BUILDING HUMAN RESOURCE MANAGEMENT SKILLS
Management Skills for Success
COMMUNICATION SKILLS FOR
MANAGERS
National Food Service Management Institute
The University of Mississippi
University, Mississippi
www.nfsmi.org
2001
Prepare for your exams
Study with the several resources on Docsity
Earn points to download
Earn points by helping other students or get them with a premium plan
Guidelines and tips
Prepare for your exams
Study with the several resources on Docsity
Earn points to download
Earn points by helping other students or get them with a premium plan
COMMUNICATION SKILLS FOR MANAGERS, Lecture notes of Communication
Review and discuss these definitions that are found on page 19. Page 13. Building Human Resource Management Skills. National Food Service Management Institute.
Typology: Lecture notes
2021/2022
1 / 41
This page cannot be seen from the preview
Don't miss anything!
Related documents
Partial preview of the text
Download COMMUNICATION SKILLS FOR MANAGERS and more Lecture notes Communication in PDF only on Docsity!
BUILDING HUMAN RESOURCE MANAGEMENT SKILLS
Management Skills for Success
COMMUNICATION SKILLS FOR
MANAGERS
National Food Service Management Institute
The University of Mississippi
University, Mississippi
www.nfsmi.org
ii
ACKNOWLEDGMENTS
Sincere appreciation is expressed to the following people who contributed their time and expertise in reviewing the human resource modules during various stages of development.
Dee Baker, Executive Director, Child Nutrition Programs Section Oklahoma Department of Education, Oklahoma City, Oklahoma
David Bowman, Program Administrator, Summer Food Service Program Nutrition Education Training, Delaware State Department of Education, Dover, Delaware
Carla Broadnax, Associate, Child Nutrition Program Administration New York State Department of Education, Albany, New York
Barbara Chang, RD, School Lunch Director Massapequa Schools, Massapequa, New York
Lynne Fellin, School Foodservice and Nutrition Specialist School Nutrition Programs, Virginia Department of Education, Richmond, Virginia
Mary Jane Getlinger, Program Coordinator, Nutrition Education and School Meal Programs USDA Food & Nutrition Service, Midwest Regional Office, Chicago, Illinois
Rosie Jackson, Interim Director, Child Nutrition Programs New Orleans Public Schools, New Orleans, Louisiana
Gail M. Johnson, Administrative Director, Child Nutrition Programs East Baton Rouge Parish School System, Baton Rouge, Louisiana
Sandra Kangas, Director, Child and Adult Nutrition Services Department of Education and Cultural Affairs, Pierre, South Dakota
Linda Miller, RD, Staff Specialist, Nutrition and Transportation Services Maryland State Department of Education, Baltimore, Maryland
Lorita T. Myles, Director, Child Nutrition Services Ohio Department of Education, Columbus, Ohio
Peggy Reich, Area Coordinator, Food and Nutrition Service Cobb County Schools, Kennesaw, Georgia
Cynthia Sevier, Director of Child Nutrition Stokes County School District, Danb ury, North Carolina
Bill West, Regional Consultant Ohio Department of Education, Columbus, Ohio
iv
INTRODUCTION
The National Food Service Management Institute developed this series of modules on human resource management to meet a need for relevant materia ls that would provide directors and supervisors the tools to teach managers effective management skills. Learning to work with and lead employees is a never-ending journey. These materials were designed to assist the learner in developing effective people skills in the Child Nutrition Programs. A task force of state agency personnel, food service directors, and university faculty identified the topics to include in this resource.
Building Human Resource Management Skills was designed by a team of experienced child nutrition and adult learning professionals. A group of volunteer reviewers from the task force also made significant contributions to the development of this project. We are most grateful to them for sharing their time and expertise.
All of the human resource modules have been approved for continuing education credits by the American School Food Service Association.
