Organizational and family development consult (ofadec)

COMMUNICATION SKILLS IMPROVEMENT

ORGANIZED AND PRESENTED BY: NABITIRI PAUL
7/14/2015

Communication Skills, Improving Interpersonal Relations, Team Building And Stress

Management

PREPARED FOR VIAGROFORESTRY PROJECT – UGANDA STAFF

 PART 1: UNDERSTANDING COMMUNICATION

WHAT is communication?

• Communication is the exchange of information, thoughts or feelings between 2 or

more people.
Purpose is to:

• Foster understanding
• Improve interpersonal relations
• Get desired action/response
• Persuade
• Convey information

Demonstration: Say what you mean, mean what you say

The communication process

Source...

As the source of the message, you need to be clear about why you're communicating, and what
you want to communicate. You also need to be confident that the information you're
communicating is useful and accurate.

Message...

The message is the information that you want to communicate.

Encoding...

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This is the process of transferring the information you want to communicate into a form that
can be sent and correctly decoded at the other end. Your success in encoding depends partly on
your ability to convey information clearly and simply, but also on your ability to anticipate and
eliminate sources of confusion (for example, cultural issues, mistaken assumptions, and missing
information.) A key part of this is knowing your audience: Failure to understand who you are
communicating with will result in delivering messages that are misunderstood.

Channel...

Messages are conveyed through channels, with verbal including face-to-face meetings,
telephone and videoconferencing; and written including letters, emails, memos, and reports.

Different channels have different strengths and weaknesses. For example, it's not particularly
effective to give a long list of directions verbally, while you'll quickly cause problems if you
criticize someone strongly by email.

Decoding...

Just as successful encoding is a skill, so is successful decoding (involving, for example, taking the
time to read a message carefully, or listen actively to it.) Just as confusion can arise from errors
in encoding, it can also arise from decoding errors. This is particularly the case if the decoder
doesn't have enough knowledge to understand the message.

Receiver...

Your message is delivered to individual members of your audience. No doubt, you have in mind
the actions or reactions you hope your message will get from this audience. Keep in mind,
though, that each of these individuals enters into the communication process with ideas and
feelings that will undoubtedly influence their understanding of your message, and their
response. To be a successful communicator, you should consider these before delivering your
message, and act appropriately.

Feedback...

Your audience will provide you with feedback, verbal and nonverbal reactions to your
communicated message. Pay close attention to this feedback, as it is the only thing that allows
you to be confident that your audience has understood your message. If you find that there has
been a misunderstanding, at least you have the opportunity to send the message a second
time.

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Context...

The situation in which your message is delivered is the context. This may include the
surrounding environment or broader culture (corporate culture, international cultures, and so
on).

Removing Barriers at All These Stages

To deliver your messages effectively, you must commit to breaking down the barriers that exist
in each of these stages of the communication process.

Let's begin with the message itself. If your message is too lengthy, disorganized, or contains
errors, you can expect the message to be misunderstood and misinterpreted. Use of poor
verbal and body language can also confuse the message.
Barriers in context tend to stem from senders offering too much information too fast. When in
doubt here, less is oftentimes more. It is best to be mindful of the demands on other people's
time, especially in today's ultra-busy society.

Once you understand this, you need to work to understand your audience's culture, making
sure you can converse and deliver your message to people of different backgrounds and
cultures within your own organization.

Types of communication

 Verbal/oral
 Non – verbal
 Written

For effective communication, there must be

• Attention by both sender and receiver

• Intention: (Why you want to communicate)
• Clear message
• Feedback (It must be two way)

Poor communication is where:

• Poor attention is given

• Message is weak or unclear
• Listener doesn’t want to hear (blind man and the crow)
• Speaker is uncertain if listener understands (good morning – ntunda amenvu)

Steps to good communication

• Message must be clear and understandable

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 • There should active listening
• Listener must respond
• Speaker should know whether he/she is understood

Barriers to good communication:

• Lack of attention
• Speaker isn't confident or organized
• Unclear message
• No feedback leading to an incomplete cycle.
• Distortion of information by either party
• Confusion over word meaning
• Asking wrong questions
• Wrong attitudes/bias
• Argument instead of dialogue

Communication blocks.

 Giving orders: Usually leads to resentment by our partners even if its not
openly expressed
 Threatening:Shows that we as facilitators have power and that others aren’t
important
 Moralizing; Condemning our partners

 Criticizing; ridiculing other people’s feelings

 Giving advice; is another way of saying that I know better than you do.

Communicating to influence:

 Credibility
 Objectivity
 Knowledge

Aids to good communication

• Passive listening
• Acknowledgements
• Door openers
• Active listening
• Paraphrasing

Factors that make a good listener

• Patience
• Body language
• Attentive
• Show interest

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 • Politeness
• Objectivity
• Empathy

Benefits of good listening

 Improves morale
 Timesaving
 Avoid misunderstandings and confusion
 Makes one a better leader

Characteristics of a poor listener (poor listening habits)

• Ignores what you partner is saying inattention

• Bias / negative attitudes
• Pre-occupation
• Being judgmental
• Interrupting
• Excessive talking
• No eye contact
• Finishing other peoples sentences
• Tone of voice
• Jumping to conclusions.

