1 Interpersonal Communication 1 Theories and Principles of Interpersonal Communication Stephanie Kellogg Teaching Module COM 5600 Dr. Chad Edwards February 19, 2007
2 Interpersonal Communication 2 Theories and Principles of Interpersonal Communication Learning Objectives 1. Students will be able to identify key principles of interpersonal communication and evaluate their effects on the communication process. 2. Students will understand the relationship between the self and interpersonal communication. 3. Students will be able to employ strategies for establishing and sustaining interpersonal communication, such as listening and feedback. 4. Students will be able to recognize methods of conflict resolution.
3 Interpersonal Communication 3 I. Interpersonal communication A. Interpersonal communication defined (Verderber, Verderber, & Berryman- Fink, 2007). 1. The process through which people create and manage their relationships, exercising mutual responsibility in creating meaning. 2. Also known as dyadic communication. B. Principles of interpersonal communication (Orbe & Bruess, 2005). 1. Interpersonal communication is irreversible and inevitable. a. You cannot ever take back something you have said. 2. Interpersonal communication involves rules. a. Social rules or expectations of how you act during a conversation. 3. Interpersonal communication is always affected by culture and power. a. Different cultures have different ways of expressing themselves. b. You communicate differently with your parents than you do your close friends. 4. Interpersonal communication is changing with technology. a. Cell phones, instant messaging, and have changed the way we communicate. II. Self and communication (Smith & Tague-Busler, 2006) A. Self-concept 1. Defined as the mental image you have of yourself. 2. Development of self-concept a. Authority figures b. Social comparisons c. Gender expectations d. Cultural influences 3. Characteristics of self-concept a. Subjective i. We are biased in the way we see ourselves. ii. We are too involved to be able to see ourselves from another point of view. b. Resists change i. For example, if you used to get D s and now you get B s, you may view it as luck and still see yourself as a D student.
4 Interpersonal Communication 4 4. Self-fulfilling prophecy a. Defined as if we predict, or prophesize, something to be true, we often behave in ways to cause this prediction to become reality. b. Can be positive or negative. B. Self-image 1. The way you see yourself within the roles you play. C. Self-esteem 1. Evaluation or judgment of how you feel about yourself. 2. Can influence your self-image. D. Self-perceptions 1. Ideas we form of how we feel, who we are, and why we are. E. Intrapersonal communication (Adler & Rodman, 2006) 1. Communicating with oneself. 2. Silent, taking place in our heads. 3. The way we mentally process information that influences our interactions with others. F. These aspects all effect how we communicate with ourselves and others. (Self-Concept Development, Activity #1) III. Establishing and sustaining interpersonal communication A. Listening 1. Defined (Verderber, Verderber, & Berryman-Fink, 2007) a. The process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages. b. A fundamental communication skill that affects the quality of our conversations and shapes our relationships. 2. There are five types of listening. a. Discriminatory listening b. Appreciative listening c. Comprehensive listening d. Evaluative listening e. Empathic listening 3. Empathic listening is important in improving interpersonal communication (Trenholm & Jensen, 2004). a. Defined as listening to help others.
