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CHAPTER 5

Interpersonal Skills

Resource Guide

The opening page of each chapter in Communicating at Work lists desired learning outcomes. The

Resource Guide will assist you in locating activities and resources from the text and Instructor Manual

that are relevant to each objective.

Chapter Objectives

Resources

List important guidelines for giving effective

praise, raising difficult issues, and offering and

responding to criticism in a non–defensive manner.

Key terms: compromise, descriptive statement,

emotional intelligence, “I” language, organizational

climate, problem–oriented messages, social

intelligence, workplace dignity, “you” language

In the text:

Activities: 1-3,

Case Study: The Zappos “Holacracy”

Culture at Work: Differing Cultural Expectations

for Praise

Ethical Challenge: Is Total Honesty Always the

Best Policy?

Instructor’s Manual online:

Personal Reflection for Journaling Assignment

Discussion Launchers: 1-8

Classroom Activities: 1-6

Written Application Exercises: 1-3

Explain communication behaviors that exacerbate

and alleviate workplace incivility and bullying.

Key terms: incivility, workplace bullying

In the text:

Activities: 4-7

Case Study: The Costs of Incivility/Marlowe v.

McClatchey

Case Study: The Costs of Incivility/Cisco Study

Technology Tip: Minimizing Incivility in the

Workplace

Case Study: Workplace Cyberbullying

Instructor’s Manual online:

Classroom Activities: 7

Predict the outcomes of various verbal and

nonverbal behaviors regarding sexual harassment

and explain communication options for targets of

harassment.

Key terms: hostile work environment, quid pro

quo, sexual harassment

Instructor’s Manual online:

Discussion Launchers: 9,10

Classroom Activities: 8

Identify and give examples of key issues that

underlie workplace conflicts. Identify five

approaches to conflicts, explain the advantages and

disadvantages of each of them in specific

situations, and predict likely consequences of each

style in those situations.

Instructor’s Manual online:

Discussion Launchers: 11–17

Classroom Activities: 9-12

Written Application Exercises: 4,5

Demonstrate how to plan for and conduct a work–

related negotiation.

Key terms: lose–lose approach, negotiation, win–

lose approach, win–win approach

In the text:

Activities: 8, 9

Self Assessment: Your Conflict Management Style

Culture at Work: Chinese and Western Negotiating

Styles

Instructor’s Manual online:

Classroom Activities: 13

About Chapter 5

This chapter provides substantial opportunities to extend concepts taught in preceding chapters while

teaching new ones. The chapter emphasizes the linkage between emotional intelligence and career

success. One means of increasing emotional intelligence is to help your organization develop a

confirming communication climate. The text draws from Gibb’s work, explaining the communication

behaviors that lead to confirming climates: descriptive “I” language; problem orientation; honesty;

genuine interest in others; respect; and open–mindedness.

This is an ideal time to review intentional and unintentional communication and explore ways in

which psychological noise may prevent persons from believing they are valued as employees or

coworkers. As you teach students to construct and deliver concrete praise and appropriate criticism, you

can review and reinforce skills from previous chapters, such as low–level abstractions, trigger words, and

biased language. When you are teaching non–defensive responses to criticism, include a review of

listening skills. When you are teaching negotiation, review the skill of paraphrasing.

Personal Reflection for Individual Journaling Assignment

Describe a situation when you responded defensively to criticism. Why did you respond defensively?

Did your response improve the situation in any way? Now, describe how you could reenact this

scenario using advice from this chapter about responding to criticism. Imagine a different outcome.

What would it be?

Discussion Launchers

1. Describe a situation in which you had to work with someone who communicated in an unpleasant

way (see Table 5–1). What effect did this have on you? On your coworkers? On the productivity

of the organization? Explain your answers.

2. If someone tells you that the climate at their workplace is very supportive, what pictures or

mental images come to mind for you? What attitudes and behaviors do you associate with a

supportive work climate? Do your images correspond to those outlined in the discussion of

Gibb’s communication climate?

3. Consider the following quotation from Tom Peters, The Pursuit of WOW!:

4. What can one person in a negative, disconfirming environment do to create a more confirming

climate?

