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SAFETY AND HEALTH AWARDS SAFETY AND HEALTH INCENTIVE PLANS WILL BE USED TO ENSURE THAT A HIGH DEGREE OF INTEREST IS MAINTAINED IN THE SAFETY AND HEALTH PROGRAM. 1) DIVISION AWARDS 2) LOCAL - INDIVIDUAL YEARLY AWARDS ' 3) LOCAL - QUARTERLY AWARDS ON DOCTOR-RELATED CASES SAFETY AND HEALTH TRAINING AND EDUCATION CERTAIN FUNDAMENTAL SAFETY/HEALTH TRAINING PROCEDURES ARE NECESSARY AT ALL LOCATIONS AND INCLUDE: CALENDAR FOR SAFETY AND HEALTH TRAINING DATE FEBRUARY DURING 1984 PRE-SUPERVISOR TRAINING ON SAFETY AND HEALTH E.A. PIERSALL/ H. B. RHODES ON-GOING SUPERVISOR WORKSHOP FRONT-LINE SUPERVISOR TRAINING ON SAFETY/HEALTH ALL SUPERVISORS COMMUNICATIONS {NOTE INSERT) SELF INSTRUCTION WORKPLACE INJURY AND ILLNESS PREVENTION (NOTE INSERT) SELF INSTRUCTION SAFETY MEETINGS A. HOUR SAFETY AND HEALTH MEETINGS ARE CONDUCTED EVERY WEDNESDAY ON SWING SHIFT AT 3:30 PM. THE SWING SHIFT SUPERVISOR CONDUCTS THE MEETING CO VERING BOTH ON AND OFF-THE-JOB SAFETY THEMES FOR THE MONTH. B. THE MAINTENANCE, MINE AND SHIPPING/LABOR SUPERVISORS ALSO HOLD REGULAR MONTHLY SAFETY MEETINGS COVERING ON AND OFF-THE-JOB MONTHLY THEMES. -4UCC 025132 1. SAND 2. MAN 3. STAND BOARD I R 4. ]R|E|A|D|l|N|G| 5. WEAR 6. ROAD LONG A T O CYCLE w CYCLE 7 0 8. CYCLE 9. LE 10. M.D B. A.. VEL . PH. D ,i KNEE 19 oo 00 13. LIGHT 00 00 14. ZZ71 /S GROUND 15. s 16. v 17 MIND MATTER 18. 19. EGNALG 20.HE'S / HIMSELF DEATH LIFE UCC 025133 Practice the 5 P's for successful safety talks Here is a tried and tested technique that wilt help you give better safety talks, it is simple, it is effective, it works. You will find that you can easily apply this technique not only to safety talks, but also to communication contacts or other vital subfects such as quality, productivity, service. Job instruction and cost improvement. H REPARE^ Think safety. Write things down for your m idea-bank. Read safety materials selfishly. Listen to others' ideas and attitudes. Organize and outline your talks. Practice. LlNPOINT ^ Don't try to cover too much ground. Con centrate on one safety rule, one first aid hint, one unsafe practice, one main idea a communication bull's-eye. P ^ersonalize Establish common ground with your listeners. Bring it close to home. Make it important in their minds. Make it personal and meaningful to them. n 3JCTURIZE U Create clear mental pictures for your listeners. Appeal to both their ears and their eyes. Help them really "see what you mean." Use visual aids, like those suggested in this booklet. D> In dosing your safety talk, answer the question the listeners always have--"So what?" Tell them what to do. Ask for special action. Give a prescription. By applying the SP approach diligently, you have mucn greater -- assurance that your people will know, understand, and retain the message you have communicated. Results will show in improved safety, quality and production, and you won't be the only one to notice the benefits; your men and your boss will, too. UCC 025134 r Finished Files are the Result of Years of Scientific Study Combined with the Experience of Many Years -UCC 025135 1984 MONTHLY SAFETY & HEALTH THEMES J anuary February March April May June July August Monthly Themes - Housekeeping and Electrical Hazards - Defensive Driving - Defensive Driving - Defensive Driving - Defensive Driving - First Aid - First Aid - Respirator Devices & Electrical Hazards September - Ground Control & Health October November December - Evacuation, Fire Warn ing and Fire Fighting - Health & Safety Aspects of Assigned Tasks - Accident Prevention and Hazard Recognition Off-The-Job Safety Themes Communications (tape) "Body Language" (visual aids! Part #1 Part #2 Part #3 Part #4 . Part #1 (4 hours) Part. #2 (4 hours) Hunting Safety (tape) "Getting a Grip on Falls" (tape) Earthquakes & Chain Saw Safety "Do It Right" (tape) Narcotics (tape) 5 "Looking for Danger" Seat Belts (tape) "Room to Live" Home Fires (tape) "You and Yours" UCC 025136 REFERENCES AND SUGGESTED READING-n Leavitt, Harold J.- Managerial Psychology. Chicago: University of Chicago Press, 1964 Maslow, Abraham H. Motivation and Personality. New York: Harper and Brothers^ 1954 McGregor, Douglas. The Human Side of Enterprise. New York: McGraw-Hill Book Company, Inc., 1960 McGregor, Douglas (Edited by Bennis, Warren G. and McGregor, Caroline.) The Professional Manager. New York: McGrawHill, 1967 Mehrabian, A. Silent Messages. Belmont, California: Wadsworth Publishing Company, Inc., 1971 Pfeiffer, J. William and Jones, John E., editors. The 1J72 Annual Handbook for Group Facilitators. LaJolla, California: Published by. the:1 University Assoica-tes, 1972 Postman, Neil Language and Reality. New York: Holt, Rhinehart and Winston, Inc., 1967 Quick, Thomas L. Understanding People at Work. New York: Executive Enterprise Publications Company, Inc., 1976 Scott, Michael D. and Powers, William G. Interpersonal Communication: A Question of Needs. Boston: Houghton Mifflin Company, 1978 Steinfett, T.M. Human Communication, An Interpersonal Introduction. Bobbs Merrill Educational Publishing7 Indianapolis, 1977 Wilmot, W.W. Dyadic Communication; A Transactional Per spective. Reading, MA: Addison-Wesley Publishing Company, 1975 V .....................--............. 72 --------------- > UCC 025137 REFERENCES AND SUGGESTED READING--w Berio, David K. The Process of Communication. New Yorks Holt, Rinehart, WTlson, 196(1 ' Burgoon, Judee K. and Saine, Thomas. The Unspoken Dialogue: An Introduction to Nonverbal Communication, Boston: Houghton Mifflin Company, 1978 ! Campbell, J.H. and Hepler, H.W. Dimensions in Communications. Belmont, California: Readings, Wadsworth Publishing Company, Inc., 1970 Chapman, Elwood N. Your Attitude is Showing, A Primer on Human Relations. Palo Alto, California: Science Research Associates, Inc., 1977 Davis, Keith. Human Relations at-.Woxk. New York: McGrawHill, Inc., Il6l Egan, Gerard. Interpersonal Living. Belmont, California: Wadsworth Publishing Company, Inc., 1976 Eisenberg, A.M. and Smith, R.R. Non-Verbal Communications. Indianapolis: Bobbs-Merrill Educational Publishing, 1971 Filley, A.C. Interpersonal Conflict Resolution. Glenview, 111: Scott Foreman and Company^ 1975 ' Gellerman, Saul W. The Management of Human Relations. New York: Holt, Rhin'ehart and Winston, Inc., 1966 Giffin, K. and Patton, B.R. Basic Readings in Interpersonal Communication. New York: Harper and Row, 1976 Haney, W. V. Communications and Organizational Behavior. Homewood, IlT? Richard D. Irwin7 Inc., 1975 " Hayakawa, S.I. Language in Action. New York: Harcourt, Brace and Company, 1941 Hurt, H. Thomas, Scott, Michael D., and McCroskey, James C. Communication in the Classroom. Reading, MA; Addison- Wesley, 1978 ----------------- ____________________________________________________ 71 UCC 025138 M P* 3 3 O- Qo 2 o 0<3 P- P* 03 0 03 0 Co j X i-- i-4* 3 03 x 05 0c PX M0 Ct- 3 ST < H* X 0} 0O X3 O3 03 rr 3 X0 c 0 03 P P 0 Ct << N O CO O0 3p 30 ct << 3\ cr X TO 0 0P M rr O C 05 0 ct 30 Ct 0 0n 3 P* P- 3 < TO w P P 0 ct << N ? 0 0 P4 ct or o o 3 3 3 ct 03 01 w 0) P 0 cr << N X 0 P i--1 ct 3* t--1 3 Cfl X 0 O ct I--** O 3 to > P* 1 3 --* LH I 00 J> -4 1 LO O J CD fc- --4 a: -4 a: l 1 01 0 no 00 0 00 0 ro 1 ?r 1 PC j CD CO 00 ,> o X- o 4> p ---* X o X n-* O 0 ^3 0 1--1 ct X CT 0 H1 3* C- 0O 3 cr 0 03 05 0> 0 0 ft t=J X H* 0 *s ca ct Ct ro CL s o 3 ct [3* l-j < H 3* 0 3 0 01 ___ H4 X P* 3 0 T P1 T 01 ct ct ro > H* a CO P- 1 3 <o i 00 -O CO 1 Ul 1 03 J> 00 a: 00 a: o O X X C1! 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O EU 3 i 3 (5 rr << 3 'rr a: <n co CO CO . h-1 rr -- 3" O C Cfl 0> <rr ~i CD rr CD CD T hf-> 3 '--- uri 1 ro M i CD Cfl (D "D CD rr '< N. s CD W t-< rr 3" O O 3 3 * 2 rr oq u * CO 0 P 0 ct < \ X 0 3 ct X M 3 W T3 0 O rr p O 3 M a: s 1 0 r (D CO 0 X tD i PC i PT CP CD X- o X* O p *-D X r* o XO 0P pP hct H XX 0 H X C- 00 3X 0 03 w p p 0 rt << 3 O 3 ct X P* H X 0 3 0 01 a X cn X CL 0 P h-4 o P 3 N 0 c3 3P nMc C C ct 0 p 3 Cl c PC 3 P* ca p* 0 O o0 P pX ct M P- p* 3 0 TO 3 01 ro a: ro cr a cr O X i ro i CD 0 0 a Q i <D X n 0 X T 0 0 fl> 0 p p P P- P X ro ?r 3 <: 0 3 < 0 3 i ft p- 3 cr h*- 3 C CD o 3 01 3 01 P X* P --* TO P- TO P =3 - < < 00 X o 1934 SAFETY/HEALTH CALENDAR s o P- 1 3 X o> 2 o CO p* -Ct 03 0 MD l LJ O CO .fr* MO | MD i CD s: MO 01 0 MD 7s 1 co O x> *-*3 t o IT < -- a: 0 0 o ^5 O C*J 3* 0 03 H* ct 3 ST W 3 0 c: 0 PC CO 0 0 01 *-*) 0 ff CT E?> O CD 30 X 0 x> 0 c ct 0 30 H- CL 3 ct cr Xn0 o3 3 ct T 0 1--1 > LJ P- \ ^X CO 1 X u 1 LO --^ 1 CD -> LJ a LO s: ,._ cr a a cr 2 \ 0 < <D X T 0 X T 0 P 0 (D P H* p P --a PC --k- 7T 3 < 0 c i 1 ct P* 3 CD o 00 O 3 01 P- p 3 <0O H* 3 X 3w J> p X "D r\j cq p- w oq p- << 00 o CL, a -- > -i -** a: a: o r* X X 173 O > -O x> J> a: X- s: .___ a a O CJ 3> P* o o o O0 o0 0o0 H h* < n p* 1 1 1- I 0 l CD X T 0 X -s 0 X 31 t 10 0 3 o "S T *3 0 Ct t ro CO ro CO 0 00 CD 0 p- p p hJ* P 3 ro u> l\> -->4 *" -J ?r oq PT o 0 0 no ro o ro 1 *r 1 W T < 0 "3 < 0 P- --1. --A 1 0 H* o c a* i} i CD 00 ct H 3 rt P* 3 P4 i1 \ CD o 00 o 3 Ct tq a: 0 0 X CD CD X- o X- O 3 01 3 01 CD CD 00 X- p J> "0 CP9 h* H* 0 ct Xt -C" o TO 3 p* x> -O p w oq P* to oq P* < *--- < ct 0 X3 O X 0 O ct )-* 3 a 00 X T? T h*- 3 X s: 0 3 TO *--* TO 5= H31 00 1 00 4> ->*h --Jb 1 03 o i CO -O a: a: 00 J 0i 0 PC ?7 r oi O 00 p CD X- X o X Xw ct O 0 U Q 0 TJ 3 ct 0 w ct 00 O0 I-1 r- c+ H* 01 < 0 01 > X 01 TO x 30 0 & 0 o ct a cr 3 01 fi* 0o 03 05 X- 0 01 > X 05 0 ct *< X 0 < 0 3 cr 0 T on p- i -3 ro o \ CO X- \J1 | CO 1 CD VI a: C71 S O a ,___, o c X \ 0 1 CD X T 0 X P 0 p -- 0 --^ CD p P p p P* P *< CO PC CO ?r T < 0 T < 0 J 1 ct H- 3 ct 3 CO o co o 3 01 3 01 p X* i-n >oq P* e> Jq P << --- 00 X p* '-- > P* l\J 31 O' 1 00 ro i LO __k l CO _> s: ro 0 ro 0 \0 0 7C M0 PC 1 CO 0 CO O -> P -> HHj s X X s: rr 0 c 0 ---- O c o c n ca X<n o0o 3 o TO 0o 3 -5 wn Ct J-L n t* "5 M O 00 3 Mc a. 03 ct ^iC7 H* n o 0oo a3 0 3 S5 0 CT 30 P- < -M \ CD > X ct 0 NX 0T 30 CL < 0 X3 ' UCc 025139 O' 1 CO o l co X- O' a: v r; 1 o CD --* 0 CD o 7s o r 11 00 O CD 0 P X' T] X r-" '-- X X P' 3c T 02 cr ct --* 3 P* CL ___ x|c- X P-< c P 33 P 01 Q ft ct 3> P a. THEORY X/THEORY Y~\ Indicate on the scale below where you would classify your own basic attitudes toward your subordinates in terms of McGregor's Theory X and Theory Y. Theory X Theory Y 10 20 30 40 V- J 70 UCC 025140 r THEORY X/THEORY Y-\ If I were a supervisor, I would: Wake a Great Effort To Do This . Tend To Avoid Tend To Doing Do This This Make A Great Effort To Avoid Doinq This 7. Step in As soon as reports indicate that the job is slipping. 8. Push ray people to meet schedules if necessary. 9. Have frequent meetings to keep in touch with what is going on. 10. Allow subordinates to make important deci sions. 69 UCC 025141 .j-- > ,y ; ' r - ' Oft -fjj `*4kl " ;T - . /'. '11 '"r '-1`^^` v \r"T1 J. -Z-l'*. * <rz jX-- r.4'.*-*/'-*^^*-J -'^- ' _ Communications r L ^r-i e - - " - '- -r ,', ( - -r-. z. v ^LhS. Department of Labor v r~ ^ - -,,t C ^.fe^Mine Safety and Health Administration': National tyline Health and Safety Academy ( ' J ' ' 'Vr'V - '-Jv:', '.. : * r.vl.J. .,r..--. s.^ 'i ' r THEORY X/THEORY Y~n THEORY X AND THEORY Y Directions: The following are various types of behavior in which a supervisor (manager/ leader) may engage in relation to subordinates. Read each item carefully and then put a check mark in one of the columns to indicate what you would do. If I were a supervisor, I would: Great Effort To Do This Tend To Do This Tend To Avoid Doing This Great Effort To Avoid Do ing This 1. Closely supervise my subordinates in order to get better work from them. 2. Set the goals and objectives for my subordinates and sell than on the merits of my plan. 3. Set up controls to assure that my sub ordinates are getting the job done. 4. Encourage my subordin ates to set their own goals and objectives. 