5 Interpersonal Communication 5 b. Four important rules. i. Respect the other s point of view. ii. Understand what the other has said before responding. iii. Check your understanding by paraphrasing not comforting. iv. When paraphrasing, express relational as well as content meaning. aa. Some people do not express feelings overtly; they hint instead a good listener tries to read between the lines and see what they really mean. B. Feedback (Verderber, Verderber, & Berryman-Fink, 2007) 1. Defined a. The response to messages that indicates to the sender whether and how that message was heard, seen, interpreted. b. Can be verbal or nonverbal. c. Helpful in deepening our relationships with ourselves and others. 2. Asking for feedback. a. Preparing for feedback from others. i. Think of feedback as being in your best interest. ii. Before you ask for feedback, make sure that you are ready for an honest response. iii. If you take the initiative to ask for feedback, you will avoid surprises. b. Increasing the likelihood people will give you good feedback. i. Specify the kind of feedback you are seeking. ii. Try to avoid negative verbal or nonverbal reactions to the feedback. iii. Paraphrase what you hear. iv. Show gratitude for the feedback you receive. 3. Giving personal feedback. a. Begin by describing the behavior. b. Whenever possible, preface a negative statement with a positive one. c. Be as specific as possible. d. When appropriate, suggest how the person can change the behavior. IV. Conflict (Verderber, Verderber, & Berryman-Fink, 2007) A. Five types of interpersonal conflict. 1. Pseudoconflict
6 Interpersonal Communication 6 a. Apparent, not real, badgering. b. Ex.: Why are you wearing that shirt? It s so out of style. 2. Fact conflict a. Information presented is disputed by the other. b. Ex.: disagreement over the date of a deadline. 3. Value conflict a. When people s beliefs are incompatible. b. Ex.: vegetarianism. Usually not resolvable; agree to disagree. 4. Policy conflict a. Disagreement about the appropriate plan, course of action or behavior to deal with a perceived problem. b. Ex.: who is going to pay on dates? 5. Ego conflict a. When winning is central to maintain that person s positive self-image. b. Ex.: when you correct someone and they take it personally. B. Styles of managing conflict. 1. Withdrawal a. Physical or psychological removal from the conflict. b. Lose/lose situation. 2. Accommodating a. Satisfy others needs while ignoring your own. b. Lose/win situation. 3. Forcing a. Satisfy your own needs with no concern for the others needs. b. Win/lose situation. 4. Compromising a. Each giving up part of what each wants to provide both parties with some satisfaction. b. Lose/lose situation (both parties lose even as they win ). 5. Collaborating a. Trying to fully address the needs and issues of each party and arrive at a mutually satisfying solution. b. Win/win situation.
7 Interpersonal Communication 7 C. Communication patterns that impede effective conflict management. 1. Ascribing motives a. Assuming hidden, often malevolent motives of others. 2. Counterblame a. Finding continuous blame from one thing to the next. 3. Demand withdrawal a. One partner uses a forcing behavior while the other counters by using withdrawal. 4. Spiraling negativity a. Injection of a hostile comment during conflict and the partner matches with his/her own hostile comment. 5. Stubbornness a. Clinging to your position just to save face. D. Communication skills that promote successful conflict management. 1. Initiating conflict a. Recognize and state ownership of the apparent problem. b. Describe the basis of the potential conflict in terms of behavior, consequences, and feelings. c. Avoid evaluating the other person s motives. d. Be sure the other person understands your problem. e. Phrase your preferred solution in a way that focuses on common ground. f. Mentally rehearse what you will say before confronting them. g. Keep it short. 2. Responding to conflict a. Put your mental shields up. b. Respond empathically with genuine interest and concern. c. Paraphrase your understanding of the problem and ask questions to clarify issues. d. Seek common ground by finding some aspect of the complaint to agree with. e. Ask the initiator to suggest alternative solutions. (Conflict Resolution, Activity #2)
8 Interpersonal Communication 8 Self-Concept Development, Activity #1 Purpose: To teach students the four ways self-concept develops. Materials needed: Paper, writing utensil, notes on self-concept development Directions: Write down at least 10 words you can think of to describe yourself in two minutes. Then categorize your list of descriptive words using the four aspects of selfconcept development (authority figures, social comparisons, gender expectations, and cultural influences). Discussion: Get into groups of 3 or 4 and discuss some of the words you chose and give reasons for how you categorized them.
9 Interpersonal Communication 9 Conflict Resolution, Activity #2 Purpose: To teach students to identify types of interpersonal conflict and to use effective collaboration to manage a conflict. Materials needed: Paper, writing utensil, notes on conflict, example of conflict. Directions: Divide into groups of 3 or 4. Decide which of the five types of interpersonal conflict best describes the example given (pseudo-, fact, value, policy, or ego). Then, using the collaboration style of managing conflict, come up with an effective way to solve the conflict. Discussion: As a group, share with the class what type of conflict your group thought the example described. Provide your solution to the conflict and your reasons for why you came up with that solution. Conflict: Paul and Mary have been going out together for several months. Early on, Paul paid for most of the expenses on their dates. Since the relationship is progressing, Paul is becoming uncomfortable in paying for all of their dates. He sees his expenses increasing more and more, and he knows that Mary earns more money than he does. Mary enjoys dating Paul and sees his paying for dates as very traditional and gentlemanly.
