Teamwork & Managing People Flashcards
5 Conflict Management Styles
- Avoiding
- Accommodating
- Compromising
- Competing
- Collaborating/Problem-Solving
Avoiding
Ignores issues and delays or withdraws from conflict.
Pros - avoids wasting time on no-win or trivial conflicts, allows time to ‘cool down’ and consider options.
Cons - viewed as incompetent, failure to reach solutions.
Accommodating
Sacrifices own needs to pacify others.
Pros - maintains peace, able to recognise being in the wrong, benefits others when issue is more important to them.
Cons - viewed as weak, builds internal resentment, personal needs remain unmet.
Competing
Sacrifices the needs of others to maintain or improve own position.
Pros - defending rights or morals, allows for rapid decision-making, prevents hazardous opposing decisions.
Cons - viewed as unreasonable/authoritarian, builds external resentment, others needs remain unmet.
Compromising
Pursuing the middle-ground by persuading everyone to partially compromise on their needs.
Pros - allows for decision-making under time constraints, solution to impasse, provides temporary solutions.
Cons - everyone experiences suboptimal outcomes, reduces group morale, others are reluctant to resolve future conflicts.
Collaborating
Recognising the interests of all stakeholders and encouraging equal participation in collaborative problem-solving process.
Pros - suits multi-party decisions, protects relationships, promotes win-win solutions.
Cons - time-consuming.
9 Principles of Negotiation
- Focus on the issue - seek facts, reframe to problems, use objective criteria.
- Consider all perspectives - focus on needs not positions, identify common ground.
- Value relationships and outcomes - be hard on the problem not the person, open communication.
- Choose appropriate setting - time, place, people and environment.
- Foster collaborative atmosphere
- Pursue win-win solutions - focus on creating value for both sides, invent options for mutual gain, consider outcomes that address ‘common good’.
- Manage emotions - respond don’t react, remain calm, don’t engage in unfair tactics, take breaks.
- Seek help from others
- Review and evaluate - summarise/re-cap, make clear agreements.
Transactional Analysis (define)
Model of people and relationships based on two notions:
(1) We have three parts to our personality which we shift between in response to people, events, and situations.
(2) We converse with others by transacting between these states.
Parent Ego State (define)
State of thinking/feeling/behaving based on how one’s parents (or authority figures) acted.
Self-view - ‘I am more capable/knowledgeable than others and therefore responsible for them and myself’
View of others - ‘Others are smaller or helpless and require protection or control’
Firm vs Controlling - constructive, organised, boundary-setting vs judgemental, manipulative, dismissive.
Nurturing vs recusing - supportive, caring vs smothering, invasive, over-protective.
Child Ego State (define)
State of thinking/feeling/behaving as one did in one’s childhood.
Self view - ‘I am inferior or entitled to less than others’
View of others - ‘Others are bigger, more powerful or entitled to more than me’
Free vs withdraw - unaware, vulnerable, playful vs egocentric, inconsiderate, defiant of authority.
Adaptive vs conforming/rebellious - reactive to environment, accommodating, cooperative, assertive vs people-pleasing/helpless OR rebellious/anti-conformist
Adult Ego State (define)
State of thinking/feeling/behaving in response to the here-and-now, drawing on life experience and with realistic/objective appraisal of experiences.
Self-view - ‘I am equal to others and responsible for myself’
3 Transaction Types
- Complimentary transactions – occur when people are at the same level; stable and able to continue indefinitely.
- Crossed interactions – occur when people are at different levels; unstable and result in transaction ending or shift in ego state by one/both parties.
- Split transaction– occur when the surface appearances of transactions don’t match the ulterior motives of the parties involved.
Games (define)
Con + Gimmick –> Responses/Exchanges –> Switch –> Cross-Up –>Pay-Off
Player A initiates game with con (an invitation in form of split transaction). Player B accepts the con on both levels and reveals their gimmick (a need that can be exploited by A) . Change of states occurs at the end of a game. Period of disorientation when the target of the game realises what has transpired. Instigator feels justified and superior; target feels foolish and unskilled.
3 Levels of Games
- First degree – mild and acceptable in players’ social group.
