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Leading Projects: The Human Side of Project Management Communication and Coaching Communication and Coaching: A Foundation for Influencing “Most people readily admit that their organization is fraught with faulty communication, but it is almost always “those other people who are responsible” (Whetten and Cameron, 2007) “The responsibility for communicating well with other people of differing functions, personalities and influence demands that scientific and technical professionals continually improve their communication skills” (Chambers) © Peter Dominick, Zvi Aronson 3 The Communication Process Encoding Channel Message Message Sender Receiver Noise Feedback © Peter Dominick, Zvi Aronson Decoding 4 Communication Barriers - Dysfunctions Filtering Apprehension Selective Perception Language / and Semantics Information Overload Emotions © Peter Dominick, Zvi Aronson 5 Unskillful Communication and Interpersonal Relationships Abrasive, insensitive, unskillful message delivery © Peter Dominick, Zvi Aronson Distant, distrustful, uncaring interpersonal relationships 6 Restricted, inaccurate information and defective communication flow Two Obstacles to Effective Interpersonal Communication DEFENSIVENESS One individual feels threatened or attacked as a result of the communication Self-protection becomes paramount Energy is spent on constructing a defense rather than on listening Aggression, anger, competitiveness, and/or avoidance as a result of the communication DISCONFIRMATION One individual feels incompetent, unworthy, or insignificant as a result of the communication Attempts to reestablish self-worth take precedence Energy is spent trying to portray self-importance rather than on listening Showing off, self-centered behavior, withdrawal, and/or loss of motivation are common reactions. 8 Attributes of Supportive Communication Problem-oriented, not person oriented: “How can we solve this problem NOT “Because of you a problem exists” Congruent, not incongruent: “Your behavior upset me” NOT Do I seem upset? No I’m not upset.” Descriptive, not evaluative: “Here is what happened, here is my reaction, here is a suggestion” NOT “You are wrong for doing what you did” © Peter Dominick, Zvi Aronson 8 8 Attributes of Supportive Communication Validating, not invalidating: “I have some ideas but do you have any suggestions” NOT “You wouldn’t understand so lets do it my way” Specific, not global: “You interrupted me 3 times during the meeting NOT “You’re always trying to get attention.” Conjunctive, not disjunctive: “Relating to what you just said, I’d like to ad another point.” NOT I want to say something regardless of what you said.” © Peter Dominick, Zvi Aronson 9 8 Attributes of Supportive Communication Owned, not disowned: “ I have decided to turn down your request because…” NOT “ You have pretty good idea, but it would not work here.” “Supportive listening, not one-way listening “What do you think are obstacles standing in the way.” NOT As I said before, you make too many mistakes, You’re just not performing” © Peter Dominick, Zvi Aronson 10 Descriptive Communication STEP 1: Describe as objectively as possible the event, behavior, or circumstance. Avoid accusations. Present data or evidence, if needed. STEP 2 Describe your own reactions to or feelings about the event, behavior or circumstance. Describe the objective consequences that have or will likely result. Focus on the behavior and on your own reaction, not on the other individual or their personal attributes. STEP 3 Suggest a more acceptable alternative. Be prepared to discuss additional alternatives. Focus on the alternative solutions, not on who is right or wrong. General Coaching Guidelines State purpose & importance of what you are trying to teach Explain process to be used, be specific Provide a demonstration Ask questions to ensure understanding Observe Provide immediate & specific feedback Reinforce success Express confidence in person’s Agree on follow-up © Peter Dominick, Zvi Aronson 13 General Counseling Guidelines Build rapport Probe to focus on specific problems Seek root of problem from other person Listen and respond with empathy Explain the potential effect of the problem on others Seek solutions from the other person Gain agreement for behavior change or improvement Agree on follow-up actions © Peter Dominick, Zvi Aronson 14 © Peter Dominick, Zvi Aronson Probing 15 Reflecting Reflecting Probing Deflecting Deflecting CLOSED RESPONSE (Generally useful during late stages of discussion) Advising DIRECTIVE RESPONSE (Generally useful when coaching) Advising Response Types in Supportive Listening NONDIRECTIVE RESPONSE (Generally useful when counseling) OPEN RESPONSE (Generally useful during early stages of discussion) Ineffective Listening (How to Kill a Conversation) Thoughts/Attitudes Not paying attention Pseudo-listening Listening but not hearing Hearing what we want to hear Feeling defensive Rehearsing Listening for a point of disagreement © Peter Dominick, Zvi Aronson Phrases We tried that once That’s not how we do things here I have a better idea That’s not your job We’ll never find Yes, but... The timing is bad Are you really proposing that ? 