50 Activities For Developing People Skills

50 Activities for Developing People Skills
Jacqueline Stewart and David Couper
HRD Press
Amherst
Massachusetts
Jacqueline Stewart and David Couper, 1993, 2004
The materials that appear in this book, other than those quoted from prior sources, may be reproduced for educational/training activities. There is no requirement to obtain special permission for such uses. We do, however, ask that the following statement appear on all reproductions: Reproduced from 50 Activities for Developing People Skills, by Jacqueline Stewart and David Couper, Amherst, MA: HRD Press, 1993. This permission statement is limited to reproduction of materials for educational or training events. Systematic or large-scale reproduction or distributionor inclusion of items in publications for salemay be carried out only with prior written permission from the publisher.
Published in the United States by HRD Press 22 Amherst Road Amherst, MA 01002
In association with Connaught Training
ISBN 0-87425-241-5
Production services by Jean Miller Cover design by Eileen Klockars
Contents
Preface..................................................................................................................... Index of Activities ..................................................................................................... Activities Classified by Running Time....................................................................... Activities Classified by Training Method ................................................................... The Activities............................................................................................................ 1. Action Plan .................................................................................................. Completed by the participant at the end of the course 2. Advice or Information? ................................................................................ Discussing the difference between advice and information 3. Alphabet of Feelings.................................................................................... Discussing feelings 4. Analyzing Meetings ..................................................................................... Working out how much time is spent on different elements in a meeting 5. Answer My Question ................................................................................... Helping participants find out more about each other 6. Appraisal ..................................................................................................... A case study on appraisal 7. Breaking the Barrier .................................................................................... Exploring blocks in communication, especially relevant to counseling 8. Controlling Body Language ......................................................................... The importance of using body language to emphasize what you say 9. Customer Service Analysis.......................................................................... A force-field analysis to discuss customer service 10. DelegationI............................................................................................... Case study on delegation 11. DelegationII.............................................................................................. Case study on delegation 12. Dib Dob Dabble ........................................................................................... To inject energy into and revive the pace of video review sessions 13. Discipline ..................................................................................................... A case study of a disciplinary interview vii ix xi xiii 1 3 5 9 11 15 19 25 29 31 43 49 55 57
14. Dont Label Me ............................................................................................ 63 Used in counseling training sessions to show the importance of good listening iii
15. Farewell....................................................................................................... Participants make positive comments about the other participants 16. 59 Seconds ................................................................................................. Focusing on the necessity to plan a presentation 17. Giving Feedback ......................................................................................... How to give constructive feedback 18. How Free Are You?..................................................................................... How free are employees to express themselves?
65 67 69 71
19. Internal Communication Analysis ................................................................ 77 Force-field analysis to show the importance of good internal communication 20. Interview Me ................................................................................................ Enabling participants to get to know each other better 21. The Lineup .................................................................................................. Enabling participants to get to know each other better 22. Listening Transfer........................................................................................ Listening and then transferring that information to a written form 23. Making Contact ........................................................................................... Clarifying the importance of making eye contact and creating a comfortable counseling environment 24. Maptalk........................................................................................................ Enabling participants to find out where other participants live and work 25. Negotiation .................................................................................................. A case study on negotiation 26. Negotiation Skills......................................................................................... A questionnaire to start a discussion on negotiation 27. No Jargon.................................................................................................... Focusing on the use of jargon 28. Only One Question...................................................................................... What have you always wanted to ask? 29. Personal Needs Analysis............................................................................. A self-assessment of the participants personal development plans 30. Power and Influence.................................................................................... Power and influence in jobs 31. Prejudice ..................................................................................................... Discussing prejudice 32. Reflecting .................................................................................................... Reflecting on what someone has said and showing understanding iv 91 93 95 105
111 113 123 129 133 135 147 155 157
33. Qualities of a Counselor .............................................................................. What makes a good counselor? 34. Selection...................................................................................................... A case study of a selection interview 35. Spelling Out................................................................................................. Taking messages accurately 36. Stereotypes ................................................................................................. Perceptions of job titles and types of people 37. Summarizing Skills I ................................................................................. Group listening and summarizing 38. Summarizing Skills II ................................................................................ Listening and summarizing in pairs 39. Teamwork Squares ..................................................................................... Highlights the importance of teamwork 40. Transactional Analysis ................................................................................ Identifying different T.A. roles 41. Values ......................................................................................................... Exploring I want to be 42. What Animal Are You? ................................................................................ Participants find out more about each others personality 43. What Are You Really Saying? ..................................................................... Used in a counseling training session 44. What Shall We Talk About?......................................................................... What are acceptable topics of conversation? 45. Whats Up, Doc? ......................................................................................... Probing for more information using a doctor/patient scenario 46. When Are You Assertive? ........................................................................... Finding out the extent of a participants assertiveness 47. Who Are You Aiming At?............................................................................. Focusing on your audience 48. Whodunit? ................................................................................................... Using the detective story format to practice communication 49. Yes, but ................................................................................................. Using alternative ways of saying yes and no 50. Yes or No .................................................................................................... Assertiveness training
163 165 173 179 183 193 197 203 209 213 217 219 225 229 237 247 263 265
iv
Preface
Each of the fifty activities in this manual relates to some aspect of human interaction. Their focus is on the use of these skills in the workplace, although many are entirely transferable to private life. In some training situations, this may give the trainer added ammunition for justifying the goals, objectives, and methods used. The transfer or application of training from the classroom into the workplace is a general concern for trainers who do not have follow-up sessions or on-the-job meetings with previous training course participants. Using a personal action plan at the end of any sessions is, therefore, strongly recommended, as a reminder and possible motivator for the individuals concerned. A particularly useful form of a personal action plan is the letter. In this case, the individual writes it, makes a photocopy, and places it in a self-addressed envelope. The trainer collects the sealed envelopes and, after an agreed-upon period of time, sends them back through the mail or interoffice mail. When the participants receive their letters, they will, first of all, be surprised, and then they will remember the training course. They will also be able to judge their own progress toward achievement of their action plans and be motivated to continue. A note at the bottom of the plan could remind them to review the plan, set new goals and objectives, and implement decisions within specific time frames. We would like to thank all the participants and trainers who have either taken part in these activities or provided the inspiration. Jacqueline Stewart David Couper
vii
iv
Index of Activities
Nonverbal Communication Verbal Communication Personal Development Power and Influence Course Assessment Icebreaker/Reviver
Customer Service
Meeting Skills
Assertiveness
Presentations
Interviewing
Negotiation
Counseling
Perception
Delegation
Activity Title
Action Plan Advice or Information Alphabet of Feelings Analyzing Meetings Answer My Question Appraisal Breaking the Barrier Controlling Body Language Customer Service Analysis Delegation I Delegation II Dib Dob Dabble Discipline Dont Label Me Farewell 59 Seconds Giving Feedback How Free Are You? Internal Communication Analysis Interview Me The Lineup Listening Transfer Making Contact Maptalk Negotiation Negotiation Skills No Jargon Only One Question Personal Needs Analysis Power and Influence Prejudice
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
3 5 9 11 15 19 25 29 31 43 49 55 57 63 65 67 69 71 77 91 93 95 105 111 113 123 129 133 135 147 155
Teamwork
Activity #
Discipline
Appraisal
Listening
Planning
Finisher
Page #
ix
Nonverbal Communication
Activity Title
Reflecting Qualities of a Counselor Selection Spelling Out Stereotype Summarizing Skills I Summarizing Skills II Teamwork Squares Transactional Analysis Values What Animal Are You? What Shall We Talk About? Whats Up, Doc? When Are You Assertive? Who Are You Aiming At? Whodunit? Yes, but Yes or No
32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
157 163 165 173 179 183 193 197 203 209 213
What Are You Really Saying? 217 219 225 229 237 247 263 265
Verbal Communication
Personal Development
Power and Influence
Course Assessment
Icebreaker/Reviver
Customer Service
Meeting Skills
Assertiveness
Presentations
Interviewing
Negotiation
Counseling
Perception
Delegation
Teamwork
Activity #
Discipline
Appraisal
Listening
Planning
Finisher
Page #
Activities Classified by Running Time

Up to 30 minutes
1 4 5 7 12 15 17 21 24 35 39 45 49 50 Action Plan Analyzing Meetings Answer My Question Breaking the Barrier Dib Dob Dabble Farewell Giving Feedback The Lineup Maptalk Spelling Out Teamwork Squares Whats Up, Doc? Yes, but Yes or No
Between 30 minutes and 1 hour

2 3 4 6 11 13 14 18 22 23 25 26 27 29 30 31 32 33 Advice or Information? Alphabet of Feelings Analyzing Meetings Appraisal Delegation II Discipline Dont Label Me How Free Are You? Listening Transfer Making Contact Negotiation Negotiation Skills No Jargon Personal Needs Analysis Power and Influence Prejudice Reflecting Qualities of a Counselor xi
36 37 38 40 41 42 43 44 46
Stereotype Summarizing Skills I Summarizing Skills II Transactional Analysis Values What Animal Are You? What Are You Really Saying? What Shall We Talk About? When Are You Assertive?
Between 1 hour and 2 hours

8 9 10 16 19 20 28 34 41 47 48 Controlling Body Language Customer-Service Analysis Delegation I 69 Seconds Internal Communication Analysis Interview Me Only One Question Selection Values Who Are You Aiming At? Whodunit?
xii
Activities Classified by Training Method

Individual Exercises
1 26 29 30 40 41 42 46 Action Plan Negotiation Skills Personal Needs Analysis Power and Influence Transactional Analysis Values What Animal Are You? When Are You Assertive?
Pairs Exercises
14 16 20 27 32 37 38 49 Dont Label Me 59 Seconds Interview Me No Jargon Reflecting Summarizing Skills I Summarizing Skills II Yes, but
Subgroups
2 3 4 6 9 10 11 13 15 18 19 22 23 Advice or Information Alphabet of Feelings Analyzing Feelings Appraisal Customer-Service Analysis Delegation I Delegation II Discipline Farewell How Free Are You? Internal Communication Analysis Listening Transfer Making Contact
xiii
25 28 31 33 34 35 39 43 44 45 48 50
Negotiation Only One Question Prejudice Qualities of a Counselor Selection Spelling Out Teamwork Squares What Are You Really Saying? What Shall We Talk About? Whats Up, Doc? Whodunit? Yes or No
Case Studies
6 10 11 13 25 34 Appraisal Delegation I Delegation II Discipline Negotiation Selection
Role Plays
8 14 16 22 23 27 45 Controlling Body Language Dont Label Me 59 Seconds Listening Transfer Making Contact No Jargon Whats Up, Doc?
Competitions
39 47 48 Teamwork Squares Who Are You Aiming At? Whodunit?
xiv
Physical Activities
5 7 12 21 24 28 35 42 Answer My Question Breaking the Barrier Dib Dob Dabble The Lineup Maptalk Only One Question Spelling Out What Animal Are You?
xv
The Activities
Action Plan
Description: This activity provides a format for measuring future achievements
as a result of a training course.
Objective: By the end of this activity, participants will be able to measure their
use of the information and skills they have learned during the course after they return to work.
Group Size: Maximum of 15 participants. Time: Approximately 20 minutes. Materials Required: One copy of Exercise 1.1 for each participant. Background:
It is important that participants apply the knowledge and skills they have learned during a course after they return to their jobs. Having some established goals enables the participant to measure how effective training has been and to make sure that the transfer of learning has been achieved. 1. Use either Exercise 1.1 or a specific action plan format of your own, based on the same pattern, and hand a copy to each participant. 2. Ask participants to complete this individually. 3. Monitor their progress.
Method:
Conclusion:
Ask for individual examples from Exercise 1.1 or the other action plans for a discussion. an action plan with impossible goals.
Additional Guidance: Monitor the participants carefully to ensure that they do not develop
Exercise 1.1
Exercise 1.1: Action Plan

Goal:
Over the next three months, I will: Objective 1:
Objective 2:
Objective 3:
Goal:
Over the next six months, I will: Objective 1:
Objective 2:
Objective 3:
Goal:
Over the next year, I will: Objective 1:
Objective 2:
Objective 3:
Signed: Date:
Advice or Information?
Description: This activity serves to clarify how counseling differs from other
helping behaviors.
Objective: By the end of this activity, participants will be able to:

Explain the difference between counseling and giving advice or information. Match these behaviors to everyday management situations.
Group Size: Maximum of 20 participants. Time: Approximately 1 hour:

10 minutes for the introduction 30 minutes for the subgroup work 20 minutes for the conclusion One copy of Exercise 2.1 for each participant Meeting rooms equipped with flipchart and markers
Materials Required: Background:
The word counseling is being increasingly used in management and is considered to be one of the neglected roles of a manager. This has given rise to some confusion as to its real meaning. This activity gives everyone a chance to participate, to air their views, and to arrive at a common understanding of when it is appropriate to use a counseling approach and when it is better to offer advice or information. 1. Ask participants for a show of hands from those who have attended a course on counseling or who have studied the subject. Note any positive responses to this and be sure to refer to those participants and make them feel valued by eliciting comments from them from time to time. 2. Tell participants to write down the difference between counseling and giving advice or information. 3. Distribute copies of Exercise 2.1 and ask participants to apply their definitions to the questionnaire. For each of the circumstances described, they have to choose which course of action they would take.
Method:
Advice or Information? (continued)

4. After 10 minutes, divide the group into subgroups of three or four people each. Assign them two tasks: first, to discuss and agree on their definitions; and second, to review their answers to the questionnaire, discuss each one, and arrive at a group response. 5. After 25 minutes, call all the subgroups back into the main training room and ask a representative of each to present their findings. 6. Make sure that the other subgroups feel free to question, praise, or disagree in order to promote a free exchange of views.
Conclusion:
There are no completely right and wrong answers to this activity, as there is always an element of it depends (other circumstances of which we may not be aware). However, participants might stop and think carefully in the future before taking a particular course of action. The notes below are provided for general guidance. Follow up by asking participants to identify for the group a situation in which they might use counseling skills in their own jobs, and then a situation in which they would offer advice.
Additional Guidance: A counselors function is not to solve another persons problems,
but rather to help the individual find his or her own solution and to take responsibility for it. This means really listening and being receptive to that person, repeating what has been understood and not being judgmental or offering advice. If a problem is caused by a lack of a specific piece of knowledge or information, then give it. If, however, you are not in such a position, refer the individual to someone who is. We often offer advice when we befriend someone. When advice turns out to be wrong, the giver may get the blame, so beware of saying If I were you, because you are not that person!
Exercise 2.1
Exercise 2.1: Advice or Information?

Place a checkmark in one of the three columns to show what you would do in each case. SITUATION 1. Staff member is repeatedly late 2. Friend borrows money 3. Subordinate is disorganized 4. New employee makes mistakes 5. Partner is unhappy with own job 6. Colleague has legal problems 7. Staff member is drinking too much alcohol at lunch 8. Colleague is having affair at work 9. Boss is getting divorced 10. Secretary is chatting too much 11. Friend needs a decorator 12. Union representative wants to give up 13. New supervisor doubts own abilities 14. Colleagues child is having trouble in school 15. Graduate looks disgruntled 16. Nephew is choosing between college and working for a year 17. Neighbor is buying new lawn mower 18. Colleague is getting married 19. Salesperson must select new car 20. Staff member is bereaved COUNSEL ADVISE GIVE INFO.
Reproduced from 50 Activities for Developing People Skills Jacqueline Stewart and David Couper. HRD Press, Inc., Amherst, Massachusetts
Alphabet of Feelings
Description: This activity is designed to focus attention on the way feelings are
expressed in a counseling situation.
Objective: By the end of this activity, participants will have identified and
evaluated at least 26 ways of expressing feelings.

10 minutes for the introduction and individual work 30 minutes for the subgroup work 20 minutes for the conclusion Paper and pens or pencils for participants Meeting rooms equipped with flipchart and markers
When a manager uses counseling skills, it is often necessary to feed back the emotional message that is being expressed by the counselee. In everyday life, expressing the exact degree of an emotion is not critical, but in a counseling situation, the ability to identify exactly how a counselee feels helps the counselor assist the individual in accepting, understanding, and confronting his or her problem. 1. Introduce the activity and hand out paper and pens or pencils. Ask participants first to write down all the letters of the alphabet in a column on a sheet of paper. Then tell them they have to find words beginning with each letter of the alphabet that describe feelings or emotions. 2. Allow 10 minutes for this. While the participants are working, prepare the flipchart (two if you have them) with the alphabet running down the left-hand side and two vertical columns headed Positive and Negative. 3. After 10 minutes, have participants take turns contributing something from their list. At the same time, ask them to decide if it is a positive or a negative feeling and add it to the relevant column you have prepared on the flipchart.
Method:
Alphabet of Feelings (continued)

4. Divide the participants into two subgroups and allocate the positive list to one and the negative list to the other. If possible, one subgroup can move into a separate conference room. Each group is to examine their list, discuss what each feeling represents to them, and arrange them in order of intensity. 5. After 30 minutes, call both subgroups back into the main training room and ask for a representative of each group to report back, one at a time, on their discussion. 6. Make sure that participants contribute their own feelings. Highlight the importance of being able to call upon a wide vocabulary in order to accurately capture the counselees exact degree of emotion.
Additional Guidance: During the conclusion, there may be very emotional responses to
the meaning of some words. This can be used to illustrate how words are interpreted according to our own family background and changes in current usage in society as a whole. A counselor should have access to as wide a range of these descriptive words as possible.
10
Analyzing Meetings
Description: This activity is designed to identify how to make meetings more
effective.

