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Chapter 4: Coaching, Counseling and Supportive Communication

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Presentation on theme: "Chapter 4: Coaching, Counseling and Supportive Communication"— Presentation transcript:

1 Chapter 4: Coaching, Counseling and Supportive Communication
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2 Objectives Differentiate between coaching and counseling problems
Avoid defensiveness and disconfirmation in interpersonal communication Improve ability to apply principles of supportive communication Improve work relationships by using personal management interviews Copyright © 2002, Prentice Hall

3 Communication Facts Communication ability determines promotability
Communication quality between managers and employees is often low 80 percent of a manager’s day is spent in verbal communication Copyright © 2002, Prentice Hall

4 Effective Communication
Accurate, complete shared meaning – what sender means is what receiver gets Supportive – relationship between sender and receiver is enhanced by communication Timely – message arrives when receiver can use information Copyright © 2002, Prentice Hall

5 Relationship Between Unskillful Communication and Interpersonal Relationships
Abrasive, insensitive, unskillful message delivery Distant, distrustful, uncaring interpersonal relationships Restricted, inaccurate information and defective communication flow 5 Copyright © 2002, Prentice Hall

6 Managerial Communications
Coaching giving advice, direction or information to improve performance “I can help you do something better” Counseling helping someone understand and resolve a problem him/herself by displaying understanding “I can help you recognize that a problem exists” Copyright © 2002, Prentice Hall

7 Obstacles to Effective Interpersonal Communication
DEFENSIVENESS One individual feels threatened or attacked as a result of the communication Self-protection becomes paramount Energy is spent on constructing a defense rather than on listening Aggression, anger, competitiveness, and/or avoidance as a result of the communication Copyright © 2002, Prentice Hall

8 Obstacles to Effective Interpersonal Communications
DISCONFIRMATION One individual feels incompetent, unworthy, or insignificant as a result of the communication Attempts to reestablish self-worth take precedence Energy is spent trying to portray self-importance rather than on listening Showing off, self-centered behavior, withdrawal, and/or loss of motivation are common reactions Copyright © 2002, Prentice Hall

9 Supportive Communication Principles
Problem-oriented, not person-oriented “How can we solve this problem?” NOT “Because of you there is a problem.” Based on congruence, not incongruence “Your behavior really upset me.” NOT “Do I seem upset? No, everything’s fine.” Copyright © 2002, Prentice Hall

10 Supportive Communication Principles
Descriptive, not evaluative “Here is what happened; here is my reaction; here is what I suggest that would be more acceptable to me.” NOT “You are wrong for doing what you did.” Copyright © 2002, Prentice Hall

11 Supportive Communication Principles
Validating, not invalidating “I have some ideas, but do you have any suggestions?” NOT “You wouldn’t understand me, so we’ll do it my way.” Copyright © 2002, Prentice Hall

12 Supportive Communication Principles
Specific, not global “You interrupted me three times during the meeting.” NOT “You’re always trying to get attention.” Copyright © 2002, Prentice Hall

13 Supportive Communication Principles
Conjunctive, not disjunctive “Relating to what you just said, I’d like to discuss this.” NOT “I want to discuss this (regardless of what you want to discuss).” Copyright © 2002, Prentice Hall

14 Supportive Communication Principles
Owned, not disowned “I’ve decided to turn down your request because….” NOT “You have a pretty good idea, but they just wouldn’t approve it.” Copyright © 2002, Prentice Hall

15 Supportive Communication Principles
Involves listening, not just talking “What do you think are the obstacles standing in the way of improvement?” NOT “As I said before, you make too many mistakes. You’re just not doing the job.” Copyright © 2002, Prentice Hall

16 Response Types DIRECTIVE RESPONSE Generally useful when coaching
NONDIRECTIVE RESPONSE Generally useful when counseling Advising, Deflecting, Probing, Reflecting OPEN RESPONSE Generally useful during early stages of discussion CLOSED RESPONSE Generally useful during later stages of discussion Advising, Deflecting, Probing, Reflecting Copyright © 2002, Prentice Hall 16

17 Personal Management Interview (PMI)
Regularly scheduled, one-on-one meeting between manager and subordinate Meeting is designed to assist in continuous improvement Action items are generated and followed up Communication is supportive and two-way Generally takes about an hour Copyright © 2002, Prentice Hall

18 Communicating Supportively: Behavioral Guidelines
Differentiate between coaching and counseling situations Use problem-oriented statements Be congruent Use descriptive, not evaluative, statements Use validating statements Copyright © 2002, Prentice Hall

19 Communicating Supportively: Behavioral Guidelines
Use specific, conjunctive statements Own your statements Demonstrate supportive listening Implement a personal management interview program Copyright © 2002, Prentice Hall

20 An Analysis of “Find Somebody Else”
STATEMENT 1. Ron 2. Mike 3. Ron 4. Mike 5. Ron 6. Mike Etc.. ANALYSIS OF PRINCIPLES Tends to be evaluative, so will cause defensiveness. Owns rather than disowns feedback. Indicates defensiveness; person oriented; confrontive approach with produce defensiveness. Attempts to be problem oriented, validating, and descriptive. Still person oriented; global, not specific; non-supportive listening. Evaluative; advising rather than asking for alternatives’ implied accusations; non-specific. Defensive; non-specific; avoids discussing problem definition or problem solutions. Copyright © 2002, Prentice Hall 20

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