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PEOPLE MANAGEMENT
COURSE:INTRODUCTION
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CONTENT
CONTENT ........................................................................................................................................1
LEARNING AREAS ..........................................................................................................................2
EXPECTATIONS..............................................................................................................................2
GROUND RULES.............................................................................................................................3
DEFINING PEOPLE MANAGEMENT.................................................................................................4
CAUSES OF FAILURES AND SUCCESS IN DEALING WITH PEOPLE............... ........ ........ ........ ........ 6
ROLES OF MANAGING PEOPLE ..................................................................................................... 8
LEADERSHIP...................................................................................................................................9
SUPERVISION, DELEGATION AND FEEDBACK.............................................................................15
TEAM DEVELOPMENT .................................................................................................................. 22
HUMAN RESOURCE MANAGEMENT.............................................................................................25
OVERVIEW OF RELEVANT LEGISLATION.....................................................................................27 DEALING WITH DIFFERENT PEOPLE............................................................................................29
MOTIVATION AND ROLE OF REWARD..........................................................................................32
CONFLICT MANAGEMENT ............................................................................................................34
REFERENCES............................................................................................................................... 40
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GROUND RULES
In most group situations it is important to collectively develop ground rules ornorms of behaviour in order to create an environment that is conducive to learning
for all participants. Ground rules set the tone for future group discussions and
behaviour.
Activity
List all your expectations for this course
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DEFINING PEOPLE MANAGEMENT
Literature refers to the management of people as human resource
management. Therefore, for the purposes of this workbook, human
resource management and people management will be used synonymously.
Activity
ACTIVITY DEFINING PEOPLE MANAGEMENT
The aim of this section is to define people management relevant to Non
Profit Organization (NPO) context
Take 10 minutes to look at the following:
o Your understanding of people management
o Give reasons why it is so important to know how to deal w ith people?
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DEFINITION OF PEOPLE MANAGEMENT
Mondy and Noe regard human resource management as the utilisation of
human resources in order to achieve the objectives of the organisation.
DEFINITION OF MANAGEMENT
There are a variety of views about this term. Traditionally, the te rm
"management" refers to the activities (and often the group of people) involved
in the four general functions listed below. (Note that the four functions recur
throughout the organization and a re highly integrated):
1. Planning,
2. Organizing,
3. Coordinating a nd
4. Leading
To most employees , the term "management" probably means the group of
people (executives and other managers) who are primarily responsible formaking decisions in the organization. In a nonprofit organization, the term
"management" might refer to all or any of the activities of the board, executive
director and/or program directors.
Take notes
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CAUSES OF FAILURES AND SUCCESS IN DEALINGWITH PEOPLE
Managing a success ful organization (nonprofit or profit) requires ongoing
leadership and management, planning, coordination of different activities
and for this to happen there needs to effective management of the most
challenging aspect of the organization which is people.
People have the ability to think independently, feel and express emotions,
question issues and they have elements that make them special. However,
these are also the very factors that might make it difficult for managers tomanage people.
The success and failure factors of managing people are extremely difficult.
It depends on the different people within the organization, the nature of
projects, how people relate to each other and the leadership style of the
organization.
The following are some of the major causes of human resource
management failures categorised into internal and external factors.
Lack of political / top management commitment and support to people
development
Leadership skills and styles
Lack of Human Resources planning, skills, knowledge and experience
Financial management/ Financial constraints
Poor reward
Information and communication
Organisational culture, commitment, passion for work, work culture and
ethics, power struggles and politics High ra te of staff resignations
Lack of motivation and job satisfaction
Economy (inflation, etc)
Political factors (instability, tribal/racial tensions, etc)
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ROLES OF MANAGING PEOPLE
Effective management of people is the "life's blood" of an organization.Organizations that are highly successful have a strong leadership
element. One of the first signs that an organization is struggling is that
the organisation has failed to hire the right people. If the right people are
hired then the organization should be able to retain them by being able
to motivate, manage conflict and different types of employees , have
good supervision and delegation skills and finally be able to reward and
acknowledge good performance.
