1. When problems occur in organizations, they are frequently attributed to a breakdown in communication.

The communication process may get more than its share of the blame for some breakdowns that result from organizational or leadership problems. But there is some truth to the common perception that communication is problematic.

In this exercise you will have the opportunity to consider how you might improve your own communication from two sides of the table—coaching/disciplining an employee; and receiving coaching/disciplining from a manager.

Step 1: Get into groups and read the scenario.

Your professor will organize you in small groups of three or four students.

Scenario: Chalet is a fi ne dining restaurant in a ski resort setting. The restaurant is well known for its gourmet cuisine, fi ne wine selection, and outstanding service.

Dinner for two at Chalet would typically cost $100 or more. A key management responsibility at Chalet is the training and development of wait staff. Service quality is carefully monitored and standards rigorously maintained.

In exchange for meeting these demanding standards, Chalet wait staff are well-compensated and enjoy good benefi ts. As time permits, you should complete conversations in which you play each of the following roles: Dennis/Denise (new wait staff member with three months of experience at Chalet); Christy/Chris (service manager); and D.J./R.J. (communication consultant to Chalet).

Here are some basic facts of the situation:

• The service manager has not directly observed any problems with Dennis/Denise interacting with customers of the restaurant.

• Over this past busy weekend three tables of customers reported problems with the service they received from Dennis/Denise. Only one other table received any negative feedback at all during the weekend, and that concerned the quality of a particular dessert item.

• The reports about Dennis/Denise were rather vague—“server seemed distant, unresponsive” and

“acted aloof, like we were a bother.”

• Christy/Chris, the service manager, did catch the tail end of what seemed like an argument between Dennis/Denise and one of the cooks on Friday night. When the cook was asked about the incident, she said, “It was nothing . . . usual cook versus server stuff.”

• Dennis/Denise needs this job to pay for college, and is taking a full load of classes.

The role play should involve a brief conversation (fi ve to seven minutes) initiated by Christy/Chris on Monday afternoon prior to opening. The focus of this conversation should be to coach and/or discipline regarding the concerns of the previous weekend. Those playing the role of communication consultant should take notes and provide feedback on the communication in this conversation

(strengths and areas for improvement). As time allows, rotate roles after completing a conversation and hearing consultant feedback.

Step 2: Do the role play. Complete a role play conversation with one person playing the role of the service manager (Christy/Chris) and another person playing the role of the wait staffer (Dennis/Denise). Communication consultant(s) should listen and take notes in order to provide feedback to the two individuals who are roleplaying the coaching/discipline conversation.

Step 3: Give feedback. Communication consultant(

s) should give feedback to the role players at the conclusion of the conversation, considering key aspects of communication discussed in this chapter.

Step 4: Switch roles. Switch roles and repeat the role-play conversation and post-conversation feedback as time allows.

Step 5: Debrief as a class. What challenges face the communicators in this scenario? Which role was most diffi cult for you, and why? Why is it important for managers to do coach and discipline effectively? Why might managers avoid (or underutilize) this form of communication?