MANAGERIAL COMMUNICATION -1(MNCN-1)

PGDM/PGDM-HC

Term - 1BATCH 2014-2016

Course Instructors:

Prof. Aparna BhatProf. VidyaPratap

Prof. Bhaskara Rao BProf. ShaliniVerma

Academic Assistants:Anitha K Shetty

ReceptionDr. T.M.A Pai Block

Extn No.: 1000&

Amritha AnshumanR.No. S-21

K.K.Pai BlockExtn No.: 1435

T. A . Pa i Management Inst i tute , Manipa l

T.A.PAI MANAGEMENT INSTITUTE, MANIPAL

COURSE OUTLINECourse Title Managerial Communication - IProgramme PGDM/PGDM-HCBatch 2014-2016Term 1Course ID MNCN - ICredits 2(16 Sessions)Course Instructors Prof.VidyaPratap/Prof. Aparna Bhat/

Prof.ShaliniVerma/Prof.Bhaskara Rao B.

Introduction:

In managerial career, the ability to communicate can never be overemphasized. No matter what organisation one works for, be it a large corporation, a small individually-owned outlet, a charity organisation like hospital or a non-profit organisation such as a library, the ability to communicate effectively is very important. The art of communicating in clear, concise terms is becoming imperative to achieve the desired results. In other words, the skill to communicate in a manner that achieves the purpose of communication is the key to success in one’s managerial career.The course ‘Managerial Communication – I’ is intended to meet the demand in familiarizing the students with the work place norms to communicate in formal atmosphere. It also improves the skills of students to communicate in real-life situations; by focusing on the integration of the four distinct skills necessary to be an effective manager: oral, aural, reading and writing.

Course Objectives: The objectives of the course, ‘Managerial Communication – I’ are to:

create awareness among the students about the significance of listening, and develop the skills necessary for listening effectively.

expose the students to the importance of effective oral communication, and apply the same in the business context.

Course Learning Outcomes (CLO):

At the end of this course, the students will be able to:

listen effectively in different contexts (PLO 3B)

interact with a degree of fluency and spontaneity that makes regular interaction

possible without imposing strain on either party (PLO 3A)

express themselves orally in English, in both formal and informal situations (PLO 3A)

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demonstrate clarity, precision, conciseness and coherence in the use of language

while communicating orally (PLO 1A)

edit their own, and others’ writing (PLO 3A)

deliver impromptu and prepared oral presentations (PLO 1A)

give/receive specific and constructive feedback. (PLO 3B)

Course Content:

The course would cover the following broad areas: Listening skills Non-verbal communication Feedback: giving and receiving Oral Presentation

Prescribed Text Book:

Raman, M. & Singh P. (2012), Business Communication (2nd edition), New Delhi: Oxford University Press.

Policy on Plagiarism:

Any student who is indulges in plagiarism or in abetting the same by giving his assignment to others will be severely punished. The concerned faculty will decide the punishment on a

case-to-case basis. The punishment for those involved in plagiarism could be any of these: a)

A valuation of ‘zero’; b) Negative marks;c) A sub-grade.

Student Assessment Scheme:Details of Evaluation components

Yes / No Weightage (%)

Duration (Minutes)

Open / Close Book

Mid Term Exam Yes 20 120 Closed

End Term Exam Yes 30 120 Closed

Other Evaluation Components:

Details of Evaluation components (other than mid-term& end term)

Sl. No. Components Weight Schedule in the session plan

1. Surprise Quiz 10% Unannounced

2. Listening skills (role play) – group assessment

5% After session 3

3. Giving feedback (individual) 10% During presentations4. Presentation (individual) 25% Sessions 10 - 15

3

Assessment of Learning:Programme Learning Goals-Objective Course Matrix:

PLG# Programme Level Learning Goal PLO # Programme Learning ObjectiveAddressed by Course?Yes No

PLG1

Demonstration of mastery in the fundamentals of the technical and functional areas of management of an enterprise

PLO 1A Apply of appropriate technical tools in a managerial context

√

PLO 1B Articulate business context in terms of functional aspects

√

PLG2

Demonstration of understanding of effective integration and coordination of all functional areas and the resultant impact on the performance of an enterprise

PLO 2A Describe interlinkages among functional areas of an enterprise

√

PLO 2BAnalyze and interpret the performance of an enterprise and its various functional units

√

PLG3

Demonstration of conceptual knowledge and skills to view an enterprise as a whole and of how the enterprise’s strategy and organization should be harmonized with the external forces in the environment

PLO 3AArticulate various concepts in management and demonstrate their application in specific business context

√

PLO 3B

Describe a problem faced by an enterprise and demonstrate the application of specific concept(s) in that context

