Whetten Dms8e 04 TB

Developing Management Skills, 8e (Whetten/Cameron) Chapter 4 Building Relationships by Communicating Supportively 1) Studies have found that productivity at work
is markedly higher when relationships are positive. Answer: TRUE Explanation: This is true because positive relationships foster cooperation among people, so that things that get in the way of highly successful performancesuch as conflict, disagreements, confusion and ambiguity, unproductive competition, anger, and personal offenseare minimized. Diff: 1 Page Ref: 238 Topic: Building Positive Interpersonal Relationships Skill: Recall 2) Studies have found that people make fewer mental errors when experiencing positive relationships. Answer: TRUE Explanation: This is true because positive relationships create positive emotions such as joy, fulfillment, etc., which in turn actually expand people's mental capacities. Diff: 2 Page Ref: 238 Topic: Building Positive Interpersonal Relationships Skill: Recall 3) One suggested reason as to why communication remains a major problem for managers is that they are expected to focus on what organizational goals should be, not how to accomplish the organizational goals. Answer: FALSE Explanation: It is true that managers should focus on organizational goals. It is also true that they should focus on how to accomplish organizational goals. Communication remains a major problem for managers because they always feel the problem lies with other people and not themselves. The problem remains because managers fail to develop the relationships necessary for effective communication. Diff: 3 Page Ref: 240 Topic: The Importance of Effective Communication Skill: Understanding 4) Although much progress has recently been made in improving the transmission of accurate messages, comparable progress has not occurred in the interpersonal aspects of communication. Answer: TRUE Explanation: This is true because of personal and cultural differences, pride, and clumsy communication. The interpersonal aspects of communication involve the nature of the relationship between the communicators, and it is this relationship, rather than the actual information delivered, that stands in the way of effective message delivery. Diff: 1 Page Ref: 242 Topic: The Importance of Effective Communication Skill: Recall 5) Much of the literature on communication focuses on the accuracy of information being
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communicated. Answer: TRUE Explanation: This focus on accuracy is meant to ensure that the message does not deviate from its original intent. Accuracy has been emphasized over the interpersonal aspects because it is an easier problem to diagnose, address, and remedy. Diff: 1 Page Ref: 240 Topic: The Focus on Accuracy Skill: Recall 6) Research indicates that positive interpersonal relationships fostered by supportive communication often contribute to an organization achieving a competitive advantage in the marketplace. Answer: TRUE Explanation: This competitive advantage arises primarily because supportive communication allows individuals to communicate accurately and honestly, even in difficult circumstances. For example, it is almost impossible to deliver outstanding customer service in the absence of supportive communication. Diff: 2 Page Ref: 242-244 Topic: What Is Supportive Communication? Skill: Recall 7) Communication that is accurate and honest regardless of whether or not it jeopardizes interpersonal relationships is supportive communication. Answer: FALSE Explanation: Communication that is accurate and honest without jeopardizing interpersonal relationships is called supportive communication. Diff: 2 Page Ref: 242-243 Topic: What Is Supportive Communication? Skill: Understanding 8) Whereas coaching focuses on attitudes, counseling concentrates on abilities. Answer: FALSE Explanation: The opposite is true. Coaching focuses on abilities and counseling focuses on attitudes. Diff: 1 Page Ref: 244 Topic: Coaching and Counseling Skill: Recall 9) If a subordinate's problem stems from attitudes, personality clashes, or other factors tied to emotions, his or her boss faces a counseling problem. Answer: TRUE Explanation: Emotional and attitudinal problems are best addressed through a counseling approach, as opposed to coaching, which helps employees develop work skills. Diff: 1 Page Ref: 244-246 Topic: Coaching and Counseling Problems Skill: Recall 10) Your boss tells you, "I can help you do this better." This statement lets you know that your
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boss sees your problem as an attitude problem. Answer: FALSE Explanation: In this case, the boss sees the problem as a performance issue. He is saying that he can help you "do" something better. Thus, he perceives that you need help improving your work skills, which is an ability, not an attitude, problem. Diff: 2 Page Ref: 244-246 Topic: Coaching and Counseling Problems Skill: Understanding 11) Janine, one of your employees, constantly offers excuses for her behavior when you talk to her. The behavior she exhibits demonstrates that she cares more about self protection than listening. She is being defensive. Answer: TRUE Explanation: Defensiveness is an emotional state in which one is agitated, confused, and likely to strike out. It arises when one of the parties feels threatened or punished for the communication and the self-protection instinct becomes more important than listening. Diff: 3 Page Ref: 246 Topic: Defensiveness and Disconfirmation Skill: Understanding 12) If the person you are communicating with suddenly begins to drop important names in the conversation such as "When the general manager, Sue, spoke with me about this matter, I offered her advice ..." you have probably caused this person to feel counseled. Answer: FALSE Explanation: The response of the employee in this case demonstrates that she has been disconfirmed and lacks a sense of value or worth. She is trying to make herself look good by suggesting that she offers advice to the general manager. Thus, her response is more a matter of demeaning communication than it is a matter of whether she has been counseled or not. Diff: 3 Page Ref: 246 Topic: Defensiveness and Disconfirmation Skill: Understanding/Application 13) Congruence in communication means that what is communicated verbally and nonverbally matches what the person is thinking and feeling. Answer: TRUE Explanation: Simply put, congruence means being honest. It means communicating what you intend. However, it does not mean being brutally honest or demeaning others. Effective congruent communication must be supportive. Diff: 1 Page Ref: 247 Topic: Principles of Supportive CommunicationCongruent, Not Incongruent Skill: Recall
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14) When her boyfriend asks if everything is okay, a woman coldly responds, "Everything is fine." She is practicing congruent communication. Answer: FALSE Explanation: To be congruent, communication must match individuals' experiences and feelings. Incongruence occurs when there is a mismatch either between the communication and the individual's true feelings. In this situation, the woman doesn't communicate congruently because she says she is fine in a tone of voice that implies that she is not fine (coldly). Her tone of voice and expression don't match her words. Diff: 2 Page Ref: 247 Topic: Principles of Supportive CommunicationCongruent, Not Incongruent Skill: Understanding 15) If you make the comment, "You are doing it wrong," to a co-worker, you are engaging in evaluative communication. Answer: TRUE Explanation: Evaluative communication makes a judgment or places a label on other individuals or their behavior. Descriptive communication, on the other hand, is comprised of three steps: (1) Objectively describe your observation of the event or the behavior, (2) Describe your (or others') reaction to the behavior or its consequences, (3) Suggest a more acceptable alternative. Diff: 1 Page Ref: 248-249 Topic: Principles of Supportive CommunicationDescriptive, Not Evaluative Skill: Recall 16) When utilizing descriptive communication, evaluative comments should never be made. Answer: FALSE Explanation: It may be necessary at times to make some evaluative statements, typically after someone responds defensively to descriptive communication. In this case, evaluative statements should be made in reference to some standard of performance or to a set of criteria. For example, "Your behavior does not meet the prescribed standard." Diff: 2 Page Ref: 248-249 Topic: Principles of Supportive CommunicationDescriptive, Not Evaluative Skill: Recall 17) Problem-oriented communication focuses on the individual's personal traits that led to the unacceptable behavior. Answer: FALSE Explanation: Problem-oriented communication focuses on problems and solutions rather than on personal traits. Person-oriented communication, on the other hand, focuses on things that cannot be changed or controlled, and it can send the message that the person is inadequate. Diff: 1 Page Ref: 250-251 Topic: Principles of Supportive CommunicationProblem Oriented, Not Person Oriented Skill: Recall
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18) You comment to a co-worker, "My supervisor, Maxine, is dictatorial." This is an example of person-oriented communication. Answer: TRUE Explanation: Person-oriented communication focuses on the characteristics of the individual rather than the event. It is problematic because while most people can adjust their behaviors, few can change their personalities. Person-oriented communication leads to a deterioration in the relationship rather than problem solving. Diff: 2 Page Ref: 250-251 Topic: Principles of Supportive CommunicationProblem Oriented, Not Person Oriented Skill: Recall 19) During a conversation with a co-worker, you begin to feel ignorant and incompetent. The coworker was probably validating in his conversation with you. Answer: FALSE Explanation: Validating communication helps people feel recognized, understood, accepted, and valued. Communication that is invalidating arouses negative feelings about self-worth, identity, and relatedness to others. Diff: 2 Page Ref: 251 Topic: Principles of Supportive CommunicationValidating, Not Invalidating Skill: Understanding 20) Your boss usually only likes to discuss his point of view. When you offer another point of view, he ignores you. He is practicing rigidity in his communication. Answer: TRUE Explanation: Rigidity is characterized by communication that is portrayed as absolute, unequivocal, or unquestionable. Also, rigid communicators are unwilling to accept alternate points of view or personal feedback. Diff: 2 Page Ref: 251-252 Topic: Principles of Supportive CommunicationValidating, Not Invalidating Skill: Understanding 21) Your supervisor remarks to you, "You spent an hour scheduling meetings today when that could have been done by your assistant." Your supervisor is using global communication. Answer: FALSE Explanation: The statement provides specific information that can be used toward behavioral change. Thus, the supervisor is practicing specific communication, not global communication. Diff: 1 Page Ref: 253-254 Topic: Principles of Supportive CommunicationSpecific, Not Global Skill: Recall
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22) Specific communication should avoid extreme and either-or statements, as these types of statements deny that alternatives may exist. Answer: TRUE Explanation: The problem with extreme statements and either-or statements is that they deny possible alternatives and lead to defensiveness and disconfirmation. This defensiveness often occurs because the possible responses of the communication recipient are severely constrained. Responses lead to arguments rather than constructive discussion. Diff: 1 Page Ref: 253 Topic: Principles of Supportive CommunicationSpecific, Not Global Skill: Recall 23) Your co-worker has a habit of constantly interrupting you when you are talking. He is practicing validating communication. Answer: FALSE Explanation: The co-worker is not practicing validating communication. In fact, he is invalidating your communication by interrupting. He is practicing disjunctive communication because his communication is disconnected from what is stated beforehand. The transition between turns to speak does not flow smoothly. Diff: 1 Page Ref: 254-255 Topic: Principles of Supportive CommunicationConjunctive, Not Disjunctive Skill: Understanding 24) Interaction management, which focuses on taking turns speaking, management of timing, and topic control, has been found to be crucial in supportive communication. Answer: TRUE Explanation: People who practice interaction management are judged to be competent communicators. In fact, interaction management has been shown in research to be the most powerful determinant of perceived communication competence. If your employees view you as a competent communicator, they will feel supported. Diff: 1 Page Ref: 254 Topic: Principles of Supportive CommunicationConjunctive, Not Disjunctive Skill: Recall 25) You take responsibility for your statements, using first-person words, such as "I," "me," and "mine." You are practicing validating communication. Answer: FALSE Explanation: Validating communication is egalitarian, flexible, two-way, and based on agreement. Done correctly, validating communication helps people feel recognized, understood, accepted, and valued. There is not enough information in the question to know if the person is practicing validating (as opposed to invalidating) communication. However, using first person words is a part of practicing owned (rather than disowned) communication. Diff: 2 Page Ref: 251--253 Topic: Principles of Supportive CommunicationOwned, Not Disowned Skill: Understanding
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26) In response to your co-worker's behavior, you remark, "What would people think if they knew what you did!" This is example of disowned communication. Answer: TRUE Explanation: Disowned communication is suggested by the use of third person or first person plural words (in this case"people?" and "they"). When communication is disowned, the person avoids taking responsibility for the communication and avoids investing in the interaction. This may send the message that the communicator is aloof or uncaring about the receiver or is not confident enough in the idea expressed to take responsibility for it. Diff: 2 Page Ref: 255 Topic: Principles of Supportive CommunicationOwned, Not Disowned Skill: Understanding 27) One aspect of supportive communicationlistening and responding effectively to someone else's statementsis at least as important as delivering supportive messages. Answer: TRUE Explanation: This is true because in any conversation, the person who talks the most is the one who learns the least about the other person. A good supervisor must become a good listener. Diff: 1 Page Ref: 256 Topic: Principles of Supportive CommunicationSupportive Listening, Not One-Way Listening Skill: Recall 28) Because open responses allow the communicator to control the topic of conversation, it is appropriate all the time under all circumstances. Answer: FALSE Explanation: Good supportive listening relies on flexibility in response types and matching appropriate responses to the circumstances at hand. No one type of response will be appropriate all the time under all circumstances. Diff: 2 Page Ref: 257 Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, Reflecting Skill: Recall 29) The type of response that provides instruction or direction is an advising response. Answer: TRUE Explanation: Additionally, an advising response provides personal direction, opinion, or evaluation. It is most appropriate when the listener has expertise that the communicator doesn't possess or when the communicator is in need of direction. However, most listeners have a tendency to offer much more advice and direction than is appropriate. Diff: 1 Page Ref: 257 Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, Reflecting Skill: Recall
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30) When you use the reflecting response, you are trying to pursue the topic in greater depth. Answer: FALSE Explanation: The primary purpose of the reflecting response is to mirror back to the communicator the message that was heard and to communicate understanding and acceptance of the person. Trying to pursue the topic in greater depth is called probing (specifically a reflection probe). Note that there is a difference between reflecting and a reflection probe. Diff: 2 Page Ref: 259-260 Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, Reflecting Skill: Recall 31) A personal management interview program is a regularly scheduled meeting between a manager and all of his or her employees. The meeting allows everyone the chance to talk together about particular issues. Answer: FALSE Explanation: A personal management interview program is a regular scheduled one-on-one meeting between a manager and his or her employees. It is not a team meeting. Diff: 1 Page Ref: 260-261 Topic: The Personal Management Interview Skill: Recall 32) Benefits associated with companies implementing a personal management interview program include increased effectiveness, improved individual accountability, department meeting efficiency, and enhanced communication flows. Answer: TRUE Explanation: Additionally, similar benefits have been seen in family settings and community and church groups. Diff: 2 Page Ref: 260-261 Topic: The Personal Management Interview Skill: Recall 33) In cultures where individuals are assumed to have a great deal of individual autonomy, coaching responses are less common than counseling responses in interpersonal problem solving. Answer: TRUE Explanation: This is because individuals with greater autonomy may not be as welcoming to direct advice, and managers may give employees latitude to improve their own skills. Notwithstanding these cultural differences, the 8 core principles of supportive communication remain effective. Diff: 2 Page Ref: 264 Topic: International Caveats Skill: Recall