5. Is it possible to maintain a supportive climate when you disagree strongly with another person’s

ideas? When you have a personality clash with another person? If so, how might you go about it?

If not, why not?

6. One of the keys to leadership is the ability to empower subordinates. How can you empower

employees through praise? Is it possible to give too much praise or to praise ineffectively? If so,

how can you differentiate between constructive and non–constructive praise?

7. Think of at least three times when you have responded defensively to criticism. What were the

consequences? Based on your examples, try to determine which social situations or relational

circumstances tend to make you feel defensive. Consider how you could use the guidelines from

8. Why do you believe that criticism is often so difficult for individuals to hear? Which listening

skills from Chapter 3 can you integrate to improve your ability to respond more constructively to

9. What impact do high–publicity sexual harassment cases have on you? Do recent cases send clear

or unclear messages about acceptable and unacceptable workplace behaviors? How do these cases

affect behavior in the workplace?

10. This chapter presents six possible responses to sexual harassment. What are the possible

advantages and disadvantages of each approach? If it trusted coworker confided in you that they

were being sexually harassed on the job, what advice would you give them?

13. Recall a conflict you have recently participated in. Analyze the conflict to determine which style

of conflict management each party was using. Based on Table 5–4, did you and the other party

choose the most constructive styles in this situation? If so, how did you choose those styles? If

not, what could you to do to ensure that you make a wiser choice in your next conflict?

14. If you were giving an orientation for new employees on how best to manage conflict

constructively, what are the top four things you would advise?

15. Besides the situations discussed in the text, can you think of times when avoiding would be the

BEST choice of conflict style? When would accommodating be the best choice? When would

competing be the best choice?

Classroom Activities

1. Emotional Intelligence

Objective: This activity acquaints students with the concept of emotional intelligence and helps them

understand the correspondence between emotional intelligence and confirming communication climates.

Procedure: Distribute copies of an article that summarizes emotional intelligence, such as “Developing

2. Defense–Reducing and Defense–Arousing Messages

Objective: This activity provides students with additional information about creating a supportive

climate.

Procedure: Ask students to refer to Table 5–2 “Defense–Reducing and Defense–Arousing Messages.”

Point out to students that it is the perception of the receiver, not the intention of the sender, that tends

to determine whether a supportive or a defensive climate exists. While there may be factors beyond our

Class Discussion: Elicit specific situations from students’ own experiences that illustrate each aspect of

defensive climate. Next, elicit suggestions for how the defensiveness might be transformed into

supportiveness. Remind students that they can only change their own communication; they can’t change

another person. Thus, a suggestion such as “the company should get a new manager” would not be

realistic.

3. Comparing Judgmental Language with Descriptive Language

Objective: Students will practice identifying judgmental and descriptive sentences. They will revise

judgmental statements into descriptive ones.

Procedure: Review with students the differences between descriptive “I” statements versus judgmental

“you” statements. Point out that statements can sometimes be judgmental even though they start with “I.”

These are called counterfeit “I” statements. Conversely, statements can sometimes be descriptive even

though they contain “you.”

Distribute to pairs of students a list of statements. Ask them to label these statements J for judgmental or

D for descriptive. If they find any judgmental statements, they should revise them into descriptive

statements. Here are some examples:

• I think Melinda is pretty spacey.

• Ross really bugs me.

• I get nervous when I have to answer all the phones because you’re taking a 20–minute

break instead of a 15–minute break.

• I tell you, my boss sure is a nincompoop.

After students have completed their revisions, ask them to write down two judgmental statements they

have made this week and then revise them into descriptive statements. Each group should devise a

guideline for differentiating judgmental statements from descriptive statements.

Class Discussion: After students have completed the exercise, elicit some of their revisions, and discuss

them with the class. Invite the class to help them modify their statements if necessary, to end up with true

descriptive language. When students clearly understand how to change a judgment into a description,

follow with questions such as:

• How can you tell the difference between a judgmental statement and a descriptive

statement?

• How do you react when another person makes a judgment about you?

• What effect do you create when you make a judgmental statement about another person?

• How can you catch yourself when you are about to say something judgmental?

