978-1285866352 Chapter 6 Solution Manual Part 1

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CHAPTER 6

Communication, Coaching, and Conflict Skills

Chapter Outline

I. COMMUNICATION

A. Communication and Leadership

B. Sending Messages and Giving Instructions

C. Receiving Messages

II. FEEDBACK

A. The Importance of Feedback

B. Common Approaches to Getting Feedback on Messages—and Why They Don’t Work

C. How to Get Feedback on Messages

III. COACHING

A. How to Give Coaching Feedback

B. What Is Criticism and Why Doesn’t It Work?

C. The Coaching Model for Employees Who Are Performing Below Standard

D. Mentoring

IV. MANAGING CONFLICT

A. The Psychological Contract

B. Conflict Management Styles

V. COLLABORATING CONFLICT MANAGEMENT STYLE MODELS

A. Initiating Conflict Resolution

B. Responding to Conflict Resolution

C. Mediating Conflict Resolution

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New To This Edition

 The chapter has been updated throughout. There are 87 references and 3 are from the 5e; so 84 or 97% of

the references are new to this edition.

 The entire Communications section has been shortened a bit throughout.

 The section Communication and Leadership has been completely re-written with all new references.

 The second level heading 360-Degree Multi-rater Feedback is now a level three head.

 Learning Outcome 6 and the section Common Approaches to Getting Feedback on Messages, and Why

They Don’t Work have been changed by dropping the four reasons why people don’t ask questions.

 The introduction to the Coaching section has been re-written with new references.

 The Managing Conflict section has been re-organized, moving the Conflict and Leadership section into the

introduction and Psychological Contract sections.

 The end of chapter cases is still Netflix, but it has been updated and shortened a bit.

Lecture Outline

PowerPoint: You may use the PowerPoint supplement to enhance your lectures. Even if your classroom is not

equipped to use PowerPoint, you can review the material on your personal computer to get teaching ideas and to

copy the slides. Copies of the slides can be made into overheads. (Slide 6-1 is title slide and Slide 6-2 is LOs)

IV. COMMUNICATION (Slide 6-3)

Communication 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). Your ability to speak, read, and write will have a direct impact on your career success.

A. Communication and Leadership

There is a positive relationship between communication competency and leadership performance.

B. Sending Messages and Giving Instructions (Slide 6-4)

An important part of a manager’s job is to give instructions, which is sending a message. As a manager, how

well you give instructions directly affects performance.

1. Planning the Message

Before sending a message, you should plan it, answering these questions:

 What is the goal of the message?

 Who should receive the message?

 How will you send the message?

 When will the message be transmitted?

 Where will the message be transmitted?

2. The Oral Message-Sending Process (Slide 6-5, also holds Model 6.1)

Learning Outcome (LO) 6-1. List the steps in the oral message-sending process.

The five steps in the oral message-sending process are (1) develop rapport; (2) state your communication

objective; (3) transmit your message; (4) check the receiver’s understanding; (5) get a commitment and

follow up.

The steps in the oral message-sending process are: (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.

Model 6.1 lists these steps.

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Step 1. Develop rapport. It is usually appropriate to begin communications with small talk correlated to

the message. It helps prepare the person to receive the message.

Step 2. State your communication objective. It is helpful for the receiver to know the desired end result

of the communication before covering all the details.

Step 3. Transmit your message. Tell the people what you want them to do, give instructions.

Step 4. Check the receiver’s understanding. When communicating, ask direct questions and/or use

paraphrasing.

Step 5. Get a commitment and follow up. When giving instructions, it is important to get a commitment

to the action. Make sure that followers can do the task and have it done by the deadline.

WORK APPLICATION 6-1

Recall a specific task that your manager assigned to you. Identify which steps the

manager did and did not use in the oral message-sending process.

CONCEPT APPLICATION 6-1

Methods of Sending Messages

Answers to the Concept Application questions are at the end of lecture outline.