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34) According to the textbook authors, what is the most important skill for building and strengthening positive relationships? A) Creativity B) Innovation C) Communication D) Intellectual capacity Answer: C Explanation: A) Incorrect. The most important skill in building and strengthening positive relationships is the ability to communicate with people in a way that enhances feelings of trust, openness, and support. B) Incorrect. The most important skill in building and strengthening positive relationships is the ability to communicate with people in a way that enhances feelings of trust, openness, and support. C) Correct. The most important skill in building and strengthening positive relationships is the ability to communicate with people in a way that enhances feelings of trust, openness, and support. D) Incorrect. The most important skill in building and strengthening positive relationships is the ability to communicate with people in a way that enhances feelings of trust, openness, and support. Diff: 2 Page Ref: 239 Topic: Building Positive Interpersonal Relationships Skill: Recall 35) What factor dominates all other factors in determining promotability? A) Technical knowledge B) Effective writing skills C) Being able to say "no" D) Face-to-face communication skills Answer: D Explanation: A) Incorrect. Though technical knowledge is important, over 80 percent of a manager's waking hours are spent in verbal communication. As a result, face-to-face communication skills dominate all other factors in determining promotability. B) Incorrect. Though effective writing skills are important, over 80 percent of a manager's waking hours are spent in verbal communication. As a result, face-to-face communication skills dominate all other factors in determining promotability. C) Incorrect. The ability to turn down tasks is helpful for time management, but is not a significant factor in promotability. Over 80 percent of a manager's waking hours are spent in verbal communication. As a result, face-to-face communication skills dominate all other factors in determining promotability. D) Correct. Over 80 percent of a manager's waking hours are spent in verbal communication. As a result, face-to-face communication skills dominate all other factors in determining promotability. Diff: 1 Page Ref: 239 Topic: The Importance of Effective Communication Skill: Recall
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36) Which of the following is not one of the problems associated with electronic communication? A) People are bombarded with an overabundance of information, often poorly presented, so they are less willing to consume all the messages aimed at them. B) Interpersonal relationships have been significantly enhanced by using electronic communication methods. C) People do not place all the rapid-fire messages in context, so much of the information lacks significance or meaning. D) Although some relationships can be created electronically, effective interpretation and use of information still depends on the relationship the recipient has with the sender. Answer: B Explanation: A) Incorrect. An overabundance of poorly communicated information is one of the problems with electronic communication. B) Correct. Though electronic communication has improved the accuracy of messages, it may have actually hindered the development of interpersonal relationships. In the words of one researcher, "Technology is ahead of people's ability to cope and use it; it's becoming part of the problem, not part of the solution." C) Incorrect. Lack of context or meaning is one of the problems with electronic communication. D) Incorrect. Despite creation of electronic relationships, effective interpretation does depend on the relationship between the recipient and the sender. Diff: 2 Page Ref: 239 Topic: The Importance of Effective Communication Skill: Understanding 37) Communication has been studied by numerous people. What are the results of their efforts? A) The transmission of accurate messages has improved. B) The interpersonal aspects of communication have improved. C) Both accuracy and interpersonal aspects of communication have improved. D) Neither accuracy nor interpersonal aspects of communication have improved. Answer: A Explanation: A) Correct. Transmission of accurate messages has improved, though interpersonal aspects of communication have not. B) Incorrect. Transmission of accurate messages has improved, but interpersonal aspects of communication have not. C) Incorrect. Though there have been some significant improvements in accuracy of communication, interpersonal aspects have not improved. D) Incorrect. Though interpersonal aspects of communication have not improved, there have been some significant improvements in accuracy of communication. Diff: 1 Page Ref: 245 Topic: The Importance of Effective Communication Skill: Recall
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38) What is the outcome of supportive communication? A) Other people like you even if they don't understand you. B) You are judged to be a nice person and others listen to you. C) The message is delivered accurately and relationships are enhanced. D) You are socially accepted but not viewed as an excellent manager. Answer: C Explanation: A) Incorrect. In order for supportive communication to be effective, the message must be clearly understood. Supportive communication means that the message is delivered accurately and relationships are enhanced. B) Incorrect. Supportive communication is not just saying what other people want to hear. It also consists of dealing with the difficult or negative feedback in a productive manner. Supportive communication means that the message is delivered accurately and relationships are enhanced. C) Correct. Supportive communication consists of dealing with the difficult or negative feedback in a productive manner. This means that the message is delivered accurately and relationships are enhanced. D) Incorrect. Supportive communication will improve your managerial abilities. Supportive communication means that the message is delivered accurately and relationships are enhanced. Diff: 2 Page Ref: 242-243 Topic: What Is Supportive Communication? Skill: Understanding
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39) Which variable(s) has research results confirmed to be the most powerful in predicting profitability for an organization? A) Market share B) Capital intensity C) Sales growth rate D) Supportive communication E) The combination of market share, capital intensity, firm size, and sales growth rate Answer: D Explanation: A) Incorrect. Though market share may play a role in profitability, the most powerful predictor of profitability is supportive communication. This is because supportive communication results in happier employees, stronger relationships between co-workers, and stronger customer loyalty. B) Incorrect. Though capital intensity may play a role in profitability, the most powerful predictor of profitability is supportive communication. This is because supportive communication results in happier employees, stronger relationships between co-workers, and stronger customer loyalty. C) Incorrect. Though sales growth rate may play a role in profitability, the most powerful predictor of profitability is supportive communication. This is because supportive communication results in happier employees, stronger relationships between co-workers, and stronger customer loyalty. D) Correct. This is because supportive communication results in happier employees, stronger relationships between co-workers, and stronger customer loyalty. E) Incorrect. Though market share, capital intensity, firm size, and sales growth rate may each play a role in profitability, the most powerful predictor of profitability is supportive communication. This is because supportive communication results in happier employees, stronger relationships between co-workers, and stronger customer loyalty. Diff: 1 Page Ref: 244 Topic: What Is Supportive Communication? Skill: Recall
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40) Which of the following statements is most consistent with coaching (as opposed to counseling)? A) "I'd like to see you work on your attitude. You are often too pessimistic." B) "Would you like to talk with me about the interpersonal conflict you are having with your supervisor?" C) "Let's plan some time tomorrow for me to walk you through the audit process. I think I can help you see where you are making mistakes." D) "I'm concerned that you seem to be growing less committed to the mission of our organization. Why don't you spend a little more time with our customers so that you can reignite your passion?" Answer: C Explanation: A) Incorrect. Discussing someone's attitude with them is part of the counseling function, not the coaching function. B) Incorrect. Talking with someone about personality clashes is a feature of counseling, not coaching. C) Correct. When managers coach, they provide guidance and instructions to help build the employee's competence and skills. D) Incorrect. Discussing someone's attitude or commitment level is a feature of counseling, not coaching. Diff: 1 Page Ref: 245 Topic: Coaching and Counseling Skill: Application
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41) How many attributes of supportive communication are described in the text? A) 1 B) 3 C) 6 D) 8 E) None of the above Answer: D Explanation: A) Incorrect. Eight attributes of supportive communication are described in the text. Supportive communication is (1) congruent, not incongruent, (2) descriptive, not evaluative, (3) problem-oriented, not person-oriented, (4) validating, not invalidating, (5) specific, not global, (6) owned, not disowned, (7) conjunctive, not disjunctive, and (8) supportive listening, not one-way listening. B) Incorrect. Eight attributes of supportive communication are described in the text. Supportive communication is (1) congruent, not incongruent, (2) descriptive, not evaluative, (3) problemoriented, not person-oriented, (4) validating, not invalidating, (5) specific, not global, (6) owned, not disowned, (7) conjunctive, not disjunctive, and (8) supportive listening, not one-way listening. C) Incorrect. Eight attributes of supportive communication are described in the text. Supportive communication is (1) congruent, not incongruent, (2) descriptive, not evaluative, (3) problemoriented, not person-oriented, (4) validating, not invalidating, (5) specific, not global, (6) owned, not disowned, (7) conjunctive, not disjunctive, and (8) supportive listening, not one-way listening. D) Correct. Eight attributes of supportive communication are described in the text. Supportive communication is (1) congruent, not incongruent, (2) descriptive, not evaluative, (3) problemoriented, not person-oriented, (4) validating, not invalidating, (5) specific, not global, (6) owned, not disowned, (7) conjunctive, not disjunctive, and (8) supportive listening, not one-way listening. E) Incorrect. Eight attributes of supportive communication are described in the text. Supportive communication is (1) congruent, not incongruent, (2) descriptive, not evaluative, (3) problemoriented, not person-oriented, (4) validating, not invalidating, (5) specific, not global, (6) owned, not disowned, (7) conjunctive, not disjunctive, and (8) supportive listening, not one-way listening. Diff: 1 Page Ref: 243 Topic: What Is Supportive Communication? Skill: Recall
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42) What is the statement "You interrupted me three times during the meeting!" an example of? A) Conjunctive, not disjunctive communication B) Owned, not disowned communication C) Problem oriented, not person oriented communication D) Specific, not global communication Answer: D Explanation: A) Incorrect. Conjunctive communication is a focus on statements that flow from what has previously been said and that facilitate interaction. This statement is an example of specific, rather than global, communication. B) Incorrect. Owned communication is a focus on taking responsibility for your own statements by using "I" words. This statement is an example of specific, rather than global, communication. C) Incorrect. Problem-oriented communication is a focus on problems and issues that can be changed rather than people and their characteristics. This statement is an example of specific, rather than global, communication. D) Correct. Specific communication focuses on avoiding overgeneralization, extreme statements, or false dichotomies (either-or statements). Diff: 2 Page Ref: 253 Topic: What Is Supportive Communication? Skill: Understanding 43) What is the statement "I have decided to turn down your request" an example of? A) Conjunctive, not disjunctive communication B) Owned, not disowned communication C) Problem oriented, not person oriented communication D) Specific, not global communication Answer: B Explanation: A) Incorrect. Conjunctive communication is a focus on statements that flow from what has previously been said and that facilitate interaction. This statement is an example of owned, not disowned, communication. B) Correct. Owned communication uses first-person nouns and verbs so that the communicator takes responsibility for a decision or opinion. C) Incorrect. Problem-oriented communication is a focus on problems and issues that can be changed rather than people and their characteristics. This statement is an example of specific, rather than global, communication. D) Incorrect. Specific communication is a focus on specific events or behaviors to avoid general, extreme, either-or statements. This statement is an example of specific, rather than global, communication. Diff: 2 Page Ref: 255 Topic: What Is Supportive Communication? Skill: Understanding
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44) Managers pass along advice and information and help employees improve their skills by setting standards. When managers do this, what is it called? A) Coaching B) Counseling C) Validating D) Delegation Answer: A Explanation: A) Correct. Coaching focuses on abilities, while counseling focuses on attitudes. B) Incorrect. Counseling refers to when managers help others recognize and address problems involving their level of understanding, emotions, or personalities. The behavior described above is coaching. Coaching focuses on abilities, while counseling focuses on attitudes. C) Incorrect. Validating is an aspect of supportive communication that refers to focus on statements that communicate respect, flexibility, and collaboration. The behavior described above is coaching. Coaching focuses on abilities, while counseling focuses on attitudes. D) Incorrect. Delegation is a time-management technique that refers to assigning employees responsibility for certain tasks. The behavior described above is coaching. Coaching focuses on abilities, while counseling focuses on attitudes. Diff: 1 Page Ref: 244-245 Topic: Coaching and Counseling Skill: Understanding 45) Managers help employees by addressing problems involving employee attitudes. When managers do this, what is it called? A) Coaching B) Counseling C) Empowerment D) Discipline Answer: B Explanation: A) Incorrect. The behavior described above is counseling. Coaching focuses on abilities, while counseling focuses on attitudes. B) Correct. Coaching focuses on abilities, while counseling focuses on attitudes. C) Incorrect. Empowerment refers to conduct by a manager that helps the employee feel liberated and valued. The behavior described above is counseling. Coaching focuses on abilities, while counseling focuses on attitudes. D) Incorrect. Discipline refers to conduct by managers that attempts to influence or change undesirable behaviors. The behavior described above is counseling. Coaching focuses on abilities, while counseling focuses on attitudes. Diff: 1 Page Ref: 244 Topic: Coaching and Counseling Skill: Recall
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46) You notice that since hiring Barbara, she is always working early and stays late; she appears to be working very hard. Co-workers have commented on how much they enjoy working with Barbara. Yesterday, in a conversation with her, she remarked how she was unhappy with her performance but was determined to try harder. This surprised you since you find her very capable, competent, and hard working. What kind of problem is Barbara most likely facing? A) A problem that needs counseling B) A problem that needs coaching C) A problem that needs person-oriented communication D) A problem that needs global communication Answer: A Explanation: A) Correct. Barbara seems to be capable, competent, and hard-working, but she is dissatisfied with her performance. The problem that Barbara is facing is most likely one that needs counseling (a change in attitude). B) Incorrect. An issue stemming from Barbara's lack of abilities would require coaching. Barbara seems to be capable, competent, and hard-working, but she is dissatisfied with her performance. The problem that Barbara is facing is most likely one that needs counseling (a change in attitude). C) Incorrect. Though person-oriented communication is one aspect of supportive communication, it is not the correct answer. Barbara seems to be capable, competent, and hardworking, but she is dissatisfied with her performance. The problem that Barbara is facing is most likely one that needs counseling (a change in attitude). D) Incorrect. Global communication is not a recommended communication techniquecommunication should be specific rather than global. Barbara seems to be capable, competent, and hard-working, but she is dissatisfied with her performance. The problem that Barbara is facing is most likely one that needs counseling (a change in attitude). Diff: 2 Page Ref: 249 Topic: Coaching and Counseling Problems Skill: Application/Analysis
