MIZAN ATVET COLLEGE

PARTICIPATING IN WORKPLACE
COMMUNICATIONS
LEVEL II
LO1: Follow Routine Spoken Messages in Workplace Communications
1.1. Definition of Communication
Communication is “the process or act of transmitting a message from a sender to a receiver, through
a channel.
In simple terms communication is:
• Information transmitted.
• A verbal or nonverbal message.
• A process by which information is exchanged between individuals through a common system of
symbols, signs, or behavior. There are three key elements in the communication process.
These are:
 You
 Your audience
 Your message
Basic component of messages.
Who • What • When • Where • Why • How
Communication tools
There are four basic communication tools:
 • Listening • Speaking • Reading • Writing

What Speaking is?

Speaking is an interactive process of constructing meaning that involves producing and receiving
and processing information.
What a Good Speaker Does?
Speakers must be able to anticipate and then produce the expected patterns of specific discourse
situations. They must also manage discrete elements such as turn taking, rephrasing, providing
feedback, or redirecting.
Speaking Skills at Workplace Situations.
In a workplace situation, your speaking skills would be required when:
♦ speaking with fellow staff members. ♦ Speaking at meetings.
♦ speaking with clients. ♦ Preparing recorded messages.
♦ Speaking with management. ♦ At training sessions.
Importance of Speaking Skills at Workplace
♦ Work better with fellow employees. ♦ Offer constructive criticism.
♦ Effectively develop and present ideas. ♦ Accept criticism more objectively.
The development of effective communication skills can greatly affect:
♦ The quality of customer service. ♦ Workplace productivity.
♦ The delivery of customer service.
Effective communication skills can also
assist you when:
♦Resolving complaints and handling confrontations. ♦ To Maintaining your personal rights.
♦Participating in staff meetings.
 Elements of communication process.
The communication process has seven basic elements that are essential for effective interaction.
Those elements are:
♦ The setting ♦ Interference, distractions, or noise
♦ The channel or mode ♦ The receiver
♦ The sender ♦ The feedback
♦ The message
Acceptable Speech at Workplace
There are certain categories of words that are used today, some of which are not acceptable in the
workplace:
Standard words – are professionally and socially acceptable in any situation.
Colloquialisms - are sometimes acceptable (depending on the business) but are more appropriate for
informal situations.
Slang – is appropriate only for extremely informal situations. It is unacceptable when dealing with
customers/clients or superiors/management.
Profanity – sometimes known as swearing, swear words or improper innuendos. This is very
unacceptable in any situation.
How to Developing Oral Communication Skills
Professional oral communication skills require confidence. Nervousness usually comes from a lack
of knowledge. Too much nervousness can be detrimental!
 Here are 10 Tips that help to relieve nervousness when speaking:
1. Know the environment. 2. Know your audience. 3. Know your job. 4. Relax. 5. Visualize yourself. 6.
Realize that people are not communicating with you to make you nervous. 7. Don't apologize. 8.
Concentrate on the message.
9. Turn nervousness into positive energy 10. Anticipating questions that may be asked.
Gathering and Interpreting Workplace Information
This manual contains three distinct sections. These are:
1. Collect and assess information 2. Organize information 3. Review information needs.
What is good Information at Workplace?
Some of the most important information useful for planning and decision-making are:
 Current
 Accurate.
 Understandable.
 Specific
 Relevant.
 Unbiased.
 Comprehensive.
 Comparable.
Advantages of Listening Skills at Workplace
Listening skills are equally as important as speaking skills. Communication is a two-way process. The
receiver of oral communication must listen to the sender in order to receive the message effectively.
Four types of listening:
Attentive listening Reflective listening
Encouraging listening Active listening
 1.2. Listening Skills: Barriers, Improvements, and Tips
