Communication Skills for Managers Course Workbook

The National Food Service Management Institute The University of Mississippi

2011

This project has been funded at least in part with federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through an agreement with the National Food Service Management Institute at The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S government. The University of Mississippi is an EEO/Title IX/Section 504/ADA/ADEA Employer. © 2011, National Food Service Management Institute, The University of Mississippi Except as provided below, you may freely use the text and information contained in this document for non-profit or educational use providing the following credit is included. Suggested Reference Citation: National Food Service Management Institute. (2011) Communication skills for managers. http://www.nfsmi.org: Author. The photographs and images in this document may be owned by third parties and used by The University of Mississippi under a licensing agreement. The University cannot, therefore, grant permission to use these images. For more information, please contact [email protected].

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National Food Service Management Institute The University of Mississippi Building the Future Through Child Nutrition The National Food Service Management Institute (NFSMI) was authorized by Congress in 1989 and established in 1990 at The University of Mississippi in Oxford and is operated in collaboration with The University of Southern Mississippi in Hattiesburg. The Institute operates under a grant agreement with the U.S. Department of Agriculture, Food and Nutrition Service. PURPOSE The purpose of the NFSMI is to improve the operation of Child Nutrition Programs through research, education and training, and information dissemination. MISSION The mission of the NFSMI is to provide information and services that promote the continuous improvement of Child Nutrition Programs. VISION The vision of the NFSMI is to be the leader in providing education, research, and resources to promote excellence in Child Nutrition Programs.

CONTACT INFORMATION Headquarters The University of Mississippi Phone: 800-321-3054 Fax: 800-321-3061 www.nfsmi.org

Education and Training Division Information Services Division The University of Mississippi 6 Jeanette Phillips Drive P.O. Drawer 188 University, MS 38677-0188

Applied Research Division The University of Southern Mississippi 118 College Drive #5060 Hattiesburg, MS 39406-0001 Phone: 601-266-5773 Fax: 888-262-9631

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Table of Contents Course Checklist ………………………………………………………………. 1 Lesson 1: Overview of Communication Skills for Managers .…………….…… 3 Lesson 2: Creating a Climate for Open Communication ………………………. 8 Lesson 3: Listening Effectively …………………...…………………………….14 Lesson 4: Speaking Effectively …………………...…………………………….29

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Course Checklist Instructions: In the blanks provided, you can make a check by each assignment as it is completed. Introduction Prepare for your class by setting a date and time to take the course, download the course workbook, and have supplies (pen and paper) ready.

Lesson 1: Overview of Communication Skills for Managers _________ 1. Lesson 1 Pre-Quiz _________ 2. Definitions Activity _________ 3. Your Communication Inventory _________ 4. Lesson 1 Post-Quiz

Lesson 2: Creating a Climate for Open Communication _________ 1. Lesson 2 Pre-Quiz _________ 2. Open Communication Case Study 1 Interactive Activity _________ 3. Open Communication Case Study 2 Interactive Activity _________ 4. Reflection Questions _________ 5. Lesson 2 Post-Quiz

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Lesson 3: Listening Effectively _________ 1. Lesson 3 Pre-Quiz _________ 2. Advising, Probing, Interpreting, Judging Interactive Activity _________ 3. Appropriate Responses Interactive Activity _________ 4. Reflecting Activity _________ 5. Listening Effectively Case Study 1 Interactive Activity _________ 6. Listening Effectively Case Study 2 Interactive Activity _________ 7. Reflection Questions _________ 8. Lesson 3 Post-Quiz

Lesson 4: Speaking Effectively _________ 1. Lesson 3 Pre-Quiz _________ 2. “Dos” and “Don’ts” for Speaking Effectively Interactive Activity _________ 3. Analyzing “I/We-Messages” Interactive Activity _________ 4. Creating “I/We-Messages” Activity _________ 5. Speaking Effectively Case Study Interactive Activity _________ 6. Reflection Questions _________ 7. Lesson 3 Post-Quiz

Signature __________________________________

Date ________________

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Communication Skills for Managers

Lesson 1

Overview of Communication Skills for Managers

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Definition Activity

Directions: Read the definition then choose the correct answer.

1. Attitudes, assumptions, perspectives, values, and experiences that senders and receivers have a. Communication b. Feedback Loop c. Filters d. Open Communication 2. A clear exchange of information without fear or anxiety where what is heard and said are the same thing a. Communication b. Feedback Loop c. Filters d. Open Communication 3. A process by which a message goes from a sender to a receiver and then back to the sender a. Communication b. Feedback Loop c. Filters d. Open Communication 4. A process during which the speaker and listener check to be sure that what was received was correct in contest and meaning a. Communication b. Feedback Loop c. Filters d. Open Communication

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Definition Activity Answer Key Directions: Read the definition then choose the correct answer.

1. Attitudes, assumptions, perspectives, values, and experiences that senders and receivers have a. Communication b. Feedback Loop c. Filters d. Open Communication 2. A clear exchange of information without fear or anxiety where what is heard and said are the same thing a. Communication b. Feedback Loop c. Filters d. Open Communication 3. A process by which a message goes from a sender to a receiver and then back to the sender a. Communication b. Feedback Loop c. Filters d. Open Communication 4. A process during which the speaker and listener check to be sure that what was received was correct in contest and meaning a. Communication b. Feedback Loop c. Filters d. Open Communication

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Your Communication Inventory

Part 1 Directions: The following inventory offers a quick assessment of your current communication skills and habits. Read each question below and mark “Seldom,” “Usually,” or “Always” depending on how often you do the action.

Do You. . .

Seldom (1)

Usually (3)

Always (5)

1. Ask your employees what kinds of information  they want and need?  2. Encourage sharing of information among  employees?    3. Know who needs what information when?  4. Hold regular meetings to keep communication  open?    5. Give the speaker your full attention?  6. Wait until the speaker has completed their  thought before you add yours?    7. Refrain from having the last word?    8. Attempt to remember the speaker’s key points?  9. Outline your key thoughts in your mind before you  speak?  10. Pause to answer a tough question rather than  jumping right in to respond?  11. Watch others’ non‐verbal actions to note  misunderstanding or disinterest so you can clarify  your point?    12. Speak clearly and concisely? 

