In Reading Chapter 11, You Learned An I Message Consists Of

Question

In Reading Chapter 11 You Learned An I Message Consists Of 1 How In Reading Chapter 11 You Learned An I Message Consists Of 1 How In reading chapter 11, you learned an “I” message consists of (1) how someone’s behavior makes you feel, (2) what the specific behavior is, and (3) the effect of the behavior. The following three situations show a need for an “I” message. 1. Four of your employees share a single telephone line. You are aware that one of them, Harry R., is especially long-winded on the phone and talks for as long as 15 minutes. This prevents others from placing outgoing calls and ties up the line, preventing customers from getting through. 2. It is a requirement that waiters at the upscale restaurant you manage wear white shirts and ties. One waiter has been loosening his tie, dropping the knot about two inches, and unbuttoning his shirt collar. 3. Coffee breaks for your office staff are normally 15 minutes. When someone occasionally takes a few minutes longer, it’s not a big deal. Lately, however, one staff member has had three consecutive days when the break exceeded 20 minutes.

Dr. Jack HW Helper · Accepted Answer

Effective communication, especially in the workplace, is essential for fostering a respectful and productive environment. One proven method for delivering constructive feedback and addressing issues is through the use of “I” messages. These messages help convey how a specific behavior affects you without assigning blame or provoking defensiveness, thus encouraging positive responses and solutions (Gordon, 1970). Below are hypothetical “I” messages crafted for each of the three situations outlined in the reading, illustrating how to communicate concerns constructively and assertively. 1. Addressing Long-Winded Phone Calls “I feel frustrated when I am unable to make outgoing calls because the phone line is tied up for extended periods. It affects my ability to serve customers efficiently, especially when conversations last lengthy times, like fifteen minutes.” This message communicates personal feelings (frustration), specifies the behavior (long-winded calls), and highlights the outcome (inability to serve customers), thereby promoting understanding and encouraging Harry R. to modify his behavior. 2. Confronting Unprofessional Attire “I feel concerned when your uniform appears less professional, like when your tie is loosened or your collar is unbuttoned, because it affects the restaurant’s image and the standards we uphold for our staff and customers.” This “I” message expresses concern rooted in maintaining professional standards, states the specific behavior, and describes the effect on the restaurant’s image, fostering awareness and accountability. 3. Managing Extended Coffee Breaks “I feel worried when your coffee breaks extend beyond 20 minutes for consecutive days because it disrupts the workflow and impacts our team’s productivity.” This message clearly states the feelings (worry), the specific issue (extended breaks), and the consequence (disruption of workflow), prompting the staff member to consider the importance of adhering to break times. Conclusion Usi

In Reading Chapter 11, You Learned An I Message Consists Of

In Reading Chapter 11 You Learned An I Message Consists Of 1 How

Paper For Above instruction

1. Addressing Long-Winded Phone Calls

2. Confronting Unprofessional Attire

3. Managing Extended Coffee Breaks

Conclusion

References