Barriers to Effective Listening
Here are some barriers to effective listening. You will probably recognize that most of them apply to
you at one time or another.
• We can think faster than a speaker can talk, and jump to conclusions.
• We are distracted and allow our minds to wander.
• We lose patience, and decide we are not interested.
• We overreact to what is said and respond emotionally.
• We interrupt.
How to be a better listener
. Here are some ways to listen better whether in a large group or one-to-one.
• Be patient for the entire message
• Be aware of speech cues (who, what, where, when, why, how)
• Listen for ideas, not just facts (stories, reasons, goals help us remember facts)
Here are three tips to help you increase your ability to listen by 50 percent:
• Look at the speaker (benefit = 15 percent)
• Ask questions (benefit = 15 percent)
• Take notes (benefit = 20 percent)
Improvement occurs only if you practice these good listening skills.
The four directions in which communication can travel
1.Downward: communication involves communication from higher to lower levels.
2.Upward : communication flows from lower levels to higher levels of the organization, for example, when
there is a need to communicate problems, results or suggestions.
3.Horizontal: communication occurs across the same level of management.
4.Diagonal: channels may potentially cause conflict as they involve communication between the lower levels
of one department to a higher level in another.
Communication Flows
Using various communication modes, communication in the workplace flows in the following ways:
♦ Internally ♦ Externally ♦ Laterally ♦ Vertically ♦ Formally ♦ Informally
Internally - Within the farming operation.
Example: Casual farm employee to casual farm employee, or farm manager to farm supervisor
Externally – Outside the farming operation.
Example: Farm manager to buyer, or assistant farm manager to supplier of fuel
Laterally – Between farm employees or colleagues at the same rank.
Vertically – Between farm employees or colleagues at different ranks.
Formally – Using formal written skills/formats/speaking skills.
Example: Letter of resignation, or telephone call to the owner of the farm
Informally – Using colloquial (informal) written skills/formats/speaking skills.
1.3. Communication Breakdown at Workplace
Communication breakdowns can occur when:
♦ Inappropriate or unfamiliar words are used.
♦ Receiver or sender does not possess adequate writing and reading skills.
♦ Irrelevant or incomplete information has been received or sent.
Communication Styles
There are nine different communication styles. These are ♦ Relaxed ♦ Contentious ♦ Attentive ♦
Precise ♦ Dramatic ♦ Animated ♦ Open ♦ Dominant ♦ Friendly
Lo2.Perform Workplace Duties Following Routine Written Notices
2.1. Understanding the Three-Step Writing Process
1. Planning messages To plan any message, first analyze the situation by defining your purpose and
developing a profile of your audience. With that in mind, you can gather information that will meet
your audience’s needs. Next, select the right medium (oral, written, or electronic) to deliver your
message. With those three factors in place, you’re ready to organize the information by defining your
main idea, limiting your scope, selecting an approach, and outlining your content.
2. Writing messages. Once you have planned your message, adapt to your audience with sensitivity,
relationship skills, and style. Then you are ready to compose your message by choosing strong words,
creating effective sentences, and developing coherent paragraphs.
3. Completing messages. After writing your first draft,
Revise your message to make sure it is clear, concise, and correct. Next
2.2.Selecting the Right Medium
Selecting the best medium for your message can make the difference between effective and ineffective
communication.
A medium is the form through which you choose to communicate your message. You may choose to
talk with someone face-to-face, write a letter, send an e-mail message etc. You often have a variety of
media options from which to choose.
 Use written media when
• You don't need or want immediate feedback.
• You don't want or need immediate interaction with the audience.