Communicators’ attitude

 Show respect for the receipient’s individuality and experience.

 Be sensitive to your language so that learners are not offended.
 Be open to different perspectives.
 Treat the listeners as individuals rather than as a group of people who are alike.
 Establish trust with listeners so that they can open up to you.
 Use enabling questions like what, how, when and avoid dis-enablers like, why? This is
because community members don’t want to feel like they are being interrogated.

How do we create a non-threatening environment

This will be determined by the way we communicate. Poor communication skills will make
our work with communities and one another very difficult. The quality of information and
the level of participation will be determined by the way we communicate, therefore it is
important that we learn how to communicate effectively both at individual and group level.
Communication is both verbal and non-verbal (through body language).

Non verbal communication through body language

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This refers to the way we behave, the message given by our bodies, when we interact with
others. Good body language is normally more important in ensuring successful
communication than what we actually say.

Examples of good and bad gestures

Good gestures Bad gestures

Hugging Finger pointing
Shaking hands Pocketing
Clapping Standing akimbo
Eye contact (face to face) Wearing mini dresses
Nodding Holding brief case
Smiling (where necessary) rejecting offers
Etc.
Verbal communication

What we say and the manner in which we say it hamper or facilitate communication.

PART 2: IMPROVING INTERPERSONAL RELATIONS

The Johari Window, named after the first names of its inventors, Joseph Luft and Harry
Ingham, is one of the most useful models describing the process of human interaction. A
four paned "window," as illustrated above, divides personal awareness into four different
types, as represented by its four quadrants: open, hidden, blind, and unknown. The lines
dividing the four panes are like window shades, which can move as an interaction
progresses.

Quadrant 1: Open Area

What is known by the person about him/herself and is also known by others.

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Quadrant 2: Blind Area, or "Blind Spot"

What is unknown by the person about him/herself but which others know. This can be simple
information, or can involve deep issues (for example, feelings of inadequacy, incompetence,
unworthiness, rejection) which are difficult for individuals to face directly, and yet can be seen
by others.

Quadrant 3: Hidden or Avoided Area

What the person knows about him / herself that others do not.

Quadrant 4: Unknown Area

What is unknown by the person about him/herself and is also unknown by others.

The process of enlarging the open quadrant vertically is called self-disclosure, a give and take
process between the person and the people he/she interacts with.

THE JOHARI WINDOW IN A TEAM CONTEXT

Keep in mind that established team members will have larger open areas than new team
members. New team members start with smaller open areas because little knowledge about
the new team member has yet been shared. The size of the Open Area can be expanded
horizontally into the blind space, by seeking and actively listening to feedback from other group
members.

Group members should strive to assist a team member in expanding their Open Area by
offering constructive feedback. The size of the Open Area can also be expanded vertically
downwards into the hidden or avoided space by the sender’s disclosure of information,
feelings, etc about himself/herself to the group and group members.

Also, group members can help a person expand their Open Area into the hidden area by asking
the sender about himself/herself. Managers and team leaders play a key role here, facilitating
feedback and disclosure among group members, and by providing constructive feedback to
individuals about their own blind areas.

KEY POINTS:

In most cases, the aim in groups should be to develop the Open Area for every person.

Working in this area with others usually allows for enhanced individual and team effectiveness
and productivity. The Open Area is the ‘space’ where good communications and cooperation
occur, free from confusion, conflict and misunderstanding.

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Self-disclosure is the process by which people expand the Open Area vertically. Feedback is the
process by which people expand this area horizontally.

By encouraging healthy self-disclosure and sensitive feedback, you can build a stronger and
more effective team

JOHARI - A MODEL FOR SOLICITING AND GIVING FEEDBACK

The process of giving and receiving feedback is one of the most important concepts in training.
Through the feedback process, we see ourselves as others see us. Through feedback, other
people also learn how we see them. Feedback gives information to a person or group either by
verbal or nonverbal communication. The information you give tells others how their behavior
affects you, how you feel, and what you perceive (feedback and self-disclosure). Feedback is
also a reaction by others, usually in terms of their feelings and perceptions, telling you how
your behavior affects them (receiving feedback).

A model known as the Johari Window illustrates the process of giving and receiving feedback.
Psychologists Joseph Luft and Harry Ingham developed the window for their group process
program. Look at the model above as a communication window through which you give and
receive information about yourself and others. Look at the four panes in terms of columns and
rows. The two columns represent the self; the two rows represent the group. Column one
contains "things that I know about myself;" column two contains "things that I do not know
about myself." The information in these rows and columns moves from one pane to another as
the level of mutual trust and the exchange of feedback varies in the group. As a consequence of
this movement, the size and shape of the panes within the window will vary.

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1. The first pane, the "Arena," contains things that I know about myself and about which
the group knows. Characterized by free and open exchanges of information between myself
and others, this behavior is public and available to everyone. The Arena increases in size as the
level of trust increases between individuals or between an individual and the group. Individuals
share more information, particularly personally relevant information.

2. The second pane, the "Blind Spot," contains information that I do not know about
myself but of which the group may know. As I begin to participate in the group, I am not aware
of the information I communicate to the group. The people in the group learn this information
from my verbal cues, mannerisms, the way I say things, or the style in which I relate to others.
For instance, I may not know that I always look away from a person when I talk... or that I
always clear my throat just before I say something. The group learns this from me.

