Why Vampires Never Die

              - Guillermo Del Toro and Chuck Hogan  

 

Question Answers

 

In the article "Vampires Never Die" by Guillermo Del Toro and Chuck Hogan they reveal their perspectives about why the supernatural is important in our society. The supernatural impacts our society by using the supernatural popularity to make profit, connecting the human desire to the unrealistic and using technology to keep individuals interested in the supernatural.

 

Through this extract, Del Toro & Hogan are trying to tell us that vampires would allow us to take a break from the fast paced society we currently live in today. We are able to dwell on the stories of vampires because of the fascination that they are thought to be able to live forever. Stories about vampires have been popular since the beginning of the 19th century and has continued until today. In a world where celebrities are given most of our attention, it is safe to say that vampires give a much more interesting story to our daily lives. The fact that vampires are everlasting will always have an attractive vibe to it. The longevity of vampire stories shows just how much it has made an impact on our culture.

*********************************************************

Question Answers

Vampires Never Die

A. Comprehensive :

 

Q.1. What is the "modern-day epidemic to which the writer refers in paragraph 1 of "why vampires never die"? in what sense is an "epidemic"?

 

ANSWER : The "epidemic the writers are referring to is the popularity of vampires in entertainment media. It is considered an epidemic in that vampires' popularity was widespread and rapid over a particular period of time.

 

Q.2. What are the origins of the vampire?

 

ANSWER : Vampires existed before we called them "vampires"; the myth of the vampire has existed in many different cultures since ancient times. The authors speculate that the idea could have come from humans' roots as primates; that at one point our species was cannibalistic, and that this idea of "our ancestors as primitive beasts" led to this mythology.

 

Q.3. In paragraphs 8 and 9, the writers explain the appeal of vampires. In your own words, summarize these two paragraphs.

 

ANSWER : The authors point out the difference between vampires and other mythical creatures. Unlike other monsters, which wish to destroy us, the vampire offers potential immortality and eternal youth, a concept that is very appealing to us as humans.

 

 

Q.4. How, according to the writers, has the depiction of the vampire changed in recent years? How does it continue to change? Why is it constantly changing?

 

ANSWER : The idea of a vampire has expanded to fill many different niches and storylines as a result of the fast pace of technology and media trends: The vampire continues to change because of these changes; writers are able to think about vampires in relation to new technology and to imagine how these creatures might fit into the present world.

 

Q.5. How is the world we live in today like the world at the time Dracula was published? How does this kind of world encourage the proliferation of vampires in popular culture?

 

ANSWER : Since Dracula's publication, there has been an enormous amount of scientific innovation; the authors focus on our increased access to information and our ability to feel connected at all times. Because we are able to learn about most anything we want, the mystery that vampires provide is appealing to us

 

Q.6. Why is it that vampires will "never die"?

 

ANSWER : Because of the mystery that vampires bring to our lives and the way they are able to be imagined in continually evolving ways alongside our changing technology, they will remain a part of our culture indefinitely.

 

B. Purpose and audience :

 

Q.1. Evaluate the essay's introduction in particular, the writers' opening sentence.

 

ANSWER : The introduction nods to the popularity of the vampire in today's culture; the writers assume that the reader is aware of this popularity. In the essay's second sentence, the writers briefly mention their upcoming vampire novel.

It is possible that the authors want to convince the reader that their novel is not just another vampire novel. In the rest of the essay, the writers offer many thoughtful insights on the history and

 

 

adaptability of vampires. Mentioning their own work in the beginning of the essay suggests that this novel is reflective of the rhetoric that follows.

 

Q.2 This essay's focus is on examining causes of vampires' continuing popularity. Do the writers also consider effects? If so, where?

 

ANSWER : The effects of the popularity of vampires are listed in the final few paragraphs. The authors talk about how, in an age where we have such easy access to knowledge and information, it is easy for us to feel that we have everything under control. Vampires are a reminder of the things that are beyond our control and hint at the existence of an undiscovered "spiritual world".

