EffectiveCommunication Skills&GroupWork everythingyoueverwanted toknowbutdidntknowto ask

Acknowledgments
This presentation is based largely on the work of Jackie Wellen and Prof. P Noller ( additions made by K Cremer & J Rochester)
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WhoamI?
Kathleen Cremer Registered Psychologist Personal Counsellor & Career Coach Trainer
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Whyarewehere?
Student project groups often experience obstacles and conflicts . These can be managed . By improving communication skills ... Group feedback

CommunicationSkills
I. Effective Listening
II. Disclosing III. Anger Management and Assertion Skills IV. Negotiation and Problem-Solving

inability / failure / decision not to communicate about problems lack of planning (tasks, intermediate deadlines) lack of task allocation inability / failure / decision not to lead the group difference in working styles different speeds of working difficult to fit meetings/work into other extra-curricular commitments balancing time between expected commitments across all subjects managing unexpected workload changes that arise punctuality prejudging members of group perceptions of unequal task distribution/completion assuming my way is the best way

Yourperceiveddifficulties withgroupwork...

Difficultieswithgroupwork II
I ended up doing all the work failure to meet agreed goals failure to be present lack of coherent direction failure to complete assigned tasks what we have here, is a failure... to communicate same people always take leadership positions working under pressure vs. getting it down well in time lack of respect and trust for others work styles, points of view, approaches negativity lack of agreement about what the group wants to achieve and how to achieve it
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Whatsinitforyou???
Ever had that experience of someone getting completely the wrong message? or known someone really well but felt it would have a negative effect on your friendship to tell them about something you are unhappy about in your working relationship?
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Whatsinitforyou???
or found yourself fighting with someone when all you wanted to do was work things out or, hypothetically, found yourself in a group work situation and been unable to effectively communicate your needs and desires.
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Sowhatsallthefusswith teamworkthen?
What do employers want from Graduates?
Surveying advertisements consistently identifies the following as the basic professional skills being sought:
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 eamwork skills (always in the top 5) T eadership potential L ood communication skills (verbal and G presentation skills) nalytical, critical thinking and research skills A omputer literacy C ultural and cross-cultural awareness C alanced lifestyle capacity to manage B competing demands elf awareness S
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Why?
In the workplace TIME = $$ IT and Creative Industries are very collaborative fields (nobody is an island) Poor collaboration (teamwork) wastes time:
Duplication of effort Errors and misunderstandings Time overruns and delays
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Asolution...
There is no one solution to all these problems There is nothing we can tell you in the next two hours that will make these problems go away What we can do, is give you some skills so that you can effectively deal with these problems yourselves as they arise
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Asolution.
The next 2 weeks of classes are based around group work and communication skills Some of the examples are specific to group work situations and some are broader, the idea is that you attain good communication skills that you can use in any situation
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Threebasicskilltypes
First person skills (Me) Second person skills (You) Third person skills (Us)

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FirstPersonSkills
Skills for conveying information to others without threat, blame or demand Used where other peoples behaviour has a consequence for you A good idea if you want people to listen to what you say, understand it, and act on it
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Secondpersonskills
Used to gain information and understand someone else Often getting your own issues heard requires listening to the other persons A good idea if you want to make any progress when communicating with someone
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Thirdpersonskills
Skills for managing the overall interaction so that everyones needs are met Important for identifying what information is needed at any given moment Includes deciding whether to bother applying any first or second person skills
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Categories
The three categories give a broad understanding of the sorts of skills you will be using The info we cover today fit these categories but we will be approaching things a little differently
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Thegroup-worksituation
There a lots of things to deal with if you want to optimise the way you work with others You need to be able to communicate and interact in a constructive way so that everyones needs can be met
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HowisGroupWork DifferenttoanIndividual Project?

You need mechanisms for ensuring your needs are expressed You need more flexibility You may need to work on relinquishing some control, letting things go You may have to work on tasks that are not your first choice
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AndtheRewardscanbe Wonderful!
Better outcome than if the job was attempted individually An experience outside your comfort zone can help you develop new skills & confidence Social links & new partnerships And whats the worst that can happen if you dont enjoy it you learn how to 22 cope with the experience!

