Transcript Communication Skills for Managers

Communication Skills
for Managers
Management Development
Program
Presented By
Communication Skills for Managers
Outline
I.
INTRODUCTION
A.
Presenter/United Behavioral Health
B.
Topic
II.
WHAT DO MANAGERS NEED TO COMMUNICATE
A.
Information
B.
Non-verbal communication
C.
Exercise: Giving Directions
III. THE CLIMATE FOR EFFECTIVE COMMUNICATION
A.
Who creates it
B.
Communication rights and responsibilities
IV. EMPOWERING EMPLOYEES
A.
Encouraging assertiveness
B.
Enhancing self esteem
C.
Creating opportunities
D.
Enhancing problem solving
V.
LISTENING TO BE HEARD
A.
Active listening
B.
Exercise: Listening
VI. OBSTACLES TO EFFECTIVE COMMUNICATION
VII. PAYOFFS TO EFFECTIVE COMMUNICATION
VIII. CLOSING
A.
Exercise: Communication
B.
Remaining handout
C.
Questions
D.
Evaluations
Com_m_h.ppt: p. 2 Rev. 1/1/01
Communication and the
Manager’s Role

What I need to communicate:

What I need to know:
Com_m_h.ppt: p. 4 Rev. 1/1/01
Communication Rights and
Responsibilities
RIGHTS
RESPONSIBILITIES
1. You have the right to be
treated with respect.
1. You have the
responsibility to treat
others with respect.
2. You have the right to have
and express your own
opinions.
2. You have the
responsibility to listen to
the opinions of others.
3. You have the right to ask
for what you need and
want in order to be
effective.
3. You have the
responsibility to
acknowledge and address
the needs of others.
4. You have the right to set
reasonable limits.
4. You have the
responsibility to respect
the limits and boundaries
of others.
Com_m_h.ppt: p. 5 Rev. 1/1/01
Communication Styles
P a s s iv e
A s s e r t iv e
A g g r e s s iv e
E x te n d s b u t d o e s
n o t fe e l e n title d
to “ r ig h ts ; ”
a c c e p ts
r e s p o n s ib ilitie s
B o th e x e r c is e s
and
e x te n d s “ r ig h ts ”
and
r e s p o n s ib ilitie s
D em ands
but does not
e x te n d “ r ig h ts ; ”
does not accept
r e s p o n s ib ilitie s
Assertive Communication:
Direct, Honest, Respectful
Com_m_h.ppt: p. 6 Rev. 1/1/01
Interpersonal Communication
Options
P A S S IV E
A G G R E S S IV E
P A S S IV E A G G R E S S IV E
A S S E R T IV E
S e lf E s te e m
Low
S e lf-c e n te re d
Low
H ig h
Im p a c t
C a re s m o re a b o u t
o th e rs
C a re s o n ly fo r
s e lf
D o e s n ’t c a re
about anybody
C a re s a b o u t s e lf
a n d o th e rs
C onsequences
& A p p ro v a l
P re d ic ts
d is a p ro v a l a n d
w ill n o t ris k it
N o t c o n c e rn e d
w ith a p p ro v a l o r
consequences
P re d ic ts a p p ro v a l
a n d p o s itiv e
o u tc o m e s ; ris k s
d is a p p ro v a l
M eet needs
O wn needs not
m et
O wn needs m et
a t c o s t o f o th e rs
A v o id s
consequences;