• Your message is complex.
• You need a permanent, verifiable record.
• Your audience is large and geographically dispersed.
• You need to ensure that the message cannot be altered after you send it.
• Your message has limited emotional content.
• The situation calls for more formality.
 use Oral Media When
• You want immediate feedback from the audience.
• Your message is straightforward and easy to accept.
• You don't need a permanent record.
• You can gather your audience conveniently and economically.
• You want to encourage interaction to solve a problem or reach a group decision.
• You want to read the audience’s body language or hear the tone of their response.
• Your message has an emotional content.
 Use electronic media
• You need to deliver a message quickly.
• You’re physically separated from your audience.
• You want to give the audience an opportunity to edit the message (such as editing a word processing
document).
• Your message can benefit from multiple media, such as audio and video.
• You want to take advantage of electronic media.
2.2.1.Disadvantages of written communication: Unlike oral communication, written communication
does not bring instant feedback. It takes more time in composing a written message as compared to
word-of-mouth and number of people struggles for writing ability. Factors to Consider When
Choosing Media: When choosing a medium for your message, select the medium that balances your
needs and your audience’s needs. Just as critical, however, is considering how your message is
affected by important factors such as the following:
■ Media richness. Richness is a medium’s ability to (1) convey a message through more than one
informational cue (visual, verbal, vocal), (2) facilitate feedback, and (3) establish personal focus.
■ Message formality. Your media choice governs the style and tone of your message.
■ Media limitations. Time and cost can affect medium selection.
■ Sender intentions. Your choice of medium also influences audience perceptions of your intentions.
■ Audience preferences. Make sure to consider which media your audience expects or prefers.
Receiving Instructions in the Workplace
Guidelines to ensure instructions are received and followed correctly.
Be a good Listener
 pay attention
 keep quiet, listen and look
 respond when you understand
 speak up if you do not understand
 check to see if you have understood correctly.
Be attentive
 face the person and listen
 pay attention
 do not be distracted
 make notes if necessary.
Use good verbal skills
 speak clearly
 use appropriate language/terminology
 Request an explanation if you do not understand
 ask for instruction if required
 make yourself understood.
LO3. OBTAINING AND PROVIDING FEEDBACK IN RESPONSE TO
WORKPLACE REQUIREMENTS
With holding constructive feedback is like sending people out on a dangerous hike without a compass.
This is especially true in today's fast changing and demanding workplace. 3.1.Characteristics of
Effective Feedback in the Workplace
Effective Feedback has most of the following characteristics:
 Descriptive (not evaluative) (avoids defensiveness.)
 Avoid accusations; present data if necessary
 Suggest more acceptable alternative.
 Focus on behavior not the person.
 It takes into account the needs of both the receiver and giver of feedback.
 It is directed toward behavior that the receiver can do something about.
 It involves the amount of information the receiver can use rather than the amount we would
like to give.
3.2. Types and Modes of Workplace Communications
Verbal and Non-Verbal Communication.
Verbal is the expressing of words through spoken or written means.
Non-verbal is communication articulated through facial expressions, body language, gestures and
personal appearance.
Communication and information
The prime purpose of communication is to create a flow of information between a sender and a
receiver. Information can come in many forms, including:
♦ Oral (or verbal) ♦ Non-verbal ♦ Written ♦ Pictorial
Non-Verbal Communication at Workplace
Non-verbal communication supports or enhances the spoken communication and reinforces the
message. Non-verbal communication can also describe our personality, moods or feelings.

