Essentials of Effective Supervision - RLSEIacademy.rlsei.com/doc_ol/ees/section_2_ho.pdf · Essentials of Effective Supervision Section 2: Effective Communication Module 1: Leading

EES - Section 2 Page 1 of 22

Essentials of Effective Supervision

Section 2: Effective Communication

Module 1: Leading Productive Meetings


Handout 2-1-1 Effective Communication: Leading Productive Meetings 1. Next to each statement write T if the statement is TRUE or F if the statement is FALSE. _____ It is not necessary to write an agenda for regular meetings between supervisors and

subordinates.

_____ To keep meetings short, leaders should discourage participation and concentrate on disseminating information.

_____ When a meeting is in progress) leaders should defer discussion of any unrelated issues (not part of the agenda) for another time.

_____ A good meeting is over when no one has anything else to say. _____ An effective leader schedules ample time for participants' questions and comments. 2. In the space below each sentence, change the wording of the sentences to better demonstrate leading productive meetings.

* We should all be ashamed of the sales results this quarter. If this group doesn't start getting better sales, there will be real trouble next quarter."

* "We're not going to leave this room until you get this inventory form right."

* "Everyone here knows that punctuality is a top priority. I will not tolerate any more returning from lunch late."

3. In the following sentences, choose the correct answer. * An agenda (a) should be handed out at the beginning of the meeting. (b) should be distributed at least two days in advance of the meeting, or (c) isn't necessary for a routine department meeting. * You are halfway through an agenda item when George interrupts with a question. You (a) ignore him, (b) tell him he's our of order, or (c) ask him to hold his thought for the discussion period that will follow.

4. List two ways of encouraging active participation.


Handout 2-1-2 Effective Communication: Leading Productive Meetings Productive v. Unproductive Meetings

A Productive Meeting. . .

An Unproductive Meeting. . .

Has a written agenda

Has no agenda

Starts on time

Starts whenever everyone is assembled

Has well-prepared, energetic leadership Has haphazard leadership

Sticks to its agenda Wanders off-course repeatedly

Presents only relevant information Allows introduction of irrelevant information

Schedules ample time for questions and comments

Allows unscheduled interruptions of the agenda

Encourages active involvement from all participants

Allows vocal or domineering participants to dominate the discussion

Concludes on a positive, proactive note Winds down to an inconclusive end

Offers published follow-up to participants Offers no follow-up


Handout 2-1-3 Effective Communication: Leading Productive Meetings (Sample) Meeting Memo

To: Don Henning, Barbara Price, Danny Davis, Jim Lawson, Terry

Seibert, Beth James, Harry Jones, Mary Thomas From: Rich Schumaker Date: March 25. 2008 Subject: Crime Prevention Committee Meeting The Crime Prevention Committee will meet on Friday, April 11, 2008 from 8:30 a.m. to 9:I5 a.m. in Conference Room B. As you know, October is Crime Prevention month. At the last two Crime Prevention Committee Meetings we discussed activities to promote the theme. At next week's meeting we will finalize our plans and begin to implement them. The meeting agenda is attached. Please see me before Tuesday, April 1, with any questions or concerns.


Handout 2-1-4 Effective Communication: Leading Productive Meetings (Sample) Meeting Agenda

AGENDA Crime Prevention Committee Meeting Friday, October 11, 2008 1. POSTERS Barbara Price will bring posters announcing Crime Prevention Month to the meeting. (5 minutes) During the meeting, the group will decide best locations to display the posters. (I0 minutes) Barbara will put them in place following the meeting. 2. INCENTIVE PLAN Terry Seibert will distribute the details of the crime prevention recognition plan for October. (I0 minutes) At the meeting, we will review the plan and agree on a kick-off meeting time, place and date to announce the plan to all Neighborhood Watch groups. (5 minutes) 3. REPORT Don Henning will bring crime statistics, including trends, comparisons to last year and each month this year. (10 minutes) The Committee will determine the best way to share results with Neighborhood Watch groups during October. (5 minutes)


Handout 2-1-5 Effective Communication: Leading Productive Meetings Leading Productive Meetings

What To Do How To Do It Set the stage * Distribute the agenda at least two days in advance of

the meeting * Address any questions or concerns on the part of participants; amend and redistribute agenda if necessary * Start the meeting on time * Give a crisp, businesslike tone to the proceedings * Provide a clear picture of the meeting's purpose * Review the agenda * Invite preliminary questions; announce scheduled question-and-answer period after each agenda point

Encourage participation * Recognize people by name * Emphasize the importance of individual input * Make sure participants know that their experience may be critical to the outcome * Post ideas contributed by individuals: "George suggests that we streamline this procedure." * Solicit participation with open-ended questions: "If it were up to you Rita, what would you do?" * Summarize and redirect "We've come up with a list of good ideas. Can anyone think of any more? If not, let's work on choosing the best solutions." * Promise to address items irrelevant to the agenda at a later date

Conclude the meeting proactive * Invite final contributions: "We have about 10 minutes to wrap things up..." * Summarize accomplishments: "We have a list of five action items to address..." * Announce action plan: "We will meet again next week for progress reports on those five items..." * Thank the group for their support and continuing contribution.