10 Interpersonal Communication 10 Theories and Principles of Interpersonal Communication Test Multiple Choice: 1. Self perceptions are a. evaluations or judgments of how you feel about yourself. b. the ways you see yourself within the roles you play. c. ideas we form of how we feel, who we are, and why we are. d. defined as the mental image you have of yourself. 2. Intrapersonal communication is a. communicating with oneself. b. silent, taking place in our heads. c. the way we mentally process information that influences our interactions with others. d. all of the above. 3. Interpersonal communication is also known as a. group communication. b. dyadic communication. c. one-to-one communication. d. mass communication. 4. Which of the following is NOT a style of managing conflict? a. accommodating b. forcing c. counterblaming d. compromising 5. Self-concept is a. subjective and resists change. b. evaluative and resists change. c. objective and does not resist change. d. subjective and does not resist change. Short Answer: 6. What are the four ways you can increase the likelihood that someone will give you good feedback? 7. What are the four important rules of empathic listening? Essay: 8. Describe a conflict that you recently experienced. What type of interpersonal conflict was it? Explain how you would resolve it if it happened again. Include what style of managing conflict you would use and what communication skills that promote successful conflict management you would apply.
11 Interpersonal Communication 11 References Adler, R. B., & Rodman, G. (2006). Understanding human communication (9 th ed.). New York: Oxford University Press. Adler, R.B., Rosenfeld, L. B., & Proctor II, R. F. (2007). Interplay: The process of interpersonal communication (10 th ed.). New York: Oxford University Press. DeVito, J. A. (2001). The interpersonal communication book (9 th ed.). New York: Addison Wesley Longman. Hartley, P. (1999). Interpersonal communication (2 nd ed.). New York: Routledge. Knapp, M. L., & Miller, G. R. (Eds.). (1994). Handbook of interpersonal communication (2 nd ed.). Thousand Oaks, CA: Sage Publications. Miller, K. (2002). Communication theories: Perspectives, processes, and contexts. Boston: McGraw-Hill. Mortensen, C. D. (2006). Human conflict: Disagreement, misunderstanding, and problematic talk. Lanham, MD: Rowman and Littlefield Publishers. Orbe, M. P., & Bruess, C. L. (2005). Contemporary issues in interpersonal communication. Los Angeles, CA: Roxbury. Smith, T. L., & Tague-Busler, M. (2006). The key to survival: Interpersonal communication (3 rd ed.). Long Grove, IL: Waveland Press. Trenholm, S., & Jensen, A. (2004). Interpersonal communication (5 th ed.). New York: Oxford University Press. Verderber, K. S., Verderber, R. F., & Berryman-Fink, C. (2007). Inter-act: Interpersonal communication concepts, skills, and contexts (11 th ed.). New York: Oxford University Press.
12 Interpersonal Communication 12 Slide 1 Interpersonal communication Interpersonal communication defined The process through which people create and manage their relationships, exercising mutual responsibility in creating meaning. Also known as dyadic communication. Slide 2 Principles of interpersonal communication Interpersonal communication is irreversible and inevitable. Interpersonal communication involves rules. Interpersonal communication is always affected by culture and power. Interpersonal communication is changing with technology. Slide 3 Self and communication Self-concept is defined as the mental image you have of yourself. Developed by authority figures, social comparisons, gender expectations, and cultural influences. Characteristics: subjective and resists change
13 Interpersonal Communication 13 Slide 4 Self and communication Self-fulfilling prophecy: if we predict, or prophesize, something to be true, we often behave in ways to cause this prediction to become reality. Self-image: the way you see yourself within the roles you play. Self-esteem: evaluation or judgment of how you feel about yourself. Slide 5 Self and communication Self-perceptions: ideas we form of how we feel, who we are, and why we are. Intrapersonal communication communicating with oneself. silent, taking place in our heads. the way we mentally process information that influences our interactions with others. These aspects all effect how we communicate with ourselves and others. Slide 6 Self-Concept Development, Activity #1 Directions: Write down at least 10 words you can think of to describe yourself in two minutes. Then categorize your list of descriptive words using the four aspects of self-concept development (authority figures, social comparisons, gender expectations, and cultural influences). Discussion: Get into groups of 3 or 4 and discuss some of the words you chose and give reasons for how you categorized them.
