Effective Communication, Interpersonal and Conflict Resolution Skills best practice tools, techniques and processes, presented by Dr Charles Cotter

1. EFFECTIVE COMMUNICATION,
INTERPERSONAL AND CONFLICT
RESOLUTION SKILLS
CHARLES COTTER PhD, MBA, B.A (Hons), B.A
www.slideshare.net/CharlesCotter
MAY 2022

3. TRAINING
PROGRAMME
OVERVIEW – DAY 1
• THE INTERPERSONAL COMMUNICATION
PROCESS
• ASSESSING INTERPERSONAL COMMUNICATION
SKILLS, STYLE AND EFFECTIVENESS
• COMMUNICATION PATTERNS AND MINIMIZING
BARRIERS TO EFFECTIVE AND ASSERTIVE
COMMUNICATION
• NON-VERBAL COMMUNICATION (NVC) AND
CROSS-CULTURAL COMMUNICATION
• REMOTE AND EMAIL COMMUNICATION BEST
PRACTICE

4. TRAINING
PROGRAMME
OVERVIEW – DAY 2
• BUSINESS PRESENTATION PRINCIPLES,
FRAMEWORK AND GUIDELINES
• BUSINESS REPORT WRITING SKILLS
• RELATIONAL SKILLS AND THE
FUNDAMENTALS OF CONFLICT
MANAGEMENT
• CONFLICT RESOLUTION STYLES AND -
PROCESS
• READING ARTICLE: CRITICAL
CONVERSATIONS

5. TRAINING PROGRAMME
SCHEDULE
• DAY 1 – 2:
❑ Sessions 1/4: 8.30 – 10.30
❑ Tea-break: 10.30 – 10.45
❑ Sessions 2/5: 10.45 – 12.45
❑ Lunch-break: 12.45 – 13.30
❑ Sessions 3/6: 13.30 – 15.30
❑ Tea-break: 15.30 – 15.45
❑ Q&A Session (reflective
learning): 15.45 – 16.00

7. AGREE OR DISAGREE?
WHY?

8. DEFINING EFFECTIVE COMMUNICATION
• Communication is more than merely imparting meaning – it
must also be understood.
• Fundamental definition of effective communication is when
the intended message of the sender is correctly interpreted,
understood and acted upon by the recipient/listener.
• Communication is the lifeblood of teams. No team or
organization can exist without communication i.e. the
transference of meaning among its team members.
• It is only through transmitting meaning from one person to
another that information and ideas can be conveyed.

9. INTERPERSONAL COMMUNICATION
PROCESS

10. PRIMARY COMMUNICATION SKILLS
• Informing skills – the ability to articulate and
express ideas and thoughts (as sender)
• Listening skills – the ability to listen attentively and
actively (as receiver)
• The ability to express, read, interpret and respond
appropriately to non-verbal communication

12. AGREE OR DISAGREE?
WHY?

14. LEARNING ACTIVITY 1
• Individual activity:
• 1.1 Complete the Listening
and Informing Survey.
• Follow the instructions.
• Group discussion:
• 1.2 Identify gaps and discuss
how to improve those gaps.

16. LEARNING ACTIVITY 2A
• Individual activity:
• Instructions:
• Please select from each pair of attributes the
one which is most typical of your personality.
No pair is an either-or proposal. Make your
choice as spontaneously as possible. There is
no wrong answer.
• Refer to the Scoring Sheet for the
Communication Styles Assessment (page 15)

20. ADJUSTING TO OTHER COMMUNICATION
STYLES
• Communicating with an Action (A) oriented person
• Communicating with a Process (PR) oriented person
• Communicating with a People (PE) oriented person
• Communicating with an Idea (I) oriented person
• Refer to pages 22-23 in the Learner Manual

21. LEARNING ACTIVITY 2B
• Group Discussion:
• Given your communication style
orientation/preference and being
mindful of the distinctive
characteristics of the other 3
communication styles, indicate how
you will optimize and adjust your
communication with these other 3
communication styles.

23. LEARNING ACTIVITY 3A
• Individual activity:
• 3.1 Complete the online x15
item communication quiz. Refer
to the link:
https://www.mindtools.com/pag
es/article/newCS_99.htm

24. SCORE INTERPRETATION
Score Comment
15-35
You need to keep working on your communication skills. You are not expressing yourself
clearly and you may not be receiving messages correctly, either. The good news is that, by
paying close attention to the way in which you communicate, you can improve your
effectiveness at work and enjoy better working relationships with your colleagues! The rest
of this article will direct you to some great tools for improving your communication skills.
36-55
You're a capable communicator, but you sometimes experience communication problems.
Take the time to think about your approach to communication, and focus on receiving
messages effectively, as much as sending them. This will help to improve your ability to
communicate.
56-75
Excellent! You understand your role as a communicator, both when you send messages and
when you receive them. You anticipate problems, and you choose the right channel to
communicate. People respect you for your ability to communicate clearly and they
appreciate your listening skills.

25. DETAILED SCORE INTERPRETATION
• Refer to pages 26-31 in the Learner Manual
• The Source – Planning Your Message (Questions 2, 11)
• Encoding – Creating a Clear, Well-Crafted Message (Questions
1, 5, 8, 10, 15)
• Choosing the Right Channel (Questions 7, 11, 13)

26. DETAILED SCORE INTERPRETATION
• Decoding – Receiving and Interpreting a Message
(Questions 3, 6, 12, 14)
• Feedback (Questions 4, 9)

28. LEARNING ACTIVITY 3B
• Individual activity:
• 3.2 Identify your communication
effectiveness gaps.
• Group discussion:
• 3.3 Develop improvement strategies
for these identified effectiveness gaps.