Rating Team Development Its good to understand where any communication breakdowns occur. Please complete the questionnaire on Rating Team Development. Having done the questionnaire consider what might you have done differently?

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Talkatthestart
A good idea might be to have a chat with your group members at the start of a new project A chat at the start of your project will hopefully minimise the number of issues that arise thereafter (although it is highly likely that other stuff will arise)
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SetGroundRules
When starting out in any group its a good idea to set some basic ground rules for success: Workshop not a forum Discuss behaviours not people Keep what other people say confidential Relax and have fun!!
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Talkduringtheproject
Whenever issues arise during the course of your project you need to be able to deal with them constructively you need to talk to each other and be able to address everyones issues
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TalkingandListening
This entails more than just being able to express your own needs (although this is an essential skill) You also need to be able to listen to the other group members

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Effectivecommunicationis a2waything
It helps to: build good listening skills learn to express your ideas in a way that is not threatening to other group members

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DifferencesinCommunication
Are there differences between cultures? between males and females Who speaks more? Why? How do differences play out

TrueorFalse
Males speak more often than females Females think aloud males think silently Males hear better than females Females are the best multi-taskers Females are better at finding things Females are more competitive Males are more cooperative
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TrueorFalse
Males speak more often than females False
females avg 6-8000 wds/day males 2-4000/day

Females think aloud males think silently True women speak to process information; men think silently
can you leave it with me or Id like to think it over

Males hear better than females False females greater sensitivity to soft and high pitched sounds
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Genderdifferences
Females are better at finding things True -females have greater peripheral vision so males have to
move head to cover same range

Females are the best multi-taskers True females have more connections between L and R hemisphere Females are more competitive Males are more cooperative False Males groups focus more on hierarchy & hustling for status
Source Pease A, & B (1998) Why men dont listen & women cant read maps Pease Training International

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TipsforMalesandFemales
Allow him to have quiet moments without assuming theres something wrong Ask her do you want me to listen as a female or male (ie just to listen and encourage or to suggest solutions)

AndinGroups
This means everyone has much to contribute in different ways. Harnessing a variety of problem solving approaches can be fruitful!

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CommunicationSkills
I. Effective Listening
II. Disclosing III. Anger Management and Assertion Skills IV. Negotiation and Problem-Solving

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ListeningSkills

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Whybotherlistening?
Listening helps you learn what the problem is and maybe how to solve it If you listen to and address someone elses needs and desires there is a much higher chance that they will listen to yours

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INeffectivelistening
You are in a conversation with someone about something important to you You notice at some point your friends eyes are no longer focused on you that they are looking at something or someONE else in the room .. How do you feel?
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Maybeyoufeel...
Chances are you will assume your friend is completely disinterested in what you are saying and caught up in his or her own world How are you likely to react in this situation?

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Maybeyoudreactlike...
Chance are you will not want to talk to them any more about the issue at hand, and moreover, you will most likely be uninterested in listening to anything they have to say

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Peoplewhodontlistento others
Appear like w@#*ers Miss important information Dont anticipate problems

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Whatiseffectivelistening?
Not just hearing what the other person says, also
understanding another persons communications showing your understanding verbally and non-verbally and (where necessary) clarifying your understanding
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BlockstoEffectiveListening
In order to be able to tune in to others more, its necessary to be able to identify factors that make you tune out when listening Everyone uses listening blocks sometime, Identify some blocks you have used in the past and the circumstances in which you used them
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Rehearsing
The listener fails to actively attend to the speaker because he/she is planning what to say next. The behaviour will most likely occur when the listener is more focussed on sparring or debating
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Mind-reading
The listener discounts what the other person says and fails to pay to attention to the speaker because:
he/she is trying to figure out what the speaker is really thinking or he/she presumes to know what the speaker really means
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Judging
This behaviour occurs when you negatively label someone based on a previously held stereotype It may also occur when you evaluate what someone is saying before they have a chance to finish
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Advising
The listener jumps in to problem-solve and inadequately attends to the speaker because he/she is too busy thinking of (and voicing solutions)

