1. Communication, Coaching, and Conflict Skills Chapter 6 Copyright © 2010 by South-Western/Cengage Learning All rights reserved. PowerPoint Presentation by Rhonda S. Palladi Georgia State University

2.  List the steps in the oral message-sending process.  List and explain the three parts of the message-receiving process.  Describe paraphrasing and state why it is used.  Identify two common approaches to getting feedback, and explain why they don’t work.  Describe the difference between criticism and coaching feedback.  Discuss the relationship between the performance formula and the coaching model.  Define the five conflict management styles.  List the steps in the initiating conflict resolution model.  Define the key terms listed at the end of the chapter. Chapter 6 Learning Outcomes 2

3.  Is the process of conveying information and meaning  True communication takes place only when all parties understand the message (information) from the same perspective (meaning) 3 Communication

4.  Leadership is about influencing others and building relationships, which are based on communications  There is a positive relationship between communication competency and leadership performance.  Two important parts of leadership communication are sending and receiving messages 4 Communication and Leadership

5.  What is the goal of the message?  Who should receive the message?  Will you send the message?  When will the message be transmitted?  Where will the message be transmitted? 5 Planning the Message

6. Develop rapport State your communication purpose Transit your message Check the receiver’s understanding Get a commitment and follow up 6 The Oral Message-Sending Process

7.  Develop rapport Helps prepare the listener to receive the message  State your communication objective What is the desired end result?  Transmit your message Tell the receiver what is wanted  Check the receiver’s understanding  Ask direct questions and/or use paraphrasing  Get a commitment and follow-up 7 The Oral Message-Sending Process

8.  Lack of organization is a major writing problem Set an objective Make an outline Put the outline into written form The first paragraph states the purpose of the communication The middle paragraphs support the purpose of the communication The last paragraph summarizes the major points and clearly states the action 8 Written Communication and Writing Tips

9.  Write to communicate, not to impress Keep the message short and simple Each paragraph should have only one topic Write in the active voice rather than the passive voice 9 Written Communication and Writing Tips (cont.)

10.  Edit your work and rewrite where necessary Cut out unnecessary words and phrases Rearrange words Check for spelling and grammar Have others check and edit your work 10 Written Communication and Writing Tips (cont.)

11. 11 The Importance of Listening  Failure to listen is a major reason leaders fail  Few people are good listeners  Most people have a passionate desire to be heard

12. 12 The Message-Receiving Process Listening  Pay attention  Avoid distractions  Stay tuned in  Don’t assume and interrupt  Watch nonverbal cues  Ask questions  Take notes  Convey meaning Analyzing  Think  Wait to evaluate until after listening Checking Understanding  Paraphrase  Watch nonverbal cues

13.  Is the process of verifying messages and determining if objectives are being met  Forms of feedback Questioning Paraphrasing Allowing comments and suggestions 13 Feedback

14.  Allows leaders to know how they and the organization are progressing to meet objectives  Used to measure performance  Giving and receiving feedback must be an ongoing process to be effective 14 Feedback (cont.)

15.  To improve your performance and get ahead in an organization, you have to be open to feedback (criticism)  People do not really enjoy being criticized, even when it is constructive  When you get criticism: View it as an opportunity to improve Stay calm Don’t get defensive Don’t blame others 15 The Need to Be Open to Feedback—Criticism

16.  Send the entire message and then assume that the message has been conveyed with mutual understanding  Give the entire message followed by asking “Do you have any questions?” 16 Common Approaches to Getting Feedback on Messages—and Why They Don’t Work

17. Reasons Why People Do Not Ask Questions  Receivers feel ignorant  Receivers are ignorant  Receivers are reluctant to point out the sender’s ignorance  Receivers have cultural barriers 17

18.  Be open to feedback  Be aware of nonverbal communication  Ask questions  Use paraphrasing 18 How to Get Feedback on Messages

19.  Is based on receiving performance evaluations from many people Managers Peers Subordinates People from outside the organization 19 360-Degree Multirater Feedback

20. Is 360-degree multirater feedback really better than a boss-based assessment? As a manager, would you elect to use 360? 20 Discussion Question #1