3. Pane three, the "Facade" or "Hidden Area," contains information that I know about
myself but the group does not know. I keep these things hidden from them. I may fear that if
the group knew my feelings, perceptions, and opinions about the group or the individuals in the
group, they might reject, attack, or hurt me. As a consequence, I withhold this information.
Before taking the risk of telling the group something, I must know there are supportive
elements in our group. I want group members to judge me positively when I reveal my feelings,
thoughts, and reactions. I must reveal something of myself to find out how members will react.
On the other hand, I may keep certain information to myself so that I can manipulate or control
others.

4. The fourth and last pane, the "Unknown," contains things that neither I nor the group
knows about me. I may never become aware of material buried far below the surface in my
unconscious area. The group and I may learn other material, though, through a feedback
exchange among us. This unknown area represents intrapersonal dynamics, early childhood
memories, latent potentialities, and unrecognized resources. The internal boundaries of this
pane change depending on the amount of feedback sought and received. Knowing all about
myself is extremely unlikely, and the unknown extension in the model represents the part of
me that will always remain unknown (the unconscious in Freudian terms).

Individual Goals within a Group

In a small group, each member can work toward an individual goal as well as the group's goal.
For example, let's say that your goal is to decrease the size of your Blind Spot (window-pane
two). In other words, you want to move the vertical line to the right in the window. The size of
the Arena and Facade panes will increase as the size of the Blind Spot and Unknown panes
decreases. The Blind Spot contains information the group knows about you, but you do not
know. The only way you can learn this information is to seek feedback from the group. If you
solicit feedback consistently and remain receptive to that feedback, the size of your Blind Spot
will decrease.

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Suppose you decide to reduce the Facade pane, i.e., move the horizontal line down. This
window contains information you have hidden from the group. You can reduce the size of this
window by telling the group or group members about your perceptions, feelings, and opinions
about things in others and yourself. This feedback tells the group exactly where you stand; they
no longer need to guess about the meaning of your actions. As you disclose more information
about yourself, you decrease the size of your Facade pane.

The Johari window panes are interdependent. Changing the size to one pane forces the size of
corresponding panes to change also. In the previous examples, when you reduced the size of
the Blind Spot or Facade panes through giving and soliciting feedback, you increased the size of
the Arena pane.

In the process of giving and asking for feedback, you may tend to do much more of one than
the other. This creates an imbalance between giving and asking for feedback. This imbalance
may affect your effectiveness in the group and the group members' reactions to you. The
amount of feedback shared and the ratio of giving versus soliciting feedback affect the size and
shape of the Arena.

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Study the four windows below. Each characterizes extreme ratios of soliciting and giving
feedback. Think how a person described in each window might appear to you in a small group

1. Ideal window

BS

F U

A person with above window is likely to be:

- An extrovert
- Friendly and open
- Trustworthy
- Outgoing etc

The Ideal Window in the first example reflects a high degree of trust in the group or in any
relationship significant to the person. If you are in this window, the size of your Arena increases
because of your increased trust level in the group. The norms developed by your group for
giving and receiving feedback facilitate this kind of exchange. The large Arena suggests that
much of your behavior is open to your group members. Because of your openness, other group
members do not need to interpret (or misinterpret) or project more personal meanings into
your behavior. They understand your actions and words, and they know you are open to
soliciting and giving feedback.

You do not need a large Arena with everyone. Your casual acquaintances may see this kind of
openness as threatening or inappropriate because of the relationship you have with them. The
more open you are in dealing with others, the fewer games you play in relationships.

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 2. Interviewer(The Large Facade Window)

A BS

F U

A person with above window is likely to be:

- An interviewer
- Has low self awareness
- Raises suspicion
- Distrusted
- Hard to understand
- One who hides personal opinions

Window number two suggests a person who characteristically participates by asking questions
but not giving information or feedback. If you are in this window, the size of your Facade relates
to the amount of information you provide to others. You may respond to the group norm to
maintain a reasonable level of participation by asking for information. You intervene by asking
questions such as: "What do you think about this?" "How would you have acted if you were in
my shoes?" "How do you feel about what I just said?" "What is your opinion of the group?" You
want to know where other people stand before you commit yourself. You do not commit
yourself to the group, making it difficult for them to know where you stand on issues. At some
point in your group's history, other members may have confronted you with a statement similar
to this one: "Hey, you are always asking me how I feel about what's going on, but you never tell
me how you feel." This style, characterized as the Interviewer, may eventually evoke reactions
of irritation, distrust, and withholding.

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3. Bull-in-the-china-shop (The Blind Spot Window)

BS

A
F U

A person with above window is likely to be:

- A poor listener
- Talks a lot
- Hates correction
- Proud
- Insensitive of own behavior on others
- Hot tempered

Window number three suggests a person who characteristically participates primarily by giving
feedback but soliciting very little. If you are in this window, you tell the group what you think of
them, how you feel about what is going on in the group, and where you stand on group issues.
You may lash out at group members or criticize the group as a whole and view your actions as
being open and above board. For some reason, you either appear to be insensitive to the
feedback you get or do not hear what group members tell you. Either you may be a poor
listener or you may respond to feedback in such a way that group members are reluctant to
continue to give you feedback. Members get angry, cry, threaten to leave. As a consequence,
you do not know how you are coming across to other people or what impact you have on
others. Because you do not correct your actions when you receive group feedback, you appear
out of touch, evasive, or distorted. You continue to behave ineffectively because of your one-
way communication (from you to others). Since you are insensitive to the group’s steering
function, you do not know what behaviors to change.