√

PLO 3CDescribe the external environment faced by an enterprise and its implications to the enterprise's present and future

√

PLO 3D

Comprehend the linkages between an enterprise's external environment and its internal forces and demonstrate the ability to form a strategy and the steps of its execution

√

PLG4

Application of the principles of ethics and corporate governance in a variety of settings

PLO 4A

Describe a context of ethical dilemma and demonstrate the ability to articulate the right versus the wrong in the given context

√

PLO 4B

Demonstrate the ability to envision the possible negative impact of an corporate decision and suggest the correct decision(s) in the context

√

PLG5Demonstration of the capacity to take leadership role in business situations

PLO 5ADescribe the issues pertaining to leadership in a given context of an enterprise

√

PLO 5B

Demonstrate the ability to take decisions as a leader of an enterprise in a given context, envision the consequence and demonstrate the will to face the consequences of the decision taken

√

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Session Plan

Session No.

Session Title Learning Objectives Method of Learning

Remarks

1.Effective Communication - Introduction

Define the meaning of communication

Explain the process of communication

Identify the purpose of communication

Video/discussion Read Chapter 1 of prescribed textbook

2. Listening Skills

Explain the benefits of listening

Identify the barriers of listening

Improve effective listening

Activity based discussion

Read Chapter 10 of prescribed textbook

3.Giving and Receiving Feedback

Give constructive feedback

Accept feedback effectively

Activity Role play/ discussion

Read course material on “Giving and Receiving Feedback”. Read Case 1 of course material

Listening Skills Group assessment (5%)

4.Listening Skills(role play) –

Demonstrate the skills of effective listening

Activity/Role plays by student groups

5. Non-verbal communication

Articulate the significance of non-verbal communication

Interpret non-verbal messages

VideoRole play/ discussion

Read Chapter 2 of prescribed textbook and Case 2 of course material

6.Non-verbal communication

Demonstrate effective non-verbal communication skills

Role plays by student groups

Prepare an activity – movie clip, skit, role play, mime, to drive home any one aspect of non-verbal communication

7.Types of introductions to presentations

Demonstrate usage of different types of introductions

Case Discussion - Presentations

Read Chapter 11 of prescribed textbook

Prepare introductions to presentations

8.Body of Presentation

Construct the body of the presentation

Activity – writing body of presentation

Read Pages 323 to 325 of prescribed textbook

Prepare the body for presentations9 Conclusion of Demonstrate Case Discussion - Read Page 325 of prescribed

5

Presentationetiquette of presentation skills

Presentationstextbook

Prepare the conclusion for presentations

10 - 15

Oral Presentations(Videographed individual presentations )

Through review of video and feedback from classmates and faculty

Presentation (25%) & Giving feedback (individual) (10%) – Between 10-15 sessions

16 Summarizing

Surprise Quiz (10%) – Unannounced

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Giving and Receiving Feedback

When he was mayor of New York City, Ed Koch frequently walked the streets of his home town

asking his constituents, “How am I doing?” The question wasn’t simply rhetorical; nor was it a

ritualistic greeting for his faithful supporters. He asked the question of friend and foe alike. He

cared about the response he received because his ability to perform as that city’s mayor

depended on feedback – direct, honest, current, unfiltered feedback. If he wasn’t doing well,

New Yorkers let him know about it. When he performed to their satisfaction, they told him. For

a public official, honest feedback is almost as important as campaign contributions. It is no less

important to a manager in the private sector.

Kent Thiry is a prime example of an executive trying to avoid one of the most common

and dangerous traps of corporate leadership: the higher an executive climbs, the easier it is for

him to distance himself from problems. Top company officials are often surrounded by people

who filter out bad news. They then convince themselves their strategies are working, even

when they’re not.

Mr. Thiry is the chief executive of Da Vita of El Segundo, California, a large dialysis

treatment operator, who starts worrying that he is out of touch when all he hears is good news.

He recently mingled with employees at an annual staff gathering, learning all he could about

the company’s buyout of Gambro Healthcare. When several people told him they thought it

was “a fun process,” he realized people were just telling him what he wanted to hear, rather

than the truth. His efforts to build a truth-telling culture that provides honest feedback for

executives is beginning to pay off: the company has reduced turnover by 50 percent and grown

revenues by more than $5 billion. How do top executives know they’re getting accurate

feedback? Some comes from worker surveys, but much of it is culled at town hall meetings. Mr.

Thiry holds about 20 a year and tells each of his vice presidents to convene one whenever they

are with at least seven “teammates” or employees. “Most important,” says Mr. Thiry, “is for

executives who seek frank feedback to be candid about their own shortcomings.”

