Change, Communication, and Conflict

Resolution
Dealing with Change: Barriers and Strategies

Introduction
(This introduction is the same as the one in Activity 26, "The Impact of Change." It has
been repeated for those trainers who prefer to use this exercise alone.)

The one constant in today's business world is change. Change is often an overwhelming
process because there are many stages people must go through to adjust. Everyone
responds to change in different ways. Some responses lead to stress, while others bring
about opportunity, challenge and growth. People who learn to handle change effectively
will have the advantage.

Because of the rapidly occurring changes in the workplace, it is important for each
person to understand how he/she responds when changes do occur. This self-
awareness can often help people prepare themselves to understand and deal with the
impact of these changes.

Objective
The purpose of this activity is to help participants examine their own response to change.
By using a role play, they will have the opportunity to explore some personnel issues that
may create barriers in the workplace and to develop strategies to overcome them.

Time
40 minutes

Materials
Exercises 27.1 and 27.2 for each participant

Procedure
1. Use the introduction to open the session and prepare for the role play.

2. Divide group into pairs for a role play. Distribute Exercise 27.1 and assign a role
of supervisor and employee to each pair. Allow participants 5–10 minutes to role-
play the situation.

3. Distribute Exercise 27.2 to each pair and, using the instructions provided, have
the participants continue the role play.

4. Reconvene into a large group to report on each pair's discussion. Discuss the top
three barriers, how they were affected personally and what strategies were
developed.

5. Have each group report back on how individual responses varied. Were there
some that they agreed on?
Conclusion
Though everyone had the same issues, the top three barriers were probably very
different. What does this mean about how people perceive personnel changes and their
impact? Point out how change affects each of us in a different way and note how
peoples' perception about the various issues differed depending on their point of view.

Trainer's Notes
Feel free to bring up your personnel issues for this activity and remember that this
activity either stands alone or follows Activity 26, "The Impact of Change."

Exercise 27.1: Personnel Barriers

Your company has just hired a large number of employees of diverse backgrounds and
someone comes into your office and says, ""I can't deal with so many people who have
different values and ways of doing things. Some of them can't even speak English.

Now it's time to explore with your employee what he/she perceives some of the barriers
to be. Using this sheet as a guide, discuss the factors that seem to be creating problems
in the workplace. After reviewing the issues and degree of frequency, then the two of you
together list the three most critical issues that impact the workplace.

Barriers: Dealing with Personnel Issues

As the manager, say the following: "Since we have hired so many new employees from
diverse backgrounds, I've had a lot of supervisors complaining about various issues
affecting the workplace. To help me get a handle on the real issues I've put together a
checklist. Based on your observations, I would like to discuss this checklist with you."

Do these diversity issues affect you on the job?

Never Sometimes Often
Age _______ _______ _______
Race or National Origin _______ _______ _______
Gender _______ _______ _______
Attitudes/Personality _______ _______ _______
Inexperience _______ _______ _______
Inability to perform skills _______ _______ _______
Unwillingness to perform _______ _______ _______
Disability _______ _______ _______
Others _______ _______ _______

Based on your discussion, circle the three most serious barriers.

Exercise 27.2: Strategies

As supervisor, continue the discussion with your employee. Having selected the three
most serious barriers on Exercise 27.1, list them below and discuss:
 Their impact on the workplace

 Their affect on the employee personally

 Strategies to overcome each

Barrier 1: ____________________________
Barrier 2: ____________________________
Barrier 3: ____________________________
NOTES: ____________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________
Self-Assessment Regarding Change

Objective
The purpose of this activity is to provide an opportunity for participants to informally
assess the way they respond to change.

Time
5–10 minutes

Materials
Exercise 28.1 for each participant

Procedure

1. Distribute Exercise 28.1 and give participants a few minutes to complete it.
2. Ask participants for their predominant responses. Discuss their interpretations of
the responses and the responses that are most likely to help in dealing with
change.

Conclusion
Discuss the fact that people respond to change in various ways, pointing out that
extremes hinder rather than help. Review the importance of balance when looking at
change. Emphasize that being aware of how one responds can be useful when
encountering the problems of a changing work environment.

Responses to change are most successful when people begin with an open mind and
willingness to work with others, rather than taking hardened positions at either extreme.

Trainer's Notes
If you are using this activity as a "stand-alone," you may want to use the introduction
provided in Activity 26. Otherwise, the self-assessment exercise may be used as a
continuation of the other exercises dealing with cultural changes.

Exercise 28.1: Self-Assessment: Responses to Change

In a "change situation," how do you respond? Place a dot (•) on each continuum line to
show how you rate yourself. Draw a line connecting the dots, and note the trend.
Absolutely Partially Open-minded Partially Absolutely
‥ ‥ Æ Æ
Shut down ______________________________________________ Swallow whole
Blame self ______________________________________________ Blame others
Minimize consequences _________________________ Exaggerate consequences
Refuse to accept ______________________________________________ Accept
Introduction to Listening: A Self-Inventory
Introduction
Listening is one of the most important communication skills. Without careful listening,
messages often are misinterpreted and people do not feel valued or understood. Too
often people take listening for granted and do not pay enough attention to the speaker. In
the case of communicating across cultures, the act of listening becomes even more
critical because there are additional factors such as accents, idioms, slang, etc.

Objective
The purpose of this activity is to ensure that participants are aware of the importance of
listening, and have an opportunity to assess their present listening skills.

Time
15–20 minutes

Materials

 Flipchart and marker

 Exercise 29.1 for each participant

 Handout 29.1 for each participant

Handout 29.1
Procedure
1. Discuss the importance of good listening by asking: "In your jobs, why is it
important to be a good listener?" Record the answers on the flipchart. Then
additionally ask, ""Does it make a difference when you are communicating with
someone from another race or culture? If the answer is yes, discuss how, and
continue to add their comments to the flipchart.

2. Pair up the group and ask participants to describe a situation where

miscommunication occurred due to lack of listening. (The trainer gives an
example of a listener thinking ahead about a response and not giving full attention
to the speaker.)

3. Distribute Exercise 29.1. Ask participants to answer each question, and using the
instructions provided, score their inventory.

4. Ask participants for a show of hands if they are considered good listeners based
on the self-inventory scores. Ask how many were surprised with their scores.