PerformanceManagement
System:
Rew ard
Manage varioustypes of
employees
Hire the rightpeople
Leadership
Motivate
Supervise anddelegate
Manage Conflict
ManagePeople
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LEADERSHIP
We all have the development of ordinary human beings into leaders
differently. Our understanding of how leaders are and the experiences we
have had with leaders say a lot about the way we define leaders, their
leadership styles and their qualities.
ACTIVITY Who OUR Leaders Are
Time: 15 minutes
Who is according to you a leader?
Why would you consider that person to be a leader?
How do you think that person became a leader?
Is there any difference between a leader and a manager? If there isplease explain
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Leadership Definitions
Despite the existence of many different definitions of leadership, there are
common elements.
The following definitions may provide a framework for our discussions.
L e a d e r s h i p is a process that takes place in groups in which one member
influences and controls the behavior of the other members toward some
common goal." Michener, DeLamater and Schwartz(1990)in(Denmark,
1993, p.343) www.latinoleadership.org/research/library/dictionary.html
The ability to lead, including inspiring others and in a shared vision.
Leaders have clear visions and they communicate these visions to
their employees. ...
Leadership:
has nothing to do with position or managing people. is the basis of innovative change
it can shift rapidly from one person to another
cannot be monopolized. It has nothing to do with climbing a hiera rchy
changes how people think
Leadership is in short the ability to influence others. Theories of
leadership attempt to explain why some individuals are moreeffective than others at influencing. Theories have focused on
differences in behaviour, style, and personal attributes. Other
theories attempt to understand different types of leaders example;
others say there are those that are born leaders while others say
leaders are made (taught).
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Leadership Styles
When developing your leadership skills, one asks an important practical
question,
"What leadership styles work best for me and my organization?" To
answer this question, it's best to understand that there are many from
which to choose and as part of your leadership development effort; you
should consider developing as many leadership s tyles as possible.
Three Classic Leadership Styles
One dimension has to do w ith control and one's perception of how much
control one should give to people. The laissez faire style implies low
control, the autocratic style high control and the participative liessomewhere in between.
ACTIVITY Leader and Manager
Time: 25 minutes
Tasks:
1. In your small teams please discuss and report back on the
following:
-Define : Leader and Manager
-Discuss the difference between a leader and a manager
-In our organizations do we need leaders or managers and why?
2. After the report backs, the rest of the group and the facilitator will
add to the contributions.
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The Laissez Faire Leadership Style
The style is largely a "hands off" view that tends to minimize the amount
of direction and face time required. Works well if you have highly trained
and highly motivated direct reports.
The Autocratic Leadership Style
The leader makes the decision and announces it without feeling
responsible to give reasons. The leader presents the decision and sells it
to members, justifying the autocratic decision. Prepares a monologue
and allows little discussion.
The leader presents discussion, invites for clarification, but keeps to
his/her decision. The task is very structured and the members may be
unclear
The Participative Leadership Style
It's hard to o rder and demand someone to be creative, perform as a
team, solve complex problems, improve quality, and provide outstanding
customer service. The style presents a happy medium between over
controlling and not being engaged a nd tends to be seen in organizations
that must innovate to prosper.
Determining the Best Leadership Style
This is a term that can be applied generically to a style of leadership, but
that also refers to a recognised, and useful, leadership model. In simple
terms, a s ituational leader is one who can adopt different leadership
styles depending on the situation.
Situational leadership style is a model that a llows you to analyse theneeds of the situation you're dealing with, and then adopt the mos t
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appropriate leadership style. It's proved popular with managers over the
years because it passes the two basic tests of such models: it's s imple to
understand, and it works in most environments for most people. The
model doesn't just apply to people in leadership or management
positions: we all lead others a t work and at home.
Surprisingly, the research discovered that there is no one best style:
leaders must adjust their leadership style to the situation as well as to
the people being led .
The Emergent Leadership Style
Contrary to the belief of many, groups do not automatically accept a new
"boss" as leader. We see a number of ineffective managers who didn't
know the behaviours to use when one taking over a new group.
