978-1285866352 Chapter 6 Solution Manual Part 4

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 121

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

No 1. Time

When there is no time, the autocratic style is used regardless of the other variable answers.

Communication Style:

Behavior:

Action Taken:

Variables:

Communication Style:

Behavior:

Action Taken:

2. Situational Communication. You are an expert professor in your field. When going over the answers to the

exam, a few students disagree with the recommended answer you gave. You check the answer and know that it

is correct. The students get average grades and do not have a good explanation for your answer being wrong. As

a situational communicator, you should do what?

Solution

Variables:

Yes 1. Time

Communication Style:

Behavior:

Action Taken:

Variables:

Communication Style:

Behavior:

Action Taken:

3. Situational Communication. Your coworker, Chris, usually does an excellent job. However, the work Chris is

122 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Solution

Variables:

Yes 1. Time

Communication Style:

Behavior:

Action Taken:

Second-Best Answer

Variables:

Communication Style:

Action Taken:

Approach Chris as a concerned friend who is willing to help. Explain how Chris’s work is affecting yours in a

4. Situational Communication. You work in the accounting office. Chris has come to you stating that there are a

Solution

Variables:

Yes 1. Time

Communication Style:

Empowering

Behavior:

Action Taken:

Variables:

Communication Style:

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 123

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Behavior:

Action Taken:

124 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Recommended Answers to Skill-Development Exercise 2:

Situation Time Information Acceptance Capability Style Mgt. Styles Points

1 yes P–E P–E P–E S3P a. S1A

0

2 yes C C C–P S2C a. S2C

3

3 yes C P–E E S4E a. S3P

2

4 yes A A P S1A a. S4E

0

5 yes C C P S2C a. S1A

0

6 yes C P–E P–E S3P a. S3P

3

7 yes A A P–E S1A a. S2C

2

8 yes P–E P–E P–E S4E a. S4E

3

9 no — — — S1A a. S3P

1

10 yes A C–P A S2C a. S1A

2

11 yes P–E C–P P–E S3P a. S2C

1

12 yes P–E P–E P–E S4E a. S3P

2

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 125

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

BEHAVIOR MODEL VIDEO 6.2

Coaching

In the video, Sarah, the manager, uses the steps in the coaching model (Model 6.4) to coach Dan, an Internet Web

page designer, who is not meeting deadlines.

This video may be shown as an independent activity, or it may serve as a behavior model as part of Developing

Your Leadership Skills 6-3.

Showing the video takes around 3½ minutes. After viewing the video, you may ask the class questions such as:

1. What did you like about the way the manager coached the employee?

2. What didn’t you like about the way the manager coached the employee?

3. What would you do differently if you were the manager in this coaching situation?

DEVELOPING YOUR LEADERSHIP SKILLS 6-3 IDEAS AND ANSWERS

Coaching

Total Time (30–50 minutes)

The times to conduct the coaching sessions can vary form class to class. Students with full-time work experience

usually take longer than students without experience. To keep the exercise to 30 minutes, you can use groups of two,

eliminating one of the coaching sessions.

Recommended approximate time for a 45-minute period:

8:00 Show and discuss Behavior Model Video 6.2 8 minutes

8:08 Procedure 1 3 minutes

8:11 Procedure 2 5 minutes

Testing on Skill-Development Exercise 6-3

Test Questions and Answers (Also found in Test Bank)

Instructions

Write the first step in the coaching model, followed by what you would say to Chris. Write steps 2 to 4, followed by

what you would say for each step.

1. Coaching. Your employee, Chris, is a clerical worker. Chris uses files, as do the other ten employees in the

department. The employees all know that they are supposed to return the files when they are finished so that

others can find them when they need them. Employees should only have one file out at a time. You noticed that

Chris has five files on the desk, and another employee is looking for one of them.

Solution

Step 1. Describe current performance.

126 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Step 2. Describe desired performance.

Step 3. Get a commitment to the change.

Step 4. Follow up.

2. Coaching. Your employee, Chris, is a server in an ice cream shop. Chris knows that the tables should be

cleaned up quickly after customers leave so that new customers do not have to sit at dirty tables. It’s a busy

night. You found dirty dishes on two of Chris’s unoccupied tables. Chris is socializing with some friends at one

of the tables instead of cleaning up.

Solution

Step 1. Describe current performance.

Step 2. Describe desired performance.

Step 3. Get a commitment to the change.

Step 4. Follow up.

3. Coaching. Your employee, Chris, is an auto technician. All employees at the garage know that they are

supposed to put a paper mat on the floor of each car so that the carpets don’t get dirty. When you got into a car

Chris repaired, the car did not have a mat and there was grease on the carpet.