5. Tell the participants that if most of their answers to the self-inventory were either a
or b or c, they probably possess, to some degree, the characteristics of good
listeners. If most answers fell into the c or d or e categories, the participants
probably need to develop good listening habits a little more fully.

6. Explain that listening is difficult in communicating with all people; however, it is

much more complicated when cultural factors come into play. Distribute and
review Handout 29.1. Ask participants for any additional suggestions.

Conclusion
Stress that no matter how they answered the questionnaire, good listening requires
constant practice in concentrating. Tell them that they now know what to work on
becoming a better listener.

Exercise 29.1: Listening Self-Inventory

This exercise was developed to help you review and describe your typical listening style.
Read each question carefully and check one of the five answers listed.
1. Research suggests that you think four times faster than a person usually talks to
you. Do you use this excess time to turn your thoughts elsewhere while you are
keeping track of a conversation?
a. No c. Usually e. Don't know/unaware
b. Sometimes d. Yes

2. Do you listen for the feelings behind facts when someone is speaking?
a. Almost always d. Almost never
b. Most of the time e. Don't know/unaware
c. Not as much as I should

3. Do you generally talk more than listen in an interchange with someone else?
a. No c. Usually e. Don't know/unaware
b. Sometimes d. Yes
4. When you are puzzled or annoyed by what someone says, do you try to get the
question straightened out immediately, either in your own mind or by interrupting
the speaker?
a. No c. Usually e. Don't know/unaware
b. Sometimes d. Yes

5. If you feel that it would take a lot of time and effort to understand something, do
you go out of your way to avoid hearing about it?
a. Seldom c. Often e. Don't know/unaware
b. Sometimes d. Very frequently

6. Do emotions interfere with your listening?

a. No c. Usually e. Don't know/unaware
b. Sometimes d. Yes

7. Do you deliberately turn your thoughts to other subjects when you believe a
speaker will have nothing particularly interesting to say?
a. Seldom c. Often e. Don't know/unaware
b. Sometimes d. Very frequently

8. When someone is talking to you, do you try to make him/her think you're paying
attention when you are not?
a. Seldom c. Often e. Don't know/unaware
b. Sometimes d. Very frequently

9. When you are listening to someone, are you easily sidetracked by outside
distractions (people and events)?
a. Seldom c. Often e. Don't know/unaware
b. Sometimes d. Very frequently

10. Do you listen carefully to the opinions of others, though you may intend to take
exception to something later on?
a. Almost always d. Almost never
b. Most of the time e. Don't know/unaware
c. Not as much as I should

11. When listening to someone who speaks with an accent, do you make a greater
effort to concentrate on what the person is saying?
a. Almost always d. Almost never
b. Most of the time e. Don't know/unaware
c. Not as much as I should

12. When you are listening to someone speak, do you make a conscious effort to
make and keep eye contact with the speaker?

a. Almost always d. Almost never

b. Most of the time e. Don't know/unaware
c. Not as much as I should
Scoring:

If most of your answers were a, b, or c, you probably possess the ability to concentrate
and to recognize the speaker's emotions. If most answers were c, d, or e, you need to
develop these characteristics more fully.
Name Your Partner

Introduction
Everyone knows the importance of good listening practices in general, but it is even
more important when communicating across cultures. Names, places and information
exchanges may be unfamiliar.

This unfamiliarity often begins with basic introductions. Frequently, when people are
asked to publicly introduce someone, they take notes and appear nervous if they have to
remember more than a few facts. Attentive listening and concentration are necessary.

Objective
The purpose of this activity is to offer participants a chance to practice listening and
demonstrate the importance of concentration.

Time
10–15 minutes

Materials
None

Procedure
1. Ask participants to stand up and form pairs, preferably with people they don't
know, or don't know very well.

2. Tell the pairs that one person begins as the Listener the other will be the Speaker.
Then, at your given signal, they will exchange roles and repeat the exercise.

3. Go over the following instructions: The Listener has 2 minutes to learn enough
about the partner to be able to introduce him/her to someone else in another
group. The Listener asks the partner to talk about how he/she would like to be
introduced, points such as the partner's name, place of birth, length of present
employment, and what people remember most about that person. The listener
should not ask questions, interrupt or take notes, but lets the speaker talk. The
listener decides how to introduce the partner.

4. Time the exercise, allowing 2 minutes, and then ask participants to exchange
roles and repeat.

5. Ask each pair to join another pair to make a group of four. Each person then takes
turns introducing his/her partner, using only the information gathered.

6. Reconvene into a large group and ask the following questions:

 How did you feel about introducing your partner?

 How much did you remember?

 How accurate was the information in the introduction?

 Did you listen differently knowing that you had to remember information
without taking notes?
Conclusion
Summarize the act of listening by sharing the following observations:

Often one of the greatest obstacles to good listening is the inability to concentrate.
Unfortunately, the brain sometimes works against a person's ability to listen. When
people speak, they talk at about 125 words per minute, yet the listener is capable of
hearing and understanding 300 words per minute.

To complicate matters even more, people think at the rate of 600 words per minute. What
does this mean? It means that there is a surplus of thinking time over listening time and
so it's easy to fill this surplus by daydreaming or thinking about what will be said next.
Many times people only half-listen to what the speaker is saying and lose important
facts.
Non-Verbal Communication

Introduction
Communication is a two-way street. It takes both a sender and a receiver, and is the joint
responsibility of both parties. Communication is probably the most important skill a
person needs because everyone understands that communication is necessary in order
to get things done. Poor communication is a problem faced by all types of organizations.
In today's diverse work force, when cultural factors enter the picture, communication
becomes even more difficult.

There are two components of communication: verbal and non-verbal. Research indicates
that non-verbal communication is more powerful in giving messages and communicating
feelings than verbal communication. Non-verbal is also more ambiguous and difficult to
interpret accurately.

Objective
The purpose of this activity is to understand more about communication, particularly non-
verbal exchanges. This exercise will also help participants gain insight into the messages
the senders may be giving. It will also help them become aware of how these non-verbal
messages may be received and interpreted differently, sometimes due to cultural
differences.