The Transactional Leadership Style
The approach emphas izes getting things done within the umbrella
of the status quo; almost in opposition to the goals of the
transformational leadership. It's considered to be a "by the book"
approach in which the person works within the rules. As such, it's
commonly seen in large, bureaucratic organizations
Team Leadership.
Very important in this section is team leadership. There are differenttypes of leadership styles; this section will use the team leadership style
to help participants understand the value of teams in organizations.
South African NPOs operate to a large extent on project basis and it is
important to explore the role of team leaders in running health related
initiatives. Today, organizations recognize the role of teams, but it still
takes leadership to transform a group into a team.
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To be an effective and efficient manager one needs to have certa in skills,
for example delegation, supervision, communication skills: conflict
management, running of meetings and the ability to motivate and
reward team members and or employees.
ACTIVITY: Leadership skills and qualities
20 minutes
I n p a i r s : r e f l e ct o n t h e f o l lo w i n g :
What roles, qualities and skills do you think a leader must have?
Which roles, qualities and skills do you have and w hich do you still
need to develop?
What cha llenges do you experience when expected to lead?
(be at home or at work)
What can you do to develop and improve on your leadership skillsand qualities?
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SUPERVISION, DELEGATION AND FEEDBACK
SUPERVISION
Recent management theory prefers to use the notion of manager to
describe a person who performs a similar function to that of the supervisor.
The difference between the two notions is not so much related to roles they
perform, but more the way in which those roles are exercised. The notion
of a supervisor is currently perceived as being influenced by an old
management style of being autocratic. A manager on the other hand is
considered to be flexible, developmental, and consultative.
Another key distinction between a manager and a supervisor is that the
relationship between a manager and an employee is based on reciprocity.
The employee therefore takes as much responsibility for his/her own
developmental process as the leader. A supervisee on the other hand is
perceived to take on a more pass ive role in his/her developmental process where he/she expects or waits for the supervisor to take the initiative or
lead.
Therefore, the notion of manager will be used rather than supervisor. A
manager is tasked with the responsibility of supervision would hence be
expected to develop the capacity of staff members so that they can perform
tasks effectively, think independently, and find solutions to their problems.
Team members will ultimately become less reliant on the manager.
Instead, they have the opportunity and the skills to creatively generate
ideas and implement activities independently. In this way, employees take
more responsibility for their own developmental process.
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YOUR ROLE AS A SUPERVISOR
Ensure that team members understand their responsibilities
Co-develop clear and specific expected outcomes with each team
member Ensure that the team members possess the skills and knowledge to
pe rform the ir activities e ffectively and efficiently
Review jointly the team members performance against her/his outputs
Assess how strengths/successes can be enhanced and
weaknesses/problems overcome Develop a clear way forward and/or adjust activities to improve project
implementation
ACTIVITY: Supervision
15 minutes
In pairs: Reflect on the following:
How have you been supervised in the past? Has this influenced
the wa y in which you supervise others?
Reflect on whether you think there is a problem using the term
subordinates?
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DELEGATION
The ability to delegate effectively is one of the most important
supervision skills required of a manager. Delegation is often very difficult
for new supervisors, particularly if they have had to start the nonprofit
organization or start a major new project themselves. Many managers
want to remain comfortable, making the same decisions they have
always made. They believe they can do a better job themselves. They
don't want to risk losing any of their power and control (ironically, they
do lose these if they don't learn to delegate effectively). Often, they
don't want to risk giving authority to subordinates.
The word delegate is derived from Latin, means "to send from." When
delegating you a re sending the work "from" you "to" somebody else.
Effective de legation will not only give you more time to work on your
important opportunities , but you will also help others on your team learn
new skills.
General steps to accomplish delegation:
1. Delegate the whole task or part of the task: This gives the person the
responsibility and increases their motivation.
2. Select the right person: Assess the skills and capabilities of
subordinates and assign the task to the most appropriate one
3. Clearly specify your preferred results: Give information on what, why,
when, who, where and how. Write this information down.