Solution

Step 1. Describe current performance.

Step 2. Describe desired performance.

Step 3. Get a commitment to the change.

Step 4. Follow up.

BEHAVIOR MODEL VIDEO 6.3

Initiating Conflict Resolution

In the video, Alex initiates a conflict resolution over an advertising account with coworker Catherine and follows the

steps in Model 6.5.

This video may be shown as an independent activity, or it may serve as a behavior model as part of Skill-

Development Exercise 4.

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 127

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Showing the video takes around 4½ minutes. After viewing the video, you may ask the class questions such as:

1. What did you like about the way the employee initiated conflict resolution with his coworker?

2. What didn’t you like about the way the employee initiated conflict resolution with his coworker?

3. What would you do differently if you were in this conflict resolution situation?

DEVELOPING YOUR LEADERSHIP SKILLS 6-4 IDEAS AND ANSWERS

Initiating Conflict Resolution

Total Time (30–50 minutes)

Since this exercise requires role-playing, times can vary considerably based on the preparation and maturity of the

students to role-play and discuss the role-play through feedback. To keep the exercise to 30 minutes, don’t show the

second Behavior Model Video and use groups of two rather than three.

Recommended approximate time for a 50-minute period (Including Behavior Model Videos 6.3 and 6.4):

8:00 Show and discuss Behavior Model Video 6.3 7 minutes

8:07 Procedure 1 2 minutes

8:09 Procedure 2 8 minutes

8:17 Procedure 3 8 minutes

8:25 Procedure 4 8 minutes

8:33 Show and discuss Behavior Model Video 6.4 10 minutes

8:43 Conclusion 4 minutes

8:47 Apply It 3 minutes

8:50

Testing on Skill-Development Exercise 4

I tell students that they will be given a conflict situation. They will have to list the four steps of the initiating conflict

resolution model, but they need only make the planned opening BCF statement because you can only plan the

opening then respond to the other person. I go over an example format using a student example conflict. You may

read the instructions from the test questions below to the class.

Test Questions and Answers (Also found in Test Bank)

Instructions

Write the first step in the initiating conflict resolution model, followed by what you plan to say to Chris as your BCF

statement. Be sure to label the B, C, and F parts of the statement. Then, list steps 2 to 4 without any statement

following the steps.

1. Initiating Conflict Resolution. You have been bringing in snack food and drinks and putting them in the

Solution

Step 1. Plan a BCF statement that maintains ownership of the problem.

128 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

2. Initiating Conflict Resolution. You and your coworker, Chris, clean up the work area, which is divided in two

sections, about once a week. The machine section is always dirtier and takes more work and time to clean. It

seems as though Chris always makes sure you get the machine section to clean, which you don’t think is fair.

Solution

Step 1. Plan a BCF statement that maintains ownership of the problem.

Step 2. Present your BCF statement and agree on the conflict.

3. Initiating Conflict Resolution. Your roommate, Chris, is home earlier than you are so you eat your own food

at different times. Every night for the past week, Chris has not cleaned up. Dirty dishes are left in the sink and

pots are left on the stove. You have to clean the pots before you can cook. You don’t think it’s fair to have to

clean up before you can cook.

Solution

Step 1. Plan a BCF statement that maintains ownership of the problem.

Step 2. Present your BCF statement and agree on the conflict.

Feedback Form

Try to have positive coaching improvement feedback comments for each step in initiating conflict resolution.

Remember to be specific and descriptive, and for all improvements to have an alternative positive behavior (APB).

(For example: “If you would have said/done…, it would have improved the conflict resolution by…”).

Collaborative Conflict Resolution Model Steps

Step 1. Plan a BCF statement that maintains ownership of the problem. (Did the initiator have a well-planned,

Step 2. Present your BCF statement and agree on the conflict. (Did the initiator present the BCF statement

Step 3. Ask for, and/or give, alternative conflict resolutions. (Who suggested alternative solutions? Was it done

Step 4. Make an agreement for change. (Was there an agreement for change?)

BEHAVIOR MODEL VIDEO 6.4

Mediating Conflict Resolution

This video is a follow-up to Behavior Model Video 6.3. Alex and Catherine have not resolved their conflict so their

manager, Peter, brings them together to resolve it.

This video does not serve as a behavior model for any skill-building exercise. However, it can be shown as part of

Skill-Development Exercise 4, as shown above with the exercise’s recommended time.

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 129

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Showing the video takes around 6½ minutes. After viewing the video, you may ask the class questions such as:

1. What did you like about the way the coworkers resolved their conflict?

2. What didn’t you like about the way the coworkers resolved their conflict?

3. What would you do differently if you were in this conflict resolution situation?