 

Q.3. In the second sentence of paragraph 13, the writers give a series of parenthetical examples. Write a similar sentence for paragraph 14 that provides examples of modern-day "gadgets," "froms of communication," and "cutting-edge science."

 

ANSWER : The vampire narrative can once again be renewed with new gadgets (smarthome devices, activity-tracking watches), new ways to communicate (video chat, instant messaging), and cutting-edge science (lab-grown meat, artificial intelligence) juxtaposed alongside the classic vampiric tropes.

 

Q.4. Why do the writers set off the essay's last word as a separate paragraph? Do you think it should be part of paragraph 16?

 

ANSWER : The entire essay is quite dramatic and poetic to reflect the nature of the topic: vampires. The writers chose to set off the final word on its own for dramatic effect and emphasis. Separating it like this rather than making a part of paragraph 16 is very effective for this essay. The word "forever" sums up the essay's themes of eternity, both vampires immortality and their continued prevalence in the media.

 

Unit 1

Chapter 3: Communicating in a World of Diversity Inter-culturally

INTERCULTURAL COMMUNICATION, OPPORTUNITIES AND CHALLENGES

Intercultural communication refers to the exchange of information and ideas between people from different cultural backgrounds. It presents both opportunities and challenges:

 

Opportunities:

 

Cultural Exchange: Intercultural communication allows individuals to learn about and appreciate different cultures, traditions, and perspectives. This fosters cultural awareness and empathy, promoting a more inclusive and diverse society.

 

Creativity and Innovation: Exposure to diverse viewpoints encourages creativity and innovation by offering new ways of thinking and problem-solving. Collaboration among individuals from different cultural backgrounds often leads to fresh ideas and approaches.

 

Global Business Opportunities: In an increasingly interconnected world, effective intercultural communication is crucial for businesses to expand into new markets and forge international partnerships. Understanding cultural nuances can lead to successful negotiations and business ventures.

 

Personal Growth: Engaging in intercultural communication can lead to personal growth by challenging one's assumptions and expanding one's worldview. It enhances communication skills, adaptability, and resilience.

 

Conflict Resolution: Intercultural communication provides opportunities for resolving conflicts peacefully by promoting understanding and dialogue between conflicting parties. It encourages mutual respect and tolerance, reducing misunderstandings and tensions.

 

 

Challenges:

 

Language Barriers: Differences in language can hinder effective communication, leading to misunderstandings and misinterpretations. Translating accurately between languages requires skill and may not always capture the nuances of cultural expressions.

 

Nonverbal Communication: Different cultures have distinct nonverbal cues and body language, which can be misinterpreted. Gestures, facial expressions, and personal space norms vary across cultures, leading to potential misunderstandings.

 

Stereotypes and Prejudices: Cultural stereotypes and prejudices can influence perceptions and interactions, leading to discrimination and bias. Overcoming these biases requires open-mindedness and cultural sensitivity.

 

Ethnocentrism: Ethnocentrism, or the belief in the superiority of one's own culture, can hinder effective intercultural communication. It leads to a lack of appreciation for other cultures and undermines mutual respect and understanding.

 

Cultural Norms and Values: Differences in cultural norms, values, and beliefs can lead to misunderstandings and conflicts. What is considered acceptable or appropriate behavior in one culture may be perceived differently in another, requiring sensitivity and adaptability.

 

Navigating these opportunities and challenges requires individuals to develop intercultural competence, which includes skills such as empathy, open-mindedness, flexibility, and effective communication. It involves a willingness to learn about and engage with people from diverse cultural backgrounds, fostering mutual respect and understanding.

 

 

 

INTERCULTURAL COMMUNICATION SKILLS

Intercultural communication skills are essential for effectively interacting with individuals from diverse cultural backgrounds. Here are some key skills:

 

Cultural Awareness: Developing an understanding of one's own cultural biases, values, and assumptions, as well as those of other cultures, is fundamental. Being aware of cultural differences in communication styles, body language, and social norms helps avoid misunderstandings.

 

Open-mindedness: Approach interactions with an open mind, free from judgment or assumptions. Be receptive to different perspectives and willing to adapt your communication style to accommodate cultural differences.