Analyze the effectiveness of a meeting. Act upon that analysis.
Group Size: Maximum of 15 participants in groups of four to five. Time: Approximately 45 minutes. Materials Required:

One copy of Exercise 4.1 for each participant Flipchart and pens for each group for conclusion Meeting rooms
Background:
Many meetings are unplanned and unstructured. Even those that have an agenda often fail to achieve their objectives. As a result, participants consider the meeting ineffective and a waste of time and energy. To improve the quality of future meetings, it is necessary to know what happens now. In theory, meetings are designed to discuss a number of points and come to conclusions. In most meetings, however, there will be social talk, discussion of matters that are not on the agenda, and so on. This activity helps participants analyze what really happens in meetings so that they can understand how best to improve them.
Method:
1. Introduce the topic by asking questions such as:

How often do they meet? Who are they meeting with? How long does the meeting last? What is achieved?
2. Hand out Exercise 4.1. Ask the participants to think of a recent meeting they participated in and complete the worksheet individually, based on their experience. Give them 10 to 15 minutes.
11
Analyzing Meetings (continued)

3. Divide the group into subgroups of four or five participants. 4. Ask participants to discuss and compare their answers, and then to record any common factors or elements that are unexpected (or possibly inappropriate) in the context of a meeting (for example, the meeting was held up for 15 minutes while a senior manager took a phone call). 5. Ask the subgroups to report back on their findings. 6. Finally, ask the group for suggestions for improving the quality of meetings (for example, allocating time on each topic equally, so that topics at the end of the agenda are given as much consideration as topics at the beginning).
Additional Guidance: This activity can be very useful for highlighting areas of weakness in
meetings. These weaknesses, however, may be attributed to individuals and personalities. Monitor the conclusion so that the comments are objective and that the suggested improvements are achievable within the context of the organization.
12
Exercise 4.1
Exercise 4.1: Meetings Worksheet

Think of a recent meeting you participated in and complete this worksheet based on that experience. Estimate the time spent on each agenda item. Topics on the agenda (were they discussed fully?):
Topics discussed but not on the agenda (in what depth were they discussed?):
Topics that should have been on the agenda and discussed:
Social topics:
Coffee/food/etc.:
Time-wasters (faulty equipment, people late, etc.):
Total length of meeting:
13
Answer My Question
Description: This activity is designed to be used as an icebreaker at the
beginning of a course.
Objective: By the end of this activity, participants will have talked to all the Group Size: Maximum of 15 participants. Time: Maximum of 30 minutes. Materials Required: Background:
other participants and shared some personal information with each.
One copy of Exercise 5.1 for each participant
Workshop participants are often asked to find out a variety of information from one other participant. This helps them get to know one person well, but they learn nothing about anyone else. This activity gives participants a chance to talk to everyone. 1. Ask participants to stand up. 2. Hand out a copy of Exercise 5.1 to each participant. 3. Give each participant a number that corresponds with a question on the sheet. For example, Bill Roach is given question number 3: What is your favorite sport? 4. Instruct participants to find someone to whom they will ask this question, and to continue asking that same question to the rest of the group until they have asked everyone the same question. They should write the participants names and answers on the sheet. (For example, Bill will ask all the other participants the question about a sport.) 5. With the participants still standing, ask participants, individually, to summarize what they found out about the people in the group.
Method:
Additional Guidance: The final stage can take considerable time; if time is limited, only
ask certain participants for summaries. Other questions can be used, if this is more appropriate.
15
Exercise 5.1
Exercise 5.1: Questions

1. Where do you work? 2. Where do you live? 3. What is your favorite sport? 4. What is your favorite TV program? 5. Where did you go on vacation last year? 6. Do you have a spouse or partner? 7. How many languages can you speak? 8. What food do you like best? 9. What are your hobbies? 10. Where were you born? 11. What is your favorite color? 12. What is your astrological sign? 13. What would you do if you won a million dollars? 14. What kind of music do you like? 15. Who is your favorite film or TV star?
16
Exercise 5.1
Exercise 5.1: Answers

Question:
1. Name: Answer: 2. Name: Answer: 3. Name: Answer: 4. Name: Answer: 5. Name: Answer: 6. Name: Answer: 7. Name: Answer: 8. Name: Answer: 9. Name: Answer: 10. Name: Answer:
17
Exercise 5.1
Exercise 5.1: Answers (continued)

11. Name: Answer: 12. Name: Answer: 13. Name: Answer: 14. Name: Answer: 15. Name: Answer:
18
Appraisal
Description: This activity is a discussion of the problems of appraisal. Objective: By the end of this activity, participants will be able to apply the
organizations appraisal policy to real-life situations.
Group Size: Maximum of 10 participants. Time: Approximately 1 hour. Materials Required:

One copy of Exercise 6.1 for each participant Paper and pens or pencils for participants Meeting rooms Flipchart and markers
Background:
Most organizations will have an appraisal system to meet one or more of the following objectives: 1. Assess the individuals work in terms of positives and negatives, with suggestions for improvements. This should be an honest, mutual development session. 2. Look forward to new career opportunities and challenges. 3. Catalog an individuals skills. 4. Decide on pay increases. However, appraisals should not be linked to pay increases to the extent that the individual will not want to be honest about his or her strengths and weaknesses. The person giving the appraisal should be clear about expectations.
Method:
1. Distribute a copy of Exercise 6.1 to each of the participants. 2. Ask them to read the case study and individually decide what they would advise the manager to do and why. It will be helpful if they take notes at this stage. 3. Divide the participants into subgroups of three or four people.
19
Appraisal (continued)
4. Tell them to compare and discuss their answers with the other participants in the subgroup and to reach an agreement on the answers. 5. Ask the subgroups to come back together. Invite the groups to report back their advice to the manager. Record useful points on a flipchart. 6. Hand out a copy of the answer sheet to each participant. Compare and discuss.
Additional Guidance: The suggested answers are only a guideline. An organization might
have quite a different view on how to handle these situations.
20
Exercise 6.1
Exercise 6.1: Case Study

The manager of the Marlin Grove, which is part of an international hotel chain, has to conduct performance appraisals of the staff. You are asked to decide: 1. 2. 3. What strengths and weaknesses you identify for each staff member; What the individual should do as a result of these points; What career advice you should give them.
A. Diana MoretonManager Trainee: Diana is a 23-year-old graduate from the local college, fluent in French and Spanish. She is in charge of all bookings and supervises the staff. She is quick, eager, and hard-working. Although she has not been in the job very long, she does not get along as well as she should with the rest of the staff. She has very high standards and expects the same in everyone else.
Strengths:
Weaknesses:
Career advice:
B. Paul AnthonyHead Chef: Paul is a 27-year-old who worked his way up to head chef at the Marlin Grove. He is an excellent cook and is very imaginative; the restaurant has won several awards and is always booked. He can be rather erratic in the way he deals with his staff. Sometimes he expects them to take the initiative, and other times he only lets them carry out the most mundane tasks. He fondly recalls living and working in London.
Strengths:
Weaknesses:
Career advice:
21
Exercise 6.1
Exercise 6.1: Case Study (continued)

C. Margo McCraeHead Housekeeper: Margo is a 55-year-old who started as a chambermaid at the Marlin Grove and worked her way up. She is a capable worker, looking after her staff and making sure that the bedrooms are well-kept. She does not look for new ideas, and is happy carrying on in her own way.
Strengths:
Weaknesses:
Career advice:
D. Guido AdolphoHead Waiter: Guido is a 45-year-old who has worked in many of the best New York hotels. He bought a restaurant nearby, but unfortunately it failed and he had to get another job. He and his family decided to stay in the area, and he was hired by the Marlin Grove. He is a true professional; everything in the restaurant is perfect. But he can be rather formal and pompous. The restaurant is frequented by people on vacation and is unlike the types of restaurants he has worked in.
Strengths:
Weaknesses:
Career advice:
22
Exercise 6.1
Exercise 6.1: Possible Advice

A. Diana MoretonManager Trainee

Strength: quick, hardworking, perfectionist Weakness: people skills, too demanding (?) Career advice: interpersonal skills training, long terma position in Europe
B. Paul AnthonyHead Chef

Strength: creative; talented Weakness: delegation Career advice: training course on delegating responsibility; clear job descriptions for his staff; long termpossible job in London
C. Margo McCraeHead Housekeeper

Strength: competent; efficient; good with team Weakness: stuck in her ways Career advice: give her responsibility for training someone who may one day be her successor
D. Guido AdolphoHead Waiter

Strength: excellent skills Weakness: not satisfying the needs of these customers; used to business clients, not vacationers who want a less formal atmosphere Career advice: counseling to help him accept the change in the demands of his job; long terma position (if one becomes available) in New York
23
Breaking the Barrier

Description: This activity provides a model for counseling support. Objective: By the end of this activity, participants will be able to establish a
support system for a counseling situation.
Group Size: Maximum of 15 participants. Time: Approximately 30 minutes. Materials Required: None, but an open space needs to be cleared. Background:
Counseling at the workplace is, in many ways, similar to the counseling that takes place through non-profit organizations and agencies. The difference is that there is no support structure in the workplace. It can be very distressing and potentially dangerous for the counselor and the counselee if there is no support. A counselor either takes on their counselees problems and maintains trust and confidentiality, or passes along the counselees problem to a colleague. By breaking confidence, the counselor can lose the trust of the counselee. This activity asks participants to think about support but does not give them an answer; they will need to perceive what support could be arranged based on their particular situation and organizational culture.
Method:
1. Ask three participants to link hands and form a barrier (shown as asterisks below), dividing the open space. Barrier * * *
2. Select another two participants as counselor and counselee. On one side of the barrier place one participant, and on the other side place the other participant. Counselor Barrier Counselee * * * * *
25
Breaking the Barrier (continued)

3. Explain to the group: a. The side the counselee is on represents bad feelings layoffs, alcohol problems, family problems, money difficulties, etc. The counselors side is good feelings. Counselor Barrier Counselee * * * * Good feelings * Bad feelings
b. The counselor can break through the barrier because he or she is strong. Once the counselor has gone through, however, he or she cannot return; he or she is not strong enough to break back through. Good feelings Counselor Barrier Counselee Counselor Barrier Counselee *> * * * <* Bad feelings * * * * Bad feelings
c. Once the counselor goes through the barrier, the feelings of the counselee can take over, bringing the counselor down, too. Good feelings Barrier Counselor * * * * Counselee * Bad feelings
4. Tell the group that they must now decide how to solve the problem and then demonstrate it. They will need to stand up and discuss it as a group, experimenting with different solutions. They can move any of the participants except the three making up the barrier. 5. Monitor the group as they work. They may come up with many creative answers. The only solution, however, is to form a human chain from the good side to the bad side, so that the counselor can get back to the good side. Support Support Support Counselor Counselee * * *> * <* * * Good feelings * Bad feelings
26
Breaking the Barrier (continued)

There is also the opportunity for the counselee to be brought over to the good side, although it should be pointed out that once the counselee lets go of the chain, he or she may not be strong enough to stay on the good side. Support Support Support Counselor Counselee Barrier * * * * * * Good feelings
Bad feelings *
Conclusion:
Once the model has been established, the participants should decide on the way they can apply it to their own organizations counseling support. activity go on indefinitely if the group has not thought of the answer. An example of a chain for a supervisor who is counseling a staff member could be: 1. Colleague who is also a supervisor 2. The manager of the department 3. The personnel officer
Additional Guidance: You may need to direct the group to the solution. Do not let the
27
Controlling Body Language
Description: This activity demonstrates how body language can be used to

reinforce the spoken message. emphasize what is being said.
Objective: By the end of this activity, participants will be able to use gestures to Group Size: Maximum of 10 participants. Time: Between 1 hours to 2 hours. Materials Required:

Video recording equipment and playback facility (if available) Flipchart and markers Notepaper and pens or pencils for participants
Background:
Used effectively, body language can greatly improve a presentation; used incorrectly, it can ruin the impact and destroy the meaning. This activity shows why body language should be used carefully and needs to be thought out in the same way you would plan the use of any other visual aid.
Method:
1. Identify what kind of presentations the participants give. 2. Ask each participant to prepare a two-minute presentation. 3. Invite the first participant to give his or her presentation without using body language. The individual needs to imagine that if any part of his or her body moves, he or she will get an electric shock! 4. Note any body language (even though participants are told not to use any body language, there will still be examples, such as winding of watches, swaying, standing on one foot, and so on) and then point them out to the participant. Stress that these can become very annoying to the audience and can distract from the message of the presentation. If you are using video, it is useful to play back the recording to show the participant their body language. 5. Ask the rest of the group to give their presentations in the same way.
29
Controlling Body Language (continued)

6. Now ask for suggestions on how the participants should use body language in presentations (for example, counting off five points, gesturing the size of an object being described, or pointing to a chart or to an overhead projector slide). If you are using video, it is helpful to play back the performances, asking for examples of effective body language as each presentation is made.
Conclusion:
Review the good body language noted in the participants presentations, listing examples on the flipchart.
30
Customer Service Analysis
Description: This activity helps participants identify the blocks that may be
preventing customer service from being effective. A similar approach is used in Activity 19. improving customer service in their organization.
Objective: By the end of this activity, participants will have identified ways of Group Size: Maximum of 16 participants. Time: A minimum of 1 hour, but more time may be allocated if it is an
issue that needs resolving within the organization.

One copy of Exercises 9.1 through 9.3 for each participant Meeting rooms equipped with flipcharts
There is a general assumption that to improve customer service, all one needs to do is to explain new strategies or procedures to the staff. However, customer service will only improve if, in addition to the new procedures, there is nothing holding it back. It is useful to analyze the situation and identify what the positive and negative forces are, in order to determine the actions needed for successful implementation. After all, it may be that current procedures or strategies would work well if only a restraining influence were removed. A force-field analysis enables the participants to map the situation for themselves and suggest a resolution.
Method:
1. Introduce the topic of customer service and ask for participants views on the current situation in their organization. Accept all views without comment or judgment, but note the main points on the flipchart for future reference. 2. Explain the principle of force-field analysis on the flipchart, using the example given in the Trainers Notes.
31
Customer Service Analysis (continued)

3. Distribute copies of Exercises 9.1 and 9.2 to the participants. Then divide them into subgroups no larger than four people in each. Assign the tasks of: a. b. Analyzing the current situation by completing Exercise 9.1. Transferring the findings onto the force-field diagram in Exercise 9.2.
Emphasize that they must take into account not only the systems, but also the staff and themselves. 4. After 45 minutes, call the subgroups back into the main room and ask each to present their analysis. There will be some differences (and no doubt some similarities) among the groups. It is important that these differences are brought out into the open and discussed at length. 5. The subgroups they meet for a second time to decide what actions are necessary to make the improvements they seek in customer service, using copies of Exercise 9.3 to record their decisions. 6. After 30 minutes, call all the subgroups back into the main room and ask a representative of each group to present their suggested action plan.
Conclusion:
1. Encourage full and frank discussion so that the final plan can be communicated to the people it will affect and who will need to implement it. 2. Refer to the original flipchart sheet and compare participants initial comments with the solutions they have now identified. Highlight how their new solutions have a greater chance of succeeding.
Additional Guidance: Force-field analysis is a systematic way of arriving at a decision or
an action that will achieve its desired effect. Often a decision will not be implemented because of the way in which it has been imposed on others, causing them to resist the change. When potential for resistance has been considered from the outset, implementation of a new customer service strategy will be more effective.
32
Trainers Notes
Force-Field Analysis: Example

Situation
Customers complain that the phone is answered in an unprofessional manner.
Management Solution
To issue a standardized script for answering the phone correctly.
Analysis of Forces Acting on Telephone Reception Staff

Negative Forces a. b. c. d. Staff wont like using someone elses words Staff wont want to sound false and stilted When its busy, staff will forget to use the script It makes no difference to them what the customers think Rating/10 9 8 5 6
Positive Forces a. b. c. d. The customers will be happier The company will have more business and be more profitable The managers want it done this way It is increasingly normal business practice 6 3 5 5
Plotting these on the diagram in Figure 1 illustrates that the new telephone script is likely to fail because there are more perceived forces against it than in its favor. Actions are needed therefore to counteract the negatives, rather than to reinforce the positive.
33
Trainers Notes
Sample Force-Field Analysis: Figure 1

10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10
(a) (c) (b) (d)
Positive Forces
(c) (b)
(d) Negative Forces
(a)
34
Trainers Notes
Examples of Possible Actions

1. 2. 3. Provide training sessions so that the staff understands why there is a need for change. Ask them what they think the script should say. Give them practice performing role plays, so they can feel at ease and confident with the new script.
35
Exercise 9.1
Exercise 9.1: Force-Field Analysis

Situation:
Current Solution:
Who is Affected:
Negative Forces a. b. c. d. e. Positive Forces a. b. c. d. e.
Rating/10
37
Exercise 9.2
Exercise 9.2: Force-Field Diagram

10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10
Positive Forces
Negative Forces
39
Exercise 9.3
Exercise 9.3: Reducing Negative Forces: Action Plan

1.
2.
3.
4.
5.
41
10
Delegation I
Description: This activity provides a focus for identifying good delegation skills. Objective: By the end of this activity, participants will have identified the eight
steps to effective delegation.
Group Size: Maximum of 12 participants. Time: Approximately 1 hours:

15 minutes for the introduction and individual work 45 minutes for the subgroup work 30 minutes for the conclusion One copy of Exercise 10.1 and Handout 10.2 for each participant Meeting rooms equipped with flipchart and markers Paper and pens or pencils for participants
Materials Required:
Background:
Delegation is central to good management, but it is a personal skill that is all too easy to ignore. In this activity, a case study provides a hypothetical situation. This provokes discussion and leads the participants to identify the steps of effective delegation for themselves. 1. Introduce the subject of delegation and explain the objective. Distribute a copy of Exercise 10.1 to each participant. Ask them to read it carefully and write down any comments they have on the delegation skills of the Director of Training who issued the memo. 2. After 15 minutes, divide the group into subgroups of three to five participants. Assign the subgroups to separate rooms, if available. Brief them on the task of discussing their individual responses to the case study in order to arrive at a proposed series of steps leading to effective delegation. Each subgroup should choose a spokesperson who will present those steps to the whole group at the end of the allocated 45 minutes. The spokesperson should record the steps on the flipchart.
Method:
43
10
Delegation I (continued)
3. Circulate among the various subgroups to hear what is being said. Note any comments you wish to raise during the concluding discussion. 4. After 45 minutes, call everyone back to the main training room and ask a representative of each subgroup to take turns presenting their findings. Do not comment too much at this stage but question anything that is vague, unclear, or bizarre. 5. When all the presentations are complete, present an overview, making reference to the best points of each. Finally, summarize using the steps outlined in Handout 10.1. 6. Distribute copies of Handout 10.1 to each participant. 7. Ask each participant to name one aspect of their own delegation that they intend to improve.
Additional Guidance: You could suggest that participants write their personal action plan
in their calendars two months ahead. When they reach that day in their calendar, it will be a reminder to them and also help them to evaluate whether or not they have made any improvements.
44
Exercise 10.1
Exercise 10.1: Case Study: Delegation I

To: From: Subject: Date: All Staff George Robson Director, Training Department New management course November 12, 2003
Now that the Time Management and Systems Courses are completed, we are able to start on this course (which was proposed by the board in January, for completion by December). The Board has discussed the needs as they see them. Briefly, it is a top priority. I will not burden you with the details of the strategic reasons for the training, but it is so vital that I will take the lead in the project. I have made the following provisions for the development of this new course. There are four elements, and the workload will be divided as follows: 1. 2. 3. 4. Communication Accounting Marketing and Sales HR Issues 3 hours of training 6 hours of training 4 hours of training 1 hour of training Mark Nina Arthur Margo
Note: The HR department will not be responsible for Unit 4, as it was in previous courses. It is felt that the development should be kept within our department. I will adopt a hands on approach and will conduct reviews of your work. This means that you should be ready to give me a progress report at any time. The project time frame does not allow for formal project-review meetings. The deadline is tight, but barring any illness or lack of resources, it is achievable. I will, of course, personally pick up any excess work, thereby providing a contingency. Any delays will be regarded as very serious. They will jeopardize not only the future of the company, but also your own career in the department.
45
Exercise 10.1
Exercise 10.1: Staff Profiles

Mark: Senior Trainer
Mark usually runs senior management courses on the principles of accounting and finance. He is out of the office for three weeks in every four.
Nina: Training Officer

Nina usually runs presentation skills and communication skills courses from January through September. She has written a number of textbooks.
Arthur: Sales Trainer

Arthur organizes all of the sales training, using outside consultants. He is on vacation for the first three weeks of December.
Margo: Training Officer

Margo is a part-time member of the department who mainly organizes the administration of the courses. She sometimes runs one-day word processing courses.
46
Handout 10.1
The Eight Steps of Delegation

1. 2. Plan on delegating your work as soon as the need is cleardont delay. Select who you will delegate to, based on:

Experience Need to learn Current workload Work distribution in the team Knowledge Creativity Reliability Attention to detail
3.
Give a full briefing of the work to be delegated, and include all relevant information: why this must be done, how its priority compares with other work in progress, and any limitations on resources. Agree to regular meetings to review the delegated work. These meetings are important, so put them in your calendar and dont find reasons to avoid them. Remember, delegation is about managing the work, not doing it yourself or avoiding it altogether. Let your staff proceed uninterrupted, but make it clear that you are available and willing to be a sounding board if they need one. Make sure that the time frame you have agreed on provides latitude for you to adjust or add to the work before it leaves your desk. Have a final meeting to examine how the project progressed. Identify new strengths and possible training needs. Dont forget to give praise and recognition when appropriate.
4.
5. 6. 7. 8.
47
11
Delegation II
Description: This activity provides a forum for the discussion of delegation. Objective: By the end of this activity, participants will have discussed some of
the challenges of delegation.

