management
In reading chapter 11, you learned an I message consists of (1) how someones behavior makes you feel, (2) what the specific behavior is, and (3) the effect of the behavior.
The following three situations show a need for an I message.
1. Four of your employees share a single telephone line. You are aware that one of them, Harry R., is especially long-winded on the phone and talks for as long as 15 minutes. This prevents others from placing outgoing calls and ties up the line, preventing customers from getting through.
2. It is a requirement that waiters at the upscale restaurant you manage wear white shirts and ties. One waiter has been loosening his tie, dropping the knot about two inches, and unbuttoning his shirt collar.
3. Coffee breaks for your office staff are normally 15 minutes. When someone occasionally takes a few minutes longer, its not a big deal. Lately, however, one staff member has had three consecutive days when the break exceeded 20 minutes.
Write a hypothetical”I”message for each of the three situations.
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CHAPTER 11
COACHING FOR HIGHER PERFORMANCE
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Explain the concept of coaching
Identify the four major coaching functions
Describe important skills used in coaching
Differentiate between general and pinpointed coaching statements
Describe an I message
Explain the extent to which a supervisor should counsel an employee about personal problems
LEARNING OBJECTIVES
11*
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Helping individuals reach their highest levels of performance
One-to-one relationship between an employee and a supervisor
Supervisors should continually coach individuals to help them achieve increasingly higher performance levels throughout their careers
COACHING
11*
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EXHIBIT 11.1 – PERFORMANCE-LINKED COACHING
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EXHIBIT 11.2 – EXAMPLES OF COACHING SITUATIONS
11*
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Current emphasis
Recognized as a powerful supervisory skill
Vehicle for supervisors to understand team members
Tailored to the individual being coached
Directed to employees:
Transitioning from one role to another
Who demonstrate great potential
COACHING
11*
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Reasons why supervisors reject coaching
Lack of confidence
Viewed as a passive process
Takes considerable time
COACHING
11*
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EXHIBIT 11.3 – OUTCOMES OF THE FOUR COACHING FUNCTIONS
11*
Source: Adapted from Dennis C. Kinlaw, Coaching for Commitment (San Diego, CA: Pfeiffer & Company, 1993), 2223.
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EXHIBIT 11.3 – OUTCOMES OF THE FOUR COACHING FUNCTIONS
11*
Source: Adapted from Dennis C. Kinlaw, Coaching for Commitment (San Diego, CA: Pfeiffer & Company, 1993), 2223.
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Acknowledging
Attending
Confirming
Pinpointing
Probing
COACHING SKILLS
11*
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Reflecting
Resourcing
Reviewing
Summarizing
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EXHIBIT 11.4 – SUGGESTIONS FOR CONFRONTING POOR PERFORMANCE
11*
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Poor performance should be addressed by the supervisor early in a meeting
Coaching statements used by supervisors
General
Pinpointed
More informative
Employees are given something concrete
COACHING FOR IMPROVED PERFORMANCE
11*
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Example
General – Your job performance is poor
Pinpointed – You reached only 75 percent of your work goal
COACHING FOR IMPROVED PERFORMANCE
11*
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Used to effectively alter an employees behavior
Parts
Identify the specific behavior
Indicate how the feeling about the effects of the behavior
Spell out the end result of the behavior
Addresses a problem more openly and tactfully
Directs toward a resolution in an objective and supportive manner
I MESSAGE
11*
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Problems
Real or perceived factors
Work related or personal
Objective
Help an employee better understand him or herself
Develop a plan of action to resolve the issue when needed
COUNSELING FUNCTION
11*
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Responsibility of the coach
Help the individual to fully discuss and understand the problem being experienced
COUNSELING FUNCTION
11*
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EXHIBIT 11.6 – ICEBERG MODEL OF COUNSELING
11*
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COUNSELING FUNCTION
11*
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Personal Problems
Job Performance
Physical and Emotional Illness
Areas of Employee Counseling
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Issues
Employees reluctance to open up
Employees resentment of supervisor probing
Possible liability for the supervisor or the company if there were negative consequences for the advice given to employee
Should be restricted to factors that affect job performance
SUPERVISORY COUNSELING
11*
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Professional counseling and other services for employees with unresolved personal or work-related problems
Counseling for substance abuse, emotional illnesses, marital issues, divorce, or stress
EMPLOYEE ASSISTANCE PROGRAMS (EAPS)
11*
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EXAMPLE OF AN EMPLOYEE ASSISTANCE PROGRAM (EAP)
11*
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I Message
Mentoring
Pinpointing
Probing
Reflecting
Resourcing
Reviewing
Summarizing
Tutoring
IMPORTANT TERMS
11*
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Acknowledging
Affirming
Attending
Coaching
Confirming
Confronting/Challenging
Counseling
Employee Assistance Programs (EAPs)
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CHAPTER 12
MANAGING CONFLICT, STRESS, AND TIME
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Identify the causes of conflict
Discuss conflict management styles and identify when each would be appropriate
Describe principled negotiation
Explain why modern life makes us particularly vulnerable to stress
Describe both the costs and the benefits of stress
LEARNING OBJECTIVES
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Explain the major causes of stress
Compare and contrast Type A behavior and Type B behavior
Elaborate on personal ways to cope with stress
Discuss some ways to effectively manage time
LEARNING OBJECTIVES
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CAUSES OF CONFLICT
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EXHIBIT 12.1 – INTERPERSONAL CONFLICT MANAGEMENT STYLES
Source: Adapted from Thomas Ruble and Kenneth Thomas, Support for a Two-Dimensional Model of Conflict Behavior, Organizational Behavior and Human Performance, Vol. 16 (1976), 145. Reprinted with permission from Elsevier.