29. COMMUNICATION PATTERNS

30. COMMUNICATION PATTERNS
• Passive Communicators
• People who speak in a passive manner have difficulty expressing themselves
and tend to give in to others. Failure to express thoughts and emotions often
leads to miscommunication and built-up anger or resentment.
• Aggressive Communicators
• Aggressive communication takes things to the other side of the spectrum.
People who rely on this communication style in the workplace, at home, or
among friends tend to dominate the conversation. They issue commands and
ask questions rudely while failing to listen to others.

31. COMMUNICATION PATTERNS
• Passive-Aggressive Communicators
• Passive-aggressive communication seems passive on the surface but reveals
a hidden resentment that comes through in subtle, indirect ways.
• Assertive Communicators
• The assertive style of communication offers an effective and healthy way
to express yourself. It encourages open, honest dialogue while still
considering the needs of others.

32. THE PROFILE OF AN
ASSERTIVE
COMMUNICATOR

33. • It also helps to know the different communication styles so you can recognize when
someone uses them. Understanding the patterns enables you to decode what people
mean and decide how to best respond.
• Express needs and wants with confidence
• Take ownership by using “I” statements (For example, “I feel frustrated when you don’t
respond to my questions because it makes me feel unimportant.”)
• Maintain comfortable eye contact
• Listen when the other person is speaking
• Learn how to say “no”

34. LEARNING TO SAY NO – “WHO’S
GOT THE MONKEY?”

35. BARRIERS TO EFFECTIVE COMMUNICATION

36. BARRIERS TO EFFECTIVE
COMMUNICATION
• Intra-personal
• Interpersonal
• Structural
• Physical,
technological
and/or
environmental

37. COMMUNICATION
IMPROVEMENT
STRATEGIES
• Plan what you want to say and how you will
say it
• Use multiple channels and mediums
• Tailor the message to the audience
• Use clear, simple and understandable
language
• Empathize with others
• Remember the value of face-to-face
communication when dealing with change

38. COMMUNICATION
IMPROVEMENT
STRATEGIES
• Use two-way communication
• Practice active listening
• Match your words and actions
(congruency)
• Ask for feedback/questions to confirm
understanding
• Use the grapevine (as a source of
employee issues)
• Use feedback
• Use assertive communication

39. LEARNING ACTIVITY 4
• Group Discussion:
• 4.1 By referring to the communication
patterns, indicate how you can
communicate more assertively and
guard against the other 3 less
functional patterns.
• 4.2 By referring to the barriers to
effective communication, identify the
most common causes of
communication break-downs between
yourself and your manager and other
colleagues at your organization.
• 4.3 Propose/develop solutions to
these identified communication break-
downs.

41. DEFINING NON-VERBAL
COMMUNICATION (NVC)
• Non-verbal communication is usually understood as the process
of communication through sending and receiving wordless (mostly visual)
cues between people.
• Face-to-face interaction, NVC can be classified into three principal areas:
❑ Environmental conditions where communication takes place
❑ Physical characteristics of the communicators
❑ Behaviours of communicators during interaction

42. COMPREHENSION COMPONENTS OF NVC

43. COMPONENTS OF NVC

44. ANALYSIS OF NVC – INTERPERSONAL
CONTEXT

45. ANALYSIS OF NVC SCENARIO – GROUP
CONTEXT

47. CROSS CULTURAL
COMMUNICATION
DIFFERENCES AND
CULTURE SHOCK
• Cultural Verbal and Non-Verbal Differences
• Cross-cultural communication
• Defining Cross-Cultural Communication
• The importance of Cross-Cultural Communication
• Experiencing culture shock
• Cross-Cultural Communication Improvement Strategies

49. CROSS-CULTURAL
COMMUNICATION
IMPROVEMENT STRATEGIES

51. LEARNING ACTIVITY 5
• Group Discussion:
• 5.1 By referring to the different
examples of NVC, explain how you
as a 5.1) sender and 5.2) as a
receiver, can improve your
interpersonal communication at
your organization.
• 5.2 Critically review and evaluate
the x14 cross-cultural
communication improvement
strategies (refer to paragraph 4.3.4)
and develop a Code of Best
Practice to mitigate against the
negative communication effects of
the culture shock phenomenon.

52. REMOTE
COMMUNICATION
BEST PRACTICE

53. AGREE OR DISAGREE?
WHY?

54. REMOTE WORKING
COMMUNICATION
• 4 ways to communicate with
remote teams:
❑ Hold monthly virtual all-hands
meetings
❑ Send monthly company
newsletters
❑ Use a virtual collaboration
workspace
❑ Hold weekly virtual team
meetings
• Remote communication tools
• Navigating remote work
communication challenges

55. NAVIGATING REMOTE WORK
COMMUNICATION CHALLENGES
• Every person has different
preferences and needs for
communication
• When over communication turns
into micromanagement
• Communication can interrupt
productivity flow
• Difficulties with technology
• Misunderstandings due to
differences
• Hybrid team communication gaps

56. E-MAIL COMMUNICATION

57. THE PRINCIPLES OF E-MAIL
COMMUNICATION
• Guidelines to improve e-mail writing skills – refer to pages 62-63 in the
Learner Manual
• Writing professional e-mails - refer to page 63 in the Learner Manual
• Improving your e-mail writing style - refer to pages 64-65 in the Learner
Manual
• Writing business e-mails - refer to pages 65-66 in the Learner Manual
• Golden Rules of e-mail Etiquette - refer to pages 67-70 in the Learner
Manual

59. GUIDELINES TO EFFECTIVE E-MAIL
COMMUNICATION

60. WRITING PROFESSIONAL E-MAILS
• Decide who should be included in the email. Include anyone who may be involved in the
project or benefit from the information in the e-mail.
• Write the subject line. This should be informative and direct, as it is the first thing the
recipients will see when sorting through their inbox. To be clear, the subject line should call
to attention the main issue in the e-mail.
• Attach all necessary documents for the e-mail.
• Include a short greeting to the recipients.
• Write the body of the email. It is important to be concise with the information given,
starting with the most important information first. Ask yourself "What do the recipients
need to know?" When writing, be appropriate. Do not include exclamation points,
emoticons or unnecessary capitalization as they all come across as unprofessional.
• Give your name and contact information for the signature of the e-mail. This will let people
know who you are and where they can reach you if they need more details.