w a n ts a p p ro v a l
th ro u g h m in im a l
e ffo rt
N e e d s o f n e ith e r
m et
M is ta k e s
B la m e s s e lf
B la m e s o th e rs
B la m e s e x te rn a l
fo rc e s ;
d e fe n d s s e lf
O w n s th e m n o n d e fe n s iv e ly
G oal
A c c o m p lis h m ent
S e lf A w a re n e s s
M a rty r, s e lfd e n y in g
U s e s o th e rs
D e p re c ia te s
s e lf/o th e rs ;
p h o n y e ffo rts
S e lf-e n h a n c in g ;
s u p p o rtiv e o f
o th e rs
S e e s o n ly
w eaknesses
S e e s o n ly
s tre n g th s
S e e s fa te a s
re s p o n s ib le ; n o
n e e d to c h a n g e
A c c e p ts s tre n g th s
and w eakness
T ru s t/C o n tro l
L e ts o th e rs
c o n tro l;
d is tru s ts s e lf
C o n tro ls o th e rs ;
d is tru s ts o th e rs
D is tru s ts
e v e ry o n e
T ru s ts
F e e lin g s
D e p re s s e d a n d
u n e x p re s s e d
E x p lo s iv e a n d
h o s tile
E x p re s s e d
in d ire c tly a n d
s ly ly
E x p re s s e d
a u th e n tic a lly a n d
c a lm ly
R e a c tio n s o f
O th e rs
P ity , irrita tio n o r
d is g u s t
A n g e r o r fe a r
C o n fu s e s o th e rs ;
g e n e ra te s
fru s tra tio n , a n g e r,
d is tru s t
R espect or
annoyance
IS S U E
O wn needs m et
b u t n o t a t c o s t to
o th e rs
Com_m_h.ppt: p. 7 Rev. 1/1/01
Performance Cycle
Self-Talk
Performance
Feedback
Self-Esteem
You can notice, control, and choose the messages you give to
others and influence their performance accordingly.
Com_m_h.ppt: p. 8 Rev. 1/1/01
Communication Techniques for
Problem Solving
1.
To the person involved in the problem:
 Relate the facts
 Give your interpretation of them
 Explain how you feel about it
2.
Listen to their response:
 How does the other person feel, see, interpret?
3.
Questions to ask:
 Is it possible to change the situation or to compromise?
 If the situation cannot be changed, can you or the other person
accept it?
4.
When a solution is agreed upon by both parties, either through a
willingness to change on one person’s part or through a compromise
by both parties, put the agreement in writing so that both are aware
of the terms of the agreement.
5.
Expect improvements to happen in small increments. During the
early stages encourage changes with positive feedback, avoid
criticism for falling short.
6.
When you know the person is capable of keeping their agreement
and they continue to break it, state the consequences and most
importantly, follow through!
Com_m_h.ppt: p. 9 Rev. 1/1/01
Methods of Communication
80% of working day involves communication
Used
Listening
Taught/Addressed
45%
Least
Speaking
30%
Reading
16%
Most
Writing
9%
Listening:
45% of Communication
25% Efficiency
Com_m_h.ppt: p. 10 Rev. 1/1/01
Listening & Speaking