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47) There is a problem with George. You don't doubt his knowledge or ability to do the job. However, lately he has developed a problem concerning his co-workers. He doesn't need or want their input to the project. He says that his work is above standards and remarks, "Can I help it if I work with idiots?" What kind of problem is George most likely exhibiting? A) A problem that needs coaching B) A problem that needs counseling C) A problem that needs person-oriented communication D) A problem that needs global communication Answer: B Explanation: A) Incorrect. An issue stemming from George's lack of abilities would require coaching. George seems to be capable, competent, and hard-working, but he thinks he is above his co-workers' advice or criticism. The problem that George is facing is most likely one that needs counseling (a change in attitude). B) Correct. George seems to be capable, competent, and hard-working, but he thinks he is above his co-workers' advice or criticism. The problem that George is facing is most likely one that needs counseling (a change in attitude). C) Incorrect. Though person-oriented communication is one aspect of supportive communication, it is not the correct answer. George seems to be capable, competent, and hardworking, but he thinks he is above his co-workers' advice or criticism. The problem that George is facing is most likely one that needs counseling (a change in attitude). D) Incorrect. Global communication is not a recommended communication techniquecommunication should be specific rather than global. George seems to be capable, competent, and hard-working, but he thinks he is above his co-workers' advice or criticism. The problem that George is facing is most likely one that needs counseling (a change in attitude). Diff: 2 Page Ref: 244 Topic: Coaching and Counseling Problems Skill: Application/Analysis
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48) You know that your performance has recently declined. You tie this decline to the new software. Even though you fully understand how to use the new software, you think the software is garbage. In fact, you campaigned against the software but lost the political battle. Your boss has called you into her office. What would be the most correct response for the boss to use? A) "You need to either shape up or ship out. The software stays!" B) "Don't worry ... everything will work out. Just give it time." C) "I can help you do this better." D) "You do recognize there is a problem, don't you?" Answer: D Explanation: A) Incorrect. This is not a supportive response. It invalidates your concerns and shows disrespect. The correct response is a counseling approach that is geared toward helping you understand that a problem exists. B) Incorrect. This response does not address your concerns or the underlying problem. It ignores them. The correct response is a counseling approach that is geared toward helping you understand that a problem exists. C) Incorrect. This response is more suited to a coaching situationone in which the employee's abilities are in question. Here, you fully understand how to use the software and your abilities are not questioned. The problem lies with your attitude. The correct response is a counseling approach that is geared toward helping you understand that a problem exists. D) Correct. Here, you fully understand how to use the software and your abilities are not questioned. The problem lies with your attitude. The correct response is a counseling approach that is geared toward helping you understand that a problem exists. Diff: 3 Page Ref: 244 Topic: Coaching and Counseling Problems Skill: Application/Analysis
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49) Which of the following supervisor statements is an example of coaching? A) "Id really like to see you try to approach this problem more optimistically." B) Lets sit down and work through the audit process together this time so that you see what Im looking for." C) "You need to work on your attitude." D) "Your teammates are expressing concern that you dont handle conflict well." Answer: B Explanation: A) Incorrect. This statement is not a good example of supportive coaching. It is one-way listening rather than supportive listening. For coaching to be effective, the other person must understand clearly what the problem is and how to overcome it. B) Correct. This statement is focused on helping the employee understand the problem and how to overcome it. It is problem-focused, specific, owned, conjunctive, etc. C) Incorrect. This statement is not a good example of supportive coaching. It is global rather than specific. For coaching to be effective, the other person must understand clearly what the problem is and how to overcome it. D) Incorrect. This statement is not a good example of supportive coaching. It is disownedthe supervisor is not taking responsibility for the criticism. For coaching to be effective, the other person must understand clearly what the problem is and how to overcome it. Diff: 2 Page Ref: 244 Topic: Coaching and Counseling Problems Skill: Application/Analysis 50) What is an important goal of counseling? To help the individual A) get along better with co-workers. B) understand clearly what the problem is and how to overcome it. C) recognize that a problem exists and identify ways to address the problem. D) identify ways in which the problem may be addressed. Answer: C Explanation: A) Incorrect. Though counseling may have the side effect of inducing better relations with one's co-workers, the primary goals are to help the employee realize that a problem exists, that his or her attitude is of critical importance, and to help the employee identify ways in which the problem might be addressed. B) Incorrect. This is only a partial answer. The primary goals of counseling are to help the employee realize that a problem exists, that his or her attitude is of critical importance, and to help the employee identify ways in which the problem might be addressed. C) Correct. More fully, the primary goals of counseling are to help the employee realize that a problem exists, that his or her attitude is of critical importance, and to help the employee identify ways in which the problem might be addressed. D) Incorrect. This is only a partial answer. The primary goals of counseling are to help the employee realize that a problem exists, that his or her attitude is of critical importance, and to help the employee identify ways in which the problem might be addressed. Diff: 1 Page Ref: 245 Topic: Coaching and Counseling Problems Skill: Recall
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51) What are two major problems that result when principles of supportive communication are not followed while coaching or counseling subordinates? A) The person shows anger, aggression, competitiveness, and avoidance, and the person dislikes the one sending the message. B) The person feels put down, ineffectual, or insignificant, and the person is not trustworthy. C) The person feels put down, ineffectual, or insignificant, and the person shows anger, aggression, competitiveness, and avoidance. D) The person is not trustworthy, and the person dislikes the one sending the message. Answer: C Explanation: A) Incorrect. Dislike is not one of the primary results of nonsupportive communication. The two major obstacles resulting from nonsupportive communication are defensiveness (agitation and discomfort) and disconfirmation (feeling put down or insignificant). B) Incorrect. Lack of trustworthiness is not one of the primary results of nonsupportive communication. The two major obstacles resulting from nonsupportive communication are defensiveness (agitation and discomfort) and disconfirmation (feeling put down or insignificant). C) Correct. The two major obstacles resulting from nonsupportive communication are defensiveness (agitation and discomfort) and disconfirmation (feeling put down or insignificant). D) Incorrect. Neither lack of trustworthiness nor dislike is a primary result of nonsupportive communication. The two major obstacles resulting from nonsupportive communication are defensiveness (agitation and discomfort) and disconfirmation (feeling put down or insignificant). Diff: 2 Page Ref: 246 Topic: Defensiveness and Disconfirmation Skill: Recall 52) You have noticed since your discussion with Mary about her performance in the team that she seems withdrawn and not very motivated. What should you suspect about your communication? A) It was very supportive. B) It caused some defensiveness in Mary. C) It caused some disconfirmation in Mary. D) It caused both some defensiveness and disconfirmation in Mary. Answer: C Explanation: A) Incorrect. If the communication had been supportive, Mary likely would not be acting withdrawn or unmotivated, a clear sign of disconfirmation. B) Incorrect. If the communication had caused defensiveness in Mary, she likely would have acted out by blocking the message or the interpersonal relationship. Instead she is acting withdrawn and unmotivated, a clear sign of disconfirmation. C) Correct. Acting withdrawn and unmotivated is a clear sign that disconfirmation has taken place. Other possible signs include self-aggrandizing behaviors and loss of respect for the communicator. D) Incorrect. If the communication had caused defensiveness in Mary, she likely would have acted out by blocking the message or the interpersonal relationship. Instead she is acting withdrawn and unmotivated, a clear sign of disconfirmation. Diff: 3 Page Ref: 246 Topic: Defensiveness and Disconfirmation Skill: Application
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53) The CEO from headquarters has just arrived. You make some opening comments and she replies, "I'm glad to be here. I look forward to talking to everyone here that has made this plant number one." Looking straight at you she continues, "My time is yours to do as you see fit." She then looks at her watch. What type of communication is this an example of? A) Congruent communication B) Supportive communication C) Incongruent communication D) Disowned communication Answer: C Explanation: A) Incorrect. Congruent communication is communication that accurately represents the speaker's beliefs. Immediately after telling you that her time is yours, she looked at her watch, which implied that she really did not mean what she said. B) Incorrect. The communication is not supportive because it fails the congruence test. Immediately after telling you that her time is yours, she looked at her watch, which implied that she really did not mean what she said. C) Correct. Incongruent communication is communication that fails to accurately represent the speaker's beliefs. Immediately after telling you that her time is yours, she looked at her watch, which implied that she really did not mean what she said. D) Incorrect. Disowned communication occurs when the speaker fails to attribute personal opinions or beliefs to him- or herself. Here, the CEO clearly uses "I" and "my" in her communication. The communication is not supportive because it fails the congruence test. Immediately after telling you that her time is yours, she looked at her watch, which implied that she really did not mean what she said. Diff: 3 Page Ref: 247 Topic: Principles of Supportive CommunicationCongruent, Not Incongruent Skill: Understanding/Application
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54) What should you do when practicing congruent communication? A) Blow off steam immediately on getting upset B) Never suppress your feelings of anger or disappointment C) Match the communication, verbally and nonverbally, to what you are thinking and feeling D) Match the communication, verbally and nonverbally, to what others are ready to hear Answer: C Explanation: A) Incorrect. Suppressing angry or disappointed feelings until you are able to deal with them productively can sometimes be helpful. At that point, you can deal with them through supportive communication. Congruent communication requires only that the verbal and nonverbal communication matches what you are thinking and feeling. It does not mean that you should always be brutally honest with others. B) Incorrect. Suppressing angry or disappointed feelings until you are able to deal with them productively can sometimes be helpful. At that point, you can deal with them through supportive communication. Congruent communication requires only that the verbal and nonverbal communication matches what you are thinking and feeling. It does not mean that you should always be brutally honest with others. C) Correct. Congruent communication requires only that the verbal and nonverbal communication matches what you are thinking and feeling. It does not mean that you should always be brutally honest with others. D) Incorrect. Merely telling others what they want to hear is not supportive communication, it is flattery. Congruent communication requires only that the verbal and nonverbal communication matches what you are thinking and feeling. It does not mean that you should always be brutally honest with others. Diff: 2 Page Ref: 247 Topic: Principles of Supportive CommunicationCongruent, Not Incongruent Skill: Recall
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55) Your boss has just left your office. You heard what she said but feel there was a hidden message in her statements. What type of communication did your boss most likely practice? A) Supportive communication B) Nonsupportive communication (it was person-oriented communication) C) Nonsupportive communication (it was incongruent communication) D) Nonsupportive communication (it was evaluative communication) E) Nonsupportive communication (it was problem-oriented communication) Answer: C Explanation: A) Incorrect. You left the meeting feeling like there was a hidden messagesomething the boss was feeling but did not say. This is characteristic of incongruent (and therefore nonsupportive) communication. B) Incorrect. There is no evidence that your boss focused on you as the person rather than on the problem. You left the meeting feeling like there was a hidden messagesomething the boss was feeling but did not say. This is characteristic of incongruent communication. C) Correct. You left the meeting feeling like there was a hidden messagesomething the boss was feeling but did not say. This is characteristic of incongruent (and therefore nonsupportive) communication. D) Incorrect. There is no evidence that your boss evaluated your behavior rather than describing the events. You left the meeting feeling like there was a hidden messagesomething the boss was feeling but did not say. This is characteristic of incongruent communication. E) Incorrect. Supportive communication should actually be problem-oriented rather than personoriented. You left the meeting feeling like there was a hidden messagesomething the boss was feeling but did not say. This is characteristic of incongruent communication. Diff: 3 Page Ref: 247 Topic: Principles of Supportive CommunicationCongruent, Not Incongruent Skill: Understanding
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56) Morgan has a problem. Her date has been late the last three times to pick her up and this upsets her. Tonight her date is late again. What should she say? A) "I can't believe you are late for the fourth time. This really upsets me! Why are you always so late?" B) Nothing, but when he asks, "What's wrong?" reply as coldly as possible "Nothing." C) "This is the fourth time you have been late. I want you to know how much this hurts me. Maybe the next time you should call from the car phone and let me know you are running late." D) "This is the fourth time you have been late. I want you to know how much this hurts me. I wonder if your mother knows how you disrespect me?" Answer: C Explanation: A) Incorrect. This is an example of global nonsupportive communication. (Why are you always so late?) B) Incorrect. This is an example of incongruent nonsupportive communication. (Stating that nothing is wrong even when it is) C) Correct. The steps to descriptive communication are (1) objectively describe your observation, (2) describe your reaction to the behavior, (3) suggest a more acceptable alternative. This answer choice followed the steps quite well. D) Incorrect. Though this communication is specific and congruent, it is invalidating and evaluative because it assumes that her date is disrespecting her. Diff: 3 Page Ref: 248-249 Topic: Principles of Supportive CommunicationDescriptive, Not Evaluative Skill: Application 57) When using descriptive communication to help modify someones behavior, what should a person do? A) First describe reactions to the behavior, describe the behavior, and then suggest an alternative behavior. B) First describe the behavior, describe reactions to the behavior, then suggest an alternative behavior. C) First discuss the problem, then the alternatives, then decide on a solution. D) Describe the behavior, describe why it's a bad behavior, then describe what will happen (the consequences) if the person keeps doing the behavior. Answer: B Explanation: A) Incorrect. This answer incorrectly switches the first two steps of descriptive communication. The correct steps to descriptive communication are as follows: First, describe the behavior, second, describe reactions to the behavior, lastly, suggest an alternative behavior. B) Correct. The correct steps to descriptive communication are as follows: First, describe the behavior, second, describe reactions to the behavior, lastly, suggest an alternative behavior. C) Incorrect. This is a partial description of a problem-solving method. The correct steps to descriptive communication are as follows: First, describe the behavior, second, describe reactions to the behavior, lastly, suggest an alternative behavior. D) Incorrect. The steps to descriptive communication are as follows: First, describe the behavior, second, describe reactions to the behavior, lastly, suggest an alternative behavior. Diff: 1 Page Ref: 248-249 Topic: Principles of Supportive CommunicationDescriptive, Not Evaluative Skill: Recall
