one's hope that something should succeed (compare to the phrase "Keep your fingers crossed."). According to OldSuperstitions.com, this stems from the superstition that "Bad luck is trapped at the point where the two fingers meet so when we cross our fingers, we stop the bad luck from escaping and allow our wishes to come true.". However, if placed behind one's back, the gesture takes on an entirely different meaning: it is then normally used to indicate that the user secretly wishes for something contrary to what is being stated or going on, or that a lie is being told. This usage is often seen in dramatic terms.
Covering one's mouth
In Western countries, it is considered polite to cover the mouth with the hand when it is agape, such as when coughing, yawning, or sneezing. It also can be a signal of shock, or saying something instantly regretted, usually accompanied by a gasp and facial expression of suprise.
































Question 3

Outline the purpose of communication and adapting your message to serve your audience and purpose

The purpose of communication is they have many definitions of communication for our study of communication in business. The most suitable, in our opinion, is that communication is a process by which information is exchange between or among individuals through a common system of symbols, signs , and behavior. As a process, communicating has synonyms such as expressing feelings , conversing , speaking , corresponding , writing , listening , and exchanging. People communicate to satisfy needs in both their work and non work lives. People want to be heard , appreciated , and wanted. They also want to accomplish tasks and achieve goals. Obviously , then , a major purpose of communication is to help people feel good about themselves and about their friends, groups , and organizations.
Communication informs, persuades , and entertains through verbal and nonverbal messages. Verbal means “through the use of words ,” either written or oral . To be precise , speakers and writers should avoid using “verbal” when they mean “oral.” , oral and spoken will identify speech communication written will identify writing tasks. Nonverbal means “without the use of words.” People constantly send nonverbal messages through body motions , appearance , aromas , clothing , uniforms , facial expressions , jewelry , automobiles , and a variety of other symbols , signs , and behaviors this all the purpose of communication .

Receivers are the final link in the communication process. They must accurately receive
and decipher your message. How well your audience understands the message you intend will depend not only on the previous factors, but also their own knowledge, attitudes and context. They will, in fact, reconstruct your message in the context of their own understanding and thinking processes; these may well differ from your own. The process of communication is on-going and dynamic, is irreversible, requires perception of meaning, and occurs in a situational context. There are many barriers to 9effective, accurate communication. These can be mechanical (such as static), involve differing perceptions or values (not having the same understandings), or be a matter of semantics, that is, the use of words, images, or examples that are beyond the receiver’s intellectual or cultural ability to understand. However, you cannot not communicate. Every word, every gesture communicates something to the receivers, to your audience. And once communicated, they cannot be retracted. You want to communicate your intended message and enhance your professional reputation. You do not want to be remembered for a lackluster presentation and a garbled message. First impressions are difficult to overcome! Communicating well benefits you, your audience, and society as a whole. Thinking about communication as a process is useful because it helps explain why we must establish the purpose and goals of our message, why we need to know our audience, what media we select, what meaning is perceived, and more.Communication .is important when we have speak to other people like in school , office , with client , lawyer so we must adapting our message to serve their purpose as audience . so we must know Why are we preparing this communication? What is our purpose are to analyzing? evaluating? assessing feasibility? describing? advocating? What outcome are we looking for to create awareness? to increase the level of information and knowledge? to change attitudes? to stimulate action?

Be clear and concise

Don’t waste your audience’s time You need a clear, concise and easy to understand
message. Follow the KISS principle. The acronym KISS has a number of interpretations but we’ll consider it here to mean Keep It Simple and Straightforward! Keeping it simple doesn’t mean that it is elementary or trivialized. It means that you use plain language or explicit images effectively to convey your message. You should be able to summarize your main point or message in two or three concise sentences. If you can’t, your message is probably diffuse and possibly incoherent; it may not be understood and will certainly lack impact

You must plan and analyze your purpose , audience , and message to ensure they all aligned and you must investigate supporting material by using formal or informal methods of gathering information after that adapt your message to suit your needs and meet you r audience ‘s expectations this means you must do some research about who is your audience and organize the idea by defining main idea so it easy when you give speech to your audience . To adapting our message to serve their purpose as audience we must know and identify who is our audience? what message do you want your audience to take away? For that we must know our audience and Identify who we are trying to reach with our message we must Identify our primary audience it is our professors? our peers? our employers? a diverse group with differing knowledge, perspectives and interests? the general public? concerned citizens? What is their background? Will they understand technical material or professional jargon? What is their point of view? How large is your audience? What do they expect from you? What are their information needs? What do they already know? What do they want to get out of it? Their purpose may be quite different from yours. Understanding their collective and individual needs and backgrounds – and adapting your content and approach accordingly will help you ensure that your intended message is received. Put yourself in your audience’s shoes and that you can give a right messages as they want.

If you ‘re communicating with someone you well know well , perhaps your boss or a co-worker, audience analysis is relatively easy. You can predict their reactions pretty well without a lot of research but if you want communicate with people you never meet it will hard for you to communicate.

Determine Audience Size and composition
Large audience the more diverse their backgrounds and interests are likely to be. People with different cultural background , education , status , and attitudes are likely to react differently to the same message, so you look for the common denominators that tie the members of the audience together.

Identify the primary Audience
When several people will be receiving your message, try to identify those who are more important to your purpose.. if you can reach these decision makers or opinion molder the other members of the audience will fall into place . Ordinarily, those with the more organizational status are the key people, but occasionally someone will surprise you a person in a relatively low position may have influence in one or two particular area. After you identify this all you can adapting your message to serve their purpose as audience they will happy to take your information because they get want they need this is our purpose their purpose also.

Estimate the Audience’s Probable Reaction
Your approach to organizing your message depends on your audience’s probable reaction . If you expect a favorable response with very little criticism or debate, you can straightforward about stating your conclusions and recommendations. You can also use a bit less evidence to support your points . On the other hand, when you face a skeptical audience , you may have to introduce your conclusions and recommendations more gradually and provide more proof this will make audience get what they need form this message .

Gauge the Audience’s Level of Understanding

If you and your audience share the sane general background , you can assume they will understand your material without any difficulty. If not, you’ll have to decide how much you need to educate them . the trick is to provide the information they need without being stodgy or obvious . In general , you’re better off explaining too much rather than little , particularly if you’re subtle about it. The audience may get a bit impatient , but at least they’ll understand your message . It may happen that most of your audience has roughly the same general level of understanding. If not , gear your coverage to the key decision makers. Of course if your

