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Active listening for conflict resolution (A3)

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Active listening for conflict resolution (A3)

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#7 Making eye contact can show you are interested in what the person is saying. It also helps to avoid distracting actions or gestures such as looking at your watch. Asking questions to clarify you understand the message is also a good practice because it shows the person you are listening and want to understand. Another good practice is trying to avoid interrupting the person talking. One example was when I was playing hockey and we were on a powerplay, I was an assistant so the girls would usually come to me while we were on. We were discussing a play and I was explaining what we should do but my teammate who doesn’t talk much suggested we do something different. She didn't talk much but I was interested in what she had to say, she was shy as well so I just waited until she had explained the play, the whistle blew and I tried it but it didn't work because I hadn't fully understood. The whistle blew again so I went straight back to her to clarify and when the play started again we ended up scoring using her strategy.

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#5 Task and relationship behaviours are most appropriate when the leader is moving from total control of the group to relinquishing control. Task behaviours are the initiator, summarizer and time keeper. The initiator can generate new ideas and suggest solutions to existing problems. Summarizer pulls together ideas and ensures the group will reach consensus. While the timekeeper makes sure the group is meeting deadlines. There are also important relationship behaviours in a group that can keep the group working effectively. Encourager, mediator and involver. The encourager obviously encourages individuals and makes each group member feel important. The involver often does sort of the same job, they make sure everyone has an opportunity to contribute their ideas. The mediator helps to keep harmony when conflict arises by suggesting compromises.

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Upward

Flows form a lower to a higher level in the organization

Helps the leader stay informed about his team members goals, performance efforts, feeling, morale, and organizational concerns in general

Provides the leader with suggestions that have the potential to improve the group's overall effectiveness

High maturity level so the group would have to be knowledgeable and able to help get the job done- eg high level team.

Downward

Leaders communication to their followers or coaches instructing their athletes

Use to assign goals, provide jobs or skill instruction, provide performance feedback, and point out problems that are in need of attention.

Lower maturity level- lower level team, autocratic.

Lateral

Among members at the same organizational level

To save time and facilitate coordination

If the group decides in advance about the chosen approach to a problem, this can then be communicated to the leader with a feeling and showing of solidarity.

Lateral communication can also serve as a role in team member bonding

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Barriers to effective communication (A2)

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Barriers to effective communication (A2)

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4 common barriers that you might experience when communicating in a leadership setting are selective attention, defensiveness, information overload and physical barriers. A good practice to overcoming communication barriers would be to keep your instructions simple and brief in order to keep the group’s attention. It would also help to carefully think before you speak as to not send out the wrong message. Another strategy would be to make the group gather close to effectively communicate in a noisy situation.

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#1 Communication process: is when you must send message to a receiver

70% of our daily activities, (communication) therefore one of most serious flaws of any potential leader

The message must be completely understood in order to be effective

Key Components: knowledge of the effectiveness of different types of communication

Development of good listening skills

Use of paraphrasing and feedback

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#2 One way communication: the message in sent by a sender, the receiver decodes the message, but there is no return information, so the sender must assume it was received and understood

Two way communication: the message is sent by a sender, the receiver decodes the message, feedback is sent from the receiver to the sender, SO the sender can check for understanding and provide feedback to clarify.

Problems 1: you don't know if the receiver understands. Can damage relationships because you don't care about relationships.

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You are president of the Canadian Olympic committee, you must plan and host the next winter Olympics in Timmins. You have all the best minds in the country working on all aspects of the event. Everyone is excited for the opportunity to host the games in Canada and everyone wants to represent the best of canada on the world stage. You face deadlines all on fronts and must begin to delegate. You know that you have a group of world renowned architects and designers at your disposal. You are told how much funding you are receiving from the government and the deadline of construction for the venues.

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There is a bank robbery at a rural location that didn’t go as planned and has now turned into a hostage situation. You and your partner are the first officers on the scene and you realize you know the person who robbed the bank. You have been on the police force for 20 years and your partner is fresh out of training. Although eager to help the situation you worry that the new officer will make a costly mistake. You know that backup will take too long but each minute counts with this suspect.

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You must create a mural that represents Timmins, you have loads of different types of people come to a brainstorming session. Some people include talented artists to the zamboni driver at the sportsplex. You know that some are more enthusiastic about this project than others and you must attempt to get these people to agree with a theme. With varying backgrounds you know this will be a lengthy conversation.

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A2-demonstrate leadership skills in a variety of contexts related to healthy, active living. communication skills

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A2-demonstrate leadership skills in a variety of contexts related to healthy, active living. communication skills

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A3- demonstrate an understanding of group dynamics, and apply teamwork skills in a variety of contexts related to healthy, active living. Conflict Resolution, roles in groups

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A3- demonstrate an understanding of group dynamics, and apply teamwork skills in a variety of contexts related to healthy, active living. Conflict Resolution, roles in groups

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A1-demonstrate an understanding of the concept of leadership and of the attributes, skills, and styles needed to be an effective leader.  Leadership-Styles, Types, Are Leaders Born?

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A1-demonstrate an understanding of the concept of leadership and of the attributes, skills, and styles needed to be an effective leader.  Leadership-Styles, Types, Are Leaders Born?