Chapter 13[1]9e
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Chapter Four The Tools of the Trade©2013, BrooksCole Cenga.docx
Chapter Four: The Tools of the Trade
©2013, Brooks/Cole Cengage Learning
1
Fundamental Listening Skills
Open-ended questions
Closed-ended questions
Restatement and summary clarification
Owning feelings
Facilitative listening
©2013, Brooks/Cole Cengage Learning
Open-ended Questions
Encourage clients to respond with more thoughtful answers.
Very helpful during Task Two: Problem Exploration.
Developing open-ended questions:
Request description – “Tell me about…”
Focus on plans – “What will you do…”
Expansion – “So then what happened?”
Assessment – “When that happened, how did you handle it?”
Stay away from “why” questions – client may become defensive
©2013, Brooks/Cole Cengage Learning
Closed-ended Questions
Seek specific, concrete information.
Usually begin with verbs.
do, did, does, can, have, had, will, are, is, and was
Enable the crisis worker to make a quick assessment.
Often used during:
Early stages of intervention
Obtaining client commitments
Assessing safety issues
©2013, Brooks/Cole Cengage Learning
Closed-ended Questions Cont.
Guidelines
Request specific information
“Where are you going to go?”
Obtain a commitment
“Are you willing to make an appointment to…?”
Increasing focus
“Are you on track with me?”
Avoid negative interrogatives
Subtle way of coercing the client
Don’t, doesn’t, isn’t aren’t, and wouldn’t seek agreement
Instead, use an assertive owning statement
©2013, Brooks/Cole Cengage Learning
Restatement and Summary Clarification
The client may not be able to communicate effectively because of the chaotic environment or their cognitive status.
Restatement lets the client know that you are listening.
Often used in Task 6: Obtaining Commitment either by the client or the crisis worker.
©2013, Brooks/Cole Cengage Learning
Owning Feelings
Use “I” statements.
Helps to create a bond between the client and the crisis worker.
Only use “we” when referencing the crisis worker and the client.
Relational markers shorten the psychological distance between the client and crisis worker.
Use right here, right now words (this, these, we, our, here, and now)
Do not use distancing words (that, those, mine, there, and then)
©2013, Brooks/Cole Cengage Learning
Owning Feelings Cont.
Do not disown feelings of confusion or frustration.
Convey understanding
Use “I understand” to convey comprehension of the situation, not what the client is going through.
Make value judgments about the client’s current behavior not about their personal character.
Use positive reinforcement to successively approximate a client toward the larger goal.
Set clear limits to maintain personal integrity and safety.
Use assertion statements – direct, specific, owning statements – to obtain a commitment from the client.
©2013, Brooks/Cole Cengage Learning
Facilitative Listening
Four keys aspects:
Really listen to the client.
Focus entirely on the client.
Attend to both verbal and non-verbal me.
Chapter Four The Tools of the Trade©2013, BrooksCole Cenga.docx
Chapter Four: The Tools of the Trade
©2013, Brooks/Cole Cengage Learning
1
Fundamental Listening Skills
Open-ended questions
Closed-ended questions
Restatement and summary clarification
Owning feelings
Facilitative listening
©2013, Brooks/Cole Cengage Learning
Open-ended Questions
Encourage clients to respond with more thoughtful answers.
Very helpful during Task Two: Problem Exploration.
Developing open-ended questions:
Request description – “Tell me about…”
Focus on plans – “What will you do…”
Expansion – “So then what happened?”
Assessment – “When that happened, how did you handle it?”
Stay away from “why” questions – client may become defensive
©2013, Brooks/Cole Cengage Learning
Closed-ended Questions
Seek specific, concrete information.
Usually begin with verbs.
do, did, does, can, have, had, will, are, is, and was
Enable the crisis worker to make a quick assessment.
Often used during:
Early stages of intervention
Obtaining client commitments
Assessing safety issues
©2013, Brooks/Cole Cengage Learning
Closed-ended Questions Cont.
Guidelines
Request specific information
“Where are you going to go?”
Obtain a commitment
“Are you willing to make an appointment to…?”
Increasing focus
“Are you on track with me?”
Avoid negative interrogatives
Subtle way of coercing the client
Don’t, doesn’t, isn’t aren’t, and wouldn’t seek agreement
Instead, use an assertive owning statement
©2013, Brooks/Cole Cengage Learning
Restatement and Summary Clarification
The client may not be able to communicate effectively because of the chaotic environment or their cognitive status.
Restatement lets the client know that you are listening.