4. Delegate responsibility and authority: Assign the task, not the method
to accomplish it. Let the subordinate complete the task in the manner
they choose, as long as the results are what the supervisor specifies. Let
the employee have strong input as to the completion date of the project.
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Question your motive: If your motive is to show that you are better
than the person or to put the person down, refrain from giving the
feedback
Skilful Feedback: Be descriptive, provide information that describes the behaviour
and its impact on you; restrict the feedback to what you know
(e.g., behaviour you have seen and how it has impacted you).
It is about the giver of the feedback, not the person receiving the
feedback. It is an e xploration of the effect the persons behaviour
has had on you. (note the same behaviour may not have that
effect on o thers).
Avoid exaggeration ("you always get this wrong"), labelling ("you
are stupid"), and judgment
Speak for yourself ("what I feel/experience when you .) not for
others ("Everyone gets upset when you .")
Dont press the person for any immediate response
Face to face not by e-mail
Observe the receiver's body language to assess the extent to which
the feedback is being received.
Adjust your feedback to ensure that the channels of
communication remain open.
Skilfully Receiving Feedback:
Observe and listen actively to the when receiving feedback.
Ask questions to clarify "could you give an example of that?",
"when did that happen?", "who else was there?
If others where present during the behaviour the feedback is
about; ask them to offer feedback, what was the effect on them Acknowledge valid points
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TEAM DEVELOPMENT
TEAMS VERSUS GROUPS
Most people use the words team and group inte rchangeably, but there are
actually a number of d ifferences between a team and a group in real world
applications.
Teams differ from other type of groups in that members are focused on a
joint goal or product , such as a presentation, completing in-class exercises,
taking notes , discussing a topic, writing a report, or creating starting a
project.
Here is one of the most commonly cited definitions:
"A team is a small number of people with complementary skills who are
committed to a common purpose, performance goals, and approach for
which they a re mutually accountable." (Katzenbach and Smith, 1993)
"A team is a group in which members work together intensively to
achieve a common group goa l." (Lewis-McClear & Taylor 1998)
Benefits of having high performing team in an organization
Teams are found in many workplace environments, including government
and non-governmental organizations because they allow the organization
to:
Accomplish projects an individual cannot do - Many projects in the
workplace are too large or too complex for one individual to complete
alone.
Brainstorm More Solution Options - Different people looking a t the
same problem will find different so lutions. A team can review ideas
and put together a final solution which incorporates the best individual
ideas.
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Detect Flaws in Solutions - A team looking a t different proposed
so lutions may also find pitfalls that an individual might miss . The final
solution is that much stronger.
Build a Workplace Community - Members of effective teams can form
personal bonds which are good for individual and workplace morale . Exposure to different points of view Members learn different ways of
approaching a problem.
Communication Skills - A team relies on communication among
members. Through teamwork training and practice, members can
learn how to:
o Actively and effectively listen to their tea m members to
understand their ideas and concerns.
o Effectively articulate their ideas or their concerns to others.
o Provide genuinely constructive feedback to team members .
Critical Thinking and Evaluation Skills Team members must use
these skills to evaluate the complex issues of team project goals and
to formulate appropriate solutions and plans. Conflict Resolution Skills - Yes, teams have conflicts, but, with the
right support and training in communication skills, they can learn the
skills to facilitate solutions to conflicts so that the team remains
functional.
S o u r c e : Team Technology (1995-2006) "The Basics of Team Building
Effective team members need the following three basic skills: Communication and Negotiation
Analytic and Creative Skills
Organizational skills
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Team Dynamics
Every team has its own dynamics however, functional teams share these
characte ristics (Bodwell 1996, 1999); Full Pa rticipation, Trust, Open
Communication, Clear Roles - By work function
Below are some of the roles needed in performing a certain task or
project:
Initiator - Puts ideas on the table.
Facilitator/Leader - Defines problem and sets agenda.
Recorder/"Secretary"- Records all ideas with no o ther comment. Can
also act as a timekeeper.
Devil's Advocate/Skeptic- Reviews ideas for potential problems.
Optimist - Person who keeps a positive frame of mind and facilitates -
search for solutions.