61. IMPROVING YOUR E-MAIL WRITING STYLE
• Use full sentences.
• Avoid full caps
• Slow down
• Have a beginning and an end (structure)
• Re-read your email before you send it
• Avoid overusing adverbs, adjectives and long sentences
• Lose the acronyms
• Take advantage of punctuation
• Use spell check

63. • Do not, under any circumstances, forward chain letters
• Respond to group e-mails appropriately
• Use actual English
• Don’t use your company e-mail for private e-mails
• Utilize CC and BCC properly
• Be careful what you say

64. • Lose the attitude
• Don’t be a spammer
• Respect laws and regulations
• Get clarification
• Delete unnecessary content
• Keep signatures simple

65. LEARNING ACTIVITY 6
Group discussion:
• 6.1 Identify the five (5) foremost remote communication
barriers at your organization. Recommend improvement
strategies for these remote communication barriers.
• 6.2 Identify some of the common mistakes made by e-mail
senders that cause/create irritation and frustration on the
part of the recipients at your organization. For each of these
common mistakes identify an improvement strategy.
• 6.3 Develop a Code of Good Practice: Proper and
Professional e-mail Etiquette (10 principles) for all e-mail
users at your organization.

66. SELF DIRECTED
LEARNING ACTIVITIES
(DAY 2)
Refer to page 72 in the Learner
Manual

67. BUSINESS PRESENTATION PRINCIPLES

68. FUNDAMENTALS OF BUSINESS
PRESENTATIONS
• Public speaking is the process of speaking to a group of people in a
structured, deliberate manner intended to:
❑ Inform
❑ Influence and/or
❑ Entertain the listeners
• In public speaking, as in any form of communication, there are five basic
elements, often expressed as "who is saying what to whom using what
medium with what effects?"
• The purpose of public speaking can range from simply transmitting
information, to motivating people to act, to simply telling a story.
• Good orators should be able to change the emotions of their listeners, not
just inform them.

70. ARISTOTLE’S RHETORICAL TRIANGLE

71. THE SEVEN CHARACTERISTICS OF
EXCEPTIONAL P-R-E-S-E-N-Ters
(Cotter, 2016)
• P URPOSE-DIRECTED AND DRIVEN
• R ELENTLESS RESEARCHER
• E NGAGING
• S TRUCTURED AND SYSTEMATIC,
YET SPONTANEOUS
• E NERGIZING
• N URTURING
• T ARGETED AND TAILOR-MADE
APPROACH
• https://www.slideshare.net/Charles
Cotter/seven-habits-of-a-highly-
effective-presenter-sapta-4-
october-2014

72. CHARACTERISTICS OF A GOOD
PRESENTER
• Good eye contact
• Confident manner
• Interesting voice
• Appropriate pace
• Knowledge
• Enthusiasm
• Imagination

73. SECRETS OF A GOOD PRESENTATION
Clear objectives
Logical structure
Visuals (as required)
Thorough and proper
preparation
Correct pitch
Opportunity for questions

74. LEARNING ACTIVITY 7
• Group discussion:
• 7.1 Identify some of the
biggest
challenges/barriers of
public speaking and/or
delivering a presentation.
• 7.2 For each of these
challenges, provide a
strategy to overcome this
challenge.

75. LEARNING ACTIVITY 7
• 7.3 By referring to the
following link:
https://www.linkedin.com/p
ulse/seven-habits-highly-
effective-presenters-charles-
cotter/ identify the 7
characteristics of an
exceptional PRESENTter:
• 7.4 List the qualities of an
effective presentation – in-
person and virtually

76. PRESENTATION ICEBERG
• PUT IT ACROSS (PIA) – Delivery
• PUT IT TOGETHER (PIT) – Planning and Preparation

77. PRESENTATION
FRAMEWORK
• PUTTING IT TOGETHER (PIT):
❑ Planning and preparation
❑ Audience analysis
❑ Self Management (dealing with your nerves and
building confidence)
❑ Materials, Visual Aids and Technology
❑ Rehearsal
• PUTTING IT ACROSS:
❑ Impact, Impression and Influence
❑ Delivery

78. PLANNING AND
PREPARATION
• Brainstorm/generate main/key and
sub ideas
• Define the purpose and objectives
• Conduct research and tap into
expertise/intellectual capital
• Spell out the advantages to the
audience
• Plan and structure the content
• Develop a powerful and captivating
introduction
• Develop a conclusion (call to action)

79. AUDIENCE
ANALYSIS
• Analysis (Who are they? How many will be there?)
• Understanding (What is their knowledge of the
subject?)
• Demographics (What is their age, sex, educational
background?)
• Interest (Why are they there? Who asked them to be
there?)
• Environment (Where will I stand - can they all see
and hear me?)
• Needs (What are their needs? What are your needs
as a speaker?)
• Customized (What specific needs do you need to
address?)
• Expectations (What do they expect to learn or hear
from you?)