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58) You have called an employee into your office to discuss his poor performance. How might you start the conversation? A) "Nice day, don't you think?" B) "Have you given any thought to doing some quality work here?" C) "We have a problem here, don't we?" D) "Your performance is below average. What do you plan to do about it?" E) "Your output is the lowest in the department. I'm concerned." Answer: E Explanation: A) Incorrect. This is avoiding the actual topic of poor performance. It is better to get right to the point by describing the behavior, describing your reaction to it, and suggesting alternative behaviors. B) Incorrect. This is evaluative and jumps right to the solution without addressing the problem. C) Incorrect. This statement does not identify the problem and is disowned (uses "we" instead of taking ownership of the opinions and feelings). D) Incorrect. This correctly describes the behavior according to an objective standard but incorrectly asks the employee to think of solutions. It leaves out step 2 (describing your reaction to the behavior). E) Correct. This includes the first two steps of descriptive communication. Next, you should describe specific behaviors that might remedy the problem. Diff: 3 Page Ref: 248-249 Topic: Principles of Supportive CommunicationDescriptive, Not Evaluative Skill: Application 59) You have just practiced descriptive communication to modify some problematic behavior. Your subordinate replies, "I have an excuse ... it is not my fault." What should you do? A) Point out (without causing defensiveness) to your subordinate that it really doesn't matter if it is his/her fault; the problem still exists B) Keep trying to describe the problematic behavior until the subordinate understands C) Refocus the communication away from blame or fault toward counseling D) None of the above Answer: C Explanation: A) Incorrect. This response abandons principles of descriptive communication by becoming defensive (it doesn't matter if the problem is the employee's fault). B) Incorrect. This ignores important principles of supportive communication. It is disjunctive rather than conjunctive because it fails to focus on the subordinate's concerns. C) Correct. When you are attempting to modify problematic behavior through descriptive communication and the subordinate displays defensiveness or a lack of concern, this becomes the new problem. The solution then is to refocus the conversation on the new problem. D) Incorrect. When you are attempting to modify problematic behavior through descriptive communication and the subordinate displays defensiveness or a lack of concern, this becomes the new problem. The solution then is to refocus the conversation on the new problem. Diff: 2 Page Ref: 249-250 Topic: Principles of Supportive CommunicationDescriptive, Not Evaluative Skill: Application
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60) If you believe people want to do better, to perform successfully, and to be contributors, what assumption do you make? A) Theory X assumption B) Theory Y assumption C) Theory Z assumption D) Stress-free supportive communication assumption Answer: B Explanation: A) Incorrect. Theory X assumes that individuals should be mistrusted since it takes threats of punishment to motivate change. This belief is more typical of Theory Y. B) Correct. And according to the textbook authors, few individuals are completely recalcitrant about wanting to improve, and few are completely unwilling to work on problem solving when they believe the communicator has their interest at heart. C) Incorrect. McGregor posited a Theory X and a Theory Y, but Theory Z is not a known theory of motivation and employee behavior. This belief is typical of Theory Y. D) Incorrect. "Stress-free supportive communication assumption" is not a known theory of motivation and employee behavior. This belief is typical of Theory Y. Diff: 2 Page Ref: 250 Topic: Principles of Supportive CommunicationDescriptive, Not Evaluative Skill: Recall 61) Your boss tells you, "If you continue to be late, you will lose your job." Did your boss practice supportive communication? A) No, this is an evaluative comment. B) Yes, even though the comment is evaluative in nature, it is linked to a probable outcome. C) Yes, this is a validating comment. D) No, the comment is person oriented. Answer: B Explanation: A) Incorrect. Supportive communication can sometimes be evaluative as long as it is made in terms of (1) some established criteria, (2) some probable outcomes, or (3) past successes of the same individual. B) Correct. Supportive communication can sometimes be evaluative as long as it is made in terms of (1) some established criteria, (2) some probable outcomes, or (3) past successes of the same individual. C) Incorrect. Though this is supportive communication, it is not necessarily validating. Validating communication focuses on showing respect and flexibility. Your boss is not invalidating you or your abilities, but neither is he validating you. D) Incorrect. This focuses on a particular behavioral problem (lateness) and its likely consequence (losing your job). It is not person-oriented. Diff: 3 Page Ref: 250 Topic: Principles of Supportive CommunicationDescriptive, Not Evaluative Skill: Application/Analysis
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62) What does person-oriented communication focus on? A) The problem and its solution B) Validating the other individual C) Achieving congruent communication D) The traits of individuals Answer: D Explanation: A) Incorrect. This is describing problem-oriented communication. Person-oriented communication focuses on the characteristics of the individual. B) Incorrect. This is describing validating communication. Person-oriented communication focuses on the characteristics of the individual. C) Incorrect. This is describing congruent communication. Person-oriented communication focuses on the characteristics of the individual. D) Correct. Person-oriented communication focuses on the individual's characteristics rather than focusing on the problem. Diff: 1 Page Ref: 250-251 Topic: Principles of Supportive CommunicationProblem Oriented, Not Person Oriented Skill: Recall 63) You overhear a conversation where one person says, "You really believe that? I think if you look at the facts again, I'm sure you would draw a different conclusion." What would this communication be an example of? A) Practicing person-oriented communication B) Practicing problem-oriented communication C) Practicing communication that validates the individual D) Practicing communication that is disowned Answer: A Explanation: A) Correct. Rather than focusing on the underlying problem or issue to be changed, this communication focuses on a perceived rational weakness of the listener. B) Incorrect. Rather than focusing on the underlying problem or issue to be changed, this communication focuses on a perceived rational weakness of the listener. This communication is actually person-oriented. C) Incorrect. Validating communication communicates respect and flexibility. This statement is in fact invalidating because it questions the listener's rational thinking skills. This communication is actually person-oriented. D) Incorrect. Disowned communication occurs when the speaker distances him- or herself from the opinions of the communication. Here the speaker is "owning" his or her beliefs. This communication is actually person-oriented. Diff: 3 Page Ref: 250-251 Topic: Principles of Supportive CommunicationProblem Oriented, Not Person Oriented Skill: Understanding
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64) You just watched your employee handle a customer poorly. How should you respond? A) "What were you thinking? That's not how we do it here!" B) "I don't like the way you handled the situation." C) "All employees are expected to follow procedures outlined in the employee manual when dealing with a customer. I am disappointed with the way you handled that situation. Can we review that policy together?" D) "Let me show you how to do it. I can't believe you are unable to do something so simple." Answer: C Explanation: A) Incorrect. This is person-oriented and invalidating. B) Incorrect. This goes straight to your reaction to the behavior and skips the first step of descriptive communication, which is to describe the particular behavior you observed. C) Correct. This describes the behavior you observed, describes your reaction, and mentions a possible solution (descriptive). Additionally, it focuses on the problem, rather than on the employee (problem-oriented). D) Incorrect. This is invalidating and one-way listening. Diff: 3 Page Ref: 250-251 Topic: Principles of Supportive CommunicationProblem Oriented, Not Person Oriented Skill: Application 65) The difference between saying "You are stubborn" and "This is the second time we are unable to reach agreement" is the difference between what two types of communication? A) Congruent and incongruent communication B) Owned and disowned communication C) Superior and egalitarian communication D) Person- and problem-oriented communication Answer: D Explanation: A) Incorrect. Congruent versus incongruent communication refers to the extent to which the communication is an accurate representation of the speaker's thoughts and feelings. The first statement (you are stubborn) is an example of person-oriented communication because it focuses on characteristics of the individual. The second statement focuses on the problem or issue to be solved (repeated disagreement). B) Incorrect. Owned versus disowned communication refers to the extent to which the speaker takes responsibility for his or her beliefs and communications. C) Incorrect. Superior versus egalitarian communication (one aspect of validating communication) refers to the extent to which communicators treat subordinates as worthwhile, competent, and insightful. The first statement (you are stubborn) is an example of personoriented communication because it focuses on characteristics of the individual. The second statement focuses on the problem or issue to be solved (repeated disagreement). D) Correct. The first statement (you are stubborn) is an example of person-oriented communication because it focuses on characteristics of the individual. The second statement focuses on the problem or issue to be solved (repeated disagreement). Diff: 2 Page Ref: 250-251 Topic: Principles of Supportive CommunicationProblem Oriented, Not Person Oriented Skill: Understanding
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66) "Not only does a fairway wood have a larger sweet spot, but it reacts better to bad hits. Thin shots don't lose as much yardage as off an iron. Toe shots don't lose ..." You are lost in the discussion of golf. What type of communication is this person using? A) Rigidity B) Indifference C) Superiority-oriented Answer: C Explanation: A) Incorrect. Rigidity in communication occurs when the statements are portrayed as absolute, unequivocal, or unquestionable. This discussion (and the fact that you are lost) is an example of superiority-oriented communication, which includes boasting, one-upmanship, and the use of jargon to create distance between the speaker and listener. B) Incorrect. Indifference in communication occurs when the other person's existence or importance is not acknowledged. This discussion (and the fact that you are lost) is an example of superiority-oriented communication, which includes boasting, one-upmanship, and the use of jargon to create distance between the speaker and listener. C) Correct. This discussion (and the fact that you are lost) is an example of superiority-oriented communication, which includes boasting, one-upmanship, and the use of jargon to create distance between the speaker and listener. Diff: 3 Page Ref: 251 Topic: Principles of Supportive CommunicationValidating, Not Invalidating Skill: Understanding
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67) You are channel surfing while watching TV, and you come across a rather rotund individual sitting by himself talking politics in a rather rushed manner. In the few minutes you watch, you notice that he has an answer for everything, that his answer is always right, and that he appears to reduce complex issues to very simplistic definitions. You think to yourself, "I'm glad no one listens to this person." The TV person is practicing which form of communication? A) Indifference B) Superiority-oriented C) Rigidity D) Imperviousness E) None of the answer choices are correct. Answer: C Explanation: A) Incorrect. Indifference occurs when the speaker does not acknowledge the other person's existence or importance. This is an example of rigidity, which occurs when the communication is portrayed as absolute or unequivocal or when the speaker refuses to admit that he or she doesn't know something. B) Incorrect. Superiority-oriented communication is characterized by put-downs, the use of jargon, or boastfulness. This is an example of rigidity, which occurs when the communication is portrayed as absolute or unequivocal or when the speaker refuses to admit that he or she doesn't know something. C) Correct. This is an example of rigidity, which occurs when the communication is portrayed as absolute or unequivocal or when the speaker refuses to admit that he or she doesn't know something. D) Incorrect. Imperviousness occurs when the speaker does not acknowledge the feelings or opinions of the other person. This is an example of rigidity, which occurs when the communication is portrayed as absolute or unequivocal or when the speaker refuses to admit that he or she doesn't know something. E) Incorrect. This is an example of rigidity, which occurs when the communication is portrayed as absolute or unequivocal or when the speaker refuses to admit that he or she doesn't know something. Diff: 3 Page Ref: 251-252 Topic: Principles of Supportive CommunicationValidating, Not Invalidating Skill: Understanding
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68) You notice that your manager frequently interrupts you; when you ask him a question, you have to repeat it two or three times before he acknowledges you. Your manager is practicing which form of communication? A) Superiority-oriented B) Rigidity C) Indifference D) None of the answer choices are correct. Answer: C Explanation: A) Incorrect. Superiority-oriented communication is characterized by put-downs, the use of jargon, or boastfulness. Your manager's frequent interruptions and failure to acknowledge you are examples of indifference, which occurs when the speaker does not acknowledge the other person's existence or importance. B) Incorrect. Rigidity occurs when the communication is portrayed as absolute or unequivocal or when the speaker refuses to admit that he or she doesn't know something. Your manager's frequent interruptions and failure to acknowledge you are examples of indifference, which occurs when the speaker does not acknowledge the other person's existence or importance. C) Correct. Your manager's frequent interruptions and failure to acknowledge you are examples of indifference, which occurs when the speaker does not acknowledge the other person's existence or importance. D) Incorrect. Your manager's frequent interruptions and failure to acknowledge you are examples of indifference, which occurs when the speaker does not acknowledge the other person's existence or importance. Diff: 2 Page Ref: 252 Topic: Principles of Supportive CommunicationValidating, Not Invalidating Skill: Understanding
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69) A manager maintains little eye contact, interrupts subordinates, and criticizes them for feeling a certain way. He or she is displaying which type of communication? A) Rigid and evaluative communication B) Indifferent and impervious communication C) Indifferent and superior communications D) Indifferent communication Answer: B Explanation: A) Incorrect. Rigid communication occurs when the speaker portrays the message as absolute or unequivocal and evaluative communication. This communication is impervious, that is, the manager does not acknowledge the feelings or opinions of subordinates. It is also indifferent, that is, the manager does not acknowledge the existence or importance of subordinates. B) Correct. This communication is impervious, that is, the manager does not acknowledge the feelings or opinions of subordinates. It is also indifferent, that is, the manager does not acknowledge the existence or importance of subordinates. C) Incorrect. In addition to being indifferent, this communication is impervious, that is, the manager does not acknowledge the feelings or opinions of subordinates. Superior communication occurs when the communicator tries to elevate him- or herself in the eyes of others through the use of put-downs or jargon. D) Incorrect. In addition to being indifferent, this communication is impervious, that is, the manager does not acknowledge the feelings or opinions of subordinates. Diff: 3 Page Ref: 252 Topic: Principles of Supportive CommunicationValidating, Not Invalidating Skill: Understanding 70) You have a tendency to finish your brother's sentences. This annoys him but it makes you happy. You are practicing what type of communication? A) Respectful B) Problem-oriented C) Invalidating D) Evaluative E) Validating Answer: C Explanation: A) Incorrect. Finishing your brother's sentences is invalidating or disrespectful. B) Incorrect. Problem-oriented communication focuses on problems and issues that can be changed. Finishing your brother's sentences is invalidating or disrespectful. C) Correct. Finishing your brother's sentences is invalidating because it is disrespectful. D) Incorrect. Evaluative communication makes a judgment about the propriety of another's actions instead of describing the events from an objective standpoint. This communication is problematic because it is disrespectful and invalidating. E) Incorrect. Validating communication expresses respect. Finishing your brother's sentences is invalidating or disrespectful. Diff: 1 Page Ref: 252 Topic: Principles of Supportive CommunicationValidating, Not Invalidating Skill: Understanding
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71) If, in a counseling situation, you are willing to accept that other alternatives besides yours exist, what type of communication are you practicing? A) Indifferent communication B) Superior communication C) Person-oriented communication D) Flexible communication Answer: D Explanation: A) Incorrect. Indifference is expressed when the other person's existence or importance is not acknowledged. Willingness to accept other alternatives is indicative of flexible communication, which focuses on being receptive to the opinions, perspectives, and knowledge of others. B) Incorrect. Superiority is expressed when the speaker resorts to put-downs or jargon in an attempt to make others look bad. Willingness to accept other alternatives is indicative of flexible communication, which focuses on being receptive to the opinions, perspectives, and knowledge of others. C) Incorrect. Person-oriented communication focuses on the characteristics of an individual rather than on identifying and solving the problem. Willingness to accept other alternatives is indicative of flexible communication, which focuses on being receptive to the opinions, perspectives, and knowledge of others. D) Correct. Willingness to accept other alternatives is indicative of flexible communication, which focuses on being receptive to the opinions, perspectives, and knowledge of others. Diff: 2 Page Ref: 252-253 Topic: Principles of Supportive CommunicationValidating, Not Invalidating Skill: Understanding