 

Empathy: Empathize with individuals from other cultures by putting yourself in their shoes. Consider their cultural background and experiences to better understand their viewpoints and behaviors.

 

Flexibility: Be adaptable in your communication style and behavior to accommodate cultural differences. This includes adjusting your language, tone, and nonverbal cues to better resonate with individuals from diverse cultural backgrounds.

 

Effective Listening: Active listening is crucial for effective intercultural communication. Pay attention to both verbal and nonverbal cues, and seek clarification if necessary to ensure understanding.

 

Respect: Show respect for cultural differences and avoid making assumptions or stereotypes. Treat others with dignity and courtesy, regardless of their cultural background.

 

Patience: Be patient and tolerant of misunderstandings or differences in communication styles. Building rapport and trust across cultures takes time and effort.

 

Conflict Resolution: Develop skills in resolving conflicts that may arise due to cultural differences. Approach conflicts with sensitivity and a willingness to understand the root causes from a cultural perspective.

 

Language Proficiency: While not always necessary, proficiency in other languages can greatly enhance intercultural communication. Even basic knowledge of a language can demonstrate respect and effort to connect with individuals from different cultural backgrounds.

 

Cross-Cultural Communication Training: Consider participating in cross-cultural communication training programs or workshops to develop and enhance intercultural communication skills. These programs often provide practical strategies and insights for navigating cultural differences effectively.

 

By honing these intercultural communication skills, individuals can build stronger relationships, foster mutual understanding, and navigate diverse cultural environments with confidence and respect.

 

 

 

ADAPTING OTHER CULTURAL COMPETENCY

Adapting to other cultures and developing cultural competency involves several key strategies:

 

Educate Yourself: Take the initiative to learn about other cultures, including their history, values, customs, and communication styles. Use a variety of resources such as books, online articles, documentaries, and cultural events to deepen your understanding.

 

Build Relationships: Actively seek opportunities to interact with individuals from different cultural backgrounds. Engage in conversations, participate in cultural events, and form meaningful relationships to gain firsthand insight into their perspectives and experiences.

 

Practice Empathy: Put yourself in the shoes of others and try to understand their worldview and lived experiences. Cultivate empathy by listening attentively, asking questions, and showing genuine interest in their stories and perspectives.

 

Be Respectful and Open-minded: Approach interactions with humility, respect, and an open mind. Acknowledge and embrace cultural differences without judgment or prejudice, and be willing to adapt your behavior and communication style accordingly.

 

Observe and Adapt: Pay attention to cultural norms, values, and etiquette in different settings. Observe how others behave and communicate, and adapt your behavior accordingly to demonstrate respect and cultural sensitivity.

 

Communicate Effectively: Be mindful of language barriers and cultural differences in communication styles. Use clear and simple language, avoid slang or jargon, and be patient and attentive when communicating with individuals from diverse cultural backgrounds.

 

Seek Feedback: Be open to feedback and constructive criticism from individuals from other cultures. Use their insights to improve your cultural competency and refine your interactions with people from different cultural backgrounds.

 

Reflect on Your Own Culture: Take time to reflect on your own cultural biases, assumptions, and privileges. Consider how your cultural background influences your perceptions and interactions with others, and be willing to challenge and unlearn any biases that may hinder cultural understanding.

 

Step Out of Your Comfort Zone: Challenge yourself to step out of your comfort zone and engage with cultures that are unfamiliar to you. This may involve traveling to different countries, trying new foods, or participating in cultural activities outside of your own cultural sphere.

 

Continuous Learning and Growth: Cultivate a lifelong commitment to learning and growing in cultural competency. Stay curious, open-minded, and receptive to new experiences and perspectives, and continuously seek opportunities to broaden your cultural understanding and adaptability.

 

By actively engaging in these strategies, individuals can adapt to other cultures and develop cultural competency, fostering meaningful connections, mutual understanding, and respect across cultural boundaries.