One copy of Exercise 11.1 for each participant Paper and pens or pencils for participants Flipchart and markers Meeting rooms
Background:
Inadequate or poor delegation is a problem that can destroy an organization. Managers who do not delegate run the risk of burnout, and make expensive errors because of overload and stress. Failure to delegate may, at the same time, demotivate junior staff. 1. Hand out a copy of Exercise 11.1 to each participant. 2. Ask the participants to read Exercise 11.1 and individually decide what they would advise the manager to do and why. Tell them to take notes at this stage and give them 10 minutes. 3. Divide the participants into subgroups of three or four and allocate each subgroup a separate room. 4. Tell the members of each subgroup to compare and discuss their answers with each other to obtain a group answer. This should take 25 minutes. 5. Ask the subgroups to return to the main training room. 6. Ask for comments from a representative from each subgroup. Record them on a flipchart, if this is useful. 7. Distribute the answer sheet, if appropriate. 8. Discuss and compare.
Method:
Additional Guidance: There are no correct answers. It is more important that participants
question their reasons for delegating. It may be useful to conclude with a definition of delegation.
49
Exercise 11.1

Drumwells is a gourmet food store that sells meat, fish, fruit, and vegetables, as well as bakery items, cakes, and prepared meals. Stock control is vital in this operation: There cannot be excessive waste, but customers should be able to buy what they want. Drumwells is expensive because everything is always of the highest quality. The manager employs people, three of whom are described below:

Floor supervisor: ten years experience in the store; excellent worker on day-to-day matters; doesnt always see commercial opportunities. Checkout clerk: started six months ago; no problems; trustworthy and reliable. Saturday-only employee: student at the local college; quick; intelligent; sometimes late arriving to work, and takes long breaks.
It is Saturday, and the manager has several tasks to complete. Decide what should be delegated and to whom. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Take count of the regular stock of perishable foods with a sell-by date of today. Anything left over will be thrown out. Escort one of the investors around the store. Restock luxury items, such as Nova Scotia salmon and peaches in brandy. Arrange a retirement party for one of the warehouse staff. Carry out a random stock check to uncover any pilfering. Count the cash on hand. Call the police after a shoplifter has been caught. Check that the store is ready for an upcoming visit by the Health Department. Decide where the new range of organic products should be displayed. Approve a part-time employees request for time off.
51
Exercise 11.1
Exercise 11.1: Suggested Answers

1. 2. Saturday-only employee. This is an important job but relatively problem free. Floor supervisor. It could be argued that the manager should do this, but if time permits, the supervisor will know more about the store for a guided tour than the manager. Checkout clerk. This task should take a relatively short period of time and can be done in addition to the normal checkout duties. It is important that the person has been determined to be trustworthy. Supervisor should be asked to arrange this and given a budget. The supervisor may want to delegate some of the tasks to other employees. Supervisor. If the supervisor is suspected of pilfering, then the manager should do this. Checkout clerk. This is part of the checkout clerks job (when the checkout aisle can be closed briefly). Probably the manager, although the supervisor could handle it. Supervisor, and checked by the manager. Manager, or possibly the supervisor. Supervisor should be able to do this.
3.
4. 5. 6. 7. 8. 9. 10.
53
12
Dib Dob Dabble

Description: This activity is designed to re-energize participants when they
have been inactive for too long.
Objective: By the end of this activity, participants will be refreshed and ready to
give their full attention to the work.
Group Size: Any number. Time: Maximum of 10 minutes. Materials Required: None. Background:
When participants have been sitting around a TV monitor for some time (reviewing role plays, for example), their concentration and interest levels begin to drop. Therefore, a physical game that gets participants on their feet and laughing is a welcome and necessary break. Also, it is only fair to those whose role plays are yet to be viewed that their efforts receive the same critical attention as those viewed earlier. 1. Ask participants to stand up and form a circle. 2. Explain that you are holding an imaginary beach ball, which will be thrown from person to person around the circle. 3. The rules are that when a participant throws the ball clockwise, they must say DIB, when they throw it counter-clockwise, they must say DOB, and when they throw it across the circle, they must say DABBLE. 4. Anyone who says it incorrectly loses one of his or her three lives. The first one to lose all three lives has to pay a penalty (e.g., pay for lunch or sing a song). 5. Have three or four practice rounds so that everyone can understand the rules. Then actually play until someone has lost all three lives.
Method:
Additional Guidance: During practice, you can keep the game going until you are sure
that everyone is participating fully and laughing.
55
13
Discipline
Description: This activity provides a forum for the discussion of the problems of
discipline.
Objective: By the end of this activity, participants will have discussed ways of
handling discipline.

One copy of Exercise 13.1 for each participant Paper and pens or pencils for participants Flipchart and markers Meeting rooms
Background:
Most organizations will have a disciplinary policy and procedures for breaches of that policy, providing black and white examples of offenses and likely actions that should be taken as a result. Discipline, of course, is not that easy. Circumstances will vary enormously at the time of the incident and because of the situation. Employees who have to enforce a disciplinary code need to be aware of the problems of too rigorous or too lenient application of the organizations guidelines.
Method:
1. Hand out a copy of Exercise 13.1 to each participant. 2. Ask the participants to read Exercise 13.1 and decide what they would advise the manager to do and why. Encourage them to take notes about their decisions. Tell them to take 15 minutes. 3. After they have completed their answers, divide the participants into subgroups of three or four, and assign meeting rooms. 4. Tell each group to compare and discuss their answers with each other for 30 minutes. 5. Ask the subgroups to return to the main meeting room.
57
13
Discipline (continued)
6. Ask for comments from a representative of each subgroup on the different disciplinary cases. Record the main points on the flipchart. 7. Distribute a copy of the answer sheet to each participant and answer any questions they raise.
Additional Guidance: The suggested answers are only a guideline. An organization might
have quite a different view on how to handle the problem.
58
Exercise 13.1
Exercise 13.1: Case Study: Disciplinary Action

Magnum Industries has a disciplinary policy that is given to all employees when they join the company. It states that there is a proceduretwo verbal warnings and one written warning before dismissal can take place, unless the employee is disciplined for being under the influence of alcohol, for theft, or for any other criminal behavior that is grounds for immediate dismissal. You have to advise the manager on what to do and must consider the factors involved, the punishment available to you, and the consequences of various actions on the employee and his or her colleagues. The manager has to deal with three cases today: 1. Margaret Rae was found by her supervisor to have taken home some waste fabric from one of the assembly lines. It is clearly against the rules, but it is a common practice among staff and is considered a perk. Margaret, in her defense, has said that she thought it was permitted since everyone did it, and more importantly, that it was going to be thrown away. What she does not know is that the company sells all waste fabric to a recycling company. She has worked for the company for 15 years, and apart from two verbal warnings last year for being late, she has a clean record. 2. Paul Walker has been with the company for two years as a salesman. He was salesman of the month for three consecutive months last year and has an excellent future with the company. He is being considered for a position as an area representative, with increased responsibility and a higher salary. Unfortunately, he has been found to be submitting false expense claims. The amounts involved are not large, but Paul has consistently padded his claims over the last two years. His supervisor did not want to report it, but the head of sales found out and is determined to make an example of Paul. Paul has said that he is very sorry, but that he was in financial difficulties, having to pay alimony to his ex-wife and trying to pay his own mortgage. He admits he was wrong and promises that it will not happen again.
59
Exercise 13.1
Exercise 13.1: Case Study: Disciplinary Action (continued)

3. Dr. Marcus Greene is in charge of the research department. He is a brilliant scientist, renowned in his field and inventor of Magnums most profitable device. He lives for his work, having no close family or even friends. He has always enjoyed a drink, but with the pressures of his own personal research and taking on the whole department, he is drinking more and more. He has already had two verbal warnings for coming to work under the influence of alcohol, for which he can be dismissed immediately. This time he not only arrived at work under the influence, but also crashed his car in the garage, causing damage to a customers car. He has offered to pay for the repairs and says that he will seek professional help (although he has said this before). The third warning will be in writing.
60
Exercise 13.1

Margaret Rae Situation
Obviously, Margaret should not have taken the material, but part of the problem is that she genuinely thought it was to be thrown away.
Previous Conduct
The warnings last year were for a different breach of discipline.
Action
An appropriate action would be to explain that the material is sold for recycling, insist that this must not happen again, and issue a verbal warning.
Paul Walker Situation

It is not reasonable either to ignore the false expense claims (as the supervisor suggests) or to make an example of him (as the head of sales wants to do). The managers action should be based on the seriousness of the offense and Pauls own circumstances. Paul does have domestic and financial problems.
Previous Conduct
He is an excellent salesman and has no disciplinary record.
Action
Even though Paul does have domestic problems, he was dishonest for over two years. He should be offered advice about his financial situation, asked to repay the overpaid expenses, and given a written warning. He should be warned that a similar breach will result in immediate dismissal.
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Exercise 13.1
Exercise 13.1: Suggested Answers (continued)

Marcus Greene Situation
He is a brilliant man and is obviously valuable to the company, but his drinking is out of control.
Previous Conduct
He has had two verbal warnings for the same problem. The third warning must be documented in writing.
Action
He needs professional help. Suspension would enable him to seek help and give the company time to determine whether he is able to return to work. The written warning should indicate that he will be evaluated after treatment.
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14
Dont Label Me
Description: This activity is designed to improve listening skills in a counseling
situation.
Objective: By the end of this activity, participants will be able to distinguish

between good and bad listening.
Group Size: Maximum of 10 participants. Time: Approximately 45 minutes. Materials Required:

Sticky labels (about 2 by 1)allow two for each participant Felt-tip pens for preparing labels Flipchart and markers
Background:
Counseling is becoming a more and more important function of a manager or a supervisor. The ability to listen is central to good counseling, but it is a skill that is also difficult to impart without showing why it is important. By letting the participant feel the benefits, you remove part of the learning block. Listening is a skill that many people think they possess naturally. In reality, they are only hearing. Listening, unlike hearing, is an active activity (as opposed to a passive activity) that takes concentration. One must focus solely on the speaker.
Method: 1. Divide the group into pairs. Each pair consists of A and B.
2. Prepare two sets of labelsone marked A and the other marked B. On the A labels, write in large letters PATRONIZE. On the B labels, write in large letters DISAGREE. These are actually instructions. 3. Ask the participants to sit facing each other. Stick one A label on the forehead of each B participant, and one B label on the forehead of each A participant. Participants must not know what is written on their label, so warn them not to look at other pairs. Each A participant will be looking at the A label PATRONIZE, and each B participant will be looking at the B label DISAGREE.
63
14
Dont Label Me (continued)

4. Ask the pairs to discuss what to do later that day after the training coursego out to dinner, have a drink, go to a movie, etc. 5. Tell them to do this while carrying out the instruction on the forehead of the person facing them. So B will follow the B message DISAGREE. A will PATRONIZE. 6. Let them discuss their plans for 5 minutes. Then say stop. 7. Ask them to discuss their feelings with their partner. 8. Bring the pairs back into the group and ask participants how they felt. Then let them see what label they were wearing. 9. For the second part of the activity, distribute another two sets of labels in the same way. 10. On the A labels, write YOU CAN TRUST ME. On the B labels, write LISTEN. 11. Tell the A participants to start talking about some aspect of their job or work that is worrying or irritating them. 12. As before, allow them to talk for 5 minutes, and then ask them to compare their feelings. Then ask for responses from the whole group.
Conclusion:
Encourage the groups to discuss their feelings. It should be clear that the second conversation was more effective, and thus illustrating the power of good listening. Record the elements of good listening on the flipchart. For example:

Be silent. Do not interrupt. Nod. Make eye contact.
Additional Guidance: Follow-up activities could include discussion of the mechanics of

good listening: silence, reflecting, and summarizing. The activity could be used with different words for different learning points.
64
15
Farewell
Description: This activity is designed to end a training course on a positive note. Objective: By the end of this activity, participants will have gained positive
feedback from the group.
Group Size: Maximum of 10 participants. Time: Maximum of 45 minutes. Materials Required: None. Background:
A course can often end with the trainer giving a formal evaluation or providing informal positive feedback to the participants. Rarely are the participants asked to comment on each other. 1. Ask the participants to form a circle. 2. Tell the participants that you want each of them to make one positive comment about each member of the group, and that you will start the process. 3. You should start it off with a comment such as John helped to keep his team together during the activity, which was one of his strengths. 4. Going around the group, ask each participant to comment in the same way about John. 5. Continue, all comment on the other participants in the group, one at a time.
Method:
Additional Guidance: Stress that the comments should all be positive and must not be too
long-winded, since the activity can drag on.
65
16
59 Seconds
Description: This activity is designed to improve presentation skills. Objective: By the end of this activity, participants will be able to give a short,
structured presentation.
Group Size: Maximum of 15 participants. Time: Approximately 1 hours. Materials Required:

Stopwatch Notepaper and pens or pencils for participants Flipchart and markers
Background:
Presentation skills, whether for informal or formal presentations, rely on good planning and structure. Some participants find it impossible to speak concisely on a subject. Using a simple structure and a deadline, they can make more-powerful presentations in a shorter period of time. 1. 2. 3. 4. Give participants 5 minutes to prepare a 59-second presentation. Divide the groups into pairs. Tell one participant in each pair to make his or her presentation to the other when you start the stopwatch. When the time is up, ask participants to discuss if the presentation:

Method:
Was easy Conveyed the entire message Was clear and concise
5. 6. 7.
Now ask the others to begin their presentations when you start the stopwatch. Repeat the process given in Step 4. Reassemble the entire group, and identify problems with the presentations. These should lead to the conclusion that planning and structure are vital to a good presentation.
67
16
Advice or Information? (continued)

8. List the following stages on a flipchart:
Introduction: agenda, objectives, any information the audience will need to know in order to understand the presentation (You should have a diagram) Content: Point 1: Introduced in the first sentence and then developed in supporting ideas. Point 2: As before. Conclusion: Summary of what has been said, ending with a memorable line.
9.
Ask the participants to go back into pairs and repeat the same process as before, but this time using the new structure.
Conclusion:
Stress the need for careful planning, no matter how short or informal the presentation. structure of the presentation needs to follow your training philosophy, but the skill is being able to apply this concisely under pressure of time, both for preparation and delivery.
Additional Guidance: This exercise can be made as difficult or as easy as necessary. The
68
17
Giving Feedback
Description: This activity provides a framework for giving feedback after an
interpersonal activity such as a role play. feedback to each other.
Objective: By the end of this activity, participants will be able to give effective Group Size: Maximum of 8 participants. Time: Approximately 15 minutes. Materials Required: Flipchart and markers Background:
During courses on interpersonal skills, the participants are often required to perform a role play in front of a camera or rehearse a skill in front of an observer or the group as a whole. When the time comes to give feedback to the person in the spotlight (the one who was playing the salesperson, the interviewer, the appraiser, the negotiator, etc.), it is all too easy for the group to start making personal comments such as You were very good or I thought that was terrible. These are not at all helpful. A brief analysis of what makes for good feedback is time well spent before it is needed. 1. Introduce the topic and ask how participants would feel if someone offered feedback that their role playing was good or bad. Usually they will reply that it is too vague, that it may be hurtful, or that it gives them no guidelines for making improvements. Explain that you have a mnemonic that will describe and help them to remember what makes for good, effective feedback. Write on the flipchart vertically, in capital letters: C O B B S Ask the participants if they have any idea what these words stand for.
Method:
2. 3.
69
17
Giving Feedback (continued)

4. Add the words Clear, Objective, Brief, Balanced, and Specific. Discuss each word in turn, asking for examples. Leave the flipchart visible during the subsequent feedback sessions as a reminder.
Additional Guidance: Always ask an individual to rate himself or herself using COBBS,
before getting confirmation and additional comments from the rest of the group. This promotes greater ownership of the areas for improvement.
70
18
How Free Are You?

Description: This activity is designed to help break down communication
problems between managers/supervisors and their staff.
Objective: By the end of this activity, participants will be able to bridge the gap
between the perception and the reality of communication among members of an organization.
Group Size: Any number of pairs (manager/supervisor and observer). Time: Approximately 35 minutes:

1520 minutes for the participants to complete the worksheets 1015 minutes for each participant to discuss his or her worksheet with the manager or supervisor One copy of Exercise 18.1 for the observer in each pair One copy of Exercise 18.2 for the manager/supervisor in each pair Paper and pens or pencils for each pair
Materials Required:
Background:
Many organizations suffer from a lack of communication among their employees. This problem is greatly increased when different levels have to interact. However, this problem is often not recognized. Managers and supervisors will have quite unrealistic views of how an employee may feel: Staff members generally find it difficult to explain their feelings on a subject or problem to a senior employee (during an appraisal, for example).
Method:
1. 2. 3.
Hand out a copy of Exercise 18.1 to the observer in each pair and Exercise 18.2 to the manager. Ask the participants to complete them as honestly as possible. When completed, ask the manager or supervisor and the observer to compare their answers. They may discover that staff members do not consider communication as easy as the managers. This shows that managers believe staff members are fairly free to talk to them, while staff members believe that they are less free.
71
18
How Free Are You? (continued)

4. 5. 6. 7. 8. Ask them to discuss the answers and make a list of bullet points that might help to explain the results. Ask the pairs to report back to the entire group, summarizing their discussion. Encourage discussion within the entire group on their findings. Suggest that each pair review their relationship on a regular basis, using this format. Suggest that they create individual action plans to note actions for improvement.
Conclusion:
The conclusion should concentrate on defining the gap between perception and actual communication. The participants should be encouraged to be honest and positive, and to discuss possible ways of improving communication. You need to control the group so that the comments are positive and do not consist of personal attacks.
Additional Guidance: This exercise can surface many new and potentially painful issues.
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Exercise 18.1
Exercise 18.1: Observers Worksheet

How free do you think you are to discuss the following issues with your manager/supervisor? Place a checkmark in the appropriate column.
RATING TOPIC
Work-related Over budget Delay caused by external factors Minor error Major error Staffing problems Organization Problems with support services Problems with senior management Philosophy of organization Personal Finance Serious illness Relationships Bereavement Career plans Other
Very Free Fairly Free Neutral Hardly Free Not Very Free
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Exercise 18.2
Exercise 18.2: Manager/Supervisors Worksheet

How free do you think you are to discuss the following issues with your manager/supervisor? Place a checkmark in the appropriate column.
RATING TOPIC
Work-related Over budget Delay caused by external factors Minor error Major error Staffing problems Organization Problems with support services Problems with senior management Philosophy of organization Personal Finance Serious illness Relationships Bereavement Career plans Other
Very Free Fairly Free Neutral Hardly Free Not Very Free
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19
Internal Communication Analysis

Description: This activity helps participants identify the negative forces that are
preventing effective internal communication. A similar approach is used in Activity 9. actions needed to remove any barriers to effective internal communication.
Objective: By the end of this activity, participants will have identified the
Group Size: Maximum of 16 participants. Time: Approximately 1 hour (more time may be allocated if there is a need
to resolve specific problems).