Good feedback doesn’t just happen. It’s the product of careful, deliberate

communication strategies, coupled with good interpersonal communication skills. You can

significantly increase the probability of communication success if you understand the role of

feedback in both personal and professional communication.

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Guidelines for Constructive Feedback

Now that you have improved your listening skills, it may be time to focus on how and when to

provide feedback to others. Here are a few suggestions.

Acknowledge the need for feedback The first thing we each must recognize as communicators

is the value of giving and receiving feedback, both positive and negative. Feedback is vital to

any organization committed to improving itself, because it is the only way for managers and

executives to know what needs to be improved. Giving and receiving feedback should be more

than just a part of an employee’s behavior; it should be a part of the whole organization’s

culture.

You will need high-level feedback skills to improve your organizational meetings and,

more generally, interactions between employees. These skills will also help you communicate

more effectively with customers and suppliers. In fact, you will find many opportunities to apply

these skills across your working environment.

Give both positive and negative feedbackMany people take good work for granted and give

feedback only when they encounter problems. This policy is counterproductive; people will

more likely pay attention to your complaints if they have also received your compliments. It is

important to remember to tell people when they have done something well.

Understand the context The most important characteristic of feedback is that it always has a

context; where it happened, why it happened, what led up to an event. You should never

simply walk up to a person, deliver a feedback statement, and then leave. Before you give

feedback, review the actions and decisions that led up to the moment. Every communication

event exists in a context and if you don’t understand the context to the events, you’re thinking

of criticizing, your comments are unlikely to have a positive effect on others.

Provide definitionsDo not assume that the person you are counseling or offering feedback to

will understand the words, phrases, or terms you’re using. Make certain that the language you

use is both acceptable to the person you’re speaking with and appropriate for the

circumstances. More to the point, make sure you’re using words whose meaning you both

clearly understand and agree on. A simple example may help: The American Heritage Dictionary

of the English Language lists 93 separate and distinct meanings for the word get. When you use

that word in conversation, what do you mean? Some scholars now say the 500 most commonly

used words in our language have more than 14,000 dictionary definitions. The fact is, the more

meanings assigned to a word, the less it means. Make sure people understand you by providing

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definitions, examples, and illustrations. You may even need to provide exceptions and limits.

Make sure people understand the language you’re using as you provide feedback to them.

Use a common language Do not speak in a language that your conversation partner is likely to

misunderstand, misconstrue, or misinterpret. Use words, phrases, terms, and ideas that are in

line with what you know about that person. If you are sure he understands an acronym or

company jargon, it’s probably okay to use it, but if you’re dealing with someone who does not

share the same frame of reference you do, avoid language that will cause confusion.

Do not assume Making assumptions invariably will get you into trouble. During interpersonal

communications, it is dangerous to make the assumption that the other person either thinks or

feels as you do at that moment. Communication consultant Tony Alessandra says, “The other

persona may have a frame of reference that is totally different from your own. She reacts and

perceives according to what she knows and believes to be true, and that may be different from

your own reactions, perceptions and beliefs.” To avoid the problems inherent in assumptions,

ask for direct feedback, check on facts, examine underlying assumptions, and use a healthy

dose of skepticism before you say, “I know exactly what you mean.”

Focus on behavior rather than people When people receive feedback, especially feedback

from a supervisor or superior, they are often defensive, fearful, and likely to take anything you

say as a personal assault. Defuse the hostility, minimize the fear, and depersonalize the

conversation by focusing your comments on the behavior involved and not the people. Saying

“These trips reports need additional information,” is substantially less threatening than saying,

“Why can’t you fill out a trip report correctly?”

Know when to give feedbackBefore deciding to offer feedback, determine whether the

moment is right. You must consider more than your own need to give feedback. Constructive

feedback can happen only within a context of listening to and caring about the other person. If

the time isn’t right, if the moment isn’t appropriate, you can always delay briefly before

offering your thoughts. Do not wait too long or you’ll find that feedback won’t be helpful, but

choose your moments wisely.

Deborah Lake is a manager at SC Johnson who moved from a traditional office to a cubicle last

year at the company’s Commercial Markets headquarters. She quickly figured out that she had

to unlearn advice on speaking forcefully in business conversations. Everyone, in fact, had to

lower their voices in the open space to preserve their privacy and avoid disturbing the person

in the adjacent cubicle. She doesn’t hesitate to speak loudly, however, when giving positive

feedback. “I want others to hear if I tell someone they’ve done a wonderful job because I want

that person to be recognized,” she says. But if it’s negative feedback, she speaks quietly.9

Know how to give feedbackProviding constructive, useful feedback involves more than simply

responding to people as they speak to you. Effective feedback involves understanding of the

language, people’s intentions as they speak (or choose not to speak), the context in which the

communication takes place and your objectives as a manager.