Non-verbal communication includes ♦ Body movement ♦ Physical characteristics ♦ Touch

♦ Voice qualities ♦ Space ♦ Accessories ♦ Environment.
Lo4. Collecting and Recording Relevant Work Related Document
4.1. Collecting Workplace Data
a. Documentation or on-going record keeping (e.g. checklists, journals, etc.) that provides details of
your project are always good if they are consistently kept and accurate.
B. Questionnaires are a set of questions designed to gather information. They are useful when
your audience is able to read and write. Using a questionnaire without names on it might help to make
sure information is kept private.
c. Hand-Out Questionnaires are another option. They are inexpensive, quick to administer, good for
getting feedback.
d. Mail Questionnaires can be sent out to a large number of people. If sent to people, then they have
time to think about their answers.
The number of questionnaires you get back could be very low and it is very time consuming trying to
get people to post completed questionnaires back to you.
e. Face-to-Face Interviews are a set of questions designed to gather information read out aloud to the
participant face-to-face.
.f. Telephone Interviews are again a set of questions designed to gather information read out over the
phone with the participant.
g. Focus Groups. This is a discussion between a small group of participants (6-12) with a facilitator to
get information about views and impressions.
h. Case Studies are a detailed description of a single event, person or place that illustrates your
project. Capture a range of people so that you can make representative generalizations and
conclusions.
i. Story telling is when a person or group tells a story on a topic. This is useful when you are certain
that your subject case cannot be identified. It can show results effectively and display your project in a
way that your community will understand.
j. Photos, Pictures and Videos are a way of showing, at a point in time, how things look. Other
Data Sources is information collected outside your project (e.g. public records, industry records).
l. Process Mapping is used to show the processes or activities involved in a project, process, team or
system in a flow chart.
4.2. Encouraging Personal Sharing of Information
To gain the information, you must consistently exercise excellent interpersonal communication skills.
This involves several factors: receiving, storing, retrieving, giving, and interpreting information. It is
important that members of a group communicate freely with each other. Exchange of information
often involves a "transaction," a stimulus followed by a response. It is important that these transactions
be kept open or complementary. Crossed or blocked transactions result in people talking at one
another with no real communication. As a result, information is not exchanged.
1. Information is received through hearing, seeing, feeling, tasting, and smelling: Obviously, we
receive information by reading what is written or listening to what is said - and we often do a poor job
of these. We also receive powerful messages through facial expressions, body language, an
individual's general appearance, costume, etc. The more ways we use to gather information, the better
the information is received, understood and put to use. Most people store the information they receive
in their memories. The memory can be supported with notes, sketches, written references, and similar
techniques.
2. Retrieving or recalling information is important: It often is closely related to how the
information is stored. People known for outstanding memories have simply developed an effective
retrieval system. This can include memorizing using memory joggers, repeating the information as it is
received, taking subtle notes, and skilful use of references.
3. Giving information involves the same five senses used to receive it: In giving information,
however, speaking or writing clearly, using visual methods, watching and being sensitive to the group,
asking for feedback and summarizing what has been given results in an effective transfer of
information.
4. Clear communication is essential: Avoid initials, acronyms, technical jargon, and unfamiliar
words in communicating with others. The success of acquiring information will depend largely on how
well you communicate with others.
5. Be clear about how accurate you need to be: Higher accuracy is always more desirable than
lower accuracy. However, in some cases you may not need precise figures or detailed opinions based
on a representative sample, but only a general impression.
6. Be clear about the task that needs to be accomplished and whether it concerns qualitative
and/or quantitative information: Consider whether a method is needed to collect, collate, analyze,
synthesize or disseminate information. Does the performance question or indicator for which you are
seeking a method require quantitative, qualitative or both types of information?
4.3. Importance of Routine Calculation in Recording Workplace Data
Important to:
 Solve concepts such as rate and proportion, tax added, percentage off, and computing with a
given average.
 Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals,
pattern identification, absolute value, primes, and greatest common factor
 Calculate percentage, discounts, or percentage markups
 Decide what information, calculations, or unit conversions to use to solve the problem.
 Use geometric formulas when all necessary information is given.
 Locate points in the coordinate plane.
 Exhibit knowledge of slope.
 Decide what information, calculations, or unit conversions to use to solve the problem
 Calculate the missing data value, given the average and all data values.
4.4. Definition of Reports
A report: is a statement of the results of an investigation or of any matter on which definite
information is required. (Oxford English dictionary)
Reports vary in their purpose, but all of them will require a formal structure and careful planning,
presenting the material in a logical manner using clear and concise language.
The following stages are involved in writing a report:
• clarifying your terms of reference
• planning your work
• collecting your information
•organizing and structuring your information
• writing the first draft
• Checking and re-drafting.