Often used in Task 6: Obtaining Commitment either by the client or the crisis worker.
©2013, Brooks/Cole Cengage Learning
Owning Feelings
Use “I” statements.
Helps to create a bond between the client and the crisis worker.
Only use “we” when referencing the crisis worker and the client.
Relational markers shorten the psychological distance between the client and crisis worker.
Use right here, right now words (this, these, we, our, here, and now)
Do not use distancing words (that, those, mine, there, and then)
©2013, Brooks/Cole Cengage Learning
Owning Feelings Cont.
Do not disown feelings of confusion or frustration.
Convey understanding
Use “I understand” to convey comprehension of the situation, not what the client is going through.
Make value judgments about the client’s current behavior not about their personal character.
Use positive reinforcement to successively approximate a client toward the larger goal.
Set clear limits to maintain personal integrity and safety.
Use assertion statements – direct, specific, owning statements – to obtain a commitment from the client.
©2013, Brooks/Cole Cengage Learning
Facilitative Listening
Four keys aspects:
Really listen to the client.
Focus entirely on the client.
Attend to both verbal and non-verbal me ...
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Collaborative coaching
Is it the coach’s job to support the client to achieve happiness and satisfaction or to give the client options from which to choose?
What are the coach’s responsibilities and what are the client’s responsibilities before, during, and after coaching?
Can a coach help the client achieve happiness?
Chapter 3Team Communication and Difficult Conversations.docx
Chapter 3
Team Communication and Difficult Conversations
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Team Assignment
This Photo by Unknown Author is licensed under CC BY-NC
©McGraw-Hill Education.
2
Your Team and Roles
Each of you must assume one of the following roles for the meeting
1. -- Marketing Manager - to represent the customers and the messaging/branding of the company
2– Finance Manager – to represent the financial interests of the company
3– Human Resources Manager – to represent the employees of the company and their needs
Also, each member must take assume one of the following roles:
Meeting facilitator and coordinator
Create and distribute agenda via email before the meeting.
Create and distribute meeting minutes after the meeting
©McGraw-Hill Education.
Practicing Team Communication
Business Meetings
The scenario:
Your boss has come to you and asked for a solution to the following problem: Your company's email contact list is down by 30% over the past year because your customers are opting out. You must develop a plan to address the problem. Plan a meeting. Design an agenda and a team to address the problem.
You can choose your company together.
Source: https://www.usbusiness-news.com/2018-consumers-more-aware-than-ever-of-ability-to-opt-out-of-marketing-communications-new-research-finds.
©McGraw-Hill Education.
Your Assignment
1. Create a team.
2. Assign team roles.
3. Via email, the team must find and agree on a meeting time outside of class when you can all participate.
4. Create and send out an agenda out before the meeting
5. Meet to develop a response to the case study scenario.
Be sure to represent your position’s interests within the meeting. Develop a list of potential solutions to the problem for the CEO.
6. Develop and send minutes out after the meeting.
©McGraw-Hill Education.
Your Assignment
By the assignment due date, you need to submit the following items, as a team.
Team participants and roles
Meeting agenda(s)
Meeting minutes
Meeting email invitations and scheduling email (screenshoot).
If any team member doesn’t attend the meeting, or participate in the allocation of duties, he/she will not receive credit for the assignment.
©McGraw-Hill Education.
TEAM FACILITATORS
Tips and Advice
©McGraw-Hill Education.
Barriers to Team Effectiveness
Ineffective communication
Lack of effective chartering and goal setting
Lack of clarity and understanding of roles
Low morale
Low productivity
Lack of trust
©McGraw-Hill Education.
In a recent survey, business professionals cited ineffective communication (66 percent) as the biggest barrier to team effectiveness. Other major barriers included lack of effective chartering and goal setting (56 percent), ...
Chapter 3Team Communication and Difficult Conversations.docx
Chapter 3
Team Communication and Difficult Conversations
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Team Assignment
This Photo by Unknown Author is licensed under CC BY-NC
©McGraw-Hill Education.
2
Your Team and Roles
Each of you must assume one of the following roles for the meeting
1. -- Marketing Manager - to represent the customers and the messaging/branding of the company
2– Finance Manager – to represent the financial interests of the company
3– Human Resources Manager – to represent the employees of the company and their needs
Also, each member must take assume one of the following roles:
Meeting facilitator and coordinator
Create and distribute agenda via email before the meeting.
Create and distribute meeting minutes after the meeting
©McGraw-Hill Education.
