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Interpersonal Relations Instructional Materials Service IMS #8000D Objectives • Work cooperatively with others and contribute to the group with ideas, suggestions, and effort. • Help others learn. • Work and communicate with clients/customers to satisfy their expectations. Objectives • Communicate thoughts, feelings, facts, and ideas to justify a position, encourage, persuade, convince, or otherwise motivate individuals and groups including responsibly challenging existing procedures, policies, and authority. • Negotiate an agreement that may involve exchanging specific resources or resolving divergent interests. Objectives • Recognize concepts related to cultural diversity, and work well with others regardless of their age and ethnic, social, or educational backgrounds. Interpersonal Relations • Defined as relations among people. • Refers to the feelings and emotions people have toward each other. Interpersonal Relations • Determines how a person feels about himself or herself, how others feel about the individual, and how the individual feels about others. • May involve how people view themselves as part of a group. Interpersonal Relations • Success of interpersonal relationships is largely determined by character traits and communication. • Interpersonal relationships go on to impact communication and many facets of group dynamics. Traits Impacting Interpersonal Relations • • • • • Consideration Courtesy Kindness Caring Pleasantness • • • • • Respectfulness Patience Honesty Promptness Keeping On Task Communication • The sharing of information, ideas, beliefs, and opinions. • A two way process of exchanging information between senders and receivers that results in a high degree of understanding by both parties. Communication Model Source • Communication is initiated by the source, or sender. Message • Sender prepares the message into a form for sending using a code. – This code may be written letters that form a word, or drawings, sounds or gestures. Channel • The channel is the linkage between the sender and receiver. • Channel selected depends on the coding system chosen. – The channel could be a note, phone call, gesture, email, etc. Receiver • The receiver is the individual for whom the message is intended. • The encoded message is decoded by the receiver. – Decoding involves drawing meaning from the symbols used by the sender. Feedback • Feedback is the return channel from the receiver to the sender. • It generally involves asking questions to clarify the message’s meaning. • Feedback continues until both the sender and receiver agree on an understanding of the message’s meaning. Channels of Communication • Verbal – Involves using words to express ideas. – Words may be spoken or written. • Nonverbal – Involves exchanging information without the use of words. Oral Communication • Verbal communication using spoken words. – Formal communication would be presentations, meetings, and interviews. – Informal communication would include casual conversations and phone calls. Written Communication • Occurs when words are presented in a written format. – Formal written communication includes business letters, memos, and reports. – Email and notes are examples of informal written communication. Written Communication • Documents produced should be concise, clear, and well written. • Preparer should proofread the document for spelling, grammatical, and typographical errors. Nonverbal Communication • Involves exchanging information without the use of words. Examples of Nonverbal Communication • • • • • • Body Language Facial Expressions Eye Contact Gestures Tone of Voice Posture • Distance Between Oneself and Others • Charts • Diagrams • Pictures Listening • Listening is an important part of communication. • Listener is the receiver of the message. • Listener has the responsibility of decoding the message, initiating feedback, and engaging in feedback until the intended message is understood. Tips for Good Listening • Get ready to listen. – Stop talking. – Cease engagement in other tasks. – Remove distractions. Tips for Good Listening • Listen to understand. – Don’t interrupt the speaker or complete his/her sentences. – Don’t worry about what will be said next. – Ask questions. – Repeat the message. Tips for Good Listening • Be mentally flexible. – Weigh the evidence. – Interpret the meaning. – Relate the message to similar experiences. Tips for Good Listening • Control emotions. – Be patient. – Hold your temper. – Avoid argument and criticism. Effective Listening Skills Communication Barriers • Poor Listening Skills • Distractions • Distortions Distractions • Anything that interferes with the sender creating or delivering the message, or the receiver getting or interpreting the message. • Examples include: – ringing phones – loud noises – others talking Distortions • How people consciously or unconsciously change messages. • May be caused by information left out or someone purposely altering the message for the purpose of self-enhancement or selfpreservation. Communication Networks • The pattern through which members of a group communicate. • Typically classified as: – Formal – Informal Formal Communication Networks • Composed of different levels of management with information flowing vertically and horizontally throughout the organization in a prescribed manner. Vertical Communication • Flows up and down through the organization. Vertical Communication • Upward involves oral and written reports from lower level to upper level managers. • Downward involves memos, reports, manuals, and information presented at meetings. Horizontal Communication • Flows laterally across the organization. • Involves sharing information within and across departments or committees. Open Communication Cultures • Organizations that experience significant vertical and lateral communication may also be classified as having an open communication culture. – Culture encourages creativity, problem solving, and feedback at all levels. – Communication and information sharing is also encouraged. Closed Communication Cultures • Characterized by