THE HIDDEN LIFE OF GARBAGE

THE HIDDEN LIFE OF GARBAGE Heather Rogers Summary “The Hidden Life of Garbage” is descriptive essay. It was written by Heather Rogers. This essay describes about the waste disposal in the U.S. and how dangerous it is getting. Land dumping has been the primary disposal method for many years because of the low cost. Land dumping is when the waste is dumped into a landfill. A landfill is a carefully designed structure built into or on top on the ground in which trash is isolated from the surrounding environment. This isolation is accomplished with a bottom liner and daily covering of soil. A sanitary landfill uses a clay liner to isolate the trash from the environment. Although the methods of waste disposal have improved over time, getting rid of garbage is quickly becoming a big problem because our methods of waste disposal are only a temporary solution. The waste that cannot decay naturally, just sits there and begins to build up. Incineration (burning) is another method used in waste disposal. However, this poses another problem because it fills the air we breathe with dense smoke, which is toxic (harmful) to our environment. The essay also talks about how the major waste disposal corporations try to keep problem hidden from the general public. They keep it hidden because it would cause problems for the corporation if the people actually knew what was happening. “If people saw what happened to their waste, lived with the stench, witnessed the scale of destruction, they might start asking difficult questions.” According to Rogers, the place where the dumping takes place is called “working face”. A group of trucks, earthmovers, machines, steamrollers, and water tankers stay and work there. These machines are trying to fill the earth with garbage. The garbage buries the real surface of the earth. Many birds fly over the rotten piles of garbage. When we walk wrappers, plastic bags and old shoes poke through the dirt and the smell is sticky and sour. Waste Management INC. called GROWS landfill has covered 6,000-acre garbage treatment complex. It dumps almost forty million pounds of municipal wastes daily. It is a high-tech and high capacity power. It uses landfill compactor, which looks like a bulldozer. Landfill compactors moves back and forth and cuts fifty tons waste into the earth and pitches the waste into the surface of the earth. The place is kept tidy with the help of thirty-five-foot-tall fencing. Water-mixed chemical is sprayed around it by a small machine into the air. Rogers argues that the technique used by GROWS are less dangerous than those used by previous generations. But the fact remains that these systems are short-term solutions to the garbage problem. While they may not seem toxic now, all those underground cells packed with plastics, solvents, paints, batteries and other dangerous materials will someday create problems and they have to be treated well because the cells will not last forever. Most of the cells are expected to last somewhere between thirty and fifty years. There is an easily seen problem in waste management. The lavish resources used to destroy the used commodities look wonderful but they are not environmentally friendly and they do not provide a permanent solution to the problem.

BA Major English, Paper III

Level: BA Major English, Paper III 
Full Marks: 100 
Year: Second 
Contact hours: 150 Course 
Title: Prose: Essays and Short Stories google.com, pub-6793489967138871, DIRECT, f08c47fec0942fa0  
Course Code: ENGL 423 

1. The General Form of Prose 

2. The Word: Vocabulary 

3. The Sentence: Grammar and Idiom 

4. The Sentence: Written and Spoken Prose 

5. The Paragraph 

6. Prose Rhythm 

7. Individual and Common Style 

8. Common Style and Cheap Style 

9. Simplicity and Ornamentation 

10. Subdivisions (Objective and Subjective & Abstract and Concrete) 

11. Subdivisions (Realism, Romance and Unreality, Some Special Conventions & Prose for Its Own Sake) 

12. The Historical Approach 

13. The Science Of Rhetoric 

14. A Word about Writing Prose 

 Unit 2: Selected Essays Contact hours: 60 

15. “Of Truth” (Sir Francis Bacon) 

16. “A Meditation upon a Broom-Stick” (Jonathan Swift) 

17. “Thoughts in Westminster Abbey” (Joseph Addison) 

18. “On Recollections of Childhood” (Sir Richard Steele) 

19. “The Conservative” (Ralph Waldo Emerson 

20. “Night and Moonlight” (Henry David Thoreau) 

21. “Thoughts of God” (Mark Twain) 

22. “On Being Modern-Minded” (Bertrand Russell) 

23. “My Own Centenary” (E.M. Forster) 