80. SELF MANAGEMENT
• Total preparation – physically, mentally, emotionally
and psychologically.
• The ability to get those “butterflies to fly in
formation” is at the heart of dealing effectively with
this nervous tension and stress.
• Having peace of mind – you know your material,
know/analyzed your audience and your preparation
is meticulous
• Personal appearance is also important – “if you look
good – you feel good.”
• Self-confidence
• Remain focused and maintain high levels of
concentration and manage your emotions and
gestures.
• Repeat positive affirmations

81. MATERIALS, VISUAL
AIDS AND
TECHNOLOGY
• Ensure that your materials are
relevant, appropriate, suitably
pitched, support the achievement of
objectives and value adding to the
audience.
• They should be a quality product –
provide accurate information and free
of errors. Pay attention to the finer
points - “Sweat the detail”
• Design materials to help people listen
– organize, illustrate and repeat.
• Critical success factors (with visuals)
• Ways of adding variety

82. POWERPOINT
SLIDES
• Avoid “Death by PowerPoint.”
• Receive training in the use of Powerpoint – it is a
specialized, computer skill
• Use one slide per main point
• Don’t clutter the slides with too much information (use
bullet points only)
• Practice (as part of your rehearsal) the transition between
the slides
• NB: Remember visual aids are for the benefit of your
audience, and not for your convenience to read
information from word-for-word
• NB: Forget High-tech, media centred presentations -
rather focus on a HIGH TOUCH presentation. Your
interaction, rapport, “chemistry”, engagement and
connection with the audience will differentiate an
average from a memorable presentation.

84. INTELLECTUAL-EMOTIONAL MATRIX
High
Intellect/Low
Emotion
(GURU)
High
Intellect/High
Emotion
(CONNECTOR)
Low
Intellect/Low
Emotion
(PATRONIZER)
Low
Intellect/High
Emotion
(PEOPLE-
PLEASER)

85. TECHNOLOGY-PERSONAL TOUCH MATRIX
High Tech/Low
Touch (ASSASSIN
-Death by
PowerPoint)
High Tech/High
Touch
(OVERWHELMER)
Low Tech/Low
Touch (TALK AND
CHALKER)
Low Tech/High
Touch
(ENGAGER)

86. ASSIMILATION/LEARNING STYLES

88. USING
MICROPHONES
• As a general rule, try to speak more clearly when you
are using a microphone.
• It will probably help if you speak a bit more slowly.
• If you have a free-standing mike, step back from it a
bit. This will enable you to speak louder and to vary
your tone and inflection. If you are too close, your
voice will sound monotonous and your audience will
fall asleep.
• Don’t turn your head away from the microphone while
you are speaking. But do turn it away if you cough or
sneeze! Any little movement you make, such as
shuffling your papers, will be amplified by the mike.
Cut out the nervous gestures!
• If you are wearing a clip-on mike, make sure it is not
rubbing up against some clothing or jewellery. The
noise this makes could ruin your presentation.
• If you have a radio-mike, make sure it is switched on
when you are presenting and switched off at all other
times.

90. REHEARSAL
• It is vital to practice, practise and practice (some more) – in front of the
mirror, for a spouse/colleague – to ensure successful delivery of your
presentation.
• Saying the words out aloud helps you to hear and pick up on any flaws,
which can be rectified. It also enables you to work out and ascertain the
following important aspects of your presentation:
❑ Pacing/tempo
❑ Timing/duration
❑ Coherence
❑ Logical structuring
❑ Sequencing (of your thoughts and ideas)

91. LEARNING ACTIVITY 8
• Group discussion:
• By referring to the business presentations framework (PIT),
extract the best practice principles, in terms of:
❑ 8.1 Planning and Preparation
❑ 8.2 Audience analysis
❑ 8.3 Strategies to effectively manage your nerves (and other
emotions) and build self-confidence before and during your
presentation to promote the successful delivery thereof
❑ 8.4 Visual aids, materials and technology that you will use to
complement and support your presentation
❑ 8.5 Rehearsal procedure prior to your business presentation

92. IMPACT, IMPRESSION AND INFLUENCE
• Get people's attention
• Welcome them
• Introduce yourself
• State the purpose of your presentation
• State how you want to deal with questions
• Finding a friendly face in your audience

94. BUILDING CREDIBILITY
• “Credibility = Integrity + Expertise.” Sender credibility
refers to the attitude that the receiver has toward the
perceived trustworthiness of the sender’s statements.
Sender credibility has several dimensions:
❑Reliability of the sender as an information source, in terms
of dependability, predictability and consistency
❑Sender’s motives
❑Expression of warmth and friendliness
❑The majority viewpoint of the audience, in respect of the
sender’s trustworthiness
❑The sender’s expertise on the topic under discussion
❑The dynamism of the sender, the assertive and empathic
sender is regarded as more credible as a passive sender

96. SUMMARY
• In order to achieve the 3I’s, Impact; Involvement
and Influence, presenters need to apply the 3P’s:
Process-
driven
Purpose-
driven
People-
driven

97. DELIVERING THE PRESENTATION

98. DELIVERY OF THE PRESENTATION
• Structure:
❑Tell the audience what you are going to tell them
❑ Tell the audience
❑ Tell the audience what you told them
• Mastery of non-verbal communication:
❑Voice
❑Gestures
❑Eye Contact

99. STARTING THE
PRESENTATION
(WITH A BANG)
• Get people's attention (refer to AIDA)
• Welcome them
• Introduce yourself
• State the purpose of your presentation
• State how you want to deal with
questions
• Try to find a friendly face in audience (to
relax your nerves)
• High impact (captivating and/or
startling), good impression (credibility)
and try to win over (persuade) the
audience