5. Make sure that my sub ordinates' work is planned out for them. 6. Check, with my subor dinates daily to see if they need any help. 63 UCC 025143 J THEORY X/THEORY Y~\ The focus of a Y manager is on man as a growing, de veloping, learning being, while an X manager views man as static, fully developed, and capable of little change. A theory X manager sets the parameters of his employees1 achievements by determining their potentialities in light of negative assumptions. A theory Y manager allows his people to test the limits of their capabilities and uses errors for learning better ways of operating rather than as clubs for forcing submission to the system. He structures work so that an employee can have a sense of accomplishment and personal growth. The motivation comes from the work itself and provides a much more powerful incentive than the "externals" of theory X. A suggestion for your consideration is to make the same assumptions about the others that you make about your self, and then act in the appropriate manner. You might be pleasantly surprised. Albert J. Robinson BY 60UY NC60CYS 60NNA tilALK All O&BMti NO.SOtl IF AislYtMCWS SONNA 00 AtH UJAUONo, It'S 60WA BE ME! THERE'S'ONLV CNE WAY TO 5URWE THESE OAYS...YOO H/VE TO UAL* 0VEK THEM BEKfiE THEY WALK CVK YOU! IT MUST BE MCE TO HAVE A PHILOSOPHY THAT MU. SUSTAIN you in times of need; V 67 UCC 025144 TABLE OF CONTENTS COMMUNICATION OVERVIEW.............................................................................. 1 DEFINITION/PURPOSE................... 2 UNDERLYING PURPOSES....................................................................................... 3 COMMUNICATION MODEL...................................................................................... 5 TRANSMITTING FILTER....................................................................................... 8 VERBALS........................................................................................................................ 9 NONVERBALS................................... U RECEIVING FILTER................................................................................................15 ONE WAY/TWO WAY COMMUNICATIONS..........................................................18 FEEDBACK........................................................................................................................ BARRIERS................................................. 21 CONFLICT...................................... . .........................................................................32 INSPECTOR IMAGE..................................................................................................... INSPECTOR ROLES..................................................................................................... SELF-FULFILLING PROPHECY..........................................................................52 MASLOW.............................................................................................................................. THEORY X/THEORY Y.............................................................................................. REFERENCES AND SUGGESTED READING....................................................71 UCC 025145 ---- -THEORY X/THEORY Y-v THEORY Y Another view of man not necessarily the opposite extreme of "X" was called "Y" or theory "Y". This set of assumptions about the nature of man which influenced manager behaviors is set out below. 1. The expenditure of physical and mental effort in work is as natural as play or rest. 2. External control and threat of punishment are not the only means for bringing about effort toward organizational objectives. Man will exercise self-control in the service of objec tives to which he is committed. 3. Commitment to objectives is dependent on rewards associated with their achievement. The most important rewards are those that satisfy needs for self-respect and personal improvement. 4. The average human being learns, under proper conditions, not only to accept, but to seek responsibility. 5. The capacity to exercise a relatively high degree of imagination, ingenuity, and creativity in the solution, of organizational problems is widely, not narrowly, distributed in the population. 6. Under the conditions of modern industrial life, the intellectual potentialities of the average human being are only partially utilized. It is important to realize that this is not a soft approach to managing human endeavor. Examined closely it can be seen as a very demanding style; it sets high standards for all and expects people to reach for them. It is not only hard on the employee who may not have had any prior experience with the managerial behaviors resulting from these assumptions but it also demands a very different way of acting from the supervisor or manager who has grown up under at least some of the theory X influences in our culfcure- While we can intellectually understand and agree with some of these ideas, it is far more difficult to put them into practice. Risk-taking is necessary on the part of the manager, for he must allow employees or subordinates to ex periment with activities for which he may feel they do not presently have the capability. The learning and growth resulting from the opportunity may handsomely reward the I risk......................................................................... .... -J 66 UCC 025146 THEORY X/THEORY Y^ 2. Because of this human characteristic of dislike for work, most people must be coerced, controlled, or threatened with punishment to get them to put forth adequate effort toward the achievement of organizational objectives. 3. The average human being prefers to be directed, wishes to avoid responsibility, has relatively little ambition, and wants security above all. Of course, these assumptions aren't set out or stated, but if we examine how organizations are structured and policies, procedures, and work rules established, we can see them operating. Job responsibilities are closely spelled out, goals are imposed without individual employee involvement or consideration, reward is contingent on working within the system, and punishment falls on those who deviate from the rules as established. These factors all influence how people respond, but the underlying assumptions or reasons for them are seldom tested or even recognized as assumptions. The fact is that most people act as if their beliefs about human nature were correct and require no study or checking. This set of assumptions about people ma^ result in very contrasting styles of management. We may see a "hard" or a "soft" approach to managing, but both approaches will be based on these ideas set out above. One theory "X" manager may drive his men at their work because he thinks that they are lazy and that this is the only way to get things done. Another may look at his men in the same way, but he may think the way to get lazy people to work is to be nice to them, to coax produc tive activity out of them. This view of man was characteristic of the first half of the twentieth century, which had seen the effect of Frederick Taylor's scientific management school of thought. His focus had been on man as an aspect of the productive cycle much like that of a piece of machinery, and it had allowed for advances in productivity. Yet it was out of this managerial climate that tended to view man as an interchangeable part of a machine - as a machine element that was set in motion by the application of external forces -- that the "human relations' view grew and the behavioral science school developed. I must hasten to add' that the application of understanding of human behavior from the behavioral sciences is not an extension of the human relations focus of the 1940's and 1950`s. These two grew up separately. One might construe that the human relations view of handling people prevalent at that time was manipulative and merely a "soft" theory "X" approach. 65 UCC 025147 COMMUNICATIONS OVERVIEW Communication is a vital element in every good safety program. In fact, communication is the key element in every successful business and social venture. Because of this it is essential to understand the nature of the communication process, the barriers.to communication, and ways to improve communication skills, What then is "good" communication? While there are certain underlying principles, it is apparent that different people have different points of view. Managers tend to see communications as a process of keeping people informed, or of insuring that messages go up or down the organizational structure. "Good" communications from this point of view means that everyone who needs to receive a message receives it. Language teachers tend to view communications as a set of skills used to present and receive information. From this point of view, then, a "good" communicator is one who reads quickly with comprehension, writes fluently, and speaks with no errors in pronunciation or grammar. Sociologists often see communications as a process of estab lishing relationships with other people. "Good" communica tors in this sense, then, would be those who have mastered the art of getting along with or motivating other people. A psychological view of communication is that people always present a view of themselves (their self-concept), They further stress that as a person changes the image of himself, he will change the way in which he communicates.. General Semanticists hold a view that man's behavior is sha ped in part by the language he speaks. In the words of S. I. Hayakawa, a person "is affected every hour of his life not only by the words he hears and uses, but also by his uncon scious assumptions about language. These unconscious assump tions determine the way he takes words - which in turn deter mines the way he acts, whether wisely or foolishly. Words and the way he takes them determine his beliefs, his preju dices, his ideals, his aspirations." V.________________________________________________________________________________--------------------------------- 1 UCC 025148 THEORY X/THEORY Y-, MCGREGOR'S THEORY X THEORY Y MODEL by Albert CT. Robinson The first acquaintance with "X" and "Y" for many of us was as unknowns in Algebra I. During the decade of the sixties "X" and "Y" took on some additional meanings for readers in the behavior sciences and contemporary management thinking. In 1960, Douglas McGregor published his The Human Side of Enterprise. This was to be a major force in the applica tion of behavioral science to management's attempts to improve productivity in organizations. McGregor was trying to stimu late people to examine the reasons underlying the way they tried to influence human activity, particularly at work. He saw management thinking and activity as based on two very different sets of assumptions about people. These sets of assumptions, called X and Y, have come to be applied to management styles; e.g. an individual is a theory X manager or a theory Y manager. McGregor looked at the various approaches to managing people in organizations - not only industrial organizations but others as well - services, schools, and public agencies and concluded that the styles or approaches to management used by people in positions of authority could be examined and understood in light of those manager's assumptions about people. He suggested that a manager's effectiveness or in effectiveness lay in the very subtle, frequently unconscious effects of these assumptions on his attempts to manage or influence others. As he looked at the behaviors, structures, systems, and policies set up in some organizations, he found them con trary to information coming out of research at that time: information about human behavior and the behavior of people at work. It appeared that management was based on ways of looking at people that did not agree with what behavioral scientists knew and were learning about people as they went about their work in some, or perhaps more organizations. THEORY X The traditional view of man, widely held, was labeled "X" and seemed to be based on the following set of assump tions: 1. The average human being has an inherent dislike for work and will avoid it if he can. V 64 UCC 025149 s DEFINITION/PURPOSE The definition of communication that will be used throughout this booklet is: COMMUNICATION is what we do to GET and GIVE UNDERSTANDING The purpose of this booklet is not to teach an individual how to communicate, but to help him evaluate his communica tion in a particular situation to determine whether it has been effective. In order to accomplish this, bits and pieces, of various communication theories will be presented: traditional communication theory,management communications, self-image psychology; motivation theory, and conflict resolution. Abraham Maslow has said, "If the only tool you have is a hammer, you tend to see every problem as if it is a nail." This is particularly true of the "tool" of communication. Many people are unaware of the versatility of communication, and consequently use that tool in the same way over and over again in every situation. They may fail to see that in many instances it is not getting the results that they would like. V, 2 J UCC 025150 NEED 1 UJ I LU Z 1 -Atunoss soueidaoov :uo!iB!i!wv ssau6ui6uO|3g >_i aozc U9 U>jJ5EU1 s .. 