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BeingRight
The listener only attends to information that confirms their view of themselves or others Other information is discounted or reworked to fit with their view

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Interrupting
The listener fails to let the other person finish what they were saying Often occurs when the listener has a point he/she wants to make

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Monopolising
One person in the interaction is so interested in what they are saying that they dont let the other person speak The person monopolising the conversation doesnt have any opportunity to listen
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Placating
The listener is trying to be pleasant and supportive but ends up agreeing too easily rather than tuning in to what is really being said

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Interrogating
The listener asks a series of questions which stops the speaker from thinking about what they wanted to say, and focuses the attention on the listener

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 Exercise 1.1

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EssentialskillsforEffective Listening
1. Preparation Skills 2. Attending Skills 3. Maintenance Skills 4. Reflecting Skills

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1.PreparationSkills
Before engaging in interactions with others, you must prepare yourself to be a good listener
a. understanding blocks b. attitude of respect and acceptance c. availability as a listener

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a.understandingblocks
Understanding the blocks you use enables you to exert conscious control over how and when you use these blocks in future Its important to identify
the blocks you use the most the people you use them with the situations in which you use them

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b.attitudeofrespectand acceptance
Listening is ineffective when you are judging or finding fault The listener must be able to respect other peoples viewpoints so he/she can listen with openness

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c.availabilityasalistener
In order to enable effective communication to occur, you must make yourself available as a listener in a group work situation this might involve checking with your co-workers from time to time if they are happy with the way things are progressing
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2.AttendingSkills
Attending skills are the non-verbal cues that demonstrate interest and attention Effective listening involves using nonverbal cues as rewards for the speaker to initiate or continue talking

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Exercise 1.2 (explore your existing knowledge of nonverbal communication)

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Attendingskills-facial expression
Facial expression sub conscious awareness gesture (head nod) Posture Eye contact: cultural differences = 60-75% of the message Voice tone = 5-10% of the message Remainder from our actual words
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attendingskills-gesture
The head nod is one of the most important gestures in listening and is used to indicate attention and interest
small head nods - show continued agreement larger nods - indicate agreement

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attendingskills-posture
A posture of involvement is a very important component of effective listening the listener should maintain an open position (arms and legs uncrossed) they should lean forward slightly (to communicate energy and attention) and face the other person squarely (allows listener to be a eye level with speaker)
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attendingskills-proximity
Use what feels natural and appropriate What impact might cultural differences have?

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attendingskills-gazeandeye contact
Maintaining eye contact with the speaker serves the dual purpose of demonstrating interest and allowing the listener to collect facial information the listener should gaze at the speaker for most of the interactions, but may break eye contact and look away when thinking
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Attendingskills-avoid distractions
Actively move away from distractions so that the other person has your full attention For example,

MOVE AWAY FROM YOUR COMPUTER!!!!!!!!!!!!!!!!!!

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 Exercise 1.3

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3.Maintenanceskills
The listener may begin to lead and direct the conversation by asking too many questions Maintenance skills are important for effective listening because they allow the listener to adopt a less directive role in the interaction
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Maintenanceskills(cont.)
Maintenance skills are used to encourage the speaker to continue and to assume control over the direction of the interaction Two specific maintenance skills that foster effective listening are
Door Openers Minimal Encouragers
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dooropeners
These are an invitation to talk, there are four main categories:
an interpretation of the other persons body language (you look as though something is bothering you) an invitation to talk or continue talking (.go on) silence (to give the other person time to collect their thoughts and decide whether to talk) attending (the use of eye contact and posture to demonstrate interest and concern for the other person)
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minimalencouragersi
Minimal encouragers are brief indicators to the other person that you are attending They can be used throughout an interaction but may occur more frequently in the early stages to give the conversation momentum

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minimalencouragersii
Like door-openers they should be nondirectional and not imply disagreement or agreement they should just show the listener that they are being heard and that the listener is willing to continue listening

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minimalencouragersiii
The most commonly used minimal encourager is mmm-hmmm others include
right, I see, oh?, okay, really?, and?, for instance?, and then?, so?, sure, yes, go on

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minimalencouragersiv
These examples may seem a simple It is important to make yourself consciously aware of them and thereby manage your use of them

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 Exercise 1.4 Worksheet 1 Feedback / discussion

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Recap
What are 3 types of communication skills? What sort of impact might different personal styles have on a team? How can we tell when someone is attending to us? What are some different types of communication blockers?