Subtotal:

________

________

________

Total Score: _________________

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Part 2 Directions: Subtotal each column. (Each question marked “Seldom” is worth 1 point, each question marked “Usually” is worth 3 points, and each question marked “Always” is worth 5 points.) Then add each subtotal together to determine the total score. Sixty points is a perfect score. You are an effective communicator. Fewer than 45 points indicates you have room for improvement.

Part 3 Directions: Consider the questions that you did not mark “Always” in “Your Communication Inventory.” • • •

If you did not mark “Always” in questions 1‐4, you need to improve your open  communication climate.  If you did not mark “Always” in questions 5‐8, you need to improve your listening  skills.  If you did not mark “Always” in questions 9‐12, you need to improve your speaking  skills. 

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Communication Skills for Managers

Lesson 2

Creating a Climate for Open Communication

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Open Communication Case Study 1 Interactive Activity Maria Sanchez is the manager of a central kitchen for the Westside School District. She has a staff of eight full-time employees and two part-time employees who work in the kitchen. She has put up a bulletin board near the office and she displays any new information or requirements on the bulletin board immediately upon receiving it for all to see. She holds staff meetings whenever she sees a need to—usually once every three months—because she is too busy to hold regular meetings. Most of the employees do not talk to her about their needs or wants; she learns about them from Sally, the head cook. Maria usually discusses these needs or wants with Sally and then has Sally communicate with the other employees. 1. What is one thing that Maria does to create a climate for open communication?    a. She holds regular staff meetings.  b. She has built trust in her relationships with her employees.  c. She posts information for the employees immediately upon receiving it.  d. She talks to her employees personally about their wants and needs.  2. What are other actions Maria needs to take to create a climate for open communication?   (Select all that apply.)    a. Talk to the employees personally about their wants and needs  b. Promote Sally to assistant manager  c. When new information comes across her desk, distribute it immediately to  whoever needs it for their job instead of giving it to everyone and flooding  people with information they do not need  d. Hold regular staff meetings  e. Have the full‐time employees communicate through Sally and have the half‐time  employees communicate directly to her  f. Work on building trust with the employees so that they communicate their  wants and needs directly to her and not through Sally 

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Open Communication Case Study 1 Interactive Activity Answer Key

Maria Sanchez is the manager of a central kitchen for the Westside School District. She has a staff of eight full-time employees and two part-time employees who work in the kitchen. She has put up a bulletin board near the office and she displays any new information or requirements on the bulletin board immediately upon receiving it for all to see. She holds staff meetings whenever she sees a need to—usually once every three months—because she is too busy to hold regular meetings. Most of the employees do not talk to her about their needs or wants; she learns about them from Sally, the head cook. Maria usually discusses these needs or wants with Sally and then has Sally communicate with the other employees. 1.   What is one thing that Maria does to create a climate for open communication?    a. She holds regular staff meetings.  b. She has built trust in her relationships with her employees.  c. She posts information for the employees immediately upon receiving it.  d. She talks to her employees personally about their wants and needs.  Explanation: One aspect of creating a climate for open communication is to provide employees with information in time for them to use it. Although Maria needs to work on how she provides this information and to whom, she does provide it in time. 2.   What are other actions Maria needs to take to create a climate for open communication?   (Select all that apply.)    a. Talk to the employees personally about their wants and needs  b. Promote Sally to assistant manager  c. When new information comes across her desk, distribute it immediately to  whoever needs it for their job instead of giving it to everyone and flooding  people with information they do not need  d. Hold regular staff meetings  e. Have the full‐time employees communicate through Sally and have the half‐time  employees communicate directly to her  f. Work on building trust with the employees so that they communicate their  wants and needs directly to her and not through Sally  Explanation: Choices “b” and “e” will not help Maria create a climate for open communication because she needs to communicate directly with her employees.

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Open Communication Case Study 2 Interactive Activity John Smith is the manager of the kitchen for Park High School. Mei Liu is one of the cooks in charge of receiving and storing foods that are delivered early in the morning. Karen Brown is another cook who also helps in receiving and storing these foods. Mei is upset because Karen often arrives to work late in the morning, leaving Mei to receive and store the foods alone. Mei has come to John to complain about Karen. When Mei arrives at John’s office, John smiles warmly at her and then gestures for her to have a seat. Mei sits down. Mei is not a native English speaker and speaks slowly, so John completes some of her sentences for her. However, Mei often has to start the sentence over because John does not complete it in the way she meant. While Mei is speaking, John glances at the computer screen on his desk to see if he has received any new E-mails. In the middle of the conversation, the telephone rings. John answers the phone call. At the end of the call, John tells Mei that he has to leave and that he will talk to her first thing the next morning. The next morning, John forgets to talk to Mei Liu. 1. What are some of John’s non‐verbal actions that prevent Mei from trusting him?  (Select  all that apply.) 

 

a. b. c. d.

He smiles warmly to her when she arrives at his office.  He gestures for her to have a seat.  He glances at his computer while she is talking.  He answers the phone during his conversation with her. 

2. What are some things that John should have done differently to build Mei’s trust in him?   (Select all that apply.)   

a. He should not have smiled at her and offered her a seat when she entered his  office.  b. He should not have glanced at his computer screen repeatedly and, instead, have  kept eye contact with her.  c. He should not have completed her sentences for her.  d. He should not have answered the phone call during their conversation.  e. He should have talked to her first thing the next morning. 