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CONFLICT MANAGEMENT STYLES
12*
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Negotiation on the merits by:
Separating the people from the problem
Focusing on interests, not positions
Generating a variety of possibilities before deciding what to do
Insisting the result be based on some objective standard
Positional bargaining results in win-lose or lose-lose outcomes
PRINCIPLED NEGOTIATION
12*
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Evaluating conflict style
Helps reevaluate and enhance ones behavior
Identifying conflict behaviors
Helps eliminate negative and neutral behaviors and practice positive confrontation reduction skills
THREE-STEP PROGRAM FOR CONFLICT RESOLUTION
12*
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Learning confrontation reduction skills
Active listening
Empathizing and disarming
Inquiring
Using I feel statements
THREE-STEP PROGRAM FOR CONFLICT RESOLUTION
12*
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STRATEGIES FOR COPING WITH DIFFICULT BEHAVIOR
12*
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STRATEGIES FOR COPING WITH DIFFICULT BEHAVIOR
12*
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Any external stimulus that causes wear and tear on ones psychological or physical well-being
Job stress
Arises from the interaction of people and their jobs
Characterized by changes within people that force them to deviate from their normal functioning
Disrupts the bodys equilibrium, generating a fight-or-flight chemical reaction
STRESS
12*
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COSTS AND BENEFITS OF STRESS
12*
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Life event: Anything that causes a person to deviate from normal functioning
Personal psychological makeup
Type A behavior: Trying to accomplish too much in a short time and struggling against time and other people to accomplish ones ends
Type B behavior: Being calmer than someone with Type A behavior, devoting time to exercise, and being realistic in estimating the time it takes to complete an assignment
MAJOR CAUSES OF STRESS
12*
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EXHIBIT 12.7 – ORGANIZATIONAL AND WORK-RELATED FACTORS THAT CAUSE EXCESSIVE STRESS
12*
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Burnout: Malady caused by excessive stress in the setting where people invest most of their time and energy
Characteristics of candidates for job burnout
Experience stress caused predominantly by job-related stressors
Are idealistic and/or self-motivated achievers
Seek unattainable goals
MAJOR CAUSES OF STRESS
12*
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PHASES OF BURNOUT
12*
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Engaging in physical exercise
Makes people less prone to the adverse effects of stress
Practicing relaxation techniques
WAYS TO COPE WITH PERSONAL STRESS
12*
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Gaining a sense of control
Plan ahead, and identify long- and short-term goals
Get to know and like yourself
Perceive situations as challenges and not problems
Take a long vacation
Do things for others
WAYS TO COPE WITH PERSONAL STRESS
12*
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Provide yourself with positive reinforcement when you do a task well
Developing and maintaining good interpersonal relationships
WAYS TO COPE WITH PERSONAL STRESS
12*
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RELAXATION TECHNIQUES
12*
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STRATEGIES THAT MAKE YOU FEEL GREAT
12*
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Ability to use ones time to get things done when they should be done
Techniques
Maintain a time log to track how your time is spent
Set priorities to make the most of your time
Handle the common time wasters
TIME MANAGEMENT
12*
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EXHIBIT 12.12 – EIGHT COMMON SUPERVISORY TIME WASTERS
12*
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Set priorities and do not procrastinate
Manage emails and phone calls effectively
Make your meetings effective
Learn to delegate
Handle people who drop in
Be decisive
Get organized and stay on top of paperwork
Avoid distractions and interruptions
HOW TO USE YOUR TIME MORE EFFECTIVELY
12*
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Burnout
Integration process
Life event
Principled negotiation
Stress
Time management
Type A behavior
Type B behavior
HOW TO USE YOUR TIME MORE EFFECTIVELY
12*
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