Knowing when not to give feedback

You should not attempt to give feedback to another person when:

You do not know much about the circumstances of the behavior.

You do not care about the person or will not be around long enough to follow up on the

aftermath of the feedback. Hit-and-run feedback is not fair.

The feedback, positive or negative, is about something the person has no power to

change.

The other person seems low in self-esteem.

You are low in self-esteem.

Your purpose is not really improvement but to put someone on the spot (“gotcha!”) or

demonstrate how smart or how much more responsible you are.

The time, place, or circumstances are inappropriate (e.g., in the presence of a customer

or other employees).

Knowing how to give effective feedback

Most of us would prefer a trip to the dentist than a performance review session with an

employee who isn’t performing up to company standards. The irony is that while many

managers will do all they can to avoid giving face-to-face feedback to an employee, they’ll

gladly complain about it in detail to their colleagues and peers.

Jamie Resker, the founder and president of Employee Performance Solutions, says we

often steer clear of challenging feedback sessions with employees because we don’t know what

to say. “The employee is due to retire in two years anyway… I’m worried about the employee’s

reaction… What if I make things worse?” she says. Resker offers three steps to reducing

defensive reactions to feedback: first, identify the performance issue. “It’s clear that the key

reason managers avoid giving feedback is not because they do not understand the problem,

but rather because they do not know how to craft a message that is ‘say-able’ and ‘hearable’.

The second step is to be specific about the desired change. The more detailed and

precise the description of what you want, the greater the chance your employee will

understand you and begin to visualize the behavior you’re asking for. Finally, Resker advises

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managers to detail the benefits of making the change. Show your employees the value of what

you’re asking for and explain how their lives and the company’s performance will improve.

The following suggestions should make it easier for you to provide feedback that works

for another person.

Be descriptive Relate, as objectively as possible, what you saw the other person do or what you

heard the other person say. Give specific examples, the more recent, the better. Examples from

the distant past are more likely to lead to disagreement over the facts.

Be objective Be clear, specific, and unambiguous. Words such as immature, unprofessional,

irresponsible, and prejudiced are labels we attach to a set of behaviors. Describe the behavior

and drop the labels. For example, say, “You missed the deadline we had all agreed to meet,”

rather than, “You’re being irresponsible and I want to know what you’re going to do about it.”

Do not exaggerate Be exact. To say, “You’re always returning late from your lunch break” is

probably untrue and, therefore, unfair. It invites the feedback receiver to argue with the

exaggeration rather than respond to the real issue.

Do not be judgmentalOr at least do not use the rhetoric of judgment. Words such as good,

better, bad, worst, and should place you in the role of a controlling parent. This approach

invites the person receiving your comments to respond as a child. When that happens, and it

will most of the time, the possibility of constructive feedback is lost.

Speak for yourself Do not refer to absent, anonymous people; do not attempt to speak for your

supervisor or for people much higher up the line. Avoid such references as “A lot of people here

do not like it when you….” Do not allow yourself to be a conduit for other people’s complaints.

Instead, encourage others to speak for themselves. You must take responsibility for your job,

but do not attempt to speak on others’ behalf.

Talk first about yourself, not about the other person Use a statement with either the word I or

the word we as the subject, not the word you. This guideline is one of the most important and

one of the most surprising. Consider the following examples regarding lateness:

1. “You are frequently late for meetings.”

2. “You are not very prompt for meetings.”

3. “I feel annoyed when you are late for meetings.”

4. “We appreciate your coming to meetings on time.”

The first two statements begin with second-person pronouns. People can become defensive

when criticism begins with you and may be less likely to hear when you say when feedback

is phrased as direct criticism. The last two statements begin with first-person pronouns and

can help to create an adult/peer relationship. People are more likely to remain open to your 11

message when the criticism does not appear to be aimed directly at them. Even if your rank

is higher than the feedback recipient’s, strive for an adult/peer relationship. Try using first-

person statements (I or we) so the effectiveness of your comments is not lost in the

accusation.

Phrase the issue as a statement, not as a question Contrast “When are you going to stop being

late for meetings?” with “We can’t begin the meeting on time when you are late.” The question

is controlling and manipulative because it implies “You, the responder, are expected to adjust

your behavior to accommodate me, the questioner.” Most people become defensive and angry

when spoken to in this way. On the other hand, I or we statements imply, “I think we have an

issue we must resolve together.” The ‘I’ statement allows the receiver to see what effect the

behavior had on you.