• Is it ever okay to use judgmental statements as jokes (e.g., “Brad, you’re such a

4. Offering Constructive Feedback

Objective: Students will learn to construct messages that are problem oriented (focused on solving the

problem) rather than person oriented (controlling) and to confirm rather than disconfirm coworkers.

Procedure: Begin this exercise with a class discussion. Ask students to recall situations when they have

used disconfirming language or when someone has spoken to them using disconfirming language. What

were the consequences? Together with the class, revise disconfirming statements into confirming

messages, using the guidelines from the text. After modeling a few revisions with the entire class,

Sample list of nonconfirming statements:

• It’s about time you showed up.

• If only you would help me when I need it.

• You’ve done a lousy job on this report.

• You had better start multitasking, or you’ll be out looking for a new job.

• Why don’t you ever have the supplies set up on time?

• You are so difficult to deal with.

5. Role Play: Giving Constructive Feedback

Objective: Students will apply what they’ve learned in this chapter about delivering praise and criticism

effectively.

Procedure: Review with the class various strategies for delivering feedback in workplace settings (see

the sections on Giving Praise, Raising Difficult Issues, and Responding to Criticism). Divide students

into pairs. Student A will confide in Student B one action an employer might want them to change and

one action they might receive praise for. Student B will then use the appropriate guidelines to deliver two

components of a performance appraisal: commending the employee for tasks she or he has done well and

Class Discussion: Were you able to deliver feedback that was descriptive, focused on solving the

problem, honest, concerned with others, equal, and open minded? How did it feel to receive such

feedback? How did it feel to give such feedback? Which guidelines were easiest to follow? Which were

most challenging? Why? If a similar feedback session took place in your supervisor’s office, would the

context change your perceptions or your behaviors? Why or why not?

6. Receiving Criticism

Objective: Students will notice the difference between defensive versus nondefensive responses to

criticism.

Procedure: Ask for two student volunteers to role–play a scene in which one person is criticizing the

other person. Here are a few examples:

• A client throws a fit because she doesn’t like the haircut you gave her.

• A customer gets angry at an employee because her special order didn’t arrive on time.

• An employee gets impatient with a customer who is taking too long too decide which blouse

she wants to buy while lots of other customers are waiting to use the dressing room.

• A supervisor scolds you for not balancing the books correctly.

this time you will ask them to stop after each negative remark. Ask the class how they could

Class Discussion: Help motivate students to want to respond nondefensively.

• When you are responding to a critical remark, what outcome would you like? Why?

• Although your first reaction is probably to respond defensively, how would a defensive

response affect the other person?

• Would a defensive response help or hinder you in accomplishing your desired outcome?

Why?

• How can you remember to respond nondefensively?

• What can you do if the other person keeps attacking you?

Additional Follow–Up: After students have worked through a few examples of responding non–

7. Working with Bullies

Objective: Students will practice various strategies for dealing with incivility and bullying in the

workplace.

Procedure: Prior to the class in which you conduct this activity, assign students to read the following

articles:

• Deal With Bad Behavior At Work To Spur Productivity

[available at http://news.investors.com/article/608198/201204181356/bullying–at–work-kills–

teamwork–productivity.htm?Ntt=confront–office–bullies ]

• Bullies in the Workplace

[available at http://hotjobs.yahoo.com/career–articles–bullies_in_the_workplace-298 ]

Class Discussion: After each role play, ask the class to

• identify the strategies used.

• consider how realistic the role play was.

• propose additional suggestions for managing the situation.

8. Sexual Harassment Case Studies

Objective: This activity initiates a discussion of sexual harassment types and possible resolutions.

Procedure: Divide the class into several groups. Distribute the handout titled “Case Studies for Sexual

Harassment Discussion” (see the worksheets at the end of this section) or supply some of your own case

studies. For each case study, groups will:

• decide whether these actions illustrate sexual harassment, and if so, what type of sexual

harassment is involved (quid pro quo or hostile work environment).

Class Discussion: Ask groups to share and compare their responses.

9. Types of Conflict

Objective: Students will identify the underlying source of a conflict, detect conflict styles used by

participants, and propose a constructive course of action based on the guidelines from the text.