Determine the scope of your coverage
In part, your purpose and audience dictate this. Overall it is determined by what is appropriate. This may depend on how the document will be used, what you’ve been asked to do, how the success of the document will be judged, or your own constraints of time and resources. You may wish to give a brief overview of everything or focus only on a key point or two. If your readers are the general public, for instance, it is doubtful that every technical detail will interest them. They’ll probably want only to know about things that are meaningful to them. In preparing your message content, ask yourself: How new is this material to the audience? Have they heard it before? What do they know about it? Does it cover something they’re already doing? How complex is the material? How much do they need to know? What will it mean to them? How can I tell them what they need to know without being boring? Answers will involve your purpose, your own constraints, and your understanding of your audience.
Make an outline.
For a piece of any length, consider not only headings but subheadings. These serve as
guideposts for the reader, making it easier to read and follow. However, any more than
three levels of headings may be confusing. Your headings, subheadings and captions
should be as descriptive as possible. “We have a problem” grabs a reader’s attention
more than “Introduction.”
Consider the use of illustrations.
Depending on content and appropriateness, drawings, pictures, tables, graphs, flow
charts or other illustrations can help provide clarity, ease of understanding and visual
relief from the printed word. Plan where you’ll place them.
Consider the overall length of your report.
If it runs to more than three or four pages you will need to put a summary of essential
information up front where a busy person can quickly read it and determine if they
want to know more.
Pay particular attention to the introduction. This is the most important part of an oral
presentation. Like your appearance (which we'll consider later), your opening remarks are
important. They set the tone and establish a relationship between you and the audience
that can be difficult to change. Besides introducing your topic, the Introduction’s purpose is simply to catch the audience's interest. You want to sell your audience immediately on the idea that you have something to say that is worth listening to. Do this by telling them what you are going to talk about, but in a way that draws them in. Tell them why the topic interests you (you might say why you chose the topic) and suggest why the topic might interest them. State your objectives/hypotheses or the problem you are trying to address, clearly and concisely in away that relates to your take-home message. Background information, especially about previous work on the topic, should be kept brief. If you can, use a “hook” or “grabber” to make your audience attentive listeners straightaway. Make a provocative statement, use a relevant quotation, a startling statement, a powerful forecast, a stimulating picture, a challenge, possibly a joke. Be careful of humor, though. It’s an excellent technique if you can handle it and if the anecdote or joke is truly funny, is in good taste, and ties in well with the topic. If you can’t and it isn’t, avoid it. There are few things worse than a speaker who poorly delivers a joke. Both speaker and audience are embarrassed; it’s a disastrous start

Handling questions and discussion
Listen carefully to each question as it is being asked. In the flood of relief when you’ve
finished, it’s easy to forget to pay attention to the questions. Look directly at the person
asking the questions and try not to shuffle your notes into a neat pile while you listen to their question. Take time to think before you answer! If necessary, have the question repeated or rephrased, or repeat it yourself and ask if this is what the questioner meant. Use an appropriate question to bring out a point you had forgotten in the talk, or which you didn’t have time to include. Also, make sure the audience has heard the question, and if necessary repeat it so all can hear. If you must make a guess, then make it an educated one and admit that you are guessing. If you don't have clue - don't pretend to know the answer! (this applies to oral exams, too).You can always ask for help from someone you know in the audience. What do you do if you finish your talk and ask “Are there any questions?” and no one responds? Well, you might consider saying, “when I spoke to a group like yours a few weeks ago, I was asked, “….” Then answer that previous question. Again open the floor for further questions. Or you may ask the audience a question. “I wonder what you think of my idea...?”Responses and questions from the floor will usually follow. When you do receive a good question, say so, indirectly complimenting the questioner. This will encourage others to ask questions too. Recognize when a question is really the presentation of an idea; react sensitively and accordingly. Unless a Chair is acting as mediator during this period, you should be totally in charge, answering further questions, not allowing one questioner to dominate the period and ending for a talk. This is the way how adapting your message to serve audience and purpose.

Conclusion is commutation is important in this world we all must communicate each other and adapting your message to serve audience and purpose is also important because when they understand then happen communication .


























Question 4

Define listening and elaborate on the effective listening skills
When communicate we must listen carefully what other people say and must be a good listener . Listening is very important because when we listen to people talk something important we must listen very carefully so we can take the information the person give like examples in College the lecturer will give good information about our study it may be useful when time exam so this is means listening is very important. Listening heads the list of essential managerial skill is provides most managers with the bulk of the information they need to do their jobs . In addition, lack of listening ability at all levels is a major source of work related problems . like when their boss give any important point about their staff work they some people will not listen to their boss saying about this make problem when they doing their work. Once you have developed effective listening skills, you may find others increasing their trust in you. Not only do effective listening skills improve your leadership ability, they improve your interpersonal relationships as well this is the listening the important. A person with good listening skills Concentrates on the speaker ,Interprets the speaker’s words ,Evaluates their meaning ,Responds effectively ,Be patient. Don’t form opinions or make decisions until the speaker is finished Wait your turn. Don’t interrupt to correct the speaker it not good way wait until the speaker end his speaking.
Listening is a vital yet underestimated part of the communication process. You spend more of your waking hours listening than in any other activity. Your listening skills (or sometimes the lack of skills) greatly influence many parts of your life like the quality of your friendships, the cohesion of your family relationships, the effectiveness of your studying and later on, your working life. Unfortunately few people are good listeners. Even at the level of simple information, many people do not listen well. Studies show that 75% of oral communication is ignored or misunderstood. Even rarer is the ability to listen for the deepest meaning in what people say, so you understand what is really going on.
It has been estimated that it takes only three or four minutes for the average person to form a positive or negative first impression. Your goal as a tutor is to make your first meeting a positive experience for the tutee. This can be achieved in part through good listening and communication skills. Good communication has 3 components: verbal, non verbal and symbolic. It is estimated that verbal communication (speaking with others, writing emails, presentations) consists of 7% of the communication process, while non-verbal communication (body language, posture, tone of voice, facial expressions) and symbolic communication (the words we use, the cars we drive and homes we live in etc.) accounts for the remaining 93% of communication. In other words we are always communicating whether we realize it or not. Research indicates that good listening skills are vital for effective communication.

The following are effective listening and communication skills
Maintain eye contact as appropriate
Be supportive and encouraging
Be non-judgmental
Be aware of your body language
Clarify anything you don’t understand with the tutee
Try not to interrupt
Restate or paraphrase what the tutee has said in order to clarify
Repeat what you have said in different ways
Ask the tutee to summarize what he or she understands
Talk less and listen more
Get rid of distractions
Ask questions to get new information or to clarify what the tutee is saying
Go with the tutee’s agenda not your own
Listen empathetically by trying to understand the tutee’s point of view
Be open, receptive, respectful and accepting
Try to understand both the content and the feelings behind the content
Avoid making assumptions about what the tutee may say to avoid biases in your listening
Give the tutee your undivided attention
Allow the student to work and learn at their own pace
Give immediate feedback to remove basic misunderstandings
Learn your tutee's name and pronounce it correctly
Be honest with your tutee
Listen for the tutee’s strengths and weaknesses
Listen for frustration and confusion
Use humour
Listen for accomplishments
Listen for what the student understands
Listen for how to pace the session --- quickly or slowly
End the session on a positive note by assessing the work done during the session
Allow for silences
Paraphrase, clarify and summarize
Build on the ideas and learning of the tutee
Limit how much you talk
Don't argue mentally
Ask lots of questions
The first skill that you can practice to be a good listener is to act like a good listener. We have spent a lot of our modern lives working at tuning out all of the information that is thrust at us. It therefore becomes important to change our physical body language from that of a deflector to that of a receiver, much like a satellite dish. Our faces contain most of the receptive equipment in our bodies, so it is only natural that we should tilt our faces towards the channel of information.
A second skill is to use the other bodily receptors besides your ears. You can be a better listener when you look at the other person. Your eyes pick up the non-verbal signals that all people send out when they are speaking. By looking at the speaker, your eyes will also complete the eye contact that speakers are trying to make. A speaker will work harder at sending out the information when they see a receptive audience in attendance. Your eyes help complete the communication circuit that must be established between speaker and listener.
When you have established eye and face contact with your speaker, you must then react to the speaker by sending out non-verbal signals. Your face must move and give the range of emotions that indicate whether you are following what the speaker has to say. By moving your face to the information, you can better concentrate on what the person is saying. Your face must become an active and contoured catcher of information.
It is extremely difficult to receive information when your mouth is moving information out at the same time. A good listener will stop talking and use receptive language instead. Use the I see . . . un hunh . . . oh really words and phrases that follow and encourage your speaker's train of thought. This forces you to react to the ideas presented, rather than the person. You can then move to asking questions, instead of giving your opinion on the information being presented. It is a true listening skill to use your mouth as a moving receptor of information rather than a broadcaster.
A final skill is to move your mind to concentrate on what the speaker is saying. You cannot fully hear their point of view or process information when you argue mentally or judge what they are saying before they have completed. An open mind is a mind that is receiving and listening to information.
If you really want to listen, you will act like a good listener. Good listeners are good catchers because they give their speakers a target and then move that target to capture the information that is being sent. When good listeners aren't understanding their speakers, they will send signals to the speaker about what they expect next, or how the speaker can change the speed of information delivery to suit the listener. Above all, a good listener involves all of their face to be an active moving listener.
If you are really listening intently, you should feel tired after your speaker has finished. Effective listening is an active rather than a passive activity andWhen you find yourself drifting away during a listening session, change your body position and concentrate on using one of the above skills. Once one of the skills is being used, the other active skills will come into place as well and also must change Your body position defines whether you will have the chance of being a good listener or a good deflector. Good listeners or effective listeners are like poor boxers: they lead with their faces. Meaning cannot just be transmitted as a tangible substance by the speaker. It must also be stimulated or aroused in the receiver. The receiver must therefore be an active participant for the cycle of communication to be complete.