14 Interpersonal Communication 14 Slide 7 Establishing and sustaining interpersonal communication Listening: defined as the process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages. There are five types of listening. Discriminatory listening. Appreciative listening. Comprehensive listening. Evaluative listening. Empathic listening. Slide 8 Empathic listening Defined as listening to help others. Four important rules: Respect the other s point of view. Understand what the other has said before responding. Check your understanding by paraphrasing not comforting. When paraphrasing, express relational as well as content meaning. Slide 9 Feedback Defined as the response to messages that indicates to the sender whether and how that message was heard, seen, interpreted. Can be verbal or nonverbal. Helpful in deepening our relationships with ourselves and others.
15 Interpersonal Communication 15 Slide 10 Asking for feedback Preparing for feedback from others Think of feedback as being in your best interest. Before you ask for feedback, make sure that you are ready for an honest response. If you take the initiative to ask for feedback, you will avoid surprises. Slide 11 Asking for feedback Increasing the likelihood people will give you good feedback. Specify the kind of feedback you are seeking. Try to avoid negative verbal or nonverbal reactions to the feedback. Paraphrase what you hear. Show gratitude for the feedback you receive. Slide 12 Giving personal feedback Begin by describing the behavior. Whenever possible, preface a negative statement with a positive one. Be as specific as possible. When appropriate, suggest how the person can change the behavior.
16 Interpersonal Communication 16 Slide 13 Conflict Five types of interpersonal conflict Pseudoconflict Fact conflict Value conflict Policy conflict Ego conflict Slide 14 Styles of managing conflict Withdrawal Accommodating Forcing Compromising Collaborating Slide 15 Communication patterns that impede effective conflict management Ascribing motives Counterblame Demand withdrawal Spiraling negativity Stubbornness
17 Interpersonal Communication 17 Slide 16 Communication skills that promote successful conflict management Initiating conflict Recognize and state ownership of the apparent product. Describe the basis of the potential conflict in terms of behavior, consequences, and feelings. Avoid evaluating the other person s motives. Be sure the other person understands your problem. Phrase your preferred solution in a way that focuses on common ground. Mentally rehearse what you will say before confronting them. Keep it short. Slide 17 Communication skills that promote successful conflict management Responding to conflict Put your mental shields up. Respond empathically with genuine interest and concern. Paraphrase your understanding of the problem and ask questions to clarify issues. Seek common ground by finding some aspect of the complaint to agree with. Ask the initiator to suggest alternative solutions. Slide 18 Conflict Resolution, Activity #2 Directions: Divide into groups of 3 or 4. Decide which of the five types of interpersonal conflict best describes the example given (pseudo-, fact, value, policy, or ego). Then, using the collaboration style of managing conflict, come up with an effective way to solve the conflict. Discussion: As a group, share with the class what type of conflict your group thought the example described. Provide your solution to the conflict and your reasons for why you came up with that solution. Conflict: Paul and Mary have been going out together for several months. Early on, Paul paid for most of the expenses on their dates. Since the relationship is progressing, Paul is becoming uncomfortable in paying for all of their dates. He sees his expenses increasing more and more, and he knows that Mary earns more money than he does. Mary enjoys dating Paul and sees his paying for dates as very traditional and gentlemanly.
