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TITLE

Improving Workplace Communication:An Orientation to the NUDGE Model

The Workplace ProjectThe Workplace Project

Institute of Behavioral ResearchInstitute of Behavioral ResearchTexas Christian UniversityTexas Christian UniversityFort Worth, Texas, 76129Fort Worth, Texas, 76129

Team Awareness Training for Team Awareness Training for Substance Abuse PreventionSubstance Abuse Prevention

www.ibr.tcu.eduwww.ibr.tcu.edu

Module 5 of

This manual was developed as part of a NIDA Grant (DA04390), Drug Use in the Workplace: A Prevention Training Program, to the Institute of Behavioral Research, Texas Christian University. The contents are solely the responsibility of the developers and do not necessarily represent the official views of NIDA. This Team Awareness training module and all related data collection forms may be used freely for personal, educational, research, and/or information purposes only. Permission is hereby granted to reproduce and distribute copies of content material (except reprinted passages from copyrighted sources) for nonprofit educational and nonprofit library purposes, provided that copies are distributed at or below costs and that credit for author, source, and copyright are included on each copy. No part of any material may be copied, downloaded, stored in a retrieval system, or redistributed for any commercial purpose without the expressed written permission of Texas Christian University.

For more information, please contact:Institute of Behavioral ResearchTexas Christian UniversityP.O. Box 298740Fort Worth, TX, 76129(817) 257-7226(817) 257-7290 (FAX)Email: ibr@tcu.eduWeb site: www.ibr.tcu.edu© Copyright 2002 TCU Institute of Behavioral Research, Fort Worth, Texas.All rights reserved.

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PURPOSE

WORKPLACE COMMUNICATIONWORKPLACE COMMUNICATIONWORKPLACE COMMUNICATION

PURPOSE OF SESSIONPURPOSE OF SESSIONPURPOSE OF SESSION

• Identify norms and responsibilities in

workplace communication

• Identify and reduce blocks to effective listening

• Understand role of informal communication

(the grapevine) in the work setting

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WHY COMMUNICATION?WHY COMMUNICATION?

• We cannot not communicate

• Most of us spend about 70% of our time

actively communicating

• Effective communication can help reduce

safety and behavior risk problems

• Concerns about how to talk to

coworkers with problems that need help

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COMMUNICATION SETTINGSCOMMUNICATION SETTINGS

Friend’s House Courtroom Trial Movie Theater

• “Formal” or “Informal”

• Who is allowed to speak?

• What are “rules” for speaking?

• Are YOU allowed to speak ?

• When should you speak?

• What responsibilities?

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COMMUNICATION AND RESPONSIBILITYCOMMUNICATION RESPONSIBILITYCOMMUNICATION RESPONSIBILITY

Communication is the essential function of any workplace.

Effective, team-based communication buffers stress and improves productivity.

Policies often state that workers have communication responsibilities regarding safety, problem-solving, and substance abuse.

Effective communication strategies can help workers act on their responsibilities.

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Relevance

Getting CaughtGetting Help Policy

Risks Strengths

ServiceTeam-workStress

Stress &Problem Solving

C O M M U N I C A T I O NC O M M U N I C A T I O N

Tolerance

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Seven Guidelines for Effective Communication

THINK ABOUT WHAT YOU WANT TO SAY

MAKE YOUR MOVE

GET RIGHT TO THE POINT

USE GOOD COMMUNICATION SKILLS

MAKE A CLEAR REQUEST

ROLL WITH RESISTANCE

END ON A POSITIVE NOTE

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I cannot wait to report this accident to the police.I must get to the hospital as soon as possible. Thedelivery truck was heading south and turned rightat the intersection just when the sports car that

was heading north attempted to turn left. When theysaw that they were turning into the same lane, they

both honked their horns, but continued to turnwithout slowing down. In fact, I think the sports

car actually sped up just before the crash.

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Let’s not complicateour relationshipby trying to communicate with each other.

-- Ashleigh Brilliant

Quoted with permission from Ashleigh Brilliant (copyright by Ashleigh Brilliant; www.ashleighbrilliant.com).

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I know you believe that you understand what you think I said, but I’m not sure you realize that what you heard is not whatI meant.

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Listening Do’s and Don’tsDO

• Let the speaker have his/her say.

• Show that you are paying attention and interested.

• Use your own words to restate what the speaker said.

• Ask the speaker to sayit again, if needed.

DON’T• Tune out or plan what

you will say next.• Interrupt to object,

explain, or correct.• Give off signals that you

are bored or in a hurry to say something.

• Add sarcasm or put-downs when you restate the speaker’s ideas.

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Each person can speak only after restating the ideas andopinions of the previous speakeraccurately and to that person’s

satisfaction.

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Handouts Follow1. Seven Ideas of Effective Communication2. Really Listening Group Exercise

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Handout for Seven Guidelines for Effective Communication

SEVEN IDEAS FOR EFFECTIVE COMMUNICATION

T h in k ab ou t w h at you w an t to say. G ive so m e

though t to w ha t you k now, w ha t you suspe ct, w hat

you are conce rne d abou t, an d w ha t you ’ d l ike to

see change. T h ink abou t w ha t you wan t to say an d

m e n tally re hearse how you w il l say it. G ive you rself

ti m e to beco m e co m fortab le w ith you r ideas.