Procedure: Divide the class into groups of five or six students. Ask each group to choose a conflict that

one of its members is currently experiencing or has recently experienced. The group will then analyze the

conflict. First, have them identify what the conflict is about. Next, they should pinpoint which styles of

Class Discussion: Before you begin this discussion, advise students that it is permissible not to share

information about their conflict with the class if it is too personal. (It’s not likely that students will choose

not to speak, but stating this choice up front demonstrates sound ethics on the instructor’s part and helps

create a climate of trust in the classroom.) You can stimulate conversation by asking questions such as:

• What outcome did you intend to achieve in the conflict?

• To the best of your knowledge, what outcome did the other party intend to achieve?

• Were both parties aware of the nature of the conflict (that is, what the conflict was really about)?

10. Approaches to Conflict

Objective: The goal of this activity is to help students understand the role that conflict performs in their

everyday interactions, whether at work or within interpersonal relationships.

Procedure: Discuss with the class various styles of responding to conflict and the material contained in

Table 5–4 (Factors Governing Choice of Conflict Style). Assign students to groups, and instruct each

group to select a communication conflict situation that one of the members has experienced. Allow 5 to

10 minutes for groups to prepare a short skit displaying one style of conflict management—avoiding,

Class Discussion: The following questions could be used to encourage students to talk about this issue:

• What was the source of each conflict?

• Which style of conflict management would be most effective in each situation? Why?

• Why is “compromise” not advocated as the most effective style of conflict management for

most situations?

11. How Assertive Are You?

Objective: The purpose of this activity is to have students think critically about how assertive, avoidant,

or competitive they might be in a variety of situations.

Procedure: Distribute copies of the handout titled “How Assertive Are You?” (see the worksheets at the

end of this section). Instruct students to jot down how they would probably respond to each situation and

Class Discussion: With students referring to Table 5–4 “Factors Governing Choice of a Conflict Style,”

discuss various possible responses to each situation. Class discussion could focus on students’ ability to

distinguish among assertive, avoidant, or competitive behavior, as well as the following:

• Which types of behaviors are you most likely to use? Why?

• What types of situations caused you to choose one behavior over another?

• Are there times when one behavior is more appropriate than others?

• How do you know which type of behavior is most appropriate in each situation?

• How might our culture influence the responses we choose?

• How might our personal histories influence our choices?

12. Exaggerated Conflict Resolution Styles

Objective: Students should be able to identify and understand the characteristics of each of the five

conflict–resolution styles.

Procedure: Divide the class into groups of six students. Assign to each member a different conflict style

(avoiding, accommodating, competing, collaborating, and compromising). For the duration of this

activity, all group members are to interact using their assigned mode of conflict communication. The

remaining member will observe the group process. Explain to students that this activity will seem very

Class Discussion: After about five minutes, close the group discussions, and move to a class discussion

format. Ask questions such as:

• How did it feel to be interacting with others who were stuck in one conflict communication

style?

• Which combinations of styles were most troublesome? Which were most productive?

• Which styles are most likely to achieve consensus? Which styles inhibit consensus?

• What types of characteristics are associated with each style of conflict resolution?

• What are the advantages of having group members who use differing conflict styles?

• What types of strategies could you employ when dealing with individuals who are using the

avoiding, accommodating, competing, collaborating, and compromising techniques?

13. Win–Win Negotiation

Objective: The purpose of this activity is to provide students with an opportunity to practice the first

three steps in the win–win negotiating style.

Class Discussion: After students have worked through the process in pairs, elicit their responses to each

of the three steps. Additional class discussion could focus on the following questions:

• Were you able to find any superordinate goals (shared goals that both persons deem more

important than winning their own way)?

• Could you identify any overlapping needs between the two people in the case? If so, did you

create a solution that satisfied those needs?

• Were there some needs that were incongruent? If so, how did you manage them?

Written Application Exercises

1. Creating Descriptive Statements

Write down at least three “you–statements” you used (or heard someone else using) this week. Convert

these “you–statements” to “I–statements.” What impact does the use of “you”- versus “I-statements” have

on your communication and on your relationships?