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 4. Turtle (The Unknown Window)

A BS

A person with above window is likely to be:

- One who is an introvert

- Neither gives nor solicits feedback
- An observer
- Hard to stimulate
- Can commit suicide
- Mysterious

The fourth window suggests a person who characteristically participates by observing. If you
are in this window, you do not know much about yourself, nor does the group know much
about you. You may be the silent member in the group who neither gives nor asks for feedback.
The "soliciting" and "giving feedback" arrows are very short. Group members find it difficult to
know where you stand in the group or where they stand with you. You are the mystery person.
You appear to have a shell around you, insulating you from other group members. If group
members confront you about your lack of participation, you may respond with, "I learn more by
listening." While you may find it painful to participate actively, you will learn considerably more
than you would if you choose to participate passively. Your shell keeps people from getting in
and you from getting out. You will expend a considerable amount of energy maintaining a
closed system because of the pressure which group norms exert on your behavior.

Note: The goal of soliciting feedback and self-disclosure or giving feedback is to move
information from the Blind Spot and the Facade into the Arena, where everyone accesses it.
The process of giving and receiving feedback moves new information from the Unknown into
the Arena. You have an "Aha" experience when you suddenly perceive a relationship between a
here-and-now transaction in the group and a previous event. You gain insight and inspiration
from these experiences.

It takes practice to give non threatening feedback. You must develop sensitivity to other
people's needs and be able to put yourself in another person's shoes. Be accepting of yourself
and of others to make your feedback more valuable to others.

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 PART 3: TEAM BUILDING SKILLS

OBJECTIVES

To ensure that participants understand the importance of team building for improved work
performance.

WHY TEAMS AND TEAM WORKING

 The current trend/idea / different

 The demands of today’s competition
 The complex organizational environment
 Participative management
 Member’s satisfaction through empowerment.

TEAMS AND TEAM BUILDING

 Improved quality and quantity of output.

 Staff self management.
 Reduced conflict, turnover and absenteeism.
 Sense of dignity and self-worth.

NEED FOR TEAM WORK

 Complexity of work process.

 Efficient way of tackling problems.
 Efficient way of tackling process improvement.

UNDERSTANDING TEAMS/TEAM BUILDING

Team:
It is a small number of people with complementary skills who are committed to a common
goal or purpose, performance targets and approach for which they hold themselves
accountable.

 The group is distinct from an ordinary group by possessing the following attitudes:
 Common purpose.
 Recognition of belonging to same unit.
 Interdependence of functions.

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 Norms, values which regulate behavior

ADVANTAGES OF TEAMS

TO THE ORGANIZATION

 Timely completion of tasks

 Client Satisfaction
 Faster achievement of goals
 Innovation and creativity.
 Reduced differences, conflict and turnover
 Restoration of members’ dignity.
 Staff satisfaction due to empowerment.

TO INDIVIDUALS:

 Shared knowledge / ideas

 Team assistance in carrying tasks
 Participation in management
 Planning/scheduling /decision making/problem solving/work analysis/evaluation.
 Increased knowledge of division/section activities.
 Better working environment where there is understanding of employees.
 Ability of employees to identify possible causes for success and failure of
performance.

TYPES OF TEAMS

 Strategic Teams – Determine strategy, core values, policies, structure, resource

allocation and integration.
 Management Teams: Managers responsible for distinct technology/work area.
 Project teams – Formed temporarily to accomplish time bound tasks.
 Coordination Teams – Part time groups that manage interfaces and co-ordinate
complex tasks
 Think-Tank Teams – Act as catalysts and supporters of decision making.
 Work Groups – Teams that complete core tasks of the Organization.

STAGES OF TEAM DEVELOPMENT

INFORMING (awareness)

 Team concept not yet developed Procedural issues consuming time, rules, limits
purpose and direction.
 Leader tells and shows.
 Members identify tasks, boundaries and rules information and resources needed.

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STORMING (Conflict)

 Leader: Coaching and selling

 Members: establish positions, challenge their ideas and set ground rules and build
trust.
 Encourage openers /democratic/openness discussion.
 Avoid win/lose situations.

NORMING (Cooperation)

Leader: Supporting and participating

Team: Develop cohesiveness
 Cooperate, exchange ideas and opinion
 Lay down standards and norms.
 Encourage mutual support.
 Procedural and other conflicts minimized

CHARACTERISTICS

 Greater value of people for their difference

 Purpose clarification and establishment of objectives
 Systematic collection of information.
 Consideration of all options.
 Preparation of detailed plans
 Progress review.

PERFORMING (PRODUCTIVITY)

 The Leader delegates

 Members trust each other/develop commitment.
 Leader recognize need to develop members.
 Solutions begin to emerge / real progress made.