Practicing Team Communication
Business Meetings
The scenario:
Your boss has come to you and asked for a solution to the following problem: Your company's email contact list is down by 30% over the past year because your customers are opting out. You must develop a plan to address the problem. Plan a meeting. Design an agenda and a team to address the problem.
You can choose your company together.
Source: https://www.usbusiness-news.com/2018-consumers-more-aware-than-ever-of-ability-to-opt-out-of-marketing-communications-new-research-finds.
©McGraw-Hill Education.
Your Assignment
1. Create a team.
2. Assign team roles.
3. Via email, the team must find and agree on a meeting time outside of class when you can all participate.
4. Create and send out an agenda out before the meeting
5. Meet to develop a response to the case study scenario.
Be sure to represent your position’s interests within the meeting. Develop a list of potential solutions to the problem for the CEO.
6. Develop and send minutes out after the meeting.
©McGraw-Hill Education.
Your Assignment
By the assignment due date, you need to submit the following items, as a team.
Team participants and roles
Meeting agenda(s)
Meeting minutes
Meeting email invitations and scheduling email (screenshoot).
If any team member doesn’t attend the meeting, or participate in the allocation of duties, he/she will not receive credit for the assignment.
©McGraw-Hill Education.
TEAM FACILITATORS
Tips and Advice
©McGraw-Hill Education.
Barriers to Team Effectiveness
Ineffective communication
Lack of effective chartering and goal setting
Lack of clarity and understanding of roles
Low morale
Low productivity
Lack of trust
©McGraw-Hill Education.
In a recent survey, business professionals cited ineffective communication (66 percent) as the biggest barrier to team effectiveness. Other major barriers included lack of effective chartering and goal setting (56 percent), .
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Is it the coach’s job to support the client to achieve happiness and satisfaction or to give the client options from which to choose?
What are the coach’s responsibilities and what are the client’s responsibilities before, during, and after coaching?
Can a coach help the client achieve happiness?
Barry Schwartz’s video Paradox of Choice set an interesting perspective that if you have low expectations you will be happier. That could be understood in the reverse as high achievers have higher levels of frustration because they do have high expectations for themselves and others. People who want to work with a coach are usually high achievers. So what is a Collaborative Coach to do in helping clients’ achieve happiness; help them set low expectations?
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Chapter Four: The Tools of the Trade
©2013, Brooks/Cole Cengage Learning
1
Fundamental Listening Skills
Open-ended questions
Closed-ended questions
Restatement and summary clarification
Owning feelings
Facilitative listening
©2013, Brooks/Cole Cengage Learning
Open-ended Questions
Encourage clients to respond with more thoughtful answers.
Very helpful during Task Two: Problem Exploration.
Developing open-ended questions:
Request description – “Tell me about…”
Focus on plans – “What will you do…”
Expansion – “So then what happened?”
Assessment – “When that happened, how did you handle it?”
Stay away from “why” questions – client may become defensive
©2013, Brooks/Cole Cengage Learning
Closed-ended Questions
Seek specific, concrete information.
Usually begin with verbs.
do, did, does, can, have, had, will, are, is, and was
Enable the crisis worker to make a quick assessment.
Often used during:
Early stages of intervention
Obtaining client commitments
Assessing safety issues
©2013, Brooks/Cole Cengage Learning
Closed-ended Questions Cont.
Guidelines
Request specific information
“Where are you going to go?”
Obtain a commitment
“Are you willing to make an appointment to…?”
Increasing focus
“Are you on track with me?”
Avoid negative interrogatives
Subtle way of coercing the client
Don’t, doesn’t, isn’t aren’t, and wouldn’t seek agreement
Instead, use an assertive owning statement
©2013, Brooks/Cole Cengage Learning
Restatement and Summary Clarification
The client may not be able to communicate effectively because of the chaotic environment or their cognitive status.
Restatement lets the client know that you are listening.
Often used in Task 6: Obtaining Commitment either by the client or the crisis worker.
©2013, Brooks/Cole Cengage Learning
Owning Feelings
Use “I” statements.
Helps to create a bond between the client and the crisis worker.
Only use “we” when referencing the crisis worker and the client.
Relational markers shorten the psychological distance between the client and crisis worker.
Use right here, right now words (this, these, we, our, here, and now)
Do not use distancing words (that, those, mine, there, and then)
©2013, Brooks/Cole Cengage Learning
Owning Feelings Cont.
Do not disown feelings of confusion or frustration.