Steps to follow in using materials:
Step 1. Review the entire module and think about its relevance to the participants. There may be resources within the community that you may want to use to enhance the learning experience. A lesson plan template has been provided for your use to facilitate teaching the human resource module content.
Step 2. Check the Trainer’s Toolbox section in the modules for a list of materials planned for the session. The modules may require the use of policies and procedures, job descriptions, form, or standards specific to Child Nutrition Program personnel.
Step 3. Review the Suggested Time Frames and Comments to determine time allotted for each topic in the modules.
Step 4. Ensure that the learning environment, media center, classroom, cafeteria, or auditorium is comfortable for adults and conducive to learning and discussions.
Step 5. The purpose of the videotapes provided in the kits is to model practices, inspire discussion, and stimulate thoughts about personal practices. Always review videotape at least once before using in class to be familiar with the content and to determine how to use it with the group. Consider the following options:
Use the tape to focus on a specific point during the session.
Encourage interaction by showing all or part of the tape, and divide the group into comfortable discussion groups of no more than 6-7 per group.
The tapes were created to provide real-life practice situations and to precipitate discussion. There are no right or wrong answers, but better and best ways to handle human relations in Child Nutrition Programs.
v
HUMAN RESOURCE MODULE LESSON PLAN
Date: Module No.: 1.
Estimated Time: 1 Hour
Certification Credits: 1
Category: Υ Management Skills for Success Module Title : Communication Skills for Managers
Course Title : Building Human Resource Management Skills Instructor:
Module Content: What is to be taught? At the completion of the module, participants will be able to meet the following objectives:
Instructional Aids, Materials, or Tools Needed: Check Trainer’s Tool Box
Instructional Procedures: ≡Personal Check-In ≡Icebreaker ≡Video Segment (if applicable) ≡Group activities and role playing ≡Checking Out Suggested Readings: Use Suggested Readings to increase knowledge base concerning a given module topic.
Evaluation Procedures: How the instructor will determine if the material has been learned. Participants can complete evaluation form included in handout packet.
Notes: Insert notes as to revisions, additions, and deletions. What went wrong/right with the module lesson plan?
Building Human Resource Management Skills National Food Service Management Institute
Trainer’s Notes Think about your skills as a communicator. Be prepared to share your experiences to clarify the key learning points. Model and value effective communication practices. Create a climate for open communication, listen to understand, and speak to be truly heard.
Ground Rules q Share from your own experiences. q Listen to understand, not to judge. q Respect others’ opinions and feelings. q Speak one at a time. q Be concise and to the point. q Keep the option to pass.
Overview
Communication involves at least two people: the sender and the receiver of information. Communication implies understanding. The sender presents information which is filtered through attitudes and assumptions and which summarizes her position or ideas. The receiver hears through filters of perspective, experience, values, and attitudes that may be similar or different from the sender's. Clear communication occurs when the message goes from sender to receiver and back to the sender. This flow of understanding is called the communication feedback loop. Communication is a two-way street.
Skilled communicators take time to make good decisions about what information to give and to whom at the best time. They tell the truth, clarify misconceptions, and work to ease feelings. Skilled communicators listen with both their head and heart. They listen to understand, not to judge or to defend. They speak to share information needed by others. They know that the best outcomes are the result of clear, honest, and focused exchanges of ideas and information.
Objectives
At the completion of this module, participants will be able to: q Discuss ways to create an open communication climate. q Recognize effective speaking practices. q Recognize effective listening practices.
Building Human Resource Management Skills National Food Service Management Institute
Trainer’s Toolbox Materials: Flip Chart and Stand Paper and Markers Overhead Projector Transparencies and Markers Handouts
Definitions
Open communication- clear exchange of information without fear or anxiety where what is heard and said are the same thing.
Feedback loop- the process of communication during which the speaker and listener check to be sure that what was received was correct in content and meaning.
Building Human Resource Management Skills National Food Service Management Institute
Outline Trainer’s Tactics
Personal Check-In: Your Communication Inventory
This inventory offers a quick assessment of your current communication skills and habits.