2. Defense–Reducing and Defense–Arousing Messages

Why is defense–reducing language more productive than defensive–arousing language? Write two

examples of defensive communication: one in which you were the sender, and one in which you were the

receiver. From these examples, identify several aspects of defensive communication (see Table 5–2).

3. Raising Difficult Issues

Practice raising difficult issues non–defensively by choosing two of the following situations, or creating

your own situations. Write out the exact words you would say to make your point. Use descriptive, not

evaluative language. You may ask the other person to “help” solve your problem if you wish. What

consequences would you expect from each of your messages?

Situations:

b. A friend asks you to lie; it’s a small lie—signing a petition saying you will vote for a particular

candidate when you really won’t. You really don’t want to lie but neither do you want to

disappoint your friend.

4. Types of Conflict

Write an essay addressing the following points:

• Consider a recent conflict you’ve had with someone. Describe what happened. How did it start? How

did it escalate? How did it end?

• What type of conflict was it (topic, process, relational issues, or ego/identity issues)?

• Was the conflict resolved to your satisfaction? Why or why not? What outcome had you hoped for?

5. Approaches to Conflict Management

Write an essay addressing the following points:

• Choose any three of the five approaches to conflict we’ve studied (avoiding; accommodating;

How Assertive Are You?

Consider how assertive your own communications are by jotting down how you would probably

respond to each of the following situations. Don’t figure out what you think the most

“appropriate” response would be. Instead, respond according to your first reaction. Then label

each of your responses as assertive, avoidant, or competitive. Use the following shorthand: AS =

assertive; AV = avoidant; C = competitive.

1. The majority in a group (your supervisor and your peers) have stated a position

with which you disagree.

Your response:

2. You feel you deserve a raise. Your manager has not said anything about it, but you

feel it’s due.

Your response:

3. A colleague at work borrowed $250 from you last month. Four pay periods have

gone by with no mention of the loan.

Your response:

4. Around the water cooler at work, workers frequently tell racist, sexist, and

homophobic jokes that you find offensive, and that you feel contribute to a

negative work environment.

Your response:

5. In a meeting at work, one of the supervisors presents an argument based on

assumptions you know to be false.

Your response:

6. Another student (or work colleague) works with you and four others on a group

project but does absolutely no work. All group members will earn the same grade

(or get the same bonus).

Your response:

7. A new colleague at work wants to borrow your expensive watch, and you are

afraid it might be lost.

Your response:

8. Your boss takes advantage of you by asking you to accept all sorts of extra

responsibilities.

Your response:

Win-Win Negotiation

Working in pairs, pick one of the cases below, and work through the first three steps in

conducting a win-win negotiation. Be prepared to share and analyze your solution with the class.

Negotiation Case #1:

Instructor (Person A): You are the instructor for a basic communication class in which

all instructors have agreed to follow a master syllabus and timetable. You have an exam

scheduled for Chapter 5, and although students have indicated they don’t feel they have

Student (Person B): You have questions on Chapter 5 that haven’t been answered in

class. Although you’ve asked, you haven’t fully understood the answers. You and at least

Negotiation Case #2

Husband (Person A): You think it’s important to talk about your financial situation

(which is a little shaky at the moment) with your wife. You often bring up the topic of

money, but it seems you don’t make any headway with figuring out how to improve your

Negotiation Case #3

Office Manager for a Construction Company (Person A): You have recently been

diagnosed with cancer, so you have had to take off several sick days in the past month.

Now you are facing a new series of treatments, and you have just been told you must take

Owner of the Construction Company (Person B): You depend on your office manager

to keep your office running smoothly. She has always been capable and reliable, but

suddenly she is calling in sick a lot and is working much more slowly than normal. You

Negotiation Case #4

Scenario: Julia and Ken were divorced three months ago. They have two children, boys

aged 9 and 11. Julia and Ken still live in the same town, and both want to maintain an

active role in their boys’ upbringing.