Time
45–60 minutes

Materials

 Overhead projector

 Flipchart and marker

 Overhead transparencies (OHTs) 31.1 and 31.2 and Handouts for each participant
made from these
Overhead Transparency 31.1
 Overhead Transparency 31.2

 Exercise 31.1 for each participant

Procedure

1. Present a brief lecture on communication using the introduction as a guide and

displaying OHT 31.1. Explain that this portion on the workshop will deal only with
non-verbal communication.

2. Illustrate non-verbal communication by using the following demonstration. Ask a

volunteer to stand. Without speaking, use the gesture of a curled finger pointing
inward (typically used to call students to the front of a classroom). Let the
volunteer come toward you until you want him/her to stop. Still not speaking, use
a raised hand, palm outward as the non-verbal signal for "stop."

3. Thank the volunteer and have him/her sit down. Discuss with the group the two
common non-verbal gestures that were demonstrated. It is obvious that most
mainstream Americans interpret these gestures to mean, "come here" and "stop."
Point out that these gestures can also be used in different ways, depending on a
person's cultural background. For example, in some cultures the curled finger is
only used for calling animals and prostitutes. The raised palm gesture may also
have different meanings and could indicate greetings, innocence or peace. For
example, a drawing of a man with a raised hand appeared on the plaque aboard
the Pioneer 10 Space Probe, representing the concept that "We have come in
peace."

4. Group participants in pairs who do not know each other well. Using Exercise 31.1,
give one person in each pair a "sender" slip and the other, the matching "receiver"
slip. (Sender "A" is paired with Receiver "A", Sender "B" is paired with Receiver
"B", etc.). (See Trainer's Notes.) MAKE SURE SENDERS AND RECEIVERS DO
NOT SHARE INSTRUCTIONS.

5. Ask participants to read and then follow the instructions provided on their
individual slips of paper. Allow 2–3 minutes.

6. Reconvene in a large group and ask the A, B and C Receivers, and the D
Senders, to describe what non-verbal communication messages they received in
this exercise. Record, on the flipchart, the participants' responses. Ask them
which was more significant, what was being said verbally, or what was being said
non-verbally.

7. End this session by displaying OHT 31.2, distributing Handouts 31.1 and 31.2,
and briefly review the handout and its impact on communication.

Conclusion
Explain that there were four different sets of instructions:
 The non-verbal message in Instruction A demonstrated eye contact, and the use of
body language.

 The non-verbal message in Instruction B demonstrated the use of space.

 The non-verbal message in Instruction C demonstrated tone.

 The non-verbal message in Instruction D demonstrated mixed messages.

Also explain that interpretation of non-verbal messages may vary depending on the
cultural background of the individual, and point out that when communicating with the
diverse work force, it is important to be able to recognize and correctly interpret non-
verbal cues.

Trainer's Notes
Prior to the training, you will need some advance preparation of the instruction slips.
Make copies of Exercise 31.1 and cut them into strips, as stated on the exercise. (Do not
include these strips in any handout packet; instead hand them out when the exercise
begins.)

There are four sets of instructions, enough for eight participants, but the same sets of
instructions can be used for any additional pair of participants.

Exercise 31.1: Instructions for Non-Verbal Exchanges

Pair A — Sender
Sender, in an open and receptive way, will lead off the conversation by asking a question
that calls for an explanation, such as, "What's your favorite TV show or movie, and why?"
Now, cross your arms and legs and look away when the receiver answers you. In that
same position make a positive response, while continuing to look away, being sure not to
look at the receiver.
Pair A — Receiver
Simply answer the question you are asked.
Pair B — Sender
Stand up. Find out two new things about your partner, while simultaneously moving closer
and closer, breaking into the "comfort zone" of the person you are talking to.
Pair B — Receiver
Stand up and answer questions.
Pair C — Sender
Stand up. Say to the receiver in a normal tone with a smile "Come into my office." Begin
to walk away and then turn back around and repeat the same words, without smiling, and
in an extremely harsh and demanding tone.
Pair C — Receiver
Stand up. Listen to what your partner says.
Pair D — Sender
Say to your partner the following statement. "I really think we should get to work on this
project."
Pair D — Receiver
Respond to your partner's comment with the following reply, "Yes, I do too," but keep
shaking your head in a manner that indicates "no," while you're saying "yes."
Self-Talk

Introduction
An Individual's belief system has a definite affect on behavior in the workplace. Often,
early negative programming determines responses. Self-talk is a way to override past
negative thinking by replacing it with positive thoughts, which can lead to new and more
constructive behavior.

It is important to understand how early negative programming occurs. It is equally

important to be aware that early negative programming can be likened to mental and
emotional "tapes" that may be replayed years later. This awareness is helpful in dealing
with diversity issues where prior programming may have conditioned a person to think
negatively about those who are different. Reprogramming often increases self-esteem
and, as a result, improves relationships with others.

Objective
The purpose of this activity is to help participants understand the negative programming
that may have occurred in their lives and to give the participants tools for changing
negative thoughts into positive ones.

Time
45–60 minutes

Materials

 Sample Lecture

 Exercises 32.1 and 32.2

 Handout 32.1
 Handout 32.1

 Overhead projector

 Overhead transparencies (OHTs) 32.1 and 32.2

 Overhead Transparency 32.1

Overhead Transparency 32.2

Procedures

1. Use the introduction as an opener to this session. Distribute Exercise 32.1 and
ask participants to complete it on their own. Allow about 5 minutes.

2. When all have completed the exercise, discuss in the large group how the
participants felt about their influences and outcomes.
 3. Then ask the following questions: "What negative messages did you receive?"
"How do they affect you to this day?"

4. Using the accompanying Sample Lecture and OHT 32.1, explain the Self-
Programming sequence.

5. Distribute Exercise 32.2 and give participants 5–10 minutes to complete it. In
groups of 2–3, have participants share their statements and discuss the ease or
difficulty of the exercise.

6. Display OHT 32.2 and summarize the self-talk exercise.

7. Close by distributing Handout 32.1 and discuss.

Trainer's Notes
In introducing this topic, mention that another advantage of self-talk is in dealing with
diversity. Positive self-talk can help people overcome negative thoughts that may be
furthering prejudices or stereotypical thinking.

When explaining Step 3 in the Procedures, it is helpful if the trainer provides an example
of a negative message. For example, "Growing up I was told that I would never make it
through school and that I was sloppy in doing my chores. I know that impression has
sometimes made me feel inadequate in the workplace when assignments are difficult."

