Ch06-Communication, Coaching, and Conflict Skills.pdf

Chapter 6 Part Two: Team Leadership Communication, Coaching, and Conflict Skills © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a pas...

Chapter 6 Part Two: Team Leadership Communication, Coaching, and Conflict Skills © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6-1 Learning Outcomes 1) List the steps in the oral message-sending process. 2) List and explain the three parts of the message-receiving process. 3) Describe paraphrasing and state why it is used. 4) Identify two common approaches to getting feedback, and explain why they don’t work. 5) Describe the difference between criticism and coaching feedback. 6) Discuss the relationship between the performance formula and the coaching model. 7) Define the five conflict management styles. 8) List the steps in the initiating conflict resolution model. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6-2 Communication and Leadership • Communication is the process of conveying information and meaning. o True communication happens only when all parties understand the message (information) from the same perspective (meaning). • Communication and leadership. o There is a positive relationship between communication competency and leadership performance. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6-3 Sending Messages and Giving Instructions • Managers send a message when instructing. o How well you give instructions directly affects performance. • Plan your message before sending. • The oral message-sending process: (1) develop rapport; (2) state your communication objective; (3) transmit your message; (4) check the receiver’s understanding; and (5) get a commitment and follow up. See Model 6.1. • Written communication. o o o Lack of organization is a major problem. Write to communication, not to impress. Edit your work and rewrite if needed. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6-4 Receiving Messages • The message-receiving process includes listening, analyzing, and checking understanding. See Exhibit 6.1. > Listening is the process of giving a speaker you undivided attention. o #1 thing lacking in new college grads is listening skills. > Analyzing is the process of thinking about, decoding and evaluating the message. > Checking understanding is the process of giving feedback. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6-5 The Importance of Feedback • Feedback is the process of verifying messages and determining if objectives are being met. > Role of feedback in verifying messages. o Paraphrasing is the process of having the receiver restate the message in her/her words. > Role of feedback in meeting objectives. o Ongoing feedback increases motivation. > The need to be open to feedback – criticism. o View criticism as an opportunity to improve.  Stay calm, don’t get defensive and don’t blame others. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6-6 Common Approaches to Getting Feedback And Why They Don’t Work Assuming • Send the message and assume mutual understanding without getting feedback. • Getting feedback ensures mutual understanding. “Do you have any questions?” • Give entire message and ask for questions, feedback does not usually follow – people do not ask questions. • Another common error is assuming no questions means there is mutual understanding. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6-7 How to Get Feedback on Messages • Be open to feedback: > If questions upset you, you will get no questions. • Be aware of nonverbal communication: > Make sure yours encourages feedback. • Ask questions: > Ask direct questions on specific information. • Use paraphrasing: > How we ask for paraphrasing affects attitude. • For a formal feedback process, use: > 360-degree feedback is based on receiving performance evaluations from many people. See Exhibit 6.2. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6-8 Coaching • Coaching is the process of giving motivational feedback to maintain and improve performance. • Coaching guidelines: See Exhibit 6.3. > Specific feedback is needed to avoid confusion. > Descriptive feedback can be based on facts (observed and proven) or inferences (unproven). > The job instructional training (JIT) steps include (1) trainee receives preparation; (2) trainer presents the task; (3) trainee performs the task; and (4) trainer follows up. See Model 6.2. > Feedback should be given as soon as possible but be flexible; withhold feedback when pressed for time or when emotions are high. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6-9 Criticism vs. Coaching Feedback • Criticism is rarely effective, employees get defensive and develop a negative attitude. • Coaching feedback is based on a good, supportive relationship; it is specific and descriptive; and it is not judgmental criticism. • Criticism makes employees feel like losers, coaching feedback makes them feel like winners. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 10 Coaching Model • Attribution theory 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 performance formula explains performance as a function of ability, motivation, and resources. See Model 6.3. • Improving performance with the coaching model: > Step > Step > Step > Step 1. 2. 3. 4. Describe current performance, Describe desired performance, Get a commitment to the change, and Follow up. See Model 6.4. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 11 Mentoring • Mentoring is a form of coaching in which a more-experienced manager helps a lessexperienced protégé. > Primary responsibility is to coach by providing good, sound career advice and help develop leadership skills. > Seek out a good mentor – formal or informal. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 12 Managing Conflict • A conflict exists whenever people are in disagreement and opposition. • All human relations rely on the: > psychological contract – set of unwritten implicit expectations of each party in a relationship. o Often unaware of our expectations until they are unmet. • Conflict arises when the contract is broken. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 13 Broken Contract • We fail to communicate our expectations or ask about expectations of other party. • We further assume other party has same expectations as us. Conflict can be • Functional conflict – opposition supports objectives. • Dysfunctional conflict – prevents the objectives from being met. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 14 Conflict Management Styles • The avoiding conflict style user passively ignores the conflict rather than resolve it. Advantage Maintains relationships. No resolution. Disadvantage • Appropriate use: o o o o When When When When conflict is trivial, your stake is not high, confrontation would damage relationship, or time is short or emotions are high. See Exhibit 6.4. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 15 Conflict Management Styles • The accommodating conflict style user passively gives in to the other party. Advantage Maintains relationships. May be counterproductive. Disadvantage • Appropriate use: o o o o The person enjoys following, Maintaining the relationship is priority, Changes are not important to accommodator, or Time is limited. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 16 Conflict Management Styles • The forcing conflict style user uses aggressive behavior to get their way. Advantage Better decisions if forcer is correct. Overuse leads to hostility. Disadvantage • Appropriate use: o o o o Unpopular action must be take on important issues, Commitment is not crucial to implementation, Maintaining relationships is not critical, Conflict resolution is urgent. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 17 Conflict Management Styles • The negotiating conflict style user attempts assertive, give-and-take concessions.  Also called compromising style. Advantage Conflict is Can lead to subpar resolved quickly. decisions. Disadvantage • Appropriate use: o o o When issues are complex and critical, Parties have equal power and differing solutions, or A solution will only be temporary or if time is short. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 18 Conflict Management Styles • The collaborating conflict style user seeks joint resolution with best solution for all.  Also called problem-solving style. Advantage Can lead to the best solution. Time consuming. Disadvantage • Appropriate use: o o o o When compromise would result in sub-optimization, When group goal comes first and members collaborate, Maintaining relationships is important, or Time is available or when it is a peer conflict. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 19 Initiating Conflict Resolution (Exhibit 6.5) • The initiating conflict resolution model steps are (1) plan a BCF statement that maintains ownership of the problem; (2) present your BCF statement and agree on the conflict; (3) ask for, and/or give, alternative conflict resolutions; and (4) make an agreement for change. See Model 6.5. • Step 1. Plan a Behavior, Consequence, and Feeling (BCF) statement that maintains ownership of the problem. > Three things that do not belong in BCF statements: o Don’t make judgments, don’t make threats, don’t give solutions. • The BCF model describes a conflict in terms of behavior, consequences, and feelings. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 20 Initiating Conflict Resolution (Exhibit 6.5) • Step 2. Present your BCF statement and agree on the conflict. > Make your short, planned statement and wait for a response – persist if needed. • Step 3. Ask for, and/or give, alternative conflict resolutions. > Ask what can be done to resolve the conflict. > If agree, great; if not, offer your resolution. • Step 4. Make an agreement for change. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 21 Responding to Conflict Resolution (Exhibit 6.5) • These conflict resolution model steps help those in the role of responder to a conflict. Listen Agree • And paraphrase the conflict using the BCF model. • With some aspect of the complaint. Ask for/Give • Alternative conflict resolutions. Make • Agreement for change. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 22 Mediating Conflict Resolution (Exhibit 6.5) • A mediator is a neutral third party who helps resolve a conflict. • The mediator should follow these steps: > Have each party state his/her complaint using the BCF model, > Agree on the conflict problem(s), > Develop alternative conflict resolutions, > Make an agreement for change, and > Follow up to make sure the conflict is resolved. • An arbitrator is a neutral third party who makes a binding decision to resolve a conflict. © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 23 Key Terms • • • • • • • • • arbitrator attribution theory BCF model coaching coaching feedback communication conflict feedback initiating conflict resolution model • • • • • • • • job instructional training mediator mentoring message-receiving process oral message-sending process paraphrasing performance formula 360-degree feedback © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 6 - 24