1 o Q 3 iu33;sg uoijez -IIEnpv -lies Greater Need AGREE | 010N31 Lesser Need MODERATELY ] [j DISAGREE 5! i0E | B1 j i ji t- j 3.1. f ; j pi! o = ij | . JL i ;i 1 i .; i in CO CM I CM CO ; TT CO j TT 05 i m* ; lO T- ! CM ; ii 05 O CM ; CO j CD 00 ~rn *-* CM CM i 00 j Is CM j ' o CM ! "1 i | || i1 i. 1 ! 1 - j --' _ - ' ! - --t - ji 63 UCC 025151 UNDERLYING PURPOSES n Each person always has a purpose for communicating, whether he is aware of it or not. One of the major purposes of communication is to get or give information. Another pur pose is to persuade. Yet sometimes communication is engaged in simply for pleasure - for entertainment, or for main taining social relationships. The message we get or give depends on the dominant communi cation purpose in a particular situation. However, for the most part people are unaware of the real purpose behind their communication. In every communication situation it has been said that there are at least three underlying, over' lapping, and often contradictory purposes: one in relation to the subject, one in relation to the self, and one in relation to the other person. Most people probably intend for their communication to be carried out at the subject level - to get or give informa tion. Little do they realize that they are continually telling others how they feel about them and about them selves . Consider a person giving others a factual message about his subject of expertise. Accompanying his factual message will be nonverbal cues telling how he feels about himself whether he thinks he is brilliant or dull, confident or afraid, dominant or submissive. For example, a person who sees himself as dominant will often speak in a louder voice, look more intently and face others more directly, and main tain a relaxed body posture. At the same time this speaker will be giving subtle nonverbal cues, letting his listener know if he finds them stimulating or dull, dumb or smart, likeable or unpleasant. If the speaker finds his listener unpleasant, he may use less eye contact, stand further away from or lean away from the listener, and maybe even turn his shoulders slightly away from him. v; 3 UCC 025152 MASLOW 21. Many people are so thin-skinned and sensitive that I get disgusted and fed up with them. strongly disagree moderately disagree fond to disagree tend to agree moderately agree strongly agree 22. Some people I know get put down a lot-fairly often and by different people. For tunately, that doesn't happen to me. I get a fair amount of support from others. strongly disagree moderately disagree tend to disagree loud to agree moderately agree strongly agree 23. People who are string savers-that is, who save little things rather, than discard them and buy new ones when needed - should be admired and respected and copied. strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree 24. I really don't understand people who join dubs, the PTA, and other groups and or ganizations but then don't take an active part in them. strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree Now tabulate your answers on the scoring sheet. SUGGESTION: Group your answers to each level of need into sets (draw a large circle around the area into which most of your answers fall). If most of your answers in any area fall left of the center, your needs in that particular area are relatively weak. If they fall right of center, then they are relatively strong. \ 62 UCC 025153 KEY CONCEPT THERE IS NO "RIGHT" WAY TO COMMUNICATE Communication is only a tool that can help to solve problems. * As such, it is neither good nor bad. Contrary to a popular assumption, there is no magic communication formula that will solve all the complex problems encountered daily in the work environment. There are no "right" or "wrong" ways to commun icate - just different ways. An approach that may work very well in one situation, mav cause problems in another instance. V. J 4 UCC 025154 W1ASLOW --\ 15. The old admonition to save 10% out of each paycheck is very sound advice and should be given high priority by everyone. strongly disagree moderately disagree tend to disagree tend to agree moderately agree Strongly agree 16. I have great admiration for people, especially teenagers, who suffer a severe phys ical injury and then overcome it I'm afraid f might give up. strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree 17. I've heard people talk about getting caught up by the vastness of space, or the beauty of a rainbow, or something special in a dewdrop on a blade of grass, and so on. Those things sound nice. I have had a few experiences iike that and would give a lot to have more. strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree 18. I can't understand why some people-like Marilyn Monroe or Ernest Hemingway, for example-who have everything going for them, commit suicide. Strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree 19. I hear that it ready upsets some managers when they have to fire an employee. I understand their feelings. Strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree 20. People who don't hold steady regular jobs, but instead, get mixed up with medita tion, development of their potential, go to weekend retreats, read about Eastern religions, etc., often receive a lot of criticism, I may not fully understand what they are after, but .1 really rather admire them and sometimes wish ! had the nerve to break away and out. strongly disagron modarateiy disagro* tend to dtsagrao tand to agree moderately agree strongly agree 61 UCC 025155 J COMMUNICATION MODEL-"\ The model in the figure above is intended to be an overview of what takes place in the communication process. It shows some of the understandings we are trying to give and get. I 5 UCC 025156 MASLOW 8, It may appear a bit strange in our U.S. culture, but somehow the things we work hard for-a high salary, a nice position, security, a home, a satisfying love relationship, etc.-just don't seem to be enough. I occasionally find myself wishing for something I could get completely involved in, something important, something i could feel good about while I was doing it. strongly disagroo moderately disagree tend to disagree tend to agree moderately agree strongly agree 9, Some people have a hard time thinking of anything appropriate to talk about when they first enter a new or strange group of people. I don't have that problem. I enjoy meeting and talking with strangers or a new group. strongly disagree moderately disagree tend to disagree tend to agree modoratoly agree strongly agree 10. A lot of people try to avoid disagreement and conflict Not me.! enjoy a good argu ment I don't care who it's with. strongly disagree moderately disagree tend to disagree tend to agree modoratoly agree strongly agree 11. It's hard for me to have much sympathy for old people who are completely depen dent on welfare. They should have planned ahead and saved when they were younger. strongly disagree . modoratoly disagree tend to disagree tend to agree moderately agree strongly agree 12. Losing in any kind of sport or game really doesn't bother me much. strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree 13. Wishy washy people bug me. i have no use for them. strongly disagroo moderately disagree tend to disagree tend to agree moderately agree strongly agree 14. Traditions are very useful for me because they tell me what is expected of me and what I should do. strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree V, 60 UCC 025157 r KEY CONCEPT AT ANY GIVEN MOMENT, EACH PERSON'S PERCEPTION IS CORRECT AND ACCURATE FOR HIM The way that a person views other people and the world around him depends on the way that he views himself. Each person grows up with differing experiences and emotional reactions. Everyone develops unique value and belief systems concerning the way he is in relation to others and the world around him. Therefore, when he perceives a current situation, he perceives it, not as it really exists, but through a set of "rose-colored glasses". People perceive based on their past experiences in similar situations. This creates many communication problems, as many times indi viduals are confronted by others who see "reality" from a different point of view. Not believing other people have as "realistic" a view as he does, he often sets out to show the inconsistencies in their viewpoint, not realizing he may have as many inconsistencies in his own. While it is entirely possible for people to receive new infor mation, and thereby alter their perception to a degree, this is rarely achieved in a threatening atmosphere. Often when a person feels his sense of "reality" is being challenged, he establishes mental barriers which effectively shut off any communication. 6 UCC 025158 J MASLOW 1, Things usually work out for me. I always seem to have enough clothes, enough money for rent food, and car, and to p.ut aside for savings. strongly disagree modstately disagree tend to disagree tend to agree moderately agree strongly agree 2. I usually try to avoid discussions with people unless I feel they know as much or more about the subject than Ido.' strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree 3. I get rather upset with people for engaging in small talk. People ought to be able to get together just to be together, just because they want to, without having anything special to talk about strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree 4. In a recent newspaper article, a UCLA senior was described as being "elated" with his job as bat boy for the Dodgers. I understand how he feels. strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree 5. I don't pay too much attention to people who criticize me or put me down. That's their problem. strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree 6. Fairly often i become aware that I have taken on too much just because other people have asked me to do things. I seem to have difficulty saying "no" to people I know. strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree 7. People who believe that money is to be spent and enjoyed are rather irresponsible and immature. strongly disagree moderately disagree tend to disagree tend to agree moderately agree strongly agree 59 UCC 025159 J r KEY CONCEPT WHAT IS IT? Thit fascinating picture is not an illusion. It is an actual photograph of a familiar subject. CAN YOU SEE IT ??? V. J 7 UCC 025160 MASLOW DO YOU WANT TO KNOW MORE ABOUT YOURSELF? Before seeing the film, you are invited to spend a few minutes responding to the state ments on the next page. INSTRUCTIONS: 1. Please read each statement carefully. 2. To indicate where you stand on that statement, place an X at the appropriate place along the line scale below each statement 3. Respond quickly to all statements. Work rapidly. Do not go back. The exercise should give you some interesting additional information about yourself. SAMPLE STATEMENT AND RESPONSE: Most people spend too much time watching TV, going to movies, camping, etc., instead of improving themselves by reading good books, taking educational courses, attending lectures, etc. strongly dlMtgro* modnrotaly dlsagro* tend to disngran tend to ngre* x modnrateiy ngro* rtrongiy agron ___ ____________________ Place an X on the line under the words which best show where you stand on the above statement There are no "right" or "wrong" answers. If you tend to agree with the above statement mark X as shown above. Pfease turn the page. Carefully read each question. 