- Second-degree – socially unacceptable, players’ distance themselves from game and don’t share with others.
- Third-degree – result in severe harms (e.g. injury, death, criminal charges).
Dealing with Games
Before – understand structure of games you play, identify, and defuse your gimmicks.
Starting – lookout for discounts (i.e. statements that distort/deny reality) and ‘slippery feel’.
During – share awareness of game with other player, respond from adult, respond from different states than the game invites, unplug.
‘The Big Five’ Traits
- Openness (to experience) – range of interests, level of curiosity, abstract or theoretical thinking, imagination, receptiveness to new ideas, tolerance for change.
- Conscientiousness – thoughtfulness/preparedness, impulse control/ability to delay gratification, attention to detail, goal-orientation, ability to prioritise, preference for structure/schedules.
- Extraversion – excitability, sociability, talkativeness, assertiveness, emotional expressiveness, tolerance for attention.
- Agreeableness – altruism, interest in/care for others, empathy, lack of competition/manipulation.
- Neuroticism – stress tolerance, emotional stability, obesssiveness/preoccupation, resilience.
Myers-Briggs Thinking Styles
- Extrovert vs Introvert - thinking aloud vs internally, drawing energy from others vs solo/quiet time.
- Sensing vs Intuitive - perceiving the world discretely via senses vs holistically, seeking facts vs meaning.
- Thinking vs Feeling - using objective vs subjective data, seeking just vs fair decisions.
- Judging vs Perceiving - seeking ordered vs flexible/open environment, preferring to plan vs spontaneity.
Learning Styles (VARK)
- Visual - engaged by and retain information in visual format (e.g. charts, demos, images).
- Auditory - engaged by and retain information through hearing (e.g. lecture recordings).
- Reading/writing - engaged by and retain information in written format (e.g. textbooks, notes).
- Kinaesthetic - engaged by tactile learning (e.g. touching and hands-on activities).
Learning Strategies (VARK)
- Visual - flashcards, colour-coding, charts/graphs, flow-charts or visual chains, videos, demos.
- Auditory - lecture recordings, reading aloud, music/songs, podcasts/audiobooks, one-on-one discussions.
- Reading/Writing - highlighting materials, note-taking, narrative/creative notes, re-reading materials.
- Kinaesthetic - experiments/constructing projects, practising skills, moving during study, computer modules, regular breaks with physical activity.
Learning Styles (Honey & Mumford)
- Activist - social, hands-on and experiential learning, easily bored.
- Reflector - observational/analytical, collect data, require time.
- Theorist - seek to understand underlying concepts, use rational thinking, form theories, require structure.
- Pragmatist - seek to understand how information can be used in real world, implement learning practically.
10 step approach to communicating bad news
- Identify who has authority and qualifications to deliver news and answer questions - i.e. senior primary caregiver.
- Identify who is the best person to be the messenger - i.e. most qualified person with best relationship
- Consider the setting - ensure privacy, comfort, people present.
- Ask patient/family what they understand about the situation (to clarify what needs to be communicated).
- Give a warning shot - e.g. ‘I’m afraid it isn’t good news’
- Be direct and allow time for news to sink in
- Respond to emotions with empathy - e.g. comforting statements, therapeutic touch.
- Ask if they have questions/requests
- Be realistic but maintain positive tone and hope
- Follow-up with patient - e.g. printed materials, phone numbers, resource centres.
Complaints (define)
An expression of concern, dissatisfaction or frustration by (or on behalf of) a consumer/carer about an aspect of service (i.e. quality or delivery), policy/procedure or conduct of another person.
10 Step approach to dealing with complaints
- Consider the person’s viewpoint
- Don’t take it personally and avoid defensiveness
- Clarify what the person wants and needs from you
- Focus on the person’s issues
- Manage anger
- Offer specific and sincere apologies
- Involve person in problem-solving or solutions (and record/report these)
- Explain actions (and benefits for the person).
- Keep the person informed and follow-up on solutions
Principles of complaint management (organisational)
- Commitment to consumers and improvement
- Accessible information and processes
- Effective assessment of complaints
- Appropriate resolution processes
- Privacy and open disclosure