21.  Is the process of giving motivational feedback to maintain and improve performance  Is designed to maximize employee strengths and minimize weaknesses  Is an important part of leadership development 21 Coaching

22. Provide modeling and training Develop a supportive working relationship Make feedback timely, but flexible Give praise and recognition Give coaching feedback Give specific and descriptive feedback Focus on the behavior, not the person Don’t criticize Avoid blame and embarrassment Have employees assess their own performance Coaching Guidelines Coaching Guidelines 22 Coaching Guidelines

23. Trainee receives preparation Trainer presents the task Trainee performs the task Trainer follows up 23 Job Instructional Training Steps

24.  Step 1. Trainer receives preparation Put the trainee at ease Create interest in the job Encourage questions Explain the quantity and quality requirements and their importance 24 Job Instructional Training Steps (cont.)

25.  Step 2. Trainer presents the task Perform the task at a slow pace Explain each step several times Have the trainee explain each step while the task is slowly performed again Give the trainee a written copy of complex tasks 25 Job Instructional Training Steps (cont.)

26.  Step 3. Trainee performs the task The trainee performs the task at a slow pace, while explaining each step to the trainer The trainer corrects any errors The trainer should be patient and willing to help the trainee perform any difficult steps Training continues until the trainee is proficient 26 Job Instructional Training Steps (cont.)

27.  Step 4. Trainer follows up Tell the trainee who to ask for help with any problems or questions Gradually leave the trainee alone Begin by checking quality and quantity frequently Decrease checks as the trainee becomes skilled Observe the trainee performing the task Correct any errors, faulty work procedures, or bad habits Be patient and encouraging Praise a good effort at first, and good performance as skill develops 27 Job Instructional Training Steps (cont.)

28. What Is Criticism and Why Doesn’t It Work?  Criticism is rarely effective  Criticism involves a judgment, which is that either the person is right or wrong  Criticism is also the process of pointing out mistakes, which places blame and is embarrassing  The more criticism employees receive, the more defensive they become 28

29. 29 Coaching Feedback  Is based on a good, supportive relationship  Is specific and descriptive  Is not judgmental criticism

30.  Is used to explain the process managers go through in determining the reasons for effective or ineffective performance and deciding what to do about it The manager tries to determine the cause of performance The manager selects an appropriate corrective action Managers tend to attribute the cause of poor performance by certain employees to internal reasons within their control Managers tend to attribute the cause of poor performance by other employees to external reasons (resources) beyond their control 30 Attribution Theory

31.  Explains performance as a function of ability, motivation, and resources When ability is the reason for keeping performance from being optimal, the corrective action is training When motivation is lacking, the use of motivational techniques is the corrective action When resources is the problem, the leader needs to acquire the resources 31 Performance Formula

32. Describe current performance Describe desired performance Get a commitment to the change Follow up 32 The Coaching Model

33.  Is a form of coaching in which a more- experienced manager helps a less- experienced protégé  Is more involved and personal than coaching  Mentors can include: A higher-level manager Family Friends Peers 33 Mentoring

34.  Primary responsibilities: Coach the protégé Provide good, sound career advice Help develop leadership skills necessary for a successful management career 34 Mentoring (cont.)

35. Women and minorities are less likely to have mentors, so should they get mentors? Will you seek out career mentors? 35 Discussion Question #2

36.  Exists whenever people are in disagreement and opposition  Is inevitable  An organization’s success is based on how well it deals with conflicts So how can conflict impact an organization? 36 Conflict

37.  Is the unwritten implicit expectations of each party in a relationship  Is broken for two primary reasons: We fail to make explicit our own expectations and fail to inquire into the expectations of the other parties We further assume that the other party(ies) has the same expectations that we hold 37 The Psychological Contract

38.  Dysfunctional conflict Is when conflict prevents the achievement of organizational objectives  Functional conflict Is when disagreement and opposition supports the achievement of organizational objectives 38 Dysfunctional Conflict vs. Functional Conflict

39. Accommodating Conflict Style Passive Behavior You Win, I Lose Collaborating Conflict Style Assertive Behavior You Win, I Win Negotiating Conflict Style Assertive Behavior You Win Some, I Win Some Avoiding Conflict Style Passive Behavior You Lose, I Lose Forcing Conflict Style Aggressive Behavior You Lose, I Win High Concern for Others’ and Own Needs High Concern for Own Needs High Concern for Others’ Needs Low Concern for Others’ and Own Needs 39 Conflict Management Styles