58 UCC 025161 TRANSMITTING FILTER The first step in communications seems to be that the speaker gets some thought in his mind that he wants to get across to another person. What he is probably not aware of, however, is that he filters every message he intends to send. He fil ters it based on his perception, experience, education, atti tudes, and emotions. All of man's past experiences cause him to have, in each communication situation, an opinion of the subject, an opinion of himself, and an opinion of the other person. These opinions are what the speaker is actually transmitting to the other person. They become the underlying, overlapping, and often contradictory purposes behind his communication. The opinion of ourself, and to some extent our opinion of the other person is reflected in our transmitting habits. Each of us develops certain characteristic nonverbal communication habits that we use over and over again. For example, a person may be continually transmitting "dominance" by his habits of frowning and finger pointing. - i\ / Charlie \ /eRChHIfa*n TO ASK SW --. ysowcmwe../ DO W THINK |'M A CRABBY PSR'MN ? see, r think voute a YERY CRABBY PERSON UIELL.UIHO CARES 8 UCC 025162 J MAS LOW --\ PHYSIOLOGICAL' WEEDS Food Water Air Shelter Sex Heat Air Conditioning Physical Activity Mental Activity SAFETY/SECURITY MEEDS Security Stability Dependency Protection Freedom from Fear Freedom from Anxiety Freedom from Chaos Structure Order Law Limits SOCIAL NEEDS Love Affection Being Wanted Belongingness Togetherness Acceptance Family Friends ESTEEM NEEDS High Evaluation of Self Self-respect Self-esteem Esteem of Others Personal Worth Self-confidence Desire for Strength Desire for Adequacy Desire for Mastery Desire for Competence ' Desire for Independence Desire for Freedom Desire for Reputation Desire for Prestige Desire for Status .... Desire for Fame Desire for Glory Desire for Dominance Desire for Recognition Desire for Attention Desire for Importance Desire for Dignity Desire for Appreciation SELF-ACTUALIZATION NEEDS Self-fulfillment Self-development Creativity NCPOCr LXS5\ ME...N090CW !RI^ECAfi LULYI /J 1 icnOii non) Yxisa. Cuwue SPCUX.. I thin* I *N0U) JUST JJ0UI YOU MUST FEL.. YOU DON T U,'A\T PiTr, All you uanT is a <JTTl UNORSTANONG, l 57 UCC 025163 VERBALS After the speaker's intended message has gone through his transmitting filter, he typically uses words to send the actual message. This is the part of the communication pro cess that traditional communication theorists tried to in fluence. They believed that the primary communication dif ficulty was related to inadequate language skills. In fact, these skills, or lack of them, do tend to influence the message sent. Things such as vocabulary, sentence structure, accent, and grammar can cause others to get contrary mes sages to the one the speaker thought he sent. An example of this is shown in the following: "A plumber otf iforeign zxtn.CLc.tion wrote the Motional Bureau a f Standards and said he found that hydrochloric acid quickly opened plugged drainage pipes and inquired if that it wcw a good thing to use. A scientist at the. Eureau replied that 'the. efficacy of hydn.ochi.oAic acid is indisputable, but the corrosive residue is incompatible with metallic peAmanence. ' "The piumben anote back thanking the Buneau for telling him that hydrochloric acid was all right. The scientist was dis turbed about the misundeAStanding and showed the carrespondence to his boss - another, scientist - who uiAote the plumber: 'We cannot assume Aesponsibility for the production of toxic and noxious Aesidue with hydxochloAic acid and suggest you use an alternative procedure.1 "The plumber wrote back that he agreed with the Bureau - the hydrochloric acid worked fine. Greatly disturbed, the scien tists took their problem, to the top boss. He broke with scientific jargon and wrote the plumber: 'Von11 use hydro chloric acid.. It eats hell out of pipes." Inside Washington" by the Chicago Sun Washington Bureau, Chicago Sun, February 17, 1947, p, 10. 9 UCC 025164 MASLOW-N 4. These categories of needs can be arranged in a heirarchical structure. Maslow said that "Man is an ever-wanting animal." As man's more basic needs are largely satisfied, higher level needs begin to emerge. 5. No one level of needs has to be completely satisfied before needs of a higher level will emerge. The typical person in our society is partially satisfied and partially unsatisfied in all his wants. A diagram for an individual may look some thing like this. 6. Any thwarting of the satisfaction of the basic goals or needs, is seen as a psychological threat. S. 56 UCC 025165 J KEY CONCEPT MEANINGS ARE NOT IN WORDS - MEANINGS ARE IN PEOPLE Words are only arbitrary symbols in communication. They have specific meanings only because people have repeatedly used them in a particular way to stand for some idea. Words mean only what people intend for them to mean. Often people will use one set of words to get a message across only to find that the receiver understood a different mes sage from the set of words. All of us assign meanings to words based on our perception of how the word has been used in the past. Often that perception is limited. Children are often guilty of the "misuse" of words, based on limitations of their language skills. Consider the example of the little boy who was trying to explain how dull and boring he thought that adults were. His explanation was, "there is nothing in the world any duller than adultery." J V. 10 UCC 025166 MASLOW--\ Below are summarized some of the important ideas in A.H. Maslow's theory of human motivation. , 1. Motivation is an internal state. Motivation cannot be im posed upon an individual from outside/ but is the result of some unsatisfied need. 2. There are five types of goals or needs that are motivators of humans. Four of these are1 classified as deficit needs, and one is termed a growth need. The deficit need classi fications are: physiological, safety, social, and esteem. The growth need Maslow called self actualization. 3. Maslow described these sets of needs as follows: Physiological - Man has an innate need to have food, water, shelter, oxygen, etc. These needs are basic and must be largely met before he can be concerned about any other level of need. For example, a man whose hunger needs are rarely fulfilled will probably expend most of his conscious energy in seeking food rather than some other activity. Safety/security - Once most of his physiological needs are largely met, man begins then to be motivated to insure that the satisfaction of those needs will continue into the future. Social - This category is descriptive of man's desire to be 'included of accepted as a member of a group. It describes his need for friendship and interaction with other humans. Esteem - This set of needs is concerned with man's desire ' for a good self-image. Man needs to respect himself and be respected by others. Self-actualization - This is the growth need described by Maslow. Once many of his deficit needs are satisfied, man needs to develop to his highest potential, to search for new challenges, new goals, or new means of self-expression. ; V 55 UCC 025167 y MONVERBALS-v Nonverbal communication is becoming a fascinating topic for many Americans. It has been popularized by such books as How To Read a Person Like a Book and Body Language. Much re search is currently being done in this area. Researchers have identified several ways that people use non verbal messages to accompany their verbal message. 1. People often use nonverbals to say the same thing that is being said verbally. For example, smiling to accompany a friendly message. 2. People often use nonverbal cues to say something which is not being said aloud. For example, patting a friend on the shoulder to express sympathy. 3. People use nonverbals to accentuate what they are saying aloud. Tone of voice and inflection are * frequently used to do this. 4. People use nonverbals to modify spoken messages. These cues add meaning or detail to the spoken message, but cannot actually replace it. 5. People also use nonverbals to send messages which contradict spoken ones. Sometimes this is done purposefully, as in the case of sarcasm, but other times it is unintentional. 6. People regulate conversations through their nonverbal behavior. They give cues letting the other person know when it is his turn to speak, how long he is allowed to speak, and when the conversation will end. 11 UCC 025168 SELF-FULFILLING PROPHECY There are four areas in which the inspector can use the Pygmalion effect to influence others. He should try to develop these so that he can have a positive effect on mine personnel. 1. The inspector must believe that he can definitely improve mine safety and health. 2. The inspector must believe that he has the ability to influence mine personnel to be enthusiastic about making changes. 3. The inspector must communicate that safety and health changes are achievable and beneficial to the mine. 4. The inspector must find opportunities to show mine management where changes have improved health and safety and been profitable to the mine. 54 UCC 025169 J NONVERBALS Nonverbal messages take many forms. For the purpose of study, researchers having classified the different forms into various codes: 1. Kinesics is the code that refers to body movement. This includes head position and movement, facial expressions, and leg movements. 2. Haptics is the code that refers to touch. Touch is an extremely important means of communication. In fact, a number of studies has proven that lack of touch can cause illness, retardation, maladjustment, and even death of children. Around the early 1900's, the in fant mortality rate in some orphanages was close to 100%. The cause was attributed to lack of touch and human contact. Although touch needs remain important even into adult * hood, in our society there are definite touch norms which should not be violated. 3. Proxemics is the nonverbal code related to personal space. It has been described as an invisible bubble which each person has surrounding his body. As with touch, our society has certain distance norms which should not be violated. Below is a table showing the amount of personal distance required according to the type of relationship. O' 1/2'- 4' 7' - 1 1/2 1 4' 7' 25' intimate zone personal zone social zone public zone Another facet of proxemics is territoriality. This refers to claiming and defending a certain territory as one's own. It is, at least in part, one of the reasons why some mine owners become very defensive when an inspector enters the mine property. Physical appearance is also a nonverbal code. It is probably the single most important element contributing to first impressions. It includes natural body features, such as, body type and facial appearance; body adorn ments, such as clothes or jewelry; and also grooming elements, such as hair styling and body cleanliness. 12 UCC 025170 SELF-FULFILLING PROPHECY "\ CONCEPT: The power of expectation alone can influence the behavior of others. Most of us influence each other in more ways than we may be aware. Our expectations can cause others to change their behavior. This idea is known as a self-fulfilling prophecy. This influence has been demonstrated on many different oc casions. In one case a welding teacher was told that five of his trainees had great potential in welding. At the end of the training program these five (who had been chosen at random) were significantly better welders than another group about whose potential nothing was said. The inspector can communicate his expectations to mine per sonnel both verbally and nonverbally. The nonverbal messages are delivered unintentionally and are difficult to hide. Some examples of nonverbal activities are tone of voice, posture, facial expressions, gestures, and eye contact. The inspector should work to assure that his nonverbal messages show high expectations of mine personnel. 53 UCC 025171 -------------------------------------- -- NONVERSALS-> 5. Occulesics is the nonverbal code related to eye move ment. All of us have heard expressions such as, "The eyes are mirrors of the soul." Credibility is an attribute that is perceived to a large extent by the use of eye expression. Direct eye contact is inter preted as a sign of competence, honesty, and composure. Avoidance of eye contact is often interpreted as deceit or incompetence. Eye contact also is used to establish dominance/sub missiveness or status in a particular situation. Powerful people have more eye contact directed toward them than other people. A steady,direct gaze is used by persons of high status when talking with low-status persons. Low-status persons are not supposed to main tain direct eye contact with superiors. 