Term
| List three goals of effective interpersonal relationships on the job. |
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Definition
• Receive and share information better
• Define and understand goals
• Avoid negative effects of conflict and confusion |
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Term
| What is the difference between a supportive climate and a defensive climate? |
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Definition
| A supportive climate will utilize description, problem orientation, spontaneity, empathy, equality and provisionalism. On the other hand, a defensive climate with utilize evaluation, control, strategy, neutrality, superiority, and certainty. |
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Term
Describe each of the following terms:
*Description
*Problem Orientation
*Spontaneity
*Empathy
*Equality
*Provisionalism |
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Definition
• Description: messages that explain your feelings, reactions, and your needs to others.
• Problem Orientation: sharing a view with another that says "we" have a problem and "we" can find a solution
• Spontaneity: genuine, natural way of communicating with honesty and openness
• Empathy: communicates respect, understanding, and acceptance to another; involves the ability to put yourself in someone else's place
• Equality: shares a sense of value and mutual respect regardless of power, status or position
• Provisionalism: an open-minded view of new ideas, trying new behaviors, and seeking new solutions |
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Term
Describe each of the following terms:
*Evaluation
*Control
*Strategy
*Neutrality
*Superiority
*Certainty |
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Definition
• Evaluation: judges, blames, or criticizes another person; usually begins with "you"
• Control: Expect the other person to change their behavior; does not result in a win-win outcome
• Strategy: involves manipulation, tricks or planned script rather that free-flowing, open communication
• Neutrality: expresses lack of concern with a detached, impersonal tone
• Superiority: involves looking down on others, creating feelings of inadequacy, fault, or failure
• Certainty: characterized by a close-minded, know-it-all view of the world with no need for changes |
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Term
| How is assertiveness different from aggressiveness and non-assertiveness? |
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Definition
• Assertiveness: starting what you think, feel, want, or need in a way that is direct, honest, and respectful of others.
• Aggressiveness: starting thoughts, feelings, wants or needs directly and honestly but in a way that is disrespectful of others.
• Non-assertiveness: Respecting others while stating your thoughts, feelings, wants or needs indirectly or not at all. |
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Term
List five nonverbal behaviors associated with each of the following:
*Aggressiveness
*Assertiveness
*Non-assertiveness |
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Definition
• Aggressiveness: Scowls when angry, tries to "stare-down" and dominate, finger pointing, fist thumping, strides around impatiently
• Assertiveness: smile when pleased, jaw relaxed, firm eye contact, open hand movements, stands with head held up
• Non-assertiveness: quick changing features, evasive, looks down, hunching shoulders, stepping back |
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Term
| Name the four parts of the four-part assertion message. |
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Definition
| The four parts of an assertion message are the behavior description, a feeling message, the consequence statement, and a request statement. |
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Term
| List three requirements of an effective behavior description. |
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Definition
• Report only behaviors you can observe with your senses
• Exclude any evaluation of the behavior or statement of what you believe may be the feelings, motives, or intentions behind the behavior
• Be specific and tentative rather than general and absolute (avoid words like "always" and "never") |
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Term
| What are three of the five most common problems students encounter when making behavior description statements? |
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Definition
• Using general "fuzzy-termed" statements
• Using absolute terms such as "never", "always", or "constantly"
• Extending the description to include more than one specific act, thus making it too lengthy or "windy" |
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Term
| What two elements are included in a constructive feeling message? |
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Definition
• An "I" message that makes it clear to a receiver that you are claiming ownership of and accepting responsibility for the feelings you are expressing
• Identification of the precise feeling you are experiencing such as hurt, annoyance, happiness, uncertainty, confidence, etc. |
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Term
| What are four of the seven most common problems students encounter when making feeling message statements? |
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Definition
• "Feel" is often used when you mean thing; when "think" can replace "feel" with no change in meaning, your are sharing ideas rather than feelings
• Rather than sharing how someone feels, they might share how they don't feel
• Saying phrases such as "I feel like" or "I feel that" will most likely not lead to how someone is feeling
• Trite expression such as "I'm sorry" or "I'm afraid" lose their meaning as feeling messages when you overuse them |
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Term
| List the five lasting effects of tangible consequence statements. |
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Definition
• Time
• Money
• Work
• Possessions
• Effectiveness on job
• **Health and safety |
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Term
| Request statements must meet what three criteria? |
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Definition
• They should be direct
• The must be specific
• The must allow for a freedom of response |
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Term
| How is conflict defined in the text? |
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Definition
| Conflict is the internal or external tension that occurs when you experience difficulty in meeting important needs. |
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Term
| Name three results that make managed conflicts different from out-of-control conflicts. |
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Definition
• Managed: strengthens relationships/facilitates team building, encourages open communication/cooperative problem solving, increases productivity
• Out-of-Control: Focuses on fault-finding/blaming, is often loud/hostile/chaotic, results in considerable workplace/client dissatisfaction and missed opportunities for service recovery |
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Term
Describe the nature of each of the following types of conflicts:
*Pseudo
*Fact
*Ego
*Value
*Needs |
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Definition
• Pseudo conflicts: usually not real conflicts but are only perceived as conflicts
• Fact conflicts: at hand when individuals disagree about information that can easily be verified
• Ego conflicts: occur when a dispute centers on status or power
• Value conflicts: focus on personal beliefs that you hold near and dear
• Needs conflicts: usually occur when the needs of one individual are at odds with the needs of another |
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Term
| The text describes five conflict management styles. List all five and note two qualities typical of each style. |
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Definition
• Avoiders: see conflict as hopeless/useless, lack commitment to finding solutions
• Accommodators: undervalue own needs, want peace at any price
• Forcers: believe winning is the only thing, willing to sacrifice others who don't agree
• Compromisers: want each side to gain something, avoid the real issues
• Collaborators: want to hear needs of the other, view other as equal in a conflict |
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Term
| Seven conflict strategy guidelines are presented in the text. Note all seven below. |
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Definition
• Recognize the "enemies" that can limit your ability to manage conflict. (Explaining your side first, failure to listen attentively to other perspectives, fear of losing control/value/turning out to be wrong, and misconception that someone must win and someone must lose.)
• Identify your needs and those of the other person.
• Plan what you say.
• Choose the right time.
• Take turns speaking and listening.
• Set the stage for finding a solution.
• Express appreciation. |
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Term
| What are three types of criticism presented in the text? |
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Definition
• Manipulative
• Valid
• Vague |
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Term
| Explain what fogging is and for which type of criticism is appropriate. |
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Definition
| Fogging is a technique of calmly acknowledging unfair criticism without agreeing or disagreeing with it. It allows to to acknowledge the criticism without "bullying into" it. This acknowledges manipulative criticism. |
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Term
| Tell what negative assertion is and for what type of criticism is used. |
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Definition
| Negative assertion is a technique where you strongly agree with valid criticism without having to apologize or give excuses. It helps your accept your mistakes and learn from them. This acknowledges valid criticism. |
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Term
| Describe negative inquiry and for what type of criticism is best. |
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Definition
| Negative inquiry is a technique of actively questioning your critic for specific information about the vague criticism. Questioning helps the critics explain in greater detail the nature of criticism and disclose their needs to you. (As stated, it best works with vague criticism.) |
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