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Open Communication Case Study 2 Interactive Activity Answer Key John Smith is the manager of the kitchen for Park High School. Mei Liu is one of the cooks in charge of receiving and storing foods that are delivered early in the morning. Karen Brown is another cook who also helps in receiving and storing these foods. Mei is upset because Karen often arrives to work late in the morning, leaving Mei to receive and store the foods alone. Mei has come to John to complain about Karen. When Mei arrives at John’s office, John smiles warmly at her and then gestures for her to have a seat. Mei sits down. Mei is not a native English speaker and speaks slowly, so John completes some of her sentences for her. However, Mei often has to start the sentence over because John does not complete it in the way she meant. While Mei is speaking, John glances at the computer screen on his desk to see if he has received any new E-mails. In the middle of the conversation, the telephone rings. John answers the phone call. At the end of the call, John tells Mei that he has to leave and that he will talk to her first thing the next morning. The next morning, John forgets to talk to Mei Liu. 1.   What are some of John’s non‐verbal actions that prevent Mei from trusting him?  (Select  all that apply.) 

 

a. b. c. d.

He smiles warmly to her when she arrives at his office.  He gestures for her to have a seat.  He glances at his computer while she is talking.  He answers the phone during his conversation with her. 

Explanation: When John smiles warmly to Mei and gestures for her to have a seat, he is paying attention to her. However, when he glances at the computer, he loses eye contact with her and indicates that he is not being attentive to her. He also does so when he answers the phone call, interrupting their conversation. 2.   What are some things that John should have done differently to build Mei’s trust in him?   (Select all that apply.)   

a. He should not have smiled at her and offered her a seat when she entered his  office.  b. He should not have glanced at his computer screen repeatedly and, instead,  have kept eye contact with her.  c. He should not have completed her sentences for her.  d. He should not have answered the phone call during their conversation.  e. He should have talked to her first thing the next morning.  Explanation: One thing John did to build trust with Mei was to smile at her and offer her a seat when she entered his office. Thus, answer “a” is incorrect. However, to build trust, he should have done all the actions described in answers “b,” “c,” “d,” and “e.”

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Reflection Questions 1. How can you find out what kind of information your employees want to have?  2. Do you know who needs what information and when?      3. Do you flood your employees with information that they do not need?    4. What is the most effective way for your employees to get the information they need?      5. Do you hold regular meetings to keep communication open?  6. What are some ways to encourage everyone in your organization to keep others up‐to‐ date and to share information?    7. Who are the key people who contribute to your success and how could you keep them  informed?      8. Do you use effective communication (listening and speaking) during the employment  interview process?      9. Do your actions model what is appropriate for others in the workplace?      10. Do your employees find you trustworthy?  If not, what can you do to build trust in your  relationship with them? 

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Communication Skills for Managers

Lesson 3

Listening Effectively

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Advising, Probing, Interpreting, Judging Interactive Activity

Directions: If you are listening effectively, you do not advise, probe, interpret, or judge. Read each response below and indicate why it is inappropriate to say this response if you are listening effectively. 1. “You’re right.  You should be able to leave as soon as your work is finished and not have  to stay until time for you to go.”  This response is inappropriate because it is  a. Advising  b. Interpreting  c. Judging  d. Probing    2. “It seems to me that you do not have the discipline to stay on task.”  This response is  inappropriate because it is  a. Advising  b. Interpreting  c. Judging  d. Probing  3. “If I were in your shoes, I would tell her exactly how I feel.”  This response is  inappropriate because it is  a. Advising  b. Interpreting  c. Judging  d. Probing    4. “I understand why you feel that way, but you are too defensive and are missing the    point.”  This response is inappropriate because it is  a. Advising  b. Interpreting  c. Judging  d. Probing  5. “Why did you decide to do that? You didn’t think it through!” This response is inappropriate because it is a. Advising and judging  b. Probing and interpreting   c. Judging and interpreting  d. Probing and advising        15

6. “I think you are way too upset about this issue.  You need to forget about it and move   on.”  This response is inappropriate because it is   a. Interpreting and advising  b. Probing and interpreting  c. Judging and probing  d. Probing and advising      7. “You are right. We should keep our processes the way they are.” This response is inappropriate because it is a. Advising  b. Interpreting  c. Judging  d. Probing   

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Advising, Probing, Interpreting, Judging Interactive Activity Answer Key

Directions: If you are listening effectively, you do not advise, probe, interpret, or judge. Read each response below and indicate why it is inappropriate to say this response if you are listening effectively. 1. “You’re right.  You should be able to leave as soon as your work is finished and not  have to stay until time for you to go.”  This response is inappropriate because it is  a. Advising  b. Interpreting  c. Judging  d. Probing    Explanation: The words “You’re right” indicate a judgment.  Whenever you say, “You’re  right,” or “You’re wrong,” you are judging.  2. “It seems to me that you do not have the discipline to stay on task.”  This response is  inappropriate because it is  a. Advising  b. Interpreting  c. Judging  d. Probing  Explanation: Here you are interpreting because you are telling the person why they did  something (“you do not have the discipline to stay on task”).  Whenever you state a reason  for something, you are interpreting.  3. “If I were in your shoes, I would tell her exactly how I feel.”  This response is  inappropriate because it is  a. Advising  b. Interpreting  c. Judging  d. Probing    Explanation: Here you are advising because you are telling the person what to do.     

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4. “I understand why you feel that way, but you are too defensive and are missing the   point.”  This response is inappropriate because it is  a. Advising  b. Interpreting  c. Judging  d. Probing  Explanation: Here you are interpreting because you are giving a reason why something is  happening (“you are too defensive and are missing the point”).  5. “Why did you decide to do that? You didn’t think it through!” This response is inappropriate because it is a. Advising and judging  b. Probing and interpreting   c. Judging and interpreting  d. Probing and advising    Explanation: You are probing by asking the question, “Why did you decide to do that?”   When you state a reason (“You didn’t think it through!”), you are interpreting.    6. “I think you are way too upset about this issue.  You need to forget about it and  move on.”  This response is inappropriate because it is   a. Interpreting and advising  b. Probing and interpreting  c. Judging and probing  d. Probing and advising    Explanation: When you state a reason for an action (“I think you are way too upset about  this issue.”), you are interpreting.  You are advising when you tell the person what to do  (“You need to forget about it and move on.”).    7. “You are right. We should keep our processes the way they are.” This response is inappropriate because it is a. Advising  b. Interpreting  c. Judging  d. Probing    Explanation: The words “You’re right” indicate a judgment.  Whenever you say, “You’re  right,” or “You’re wrong,” you are judging.   