TEAM RESPONSIBILITIES

 Setting team goals /objectives

 Selecting team members.
 Preparing annual work plans/budgets
 Assessing performance.
 Analyzing work problems
 Enhancing quality of output.
 Resolving technical problems.

MEMBERS RESPONSIBILITIES

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 To communicate – in a positive way.
 To share – information that has impact on the team.
 To cooperate – need for sacrificing own goals for team advantage.
 To contribute - Expected to share and give experience.
 To involve others – Ensure that no one is left out.

DESIGNING /BUILDING A TEAM

 Developing a vision and a mission

 Clarify roles, boundaries and expectations.
 Plan to transfer responsibility.
 Determine the best structure
 Understand the purpose of the team

SELECTING TEAM MEMBERS:

 Membership should comprise of people with relevant knowledge and experience to

the process / problem solving.

ACTION TO BE TAKEN:

 Develop profile sheet for each person and position on the team which should
include.
 Previous experience on a team.
 Previous work experience.
 Technical skills required.
 Communication skills
 Willingness to take responsibility.
 Self-confidence.
 Appropriate education.

SELECTING TEAM LEADER

 All member should be involved

ATTRIBUTES OF AN EFFECTIVE LEADER INCLUDES THE FOLLOWING:

 Encourage participation.
 One who listens
 Understanding of corporate culture
 Ability to give constructive feedback
 Prepared to take risks.
 Understands team dynamics

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  Enjoys promoting people/delegation
 Ability to maintain momentum

TEAM WORKING VALUES

 Accountability; commitment, constructive criticism, compromising, contribution.

 Cooperative, creativity, customer responsiveness, empowerment, flexibility.
 Friendliness, knowledge seeking, listening, openness, objectivity, productivity,
openness, objectivity, productivity.
 Responsibility, result oriented, sharing.

TEAM WORKING CULTURE

 Accepting responsibility / challenge

 Planning and scheduling work jointly
 Accomplishing tasks
 Pluralism and collectivism
 Given/agreed time schedules
 Sorting out problems/conflicts/differences
 Communicating freely

BARRIERS TO EFFECTIVE TEAM WORKING

 Lack of belief in ideas

 Absence of top management support
 Unclear vision, mission/objectives
 Wrong skill mix
 Poor /unfair reward system
 Culture of individualism
 Poor communication
 Projection
 Sensitive topics

TEAM ROLES

a) Production roles
 Organizer
 Initiator
 Data collector
 Facilitator
 Evaluator

b) Maintenance roles
 Encourager
 Follower

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  Negotiator
 Protector
 Servant

c) Anti-team roles
 Dominator
 Blocker
 Attention seeker
 Avoider
 Gossiper

TYPES OF RELATIONSHIPS IN A TEAM

 Cooperation
 Retaliation
 Domination
 Isolation
 Termination

RULES FOR RIGHT RELATIONSHIPS

 Attack the problem not the person

 Verbalize feelings, don’t act them out
 Forgive in place of judging
 Be committed to give more than you take

CONFLICT MANAGEMENT IN TEAMS

LEARNING OBJECTIVES:

By the end of the session, participants will have:

 Defined conflict and the different types of conflicts
 Identified key causes and effects of conflicts to organizations
 Discussed the different conflict management tools.
 Demonstrated ability to handle different types of coflicts

1.1 WHAT IS A CONFLICT?

- It is a battle/contest of opposing forces between primitive desires and ideas which

can be social, economic, ethical or religious in nature.
- It is a state of incompatibility of ideas/values between two or more parties.
- Is a natural disagreement resulting from individuals or groups that differ in
attitudes, beliefs, values or needs

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 - Pulling the rope (demonstrate) – rarely will you have a conflict with somebody you
have no relationship with.

1.2 THE INGREDIENTS OF CONFLICT

a) Needs-
- Needs are things that are essential to our well-being.
- Conflicts arise when we ignore others’ needs, our own needs or the group’s needs.

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 b) Perceptions-
- People interpret reality differently.
- Misperceptions or differing perceptions may come from: self-perceptions, others;
perceptions, differing perceptions of situations and perceptions of threat.

c) Power-

- How people define and use power is an important influence on the number and
types of conflicts that occur.
- This also influences how conflict is managed.
- Conflicts can arise when people try to make others change their actions or to gain an
unfair advantage.

d) Values-
- Values are benefits or principles we consider to be very important.
- Serious conflicts arise when people hold incompatible values or when values are not
clear.
- Conflicts also arise when one party refuses to accept the fact that the other party
holds something as a value rather than a preference
e) Feelings and emotions-
- Many people let their feelings and emotions become a major influence over how
they deal with conflict.
- Conflicts can also occur because people ignore their own or others’ feelings and
emotions.
- Others conflicts occur when feelings and emotions differ over a particular issue.

1.3 TYPES OF CONFLICT

- Interpersonal (between parties)

- Intrapersonal ( within self)
- Inter group (between groups) – A group without conflict is dead. Any group with
conflicts that are unresolved is a sick one. A group that manages its conflicts is a
healthy one.
- Intra-group (within a group)
- Competitive
- Constructive
- Destructive

1.5 VALUES OF CONFLICTS

Conflict is not always negative. In fact, it can be healthy when effectively managed.
Healthy conflict can:
a) Leads to New ways of thinking.
b) Creates Additional management options.
Helps to raise and address problems.
c) Leads to Growth and innovation.

