ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

More documents

Recommendations

Info

4. How will we reward mentors and protégés? 5. How do we encourage and make it easy for people to volunteer for the mentoring program? 6. What will we include in the document of roles and expectations for mentors and protégés? 7. How can we guard against obstacles to success? 8. How do we orient mentors and protégés? SUMMARY The most important criterion of a healthy mentoring program is that it involves people appropriately in assisting personnel development. In any mentoring process, a critical mass of people is necessary to ensure implementation. The critical mass consists of those individuals or groups whose active support will ensure that the program becomes an important element in employee development. Their number may be small, but it is critical (Cunningham, 1993). It would be unrealistic to maintain that mentoring will work in all organizations. There are circumstances in which the process is unusable. For example, mentoring is not suitable in an organization whose senior executives refuse to consider the input of organizational members or in an organization in which a union forbids its members to participate. Because the mentoring approach described in this article is built on participation, only companies that encourage employees to participate actively should consider instituting a formal mentoring program. REFERENCES Bennis, W., & Nanus, B. (1985). Leaders: The strategies for taking charge. New York: Harper & Row. Bryson, J.M. (1988). Strategic planning for public and nonprofit organizations. San Francisco: Jossey-Bass. Cunningham, J.B. (1993). Action research and organizational development. New York: Praeger. Cunningham, J.B., & Eberle, T. (in press). Characteristics of the mentoring experience: A qualitative study. Personal Review. Gray, W.A. (1983). Challenging the gifted through mentor-assisted enrichment projects. Bloomington, IN: Phi Delta Kappa Educational Foundation. Levine, H.Z. (1985). Consensus on career planning. Personnel, 62, 67-72. Murray, M., & Owen, M. (1991). Beyond the myths & magic of mentoring: How to facilitate an effective mentoring program. San Francisco: Jossey-Bass. Sveiby, K.E., & Lloyd, T. (1987). Managing knowhow. London: Bloodsbury. 292 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer
❚❘ ATTRIBUTION THEORY: APPLICATIONS TO THE MANAGERIAL COACHING PROCESS J. Craig VanHouten Abstract: Bernard Weiner’s (1986) attributional theory of motivation and emotion is rich in potential applications to the human resource development (HRD) field. This article outlines its major premises and its possible applications to the managerial coaching process. Success and failure usually are attributed to causes, such as ability, effort, luck, and task difficulty. There are three dimensions of achievement-related attribution: locus (internal/external), stability (stable/unstable), and controllability (controllable/uncontrollable). Some attributions are more advantageous than others because they increase the expectation of success at similar tasks in the future. Other attributions are disadvantageous because they increase the expectation of failure at similar tasks in the future. Managers and employees give cues about their attributions and the effects that these have on their motivations and emotions (i.e., by demonstrating pride, anger, pity, guilt, or shame). Managers who learn to recognize such cues can improve their own attributions and those of their employees and, thus, can more effectively coach employees to improve performance. You have just walked out of a meeting with your organization’s executives in which you presented a proposal for a major training program. You prepared more for this presentation than ever before becausse you think this training is greatly needed at this time. However, not only did the executives say no, they seemed totally unimpressed with the training proposed, which means a long delay before it can be proposed again. Whether you are aware of it or not, you are about to ask yourself, “Why did I fail?” Again, whether you are aware of it or not, how you answer that question may have a tremendous impact on your future success. Success comes easily at times, but for most of us, successfully reaching our most important goals requires motivation, confidence, and persistence. These are particularly important when the challenge is great or when we fail initially. When we succeed or fail in an attempt to accomplish something important to us, we will usually ask ourselves, “Why did I succeed?” or “Why did I fail?” The answer will determine, to a large extent, our future success at achieving this objective and other related objectives because the answer helps to shape our perceptions of our ability. These perceptions then affect what we attempt and how we react if we attempt something and either succeed or fail. How the “Why?” question is answered is part of what allows some people to be successful while others fail again or even fail to try. To return to the example at the beginning of this article, the answer may be: “These people only care about this quarter’s profits; they will never spend a dime to invest in Originally published in The 1996 Annual: Volume 1, Training by J.William Pfeiffer (Ed.), San Diego, CA: Pfeiffer & Company. The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer ❚❘ 293
Page 1 and 2:
❚❘ CONDITIONS THAT HINDER EFFEC
Page 3 and 4:
3. Hostility. Hostility may create
Page 5 and 6:
10. Mind wandering. This is a state
Page 7 and 8:
“Feel” statements refer to the
Page 9 and 10:
❚❘ “DON’T YOU THINK THAT .