3. Written Communication and Writing Tips (Slide 6-6)

Here are some simple but important writing tips that can help you to improve your writing:

 Lack of organization is a major writing problem. Before you being writing, set an objective for your

communication. Keep the audience in mind.

Make an outline, using letters and/or numbers, of the major points you want to get across. Now put

the outline into written form.

The first paragraph states the purpose of the communication. The middle paragraphs support the

purpose of the communication: facts, figures, and so forth. The last paragraph summarizes the major

points and clearly states the action, if any, to be taken by you and other people.

 Write to communicate, not to impress. Keep the message short and simple.

Follow the 1-5-15 rule. Limit each paragraph to a single topic and an average of five sentences.

Sentences should average 15 words. Vary paragraph and sentence length. Write in the active voice

rather than the passive voice.

 Edit your work and rewrite where necessary. To improve sentences and paragraphs, add to them to

convey full meaning, cut out unnecessary words and phrases, and/or rearrange the words. Check your

work with computer spelling and grammar checkers. Have others edit your important work as well.

WORK APPLICATION 6-2

Select two or three of the tips that you can use to improve your written

communication. Explain how using the tip will improve your writing.

YOU MAKE THE ETHICAL CALL 6.1

Advertising

Answers will vary based on opinion.

C. Receiving Messages (Slide 6-7, also Exhibit 6.1, Discussion Questions Slide 6-8)

Receiving messages includes listening and responding. Responding effectively improves communication.

Self-Assessment 6-1

Listening Skills

If you want students to complete the Self-Assessment exercises throughout the

book, you may want to tell students and spend a little time talking about them.

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A recent survey found the number one thing lacking in new college grads is listening skills.

1. The Message-Receiving Process

LO 6-2. List and explain the three parts of the message-receiving process.

The three parts of the message-receiving process are listening, analyzing, and checking understanding.

Listening is the process of giving the 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 message-receiving process includes listening, analyzing, and checking understanding.

2. Listening

Listening is the process of giving a speaker your undivided attention. As the speaker sends the message,

you should listen by:

 Paying attention. When people interrupt, stop what you are doing and give them your complete

attention.

 Avoiding distractions. Keep your eye on the speaker. If you are in a noisy or distracting place, suggest

moving to a quiet spot.

 Staying tuned in. Do not let your mind wander to personal topics. Do not think about what you are

going to say in reply; just listen.

 Not assuming and interrupting. Do not assume you know what the speaker is going to say, or listen to

the beginning and jump to conclusions. Listen to the entire message without interrupting the speaker.

 Watching nonverbal cues. People sometimes say one thing and mean something else. So watch as you

listen to be sure that the speaker’s eyes, body, and face are sending the same message as the verbal

message.

 Asking questions. When you feel there is something missing, contradictory, or you just do not

understand, ask direct questions to get the person to explain the idea more fully.

 Taking notes. Part of listening is writing important things down so you can remember them later, and

document them when necessary.

 Conveying meaning. The way to let the speaker know you are listening to the message is to use verbal

cues, such as, “you feel…,” “uh huh,” “I see,” and “I understand.” You should also use nonverbal

communication to indicate you are interested and listening.

3. Analyzing

Analyzing is the process of thinking about, decoding, and evaluating the message. As the speaker sends the

message, you should analyze by:

 Thinking. Listen actively by organizing, summarizing, reviewing, interpreting, and critiquing often.

 Waiting to evaluate until after listening. When people try to listen and evaluate what is said at the

same time, they tend to miss part or all of the message. You should just listen to the entire message,

then come to your conclusions.

4. Checking Understanding

Checking understanding is the process of giving feedback. After you have listened to the message, check

your understanding of the message by:

 Paraphrasing. Begin speaking by giving feedback, using paraphrasing to repeat the message to the

sender. When you can paraphrase the message correctly, you convey that you have listened and

understood the other person.

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 Watching nonverbal cues. As you speak, watch the other person’s nonverbal cues. If the person does

not seem to understand what you are talking about, clarify the message before finishing the

conversation.

