Understanding Behavior, Human Relations, and Performance

1. 5 Understanding Behavior, Human Relations, and Performance InterpersonalCommunication

2. First Time Management Roles

3. Here’s the situation – Part 1 Over twelve years ago, Pamela West went to work for a well known architecture firm. When she was hired, her boss, Chief Engineer, Clyde Haug, told her that his plans for her was to rise to the top. She learned the ropes and prior to Clyde’s retirement, she became a senior executive of the firm. Pamela thought that she would be in line for Clyde’s position, but instead, the President of the firm hired his old colleague and friend, Remington Kates.

4. Here’s the Situation – Part 2 Although Pamela was disappointed, she decided that she liked her job and had earned the respect of her team enough to make it worth it to stay. However, she is having difficulty working with Remington. Every time they talk, he seems to always misinterpret Pamela’s message. He seems to get angry over things that they discussed in advance, claiming that he was not informed of the situation. He claims that she isn’t including him in meetings, when she has clearly sent him e-mails and has even gone out of her way to remind him of meetings. He claims that she has undermine his authority by working on projects that she clearly has received approval on from him. He doesn’t seem to listen to her when she tries to explain things to him. Questions: • What are the issues? • What could be the problem? • What should she do?

5. RECEIVER SENDER The Communication Process Step 1 Select transmission media (encode) Step 3 Message received (decode) Step 2 Send the message (transmission media- oral, written, nonverbal) Step 4 Response to message (not always required- response may be a role reversal)

6. NOISE/ Internal & External RECEIVER SENDER The Communication Process Step 1 Select transmission media (encode) Step 3 Message received (decode) Step 2 Send the message (transmission media- oral, written, nonverbal) Step 4 Response to message (not always required- response may be a role reversal)

7. Here’s what happens when communication collides with Internal & External Noise!

8. Internal/External Noise… • Shuts communication down • Creates barriers between people • Creates the impression that the individual does not care • Gives the impression that further communication is unwelcomed

9. The Goals of Communication ...are to influence, inform, and/or to express feelings.

10. Communication: the process of a sender transmitting a message to a receiver with mutual understanding. Sender has two options after transmitting the message: • Assume the receiver understands (one-way communication). • Check to see if the message has been understood by: • Questioning • Encouraging responses and questions • Paraphrasing Paraphrasing: the process of having the receiver restate the message in his or her own words.

11. Oral Communications Face-to-face Telephone Meetings Presentations Written Communications Memos Letters Reports Bulletin boards Posters Computers/e-mail Fax Transmission Media NonverbalCommunications • Facial expressions, • Vocal qualities • Gestures • Posture

12. Watch Your Personal Space!

13. Sending Messages Planning the message • WHAT is the goal of the message? • WHO should receive the message? • HOWwill you encode the message? • WHEN will you transmit the message? • WHERE will you transmit the message?

14. The Message-Sending Process Model Step 1: Develop rapport. Step 2: State the communication objective. Step 3: Transmit the message. Step 4: Check understanding. Step 5: Get a commitment and follow up.

15. Projective Listening 1. Pay attention. 2. Avoid distractions. 3. Stay tuned in. 4. Do notassume andinterrupt! 5. Watch for nonverbal cues. 6. Ask questions. 7. Take notes. 8. Convey meaning.

16. Projective Listening …a little more… Analyzing 9. Think. 10. Evaluate after listening. 11. Evaluate facts presented. Speaking 12. Paraphrase first. 13. Watch for nonverbal cues.

17. 3. Projective The receiver listens without evaluation to the full message,attempting to understand the sender’s viewpoint. 2. Evaluative The receiver listens carefully until hearing something that is not accepted. Listening ends and the response to the incomplete message is developed. 1. Marginal The receiver does not listen carefully. The message is not heard or under- stood with mutual agreement. Levels of Listening Empathic listening: the ability to understand and relate to another’s situation and feelings.

18. Benefits of Listening: • Shows respect • Builds Relationships • Increases Knowledge • Generates Ideas • Builds Bridges to corporation and negotiation

19. CRITICISM Criticism is the practice of judging the merits and faults of something or someone in an intelligible (or articulate) way. A critical spirit does not reflect love or kindness. Jon & Kate Gosselin "ugly moments" from season 1 Kate Gosselin on TODAY Show With Daughters (Awkward Silence)

20. Guidelines for Effective Criticism • Be kind!!! • Don’t belittle the individual! You have your faults too! • Seek to understand. Remember, there are different ways to approach a problem. You’re not always right! • Focus on performance, not the person. Don’t personally attack the individual. • Give more praise than analysis. • Criticism should be performance oriented ONLY!!! • Give specific and accurate analysis. • Open on a positive note and close by repeating what action is needed. • Remember, someone could be critical of you!

21. Dealing with Emotional Employees Understanding feelings Feelings are subjective. Feelings are usually disguised as factual statements. Feelings are neither right nor wrong. Calming the emotional employee Never tell the employee that they shouldn’t feel the way they do. Never chastise them for their feelings. Never tell them that you know how they feel, because you don’t!

22. Dealing with Emotional Employees Empathic listening • Don’t argue with the employee. • Identify their feelings without agreeing or disagreeing. • After dealing with emotions, go on to work on content.

23. Response Styles Response Description Appropriate Situation Evaluating Accepts, rejects, passes judgment, When asked for advice, direction or or offers advice. opinion; when autocratic supervisory style is appropriate. Confronting Challenges sender to clarify When sender is unaware of mistakes the message. or omissions in the message. Diverting “Changing the subject”, redirect, As part of autocratic/consultative style, close, or limit flow of message. to relate experiences or feelings similar to those of the sender. Probing Tries to get more information, With participative supervisory styles, improve understanding with early in message “what” questions Reassuring Reduces intensity of emotions When sender lacks confidence. Reflecting Paraphrases message back to With participative supervisory style, sender, to demonstrate under- improves understanding when used in standing of the message the early stages of the message.