24. “The Death of the Moth” (Virginia Woolf) 

25. “Insouciance” (D.H. Lawrence) 

26. “The Sterner Sex” (Rebecca West) 

27. “On Being the Right Size” (J.B.S. Haldane) 

28. “Meditation on the Moon” (Aldous Huxley) 

29. “Reflections on Gandhi” (George Orwell) 

30. “Adams at Ease” (Lionel Trilling) 

31. “The Facts of Budhha” (Sir William Empson) 

32. “Columbus and Crusoe” (V.S. Naipaul ) 

33. “The Bankrupt Man” (John Updike ) 

34. “At the Dam” (Joan Didion) 

 Unit 3 Short Stories on Intimate Relationships Contact hours: 36 

35. “Can-can”( Arturo Vivante) 

36. “The Story of an Hour” (Kate Chopin) 

37. “Epicac” (Kurt Vonnegut) 

38. “The Legacy” (Virginia Woolf) 

39. “The Kugelmass Episode” (Woody Allen) 

40. “An Intruder” (Nadine Gordimer) 

41. “Powder” (Tobias Wolff) 

42. “Mother” (Grace Paley) 

43. “A Short Digest of a Long Novel” (Budd Schulberg) 

44. “The Rocking-Horse Winner” (D. H. Lawrence) 

45. “The Boarding House” (James Joyce) 

46. “My Oedipus Complex” (Frank O’ Connor) 

Unit 4: Short Stories on Loneliness and Alienation Contact hours: 12 

 47. “The Model” (Bernard Malamud) 

48. “Disappearing”google.com, pub-6793489967138871, DIRECT, f08c47fec0942fa0 (Monica Wood) 

49. “Miss Brill” (Katherine Mansfield) 

50. “Teenage Wasteland” (Anne Tyler) 

Unit 5: Short Stories on Social Change and Injustice Contact hours: 12 

51. “Like a Winding Sheet”(Anne Petry) 

52. “The Lily-White Boys” (William Maxwell) 

53. “The Catbird Seat” (James Thurber) 

54. “Everyday Use” (Alice Walker) 

 Evaluation Scheme Internal: 30% (Portfolio Mandatory 15%) google.com, pub-6793489967138871, DIRECT, f08c47fec0942fa0 External: 70% 

 Prescribed Books 

Boulton, Marjorie. The Anatomy of Prose. London: Routledge, 2013. 

Gross, John J. The Oxford Book of Essays. Oxford: Oxford UP, 2008. 

Marcus, Sybil. A World of Fiction: Twenty Timeless Short Stories. New York: Pearson, 2014.

 

Pokhara University

Pre-board Exam

Level: Bachelor                                               Year: Fall-2022

Program: BBA                                                Full Marks: 100

Semester: VII                                                 Pass Marks: 45

Critical Thinking and Problem Solving

Section ‘A’

Very short Answer Questions

Attempt all the questions.                               10x2=20

1.      Write any four benefits of critical thinking.

2.   Write the structure of ‘a chain of reasoning’.

3.      Differentiate between a statement and an argument.

4.      Write the structure of ‘a causal explanation’

5.      What is a reasoning?

6.      In the given example, identify something which is implicitly assumed and say how making that assumption affects the inference.

A teacher is speaking to a colleague about a particular student just before an exam and says, ‘Sharan has worked hard so he will pass the exam’.

7.      What are flaws?

8.      Dictate any four types of statement.

9.      Define the word ‘fallacy’.

10.  What is error in reasoning?

 

Section ‘B’

Descriptive Answer Questions

Attempt any six questions.                                    6x10=60

11.  What is an assumption? Discuss with examples.

12.  Write an argumentative essay on ‘Animals should not be used for experimentation.’.

13.  What do you mean by argument indicators? Illustrate with examples.

14.  Briefly explain possible sources of clarification.

15.  Who is the audience? What background knowledge and beliefs can they be assumed to have?

16.  Briefly explain the importance of critical thinking.

17.  Judge which of the following arguments is deductively valid and which is not. Explain in each case why you make your decision.

a.       Tom hates everyone. Mary loves and Mary loves Tom. So Tom must hate himself.

b.      The butler was in the pantry, in that case he couldn’t have shot the master, who was in his study. So the butler couldn’t have done it!