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Appropriate Responses  Interactive Activity 

Directions: Read each situation below. Indicate what should be the appropriate response if you are listening effectively. 1. Sally Brown is the dishwasher.  She comes to complain that Mary Smith, the cook,  makes her angry because Mary does not bring the dirty pots and pans to the washing  station as she is supposed to do.  a. “If I were you, I’d tell Mary exactly how I feel.”  b. “What I hear you saying is that Mary does not bring the dirty pots and pans to  the washing station and then you have to go hunt for them yourself.”  c. “You are right.  Mary isn’t doing what she’s supposed to do.”  d. “Have you told Mary how you feel about this?”  2. Lucinda Suarez works with Bill Grey in a central kitchen.  They are in charge of getting  the lunches ready that go out to the satellite kitchens for delivery.  Lucinda comes to  you to complain that Bill dawdles and talks too much, causing them to have to rush at  the last minute and often make mistakes.  a. “You need to go talk with Bill and tell him what he’s doing wrong.  If he doesn’t  change his behavior, then come to me.”  b. “It seems to me that we need to write up a reprimand on Bill.”  c. “You’re right.  Bill isn’t doing his job.”  d. “As I understand it, Bill is wasting a lot of time talking and dawdling and then  you have to rush too much at the last minute to get the lunches ready to go out.”  3. You have learned that your process for cooling food does not follow the Health  Department requirements, so you change the process to fit them.  Two cooks come to  complain about this change because it adds steps to the process.  a. “It sounds like you are saying that you are frustrated with the new process for  cooling food because it requires more steps and adds to your work load.”  b. “Although I understand your point of view, there is nothing I can do.   Requirements are requirements!”  c. “You are right.  The new process is a lot of work.”  d. “I understand the way you feel, but you are missing the point.”             

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Appropriate Responses  Interactive Activity  Answer Key

Directions: Read each situation below. Indicate what should be the appropriate response if you are listening effectively. 1.   Sally Brown is the dishwasher.  She comes to complain that Mary Smith, the cook, makes         her angry because Mary does not bring the dirty pots and pans to the washing station as         she is supposed to do.  a. “If I were you, I’d tell Mary exactly how I feel.”  b. “What I hear you saying is that Mary does not bring the dirty pots and pans  to the washing station and then you have to go hunt for them yourself.”  c. “You are right.  Mary isn’t doing what she’s supposed to do.”  d. “Have you told Mary how you feel about this?”  Explanation: Answer “b” is correct because if you are listening effectively, you try to understand and reflect by repeating what you have heard so that the speaker knows you are truly listening. This way you also make sure that you understand the speaker’s key points. You do not advise, probe, interpret, or judge. 2.   Lucinda Suarez works with Bill Grey in a central kitchen.  They are in charge of getting         the lunches ready that go out to the satellite kitchens for delivery.  Lucinda comes to you         to complain that Bill dawdles and talks too much, causing them to have to rush at the         last minute and often make mistakes.  a. “You need to go talk with Bill and tell him what he’s doing wrong.  If he doesn’t  change his behavior, then come to me.”  b. “It seems to me that we need to write up a reprimand on Bill.”  c. “You’re right.  Bill isn’t doing his job.”  d. “As I understand it, Bill is wasting a lot of time talking and dawdling and  then you have to rush too much at the last minute to get the lunches ready  to go out.”  Explanation: Answer “d” is correct because if you are listening effectively, you try to understand and reflect by repeating what you have heard so that the speaker knows you are truly listening. This way you also make sure that you understand the speaker’s key points. You do not advise, probe, interpret, or judge.

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3. You have learned that your process for cooling food does not follow the Health  Department requirements, so you change the process to fit them.  Two cooks come to  complain about this change because it adds steps to the process.  a. “It sounds like you are saying that you are frustrated with the new process         for cooling food because it requires more steps and adds to your work         load.”  b. “Although I understand your point of view, there is nothing I can do.   Requirements are requirements!”  c.    “You are right.  The new process is a lot of work.”  d.   “I understand the way you feel, but you are missing the point.”  Explanation: Answer “a” is correct because if you are listening effectively, you try to understand and reflect by repeating what you have heard so that the speaker knows you are truly listening. This way you also make sure that you understand the speaker’s key points. You do not advise, probe, interpret, or judge.

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Reflecting Activity

Directions: Below are statements that advise, probe, interpret, or judge. Rewrite each statement to one that follows the “dos” of effective listening. Use phrases such as “What I hear you saying…” or “As I understand it…” or “It sounds like…” Example: “It seems to me that you do not have the discipline to stay on task.” Rewrite: “As I understand it, you feel that you have too much to do at one time and need to constantly jump from one task to another.” 1. “You’re right.  You should be able to leave as soon as your work is finished and not have  to stay until time for you to go.” 

2. “If I were in your shoes, I would tell her exactly how I feel.”        3. “I understand why you feel that way, but you are too defensive and are missing the  point.”        4. “Why did you decide to do that?  You didn’t think it through!”        5. “I think you are way too upset about this issue.  You need to forget about it and move  on.”        6. “You are right.  We should keep our processes the way they are.” 