Materials Required:
One copy of Handouts 19.1 through 19.3 for each participant One copy of Exercises 19.1 through 19.3 for each participant Meeting rooms equipped with flipchart and markers
Background:
Many organizations put considerable effort and expense into improving internal communications, even producing a staff newsletter or magazine. However, the grapevine can still be more effective. Unfortunately, there are cases where no amount of official communication can be really effective if there are hidden forces working against it. Therefore, before making any decisions on ways to improve internal communication, it is useful to investigate the current circumstances and establish the real reasons for failure. 1. Introduce the topic of internal communication and ask how most people discover what is going on around them. Answers will be rumors, colleagues, memos, bulletin boards, the grapevine, meetings, and overhearing conversations. Explain that despite this, people complain that they never know what the greater picture is or where the company is heading until it is too late. The conclusion is that regardless of all the attempts at communication, something is still not right.
Method:
2.
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19
Internal Communication Analysis (continued)

3. Explain the principle of the force field: that nothing will change for the better if the negative forces acting on it are greater than the positive ones. Handouts 19.1, 19.2, and 19.3 can be used as examples. Divide the participants into subgroups of three or four people. Distribute a copy of Exercise 19.1 to each participant and ask the subgroups to identify the forces in the example. They must then rate those forces out of 10 and transfer the scores onto Exercise 19.2 to get the whole picture. After 45 minutes, call the subgroups back into the training room and ask them to present their force-field diagrams to the others for discussion. Subgroups then go to their rooms for an additional 30 minutes to decide on the actions that would best improve the situation. They should be recorded on Exercise 19.3 After 30 minutes, call the subgroups back again for a presentation of their proposed action plans. Again, encourage full discussion of these suggestions and reach agreement on an action plan.
4.
5.
6.
7. 8.
Additional Guidance: Force-field analysis is a method of decision-making that takes into
account what should be done, but also ensures that there will not be any resistance to it. The best plans for internal communications will not work if, for example, certain people have a vested interest in secrecy. Handouts 19.1, 19.2, and 19.3 give a sample analysis for clarification.
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Handout 19.1
Force-Field Analysis: Example

Situation
Customers complain that the phone is answered in an unprofessional manner.
Management Solution
To issue a standardized script for answering the phone correctly.
Analysis of Forces Acting on Telephone Reception Staff

Negative Forces a. b. c. d. Staff wont like using someone elses words Staff wont want to sound false and stilted When its busy, staff will forget to use the script It makes no difference to them what the customers think Rating/10 9 8 5 6
Positive Forces a. b. c. d. The customers will be happier The company will have more business and be more profitable The managers want it done this way It is normal business practice 6 3 5 5
Plotting these on to the diagram in Figure 1 will illustrate that the new telephone script is likely to fail because there are more perceived forces against it than forces in its favor. Actions are therefore needed to counteract the negatives rather than reinforce the positive.
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Handout 19.2
Force-Field Analysis: Diagram

10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10
(a) (c) (b) (d)
Positive Forces
(c) (b)
(d) Negative Forces
(a)
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Handout 19.3
Possible Actions: Examples

1. 2. 3. Institute weekly informational meetings with department heads. Have a bulletin board put up in the cafeteria on which people can post news as it happens. Appoint a company representative to be the liaison officer. Include more pictures and news of staff members in the newsletter or magazine.
83
Exercise 19.1
Exercise 19.1: Force-Field Analysis

Situation:
Current Solution:
Who is Affected:
Negative Forces a. b. c. d. e. Positive Forces a. b. c. d. e.
Rating/10
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Exercise 19.2
Exercise 19.2: Force-Field Diagram

10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10
Positive Forces
Negative Forces
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Exercise 19.3
Exercise 19.3: Actions to Reduce Negative Forces

1.
2.
3.
4.
5.
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20
Interview Me
Description: This activity provides a forum for the participants to get to know one
another.
Objective: By the end of this activity, participants will:

Know more about one another. Have made a brief presentation.
Group Size: Maximum of 12 participants. Time: Approximately 1 hours with 12 participants:

5 minutes to explain the procedure 10 minutes for the interviews in pairs 4 to 5 minutes for each presentation Notepaper and pens or pencils for the participants Flipchart and markers
At the start of a course on interpersonal skills, it is helpful to have all the participants feeling relaxed and comfortable as soon as possible. If they will be role-playing and giving each other feedback, a high degree of trust and openness is especially needed to make it effective. 1. 2. Introduce yourself and state the objective of this activity. Ask participants what they would like to know about the other members of the group, and list these things on the flipchart. For example, name, hometown, job title, company, age, previous jobs, qualifications, hobbies, family status, etc. If appropriate, you may add that you would like to know their personal objectives for the course. Divide the participants into pairs. Each person will have 5 minutes to conduct an interview of their partner and find out as much as they can from the suggestions on the flipchart. Tell them that after 10 minutes, each participant must be prepared to present his or her partner to the rest of the group. Encourage them to take notes.
Method:
3.
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20
Interview Me (continued)
4. 5. After 10 minutes, call everyones attention back to the entire group. Either ask for a volunteer or nominate someone to start by introducing his or her partner. When the presentation has finished, thank the presenter and ask if anyone has any questions to ask. Continue around the room until everyone has presented their partner. Thank participants for being so frank and open, and draw attention to any obvious overlap in their work or interests to promote a greater feeling of team spirit.
6.
Additional Guidance: This method of making introductions is also particularly useful at the
beginning of a course on presentation skills as it provides participants with their first opportunity to make a presentation and break the ice, before going live on video camera.
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21
The Lineup
Description: This activity creates movement among participants at the beginning
of a course.
Objective: By the end of this activity, participants will have found out Group Size: Maximum of 15 participants. Time: Approximately 15 minutes for each lineup. Materials Required: None, but a large open space needs to be cleared. Background:
information about each other quickly and in an interesting way.
Warm-ups that involve physical activity are a good way of starting a course, especially if the course relies on mental stimulation. There are a wide number of variations to this activity (see Additional Guidance). 1. 2. Ask the participants to stand in the open area. Tell them that they are to form a line, with the person who has traveled the farthest distance today to standing at the front of the line, and the participant with the shortest distance standing at the end. Tell participants that their task is to find out where people traveled from so they can line up in order. Once the line is in place, ask participants to take turns saying their name and where they come from as they go down the line.
Method:
3. 4.
Additional Guidance: This activity can be done in a number of different ways. For
example:

In order of height In order of seniority In alphabetical order by first or last name
Obviously, the nature of the group will decide the most effective variation of the lineup.
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22
Listening Transfer
Description: This activity improves listening and reporting (note-taking) skills. Objective: By the end of this activity, participants will be able to:

Take notes from a presentation or meeting that encapsulate the main themes, points, decisions, and actions. Use these notes to prepare a written report for colleagues who are not attending.

One copy of Exercise 22.1 (preferably pre-recorded on tape) One copy of Exercises 22.2 and 22.3 for each participant One copy of Handout 22.1 for each participant Tape recorder (if used) Flipchart and markers Meeting rooms
Background:
Participants often attend meetings or presentations where they need to take notes in order to brief colleagues. At best, these notes are a lengthy and time-consuming record of everything that is said; at worst, they consist of a few jottings that later make no sense at all. The skill is to know the themes that are relevant and important for your needs; the points that are made and by whom; what decisions were made; and what actions are required. Ask for examples of meeting presentations where the participants have taken notes. Find out how successful the participants were in using these notes to prepare a written report or summary. Ask for any examples of the consequences of poor note-taking: wrong or inappropriate decisions were made, embarrassing assumptions were made, people were angry that the data was incomplete, and so on.
Method: 1.
2. 3.
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22
Listening Transfer (continued)

4. Choose a relevant piece of writing for this activity or use the presentation script in Exercise 22.1. It is most effective to record this in advance, but if that is not possible, the piece can be read out loud. Hand out Exercise 22.2 and brief participants with the following information: You are a travel agent attending a presentation on the Philippines and Manila made by the local tourism board. You only deal in business travel. You need to take notes to inform your colleagues. 6. Advise the participants that the information they will hear may not be in logical order. It is up to them to sift through the information and rearrange it into a coherent form. Play or read the piece at normal speed while the participants take notes. Divide the group into subgroups of no more than three participants each. Ask the subgroup members to compare their notes. It will be apparent that there are differences. This should take 5 minutes. Ask the subgroups to regroup and to share their findings. This should take 10 minutes. Using a flipchart, list the differences in the notes taken. Ask participants what they think is the reason for these discrepancies. Ask for any other reasons before handing out a copy of Exercise 22.3 and Handout 22.1 to each participant. Review and discuss.
5.
7. 8.
9. 10. 11. 12. 13.
Additional Guidance: There can be resistance to this activity. Participants may be
satisfied with their note-taking skills and feel that they do not need to improve. It is necessary to point out that note-taking is a skill that can never be completely learned and always needs improvement, and that the consequences of ignoring these skills can be costly to the business.
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Exercise 22.1
Exercise 22.1: Presentation Script

Welcome! The Philippines offer the traveler over 7,000 diverse islands, with a remarkable range of scenery, a modern capital in Manila, a wonderful climate, good food, and friendly people, many of whom speak English. There is both agriculture and industry so that there are good business opportunities. Timber, gold, and silver are important exports. The earliest ancestors of todays Filipinos came from Indonesia and Malaysia. The islands were ruled by the Spanish for 300 years, following Magellans arrival in 1521. Indeed, the Philippines were named after King Philip II of Spain. American rule was established in 1898 and lasted until World War II. American influence is still apparent today: In Manila, the business practices and culture are modeled after U.S. practices. Geographically, there are four main areas: Luzon, site of the capital Manila; the Visayasthe scattered group of seven islands south of Luzon; Mindanao in the south, the second largest island in the country, with islands reaching down toward Borneo; and the island of Palawan. Economically, the country is mainly agricultural. Copra, sugar, and abaca are the principal agricultural exports. Getting there is easy because many international carriers fly there. Your travel agent can advise you about flight schedules. The accommodations are varied: you have the choice between wonderful beach hotels for those lazy days in the sun, or luxury hotels in Manila with all the latest business services to make the trip more successful. Best known is the Manila Hotel, one of the premier hotels in the world. For budget travelers, whether for business or for pleasure, there are many reasonably priced places to stay. The guide Staying in Manila will be available following the presentation. The Philippines are the ideal place for a vacation. For business, Manila offers all the services needed with a friendly smile.
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Exercise 22.2
Exercise 22.2: Presentation Notes (Template)

Theme 1:
Points:
Theme 2:
Points:
Theme 3:
Points:
Actions:
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Exercise 22.3
Exercise 22.3: Presentation Notes (Template)

Theme 1:
Points:

The Country
Made up of 7,000 islands There are four main areasLuzon is one The capital, Manila, is in Luzon Large number of people speak English
Theme 2:
Points:

Economics
Primarily agriculture U.S. influences business practices Exports: timber, gold, silver, copra, sugar, and abaca (check what this is)
Theme 3:
Points:

Getting There/Staying There
International carriers fly there Good hotelsall price rangesmost famous Manila Hotel
Actions:

Check what abaca is Check flights available Pick up copy of Staying in Manila
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Handout 22.1
Guide to Taking Good Notes

1. 2. 3. Focus on what you need from the presentation or meeting, and be selective in taking notes. Write phrases or short sentences, not verbatim notes. Order the notes into a structure:

Themes Points Decisions Actions
4. 5. 6. 7.
Put the main points in a logical order, not necessarily in the order of presentation. Clarify points with the speaker. If there is no time for questions, query the point and explore further later. Concentrate on the presentation and try not to be distracted by external factors such as noise or activity. Do not let personalities prevent you from taking accurate notes. (The impression a person makes on a group can influence the message to the extent that the information is not given such importance.)
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23
Making Contact
Description: This activity is designed to clarify the importance of making eye
contact and creating a comfortable environment for counseling. most effective seating plan for a counseling situation.
Objective: By the end of this activity, participants will be able to create the Group Size: Between 12 and 15 participants. Time: Approximately 1 hour, with 12 participants working in small groups. Materials Required:

One copy of Exercise 23.1 for each participant Flipchart and markers Some type of adhesive tape
Background:
In a counseling situation where time is often limited, it is important for the counselee to feel comfortable and at ease as quickly as possible. Therefore, a counselor should know how to create exactly the right environment. Introduce the title and subject matter of the activity. Ask participants if they have found it difficult to start a conversation when they wanted help, advice, or a listening ear. Probe for the reasons why, and record them on a flipchart headed Counselee Feelings. Tear off the sheet and post it up on the wall for reference later in the session. Ask participants if they have ever been approached by a friend, colleague, or subordinate for advice or counseling, only to find that they did not feel comfortable in that role. Again, probe for the reasons why. Record them on a flipchart headed Counselor Feelings. Tear off the sheet and post it on the wall next to the first one. Explain that this activity will enable them to help both parties feel more comfortable from the outset of the interview. Divide the participants into groups of three. The three participants in each trio are A, B, and C respectively.
Method: 1.
2. 3.
4.
5.
6. 7.
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23
Making Contact (continued)

8. Ask each participant to take 2 minutes to identify in their minds an event in recent weeks that has either upset or angered them. Distribute a copy of Exercise 23.1 to each participant. Explain that in each group of three, A will talk while B sits next to A and listens without saying a word, head down all the time. C, meanwhile, will observe both A and B closely and take notes using the Exercise 23.1 feedback form. Ask if there are any questions about the instructions. Start the timing, and at the end of 3 minutes, call a stop. Tell groups they have an additional 3 minutes to discuss how they felt in their roles and for the observers to give their comments. Now instruct the groups that B will talk to C sitting directly OPPOSITE them. C is to listen while staring intently into the speakers eyes wherever they may look. A is to observe and take notes on the Exercise 23.1 feedback form. After the 3 minutes is up, allow an additional 3 minutes for the groups to discuss and compare these results with their first attempt. Now tell the groups that it is Cs turn to talk. This time A and C are to sit at RIGHT ANGLES to each other. A should try and catch the speakers eye from time to time, as if mirroring Cs behavior. B will observe and take notes. At the end of 3 minutes, allow an additional 3 minutes for group discussions, as before. Call all the groups together and ask each to report on their experiences and feelings from the exercise. Relate their comments about stages 1 and 2 to the comments on the flipchart sheets posted on the walls. Reach agreement that the most comfortable situation arises when counselor and counselee are sitting at right angles to one another, because it is neither confrontational nor too close for comfort. Also reach agreement that no eye contact appears to indicate complete lack of interest, while constant eye contact seems aggressive. Summarize the outcome by reminding participants to arrange seating in advance of a counseling interview so that the two people can sit at right angles to one another. Also emphasize the importance of reciprocating eye contact so the counselee feels your attention.
9.
10. 11.
12.
13.
14.
15. 16.
17.
18.
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23
Making Contact (continued)
Additional Guidance: During each of the three-minute sessions, circulate among the
groups, watching how things develop and listening to the discussions that follow. Make notes of any points you want to raise during the final full-group session. Sometimes participants are unable or unwilling to use their personal feelings or experiences as subject matter for the exercise. If the whole course is aimed at helping managers to adopt a counseling role, it is useful to suggest an alternative. For example, they may prefer to talk about someone elses problem or something they have read in the news. However, if the activity is for participants who are starting out on the road to becoming full counselors, then they will, at some point, need to open up and confront their own fears and emotions. Only the trainer can judge how far to take this point with the individual, depending on the individuals personal or professional stage of development.
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Exercise 23.1
Exercise 23.1: Observers Feedback Form

COUNSELOR
1. Body posture
COUNSELEE
2. Hands and feet
3. Position of head
4. Facial expressions
5. Tone of voice
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24
Maptalk
Description: This activity is an icebreaker for the start of the course. Objective: By the end of this activity, participants will have found out:

Where their fellow participants come from; In what area they work; The route they took to arrive at the course venue.
Group Size: Maximum of 15 participants. Time: Approximately 30 minutes. Materials Required: None, but a large space should be cleared. Background:
Participants, whether from the same or from different organizations, like to know basic information about where the other course participants come from. This can take a lot of time if it is done in a traditional question-and-answer session. This activity conveys the information quickly in an interesting way. 1. 2. 3. 4. 5. Clear a space of approximately 6 square feet, depending on the number of participants. This may involve moving furniture. Ask the participants to imagine that the space is a map of the United States. Indicate North, South, East, and West. Ask the participants to move to the place on the map where they were born. They should all move at the same time. Once they are in place, ask where they are located. Next, ask them to move to and name the place where they:

Method:
Live at the present time Work
6.
Finally, ask each individual to mime the journey he or she took to get to the course venue. (Establish this point on the map.) They have to consider the mode of transportation and the route in this last part of the activity. An imaginative group may well invent stopovers, traffic hold-ups, and so on.
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24
Maptalk (continued)
Conclusion:
If appropriate, the activity can lead into the course using one of these sentences: 1. 2. Weve all traveled a long way, so lets make the most of our time here. Weve got people from all over the country/world. Lets make sure that no one feels left outdont just stick with the people you already know.
Additional Guidance: If any of your participants were born outside of the United States,
adapt Step 2 to include continents in order not to exclude anyone.
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25
Negotiation
Description: This activity is designed to improve negotiation skills. Objective: By the end of this activity, participants will be able to establish the Group Size: Maximum of 8 to 10 participants. Time: Approximately 1 hour.
most effective conclusion for both parties in a standard negotiation.
Materials Required:
One copy of Exercises 25.1 through 25.3 for each participant Flipchart and markers One meeting room
Background:
Negotiation is an important skill to master. This activity gives participants an opportunity to discuss an authentic situation. The participants should be aiming for a win/win outcome that is a mutually beneficial solution.
Method:
1. Ask participants about their experiences with negotiation. 2. Identify the pitfalls as they give their experiences. Then list them on a flipchart. 3. Hand out Exercise 25.1 and ask people to read the case study. 4. Ask them to decide what points are to be negotiated and then to complete Exercise 25.2. 5. Divide the large group into two subgroups. Ask them to compare their answers with the other participants in their subgroup. 6. Bring the subgroups back together and establish the three Negotiation Points (see Exercises 25.2 and 25.3). Record these on the flipchart. 7. Hand out Exercise 25.3 and ask the participants individually to write down possible solutions. 8. Tell the group to go back into the same subgroups and discuss their answers.
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25
Negotiation (continued)
9. Bring the subgroups back together again and establish possible solutions. Note these on the flipchart. 10. Distribute the answer sheet, but stress that even if the subgroups solutions differ from the model answers, they might also be valid.
Additional Guidance: This activity is based loosely on a real case, and the solutions were
the ones settled on at that time. This can be explained to the participants if it seems appropriate.
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Exercise 25.1