The following rating descriptions are examples of the behaviors employees would be demonstrating at each of the four levels of performance. These examples should assist the supervisor and employee during
Conflict Management Conflict occurs when people have actual or perceived, opposing ideas, needs, values or wishes. It is impossible for two or more people who have their own ideas, needs, values and wishes
Conflict Management and Negotiation Vanguard University School for Professional Studies Degree Program Weekly Quiz -- Conflict Management: A Practical Guide to Developing Negotiation Strategies. Each correct
A WorkLife4You Guide Communication Skills for Healthy Relationships Communication is vital in creating and maintaining a relationship, whether it be an intimate relationship such as with a partner, child,
Department of Social Work Standards of Professional and Ethical Behavior The Department of Social Work at the Metropolitan State University of Denver is mandated by the Council on Social Work Education
PERFORMANCE DEVELOPMENT PROGRAM Document Number SOP2009-056 File No. 08/470-02 (D009/8429) Date issued 16 September 2009 Author Branch Director Workforce Unit Branch contact Strategic Projects Coordinator
APPLIED ARTS DIVISION School of Health, Education and Human Services Fall, 2015 COURSE OUTLINE ELCC 125 INTERPERSONAL RELATIONSHIPS AND COMMUNICATION SKILLS 45 HOURS 3 CREDITS PREPARED BY: Instructor DATE:
STANDARDS FOR SOCIAL WORK EDUCATION Adapted with permission from the University of Texas at Austin School of Social Work Standards for Social Work Education. Revised 10/12/2013. Criteria for Evaluating
Creating Agreement in Special Education Presented by The Office for Dispute Resolution About this training Based on collaborative work of CADRE and the IDEA Partnership along with numerous cross stakeholder
Curriculum Content Frameworks Please note: All assessment questions will be taken from the knowledge portion of these frameworks. Prepared by Patricia Carroll, Weiner High School Judy Elliott, Marion High
EFFECTIVE COMMUNICATION 7-1 EFFECTIVE COMMUNICATION OBJECTIVES To successfully complete this assignment, you must study the text and master the following objectives: Identify the parts of Shannon s communications
Course Description OTTAWA ONLINE COM 30163 Interpersonal Communication Examines models of relational interaction, verbal and nonverbal messages, language use, critical listening, relational dynamics, self-concept,
Interpersonal Skills Leadership, Change Management and Team Building Capital s Learning and Development team design and deliver tailored skills and competency based programmes to meet your wide range of
A Comparison of Leadership Training Programs By Linda Adams*, President of Gordon Training International 2009, 2013 Programs Included in this comparison: Leader Effectiveness Training (L.E.T.) The Seven
UNITAR Fellowship Program for Afghanistan 2011 Cycle Orientation Workshop Oral Communication in Workplace Ahmad Fawad Akbari & Yama Shams UNITAR Afghan Resource Persons 15 May 2011 Kabul Introduction to
HUMAN RESOURSES COLLEGE OF EDUCATION AND HUMAN ECOLOGY Guide to180 Feedback The goal of an effective 180 feedback implementation should be positive, measurable, long-term leadership growth and development
Preceptor Orientation 1 Department of Nursing & Allied Health RN to BSN Program Preceptor Orientation Program Revised January 2011 Preceptor Orientation 2 The faculty and staff of SUNY Delhi s RN to BSN
Conflict Resolution Skills Managing and Resolving Conflict in a Positive Way Conflict is a normal, and even healthy, part of relationships. After all, two people can t be expected to agree on everything
COMS 4130 Interpersonal Communication Offered: Fall 2013 Professor: Arness M. Krause, M.A. E-mail: email@example.com Phone: 708-602-8596 Office Hours: By Appointment Only WELCOME! You have registered for
Negotiation Theory & Practice Michael Alvarez Stanford School of Medicine Career Center Julie Matlof Kennedy Gould Center for Conflict Resolution, Stanford 2005 Morrison & Foerster LLP All rights reserved