Section ‘C’

Case Analysis                                                         20

18.  Write a critical evaluation of the argument which is presented below, introducing any further arguments you judge to be relevant.

In an increasingly complex and competitive business world, how is a company to generate the creative ideas needed for ongoing success? Many managers believe that forming teams with cross-functional diversity is the answer (Sethi et al., 2002), and this is becoming increasingly common (Mu & Gnyawali, 2003). However, while diversity in group membership may lead to the diversity of ideas needed for innovative problem solving, it is argued here that that managers need to be aware that there are many ways that diversity can in fact hinder team performance, though there are strategies that both teams and their managers can use to reduce the potential negatives and enhance the potential positives.

Aside from the cross-functional diversity, many other types of diversity can have effects on team performance and some of these types of diversity can have inherently negative effects. For example, any negative stereotyping by group members resulting from diversity in terms of gender, age or ethnicity will reduce team social cohesion and hence group performance (Fiske & Neuberg, 1990, as cited in Harrison et al., 2002) because a certain amount of social cohesion has been found to be correlated with effective group performance (Harrison et al., 2002). Other aspects of diversity, such as in attitudes towards the group’s tasks, in values, and in time management styles, can also negatively affect group social cohesion and hence group performance (Fiske & Neuberg, 1990, as cited in Harrison et al., 2002).

The sorts of diversity that are most likely to be beneficial to group performance, such as diversity in relevant knowledge, experience and skills (Harrison et al., 2002), can unfortunately also cause problems for group performance. Having too many diverse views and opinions to coordinate can, for example, cause cognitive overload amongst group members and so impede its decision making processes (Mu & Gnyawali, 2003; Sethi et al., 2002). This is especially likely to be a problem when the team has a limited amount of time to complete its tasks (Mu & Gnyawali, 2003). The cross -functional diversity mentioned above can also cause problems if group members have difficulty understanding and coordinating the differing world views and values of group members from different functional areas (Colbeck et al., 2000 and Gallos, 1989, as cited in Mu & Gnyawali, 2003).

Given all the above-mentioned problems associated with diversity, are there strategies that a team and its managers can implement to reduce the potential negatives and enhance the potential positives? Regarding cognitive overload, evidently a team needs to be given an adequate amount of time to complete its task. Scheduling frequent collaboration can also be used to build social cohesion and overcome the potential negative impacts of stereotypes (Harrison et al., 2002) provided “team psychological safety” is fostered in the group (Mu & Gnyawali, 2003). And since too much social cohesion can cause teams to avoid the robust debate needed to generate the best thinking in order to protect social relationships, management encouragement of the group to be “venturesome” in its work can also be helpful (Sethi et al., 2002).

In conclusion, it appears that if managers wish to create especially effective teams, they should seek to minimise diversity in terms of task and time management values, while looking to maximise differences in relevant knowledge and skills. They should further aim to foster as much collaboration as possible so as to develop team social cohesion, have rules about interactions which foster team psychological safety, and encourage the team to be venturesome. Unless these things are done, managers will likely find diversity more a hindrance than a help for group performance.

 

The End

 

Pokhara University

Pre-board Exam

Level: Bachelor                                               Year: Fall-2022

Program: BBA                                                Full Marks: 100

Semester: VII                                                 Pass Marks: 45

Critical Thinking and Problem Solving

 

Section ‘A’

Very short Answer Questions

Attempt all the questions.                               10x2=20

1.      What is a reasoning?

2.      Dictate any four types of statement.

3.      Define the word ‘fallacy’.

4.      What is error in reasoning?

5.      Write any four benefits of critical thinking.

6.   Write the structure of ‘a chain of reasoning’.

7.      Differentiate between a statement and an argument.

8.      Write the structure of ‘a causal explanation’

9.      In the given example, identify something which is implicitly assumed and say how making that assumption affects the inference.