Sample Lecture: Self-Talk

Research indicates that everyone uses self-talk. Psychologists have found that most
self-talk works against people and that the brain believes simply what you tell it most
often. It has also been proven that repetition of positive statements is a helpful technique
in overcoming negative messages.

The following proverbs illustrate the importance of our self-talk:

 "You are what you think."  "Thoughts are father to the deed."

 "As a man thinketh, so is he."  "If you act bad, you are bad."

The word, "Programming," refers to early childhood conditioning that was influenced by
people and events. Often parents unintentionally send negative messages to their
children that create feelings of self-doubt and low self-esteem.

How many of you have heard statements such as the following?:

 "You're just like your father or your mother" (especially when it refers to something
negative)

 "You're always late"

 "You never do anything right"

 Why can't you be more like....?

Basically, this session suggests that our brain is like a sponge. It simply accepts what
you program in. People believe what they are programmed to believe.

BELIEFS
What is a belief? A belief is a fact thought to be true, without knowledge or proof. Beliefs
are powerful and originate from early programming. "Belief" does not require that
something be the way we see it; it only requires us to presume that it is. How we believe
will influence how we see ourselves and how we behave.

FEELINGS
Feelings result from beliefs. If a person feels positive about something, he/she will act
more positively. For example, as the workday begins, think how different it might be if
you presuppose it's going to be a great day instead of thinking it's going to be a dreadful
one. If you are feeling negative, how do you think that will affect your day? How might
your day be if you are thinking positive?

BEHAVIOR
Success or failure depends on how a person behaves. Since behavior stems from beliefs
and feelings, it can actually be controlled by self-programming. Negative thoughts lead to
negative outcomes, but positive thoughts can turn them around.

Exercise 32.1: Influences and Outcomes

Consider the significant people and events that have influenced your way of thinking. List
them below and describe the negative messages that you may have received from each.
 SIGNIFICANT PEOPLE INVOLVED

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________
 EVENTS

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________
 NEGATIVE MESSAGES THAT I RECEIVED

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Exercise 32.2: Self-Talk: Negative to the Positive

Complete the following statements, using the example provided as a guide:

Example:

NEGATIVE: I'm not going to get this assignment. I'm not qualified.
POSITIVE: I'll give it my best shot. I really have a lot to offer.

_____________________________________________________________

NEGATIVE: I feel trapped. I don't have the power I need.

POSITIVE:

_____________________________________________________________

NEGATIVE: She's difficult to work with.

POSITIVE:

_____________________________________________________________

NEGATIVE: I don't want to appear nervous in my presentations.

POSITIVE:

_____________________________________________________________

NOW, ADD TWO OF YOUR OWN BELOW:

_____________________________________________________________
1. NEGATIVE:

POSITIVE:

_____________________________________________________________
2. NEGATIVE:

POSITIVE:
Coaching Across Cultures

Introduction
Coaching is a way to offer encouragement, promote growth and development of
employees, and help them make a greater contribution to the organization. It can assist
employees who may be encountering difficulty, yet still have strong potential to be more
valuable to the organization. It can also help a good employee become more productive
in his or her current position. Furthermore, coaching is a way to empower an employee
and show the organization's commitment to that person's success.

While coaching is a highly effective tool for employees in general, it is especially useful
when dealing with employees who have not been part of the mainstream American work
force. It is therefore important that organizations establish a climate in which personal
and career growth of minorities, Immigrants and women can take place.

Because every person brings different experiences and cultural background to the
workplace, the coach must take time with each targeted employee to build a strong
relationship. The coach also needs to model appropriate business behavior and keep the
employee informed about opportunities where his/her skills dovetail with the company's
goals and strategies.

Objective
The purpose of this activity is to help participants understand the concept of coaching
and provide an opportunity to learn and practice the necessary skills. The role plays are
culturally-based and offer insight into coaching employees with diverse cultural
backgrounds.

Time
60–90 minutes

Materials

 Flipchart and marker

 Exercises 33.1–33.4 for each participant

 Handout 33.1 for each participant

 Handout 33.1

Procedure
1. Use the introduction on the previous page to open this topic.

2. Distribute Exercise 33.1 and ask participants to write words that define
"coaching," and words that define "teaching." Ask for the responses and write
them on a flipchart. Leave this sheet in view and use it during the session as a
reminder that only coaching is being emphasized, and not teaching.

3. Discuss participants' responses and the differences between coaching and

teaching.

4. Divide the group into pairs and have them discuss their past experiences of
having been coached or having coached others; i.e., in school, sports or previous
jobs. Ask which was more difficult, coaching or being coached and why. In today's
culturally-diverse workplace, how will culture impact the role of being coached or
coaching?

5. Point out to the group that many people feel coaching is often more difficult when
cultural factors need to be taken into consideration. Distribute Exercise 33.2 to all
participants and ask each person to complete it. Suggest that, as they work on
this, they think about additional reasons why supervisors and managers might
avoid coaching because of cultural factors and add them at the bottom of the
page.

6. Discuss Exercise 33.2 and then have participants express their feelings about
coaching. What additional cultural reasons did they think of?

7. Distribute Handout 33.1 to each participant. Discuss the steps involved in

coaching.
 8. Divide participants into groups of three and have members of each group select
the roles of "coach," "employee" and "observer." Assign a single case to each
group as follows:
a. The coach and the employee each receive private copies of the assigned
case from Exercise 33.3.

b. The observer receives a private copy of Exercise 33.4.

9. Give participants an opportunity to read the descriptions of their respective roles,

then begin the role play, allowing about 15–20 minutes. The players should keep
in mind the words that described "coaching" in Exercise 33.1, and the steps to
coaching in Handout 33.1.

10. Then, still in the small groups, have the observer lead the discussion, using the
guidelines from Exercise 33.4. Each person in turn will talk about how he/she felt
during the role play.

11. Reconvene the large group for a report on the results of the role plays.

Conclusion
Explain that the skills of each coach have a strong influence on employee responses and
that when actually coaching an employee, it is important to plan ahead to best achieve
the desired result.

Trainer's Notes
Use the role plays provided or develop your own that are specific to your organization.
(You may also ask the participants to provide examples.)

