Six page Leadership Research Paper

6 – 1
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Communication,
Coaching, and
Conflict Skills

Chapter 6
Part Two: Team Leadership

6 – 2
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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.

6 – 3
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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.

6 – 4
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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.

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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

6 – 8
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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.

6 – 9
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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.

6 – 10
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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

6 – 12
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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.

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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?

6 – 15
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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.

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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

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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

6 – 18
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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.

6 – 19
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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?

6 – 20
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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.

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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

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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

6 – 23
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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.

6 – 24
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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?

6 – 25
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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.

6 – 26
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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

6 – 27
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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.

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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.

6 – 30
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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.

6 – 31
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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.

6 – 32
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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.

6 – 33
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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

6 – 34
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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.

6 – 35
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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.

6 – 36
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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.

6 – 37
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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.

6 – 38
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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.

6 – 40
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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.

6 – 41
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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.

6 – 42
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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.

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The Collaborating Conflict Style

Model 6.5Model 6.5

6 – 44
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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