Summarizer/Clarifier - Summarizes and clarifies results. Is often the
same as the facilitator.
Liaison/Spokesperson - Maintains contact with the instructor on behalf
of the group. Could be the same as the recorder or the facilitator. Reflector - Does not participate in the group activities, but obse rves
process and reports results to the group.
Quite: Not participating, agrees to e verything sa id by other members
You can require teams to rotate roles , so each member can experience
all functions of the team.
ACTIVITY
In your small team:
Choose a topic of your interest e.g. community developmentwork in South Africa etc.
One of you should be chairing the debate You have 10 minutes to discuss your topic
Discuss with your facilitator and the whole group different roleseach team member took in the discussion
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HUMAN RESOURCE MANAGEMENT
The diagram below demonstrates the complexity of external and internal
factors of the organization. The success of a human resource manager of
tomorrow will depend on his/her awareness, knowledge, and ability to
manage successfully different components of the organization.
The diagram below shows all the components of human resource
management
HR ManagementCycle
Hiring (Advertising, Screening and Selecting)
1. Advertise the position
2. Current employees should be able to apply for the job.
3. Screen resumes/short listing
4. Interview candidates
5. Select the candidate
6. Suitable candidate
7. Offer letter
8. Start a personnel file. Include in the file, the signed offer letter,
Successionplanning
Training anddevelopment Performance
Management
Career planning andmanagement
Induction
Hiring
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contract, tax withholding forms, the job description and any benefits
forms.
ACTIVITY Hiring: Process
Time: 25 minutes
Task: 1. Make a list in your small tea ms of some of the difficulties faced
by employers and or employees in the hiring people
2. Discuss how these challenges can be solved
Present your discussion to facilitator and the whole group
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OVERVIEW OF RELEVANT LEGISLATION
Legislation comprises the laws passed by parliament.
Why do we need legislation in managing human resources? to promote the rights and dignity of individuals.
to ensure that the development of people is being continuously protected
and promoted
Understanding the human resource management legislation will reduce
human resource problems (e.g. demotivation, high absenteeism, conflict,
etc.) encountered
Below are some of the legislations with which individuals should be familiar:
New Labour Relations Act
Employment Equity Act
Skills Development Act
The Constitution
Basic Conditions of Employment Other
ACTIVITY HR MANAGEMENT: LEGISLATION
Time: 30 minutes
Task:
1. Break up into small teams.
2. In your team please discuss the following giving examples of
legislations:
How can legislation assist employers to dismiss an employee
for misconduct?
OR
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How can legislation assist an employer who has been sexually
harassed at work
3. After the report backs, the rest of the group and the facilitator will
add to the contributions.
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DEALING WITH DIFFERENT PEOPLE
Managers are faced with a challenge of not knowing for sure if they have
hired the right person.
All managers need experience and skills to deal with both under performers
and highly productive individual. Every individual needs to be motivated
regardless of their performance.
This section will explore the model on dealing with various types of
employees and how different employees can be encouraged to improve
their performance and level of motivation. This model has four categories.
Each category will be described to make sure that they are turned into
stars or high performing employees.
Please note that: the model should not be used to label people into these
categories as these could be damaging. People you work with may fall into
some of these categories.
DIFFERENT TYPES OF EMPLOYEES
Workhorse
An extremely hard working employee
Less educated
Very faithful and honest to the organization Not creative
Only follow instructions without questioning
Deadwood
Low performer and at times do not perform at all
Not creative
Enjoys taking extended tea and lunch breaks chatting to colleagues and
friends
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ACTIVITY DEALING DIFFERENT TYPES OF EMPLOYEES
Time: 25 minutes
Task:
1. Break up into 4 groups. - Team 1 workhorse
-Team 2 deadwood
- Team 3 problem employee
- Team 4 motivate a s tar
2. Develop ways to change the employee you were requested to
discuss into a star.
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MOTIVATION AND ROLE OF REWARD
Motivation determines the way in which any task is done. Without
motivation, even the most a star employee will produce poor work. The
challenge every manager is to therefore ensure that the levels o f motivation
remain high amongst all staff. However, in order to do this, it is important
to recognise that different people are motivated by different factors.