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72) Your boss always asks you questions and gives you "air time" to offer your ideas. She is practicing what type of communication? A) Problem-oriented B) Congruent C) Descriptive D) Validating E) Specific Answer: D Explanation: A) Incorrect. Problem-oriented communication occurs when the speaker focuses on identifying and solving a specific problem. Asking you questions and giving you an opportunity to contribute is validating communication, or communication focused on communicating respect and collaboration. B) Incorrect. Congruent communication refers to communication in which the speaker's words accurately represent his or her thoughts and feelings. Asking you questions and giving you an opportunity to contribute is validating communication, or communication focused on communicating respect and collaboration. C) Incorrect. Descriptive communication occurs when the speaker uses objective facts rather than subjective opinions to describe a behavior. Asking you questions and giving you an opportunity to contribute is validating communication, or communication focused on communicating respect and collaboration. D) Correct. Asking you questions and giving you an opportunity to contribute is validating communication, or communication focused on communicating respect and collaboration. E) Incorrect. Specific communication occurs when the speaker describes specific instances rather than using inaccurate generalizations. Asking you questions and giving you an opportunity to contribute is validating communication, or communication focused on communicating respect and collaboration. Diff: 2 Page Ref: 252-253 Topic: Principles of Supportive CommunicationValidating, Not Invalidating Skill: Understanding
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73) You want to utilize supportive communication. You plan to employ validation in your communication with your subordinate. In particular, you want to practice areas of mutual agreement. What will you do? A) List the subordinate's disadvantages before his/her advantages to finish on a strong positive note. B) List the subordinate's past mistakes to establish a foundation so that new positive steps can be utilized. C) List areas of disagreements first followed by areas of agreement. D) List compliments before criticisms. Answer: D Explanation: A) Incorrect. Discussing negative aspects of your subordinate's behavior will make him or her feel invalidated and it will be unlikely that he or she will respond positively to your suggestions. You should instead list compliments before criticisms, because it provides positive energy and a willingness to invest in the conversation. B) Incorrect. Discussing negative aspects of your subordinate's behavior will make him or her feel invalidated and it will be unlikely that he or she will respond positively to your suggestions. You should instead list compliments before criticisms, because it provides positive energy and a willingness to invest in the conversation. C) Incorrect. Discussing areas of disagreement will make him or her feel invalidated and it will be unlikely that he or she will respond positively to your suggestions. You should instead list compliments before criticisms, because it provides positive energy and a willingness to invest in the conversation. D) Correct. Listing compliments before criticisms provides positive energy and a willingness to invest in the conversation. Diff: 1 Page Ref: 253 Topic: Principles of Supportive CommunicationValidating, Not Invalidating Skill: Application
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74) In her student evaluations, Morgan notes the following comments: (1) "The course is boring," (2) "The room is always cold," (3) You are a great teacher," and (4) "You are easy to understand; you provide real-life examples to clarify your point." A) All the comments are global communication. B) All the comments are specific communication and are useful. C) Comments 3 and 4 are specific communication and are useful. D) Only comment 4 is specific communication that is useful. Answer: D Explanation: A) Incorrect. Global statements are generalizations unsupported by specific evidence or occurrences. The first three comments are global, while the last comment provides specific evidence (you provide real-life examples) to support the student evaluation (you are easy to understand). B) Incorrect. Global statements are generalizations unsupported by specific evidence or occurrences. The first three comments are global, while the last comment provides specific evidence (you provide real-life examples) to support the student evaluation (you are easy to understand). C) Incorrect. Global statements are generalizations unsupported by specific evidence or occurrences. The first three comments are global, while the last comment provides specific evidence (you provide real-life examples) to support the student evaluation (you are easy to understand). D) Correct. Global statements are generalizations unsupported by specific evidence or occurrences. The first three comments are global, while the last comment provides specific evidence (you provide real-life examples) to support the student evaluation (you are easy to understand). Diff: 3 Page Ref: 253 Topic: Principles of Supportive CommunicationSpecific, Not Global Skill: Understanding/Analysis
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75) Your co-worker remarks to you, "You are always late to meetings, how come?" Your coworker is practicing what type of communication? A) Specific B) Invalidation C) Descriptive D) Global E) Incongruent Answer: D Explanation: A) Incorrect. Specific communication would entail a description of concrete instances in which you have been late to meetings. This comment is more accurately described as global because it makes a general observation without specific evidence or description of the occurrences. B) Incorrect. Invalidating communication is disrespectful and communicates inflexibility. This comment is more accurately described as global because it makes a general observation without specific evidence or description of the occurrences. C) Incorrect. Descriptive communication focuses on an objective occurrence and the speaker's reaction to it. This comment is more accurately described as global because it makes a general observation without specific evidence or description of the occurrences. D) Correct. This comment makes a general observation without specific evidence or description of the occurrences. E) Incorrect. Incongruent communication consists of statements that do not accurately represent the speaker's thoughts and feelings. There is no evidence here that this has occurred. This comment is more accurately described as global because it makes a general observation without specific evidence or description of the occurrences. Diff: 2 Page Ref: 253 Topic: Principles of Supportive CommunicationSpecific, Not Global Skill: Understanding/Analysis
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76) "Either you do it now or never." Why is this statement useless? A) It is an inaccurate representation of reality. B) It denies any alternatives. C) It has potential for hidden agendas. D) It invalidates the other person's identity. Answer: B Explanation: A) Incorrect. Though this may be an inaccurate representation of reality, this is not the reason the statement is useless. The problem with this communication (global communication) is that it is not useful because it cuts off dialogue by denying alternativesthe possible responses of the listener are either defensiveness or unproductive argument. B) Correct. The problem with this communication (global communication) is that it is not useful because it cuts off dialogue by denying alternativesthe possible responses of the listener are either defensiveness or unproductive argument. C) Incorrect. The problem with this communication (global communication) is that it is not useful because it cuts off dialogue by denying alternativesthe possible responses of the listener are either defensiveness or unproductive argument. D) Incorrect. Though this statement may disparage the other person's opinions, it does not disparage his or her identity. The problem with this communication (global communication) is that it is not useful because it cuts off dialogue by denying alternativesthe possible responses of the listener are either defensiveness or unproductive argument. Diff: 1 Page Ref: 253 Topic: Principles of Supportive CommunicationSpecific, Not Global Skill: Recall
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77) Examples of conjunctive communication include (1) "Relating to what you just said, I'd like to discuss this." (2) "... so, that's how I see it. So what is your opinion?" (3) "Let's talk about horned frogs ... No, I don't want to talk about birds ... I want to talk about horned frogs in particular and lizards in general." A) Only statement 1 is an example. B) Only statement 2 is an example. C) Only statement 3 is an example. D) Statements 1 and 2 are both examples. E) Statements 2 and 3 are both examples. Answer: D Explanation: A) Incorrect. Statement 1 is an example of conjunctive communication. It relates the other person's previous message (relating to what you just said). Statement 2 is an example of conjunctive communication. It asks for the other person's opinion in the context of the previous discussion (so what is your opinion). Statement 3 is an example of disjunctive communication. The speaker is attempting to exert control over the topic of communication. B) Incorrect. Statement 1 is an example of conjunctive communication. It relates the other person's previous message (relating to what you just said). Statement 2 is an example of conjunctive communication. It asks for the other person's opinion in the context of the previous discussion (so what is your opinion). Statement 3 is an example of disjunctive communication. The speaker is attempting to exert control over the topic of communication. C) Incorrect. Statement 1 is an example of conjunctive communication. It relates the other person's previous message (relating to what you just said). Statement 2 is an example of conjunctive communication. It asks for the other person's opinion in the context of the previous discussion (so what is your opinion). Statement 3 is an example of disjunctive communication. The speaker is attempting to exert control over the topic of communication. D) Correct. Statement 1 is an example of conjunctive communication. It relates the other person's previous message (relating to what you just said). Statement 2 is an example of conjunctive communication. It asks for the other person's opinion in the context of the previous discussion (so what is your opinion). Statement 3 is an example of disjunctive communication. The speaker is attempting to exert control over the topic of communication. E) Incorrect. Statement 1 is an example of conjunctive communication. It relates the other person's previous message (relating to what you just said). Statement 2 is an example of conjunctive communication. It asks for the other person's opinion in the context of the previous discussion (so what is your opinion). Statement 3 is an example of disjunctive communication. The speaker is attempting to exert control over the topic of communication. Diff: 3 Page Ref: 254 Topic: Principles of Supportive CommunicationConjunctive, Not Disjunctive Skill: Understanding
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78) You tell your boss that disjunctive communication can occur in three ways. They are (1) controlling airtime, (2) extended pauses, and (3) topic control. Is what you said to your boss true or false? A) All three statements are true. B) Statements 1 and 3 are true, but statement 2 is false. C) Statements 2 and 3 are true, but statement 1 is false. D) Statements 1 and 2 are true, but statement 3 is false. E) All three statements are false. Answer: A Explanation: A) Correct. Disjunctive communication occurs when there is a disconnect between a statement and what was stated in the conversation previously. The text mentions three ways in which this can occur: (1) lack of equal opportunity to speak, (2) extended pauses in conversation, and (3) disjointed topic control. You correctly told your boss about all three. B) Incorrect. Disjunctive communication occurs when there is a disconnect between a statement and what was stated in the conversation previously. The text mentions three ways in which this can occur: (1) lack of equal opportunity to speak, (2) extended pauses in conversation, and (3) disjointed topic control. You correctly told your boss about all three. C) Incorrect. Disjunctive communication occurs when there is a disconnect between a statement and what was stated in the conversation previously. The text mentions three ways in which this can occur: (1) lack of equal opportunity to speak, (2) extended pauses in conversation, and (3) disjointed topic control. You correctly told your boss about all three. D) Incorrect. Disjunctive communication occurs when there is a disconnect between a statement and what was stated in the conversation previously. The text mentions three ways in which this can occur: (1) lack of equal opportunity to speak, (2) extended pauses in conversation, and (3) disjointed topic control. You correctly told your boss about all three. E) Incorrect. Disjunctive communication occurs when there is a disconnect between a statement and what was stated in the conversation previously. The text mentions three ways in which this can occur: (1) lack of equal opportunity to speak, (2) extended pauses in conversation, and (3) disjointed topic control. You correctly told your boss about all three. Diff: 2 Page Ref: 254 Topic: Principles of Supportive CommunicationConjunctive, Not Disjunctive Skill: Recall
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79) You have just given a report to your boss. He says, "You have a good idea, but I'm afraid headquarters will think it is a little radical." What type of communication is this an example of? A) Supportive B) Owned C) Disowned D) Disjunctive Answer: C Explanation: A) Incorrect. The communication is not supportive because your boss attributes his statement to "headquarters" rather than expressing his own opinion. This type of communication is called "disowned." B) Incorrect. Owned communication occurs when the speaker takes responsibility for his or her own opinions and thoughts rather than attributing them to someone else. This type of communication is called "disowned" because your boss attributes his statement to "headquarters" rather than expressing his own opinion. C) Correct. This communication is "disowned" because your boss attributes his statement to "headquarters" rather than expressing his own opinion. D) Incorrect. Disjunctive communication occurs when there is a disconnect between the statement and prior conversation. Here, your boss'sstatement is directly related to your report, therefore his communication is not disjunctive. Your boss attributes his statement to "headquarters" rather than expressing his own opinion. This type of communication is called "disowned." Diff: 2 Page Ref: 255 Topic: Principles of Supportive CommunicationOwned, Not Disowned Skill: Understanding 80) Some research suggests that one's communication style may indicate a person's mental health. What did this research find? A) Individuals are mentally healthy if they avoid taking responsibility for their statements and behavior. B) Individuals are not mentally healthy if they take responsibility for their statements and behavior. C) Individuals are mentally healthy if they take responsibility for their statements and behavior. Answer: C Explanation: A) Incorrect. The research cited in the text actually found that people's mental health depends on their accepting responsibility for their statements and behaviors. The hypothesis is that taking responsibility for your own communication builds self-confidence and a sense of self-worth. B) Incorrect. The research cited in the text actually found that people's mental health depends on their accepting responsibility for their statements and behaviors. The hypothesis is that taking responsibility for your own communication builds self-confidence and a sense of self-worth. C) Correct. The research cited in the text found that people's mental health depends on their accepting responsibility for their statements and behaviors. The hypothesis is that taking responsibility for your own communication builds self-confidence and a sense of self-worth. Diff: 1 Page Ref: 255 Topic: Principles of Supportive CommunicationOwned, Not Disowned Skill: Recall
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81) If I own my communication, what does that mean? A) I can sell it to the highest bidder. B) I can imply to receivers of my message that I am superior to them. C) I can imply to receivers of my message that I want to keep my distance between them and me. D) I can imply to receivers of my message that I am willing to invest in this relationship. Answer: D Explanation: A) Incorrect. Ownership does not imply that the communication is a good to be bought and sold. It implies to listeners that you are willing to take responsibility for your statements and invest in the relationship. B) Incorrect. Ownership does not imply that you are superior (a message of superiority is called, unsurprisingly, superior communication). Ownership implies to listeners that you are willing to take responsibility for your statements and invest in the relationship. C) Incorrect. Ownership does not imply that you are distancing yourself from them. It actually implies to listeners that you are willing to take responsibility for your statements and invest in the relationship. D) Correct. Ownership implies to listeners both that you are willing to take responsibility for your statements and to invest in the relationship. Diff: 1 Page Ref: 255 Topic: Principles of Supportive CommunicationOwned, Not Disowned Skill: Recall 82) Research has found managers are least likely to listen to which of the following? A) Another manager B) Family members C) Subordinates that report to managers D) People in other companies Answer: B Explanation: A) Incorrect. The text suggests that listening skills are poorest when people interact with those closest to them, such as family members and co-workers. They interrupt and jump to conclusions more frequently with people close to them than with others. B) Correct. The text suggests that listening skills are poorest when people interact with those closest to them, such as family members and co-workers. They interrupt and jump to conclusions more frequently with people close to them than with others. C) Incorrect. The text suggests that listening skills are poorest when people interact with those closest to them, such as family members and co-workers. They interrupt and jump to conclusions more frequently with people close to them than with others. D) Incorrect. The text suggests that listening skills are poorest when people interact with those closest to them, such as family members and co-workers. They interrupt and jump to conclusions more frequently with people close to them than with others. Diff: 1 Page Ref: 256 Topic: Principles of Supportive CommunicationSupportive Listening, Not One-Way Listening Skill: Recall