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 d) Energizes work to be on the most appropriate issues.
e) Helps people "be real", for example, it motivates them to participate.
f) Helps people learn how to recognize and benefit from their differences.
g) Spotlights problems that require attention
Conflict is not the same as discomfort. The conflict isn't the problem - it is when
conflict is poorly managed that is the problem.
CONFLICT BECOMES A PROBLEM WHEN IT:

 Hampers productivity
 Lowers morale
 Causes more and continued conflicts
 Causes inappropriate behaviors
 Diverts time, energy and resources from reaching important goals

SOURCES/CAUSES OF CONFLICTS

- Poorly defined goals

- Divergent personal values
- Lack of trust/cooperation
- Competition over scarce resources
- Unclear roles etc
- Power sharing/struggles
- Insensitivity to needs of others
- Introduction of abrupt/unexpected change
- Wrong communication channels methods e.g. being judgmental, written messages
- Not being a role model (do as I say)
- Top down approach which is not participatory (Agree)
- Lack of meetings/fora to address issues
- Inaccessibility

TYPES OF MANAGERIAL ACTIONS THAT CAUSE WORKPLACE CONFLICTS

1. Poor communications
a. Employees experience continuing surprises, they aren't informed of new decisions,
programs, etc.
b. Employees don't understand reasons for decisions, they aren't involved in decision
making.
c. As a result, employees trust the "rumor mill" more than management.

2. The alignment or the amount of resources is insufficient. There is:

a. Disagreement about "who does what".
b. Stress from working with inadequate resources.

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 3. "Personal chemistry", including conflicting values or actions among managers
and employees, for example:
a. Strong personal natures don't match.
b. We often don't like in others what we don't like in ourselves.

4. Leadership problems, including inconsistent, missing, too-strong or

uninformed leadership (at any level in the organization), evidenced by:
a. Avoiding conflict, "passing the buck" with little follow-through on decisions.
b. Employees see the same continued issues in the workplace.
c. Supervisors don't understand the jobs of their subordinates

WHAT IS CONFLICT MANAGEMENT?

This is the practice of identifying and handling conflict in a sensible, fair and efficient
manner.

There is no one best way to deal with conflict. It depends on the current situation

WRONG WAYS TO HANDLE CONFLICT:

- Win at all costs ( Quick brutal and destructive)

- Pretend it does not exist (If you hear no evil, see no evil, and speak no evil, evil will
cease to exist).
- Whine about it ( Playing the victim does not cure conflict)
- Keep Score (People who keep a record of wrongs can never start over fresh. And
nobody ever really gets even)
- Pull Rank (Using position never really solves conflict, it merely postpones it).
- White Flag it (Quitting is a permanent solution to a temporary problem!)
- Postpone it to a further date

CONFLICT MANAGEMENT STRATEGIES, STYLES AND TOOLS

 Analyze the conflict

 Determine management strategy

Collaboration-Focus on working together: Used when the goal is to meet as many current
needs as possible by using mutual resources. This approach sometimes raises new mutual
needs. It is also used when the goal is to cultivate ownership and commitment
Compromise- Mutual give-and-take: Used when the goal is to get past the issue and move
on

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Competition- Working to get your way, rather than clarifying and addressing the issue.
Competitors love accommodators: Used when you have a very strong conviction about your
position.

Accommodation- Give in to others, sometimes to the extent that you compromise

yourself.

Avoidance- Pretend it is not there or ignore it.

KEY MANAGERIAL ACTIONS / STRUCTURES TO MINIMIZE CONFLICTS

1. Regularly review job descriptions. Get your employee's input to them. Write down
and date job descriptions. Ensure:
a. Job roles don't conflict.
b. No tasks "fall in a crack".

2. Intentionally build relationships with all subordinates.

a. Meet at least once a month alone with them in office.
b. Ask about accomplishments, challenges and issues.

3. Get regular, written status reports and include:

a. Accomplishments.
b. Currents issues and needs from management.
c. Plans for the upcoming period.

4. Conduct basic training about:

a. Interpersonal communications.
b. Conflict management.
c. Delegation.

5. Develop procedures for routine tasks and include the employees' input.
a. Have employees write procedures when possible and appropriate.
b. Get employees' review of the procedures.
c. Distribute the procedures.
d. Train employees about the procedures.

6. Regularly hold management meetings, for example, every month, to communicate new
initiatives and status of current programs.

7. Consider an anonymous suggestion box in which employees can provide suggestions

1.15 THE CONFLICT TABLE: Shows that the way we think about a conflict will
determine how we handle it.

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 I WIN I LOSE

[Link]-win [Link]-lose

 Overlook  Assault
 Accommodate  Litigation
 Collaborate  Murder
 Negotiate  Compete
 Reconcile  De-campaign
 Mediate  Punish
 Arbitration  Revenge
 Accountability 

[Link]-win [Link]-lose

Denial o Avoid
Flight o Compromise
Suicide o End relationship
Punish o Break dialogue
Judge o Silence
Ignore o Sulk
o Withdraw

YOU
WIN

YOUSLIPPERY SLOPE OF CONFLICT MANAGEMENT

THE
LOS
Staying on Top
E of Conflict
Conflict can make life very awkward. It often catches us off guard and leads us to say and do things
we later regret. When someone offends us, we often react without thinking. Soon it is as if we are
sliding down a slippery slope and things are going from bad to worse. As the illustration shows, this
slippery slope can drop off in two directions.