A given report should have the following steps

Title page.
Does this include the Title? Author’s name? Module/course details?
• Acknowledgements
Have you acknowledged all sources of help?
• Contents
Have you listed all the main sections in sequence?
Have you included a list of illustrations?
• Abstract or summary
Does this state:
The main task?
The methods used?
The conclusions reached.
The recommendations made.
• Introduction
Does this include: Your terms of reference?
The limits of the report?
An outline of the method?
A brief background to the subject matter?
Methodology
In this section, you should state how you carried out your enquiry. What form did your enquiry take?
Did you carry out interviews or questionnaires, how did you collect your data? What measurements
did you make? How did you choose the subjects for your interviews? Present this information
logically and concisely.
Results or findings
Present your findings in as simple a way as possible.
The more complicated the information looks, the more difficult it will be to interpret. There are a
number of ways in which results can be presented. Here are a few:
• Tables • Graphs • Diagrams
Illustration checklist
• Are all your diagrams, graphs are clearly labeled?
• Do they all have titles?
• Is the link between the text and the diagram clear?
• Can tables be easily interpreted?
Discussion
This is the section where you can analyze and interpret your results drawing from the information that
you have collected, explaining its significance. Identify important issues and suggest explanations for
your findings. Outline any problems encountered and try to present a balanced view.
Conclusions and recommendations
This is the section of the report, which draws together the main issues. It should be expressed clearly
and should not present any new information.
• References
Have you listed all references alphabetically?
Are your references accurate?
Appendices; Have you included supporting information?
LO5. Participating in Workplace Meetings and Discussions
5.1. Procedures in Conducting Workplace Meeting
I. Prior to the meeting
a. Decide whether a meeting is necessary
b. Decide who and how many attendees too many people may be problematic under circumstances
where decision-making is important.
c. Define the purpose and/or objectives of the meeting
d. Prepare an agenda including topics for discussion, presenters for various topics, time allotment for
each topic. Make sure there are not too many topics to cover within the designated time.
e. Choose an appropriate meeting time.
f. Circulate information to those who will attend include objectives, agenda, time and place,
background material if any
g. Indicate that participants must be on time and have read the materials prepared
h. Assign roles to participants (e.g. note-taker, facilitator, etc.)
I. Decide on who sits where
j. Make sure that coffee, tea, snacks are ordered
k. Insure that the location will be in physically pleasing and hospitable location with good acoustics,
air conditioning, convenient, etc.
l. Make sure that adequate resources are available (e.g. laptops that work, flip charts, pens, etc.)
II. Holding the meeting
a. Welcome members to the meeting.
b. Introduce members to each other, if they were not known previously.
c. Identify who is in charge of the meeting and any special roles taken by individuals.
d. State the purpose and/or objectives of the meeting.
e. Review the time frame allowed for the meeting.
f. Do an attendance check or head count.
g. Determine the decision-making process if necessary.
h. Make sure that discussions are not monopolized by only a few people.
I. Summarize the major decisions made (if any) or action plans resulting from the meeting.
j. Insure the level of confidentiality needed.
k. Terminate the meeting if it is over.
III. After the meeting
a. Prepare minutes and distribute as soon as possible after the minutes.
b. Follow-up on action items.
 c. Debrief in terms of what made the meeting effective or ineffective and ask for feedback from
participants.
5.2. Attending Team Meeting
What is team? Teams are a unit of two or more people who interact and coordinate their work to
accomplish a specific goal. Team is the major force behind revolutionary changes in contemporary
organizations. The power of team is greater than the individual. Team members actively work together
in such a way that all of their respective skills are utilized to achieve a common purpose. Teamwork is
the central foundation of any high performance team. Support the group’s social and interpersonal
relationships. Each employee should encourage the participation of others; harmonize differences of
opinion, praising the contributions of others, go along with a popular course of action.
 Groups’ members should avoid the following disruptive behaviors;

 Being overly aggressive toward other  Talking too much about irrelevant
members. matters.
 Withdrawing and refusing to cooperate  Trying to compete for attention and
with others. recognition