Do you “seldom,” “usually,” or “always” do the following? q Ask your employees what kinds of information they want and need? q Encourage sharing of information among employees? q Know who needs what information when? q Hold regular meetings to keep communication open? q Give the speaker your full attention? q Wait until the speaker has completed his thoughts before you add yours? q Refrain from having the last word? q Attempt to remember the speaker’s key points? q Outline your key thoughts in your mind before you speak? q Pause to answer a tough question rather than jumping right in to respond? q Watch others’ non- verbal actions to note misunderstanding or disinterest so you can clarify your point? q Speak clearly and concisely?
Personal Check-In: Your Communication Inventory
Invite participants to respond individually to the inventory.
A perfect score is 60 points. Fewer than 45 points indicate the participant could improve her communication skills.
Use the handout on page 20.
Building Human Resource Management Skills National Food Service Management Institute
Outline Trainer’s Tactics
Icebreaker: Two by Two
List the communication skills you did not mark as “always.” With a partner, discuss one of the communication habits that you listed. Share an example from your Child Nutrition Program experience as a manager where using the communication skills discussed would have improved the situation.
Icebreaker: Two by Two
Use the handout on page 21.
Building Human Resource Management Skills National Food Service Management Institute
Outline Trainer’s Tactics
Create a Climate for Open Communication
q Communication is a significant part of a manager’s job. To build the competence and commitment of employees, a manager has to communicate effectively.
q A manager’s job is to determine who needs what kind of information in what time frame. One way to improve the communication climate at your work site is to ask employees what information they need. How do you determine who needs to know new information?
q Most employees want to know about any changes and exactly how those changes will affect them.
q Utilize effective communication (listening and speaking) during the employment interview process.
Create a Climate for Open Communication
Employees’ work goes well when communication is effective. Employees can accomplish more when they have open communication. All day long you are communicating with employees, so if you are not thinking about how important communication is to your success and that of your work group, please consider this point now!
Each day take time to consider what information you have, who could benefit from receiving it, and how to pass it on most effectively.
When asked, nearly all employees indicate they would like communications to improve. With further questioning, it often becomes clear that they get A LOT of information but they don’t get the information they need or want.
Giving employees information they don’t need reduces their effectiveness. Giving employees information too slowly increases stress and frustration. When employees receive the information she needs in time to use it, she can make good decisions and act responsibly.
Optimal: Ask participants to draw a line in their workbooks. From left to right, ask them to visually pinpoint their satisfaction with information provided to them (from inadequate/unsatisfactory to adequate/satisfactory).
Use the handout on page 22.
Building Human Resource Management Skills National Food Service Management Institute
Outline Trainer’s Tactics
Create a Climate for Open Communication
q A manager’s job is to build trust in relationships with employees. How do you build trust in relationships with your employees?
Remember: q Communication is a significant part of a manager’s job. q Employees want information that affects them. q Trust is the foundation of a climate of open communication.
Create a Climate for Open Communication
Trust binds people in relationships. A climate for open relationships cannot exist without trust. If there is a fear of threat or of punishment or if there is constant tension, no employee can feel comfortable communicating. As a manager, you hold much of the responsibility for creating a trusting environment. That means you need to be mindful of how trustworthy yo u are. Your actions model what is appropriate for others in the workplace.
Use the handout on page 22.
Building Human Resource Management Skills National Food Service Management Institute
Outline Trainer’s Tactics
Reality Practice: Case Study
Chang Lee is the manager of a new middle school. She was promoted to manager last summer because of her excellent work as a cook and as an assistant manager. Tom, the cashier, told her that he had many complaints about the lasagna served on the menu. Manager Lee immediately spoke to Maylene. She would have to write up a reprimand if Maylene did not follow the recipes in the future. Maylene left work in tears because she made the lasagna the same way she always does.
How well did Chang Lee and Maylene communicate?