100. PROPER VISUAL TECHNIQUE
• Ensure proper and effective technique during the
utilisation of visual aids and equipment.
• Learn to direct the audience’s focus where you want it.
• When you use visual aids, the audiences’ focus is
divided. To ‘win them back” you need to redirect focus.
This is usually done by closing down the visuals and/or
taking a step or two towards the audience.
• Seamless, well-coordinated and efficient transitioning
between visual cues/slides

101. QUESTION
RESPONSE AND
HANDLING
• Anticipate and prepare
responses to typical
questions
• Demonstrate active and
attentive listening skills
• When you get a question,
comment on it first. This
will give you time to think.
• Refer to question
response and handling
technique guidelines

102. LEARNING ACTIVITY 9
• Group discussion:
• By referring to the business presentations framework
(PIA), extract the best practice principles, in terms of:
❑ 9.1 Impact, influence and impression (starting)
❑ 9.2 Building credibility and winning over the audience
(sustaining)
❑ 9.3 Delivery (verbally and non-verbal communication)
❑ 9.4 Dealing with and responding to audience questions

104. 20 FUNDAMENTAL, BEST PRACTICE WRITING
PRINCIPLES
• Refer to https://www.linkedin.com/pulse/20140819061159-131787161-high-
impact-business-writing-applying-20-best-practice-writing-principles/
• #1: A – B – C (ACCURACY – BREVITY – CLARITY) – “BE ON POINT AND TO THE
POINT”
• #2: A – I – D –A (ATTENTION – INTEREST – DESIRE – ACTION) – “TELL THE READER
WHAT YOU’RE GOING TO TELL THEM; TELL THEM AND THEN TELL THEM WHAT
YOU TOLD THEM.”
• #3: “THINK BEFORE YOU INK” – USE 80 (THINKING)/20 (INKING) PRINCIPLE
• #4: HARMONIZATION OF THE BEST FIT METHODS – FIT FOR
PURPOSE/MESSAGE/READER
• #5: BE STRATEGIC AND SELECTIVE - PROVIDE ONLY VALUE ADDING AND RELEVANT
INFORMATION

105. 20 FUNDAMENTAL, BEST PRACTICE
WRITING PRINCIPLES
• #6: “LESS IS MORE” – HAVE AN EFFICIENT AND ECONOMICAL WRITING
STYLE
• #7: EMPATHIZE - “CUSTOMIZATION IS KING/QUEEN” – CONDUCT A
READERSHIP ANALYSIS TO ACCOMMODATE THEM AS MUCH AS POSSIBLE –
“SPEAK THE LANGUAGE THAT YOUR READER UNDERSTANDS”
• #8: INTEGRATE RATIONAL (LEFT BRAIN) AND CREATIVE (RIGHT BRAIN)
THOUGHT PROCESSES
• #9: MARRY BEING METICULOUS (“EYE FOR DETAIL”) WITH FINDING
CREATIVE WRITING SPACE (PSYCHOLOGICAL, EMOTIONAL AND
ENVIRONMENTAL)
• #10: USE OF VISUAL STIMULI AND TECHNIQUES TO COMPLEMENT,
SUPPORT AND PROMOTE A HIGHER LEVEL OF UNDERSTANDING

106. 20 FUNDAMENTAL, BEST PRACTICE
WRITING PRINCIPLES
• #11: ENSURE QUALITY ASSURANCE E.G. PROOF-READING; EDITING; SPELL
CHECKING AND VERIFICATION OF INFORMATION
• #12: USE THE PURPOSE AS YOUR WRITING “GPS” – TO
CONCENTRATE/DIRECT FOCUS TO THE ACHIEVEMENT OF
OUTCOMES/OBJECTIVES
• #13: “DON’T WRITE TO IMPRESS, WRITE TO PROMOTE A HIGHER LEVEL OF
UNDERSTANDING.” – BE A AGENT OF EFFECTIVE COMMUNICATION
• #14: EMPLOY A “COMMUNITY OF WRITERS” APPROACH – THE VALUE OF
CONSULTATION AND ENGAGEMENT
• #15: PROPER STRUCTURE - USE THE PYRAMID (CASCADING) METHOD –
INITIALLY PRESENT LESS IMPORTANCE INFORMATION AND CLIMAX WITH
MOST CRITICAL INFORMATION

107. 20 FUNDAMENTAL, BEST PRACTICE
WRITING PRINCIPLES
• #16: APPLY THE WATERFALL APPROACH – VERTICAL ALIGNMENT AND
SYNERGY BETWEEN THE REPORT FINDINGS, CONCLUSION AND
RECOMMENDATIONS
• #17: “TOUR GUIDE” MENTALITY – DIRECT; NAVIGATE; ORIENTATE, INFORM;
ADVISE, ENLIGHTEN AND CAPTIVATE THE READER
• #18: ADOPT A STORY TELLING MODE – LOGICAL AND COHERENT FLOW OF
INFORMATION – NO SURPRISES!
• #19: THE REPORT SHOULD GENERATE BUSINESS INTELLIGENCE – ENABLING
SMART OPERATIONAL AND STRATEGIC DECISION-MAKING
• #20: ADOPT A STRATEGIC MIND-SET – DEVELOP STRUCTURED, HOLISTIC
AND WELL-PREPARED BUSINESS WRITING HABITS

108. “LOOK AND FEEL” COMPONENTS OF AN EFFECTIVE
BUSINESS REPORT (PRO-FORMA)
• Refer to
https://www.linkedin.com/pulse/20141118062017-
131787161-high-impact-business-writing-the-look-
and-feel-components/
• STRUCTURE
• STYLE AND TONE
• READABILITY
• CONVENTION