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83) You need to turn in your expense account. This is your first one. Mary, your co-worker, has turned in over 50 in the last two years. As you explain a problem related to turning in your expense account to her, which response type would be most appropriate for Mary to use? A) Advising response B) Deflecting response C) Probing response D) Reflecting response Answer: A Explanation: A) Correct. Here, you are looking for specific advice about your expense report. An advising response is most appropriate when the listener has expertise that the communicator does not possess or when the communicator is in need of direction. B) Incorrect. A deflecting response is most appropriate when a comparison or reassurance is needed. Here, you are not looking for sympathy or reassurance but for specific advice about your expense report. An advising response is most appropriate when the listener has expertise that the communicator does not possess or when the communicator is in need of direction. C) Incorrect. A probing response is appropriate when the listener needs to acquire additional information or to help the communicator say more about the topic. Here, it is relatively clear what the problem is. Mary would not need additional information, and you do not have anything left to share. An advising response is most appropriate when the listener has expertise that the communicator does not possess or when the communicator is in need of direction. D) Incorrect. A reflecting response is most appropriate when the listener want to communicate that he or she understands and accepts the person. Here, you are not experiencing any particular emotional needs but are seeking assistance filling out an expense report. An advising response is most appropriate when the listener has expertise that the communicator does not possess or when the communicator is in need of direction. Diff: 3 Page Ref: 257-258 Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, Reflecting Skill: Application
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84) When Calvin explained his problem to Melissa, her facial expressions and comments encouraged him to say more. She occasionally restated to make sure she understood what he was saying. Which stage of listening was Melissa exemplifying? A) Reflecting B) Probing C) Deflecting D) Advising Answer: A Explanation: A) Correct. Melissa restated his problem in an attempt to make sure she understands it, which is called reflective listening. B) Incorrect. Probing responses seek additional information by asking a question about what has been said. Melissa has not asked additional clarifying questions but has restated his problem in an attempt to make sure she understands it. This is called reflecting. C) Incorrect. A deflecting response switches the focus from the problem selected by the communicator to one selected by the listener. Here, Melissa has allowed Calvin to remain in control of the conversation but has restated his problem in an attempt to make sure she understands it. This is called reflecting. D) Incorrect. An advising response provides direction, opinion, or instructions. Here, Melissa has not provides specific advice to Calvin but has restated his problem in an attempt to make sure she understands it. This is called reflecting. Diff: 1 Page Ref: 256-260 Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, Reflecting Skill: Application/Analysis
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85) Your presentation didn't go as well as you had hoped. Sam stopped by and remarked, "Everything will be fine. My first presentation didn't go half as well as yours." Sam offered which type of response? A) Advising response B) Deflecting response C) Probing response D) Reflecting response Answer: B Explanation: A) Incorrect. Advising occurs when the listener provides specific guidance, opinions, or instructions. Here, Sam changed the focus from your problem (a disappointing presentation) to his experience (an even worse presentation). This is called deflecting. B) Correct. Sam changed the focus from your problem (a disappointing presentation) to his experience (an even worse presentation). This is called deflecting. C) Incorrect. Probing occurs when the listener asks additional questions to obtain more detail or to allow the communicator to share additional information. Here, Sam changed the focus from your problem (a disappointing presentation) to his experience (an even worse presentation). This is called deflecting. D) Incorrect. Reflecting occurs when the listener restates the communication in an attempt to communicate understanding and respect. Here, Sam changed the focus from your problem (a disappointing presentation) to his experience (an even worse presentation). This is called deflecting. Diff: 3 Page Ref: 258 Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, Reflecting Skill: Application
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86) For a deflecting response to work, which principle of communication should one follow? A) Owned communication B) Conjunctive communication C) Descriptive communication D) Global communication Answer: B Explanation: A) Incorrect. One of the most common dangers with deflecting responses is that they can imply that the communicator's message is not important or that the experience of the listener is more significant than that of the communicator. Owned communication does not address this danger. B) Correct. One of the most common dangers with deflecting responses is that they can imply that the communicator's message is not important or that the experience of the listener is more significant than that of the communicator. Conjunctive communication addresses this danger because it closely ties the listener's response to the communicator's message. C) Incorrect. One of the most common dangers with deflecting responses is that they can imply that the communicator's message is not important or that the experience of the listener is more significant than that of the communicator. Descriptive communication does not address this danger. D) Incorrect. One of the most common dangers with deflecting responses is that they can imply that the communicator's message is not important or that the experience of the listener is more significant than that of the communicator. Global communication does not address this danger and is, in fact, not recommended under any circumstances. Diff: 2 Page Ref: 258 Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, Reflecting Skill: Recall 87) When using a probing response, which type of questions work best? A) How questions B) Why questions C) What questions D) When questions Answer: C Explanation: A) Incorrect. This type of question is prone to topic changes, speculation, and escapes. What questions are much more effective at soliciting information. B) Incorrect. This type of question is prone to topic changes, speculation, and escapes. What questions are much more effective at soliciting information. C) Correct. This type of question solicits a deeper response and avoids the topic changes and speculations that may arise with some other question types. D) Incorrect. This type of question can be used to solicit specific information about the timing of of an event, but does not invite the communicator to share any additional meaningful information. What questions are much more effective at soliciting information. Diff: 1 Page Ref: 259 Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, Reflecting Skill: Recall
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88) You asked your boss when you might receive a raise. He responded by telling you how interesting the travel channel is after 10:00 P.M. What should your response probably be? A) An elaboration probe B) A clarification probe C) A repetition probe D) A reflective probe E) An advising response Answer: C Explanation: A) Incorrect. An elaboration probe is used when the communicator's statement does not contain enough information or part of the message is misunderstood. Here, your boss's response may be off the wall, but it is clear enough for you to know that it is completely unrelated to your question about the raise. B) Incorrect. A clarification probe is used when the message is unclear or ambiguous. Here, your boss's response may be off the wall, but it is clear enough for you to know that it is completely unrelated to your question about the raise. C) Correct. A repetition probe is appropriate when the communicator has avoided a topic or hasn't answered a previous question. It refocuses the conversation. D) Incorrect. A reflective probe is most effective when the communicator is being encouraged to pursue the topic in greater depth. Here, you do not want to hear more about the travel channel, and a reflective probe would be inappropriate. E) Incorrect. Advising responses are appropriate when the listener has information that the communicator does not. Here, there is no indication that your boss is seeking advice or counsel from you, and an advising response would be inappropriate. Diff: 3 Page Ref: 259 Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, Reflecting Skill: Application
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89) When part of the message is not understood (it's clear, just part is not understood), which probe is best? A) Elaboration probe B) Clarification probe C) Repetition probe D) Reflective probe E) A probe is not best. Use a deflective response. Answer: A Explanation: A) Correct. Here, you did not understand part of the message, but it was not due to a lack of clarity but a lack of information. Hence, an elaboration probe is most appropriate. B) Incorrect. A clarification probe is most appropriate when the message is unclear or ambiguous. Here, you did not understand part of the message, but it was not due to a lack of clarity but a lack of information. Hence, an elaboration probe is most appropriate. C) Incorrect. A repetition probe is most appropriate when the conversation has drifted and the listener wants to refocus the topic of conversation. Here, you did not understand part of the message, but it was not due to a lack of clarity but a lack of information. Hence, an elaboration probe is most appropriate. D) Incorrect. A reflection probe is most appropriate when the listener wants to encourage the communicator to explore the same topic more in-depth. Here, you did not understand part of the message, but it was not due to a lack of clarity but a lack of information. Hence, an elaboration probe is most appropriate. E) Incorrect. A probe is appropriate when the listener wants additional information. Deflective responses are appropriate when comparisons or reassurance are needed. Here, you did not understand part of the message, but it was not due to a lack of clarity but a lack of information. Hence, an elaboration probe is most appropriate. Diff: 1 Page Ref: 259 Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, Reflecting Skill: Recall
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90) What is the outcome of each meeting that is held under the personal management interview program? A) Problems have been discussed. B) Information has been shared. C) Action items have been formulated. D) Feedback has been given. Answer: C Explanation: A) Incorrect. Though this is one agenda item of the personal management interview, it is not the outcome or goal of each meeting. The outcome is to formulate action items, which should be accomplished by the end of the next meeting. This accountability ensures that both parties leave the meeting with clear expectations of what is to take place so that progress can be accomplished. B) Incorrect. Though this is one agenda item of the personal management interview, it is not the outcome or goal of each meeting. The outcome is to formulate action items, which should be accomplished by the end of the next meeting. This accountability ensures that both parties leave the meeting with clear expectations of what is to take place so that progress can be accomplished. C) Correct. The outcome of each meeting is to formulate action items, which should be accomplished by the end of the next meeting. This accountability ensures that both parties leave the meeting with clear expectations of what is to take place so that progress can be accomplished. D) Incorrect. Though this is one agenda item of the personal management interview, it is not the outcome or goal of each meeting. The outcome is to formulate action items, which should be accomplished by the end of the next meeting. This accountability ensures that both parties leave the meeting with clear expectations of what is to take place so that progress can be accomplished. Diff: 2 Page Ref: 260-261 Topic: The Personal Management Interview Skill: Recall
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91) Attributes of the PMI program are that (1) the interview is regular and private, (2) each meeting should last no longer than 15 minutes, and (3) both the manager and subordinate prepare an agenda for the meeting. Which of these attributes are correct? A) All three attributes are correct. B) Only attributes 1 and 2 are correct. C) Only attributes 1 and 3 are correct. D) Only attributes 2 and 3 are correct. Answer: C Explanation: A) Incorrect. Attribute 1 is correct. Attribute 2 is incorrect. Each meeting should last 45 to 60 minutes. Attribute 3 is correct. B) Incorrect. Attribute 1 is correct. Attribute 2 is incorrect. Each meeting should last 45 to 60 minutes. Attribute 3 is correct. C) Correct. Attribute 1 is correct. Attribute 2 is incorrect. Each meeting should last 45 to 60 minutes. Attribute 3 is correct. D) Incorrect. Attribute 1 is correct. Attribute 2 is incorrect. Each meeting should last 45 to 60 minutes. Attribute 3 is correct. Diff: 2 Page Ref: 262 Topic: The Personal Management Interview Skill: Recall 92) What does research on interpersonal communication among various cultures and nationalities confirm about the eight attributes of supportive communication? A) The attributes have varying degrees of applicability in solving interpersonal problems. B) The attributes have almost universal applicability in solving interpersonal problems. C) The attributes have varying degrees of applicability in solving interpersonal problems in affective and particularistic oriented cultures. D) The attributes have varying degrees of applicability in solving interpersonal problems in neutral and achievement-oriented cultures. Answer: B Explanation: A) Incorrect. The eight attributes of effective communication have universal applicabilitythey are effective in all cultures and nationalities despite certain differences in culture or communication style. B) Correct. The eight attributes of effective communication have universal applicabilitythey are effective in all cultures and nationalities despite certain differences in culture or communication style. C) Incorrect. The eight attributes of effective communication have universal applicabilitythey are effective in all cultures and nationalities despite certain differences in culture or communication style. D) Incorrect. The eight attributes of effective communication have universal applicabilitythey are effective in all cultures and nationalities despite certain differences in culture or communication style. Diff: 2 Page Ref: 264 Topic: International Caveats Skill: Recall
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93) Sharing personal data and engaging quickly in sensitive topics is more likely to occur in which culture? A) A culture with affectivity orientation B) A culture with particularistic orientation C) A culture with achievement orientation D) A culture with neutral orientation Answer: A Explanation: A) Correct. This occurs because affective cultures are more inclined to be expressive and personal, which breaks down interpersonal barriers more quickly than a neutral culture. B) Incorrect. Particularistic cultures are more likely to allow individuals to work out problems in their own way, but sharing personal data and discussing sensitive topics is more likely to occur in a culture with an affective orientation. This occurs because affective cultures are more inclined to be expressive and personal, which breaks down interpersonal barriers more quickly than a neutral culture. C) Incorrect. An achievement culture is one that values personal accomplishments and success over characteristics such as age, social class, gender, etc. Sharing personal data and discussing sensitive topics is more likely to occur in a culture with an affective orientation. This occurs because affective cultures are more inclined to be expressive and personal, which breaks down interpersonal barriers more quickly than a neutral culture. D) Incorrect. A culture with a neutral orientation is less inclined to be expressive and personal in their communication responses, and therefore it is less likely that communicators will share personal data and engage quickly in sensitive topics. Sharing personal data and discussing sensitive topics is more likely to occur in a culture with an affective orientation. This occurs because affective cultures are more inclined to be expressive and personal, which breaks down interpersonal barriers more quickly than a neutral culture. Diff: 2 Page Ref: 264 Topic: International Caveats Skill: Recall