The cases provided help point out how cultural differences might affect the coaching role.
Be sure to discuss the impact of these differences in the conclusion.

If time permits, have participants exchange roles so that each person has an opportunity
to play every part.

Exercise 33.1: Coaching vs. Teaching

DEFINITIONS
Coaching Teaching

Exercise 33.2: Why Supervisors and Managers Often Avoid Coaching

Do you find yourself avoiding coaching? Below are some typical reasons why people
avoid it. Check those that describe why you might want to avoid coaching.
______ 1. I don't have time; it takes too long and I have too many people to deal
with
______ 2. I don't want to overwhelm the employee

______ 3. Nobody spent much time with me and I did OK

______ 4. I am uncomfortable in discussions about employee abilities

______ 5. Employees don't ask for or really want my help

______ 6. They aren't really going to listen to me

______ 7. Employees get defensive and argumentative

______ 8. My standards are obvious; employees know what I expect

______ 9. They should be able to learn by doing…I did

______ 10. I'm not sure coaching will help an employee

ADDITIONAL REASONS BECAUSE OF CULTURAL FACTORS:

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

Exercise 33.3: Role Plays

TIME WAITS FOR NO ONE

Instructions: The person playing "Coach" uses Handout 34.1 as a guide for this coaching
session role play.
An employee from another culture, who is otherwise conscientious and does quality work,
pays too little attention to deadlines. Lately, it has gotten worse and, because of one
recent delay, the department missed out on a special project that would have brought in a
great deal of additional revenue.
As the manager, you feel that your employee is worth some time and effort and sincerely
want the employee to advance. It's up to you to do the coaching. How do you handle it?
WHO, ME?
Instructions: The person playing "Coach" uses Handout 33.1 as a guide for this coaching
session role play.
Joyce, a minority female, came into the organization as an entry level employee and did
well in her various assignments. After a period of time, she was offered a position as an
assistant to the head of the department, a job she really wanted.
She was overjoyed at first, but then became terrified. She panicked and began saying
she was afraid she could not accept, because she was concerned that she couldn't do
well enough. She was truly afraid of failing.
Your are Joyce's supervisor and sincerely want her to advance. It's up to you to convince
her. How do you handle it?
A JOB WELL DONE, OR IS IT?
Instructions: The person playing "Coach" uses Handout 33.1 as a guide for this coaching
session role play.
An employee from another culture feels that he has been doing everything he has been
asked to do and so feels really good about his job. On the other hand, though you like
him and feel he's trying, you don't think he has shown any initiative.
How can you let the employee know how you feel and help him learn how to be more of a
self-starter and develop in ways that will contribute to your department?
TWO ENGINEERS WORKING LONG HOURS
Instructions: The person playing "Coach" uses Handout 33.1 as a guide for this coaching
session role play.
You are the manager of a special project employing two engineers, one American and
one from Asia, both doing essentially the same task. They often stay over and work extra
hours, each putting in the same amount of time. The American comes in and talks about
how long and how hard he has been working. You realize the Chinese engineer has also
been doing the same, but he never mentions it.
What is happening here? Would you do anything? How would you handle the situation?

Exercise 33.4: Observer Guidelines

DURING THE ROLE PLAY

Your assignment is to observe what goes on in the role play and to look for the coaching
skills that seem to be most effective. Jot down some of your observations about the
steps that the participants went through during this role play.

Specifically note how the employee responded, and comment on the manager's ability to
take on the role of coach in this situation.

AFTER THE ROLE PLAY

Your assignment is to lead a discussion in your small group based on the role play. Begin
by giving feedback about what you observed.

After sharing your comments, ask the person who played the employee to discuss how
he/she felt during the role play and to describe what was helpful and what wasn't. Have
the "employee" comment on how he/she would have handled the situation if the roles
had been reversed.

Ask the person playing the coach what seemed to work best and what was most
frustrating. Have the "coach" comment on what he/she would do differently if given
another chance.

Continue the discussion about how this role play relates to real work situations.
Multicultural Team Building

Introduction
Gaining cooperation among people is critical to all team effectiveness, and dealing with a
diverse work force requires special knowledge and sensitivity. It is important to
remember that each culture has values and communication styles that may make a
significant difference.

Teams are distinguished from groups by their very nature. While groups are only bodies
of people, teams are created to accomplish certain objectives, utilizing available
resources in a methodical manner.

Objective
The purpose of this team-building activity is to offer participants an opportunity to
understand the elements of a successful team, as well as appreciate the impact that
cultural diversity has on team effectiveness. The exercise demonstrates certain types of
culturally-related approaches to a team effort, and how the different approaches affect
the success of the team assignment.

Such approaches may be based on values, perceptions, motivation and communication

styles. It is important not only to recognize that there are cultural dimensions, but also
utilize them as strengths.

Time
60–90 minutes

Materials

 Flipchart and marker

 Paper and markers for participants

 Handout 34.1 for each participant

 Handout 34.1

 Exercises 34.1 and 34.2 for each participant

Procedure
1. Ask the participants to call out words to describe a "team." List them on the
flipchart and then ask for words that describe a "group." List them and discuss
how a team differs from a group. Give participants a chance to offer definitions of
each and discuss ways to distinguish one from the other. Write their answers on
the flipchart.

2. Ask the group to list the advantages of a team over an individual on a given
assignment. Record the responses on another page. Ask participants to keep this
in mind as they do the role play.

3. Set up the role play by dividing into groups of five to seven, depending on the
number of participants. Distribute Handout 34.1 (instructions) to each individual
and ask the participants to take a moment to read it.

4. On a random basis, using Exercise 34.1, hand out as many different role
assignments as there are people in a group, beginning with Assignment A, that is,
a group of 7 will use all Assignments A through G. MAKE SURE THAT NO
MEMBER OF A GROUP KNOWS THE ROLE ASSIGNMENT OF ANY OTHER
MEMBER.

5. Distribute large sheets of paper and markers to each group.

6. Ask each group to complete the assignment within 10 minutes. Time them.

7. After time is called, distribute Exercise 34.2. If there is an observer, have him/her
lead the group in a discussion as to what went on. (If there is no observer, have
each group name a discussion leader at the completion of the exercise, and ask
him/her to lead the discussion.)