Listening takes. . .

concentration and energy

curiosity and open-mindedness

analysis and understanding
Speaking requires. . .

sharp focus

logical thinking

clear phrasing

crisp delivery
Com_m_h.ppt: p. 11 Rev. 1/1/01
“Harry always was a poor listener.”
Com_m_h.ppt: p. 12 Rev. 1/1/01
Active Listening
1. Setting the stage


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Choose an appropriate physical environment
Remove distractions
Be open and accessible
Listen with empathy
2. Insuring mutual understanding

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

Reflect feelings
Paraphrase main ideas
Interrupt to clarify
Confirm next steps
3. Understanding body language



Observe position and posturing
Make eye contact
Consider expression and gestures
4. Suspending judgment



Concentrate
Keep an open mind
Hear the person out
Com_m_h.ppt: p. 13 Rev. 1/1/01
Effective Listening
Behaviors that support effective listening

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
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
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Maintaining relaxed body posture
Leaning slightly forward if sitting
Facing person squarely at eye level
Maintaining an open posture
Maintaining appropriate distance
Offering simple acknowledgments
Reflecting meaning (paraphrase)
Reflecting emotions
Using eye contact
Providing non-distracting environment
Behaviors that hinder effective listening

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
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
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

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Acting distracted
Telling your own story without acknowledging theirs first
No response
Invalidating response, put downs
Interrupting
Criticizing
Judging
Diagnosing
Giving advice/solutions
Changing the subject
Reassuring without acknowledgment
Com_m_h.ppt: p. 14 Rev. 1/1/01
Exercise - Listening
1. Who are the people it’s easiest to listen to?
2. What is it about these people that makes it easier to listen to
them?
3. Who are the people you listen to least?
4. What is it about them that makes it difficult to listen to them?
Com_m_h.ppt: p. 15 Rev. 1/1/01
Obstacles to Effective
Communication

Assumptions

Fears

Reluctance to confront

Ridicule, rejection, fear of being wrong

Authority relationships

Unmanaged stress

Corporate culture
Com_m_h.ppt: p. 16 Rev. 1/1/01
Payoffs to Effective
Communication

A more professional image

Improved self-confidence

Improved relationships

Less stress

Greater acceptance of yourself and
others
Com_m_h.ppt: p. 17 Rev. 1/1/01
Communication Worksheet
1.
Identify a communication problem you have experienced with an
employee:
2.
Identify your contribution to the problem:
3.
Identify the steps you could take to effectively resolve the problem:
Com_m_h.ppt: p. 18 Rev. 1/1/01
Writing Skills
Unlike the oral presentation of ideas, the written presentation of ideas is governed by
some very specific rules. Each of us writes in an individual “style” which we have
developed over the years. We are not trying to change that style, but merely
suggesting the guidelines below. These suggestions will help you edit and criticize
your own (and others’) written material.
1.
Proofread aloud everything going out. By reading aloud, your ear will catch
mistakes your eye misses.
2.
Make no assumptions. The ideas you are presenting must be explained in full to
be understood. PEOPLE READ ONLY WHAT IS ON THE PAGE.
3.
Do not lecture. Write only what must be understood to make the proper decision
or choice.
4.
Rough draft all important letters and reports. Check them for content, sequential
development of ideas, and conciseness.
5.
Always put yourself in the “other person’s shoes” and ask yourself, “Would I
want to read this letter or report? Why? Does it say something of value and real
importance to me?”
6.
Many people are too busy to read carefully. Be sure your ideas are clear and easy
to follow. As a general rule, the most effective manner in which to develop an
idea is:
Concept
Benefit
Example
Data
This method leads your reader to the conclusion you want because the
conclusion is already clearly stated as the concept (hypothesis). Your examples
and data are support for the conclusion.
7.
Define all “terms” and eliminate vague pronouns. These two traps cause more
problems in writing than any other set of conditions.
8.
Grammar, punctuation, and spelling should be perfect. Use a dictionary -- either
a good unabridged volume or the “spelling checker” version on your computer.
9.
Plan your time to allow for proofreading and correcting. When your success
depends upon the quality of your letters and reports, there are no excuses for
ineptitude. There is no substitute for EXCELLENCE!
Com_m_h.ppt: p. 19 Rev. 1/1/01
Training Evaluation for:
Communication Skills--Mgr
Trainer’s Name: ________________________ Date/Time: ________________
Company: _____________________________ Location: _________________
Please circle your responses and make comments or suggestions below.
Excellent
Very
Good
Good
Little
Value
Poor
1.
What is your OVERALL opinion of
this course?
5
4
3
2
1
2.
The course MATERIALS were:
5
4
3
2
1
3.
The course ACTIVITIES were:
5
4
3
2
1
4.
The instructor’s PRESENTATION
of the information was:
5
4
3
2
1
5.
The instructor’s KNOWLEDGE of the
the subject was:
5
4
3
2
1
6.
Would you recommend this training
to co-workers?
YES
NO
What did you feel was the most useful?
What did you feel was the least useful?
What other training programs would you like to attend?
Comments, questions and concerns:
Program..PPT: p. 1 Rev. 05/10/00
Com_m_h.ppt: p. 20 Rev. 1/1/01