Convey understanding
Use “I understand” to convey comprehension of the situation, not what the client is going through.
Make value judgments about the client’s current behavior not about their personal character.
Use positive reinforcement to successively approximate a client toward the larger goal.
Set clear limits to maintain personal integrity and safety.
Use assertion statements – direct, specific, owning statements – to obtain a commitment from the client.
©2013, Brooks/Cole Cengage Learning
Facilitative Listening
Four keys aspects:
Really listen to the client.
Focus entirely on the client.
Attend to both verbal and non-verbal me.
Chapter Four The Tools of the Trade©2013, BrooksCole Cenga.docx
Chapter Four: The Tools of the Trade
©2013, Brooks/Cole Cengage Learning
1
Fundamental Listening Skills
Open-ended questions
Closed-ended questions
Restatement and summary clarification
Owning feelings
Facilitative listening
©2013, Brooks/Cole Cengage Learning
Open-ended Questions
Encourage clients to respond with more thoughtful answers.
Very helpful during Task Two: Problem Exploration.
Developing open-ended questions:
Request description – “Tell me about…”
Focus on plans – “What will you do…”
Expansion – “So then what happened?”
Assessment – “When that happened, how did you handle it?”
Stay away from “why” questions – client may become defensive
©2013, Brooks/Cole Cengage Learning
Closed-ended Questions
Seek specific, concrete information.
Usually begin with verbs.
do, did, does, can, have, had, will, are, is, and was
Enable the crisis worker to make a quick assessment.
Often used during:
Early stages of intervention
Obtaining client commitments
Assessing safety issues
©2013, Brooks/Cole Cengage Learning
Closed-ended Questions Cont.
Guidelines
Request specific information
“Where are you going to go?”
Obtain a commitment
“Are you willing to make an appointment to…?”
Increasing focus
“Are you on track with me?”
Avoid negative interrogatives
Subtle way of coercing the client
Don’t, doesn’t, isn’t aren’t, and wouldn’t seek agreement
Instead, use an assertive owning statement
©2013, Brooks/Cole Cengage Learning
Restatement and Summary Clarification
The client may not be able to communicate effectively because of the chaotic environment or their cognitive status.
Restatement lets the client know that you are listening.
Often used in Task 6: Obtaining Commitment either by the client or the crisis worker.
©2013, Brooks/Cole Cengage Learning
Owning Feelings
Use “I” statements.
Helps to create a bond between the client and the crisis worker.
Only use “we” when referencing the crisis worker and the client.
Relational markers shorten the psychological distance between the client and crisis worker.
Use right here, right now words (this, these, we, our, here, and now)
Do not use distancing words (that, those, mine, there, and then)
©2013, Brooks/Cole Cengage Learning
Owning Feelings Cont.
Do not disown feelings of confusion or frustration.
Convey understanding
Use “I understand” to convey comprehension of the situation, not what the client is going through.
Make value judgments about the client’s current behavior not about their personal character.
Use positive reinforcement to successively approximate a client toward the larger goal.
Set clear limits to maintain personal integrity and safety.
Use assertion statements – direct, specific, owning statements – to obtain a commitment from the client.
©2013, Brooks/Cole Cengage Learning
Facilitative Listening
Four keys aspects:
Really listen to the client.
Focus entirely on the client.
Attend to both verbal and non-verbal me ...
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Is it the coach’s job to support the client to achieve happiness and satisfaction or to give the client options from which to choose?
What are the coach’s responsibilities and what are the client’s responsibilities before, during, and after coaching?
Can a coach help the client achieve happiness?
Chapter 3Team Communication and Difficult Conversations.docx
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Team Communication and Difficult Conversations
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Team Assignment
This Photo by Unknown Author is licensed under CC BY-NC
©McGraw-Hill Education.
2
Your Team and Roles
Each of you must assume one of the following roles for the meeting
1. -- Marketing Manager - to represent the customers and the messaging/branding of the company
2– Finance Manager – to represent the financial interests of the company
3– Human Resources Manager – to represent the employees of the company and their needs
Also, each member must take assume one of the following roles:
Meeting facilitator and coordinator
Create and distribute agenda via email before the meeting.
Create and distribute meeting minutes after the meeting
©McGraw-Hill Education.
Practicing Team Communication
Business Meetings
The scenario:
Your boss has come to you and asked for a solution to the following problem: Your company's email contact list is down by 30% over the past year because your customers are opting out. You must develop a plan to address the problem. Plan a meeting. Design an agenda and a team to address the problem.