Page 11 and 12:
The questioner is attempting to eli
Page 13 and 14:
Or the questioner may precede his o
Page 15 and 16:
from the basic aims of human relati
Page 17 and 18:
Activity 6 1. The participants form
Page 19 and 20:
1. No number or array of numbers ca
Page 21 and 22:
REFERENCES Jones, J.E. (1972). Mode
Page 23 and 24:
A DEFINITION OF CLARITY “Getting
Page 25 and 26:
person has his or her own set of pe
Page 27 and 28:
frustrated in his or her efforts to
Page 29 and 30:
Feedback The use of feedback is imp
Page 31 and 32:
13. Use as many channels as necessa
Page 33 and 34:
These modes of response may communi
Page 35 and 36:
A More Effective Approach Problems
Page 37 and 38:
❚❘ KENEPATHY Michele Stimac The
Page 39 and 40:
here-and-now becomes past data that
Page 41 and 42:
there-and-then data that need to be
Page 43 and 44:
REFERENCES Brammer, L. (1973). The
Page 45 and 46:
The second set of symbols with whic
Page 47 and 48:
abstracting process when they are a
Page 49 and 50:
example, if the emphasis is on the
Page 51 and 52:
❚❘ MAKING REQUESTS THROUGH META
Page 53 and 54:
❚❘ NONVERBAL COMMUNICATION AND
Page 55 and 56:
Kinesics Movement of the body (head
Page 57 and 58:
Self-Awareness One technique in thi
Page 59 and 60:
Awareness in Situations Within the
Page 61 and 62:
to deal with power and influence, t
Page 63 and 64:
In training there is ample evidence
Page 65 and 66:
Figure 2. Male and Female Ego State
Page 67 and 68:
■ In co-training, the male traine
Page 69 and 70:
❚❘ COMMUNICATING COMMUNICATION
Page 71 and 72:
5. Use as few words as possible to
Page 73 and 74:
Logical, Lecturing Response. “Don
Page 75 and 76:
❚❘ ANYBODY WITH EYES CAN SEE TH
Page 77 and 78:
5. Data from sense organs, fed into
Page 79 and 80:
INTERPRETATION OF “MR. RAT” It
Page 81 and 82:
❚❘ THE FOUR-COMMUNICATION-STYLE
Page 83 and 84:
Shifting Styles Under Stress Our so
Page 85 and 86:
analyze a complex interpersonal iss
Page 87 and 88:
❚❘ JARGON: REDISCOVERING A POWE
Page 89 and 90:
experiencing the solid, down-to-ear
Page 91 and 92:
the good of “the team.” Similar
Page 93 and 94:
etrievals (Fuld & Buschke, 1976). T
Page 95 and 96:
❚❘ UNDERSTANDING AND IMPROVING
Page 97 and 98:
The fourth and final type of inform
Page 99 and 100:
Figure 1. The Communication Model:
Page 101 and 102:
analysis, it may be found that the
Page 103 and 104:
CONGRUENCY Another important elemen
Page 105 and 106:
❚❘ A PRIMER ON SOCIAL STYLES Be
Page 107 and 108:
Figure 1. The Social-Style Profile
Page 109 and 110:
+ - Figure 2. The DRIVER The Pfeiff
Page 111 and 112:
+ - Figure 4. The AMIABLE The Pfeif
Page 113 and 114:
Figure 6. Shared Behaviors Among So
Page 115 and 116:
Other Analytics Perceive you as tho
Page 117 and 118:
Analyticals* Relate to your imagina
Page 119 and 120:
5. Selection. The social-style appr
Page 121 and 122:
Table 1 (continued). The Many Faces
Page 123 and 124:
❚❘ THE FEELINGS VOCABULARY: A T
Page 125 and 126:
MAD High Medium Low Angry Bitter Bo
Page 127 and 128:
USE OF THE LIST IN HUMAN RESOURCE D
Page 129 and 130:
❚❘ USING PERSONALITY TYPOLOGY T
Page 131 and 132:
perceiving). People with an N (intu
Page 133 and 134:
for the unexpected. He or she remai
Page 135 and 136:
Keirsey and Bates Temperaments The
Page 137 and 138:
The Sensing-Perceiving (SP) Manager
Page 139 and 140:
wants to learn the theory or the co
Page 141 and 142:
REFERENCES AND SUGGESTED READINGS K
Page 143 and 144:
This speaker-centered view of commu
Page 145 and 146:
account the many changes that occur
Page 147 and 148:
Process The second major component
Page 149 and 150:
form negative and adverse feelings
Page 151 and 152:
Negotiation of Selves Using the ter
Page 153 and 154:
Barnlund, D.C. (1970). A transactio
Page 155 and 156:
❚❘ OPENNESS, COLLUSION, AND FEE
Page 157 and 158:
(and the members of the system) to
Page 159 and 160:
The third feedback criterion, takin
Page 161 and 162:
❚❘ THE JOHARI WINDOW: A MODEL F
Page 163 and 164:
may be that if the group knew of my
Page 165 and 166:
Figure 4. Ideal Window and Extreme
Page 167 and 168:
The goal of eliciting feedback and
Page 169 and 170:
Descriptive or Evaluative Feedback
Page 171 and 172:
A Representation of Reality What re
Page 173 and 174:
“Waterfall” Design Although thi
Page 175 and 176:
❚❘ GIVING FEEDBACK: AN INTERPER
Page 177 and 178:
problem lies in reaching some mutua
Page 179 and 180:
ehaviors that manifest low self-est
Page 181 and 182:
sessions, participants may cover ev
Page 183 and 184:
other way could you have given her
Page 185 and 186:
APPENDIX: A FEEDBACK CHECKLIST Rati
Page 187 and 188:
❚❘ INTERPERSONAL FEEDBACK AS CO
Page 189 and 190:
Figure 2. Example of Inferential Pr
Page 191 and 192:
❚❘ MAKING JUDGMENTS DESCRIPTIVE
Page 193 and 194:
performance for you in your job wou
Page 195 and 196:
❚❘ ALTERNATIVE DATA-FEEDBACK DE
Page 197 and 198:
Figure 1. The Data-Collection/Feedb
Page 199 and 200:
4. Hope. Not all of the feelings th
Page 201 and 202:
example, people may feel that worki
Page 203 and 204:
and that the formal work group is t
Page 205 and 206:
The key characteristics of this app
Page 207 and 208:
obviously, involves the degree to w
Page 209 and 210:
members of the system (members of t
Page 211 and 212:
Bowers, D.G., & Franklin, J.L. (197
Page 213 and 214:
often rejected by the recipient; an
Page 215 and 216:
initiated the feedback could benefi
Page 217 and 218:
Blumberg, H.H. (1972). Communicatio
Page 219 and 220:
❚❘ THE LOST ART OF FEEDBACK Han
Page 221 and 222:
GUIDELINES FOR EFFECTIVE FEEDBACK T
Page 223 and 224:
is appropriate and will be apprecia
Page 225 and 226:
Giving Feedback: “You Can’t Tel
Page 227 and 228:
They offer a logical and effective
Page 229 and 230:
REFERENCE Blanchard, K., & Johnson,
Page 231 and 232:
Consultant (to the client group):
Page 233 and 234:
Consultant (to Member A): “What i
Page 235 and 236:
saying what you wanted to say in th
Page 237 and 238:
explicitly invites and allows the c
Page 239 and 240:
Evaluation If Wheeler continues to
Page 241 and 242: Lack of time and energy is also a b
Page 243 and 244: ❚❘ ENCOURAGEMENT: GIVING POSITI
Page 245 and 246: child, should never think that he o
Page 247 and 248: ❚❘ CREATING CONDITIONS THAT ENC
Page 249 and 250: Table 1. Obstacles to Mentoring Fea
Page 251 and 252: Similarly, performance appraisal an
Page 253 and 254: structures and systems in the organ
Page 255 and 256: enthusiasm. In settings in which em
Page 257 and 258: opportunity to talk with a third pa
Page 259 and 260: Table 3 (continued). Structural Int
Page 261 and 262: The impact of the physical space of
Page 263 and 264: includes the education and involvem
Page 265 and 266: necessarily defined over time, step
Page 267 and 268: Harrison (1970) suggests that an in
Page 269 and 270: Deal, T.E., & Kennedy, A.A. (1982).
Page 271 and 272: ❚❘ IMPROVING THE USE OF BEHAVIO
Page 273 and 274: most dependent on coding. A simple
Page 275 and 276: model. This would prevent objection
Page 277 and 278: 1. Give participants a verbal model
Page 279 and 280: ❚❘ USING MENTORING FOR PROFESSI
Page 281 and 282: WHY INFORMAL MENTORING AND PERFORMA
Page 283 and 284: implementation are undertaken after
Page 285 and 286: ■ What skills will we need to imp
Page 287 and 288: The process of articulating a philo
Page 289 and 290: In addition, the nine mentors and t
Page 291: developed and successful: How will
Page 295: Dimensions of Attributions There ar
Page 298 and 299: and advantageous attributions for f
Page 300 and 301: Applications in the Managerial Coac
Page 302 and 303: ❚❘ CONFRONTATION: TYPES, CONDIT
Page 304 and 305: In summary, the purposes and motive
Page 306 and 307: dismiss the confrontation and me as
Page 308 and 309: Although creative growth is seldom
Page 310 and 311: ■ The Confidentiality Assumption:
Page 312 and 313: ❚❘ ASSERTION THEORY Colleen Kel
Page 314 and 315: Nonverbal Behavior Each response st
Page 316 and 317: sexist remarks, and handling variou
Page 318 and 319: ❚❘ DEALING WITH ANGER John E. J
Page 320 and 321: DEALING WITH PERSONAL ANGER The obv
Page 322 and 323: ❚❘ CONTRACTING: A PROCESS AND A
Page 324 and 325: costs, courses of action, methods t
Page 326 and 327: A third advantage to contracting is
Page 328 and 329: ❚❘ ENCOURAGING OTHERS TO CHANGE
Page 330 and 331: usiness to intervene, you might mak
Page 332 and 333: 6. If you encounter resistance, shi
Page 334 and 335: could be created in a package deal.