Encourage people to change Feedback must focus on things the recipient has the power to

change. Most people can’t change such basic personality preferences as shyness or a

preference for openness over closure. But they can change the behavioral outcomes that affect

the workplace. Leaving a set of sensitive documents scattered across a desktop is an outcome

that a manager can focus on regardless of personality preferences. Focus on those issues that

are both important to improvement and well within the power of the other person to change.

Restrict your feedback to things you know for certainDo not present your opinions as facts.

Speak only of what you saw and heard and what you feel or think. If you’re not sure or cannot

say so with certainty, hold your comments. Feedback based on speculation or second-hand

information may be far more destructive than you imagine. Make sure of what you know and

then act on it.

Build trust Although people occasionally learn valuable lessons from those thy do not get along

with, feedback is always more readily accepted if it comes from a trusted source. The

psychologically research on trust has shown that persuasive messages from a trusted source

always produce greater impact and longer-lasting results. Skillful managers will use each

opportunity for feedback to establish useful working relationships and build long-term trust.

Help people hear and accept your compliments when giving positive feedback Many people

feel awkward when told good things about themselves and will fend off the compliment (“Oh, it

wasn’t that big a deal. I just helped another manager put together a proposal.”) Sometimes

they will change the subject. It may be important to reinforce the positive feedback and help

the person hear it, acknowledge it, and accept it.

Knowing how to receive feedback12

At times you may receive feedback from someone who does not know feedback guidelines. In

these cases, help your critic refashion the criticism so that it conforms to the rules for

constructive feedback. (“Tell me what we can do to improve the conditions in your

department.”). When reacting to feedback:

Breathe Our bodies are conditioned to react to stressful situations as though they were

physical assaults. Our muscles tense. We start breathing rapidly and shallowly. We need to

follow some simple advice: Take full, deep breaths to force our bodies to relax and allow our

brains to maintain greater alertness.

Listen carefully Do not interrupt. Do not discourage the feedback-giver. You cannot benefit

from feedback you do not hear.

Ask questions for clarityYou have a right to receive clear feedback. Ask for specific examples.

(“Can you describe what I do or say that makes me appear hostile to you?”) If you do not

understand terminology or references, request an explanation.

Acknowledge the feedback Paraphrase the message in your own words to let the person know

you have heard and understood what was said. Do not simply sit there silently. Provide the

other person with both verbal and nonverbal indicators that you’ve heard and understand

what’s been said. Remember, this situation isn’t any easier for the other person than it is for

you.

Acknowledge valid points Agree with what is true. Agree with what is possible. Acknowledge

the other person’s point of view (“I understand how you might get that impression”) and try to

understand their reaction. Agreeing with what’s true or possible does not mean you agree to

change your behavior. You can agree, for instance, that you sometimes jump too quickly to a

conclusion without implying that you will slow down your conclusion-making process. Agreeing

with what’s true or possible also does not mean agreeing with any value judgment about you.

You can agree that your work has been slow lately without agreeing that you are irresponsible.

Do not be defensive Most of us do not take direct criticism well. We often spend part of the

conversation planning our response (or defense), rather than listening carefully to what’s being

said. Do not listen passively; ask questions, inquire about issues that you do not understand or

that aren’t clear to you. But avoid the temptation to draw your sword and do battle then and

there. Most feedback provided to you by a superior is carefully thought out in advance and is

designed with your best interests and improvement in mind. Take it for what it’s worth; an

opportunity to improve your performance and chances for success.

Try to understand the other person’s objectivesWhether you’re listening to your subordinates

or to your boss, you’ll never fully understand what they’re saying unless you set aside your own 13

goals and objectives and focus on theirs. Try to see the world from their viewpoint and

appreciate what motivates their comments.

Take time out to sort out what you heardYou may need time for sorting out or checking with

others before responding to the feedback. It is reasonable to ask the feedback giver for time to

think about what was said and how you feel about it. Make a specific appointment for getting

back to him or her. Do not use this time as an excuse to avoid the issue.

Communication is clearly a two-way process. People who serve in management

positions must accept the responsibility for both providing and seeking out information that

will be useful in correcting and improving the processes involved. The place to begin is with the

recognition that feedback is both a useful and productive part of communication. With careful

application of productive listening skills as you interact with others in the workplace, your

chances for success are greater.

Case 1 (A) Kiran & Sons Company

The Role of the Store Manager

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Among the more difficult to master, yet less obvious of human communication skills is that of

providing feedback to others in the workplace. For many managers, feedback must often wait

for specified, formal counseling occasions, such as a performance review. Time is short,

pressures to accomplish work goals are substantial, and communication often takes on a one-

way character: Feedback is used, not to improve communication, but to correct job-related

performance issues.