The Useful Products Company in Tokyo employs a team of overseas workers for a certain product. The team includes some American and British workers.
Situation
The Japanese manager has become increasingly unhappy about the large expenses incurred by the British and American members of the team. The problem came to a head when he refused to pay for the most recent expenditures. The British and the Americans, angry at this, have demanded a meeting to discuss the problem.
Japanese Viewpoint
The British and American workers already receive much higher salaries than the average Japanese worker, as well as free housing of a very high standard. Reasonable expenses are justifiable, but lately there have been demands for reimbursement for two-hour cab rides, membership at the American Club, and a party for a team members birthday. You need these people to work for you, but if they continue to have this attitude, then it will disrupt the rest of the team. However inconvenient, it would be better to transfer the Brits and the Americans (or even not renew their contracts), rather than risk destroying the entire teams morale.
British/American Viewpoint
The salary is the going rate for those working abroad, away from family and friends. The contract states that expenses will be paid. The claims seem reasonable, according to the contract. Reasonable settling-in costs are in the contract. Business entertaining is necessary. The dinner the Japanese have complained about just happened to coincide with a team members birthday. You want to be part of the team, but you find the language barrier a real struggle.
Note: Each side has sought legal advice, but neither sides lawyer can agree.
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Exercise 25.2
Exercise 25.2: Establishing the Negotiation Points

Negotiation Point 1
Negotiation Point 2
Negotiation Point 3
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Exercise 25.3
Exercise 25.3: Establishing Mutually Beneficial Solutions

Negotiation Point 1

The Japanese think there is no need to take taxis; taxis are slower than public transportation, which is efficient and reliable. The British and the Americans state that they find it very difficult to use public transportation because of the language barrier.
Possible Solution:
Negotiation Point 2

The Japanese feel that they should not pay membership fees for any club. The British and the Americans believe that this is covered by the clause in the contract that the Useful Products Company will pay for reasonable settling-in costs. Lawyers on both sides disagree about the interpretation of this clause.
Possible Solution:
Negotiation Point 3

The Japanese are furious at being asked to pay for a birthday party for one of the team. The British state that this was business entertaining; it just happened to be on the same day as the birthday.
Possible Solution:
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Exercise 25.3
Exercise 25.3: Model Answers

Negotiation Point 1

The Japanese think there is no need to take taxis; taxis are slower than public transportation, which is efficient and reliable. The British and the Americans state that they find it very difficult to use public transportation because of the language barrier.
Possible Solution:

The Japanese give the British and the Americans clear instructions about using the public transportation system, and help with language lessons. The British and the Americans use taxis only in emergencies, and must submit a receipt.
Negotiation Point 2

The Japanese feel that they should not pay membership fees for any club. The British and the Americans believe that this is covered by the clause in the contract that the Useful Products Company will pay for reasonable settling-in costs. Lawyers on both sides disagree about the interpretation of this clause.
Possible Solution:
Obviously there is no clear answer to this. A reasonable compromise might be for each side to pay 50 percent.
Negotiation Point 3

The Japanese are furious at being asked to pay for a birthday party for one of the team. The British state that this was business entertaining; it just happened to be on the same day as the birthday.
Possible Solution:
There is a problem hereculture and customs may differ. Since the Japanese are evaluating the future role of the team in the project, a case can be made for backing down on the demand that this be paid by the Japanese.
Conclusion
The future of the project and the employment of the team is more important than comparatively small demands for expenses. Both sides need to be able to compromise.
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26
Negotiation Skills
Description: This activity is designed to help individuals discover their current
level of understanding about negotiation.
Objective: By the end of this activity, participants will have measured their
current understanding of negotiation skills.
Group Size: Any number, as this activity is based on an individual questionnaire. Time: Approximately 1 hour. Materials Required: One copy of Exercise 26.1 for each participant Background:
Negotiation means many things to many people, but few are prepared to admit that they are not good at it. No one teaches us to negotiate, but as children we certainly used bargaining to achieve what we wanted, such as agreeing to clean the car in return for staying up late. As adults, we also negotiate in our private lives, such as when we agree to go to the movies with our partner this week with the understanding that next week we can go to the horse races. This activity uses a questionnaire and follow-up discussion to clarify for participants just how much they understand about the business side of negotiations.
Method:
1.
Introduce the topic of negotiation and ask participants to define it. Make sure that participants understand that it is about compromising to reach an agreement suitable to both sides. Distribute a copy of Exercise 26.1 to each participant. Ask participants to read each scenario and choose what their own course of action would be. Allow 15 minutes for this. When participants have finished, take each question individually and ask what answers participants choose and why. (The correct answers with reasons are given on the Answer Sheet.) These situations are never completely clear-cut: there is always a chance that one of the other choices could work out well. The choice suggested is the one most likely to bring success and achieve a win/win outcome as part of a long-term supplier/buyer relationship.
2.
3.
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26
Negotiation Skills (continued)

4. 5. Distribute a copy of the Answer Sheet to each participant. Explain that now that they know their own starting point and they are clear about exactly what negotiation means, participants will be able to move forward and improve their skills in this area.
Additional Guidance: This exercise is especially useful at the beginning of a session to

stimulate discussion on negotiating skills.
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Exercise 26.1
Exercise 26.1: Negotiation Skills Questionnaire

Read each scenario carefully, and choose which course of action you would take next. 1. You are leading a management team in negotiations with the union representatives about shorter working hours. Its been a long, hard day and you are feeling very tired. You had hoped to finalize this agreement today, as your calendar is full for the rest of the week. Suddenly, the union leader announces that he has to leave for an evening function. His suggestion is to agree on the final point or risk unrest in the factory. Would you: a. b. c. d. 2. Accept his offer gratefully? Ask for a balancing concession? Take 5 minutes with your colleagues, and then agree? Refuse his suggestion completely?
You are a buyer for a big supermarket chain. A salesperson from a produce manufacturer offers you a 10 percent discount if you will sign a purchase order today. Would you: a. b. c. d. Sign the purchase order? Ask for 20 percent if you double the order? Ask what their rate of discount is? Say you want to think about it?
3.
You are trying to sell a variety of office services to a small company with few employees. Just as you think you are closing the deal, the manager takes a phone call. This seems to have been a call from a competitor offering a better deal. Would you: a. b. c. d. Agree to a lower price? Support your offer by stressing the quality of your service? Say you cant possibly lower your price, and leave? Say the other company doesnt offer as good a service as you?
4.
You have received a job offer and are meeting the Personnel Manager regarding the salary. Would you: a. b. c. d. Ask for more than you think they will pay? Ask for exactly what you want? Wait to see what they are offering? Ask about the previous persons salary?
5.
You are an advertising account executive trying to win a new account. A company has asked you back for a third meeting, during which you are told that your campaign suggestion is good, but one of your competitors is offering something similar at a better price. Would you: a. b. c. d. Stand firm, and explain that for less money the campaign would suffer? Ask for details of your rivals proposal? Cut your price in exchange for an immediate deal? Phone the boss to discuss it?
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Exercise 26.1
Exercise 26.1: Answer Sheet

1. 2. 3. 4. The best answer is (c). If you have been negotiating hard all day, you dont want to lose, but you dont want to look like a pushover either. The best answer is (c). Dont cut off your options; see what the salesperson can suggest. Maybe there is much more than 20 percent available for the right deal. The best answer is (b). This may have been a ploy to put you under pressure. Test this by calling their bluff. Criticizing the opposition does not make you look any better. The best answer is (c). Dont diminish your chances by suggesting less than they were prepared to offer. If the offer is too low, look them in the eye and stay silent. The offer will usually increase! The best answer is (a). After all, it is you they have called back, so they obviously like the campaign. Dont phone the boss; it makes you look weak at this point in the negotiation.
5.
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27
No Jargon
Description: This activity encourages participants to avoid using jargon in
presentations.
Objective: By the end of this activity, participants will be able to make a

technical presentation without using jargon.
Group Size: Maximum of 15 participants. Time: Approximately 30 minutes for pairs or 1 hour for a whole group. Materials Required:

One copy of Exercise 27.1 for each participant Notepaper and pens or pencils for participants Flipchart and markers
Background:
Within organizations, there are often serious communication gaps caused by different disciplines or departments not understanding each other. One of the common causes of this is jargon. 1. 2. Ask the participants for examples of jargon that are related to their work. Check how many of the other participants understand these terms (this will show that jargon is often a barrier to communication).
Method:
CHOOSE EITHER STEPS A3 through A6 or B3 through B6 A3. Ask the group to form pairs. Instruct one participant in each pair to prepare a short presentation about their jobs (maximum 5 minutes). A4. When they are ready, ask them to make the presentation to their partner. During the presentation, the other members of the pairs must write down any jargon they do not fully understand. Ask the pairs to discuss the jargon used. A5. Tell the pairs to switch roles and follow the same procedure. A6. Ask the group to reassemble and discuss their examples of jargon used.
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27
No Jargon (continued)
B3. Ask each of the participants to prepare a short presentation on their work (maximum 5 minutes). B4. Each of the participants makes the presentation to the group. B5. During the presentations, the other members of the group write down any jargon used. B6. List jargon used in each presentation on a flipchart. 7. Ask for feedback from the group and guide the discussion toward the costs of misunderstanding. For example, a client misinterprets a companys technical term, orders (and receives) the wrong items, and subsequently discontinues doing business with that company. If appropriate, discuss possible ways for participants to apply the learning to their own work. An optional conclusion is to hand out Exercise 27.1 and ask participants to complete it.
8. 9.
Additional Guidance: This activity is not designed to practice presentation skills, so there
should be no comments on the delivery. However, each participant should spend no more than 5 minutes talking, so it may be necessary to cut short some of the more enthusiastic performers!
130
Exercise 27.1
Exercise 27.1: Jargon in Your Organization

COMPANY JARGON PLAIN ENGLISH
131
28
Only One Question

Description: This activity is designed to provide an entertaining opening to a
training session where participants already know one another.
Objective: By the end of this activity, participants will have learned something
they have always wanted to know about the other participants in the group.
Group Size: Maximum of 12 participants. Time: Maximum of 1 hours:

5 minutes to give the instructions 10 minutes for participants to write up their questions 5 minutes per participant to respond to the written questions One sheet of flipchart paper and a marker for each participant Some type of adhesive tape
After people have been working together for some time, they find themselves attending the same courses time and again. This makes it difficult for the facilitator to start a course with the usual type of introductions. This activity offers a way of breaking the ice, which is both original and entertaining. In addition, it has the benefit of encouraging participants to open up a little more than usual, which can be helpful at the start of a course on interpersonal skills. 1. 2. 3. Prepare a set of flipcharts, each page bearing a participants name at the top. Place these sheets on the walls around the room, and give each participant a felt-tipped pen. Ask participants to think of something they have always wanted to know about the others. They are then to walk around the room writing their questions onto the sheets. Allow 10 minutes for this. Participants individually look at their own sheets on the wall and present their answers to the group.
Method:
4.
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29
Personal Needs Analysis
Description: This activity is designed to enhance participants self-motivation and

to provide a format for goal planning.
Objective: By the end of this activity, participants will have:

Identified their personal goals. Prepared an action plan for achieving them.
Group Size: Any number, as this is an individual activity. Time: Approximately 1 hour. Materials Required:

One copy of Exercises 29.1 through 29.3 for each participant Flipchart and markers Overhead projector (optional)
Background:
To be a useful member of a team, a good colleague, or a reliable boss, or to provide customer service, we all need to feel happy about ourselves, our jobs, and our own lives. Too often we feel that it is merely luck that brings us the best rewards. We are seldom content with our situation, always wanting more and yet just dreaming about it, rather than taking positive action. This can result in a feeling of disillusionment and poor performance at work and during leisure time. This activity is a way of helping participants to think honestly about their ambitions, to prioritize them, and to plan for their attainment. The plan can give participants a greater feeling of involvement and control over their own destiny. The result is therefore likely to be a happier and more productive person, whatever his or her job function.
Method:
1.
Introduce the topic of self-motivation as described above. Ask for participants own comments and feelings on the subject.
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29
Personal Needs Analysis (continued)

2. Distribute copies of Exercise 29.1 and ask participants to complete it, using those aspects of their life that are most important to them. Explain that although seven spaces are provided, they do not all have to be used. These priorities should then be rated on a percentage basis. For example: Money Family Personal development Leisure Career 3. 20% 20% 25% 25% 10%
Distribute copies of Exercise 29.2 and ask participants to transfer their chosen categories, with percentages, to the column along the top. It may be helpful to have a copy of the matrix given in the Trainers Notes drawn on the flipchart in advance or shown on an overhead projector to explain more easily how this works. It may show that studying for an MBA actually has a negative effect in all areas other than personal development. Conversely, learning to play golf may bring visible benefits in a number of key long-term goal areas. Now ask participants to identify the short-term actions or projects that they have been considering and write them down the left-hand column provided. For example: Study for an MBA Learn to play golf Have a baby
4.
5.
Taking each project in turn, ask participants to cross-reference each project with each aspect of their lives. If a project would have a positive effect, write an estimated percentage in the box. If it would have a negative effect, put a zero or negative percentage. By adding the percentages horizontally for each project, participants can calculate which ones would give them the best return on the investment of their time. Allocate 20 minutes for this section of the activity. Ask for volunteers to share their decisions about personal goals and their reasons behind them. Invite all participants to join in and give encouragement and praise when possible. Distribute copies of Exercise 29.3 and ask participants to complete the timetable for their personal development, to be referred to at their next appraisal meeting.
6.
7.
136
29
Personal Needs Analysis (continued)
Additional Guidance: This activity necessarily covers a wider range of goals than those
that are purely work-related. Most people are better able to function at full capacity in their work when they are satisfied with their lifestyle in general. However, certain aspects of this activity do bring out the individuals training needs, and this is what the Action Plan should concentrate on in order to provide a basis for future in-house training.
137
Trainers Notes
Personal Goals Matrix: Example

GOALS (Rating %) ACTIONS
1. MBA 2. Golf 3. Baby 4. Church warden 5. In-house training course *Best choice
Friends Family Career Religion Money Leisure Personal Devel. Totals
5 5 5 0 0
20 0 20 20 0
10 10 0 0 10
10 0 5 10 0
20 0 0 0 20
10 0 0 0 0
25 10 25 25 10
100% 40 50 55* 40
139
Exercise 29.1
Exercise 29.1: Important Aspects of My Life

ASPECTS
1.
RATING
2.
3.
4.
5.
6.
7.
100%
141
Exercise 29.2
Exercise 29.2: Personal Goals Matrix

GOALS (Rating %) ACTIONS
1.
2.
3.
4.
5.
143
Exercise 29.3
Exercise 29.3: Personal Action Plan

ACTION
1.
DATE
COMMENTS
2.
3.
4.
5.
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30
Power and Influence

Description: This activity is designed to improve individual effectiveness within
the organization through an understanding of personal power and influence. working relationship.
Objective: By the end of this activity, participants will be able to improve their Group Size: Any number. Time: Approximately 1 hour. Materials Required:

One copy of Handout 30.1 for each participant One copy of Exercises 30.1 and 30.2 for each participant Flipchart and markers
Background:
Many people feel powerless in their work because there always seems to be someone else above them in the organization who has overt power over their working lives. When this feeling is strong, it can lead to a decline in performance by the individual and eventually a decline throughout the organization. This activity helps participants identify those areas where they do have power and ways to survive when they do not.
Method:
1.
Introduce the topic and ask what the words power and influence mean to them. There will be many ways of expressing this, but be sure participants understand that power is the ability to influence people despite their wishes. This power derives from a number of sources, and has a different weight within each working relationship. Distribute a copy of Handout 30.1 to each participant, and use it to discuss the four different types of power. Ask participants to identify with the four types and give examples from their own experience. Copy Exercise 30.1 onto the flipchart. Complete it by asking for examples from the participants of power relationships (colleagues, subordinates, suppliers, and customers, etc.). Each of these relationships can then be examined to determine what type of power it is and inserted in the diagram.
2.
3.
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30
Power and Influence (continued)

For example:
Hierarchy Power
SELF
Specialist Power
4. 5.
BOSS
Distribute copies of Exercise 30.1 and ask participants to complete it as it applies to them. At the end of 15 minutes, ask participants to pair up with the person sitting next to them to talk through their charts and gain any additional insight they can from an outsiders point of view. Ask if anyone is happy with all of their working relationships. Use one participant as an example, and expand upon their perceived difficulties. Do both parties understand their relative power? Who needs whom, and for what reasons? On what levels do they communicate? Use transactional analysis, assertiveness, or any other interpersonal skill technique you prefer to help participants see a way forward. For example, in the above case of Self and Boss, an assertive approach based on special knowledge could be, I can understand your concerns, but from the geological point of view, this could lead to long-term problems. Therefore what I would like to suggest is Such an approach may help to overcome feelings of having to accept the bosss wrong decision.
6.
7.
8.
Give participants a copy of Exercise 30.2 to complete with their personal plans for improving the working relationships named on their charts. Ask participants to read aloud one example of each of the behavioral changes they might make with a colleague, boss, subordinate, customer, or supplier. Encourage other participants to give positive feedback. Advise participants to monitor their progress by making a quarterly reference to their power chart, looking for evidence of improvements and highlighting further areas for development.
9.
10. 11.
Additional Guidance: While participants are working on their individual charts, walk
around the training room. Be available to answer questions or offer help and ideas as appropriate.
148
Handout 30.1
Four Types of Power and Influence

1. Hierarchical Power
This is the power invested in an individual by the organization. It is the classic, overt form of power, where the organizational pyramid shows people reporting upward to the boss.
2. Specialized Power
The clich knowledge is power is absolutely true. Many people hold jobs precisely because of their qualifications in specialized areas such as engineering, computers, or law. Others in the organization are not able to challenge that knowledge very effectively.
3. Working Relationships
Some people exert considerable power over their immediate circle at work, due to their efforts at building good, personal working relationships based on an open approach to communication.
4. Information Flow
Many employees are the guardians of information and resources. This can mean issuing pens and paper from the stockroom, or producing the monthly reports. Secretaries and personal assistants also have a special control over access to information and to people.
149
Exercise 30.1
Exercise 30.1: Personal Power Chart
SELF
151
Exercise 30.2
Exercise 30.2: Personal Power Action Plan

NAME AREAS FOR DEVELOPMENT ACTION DATE
153
31
Prejudice
Description: The purpose of this activity is to discuss prejudice. Objective: By the end of this activity, participants will be able to see and feel
the effects of prejudice.