Only one method of motivating staff will therefore not work in an
organisation where employees have different needs.
ACTIVITY MOTIVATION
Time: 20 minutes
Task: In pairs please reflect on the following:
1. Are you motivated or demotivated in your job?2. Why you are motivated or demotivated.
3. Give examples o f what will motivate you in your work?
There are managers who hate their jobs. If you as a manager a re very
stressed out, it will be difficult to encourage and inspire other employees.
Also, if you're doing a good job of taking care of yourself and your own job,
you'll have much clea rer perspective on how others are doing in theirs.
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Psychologists and other authors who write about what motivate people
suggest the following:
Do you need (according to Maslows hierarchy of needs)?
Physiological: adequate salary, reasonable working hours, and
conditions Safety: insurance and retirement benefits, grievance procedures
Social: affection, belongingness, acceptance and friendship with co-
workers and management
Esteem: job title, promotions, company cars, awards for being the
best employee, e tc. Self-actualization: freedom of expression, involved in decision
making
The role of reward
The level of motivation and future performance is directly influenced by
the extent to which the employees performance is recognised and most
of all rewarded. Some organisations still reward or provide incentives
based on seniority or hours worked. The challenge with this form of
rewarding is that the system of providing rewards is structured
inequitably, which will eventually lead to demotivation.
ACTIVITY REWARDS
Time: 10 minutes
Task: In pairs please reflect on the following:
1. Do people get rewarded or receive incentives in your
organization?
2. If yes, what type of incentives or rewards do they receive?
3. What a re these incentives or rewards based on?
4. If no, why do you think people are not rewarded?
Discuss your responses with your facilitator and with the whole team
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Techniques of managing conflict
Problem Solving
Negotiation
Mediation Med-Arb
Arbitration
Litigation
Dont of resolving conflict
Confusing negotiation with
debate
Overacting to stress
Rejecting alternatives
Not using team members
effectively
Poor listening Poor use of questions
Giving too much information
at once
Explaining the issues badly
Dont of resolving conflict
Plan and prepare
Exercise communication
skills
Be able to persuade
Exercise a sense of humour
Use emotions effectively
Use and read body language
effectively
Ensure credibility
Be creative and intuitive
Exercise stamina
Be democratic
Focus on the problem, not
the person Be a good listener Be a good process observer
Be a a lert and sensitive
Understand peoples feelings
and thoughts
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How to deal with anger when resolving conflict
Make sure that the angry person is calm before you start the
discussion
Ask the person whether she/or angry with you personally
Try using empathetic listening Remain calm yourself
Accept the other persons angry feelings
Encourage the other person to ta lk about the anger
Dealing with threats
Think about the threat, take time before responding, repeat or
paraphrase
Or Choose one of these:
Be quite, ask for clarity, laugh, I cant believe what I am hearing
Redirect the threat
Express understanding and empathy
End the discussion
Make it clear that you are committed to the process of negotiation
To Manage a Conflict within yourself
It's often in the trying that we find solace, not in getting the best
so lution. The following steps will he lp you in this regard.
1. Name the conflict, or identify the issue, including what you want thatyou are not getting.
Consider:
Writing your thoughts down to come to a conclusion
Talk to someone, including asking them to help you summarize the
conflict in 5 sentences o r less.
Get perspective by discussing the issue with your friend or by puttingit down in writing.
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Consider : How important is this issue?
Does the issue seem worse because you're tired , angry at something
else, etc.? What's your role in this issue?
Pick at least one thing you can do about the conflict.
Consider:
Identify at least three courses of action For each course, write at least three pros a nd cons
Select an action - if there is no clea r course of action, pick the
alternative that
will not hurt, or be least hurtful, to yourself and others.
Briefly discuss that course of action with a friend.
Consider:
Then do something. Wait at least a day before you do anything about the conflict. This
gives you cooling off period
Then take an action.
Have in your own mind, a date when you will act again if you see no
clear improvement.
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