As managers rise from junior to more senior positions in an organization, they gradually

discover that more and more of their time is spent in interpersonal communication, fact-to-face

with subordinates, peers, and superiors. They are less task-oriented, more process-oriented.

Gathering information is far less difficult than figuring out what it means.

The key to many management problems often lies in another’s perspective. Finding out

what others think of an issue, how they view the matter at hand, is frequently useful to a

manager. The danger lies in wasted time or misspent effort in such conversations. Somehow

learning to make feedback a more structured, productive activity becomes increasingly

important to managers who have the talent and the will to succeed.

Feedback is more than simply sending messages or issuing orders. Often, the process

involves soliciting information from others so that you can first understand their perspective or

point of view. Then, under planned and carefully controlled conditions, information regarding

both performance and communication can assist both managers and subordinates in achieving

organizational goals.

Knowing that it’s possible to become more skilled in this process is the first step.

Recognizing that, managers must concentrate early and often on improving their ability to both

solicit and provide feedback.

The Role of the Store Manager

This case involves two roles, each played from a different perspective. One is the manager of a

[midsized] Kiran & Sons store in the Karol Bagh Area. The other is the sales manager for a local

Pepsi-Cola bottler.

The facts in this case are the same for both participants. As is usual, though, both

people see the facts through slightly different eyes. Each has a perspective unique to the

position he or she occupies, and each has a set of objectives and goals that accompany the job.

As you read the relevant facts in this case and assume your role, keep in mind that you are

evaluated by your supervisor on the extent to which you can achieve those job-related goals.

Keep in mind, as well, that communication may be one of the tools you can use to reach your

objectives.15

Your task

Please read and familiarize yourself with the information contained in this case. You have been

selected to participate in a role-playing exercise designed to demonstrate the importance of

communication skills in practical everyday human interaction. Make whatever assumptions you

need to in order to play your role, but be convincing as you create your character. The other

person involved in this exercise knows many of the same facts about the incident, but may

have a different perspective on those facts. Do your best to communicate effectively.

The facts of the case

You are the manager of Rosewater, Kiran & Sons store, a midsized store that’s been in

operation for seven years. The store is profitable and has shown strong sales growth over the

past three years, despite competition from two other regional chains, one of which opened a

year ago, and another that has been in place for five years.

You have been in the retail food business for 11 years, serving as manager of the

Rosewater store for the past three months. This is your first store manager’s job and you are

determined to show the marketing director that you have management potential.

Soft drink vendors have long been difficult to deal with for several reasons: First, they

supply you with high-turn items that are nationally advertised and very popular with your

customers; second, they are in constant competition with their rivals for display and shelf

space; and finally, soft drink vendors are often under great pressure from their distributors to

push the product.

The local Pepsi-Cola sales manager is a fellow named Ramesh Kamath. He works for a

company called Southland Beverages, Inc., and is well known within the company for moving

high volumes of product, but for his temper, as well. His drivers rarely speak back to him and

are under considerable pressure to comply with his tight schedules, large delivery loads, and

nearly impossible quotas. You have spoken with Mr. Kamath several times on the telephone

but have not yet met him in person.

You can deal with the drivers; after all, they have to earn a living, too, and most of them

do a fine job of keeping your store stocked with fresh products at regular intervals. The local

Pepsi vendor, however, is another story. Over the past six months his drivers have routinely

dropped products you don’t want on your loading dock, they’re often late with deliveries, they

have left quantities you can’t sell, and they have been entirely uncooperative with your

receiving staff on the dock. Often, they’re just rude.

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As you ask one of your department heads what happened last Friday, he tells a story

that other Kiran & Sons employees regard as familiar. “We had a new route man for Pepsi last

week and this guy just wouldn’t listen to us.”

“How so?” you ask. “What’d he do?

“Well,” your employee replies, “in the first place, he dropped nine crates, instead of the

three that we asked for. Most of the order was 12-packs, and we’re running low on 6-packs.

And he arrived right at a shift change, so nobody was really able to spend much time with him.”

“What did you say?”

“When I saw nine crates, I asked him, “Why so many?” He just said, ‘I’m stocking you up

for the weekend.’ Man, I’m telling you, we couldn’t sell nine crates in a week, much less by

Monday.” You pause for a moment, then ask, “Did you ask him to reload six of those crates on

the truck?” Your department head replies, “I sure did, but he said, ‘Look, here’s what’s on the

invoice. I got no control over what the invoice says or what they load in my truck. I’m just here

to deliver what they tell me to deliver. Besides, it’d take me half the night to re-slot all this stuff

back in the warehouse.’ ”

“Well,” you say, “I think we can fix this.”