Effective listening requires the listener's participation. The effective listener wants to understand what is said and actively tries to assign meaning to the speaker's verbal and nonverbal language. The effective listener responds appropriately to what is said and fosters a productive exchange. The meaning generated depends upon the listener's desire and ability to engage in thinking and listening, as well as on prior knowledge of the speaker's language use and topic. Effective listeners are able to:
value listening as a means of learning and enjoyment
determine their own purpose(s) for listening
recognize their responsibility to the speaker and listen without distracting the speaker
concentrate and not become distracted
send appropriate feedback to the speaker (e.g., restate directions and explanations, ask questions)
prepare to react or respond to what the speaker says
make connections between their prior knowledge and the information presented by the speaker
evaluate the speaker's message and motive
try to predict the speaker's purpose and determine the speaker's plan of organization
identify transitional/signal words and phrases, and follow the sequence of ideas spoken
observe and interpret the speaker's nonverbal cues (e.g., smiles, frowns, body movements) and use them to enhance their understanding of the speaker's message
recognize the speaker's main point(s) or idea(s) and identify the supporting details and examples
distinguish fact from opinion
determine bias, stereotyping, and propaganda.

Key Techniques to Have effective Listening skills
Focus the discussion on the information needed Judy, I've noticed in the past month that you've fallen behind on keeping the project schedule current. I'd like to figure out with you what we both can do to get it back on track.Use open-ended questions to expand the discussion You've always kept the schedule up to the minute-until about a month ago. Why the change?Use closed ended questions to prompt for specifics "What projects are you working on that take time away from your work on this project (warning: closed ended questions are often disguised as open ended as in "Are you going to have trouble finishing this project?)Encourage dialogue through eye contact and expression This involves nodding in agreeemnt, smiling, leaning toward the speaker, making statements that acknowledge the speaker is being heard.
State your understanding of what you are hearing This can be done by restating briefly what the other person is saying but don't make fun of it"So it sounds like these phone calls have ended up taking a lot more time than you or Jay expected; you think the three of us should talk about priorities; is this your position?" Summarize the key points; try to get some agreement on the next steps and show appreciation for the effort made so far. "So let's call Jay right now and set up a time when we can meet and iron this out; keeping the schedule updated is a high priority and I'd like to get this settled by Wednesday.
Conclusion is listening is important because if we don’t listen to other people talking we cannot communicate with them so we must have Effective listening skills this all about the important of listening























Question 5

How does the team help the organization to succeed and also consider the methods in which the team members must be careful to avoid the following .

A team is a unit of two or more people who work together to achieve a goal.