A teacher is speaking to a colleague about a particular student just before an exam and says, ‘Arun has worked hard so he will pass the exam’.

10.  What are flaws?

 

Section ‘B’

Descriptive Answer Questions

Attempt any six questions.                                    6x10=60

11.  Briefly explain the importance of critical thinking.

12.  Judge which of the following arguments is deductively valid and which is not. Explain in each case why you make your decision.

a.       Tom hates everyone. Mary loves and Mary loves Tom. So Tom must hate himself.

b.      The butler was in the pantry, in that case he couldn’t have shot the master, who was in his study. So the butler couldn’t have done it!

13.  What is an assumption? Discuss with examples.

14.  Write an argumentative essay on ‘Animals should not be used for experimentation.’.

15.  What do you mean by argument indicators? Illustrate with examples.

16.  Briefly explain possible sources of clarification.

17.  Who is the audience? What background knowledge and beliefs can they be assumed to have?

Section ‘C’

Case Analysis                                                         20

18.  Write a critical evaluation of the argument which is presented below, introducing any further arguments you judge to be relevant.

In an increasingly complex and competitive business world, how is a company to generate the creative ideas needed for ongoing success? Many managers believe that forming teams with cross-functional diversity is the answer (Sethi et al., 2002), and this is becoming increasingly common (Mu & Gnyawali, 2003). However, while diversity in group membership may lead to the diversity of ideas needed for innovative problem solving, it is argued here that that managers need to be aware that there are many ways that diversity can in fact hinder team performance, though there are strategies that both teams and their managers can use to reduce the potential negatives and enhance the potential positives.

Aside from the cross-functional diversity, many other types of diversity can have effects on team performance and some of these types of diversity can have inherently negative effects. For example, any negative stereotyping by group members resulting from diversity in terms of gender, age or ethnicity will reduce team social cohesion and hence group performance (Fiske & Neuberg, 1990, as cited in Harrison et al., 2002) because a certain amount of social cohesion has been found to be correlated with effective group performance (Harrison et al., 2002). Other aspects of diversity, such as in attitudes towards the group’s tasks, in values, and in time management styles, can also negatively affect group social cohesion and hence group performance (Fiske & Neuberg, 1990, as cited in Harrison et al., 2002).

The sorts of diversity that are most likely to be beneficial to group performance, such as diversity in relevant knowledge, experience and skills (Harrison et al., 2002), can unfortunately also cause problems for group performance. Having too many diverse views and opinions to coordinate can, for example, cause cognitive overload amongst group members and so impede its decision making processes (Mu & Gnyawali, 2003; Sethi et al., 2002). This is especially likely to be a problem when the team has a limited amount of time to complete its tasks (Mu & Gnyawali, 2003). The cross -functional diversity mentioned above can also cause problems if group members have difficulty understanding and coordinating the differing world views and values of group members from different functional areas (Colbeck et al., 2000 and Gallos, 1989, as cited in Mu & Gnyawali, 2003).

Given all the above-mentioned problems associated with diversity, are there strategies that a team and its managers can implement to reduce the potential negatives and enhance the potential positives? Regarding cognitive overload, evidently a team needs to be given an adequate amount of time to complete its task. Scheduling frequent collaboration can also be used to build social cohesion and overcome the potential negative impacts of stereotypes (Harrison et al., 2002) provided “team psychological safety” is fostered in the group (Mu & Gnyawali, 2003). And since too much social cohesion can cause teams to avoid the robust debate needed to generate the best thinking in order to protect social relationships, management encouragement of the group to be “venturesome” in its work can also be helpful (Sethi et al., 2002).

In conclusion, it appears that if managers wish to create especially effective teams, they should seek to minimise diversity in terms of task and time management values, while looking to maximise differences in relevant knowledge and skills. They should further aim to foster as much collaboration as possible so as to develop team social cohesion, have rules about interactions which foster team psychological safety, and encourage the team to be venturesome. Unless these things are done, managers will likely find diversity more a hindrance than a help for group performance.

 

The End