40. Avoiding Conflict Style  Attempts to passively ignore the conflict rather than resolve it  Is unassertive and uncooperative  Creates a lose-lose situation 40

41.  Advantages May maintain relationships that conflict resolution could damage  Disadvantages Conflicts do not get resolved Internal conflict in individuals Avoiders are walked all over  Appropriately used when: The conflict is trivial Your stake in the issue is not high Relationships could be damaged You don’t have time to resolve the conflict Emotions are high 41 Avoiding Conflict Style (cont.)

42. Accommodating Conflict Style  Attempts to resolve the conflict by passively giving in to the other party  Is unassertive but cooperative  Creates a win-lose situation 42

43.  Advantages May maintain relationships that a conflict might damage by going along with the other party  Disadvantages May be counterproductive Accommodators are taken advantage of  Appropriately used when: The person enjoys being a follower Maintaining the relationship outweighs all other considerations The changes agreed to are not important to the accommodator, but are to the other party The time to resolve the conflict is limited 43 Accommodating Conflict Style (cont.)

44. Forcing Conflict Style  Attempts to resolve the conflict by using aggressive behavior to get his or her own way  Is uncooperative and aggressive  Creates a win-lose situation 44

45.  Advantages Decisions may be better, if the forcer is right  Disadvantages Overuse leads to hostility and resentment toward its user Forcers tend to have poor human relations  Appropriately used when: Unpopular action must be taken on important issues Commitment by others is not critical Maintaining relationships is not critical The conflict resolution is urgent 45 Forcing Conflict Style (cont.)

46. Negotiating Conflict Style  Attempts to resolve the conflict through assertive, give-and-take concessions  Is moderately assertive and cooperative  Creates an “I win some, you win some” situation through compromise 46

47.  Advantages Resolved relatively quickly Working relationships are maintained  Disadvantages Can lead to counterproductive results Can lead to suboptimum decisions Overuse leads to high demands from the parties to use to bargain for more reasonable demands  Appropriately used when: The issues are complex and critical There is no simple and clear solution Parties have about equal power and want different solutions A solution will be only temporary Time is short 47 Negotiating Conflict Style (cont.)

48. Collaborating Conflict Style  Attempts to jointly resolve the conflict with the best solution agreeable to all parties  Is assertive and cooperative  Creates a win-win situation 48

49.  Advantages Tends to lead to the best solution  Disadvantages The skill, effort, and time needed are usually greater and longer than the other styles  Appropriately used when: Dealing with important issues requiring optimum solutions Compromise will result in suboptimization People are willing to place the group goal before self-interest Maintaining relationships is important Time is available It is a peer conflict 49 Collaborating Conflict Style (cont.)

50. 50 Initiating Conflict Resolution Step 1. Plan a BCF (Behavior, Consequences, Feelings) statement that maintains ownership of the problem. Step 2. Present your BCF statement and agree on the conflict. Step 3. Ask for, and/or give, alternative conflict resolutions. Step 4. Make an agreement for change.

51. 51 Responding to Conflict Resolution Step 1. Listen to and paraphrase the conflict using the BCF model. Step 2. Agree with some aspect of the complaint. Step 3. Ask for, and/or give, alternative conflict resolutions. Step 4. Make an agreement for change.

52. 52 Mediating Conflict Resolution Step 1. Have each party state his or her complaint using the BCF model. Step 2. Agree on the conflict problem(s). Step 3. Develop alternative conflict resolutions. Step 4. Make an agreement for change. Step 5. Follow up to make sure the conflict is resolved.

53.  Is a neutral third party who helps resolve a conflict  In nonunionized organizations, managers are commonly the mediators  In unionized organizations, the mediator is usually a professional from outside the organization 53 Mediator

54. 54 Arbitrator  Is a neutral third party who makes a binding decision to resolve a conflict  Is like a judge  His or her decision must be followed  Its use should be kept to a minimum because it is not a collaborative conflict style