Such are the stories and the work of teams - real teams that perform, not amorphous groups that we call teams because we think that the label is motivating and energizing. The difference between teams that perform and other groups that don't is a subject to which most of us pay far too little attention. Part of the problem is that team is a word and concept so familiar to everyone.
Or at least that's what we thought when we set out to do research for our book The Wisdom of Teams. We wanted to discover what differentiates various levels of team performance, where and how teams work best, and what top management can do to enhance their effectiveness. We talked with hundreds of people on more than 50 different teams in 30 companies and beyond, from Motorola and Hewlett-Packard to Operation Desert Storm and the Girl Scouts.
We found that there is a basic discipline that makes teams work. We also found that teams and good performance are inseparable; you cannot have one without the other. But people use the word team so loosely that it gets in the way of learning and applying the discipline that leads to good performance. For managers to make better decisions about whether, when, or how to encourage and use teams, it is important to be more precise about what a team is and what it isn't.
Most executives advocate teamwork. And they should. Teamwork represents a set of values that encourage listening and responding constructively to views expressed by others, giving others the benefit of the doubt, providing support, and recognizing the interests and achievements of others. Such values help teams perform, and they also promote individual performance as well as the performance of an entire organization. But teamwork values by themselves are not exclusive to teams, nor are they enough to ensure team performance.
Nor is a team just any group working together. Committees, councils, and task forces are not necessarily teams. Groups do not become teams simply because that is what someone calls them. The entire work force of any large and complex organization is never a team, but think about how often that platitude is offered up.
To understand how teams deliver extra performance, we must distinguish between teams and other forms of working groups. That distinction turns on performance results. A working group's performance is a function of what its members do as individuals. A team's performance includes both individual results and what we call "collective work-products." A collective work-product is what two or more members must work on together, such as interviews, surveys, or experiments. Whatever it is, a collective work-product reflects the joint, real contribution of team members.
Working groups are both prevalent and effective in large organizations where individual accountability is most important. The best working groups come together to share information, perspectives, and insights; to make decisions that help each person do his or her job better; and to reinforce individual performance standards. But the focus is always on individual goals and accountabilities. Working group members don't take responsibility for results other than their own. Nor do they try to develop incremental performance contributions requiring the combined work of two or more members.
Teams differ fundamentally from working groups because they require both individual and mutual accountability. Teams rely on more than group discussion, debate, and decision; on more than sharing information and best practice performance standards. Teams produce discrete work-products through the joint contributions of their members. This is what makes possible performance levels greater than the sum of all the individual bests of team members. Simply stated, a team is more than the sum of its parts.
The first step in developing a disciplined approach to team management is to think about teams as discrete units of performance and not just as positive sets of values. Having observed and worked with scores of teams in action, both successes and failures, we offer the following. Think of it as a working definition or, better still, an essential discipline that real teams share.
A team is a small number of people with complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable.
The essence of a team is common commitment. Without it, groups perform as individuals; with it, they become a powerful unit of collective performance. This kind of commitment requires a purpose in which team members can believe. Whether the purpose is to "transform the contributions of suppliers into the satisfaction of customers," to "make our company one we can be proud of again," or to "prove that all children can learn," credible team purposes have an element related to winning, being first, revolutionizing, or being on the cutting edge.
Teams develop direction, momentum, and commitment by working to shape a meaningful purpose. Building ownership and commitment to team purpose, however, is not incompatible with taking initial direction from outside the team. The often asserted assumption that a team cannot "own" its purpose unless management leaves it alone actually confuses more potential teams than it helps. In fact, it is the exceptional case - for example, entrepreneurial situations - when a team creates a purpose entirely on its own.
Most successful teams shape their purposes in response to a demand or opportunity put in their path, usually by higher management. This helps teams get started by broadly framing the company's performance expectation. Management is responsible for clarifying the charter, rationale, and performance challenge for the team, but management must also leave enough flexibility for the team to develop commitment around its own spin on that purpose, set of specific goals, timing, and approach.
The best teams invest a tremendous amount of time and effort exploring, shaping, and agreeing on a purpose that belongs to them both collectively and individually. This "purposing" activity continues throughout the life of the team. In contrast, failed teams rarely develop a common purpose. For whatever reason - an insufficient focus on performance, lack of effort, poor leadership - they do not coalesce around a challenging aspiration
The best teams also translate their common purpose into specific performance goals, such as reducing the reject rate from suppliers by 50% or increasing the math scores of graduates from 40 % to 95 %. Indeed, if a team fails to establish specific performance goals or if those goals do not relate directly to the team's overall purpose, team members become confused, pull apart, and revert to mediocre performance. By contrast, when purposes and goals build on one another and are combined with team commitment, they become a powerful engine of performance.
Transforming broad directives into specific and measurable performance goals is the surest first step for a team trying to shape a purpose meaningful to its members. Specific goals, such as getting a new product to market in less than half the normal time, responding to all customers within 24 hours, or achieving a zero-defect rate while simultaneously cutting costs by 40%, all provide firm footholds for teams. There are several reasons:
Specific team performance goals help to define a set of work-products that are different both from an organization-wide mission and from individual job objectives. As a result, such work-products require the collective effort of team members to make something specific happen that, in and of itself, adds real value to results. By contrast, simply gathering from time to time to make decisions will not sustain team performance.
The specificity of performance objectives facilitates clear communication and constructive conflict within the team. When a plant-level team, for example, sets a goal of reducing average machine changeover time to two hours, the clarity of the goal forces the team to concentrate on what it would take either to achieve or to reconsider the goal. When such goals are clear, discussions can focus on how to pursue them or whether to change them; when goals arc ambiguous or nonexistent, such discussions are much less productive.
The attainability of specific goals helps teams maintain their focus on getting results. A productdevelopment team at Ell Lilly's Peripheral Systems Division set definite yardsticks for the market introduction of an ultrasonic probe to help doctors locate deep veins and arteries. The probe had to have an audible signal through a specified depth of tissue, be capable of being manufactured at a rate of 100 per day, and have a unit cost less than a preestablished amount. Because the team could measure its progress against each of these specific objectives, the team knew throughout the development process where it stood. Either it had achieved its goals or not.
As Outward Bound and other team-building programs illustrate, specific objectives have a leveling effect conducive to team behavior. When a small group of people challenge themselves to get over a wall or to reduce cycle time by 50%, their respective titles, perks, and other stripes fade into the background. The teams that succeed evaluate what and how each individual can best contribute to the team's goal and, more important, do so in terms of the performance objective itself rather than a person's status or personality.
Specific goals allow a team to achieve small wins as it pursues its broader purpose. These small wins are invaluable to building commitment and overcoming the inevitable obstacles that get in the way of a long-term purpose. For example, the Knight-Ridder team mentioned at the outset turned a narrow goal to eliminate errors into a compelling customer-service purpose.
Performance goals are compelling. They are symbols of accomplishment that motivate and energize. They challenge the people on a team to commit themselves, as a team, to make a difference. Drama, urgency, and a healthy fear of failure combine to drive teams who have their collective eye on an attainable, but challenging, goal. Nobody but the team can make it happen. It is their challenge.
The combination of purpose and specific goals is essential to performance. Each depends on the other to remain relevant and vital. Clear performance goals help a team keep track of progress and hold itself accountable; the broader, even nobler, aspirations in a team's purpose supply both meaning and emotional energy.
Virtually all effective teams we have met, read or heard about, or been members of have ranged between 2 and 25 people. For example, the Burlington Northern "piggybacking" team had 7 members, the Knight-Ridder newspaper team, 14. The majority of them have numbered less than 10. Small size is admittedly more of a pragmatic guide than an absolute necessity for success. A large number of people, say 50 or more, can theoretically become a team. But groups of such size are more likely to break into subteams rather than function as a single unit.
Why? Large numbers of people have trouble interacting constructively as a group, much less doing real work together. Ten people are far more likely than fifty are to work through their individual, functional, and hierarchical differences toward a common plan and to hold themselves jointly accountable for the results.
Large groups also face logistical issues, such as finding enough physical space and time to meet. And they confront more complex constraints, like crowd or herd behaviors, which prevent the intense sharing of viewpoints needed to build a team. As a result, when they try to develop a common purpose, they usually produce only superficial "missions" and well-meaning intentions that cannot be translated into concrete objectives. They tend fairly quickly to reach a point when meetings become a chore, a clear sign that most of the people in the group are uncertain why they have gathered, beyond some notion of getting along better. Anyone who has been through one of these exercises knows how frustrating it can be. This kind of failure tends to foster cynicism, which gets in the way of future team efforts.
In addition to finding the right size, teams must develop the right mix of skills, that is, each of the complementary skills necessary to do the team's job. As obvious as it sounds, it is a common falling in potential teams. Skill requirements fall into three fairly self-evident categories:
Technical or functional expertise. It would make little sense for a group of doctors to litigate an employment discrimination case in a court of law. Yet teams of doctors and lawyers often try medical malpractice or personal injury cases. Similarly, product-development groups that include only marketers or engineers are less likely to succeed than those with the complementary skills of both.
Problem-solving and decision-making skills. Teams must be able to identify the problems and opportunities they face, evaluate the options they have for moving forward, and then make necessary trade-offs and decisions about how to proceed. Most teams need some members with these skills to begin with, although many will develop them best on the job.
Interpersonal skills. Common understanding and purpose cannot arise without effective communication and constructive conflict, which in turn depend on interpersonal skills. These include risk taking, helpful criticism, objectivity, active listening, giving the benefit of the doubt, and recognizing the interests and achievements of others.
Obviously, a team cannot get started without some minimum complement of skills, especially technical and functional ones. Still, think about how often you've been part of a team whose members were chosen primarily on the basis of personal compatibility or formal position in the organization, and in which the skill mix of its members wasn't given much thought.
It is equally common to overemphasize skills in team selection. Yet in all the successful teams we've encountered, not one had all the needed skills at the outset. The Burlington Northern team, for example, initially had no members who were skilled marketers despite the fact that their performance challenge was a marketing one. In fact, we discovered that teams are powerful vehicles for developing the skills needed to meet the team's performance challenge. Accordingly, team member selection ought to ride as much on skill potential as on skills already proven.
Effective teams develop strong commitment to a common approach, that is, to how they will work together to accomplish their purpose. Team members must agree on who will do particular jobs, how schedules will be set and adhered to, what skills need to be developed, how continuing membership in the team is to be earned, and how the group will make and modify decisions. This element of commitment is as important to team performance as is the team's commitment to its purpose and goals.
