Six page Leadership Research Paper

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Communication, Coaching, and Conflict Skills

Chapter 6 Part Two: Team Leadership

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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.

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Communication

• 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.

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Sending Messages and Giving Instructions

• Managers give instructions, which is sending a message.

o How well you give instructions directly affects performance.

• Before sending a message, plan it. o What is the goal of the message? o Who should receive the message? o How will you send the message? o When and where will the message be transmitted?

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The Oral Message-Sending Process

Model 6.1

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.

Small talk. Receiver should know desired end

result.

Give instructions.

Ask direct questions

and/or paraphrase.

Important step.

Model 6.1

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Written Communication

• Lack of organization is a major problem. > Set an objective, keeping audience in mind. > Make an outline and transfer to written form.

• Write to communicate, not to impress. > Keep the message short and simple 1-5-15. > Use active voice rather than passive voice.

• Edit your work and rewrite if needed. > Have others edit important work.

The Message-Receiving Process

Exhibit 6.1

The message-receiving process includes listening, analyzing, and checking understanding.

Listening is the process of giving a speaker your

undivided attention.

Analyzing is the process of thinking about,

decoding and evaluating the message.

Checking understanding is the

process of giving feedback.

The number one thing lacking in new college grads is listening skills.

Exhibit 6.1

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Discussion Questions

• How would you assess communications in organizations?

• Give examples of good and poor communications in organizations.

• State your plan for improving your listening skills.

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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:

> Paraphrasing is the process of having the receiver restate the message in her/her words.

• Role of feedback in meeting objectives: > Ongoing feedback increases motivation.

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The Need to Be Open to Feedback

• To improve your performance, you have to be open to feedback also called criticism. > People do not enjoy being criticized.

• When receiving criticism, view it as an opportunity to improve.

o Stay calm, o Don’t get defensive, and o Don’t blame others.

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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 Feedback And Why They Don’t Work

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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.

360-Degree Feedback Sources

Exhibit 6.2

360-degree feedback is based on receiving performance evaluations from many people.

After looking at informal ways of getting feedback, here is a formal process.

Exhibit 6.2

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Discussion Questions

• How would you assess managers at giving feedback?

• Specifically what should managers do to improve?

• Is 360-degree multi-rater feedback really better than a boss-based assessment?

• As a manager will you elect to use 360?

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Coaching

• Coaching is the process of giving motivational feedback to maintain and improve performance. > Based on feedback and communications. > Boosts performance.

• Coaching is not just for athletes, managers should look for steady performance and continual improvement.

Coaching Guidelines

Exhibit 6.3

Specific feedback is needed to

avoid confusion.

Descriptive feedback can be based on facts (observed and

proven) or inferences

(unproven).

Feedback should be given as soon as possible but be flexible; withhold feedback when pressed for time or when

emotions are high.

Exhibit 6.3

Job Instructional Training Steps

Model 6.2

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.

Put the trainee at

ease, create interest in

the job and encourage questions.

For complex tasks with multiple

steps, give employee a

copy of written steps.

Correct any errors, be

patient and helpful, continue

until trainee is proficient.

Correct any errors or

faulty work procedures before they become a

habit.

Model 6.2

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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.

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Discussion Questions

• Do you agree with the statement “Don’t criticize”?

• Do mangers tend to give criticism or coaching feedback?

• How can mangers improve?

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Attribution Theory

• 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. > Manager’s reaction has two stages:

o First, they determine the cause of poor performance, o Second, they select an appropriate corrective action.

The Performance Formula

Model 6.3

The performance formula explains performance as a function of ability, motivation, and resources.

> When ability is the reason: The corrective action is training (JIT).

> When motivation is lacking: Motivational techniques, such as praise, may help.

> When resources are the problem, get the resources.

Model 6.3

Coaching Model

Model 6.4

In detail, with

examples, describe

behavior to change.

Tell employee desired

performance, in detail.

Unless the reason was ability and employee

seems willing to change.

To ensure employee is behaving as

desired.

Improving performance with the coaching model.

Model 6.4

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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.

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Discussion Questions

• Women and minorities are less likely to have mentors, so should they get mentors?

• Will you seek out career mentors?

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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.

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

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

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

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

Broken Contract

• Functional conflict – opposition supports objectives.

• Dysfunctional conflict – prevents the objectives from being met.

• Functional conflict – opposition supports objectives.

• Dysfunctional conflict – prevents the objectives from being met.

Conflict can be

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Discussion Questions

• What are your psychological contract expectations of your boss and coworkers?

• Give examples of conflicts you have had at work, listing the expectations that were not met.

Conflict Management Styles

Exhibit 6.4Exhibit 6.4

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Advantage Disadvantage

Avoiding Conflict Style

• 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, or o When time is short or emotions are high.

Maintains relationships.

No resolution.

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Advantage Disadvantage

Accommodating Conflict Style

• 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, or o Time is limited.

Maintains relationships.

May be counterproductive.

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Advantage Disadvantage

Forcing Conflict Style

• 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, or o Conflict resolution is urgent.

Better decisions if forcer is correct.

Overuse leads to hostility.

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Advantage Disadvantage

Negotiating Conflict Style

• 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, or o A solution will only be temporary or if time is short.

Conflict is resolved quickly.

Can lead to subpar decisions.

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Advantage Disadvantage

Collaborating Conflict Style • 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, or o Time is available or when it is a peer conflict.

Can lead to the best solution

Time consuming

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Discussion Questions

• What percentage of the time do you think a manager can actually use the collaborating conflict management style?

• Give detailed examples of when managers have used collaboration at work.

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Initiating Conflict Resolution

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.

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Plan a BCF Statement • 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.

• The BCF model describes a conflict in terms of behavior, consequences, and feelings.

Don’t make judgments.

Don’t make threats.

Don’t give solutions.

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Present BCF Statement

• Step 2. Present your BCF statement and agree on the conflict. > Make your short, planned statement and wait

for a response – persist if needed. > Repeat by explaining in different terms until

you get an acknowledgment or give up. > If you cannot agree, change your approach,

using another of the four conflict management styles.

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Alternative Conflict Resolutions

• 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.

o Remember you are collaborating.

> When other party is unresponsive about resolving conflict, appeal to common goals.

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Agreement For Change

• Step 4. Make an agreement for change. > Try to reach an agreement on specific action

you will both take to resolve the conflict. > Clearly state, or write down, specific behavior

changes necessary by all parties to resolve the conflict.

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Responding to Conflict Resolution

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

Listen • And

paraphrase the conflict using the BCF model.

Listen • And

paraphrase the conflict using the BCF model.

Agree • With some

aspect of the complaint.

Agree • With some

aspect of the complaint.

Ask for/Give • Alternative

conflict resolutions.

Ask for/Give • Alternative

conflict resolutions.

Make • Agreement

for change.

Make • Agreement

for change.

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Mediating Conflict Resolution

• Frequently, parties cannot resolve disputes alone.

• A mediator is a neutral third party who helps resolve a conflict. > Nonunionized organizations use managers as

mediators. > Unionized organizations use professional

mediators.

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Mediating Conflict Resolution

• 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.

The Collaborating Conflict Style

Model 6.5Model 6.5

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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