You can choose your company together.
Source: https://www.usbusiness-news.com/2018-consumers-more-aware-than-ever-of-ability-to-opt-out-of-marketing-communications-new-research-finds.
©McGraw-Hill Education.
Your Assignment
1. Create a team.
2. Assign team roles.
3. Via email, the team must find and agree on a meeting time outside of class when you can all participate.
4. Create and send out an agenda out before the meeting
5. Meet to develop a response to the case study scenario.
Be sure to represent your position’s interests within the meeting. Develop a list of potential solutions to the problem for the CEO.
6. Develop and send minutes out after the meeting.
©McGraw-Hill Education.
Your Assignment
By the assignment due date, you need to submit the following items, as a team.
Team participants and roles
Meeting agenda(s)
Meeting minutes
Meeting email invitations and scheduling email (screenshoot).
If any team member doesn’t attend the meeting, or participate in the allocation of duties, he/she will not receive credit for the assignment.
©McGraw-Hill Education.
TEAM FACILITATORS
Tips and Advice
©McGraw-Hill Education.
Barriers to Team Effectiveness
Ineffective communication
Lack of effective chartering and goal setting
Lack of clarity and understanding of roles
Low morale
Low productivity
Lack of trust
©McGraw-Hill Education.
In a recent survey, business professionals cited ineffective communication (66 percent) as the biggest barrier to team effectiveness. Other major barriers included lack of effective chartering and goal setting (56 percent), ...
Chapter 3Team Communication and Difficult Conversations.docx
Chapter 3
Team Communication and Difficult Conversations
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Team Assignment
This Photo by Unknown Author is licensed under CC BY-NC
©McGraw-Hill Education.
2
Your Team and Roles
Each of you must assume one of the following roles for the meeting
1. -- Marketing Manager - to represent the customers and the messaging/branding of the company
2– Finance Manager – to represent the financial interests of the company
3– Human Resources Manager – to represent the employees of the company and their needs
Also, each member must take assume one of the following roles:
Meeting facilitator and coordinator
Create and distribute agenda via email before the meeting.
Create and distribute meeting minutes after the meeting
©McGraw-Hill Education.
Practicing Team Communication
Business Meetings
The scenario:
Your boss has come to you and asked for a solution to the following problem: Your company's email contact list is down by 30% over the past year because your customers are opting out. You must develop a plan to address the problem. Plan a meeting. Design an agenda and a team to address the problem.
You can choose your company together.
Source: https://www.usbusiness-news.com/2018-consumers-more-aware-than-ever-of-ability-to-opt-out-of-marketing-communications-new-research-finds.
©McGraw-Hill Education.
Your Assignment
1. Create a team.
2. Assign team roles.
3. Via email, the team must find and agree on a meeting time outside of class when you can all participate.
4. Create and send out an agenda out before the meeting
5. Meet to develop a response to the case study scenario.
Be sure to represent your position’s interests within the meeting. Develop a list of potential solutions to the problem for the CEO.
6. Develop and send minutes out after the meeting.
©McGraw-Hill Education.
Your Assignment
By the assignment due date, you need to submit the following items, as a team.
Team participants and roles
Meeting agenda(s)
Meeting minutes
Meeting email invitations and scheduling email (screenshoot).
If any team member doesn’t attend the meeting, or participate in the allocation of duties, he/she will not receive credit for the assignment.
©McGraw-Hill Education.
TEAM FACILITATORS
Tips and Advice
©McGraw-Hill Education.
Barriers to Team Effectiveness
Ineffective communication
Lack of effective chartering and goal setting
Lack of clarity and understanding of roles
Low morale
Low productivity
Lack of trust
©McGraw-Hill Education.
In a recent survey, business professionals cited ineffective communication (66 percent) as the biggest barrier to team effectiveness. Other major barriers included lack of effective chartering and goal setting (56 percent), .
What is Collaborative Coaching?
Collaborative Coaching
Is it the coach’s job to support the client to achieve happiness and satisfaction or to give the client options from which to choose?
What are the coach’s responsibilities and what are the client’s responsibilities before, during, and after coaching?
Can a coach help the client achieve happiness?
Barry Schwartz’s video Paradox of Choice set an interesting perspective that if you have low expectations you will be happier. That could be understood in the reverse as high achievers have higher levels of frustration because they do have high expectations for themselves and others. People who want to work with a coach are usually high achievers. So what is a Collaborative Coach to do in helping clients’ achieve happiness; help them set low expectations?
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