Agreeing on the specifics of work and how they fit together to integrate individual skills and advance team performance lies at the heart of shaping a common approach. It is perhaps self-evident that an approach that delegates all the real work to a few members (or staff outsiders), and thus relies on reviews and meetings for its only "work together" aspects, cannot sustain a real team. Every member of a successful team does equivalent amounts of real work; all members, including the team leader, contribute in concrete ways to the team's work-product. This is a very important element of the emotional logic that drives team performance.
When individuals approach a team situation, especially in a business setting, each has preexisting job assignments as well as strengths and weaknesses reflecting a variety of backgrounds, talents, personalities, and prejudices. Only through the mutual discovery and understanding of how to apply all its human resources to a common purpose can a team develop and agree on the best approach to achieve its goals. At the heart of such long and, at times, difficult interactions lies a commitment-building process in which the team candidly explores who is best suited to each task as well as how individual roles will come together. In effect, the team establishes a social contract among members that relates to their purpose and guides and obligates how they must work together.
No group ever becomes a team until it can hold itself accountable as a team. Like common purpose and approach, mutual accountability is a stiff test. Think, for example, about the subtle but critical difference between "the boss holds me accountable" and "we hold ourselves accountable." The first case can lead to the second; but without the second, there can be no team.
Companies like Hewlett-Packard and Motorola have an ingrained performance ethic that enables teams to form "organically" whenever there is a clear performance challenge requiring collective rather than individual effort. In these companies, the factor of mutual accountability is commonplace. "Being in the boat together" is how their performance game is played.
At its core, team accountability is about the sincere promises we make to ourselves and others, promises that underpin two critical aspects of effective teams: commitment and trust. Most of us enter a potential team situation cautiously because ingrained individualism and experience discourage us from putting our fates in the hands of others or accepting responsibility for others. Teams do not succeed by ignoring or wishing away such behavior.
Mutual accountability cannot be coerced any more than people can be made to trust one another. But when a team shares a common purpose, goals, and approach, mutual accountability grows as a natural counterpart. Accountability arises from and reinforces the time, energy, and action invested in figuring out what the team is trying to accomplish and how best to get it done.
When people work together toward a common objective, trust and commitment follow. Consequently, teams enjoying a strong common purpose and approach inevitably hold themselves responsible, both as individuals and as a team, for the team's performance. This sense of mutual accountability also produces the rich rewards of mutual achievement in which all members share. What we heard over and over from members of effective teams is that they found the experience energizing and Motivating in ways that their "normal" jobs never could match.
On the other hand, groups established primarily for the sake of becoming a team or for job enhancement, communication, organizational effectiveness, or excellence rarely become effective teams, as demonstrated by the bad feelings left in many companies after experimenting with quality circles that never translated "quality" into specific goals. Only when appropriate performance goals are set does the process of discussing the goals and the approaches to them give team members a clearer and clearer choice: they can disagree with a goal and the path that the team selects and, in effect, opt out, or they can pitch in and become accountable with and to their teammates.
The discipline of teams we've outlined is critical to the success of all teams. Yet it is also useful to go one step further. Most teams can be classified in one of three ways: teams that recommend things, teams that make or do things, and teams that run things. In our experience, each type faces a characteristic set of challenges.
Teams that recommend things. These teams include task forces, project groups, and audit, quality, or safety groups asked to study and solve particular problems. Teams that recommend things almost always have predetermined completion dates. Two critical issues are unique to such teams: getting off to a fast and constructive start and dealing with the ultimate handoff required to get recommendations implemented.
The key to the first issue lies in the clarity of the team's charter and the composition of its membership. In addition to wanting to know why and how their efforts are important, task forces need a clear definition of whom management expects to participate and the time commitment required. Management can help by ensuring that the team includes people with the skills and influence necessary for crafting practical recommendations that will carry weight throughout the organization. Moreover, management can help the team get the necessary cooperation by opening doors and dealing with political obstacles.
Missing the handoff is almost always the problem that stymies teams that recommend things. To avoid this, the transfer of responsibility for recommendations to those who must implement them demands top management's time and attention. The more top managers assume that recommendations will "Just happen," the less likely it is that they will. The more involvement task force members have in implementing their recommendations, the more likely they are to get implemented.
To the extent that people outside the task force will have to carry the ball, it is critical to involve them in the process early and often, certainly well before recommendations are finalized. Such involvement may take many forms, including participating in interviews, helping with analyses, contributing and critiquing ideas, and conducting experiments and trials. At a minimum, anyone responsible for implementation should receive a briefing on the task force's purpose, approach, and objectives at the beginning of the effort as well as regular reviews of progress.
Teams that make or do things. These teams include people at or near the front lines who are responsible for doing the basic manufacturing, development, operations, marketing, sales, service, and other value-adding activities of a business. With some exceptions, like new-product development or process design teams, teams that make or do things tend to have no set completion dates because their activities are ongoing.
In deciding where team performance might have the greatest impact, top management should concentrate on what we call the company's "critical delivery points," that is, places in the organization where the cost and value of the company's products and services are most directly determined. Such critical delivery points might include where accounts get managed, customer service performed, products designed, and productivity determined. If performance at critical delivery points depends on combining multiple skills, perspectives, and judgments in real time, then the team option is the smartest one.
When an organization does require a significant number of teams at these points, the sheer challenge of maximizing the performance of so many groups will demand a carefully constructed and performance-focused set of management processes. The issue here for top management is how to build the necessary systems and process supports without falling into the trap of appearing to promote teams for their own sake.
The imperative here, returning to our earlier discussion of the basic discipline of teams, is a relentless focus on performance. If management fails to pay persistent attention to the link between teams and performance, the organization becomes convinced that "this year we are doing 'teams.'" Top management can help by instituting processes like pay schemes and training for teams responsive to their real time needs, but more than anything else, top management must make clear and compelling demands on the teams themselves and then pay constant attention to their progress with respect to both team basics and performance results. This means focusing on specific teams and specific performance challenges. Otherwise "performance," like "team," will become a cliché.
Teams that run things. Despite the fact that many leaders refer to the group reporting to them as a team, few groups really are. And groups that become real teams seldom think of themselves as a team because they are so focused on performance results. Yet the opportunity for such teams includes groups from the top of the enterprise down through the divisional or functional level. Whether it is in charge of thousands of people or a handful, as long as the group oversees some business, ongoing program, or significant functional activity, it is a team that runs things.
The main issue these teams face is determining whether a real team approach is the right one. Many groups that run things can be more effective as working groups than as teams. The key judgment is whether the sum of individual bests will suffice for the performance challenge at hand or whether the group must deliver substantial incremental performance requiring real, joint work-products. Although the team option promises greater performance, it also brings more risk, and managers must be brutally honest in assessing the trade-offs.
Members may have to overcome a natural reluctance to trust their fate to others. The price of faking the team approach is high: at best, members get diverted from their individual goals, costs outweigh benefits, and people resent the imposition on their time and priorities; at worst, serious animosities develop that undercut even the potential personal bests of the working-group approach.
Working groups present fewer risks. Effective working groups need little time to shape their purpose since the leader usually establishes it. Meetings are run against well-prioritized agendas. And decisions are implemented through specific individual assignments and accountabilities. Most of the time, therefore, if performance aspirations can be met through individuals doing their respective jobs well, the working-group approach is more comfortable, less risky, and less disruptive than trying for more elusive team performance levels. Indeed, if there is no performance need for the team approach, efforts spent to improve the effectiveness of the working group make much more sense than floundering around trying to become a team.
Having said that, we believe the extra level of performance teams can achieve is becoming critical for a growing number of companies, especially as they move through major changes during which company performance depends on broad-based behavioral change. When top management uses teams to run things, it should make sure the team succeeds in identifying specific purposes and goals.
This is a second major issue for teams that run things. Too often, such teams confuse the broad mission of the total organization with the specific purpose of their small group at the top. The discipline of teams tells us that for a real team to form there must be a team purpose that is distinctive and specific to the small group and that requires its members to roll up their sleeves and accomplish something beyond individual end-products. If a group of managers looks only at the economic performance of the part of the organization it runs to assess overall effectiveness, the group will not have any team performance goals of its own.
While the basic discipline of teams does not differ for them, teams at the top are certainly the most difficult. The complexities of long-term challenges, heavy demands on executive time, and the deepseated individualism of senior people conspire against teams at the top. At the same time, teams at the top are the most powerful. At first we thought such teams were nearly impossible. That is because we were looking at the teams as defined by the formal organizational structure, that is, the leader and all his or her direct reports equals the team. Then we discovered that real teams at the top were often smaller and less formalized - Whitehead and Weinberg at Goldman, Sachs; Hewlett and Packard at HP; Krasnoff, Pall, and Hardy at Pall Corp; Kendall, Pearson, and Calloway at Pepsi; Haas and Haas at Levi Strauss; Batten and Ridder at Knight-Ridder. They were mostly twos and threes, with an occasional fourth.
Nonetheless, real teams at the top of large, complex organizations are still few and far between. Far too many groups at the top of large corporations needlessly constrain themselves from achieving real team levels of performance because they assume that all direct reports must be on the team; that team goals must be identical to corporate goals; that the team members' positions rather than skills determine their respective roles; that a team must be a team all the time; and that the team leader is above doing real work.
As understandable as these assumptions may be, most of them are unwarranted. They do not apply to the teams at the top we have observed, and when replaced with more realistic and flexible assumptions that permit the team discipline to be applied, real team performance at the top can and does occur. Moreover, as more and more companies are confronted with the need to manage major change across their organizations, we will see more real teams at the top.
we believe that teams will become the primary unit of performance in high-performance organizations. But that does not mean that teams will crowd out individual opportunity or formal hierarchy and process. Rather, teams will enhance existing structures without replacing them. A team opportunity exists anywhere hierarchy or organizational boundaries inhibit the skills and perspectives needed for optimal results. Thus, new-product innovation requires preserving functional excellence through structure while eradicating functional bias through teams. And frontline productivity requires preserving direction and guidance through hierarchy while drawing on energy and flexibility through self-managing teams.
We are convinced that every company faces specific performance challenges for which teams are the most practical and powerful vehicle at top management's disposal. The critical role for senior managers, therefore, is to worry about company performance and the kinds of teams that can deliver it. This means that top management must recognize a team's unique potential to deliver results, deploy teams strategically when they are the best tool for the job, and foster the basic discipline of teams that will make them effective. By doing so, top management creates the kind of environment that enables team as well as individual and organizational performance.