Discuss the Dos and Don’ts of listening effectively.
Discuss ways Chang Lee could improve her communication and listening skills.
Reality Practice: Case Study
In small groups, discuss the case study. Discuss findings as a group.
Use the handout on page 25.
Building Human Resource Management Skills National Food Service Management Institute
Outline Trainer’s Tactics
Reality Practice: Listening
Identify the following responses from one colleague to another as either advise, probe, interpret, or judge.
q “You’re right. You should be able to leave as soon as your work is finished and not have to stay until the clock says you can go.” (Judge) q “It seems to me that you do not have the discipline to stay on task.” (Interpret) q “If I were in your shoes, I would tell her exactly how I feel.” (Advise) q “I understand why you feel that way, but you are too defensive and are missing the point.” (Interpret) q “Why did you decide to do that? You didn’t think it through!” (Probe/Interpret) q “I think you are way too upset about this issue.” (Advise) q “You are right. We should keep our processes the way they are.” (Judge)
Reality Practice: Listening
This exercise was designed to stimulate introspection. Ask participants to honestly evaluate their listening skills.
Use the handouts on page 26 and 27.
Building Human Resource Management Skills National Food Service Management Institute
Outline Trainer’s Tactics
Speak Effectively
As an effective communicator, remember to always check to see how your message sounds to the listener. Here are some tips for best speaking habits.
To speak effectively, Do : q Speak with confidence. q Remain calm and courteous. q Speak with a logical sequence. q Learn to be comfortable speaking in front of others. q Rephrase to ensure clarity. q Be generous with praise. q Be friendly and cordial. q Call people by name. q Paraphrase questions you are asked to make meanings clear. q Vary your tone, pace, and volume to keep others interested.
To speak effectively, Don’t : q Take things personally. q Lose your poise. q Swear. q Take and defend a position without flexibility. q Become angry. q Threaten.
Speak Effectively
Review the se tips for effective speaking. Ask participants for examples of how one would act to do these.
Example: speaking with confidence means having good posture, feet firmly on the floor, direct eye contact, clear knowledge of the subject, thinking before speaking, etc.
Example: speaking with a logical sequence means being clear in making your points.
Consider role playing these Dos and Don’ts in small groups. Encourage participants to use Child Nutrition Program examples like employee meetings, providing feedback to school principal, or meeting with a parent or other customer.
Use the handouts on pages 29 and 30.
Building Human Resource Management Skills National Food Service Management Institute
Outline Trainer’s Tactics
I-Messages
I-messages are one way to deal with conflict and problem situations. They are a non-judgmental means of conveying one’s feelings about another’s behavior. Here are some benefits of I- messages: q Models openness and honesty. q Owns the problem. q Presents no blame. q Shows a willingness to change. q Identifies own feelings and needs. q Deals with conflicts without causing a blow-up.
To construct an I- message, identify your feelings as specifically as you can. Name your feelings and describe the behavior in a blameless way. Then provide a concrete tangible effect of the behavior. Feeling
- Blameless Description of Behavior
- Concrete Effect I-Message
Sometimes as a manager you represent the Child Nutrition Program, not just yourself. Then you may want to use we- messages. A we-message is one that describes the employee’s behavior from the organization’s perspective, not that of the manager.
For a manager, this type of clear speaking can have a positive impact on the effectiveness of the organization.
I-Messages
I-messages are a valuable communication tool for managers. Rather than focusing blame, an I-message is a statement of how a particular behavior makes the speaker feel.
Use the handout on page 31.
For example: I feel annoyed
- when we don’t start on time
- because it places me behind in my work I-Message
Example: I feel annoyed when we don’t start on time because it causes delays in our work and then we miss our productivity goals.
The use of these two types of messages increases the probability of the employee thinking seriously about his or her behavior and its affect on others and the organization. For a manager, this type of clear speaking can have a positive impact on the effectiveness of the organization.