Page 336 and 337: A MODEL OF NEGOTIATION Figure 3 sum
Page 338 and 339: ■ Exploratory moves often are pre
Page 340 and 341: ❚❘ THE NUTS AND BOLTS OF ASSERT
Page 342 and 343:
6. Mutuality: accepting another per
Page 344 and 345:
Rights also imply responsibilities
Page 346 and 347:
2. Fogging. “I can see how you mi
Page 348 and 349:
3. Stating a need with a request fo
Page 350 and 351:
We can follow Les, a fictional part
Page 352 and 353:
SUMMARY This article has discussed
Page 354 and 355:
Bloom, L.Z., Coburn, K., & Pearlman
Page 356 and 357:
McCaffery, M. (1983). Personal mark
Page 358 and 359:
❚❘ A POSITIVE APPROACH TO RESIS
Page 360 and 361:
punished, or “sold” on what the
Page 362 and 363:
❚❘ FOUR CULTURAL DIMENSIONS AND
Page 364 and 365:
■ Change occurs by dethroning tho
Page 366 and 367:
Where individualism is high, a thor
Page 368 and 369:
1. The structure of a communication
Page 370:
❚❘ SOCIAL INTERACTION AND ORGAN
Page 373 and 374:
of defunct cultures. However, some
Page 375 and 376:
form they take, these sequences des
Page 377 and 378:
present as varied a support for his
Page 379 and 380:
a remote outpost or office location
Page 381 and 382:
the culture of the opponents is mod
Page 383 and 384:
epulsion. Groups become cohesive wh
Page 385 and 386:
Jourard, S.M. (1971). Self-disclosu
Page 387 and 388:
about how to develop and use influe
Page 389 and 390:
produce movement or change. Harriso
Page 391 and 392:
managers were seen as transactional
Page 393 and 394:
❚❘ DESIGNING MORE EFFECTIVE ORI
Page 395 and 396:
consistency in linking newcomers wi
Page 397 and 398:
3. First day at work. The new emplo
Page 399 and 400:
IN CONCLUSION: ELEMENTS OF EFFECTIV
Page 401 and 402:
5. The new employee has lunch with
Page 403 and 404:
❚❘ LEGENDARY CUSTOMER SERVICE A
Page 405 and 406:
These efforts dramatically communic
Page 407 and 408:
FUNDAMENTAL 4: LISTEN The fact that
Page 409 and 410:
Every organization must judge its a
Page 411 and 412:
test their talents, and failing to
Page 413 and 414:
❚❘ HOW TO MAKE NEW-EMPLOYEE ORI
Page 415 and 416:
8. Adult-learning concepts guide th
Page 417 and 418:
ORIENTATION-CONTENT CHECKLIST 1 Ins
Page 419 and 420:
ORIENTATION-CONTENT CHECKLIST (cont
Page 421 and 422:
❚❘ SEXUAL DIFFERENCES IN THE WO
Page 423 and 424:
may even suppress female-oriented b
Page 425 and 426:
learn to respect and to deal with t
Page 427 and 428:
no female permanent secretaries in
Page 429 and 430:
Hostile environment harassment occu
Page 431 and 432:
instance “hostile” means that t
Page 433 and 434:
■ ■ ■ ■ ■ ■ ■ To lear
Page 435 and 436:
helpful if the question does not ha
Page 437 and 438:
❚❘ FROM VISION TO ACTION: DETER
Page 439 and 440:
perspective, and she wanted both ma
Page 441 and 442:
Instructions: Rate each of the foll
Page 443 and 444:
❚❘ OPERATIONAL DEFINITIONS: AN
Page 445 and 446:
and end users now define and redefi
Page 447 and 448:
in meaningful ways. Each definition
Page 449 and 450:
uilt on shared expectations and kno
Page 451 and 452:
interpretations of the same or simi
Page 453 and 454:
■ Benchmarking is “. . . the pr
Page 455 and 456:
PRACTICAL APPLICATIONS We usually h
show all

ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?

ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION