2.  Some companies have explicit policies prohibiting workplace romance or dating. What do you feel are some potential advantages and disadvantages of such policies for the business? for the employees?

Business Advantages:

• High productivity
• Projects won't be compromised due to conflict between romantic partners
• Communication between men and women wouldn't be misconstrued as flirting
  

Business Disadvantages:

• Could lower morale
• Create a defensive work climate
  

Employee Advantages:

• Low workplace gossip
• Employee(s) won't be distracted by romantic partner during work hours
• Focused communication on the task(s) at hand
  

Employee Disadvantages:

• Can't pursue potential relationships
• Wouldn't be able to collaborate with romantic interest without it looking unprofessional if 2 people were to break policy
  

3.  Analyze a present or past supervisor (or yourself if you are or have been in a supervisory role) according to the five principles of effective downward communication (p. 423). How well did he/she (you) follow these principles? How much do you feel following these principles affects the mixed-status relationship?

In 2007-2008 I was the movement instructor for a high school color guard and winter guard.  The guard staff and I worked with teenage girls ranging from 14-18 years old on average 4 days a week.

1. Routinely and openly emphasize the importance of communication in workplace relationships with subordinates.

• Before every practice the staff would have a talk with the girls to get them focused on what was going to be worked on, what our expectations were before the end of the night, and address any questions or concerns the girls had.

2. Listen empathically.

• If one of the girls was having a problem with her routine or outside issues that were affecting her performance negatively I always encouraged them to come talk it out with me or one of the other instructors.  Making sure to listen to the girl's concerns kept them open to our directions and that we did have their best interest at heart when it came to their performance.

3. When communicating wants and needs to subordinates, frame these messages as polite requests or persuasive explanations.

• I am a believer in the saying "you can catch more bees with honey than vinegar".  Asking the girls to modify an aspect of their performance instead of telling them what to do always went over smoother.  It kept the team more cooperative as a whole and receptive to the staff.

4. Be sensitive to your subordinates feelings.

• A lot of times when it came down to reprimanding a girl it was done in front of the team.  I wanted to create a competitive environment between the girls so I knew I was always get 100% effort out of them which would bolster the overall performance.  For example if there was a girl in a prime performance spot with a solo and she began to slack then I would ask her how bad she wanted to keep her position. Asking her in front of her teammates let her know she can easily be replaced by another girl and encouraged the other girls to work harder to get the routine down because they may get a better spot on the floor.  The tactic wasn't very sensitive at all to the performer's feelings, but it would weed out my stronger girls from the weaker ones so I knew what I was working with.

5. Share relevant information with employees whenever possible.

• As one of the instructors I always made sure the girls I was working with knew their practice schedules, performance site locations, and what they needed to bring with them.  I would send out e-mail reminders every week to keep in touch with them and let them know what to expect the following week.

Overall, I followed the principles pretty well but I would undermine certain ones to motivate a girl to accomplish what needed to be done.  I think following these principles in a mixed-status relationship has a lot of positive influences.  It helps encourage smooth communication and active listening on both people's parts, which in turn increases productivity and bolsters camaraderie.