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Training In Interpersonal Skills TIPS For Managing People At Work 6th Edition Stephen Robbins, Philip Hunsaker - Solutions
Watch several episodes of a TV series. Determine incidences of people trying to develop others. Do they assist or educate, coach or counsel? How effectively do they use the skills described in this chapter?
Ask a coach of a local sports team (high school, college, club, or professional) for permission to observe him or her at work. Spend a few hours watching the coach do his or her job.How do this coach’s behaviors match up with those in the Behavioral Checklist?
What are three things you should always do when developing others and why?
What are three things you should never do when developing others and why?
How can you tell if are being effective in helping others? When is a coaching or counseling job completed? When is a mentoring job completed?
Which of the earlier skills in this course contribute to coaching and counseling? How do they relate?
How is coaching similar to counseling? How are the two different?
How have your parents served as helpers for your development? What did they do that was particularly helpful? What could they have done better?
Think of a particularly effective mentor or coach you had in high school, college, or any other situation (e.g., sports, debate, music). Describe why he or she was so effective. How do this helper’s qualities match up with those in the Behavioral Checklist?
Compare the sales manager’s behaviors to those for developing subordinates on the Behavioral Checklist. How well did the manager do in helping Mike? What could he have done better?
Is this manager acting as a coach or a counselor? What did he do that causes you to say this?
Set 10 personal and academic goals that you want to achieve by the end of this year.Prioritize and rate them for difficulty.
Set specific and challenging goals for yourself in this class. Do the same for your other classes.
Where do you want to be in 5 years? Write out three specific goals you want to achieve in 5 years. Make sure they are specific, challenging, and verifiable. Share your goals with a classmate and get feedback.
Explain what an instructor can do to use goal setting with students in a classroom.
What barriers in an organization can you identify that might limit the effectiveness of a goal-setting program? How can these barriers be overcome?
How does goal setting deal with employees who have multiple goals, some of which are conflicting?
Does goal setting emphasize short-term results at the expense of long-term effectiveness?
Which communicating across cultures behavior do I want to improve the most?
How can you test the accuracy of your observations and conclusions of your interactions with someone from another culture with the persons involved or with some other source who has relevant cultural knowledge?
When you are experiencing a cross-cultural situation, how can you effectively evaluate what is going on through description, checking your own cultural interpretation, and thinking about the other culture’s interpretation?
How can you become more aware of cross-cultural situations that you may respond emotionally to? What are some of the ones you are presently aware of?
How and when will I measure my success?more likely to be off base?
When will I do them?
What specific things will I do to improve? (For examples, see the Reinforcement Exercises.)
What potential obstacles stand in my way?
Why? What will be my payoff?
Which behavior do I want to improve the most?
Would you criticize a good friend who has a mannerism (speech, body movement, style of dress, or the like) that you think is inappropriate and detracts from the overall impression that he or she makes? If not, why wouldn’t you? If so, how would you do it?
Some jobs provide their incumbents with internal feedback, thus lessening the need for the manager to provide feedback. Give some examples of jobs that provide a lot of internal feedback. Now give some examples of jobs for which the feedback responsibility falls heavily on the manager.
Relate the feedback concepts in this chapter to your knowledge of how parents are supposed to raise children properly.
Contrast the effects from positive and negative feedback.
How and when will I measure my success?
When will I do them?
What specific things will I do to improve? (For examples, see the Reinforcement Exercises.)
What potential obstacles stand in my way?
Why? What will be my payoff?
Which listening behavior do I want to improve the most?
Watch one of your favorite TV shows without the volume on. How much of the show did you understand? Why?
Spend an entire day fighting your urge to talk. Listen as carefully as you can to everyone you talk to and respond as appropriately as possible to understand, but not to make your own point.
During your next telephone conversation, close your eyes and concentrate on being an effective listener; for example, ask questions and paraphrase. Then ask yourself: Did I get more out of the conversation?
In another class—preferably one with a lecture format—practice active listening. Ask questions, paraphrase, and exhibit affirming nonverbal behaviors. Then ask yourself: Was this harder for me than a normal lecture? Did it affect my note taking? Did I ask more questions?Did it improve my
Are you a contact or a noncontact person? How does your preference for closeness affect your interpersonal communications with others?
Who do you find it easiest to listen to? Why? Is this person a good listener also? What behaviors make you think so?