Mak e you r m ov e. Re quest a m e e ting to discuss

the issue w ith th e e m ployee. I f you be lieve an EAP

re presen ta tive shou ld be calle d in to he lp you, m ake

the ne cessary arrange me n ts.

Get rig h t to th e po in t. O nce the m ee ting begins,

don ’ t pad it w ith sm all ta lk . T h is dilu tes

ou r e ffectiveness. Kee p the discussion focuse d on

be hav ior an d perform ance, no t personality.

P ractice good com m u n ication . U se I-Sta te m e n ts

and l iste n ing sk il ls. I-sta te m e n ts are non b la m in g an d

non aggressive ways of presen ting ideas, fee lings,

and conce rns. L iste n ing creates a su ppo rtive

atm osphe re .

SEVEN IDEAS FOR EFFECTIVE COMMUNICATION

T h in k ab ou t w h at you w an t to say. G ive so m e

though t to w ha t you k now, w ha t you suspe ct, w hat

you are conce rne d abou t, an d w ha t you ’ d l ike to

see change. T h ink abou t w ha t you wan t to say an d

m e n tally re hearse how you w il l say it. G ive you rself

ti m e to beco m e co m fortab le w ith you r ideas.

Mak e you r m ov e. Re quest a m e e ting to discuss

the issue w ith th e e m ployee. I f you be lieve an EAP

re presen ta tive shou ld be calle d in to he lp you, m ake

the ne cessary arrange me n ts.

Get rig h t to th e po in t. O nce the m ee ting begins,

don ’ t pad it w ith sm all ta lk . T h is dilu tes

ou r e ffectiveness. Kee p the discussion focuse d on

be hav ior an d perform ance, no t personality.

P ractice good com m u n ication . U se I-Sta te m e n ts

and l iste n ing sk il ls. I-sta te m e n ts are non b la m in g an d

non aggressive ways of presen ting ideas, fee lings,

and conce rns. L iste n ing creates a su ppo rtive

atm osphe re .

Mak e a c l e ar re qu est. Avoid be ing vague . I nste ad

m ake a clear state m e n t a b ou t w ha t you w an t to see

change d an d you r expe cta tions for fu tu re pe rfo rm a n ce .

T h is m ig h t invo lve a re quest fo r action o r a

suggestion tha t he lp be sough t.

Ro l l w i th resistan ce. De n ia l is a no rm a l re sponse

to “ b a d ne ws. ” Most pe op le w ith p ro b le m s a re aware of

the im pact of th e ir be hav io r a t so m e leve l, b u t m ay be

a m b ivale n t a b ou t change. T he y m ay be co m e an g ry o r

de n y the p ro b le m . L iste n in g re spe ctfu l ly an d calm ly

re pea ting you r re quest fo r action w i l l he lp m ake su re

th a t you r m e ssage is take n se riously.

En d on a p osi tiv e n o te . T han k the pe rson fo r th e ir

w il l ing ness to he ar you ou t. Sta te you r be l ie f th at

you r su pe rv iso r or co-w orke r can an d w il l han dle the

p ro b le m .

Mak e a c l e ar re qu est. Avoid be ing vague . I nste ad

m ake a clear state m e n t a b ou t w ha t you w an t to see

change d an d you r expe cta tions for fu tu re pe rfo rm a n ce .

T h is m ig h t invo lve a re quest fo r action o r a

suggestion tha t he lp be sough t.

Ro l l w i th resistan ce. De n ia l is a no rm a l re sponse

to “ b a d ne ws. ” Most pe op le w ith p ro b le m s a re aware of

the im pact of th e ir be hav io r a t so m e leve l, b u t m ay be

a m b ivale n t a b ou t change. T he y m ay be co m e an g ry o r

de n y the p ro b le m . L iste n in g re spe ctfu l ly an d calm ly

re pea ting you r re quest fo r action w i l l he lp m ake su re

th a t you r m e ssage is take n se riously.

En d on a p osi tiv e n o te . T han k the pe rson fo r th e ir

w il l ing ness to he ar you ou t. Sta te you r be l ie f th at

you r su pe rv iso r or co-w orke r can an d w il l han dle the

p ro b le m .

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REALLY LISTENINGREALLY LISTENING

In a group of three or four, select one of the following issues (or pick your own "controversial" topic). This will be the topic you will talk about with each other during this activity. You will discuss your topic by following the guideline below.

Possible Topics

Before beginning, read over the following guideline. Make sure all group members understand.

Each person can speak only after restating the ideas and opinions of the previous speaker, accurately and to that speaker's satisfaction.

Someone should volunteer to begin the discussion by talking briefly about his/her thoughts and opinions about the chosen issue.

When you want to give your ideas on the issue, you must first show the previous speaker that you got his/her meaning. You can say things like "You believe that..." or "You think that...", or "Your opinion is that..." to get started. Then use your own words to restate what you heard the previous speaker say. If the previous speaker is satisfied that you "got his/her meaning," then you can give your opinion.

Give it a try!

Capital punishmentEuthanasiaLiberal politicsConservative politicsGun ControlCensorshipFrozen human embryos

Salaries of football playersSports team rivals (for example, Cowboys fans vs.Bronco fans, etc.)CloningThe US Space programThe United NationsSchools/Education

Handout for REALLY LISTENING EXERCISE