Module 2: Meeting Functions


Handout 2-2-1 Effective Communication: Meeting Functions 1. Next to each statement write T if the statement is TRUE or F if the statement is FALSE. _____ The leader at any meeting should always be the highest ranking employee. _____ It is usually better to send a memo on a controversial subject rather than hold a meeting

about it. _____ No matter what the type of meeting, everyone attending should finish with a sense of

accomplishment.

2. List at least three qualities of an effective meeting leader. _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3. Write YES next to each situation below if you feel holding a meeting is appropriate, or

No if you feel a meeting is not appropriate. _____ Margaret Simmons is going to research prices for a new telephone system.

_____ You have been assigned the task of putting together a manual for the department.

_____ There's an immediate need to improve morale in the unit.

_____ Two people are being promoted in the company.

_____ Starting on Monday, customer calls for billing will be handled by another unit.

_____ Starting on Monday, there will be people installing new window treatments on the floor.

_____ There was a controversial article in the local paper about the company this morning.

4. Next to each meeting, identify it as a decision-making meeting (D), an informational

meeting (I), or a social meeting (S)

_____ Each supervisory group completed a month-long study of customer complaints.

_____ All supervisors will report and compare their findings at this meeting.

_____ After seven reports of petty theft in the office, you are calling a meeting to develop a

plan to stop the problem and prevent future theft.

_____ Tomorrow's meeting will be held to teach everyone how to use the new order form.

_____ You've decided to take the whole group out after work for pizza.


Handout 2-2-2 Effective Communication: Meeting Functions When to Hold a Meeting

When to Hold a Meeting For Example Tasks involved are interdependent; actions depend upon or impact others.

* Preparing an employee reference manual * Streamlining production procedures * Creating a new filing system

The job, task, or issue is beyond the capability of one person; several areas of expertise are required.

* Choosing a new computer system * Introducing a new product line * Moving to a new facility

There is more than one possible solution. * Exploring ways to improve morale * Reducing paper waste * Improving in-house mail routing and delivery

Misunderstandings are likely. * Change in benefits package * Restructuring of department or organization * Merger or takeover is rumored


Handout 2-2-3 Effective Communication: Meeting Functions Meeting Functions

Category Purpose Meeting Content

Decision-making

To take action * Specific issues are addressed * Ideas are shared, analyzed, and evaluated * Brainstorming is common * Members work toward common goals * Assignments are frequently given * Problem-solving takes place * Detailed meeting minutes are kept

Informal

To share information * Learning takes place * Complex concepts and tasks are described * New policies and procedures are presented * Industry news and marketing trends are discussed * Specific skills, concepts and ideas are explained * Demonstrations are given * Question-and-answer or discussion periods are featured * High degree of participant feedback is desired * Handouts are often distributed * Meeting minutes are necessary

Social

To show appreciation * Held offsite, if possible * Informal, relaxed atmosphere * No meeting minutes are taken * Awards are given, progress noted, achievement celebrated, appreciation expressed


Activity 2 - Worksheet

Meeting Topics and Agendas

Directions: Think of a reason that you might call a meeting. Your task is to come up with an

appropriate meeting topic and meeting agenda.

Meeting Topic:_____________________________________________________________

Meeting Agenda:


Activity 3 - Worksheet

Characteristics of an Effective Meeting Leader

Directions: Think about the best meeting you've attended. What were the qualities and characteristics of the leader. Write down what the leader did or didn't do and how he or she acted to contribute toward the success of the meeting. 1. ___________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________ 4. ___________________________________________________ 5. ___________________________________________________ 6. ___________________________________________________ 7. ___________________________________________________ 8. ___________________________________________________ 9. ___________________________________________________ 10. ___________________________________________________




Module 3: Art of Listening


Handout 2-3-1 Effective Communication: The Art of Listening 1. Next to each statement write T if the statement is TRUE or F if the statement is FALSE. _____ Pauses in the conversation can be helpful for the speaker and the listener.

_____ Listening hard may involve physical attitude, or body language.

_____ Asking questions can be an effective way to help subordinates realize their thoughts on

a subject.

_____ Most people are good listeners - it's second nature. _____ Good listeners always listen only for facts, not for feelings. _____ While another person is speaking, you should let him /her know how you feel about the

topic with your body language. _____ If the speaker repeats a word several times, you should factor that in when you analyze

his/her message 2. Write two examples of things that get in the way of effective listening.