109. REPORT WRITING PROCESS
• Refer to https://www.linkedin.com/pulse/high-impact-business-writing-
mastering-6-step-process-charles-cotter/
• STEP 1: PLANNING
• STEP 2: RESEARCHING THINKING (80%)
• STEP 3: ORGANIZING
• STEP 4: WRITING THE FIRST DRAFT
• STEP 5: QUALITY ASSURANCE INKING (20%)
• STEP 6: SUBMIT FINAL DRAFT FOR APPROVAL AND ADOPTION

110. LEARNING ACTIVITY 10
• Group discussion:
• Refer to the x3 reading articles and extract the business report writing best
practices, in terms of:
❑ 10.1 Principles https://www.linkedin.com/pulse/20140819061159-131787161-
high-impact-business-writing-applying-20-best-practice-writing-principles/
❑ 10.2 Proforma (structure) https://www.linkedin.com/pulse/20141118062017-
131787161-high-impact-business-writing-the-look-and-feel-components/
❑ 10.3 Process https://www.linkedin.com/pulse/high-impact-business-writing-
mastering-6-step-process-charles-cotter/

112. JOHARI’S WINDOW
• Managers can utilize Johari’s Window, in order to affect openness and
interpersonal trust.
• Designed to understand the communication process between people and consists
of varying degrees of information held in common between two people as well as
methods that can be used to increase the size of one’s window.
• Communication will be enhanced if the Arena is increased in size by:
❑ Exposure of self to others
❑ Soliciting feedback from others
• Exposure requires an open, candid and trusting approach, while feedback requires
an active solicitation of feelings, opinions and values from others.
• For these processes to be fully developed, reciprocity is required.

114. LEARNING ACTIVITY 11
• Part A:
• Individual activity:
• Complete the Interpersonal Style
Questionnaire
• Follow the instructions.
• Part B:
• Group Discussion:
• By referring to your interpersonal
style, describe how you can improve
your communication with the other
interpersonal styles.

115. INTERPERSONAL STYLE

117. CONTEXT OF TRANSACTIONAL ANALYSIS
(TA)
• We’ve all experienced communication breakdowns.
• You know the feeling. One minute you’re having a normal conversation with someone, and then, before you
know it, one of you is triggered and the conversation is over. The conversation either ends in anger, hurt
feelings or conflict, or it "withers away" because one of you has withdrawn or shut down.
• In both cases, there’s a breakdown. The conversation has failed to achieve its goal, whether it’s being heard,
solving a problem, feeling connected, making a decision, etc.
• This happens all the time. It takes seconds for a conversation to shift from a positive, connection-driven
interaction into a negative one.
• And negative interactions take a toll on our relationships. Various studies reveal that we need 5 positive
interactions to make up for every negative interaction we have with someone close to us.
• So why does this happen?
• According to TA, we experience communication breakdown because we’re not fully present in our
conversations. Instead of reacting to the here and now, we’re communicating from different ‘ego states’. And
when these ego states are crossed, conflict happens.

118. OVERVIEW OF TA
• TA is a psychological theory, developed by Eric Berne in the
1960s, that helps explain why we think, act and feel the
way we do.
• TA claims that we can better understand ourselves
by analyzing our transactions with the people closest to us.
• Transaction = conversation/interaction between two
people.
• TA is most effective for understanding:
❑ 1) transactions with people you’re close to, not colleagues
or acquaintances and
❑ 2) transactions about sensitive, important topics which
causes a deep-rooted emotional reaction in you or the
other person.

119. PRINCIPLES OF TA
❑We all have three ‘ego states’ (Parent, Adult, and Child)
❑We all have transactions (with other people, or internally
with ourselves)
❑We all (unconsciously) activate our ego states in our
transactions, which can lead to conflict, negative emotions,
pain, etc.
• Basically, transactional analysis is about identifying which ego
states are present in your transactions so that you can
become more conscious of your thoughts and behaviours,
and, ultimately, have better, more constructive transactions
with the people closest to you.

121. PARENT-ADULT-CHILD (PAC) MODEL

122. UNDERSTANDING TRANSACTIONS
• According to TA, there are three kinds of transactions:
❑Complementary - effective and successful communication.
Complementary transactions are when two people’s ego
states are sympathetic or complementary to one another.
❑Crossed - Person 1 says something from one ego state and
receives a different response than he/she is expecting.
❑Ulterior - these are the transactions that lead to Games, and
a lot of confusion, miscommunication and conflict in our
lives. 2 messages are conveyed simultaneously – one that is
overt (social level) and other covert (psychological level).

123. EXAMPLE OF A
COMPLEMENTARY
TRANSACTION

124. EXAMPLE OF
A CROSSED
TRANSACTION

125. EXAMPLE OF
AN ULTERIOR
TRANSACTION

127. THE FUNDAMENTALS OF CONFLICT
MANAGEMENT
• Defining conflict
• Differentiating between functional and
dysfunctional conflict
• Identifying the causes/sources of conflict
• Indicators/warning signals of conflict

128. FUNCTIONAL AND DYSFUNCTIONAL
CONFLICT
• Functional conflict leads to open discussion, a better
understanding of differences, innovative solutions and greater
commitment.
• Functional conflict contributes to the achievement of
organizational goals and enhances relationship-building.
• Dysfunctional conflict tends be more focused on emotions than
on the goal/task at hand known as affect conflict/interpersonal
conflict, it is destructive when a solution is not reached, energy is
diverted away from the core problem and morale is negatively
affected.
• Dysfunctional conflict is detrimental to relationships within the
team and team performance.