Julia, ex-wife (Person A): Since the divorce, Julia has been keeping the boys Monday

Win-Win Negotiation Worksheet

1. Identify the needs of each party: Include both task needs (money, deadlines, etc.) and

relational needs (respect, integrity, etc.). As you list each person’s needs, focus on the end goal,

not the specific means of establishing that goal.

Person A:

-Relational needs

-Task needs

Person B:

-Relational needs

-Task needs

2. Brainstorm a list of possible solutions. Before completing this step, look ahead in your text,

and read the advice about brainstorming found in Chapter 8. Following those guidelines will help

you think outside the box!

3. Evaluate the alternate solutions, and select the solution (or combination of solutions)

that you think would work best for all parties. Explain your choice. Check your mindset.

You must cultivate a “problem-centered” attitude, not a “person-centered” attitude. Your

Case Studies for Sexual Harassment Discussion

Adapted from the Ft. Bliss EO Training site, available at http://www.bliss.army.mil/services/eo/eor.htm

CASE 1: The Office Help

Recently, two female soldiers were assigned to your unit. Both female soldiers are highly qualified

vehicle mechanics. At the time the female soldiers arrived, the unit was short two administrative

assistants. Two male soldiers, who happened to be well–qualified in word processing and office skills,

CASE 2: The Dumb Blonde

A staff meeting is about to begin. The manager has not yet arrived. Most of the staff are male, except for

two relatively new female hires. While waiting for the manager to appear and begin the meeting, one of

Additional Questions: Has the senior employee made the same impression with all his coworkers? Has

he treated, or has he implied, that he sees them all as equally deserving of respect? Has the senior

contributed to, or detracted from, the organizational climate?

CASE 3: The Name Callers

A black male manager was in the hallway outside his work area when he heard a remark that made him

furious. A female employee who worked in an adjoining area was sounding off about blacks. As he

listened, he heard the woman making fun of the term “African–American.” The woman also claimed that

CASE 4: Words of Endearment

A female air traffic controller alleged that a pilot referred to her by an inappropriate term of endearment

during a conversation over the air waves. The pilot’s supervisor reviewed the tape and found that the

pilot had indeed referred to the air traffic controller as “Honey.”

Additional Questions: Was this pilot being professional? Does using an informal means of address

Additional Resources

50 activities for developing emotional intelligence. (2010). Carlsbad, CA: CRM Learning.

Designed to accompany CRM Learning’s videos about Emotional Intelligence. Provides a wealth

of learning activities.

Acuff, F. (1993). How to negotiate anything with anyone anywhere around the world. New York:

AMACOM.

Bradberry, T., & Greaves, J. (2002). The emotional intelligence quickbook. San Diego: TalentSmart Inc.

This manual provides a concise and usable overview of emotional intelligence and how to

develop emotional intelligence in work teams. After you purchase the manual, you can participate

in online appraisals. Available at http://www.talentsmart.com

Donaldson, M. C., & Donaldson, M. (1996). Negotiating for dummies. Foster City, CA: IDG Books

Worldwide, Inc.

Sections in this book that relate to Chapter 5 include preparation for negotiating, goals, emotions,

nonverbal communication, and listening. The authors also provide sections recommending other

books, Internet resources, and videos.

Edelman, J., & Crain, M. B. (1993). The Tao of negotiation: How you can prevent, resolve and transcend

conflict in work and everyday life. New York: Harper Business.

This book addresses issues such as the nature of conflict, being understood, negative emotions,

love, divorce, partnerships, meetings, and conflict in the marketplace. Through all of it, the

Elgin, S. H. (1995). BusinessSpeak: Using the gentle art of verbal persuasion to get what you want at

work. New York: McGraw–Hill.

In this book, Elgin (who has written several books on verbal self–defense) covers powerful words,

active listening, and body language, in addition to the Four R’s: reduce tension, reduce hostility,

reduce stress on short–term memory, and reduce loss of face. Includes three–part messages,

“When you. . . I feel. . . because. . .,” as well as before–and–after scenarios showing how to make

complaints and criticism effective.

Fellers, J. W. (1996, September/October). People skills: Using the cooperative learning model to teach

students “people skills.” Interfaces, 26(5), 42–49.