WORK APPLICATION 6-3

Refer back to Self-Assessment 6-1 and the listening tips. What is your weakest

listening skill area on the job? How will you improve your listening ability?

IX. FEEDBACK

LO 6-3. Describe paraphrasing and state why it is used.

Paraphrasing is the process of having the receiver restate the message in his or her words. Paraphrasing is

used to check understanding of the transmitted message. If the receiver can paraphrase the message

accurately, communication has taken place. If not, communication is not complete.

A. The Importance of Feedback (Slide 6-9)

Feedback is the process of verifying messages and determining if objectives are being met.

Communications influence behavior, as feedback motivates employees to achieve high levels of performance.

1. The Role of Feedback in Verifying Messages

Questioning, paraphrasing, and allowing comments and suggestions are all forms of feedback that check

understanding.

Mutual understanding of the meaning of the message must exist for communication to take place. The best

way to make sure communication has taken place is to get feedback from the receiver of the message

through questioning and paraphrasing.

Paraphrasing is the process of having the receiver restate the message in his or her own words.

If the receiver of the message can answer the questions or paraphrase the message, communication has

taken place.

2. The Role of Feedback in Meeting Objectives

Leaders should set specific measurable objectives and monitor the process through ongoing feedback.

3. The Need to be Open to Feedback—Criticism (Slide 6-10)

To improve your performance and get ahead in an organization, you have to be open to feedback—

commonly called criticism.

People do not really enjoy being criticized, even when it is constructive. You should realize that criticism

from your manager, peers, or others is painful. Keep the phrase, “no pain, no gain” in mind when it comes

to criticism.

When you get criticism, whether you ask for it or not, view it as an opportunity to improve. Stay calm,

don’t get defensive, and don’t blame others.

WORK APPLICATION 6-4

Are you really open to feedback or criticism from others at work? How can you

improve on accepting criticism?

YOU MAKE THE ETHICAL CALL 6.2

Academic Grades

Answers will vary based on opinion.

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B. Common Approaches to Getting Feedback on Messages—and Why They Don’t Work (Slide 6-11)

LO 6-4. Identify two common approaches to getting feedback, and explain why they don’t work.

The first common approach is to send the entire message and to assume that the message has been

conveyed with mutual understanding without getting any feedback. The second approach is to give the

entire message followed by asking, “Do you have any questions?” Feedback usually does not follow

because people have a tendency not to ask questions. Asking questions, especially if no one else does, is

often considered an admission of not paying attention or not being bright enough to understand, or the

receiver doesn’t know what to ask.

The first common approach is to send the entire message and then assume that the message has been conveyed

with mutual understanding without getting any feedback.

The second approach is to give the entire message and then ask “Do you have any questions?” Feedback usually

does not follow, because people have a tendency “not” to ask questions. Asking questions, especially if no one

else does, is often considered an admission of not paying attention or not being bright enough to understand, or

the receiver doesn’t know what to ask.

After managers send a message and ask if there are questions, they then proceed to make another common error.

Managers assume that no questions being asked means communication is complete, that there is mutual

understanding of the message. In reality, the message is often misunderstood.

The most common cause of messages not resulting in communication is the lack of getting feedback that

ensures mutual understanding.

C. How to Get Feedback on Messages (Slide 6-12)

Here are four guidelines you should use when getting feedback on messages:

 Be open to feedback. There are no dumb questions. When someone asks a question, you need to be

 Be aware of nonverbal communication. Make sure that your nonverbal communications encourage

 Ask questions. When you send messages, it is better to know whether the messages are understood before

action is taken, so that the action will not have to be changed or repeated. Direct questions dealing with the

 Use paraphrasing. The most accurate indicator of understanding is paraphrasing. How you ask the receiver

WORK APPLICATION 6-5

Recall a past or present manager. Did or does your manager use the common

approach to getting feedback on messages regularly? Was or is he or she open to

feedback and aware of nonverbal communication on a regular basis? Did the

manager regularly ask questions and ask you to paraphrase?