primarily downward communication. • Rely on top-down decision making, adherence to numerous rules, and strict disciplining for violations of established procedure. • Creativity, decision making, and feedback are discouraged. Informal Communication Networks • Consist of unofficial ways of sharing information. • Includes: – Small Informal Groups – Grapevine Small Informal Groups • Usually consist of friends or colleagues that get along well together. • Group shares information about the organization, solves problems together, and looks out for each other. Grapevine • An informal communication system that develops among workers. • Information travels quickly through it and can easily be distorted and is sometimes rumor. • Information presented can also be accurate and even more expansive than information divulged through formal communication networks. Interpersonal Relations Within Groups • A group is two or more people working together to accomplish a goal. – In the workplace, a group could be the entire business, a department, a small team, or an informal group of colleagues. – Outside of the work environment, groups may involve a club or organization, team, family, class, school, or group of friends. Contributing to the Organization or Team • When an individual becomes part of an organization or team, he/she develops a psychological contract. – A psychological contract is the overall set of expectations held by an individual with respect to what he or she will contribute to the organization and what the organization will provide in return. Contributions to the Group or Team • Effort • Skills • Ability • Time • Loyalty • Competencies Inducements • In return for their contributions, the individual expects inducements. – Inducements are what the organization provides the individual. Inducements • Pay • Job Security • Benefits • Career Opportunities • Status • Promotion Opportunities Tips for Contributing Ideas, Suggestions, and Effort • • • • • Prepare for the discussion. Speak freely. Listen thoughtfully. Think straight. Speak up. Tips for Contributing Ideas, Suggestions, and Effort • Support your position with facts, examples, or authorities’ opinions. • Don’t argue over idea ownership because once it has been presented it becomes group property. Tips for Contributing Ideas, Suggestions, and Effort • • • • Keep up. Stay focused. Be an attentive speaker. Be pleasant. Characteristics of Groups • Unity • Relationships • Ability to Work Together Unity • A feeling of connection between members of a group or team. • Establishing goals and having a plan are important for developing unity. Relationships • Positive relationships are evident in successful teams. • Group members should feel comfortable and free to contribute to and learn from the group. • Communication is an important part of establishing positive relationships. Ability to Work Together • Successful groups are able to work together to achieve a goal and put individual differences aside for the good of the group. • Communication plays a part in a group’s ability to work together. Techniques for Increasing the Effectiveness of Groups • Team Building • Conflict Resolution • Development of a Shared Vision • Motivation • Appreciation of Diversity • Mentoring Team-Building • Involves a three-phase process. 1. Forming 2. Norming 3. Performing Forming • Individuals are brought together and made into a cohesive unit. • Focuses on taking individuals used to acting on their own and making them into a cohesive unit that can progress and develop into an entity able to solve problems. Forming • Includes development of a mission or what the group wants to accomplish. – Mission is basis for having goals and outcomes that are measurable. Mission is also important because different beliefs and values of individuals are coming together to create a common mission. Forming • Trust building should be the primary focus of the forming phase. – Trust develops from members sharing information and believing they can influence decisions and exercise a degree of control over goal achievement. – Trust results in members being open to learning from one another. Norming • Members take necessary steps to develop team cohesion. • Successful completion of this phase leads to a highly productive team. Norming • Focuses on developing ground rules or a way of doing things. – Having guidelines and a code of conduct helps a team prevent misunderstandings and disagreements and avoids wasting time resolving procedural issues. – The more team members that share in the development of the team’s norms, the greater the chance of success. Performing • Team business is conducted and goals are accomplished during this phase. • By now, teams should have a close attachment and be highly productive. Conflict • A situation that develops when one person interferes with the achievement of another person’s goals. • Usually occurs between two people, but may occur between an individual and a group or between groups. Conflict • Small amount of conflict can be beneficial because it may challenge people and stimulate new ideas. • Too much conflict is bad. • Undesirable conflict results when the actions of any person or group interfere with the goals of the organization. Conflict Resolution • Avoidance Strategy • Compromise Strategy • Win/Lose Strategy Avoidance Strategy • Involves taking a neutral position or agreeing with another person even though it differs from personal belief. • This is the best approach when the issue causing conflict is relatively unimportant. Compromise Strategy • Involves everyone involved in the conflict agreeing to a mutually acceptable solution. • The compromise often grows out of discussion of the goals and the best way to achieve them. Compromise Strategy • Preferable approach because it usually leads to a workable solution and allows everyone to contribute to the decision, thus generating more support because of their involvement. Steps in Compromise Strategy 1. 2. 3. 