St. Cloud State University Department of Residential Life Student Leadership Development Model Mission of the Department of Residential Life The Department of Residential Life works to provide a student
Coffeyville Community College SPCH 211 COURSE SYLLABUS FOR INTERPERSONAL AND GROUP COMMUNICATION ON LINE Salina Meek Instructor COURSE NUMBER: SPCH 211 COURSE TITLE: Interpersonal and Group Communication
NACADA presents Significant Conversations: The Art and Science of Communication in Transformational Advising November 6, 2008 José F. Rodríguez Florida International University firstname.lastname@example.org A college
Managing Conflict with Customers and Co-workers: Work Settings and Beyond Judith A. Cook, Ph.D. Center on Mental Health Services Research and Policy Carol A. Petersen, M.Ed. Center on Mental Health Services
Supervision Concepts and Skill-Building Seventh Edition Samuel C. Certo Steinmetz Professor of Management Crummer Graduate School of Business Rollins College I McGraw-Hill I Irwin Contents Preface iv About
Why Listening Is So Important There is a saying about listening that eloquently summarizes the nature of the process. The source of the words is unknown, but the message is universal God gave us two ears,
Healthy Relationships March 2005 KSC/CCAFS Health Education and Wellness Program Heather Torbett, MPH Kris S. Calderon, PhD, CHES Patricia Bell, LMC Relationship Health Many relationships are not as healthy
Guide to Effective Staff Performance Evaluations Compiled by Human Resources Siemens Hall, Room 211 The research is clear. The outcome is consistent. We know with certainty that the most powerful leadership
HLTEN502B Apply effective communication skills in nursing practice Release: 1 HLTEN502B Apply effective communication skills in nursing practice Modification History Not Applicable Unit Descriptor Descriptor
COURSE INFORMATION Course Number: Speech 1311 SPEECH 1311.BX1 COURSE SYLLABUS Fall, 2015 Course Title: Introduction to Speech Communication Course Description: Introduces basic human communication principles
STANDARDS FOR SOCIAL WORK PRACTICE WITH GROUPS Second Edition ASSOCIATION FOR THE ADVANCEMENT OF SOCIAL WORK WITH GROUPS, INC. An International Professional Organization (AASWG, Inc.) First edition Adopted
Overview of Performance Management Taking Steps to Enhance Individual & Organizational Effectiveness Performance Management Performance management is the process through which supervisors and those they
DUE PROCESS PROCEDURES Grievances by Interns These guidelines are intended to provide the psychology intern with a means to resolve perceived conflicts. Interns who pursue grievances in good faith will
Complete List of Behavioral Interview Questions Interviewing by Alex Rudloff on May 21st, 2007 Behavioral Interviewing, a style of interviewing that is increasing in popularity due to its effectiveness,
June 2002 Page 1 of 6 Naval School, Civil Engineer Corps Officer (CECOS) Issue Discussion Whether you are negotiating the subtle, yet important, specific input and results of a human health risk assessment
COMM 1318C: Interpersonal Communication Education on Demand Online Instructor: Dr. Kristina Drumheller Phone: 806-651-2816 E-mail: email@example.com Office: FAC 192 Office Hours: by appt. Texts: Adler,
Counseling Services Faculty/Staff Referral Guide for Students in Crisis The purpose of this guide is to provide faculty and professional staff with information about counseling services, referral information,
Presented by: Heather J. Donnelly HDI Certified Instructor Telephone Skills Objectives Recall the key principles for dealing with an irate caller Apply specific techniques effective in providing excellent
TASK I: Communication and Cultural Competence Module A: Customer Service California WIC Training Manual 6/1/2010 Task I/Module A Page i TABLE OF CONTENTS OVERVIEW..... 1 What Is Customer Service?......
