Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Chapter 6
Communication and Coaching
| Question | Answer |
|---|---|
| Planning the Message | - What is the goal of the message ? - Who should receive the message ? - When and how will the message be transmitted? - Where will the message be transmitted |
| The Oral Message - Sending Process | 1. Develop rapport 2. State your communication purpose 3. Transmit your message 4. Check the receivers's understanding 5. Get a commitment and follow up |
| 1. Develop Rapport | Put the receiver at ease. Small talk correlated to the message. Helps prepare the person to receive the message. |
| 2. State you communication prupose | Communication objective is to influence followers. Helpful for receiver to know the desired end results of the communication before covering all the details. |
| 3. Transmit your message | when the objective is to influence, tell the people what you want them to do - give instructions. Be sure to set deadlines for completing tasks. |
| 4. Check the receiver's understanding | when communicating. We should ask direct and/ or use paraphrasing. |
| 5. Get a commitment and follow up | To simply ask, " do you have any questions? does not check understanding - Paraphrasing - Watching non verbal cues Commitment to the action - make sure followers can do the task Dan have it done by a certain date and time. |
| The importance of Listening | - Failure to listen is a major reason leaders fail - It takes effort (and skill) to be a good listener - People have a passionate desire to be heard |
| What is Criticism? Why Doesn't it Work Consistently? | Criticism involves a judgement - the person is either right or wrong -Criticism is also the process of pointing out mistakes, which places blame and is embarrassing -The more criticism employees receive, the more defensive they become - The goal is t |
| Coaching | - Is the process of giving motivational and constructive feedback to maintain and improve performance - Is designed to maximize employee strengths and minimize weaknesses - Is an important part of Leader/ Follower development and relationship building |
| The Coaching Model | 1. Describe current performance 2. Described desired performance 3. Get a commitment to the change 4. Follow up |
| 1. Describe current performance | In detail, using specific examples, describe the current behavior that needs to be changed. need example |
| 2. Describe desired performance | Tell the employee exactly what the desired performance is, in detail. If ability is the reason for poor performance --> modeling and training the employee with JIT are very appropriate. |
| Ex: of describe performance | Ability- " if you squat down and pick up the box using your legs instead of your back, it is easier and there is less chance of injuring yourself. Let me demonstrate for you. Motivation - " Why should you squat and use your legs rather than your back |
| 3. Get a commitment to the change | - when dealing with an ability performance issues, it is not necessary to get employees to verbally commit to the change if they seem willing to make ti. |
| Describe desired performance | If the employee knows the proper way, the reason for poor performance is motivational. Demonstration is not needed; just describe desired performance as you ask the employee to state why the performance is important |
| Get commitment to change to change if employees defend their way, and you are sure it is not effective | explain why your proposed way is better. If you cannot get the employee to understand and agree based on rational persuasion, --get verbal commitment through coercive power, such as a threat of disciplin |
| Get commitment to change to change Motivation - "will you squat rather than use your back from now on?" | For motivation performance issues, this is important because, if employees are not willing to commit to the change, they will most likely not make the change : ability - the employee will most likely be willing to do it correctly, so skip this step |
| 4. Follow Up | Remember, some employees do what managers inspect, not what they expect. We should follow up to ensure that the employee is behaving as desired. |
| Follow up | when we are dealing with an ability performance issue, the is receptive, and we skip step 3, say nothing. But watch to be sure the task is done correctly in the future. Coach again, if necessary. |
| Follow up ex: Ability - say nothing, but observe. Motivation -" you know that picking up boxes with your back is dangerous.; if i catch you doing it again, I will take disciplinary actio | For motivation problem, make a statement that you will follow up, and describe possible consequences for repeated poor performance. |
| Effective Counseling | - Identify the problem (is it really a problem?) - Evaluate and communicate what you have observed (i.e., the employee’s behavior). - Explain the consequences of employees behavior (how does his/her behavior affect the work environment?) |
| Effective Counseling | - Hear the employee’s story (empathize but state your points, as well). - Try to work out a solution together - a win/win is the optimal solution, but may not always be possible. -Set expectations/wrap up by re-stating what each person will do |
| Practice your Counseling Skills Observers to take notes of L and F Using today’s lecture as a guide, come to a solution via role playing Switch roles in second role play | Form Groups of 4 (leader, subordinate, and 2 observers) Read your case and your role Prepare for the counseling meeting |
Created by:
mmo94
Popular Management sets