A discussion of using the cooperative learning model to help students acquire skills in

Gibb, J. R. (1961, September). Defensive communication. The Journal of Communication, 11, 141–148.

This classic article provides the background and unpinning for much that has been written on the

subject in the last 30 years. Students can enjoy an original.

Hacala, S. (2011). Saving civility: 52 ways to tame rude, crude, and attitude for a polite planet. Skylight

Paths Publishing.

Contains usable tips from a certified etiquette and protocol consultant.

excuses.

Peters, T. (1994). The pursuit of WOW! Every person’s guide to topsy–turvy times. New York: Vintage.

The 210 numbered sections range from a sentence to a chapter in length; all are an easy read.

Peters emphasizes the importance of interpersonal contact and valuing individuals. He argues for

giving praise and recognition to employees and customers.

Schoenfield, M. K., & Schoenfield, R. M. (1991). The McGraw–Hill 36–hour negotiating course. New

York: McGraw–Hill.

Adopting a win–win approach, this self–paced, self–study course goes through the basics of

negotiating, focusing on goals, tactics (with cases to illustrate), legal considerations, language,

planning, and pre–negotiation stages. There is a self–test at the end of each chapter.

DVD

Career Help: Civility in the workplace. (2011). 5 min. YouTube video available at

http://www.youtube.com/watch?v=fgYBEFF93kc&feature=related

Three mistakes recent grads make on the job.

Conflict? You Solve It. (2005). 18 min. Insight Media

Assertiveness techniques for typical situations such as responding to someone else’s anger and

managing conflict.

Criticism: Giving and Taking. 21 min. Kantola Productions.

Emotional Intelligence. 25 min. CRM Learning.

Displays actual workplaces that are teaching emotional intelligence skills to their employees to

create more productive relationships.

Emotional Intelligence: Manufacturing Version. (25 min) CRM Learning.

The Emotional Intelligence Series. CRM Learning.

This set features three videos: Understanding Emotional Intelligence [hosted by Daniel Goleman]

(12 minutes); Demonstrating Emotional Intelligence (18 minutes); and Emotional Intelligence

and Optimal Performance (15 minutes).

Learn It, Earn It: Respect in Conflict. (2005) 20 min. Insight Media.

Respecting interests, cultures, and personal tastes of others.

Manners at Work. (2006) 18 min. Learning Seed Video.

Negotiation: Myths, Misperceptions, and Damned Lies. (2011) 54 min. Insight Media.

Stanford professor Margaret Neale outlines the process of negotiation and discusses the role of

power and mutual influence.

Preventing Workplace Bullying. 17 min, plus Manager’s Module. CRM Learning.

Uses vignettes to define bullying and suggest ways to prevent and manage it in the workplace.

Respectful Communicator: The Part You Play. CRM Learning.

Strategies for building workplace morale through communication; techniques for communicating

clearly despite disagreements, without demeaning, devaluing, or offending others.

Skills, Techniques, and Strategies for Effective Negotiations. (2006) 46 min. Insight Media.

approaches to managing anger and discipline.

Web

Calgary Cambridge

http://www.gp–training.net/training/communication_skills/calgary/index.htm

Introduces communication skills for medical professionals.

Consortium for Research on Emotional Intelligence in Organizations

http://www.eiconsortium.org

Dr. Nadig

http://www.drnadig.com/feelings.htm

Includes advice for expressing emotion during conflict and links to additional conflict

management resources.

Emotional Quotient International

http://eqi.org/eitoc.htm

EQI is a group of volunteers from several continents who are interested in promoting emotional

intelligence as a key to improving society. The site includes a detailed outline for teaching

students about emotional intelligence and a wealth of links to useful resources.

General Practitioner

http://www.gp–training.net/training/leadership/emotional_intelligence/index.htm

Applies emotional intelligence to the medical profession.

The Military Supervisor

TalentSmart Inc.

http://www.talentsmart.com/learn

This site displays several articles about emotional intelligence that you can download for free.

For example, the article “Emotional Intelligence Issues and Common Misunderstandings”

provides a readable overview. You can also subscribe to a free monthly one–page newsletter that

provides tips on developing emotional intelligence.