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Reflecting Activity Possible Answers

Directions: Below are statements that advise, probe, interpret, or judge. Rewrite each statement to one that follows the “dos” of effective listening. Use phrases such as “What I hear you saying…” or “As I understand it…” or “It sounds like…” Example: “It seems to me that you do not have the discipline to stay on task.” Rewrite: “As I understand it, you feel that you have too much to do at one time and need to constantly jump from one task to another.” 1. “You’re right.  You should be able to leave as soon as your work is finished and not have  to stay until time for you to go.”  Possible Answer: “What I hear you saying is that you feel that you should be able to leave as soon as your work is finished and not have to stay until time for you to go.” 2. “If I were in your shoes, I would tell her exactly how I feel.”  Possible Answer: “As I understand it, you are saying that she needs to make some changes in her actions and words.” 3. “I understand why you feel that way, but you are too defensive and are missing the  point.”  Possible Answer: “It sounds like you feel that others do not understand your actions and decisions.” 4. “Why did you decide to do that?  You didn’t think it through!”    Possible Answer: “What I hear you saying is that you felt you had to make a quick decision.”   5. “I think you are way too upset about this issue.  You need to forget about it and move  on.”  Possible Answer: “As I understand it, you feel that some changes need to be made regarding this issue.” 6. “You are right. We should keep our processes the way they are.”  Possible Answer: “It sounds like you feel that we should not make any changes and keep our processes the way they are.”

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Listening Effectively  Case Study 1 Interactive Activity

Chang Lee is the manager of a new middle school. She was promoted to manager last summer because of her excellent work as a cook and as an assistant manager. Tom, the cashier, told her that he had many complaints about the lasagna served on the menu. Manager Lee immediately spoke to Maylene, the cook. She would have to write up a reprimand if Maylene did not follow the recipes in the future. Maylene left work in tears because she made the lasagna the same way she always does. 1. How well did Chang Lee and Maylene communicate?  a. They did not communicate effectively because Maylene was not able to tell her  side of the story.   b. Maylene communicated effectively, but Chang Lee did not because she made  Maylene cry.  c. Chang Lee communicated effectively because she was clear about the reprimand.  d. They both communicated effectively.  They just disagreed.  2. What can Chang Lee do to improve her listening skills?  (Select all that apply.)  a. Hear what the employee has to say about a situation; listen for content and  feelings and try to grasp the meaning of what is being conveyed.  b. As the employee is talking, analyze the content to determine if she agrees or  disagrees.  c. Repeat what the employee says using phrases such as “What I hear you saying…”  or “As I understand it…” or “It sounds like….”  d. Respond to the employee’s words in a way that furthers the conversation.  e. Advise the employee on what to do. 

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Listening Effectively  Case Study 1 Interactive Activity Answer Key Chang Lee is the manager of a new middle school. She was promoted to manager last summer because of her excellent work as a cook and as an assistant manager. Tom, the cashier, told her that he had many complaints about the lasagna served on the menu. Manager Lee immediately spoke to Maylene, the cook. She would have to write up a reprimand if Maylene did not follow the recipes in the future. Maylene left work in tears because she made the lasagna the same way she always does.      1.  How well did Chang Lee and Maylene communicate?  a. They did not communicate effectively because Maylene was not able  to tell her side of the story.   b. Maylene communicated effectively, but Chang Lee did not because she  made Maylene cry.  c. Chang Lee communicated effectively because she was clear about the  reprimand.  d. They both communicated effectively.  They just disagreed.  Explanation: The answer is “a” because they really did not communicate. Chang Lee did not listen to Maylene’s side of the story and assumed that the reason there was something wrong with the lasagna was that Maylene had not followed the recipe. There could have been other reasons, such as a different brand of pasta, etc. Chang Lee should have listened effectively to learn what the problem was.   2 What can Chang Lee do to improve her listening skills?  (Select all that apply.)  a. Hear what the employee has to say about a situation; listen for content and  feelings and try to grasp the meaning of what is being conveyed.  b. As the employee is talking, analyze the content to determine if she agrees or  disagrees.  c. Repeat what the employee says using phrases such as “What I hear you  saying…” or “As I understand it…” or “It sounds like….”  d. Respond to the employee’s words in a way that furthers the conversation.  e. Advise the employee on what to do.  Explanation: Choices “b” and “e” are not correct because to listen effectively you should try to grasp the meaning of what is being said without thinking about agreeing or disagreeing and also you should not advise, probe, interpret, or judge.        

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Listening Effectively  Case Study 2 Interactive Activity Mario Gomez is the manager of a new central kitchen. The kitchen has been running for six months. One of the cooks, Jennifer Sanchez, comes to speak to Mario. Mario is very busy because he has to have some procurement solicitations done by the next morning. As Jennifer is speaking, he glances through some of the solicitations. Jennifer is complaining that Mario is never available when she needs him; he is always too busy with other things or is out of the office. This angers Mario because he feels that he has gone the extra mile in helping Jennifer. He becomes angry, interrupts her in mid-sentence, and says, “You are completely wrong! I have helped you with all of your problems! All you ever do is complain, complain, complain! Don’t you remember when I helped you with your issue with Catherine last week? Can’t you see that I have a lot of work? Stop complaining and get back to work!”

1. What should Mario do to improve his listening skills? (Select all that apply.) a. He should not go through papers when the speaker is talking; instead, he should  maintain eye contact and nod to indicate that he understands what the speaker is  saying.   b. He should be attentive and repeat back what the speaker is saying.  c. He should listen to understand by putting himself in the speaker’s place and seeing  things from the speaker’s point of view.  d. He should not interrupt.  e. He should defend himself calmly and explain his point of view to the speaker.  f. He should contain his anger.                                     

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Listening Effectively  Case Study 2 Interactive Activity Answer Key

Mario Gomez is the manager of a new central kitchen. The kitchen has been running for six months. One of the cooks, Jennifer Sanchez, comes to speak to Mario. Mario is very busy because he has to have some procurement solicitations done by the next morning. As Jennifer is speaking, he glances through some of the solicitations. Jennifer is complaining that Mario is never available when she needs him; he is always too busy with other things or is out of the office. This angers Mario because he feels that he has gone the extra mile in helping Jennifer. He becomes angry, interrupts her in mid-sentence, and says, “You are completely wrong! I have helped you with all of your problems! All you ever do is complain, complain, complain! Don’t you remember when I helped you with your issue with Catherine last week? Can’t you see that I have a lot of work? Stop complaining and get back to work!”

