Improving Communication Climate & Conflicts

1. Improving Communication Climate & Conflicts Chapter 10 & 11

2. Communication Climate • Describes: • Quality of personal • relationships • Emotional tone

3. Confirming Communication- • Messages that convey value • Types of confirming messages: • Recognition- recognize the other person. (there are many times that people don’t respond on this basic level) • Acknowledgment- Listening is the most common form of acknowledgment • (being interested in others ideas) • Endorsement- You agree with others ideas and find them important

4. Disconfirming Communication • Messages that show a lack of regard • Types of disconfirming message: • Verbal Abuse- Communication that appears to be meant to cause psychological pain to another person. • Complaining • Impervious response- ignoring the other person’s attempt to communicate • Interrupting-beginning to speak before the other person has finished speaking • Irrelevant response- a comment unrelated to what the other person has just said

5. Tangential response- instead of ignoring the speakers remarks completely, the other party uses them as a starting point for a shift to a different topic • Impersonal response- loaded with clichés and other statements that never truly respond to the speaker. • Ambiguous response- contain messages with more than one meaning, leaving the other party unsure of the responders position. • Incongruous response-contain two messages that seem to deny or contradict each other.

6. Climate Development • When Communication begins • Spiral: reciprocating communication style • Escalatory Conflict Spiral: disconfirming messages are reinforced • De-escalatory Conflict spirals: parties lessen dependence

7. Defensiveness • Face-threatening acts: Messages • that challenge your image • DefensiveSupportive • Evaluation Description • Control Problem Orientation • Strategy Spontaneity • Neutrality Empathy • Superiority Equality • Certainty Provisionalism

8. Dealing with Criticism • Criticism can start a cycle of defensiveness that pollutes the communication climate between people or working groups. • Offering Constructive Criticism-the way you present your comments can make a difference between their being accepted and considered or being disputed and rejected.

9. Consider the content • Consider the sender • Consider the relational climate • Consider the delivery • Responding to Criticism • Seek more information • Agree with criticism • Work for a cooperative solution

10. Conflict ManagementChapter 11 “Nothing can be changed until it is faced” James Baldwin

11. Conflict • An expressed dissatisfaction • An expressed disagreement with: • An interaction • A process • A product • A service

12. I. Nature of Conflict A. Negatives & Positives of Conflict 1. negatives a. increased negative regard for other b. close yourself off from the other

13. 2. positives • 1. forces you to examine a problem • 2. allows you to express yourself • 3. prevents hostilities from building up

14. B. Content vs. Relational Conflict • 1. Content = over objects, events, and persons external to the dyad

15. 2. Relational = between the two individuals involved

16. Approaches to Conflict Avoidance = physically leaving to ignoring 1. Nonnegotiation = special type of avoidance

17. 2. should actively participate in the fight

18. Competing-assuming that the only way for a party to reach its goal is to overcome the other. Verbal Aggressiveness = method of winning an argument by inflicting psychological pain

19. B. Force = physical and/or emotional Lets talk

20. C. Face Detracting & Enhancing Strategies 1. detracting = treating the other as incompetent, untrustworthy, or bad 2. enhancing = treating the other as competent, trustworthy, or good

21. E. Argumentativeness = willingness to stand up and argue for your point of view

22. Accommodating-giving ground as a way of maintaining harmony. • Collaborating: meeting one’s needs and those of others • Compromising: Each party sacrifices something to gain an agreement.

23. C. Conflict & Culture • 1. differ in how they define/evaluate conflict • 2. differ in perceptions of abuse • 3. differ in the types of conflicts that will arise

24. Effective Conflict Management • Be knowledgeable and respectful of different worldviews. • Engage in “mindfulness” • Create new categories • Be open to new information • Be aware that multiple perspectives typically exist in viewing a basic event.

25. II. Model of Conflict Resolution A. Define the conflict 1. both content and relational conflict 2. with specific, behavioral terms

26. 3. focus on the present 4. use empathy 5. avoid blame 6. use empathic understanding 7. avoid mindreading

27. Negotiation Styles and Outcomes • Win-lose- one party gets what they want, the other comes up short • Lose-Lose-neither side is satisfied with the outcome • Compromise-both sides at least get some of what they wanted, through sacrifice of part of their goals • Win Win-find a solution that satisfies the needs of everyone involved

28. B. Examine Possible Solutions 1. look for a win-win situation True Collaboration

29. 2. avoid a win-lose situation Win the battle - lose the war

30. no lip service C. Test Solution = put the plan into action D. Evaluate the Solution = according to the criteria previously established

31. accept start Reject E. Accept or Reject the Solution

32. Handling Conflicts Assertively • Identify the goal you are seeking • Choose the best time to speak • Rehearse the statement • Pinpoint the specific behavior you want to discuss • Explain your reaction to the behavior • Make a request • Describe the consequences

33. Conflict Management A case study • A primary school teacher (3rd grade) has had some discipline problems in her classroom. Several students have been chronically disruptive. The teacher has disciplined them in various ways (e.g., verbal warnings, extra homework, and detention) with little success. The students’ clownish antics threaten to turn the classroom into a zoo. As a “last resort she sends the disruptive students to the principal whose policy is that of corporal punishment. The teacher is uncomfortable with this policy, but desperate. The spankings temporarily reduced the disruption but it is beginning to increase again.

34. To make matters worse, now the entire class sees the teacher as an insensitive ogre. In addition, the parents have verbally accosted the teacher for sending their kids to be spanked. The teacher is beginning to lose motivation and the classroom has become a battlefield. Little learning is taking place. Parents are upset with the teacher, the students are upset with the teacher, and the teacher hasn’t a clue how to proceed. • All right you brilliant conflict mangers, help this teacher. What should the teacher do?

35. What are some of the cultural issues addressed in this case study? • What conflict style did the teacher use? • What conflict style would you use? • What are some helpful tools we can use assist the teacher?