1. 360-Degree Multi-rater Feedback (Slide 6-13, also Exhibit 6.2 and Discussion Questions Slide 6-14)

As the name implies, 360-degree feedback is based on receiving performance evaluations from many

people.

Most 360-degree evaluation forms are completed by the person being evaluated, his or her manager, peers,

and subordinates when applicable.

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X. COACHING (Slide 6-15)

Coaching is the process of giving motivational feedback to maintain and improve performance.

Coaching is based on feedback and communication, and it improves performance.

A. How to Give Coaching Feedback (Slide 6-16, also Exhibit 6.3)

We next discuss some guidelines that will help you to be an effective coach; the guidelines are also shown in

Exhibit 6.3.

1. Develop a Supportive Working Relationship

Research has shown that the important contributor to employee success and retention is their relationship

2. Give Praise and Recognition

3. Avoid Blame and Embarrassment

Any leadership behavior that focuses on making the person feel bad does not help to develop the employee.

4. Focus on the Behavior, not the Person

WORK APPLICATION 6-6

Recall the best and worst manager you ever had. With which manager did you

have the best working relationship? Which one gave you the most encouragement,

praise, and recognition for a job well done? Which one gave you the most

negative criticism? Was your performance at a higher level for your best or worst

manager?

5. Have Employees Assess Their Own Performance

6. Give Specific and Descriptive Feedback

Specific feedback is needed to avoid confusion over which particular behavior needs to be improved.

7. Give Coaching Feedback

8. Provide Modeling and Training (Slide 6-17)

The job instructional training (JIT) steps include (1) trainee receives preparation; (2) trainer presents the

Step 1. Trainee receives preparation. Put the trainee at ease as you create interest in the job and

Step 2. Trainer presents the task. Perform the task yourself at a slow pace, explaining each step several

times. Once the trainee seems to have the steps memorized, have the trainee explain each step as

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Step 3. Trainee performs the task. Have the trainee perform the task at a slow pace, while explaining

Step 4. Trainer follows up. Tell the trainee who to ask for help with any questions or problems. Observe

9. Make Feedback Timely, but Flexible

WORK APPLICATION 6-7

Recall a present or past manager. Which of the ten guidelines does or did the

manager use most frequently and least frequently?

B. What Is Criticism and Why Doesn’t It Work?

Criticism is rarely effective.

Conversely, when people feel good about the feedback they receive; they will be more open to changing their

behavior, which increases performance.

1. Demotivating

Employees with overly critical managers tend to develop the attitude of, “My manager doesn’t care about

me or appreciate my work, so why should I work hard to do a good job?”

2. The Difference Between Criticism and Coaching Feedback (Slide 6-18, Discussion Questions on 6-19)

LO 6-5. Describe the difference between criticism and coaching feedback.

Criticism is feedback that makes a judgment about behavior being wrong. Coaching feedback is based on a

supportive relationship and offers specific and descriptive ways to improve performance. Criticism focuses

on pointing out mistakes, while coaching feedback focuses on the benefits of positive behavior.

The major difference between criticism and coaching feedback is that coaching feedback is based on a

good, supportive relationship; it is specific and descriptive; and it is not judgmental criticism.

And coaching is often based on the employee doing a self-assessment of performance. Criticism makes

employees feel like losers; praise and coaching feedback makes them feel like winners.

CONCEPT APPLICATION 6-2

Criticism or Coaching Feedback

Answers to the Concept Application questions are at the end of lecture outline.

C. The Coaching Model for Employees Who Are Performing Below Standard

LO 6-6. Discuss the relationship between the performance formula and the coaching model.

The performance formula is used to determine the reason for poor performance and the corrective action

needed. The coaching model is then used to improve performance.

When managers are giving feedback to employees who are performing below standard, all ten of the coaching

guidelines are important.

They need your one-on-one coaching at its best. Be patient but persistent; don’t give up on them.

1. Attribution Theory (Slide 6-20)

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 reaction of a manager to poor performance has two stages. First, the manager tries to determine the

cause of the poor performance, and then he or she selects an appropriate corrective action.