Building Team Performance
Although there is no guaranteed how-to recipe for building team performance, we observed a number of approaches shared by many successful teams.
Establish urgency, demanding performance standards, and direction. All team members need to believe the team has urgent and worthwhile purposes, and they want to know what the expectations are. Indeed, the more urgent and meaningful the rationale, the more likely it is that the team will live up to its performance potential, as was the case for a customerservice team that was told that further growth for the entire company would be impossible without major improvements in that area. Teams work best in a compelling context. That is why companies with strong performance ethics usually form teams readily.
Select members for skill and skill potential, not personality. No team succeeds without all the skills needed to meet its purpose and performance goals. Yet most teams figure out the skills they will need after they are formed. The wise manager will choose people both for their existing skills and their potential to improve existing skills and learn new ones. Pay particular. attention to first meetings and actions. Initial impressions always mean a great deal. When potential teams first gather, everyone monitors the signals given by others to confirm, suspend, or dispel assumptions and concerns. They pay particular attention to those in authority - the team leader and any executives - who set up, oversee, or other-wise influence the team. And, as always, what such leaders do is more important than what they say. If a senior executive leaves the team kickoff to take a phone call ten minutes after the session has begun and he never returns, people get the message.
Set some clear rules of behavior. All effective teams develop rules of conduct at the outset to help them achieve their purpose and performance goals. The most critical initial rules pertain to attendance (for example, "no interruptions to take phone calls"), discussion ("no sacred cows"), confidentiality ("the only things to leave this room are what we agree on"), analytic approach ("facts are friendly"), end-product orientation ("everyone gets assignments and does them"), constructive confrontation ("no finger-pointing"), and, often the most important, contributions ("everyone does real work").
Set and seize upon a few immediate performance-oriented tasks and goals. Most effective teams trace their advancement to key performance-oriented events. Such events can be set in motion by immediately establishing a. few challenging goals that can be reached early on. There is no such thing as a real team without performance results, so the sooner such results occur, the sooner the team congeals.
Challenge the group regularly with fresh facts and information. New information causes a team to redefine and enrich its understanding of the performance challenge, thereby helping the team shape a common purpose, set clearer goals, and improve its common approach. A plant quality improvement team knew the cost of poor quality was high, but it wasn't until they researched the different types of defects and put a price tag on each one that they knew where to go next. Conversely, teams err when they assume that all the information needed exists in the collective experience and knowledge of their members.
Spend lots of time together. Common sense tells us that team members must spend a lot of time together, scheduled and unscheduled, especially in the beginning. Indeed, creative insights as well as personal bonding require impromptu and casual interactions just as much as analyzing spreadsheets and interviewing customers. Busy executives and managers too often intentionally minimize the time they spend together. The successful teams we've observed all gave themselves the time to learn to be a team. This time need not always be spent together physically; electronic, fax, and phone time can also count as time spent together.
Exploit the power of positive feedback, recognition, and reward. Positive reinforcement works as well in a team context as elsewhere. "Giving out gold stars" helps to shape new behaviors critical to team performance. If people in the group, for example, are alert to a shy person's initial efforts to speak up and contribute, they can give the honest positive reinforcement that encourages continued contributions. There are many ways to recognize and reward team performance beyond direct compensation, from having a senior executive speak directly to the team about the urgency of its mission to using awards to recognize contributions. Ultimately, however, the satisfaction shared by a team in its own performance becomes the most cherished reward.
Conclusion is team is important a team is a unit two or more people working together to achieve a goal. A team will be good team if they support each other and be a Effective Team .

