6. Vocalics deals with the vocal qualities of spoken language. It includes such things as tone of voice, rhythm, loudness, rate of speaking, and articulation. -' k 7. Chronemics is the nonverbal code which deals with the use of time. One interesting characteristic that we communicate with time is status. High status people frequently keep others waiting. The use of punctuality or lack of it as an intentional nonverbal is shown in the following story about Harry Truman. Shortly after becoming President, he was visited by a newspaper editor. The editor had waited for forty-five minutes when an aide went in to tell Truman that the man was becoming very irritated about the wait. Truman replied, "When I was a junior senator from Missouri that same man kept me cooling at my heels for an hour and a half. As far as I'm concerned, the son-of-a-bitch has fortyfive minutes to go." 13 UCC 025172 SELF-FULFILLING PROPHECY THE SELF-FULFILLING PROPHECY: PYGMALION EFFECT List the first five thoughts that come to your mind as you look at each word below: MS HA UNION MANAGEMENT 52 UCC 025173 J KEY CONCEPT-n YOU CANNOT NOT BEHAVE - BEHAVIOR HAS NO OPPOSITE Communication takes place in two modes: verbal and nonverbal. Many people think that they communicate only when they are donsciously trying to do so. This is not the case. They are continually displaying some form of behavior (nonverbal communication) - either intentionally or unintentionally. When this behavior is observed by another individual, it be comes communication. Sleeping, for example, is a form of behavior in which no one may be consciously trying to send a message. However, many different messages can be received by persons observing a sleeper. A speaker, discovering some one asleep in his audience, may get one message. A supervisor, observing a worker asleep on the job, will probably get a different message. And a mother, watching her child sleep, will get yet another message. l - J ' " ............... 14 UCC 025174 INSPECTOR ROLES Tough Guy This image is often projected by beginning inspectors. He believes the only legal way to achieve a safe and healthful environment is to enforce the law strictly. He often plays a numbers game. More written violations are equated to a more thorough inspection. . ... Underneath such an image is usually an insecure person who is not sure he is able to cope with the inspection situa tion. In order to compensate for his own basic insecurity/ the inspector who tries to project the tough guy image makes a big thing out of how thoroughly he can control the mine managers. Operators are made to feel that if they. get out of line, punishment will surely follow. Communi cation is normally strained and primarily one-way. Commun ication is probably a misnomer for what takes place between the touch guy and the operator; the tough guy wants no communication and usually gets very little. The operator may comply with the tough guy, but there will probably be little carry over with compliance when the inspector is not on the property. Everybody's Buddy More than anything else this inspector wants to be liked. He believes the way to achieve a safe and healthful mine environment is to establish good relations so the operator will want to comply with the regulations. Therefore, he is apt to overlook many minor violations in order to estab lish a smooth relationship with mine management. He is apt to be extroverted and highly social. Often the "everybody's buddy" inspector is taken advantage of by mine management. Management may try to get away with existing violations. Another problem may be that accidents often occur from "minor" hazards which were not corrected. ' The Genius The inspector who presents this image tries to impress everyone with his vast knowledge. He believes the way to achieve a safe and healthful mine environment is to appear highly competent so that others will follow his directions. Often, people who try to project this image are generally not all that bright, and others quickly see through the facade. " 51 UCC 025175 RECEIVING FILTER -> The receiving filter is formed by the same elements as the transmitting filter: perception, knowledge, experience, attitudes and emotions. These elements influence our opin ions which in turn determine how or whether we receive a message. Sometimes these opinions cause us to act characteristically in certain ways when we hear a message. Probably the most common and most problematic receiving habit is simply not listening. Listening should be an active, not a passive, activity. Active listening means, not just hearing the words which are spoken, but trying to catch the attitude and adeas of the speaker and looking at them from his point of view. Active listening is par ticularly important in conflict situations, yet this is when it is practiced least. One seemingly simple way to practice listening is to restate or summarize every .thing your communications partner says before presenting your'own point of view. Sound simple? It is not! But one thing that does frequently happen is that emotions tend to fade, and the conversation becomes more productive. 15 UCC 025176 INSPECTOR IMAGE ATTRACTION Attraction is an important, often neglected, aspect of communication. In fact, research has shown that probably the single most important element in first impressions is physical attraction. Although an inspector may or may not be physically attractive to operators and workers, he prob ably should not be haphazard about his dress and appearance. Attraction also takes two other It is important that inspectors others in at least one of these in all three ways. forms: social and task. try to be attractive to three ways, preferably POWER An inspector obviously has legitimate power. The coercive power which is vested in him by law should not, however, be his sole source of power. Another source of legitimate power is recognized expertise. Anytime mine management per ceives that an inspector has knowledge or experience which can benefit him, he is much more apt to attribute status to that inspector. Yet another way in which inspectors can achieve power is by being in a position to give rewards for desired behavior. The reward does not have to be money as many persons construe. It may take the form of written or spoken praise. Another way of achieving status or power is by establishing oneself as a person to be looked up to. It is called refer ent power. Most people will willingly follow suggestions of others for whom they have a great deal of respect. 50 UCC 025177 J / RECEIVING FILTER 20 WAYS TO IMPROVE LISTENING 1- Realize that listening is hard work. 2. Prepare to listen. 3. Know your biases. 4. Choose your listening position carefully. 5. Take notes. 6. Cone en tra te. 7. Don't be distracted. 8. Be open-minded. 9. Be interested. 10. Be empathetic. 11. Delay argument. 12. Delay judgement. 13. 14. Listen critically. Listen for more than words. .15. Look for main points. 16. Use listener responses. 17. Don't interrupt. 18. Use reflecting phrases. 19. Ask for added information. 20. Limit your own talking. 16 UCC 025178 INSPECTOR IMAGE In order to become an effective health and safety pro fessional/ the inspector must consider how he presents himself with respect to his credibility, attraction and power. CREDIBILITY There are five important dimensions which affect an inspecter*s perceived credibility: competence, composure, character, extroversion, and sociability. The perception of competence is highly evaluative. Each of us tends to use ourselves as a measuring guide. Any one who appears as intelligent or more intelligent than us, we call competent. Anyone who appears less intelli gent, we classify as incompetent. Although an inspector should never appear incompetent, the level of his perceived competence should vary ac cording to the individual with whom he is dealing. If he appears "too smart" to the mine operator, chances are good that the operator will feel uncomfortable in his presence or perhaps even become defensive. Being composed does not imply that an inspector should completely lack emotions. To appear emotionless causes others to avoid his presence. It does imply that the inspector should maintain his poise and remain relaxed and in control, even in difficult sit uations. Character is a very important dimension in the preception of an inspector. Perceived lack of integrity or honesty causes others to discount any safety messages that are sent. Extroversion and sociability are also important dimension of credibility, which are much less evaluative than the others mentioned before. Introversion is often interpreted as a lack of self esteem. Too much extroversion is also seen negatively, however. Although it is important for an inspector to appear social, too much sociability causes him to lose his ability to direct and control. Also, as perceived sociability goes up, per ceived competence goes. down. \J 49 UCC 025179 r KEY CONCEPT COMMUNICATION IS MUTUALLY INFLUENCING In a two-way communication process, the participants are con tinually influencing each other, A signal sent by one deter mines in part the response of the other, which in turn becomes a signal for the original speaker. It is a circular not a linear process. Each person is responsible for the effect of his communication on others. This effect is readily under stood by anyone who has started the day by being "grumpy", only to find that soon he may have caused everyone around him to be "grumpy". The same effect is seen in the supervisor who disregards safety rules. This attitude is commonly communicated to all the workers around him. 17 UCC 025180 --------------------------------------- INSPECTOR IMAGE Circle the number that represents how you think the ideal in spector should be perceived. Mark in the direction, toward either end of the scale, that is most compatible with your per ceptions. Circle only one number per scale and complete all scales. Please give an honest, frank response. There are no right or wrong answers. Expert Unintelligent Narrow Qualified 7 6 54 3 21 123 4 5 6 7 1234567 7654321 Inexpert Intelligent Intellectual Unqualified Total Nervous Tense Calm Excitable Poised Relaxed Anxious Composed Total Honest Unfair Considerate Undependable Dishonest Pair Cruel Responsible Total Bold Quiet Silent Aggressive Awful Unpleasant Irritable Cheerful 7 6 54 3 21 123456 7 12 34 56 7 7 654 321 Timid Verbal Talkative Meek Total 12 34 567 1 23 4 56 7 1234567 7 6.5 4 3 2 1 Nice Pleasant Good Natured Gloomy Total 48 UCC 025181 f ONE WAY/TWO WAY-v i Differences between one-way and two-way communication X. One-way is faster 2. Two-way insures greater accuracy 3. In one-way the speaker feels relatively confident; the receiver may feel frustrated 4- In two-way the receiver feels relatively confident; the speaker may feel frustrated 13 UCC 025182 CONFLICT If yon scored High: 1. Do you feel that your own ideas and concerns are not getting the attention they deserve? (Deferring too much to the concerns of others can deprive you of influence, respect, and recognition. It also deprives the organization of your potential contributions.) 2. Is discipline lax? (Although discipline for its own sake may be of , little value, there are often rules, procedures, 1 and assignments whose implementation is crucial for you or the organization.) If you scored Low: 1. Do you have trouble building goodwill with others? (Accomodation on minor issues which are important to others are gestures of goodwill.) 2. Do others often seem to regard you as unreasonable? 3. Do you have trouble admitting it when you are wrong? 4. Do you recognize legitimate exceptions to rules? 5. Do you know when to give up? 47 UCC 025183 r FEEDBACK -v Feedback is a way of giving help; a corrective mechanism for the individual who wants to learn how well his behavior matches his intentions. RULES FOR EFFECTIVE FEEDBACK It is descriptive rather than evaluative It takes into account both the receiver and giver of feedback It is directed toward behavior which the receiver can do something about It is solicited rather than imposed It is well-timed ' It is checked to insure clear communication It is checked with others to insure accuracy 19 UCC 025184 -------------------------------------- ----- CONFLICT 2. Continued devoted to caution and^~the avoiding of issues, in dicating that issues need to be faced and resolved.) 3. Are decisions on important issues made by default? If you scored Low: . 1. Do you find .yourself hurting peoples' feelings or stirring up hostilities? (You may need to exercise more discretion in con fronting issues or more tact in framing issues in nonthreatening ways. Tact is partially the art of avoiding potentially disruptive aspects of an issue) 2. Do you often feel harried or overwhelmed by a number of issues? (You may need to devote more time to setting priorities -- deciding which issues are relatively unimportant, and perhaps delegating them to others.) E.. Accomodating Uses: 1. When you realize that you are wrong -- to allow a better position to be heard, to learn from others, and to show that you are reasonable. ' 2. When the issue is much more important to the other person than to yourself -- to satisfy the needs of others, and as a goodwill gesture to help maintain a cooperative relationship. ~ '\-v-i L'S.Vjr'i s'? 3. To build up social credits for later issues which :;"f'r'' are 'i&pbrtant'''to you'. "' : ' ~ -: 4. When continued competition would only damage your cause -- when you are outmatched and losing. 5. When preserving harmony and avoiding disruption are especially important. 6. To aid in the managerial development of subordinates by allowing them to experiment and learn from their own mistakes. UCC 025185 J FEEDBACK-n For a communication situation there are certain factors that tend to inhibit the natural feedback expected. Too high control or status Too much one-upsmanship Demanding participation (causes anxiety) Overly social behavior Lack of reward for feedback Personality of the receiver (shyness) ,, V V 20 UCC 025186 ___________ _____________________ CONFLI / 2. Does an emphasis on bargaining and trading create a cynical climate of gamesmanship? (Such a climate might undermine interpersonal trust and deflect attention away from the merits of the issues discussed.) If you scored Low: 1. Do you find yourself too sensitive or embarrassed to be effective in bargaining situations? 2. Do you find it hard to make concessions? (Without this safety valve, you may have trouble getting gracefully out of mutually destructive arguments, power struggles, etc.) D. Avoiding Uses: 1. When an issue is trivial, of only passing importance or when other more important issues are pressing. 2. When you perceive no chance of satisfying your con - cerns -- e.g., when you have low power or you are frustrated by something which would be very diffi cult to change (national policies, someone's per sonality structure, etc.) 3. when the potential damage of confronting a conflict outweighs the benefits of its resolution. 4. To let people cool down -- to reduce tensions to a productive level, and to regain perspective and composure. ..-,5.. . . When gathering .more information, outweighs the ad- ' " " vantages of an immediate decision. 6. When others can resolve the conflict more effec tively. 7. When the issue seems tangential or symptomatic of another more basic issue. If you scored High: 1. Does coordination suffer because people have trouble 'getting your inputs on issues? 2. Does it often appear that people are "walking, on - eggshells?" * (Sometimes a dysfunctional amount of energy can be 45 UCC 025187 BARRIERS-n POTENTIAL BARRIERS TO COMHDNICATION 1. ACE, BACKGROUND, BIASES 2. ENVIRONMENT IN WHICH THE COMMUNICATION TAKES PLACE 3. STEREOTYPING PERSONS 4. TENDENCY TO JUDGE/EVALUATF 5. JUMPING TO CONCLUSIONS 21 UCC 025188 CONFLICT --\ 2. Does your collaborative behavior fail to elicit collaborative response from others? (The exploratory and tentative nature of some collaborative behavior may make it easy for others to disregard collaborative overtures; or the trust and openness may be taken advantage of. You may be missing some cues which would indicate the pre sence of defensiveness, strong feeling, impatience, competiveness, or conflicting interests.) If you scored low: 1. Is it hard for you to see differences as oppor tunities for joint gain -- as opportunities to learn or solve problems? (Although there are often threatening or unproduc tive aspects of conflict, indiscriminate pessimism can prevent you from seeing collaborative possi bilities and thus deprive you of the mutual gains and satisfactions which accompany successful collaboration.) 2. Are subordinates uncommitted to your decisions or policies? (Perhaps their own concerns are not being ir.corporated into those decisions or policies.) C. Compromising Uses: 1. When goals are moderately important, but not worth the effort or potential disruption of more asser tive modes. 2. When two opponents with equal power are strongly committed to mutually exclusive goals -- as in labor-management bargaining. 3. To achieve temporary settlements to complex issues. 4. To arrive at expedient solutions under time pres sure. 5. As a backup mode when collaboration or competition fails to be successful. If you scored High: 1. Do you concentrate so heavily upon the practical ities and tactics of compromise that you sometimes loose sight of larger issues -- principles, values, long-term objectives, company welfare? 44 UCC 025189 r BARRIERS--\ WORKSHEET A businessman had just turned off the lights in the store when a man appeared and demandec money. The owner opened a cash register. The contents of the register were scooped up, and the man sped away. A member of the police force was notified promptly. Statements about the story TF0 1. A man appeared after the owner had turned off his store lights. 2. The robber was a man. 3. A man did not demand money. 4. The man who opened the cash register was the owner. O 5. The store owner scooped up the contents of the cash register and ran away. 6. Someone opened a cash register. a 7. After the man who demanded the money scooped up the contents of the cash register, he ran away. 8. While the cash register contained money, the story does not state how much. 9. The robber demanded money of the owner. 10. The story concerns a series of events in which only three persons are referred to: the owner of the store, a man who demanded money, and a member of the police force. . 11. The following events in the story are true: someone demanded money, a cash register was opened, its contents were scooped up, and a man dashed out of the store. 22 UCC 025190 CONFLICT 2. Continued is that people are less able to ask for information . and opinion -- they are less able to learn.) If you scored Low: 1. Do you often feel powerless in situations? (It may be because you are unaware of the power you do have, unskilled in its use, or uncomfortable with the idea of using it. This may hinder your effectiveness by restricting your influence.) 2. Do you have trouble taking a firm stand, even when you see the need? (Sometimes concerns for others' feelings or anx ieties about the use of power cause us to vacillate, which may mean postponing the decision and adding to the suffering and/or resentment of others.) B. Collaborating Uses: 1. To find an integrative solution when both sets of concerns are too important to be compromised. 2. When your objective is to learn -- e.g., testing your own assumptions, understanding the views of others. 3. To merge insights from people with different per spectives on a problem. 4. To gain commitment by incorporating others' con cerns into a consensual decision. : ' Work- 'through'''hafd ' feeiih'gs'which' ''have" been' Inter'- fering with an interpersonal relationship. If you scored High: 1. Do you spend time discussing issues in depth that do not seem to deserve it? (Collaboration takes time and energy -- perhaps the . scarcest organizational resources. Trivial prob lems don't require optimal solutions, and not all personal difference need to be hashed out. The overuse of collaboration and consensual decision making sometimes represents a desire to minimize risk -- by diffusing responsibility for a decision or by postponing action.) \V 43 UCC 025191 J r BARRIERS THE WORD IS NOT THE THING. From a general semantics point of view, communication problems are often caused by persons responding to words as if the word were the thing. In the following excerpt from his article "The Relation of Habitual Thought and Behavior to Language, "The anthropologist (and insurance investigator) Benjamin Lee Whorf describes some disastrous consequences of inaccurate verbalizing. . . . in the course of my professional work for a fire insurance company ... I undertook the task of analyzing many hundreds of reports of circumstances surrounding the start of fires, and in some cases of explosions. My analysis was directed toward purely physical conditions, such as defective wiring, presence or lack of air spaces between metal flues and woodwork, etc., and the results were presented in these terms. Indeed it was undertaken with no thought that any other significances would or could be revealed. But in' due course it became evident that not only a physical situation qua physics, but the meaning of that situa tion to people, was sometimes a factor, through the behavior of the people, in the start of the fires. And this factor of meanings was clearest when it was a linguistic meaning, residing in the name or the linguistic description commonly applied to the certain type, that is, great care will be exercised; while around a storage of what are called "empty gasoline drums", it will tend to be different--careless, with little repression of smoking or of tossing cigarette stubs about. Yet the "empty" drums are' perhaps the more dangerous, since they contain explosive vapor. Physically the situation is hazardous, but the linguistic anal ysis according to regular analogy must .employ the word "empty" which inevitably suggests lack of hazard. The word "empty" is used in two linguistic patterns: (1) as a virtual synonym for "null and void, negative, inert," (2) applied in analysis of physical situations without`regard to, e.g., vapor, liquid ves tiges, or stray rubbish, in the container. The situation is named in one pattern (2) and the name is then "acted out" or "lived up to" in another (1) this being a general formula for the linguistic conditioning of behavior into hazardous forms. V 23 UCC 025192 J CONFLICT Each of us is capable of using all five conflict-handling modes: none of us can be characterized as having a single, rigid style of dealing with conflict. However, any given individual uses some modes better than others and therefore, tends to rely upon those modes more heavily than others, whether because of temper ament or practice. The conflict behaviors which an individual uses are therefore, a result of both his/her personal predispositions and the re quirements of the situations in which he finds himself. The Conflict Mode Instrument is designed to assess this mix of con flict-handling modes. To help you judge how appropriate your utilization of the five modes is for your situation, we have listed a number of uses for each mode -- based upon lists generated by company presidents. Your score,-high or low, indicates its usefulness in your situa tion. However, there is the possibility that your social skills lead you to rely upon some conflict behaviors more or less than necessary. To help you determine this, we have also listed some diagnostic questions concerning warning signals for the overuse or underuse of each mode. A. Competing Uses: 1. When quick, decisive action is vital -- e.g., emergencies. On important issues where unpopular courses of action need implementing -- e.g., cost cutting, enforcing unpopular rules, discipline. On issues vital to company welfare when you know you're right. 4. To protect yourself against people who take ad vantage of noncompetitive behavior. If you scored High: 1. Are you surrounded by "yes men"? (If so, perhaps it's because they have learned that it's unwise to disagree with you, or have given up trying to influence you. This closes you off from information.) 