1. What should Mario do to improve his listening skills? (Select all that apply.) a. He should not go through papers when the speaker is talking; instead, he  should maintain eye contact and nod to indicate that he understands what the  speaker is saying.   b. He should be attentive and repeat back what the speaker is saying.  c. He should listen to understand by putting himself in the speaker’s place and  seeing things from the speaker’s point of view.  d. He should not interrupt.  e. He should defend himself calmly and explain his point of view to the speaker.  f. He should contain his anger.  Explanation: To listen effectively, you should keep eye contact with the speaker and not doodle or go through papers. You should check for understanding by repeating back what the speaker is saying, putting yourself in the speaker’s place and seeing things from their point of view, being patient, not interrupting, and containing your anger (even though your anger might be justified). You should not try to defend yourself and explain your point of view at this point; you should simply try to listen.

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Reflection Questions 1. What do you do to try to put the speaker at ease?      2. Do you give the speaker your full attention?  3. What do you do to show your interest in what the speaker has to say?      4. Do you wait until the speaker has completed his/her thought before you add yours?      5. Do you try to put yourself in the speaker’s place and see things from his/her point of  view?      6. Why does interrupting a speaker, finishing his/her sentences, or asking lots of  questions reduce the effectiveness of your learning?      7. Do you attempt to remember the speaker’s key points?      8. What is the difference between listening to hear and to understand and listening to  judge or to defend?  9. Do you contain your anger and refrain from arguing?  10. Do you refrain from insisting on having the last word? 

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Communication Skills for Managers

Lesson 4

Speaking Effectively

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“Dos” and “Don’ts” for Speaking Effectively Interactive Activity

Directions: Read each response below and decide if it is a “do” or “don’t” for speaking effectively. 1. Have good posture and direct eye contact  a. Do  b. Don’t  2. Keep relaxed and comfortable when speaking in front of others  a. Do  b. Don’t  3. Speak with a logical sequence  a. Do  b. Don’t    4. Become angry  a. Do  b. Don’t  5. Say praises such as: “Good job!” or “Way to go!”  a. Do  b. Don’t    6. Say threats such as: “If you don’t shape up, you will be fired!”  a. Do  b. Don’t    7. Call people by name such as: “Could you please repeat your question, Bill?”  a. Do  b. Don’t    8. Vary your tone, pace, and volume  a. Do  b. Don’t    9. Rephrase to ensure clarity such as: “What I hear you saying is that you would like to  return to the old schedule.”  a. Do  b. Don’t          30

10. Smile while talking  a. Do  b. Don’t    11. Pause and think before answering a tough question  a. Do  b. Don’t    12. Pay attention to others’ non‐verbal actions  a. Do  b. Don’t    13. Swear  a. Do  b. Don’t    14. Take things personally  a. Do  b. Don’t 

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“Dos” and “Don’ts” for Speaking Effectively Interactive Activity Answer Key

Directions: Read each response below and decide if it is a “do” or “don’t” for speaking effectively. 1. Have good posture and direct eye contact  a. Do  b. Don’t  Explanation: If you speak effectively, you speak with confidence. Good posture and direct eye contact indicate confidence. 2. Keep relaxed and comfortable when speaking in front of others  a. Do  b. Don’t  Explanation: If you speak effectively, you are relaxed and comfortable speaking in front of others. 3. Speak with a logical sequence  a. Do  b. Don’t    Explanation: If you speak effectively, you speak with a logical sequence.   4. Become angry  a. Do  b. Don’t  Explanation: If you speak effectively, you refrain from becoming angry. You need to remain calm and courteous. 5. Say praises such as: “Good job!” or “Way to go!”  a. Do  b. Don’t    Explanation: If you speak effectively, you are generous with praise.          

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6.  Say threats such as: “If you don’t shape up, you will be fired!”  c. Do  d. Don’t    Explanation: If you speak effectively, you do not threaten.   7. Call people by name such as: “Could you please repeat your question, Bill?”  a. Do  b. Don’t    Explanation: If you speak effectively, you call people by name.   8. Vary your tone, pace, and volume  a. Do  b. Don’t    Explanation: If you speak effectively, you vary your tone, pace, and volume.   9. Rephrase to ensure clarity such as: “What I hear you saying is that you would like to  return to the old schedule.”  a. Do  b. Don’t    Explanation: If you speak effectively, you rephrase to ensure clarity.   10. Smile while talking  a. Do  b. Don’t    Explanation: If you speak effectively, you are friendly and cordial and use positive non-verbal actions. A smile is a positive non-verbal action that indicates friendliness.   11. Pause and think before answering a tough question  a. Do  b. Don’t    Explanation: If you speak effectively, you speak clearly and concisely and with a logical sequence. Pausing and thinking before answering a tough question helps you do this.          

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12. Pay attention to others’ non‐verbal actions  a. Do  b. Don’t    Explanation: If you speak effectively, you pay attention to others’ non-verbal actions to note misunderstandings or disinterest so you can clarify your point.   13. Swear  a. Do  b. Don’t    Explanation: If you speak effectively, you do not swear.   14. Take things personally  a. Do  b. Don’t    Explanation: If you speak effectively, you do not take things personally.    