References ….
Note form Sir James Fernendez

http://en.wikipedia.org/wiki/Nonverbal_communication
http://en.wikipedia.org/wiki/Sign_language
http://en.wikipedia.org/wiki/Body_language
http://en.wikipedia.org/wiki/Speech
http://en.wikipedia.org/wiki/Communication#Communication_theories
http://en.wikipedia.org/wiki/Communication#Communication_barriers
http://www.khake.com/page66.html
http://www.khake.com/index.html
http://www.khake.com/page3.html
http://www.nacada.ksu.edu/clearinghouse/Links/Listening.htm
http://www.casaaleadership.ca/sourcebook.html
http://hinduwebsite.com/selfdevt/listening.asp
http://web.cba.neu.edu/~ewertheim/interper/commun.htm
http://www.sasked.gov.sk.ca/docs/mla/speak.html#speak

List of titles and names of Krishna

Popular names of Krishna with their meanings
aprameya--lord krishna of malur
This list is incomplete; you can help by expanding it.
Krishna has been given many names and titles by his devotees.
Achala - The still one
Achyuta - Infallible
Baanke Bihari -corrupt form of Van Ke Vihari which means one who loves to sport in the forests particularly vrindavan
Bihari - One who plays
Brajesh - Lord of Braja
Chakradhari - the bearer of a discus (chakra)
Damodara (Daamodarah) - the Lord when He was tied with a cord (daama) round His waist (udara)
Dinabandu - Friend of the afflicted
Dînânâth - Refuge of destitutes
Dwarakadish - Lord of Dwaraka
Dwarakanath - Lord of Dwaraka
Ghanshyam - Dark rain cloud complexioned one
Giridhari - he who lifted a hill (Govardhana hill)
Gopala - cowherd; protector of cows (more accurately protector of life)
Gopinath - Lord of the gopis, or cowherd women.
Govinda - protector of cows; also connected with Govardhana Hill; see also other meanings.
Guruvayoorappan - Lord of the temple Guruvayoor, constructed by the Guru of Devas Brihaspati and Vayu .
Hari - one who takes away [sins, or who wards off samsara, the cycle of birth and death];[1] the yellow one (the colour of the sun); Hare Krishna is the vocative, viz. "o golden one! o dark-blue one"; see other meanings.
Ishvara - god
Hrshikesha - (Sanskrit: हृषीकेश) is a name of Vishnu that means 'lord of the senses'.[2]
Jagannatha - lord of all places (see also Juggernaut).
Janardhana - One Who Bestows Boons On One And All
Kahan
Kaladev - the black deity
Kanha or Kanhaiya
Keshava – long haired, beautiful haired; see also other meanings.
Madhava - bringer of springtime; see other meanings
Madhusudanah - killer of demon Madhu
Morari - killer of the asura named Mora
Mukhilan- The one with the complexion similar to the rain clouds
Mukund- He who gives you Mukti
Nanda Gopal
Nanda Lal - Beloved of Nanda
Panduranga
Parambrahman the highest Brahman
Parameshvara the highest Ishvara, the highest god
Partha sarathy - charioteer of Partha,another name of Arjuna, a reference to his role with regard to Arjuna in the great battle
Patitapavana - Purifier of the fallen
Radha Vallabha - lover of Radha
Ranchhodrai - When he refused to fight the war and fled to Dwarka for the sake of peace. Dakor, Gujarat has a popular temple of Ranchhodraiji. Ran - Field, Chhod - leave.
Shyamasundara - the beautiful, dark one
Vāsudeva, Krishna Vaasudeva - son of Vasudeva
Yadhunandan - Son of the Yadu dynasty
Yogeshwara - the Lord of the Yogis
Yashoda Nandan – child of Yashoda
[edit] 108 names and titles from the Gaudiya Vaishnavism tradition
Achala - Still Lord
Achyuta - Infallible Lord
Adbhutah - Wonderful God
Adidev - The Lord Of The Lords
Aditya - The Son Of Aditi
Ajanma - One Who Is Limitless And Endless
Ajaya - The Conqueror Of Life And Death
Akshara - Indestructible Lord
Amrit - Heavenly nectar or elixir
Anandsagar - Compassionate Lord
Ananta - The Endless Lord
Anantajit - Ever Victorious Lord
Anaya - One Who Has No Leader
Aniruddha - One Who Cannot Be Obstructed
Aparajeet - The Lord Who Cannot Be Defeated
Avyukta - One Who Is As Clear As Crystal
Balgopal - The Child Krishna, The All Attractive
Balkrishna- The Child Krishna
Chaturbhuj - Four-Armed Lord
Danavendra - Granter Of Boons
Dayalu - Repository Of Compassion
Dayanidhi - The Compassionate Lord
Devadidev - The God Of The Gods
Devakinandan - Son Of Mother Devaki
Devesh - Lord Of The Lords
Dharmadhyaksha - The Lord OF Dharma
Dravin - The one who has no Enemies
Dwarkapati - Lord Of Dwarka
Gopal - One Who Plays With The Cowherds, The Gopas
Gopalpriya - Lover Of Cowherds
Govinda - One Who Pleases The Cows, The Land And The Entire Nature
Gyaneshwar - The Lord Of Knowledge
Hari - The Lord Of Nature
Hiranyagarbha - The All Powerful Creator
Hrishikesh - The Lord Of All Senses
Jagadguru - Preceptor Of The Universe
Jagadisha - Protector Of All
Jagannath - Lord Of The Universe
Janardhana - One Who Bestows Boons On One And All
Jayantah - Conqueror Of All Enemies
Jyotiraaditya - The Resplendence Of The Sun
Kamalnath - The Lord Of Goddess Lakshmi
Kamalnayan - The Lord With Lotus Shaped Eyes
Kamsantak - Slayer Of Kamsa
Kanjalochana - The Lotus-Eyed God
Keshava - One Who Has Long, Black Matted Locks
Krishna - Dark-Complexioned Lord
Lakshmikantam - The Lord Of Goddess Lakshmi
Lokadhyaksha - Lord Of All The Three Lokas (Worlds)
Madan - The Lord Of Love
Madhava - Knowledge Filled God
Madhusudan - Slayer Of Demon Madhu
Mahendra - Lord Of Indra
Manmohan - All Pleasing Lord
Manohar - Beautiful Lord
Mayur - The Lord Who Has A Peacock Feathered-Crest
Mohan - All Attractive God
Murali - The Flute Playing Lord
Murlidhar - One Who Holds The Flute
Murlimanohar - The Flute Playing God
Nandakumara - Son of Nanda
Nandgopala - The Son Of Nand
Narayana - The Refuge Of Everyone
Navaneethachora - makan (butter) chor
Niranjana - The Unblemished Lord
Nirguna - Without Any Properties
Padmahasta - One Who Has Hands Like Lotus
Padmanabha - The Lord Who Has A Lotus Shaped Navel
Parabrahmana - The Supreme Absolute Truth
Paramatma - Lord Of All Beings
Parampurush - Supreme Personality
Parthasarthi - Charioteer Of Partha - Arjuna
Prajapati - Lord Of All Creatures
Punyah - Supremely Pure
Purshottam - The Supreme Soul
Ravilochana - One Whose Eye Is The Sun
Sahasraakash - Thousand-Eyed Lord
Sahasrajit - One Who Vanquishes Thousands
Sakshi - All Witnessing Lord
Sanatana - The Eternal Lord
Sarvajana - Omniscient Lord
Sarvapalaka - Protector Of All
Sarveshwar - Lord Of All Gods
Satyavachana - One Who Speaks Only The Truth
Satyavrata - The Truth Dedicated Lord
Shantah - Peaceful Lord
Shreshta - The Most Glorious Lord
Shrikanta - Beautiful Lord
Shyam - Dark-Complexioned Lord also the thief of Baghdad, lord of bradford and his servant shbul
Shyamsundara - Lord Of The Beautiful Evenings
Sudarshana - Handsome Lord