16 Gestures/Actions Deathly silence Raised eyebrow Furrow-brow Quickly change subject Quickly offer another suggestion Interrupting Supportive Communication Practice Exercise (1) You are the project manager for a new product development team and have convened a meeting of team members. After growing increasingly impatient, the team’s Manufacturing Rep. states, "It is way too early for my involvement! I can’t evaluate this design without a prototype! You engineers don’t appreciate how difficult it is to translate a design into a manufacturable product. ” How will you respond? Give examples. © Peter Dominick, Zvi Aronson 17 Supportive Communication Practice Exercise (1) How will you respond? Give examples. Problem-oriented, not person oriented Descriptive, not evaluative Conjunctive, not disjunctive Owned, not disowned © Peter Dominick, Zvi Aronson 18 Supportive Communication Practice Exercise (2) A Functional Manager sitting in a design review meeting states, ”Your review is totally out of control. Where are you really at with this design concept? You haven’t even bothered to confirm the design in relation to customer requirements. I see a lack of teamwork and a general lack of commitment to achieving the targeted goals. ” In terms of supportive communication, how would you characterize this statement? How would you respond, using supportive 20 communication? Personal Management Interview Program The interview is regular &private Intent is continuous improvement in personal, interpersonal, & organizational realms - action-oriented. Manager & subordinate plan agenda. This is for both, not just the manager. Allow time for interaction (1hr) Use supportive communication for joint problem-solving & continuous improvement in tasks & interpersonal relationships. © Peter Dominick, Zvi Aronson 22 Personal Management Interview Program First – address previous action items Major agenda items might include: Managerial & organizational problems Organizational values & vision Information sharing Interpersonal issues Obstacles to improvement Training in management skills Individual needs Feedback on job performance Personal concerns and problems Praise/encouragement mixed with problem solving. 23 Conclude with review of new action items. Communicating Supportively: Behavioral Guidelines Differentiate: coaching vs. counseling. Use problem-oriented statements. Be congruent. Descriptive, not evaluative, statements. Use validating statements. Use specific, conjunctive statements. Own your statements. Demonstrate supportive listening. Implement personal management interview program. © Peter Dominick, Zvi Aronson 24 “Rejected Plans” Review the case “Rejected Plans” on page 267 of Whetten and Cameron Do not go to the next slide until after you have reviewed the case. © Peter Dominick, Zvi Aronson 25 “Rejected Plans” STATEMENT 1. Susette - probing 2. Leonardo - incongruence, avoidance 3. Susette - reflective 4. Leonardo - global, more congruent 5. Susette - understanding, reflective 6. Leonardo - some evaluation, descriptive 7. Susette - probing, conjunctive 8. Leonardo - probing 9. Susette - validating, probing 10. Leonardo – descriptive © Peter Dominick, Zvi Aronson STATEMENT 11. Susette - probing 12. Leonardo- descriptive 13. Susette - validating, reflective 14. Leonardo -congruence, owning 15. Susette - agreement diverting, focus on feelings 16. Leonardo - evaluative, disowning 17. Susette – re-interpretive 18. Leonardo - validating, probing 19. Susette - understanding 26 “Rejected Plans” STATEMENT 20. Leonardo - congruence, owning 21. Susette - validating, confrontative 22. Leonardo - congruence, owning, descriptive 23. Susette – re-interpretive, conjunctive 24. Leonardo - conjunctive, validating, owning 25. Susette - validating, re-interpretive. 26. Leonardo - congruence, probing © Peter Dominick, Zvi Aronson STATEMENT 27. Susette - probing, evaluative/advice, confronting 28. Leonardo - validating, owning, descriptive 29. Susette - understanding, reflecting 30. Leonardo - specific, owning 27