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Collaboration Skills and

Service CoordinationInstructor: Stacia Abe

Week Four

Long-Term Assignments

�Staff Development Presentations

�Jasimen

�Danielle

�Tonika

Chapter 10: Using Statements

CommunicationSkills

InteractionProcesses

Programsor Services

ContextPersonalCommitment

Which Component of Collaboration?

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Chapter 10: Using Statements

� In Chapter 10 Learner Objectives

�Read through the Learner Objectives on Page

245.

�Share with a partner:

�One area in of which you were already familiar or

somewhat familiar before reading the chapter

�One area that you are really interested to know

more about

Purposes of Statements

�Statements generally have one of

three purposes:

�Provide information

�Obtain information

�Clarify information

Statements that Provide Information

1.Descriptive Statements

�Describing Overt Information

�Provide a verbal account of an observable event,

situation, or behavior

�Facts can be directly verified

�Not evaluating or advising (see example and non-

examples, top of page 248)

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Statements that Provide Information

1.Descriptive Statements (continued)

�Describing Covert Information

�Describe events or conditions that are not observable,

such as attitudes, perceptions, and feelings

�Necessarily involve some inference

�Be careful using inferential statements before assessing

known evidence carefully

�Best to express with tentativeness; communicates that

you know you are making an assumption and open to

considering another explanation

�With a Partner: Question 5 on page 265

Statements that Provide Information

2. Guiding Statements

�Urge others to act, feel, or think a certain way

�More effective when requested

�Two Categories

�Statements that explain

�Provide information in an instructive way

�Rely on reasoning, understanding of cause-and-effect relationships, or

logic

�Person offering usually has more experience

�Statements that advise

� Intended to guide action by suggesting, hinting, or commanding

� When unsolicited, can be considered intrusive or arrogant

Descriptive, Advising, or Evaluative?

� With a partner/group:

�Create a table with the pros/cons of using

descriptive, advising, and evaluative statements in

a variety of situations.

�When is using each approach appropriate?

�When would it not be appropriate?

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Statements that Seek Information

� Using statements to seek or solicit information

�Offer a viable alternative to serial questions, but

cannot substitute questions entirely

�Can alternate information seeking statements with

questions to avoid creating an atmosphere of

interrogation

�May be accomplished through inflection

�Commands and Indirect Questions may also be used

(examples on p. 253)

Statements that Confirm or Clarify Information

� Reflecting

�Examining the verbal and non-verbal information provided and inferring what this information communicates about the emotional meaning. Then, describing what another person has said while trying to capture the affective meaning of the message (Example: p. 256)

� Extremely complex

� Requires empathetic listening

� Demonstrates that you understand and value another’s feelings

� Integral in building relationships and promotes a sense of trust

� Should not go beyond the information the speaker has presented, should not be intrusive

�Example: p. 257

Statements that Confirm or Clarify Information

� Paraphrasing

�Restate in your own words what you think another person just said.

� Summarizing

�Restate in concise form, several preceding statements made by the other person.

� Checking

�A clarifying question that follows a statement

�Examples: Bottom of p. 257 (e.g. “Have I captured the main points?” “Does anyone have anything else to add?”)

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Purposes/Types of Statements

� Activity

�Handout 10.4 – Statements That Confirm or Clarify

Information

�Write an example of each.

�Use text pages 254-258

Using Statements that Confirm or Clarify�Complete Handout 10.5 Using Statements that Confirm or Clarify

�Restating

� “Your students were out of control and you don’t know why”

� “your formal observation is coming up”

�Paraphrasing

� “the token strategy has been working just fine but now you’re not sure why it’s not”

� “you don’t know how the principal will react to the situation if he sees your students out of control”

�Reflecting

� “your students were out of control and I can hear the frustration in your voice”

� “you sound worried about what might happen if your principal sees your students behaving the same way”

�checking statements

� “is that about right?”

� “am I summarizing you correctly?”).

Chapter 11: Asking Questions

CommunicationSkills

InteractionProcesses

Programsor Services

ContextPersonalCommitment

Which Component of Collaboration?

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Chapter 11: Asking Questions

� In Chapter 11 Learner Objectives

�Read through the Learner Objectives on Page 267.