Notepads and pencils for half the group Two meeting rooms (where the participants should wait) Main activity room equipped with fewer chairs than the number of participants
Background:
This activity is based on an experiment first carried out in schools and then widely used in training courses. It aims to show participants what it feels like to be the victim of prejudice so that they can thereby change their behavior. Explain that you are carrying out a motivation activity. Divide the group in half: name them As and Bs. Ask the Bs to wait in a meeting room. Give the As notepads and pencils, and explain that the Bs will be joining them later but that there will probably be some problems. Explain that the Bs:

Method: 1.
2. 3. 4.
5.
Have not been working as hard as they should Have been disruptive Are suspected of breaking company rules Have been causing problems with management Have not been working as part of a team
6. 7.
Now bring the Bs back from the meeting room. All the As will have pads and pencils; the Bs will not be provided with these.
155
31
Prejudice (continued)
8. Give a presentation on motivation, and behave as if the Bs are inferior to the As. For example:

Reprimand Bs for not having pencils to take notes. (If they have pens, say that you wanted them to use pencil.) Accuse Bs of talking while you are trying to give your presentation, and say that this is typical of B behavior. If a B tries to argue, forcefully tell the person that he or she is talking backagain, typical of B behavior. Ask for the Bs pre-course preparation, and if the B states that he or she did not know about it, tell them that they are mistaken. The objective must be to show what prejudice is like.
9. 10.
If any As try to defend Bs, again state that you are the trainer and you know best. After about 15 minutes of the presentation, stop and ask the Bs how they feel; they will probably say that their treatment was unfair, unjust, and unreasonable. Ask how the As felt. They will probably feel pleased that they are not Bs, although some may have felt sorry for the Bs. Put the activity into the context of prejudice. This form of prejudice is no less rational than other forms of prejudice.
11. 12.
Additional Guidance: You must not disclose that the topic of this activity is prejudice.
Motivation is a good topic to use as a way of disguising your true objectives, but any ostensible topic that you feel comfortable with will suffice. You need to be very tough in your attitude toward the Bs. You must show the kind of prejudice that society shows to various groups. Make sure that if they make a positive criticism, it is turned into a complaint. A minor isolated mistake should sound like it is a major one and a regular occurrence. It is crucial that you tell the As in the end that what you said about the Bs at Step 5 was false!
156
32
Reflecting
Description: The purpose of this activity is to practice active listening by
responding to what someone has said. on what someone says.
Objective: By the end of this activity, participants will have practiced reflecting Group Size: Maximum of 10 participants. Time: Maximum of 30 minutes. Materials Required: Background:

One copy of Exercise 32.1 for each participant Flipchart and markers
Listening skills are valuable in any interview situation, whether it be for counseling, discipline, appraisal, or sales. One valuable listening technique is to reflect backthat is, to listen closely to what is being said, and then paraphrase what you heard to the other participant. In its simplest form, it is a kind of repetition, using different words. The listener can suggest alternative meanings, bring out the essence of what the speaker wants to say, or even uncover an emotion or feeling that was not being explicitly expressed. 1. 2. Hand out a copy of Exercise 32.1 to each participant. Ask the participants to read each statement to themselves and write their reflection of the statement. Explain that the responses will range from simple paraphrasing to expressions of hidden feelings or emotions. They should take 10 minutes. When participants have finished, divide the group into pairs (and a trio if necessary) and ask them to compare their reflections with their partner. They should take 15 minutes. Ask the pairs to come back together. Go around the group and ask participants to give their reflections for each statement. Ask for variations on those reflections and for points that have been missed or over-emphasized. Distribute the answer sheet and take any questions. Record on the flipchart what was learned.
Method:
3.
4. 5. 6. 7. 8.
157
Exercise 32.1
Exercise 32.1: Reflecting Statements

STATEMENT
1. In an appraisal: So I think Im really good with the clients. I just find administrative duties overwhelming. 2. In a disciplinary interview: I now think I was stupid, but I saw other people doing it, so 3. In a sales interview: Customer: Id like one now, but I think Ill wait. 4. In a counseling interview: Im sorry Im late; its difficult to organize things, now that Im on my own. 5. In an appraisal: I find that I often waste time using the computer. 6. In a sales interview: Its not what I want; I need something much sturdier. 7. In a counseling interview: Im sorry about the mistakes. It wont happen again. I was thinking about retirement next year. 8. In a disciplinary interview: I dont usually drink at work. I have a few drinks, but not normally here. 9. 9. In a selection interview: I dont mind relocating. My wife just gets used to it, though she moans at first. 10. 10. In an appraisal: Its quite difficult being younger than most of the others and having more education, but I just get down to doing the work.
YOUR REFLECTION
159
Exercise 32.1

STATEMENT
1. In an appraisal: So I think Im really good with the clients. I just find administrative duties overwhelming. 2. In a disciplinary interview: I now think I was stupid, but I saw other people doing it, so 3. In a sales interview: Customer: Id like one now, but I think Ill wait. 4. In a counseling interview: Im sorry Im late; its difficult to organize things, now that Im on my own. 5. In an appraisal: I find that I often waste time using the computer. 6. In a sales interview: Its not what I want; I need something much sturdier. 7. In a counseling interview: Im sorry about the mistakes. It wont happen again. I was thinking about retirement next year. 8. In a disciplinary interview: I dont usually drink at work. I have a few drinks, but not normally here. 9. 9. In a selection interview: I dont mind relocating. My wife just gets used to it, though she moans at first. 10. 10. In an appraisal: Its quite difficult being younger than most of the others and having more education, but I just get down to doing the work.
YOUR REFLECTION
Are you saying you would like more client contact and that you would benefit from more training on procedures? So you regret the action, but at the time you thought it was all right because you had seen other people doing the same thing. So you want to go ahead at a later stage. (Whys that? Can we finalize that date now?) Are you finding home life to be a problem now? Using the computer takes longer than doing the operation manually? The conditions under which you use the product require a tougher specification? (How does that differ from the standard model?) Is it the worry of retiring thats making it difficult for you to do your work properly? This is the first time you have needed to drink at work? Your wife was not happy when you relocated before. You find it difficult to fit in because your colleagues are older and less educated.
161
33
Qualities of a Counselor
Description: This activity provides a forum for understanding what is required to

be an effective counselor.
Objective: By the end of this activity, participants will have identified the ten
most important qualities of an effective counselor.

5 minutes for briefing 30 minutes for subgroup work 25 minutes for conclusion Meeting rooms equipped with flipchart and markers Notepaper and pens or pencils Some type of adhesive tape
Materials Required:
Background:
Our general knowledge of a subject, such as counseling, leads us to make assumptions about the type of person who is best suited to becoming a counselor. In fact, it rests on a few specific qualities, some of which we possess naturally and others that can be practiced or acquired once they have been identified. This activity will draw out any preconceptions or misconceptions and provide a framework for personal development. 1. Read aloud the objective and ask what participants understand the term quality to be. Ask for examples (approachable, supportive, discreet, etc.). Make sure participants understand that these are descriptions of an individuals skills or personal qualities. Ask participants to make a list of all the qualities they think would be found in an effective counselor. When everyone has finished, divide participants into subgroups of three to five each. Their task is to discuss all the qualities they have listed and identify the ten they consider to be of greatest importance. Their answers should be recorded on a flipchart and brought back to the main training room in 30 minutes.
Method:
2. 3.
163
33
Qualities of a Counselor (continued)

4. Post all of the lists around the room and start to draw up a definitive list from the points each group has in common. Ask for an explanation of anything that is ambiguous and invite participants to query or disagree as they see fit. Make sure that as a minimum the following qualities are represented on the list:

5.
Good listener Genuine Nonjudgmental Empathy Warm Interested Noncontrolling Respectful
Additional Guidance: This activity can be the precursor to another activity on those
listening skills that are central to effective counseling. If this is not to be the case, tell participants that a counselor should listen not just to the content spoken, but to the emotion the person is conveying. This enables the counselor to understand how the client is feeling. It is a skill that needs much practice.
164
34
Selection
Description: This activity provides a focus for the identification of good selection
skills.
Objective: By the end of this activity, participants will be able to use objective
criteria for selecting new staff.
Group Size: Maximum of 12 participants. Time: Approximately 1 hours, plus an extra 30 minutes so participants
can prepare actual details for a forthcoming selection process.

Materials Required:
One copy of Exercise 34.1 for each participant One copy of Handout 34.1 for each participant Notepaper and pens or pencils for participants Meeting rooms Flipchart and markers
Background:
In an interview, it is easy to make snap judgments based on the interviewees clothes or physical characteristics. As a result, everything we say or ask can be subconsciously directed at proving ourselves right. Consequently, the best candidate may not be offered the job. When our own choice leaves the organization after a short time, we wonder why. This activity provides a means of becoming more objective in this process. 1. Introduce the subject and find out which participants have had experience with the selection process. Ask how it worked out for them (either as the interviewer or the interviewee). Distribute copies of Exercise 34.1 and ask participants to write down their observations of the two interviewers (what they did well and what went wrong). After 15 minutes, divide participants into subgroups of three or four people, and send them to separate rooms (if possible) to discuss their findings. Ask them to return with an agreed upon list of what went wrong in the case study, together with what would have been good practice. Allow 45 minutes for this. Call the subgroups back to the main room to present their results.
Method:
2.
3.
4.
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34
Selection (continued)
5. 6. 7. When all the subgroups have finished, collate their comments using the information on Handout 34.1. Distribute a copy of Handout 34.1 to each participant. Ask each participant to identify which aspect of selection they need to work on in the future.
Additional Guidance: If these do not already exist, it may be useful to suggest to
participants that they ask all staff members to write a current job description. In the event of their departure, future selection procedures would be carried out with accurate and up-to-date information.
166
Exercise 34.1
Exercise 34.1: Case StudySelection

1. The advertisement*
Comptroller
We are looking for an experienced and self-motivated individual to join our accounting team. You should have a bachelors degree, accounting experience, strong interpersonal skills, and good telephone manner, and you should be prepared to take responsibility. Experience with the following would be useful: general ledger, computer-based accounting systems, bank reconciliations, and client liaison. We offer a competitive salary, benefits, and a discretionary bonus plan in a spacious, modern office complex. Apply to:
*For purposes of this exercise, details regarding how much experience is necessary have been omitted. 2. The applicants chosen for interview*
NAME: ADDRESS: EDUCATION: WORK EXPERIENCE:
Mandy Baker 40 Hampton Street Birmingham, Alabama 35282 University of Alabama B.S., Business Administration Excell, Inc.administrative assistant/receptionist Advance Ltd.accounts assistant: ledgers, credit control, manual and computerized systems
*For purposes of the exercise, dates regarding work history have been omitted.
167
Exercise 34.1
Exercise 34.1: Case StudySelection (continued)

2. (continued)
NAME: ADDRESS: EDUCATION: WORK EXPERIENCE:
Richard Panton 34 Minton Terrace Tampa, Florida 32700 University of Vermont B.S., Accounting Potter, Potter and Grims law firmlegal assistant Manton and Neals Accountantsjunior accountant Currently running familys wine import business
3.
After the selection Both candidates have been interviewed, and Mike Somerton, the accounts manager, and Rose North, the comptroller, are discussing who should get the job. Rosie: Mike: Rosie: Mike: Rosie: Mike: I really liked Richard. Yes, hes very personable but lets look at what each can offer us in terms of the job. I would have thought it was quite clear-cut. Richard has a much stronger educational background and experience. Id like to compare that with the job description. Of course. But hes almost qualified as an accountant. Hes almost ready to take the CPA course. Hes going to find this job a piece of cake. He doesnt have experience with computerized accounts and his actual bookkeeping experience is quite limited. Mandy, on the other hand, has been working with similar systems at Advance. Yes, I know that. But I just think weve got a real chance to grow someone like Richard. I mean, hes run his own business. A family business that went bankrupt
Rosie: Mike:
168
Exercise 34.1
Exercise 34.1: Case StudySelection (continued)

3. (continued) Rosie: Mike: Rosie: Mike: Rosie: Mike: Rosie: Mike: There was a recession on. To be quite honest, Im much happier with someone of Richards caliber. He has to work in a team. Mandy is used to that. Well, Im sorry, but I disagree. I think youre forgetting one thing. What? The boyfriend she mentioned who runs his own business. What if she is distracted from doing her own job because shes helping him with his? I doubt that. Im a woman. I should know. Well, I would much rather have Mandy working on my team. I think youre taking a very short-term view. Richard has management potential. He could do very well. Well, its your final decision. Thats right. Ill phone him now and you send a letter of rejection to Mandy now.
Rosie: Mike:
169
Handout 34.1
The Steps of Selection

1. 2. 3. 4. 5. 6. Identify the position to be filled by writing a job description. Make sure it is up-to-date, as jobs usually evolve over a period of time. Prepare a profile or description of the person, listing the minimum skills and qualities for this job. Make sure that the job advertisement reflects both of these criteria. Only schedule an interview with those who fit the profile. Prepare a set of questions to ascertain how an applicant would respond or feel in various relevant situations so that you have some idea of what their performance would be. Score each applicant on a scale of 1 to 5 for each element of the person profile, so that at the end of the day it is easy to make a comparison. Otherwise, it becomes very difficult to remember each interviewee in such detail. Choose the candidate with the best scorenot necessarily the one with whom you established a rapport or whose style of dress you approve of. Offer the job by phone, and only reject the other candidates by letter when you have an acceptance in writing.
7. 8.
171
35
Spelling Out
Description: This activity is designed to improve message-taking techniques. Objective: By the end of this activity, participants will have been shown the
importance of correctly recording messages, including surnames and company names.

One copy of Exercises 35.1 and 35.2 for each participant Notepaper and pens or pencils for participants Meeting rooms
Background:
Messages are often taken incorrectly. Individuals are reluctant to ask for spellings of names or to check them. This can cause misunderstandings and mistakes that can be very expensive for the business. A letter sent with the clients name spelled incorrectly can result in a contract being lost to a more detail-conscious company. A name taken without an initial or a company name may be confused with another individual elsewhere. 1. 2. Ask participants how they take messages and what problems they have had. Divide the group into two teams. The first two members of each team can stay in the room, while the others have to wait in another room so they cannot overhear. Give a copy of Exercise 35.1 to the first member of one team, and a copy of Exercise 35.2 to the first member of the other team. Explain that each team must pass the message written on their exercise sheet from the first member of the team to the last. The first member reads the message and then, sitting back-toback with the next participant, passes on the message that the next participant must write down. (Sitting back-to-back simulates the telephone call.)
Method:
3.
4.
173
35
Spelling Out (continued)

5. When the second person has written the message down, he or she must call in the next person from the other room and repeat the message to that individual in the same way. This continues until the last person in the team has received the message. Reassemble the group and ask the last person in each team to read aloud their message. Then ask the first person in each team to read aloud the original messages from Exercises 35.1 and 35.2. Compare, and discuss the implications for the organization.
6. 7.
8.
Conclusion:
When the original message is compared with the final message, there may be some discrepancies. The group can decide how damaging the discrepancies are to an organization. Emphasize that being fast is not the most important skill in taking messages. staff who take messages, but these people are often more skilled at this than managers or supervisors.
Additional Guidance: You should point out that it is not just secretarial or administrative
174
Exercise 35.1
Exercise 35.1: Message 1

Mr. Reginald Grenville Foulks of Merton Watts Harvey Industries wants the production distribution controller to call him at 456-9007, ext. 234, before 12:30 p.m. Monday about the Japanese contract #456 for Fujisawa Industries involving Mr. Kenji Satoshi.
175
Exercise 35.2
Exercise 35.2: Message 2

Margaret Ramselley of Norwich Food and Drinks, Inc. wants a new price list for the 2/34/5 model of forklift trucks to be faxed to her in care of the purchasing departmentFax # 081-5678890. She spoke to Sam Marshall of marketing about discount arrangements at the last meeting about the new model.
177
36
Stereotypes
Description: This activity challenges participants stereotypes of job roles. Objective: By the end of this activity, participants will be able to look beyond
the stereotype of a particular job.
Group Size: Maximum of 15 participants. Time: Approximately 45 minutes. Materials Required: Background:

Participants may experience difficulties in relating to colleagues because of preconceived ideas about a particular job. For example, marketing may be characterized as flashy suits and money to burn and accountants as grey and boring. These stereotypes need to be exposed and replaced by more realistic and positive images. 1. Ask participants what a stereotype is and how stereotypes affect the running of the business. For example, if they see marketing people as apart from the real world, it means they are not viewed fairly, and a relationship with them cannot be effective. Hand out a copy of Exercise 26.1 to each participant. Ask participants to complete these individually. They should only fill in the Perceptions column. This should take 10 minutes. Ask for general perceptions of each type and record these on the flipchart. Fill in the Results column. For example, a perception of a training officer might be that he or she doesnt know what its like to work in the factory, resulting in training that is not realistic or applicable. Fill in the Solution column. In the case of the training officer, the solution could be to give him or her an opportunity to see what happens on the factory floor, and include the factory employees in the development of their own training. Discuss the completed flipchart.
Method:
2. 3.
4. 5.
6.
7.
179
Exercise 36.1
Exercise 36.1: Stereotypes Worksheet

PERCEPTIONS
Example: Training Officer
RESULT
SOLUTION
Doesnt know the job
Training is seen as unrealistic
Involve work force in development
1. Marketing Manager
2. Training Officer
3. Secretary
4. Lawyer
5. Advertising Agency Executive
181
Exercise 36.1
Exercise 36.1: Stereotypes Worksheet (continued)

PERCEPTIONS
6. Personnel Manager
RESULT
SOLUTION
7. Marketing Manager
8. Research and Development Manager
9. Accounting Department Clerk
10. Shipping and Mailroom
182
37
Summarizing Skills I
Description: This activity is designed to improve summarizing skills by giving
participants a task-based activity.
Objective: By the end of this activity, participants will be able to summarize a

meeting to report back to a colleague.
Group Size: Maximum of 15 participants. Time: Approximately 45 minutes:

25 minutes for the activity 15 minutes for the conclusion One copy of Exercises 37.1 and 37.2 for each participant One overhead slide of Handout 37.1 One copy of Meeting Script (tape recorded, if possible) provided in the Trainers Notes Tape recorder (if using a taped script) Overhead projector and screen
Materials Required:
Background:
It is common to attend a meeting or a presentation during work and then to summarize what took place for colleagues who were not present. The effectiveness of this summary will depend on the skill of the participant in listening, comprehending, and taking notes. For many participants, summarizing is a hit-or-miss affair and summaries can be wildly inaccurate or incomplete. 1. 2. 3. Distribute a copy of Exercise 37.1 to each participant. Explain that participants must complete this while listening to the script of a meeting. Set the scene by telling the participants the following: Financial Service, Inc. is a mortgage broker. The company has been quite successful over the last few years with their existing services. Now it plans to offer a new type of house loan. This meeting is to discuss the implications of Plan X as it is titled at the moment. The meeting takes place in the board room of the company. It is a large, modern room, reflecting the success of the company.
Method:
183
37
Summarizing Skills I (continued)