Pathological Gambling and Spirituality Joanna Franklin MS NCGC II firstname.lastname@example.org Special thanks to Lori Rugle PhD and the patients and staff of the Custer Center and Las Vegas GTP Defining Spirituality
(Alignment is derived from Mid-continent Research for Education and Learning. Content Knowledge: A Compendium of and Benchmarks for K-12 Education, 4th Edition. www.mcrel.org/standards-benchmarks) Language
Application of Motivational Interviewing to College & Career Decision Making Originally developed by William R. Miller in 1983 as a useful set of techniques to use in the treatment of problem drinkers,
Person-centred Therapy A GUIDE TO COUNSELLING THERAPIES (DVD) Published by: J & S Garrett Pty Ltd ACN 068 751 440 All Case Histories in this text are presented as examples only and any comparison which
Interpersonal Communication Principles for Group Members Summary of Chapter 3 of Communicating in Groups: Applications and Skills, 5/e Katherine L. Adams, California State University Fresno Gloria J. Galanes,
Online Course Syllabus COM310 Interpersonal Communication Important Notes: This document provides an overview of expectations for this online course and is subject to change prior to the term start. Changes
Guide to Effective Staff Performance Evaluations HRS Human Resource Services-Operations The research is clear. The outcome is consistent. We know with certainty that the most powerful leadership tool for
INTERNATIONAL BUSINESS SKILLS COURSEWARE '!"#$%&##'()$*"&))& ''''+!,'-%)&./&0$1)&'+21.0!""#$%&'$%()*!++,"&-'&,.(,/(01+&.$++( 2#-"'&'&,.$#+ I hear and I Forget I see and I Remember I do and I Understand
Family Law Dispute Resolution Options If you are presented with a divorce or other family law matter which requires a resolution, there are a number of procedural models which may be used. The most commonly
Guide To Patient Counselling page - 1 - GUIDE TO PATIENT COUNSELLING Communication is the transfer of information meaningful to those involved. It is the process in which messages are generated and sent
ITEC Level 3 Unit 821 - Client Care and Communication in Beauty Related Industries Recommended minimum guided learning hours 28 QCA Qualification Accreditation Number: T/601/4457 Learning outcome Learners
Performance Management Office of Human Resources Jean Prather, PHR DEVELOPING EMPLOYEES The conventional definition of management is getting work done through h people, but real management is developing
Learning effectively through Groupwork These guidelines provide an overview of three main aspects of groupwork. These are: 1. Working as a team overview of why groupwork is important 2. Stages in group
Harford Community College Interpersonal Communication/CMST 105/Online/Interactive Syllabus Note: You, the student, are responsible for everything on this syllabus. Linda Heil INSTRUCTOR: OFFICE: 401 Thomas
Classified Performance Planning and Evaluation Form Employee Name: Employee S#: Position Number: Employee Job Title: College Name: Evaluation Period From: Department To: Red Rocks Commmunity College Supervisor
Verbal Communication II Course Health Science Unit II Communication Essential Question How does the communication process affect health care delivery? TEKS 130.204 (c) 2A, 2B, 3B, 3C Prior Student Learning
All Finance & Administrative Affairs employees will be subject to a performance management process. This guide is intended to provide supervisors with some things to think about as they engage in the performance
Career Service Authority Senior Human Resources Professional Page 1 of 8 GENERAL STATEMENT OF CLASS DUTIES Performs full performance level professional, technical, and administrative human resources work
AFS-USA Screening and Selecting Host Families Module Overview Each prospective host family must complete an application and undergo a comprehensive screening process, including an in-home interview, reference
College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of PHS Learning Goals PsyD Program Learning Goals
Using Child-Centered Play Therapy Tenets to Train Volunteers in a Therapeutic Riding Program Susan M. Rugari, PhD, RN, CNS Julie E. Merriman, PhD, LPC-S, NCC, RPT-S Allison M. Stewart PsyD, Licensed Psychologist
D: Communication and Interpersonal Skills Alberta Licensed Practical Nurses Competency Profile 39 Priority: One Competency: D-1 Effective Communication D-1-1 D-1-2 D-1-3 D-1-4 D-1-5 Demonstrate ability
ORGL 406: Management Fall 2015, Session 1 University of Indianapolis School for Adult Learning Instructor: Dr. Maggie Stevens Course Summary: This course is designed to introduce students to change models
In general, people want to feel that they have been treated fairly and feel that they have been understood and respected, regardless of what is being communicated. The ability to listen respectfully can
Introduction to Parents & Families: Relationships are important to a satisfying life and learning about healthy relationships begins at home. Family provides the foundation for our sense of security and
Exploring Systemic Macroaggressions and Community Colleges Dr. Luca Lewis Dr. Ata Karim Introduction Welcome Who We Are Training Overview Rules of Engagement Collaborative Exploration Outcomes Learn how
Career Service Authority Therapist Masters Level Page 1 of 5 GENERAL STATEMENT OF CLASS DUTIES Performs professionally supervised therapeutic work including assessment, counseling, evaluation, referral,
01. Create a plan 06. Create a feedback loop Plan how you are going to provide better customer service and take help from both staff and customers. 02. Improve People skills Service is a skill and people
Bert Epstein, Psy.D. 159 Kentucky Street Suite 3 Petaluma, CA 94952 707 242-1989 email@example.com CA License PSY 21404 Office Policies & Agreement for Psychotherapy Services Welcome. Your first visit
KAREN JEAN PRAGER Psychology and Gender Studies Interdisciplinary Studies and Behavioral and Brain Sciences 800 West Campbell Road, Mail Station HH30, Richardson, Texas 75080-3021 Educational History PH.D.