�Share with a partner:

�One area in of which you were already familiar or somewhat familiar before reading the chapter

�One area that you are really interested to know more about

� Introduction:

�Read Aloud: Introduction on page 268

Chapter 11: Asking Questions

�Questions:

�Primary means of soliciting information during

interactions, including collaborative ones

�Crucial at the outset of interpersonal problem solving

when used to elicit pertinent information

� Essential throughout the process for clarifying

information

Chapter 11: Asking Questions

�Questions:

�When misused, can take away from the parity in a

relationship by making the interaction seem one-sided

�Can cause an interaction to be successful or can cause

misperceptions and miscommunication

�Have the potential to detract from the collaborative

relationship

�Because they are used in all of your personal and

professional interactions, mastering the skill of asking well-phrased, appropriate questions should be priority

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Purposes/Types of Questions

�Questions that Seek Information

�Query others for information

�Most straightforward function of questions

�Questions the Provide information

�Not a preferred use of a question

�Can often be construed as evaluative

�Example: middle of page 270

Purposes/Types of Questions

� Questions that Confirm or Clarify Information

�Confirm information already obtained

�Extremely valuable strategy that allows you to check

your perception of the information being shared

�Examples: middle of page 271

� Activity:

� Write one question each that:

1. Seeks information

2. Provides information

3. Clarifies or confirms information

Question Format� Direct/Indirect

�Direct – Phrased as interrogative (with a question mark)

�Most common format

� Indirect – Phrased as a statement (Statements that Seek Information)

�Examples: Figure 11.1 on page 272

�May be appropriate when you are unsure if the question would offend the other person

�Can be perceived at rhetorical and you may not get a response. In this case, rephrase the question to be direct

�Activity:

�Handout 11.1

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Question Format

� Open/Closed

�Open – infinite range of responses is possible

�Advantages:

�Ask the respondent to think and reflect

�Give control of the conversation to the other person

�Contribute to the development of trust

�Perceived as less threatening

�Disadvantages:

�Time constraints

�May produce unnecessary information

Question Format

�Open/Closed (continued)

�Closed – range of responses is limited

�May be used to limit the scope of the conversation or to confirm information

�Advantages:

�Solicit facts

�Easier and quicker to answer

�Retain more control of the discussion

�Disadvantages:

�Can be seen as leading

�May result in misleading conclusions

Question Format

� In order to create even more options for

asking questions, combine the open/closed

characteristics with the direct/indirect

characteristics.

�Figure 11.2 (p. 274)

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Question Format� Single/Multiple

�Refers to the number of questions you ask at one time

� Single questions are generally preferred to multiple and result in a more constructive interchange

�Asking multiple questions at one time can leave the respondent confused and wondering which one to answer first

� It is recommended to avoid asking multiple questions. If you have several questions:

�carefully phrase each one

�Ask the questions in a logical sequence

�Permit the other person to respond after each one

�Handout 11.0

Degree of Concreteness

� Range from general to specific (focused)

� General questions

�More appropriate when initiating a relationship or just beginning to explore a situation

�May encourage respondents to provide abstract, non-

specific answers

Degree of Concreteness

� Focused questions

�Elicit specific and concrete information

�Play a critical role in clear communication

�Used most often

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Adding Focus to Your Questions

�Presupposition:

�Read definition and example from text:

�Definition – p. 276 (first sentence of section)

�Examples – fourth line of section

�Example of how to interject presupposition (last

two lines on p. 276)

Adding Focus to Your Questions� Prefatory Statements:

�An statement that precedes a question and serves to set a context and the parameters for the question and the response

�Examples from p. 278

�Draws attention to specific aspects of the topic (2)

�Signals that the person is about to change the subject

�Exemplar – prefatory statement that provides examples of the types of answers you might be seeking

�Continuum – similar to the exemplar but used when feasible responses tend to fall along a range

Suggestions for Effectively Asking Questions

�Use Pauses Effectively

�Two particular uses:

�Pause before asking to make sure the question is

phrased to convey exactly the message you intend

�Pause after asking to allow the person you are

questioning to think about, phrase, and deliver a

reply

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Suggestions for Effectively Asking Questions

�Monitor Question-Asking Interactions

�How often are you asking open/closed,

direct/indirect questions?

�Are you asking multiple questions?

�Are your questions accurate, well-phrased, and

designed to elicit the type of information you are

seeking?

Suggestions for Effectively Asking Questions

�Attend to the Cultural Context

�Be aware of cultural differences

�May be good to ask “May I ask you a question?”

�May be best to start with more indirect questions

initially

�Read:

�Putting Ideas Into Practice on page 281 (Making

Questions Non-Threatening)

Suggestions for Effectively Asking Questions

�Make Questions Meaningful

�Pay careful attention to the information you need

and carefully construct questions to elicit that

information

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Funnel & Inverted Funnel Approach

to Asking Questions

�With a partner/group:

�Use Handouts 11.2 & 11.3 to practice using

each approach.

Handling Uncooperative Communications

�Activity

�With a partner/group:

�Read: Putting Ideas Into Practice on p. 288

�Complete Handout 11.4

HomeworkDue Next Week (10/3/16):

� Read Chapter 12: Difficult Interactions

� Be prepared for discussion of questions 2 on pp. 319-320.

Due Week 6 (10/10/16):

� Read Chapter 8: Families

� Be prepared for discussion of questions 4 & 5 on p. 208.

Long-Term Assignments:

� Staff Development Presentations continue next week. Check

your presentation date.

� Continue working on Communication Interactions Journal,

Due: 10/24/16