4. Record the script of the meeting (provided in the Trainers Notes) before the course (using colleagues to take the different roles) and play the prerecorded tape. Or ask some of the participants to read the script aloud. The script should be read at normal speed without the use of artificial breaks and pauses. For this exercise, it is more challenging for the participants if you do not use any visual aids. This will take 5 minutes. 5. At the end of the script, give participants 5 minutes to go over the summary notes they have made on Exercise 37.1 and make any corrections. Again, it is more challenging for the participants if they are not allowed to ask questions about the content, as they might do in a real-life situation. 6. Ask the group to form into pairs (with one group of three if there are odd numbers) and compare answers with their partners. The participants will find that they have discrepancies. They should take 15 minutes. 7. Ask the pairs to reassemble into the entire group again. 8. Go through the correct answers completing an overhead projector slide of Exercise 37.1 9. When the information is complete, ask for any questions. 10. Distribute Handout 37.1the Completed Summaryfor participants reference. 11. Discuss any points raised.
Additional Guidance: If desired, you can use your own script as the core of the exercise.
You should try to make sure that there are enough confusions in it to challenge the participants and bring out their summarizing skills.
184
Exercise 37.1
Exercise 37.1: Comments

Marketing Director:
Legal Department Representative:
Training Officer:
Operations Manager:
General Manager:
185
Exercise 37.2
Exercise 37.2: Suggested Completed Summary

Marketing Director:
Market research good. Action: Discuss legal requirements of new product with legal department.
Legal Department Representative:

Has not looked at legal requirements, so not so happy. Action: Discuss legal requirements with marketing department.
Training Officer:
Training will go ahead but is not budgeted for, so the quality cannot be guaranteed. Action: Prepare written report for additional budget.
Operations Manager:
Not happy with launch because of workload pressure on staff.
General Manager:
Confirmed that as long as the legal problems and the training budget questions are resolved, the launch will go ahead, on budget and on time.
187
Trainers Notes
Meeting Script
Participants:

Marketing Director Legal Department Representative Training Officer Operations Manager General Manager (chairperson of meeting) Im very pleased with the market research weve done. When we asked those who already had a mortgage, 53 percent said that they thought the product would be better than their existing mortgage arrangements, and 46 percent of those who didnt have a mortgage thought that it would be better than options they had already considered. I can see its a good product, but what I want to know is how were going to bring our staff up to speed on selling it. Ive not been allocated a budget for training. I see your point, but surely it will just be sold in the normal way. Can I interrupt? What you dont seem to realize is that our people are already overworked. I dont believe that. Thats because you never see anyone actually selling, stuck up there with your concepts and creativity. Now lets not have any personal attacks. Youre both coming at it from a different perspective, so let me clarify. First, for the good of the company, we have to take on new products. Second, our staff people are stretched at the moment. So, in the short term we need to make sure they have training and in the long term we need to recruit more at the junior level to take the pressure off the more-experienced staff. It still doesnt solve my training budget problem. The only possibility is to delay the new computer training until the next quarter. I dont think thats wise. We cant delay any of that training. If you can make a case for more money, Ill see what we can do.
Marketing Director:
Training Officer:
Marketing Director: Operations Director: Marketing Director: Operations Director: General Manager:
Training Officer: General Manager:
189
Trainers Notes
Meeting Script (continued)

Training Officer: Legal Department: General Manager: Legal Department: General Manager: Marketing Director: Operations Director: Training Officer: General Manager: Okay. But the case is quite simple. Im being asked to pay for more training than Ive budgeted for. What about the legal problems? I wasnt aware we had any. The product has to comply with existing regulations. Obviously. But havent you checked this already with Marketing? Yes, but we havent totally finalized the concept, so it seemed premature to send it to Legal at this point. I dont believe it: The two of you havent managed to wrap this up. All this preparation could be for nothing. I need to know, because my plans for training include a manual and Ill need to know of any changes as soon as possible. Okay, so after this meeting, hammer out the legal problems. If its not done, then the launch will have to be delayed and youre both ready for the high jump. Got it? Wait a minute. You dont realize what its like. All this selling our staff people have to do nowadays means they cant manage to keep up with the books, so the accounting is a mess. I feel quite strongly that we should be thinking about doing what we already do better, rather than trying to do more. I appreciate your comments, but the competition is tough out there and weve got to stay on top (Interrupts) by providing better service. Yes, but also by offering a better and wider range of products. I cant guarantee our customers the best service because I cant give the staff the best training. Look, Ive said that if you state your case in a report, the board will look at allocating more money. We dont want to make your life more difficult than it needs to be.
Operations Director:
General Manager: Operations Director: General Manager: Training Officer: General Manager:
190
Trainers Notes
Meeting Script (concluded)

Training Officer: General Manager: Operations Director: Training Officer: General Manager: Marketing Director: Legal Department: General Manager: All right. So, am I right in thinking that the launch will go ahead on time and on budget? I cant guarantee it, but our staff people have never let us down before. Yes, if Dont say it again. No problems. As long as Fine, now lets get back to work.
191
38
Summarizing Skills II
Description: This activity is designed to improve summarizing skills by giving
participants a task-based activity.
Objective: By the end of this activity, participants will be able to summarize a

presentation to report back to a colleague.
Group Size: Maximum of 14 participants. Time: Approximately 30 minutes:

20 minutes for the activity 10 minutes for the conclusion One copy of Exercise 38.1 for each participant Notepaper and pens or pencils for participants
People are sometimes required to summarize a presentation to colleagues who were not present. The effectiveness of this summary will depend on the skill of the person in listening, comprehending, and taking notes. For many people, summarizing can be a hit-and-miss affair, and summaries can be wildly inaccurate or incomplete. 1. 2. 3. 4. Hand out a copy of Exercise 38.1 to each participant. Ask participants to form into pairs. Explain that participants must complete Exercise 38.1 after listening to their partners presentation. Give the pairs 10 minutes to prepare a 3 to 5 minute presentation, one person giving the presentation first while the other summarizes. Now ask each participant who summarized the presentation to give his or her presentation while their partner summarizes. Ask the pairs to give each other feedback on the accuracy of the summaries. From the entire group, ask for comments on the accuracy of the summary notes. Point out that a good summary contains all the key points. Give feedback on the participants summaries.
Method:
5. 6. 7. 8.
193
38
Summarizing Skills II (continued)
Additional Guidance: Obviously, the better the presentation in terms of organization and
structure, the better the summary. You should point out, however, that many presentations are poor pieces of communication, so the feedback about the summaries has to be skillfully handled.
194
Exercise 38.1
Exercise 38.1: Summarizing Notes

Introduction
Point 1: a. b. c.
Point 2: a. b. c.
Point 3: a. b. c.
195
39
Teamwork Squares
Description: This activity demonstrates that the results you get from teamwork
are greater than the sum of the results you get when individuals work alone. commitment to teamwork.
Objective: By the end of this activity, participants will be able to give their Group Size: Any number. Time: Approximately 15 minutes. Materials Required:

One copy of Exercise 39.1 for each participant Fun-size candy bars, to be used for prizes Flipchart and markers
Background:
Many senior or specialized managers find themselves in the position of having to work as part of a team on a specific project. Their success can be hampered by lack of trust in and commitment to the team. Many feel that the work would be done better by one person alone, and do not have faith in the benefits of a team effort. This activity makes the value of teamwork clear in a quick, easy way. The element of competition adds a bit of fun. 1. Distribute copies of Exercise 39.1 to the participants. It is useful also to copy it onto the flipchart for later reference. 2. Ask all participants to count all the squares they can find in the diagram and write down the total number. 3. Invite each participant to call out their answer. Record those answers on the flipchart. 4. Divide the participants into subgroups of three or four each and assign them the task of adding to the number of squares they found on their own. Explain that it is in their interest to communicate well together, since the team with the highest score will win a prize. 5. After 5 minutes, ask each team to announce how many squares they found this time. Note the answers on the flipchart, opposite the initial ones. The second answers will always be greater than the first ones.
Method:
197
39
Teamwork Squares (continued)

6. Award the prize to the winning team, and divide it up if there is a tie. 7. There are in fact 30 squaresdemonstrate this on the flipchart. The correct answer is illustrated in the diagrams on the Answer Sheet. 8. Ask why participants think their initial scores were improved by the group discussion. 9. Make sure they recognize that we all see things differently and bring different assumptions and experiences to a situation. Therefore, a team that is able to benefit from this perspective will have the greatest choices where decision-making is concerned. 10. Ask participants to define the word synergy. (It is the combined action or cooperation that results in more than the sum of all individual contributions.)
Additional Guidance: Do not dwell on this activity for too long. It makes the point briefly
and clearly, so move on to discuss actual team plans if you can.
198
Exercise 39.1
Exercise 39.1: Teamwork Squares
How many squares are there? Own answer: Team answer:
199
Exercise 39.1
Exercise 39.1: Answer Sheet

Answer = 30
x1
x 16
x4
x4
x1
x4
201
40
Transactional Analysis
Description: This activity provides individuals with a measure of their
understanding of Transactional Analysis (T.A.) roles. states correctly.
Objective: By the end of this activity, participants will be able to identify ego Group Size: Any number. Time: Approximately 45 minutes. Materials Required: One copy of Exercise 40.1 for each participant Background:
When the theory of Transactional Analysis is explained, most people respond very positively and quickly, relating the various states to themselves and conversations they have had. This activity takes the form of a questionnaire that gives participants the opportunity to practice their newly acquired knowledge and test their understanding. This activity is best used, therefore, at the end of a session on T.A. 1. 2. Introduce the activity and distribute a copy of Exercise 40.1 to each participant. Allow 10 minutes for participants to complete it by choosing which ego state they think is being used in each case and putting an X in the appropriate box. Go through the questions one at a time, asking what people thought. Use the Answer Sheet to clarify any disagreements. Sometimes the tone of voice can make a difference as to which ego state is being used, so there may be occasional ambiguities. Ask participants how they did and praise them for proving how well they understood the principles of T.A.
Method:
3.
4.
203
40
Transactional Analysis (continued)
Additional Guidance: The five ego states used in this activity are:
CP: NP: A: FC: AC: Critical Parent Nurturing Parent Adult Free Child Adapted Child
For further details, consult the book Im O.K.Youre O.K. by Thomas A. Harris.
204
Exercise 40.1
Exercise 40.1: T.A. Questionnaire

Read each of the sentences below and indicate which ego state the speaker is in.
CP
1. Isnt it dreadful the music young people listen to these days? 2. I just love chocolate cake! 3. This is an interesting article in the newspaper. 4. You never listen to me, you just ignore me. 5. Do I have to do everything for you? 6. Isnt this new photocopier just fabulous? It does everything. 7. Please provide the statistics by 4 p.m. tomorrow. 8. I hate statistics; they are really boring. 9. Youre late with those statistics, as usual. 10. You must be feeling dreadful. 11. I cant wait to go away skiing. 12. Oh dear, Im getting really worried about this meeting next week. 13. Let me see if I can help you. 14. Why not do it this way? I usually find it easier. 15. Which way do you think is best? 16. Ive just had this great idea! 17. Dont worry. Ill sort it out. 18. I understand. You can tell me. 19. Im so sorry, really sorry. I didnt mean it. 20. Shall we consider the alternatives.
NP
FC
AC
205
Exercise 40.1
Exercise 40.1: T.A. Questionnaire

CP
1. Isnt it dreadful the music young people listen to these days? 2. I just love chocolate cake! 3. This is an interesting article in the newspaper. 4. You never listen to me, you just ignore me. 5. Do I have to do everything for you? 6. Isnt this new photocopier just fabulous? It does everything. 7. Please provide the statistics by 4 p.m. tomorrow. 8. I hate statistics; they are really boring. 9. Youre late with those statistics, as usual. 10. You must be feeling dreadful. 11. I cant wait to go away skiing. 12. Oh dear, Im getting really worried about this meeting next week. 13. Let me see if I can help you. 14. Why not do it this way? I usually find it easier. 15. Which way do you think is best? 16. Ive just had this great idea! 17. Dont worry. Ill sort it out. 18. I understand. You can tell me. 19. Im so sorry, really sorry. I didnt mean it. 20. Shall we consider the alternatives. X X X X X X X X X X X X X X X X X X X X
NP
FC
AC
207
41
Values
Description: This activity serves to clarify a participants goals in an organization. Objective: By the end of this activity, participants will be able to:

Evaluate their allocation of time to values in their life. Use that evaluation in career planning.
Group Size: Maximum of 10 participants. Time: Approximately 1 hours. Materials Required: Background:

Career planning within an organization often does not take into account the participants life values. It assumes that work is central and that all other aspects fall second to that. Although for some participants this is true, to be a well-rounded and socially adept employee, there should be more to life than work alone. What these other values are will make a great difference to a participants career plans. For example, if his or her family, including some elderly relatives, is very important to the individual, then certain geographic relocations may be a bad move. Although the participant may agree to a move to show that work is more important than other aspects of his or her life, in the long term, the standard of work may not be suitable and the morale and motivation of the participant may be diminished, which leads to a lower standard of performance.
Method:
1. 2. 3. 4.
Explain that everyone has different life values, and these can be as important as work goals. Ask the participants for examples of these life values. Hand out a copy of Exercise 41.1 to each participant. They may want to add extra categories under each heading. Ask each participant to fill in the time they allocate each week to these categories. For example, Family and children, 15 hours: 6 on Saturday, 6.5 on Sunday, 0.5 each evening. Then they should convert the hours into the percentage of the total time.
209
41
Values (continued)
5. 6. 7. When they have finished, divide the group into pairs. Ask each pair to take turns discussing their life values. Still in pairs, ask the participants to evaluate these percentages and decide if they are unhappy about them. They can change the amount of time to what will suit their life values better (for example, they might want to spend more time with their children20 hours, instead of 15). Bring the group back together and ask for an example of those values for which participants would like to change percentages. Ask the rest of the group for suggestions for making changes. (One suggestion might be to take work home rather than stay late at the office, so they can see their children before they go to bed.)
8. 9.
Additional Guidance: To make this activity work effectively, participants need to be
honest, and there needs to be trust. Speaking with participants individually may be useful if the participants see you as an objective and neutral adviser, rather than as a representative of the organization.
210
Exercise 41.1
Exercise 41.1: Values Worksheet

VALUES
Work Family (partner/children) Family (other relatives) Friends Entertainment Hobbies/Sports Vacations/Relaxation Spiritual/Religious activities Voluntary organizations Other
HOURS SPENT A WEEK
211
42
What Animal Are You?

Description: This activity is designed to build relationships within a working team
and improve levels of self-awareness.
Objective: By the end of this activity, participants will:

Know how others see them. Be able to identify the strengths and weaknesses in their behavior at work.
Group Size: Where possible, it is best to have all the members of a working
team together, including the manager or supervisor.
Time: Approximately 10 minutes per participant. Materials Required:

One copy of Exercise 42.1 for each participant Some type of adhesive tape Flipchart and markers (one marker for each participant)
Background:
Some teams are ineffective because there are simmering resentments among the individual members. The etiquette of behavior in the workplace makes it difficult to make personal observations without risking an unpleasant response. This activity provides a forum where people can feel free to speak up, giving praise as well as help in resolving any differences. 1. Ask participants to identify which animaldomestic or wild they think they resemble and why. Make sure they think about the behavioral characteristics associated with that animal, and not just its looks. Give each participant a sheet of flipchart paper and a pen, and ask them to write on it their name and their chosen animal. Then attach the sheets to the wall. Ask participants to walk around the room and consider each sheet individually, adding on the name of the animal that they think best describes that person.
Method:
2.
3.
213
42
What Animal Are You? (continued)

4. Invite participants to take turns explaining the reasoning behind their original choice of animal (e.g., I see myself as a dog who works best in a well-organized environment or I see myself as a lioness who looks after her cubs just like a manager with staff members). Ask the other participants to comment and suggest reasons for the alternatives they have added to the sheet (e.g., A lioness does have some very good qualities, but if we do anything wrong, you just slap us down with a big paw, forgetting we are adults too. In fact, I see you more as a squirrel, hoarding paperworkhanging onto memos for so long that everything is an emergency when it reaches us). Start a new flipchart sheet for each person. Make two columns headed Strengths and Weaknesses (or similar words of your own choice). Write down comments from the feedback such as disorganized, caring, unapproachable, knowledgeable and so on, as appropriate. Give each participant a copy of Exercise 42.1 and ask them to record their Strengths and Weaknesses in the appropriate columns. Suggest that these be kept for reference and used for a future appraisal or to identify their own training needs (at which time the third column would be used to record their Action). End the session by asking each participant to state the most important point he or she learned, such as how important good communication is, or how easy it is to be misunderstood. Thank everyone for participating and being so frank with one another.
5.
6.
7.
8.
9.
Additional Guidance: Always try to help the participants turn any negatives into positives.
For example, the manager who appears very fussy about the quality of delegated work is actually setting his or her standards for everyone, which will ultimately reflect well on the whole department.
214
Exercise 42.1
Exercise 42.1: Personal Strengths and Weaknesses Evaluation and Action Plan
Name:
STRENGTHS
WEAKNESSES
ACTION
DATE
215
43
What Are You Really Saying?

Description: This activity is designed to improve participants active listening
skills.
Objective: By the end of this activity, participants will be able to receive spoken
communication at three different levels.
Flipchart and markers
Our listening skills are very closely related to our expectations. This means that not only do we sometimes miss the facts and figures, but we may also miss the implications conveyed by the tone of voice, choice of words, and what is not said. In an interview of any kindrecruitment, appraisal, grievance or disciplinarythere is a deep need for genuine listening to take place. True people management cannot function without it. 1. Introduce the topic of listening skills as above, asking participants what, to them, constitutes truly active listening. List these on a flipchart. For example:

Method:
Making eye contact Taking notes Using short words of encouragement Nodding
2. 3.
Explain that they are going to identify three different levels of communication conveyed within one message. Divide the participants into groups of four and assign to each participant one of the following tasks:

Participant A is to talk for 3 minutes on something important that has happened to him or her recently. Participant B is to listen for the FACTS of the situation.
217
43
What Are You Really Saying? (continued)

Participant C is to listen for the EMOTIONS, or how the speaker feels about his or her situation. Participant D is to listen for the INTENTIONS or implications for the speaker.
4.
At the end of 3 minutes, bring participants back together and ask the listeners individually about the message, feelings or intentions they have inferred. Allow the speakers to give feedback on the accuracy of these observations and encourage the listeners to compare their understanding with the speakers intentions and the reasons why there seem to be any differences. On the flipchart, list all the indicators that the listeners have identified. Divide participants into groups of four once again, and assign the four tasks so that everyone is doing something different. After 3 minutes, reassemble the whole group and ask participants what they have gained from this activity. Confirm that in the final listening session, they have demonstrated that they are able to listen to and hear the facts, emotions, and intentions in a spoken message.
5. 6. 7.
218
44
What Shall We Talk About?
Description: This activity encourages participants to identify acceptable topics of

conversation.
Objective: By the end of this activity, participants will be able to outline suitable
topics of conversation for different groups.