4. Define the problem from both perspectives. Reverse perspectives. Propose solutions. Implement a solution. Defining the Problem O • Uses the OTFD model. – Open The Front Door Open Observation T The Thinking F Front Feeling D Door Desire Open The Front Door Model • Observation – Involves describing what happened in an objective, observable way to get both parties started at the same point. • Thinking – Involves sharing your thought or opinion. Open The Front Door Model • Feeling – Personal feelings or emotions are shared. • Desire – Involves stating personal intentions or desired results. Defining the Problem • Once the individual initiating the conversation has finished steps, the other person or people go through the same steps and share their position. • Goal of this step is to define the problem from both perspectives and establish a starting point. Reversing Perspectives • Both people rephrase or summarize what they have heard. • Goal is to make distinctions between the two opposing viewpoints. Proposing Solutions • Solutions are proposed. • Possible types of solutions include: – Expanding the Pie – Package Deals – Trade-Offs – Bridging the Initial Positions Possible Solutions • Expanding the Pie – Involves finding ways to increase available resources to accommodate the needs and wants of all persons involved. • Package Deals – Several related issues are put together rather than dealing with one at a time. Possible Solutions • Trade-Offs – Involve exchanging two things of comparable value. • Bridging the Initial Positions – Involves creating a new option that is totally different but satisfies both parties’ interests. Implementing a Solution • Questions should be asked to evaluate and choose the “best solution”. – Does the solution meet the needs of all participants, and is it fair to everyone? – Can we justify this solution based on objective criteria? – Will the agreement and the process we went through strengthen our ability to work together effectively? – Will this agreement positively affect our future efforts to resolve conflict constructively? Win/Lose Strategy • Involves one person “winning” or getting his/her way, and the other “losing”. • Doesn’t involve any sort of compromise. • Solution will never be acceptable to everyone. Win/Lose Strategy • Most dangerous approach to conflict resolution. • Strategy interferes with the achievement of goals, increases anger, and causes resentment. Development of a Shared Vision • A shared vision is a group’s mental picture of the future. • It should be developed with input from every member of the group. – Gets everyone involved and creates a sense of ownership. – Inspires people to take action and work toward achieving the vision or mission. Motivation • Involves inspiring one to act. • May be classified as: – Extrinsic – Intrinsic Extrinsic Motivation • Motivation that results from the desire to obtain an external reward. • The reward may be tangible or intangible. – Tangible reward would be money or an award. – Intangible reward would be praise. Intrinsic Motivation • Motivation that results from the inherent desire a person has to feel competent and self-fulfilled. • Fundamentals of intrinsic motivation are: – Everyone has the need to succeed and to develop a positive self-concept. – Everyone has a desire to be competent and have control over his or her environment. Motivation • Motivation is tied to people’s needs. • A. H. Maslow developed a theory classifying human motivation based on five levels of needs. • Maslow’s Hierarchy of Needs illustrates how humans are motivated by basic needs, and once met, the next level of needs become motivation. Maslow’s Hierarchy of Needs Biological and Physiological • Involves the most basic of needs such as: – – – – food; shelter; air; and sleep. Safety and Security • Involves needs such as: – freedom from fear; – stability; and – knowing one’s job duties. Belongingness • Involves needs such as: – being accepted as an individual; – friendship; and – love. Esteem • Involves needs such as: – being respected by others; – a need to feel important; – recognition; and – status. Self-Actualization • These people are concerned with reaching their potential, achievement, challenge, and self-development. • These people provide service because they feel it is important and worthwhile, rather than for recognition. Motivation Tools • Recognition • Participation • Communication • Concern • Reinforcement Recognition • Recognizing members for their contributions has been shown to increase motivation. – Formal recognition could include awards, plaques, and certificates. – Informal recognition most commonly involves praise. Participation • People who have the opportunity to participate in decision-making usually show more motivation. • Participation allows people to take ownership of the decisions and gives them a vested interest in carrying out the decision. Communication • When people understand a concept or plan, they are more anxious to invest their energy in accomplishing it. Concern • People who have a need for belonging, may be motivated by concern. • Showing a genuine concern for members and their achievement often provides motivation and may also result in those members being more concerned about their leader. Reinforcement • Reinforcement involves the strengthening of responses people give. • Reinforcement may be classified as either positive or negative. Positive Reinforcement • An act that helps people feel good about what they have done so they will repeat the behavior in the future. • Recognition and praise are both examples of positive reinforcement. Negative Reinforcement • Used to get people to change their behavior by associating what they have done with unpleasant events. • May also be referred to as punishment. Appreciating Diversity • Diversity exists when members of a group differ from one another along one or more important dimensions. Primary Dimensions of Diversity • Age • Gender • Ethnicity Secondary Dimensions of Diversity • Education • Household Income • Marital Status • Parental Status Appreciating Diversity • These aspects of a person’s background shape their beliefs, attitudes, skills, work habits, and approach to tasks. • Diversity presents both challenges and benefits to a group. Benefits of Diversity • Broader range of ideas