COMMUNICATION | CROSS FUNCTIONAL COMMUNICATION

To communicate effectively - encompassing your message and how you deliver it - with the different people you talk to, you have to take into account your role's distinctive features

 

To communicate effectively - encompassing your message and how you deliver it - with the different people you talk to, you have to take into account your role's distinctive features:


•    The message: you had no hierarchical authority over the people that you have to involve, lead and persuade. Directing, ordering and imposing, in other words, are not options! So you need a contract to define the relationship with the people and their line manager, and thereby promote cooperation

•    How you deliver it: the rational behind a cross-functional mission is often different to the rationale at work in the relevant departments. The frames of reference are often different too. So parties have to reconcile their partial and local vision with your global vision.


In other words, you have to understand the different positions and adjust your communication accordingly in order to lead people in the direction you need in your cross-functional mission.


After completing this module, you will be able to:


•    Set up a cooperation-fostering relationship system
•    Understand contact's different frames of reference
•    Adjust communication to different frames of reference
•    Deal with resistance stemming from difference in frames of reference

 

 Course Outline

 

Module 1: Understanding the Interdependency among Functions and Establishing Effective Communication Systems


•    Overview
•    Circles of Influence


Module 2: Understanding the Internal Customer


•    Identifying Your Internal Customers
•    Establishing Joint Goals and Objectives


Module 3: Understanding the Role System


•    Clarifying Roles
•    Responsibility Charting


Module 4: Communication


•    Components of Listening
•    Barriers to Listening
•    My Barriers to Effective Listening
•    Recommendations for Effective Listening
•    Listening Guidelines: Some Do’s and Don’ts
•    Nonverbal Communication
•    Body Language
•    Dialogue
•    Advocacy/Inquiry
•    Feedback


Module 5: Understanding Different Work Styles


•    Assess Your Personal Work Style
•    Reorganize the Tendencies of Specific Departments toward Specific Personal Work Styles
•    Develop Strategies to Work Effectively with Different Personal Work Styles


Module 6: Conflict Resolution


•    Types of Conflict
•    Factors That Lead to Conflict
•    Approaches to Conflict Resolution


Module 7: Developing Strategies to Create Cooperative Cross-Functional Relationships


•    Collaboration vs. Competition
•    Negotiation
•    Common Obstacles to Collaboration
•    Approaches for Overcoming the Obstacles to Collaboration
•    Keeping Reaction in Check


Module 8: Action Planning


•    What Is an Action Plan?
•    Developing Your Action Plan

 

Delivery Method: 

  • On-site at your local or 
  • Online as follows:

 

eClasses (Online coaching) eConversations (Live instructor training)
6 weeks: 30 hours  6 weeks: 12 hours 

 

The learning sequence:

Our platform was built to bring of all in class activities into our eLearning, in an attempt to draw attention to the important considerations within a complex system. The design of e-learning resources requires understandings in education, multimedia content, resource publication, and electronic technologies. The sophistication of the task is highlighted by our teams:

 
The chart shows a web-enhanced case-based activity in an IBI course with the requirement for the students to go through detailed and diverse procedures which shows the flow of a typical online case-based learning sequence in the course. The online activities were varied: web searching, reading of online resources, quizzes, learning games and group discussions…Many of the eLearning lessons activities are carried out independently integrated in our self-paced learning programs - eClasses but students’ performance is closely monitored by the teacher and contributed to course grades.
 
The activity sequence in Learning Activities Management System (LAMS) allowed the activities to become more structured in the following manner. The course is structured into different modules and lessons so that students learn them in order together with working with the suggested online resources and the links to the resources were placed in the LAMS sequence. 
 
Students learn and finish each lesson and when they feel that they are fully learned, they click the ‘next’ button to go to the next lesson and then the mini test when they have finished a whole module for the progressing analytics and evaluation. The students learn through the case materials, quizzes on comprehension and the associated questions…then they can submit their questions and exercises to the instructor who will receive students’ answers and exercises also through the same system.
 
The topics of the module will be further discussed in the live classroom training - eConversations, with various answers being compared and contrasted. Students then rethink about their own solutions. A learning project will be assigned after that for them to work in group to really comprehend and absorb the knowledge and skills.

 

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Blended eLearning offers the best of benefits from the implementation of a synchronous learning strategy, and “go at your own pace” techniques that are part of an asynchronous learning strategy.

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IBI virtual blended English language and Business skills courses offer you the advantages of live classroom training (IBI eConversations) designed in concert with the cost-effectiveness and flexibility of self-paced learning (IBI eClasses) with the aim of completely replacing classroom training and improving learning retention at the highest level.