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94) Compare and contrast coaching and counseling. Give examples of both coaching and counseling. Answer: CoachingManagers pass along advice and information or set standards to help subordinates improve their work skills. Subordinates must be advised on how to do their jobs better and be coached to better performance. Coaching problems are usually caused by lack of ability, insufficient information or understanding, or incompetence on the part of subordinates. In these cases, the accuracy of the information passed along by managers is important, as the subordinate must clearly understand what the problem is and how to overcome it. Coaching applies to ability problems, and the manager's approach is, "I can help you do this better." CounselingManagers help subordinates recognize and address problems stemming from their states of mind, emotions, or personalities. An important goal of counseling is to help a subordinate recognize a problem exists and to identify ways in which that problem might be addressed. Counseling applies to attitude problems, and the manager's approach is "I can help you recognize that a problem exists." The skills of both coaching and counseling apply to a broad array of activitiesmotivating others, handling customer complaints, passing critical or negative information upward, handling conflicts between other parties, and negotiating for a certain position. Diff: 1 Page Ref: 245-246 Topic: Coaching and Counseling Skill: Understanding 95) Explain and give an example for each of two major obstacles to effective interpersonal communication. Answer: DefensivenessAn emotional and physical state in which one is agitated, estranged, confused, and inclined to strike out. It arises when one of the parties feels threatened or punished by the communication. For that person, self-protection becomes more important than listening, so defensiveness blocks both the message and interpersonal relationship. Overcoming defensiveness calls for awareness by managers of their own defensiveness and vigorous efforts to apply the principles of supportive communication. An example of defensiveness would be a response such as "Well, you're the one that should've said something about it." DisconfirmationOccurs when one of the communicating parties feels put down, ineffectual, or insignificant because of the communication. Recipients of the communication feel that their selfworth is being questioned, so they focus more on building themselves up rather than listening. Reactions are often self-aggrandizing or show-off behaviors, loss of motivation, withdrawal, and loss of respect for the offending communicator. An example of disconfirming communication would be someone who says "Although others have completed this type of work before, my coworkers feel that I have done the most outstanding job of anyone." See Table 3 for additional information. Diff: 2 Page Ref: 246 Topic: Defensiveness and Disconfirmation Skill: Understanding
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96) Briefly explain the eight principles of supportive communication. Answer: Students should list the following eight principles of supportive communication and give a one- or two-sentence description for each. (1) Problem-oriented, not person-oriented; (2) Congruent, not incongruent; (3) Descriptive, not evaluative; (4) Validating, not invalidating; (5) Specific, not global; (6) Conjunctive, not disjunctive; (7) Owned, not disowned; (8) Supportive listening, not one-way listening. See Table 4.2 for additional information. Diff: 1 Page Ref: 243, 246-256 Topic: Principles of Supportive Communication Skill: Recall 97) Describe the steps involved in descriptive communication. Provide an example of each step. Answer: Step 1Describe as objectively as possible the event that occurred or the behavior that needs to be modified; Step 2Focus on the behavior and your reaction, not on the other person's attributes; Step 3Suggest a more acceptable alternative. See Table 4 for additional information. Also, students should provide an appropriate example of each step. Diff: 1 Page Ref: 248-249 Topic: Principles of Supportive CommunicationDescriptive, Not Evaluative Skill: Understanding
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98) Explain the types of communication that invalidate people. Describe the attributes of validating communication. Provide specific examples. Answer: Communication that is invalidating arouses negative feelings about self-worth, identity, and relatedness to others. It denies the presence, uniqueness, or importance of other individuals. Communication is invalidating when it denies the other person an opportunity to establish a mutually satisfying relationship or when contributions cannot be made by both parties. Communications that invalidate people include conveying superiority, rigidity, indifference, and imperviousness. Superiority-oriented communication can take the form of put-downs, in which the others are made to look bad so the communicator looks good, or it can take the form of oneupmanship, in which the communicator tries to elevate him- or herself in the esteem of others. Another form of this type of communication is the use of jargon, acronyms, or words used in such a way as to exclude others or to create barriers in a relationship. Rigidity relates to communication that is portrayed as absolute, unequivocal, or unquestionable. No other opinion or point of view could possibly be considered. People who communicate in dogmatic, know-itall ways often do so in order to minimize others' contributions. Rigidity can also be conveyed in the following ways: reinterpreting all other viewpoints to conform to one's own; having an answer for everything; appearing unwilling to tolerate criticisms or alternative points of view; reducing complex issues to simplistic definitions. Indifference occurs when the other person's existence or importance is not acknowledged. A person may do this by using silence, by making no verbal response to the other's statements, by avoiding eye contact or any facial expression, by interrupting the other person frequently, by using impersonal words, or by engaging in unrelated activities during a conversation. Imperviousness means the communicator does not acknowledge the feelings or opinions of the other person. They are either labeled illegitimate or they are labeled as ignorant. Being impervious means to ignore or make unimportant the personal feelings or thoughts of another. It serves to exclude the other person's contribution to the conversation or the relationship. Validating communication helps people feel recognized, understood, accepted, and valued. Attributes of validating communication are egalitarian, flexible, two-way, and based on agreement. Respectful, egalitarian communication is especially important when a person in a higher status interacts with a person in a lower status. Communicators using an egalitarian approach treat subordinates as worthwhile, competent, and insightful and emphasize joint problem solving rather than projecting a superior position. Flexibility involves the willingness of the communicator to indicate to another person that he/she may possess additional data, and that other alternatives exist that may make significant contributions to the problem solution or relationship. It means indicating genuine humility and a willingness to learn; it also involves being open to new experiences and new insights. Two-way communication is an implied result of respectfulness and flexibility. Individuals feel validated when they are asked questions, given airtime to express their opinions, and encouraged to participate actively in the conversation. Two-way interchange communicates the message that subordinates are valued by managers and that an atmosphere of collaboration and teamwork exists. Identifying areas of agreement and joint commitment is the final attribute. One way to express validation based on agreement is to identify positive behaviors and attitudes as well as negative ones during a coaching and counseling session. A manager should point out important points made by a subordinate before pointing out trivial ones, areas of agreement before areas of disagreement, advantages of the subordinate's statements before disadvantages, and compliments before criticism.
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Diff: 2 Page Ref: 251-252 Topic: Principles of Supportive CommunicationValidating, Not Invalidating Skill: Understanding 99) Explain the major response types used in supportive listening. Provide the key advantages and disadvantages for each response type. Answer: (1) AdvisingProvides direction, evaluation, personal opinion, or instructions. This response imposes on the communicator the point of view of the listener, and it creates listener control over the topic of conversation. AdvantagesHelps communicator understand something that may have been unclear before, helps identify a problem solution, and can provide clarity about how the communicator should interpret the problem. DisadvantagesCan produce dependence; creates impression the communicator is not being understood by the listener; shifts focus from communicator's issue to the listener's advice; can imply that communicators don't have the necessary understanding, expertise, insight, or maturity; i.e., implies incompetence. (2) DeflectingSwitches the focus from the communicator's problem to one selected by the listener; the listener turns the attention away from the original problem. AdvantagesMost appropriate when a comparison or some reassurance is needed, can provide empathy and support, can convey assurance that things will be fine. DisadvantagesCan imply communicator's message is not important or that the experience of the listener is more significant than that of the communicator, may produce competitiveness or feelings of being one-upped by the listener; may change the subject from an important topic to a topic not as important. (3) ProbingInvolves asking a question about what the communicator just said or about a topic selected by the listener. AdvantagesAcquires additional information; helps communicator say more about the topic, helps listener foster more appropriate responses; helps listener adopt communicator's frame of reference so that in coaching situations suggestions can be specific and in counseling situations statements can be descriptive. DisadvantagesCan have the unwelcome effect of switching focus of attention from the communicator's statement to the reasons behind it; can serve as a mechanism for escaping discussion of a topic or for maneuvering the topic to one the listener wants to discuss; can allow communicator to lose control of the conversation, especially when difficult topics need to be addressed. (4) ReflectingPurpose is to mirror back to the communicator the message that was heard and to communicate understanding and acceptance of the person. AdvantagesAllows speaker to feel listened to, understood, and free to explore the topic in more depth; allows supportive listeners to contribute meaning, understanding, and acceptance to the conversation while still allowing communicators to pursue topics of their choosing; can provide the clearest communication, the most two-way exchanges, and the most supportive relationships of all the response types. DisadvantagesCommunicators can get an impression opposite from the one intended; can be perceived as an artificial technique or as a superficial response to a message. Diff: 2 Page Ref: 256-260 Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, Reflecting Skill: Recall
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Mini-Case: Investing in the 90s. Your inheritance from your Uncle Bruce has just arrived. You have decided to invest the $5,000. The following conversation took place with John, Morgan, and Ivan. Talking to John, "I can't believe Uncle Bruce left me $5,000. Geez ... that's a good chunk of change. So John, what would you do?" John smiles and says, "Plastics!" Now laughing, he says, "No, not really. I think I would place my money in a mutual fund." Morgan, who has just walked up, remarks, "Well, when I won $1,000 last year from playing blackjack, I placed my money into T-bills. The market is overpriced. I'm waiting for the correction." Ivan nods his head in agreement and then asks you, "What is it that you want to accomplish with the money?" You respond, "I want to be rich!!!" Ivan closes his eyes and asks, "Do you want to be rich now or in five years? Are you looking long term or short term?" Frustrated, you say, "This is hard, maybe I should hit the track and have a very good time." All chime in and say, "Once again, what is it that you want your money to do?" 100) Several response types are illustrated in this story of what to do with your $5,000 inheritance. For each of the following situations, indicate the response type that most likely occurred. Provide support for your answer. Situation #1: John's response to your question is an example of which response type? Situation #2: Which response type characterizes Morgan's comment? Situation #3: Ivan's comment, "What is it that you want to accomplish with your money?" represents which response type? Situation #4: Ivan's second comment concerning whether you want to be rich now or lateris the investment long term or short termis an example of which response type? Situation #5: When all the characters respond in unison to your frustration, this is an example of which response type? Answer: Situation #1: Advising; Situation #2: Deflecting; Situation #3: Clarification probe; Situation #4: Elaboration probe; Situation #5: Repetition probe Diff: 3 Page Ref: 256-260 Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, Reflecting Skill: Understanding/Analysis
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Find Somebody Else Ron Davis, the relatively new general manager of the machine tooling group at Parker Manufacturing, was visiting one of the plants. He scheduled a meeting with Mike Leonard, a plant manager who reported to him. RON: Mike, I've scheduled this meeting with you because I've been reviewing performance data and I wanted to give you some feedback. I know we haven't talked face-to-face before, but I think it's time we review how you're doing. I'm afraid that some of things I have to say are not very favorable. MIKE: Well, since you're the new boss, I guess I'll have to listen. I've had meetings like this before with new people who come in my plant and think they know what's going on. RON: Look, Mike, I want this to be a two-way interchange. I'm not here to read a verdict to you, and I'm not here to tell you how to do your job. There are just some areas for improvement I want to review. MIKE: Okay, sure, I've heard that before. But you called the meeting. Go ahead and lower the boom. RON: Well, Mike, I don't think this is lowering the boom. But there are several things you need to hear. One is what I noticed during the plant tour. I think you're too chummy with some of your female personnel. You know, one of them might take offense and level a sexual harassment suit against you. MIKE: Oh, come on. You haven't been around this plant before, and you don't know the informal, friendly relationships we have. The office staff and the women on the floor are flattered by a little attention now and then. RON: That may be so, but you need to be more careful. You may not be sensitive to what's really going on with them. But that raises another thing I noticedthe appearance of your shop. You know how important it is in Parker to have a neat and clean shop. As I walked through this morning, I noticed that it wasn't as orderly and neat as I would like to see it. Having things in disarray reflects poorly on you, Mike. MIKE: I'll stack my plant up against any in Parker for neatness. You may have seen a few tools out of place because someone was just using them, but we take a lot of pride in our neatness. I don't see how you can say that things are in disarray. You've got no experience around here, so who are you to judge? RON: Well, I'm glad you're sensitive to the neatness issue. I just think you need to pay attention to it, that's all. But regarding neatness, I notice that you don't dress like a plant manager. I think you're creating a substandard impression by not wearing a tie, for example. Casualness in dress can be used as an excuse for workers to come to work in really grubby attire. That may not be safe. MIKE: Look, I don't agree with making a big separation between the managers and the employees. By dressing like people out on the shop floor, I think we eliminate a lot of barriers. Besides, I don't have the money to buy clothes that might get oil on them every day. That seems pretty picky to me. RON: I don't want to seem picky, Mike. But I do feel strongly about the issues I've mentioned. There are some other things, though, that need to get corrected. One is the appearance of the reports you send into division headquarters. There are often mistakes, misspellings, and, I suspect, some wrong numbers. I wonder if you are paying attention to these reports. You seem to be reviewing them superficially.
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MIKE: If there is one thing we have too much of, it's reports. I could spend three-quarters of my time filling out report forms and generating data for some bean counter in headquarters. We have reports coming out our ears. Why don't you give us a chance to get our work done and eliminate all this paperwork? RON: You know as well as I do, Mike, that we need to carefully monitor our productivity, quality, and costs. You just need to get more serious about taking care of that part of your responsibility. MIKE: Okay. I'm not going to fight about that. It's a losing battle for me. No one at headquarters will ever decrease their demand for reports. But, listen, Ron, I also have one question for you. RON: Okay. What's that? MIKE: Why don't you go find somebody else to pick on?
101) What principles of supportive communication and supportive listening are violated in this case? Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication: First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
Second statement, by Mike: Indicates defensiveness; person oriented; confrontative approach will produce mutual defensiveness. Third statement, by Ron: Fourth statement, by Mike: Fifth statement, by Ron: Attempts being problem oriented, validating, and descriptive. Still person oriented, not problem oriented; global, not specific; nonsupportive listening. Evaluative rather than descriptive; advising rather than asking for alternatives; implied accusations; nonspecific. Still defensive; still nonspecific; avoids discussing problem definition or problem solutions.
