TIPS Training in Interpersonal Communications

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TIPS Training in Interpersonal Communications
Providing Feedback Appraising Performance Discipli
ning Delegating Persuading Resolving Conflicts
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Providing Feedback Feedback communication
giving information on some aspect of behavior and
its effect on you.
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• Substantial research shows that feedback leads to
  increased employee performance.
• Can induce goal-setting
• Is a positive reinforcer, showing progress toward
  goals
• If performance inadequate, it may result in
  increased effort

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• 4. Can suggest ways to improve performance
• Induces people to raise their goal sights
• Negative feedback most likely to be accepted when
  
• Coming from a credible source
• Is objective

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Negative feedback supported by hard data has a
better chance of being accepted. Negative
feedback may not be accepted well from new
managers.
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• Techniques
• Focus on specific behavior
• Keep it impersonal discuss the behavior, not the
  person
• Keep it goal-oriented dont just unload
• Make it well timed close to the behavior
  delayed feedback is less effective

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• Ensure understanding have the person re-phrase
• If negative, make sure the behavior is
  controllable by the recipient
• Tailor the feedback to the person consider past
  performance and future potential

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For High performers frequent to prod into
corrective action, but not too frequent Adequate
performers little needed Poor performers
frequent and specific, including negative
consequences
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• Appraising Performance
• Do formal performance appraisals at regular
  intervals 6 months
• Steps
• Establish standards of performance
• Communicate performance expectations
• Gather performance data
• Rate performance
• Discuss in a review session

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Informal appraisals daily all the time Factors
to be rated Depends upon the specifics of
position Personal traits Behavioral rating
scales Job outcomes, goals
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Rating scales using traits are inferior to
behavioral scales or scales measuring specific
job outcomes Begin with standards what are job
duties? Standards should be as objective as
possible
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• The Performance Appraisal
• Tell and sell manager as judge persuade toward
  change
• Tell and listen manager conveys assessments and
  employee responds
• Problem-solving manager as partner working with
  employee to develop employees performance

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• Schedule review in advance and be prepared
• Put the employee at ease
• Be aware that people dont like to be criticized
  dont have confidence in accuracy of appraisal
  overrate themselves
• Be sure employee understands purpose (DONT TIE
  TO PAY!)

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• Minimize threats helpful and constructive
• Obtain employee participation let the person
  talk
• Have employee self-evaluate
• Criticize performance, not person
• Soften tone but not message
• Dont exaggerate
• Use specific examples, not just good or bad

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11. Give positive as well as negative
feedback 12. Have employee sum up 13. Detail
future plan of action and offer assistance
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DISCIPLINING Actions taken by manager to enforce
organizational standards and regulations Disciplin
e related to correction Punishment retribution
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• Types of problems
• Attendance most difficult to handle, most often
  abused includes tardiness, abuse of sick leave
• On the job behaviors insubordination, fighting,
  language, rudeness, not following procedures and
  policies

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• Dishonesty most severe actions taken theft,
  embezzlement, pilfering
• Outside activities garnishment, criminal
  activities, working for competitor bad-mouthing
  the organizaiton

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Discipline not automatically the answer to a
problem Be sure employee has ability and
influence to correct behavior (are there external
factors beyond the employees control?) Discipline
when the person CAN perform but WONT
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• HOT STOVE RULE
• Immediacy increases impact but make sure its
  fair and objective
• Advance warning employee must be aware of rules
  and standards of behavior and consequences
• Consistency each employee, every time (morale)
  clearly justify seeming inconsistencies

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4. Impersonal penalty associated with
violation, not personality of violator Direct
discipline at action, not person Progressive
discipline apply in steps progressively
stronger penalties verbal, written, reprimand,
suspension, demotion, pay cut, dismissal
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• Progressive discipline
• Stronger penalties discourage repetition
• Consistent with court rulings that mitigating
  circumstances should be considered (another
  chance)

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• Follow Due Process
• Presumption of innocence until reasonable proof
  substantiated
• Right to be heard and represented
• Reasonable in relation to offense

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• Mitigating circumstances reasonable in relation
  to offence
• Consider
• Seriousness of problem (dishonesty vs lateness)
• Duration other previous problems how long ago?
• Frequency and nature part of pattern?

