This document provides an overview of communication, coaching, and conflict skills. It discusses the communication process, including message receiving and paraphrasing. It also covers providing feedback, both positive and negative. The document then explores coaching, including what coaching is, effective coaching methods like job instructional training and attribution theory. It also discusses mentoring versus teaching. Finally, the document covers conflict, including how conflicts occur and different conflict management styles like avoidance, accommodation, competition, compromise, and collaboration.

1. COMMUNICATION, COACHING
AND CONFLICT SKILLS
NORLYDA BINTI MOHAMED
NUR HUDA BINTI MOHAMED ZAIN
NOR KAMARIAH BINTI KASMIN@BAJURI
NUR ‘AFINA YASMIN BINTI ROSLY

2. COMMUNICATION, COACHING
AND CONFLICT SKILLS
■ COMMUNICATION PROCESS
■ MESSAGE RECEIVING PROCESS
■ PARAPHRASING
■ FEEDBACK
■ COACHING
■ CONFLICT

3. COMMUNICATION PROCESS

4. What is
Communication?

5. Is Communication
an Important
Leadership Skill?

6. When you want to
send a message,
what is the first and
very important step
you should take?

7. Plan Your
Messages

8. What Messages
Should
a Leader Plan?

10. Who Has the
Primary
Responsibility to
Ensure that a
Message is
Understood?

11. GAMBAR 3

13. Message
Receiving
Process

14. PARAPHRASING
The process of having the
receiver restate the message in
his or her own words to ensure
that communication has taken
place

15. FEEDBACK
The process of verifying
messages and determining
if objectives are being met

16. 2 Common
Approaches to
Getting Feedback
Send the entire message
and assume it has been
conveyed with mutual
understanding
Give the entire message
followed by asking
“Do you have any
questions?”

17. 4 Reasons
Why People
Do Not Ask Questions
Receivers FEEL ignorant
Receivers ARE ignorant
RELUCTANCE to point
out sender’s ignorance
Receivers have
cultural BARRIERS

18. FEEDBACK
POSITIVE
FEEDBACK
NEGATIVE
FEEDBACK

19. POSITIVE
FEEDBACK
It’s important that your
positive feedback is frequent,
consistently reminding
employees that they have
done something well
Giving daily affirmation that
their effort matters and is
noticed by the organization’s
leadership

20. NEGATIVE
FEEDBACK
Criticism
No one really likes criticism
Effective leaders learn to deal
with criticism directed at
them
•The best leaders ask for it
•It helps them to improve
•Need to handle emotion and
defensiveness

21. COACHING

22. What is Coach?
● A teacher
● Someone who
shows an individual
or team how to
improve skills and
performance

23. What is Coaching ?
● Coaching is unlocking a person’s
potential to maximise their own
performance. It is helping them to
learn rather than teaching them.
John Whitmore
Read more at:
https://www.skillsyouneed.com/lea
rn/coaching.html

24. ● Develop supportive working
relationship
● Make Feedback, timely yet
flexible
● Provide modeling and
training
● Give specific feedback
● Give praise and
recognition
● Avoid blame and
embarrassment
● Have employees assess
their own performance
● Give Coaching
Feedback
● Focus on behavior not the person
● Don’t criticize
Coaching
Guidelines

25. Coaching Feedback vs Criticism
Coaching feedback is
based on a good
supportive relationship
and on the follower doing
a self-assessment of
performance. It is
specific, descriptive, and
makes people feel like
winners.
Criticism is judgmental
and makes people feel
like losers.

26. What is an
effective method of
coaching?
● Job Instructional
Training Steps
● Attribution Theory
● The Performance
Formula

27. Job Instructional Training Steps (3P1F)
P Preparation of the trainee
Provide a positive learning atmosphere
P Trainer presentation of the task
List and demonstrate individually each step
P Trainer performance of the task
Give the workers the opportunity to complete the steps of the
process and treat due to level of the employee performance
F
Follow-up
Monitor the workers’ performances as they complete the steps,
and correct their actions

28. Attribution Theory ● used to explain the process
managers go through to
determine the reasons for
effective or ineffective
performance and deciding what to
to about it
○ observe an individual’s behavior, we
attempt to determine whether it was
internally or externally caused.
● That determination depends on
three factors:
○ Distinctiveness
○ Consensus
○ Consistency

29. The
Performance
Formula
1. Describe Current
Performance
2. Describe Desired
Performance
3. Get a Commitment to
the Change
4. Follow Up

30. 5 Levels of Employee Performance
● Novice
○ they need to learn everything and thus, they need to be instructed and told about what
they should do, how they should do it
● Doer
○ begin to understand what tasks they are responsible for and how to do these tasks
● Performer
○ start completing their work up to the standards
● Master
○ they are skilled enough to complete their tasks effectively and efficiently
● Expert
○ experts have the potential to coach their own teams, but they need training to coach
their team effectively.

31. What is
Mentoring?
● A form of coaching
● Usually between an
experienced manager
and a young manager
○ To develop the protégé
○ Helps to build mentor’s power base
● May be formal
(assigned) or informal
○ Informal seems to work best
○ Like most relationships, based on
chemistry between participants

32. Mentoring vs Teaching
Mentoring Teaching
● How to navigate through
complex social situations
(practical)
● Theoretical knowledge of a topic than
the student
● Mentor’s experience ● Set of predefined rules such as
curriculum
● Mentee to self-discipline ● Instills learning through authority

33. CONFLICT
● A conflict exists whenever
people are in disagreement
and opposition
● It is a natural part of any
organisation

34. How do conflicts
occur? ● Strong differences in values,
beliefs or goals
● Compete solely for resources
and rewards
● Leaders act in a manner
inconsistent with the vision and
goals of the organisation
● Poor communication

35. Effects of Conflicts
Possible Negative Effects:
● Reduced productivity
● Decreased communication
● Negative feelings
● Stress
● Poorer decision making
● Decreased cooperation
Possible Positive Effects:
● Increased effort
● Suppresed feelings get aired
● Better understanding
● Impetus for change
● Better decision making
● Critical thinking stimulated

36. Conflict Management Styles

37. Avoidance or withdrawal
● Passively ignore the conflict rather than resolve it.
● A lose-lose situation is created because the
conflict is not resolved.

38. Accommodation or smoothing
● Passively giving in to the other party.
● You attempt to satisfy the other party, neglecting your
own needs by letting others get their own way.
● A win-lose situation is created, as you try to please
everyone.

39. Competition or authoritative command
● Using aggressive behavior to get his or her own way.
● When you use the forcing style, you are uncooperative
and aggressive, doing whatever it takes to satisfy your
own needs—at the expense of others, if necessary.
● A win-lose situation is created.

40. Compromise
● Resolve the conflict through assertive, give-and-
take concessions.
● When you use the compromising approach, you
are moderate in assertiveness and cooperation.
An “I win some, you win some” situation is created
through compromise.

41. Collaboration or problem solving
● Jointly resolve the conflict with the best solution
agreeable to all parties.
● When you use the collaborating approach, you are
being assertive and cooperative.
● A true win-win situation.

42. THANK YOU