Sixth statement, by Mike:
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems.
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The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well. Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues. Diff: 2 Page Ref: Entire chapter Topic: Principles of Supportive Communication Skill: Understanding/Analysis
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102) If you were to change this interaction to make it more productive, what would you change? Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication: First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems. The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well. Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues. Diff: 3 Page Ref: Entire Chapter Topic: Principles of Supportive Communication Skill: Understanding/Application
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103) Categorize each of the statements by naming the rule of supportive communication that is either illustrated or violated. Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication: First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems. The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well. Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues. Diff: 2 Page Ref: Entire Chapter Topic: Principles of Supportive Communication
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104) If you were Ron, what would you do in your follow-up meeting with Mike? Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication: First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems. The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well. Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues. Diff: 2 Page Ref: Entire Chapter Topic: Principles of Supportive Communication Skill: Understanding/Application
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105) Which one of the eight attributes of supportive communication is most violated? Why? Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication: First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems. The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well. Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues. Diff: 1 Page Ref: Entire Chapter Topic: Principles of Supportive Communication Skill: Analysis
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106) Does Mike need coaching or counseling? What evidence do you have to support your conclusion? Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication: First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems. The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well. Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues. Diff: 1 Page Ref: 245-246 Topic: Coaching and Counseling Skill: Analysis
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107) How were principles of descriptive communication violated? What would you do differently to make the communication more descriptive? Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication: First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems. The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well. Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues. Diff: 2 Page Ref: 248-249 Topic: Principles of Supportive CommunicationDescriptive, Not Evaluative Skill: Application/Analysis
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Rejected Plans Case The following dialogue occurred between two employees in a large firm. The conversation illustrates several characteristics of supportive communication. SUSETTE: How did your meeting go with Mr. Schmidt yesterday? LEONARDO: Well, uh, it went ... aaah ... it was no big deal. SUSETTE: It looks as if you're pretty upset about it. LEONARDO: Yeah, I am. It was a totally frustrating experience. I, uh, well, let's just say I would like to forget the whole thing. SUSETTE: Things must not have gone as well as you had hoped they would. LEONARDO: I'll say! That guy was impossible. I thought the plans I submitted were very clear and well thought out. Then he rejected the entire package. SUSETTE: You mean he didn't accept any of them? LEONARDO: You got it. SUSETTE: I've seen your work before, Leonardo. You've always done a first-rate job. It's hard for me to figure out why your plans were rejected by Schmidt. What did he say about them? LEONARDO: He said they were unrealistic and too difficult to implement, and ... SUSETTE: Really? LEONARDO: Yeah, and when he said that I felt he was attacking me personally. But, on the other hand, I was also angry because I thought my plans were very good, and, you know, I paid close attention to every detail in those plans. SUSETTE: I'm certain that you did. LEONARDO: It just really ticks me off. SUSETTE: I'll bet it does. I would be upset, too. LEONARDO: Schmidt has something against me. SUSETTE: After all the effort you put into those plans, you still couldn't figure out whether Schmidt was rejecting you or your plans, right? LEONARDO: Yeah. Right. How could you tell? SUSETTE: I can really understand your confusion and uncertainty when you felt Schmidt's actions were unreasonable. LEONARDO: I just don't understand why he did what he did. SUSETTE: Sure. If he said your plans were unrealistic, what does that mean? I mean, how can you deal with a rationale like that? It's just too generalmeaningless, even. Did he mention anything specific? Did you ask him to point out some problems or explain the reasons for his rejection more clearly? LEONARDO: Good point, but, uh, you know ... I was so disappointed at the rejection that I was kinda like in outer space. You know what I mean? SUSETTE: Yeah. It's an incapacitating experience. You have so much invested personally that you try to divest as fast as you can to save what little self-respect is left. LEONARDO: That's it all right. I just wanted to get out of there before I said something I would be sorry for. SUSETTE: Yet, in the back of your mind, you probably figured that Schmidt wouldn't risk the company's future just because he didn't like you personally. But then, well ... the plans were good! It's hard to deal with that contradiction on the spot, isn't it? LEONARDO: Exactly. I knew I should have pushed him for more information, but, uh, I just stood there like a dummy. But what can you do about it now? It's spilled milk.
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SUSETTE: I don't think it's a total loss, Leonardo. I mean, from what you have told mewhat he said and what you saidI don't think that a conclusion can be reached. Maybe he doesn't understand the plans, or maybe it was just his off day. Who knows? It could be a lot of things. What would you think about pinning Schmidt down by asking for his objections, point by point? Do you think it would help to talk to him again? LEONARDO: Well, I would sure know a lot more than I know now. As it is, I wouldn't know where to begin revising or modifying the plans. And you're right, I really don't know what Schmidt thinks about me or my work. Sometimes I just react and interpret with little or no evidence. SUSETTE: Maybe, uh ... maybe another meeting would be a good thing, then. LEONARDO: Well, I guess I should get off my duff and schedule an appointment with him for next week. I am curious to find out what the problem is, with the plans, or me. (Pause) Thanks, Susette, for helping me work through this thing.
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108) Categorize each statement in the case according to the supportive communication characteristic or type of response it represents. For example, the first statement by Leonardo obviously is not very congruent, but the second one is much more so. Answer: This case illustrates a variety of response types that produce a helpful result. One lesson to be learned from this case is that outright advice is frequently not helpful because it may produce defensiveness through invalidation or superiority/inferiority feelings and because it does not produce the same level of commitment to changing or improving. In this case, Bob was allowed to clarify his feelings and formulate a plan of action that would lead to problem resolution. The following statements and principles were illustrated in this case: StatementBy 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th 17th 18th 19th 20th 21st 22nd 23rd 24th 25th 26th 27th 28th Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Principles Illustrated Probing Incongruence, avoidance Reflective Global (not specific), more congruence Understanding/reflective Some evaluation of Peterson, description of event Probing, conjunctive Probing Pacifying, validating, probing Descriptive Probing Descriptive Validating, understanding/reflective Congruence, owning Agreement, diverting, focus on feelings Evaluative, disowning Reinterpretive Validating, probing Understanding Congruence, owning Validating, somewhat confrontive, probing Congruence, owning, descriptive Reinterpretive, conjunctive Conjunctive, validating, owning Validating, reinterpretive Congruence, probing Probing, evaluation (advice), confrontive Validating, descriptive, owning
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29th 30th
Ellen Understanding, reflective Bob Specific, owning
Diff: 4 Page Ref: Entire Chapter Topic: Principles of Supportive Communication Skill: Analysis 109) Which statements in the conversation were most helpful? Which were least helpful or could have produced defensiveness or closed off the conversation? Answer: This case illustrates a variety of response types that produce a helpful result. One lesson to be learned from this case is that outright advice is frequently not helpful because it may produce defensiveness through invalidation or superiority/inferiority feelings and because it does not produce the same level of commitment to changing or improving. In this case, Bob was allowed to clarify his feelings and formulate a plan of action that would lead to problem resolution. The following statements and principles were illustrated in this case: StatementBy 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th 17th 18th 19th 20th 21st 22nd Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Principles Illustrated Probing Incongruence, avoidance Reflective Global (not specific), more congruence Understanding/reflective Some evaluation of Peterson, description of event Probing, conjunctive Probing Pacifying, validating, probing Descriptive Probing Descriptive Validating, understanding/reflective Congruence, owning Agreement, diverting, focus on feelings Evaluative, disowning Reinterpretive Validating, probing Understanding Congruence, owning Validating, somewhat confrontive, probing Congruence, owning, descriptive
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23rd 24th 25th 26th 27th 28th 29th 30th
Ellen Bob Ellen Bob Ellen Bob Ellen Bob
Reinterpretive, conjunctive Conjunctive, validating, owning Validating, reinterpretive Congruence, probing Probing, evaluation (advice), confrontive Validating, descriptive, owning Understanding, reflective Specific, owning
Diff: 2 Page Ref: Entire Chapter Topic: Principles of Supportive Communication Skill: Understanding/Analysis 110) If you were Susette's coach, how would you assist her in being more competent as a supportive communicator? How would you coach Leonardo to be more supportive even though it is he who faces the problem? Answer: This case illustrates a variety of response types that produce a helpful result. One lesson to be learned from this case is that outright advice is frequently not helpful because it may produce defensiveness through invalidation or superiority/inferiority feelings and because it does not produce the same level of commitment to changing or improving. In this case, Bob was allowed to clarify his feelings and formulate a plan of action that would lead to problem resolution. The following statements and principles were illustrated in this case: StatementBy 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Principles Illustrated Probing Incongruence, avoidance Reflective Global (not specific), more congruence Understanding/reflective Some evaluation of Peterson, description of event Probing, conjunctive Probing Pacifying, validating, probing Descriptive Probing Descriptive Validating, understanding/reflective Congruence, owning Agreement, diverting, focus on feelings Evaluative, disowning
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17th 18th 19th 20th 21st 22nd 23rd 24th 25th 26th 27th 28th 29th 30th
Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob
Reinterpretive Validating, probing Understanding Congruence, owning Validating, somewhat confrontive, probing Congruence, owning, descriptive Reinterpretive, conjunctive Conjunctive, validating, owning Validating, reinterpretive Congruence, probing Probing, evaluation (advice), confrontive Validating, descriptive, owning Understanding, reflective Specific, owning
Diff: 3 Page Ref: Entire Chapter Topic: Principles of Supportive Communication Skill: Understanding/Application 111) Which one of the eight attributes of supportive communication was most helpful? Why? Answer: This case illustrates a variety of response types that produce a helpful result. One lesson to be learned from this case is that outright advice is frequently not helpful because it may produce defensiveness through invalidation or superiority/inferiority feelings and because it does not produce the same level of commitment to changing or improving. In this case, Bob was allowed to clarify his feelings and formulate a plan of action that would lead to problem resolution. The following statements and principles were illustrated in this case: StatementBy 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Principles Illustrated Probing Incongruence, avoidance Reflective Global (not specific), more congruence Understanding/reflective Some evaluation of Peterson, description of event Probing, conjunctive Probing Pacifying, validating, probing Descriptive Probing
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12th 13th 14th 15th 16th 17th 18th 19th 20th 21st 22nd 23rd 24th 25th 26th 27th 28th 29th 30th
Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob
Descriptive Validating, understanding/reflective Congruence, owning Agreement, diverting, focus on feelings Evaluative, disowning Reinterpretive Validating, probing Understanding Congruence, owning Validating, somewhat confrontive, probing Congruence, owning, descriptive Reinterpretive, conjunctive Conjunctive, validating, owning Validating, reinterpretive Congruence, probing Probing, evaluation (advice), confrontive Validating, descriptive, owning Understanding, reflective Specific, owning
Diff: 2 Page Ref: Entire Chapter Topic: Principles of Supportive Communication Skill: Understanding/Analysis 112) Does Leonardo need coaching or counseling? What evidence do you have to support your conclusion? Answer: This case illustrates a variety of response types that produce a helpful result. One lesson to be learned from this case is that outright advice is frequently not helpful because it may produce defensiveness through invalidation or superiority/inferiority feelings and because it does not produce the same level of commitment to changing or improving. In this case, Bob was allowed to clarify his feelings and formulate a plan of action that would lead to problem resolution. The following statements and principles were illustrated in this case: StatementBy 1st 2nd 3rd 4th 5th Ellen Bob Ellen Bob Ellen Principles Illustrated Probing Incongruence, avoidance Reflective Global (not specific), more congruence Understanding/reflective
73
6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th 17th 18th 19th 20th 21st 22nd 23rd 24th 25th 26th 27th 28th 29th 30th
Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob
Some evaluation of Peterson, description of event Probing, conjunctive Probing Pacifying, validating, probing Descriptive Probing Descriptive Validating, understanding/reflective Congruence, owning Agreement, diverting, focus on feelings Evaluative, disowning Reinterpretive Validating, probing Understanding Congruence, owning Validating, somewhat confrontive, probing Congruence, owning, descriptive Reinterpretive, conjunctive Conjunctive, validating, owning Validating, reinterpretive Congruence, probing Probing, evaluation (advice), confrontive Validating, descriptive, owning Understanding, reflective Specific, owning
Diff: 1 Page Ref: 245-246 Topic: Coaching and Counseling Skill: Understanding/Application
74
113) How would the principles of descriptive communication help Leonardo when he talks to Mr. Schmidt again? Answer: This case illustrates a variety of response types that produce a helpful result. One lesson to be learned from this case is that outright advice is frequently not helpful because it may produce defensiveness through invalidation or superiority/inferiority feelings and because it does not produce the same level of commitment to changing or improving. In this case, Bob was allowed to clarify his feelings and formulate a plan of action that would lead to problem resolution. The following statements and principles were illustrated in this case: StatementBy 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th 17th 18th 19th 20th 21st 22nd 23rd 24th 25th 26th 27th 28th 29th Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Bob Ellen Principles Illustrated Probing Incongruence, avoidance Reflective Global (not specific), more congruence Understanding/reflective Some evaluation of Peterson, description of event Probing, conjunctive Probing Pacifying, validating, probing Descriptive Probing Descriptive Validating, understanding/reflective Congruence, owning Agreement, diverting, focus on feelings Evaluative, disowning Reinterpretive Validating, probing Understanding Congruence, owning Validating, somewhat confrontive, probing Congruence, owning, descriptive Reinterpretive, conjunctive Conjunctive, validating, owning Validating, reinterpretive Congruence, probing Probing, evaluation (advice), confrontive Validating, descriptive, owning Understanding, reflective
75
30th
Bob
Specific, owning
Diff: 1 Page Ref: 248-249 Topic: Principles of Supportive CommunicationDescriptive, Not Evaluative Skill: Understanding/Application
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Developing Management Skills, 8e (Whetten/Cameron) Chapter 4 Building Relationships by Communicating Supportively 1) Studies have found that productivity at work

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Sixth statement, by Mike:

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Sixth statement, by Mike:

Ellen Understanding, reflective Bob Specific, owning

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Ellen Bob Ellen Bob Ellen Bob Ellen Bob

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