Have you taken a formal speech course? If so, did it include listening skills? Is there a bias in our society toward speaking over listening?
Does everyone you work with and everything they have to say deserve your effective listening skills? Explain.
How do your personal values distort your interpretation of meaning? What are some examples?
“Symbols, not meanings, are transferred from sender to receiver.” Discuss this statement and its ramifications for effective listening.
A speaker’s looks or accent can enhance the content and your understanding of the message.APPLICATION QUESTIONS
The effective listener uses idle brain time to get the big picture from the speaker’s message.True False
You should let speakers complete their thoughts before you try to respond.True False
If you can’t paraphrase a speaker’s message, something was missing from the speaker’s explanation.True False
Efficient listeners listen to what is being said and, at the same time, develop a response.True False
The effective listener maintains constant, penetrating eye contact with the speaker.True False
The first step toward effective listening is the motivation to make the effort.True False
Empathy means reading nonverbal as well as verbal messages.True False
One of the essential requirements for being an active listener is to anticipate what the speaker is going to say.True False
Active listening is hard work.True False
How and when will I measure my success?True False
When will I do them?
What specific things will I do to improve? (For examples, see the Reinforcement Exercises.)
What potential obstacles stand in my way?
Why? What will be my payoff?
Which message-sending behavior do I want to improve the most?
You have just joined a large firm as a manager. How can you apply your communication skills to increase the probability of succeeding in this job?
Ask some of your friends if your verbal messages are usually congruent with your body language. Ask them if they can give examples.
The next time you make a formal oral presentation in class or at a meeting, ask someone to observe what you do well when sending messages and what you can improve on.
Ask some of your friends if they can think of times when others communicated unethically to them. What were the circumstances? Why did this happen? What were the consequences?
Watch five television commercials. How do they attempt to send messages to keep the viewers’ attention and effectively convince them of the value of the product or service being advertised?
Have you ever communicated unethically to anyone? Why did this happen? What were the circumstances? What were the consequences?
Pick someone in the class whom you feel is a good speaker and is easy to listen to. What communication behaviors does this person exhibit? Are all of them positive?
Have you ever held back information that you should have disclosed? What was the result?Have you ever disclosed things you wish you hadn’t? What happened?
Remember a time when you were unable to communicate a message effectively. What was the root of your problem? What can you do to prevent a recurrence?
Think of one of the most effective professors you have had. What does the professor do to send messages to the class successfully?
What message-sending skills do you still wish to improve?
What are your strengths when sending messages?
How would you now describe your message-sending behavior in a problem-solving group?
Sam says to Jane after she has agreed to substitute for him by giving a presentation to a client, “You’re really wonderful.” What might Sam have said to describe his feelings more accurately?
You hear a passenger say to a taxi driver, “Do we have to drive this fast?” What might the passenger have said to describe his or her feelings openly?
Sally abruptly changed the subject after Ann made a comment. What might Sally have said to describe her feelings more openly?
During a group meeting, you hear John tell Bill, “Bill, you’re talking too much.” What might John have said to describe his feelings more accurately?
You notice that a person in the group who was talking a lot has suddenly become silent.What might the person have said to describe his or her feelings openly?
One person asks another, “Why can’t you ever be anyplace on time?” What might the first person have said that would have described his or her feelings better?
When in doubt, check it out with a clarifying question.Feeling Statements in Interpersonal Situations
Senders should use the phrase “everyone feels this way” to avoid personal conflict with receivers.True False
A warm, friendly, supportive attitude is conducive to personal credibility.True False
Nonverbal messages can provide effective feedback.True False
Communications are unethical when they prevent another person from securing information relevant to a choice.True False
Human interaction and interpersonal relationships cannot exist without communication.True False
You should obtain feedback to check how accurately the receiver decoded your message.True False
It is more important to be efficient than effective when communicating.True False
Successful communications depend on overcoming sources of noise.True False
Effective communication occurs when the sender sends all information.True False
Emotional intelligence can compensate for low cognitive intelligence.True False
Relationship management is the ability to connect with others in ways that build positive relationships.True False
People with high social awareness are more capable of understanding divergent points of view.True False
Socially aware people are empathic.True False
Self-management is the ability to suppress or deny your emotions.True False
“Gut feelings” can provide useful information about difficult decisions.True False
Self-awareness is recognizing and understanding your own emotions.True False
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