Creating a Safe and Healthy Environment for Neighborhood Councils Department of Neighborhood Empowerment Regional Roundtable and Training Day 2009 Patrick Prince, M.A. & Ann Phelps, Ph.D. PRINCE & PHELPS
Restorative Practices Training Project A project of the California Workforce Innovation Network with funding from The California Endowment In partnership with the California School-Age Consortium and Be
Self-Determination Series Raising Difficult Issues with Your Service Provider Determine Your Destiny Raising Difficult Issues with Your Service Provider Prepared by: Carol A. Petersen, M.Ed. Jessica A.
Developing as a trainee educational psychologist: establishing the psychological contract) Dr Mark Fox University of East London Abstract here are two significant components of the three-year T full-time
13. 3and Creating mutual trust respect Organisations that thrive are those where the company culture promotes mutual trust and respect of colleagues, and this is as true in PR as it is elsewhere. In this
Expert Reference Series of White Papers Effectively Managing Team Conflict 1-800-COURSES www.globalknowledge.com Effectively Managing Team Conflict Barbara Bulleit, BS/BA, MBA, PMP Dealing with Conflict
Individual Development Planning Staff Guidelines Guidelines for Creating a Development Plan What is an individual development plan? It s a document created by you, the staff member, then discussed with
Leader s s Guide Motivating Clients for Treatment and Addressing Resistance Treatnet Training Volume B, Module 2: Updated 15 February 2008 Module 2 training goals: 1. Increase knowledge of motivational
Psychology 460 Counseling & Interviewing Sheila. K. Grant, Ph.D. Overview Intro: The Effective Counselor Intro: Counseling for the Counselor Intro: The Counselor s Values Intro: Multicultural Counseling
Using 360 Feedback to Create True Communities of Learning and Health Robert S.D. Higgins, M.D. Rush University James M. Burke, Ph.D. Virginia Commonwealth University Workshop Goals Provide the basics on
Managing Performance An Introduction/Refresher March 15, 2000 Agenda The process is a resource to help measure and improve performance. The Performance Management Process & Form Performance Planning Integrating
Your appraisal 360 product guide Competency Frameworks ver 1.0 2 of 11 Third Eye Resolutions Ltd Contents What Appraisal360 feedback does for you... 4 Ways of buying Appraisal360... 5 System only packages...
Conflict Resolution Larry Ruch High Performance 1 Ottawa, June 22, 2014 My thoughts today are largely based on an amalgamation of pro coaching experience (especially mistakes made), my association with
DEGREE: ADVERTISING, MARKETING AND PUBLIC RELATIONS SUBJECT: COMMUNICATION IN ORGANIZATIONS YEAR: SECOND TERM: FIRST TYPE: COMPULSORY CREDITS: 6 LANGUAGE: ENGLISH OBJECTIVES: This course covers broad spectrum