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 I) ESCAPE RESPONSES
The three responses found on the left side of the slippery slope are commonly used by people who are
more interested in avoiding or getting away from a conflict than resolving it.

 DENIAL

 FLIGHT

 SUICIDE

II) ATTACK RESPONSES

The three responses found on the right side of the slippery slope are often used by people who are
more interested in winning a conflict than in preserving a relationship.

 Assalt

 Litigation

 Murder

III) CONCILIATION RESPONSES

The six responses found on the top portion of the slippery slope are directed at finding a just and
mutually agreeable solution to a conflict. These responses may be divided into two categories:

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personal peacemaking responses and assisted responses:

Personal peacemaking responses are carried out in private between the parties themselves. Although
it is appropriate for one or both parties to seek advice on how to implement these responses, they
should normally try to resolve their differences one-on-one before asking others to intervene in the
dispute.

 Overlook an offence

 Reconcile

 Negotiate

 Mediation

 Arbitration

 Accountability

Therefore, forgiveness may be described as a decision to make four promises:

1. "I will not dwell on this incident."

2. "I will not bring up this incident again and use it against you."
3. "I will not talk to others about this incident."
4. "I will not let this incident stand between us or hinder our personal relationship."

By making and keeping these promises, you can tear down the walls that stand between you and
your offender. You promise not to dwell on or brood over the problem or to punish by holding the
person at a distance. You clear the way for your relationship to develop unhindered by memories of
past wrongs. This is exactly what God does for us, and it is what he calls us to do for others.

Group discussions

1. What are the consequences of loosing or winning a conflict?

2. What skills should one cultivate to be able to handle conflicts?

3. What are the consequences of winning or losing in a conflict?

Conflict is unavoidable but manageable!

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 PART 4: JOB STRESS MANAGEMENT

Workplace stress has a negative impact on the business as well as on the individual
employee. The increase in job stress creates emotional, financial, and safety concerns for
employers and managers

WHAT IS WORKPLACE STRESS?

• Stress—the responses our bodies and minds have to the demands placed on them—
is a normal part of life and a normal part of any job
• . In the workplace, we regularly experience stress-causing situations, react to them
with heightened tension, then return to a more relaxed state when the crisis, big or
small, is resolved.

“JOB STRESS” IS WHAT HAPPENS WHEN:

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 • The challenges and demands of work become excessive.
• The pressures of the workplace surpass workers’ abilities to handle them.
• Satisfaction becomes frustration and exhaustion

WHAT CAUSES STRESS IN THE WORKPLACE?

• Workplace stress is usually the result of high demands on the job, real or perceived
lack of control concerning those demands, poor day-to-day organization and
communication, and an unsupportive work environment

FACTORS THAT LEAD TO JOB STRESS

Specific work factors

 Excessive workload.
 Tedious or meaningless tasks.
 Long hours and low pay.
 Infrequent rest breaks.
 Unreasonable performance demands

Physical environment

 Noise and overcrowding.

 Poor air quality.
 Ergonomic problems.
 Health and safety risks (heavy equipment, toxic chemicals).

Organizational practices

 Unclear responsibilities or expectations.

 Conflicting job demands.
 Multiple supervisors.
 Lack of autonomy or participation in decision-making.
 Inefficient communication patterns.
 Lack of family-friendly policies.

Workplace change

 Fear of layoff.
 Frequent personnel turnover.
 Lack of preparation for technological changes.
 Poor chances for advancement or promotion.
 Tensions brought about by greater workplace diversity

Interpersonal relationships

 Distant, uncommunicative supervisors.

 Poor performance from subordinates.

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  Office politics, competition, and other conflicts among staff.
 Bullying or harassment.
 Problems caused by excessive time away from family

Health effects of job stress

 Headache
 Sleep disturbance
 Upset stomach
 Difficulty concentrating
 Irritability
 Low morale
 Poor relations with family and friends
Still, evidence suggests that workplace stress plays an important role in several types of
ongoing health problems, especially:
 Cardiovascular disease
 Musculoskeletal conditions
 Psychological disorders

CHANGING THE ORGANIZATION TO REDUCE JOB STRESS

Below is a list of ways in which an organization can foster low levels of job stress
and high levels of productivity:

Consult your employees

 Give workers opportunities to participate in decisions that affect their jobs.

 Consult employees about scheduling and work rules.
 Be sure the workload is suitable to employees’ abilities and resources; avoid
unrealistic deadlines.
 Show that individual workers are valued.

Improve communication

 Share information with employees to reduce uncertainty about their jobs and
futures.
 Clearly define employees’ roles and responsibilities.
 Make communication friendly and efficient, not mean-spirited or petty

Cultivate a friendly social climate

 Provide opportunities for social interaction among employees.