Conclusion
Have the observer or discussion leader in each group report out loud to the full group
what happened. Ask questions such as, "Would your group have proceeded differently
with a leader? What skills could have helped the group progress more effectively? What
could be done to plan ahead for the next meeting to have things run more smoothly?"

Since many of the assigned behaviors were culturally oriented, ask how the group
members could have seen to it that individual needs were met and that all contributions
were respected and accepted in a positive way.

Trainer's Notes
Prior to the training, you will need some advance preparation. Make copies of Exercise
34.1 and cut them into strips.

Do not include these strips or Exercise 34.2 in any handout packet; instead hand them
out at the appropriate times during the exercise.

(This exercise is based on research by G. Hofstede and a presentation by Joyce

Francis.)

In step 1 of the Procedure, you might conclude with the following definitions:


Group: A unit formed by a body of people gathered together

Team: A unit created to accomplish certain objectives in an efficient way and
utilize available resources in a methodical manner

Exercise 34.1: Role Plays

Role A — The Individualist

You personally enjoy challenging projects and especially the feeling of freedom when
working alone. You appreciate the ability to achieve independent success and enjoy
receiving immediate reward for your accomplishments.
 Personal time is as important as working time. You respect initiative and individual
decision-making and don't hesitate to show it.

 A feeling of belonging to a group is not as important as the positive feeling which comes
from personal achievement.

Do not be too obvious, but try to influence the group to work independently as the task
begins, there is no assigned group leader.
Role B — The Group Oriented Member
 You like shared work and group consensus decision making, and believe strongly that
the group has precedence over the individual.

 You honor your elders even in committee meetings, and think in terms of long term goals
that would benefit the company.

 You are concerned about the public image of the company and are aware that decisions
made in this task group may hurt that image.

You would like the group to work together on the project and end up with a product that
represents a consensus of the group and not simply a sum of the individual ideas.
Role C — The Uncertainty Avoider
 Your desire for advancement is not as great as that of those around you and you do not
necessarily appreciate the way others push. You go out of your way to avoid conflict.
 You are intolerant of ambiguity and like to have every detail spelled out. You prefer
consensus decision-making and constantly request it.

You live with high levels of anxiety. You feel that personal success is not as important as
personal security. You are resistant to change and unwilling to take risks.
Role D — The Leader Needer
 You need strong leadership, someone to tell you what to do, and are willing for leaders
to enjoy special privileges.

 You are uncomfortable with a consultative management style, and feel that laws and
rules are different for superiors and subordinates.

 You want a leader to emerge and continually bring this up, repeatedly asking the others
how they could possibly work without a leader.

Do not be too obvious, but keep trying to influence others to take over leadership of the
group.
Role E — The Achiever
 You want to be successful, believe that competition leads to results, even if it means
conflict within the group because the relationships in the group are not important to you.
You don't mind pushing the group to work harder.

 Try to have the men dominate the decision making process, while discouraging the
women. Look for any impracticalities you see in the plan and be critical of them.

Do not be too obvious, but try to influence the group to arrange the best picnic within the
time limit. As the task begins, there is no assigned group leader.
Role F — The Nurturing Member
 You need to have good relationships with your group above all else. You place less
emphasis on individual performance than on group activity, avoiding competition within
the group.

 You need a great deal of attention, always seeking smiles and approval from the group
members. You want them to like you and complement you and your contribution to the
group.
Role G — The Observer
(the observer will be a discussion leader after task is finished.)
 During the first half of the task, there is no assigned group leader. You are to observe
the leaderless group activity and note what is going on.

 Tell the group that you are an observer and will not say or do anything during this task.
Observe and make notes on what type of leadership and skills the group needs. This
information will be used in the conclusion.

Exercise 34.2: Summary Discussion Guide

At the conclusion of the exercise, the observer leads the group diûcussion, going over
the various roles, and how the participants felt about their own roles and those of the
others in the group.

The discussion should address what actually happened, helping the participants identify
problem areas.
The observer then raises this question, "Knowing now what you didn't know before, if
you were the facilitator or leader, how could you have prepared the participants to
overcome any problems which might arise?"

(Each group should then use the observer to report for the concluding discussion.)
Addressing Conflict Resolution

Introduction
Because people are unique, they differ in their values, perceptions and how they solve
problems and manage conflict. The process is further complicated by cultural
differences. There are some cultures in which verbal conflict is avoided at all costs. Other
groups encourage arguing, and the more heated the conflict becomes, the better
everyone feels.

The way people describe conflict says a lot about their style. For example, many
mainstream American males often use sports language when discussing a dispute: "You
threw me a curve," or "I was blind-side," or "Time out!" (hands forming a "T"). Even
General Norman Schwarzkopf, in describing his tactics during the Persian Gulf war,
called his outflanking maneuver a "Hail Mary" (a football expression describing a play
when everyone goes out and around an opponent). Compare this approach with others
who believe in saving face and achieving harmony. Again, cultural considerations are
important when managing conflict.

Objective
The purpose of this activity is to help participants understand that conflict is a natural
occurrence in interpersonal relationships and that everyone has different styles in
dealing with conflict situations. Participants will have an opportunity to learn more about
conflict resolution styles in general, as well as their own particular style.

Time
60–90 minutes

Materials

 Flipchart and marker

 Overhead projector

 Exercise 35.1 for each participant

 Overhead transparencies (OHTs) 35.1 and 35.2

 Overhead Transparency 35.1

Overhead Transparency 35.2

 Handouts 35.1–35.4 for each participant

Handout 35.1

Handout 35.2
 Handout 35.3

Handout 35.4

Procedures
1. Open a discussion on the nature of conflict by grouping participants in pairs and
asking them to talk about work-related conflict situations they have seen or been
a part of. Have them discuss (1) the reasons that conflict occurs, (2) the sources
 of conflict in general and (3) behaviors that contribute to, or result from, the
conflict.

Record their responses on the flipchart to the third part of the discussion above.

2. Display OHT 35.1 and summarize the reasons, sources and behaviors. Distribute
Handout 35.1 to each participant.

3. Set up groups of three. One person will be the Observer. Give each Observer
Handout 35.2.

4. Distribute to the two remaining participants in each group a single situation from
Exercise 35.1 by giving Participants "A" and "B" the instruction slips for their
respective roles. MAKE SURE NONE OF THE THREE SHARE INSTRUCTIONS.