130. CAUSES/SOURCES OF
CONFLICT
• Intra-personal
• Interpersonal
• Intra-group
• Inter-group

131. INDICATORS/WARNING
SIGNS OF CONFLICT
• Signs of conflict
between individuals
• Signs of conflict
between groups of
people

132. OPTIMAL LEVELS OF CONFLICT

133. ADVANTAGES OF OPTIMAL
LEVELS OF CONFLICT
• Co-operation from team members
• Improved performance and
productivity
• Reduced stress and preserved
integrity
• Solve problems as quickly as possible
• Improved relationships and
teamwork
• Enhanced creativity
• Increased staff morale

134. MANAGER
RESPONSIBILITIES
• Conflict Manager
• Coach
• Liaison
• Trouble-shooter

135. CONFLICT MANAGER
• Key responsibilities include:
❑Helping to identify the sources of conflict
❑Identifying the resolution options available
❑Evaluating the advantages and disadvantages of each
resolution option

136. LEARNING ACTIVITY 12
• Group Discussion:
• 12.1 By referring to Johari’s Window, describe how you
can facilitate open, respectful and transparent
communication and engagement with your team
members and colleagues.
• 12.2 Describe how you can apply the PAC model with
three kinds of transactions in your work context.
• 12.3 By referring to the three (3) types of conflict,
identify one (1) example of current or recent
workplace conflict at your organization.
• 12.4 For each of the above examples, indicate whether
these examples are functional or dysfunctional
conflict. Substantiate your answer.

137. LEARNING ACTIVITY 12
• Group discussion:
• 12.5 For each of the above examples,
describe the indicators/warning signs of
each example.
• 12.6 By referring to these indicators,
describe what you can do, to nip
dysfunctional conflict in the bud, thereby
not allowing the conflict to escalate out of
control.
• 12.7 Describe your primary roles and
responsibilities as a conflict manager. Do
you believe that team members share
responsibility to resolve conflict in your
work team? Substantiate your answer.

138. CONFLICT RESOLUTION STYLES
• Shark (Competing)
• Turtle (Avoiding)
• Fox (Compromising)
• Teddy-bear (Accommodating)
• Owl (Collaborating)

139. LEARNING ACTIVITY 13
• Individual activity:
• Complete the 30
question/item Thomas-
Kilmann Conflict Mode
instrument/questionnaire
and by using the scoring
sheet, determine your
predominant conflict
management style.
• Follow the instructions.

140. SHARK
CHARACTERISTICS
• Sharks use a forcing or competing conflict
management style
• Sharks are highly goal-oriented
• Relationships take on a lower priority
• Sharks do not hesitate to use aggressive behaviour to
resolve conflicts
• Sharks can be autocratic, authoritative, and
uncooperative; threatening and intimidating
• Sharks have a need to win; therefore others must lose,
creating win-lose situations
• Advantage: If the shark's decision is correct, a better
decision without compromise can result
• Disadvantage: May breed hostility and resentment
toward the person using it

141. TURTLE
CHARACTERISTICS
• Turtles adopt an avoiding or withdrawing
conflict management style
• Turtles would rather hide and ignore conflict
than resolve it; this leads them
uncooperative and unassertive
• Turtles tend to give up personal goals and
display passive behaviour creating lose-lose
situations
• Advantage: may help to maintain
relationships that would be hurt by conflict
resolution
• Disadvantage: Conflicts remain unresolved,
overuse of the style leads to others walking
over them

142. FOX
CHARACTERISTICS
• Foxes use a compromising conflict
management style; concern is for goals
and relationships
• Foxes are willing to sacrifice some of their
goals while persuading others to give up
part of theirs
• Compromise is assertive and cooperative-
result is either win-lose or lose-lose
• Advantage: relationships are maintained
and conflicts are removed
• Disadvantage: compromise may create
less than ideal outcome and game playing
can result

143. TEDDY-BEAR
CHARACTERISTICS
• Teddy bears use a smoothing or
accommodating conflict management style
with emphasis on human relationships
• Teddy bears ignore their own goals and
resolve conflict by giving into others;
unassertive and cooperative creating a win-
lose (bear is loser) situation
• Advantage: Accommodating maintains
relationships
• Disadvantage: Giving in may not be
productive, bear may be taken advantage
of

144. OWL
CHARACTERISTICS
• Owls use a collaborating or problem
confronting conflict management style
valuing their goals and relationships
• Owls view conflicts as problems to be
solved finding solutions agreeable to all
sides (win-win)
• Advantage: both sides get what they want
and negative feelings eliminated
• Disadvantage: takes a great deal of time
and effort

145. CONFLICT RESOLUTION STYLES

147. THE 4-STEP CONFLICT
RESOLUTION PROCESS –
THERAPEUTIC MODEL
• Step 1: Identify sources of
potential and actual conflict
(DIAGNOSIS)
• Step 2: Develop conflict
resolution strategies/techniques
(EXAMINATION)
• Step 3: Apply conflict resolution
strategies/techniques (REMEDY)
• Step 4: Control and review the
effectiveness of the conflict
resolution strategy/technique
(FOLLOW-UP)

148. STEP 1:
DIAGNOSIS
• Identify the sources/causes of
conflict:
❑Intra-personal
❑Interpersonal
❑Intra-group or Inter-group
• The best approach to manage
conflict effectively is to be
proactive.