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• 4. Work history how long work quality,
  performance
• 5. Factors outside employees control (death in
  family)
• 6. Degree of warning previously warned? Formal
  written rules?
• History of discipline practices similar
  infractions in past
• Implications for other employees - impact

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• Applying principles
• 1st do homework, get facts and document
• Was ample warning provided? Document warning(s)
• Act in timely fashion
• Conduct in private (praise publicly, blame
  privately)
• Calm, serious tone
• Be specific about the problem discuss effect
  and why cant continue

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• 7. Keep it impersonal
• 8. Get the employees story
• Keep control of discussion dont allow
  dialogue
• Agree on how mistakes can be prevented in future
• Consider mitigating circumstances
• Fully document the session

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DELEGATING Stresses transfer of authority from
manager to subordinate Different from
participation subordinates make decisions on
their own
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• Four-step process
• Allocation of duties
• Delegation of authority
• Assignment of responsibility
• Creation of accountability
• Note Authority in excess of responsibility
  creates opportunity for abuse

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• Delegation is NOT abdication, when PROPERLY done
• You cant do everything yourself you must learn
  to delegate in order to be effective in your
  position
• Expect and accept mistakes
• Establish controls to ensure that cost of
  mistakes doesnt exceed value of learning

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• Why delegate?
• It frees up your time
• It can improve decision making by pushing
  decisions lower in organization
• It helps develop subordinates
• It enhances subordinate commitment
• It improves relationships with subordinates

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• Determinates of delegation.
• Three factors
• Managers perception of employees competence
  (most important)
• Importance of decision (less important get
  delegated)
• Managers workload
• (Manager personality plays relatively minor role)

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• How to delegate
• Clarify assignment provide enough information
• Specify range of discretion set up constraints
  allowace enough authority
• Allow person to participate in determining how
  much authority is needed

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• 4. Inform others of delegation decision those
  who may be affected
• Establish feedback controls initially agree on
  spot checks, time for completion
• When problems surface, insist on recommendations
  from employee dont let the person dump the
  problem back on you

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USING ORAL PERSUASION Persuasion Conscious
verbal manipulation of symbols to induce others
to take action Persuasion preserves freedom feel
they are acting of their own accord Persuasion
vs Authority Authority works well with
subordinates but not peers, superiors, other
outside your command
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Even in authority situations, persuasion may work
best Authority implies obligation People more
likely to respond with enthusiasm and commitment
if persuaded rather than commanded Persuasion may
motivate employees better than authority
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• Three general strategies
• Credibility establish trust, confidence.
  Credibility must be earned, by competence,
  through character, enhanced through personality
• Reasoning logic answer why? Anticipate
  negative responses
• Reasons must be supported by facts, must have
  impact

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• Emotional appeal language
• Emotion can be stimulus to action, and is most
  effective when combined with reasoning

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• Tactics
• Active facilitative prepared and organized
  state views with conviction ask for information
  make recommendations be willing to negotiate
  take the initiative

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• Passive facilitative- do nothing remain silent
  and wait let others do the speaking
• Active inhibiting winging it stating views
  tentatively unwiling to negotiate aggressive,
  criticizing changing subject rejecting ideas

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• Passive inhibiting failures of omission
  withholding information not paying attention
  leaving issues ambiguous failing to give praise
  or appreciation
• Points
• There is always potential for failure
• Active approach not always preferable
• Active/Passive depends on whom youre trying to
  influence

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RESOLVING CONFLICTS Uses goal setting, listening,
feedback, oral persuasion skills
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• Key conflict skills
• Assess your conflict-handling style
• Choose your battles not every conflict
  justifies action
• Evaluate the players who is involved? What
  interests?
• Assess the source

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Conflict sources Communication differences
semantics, misunderstandings, noise Structural
differences hierarchy, rules, goals, decision
alternatives resource allocation Personal
differences chemistry, background, values
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• 5. Know your options avoidance, accommodation,
  forcing, compromise, collaboration
• Select the best option, by
• Looking at style
• Looking at goals
• Considering the source

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Goals Importance of the issue Concern over
maintaining long-term interpersonal
relations Speed with which need to resolve If
issue is critical to success of organization,
collaboration essential If need to resolve
quickly, use forcing
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If sustaining supporting relationships important,
use accommodation, collaboration,
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Communication-based conflicts misunderstanding
collaboration Personal differences most
susceptible to avoidance (too deeply
entrenched) Structural conflicts use most of
the strategies