2. Are subordinates afraid to admit ignorance and uncertainties to you? (In competitive climates, one must fight for in fluence and respect -- which means acting more certain and confident than one feels. The uDshot 42 UCC 025193 BARRIERS In a wood distillation plant the metal stills were insulated with a composition prepared from limestone and called at the plant "spun limestone". No attempt was made to protect this covering from excessive heat or the contact of flame. After a period of use, the fire below one of the stills spread to the "limestone", which to everyone's great surprise burned vigorously. Exposure to acetic acid fumes from the stills had converted part of the limestone (calcium carbonate) to calcium acetate. This when heated in a fire decomposes, forming in flammable acetone. Behavior that tolerated fire close to the covering was induced by use of the name "limestone", which because it ends in "stone" implies noncombustibility. A huge iron kettle of boiling varnish was observed to be over heated, nearing the temperature at which it would ignite. The operator moved it off the fire and ran it on its wheels to a - distance, but did not cover it. In a minute or so the varnish ignited. Here the linguistic influence is more complex,* it is due to the metaphorical objectifying (of which more later) of "cause" as contact or the spatial juxtaposition of "things"--to analyzing the situation as "on" versus "off" the fire. In reality, the stage when the external fire was the main factor had passed; the overheating was now an internal process of convection in the varnish from the intensely heated kettle, and still continued when "off" the fire. An electric glow heater on the wall was little used, and for one workman had the meaning of a convenient coathanger. At night a watchman entered and snapped a switch, which action he verbalized as "turning on the light". No light appeared, and this result he verbalized as "light is burned out". He could not see the glow of the heater because of the old coat hung on it. Soon the heater ignited the coat, which set fire to the building. A tannery discharged waste water containing animal matter into an outdoor settling basin partly roofed with wood and partly open. This situation is one that ordinarily would be verbal ized as "pool of water". A workman had occasion to light a blowtorch near by, and threw his match into the water. But the decomposing waste matter was evolving gas under the wood cover, so that the setup was the reverse of "watery". An in stant flare of flame ignited the woodwork, and the fire quickly spread into the adjoining building. V, / 24 UCC 025194 * CONFLICT Accomodating is unassertive and cooperative -- the opposite of competing. When accomodating, an individual neglects his own concerns to satisfy the concerns of the other person; there is an element of self-sacrifice in this mode. Accomodating might take the form of selfless generosity or charity, obeying another person's order when one would prefer not to, or yielding to another's point of view. Avoiding is unassertive and uncooperative -- the individual does not immediately pursue his own concerns or those of the other per son. He does not address the conflict. Avoiding might take the form of diplomatically sidestepping an issue, postponing an issue until a better time, or simply withdrawing from a threatening situation. Collaborating is both assertive and cooperative -- the opposite of avoiding. Collaborating involves an attempt to work with the other person to find a solution which fully satisfies the con cerns of both persons. It means digging Into an issue, to identify the underlying concerns of the two individuals and to find an al ternative which meets both sets of concerns. Collaborating between two persons might take the form of exploring a disagreement to learn from each other's insights, concluding to resolve some condition which would otherwise have them competing for resources, or confronting and trying to find a creative solution to an inter personal problem. .. Compromising is intermediate in both assertiveness and cooper ativeness. The abjective is to find some expedient, mutually acceptable solution which partially satisfies both parties. It falls on a middle ground between competing and accomodating. Compromising gives up more than competing but less than accomo dating. Likewise, it addresses an issue more directly than avoiding, but doesn't explore it in as much depth as collaborating. Compromising might mean splitting the difference, exchanging concessions, or seeking a quick middle-ground position. Interpreting Your Scores | Usually, after getting back the results of any test, people first want to know: "What are the right answers?" In the case of con flict-handling behavior, there are no universal right answers. All five modes are useful in some situations: each represents a set of useful social skills. Our conventional wisdom recognizes, for example, that often "two heads are better than one" (collaborating). But it also says, "Kill your enemies with kindness" (accomodating), "Split the difference" (compromising), "let well enough alone" (avoiding), "might makesright" (competing). The effectiveness of a given conflict-handling mode depends upon the requirements of the specific conflict situation and the skill with which the mode is used. V. J 41' UCC 025195 BARRIERS--, A drying room for hides was arranged with a blower at one end to make a current of air along the room and thence outdoors through a vent at the other end- Fire started at a hot bearing on the blower, which blew the flames directly into the hides and fanned them along the room, destroying the entire stock. This hazardous setup followed naturally from the term "blower" with its linguistic equivalence to "that which blows", implying that its function necessarily is to "blow". Also its function is verbalized as "blowing air for drying", overlooking that it can blow other things, e.g. flames and sparks. In reality, a blower simply makes a current of air and can exhaust as well as blow. It should have been installed at the vent end to draw the air over the hides, then through the hazard (its own casing and bearings), and thence outdoors. Besides a coal-fired melting pot for lead reclaiming was dumped a pile of "scrap lead"--a misleading verbalization, for it con sisted of the lead sheets of old radio condensers, which still had paraffin paper between them. Soon the paraffin blazed up' and fired the roof, half of which was burned off. Such examples, which could be greatly multiplied, will suffice to show how the cue to a certain line of behavior is often given by the analogies of the linguistic formula in which the situa tion is spoken of, and by which to some degree it is analyzed, classified, and allotted its place in that world which is "to a large extent unconsciously built up on the language habits of the group". And we always assume that the linguistic analy sis made by our group reflects reality better than it does. 25 UCC 025196 CONFLICT INTERPRETING YOUR SCORES ON THE CONFLICT MANAGEMENT INSTRUMENT .The Five Conflict Handling Modes This Conflict Mode Instrument is designed to assess an individual's behavior in conflict situations. "Conflict Situations" are sit uations in which the concerns of two people appear to be incom patible. In such situations, we can describe a person's behavior along two basic dimensions: (1) assertiveness, the extent to which the individual attempts to satisfy his/her own concerns, and (2) cooperativeness, the extent to which the individual attempts to satisfy the other person's concerns. These two basic dimensions of behavior can be used to define five specific methods of dealing with conflicts. These five "conflict-handling modes" are shown below: ACCOMODATING YIELD-LQSE SMOOTHING 1/9 </) m w--a* LUO -- 3= 4- JS UJ VI >ce NL O W 4) < U +-> aus ce -<o a. u 4) oO -- S_ o COLLABORATING WIN-WIN 579" 5/5 COMPROMISING . 1/1 LOSE-LEAVE AVOIDING ASSERTIVENESS (concern for personal goals) 9/1 FORCING WIN-LOSE COMPETING Competing is assertive and uncooperative--an individual pursues his/her own concerns at the other person's expense. This is a power-oriented mode, in which one uses whatever power seems appro priate to win one's own position-one's ability to argue, one's rank, economic sanctions. Competing might mean "standing up for your rights," defending a position which you believe is correct, or simply trying to win. 40 UCC 025197 BARRIERS-n We have the active, for cation. We is up to us responsibility for we are the sender, need feedback, and to elicit it. seeing that both parties are the initiator of the communi if it is not forthcoming, it As every safety professional knows, the results of unclear communication, of misinterpreted information, can be very serious. They include accidents, increased costs, schedule delays, poor quality, and high turnover. We can ask, "If he didn't understand what I meant, why didn't he say so?" There are any number of answers to that question, starting with the most obvious one that he thought he did understand. Individuals see, hear, and interpret things in different ways. We all come to a situation with our own degree of knowledge, experience, attitude, and emotion. Combined with our level of education and basic differences in the way we perceive things, these factors cause us to look at the same things, hear the same words, or read the same material, yet arrive at different interpretations of the meaning and intent of the message. We must accept the fact that many differences, although not apparent, are,'in fact, deterrents to understanding. Before we can transmit a message without misunderstanding, we must recognize and overcome some of the barriers that get in the way. Schematically, they might look like this: 26 UCC 025198 CONFLICT 100% 90% 80% Compeeing 12 11 10 9 8 70% 7 60% 6 Middle 50X~ 50% 40% 5 30% 4 Collaborating 12 11 10 9 8 7 6 Comproraising Avoid ing ... 12 12 11 11 10 10 9 98 8 7 76 Accommodating ' 12 11 10 9 8 7 6 5 6 " 5... 4 5 20% 10% Low 25% 0% 3 2 1 0 54 43 32 2 .1 11 00 43 3 22 11 11 00 * Scores are graphed in relation to the scores of 399 practicing managers at middle and upper levels in business and government organizations. * 39 UCC 025199 J BARRIERS^ Difficulties: person can be more effective in communication if he recognizes some of the most common difficulties people encounter in seeking to understand each other. 1. People use symbols or words that have different meanings. Each person interprets each word in terms of his background needs, and purposes. Words also differ in meaning in different contexts and situations. 2. Members of the group have different values. People may be so closely identified with their own values that they do not want to consider any others. They may not recog nize that anyone could possibly hold another value. They want to hold to their own values and not have them threat ened. They refuse to try to understand other people's viewpoints. 3. Different perceptions of the problem. If different inter pretations of the problem exist, and no attempt is made to resolve them, people will propose and argue for a variety of solutions without reaching agreement. 4. Emphasis on status. If certain people have superior know ledge, status, or experience, it can block communication if the superiority is emphasized. Communication is more valid and accurate if resource persons are dispersed through the group. An individual hesitates to disagree with a person presumed to be an authority. He is less honest about what he believes. 5. Conflict in interest. When certain individuals are afraid that a decision will be made that will hurt their empire or take away some of the advantages they have, they try to block communication. 6. Attempts to keep feelings out of the discussion. Yet feelings are as important to communication as facts. Feelings are facts, and to attempt to keep them out of a discussion is an attempt to limit the degree of communi cation. 7. Use of words to prevent thinking. They are not trying to communicate but are trying to control action. It happens in many groups. Individuals use words and symbols that most members don't feel free to question. They seek.to associate their argument or proposals with sacred symbols and shut off discussion. \y 27 UCC 025200 ------- ------------------------------------------- CONFLICT -'i SCORING THE CONFLICT MANAGEMENT INSTRUMENT - II Circle the letters below which you circled on. each item, o the cuestionnaire: Competing . Collaborating (forcing) (problem-solving) Compromising (sharing) Avoiding Accommodatin; (withdrawal) (smoothing) 1. 2. 3. A 4. 5. 6. B 7. 8. A 9. B 10. A 11. 12. 13. B 14. B 15. 16. B 17. A 18. 19. 20. 21. 22. B 23. 24. 25. A 26. 27. 28. A 29. 30. B A B A A A A B A S B B A_ B A B AB B A BA A B B BA A BA A B BA B B A A B BA B A AB AB A Tota1 number of items circled in each column: Competing Collaborating Compromising Avoiding Accommodating 38 UCC 025201 J BARRIERS-N 8. Lack of desire to understand the other person's point of view or his feelings or his values or his purposes. If a person sees his role as getting people to accept his viewpoint or his values or his perceptions, he hunts ways to convince rather than seeking to understand. 