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EssentialskillsforEffective Listening
1. Preparation Skills 2. Attending Skills 3. Maintenance Skills 4. Reflecting Skills

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4.ReflectingSkills
Used to communicate your understanding of the persons situation from their viewpoint The three important skills for reflecting are:
a. reflecting on the content of the other persons message (paraphrasing) b. reflecting on the feelings they express c. asking questions

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a.Paraphrasing
The listener makes a statement about the content of what the speaker has said, but framed in his/her own words There are four main features of effective paraphrasing...

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mainfeaturesofeffective paraphrasing
Be concise
try to be as succinct as possible so the speaker can maintain their train of thought

Only essential details focus on the main thrust of

what the speaker has said when paraphrasing

Be concrete comment on content rather than on emotions Use your own words try to look at the situation from
the speakers situation
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effectsofparaphrasing
Paraphrasing can
make the speaker feel more comfortable about speaking to you, allow you to clarify your understanding of exactly what they are saying

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 Exercise 2.1

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b.Reflectingfeelings
This involves responding to the speakers emotion and subjective experience, not just his or her words When doing this try to reflect on feelings rather than thoughts

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b.Reflectingfeelings(cont.)
This can be useful if you notice that the speakers voice and body messages are inconsistent with the verbal message
Youre telling me you are excited that your mother is coming to stay but you look kinda down about it

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 Exercise 2.2

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c.Askingquestions
When listening, your questions can either help or hinder the effectiveness of the interaction
Resist the urge to use questions to get your own needs met if someone is expressing a concern to you Use questions in order to help the person speaking deal with the issues they are discussing

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TypesofQuestions
Open to gain expansive information Closed to check facts & details Elaborating again to expand at a deeper level Solution Focused to elicit what the person may do Beware the Why question (can make person feel defensive
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Examples
Open how, what, when, where Closed is are do Elaborating in what way.... Which aspects.... Solution Oriented what occurs to you....; how are you planning to address it.."
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 Exercise 2.3 Worksheet 2

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CommunicationSkills
I. Effective Listening

II. Disclosing
III. Anger Management and Assertion Skills IV. Negotiation and Problem-Solving

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CommunicationSkills
I. Effective Listening

II. Disclosing
III. Anger Management and Assertion Skills IV. Negotiation and Problem-Solving

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II.Disclosing
Disclosing is about effectively sending messages Communication is inhibited when you send messages you did not intend to send Being able to disclose appropriately requires some personal insight and awareness
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 Exercise 3.1

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Personalinsightand awareness
Acknowledge that your feelings are legitimate and important Be responsive to what you feel without trying to justify or make excuses for your emotional reactions Be confident that you have the right to express how you feel
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Makingdisclosure statements
Effective self-disclosure
involves expressing a verbal I message (containing information about your feelings) should always be accompanied by appropriate non-verbals

For example...

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Istatementswork
I statements are effective because they allow you to speak for yourself and take responsibility for your feelings and attitudes There are five key components to a good I statement...