 Roles and role dynamics in a team

 A role is a set of expectations associated with a job or position on a team.
 Performance problems occur when roles are unclear or conflictive.
 Role ambiguity; occurs when a person is uncertain about his/her role.
 Role overload; occurs when too much is expected and the person feels overwhelmed
with work. Role under load; occurs when too little is expected and the person feels
underutilized.
 Team meets periodically to address problems relating to quality, productivity, or cost.
Benefits of teams’ collaboration at workplace.
 Production flexibility.  Improved quality of work life.
 Faster response to technological  Planning for team improvements.
change.  Actions to improve team functioning.
 Reduced absenteeism and turnover.  Evaluation of results.
 Improved work attitude

5.3. Expressing Own Opinions and Listening others properly in Discussion

Listening to staff is probably one of the most powerful ways to keep them engaged and keep you
informed. However, taking time to listen can be difficult especially when you are busy.
The tips and steps for listening described below can help you build staff engagement and commitment
and get the information.
1. Evaluate your need or ability to listen ‘right now’
 Assess whether this is a time you need to listen to staff .
 Decide if you can listen properly right now.
2.Manage internal and external ‘noise’

 Put aside work and other distractions  Internally reframe challenging or

 Decide what you need to get out of the irritating messages or statements, think
conversation. of the message as chance to learn, gain
 Resist the urge to prejudge. information, or build a positive
 Push unproductive thoughts aside. relationship.

3.Maintain curiosity and show interest

 Pay attention to your tone e.g. speaking. Allow for silences to encourage
inquisitive vs. interrogative. the staff member to respond more fully.
 Use short phrases to acknowledge and  Sometimes it is helpful to silently count
encourage the staff member to continue to 10 before talking

4. Ask Questions and clarify what you have heard

Ask open-ended questions to get the staff member to expand on what they are saying (e.g. So, what
happened to cause the delay?)
Ask closed questions to determine specific information (e.g., who was affected by this?)
Ask follow-up questions to gain a deeper understanding (So what happened after that?)
As needed, take a moment to summarize your understanding of what has been said.
5. Manage the flow of the conversation
Suggest a period – let the staff member know how much time you have. If they need more time than
that, you may need to suggest another time to continue.
If possible identify a joint outcome: what information will be most useful to you and what does the
staff member need from you.
Redirect – if the conversation gets ‘off track’ you can gently steer it back to the topic (Ok thanks for
that information. Can we go back to the issue of____?)
Wrap-Up/conclude the conversation by expressing thanks.
5.4. Participate in Workplace Meetings and Discussions Process and Agenda
1. Prepare the group for a focused meeting: Before the Meeting;

 Define the purpose and desired outcome(s) determine if a meeting is necessary.

 Determine topics to cover and the best format for discussing each.
 Estimate the length of the meeting.
 Set a time and a place.
 Plan note taking.
 Communicate desired outcome(s) to all participants.

At the Start of the Meeting;

 Review the agenda
 Develop or review ground rules
  Provide any key information
2. Encourage diverse points of view:
 State the type of participation desired.
 Show that you value ideas, opinions, and questions.
 Clarify and paraphrase key ideas.
 Be selective about contributing your ideas and opinions.
 Ask for different points of view.
 Use brainstorming techniques.
 Ask open-ended questions.
 Protect new ideas.
 Keep the focus on ideas, not on people.
 Use positive reinforcement.
3. Keep the group focused and moving:
 Let the group carry the content
 Pay attention to the flow of the meeting
 Acknowledge and reinforce constructive contributions
 Use agenda, desired outcome(s), ground rules, and structured discussions to stay on track.
 Speed up the pace
 Slow down the pace
 Keep the group aware of where they are in the process
 Periodically summarize key points and ask for agreement
 Help the group to on reach conclusions
4. Make sure action items are planned:
Assign action items throughout the meeting, and review them at the end of the meeting
Help the group decide on the next steps.
 Make specific assignments.
 Conclude by summarizing the group’s accomplishments.
 Thank group for their participation.
 Evaluate the meeting.
 Plan post-meeting logistics.
 Plan how to monitor progress on action items.
Workplace Committees and Structures
Workplace committees and meetings are formal structures that exist in order to carry out a range of
different functions. Including:

> hearing opinions.