5. Allow 5–10 minutes for the paired participants to role play the situation, during
which their goal is to resolve the conflict. At the same time, the Observer follows
the Observer guidelines.

6. Reconvene in a large group. Ask the Observer(s) to read their situations and
report on what happened in the role play.

7. Display OHT 35.2 and present a short lecture using the sample lecture included.

8. Distribute Handout 35.3 and ask participants to read it and select their styles.
9. Ask several participants to share their identified styles and whether or not they
used those styles in the small group activity. Also ask if they observed the use of
other styles in their small groups. Have them review previous conflict situations
they were involved in and the impact of style differences.

10. Have participants state the skills they feel are necessary to resolve conflict and
record the responses on the flipchart. Summarize by distributing Handout 35.4 to
each participant and discussing conflict resolution.

Conclusion
Point out that there are many styles of conflict resolution. Often the most useful is the
Cooperation Style, "I Win-You Win," but note that there are times when other styles are
more appropriate. Explain that what is important is being aware of your own style and
recognizing others', so that you will be able to anticipate how they might react. By doing
so, you can adjust your style accordingly.

It is important to remember that, just as communication styles differ because of cultural

influences, conflict resolution styles may also differ because of culture. Being aware of
this fact will help you when conflict occurs across cultures.

Trainer's Notes
Prior to the training, you will need some advance preparation of the instruction slips.
Make copies of Exercise 35.1 and cut them into strips. Distribute them when the exercise
begins.

There are three situation role plays provided. You may add your own or use the same
ones for several groups.

Exercise 35.1: Situations For Role Plays

SITUATION 1 — PARTICIPANT "A":
Your company has moved to a new facility. There is one corner office with a window,
which has new and modern furniture. You feel you should be given this office;
unfortunately so does your co-worker. In the organization, you are both at the same level.
Your goal is to get that office.
SITUATION 1 — PARTICIPANT "B":
Your company has moved to a new facility. There is one corner office with a window,
which has new and modern furniture. You feel you should be given this office;
unfortunately, so does your co-worker. In the organization, you are both at the same level.
Your goal is to get that office.
SITUATION 2 — PARTICIPANT "A":
Your organization is participating in a conference in Hawaii and there is one prepaid
invitation for your department. There are two people who are equally qualified, of which
you are one. You feel you should be given the opportunity to attend this conference.
Unfortunately, so does your co-worker. In the organization, you are both at the same
level. Your goal is to go on that trip.
SITUATION 2 — PARTICIPANT "B":
Your organization is participating in a conference in Hawaii and there is one prepaid
invitation for your department. There are two people who are equally qualified, of which
you are one. You feel you should be given the opportunity to attend this conference.
Unfortunately, so does your co-worker. In the organization, you are both at the same
level. Your goal is to go on that trip.
SITUATION 3 — PARTICIPANT "A":
Your department has been budgeted money to hire one new staff member. You feel that
this new employee should be assigned to you. Unfortunately, there is another person in
your department who also feels that the new person should be assigned to him.
You are both at the same level and have equal power. Your goal is to get this new
employee.
SITUATION 3 — PARTICIPANT "B":
Your department has been budgeted money to hire one new staff member. You feel that
this new employee should be assigned to you. Unfortunately, there is another person in
your department who also feels that the new person should be assigned to him.
You are both at the same level and have equal power. Your goal is to get this new
employee.

Sample Lecture: Conflict Resolution Styles

"Avoidance" Style (I Lose - You Lose)

Avoidance is a Lose-Lose style, based on the saying, "It is better to leave well enough
alone." A person using this style may sidestep the issues, delay the issue or repress
his/her own feelings and needs.

"Competition" Style (I Win - You Lose)

Competition is a style where one person wins and one loses (Win-Lose). It is based on
the belief that "might makes right." People who use this style like to control situations and
people. Often, this involves competition, and winning becomes an important goal.

"Adaptation" Style (I Lose - You Win)

Adaptation is a Lose-Win style that is based on the saying, "You can catch more flies
with honey than with vinegar." Adapting may mean giving in to the other's wants,
sacrificing your own goals, backing away from issues and being too cooperative.

"Cooperation" Style (I Win - You Win)

Cooperation is a Win-Win style that is based on the belief that "two heads are better than
one." This approach tries to find a way that meets each person's needs. Cooperation
addresses the issues, explores the conflict situation and finds creative alternatives to
satisfy each person.
Resolving Disputes: Skills for Third-Party Intervention

Introduction
When disputes arise in the workplace, there is an alternative course of action worth
considering. It is "mediation" or "third-party intervention," a process in which the
disputants meet with a skilled neutral third party and jointly explore the disagreement.
The role of the third party mediator (often a manager) is to listen carefully to both sides,
help identify the underlying problem or problems, and lead the disputants in exploring
possible resolutions.

The significance of mediation is that it is a "win-win" situation. Under mediation, the

outcome is entirely in the hands of the people who are in dispute. It is truly remarkable
how people can cooperate when they realize that they have the power to resolve their
problem.

Objective
The purpose of this activity is to study third-party intervention as a means of resolving
conflict between people in the workplace. It is particularly helpful in dealing with conflict
that results from cultural clashes. This exercise teaches a process that uses
communication skills to gain agreement on dealing with disputed issues in the
workplace. It focuses on shared responsibility for the outcome. The participants will use
a model to practice their specific mediation skills.

Time
2–3 hours

Materials

 Flipchart and marker

 Exercise 36.1

 Handouts 36.1–36.3
Handout 36.1

Handout 36.2
 Handout 36.3

 Article: "Mediation: A Management Tool for Multicultural Situations"

Procedure

1. Prior to the workshop, write on the flipchart (and cover) the five "Steps to Follow"
found on Handout 37.1.

2. Ask participants to explain what they think "conflict" is, and record their responses
on another page on the flipchart.

3. Divide the group into pairs and have them describe to one another a dispute they
had with someone else, one which was unresolved and left them feeling
frustrated. Ask them to think about what could have helped. Ask what possible
effect a third-party intervention may have had.

4. Discuss with the entire group the results of the pair's discussion. Additionally, ask
participants for examples of other disputes that occur at work. (See Trainer's
Notes for suggestions.)

