Case Study Model of the Communication Process

Case Study Model of the Communication Process Question 1: Within Chapter 7 there is a model of the communication process which discusses how the transmitter codes a message to send it to the receiver who decodes that message.

Case Study Model of the Communication Process
Case Study Model of the Communication Process

Use this model to explain the communication within a typical university classroom and how students who take the same course come away with different levels of understanding of what the professor attempts to communicate.

Case Study Model of the Communication Process Question 2: Create your own Commitment Map:

Apply a Commitment Map to a change you are considering making in your work or personal life (Such as moving, getting an advanced degree, etc.):

Illustrate your commitment map (refer to the slide show for Chapter 8 with the ‘key players’ as well as ‘let it happen’, ‘help it happen’, and ‘make it happen’ categories). Make sure to include at least four key players (groups or people) and they must not all (some could) have their current and minimal commitment levels be the same. In other words, at least one key player (group or person) must not be where you need them to be.

What does the exercise tell you?

How do you plan on shifting commitment levels to the minimum level required for each player?

Question 3 (A CASE):

Case: Jack’s Dilemma

Jack White is the newly appointed general manager of the pet food division of Strickland Corporation. He has completed a strategic review that has convinced him that the division needs to undergo rapid and substantial change in a number of areas, given the recent strategic moves of key competitors.

Case Study Model of the Communication Process

Although Jack is new, he is familiar enough with the company to know that there will be significant resistance to the changes from a number of quarters. He also suspects that some of this resistance will come from people with the capacity to act in ways that could seriously impede successful change.

Jack reflects on the situation. He believes that it is important to introduce the proposed changes soon, but he also recognizes that if he acts too quickly, he’ll have virtually no time to have a dialogue with staff about the proposed changes, much less involve them in any significant way.

One option is to act speedily and to make it clear that “consequences” will follow for anyone not cooperating. He certainly has the power to act on such a threat. The risk, Jack knows, is that even if no one shows outright resistance, there’s a big difference between not cooperating and acting in a manner that reflects commitment. He knows that he needs the cooperation of key groups of staff and that sometimes “minimum-level compliance” can be as unhelpful as resistance when it comes to implementing change. “But maybe I’m exaggerating this problem,” he thinks to himself

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