Sumedha - Intelligent Lord
Suresham - Lord Of All Demi-Gods
Swargapati - Lord Of Heavens
Trivikrama - Conqueror Of All The Three Worlds
Upendra - Brother Of Indra
Vaikunthanatha - Lord Of Vaikuntha, The Heavenly Abode
Vardhamaanah - The Formless Lord
Vasudev - All Prevailing Lord
Vishnu-All Prevailing Lord
Vishwadakshinah - Skillful And Efficient Lord
Vishwakarma - Creator Of The Universe
Vishwamurti - Of The Form Of The Entire Universe
Vishwarupa - One Who Displays The Universal Form
Vishwatma - Soul Of The Universe
Vrishaparvaa - Lord Of Dharma
Yadavendra - King Of The Yadav Clan
Yogi - The Supreme Master
Yoginampati - Lord Of The Yogis
The word "Krishna" is thought to originate from the Sanskrit root "karshana", which means "to attract, to draw near""[3].Therefore the word "Krishna" means "the one who draws", or "the one who attracts".[4] This notion that "the word Krishna [...] means the all-attractive" current in ISKCON, has gained further support from Prabhupada's commentary on Bhagavata Purana (1.1.1) and (6.4.33) because according to Gaudiya philosophy the Lord is sometimes called guṇa-karma-nāma because He is named according to His transcendental activities. Thus, Krishna in this context means "all-attractive", because "His transcendental qualities make Him very attractive."[5] [6] [7] [8] Prabhupada bases this on his translation of the Chaitanya Charitamrita, where a mystical "etymology" of kṛṣṇa is given as
kṛṣir bhū-vācakaḥ śabdo / ṇaś ca nirvṛti-vācakaḥ
"kṛṣ expresses existence (bhū); ṇa expresses pleasure (nirvṛti)"
The translation of bhū given by Prabhupada is "attractive existence".[9]
[edit] Vishnu Ashtottaram
The below prayers can be told daily by offering flowers or Tulasi to Lord Krishna. It contains 108 Names of Lord Krishna taken from Vishnu Sahasranama.
Om Vishnave Namah
Om Lakshmi Pathaye Namah
Om Krishnaya Namah
Om Vaikuntaaya Namah
Om Garuda Dhvajaya Namah
Om Parah Brahmane Namah
Om Jagannathaya Namah
Om Vaasudevaya Namah
Om Trivikramaya Namah
Om Dhydhyaanthakaaya Namah
Om Madhuribhave Namah
Om Dhaarshyavahaaya Namah
Om Sanaadhanaaya Namah
Om Narayanaya Namah
Om Padmanabhaya Namah
Om Hrishikeshaya Namah
Om Sudhapradhaya Namah
Om Haraye Namah
Om Pundarikakshaya Namah
Om Siddhidhikarthre Namah
Om Paraathparaya Namah
Om Vanamaline Namah
Om Yagnaroopaya Namah
Om Chakrapanye Namah
Om Gadhadhraya Namah
Om Upendraya Namah
Om Keshavaya Namah
Om Hamsaaya Namah
Om SamudraMadhanaya Namah
Om Haraye Namah
Om Govindaya Namah
Om Prahmajankaya Namah
Om KaitabasuraMardhanaya Namah
Om Sridharaya Namah
Om Kaamajakaaya Namah
Om Seshaya Namah
Om Chadhurbhujaya Namah
Om Paanchajanyadharaaya Namah
Om SriMathe Namah
Om Shaarangapanaye Namah
Om Janardhanaya Namah
Om Pitambharadharaya Namah
Om Devaya Namah
Om SuryaChandraVilochanaya Namah
Om MatsyaRoopaya Namah
Om Kurmathanave Namah
Om Krodharoopaya Namah
Om Nrukesarine Namah
Om Vaamanaaya Namah
Om Bhaargavaaya Namah
Om Raamaya Namah
Om Haline Namah
Om Kalkine Namah
Om Hayaananaaya Namah
Om Viswambaraya Namah
Om Simsumaaraya Namah
Om Srikharaaya Namah
Om Kapilaaya Namah
Om Dhruvaaya Namah
Om Dattatreyaya Namah
Om Achyutaya Namah
Om Anantaaya Namah
Om Mukundhaaya Namah
Om Dhidhivaamanaaya Namah
Om Dhanvantraye Namah
Om Srinivasaya Namah
Om Pradyumnaya Namah
Om Purushothamaya Namah
Om Srivathkausthubhadhraaya Namah
Om Muraradhaye Namah
Om Adhoshjaaya Namah
Om Rushabhaya Namah
Om MohanaroopaDharine Namah
Om Sangarshanaaya Namah
Om Prithave Namah
Om Sheerabdhisaayene Namah
Om Bhoodhathmane Namah
Om Anirudhaaya Namah
Om Bhakthavatsalaaya Namah
Om Naraaya Namah
Om GajendraVaradaaya Namah
Om Thridhamne Namah
Om Bhoothabhavanaaya Namah
Om Svetavaasdhavyaaya Namah
Om SuryamandalaMadhyakaaya Namah
Om SanakathiMunithyeyaaya Namah
Om Bhagavathe Namah
Om SankaraPriyaya Namah
Om Neelakanthaya Namah
Om Tharakaanthaaya Namah
Om Vedathmane Namah
Om Bhadhraayanaaya Namah
Om BhagirathiJanmaBhoomiPaadaPadmaaya Namah
Om Stham Prabhave Namah
Om Svabhave Namah
Om Vibhave Namah
Om KanakaShyamaaya Namah
Om Jagadhkaaranaaya Namah
Om Avyayaaya Namah
Om Buddhavadharaaya Namah
Om Shaanthathmane Namah
Om Krisoth Namah
Om Leelamaanusha Vigrahaaya Namah
Om Damodharaaya Namah
Om Viraataroopaaya Namah
Om Bhoodhabhavyabhavath Prabhave Namah
Om Aadi Devaaya Namah
Om Deva Devaaya Namah
Om Prahladha Paripalakhaya Namah
[edit] Notes
^ Sankara glosses "Hari" this way in his commentary on the word "Hari" in Vishnu-sahasra-nama.
^ Monier-Williams: "lord of the senses".
^ "Monier Williams Sanskrit-English Dictionary p.206". website. Motilal Banarsidass Publishers (Pvt. Ltd). 2008. http://books.google.com/books?id=8KFPBl9lLRcC&pg=PA260&lpg=PA260&dq=karsana+sanskrit+root&source=bl&ots=5NOH4RrliN&sig=PXqbxn6ujk16aQks56BAc8u6tlk&hl=en&ei=CKZySrjyKdLUkAWdveihDA&sa=X&oi=book_result&ct=result&resnum=1#v=onepage&q=karsana%20sanskrit%20root&f=true. Retrieved 2009-07-31.
^ http://www.yogameditation.com/articles/issues_of_bindu/bindu_10/nada_yoga
^ Bhagavata Purana (1.1.1) commentary: "Lord Śrī Kṛṣṇa is the primeval Lord, and if any transcendental nomenclature is to be understood as belonging to the Absolute Personality of Godhead, it must be the name indicated by the word Krishna, which means the all-attractive."
^ Bhagavata Purana (6.4.33)The Lord is sometimes called guṇa-karma-nāma because He is named according to His transcendental activities. For example, Kṛṣṇa means "all-attractive." This is the Lord's name because His transcendental qualities make Him very attractive. As a small boy He lifted Govardhana Hill, and in His childhood He killed many demons. Such activities are very attractive, and therefore He is sometimes called Giridhārī, Madhusūdana, Agha-niṣūdana and so on. Because He acted as the son of Nanda Mahārāja, He is called Nanda-tanuja.
^ Chaitanya Charitamrita Madhya 8.138 puruṣa, yoṣit, kibā sthāvara-jaṅgama sarva-cittākarṣaka, sākṣāt manmatha-madana “The very name Kṛṣṇa means that He attracts even Cupid. He is therefore attractive to everyone—male and female, moving and inert living entities. Indeed, Kṛṣṇa is known as the all-attractive one.
^ Deadwyler, W.H. (2004). "Cleaning House And Cleaning Hearts". The Hare Krishna Movement: the Postcharismatic Fate of a Religious Transplant. http://books.google.com/books?hl=en&lr=&ie=UTF-8&id=mBMxPdgrBhoC&oi=fnd&pg=PA149&dq. Retrieved 2008-04-18. .. is known as Krishna, the “all-attractive.”
^ Chaitanya Charitamrita 9.30
[edit] See also
Names of God
Svayam bhagavan
Maha Mantra
[edit] External links
108 Names of Krishna
Astottara-satanamas (108 names): Krishna devanagari mp3 audio
Sahasranamas (1000 names): Krishna, Gopala, Balakrishna, Radha-Krishna