5. Using the introduction to this topic, present a lecture explaining the concept of
third-party intervention.

6. Distribute Handout 36.1, uncover the flipchart page from step 1 in the Procedure
and review the five steps with the participants.

7. Have the participants practice step 1 by grouping in pairs, with each participant
taking turns practicing the role of mediator using Handout 36.2.

8. When people are comfortable with step 1, set up new groups of three. One
person will be the mediator, the other two will be the disputants. Distribute to each
group a single case from Exercise 36.1 by giving each individual the instruction
 slip for his or her role. MAKE SURE NONE OF THE THREE SHARE
INSTRUCTIONS. Explain that the mediator will conduct the session along the
lines of Handout 36.1. Allow 10–15 minutes.

9. Continue in small groups having participants discuss how they felt about this
exercise and their roles. Was it easy or difficult? What is the value of this
approach in the workplace?

Conclusion
As closure to this exercise, ask participants to review, in the large group, how they felt
about this exercise and what they see as the benefits of mediation, both to the individual
and to the organization.

Remind participants that not all situations are mediatable. For example, if the disputants
lack the power to carry out their solutions, it defeats the purpose. Another example is that
either or both of the participants are so emotionally involved that they can't follow the
ground rules.

Throughout this session, participants should be reminded that there are potential
intercultural factors that mediators must take into consideration. Cite examples of values,
assumptions and perceptions that affect the dispute resolution process, such as:
 Some people come from cultures that are confrontative, others avoid confrontation
at all costs. For some, winning is most important, while for others saving face is the
key. Fatalism is very important in some cultures. Another factor is the degree of
directness of communication. These are just a few of the many examples of cultural
factors that can be given.

Trainer's Notes
Prior to the training, you will need some advance preparation of the instruction slips.
Make copies of Exercise 36.1 and cut them into strips, as stated on the exercise. Hand
these out at the beginning of the exercise.

The types of disputes often found in the workplace revolve around:

 Responsibility issues

 Territory

 Rewards

 Work assignments

The following are principles of mediation that make excellent ground rules. You may want
to review these rules with the participants before they begin to role-play the case studies.

Mediators need to:

 Treat disputants with respect and assume the dispute is important

 Assume the disputants are in a position to follow through

 Recognize that the main theme is participation: when people participate in the
process, they have a stake in the outcome.

Exercise 36.1: Cases

(Make copies and cut into strips to distribute one to each participant.)
 Beneath His Dignity
(MEDIATOR'S COPY)
There has been a serious argument in your department between two employees, a man
named Rogelio from a Latin culture and an Anglo woman named Alice. The argument
was over who was supposed to deliver an important document. Right now, the
department is at a standstill because of the feud between the two.
(ALICE'S COPY)
The original instructions were that Alice was to complete an important document and
Rogelio was to locate the proper recipient and deliver it.
Alice did as directed, and believing that Rogelio had made the delivery, didn't give it a
second thought. When Alice's supervisor reprimanded her because the recipient never
received the document, she replied that she had counted on Rogelio making the delivery
and complained that Rogelio was uncooperative and did not follow directions. She sought
out Rogelio and blamed him for getting her bawled out when it was really his fault. He put
the blame on her, told her to deliver the document herself, and now they are not speaking
to each other.
(ROGELIO'S COPY)
The original instructions were that Alice was to complete an important document and
Rogelio was to locate the proper recipient and deliver it.
When Alice finished filling out the document, she told Rogelio to deliver it, but used a
bossy tone. In Rogelio's culture, women do not speak to men that way and his dignity
was offended. He told her to deliver it herself, and assumed she had done so. When he
found out she hadn't made the delivery, he became very angry and thereafter avoided
any contact with her.

TALK! TALK! TALK!

(MEDIATOR'S COPY)
There are two female Filipino employees in your department, Adelaida and Segunda, who
are bilingual in English as well as their native Filipino language, Tagalog. An argument
had broken out at the copy machine between them on the one side, and Sally, who only
spoke English, on the other.
For the next few days, there were problems as Sally would not even talk to the other two,
and now there is little cooperation. Aside from everyone around them feeling
uncomfortable, the department is paralyzed.
(COPY FOR ADELAIDA/SEGUNDA)
Adelaida was using the copy machine when her friend, Segunda, stopped by. They were
minding their own business and carrying on a personal conversation in Tagalog. Sally
walked in, and for no good reason, became furious. She accused them of being "rude"
and criticized them for not speaking English. An argument followed during which Sally got
in extra verbal jabs wherever possible.
(SALLY'S COPY)
Sally went to use the copy machine, but Adelaida was already using it. Adelaida's Filipino
friend, Segunda, was also there and the two were speaking a foreign language. They
ignored Sally and continued their private conversation.
Sally knew that Adelaida and Segunda were capable of speaking perfectly good English
and did not have to speak a foreign language. As a matter of fact, for all she knew, they
could have been talking about her. She reminded them that this is America and everyone
should speak English. They became angry, words flew, and Adelaida told Sally to mind
her own business.

YOUR SPACE OR MINE

(MEDIATOR'S COPY)
You are a Department Manager. The Chief of Security calls and asks you to handle a
dispute involving a parking ticket between one of your foreign-born engineers (nicknamed
"Ned") and one of the Security Department's officers.
(NED'S COPY)
There is limited parking in the company's most convenient lot where spaces normally fill
early. Ned is entitled to park in that lot, but one day, although he arrived on time, all the
legitimate spaces were filled. He ended up parking in a "Visitors" space, where there was
a "One Hour Parking" sign. When he left work, he found a parking ticket on his
windshield.
Ned complained to the Security Officer who wrote the ticket, arguing that he did not
deserve it. He felt it was not his fault because he had to get to work and the only other
available employee parking was so far away he would have been late. He became very
angry and argued that visitors are treated better than employees. In his country,
engineers are treated with more respect.
(SECURITY OFFICER'S COPY)
There is limited parking in the company's most convenient lot and spaces normally fill
early. Employees who might be entitled to park in that lot but arrive late, must find
alternative parking in one of the less convenient lots. The officer's instructions were to
ticket anyone parked more than an hour in a "Visitors" space.
When Ned complained, the officer tried to explain but Ned became very agitated and
abusive. The officer referred him to the Chief of Security.
Figure Article