“That’s not all,” your employee adds. “He installed that new Pepsi endcap display a

week early. The Coke guy saw it this morning and had a fit. He’s upset and wants to talk with

you about it.” “A couple more phone calls to make,” you think to yourself. “I think it’s time I

met Ramesh Kamath.”

Your meeting with Mr. Kamath

Your objective is to let Mr. Kamath know, in no uncertain terms, that their behavior has been

unacceptable. You have spent too much time already dealing with the antics of his drivers. You

really want three things from him: First, you want his unconditional assurance that his

employees will quit delivering more product than you order and will begin complying with your

request for an appropriate product mix.

Second, you want him to arrange for a Southland Beverages, Inc., employee to

disassemble the endcap display today. Their special promotion isn’t scheduled for another

week and the display space belongs to another vendor just now. Finally, you want an apology

from them for the way they have behaved. Being an assertive businessperson is one thing;

being rude and arrogant is another. You want his service to improve, but you also want him to

recognize what he is doing to your store, and an apology is in order

Case 1 (B) Kiran & Sons Company17

The Role of the Pepsi-Cola Sales Manager

Among the more difficult to master, yet less obvious of human communication skills is that of

providing feedback to others in the workplace. For many managers, feedback must often wait

for specified, formal counseling occasions, such as a performance review. Time is short,

pressures to accomplish work goals are substantial, and communication often takes on a one-

way character: Feedback is used, not to improve communication, but to correct job-related

performance issues.

As managers rise from junior to more senior positions in an organization, they gradually

discover that more and more of their time is spent in interpersonal communication, fact-to-face

with subordinates, peers, and superiors. They are less task-oriented, more process-oriented.

Gathering information is far less difficult than figuring out what it means.

The key to many management problems often lies in another’s perspective. Finding out

what others think of an issue, how they view the matter at hand, is frequently useful to a

manager. The danger lies in wasted time or misspent effort in such conversations. Somehow

learning to make feedback a more structured, productive activity becomes increasingly

important to managers who have the talent and the will to succeed.

Feedback is more than simply sending messages or issuing orders. Often, the process

involves soliciting information from others so that you can first understand their perspective or

point of view. Then, under planned and carefully controlled conditions, information regarding

both performance and communication can assist both managers and subordinates in achieving

organizational goals.

Knowing that it’s possible to become more skilled in this process is the first step.

Recognizing that, managers must concentrate early and often on improving their ability to both

solicit and provide feedback.

The Role of the Pepsi-Cola Sales Manager

You are the territorial sales manager for Southland Beverages, Inc., a nonunion regional Pepsi-

Cola bottler. While your firm handles other products – including Mountain Dew and Dr. Pepper

– Pepsi-Cola, Diet Pepsi, and Pepsi One are clearly your most important products and account

for nearly two-thirds of your company’s revenues.

The soft drink business isn’t easy. After all, you’re in constant competition with the local Coca-

Cola bottler, the RC Cola vendor, and another beer and soft drink distributor who sells Seven-

Up products. Your margins are narrow, largely because of your cost structure. Most of your

expenses come from delivery operations: ownership, maintenance, and operation of your

delivery fleet and your wage structure. To cut your fixed costs just a bit, you have convinced 18

your general manager to let you implement a program of driver incentives. Their hourly wages

are lower by one-third, but they get a percentage of every product flat (a term used to describe

a shipping container) they deliver.

Your general manager likes the idea of driver incentives and is pushing you to lower your costs

even further with less frequent deliveries. Fewer stops at each retail outlet, combined with

longer stock leads will mean lower costs and more profit for Southland. In general, the drivers

are happy with the scheme, but they have encountered some resistance from store managers

with limited storeroom and loading dock space.

“Keep it up, Ramesh,” says your boss. “You’re doin’ a great job. I’m really pleased with the

way we’ve been able to get control of our delivery costs.”

“Thanks,” you say. “I was pretty sure this system would work. Not everybody’s happy, but,

hey, that’s life. Right?” Just as your general manager departs and closes the door to your office,

the intercom beeps. It’s your assistant, Shirleen.

“Mr. Kamath?” It’s PriyankVarun from Kiran & Sons on line two.”

“Thanks,” you say. “Hello. This is Ramesh Kamath.”

“Mr. Kamath,” says the voice on the other end, “this is PriyankVarun from Rosewater, the Kiran

& Sons store. If you have a few minutes today, I’d really like to meet with you about some

problems we’ve been having. I’d also like to show you something in your Pepsi display area.

Can we get together today?”

“I suppose,” you say. “How does four o’clock sound? I can be there by four, but I don’t have

much time.”

“This won’t take long,” Varun replies. “I’ll see you at four.”