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Example
What might the different response be to the statements below: You gave me the wrong change. I have been given the wrong change.
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Activity
Lets take the example where person A believes person B is not pulling their weight A could go to B and say youre not pulling your weight and doing your share - youre being lazy what is likely to happen? What might person B say?
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FiveIstatementComponents
1. Data. The objective facts, an expression of information.
I think I might be doing a disproportionate amount of work on our project at the moment

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FiveIstatementComponents
2. Feeling. An expression of your emotional reaction to the issue.
I feel concerned that I am doing more than my share on this project at the moment

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FiveIstatementComponents
3. Interpretation. Expressing your thoughts and the reasons you feel the way you do
I feel concerned that I am doing more than my share on this project because I think it would be good if we all contribute the same amount
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FiveIstatementComponents
4. Intention. This refers to how you would like to behave in relation to the issue
I feel concerned that I am doing more than my share on this project because I think it would be good if we all contribute the same amount. I want to make sure that we agree on what we each should be doing.
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FiveIstatementComponents
5. Action. This can involve acknowledging how you usually respond to such situations, but can also be used to suggest a plan of action.
I feel concerned that I am doing more than my share on this project because I think it would be good if we all contribute the same amount. I want to make sure that we agree on what we each should be doing. I would really like it if we could talk a bit about what we are each contributing
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What might the various outcomes from these different scenarios be? As opposed to the first one?

Defuse hostility Encourage ownership Discourage blaming

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MindYourLanguage
Fire Starters
You never.. You always..

Communication Helpers
This is often not done correctly Are you willing to...? Let me see if I understand your idea.. Im sorry for your inconvenience.. I can appreciate your point 108

You have to... Thats definitely wrong I dont know why youre so upset Youre crazy

 Exercise 3.2

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Provisos,Caveatsand Hints
An I statement doesnt have to have all these components. They are a guide. It is important to consciously decide what is required in a give situation. You dont need to present all the components of the I statement in one hit. It can be good to space them out.
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 Worksheet 3 Feedback / Discussion For homework try using I statements where appropriate

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Recap
Describe 3 reflecting skills What are some of the benefits of I statements?

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Next
I. Effective Listening II. Disclosing III. Anger

Management and Assertion Skills IV. Negotiation and ProblemSolving

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GroupWork-everything youeverwantedtoknow butdidntknowtoask ~ParteleSeconde~

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TeamRolesAudit
Personalities also play a large part in how we behave in groups. Different temperaments and communication styles have an impact on the group as a whole. They are all necessary but they dont always get along smoothly. Think about how you feel and think when working in teams. 115

Please complete the Team Roles Audit.

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CommunicationSkills
I. Effective Listening II. Disclosing

III. Anger Management and Assertion Skills

IV. Negotiation and Problem-Solving
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AngerManagement& Assertiveness

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Overview
Anger Management and Assertion Skills
Distinguishing non-assertive, aggressive and assertive behaviour Components of Assertive Behaviour Constructive Anger Management

Negotiation and Problem Solving

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Assertiveness
the set of skills aimed at enabling all parties to express what they want in a manner that maintains equality and respects the basic rights of other individuals assertive behaviour requires that a balance be struck between positive self-affirmation and respect for the rights of others

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Assertivenessvs.Aggressiveness
failure to understand the concept of assertion can lead to confusion between the concepts of assertiveness and aggression although the emotional basis for both assertive and aggressive behaviour may reside in the (natural and healthy) emotion that is anger the use of these behaviours can lead to markedly different outcomes
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Non-Assertive,Aggressive,and AssertiveBehaviour
these categories of behaviour are not exclusive and behaviour can represent a mix of the three types However, examining what constitutes non-assertive and aggressive behaviour can help define what behaving assertively involves
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Non-Assertivebehaviour
occurs when a person behaves in a passive or submissive manner, denying his or her rights to please others often, when people behave in a non-assertive manner, they do not like what is happening to them but fail to do anything about it for the sake of maintaining harmony

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AggressiveBehaviour
occurs when individuals attempt to enhance their own well-being, at the expense of others aggressive people attempt to get their own way through dominating and overpowering why might this be a problem for the aggressive person? an example?