> discussing concerns.
> problem resolution.
> discussing schedules.
> Information gathering.
> Decision making.
> accident investigation.
> progress reporting.

Sample Meeting Agenda

Date: ___________
Location _________________
Purpose of Meeting:___________________________
Expected
Outcomes:_________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________
Meeting Chair: Note Taker: _________________
Check in – Is there anything you need to say before we begin? What you want out of this meeting?
Review of Past Meeting Notes.
Topic Notes and Decisions.
New Issues or Decisions.
Check out: What worked? What did not? Suggestions for next time.

5.5. Conducting Workplace Interactions

In a positive and respectful workplace:
Every member of the workplace in every interaction treats each individual, whatever his or her job,
with respect.
In addition, positive and respectful staff members also have the idea to;

 Support each other’s success.

 Acknowledge and accommodate differences.
 Recognize each other’s contributions.
 Treat others with respect
 Listen to others actively
 Address issues directly with the person involved.
 Believe in each other’s positive intent.
 Forgive each other and themselves - when problems occur
 Take action to make things better, forgive, and let go.
 Respect each other’s confidences.
5.6. Basic principles of discussion at workplace
1. Focus on the situation, issue, or behavior, not on the person advises us to focus on facts or
observations, not blaming or judging the person. This means we avoid comments about an individual’s
character, attitude or general attributes and focus on their behavior.
2. Maintain the self-confidence and self-esteem of others
Tells us to do and say things that support the self-confidence and self-esteem of others. 3.Maintain
good working relationships encourages us to maintain positive working relationships. This does not
mean we need to best friends but we all know that good relationships are based on common courtesy,
consideration and respect.
Dealing with Conflict in meeting and discussions.
Every human being experiences conflict. It is a factor of human interaction. Whenever two or more
human beings are involved in communication there is potential for misunderstanding, and hence,
conflict. How we handle conflict is key to our own well-being and developing maintaining good
relationships. There are three basic ways to deal effectively in conflict situations:
1. Listen carefully to determine the nature of 2. Identify areas of agreement
the conflict 3. Allow the other person a way out

Obstacles to Resolving Conflict

Sometimes we create barriers to resolving conflict effectively. If we do not confront the problem soon
after identifying conflict, the issues may become more difficult to resolve. Other obstacles to
resolution may include the following:
• Judging a problem too quickly.
• Searching for a single answer, and believing ours is the best.
• Assumption of either/or (either it’s my way or not at all)
• Deciding “the problem is theirs, not mine”.
How to Overcome Obstacles

Here are some tips for resolving conflict: • Plot the follow up.
• Seek agreement or common ground. • Deliver on promises.
• Refuse to argue.
• Seek commitment and action to change.

Negotiation, Persuasion, Mediation

There are at least three tools to use to effect behavior change:
• Negotiation: Arranging or managing through discussion or compromise.
• Persuasion: To move by argument to a new position or belief.
• Mediation: Intervening in conflict with intent to resolve through discussion.
Criticism
When we hear the word “criticism”, we usually think of an unfavorable judgment. Yet, the primary
definition of criticism is “the act of making judgments and the analysis of qualities and evaluation of
comparative worth.” It is easy to understand how the word generates a negative meaning. If we set out
to compare the worth of one person compared to another, by definition one must look better and one
worse than the other. Is that not why we use the phrase “constructive criticism” to mean positive
feedback? If you receive criticism, try to take responsibility if it is yours to have. Ask yourself if there
is anything that you have done to deserve the criticism. If you need to offer a reprimand to someone,
avoid doing so publicly. On the other hand, do not store up criticism and deliver it all at once. Choose
the teachable moment and offer a one-point solution.