 Establish a zero-tolerance policy for harassment.
 Make management actions consistent with organizational values

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Offer rewards and incentives

 Praise good work performance verbally and institutionally.

 Provide opportunities for career development.
 Promote an “entrepreneurial” work climate that gives employees more control over
their work.

What employees can do to reduce job stress

 Get a job description

 Change your job
 Get support
 Get a new job
 Resist perfectionism
 Clean up your act
 Flip your negative thinking
 Get time away
 Talk it out
 Cultivate allies at work
 Find humor in the situation

BALANCING BETWEEN WORK AND PERSONAL LIFE

When an individual feels satisfied about the key areas of their personal life and their paid
occupation, there is great benefit for the individual, the business and society at large. Is
there a work-life balance in your extremely busy life? How much is work invading your
personal life? How much of your personal life is affected by the stress of trying to balance
all the many responsibilities in your life?

 To see how well your work and life are balanced, try the Work Life Balance Quiz
by Randall S. Hansen.
EFFECTS OF A LIFE OUT OF BALANCE

1. Fatigue – Workload and trying to balance is tiring. May become constantly tired
2. Stress
3. Unhealthy body - Fast pace of life affects diet and foods eaten. No proper meals,
meals eaten at great speed and digestion is affected, the temptation of eating fast
foods chips and sausages, chicken ) which are not good for the body
4. Dysfunctional Relationships – family relationships, no quality and quantity time
spent with family and friends, extramarital relationships,

HARMONIZING WORK AND PERSONAL LIFE

Purpose

1. To reduce stress

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 2. To increase individual fulfillment
3. To benefit the job /society
4. to improve mental and physical health
5. To recharge our batteries (brain and body) in order to enjoy life
6. To protect personal time and your job yet be productive and useful in both areas.

TIPS FOR HARMONIZING WORK AND PERSONAL LIFE

Review your Goals

What is your goal in life? What are your priorities? What are your purpose /overall
objectives? What aspects of your life are important to you - Relationships, health,
spiritual growth, family, career path? In which order? Order may change over the years
but you need to know what is important at each point. Get into the habit of reviewing
your progress toward your goals. This can be done weekly, monthly, quarterly and
annually. See what you have achieved in short and long terms, do you need to revise
the approach and balance?
Use your time well / Learn to Manage Time

 Learn to set boundaries

 Make the most of your time to get a greater sense of satisfaction and
achievement , to increase your efficiency
 Identify the time wasters that rob your time (unscheduled visitors, phone
calls, emergencies, idle chatter, procrastination)
 Learn to say NO
 Slow down – Take time to stop and enjoy the things and people around you.
Communicate clearly

Let your family know where you are and what you are doing or planning for the next
month. Avoid disappearing or getting on a plane or going upcountry, or staying late at
work without proper communication.
Avoid procrastination

The greatest robber of time is putting off something you know you should do. Laziness,
fear, lack of follow up or focus leads to procrastination. Determine to put away
procrastination -instead Do it and just do it and Do it NOW.
Plan your day and life events

 Set specific goals for yourself

 Make a to do list include both work and personal life issues
 Evaluate your goals and actions regularly
Scheduling

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  Have a diary or planner/ phone reminders
 Fill in appointments, meetings
 Block out time for active tasks that are important and urgent
 Block out time for routine activities like telephone and routine work.
 Block out time for relaxing, being with family and personal time. Set aside a time
for recreation /time with family.
 Plan for leave and day offs. These can coincide with holiday/ vacation of wife
and children.
Identify the resources or help you need/ learn to delegate

 Share the load

 Get a house girl/keeper or two to take care of your children and to clean the
house.
 Bring your aging parents nearer to your home / or into your home
 Delegate to colleagues at work i.e. trust others with your responsibilities
 Learn to recognize the things that really do not have much impact in your life
and let them go.

Manage Stress

 Get enough sleep.

 Let things go

Improve your work/job life

 Work with employer to help you deal with short term or permanent
changes caused by family or other situations.
 Avoid bringing work home. If you work from home, separate work time
and personal time. (When you give an exercise, don’t collect books, walk
round and mark. Prepare next day’s lesson while students are doing
today’s work)
 Find a new career – Some careers are too stressful and time consuming
and may not be suited to your lifestyle. Get into something else
 Find a new job- At times you need to be a lot more daring and try
something new.
 Simplify your work- filing, computer, diary
 Make your workplace comfortable and brighten it up ( flowers,
comfortable chairs, telephone)
Make your home pleasant

 Order and beauty

 Inviting atmosphere to receive members of the family as they come in
daily and during the holidays.
 Clean especially the bathroom, toilet and kitchen
 Predictable place and a place for growth
 Give a sense of belonging
 Wait for proper time to share problems

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  Give due attention to members
 Set up traditions that are peculiar to your family
 Be flexible
 Allow for growth and expanding intellectually without ridicule
 Allow to develop ideas and aspirations without being stifled.
 Allow for privacy without fear of sexual assault or abduction
 Allow for family members to be free to be who they really are (not put on
a mask or pretend).
 Create time for the family by doing things with them.
Seek professional help.

 Professional and spiritual Counselling.

 Talk to a trusted friend.

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