149. STEP 2:
EXAMINATION
• Develop conflict resolution
strategies/techniques:
❑ Shark (Competing)
❑ Turtle (Avoiding)
❑ Fox (Compromising)
❑ Teddy-bear (Accommodating)
❑ Owl (Collaborating)
• There is no one best way to deal with conflict. It
is dependent on the current situation as well as
the team members involved in the conflict.
• The golden rule is that managers should take
prompt action in resolving conflict.
• By failing to act, it may result in the conflict
escalating beyond control and “spreading like a
cancer” negatively affecting team performance
and relationships.

150. STEP 3: REMEDY
• Apply conflict resolution
strategies/techniques
• The key is to match strategies to
situations
• Influential considerations:
❑Time pressure
❑Issue importance
❑Relationship importance
❑Relative power

151. SUITABILITY AND
APPROPRIATENESS:
SHARK
• When conflict involves personal
differences that are difficult to change
• When fostering intimate or supportive
relationships is not critical
• When others are likely to take advantage
of non-competitive behaviour
• When conflict resolution is urgent; when
decision is vital and when in a crisis
• When unpopular decisions need to be
implemented
• Use when you have a very strong
conviction about your position
• If time is precious and if you have enough
power to impose your will

152. SUITABILITY AND
APPROPRIATENESS:
TURTLE
• When the stakes are not high or issue is
trivial
• When confrontation will hurt a working
relationship
• When there is little chance of satisfying your
wants
• When disruption outweighs benefit of
conflict resolution
• When gathering information is more
important than an immediate decision
• When others can more effectively resolve the
conflict
• When time constraints demand a delay
• Use it when it simply is not worth the effort
to argue

153. SUITABILITY AND
APPROPRIATENESS: FOX
• When important/complex issues
leave no clear or simple solutions
• When all conflicting people are
equal in power and have strong
interests in different solutions
• When there are no time restraints
• Use when the goal is to get past
the issue and move on

154. SUITABILITY AND
APPROPRIATENESS:
TEDDY-BEAR
• When maintaining the relationship
outweighs other considerations
• When suggestions/changes are not
important to the accommodator
• When minimizing losses in
situations where outmatched or
losing
• When time is limited or when
harmony and stability are valued
• Use this approach very sparingly
and infrequently, for example, in
situations when you know that
you will have another more useful
approach in the very near future

155. SUITABILITY AND
APPROPRIATENESS: OWL
• When maintaining relationships is
important
• When time is not a concern
• When peer conflict is involved
• When trying to gain commitment
through consensus building
• When learning and trying to merge
differing perspectives
• Use when the goal is to meet as many
current needs as possible by using
mutual resources. This approach
sometimes raises new mutual needs.
• Use when the goal is to cultivate
ownership and commitment

156. STEP 4: FOLLOW-
UP
• Managers will need to confirm
whether this technique has
adequately resolved the conflict.
• In the event that this dysfunctional
conflict persists, managers may have
to resort to alternative (third party)
strategies:
❑ Mediation
❑ Counseling
❑ Organizational development (OD)
interventions

157. PRO-ACTIVELY
MINIMIZING
CONFLICT
• Referring (to expert staff)
• Informing
❑ Performance
expectations
❑ Changes to
organizational policy
and operations
• Consulting with team
members
• Employee Engagement

158. CONFLICT MANAGEMENT GUIDING PRINCIPLES
– TIPS AND TECHNIQUES

160. DEALING WITH
ANGER
• To effectively defuse anger,
keep in mind the needs of the
angry speaker:
• To vent
• To get the listener's attention
• To be heard
• To be understood

161. DEALING WITH
ANGER
• When you're listening to an
angry person, apply the
following constructive
behaviour:
• Be attentive and patient
• Be sincere
• Be calm

163. LEARNING ACTIVITY 14
• Group discussion:
• Apply the 4-step conflict resolution
process, to find a solution for an
identified conflict situation at your
organization.
❑ 14.1 Step 1:
❑ 14.2 Step 2:
❑ 14.3 Step 3:
❑ 14.4 Step 4:

164. LEARNING ACTIVITY 14
• Group discussion:
• 14.5 By referring to the provided
guidelines, explain how you can
pro-actively minimize conflict in
your work team. Focus on
referring, informing, consulting and
engaging in your explanation.
• 14.6 Review the tips and
techniques and prioritize the most
relevant guidelines.
• 14.7 Describe how you can better
manage your anger and
control/regulate your emotions.

167. WE HAVE TO TALK: A STEP-BY-STEP
CHECKLIST FOR DIFFICULT
CONVERSATIONS (Judy Ringer)
• Working on Yourself: How to Prepare for the Conversation
• Before going into the conversation, ask yourself some questions
• 4 Steps to a Successful Outcome
❑ Step #1: Inquiry
❑ Step #2: Acknowledgment
❑ Step #3: Advocacy
❑ Step #4: Problem-Solving
• Practice, Practice, Practice
• Some additional tips and suggestions
• How Do I Begin?
• Write a possible opening for your conversation

168. LEARNING ACTIVITY 15
• Group Discussion:
• Review the article and
extract the most
relevant lessons within
your work environment.

169. CONCLUSION
• Key points
• Summary
• Questions
• Certification
• Training Evaluation

170. DR CHARLES COTTER’S CONTACT DETAILS AND SOCIAL MEDIA PRESENCE
• Mobile number: +2784 562 9446
• Email address: charlescotterhrdconsultant@gmail.com
• YouTube: https://www.youtube.com/channel/UCMtDro7N29l3KTat-rtRuGQ
• LinkedIn: https://www.linkedin.com/in/charlescotter/ and
https://www.linkedin.com/company/dr-charles-cotter-and-associates
• Twitter: @Charles_Cotter
• Facebook: https://www.facebook.com/CharlesACotter/
• SlideShare: www.slideshare.net/CharlesCotter