______________________________________________________________

______________________________________________________________

3. Some of the statements below are characteristic of passive listening; others contain qualities of active listening. Place either a P (for PASSIVE) or an A (for ACTIVE) next to each statement.

_____You're watching a talk show on television. _____You overhear a conversation two friends are having in the lunchroom. _____You're lost and stop to ask someone for directions. _____Someone asks if you'll listen and give your advice. _____There will be a test on the lecture you're attending.


Handout 2-3-2 Effective Communication: The Art of Listening Listening v. Hearing

Hearing Listening

Hearing is automatic, involuntary and

unconscious

Listening is voluntary,

requires conscious effort and includes physical

and mental involvement


Handout 2-3-3 Effective Communication: The Art of Listening The Do’s and Don’ts Of Good Listening

Good Listeners Poor Listeners Do little of the talking Do most of the talking

Use positive body language - Make good eye contact, lean forward, keep arms open, take notes if appropriate

Use negative body language - Make little eye contact, fold arms) fidget, look

at watch, read or use computer while listening

Keep an open mind - Avoid asking "why" ("Why didn't you...?") - Wait for the speaker to finish, then analyze - Keep an open mind ("not allowing biases or

opinions to interfere with listening)

Judge - Ask "why" ("Why didn't you...?) - Interrupt the speaker - Let personal biases and opinions interrupt the

dialogue

Tolerate silence - A pause in the conversation is not uncomfortable

Disallow silence - Silence is uncomfortable

Avoid distractions - Ignore the phone ringing or turn the phone off - Make you feel that they are there for you

Allow distractions to interrupt listening - Answer the phone - Talk to others

Ask questions that encourage dialogue - Open- ended questions ("Tell me about...") - Questions that guide subordinate ("Do you

think this might be the best way to handle this, or would you like to try...l")

- Use some close- ended questions ("Do you think that will work?")

Ask few questions, lecture - Jump in with opinion, respond right away - Give instructions ("You ought to...") - Are quick with solutions

Observe and listen hard - Observe and interpret body language and

respond appropriately - Read between the lines (Example: subordinate seems afraid or embarrassed to ask for a raise, supervisor provides compliment for talking about it. )

Listen only for ideas (opinions) - Are deaf to emotions behind them - Are bored by people's conversations - Are passive listeners - Are inaccurate listeners (do not watch for

facial expressions, don't make eye contact and usually misinterpret the message)

Repeat the speaker's thoughts - Let speaker know the message was received (paraphrase in listener's own words)

Do not consider feelings - Provide response that doesn't address the real issue

Listen for facts and key words - Zero in on words that are repeated

Think about what to say next - Insensitive to what is really being said




Module 4: Importance of Feedback


Handout 2-4-1 Effective Communication: The Importance of Feedback 1. Next to each statement write T if the statement is TRUE or F if the statement is FALSE. _____ Subjective feedback is preferable to objective.

_____ Negative feedback causes people to become defensive.

_____ Supervisors who don't provide regular feedback to employees should expect

substandard performance 2. Choose the answer or answers that best describes subjective feedback.

Subjective feedback is:

a. vague b. specific c. evaluative d. unemotional

3. Choose the answer or answers that best describes objective feedback.

Objective feedback is:

a. emotional b. timely c. specific

d. states expectation 4. Describe the sandwich technique of constructive criticism.

________________________________________________________________

5. Turn the following subjective feedback into objective feedback by rewriting each statement.

a. "John, you better not be late again." ________________________________________________________________ b. “Sylvia, I reviewed your report and I don't like it at all.” ________________________________________________________________ c. "You were rude to that customer.” ________________________________________________________________


Handout 2-4-2 Effective Communication: The Importance of Feedback Definition

Feedback is comment on performance, good or bad Good Performance earns praise and faulty performance receives constructive criticism

Praise

In Public

Criticize

In Private


Handout 2-4-3 Effective Communication: The Importance of Feedback Constructive Criticism

Praise Criticism More Praise


Activity 1: Worksheet Constructive Criticism Directions: Turn the following examples of negative feedback into constructive criticism. Write down how you would use the sandwich technique while giving feedback. "You really blew it with that customer!" "What's wrong with you? If I told you once, I've told you five times how to do this!" 'You’ll have to do better than this - five errors on one order!"


Activity 1: Worksheet Changing Subjective Feedback To Objective Feedback Directions: Change the following examples of subjective feedback to objective feedback. "You're always late." "You didn't take care of that customer properly." "If you weren't so disorganized, you would've finished that order." "Starting tomorrow, you'd better change your ways or there will be trouble."

Documents

Essentials of Effective Supervision - RLSEIacademy.rlsei.com/doc_ol/ees/section_2_ho.pdf · Essentials of Effective Supervision Section 2: Effective Communication Module 1: Leading