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AssertiveBehaviour
characterised by confidence, honesty and respect for the rights of others assertiveness should result in enhanced well-being for yourself and for others

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 Exercise 4.1

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Sowhatarethecomponents ofassertivebehaviour?
Send I messages Be honest Be specific

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ComponentsofAssertiveBehaviour
Send I messages. That is, speak for yourself and take responsibility for your feelings and attitudes. What are the five key components of an I message? data, feeling, interpretation, intention, action Be honest. Being assertive involves saying what you really mean, not what you think will be easier for you to say or the other person to hear Be specific. Give specific feedback and use concrete examples. Refer to specific instances of behaviour and specific consequences the behaviour had for you
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CategoriesofAssertiveStatements

saying no or making a stand asking favours or asserting yourself expressing feelings generally, resist the temptation to justify
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Sayingnoormakingastand
state your opinion in a clear nondefensive manner explain your reasons being as honest as possible use listening skills to express understanding when the other person responds an example?
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Askingfavoursorassertingyourself
applies when making an assertion about what you want state the problem in a manner that makes your experience of the situation clear make a simple, straightforward request when the person responds, seek clarification of their understanding of the situation an example?
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Expressingfeelings
used when making an assertive statement about your feelings clearly identify your emotions and express them in a non-threatening manner that does not imply blame

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 Exercise 4.2

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ConstructiveAngerManagement
people often express anger, frustration or disappointment with another person by indirect, hurtful methods these methods are rarely successful in achieving the persons desired goal the approach to anger management we will be looking at comes from Alberti and Emmons (1990) and is based on three stages
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HowThoughtsInfluenceMood
Anger rarely presents without a preceding hot thought. The thought creates a response which can change physiology and impact on behaviour

ManagingAnger
Anger a normal emotion Can be productive or maladaptive it depends on how it's expressed

ThreeOptions
Repress it

Express it

Stop creating it

Whichresponseismost adaptive?
When do I let things go? When do I express my dissatisfaction When do I stop it before it develops It depends on the context & the issue Helpful Questions... s the other persons I behaviour intentional? ven if it is, is it E productive for me to respond this way?
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Arousalfromstress,anger

StagesofAngerManagement
strategies that should be enacted before you get angry skills to use while you are angry strategies that apply if you decide to take action

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Beforeyougetangry
take responsibility for your feelings
get out of the habit of thinking of others as having made you angry, you choose to get angry in response to the thoughts feelings and actions you instigate and experience

Develop coping strategies for handling anger. These might include:

Coping self-talk: learn to calm-down in anger-evoking situations so that you have time to think about effective ways of responding (calm down, count to ten). Also you can use coaching self-statements about how to best perform the task at hand (e.g., Im not going to let him get to me.) Relaxation: employ a relaxation response when you feel yourself getting angry e.g., deep breathing consider time out, but be careful

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Beforeyougetangry
use preventative assertion
in some situations, your failure to assert yourself may contribute to your anger. There may be situations where you disapprove of another persons behaviour and fail to let them know. Your anger and resentment towards that person may escalate and also you may become annoyed at yourself for letting it happen

learn to express your anger assertively using the skills we have discussed
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Whileyouareangry
Apply the coping strategies you have learned Assess the situation
assess whether the situation is worth your time and energy, and consider the possible consequences for yourself before you decide how to take action

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Relaxation&Calming
Breathing Physical and muscle relaxation Visualisation Meditation

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CommunicationSkills
I. Effective Listening II. Disclosing III. Anger Management and Assertion Skills

IV. Negotiation and ProblemSolving

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TakingAction
express your concern assertively be specific
stick to specifics and the present situation, making generalisations about the history of the relationship can shift the focus and escalate angry feelings

work out a time to deal with the problem

if the problem has not been resolved and you think the situation is one you need to work on, schedule a time to talk about the issue
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 Exercise 4.3

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CommunicationSkills
I. Effective Listening II. Disclosing III. Anger Management and Assertion Skills

IV. Negotiation and ProblemSolving

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Negotiation & Problem-Solving

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Coveys7Habits
Habit 4: Think Win-Win Lose-Win: Ill give you what you want for peace sake Win-Lose: How can I get what I want Win-win: Find another way not necessarily just a compromise Anything else is: Lose-Lose

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Overview
Anger Management and Assertion Skills Negotiation and Problem Solving
collusive, competitive and cooperative problem solving barriers to effective problem solving steps involved in cooperative problem solving
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collusive,competitiveand cooperativeproblemsolving
parallels the non-assertive, aggressive and assertive behaviour styles Collusive problem solving
used largely by non-assertive people who try to avoid confronting problems these people generally give way to keep the peace