19

Case 2 Olive Garden Restaurants Division

General Mills Corporation

Managers occupying junior- to middle-level positions in large organizations are often called

upon to resolve disputes. Some of these are disagreements between lower-level supervisors

and employees” some are disputes with suppliers or distributors; others, like the dispute in this

case, are between the organization and a customer.

Every customer has a value to an organization, and every customer has a price to that

organization. Customers are, of course, the lifeblood and source of revenue to a business, but

not all customers are worth saving. Some, in fact, may be more trouble and expense to

maintain than they are worth.

Dealing with customers – or with anyone else who is in disagreement with your

organization – requires patience, tact, and a certain measure of skill. A variety of response

modes is open to the manager who faces an angry customer, along with a range of options in

dealing with the case.

Here’s the letter written by a customer:

[Dated Three Days Ago]

51588 Forest Dr.

South Bend, IN 46617

Mr. Ronald N. Magruder

President, Olive Garden Restaurant Division

General Mills Corporation

5900 Lake Ellenor Drive Orlando, FL 33809

Dear Mr. Magruder:

Last week, my family and I had a genuinely unpleasant experience in an Olive Garden

Restaurant. My first instinct was to dismiss it as another example of bad customer service and

forget about it. The truth is, I can’t forget it. The experience was bad enough that I thought you

should hear about it.

On Tuesday evening of last week, I selected the Olive Garden Restaurant at 6410 Grape

Road in Mishawaka, Indiana, for a mid-evening meal with my father and two daughters. We’ve

had good experiences and great food in Olive Garden Restaurants before and, in fact, think

your facilities are generally well run.

Mr. Ronald N. Magruder20

[Dated Three Days Ago]

Page Two

We arrived at the restaurant about 8.15 P.M. and were surprised to discover that very

few customers were seated for dinner. No one was waiting in the entryway to greet us –

something we have come to expect at Olive Garden. After waiting more than ten minutes for a

hostess, I went into the bar and asked if someone could seat us. A hostess, clearly annoyed at

the prospect of additional customers, offered us a table in an area my father couldn’t walk to.

He is an amputee and walks, with great difficulty, on crutches.

After an extended discussion about why we couldn’t take a table in the upper seating

area, the hostess showed us a table (not cleared off) and left the menus. We discovered that I

had a luncheon menu and there were no children’s menus available.

Our next challenge was finding a waiter. After an extended wait (10-12 minutes), a

young man appeared and wanted to know if we had been helped. He indicated that this table

wasn’t “in his station,” but offered to take our orders anyway. We ordered our meals and I

asked for a glass of wine. Twenty minutes later (nearly 45 minutes after our arrival), our meals

arrived (cold) and I was told that the bar was out of wine. Two additional requests produced

silverware and napkins.

When we sampled our meals and discovered they were cold, I asked to see the manager

– a large, officious man who was equally annoyed with the prospect of customers at that hour.

The meals were prepared exactly as we had ordered and were fine, except that our waiter had

forgotten about them. My cannelloni was cold – there was no other way to describe it. My

father’s meal was the same but he asked me not to complain. The girls simply ate their meals

(equally cold) and didn’t want to become involved in a verbal exchange with the manager.

Please keep in mind that I haven’t set back a meal twice in the past 30 years. I’m not a

complainer.

I was given a second plate of cannelloni and the waiter departed – apparently for the

evening. We never saw him again. We finished our meals and waited – it was nearly ten o’clock

in the evening on a Tuesday with just one another couple seated in the dining room. Coffee and

dessert were out of the question. I just wanted a check and, if possible, a brief discussion with

the manager about what had happened.

Mr. Ronald N. Magruder

[Dated Three Days Ago]

Page Three

21

Again, I had to go into the bar to find an employee and wait – 5 to 7 minutes – for my

check. The manager was absolutely confrontational when I told him what I have just related to

you. “What do you want me to do about it?” he said. “Tell your employees that I’m a customer

and not a nuisance in their evening,” I answered. Then, unbelievably, he asked “Are you lookin’

for a free meal or somethin’? I was stunned.

I signed the American Express charge slip and turned to leave. Your manager mumbled,

just enough for me to hear, “No tip, huh?” I turned and said to him, “I’ve got a tip for you,

friend. Get out of the food business.”

It’s been nearly a week since the event and I’m still upset, partly because of his behavior

and the experience my father and children went through, and partly because I genuinely like

Olive Garden Restaurants. I must tell you, in all honesty, I cannot now imagine returning to that

one.

Thanks for listening to my story. I know it’s not easy to listen to a customer with a “bad

service” story, but I feel better having shared it with you.

Sincerely,

Martin A. Wallace, M.D.

22