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Analyzing “I/We-Messages” Interactive Activity Directions: Read each “I-Message” or “We-Message” and then decide if it is a good one or not. 1. I feel happy when we wear hairnets properly because I know the food is safer.  a. This is a good “I‐Message.”  b. This is not a good “I‐Message” because it is missing a feeling.  c. This is not a good “I‐Message” because it is missing a blameless description of  behavior.  d. This is not a good “I‐Message” because it is missing a concrete effect.  2. I am anxious when we don’t follow the recipe.  a. This is a good “I‐Message.”  b. This is not a good “I‐Message” because it is missing a feeling.  c. This is not a good “I‐Message” because it is missing a blameless description of  behavior.  d. This is not a good “I‐Message” because it is missing a concrete effect.  3. When we arrive late, we cannot deliver lunches to the satellite kitchens on time.  a. This is a good “We‐Message.”  b. This is not a good “We‐Message” because it is missing a feeling.  c. This is not a good “We‐Message” because it is missing a blameless description of  behavior.  d. This is not a good “We‐Message” because it is missing a concrete effect.    4. I feel happy when we follow our school’s food safety plan because then we are confident  we are serving safe food.  a. This is a good “We‐Message.”  b. This is not a good “We‐Message” because it is missing a feeling.  c. This is not a good “We‐Message” because it is missing a blameless description of  behavior.  d. This is not a good “We‐Message” because it is missing a concrete effect.  5. I am frustrated when you dawdle and do not get the lunches ready on time because we  end up serving the children late.  a. This is a good “We‐Message.”  b. This is not a good “We‐Message” because it is missing a feeling.  c. This is not a good “We‐Message” because it is missing a blameless description of  behavior.  d. This is not a good “We‐Message” because it is missing a concrete effect.   

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Analyzing “I/We-Messages” Interactive Activity Answer Key Directions: Read each “I-Message” or “We-Message” and then decide if it is a good one or not. 1. I feel happy when we wear hairnets properly because I know the food is safer.  a. This is a good “I­Message.”  b. This is not a good “I‐Message” because it is missing a feeling.  c. This is not a good “I‐Message” because it is missing a blameless description of  behavior.  d. This is not a good “I‐Message” because it is missing a concrete effect.    Explanation: This is a good “I‐Message” because it contains a feeling (“happy”), a  blameless description of behavior (“we wear hairnets properly”), and a concrete effect  (“the food is safer”).  2. I am anxious when we don’t follow the recipe.  a. This is a good “I‐Message.”  b. This is not a good “I‐Message” because it is missing a feeling.  c. This is not a good “I‐Message” because it is missing a blameless description of  behavior.  d. This is not a good “I­Message” because it is missing a concrete effect.  Explanation: This is not a good “I‐Message” because it is missing a concrete effect.  A good  “I‐Message” must contain a feeling, a blameless description of behavior, and a concrete  effect.  This statement contains a feeling (“anxious”) and a blameless description of  behavior (“we don’t follow the recipe”).  To make it a good “I‐Message,” we need to add a  concrete effect.  For example, a good “I‐Message” would be “I am anxious when we don’t  follow the recipe because I am not sure if the food will taste the way it should.”  3. When we arrive late, we cannot deliver lunches to the satellite kitchens on time.  a. This is a good “We‐Message.”  b. This is not a good “We­Message” because it is missing a feeling.  c. This is not a good “We‐Message” because it is missing a blameless description of  behavior.  d. This is not a good “We‐Message” because it is missing a concrete effect.    Explanation: This is not a good “We‐Message” because it is missing a feeling.  A good “We‐ Message” must contain a feeling, a blameless description of behavior, and a concrete effect.   This statement contains a blameless description of behavior (“we arrive late”) and a  concrete effect (“we cannot deliver lunches to the satellite kitchens on time”).  To make it a  good “We‐Message,” we need to add a feeling.  For example, a good “We‐Message” would be  “I am upset when we arrive late because we cannot deliver lunches to the satellite kitchens  on time.”    36

4. I feel happy when we follow our school’s food safety plan because then we are confident  we are serving safe food.  a. This is a good “We­Message.”  b. This is not a good “We‐Message” because it is missing a feeling.  c. This is not a good “We‐Message” because it is missing a blameless description of  behavior.  d. This is not a good “We‐Message” because it is missing a concrete effect.  Explanation: This is a good “We‐Message” because it contains a feeling (“happy”), a  blameless description of behavior (“we follow the our food safety plan”), and a concrete  effect (“we are confident we are serving safe food”).  5. I am frustrated when you dawdle and do not get the lunches ready on time because we  end up serving the children late.  a. This is a good “We‐Message.”  b. This is not a good “We‐Message” because it is missing a feeling.  c. This is not a good “We­Message” because it is missing a blameless  description of behavior.  d. This is not a good “We‐Message” because it is missing a concrete effect.    Explanation: This is not a good “We‐Message” because it is missing a blameless  description of behavior.  By using “you,” you are putting the blame directly on the listener.   If you use “we,” you are not putting the blame directly on the listener.  This statement can  become a good “We‐Message” by changing “you” to “we”: “I am frustrated when we dawdle  and do not get the lunches ready on time because we end up serving the children late.” 

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Creating “I/We-Messages” Activity

Directions: Write “I-Messages” or “We-Messages” for the situations below. Example: An employee has not been following instructions for reheating food according to Health Department requirements. Write a “We-Message” indicating a feeling of irritation. Possible Answer: “I am irritated when we do not follow Health Department requirements for reheating food because then we cannot be confident that we are serving safe food to the children.” 1. An employee has been sanitizing the food areas very well.  Write an “I‐Message”  indicating a feeling of pleasure.  

2. An employee has been forgetting to store food according to “FIFO” (first in, first out).   Write an “I‐Message” indicating a feeling of disappointment.      3. An employee has been sneezing in the kitchen without covering up his mouth.  Write an  “I‐Message” indicating a feeling of anxiety.          4. An employee has not been checking the temperature of the hot foods she has been  preparing before taking them off the stove.  Write a “We‐Message” indicating a feeling  of frustration. 

5. An employee who has a long history of arriving late to work has started arriving on  time.  Write a “We‐Message” indicating a feeling of satisfaction. 