and ways of looking at things. • Reduction in conflicts between workers. • Greater sense of morale among employees. • Greater commitment to company goals. Benefits of Diversity • • • • Better understanding of a diverse marketplace. Increased productivity and efficiency. Lower turnover rates. Fewer legal costs due to employee grievances. Impact of Diversity in the Workplace • Success in groups and the workplace largely depends on how well one works with and for people who are different from themselves. Impact of Diversity in the Workplace • The United States is becoming more ethnically diverse. – Hispanics and Asians are the fastest growing groups in the country. – In both Texas and California, Hispanics are no longer classified as a minority. – In the last few years, 85% of those entering the workforce were women and minorities. • Impact of Diversity in the The population is getting older andWorkplace living longer. – Baby boomers, or those born between 1946 and 1964, control $2.6 trillion and have about 51% of the country’s wealth. – Older people are working longer, while some people are entering the workforce at an even younger age. Discrimination • Excluding someone based on their age, gender, or ethnicity, particularly in the workplace, is called discrimination and is often illegal. • Numerous laws have been enacted to protect individuals from discrimination. Laws Against Discrimination • Age Discrimination in Employment Act – Protects older workers from being fired or denied jobs based on their age. • Equal Employment Opportunity Act – Protects workers from being discriminated against on the basis of gender, ethnicity, or other aspects of identity. Laws Against Discrimination • Americans with Disabilities Act – Requires businesses to provide facilities such as wheelchair ramps, thus making working at such businesses a possibility. Appreciating Diversity • Dealing with diversity doesn’t mean ignoring differences, but understanding and appreciating them. • Perception and stereotyping often hinder this understanding and appreciation. Perception • The set of processes by which an individual becomes aware of and interprets information about the environment. • Impacts how a person sees others and how he/she treats them. – In turn, the manner in which a person treats others determines how people respond. Selective Perception • The process of screening out information that we are uncomfortable with or contradicts our beliefs. Examples of Selective Perception • Manager sees an employee that he/she is very fond of goofing off and quickly forgets what he/she observed. • Manager quickly forgets the good performance of a worker that he/she perceives negatively. Stereotyping • The process of categorizing or labeling people on the basis of a single attribute. • Often creates biases that are incorrect. Example of Stereotyping • Manager might form stereotypes about women performing only certain types of tasks. – This may cause manager to fail to capitalize on abilities of women and create animosity in the workplace. Mentoring • A relationship in which someone with considerable experience serves as a role model and helps someone with less experience. • People such as teachers and employers often serve as mentors. • Mentor may also be a peer with more extensive knowledge or experience. • Mentors influence another person and guide them in the right direction. Relationships with Customers and Clients • Keys to successful relationships with clients and customers are generally the same as relationships with other individuals. Relationships with Customers and Clients • In particular, customers: – expect courtesy; – expect sensitivity to their wants and needs; – want to feel good about who they do business with; and – want to feel important and valued. Showing Courtesy to Customers and Clients • • • • • Greet the individual. Be friendly and helpful. Call the individual by name. Look the person in the eye. Ask the individual if he/she needs any help. Showing Courtesy to Customers and Clients • Ask the individual if he/she found everything he/she was looking for. • Ask him/her to come back again. • Provide prompt service. • Be patient. • Use good manners. Sensitivity to Wants and Needs • Listen carefully to a customer’s needs and desires. • Provide suggestions on products and services that will fit his/her specific needs. • Provide accurate information and outline the benefits of the purchase. Feeling Good About the Business • Courtesy and sensitivity go a long way in making customers feel good about who they are doing business with. • Customers want to know that the business and its employees have sound ethics and integrity. • Businesses should follow through on what they say they are going to do. Feeling Important and Valued • Businesses should be interested in customer satisfaction before, during, and after the sale. • Questions, concerns, or problems, should be addressed immediately. • Most businesses adhere to “the customer is always right” policy. “Customer is Always Right” • This policy involves making every effort to: – rectify the situation; – ensure that the problem will never happen again; and – providing compensation or restitution. Summary • Interpersonal relations are the key to success in the workplace and life. • At the heart of successful relationships is consideration for others and effective communication. Summary • Groups rely heavily on interpersonal relations and communication to run effectively and accomplish their goals. • To foster positive relationships, group members should show consideration and make efforts to contribute their ideas, suggestions, and effort. Summary • To build a stronger team, groups can utilize techniques such as: – – – – – – team building; conflict resolution; development of a shared vision; motivation; appreciation of diversity; and mentoring. Summary • When working with customers, keep in mind the keys to successful relationships with any individual. • Remember that customers: – expect courtesy; – expect sensitivity to their wants and needs; – want to feel good about who they do business with; and – want to feel important and valued.