9. Lack of acceptance of diversity. Unless group members value their differences, they don't really attempt to use differences to grow. The tendency of the individual to defend himself is a block to communication. When anyone attempts to protect his position and avoid being exposed as weak, he blocks any kind of attempt by the other person to understand his viewpoint. 10. A one-way concept of cooperation. If the person with superior status believes that_people cooperate by going along with his program or idea, other members of the group will not be honest in the messages they send. They will hunt ways of protecting themselves or of con vincing the high-status person that they really under stand and will do what he wants, even though they are engaging in a program of resistance. When the receiver feels that resistance is necessary, he will break or distort the communication. 11. Feelings of superiority. The sender who has superior feelings does not communicate freely and openly with the receiver. He feels it is unnecessary. The receiver who. feels superior does not hear accurately, because he does not believe the words of the sender are important. 12. Vested interests. The person who wants to protect his Interests will not be completely open and honest in his communication. % 13. ' Feelings of personal insecurity. If the sender has feelings of insecurity, he will not reveal any type of information that will lower his status in the eyes of the receiver. He will not admit feelings of inadequacy. He will withhold the kind of comments that might reveal some of his reasons for being insecure. If the receiver feels insecure, he will hear only those things that he wants to hear. He will ignore comments that tend to accentuate his feelings of inadequacy or will interpret them as a personal attack. If he interprets them as an attack, he will immediately move to the defensive and hunt ways of further protecting himself or launching a counter attack. In either case, the original message is lost, and the purpose of the conversation becomes clouded. I \ 28 UCC 025202 ] CONFLICT- 27. A. I sometimes avoid taking positions which would create controversy. B. If it makes the other person happy, I might let him maintain his views. 28. A. I am usually firm in pursuing my goals. B. I usually seek the other's help in working out a position. 29. . A. I propose a middle ground. B. I feel that differences are not always worth worrying about. 30. A. I try not to hurt the other's feelings. B-, Z always share the- problem-with the other person so that we can work it out. 37 UCC 025203 BARRIERS-N 14. An obvious attempt to sell. When the sender attempts to convince or to convert the receiver, the receiver is forced to protect his integrity by belittling the communi cation of the sender or by hunting ways of refuting the message. 15. The concepts that the sender and the receiver have of their roles. If they see themselves as coworkers and people with common purposes who play complementary and supplementary roles, they will communicate more accurately. If they see themselves as opponent or as persons with different degrees of responsibility for the successful outcome of the venture, the distortion will be increased. 16. Negative feelings about the situation. If people fear that the situation is one in which they are not respected or their contribution is not valued, they will not attempt to make a real contribution. If they feel that the other person cannot be trusted they will send messages designed to deceive rather than be honest. 29 UCC 025204 /* CONFLICT 14. A. I tell him my ideas and ask him for his. B. 1 try to show him the logic and benefits of my position. 15. A. I might try to soothe the other's feelings and preserve our relationship. B. I try to do what is necessary to avoid tensions. 16. A. I try not to hurt the other's feelings. B. I try to convince the other person of the merits of my position. 17. A. I am usually firm in pursuing my goals. B. I try to do what is necessary to avoid useless tensions. 18. A. If it makes the other person happy, I might let him main tain his views. B. I will let him have some of his positions if he lets me have some of mine. 19. A. I attempt to get all concerns and issues immediately out in the open. B. I try to postpone the issues until I have had time to think it over. 20. A. I attempt to immediately work through our differences. B. I try to find a fair combination of gains and losses for both of us. 21. A. In approaching negotiations, I try to be considerate of the other person's wishes. B. I always lean toward a direct discussion of the problem. 22. A. I try to find a position that is intermediate between his and mine. B. I assert my wishes. 23. A. B. I am very often concerned with satisfying all our wishes. There are times when I let others take responsibility for solving the problem. 24. A. If the other's position seems very important to him, I would try to meet his wishes. B. I try to get him to settle for a compromise. 25. A. I try to show him the logic and benefits of my position. B. In approaching negotiations, I try to be considerate of the other person's wishes. 26. A. I propose a middle ground. B. I am nearly always concerned with satisfying all our wishes. S___________________ . ^ 36 UCC 025205 TO IMPROVE COMMUNICATION BARRIERS-N As a sender, the individual should: 1. See himself as sharing, not telling. If he is there to tell" and convince, he will not really hear the other per son. He will hear only things to refute. He will con centrate so much on what he has to get across that he will not understand what is happening, 2. See himself as seeking to relate to other people, not to control them. If he sees himself as attempting to control, he hunts ways of blocking communication that will decrease his control. If he seeks to relate, he will be constantly testing his own ideas and values by those of others. 3. See his task as seeking truth rather than convincing others. If his purpose is to seek-truth, he will increase his data by becoming aware of the facts known and values held by others. If he seeks to convince he will refuse to hear the other person. 4. Judge his own contribution by the feedback he gets from others rather than his personaijudgmentl If he depends on personal judgment, he cannot be sure what others hear, or what he is really saying; neither can he clarify his points for others. 5. Look for agreement and any disagreement and seek the meaning the other person intends in the areas of differ ence. He should value disagreement as much as agreement because it indicates the portions of topics that need further analysis. 6. Seek to. be empathetic. If he tries to be empathetic, he may find that reality in a situation is far from what he considers to be the objective interpretation. 7. Seek words with common meanings. He will use more than one word to explain a point tosee if the other person makes a more accurate interpretation with one set of symbols than he does with another. He will want the receiver to raise questions about any point that is not clear or about words he does not understand. 8. Seek to eliminate from his behavior actions that threaten. He will be listening with a "third ear" to discover what is not being said.' a ^ -/ do UCC 025206 CONFLICT 1. A. There are times when I let others take responsibility for solving the problem. B. Rather than negotiate the things on which we disagree, I try to stress those things upon which we both agree. 2. A. I try to find a compromise solution. B. I attempt to deal with all of his and my concerns. 3. A. I am usually firm in pursuing my goals. B. I might try to soothe the other's feelings and preserve our relationship. . 4. A. I try to find a compromise solution. B. X sometimes sacrifice my own wishes for the wishes of the other person. 5. A. I consistently seek the other's help in working out a solution. _ B. I try to do what is necessary to avoid useless tensions. 6. A. I try to avoid creating unpleasantness for myself. ' B. I try to win my position. i 7. A. I try to postpone the issue until I have had some time to think it over. B. I give up some points in exchange for others. 8. A. I am usually firm in pursuing my goals. B. I attempt to get all concerns and issues immediately out in the open. 9. A. I feel that differences are not always worth worrying about. B. I make some effort to get my way. 10. A. I am firm in pursuing my goals. B. I try to find a compromise solution. 11. A. I attempt to get all concerns and issues immediately out in the open. B. I might try to soothe the other's feelings and preserve our relationship. 12. A. I sometimes avoid taking positions which would create controversy. * B. I will let him have some of his positions if he lets me have some of mine. ' ,S 13. A. I propose a middle ground. __________ J3. I press to get my points made. 35 UCC 025207 BARRIERS-'* As a receiver, the individual should: 1. Seek to help the sender clarify his meaning. He should even raise questions from time to time about meaning that appear perfectly clear to him, because he may be interpreting in a way that the sender did not intend. 2. Seek understanding. He can look for agreement in areas where it exists and seek to isolate the areas of differ ence that he will want to explore later. 3. Seek to identify what is not being said as much as he tries to understand what is being said. If the listener can react in such a way that he helps the sender move into areas that are not being verbalized, he has a better chance of achieving a real communication with the sender. An individual in his roles as sender and receiver will im prove communication as he decreases emphasis upon status, removes fear and distrust as far as possible from the situation, remembers that honesty begets honesty, avoids evaluating the other person's contributions, gives attention to the same degree that he demands it, avoids attacking or becoming defensive, and supports the person who is venturing into areas where he is testing the sit uation to see how open he can be. If he is effective in improving the communication the agreements will be understood, the disagreements will be clearer, people will value each other more or less, and the open interpretations will be more nearly similar to private ones. 31 UCC 025208 CONFLICT ( CONFLICT MANAGEMENT INSTRUMENT - I INSTRUCTIONS Consider situations in which you find your wishes differing from those of another person. How do you usually respond to such situations? On the following pages are several pairs of statements describing possible behavioral responses. For each pair, please circle the A or B statement which is most characteristic of your own behavior. In many cases, neither the "A" nor the "B" statement may be very of your behavior; but please select the response which you would be more likely to use. V Ji 34 UCC 025209 CONFLICT CONFLICT I. Characteristics of Conflict A. At least two people involved in some interaction B. Real or perceived mutually exclusive goals C. Interaction consists of behavior designed to defeat, reduce, or suppress the opponent in order to "win'' II. Strategies for Dealing With Conflict A. Withdrawing (1/1) Orientation: Sees conflict as hopeless, useless and punishing; keeps encounters with others as impersonal as possible Advantages: Effective when conflict is over trivia Disadvantages:Resolves nothing B. Forcing (9/1) Orientation: Uses persuasion, force and power to "win" Advantages: May "win" , Disadvantages:May lose; often leads to fights; "winning" may cause long range problems C. Smoothing (1/9) . Orientation: Feels differences only serve to drive people apart; gives in to the demands and goals of others Advantages: Maintains relationships Disadvantages:Problems are not confronted D. Compromising (5/5) Orientation: Feels differences should be treated in light of the common good, therefore, it Advantages: may be necessary at times to set goals aside Neither side loses all Disadvantages:Each side may perceive that they gave too much -- This sets the stage for a future ' conflict E. Problem Solving (9/9) Orientation: Seeks conflict as natural and helpful if handled well; believes his goals and others' Advantages: are not necessarily mutually exclusive Both sides win; trust, cooperation and communication are increased Disadvantages:Takes more time; requires more effort 32 UCC 025210 / CONFLICT / 9 1/9 u - tc to Cl Smoothing O -t M-i fll c Oa On C 1-1 O <D 05 O S-t <u (d oAh <D 1/1 W4 rh^r^wi n CONCERN 5/5 Compromising FOR PERSONAL 9/9 Problem Solving GOALS 9/1 Force 9 33 UCC 025211 /