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Creating “I/We-Messages” Activity Possible Answers

Directions: Write “I-Messages” or “We-Messages” for the situations below. Example: An employee has not been following instructions for reheating food according to Health Department requirements. Write a “We-Message” indicating a feeling of irritation. Possible Answer: “I am irritated when we do not follow Health Department requirements for reheating food because then we cannot be confident that we are serving safe food to the children.” 1. An employee has been sanitizing the food areas very well.  Write an “I‐Message”  indicating a feeling of pleasure.   Possible Answer: “I am pleased that we have been sanitizing the food areas very well because that makes me confident that our food is safe to serve to the children.” 2. An employee has been forgetting to store food according to “FIFO” (first in, first out).   Write an “I‐Message” indicating a feeling of disappointment.    Possible Answer: “I am disappointed that we have not been storing food according to “FIFO” because it is going to add to my work load and paperwork to determine if any of the food stored has already passed the ‘use-by’ date.’” 3. An employee has been sneezing in the kitchen without covering up his mouth.  Write an  “I‐Message” indicating a feeling of anxiety.    Possible Answer: “I am anxious when we don’t cover our mouths when we sneeze in the kitchen because I know that the food is becoming contaminated.”   4. An employee has not been checking the temperature of the hot foods she has been  preparing before taking them off the stove.  Write a “We‐Message” indicating a feeling  of frustration.    Possible Answer: “I am frustrated when we do not check the temperature of the hot foods we are preparing before taking them off the stove because if they haven’t reached the appropriate temperature, we could serve foods that will make children sick.” 5. An employee who has a long history of arriving late to work has started arriving on  time.  Write a “We‐Message” indicating a feeling of satisfaction.    Possible Answer: “I am satisfied that we are arriving on time to work because now we can meet our food production deadlines.”

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Speaking Effectively Case Study Interactive Activity

Gordon Jones is the manager of West High School. He is holding a staff meeting. He sits with his feet firmly on the floor and has good posture. He smiles at the staff while he is speaking, calls them by name, and makes direct eye contact with them. He is calm, speaks clearly, and rephrases staffs’ sentences or questions for clarity. He praises the staff for their good sanitation practices. However, there has been a problem with staff not putting the bags of lettuce in the cooler immediately upon receiving them so that the bags have sat on the dock for sometimes two hours before being refrigerated. He addresses this problem with the staff using the following “We-Message”: “I am very concerned that we allow the bags of lettuce to sit on the dock for up to two hours before being put in the cooler because that gives a chance for bacteria to grow and then we could be serving lettuce that could make our children sick.” After saying this, he becomes irritated when he sees two employees start to laugh. He looks directly at them and says, “I have worked hard to make this a food service that serves quality and safe food. If any food is not stored properly from here on, those responsible can expect to lose their jobs!” 1. What does Gordon do to speak effectively?  (Select all that apply.)  a. He speaks clearly and rephrases staffs’ sentences or questions for clarity.  b. He uses “We‐Messages.”  c. He makes direct eye contact when he reprimands them with a threat.   d. He calls staff by name.  2. What can Gordon do to speak more effectively?  (Select all that apply.)  a. Not threaten  b. Use “I‐Messages” instead of “We‐Messages”  c. Contain and not show his anger  d. Avoid eye contact with the staff  e. Not take things personally 

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Speaking Effectively Case Study Interactive Activity Answer Key

Gordon Jones is the manager of West High School. He is holding a staff meeting. He sits with his feet firmly on the floor and has good posture. He smiles at the staff while he is speaking, calls them by name, and makes direct eye contact with them. He is calm, speaks clearly, and rephrases staffs’ sentences or questions for clarity. He praises the staff for their good sanitation practices. However, there has been a problem with staff not putting the bags of lettuce in the cooler immediately upon receiving them so that the bags have sat on the dock for sometimes two hours before being refrigerated. He addresses this problem with the staff using the following “We-Message”: “I am very concerned that we allow the bags of lettuce to sit on the dock for up to two hours before being put in the cooler because that gives a chance for bacteria to grow and then we could be serving lettuce that could make our children sick.” After saying this, he becomes irritated when he sees two employees start to laugh. He looks directly at them and says, “I have worked hard to make this a food service that serves quality and safe food. If any food is not stored properly from here on, those responsible can expect to lose their jobs!” 1. What does Gordon do to speak effectively?  (Select all that apply.)  a. He speaks clearly and rephrases staffs’ sentences or questions for clarity.  b. He uses “We­Messages.”  c. He makes direct eye contact when he reprimands them with a threat.   d. He calls staff by name.  Explanation: Everything listed is a “do” for effective speaking except for answer “c.” Although direct eye contact is good, an effective speaker does not threaten. Gordon was doing a good job of speaking effectively until he became irritated, lost his poise, took things personally, and threatened the staff. 2. What can Gordon do to speak more effectively?  (Select all that apply.)  a. Not threaten  b. Use “I‐Messages” instead of “We‐Messages”  c. Contain and not show his anger  d. Avoid eye contact with the staff  e. Not take things personally  Explanation: To speak more effectively, Gordon needs to work on not taking things personally, containing and not showing his anger, and not threatening.

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Reflection Questions 1. Do you outline your key thoughts in your mind before you speak?  2. Do you speak with confidence?  3. Do you speak clearly and concisely and with a logical sequence?    4. Do you pause to answer a tough question rather than jumping right in to respond?  5. Why is it important to take time to think before responding?  6. Do you rephrase to ensure clarity?  7. Do you watch others’ non‐verbal actions to note misunderstanding or disinterest so you  can clarify your point?  8. When you are speaking, how could you use positive non‐verbal actions to indicate your  commitment to a conversation?  9. Are you friendly and cordial?  10. Do you remain calm and courteous and constrain your anger when you speak?  11. Do you use “I‐Messages” and “We‐Messages” to deal with conflict and problem  situations?  12. Do you refrain from taking things personally, losing your poise, swearing, or  threatening?  13. Do you refrain from taking and defending a position without flexibility?  14. Are you comfortable speaking in front of others?  15. Are you generous with praise?  16. Do you call people by name?  17. Do you vary your tone, pace, and volume to keep others interested?  18. What is the speaker’s responsibility in the communication feedback loop?   

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