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 Competitive problem solving

characterised by a win-lose mentality in which the competitive problem solver is not prepared to be the loser these people tend to do anything to get their own way, including; being aggressive, manipulating others, and not admitting to mistakes
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 Cooperative problem solving

based on mutual self-respect requires that people acknowledge their own contribution to the problem must seek solutions that maximise the gains and minimise the costs for all concerned must not attempt to impose you own desires on the other person must try to maintain a balanced perception of the other people throughout the conflict resolution process
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 Worksheet 4 Feedback / Discussion

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Describe 3 types of problem solving? What is the base cause of most angry feelings? What are the common effects of: Non assertive behaviour (Lose-Win) Aggressive behaviour (Win-Lose) Assertive behaviour (Win-Win) Under Coveys theory what does Win-Win achieve?

Recap

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BarrierstoEffectiveproblemsolving
Denial. Failure to acknowledge the existence of problems. Avoidance. Although aware the problem exists, avoid dealing with the issue. Premature forgiveness. Try to patch things up before feelings of anger or hurt are sufficiently dealt with. Domination. People try to impose their own solutions on others. Other peoples needs are thus neglected.
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Exercise 5.1

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Stepsinvolvedincooperative problemsolving
1. Define the problem in terms of needs, not solutions 2. Brainstorm possible solutions 3. Select the solutions that will best meet the needs of both parties 4. Plan who will do what, where and by when 5. Implement the plan 6. Evaluate the problem solving process and, at a later date, how well the solution turned out
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1.Definetheproblem
Focus on NEEDS rather than SOLUTIONS
rather than saying you should do the report write up, you might say something like I am really busy at the moment and need to devote some time to my other subjects and so I dont feel I have time to do the write up when you focus on needs rather than solutions, other options can be found that satisfy both parties

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1.Definetheproblem(continued)
Perceive the situation positively.
think win/win and not win/lose

Make I need statements Listen to the other person Summarise both sets of needs.
just verbally make sure you both understand each others needs
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 Exercise 5.2

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2.Brainstormpossiblesolutions
rapidly generate and list solutions strive for quantity not quality
dont evaluate dont clarify or seek clarification go for far out ideas list every idea in an anonymous way

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3.Selectasolutionthatmeets everyonesneeds
elaborate and clarify any brainstormed solutions that are unclear select a viable solution based on the following process:
solutions you prefer solutions others prefer coinciding solutions choose (one or more) solutions
ensure everyone is satisfied try to identify forseeable consequences of the solution/s
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4.Developaplanofaction
Having selected your solution, formulate a plan to carry it out specify who will do what, where, and by when make a hard copy of the plan specify a time when everyone involved can get together to evaluate the effectiveness of the solution
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 Exercise 5.3

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5.ImplementthePlan
well? thinking and talking translates into action everyone should complete their agreed upon tasks if someone fails to take agreed action approach them and make an assertive statement followed by reflective listening!!!!!

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6.Evaluatetheproblemsolvingprocess
hardly any of you will actually do this but it is good to do
find out what people felt about the process what they liked most and least about it something that may have bothered each person what each person thinks could be done better next time
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Personality&GroupProblemSolving
Remember the Team Roles Audit? What was your key role?

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 Please complete the Team Roles & Problem Solving exercise.

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Problem Solving Stage 1. Define the problem (in terms of needs not solutions)

Personality/Role Most Effective fro this stage? Concept Developer Radical Politician All

2. Brainstorm possible solutions

3. Choose/selection solutions

Technical Expert, Harmoniser, Critic, Radical Process Manager, Output Driver, Harmoniser, Process Manager, Output Driver, Cooperator, Promoter All
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4. Plan who will do what (+ how & when)

5. Implement the plan

6. Evaluating process and outcomes

 Feedback / Discussion Recap: What has been an important point for you in this workshop? Where are we at with the skits for next week?

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Worksheet 5

See you next week!!

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