6 - 1 2016 cengage learning. all rights reserved. may not be copied, scanned, or duplicated, in...

6 - 1© 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.

Communication, Coaching, and Conflict Skills

Chapter 6Part Two: Team Leadership


Learning Outcomes1) 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.


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.


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 Lack of organization is a major problem.o Write to communication, not to impress.o Edit your work and rewrite if needed.


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.


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.


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.

Common Approaches to Getting FeedbackAnd Why They Don’t Work


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.


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.


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.


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 1. Describe current performance,> Step 2. Describe desired performance,> Step 3. Get a commitment to the change, and> Step 4. Follow up. See Model 6.4.


Mentoring

• Mentoring is a form of coaching in which a more-experienced manager helps a less-experienced 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.


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.


• We fail to communicate our expectations or ask about expectations of other party.

• We further assume other party has same expectations as us.

Broken Contra

ct• Functional conflict – opposition

supports objectives.• Dysfunctional conflict – prevents

the objectives from being met.

Conflict can be


Conflict Management Styles

• The avoiding conflict style user passively ignores the conflict rather than resolve it.

• Appropriate use:o When conflict is trivial,o When your stake is not high,o When confrontation would damage

relationship, oro When time is short or emotions are high. See

Exhibit 6.4.

Advantage Disadvantage Maintains

relationships. No resolution.



• The accommodating conflict style user passively gives in to the other party.

• Appropriate use:o The person enjoys following,o Maintaining the relationship is priority,o Changes are not important to accommodator,

oro Time is limited.

Advantage Disadvantage Maintains

relationships.May be

counterproductive.



• The forcing conflict style user uses aggressive behavior to get their way.

• Appropriate use:o Unpopular action must be take on important

issues,o Commitment is not crucial to implementation,o Maintaining relationships is not critical,o Conflict resolution is urgent.

Advantage Disadvantage Better

decisions if forcer is correct.

Overuse leads to hostility.


Conflict Management Styles• The negotiating conflict style user attempts

assertive, give-and-take concessions.Also called compromising style.

• Appropriate use:o When issues are complex and critical,o Parties have equal power and differing solutions, oro A solution will only be temporary or if time is short.

Advantage Disadvantage Conflict is

resolved quickly.

Can lead to subpar

decisions.


Conflict Management Styles• The collaborating conflict style user seeks

joint resolution with best solution for all. Also called problem-solving style.

• Appropriate use:o When compromise would result in sub-

optimization,o When group goal comes first and members

collaborate,o Maintaining relationships is important, oro Time is available or when it is a peer conflict.

Advantage Disadvantage Can lead to

the best solution.

Time consuming.


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.


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.


Responding to Conflict Resolution (Exhibit 6.5)

• These conflict resolution model steps help those in the role of responder to a conflict.

Listen•And

paraphrase the conflict using the BCF model.

Agree•With some

aspect of the complaint.

Ask for/Give•Alternative

conflict resolutions.

Make•Agreement

for change.


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.


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

6 - 1 2016 cengage learning. all rights reserved. may not be copied, scanned, or duplicated, in...

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