One copy of Exercise 44.1 for each participant Flipchart and markers Meeting rooms
Background:
A significant part of business is concerned with social conversation. Taking a client for lunch, making small talk before a meeting, and chatting in the elevator are significant interactions. They can be as important as the business elements. Failuresaying the wrong thingcan be as damaging as a badly-worded clause in a contract, or an inaccurate measurement in a design. 1. Discuss the types of social conversation that participants engage in at work. Identify whom the conversations are with, in what situations, and on what kinds of topics. Hand out a copy of Exercise 44.1 to each participant and ask them to complete it. Divide the participants into subgroups of four or five. Ask them to compare their answers within their groups. Reassemble the entire group and ask each subgroup to confirm which options were chosen. Discuss why those options were selected. Distribute a copy of the answer sheet to each participant. If appropriate, form some simple guidelines and write them on the flipchart.
Method:
2. 3. 4. 5. 6. 7. 8.
219
Exercise 44.1
Exercise 44.1: Conversation Worksheet

Select the most appropriate topic of conversation for each of these situations. Circle the appropriate letter. 1. You have just signed a preliminary contract with a company in Hawaii and now you are at dinner with the manager and his wife. a. b. c. 2. The economy Sports and especially soccer Vacationing in Hawaii
You just finished a luncheon interview for a new job. You are making the 10-minute walk back to the office with the manager who interviewed you. a. b. c. The managers spouse and children The weather The other candidates
3.
You and your new boss are on a business trip and are having a drink before dinner. a. b. c. Your old boss Hotels you have stayed at while on business The more exotic entertainment the town offers
4.
You are with your manager, whom you have known for years. Which of these questions could you ask? a. b. c. What were the property values like where the manager lived? Is the manager going to take early retirement? What was it like being divorced?
5.
You are with a Japanese client. a. b. c. The Emperor Trade barriers Living conditions in Tokyo
221
Exercise 44.1
Exercise 44.1: Answers

1. The answer is c. Discussion of the economy could become political, and sports is not a good idea. The manager and his wife may not enjoy sports. The answer is b. The weather, although dull, is safe. The manager may be single or divorced; making assumptions about his or her status could lead to embarrassment. It is also unprofessional to talk about the other candidates. The answer is b. Hotels are a safe topic. You do not know what the managers views on exotic entertainment are. To talk about your old boss might make your new boss ask whether you do that about everyone! The answer is a. You can ask about the property values, as long as you do not touch on the price of the managers home. Mentioning early retirement could suggest that you wanted the managers job, and divorce is a very personal subject that the manager should bring up, rather than you. The answer is c. It is not unusual to talk about the Emperor in Japan, and trade barriers are a very sensitive topic. Living conditions in Tokyo, however, are more open to discussion.
2.
3.
4.
5.
223
45
Whats Up, Doc?

Description: The purpose of this activity is to identify and practice questioning
techniques.
Objective: By the end of this activity, participants will be able to recognize and
use open and closed questions correctly.

One copy of Exercise 45.1 cut up into six strips, as indicated. Flipchart and markers
In conversation, most people ask questions such as: Did you? Have you? Were you? Are you? Could you? In situations such as appraisals, meetings, interviews, and negotiations, the answers to these questions may not be satisfactory. Further probing is then necessary to acquire the desired information. This activity makes that point quickly, easily, and clearly in a lighthearted way. 1. Divide the participants into threes, and explain that one participant in each trio must be the patient, one the doctor, and the other the observer. Give one strip each from the handout to the participants who are patients. Explain they are not to show this paper to their doctor. Now allocate 3 minutes for the doctors to question the patients in order to find out what is wrong with them. Observers are asked to record how many questions are asked. At the end of 3 minutes, reassemble the group and use the flipchart to record the results (what each diagnosis is and how many questions were asked). Ask if anyone can explain why some participants reached their goal after only two or three questions, while others needed many more. Explain that when a closed question is used, it is very often necessary to follow it up with an open question to get the information you really need.
Method:
2.
3. 4. 5.
6.
225
45
Whats Up, Doc? (continued)

7. Clarify that a closed question usually starts with a verb and only requires a yes or no answer. An open question begins with who, what, where, why, how, when, or which and requires a full answer. 8. Ask for a volunteer to come up to the front. Explain that in order to confirm everyones understanding, you are going to be the patient this time. The participants are to find out what is wrong with you by asking 20 closed questions. (Suggestion: tennis elbow.) The volunteer is to record the number of questions asked on the flipchart. 9. After all 20 questions have been asked, see who can guess your illness. 10. Ask the volunteer to remain and tell participants that this time they can ask open questions to find out what is wrong with you. They will discover the right answer usually after just one or two questions. (Suggestion: Malaria.) 11. Ask participants to summarize what they have learned and how they will apply it.
Additional Guidance: This activity does not cover anything that would be completely new
to the participants. Instead, it raises awareness of the importance of choosing the right type of question for a given situation. If you are using this activity as part of a course on appraisals, interviews, meetings, or negotiation, it could be useful to divide the participants into two subgroups and ask each to generate a set of open questions to be used as a format for use in those situations.
226
Exercise 45.1
Exercise 45.1: Whats Up, Doc?

Cut into strips along the dotted lines and give to the patients. 1. Hangover: Headache; blurred vision; furry tongue; no taste; feeling dizzy and constantly thirsty Throbbing headache, nausea; seeing flashes in the eye; blurred vision; numbness in hands High temperature; runny nose; sneezing; coughing; aching limbs
2. Migraine:
3. Influenza:
4. Food poisoning:
Sickness and diarrhea; abdominal pains; no appetite and a high temperature Dry, red, itchy, scaly patches of skin on the hands
5. Dermatitis:
6. Allergy:
Red eyes, runny nose; sneezing; itchy bumps and rashes
227
46
When Are You Assertive?
Description: The purpose of this activity is to give participants feedback on their

use of assertive behavior.
Objective: By the end of this activity, participants will have identified situations
in which they could become more assertive.
Group Size: Any number. Time: Approximately 45 minutes. Materials Required: Background:

At the start of a session or course on assertiveness, there will be misunderstandings about what the word really means. Once a definition of assertive behavior has been established, it can be useful for each participant to discover how assertive he or she usually is. 1. Introduce the subject of assertiveness and ask what the participants understand by the term. Make sure that whatever words are used, participants are in agreement with the principle that it means handling a situation fairly and recognizing the rights of both parties. Ask what they think are the alternatives to assertive behavior and write their answers on the flipchart. Again, make sure that participants understand that less than assertive behavior is called Passive and usually results in that person not getting what he or she wants and feeling put upon. More-than-assertive behavior is usually described as Aggressive and often results in that person getting exactly what is wanted (to the detriment of the other persons feelings and needs). Explain that before moving into a deeper discussion of the subject and how it applies to participants jobs, it is useful to know in what circumstances they tend to be assertive, passive, or aggressive. This will enable them to identify which situations to concentrate on if they are to adopt a more assertive approach.
Method:
2.
3.
229
46
When Are You Assertive? (continued)

4. 5. 6. Distribute a copy of Exercise 46.1 to each participant and allow 15 minutes for completion. After 15 minutes, make sure everyone has finished, and hand out copies of the Score Sheet. Ask participants individually to call out their scores and write them on the flipchart under the headings of Passive, Assertive, and Aggressive. This gives a quick overview of how often each person tends to adopt each of the behaviors. Go through the questions one at a time, examining the alternatives and matching them to the idea solution for handling a situation assertively. Ask each participant to list the situations they want to work on, and to keep the list for future reference.
7.
8.
Additional Guidance: To respond assertively, it is helpful to have some guidelines:

Step 1: Step 2: Step 3: Step 4: Listen. Acknowledge the other persons views or feelings. State your own feelings. Say what you want to happen next.
If there is any ambiguity for the participants in choosing a suitable response to one of the questions, always ask, How do you think the other person would respond to that? Usually a passive response allows the other person to get his or her own way and to feel they are in complete control. An aggressive response can often provoke even more anger in the other person and lead to an argument.
230
Exercise 46.1
Exercise 46.1: Questionnaire

Choose the course of action you would be most likely to take in each case. Circle the appropriate letter. 1. You are in a committee meeting and someone asks your opinion on a contentious matter that is important to you. Would you: a. b. c. 2. Come straight out and say exactly what you think? Say that you prefer to discuss it after the meeting? Before making your case, acknowledge that others might not agree?
You are in a restaurant with a colleague, and the soup is cold. Would you: a. b. c. For the sake of politeness, pretend you havent noticed? Refuse to pay the bill? Ask for the soup to be replaced?
3.
You are anxious to apply for the job of a colleague who has just left. Would you: a. b. c. Walk into the bosss office and present your case? Ask for a meeting with the boss to present your case? Wait until it appears on the bulletin board, and apply through the usual channels?
4.
A subordinate comes into your office smoking a cigarette. Would you: a. b. c. Explain that as you are a nonsmoker, you would prefer that she not smoke in your office? Ask her to put it out and not smoke in your office again? Let her smoke, but open the window after she has gone?
5.
The boss is driving too fast for you, the passenger. Would you: a. b. c. Sit back, grit your teeth, and hold tight so as not to appear critical? Tell the boss that while you are impressed with his driving skills, you are actually a nervous passenger, so would he slow down for you? Press your right foot hard onto an imaginary brake, demand the car be stopped, and finish the trip by taxi?
6.
When dealing with senior management, would you: a. b. c. Agree, where possible, for their suggestions? Insist that as the expert, your suggestions should be implemented? Discuss and agree or disagree on each point on its individual merits?
231
Exercise 46.1
Exercise 46.1: Questionnaire (continued)

7. A subordinate asks to leave early again because of personal problems. Would you: a. b. c. Sympathize with him and agree, even though there is a rush job on? Explain that while you understand he has personal problems, you need to rely on him? Refuse because it has been happening too often lately, and you have just had a rush job come in?
8. An angry customer is on the telephone, but you realize the mistake is hers. Would you: a. b. c. Sympathize with her situation and the inconvenience, then explain the correct solution? Tell her what she should have done to avoid this happening? Apologize and say you will resolve the problem?
9. A computer salesperson is patronizing you because of an assumed lack of technical knowledge. Would you: a. b. c. Mention your degree in Computer Science and ask to see her manager instead? Say nothing and let her continue, but just not buy anything? Interrupt the interview to say that you understand many customers may not be knowledgeable, but?
10. A colleague is shouting at you. Would you: a. b. c. Say you can see how angry he is and you want to know the reasons why? Sit back and let him get it all off his chest? Make sure he knows how you feel by shouting back?
11. You have to lay off an employee. Would you: a. b. c. Explain the economic situation and the severance? Apologize, explain the severance, and ask how he feels about it? Give him a written statement, and discourage discussion?
12. A friend doesnt seem to be listening to what you say. Would you: a. b. c. Stop talking and answer in monosyllables? Talk louder to get her attention? Say you have noticed that she is distracted?
232
Exercise 46.1

13. You want to use up your last weeks vacation before the end of the year, but its a busy time. Would you: a. b. c. 14. Present a revised work schedule along with your request? Be quite firm about your right to take your vacation time? Say youd be prepared to cancel the trip if necessary?
Your partner wants to go out for the evening but you want to stay in. Would you: a. b. c. Use any means you can to get your own way? Go out, feeling resentful? Agree to go and return home early?
15.
You are offered a job you want at less money than expected. Would you: a. b. c. Accept and be very glad you were chosen? Explain that you expected that job to be valued more highly, and remind the organization of the skills you would bring? Refuse the offer as completely unacceptable?
16. You want to purchase a number of new computer systems, but the salesperson does not want to give you a discount. Would you: a. b. c. Understand her position and accept the price offered? Explain that while you realize this is not a large order, there is the possibility of more orders in the future? Make it clear that this is a case of no discount, no order?
17. You are on the receiving end of some unjustified criticism. Would you: a. b. c. Take the opportunity to criticize the other person, too? Say that you would like to correct this misunderstanding? Pacify the other person by saying that you will try harder?
18. You are concerned about not having the right knowledge for a project. Would you: a. b. c. Find an expert and ask for advice? Try to bluff it without bothering anyone? Question why you were given this job?
233
Exercise 46.1

19. A supplier bills you twice for some inexpensive goods. Would you: a. b. c. 20. Decide to pay because youve already tried to fight their system before? Write to them, enclosing copies of all the relevant paperwork and asking for a speedy solution? Phone them right away, tell them how inefficient they are, and threaten to place no more orders?
Delegated work is returned to you incorrectly done. Would you: a. b. c. Tell the responsible person its wrong and will have to be done again? Dont say anything, and correct it yourself? Point out the good parts and those that need reworking?
234
Exercise 46.1
Exercise 46.1: Score Sheet

Circle the answer you have given to each question. Then add up the number of circles in each column, and write the totals at the bottom of the page.
QUESTION #
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. TOTALS
PASSIVE
b a c c a a a c b b b a c b a a c b a b
ASSERTIVE
c c b a b c b a c a a c a c b c b a b c
AGGRESSIVE
a b a b c b c b a c c b b a c b a c c a
235
47
Who Are You Aiming At?

Description: The purpose of this activity is to highlight the need to use
appropriate language for addressing different groups of people. presentations for different audiences.
Objective: By the end of this activity, participants will be able to adapt their Group Size: Maximum of 15 participants. Time: Approximately 2 hours:

15 minutes for introduction and briefing 1 hour for subgroup work 30 minutes for scoring 15 minutes for conclusion One copy each of Exercises 47.1 through 47.3 A tape recorder and blank audio cassette A suitable prize A stopwatch A generous supply of pens and paper
Materials Required:
Background:
During presentation skills training, much of the emphasis is on the presenters voice and body language. One aspect that is mentioned but often not practiced is the need to match the content, the words, and the style to the particular audience. This inevitably means doing research so that the audiences attitudes and likely levels of knowledge can be ascertained quite accurately. This activity is in the form of a competition between three subgroups who each make a presentation on the same subject but to different target audiences. The winners are determined on the basis of points relating to accuracy, use of jargon, impact of the message, and achievement of objectives. 1. Introduce the topic as above and ask participants if they have ever sat through a presentation that confused them or bored them because they believed they knew it all.
Method:
237
47
Who Are You Aiming At? (continued)

2. Explain that this activity will highlight the need to consider these problems if they are to avoid them in the future. They will be working in three subgroups to write a radio advertisement for War Games Software, but each subgroup will have a different target audience. Their objective is to increase sales to that audience. Divide the participants into three subgroups and hand out a copy of Exercises 47.1, 47.2, and 47.3, issuing one copy to each subgroup. It explains that they have one hour to prepare a two-minute radio advertisement for War Games Software for their specific audience: teenagers, retired military personnel, or workaholic business people. Do not let each group know who the other groups target audiences are. Explain that when the time is up, they will have to perform their advertisement live. It will be recorded on the tape recorder and timed. There is a penalty for going under or over the time limit because either the end of the ad will be missed by the listeners or the radio would have some blank airtime. Ask each subgroup, one at a time, to perform their advertisement to the others while you record and time it. After each advertisement has been presented, score it as follows:
200 points
3.
4.
5. 6.
For a two-minute ad: For every second under 2 minutes, deduct 5 points from 200. For every second over 2 minutes, deduct 10 points from 200. Audience rates the style and appropriate language out of: Audience guesses who the ad was aimed at: Audience rates how well this ad would convince those people to buy out of: TOTAL:
100 points 100 points 100 points 500 points
7.
Discuss their ratings with each group and emphasize the importance of clarifying jargon or not using it at all, depending upon the audience. Also remind them that audiences are different and are motivated by different things. The message of each ad should be written with very specific appeal. The team that wins the prize is the one who scores the highest. In the event of a draw, you have the casting vote. Therefore it is advisable that you take notes during the presentation of the ads in order to justify your choice, as well as to provide feedback.
8.
238
47
Who Are You Aiming At? (continued)

9. Ask each participant to identify their typical audiences and make some notes about how to handle them in the future. 10. Ask some participants for examples of this so you know they have understood.
Additional Guidance: If computer software is not an appropriate subject for your
participants, choose something elseeven one of your own companys products or services. The principles and method for the activity remain the same.
239
Exercise 47.1
Exercise 47.1: InstructionsGroup 1

You have one hour in which to prepare a radio advertisement for War Games Software. This is an exciting new game that costs $100 and can run on any type of computer equipment. The game can be played at many levels:

By beating the enemy with sheer force of play By strategic planning By negotiating
Your marketing department claims that this is the first computer game to appeal to people of all types and all ages. However, they are concerned that this could lead to confusion in the marketplace. That is why you are being asked to write this ad for the teenage market specifically. Think about your target audience. How much computer jargon do they understand, what motivates them, and what would be the best way to capture their attention on the air?
241
Exercise 47.2


Your marketing department claims that this is the first computer game to appeal to people of all types and all ages. However, they are concerned that this could lead to confusion in the marketplace. That is why you are being asked to write this ad for the retired-military market specifically. Think about your target audience. How much computer jargon do they understand, what motivates them, and what would be the best way to capture their attention on the air?
243
Exercise 47.3


Your marketing department claims that this is the first computer game to appeal to people of all types and all ages. However, they are concerned that this could lead to confusion in the marketplace. That is why you are being asked to write this ad for the workaholic business peoples market specifically. Think about your target audience. How much computer jargon do they understand, what motivates them, and what would be the best way to capture their attention on the air?
245
48
Whodunit?
Description: This activity encourages participants to practice communication Objective: By the end of this activity, participants will be able to:

skills: questioning techniques, listening skills, and body language.
Use open and closed questions effectively. Read body language to confirm the spoken message.
Group Size: Maximum of 15 participants. Time: About 1 hour to 1 hours. Materials Required:

One copy of Exercise 48.1 and 48.7 for each participant One copy of Exercises 48.2 through 48.6 Meeting rooms Flipchart and markers
Background:
Communication skills are vital and as such usually form part of an organizations training program. This activity enables participants to practice in an interesting and motivating way. 1. Choose five participants to act as the suspects. Give each of them a copy of their own suspects notes (one copy of Exercises 48.2 through 48.6) and a copy of Exercise 48.1The Murder Mystery Notes. Divide the remaining participants into two subgroups. Hand out a copy of Exercise 48.1 to each participant. Explain that the subgroups are competing against each other to solve the mystery in the Golden Blunt Instrument competition. Tell each subgroup that participants must work together to try and discover which of the suspects committed the murder. Explain the following guidelines: a. b. Each subgroup takes turns to ask the suspects a question. Either open or closed questions can be used, but obviously the subgroups cannot ask questions such as Did you do the murder? or Who was the murderer? Each subgroup must complete a MEANS MOTIVE OPPORTUNITY sheet (Exercise 48.7).
Method:
2.
3.
c.
247
48
Whodunit? (continued)
d. e. f. 4. 5. 6. 7. 8. 9. After 20 questions, each subgroup must decide who is the murderer. The suspects must act as if they are under oath and must tell the truth (except for the murderer). Remind subgroups to watch body language.
Give the subgroups 5 to 10 minutes to prepare questions. Tell the subgroups to ask their questions and then complete Exercise 48.7, finally saying who they think the murderer is. Ask the murderer to stand up. Ask for comments on which questions worked well and why. Note the learning point: Open questions are good for getting information, and closed questions are good for confirming. On a flipchart, list the body language that helped in the interrogations.
Additional Guidance: The two subgroups may ask the suspects questions separately.
This means that you will need a meeting room and an activity for the subgroup that is waiting for its turn.
248
Exercise 48.1
Exercise 48.1: Murder Mystery Notes

J. B. Baldock was found last night with a knife in his back, in his office, by a security guard. It was later discovered that he had been killed by a blow to the skull. J. B. was head of one of the largest communications operations in the world, a man liked by few and hated by many. His ruthless business dealings had often brought him to the attention of the media, and once, the fraud squad. His empire covered newspapers, publishing, television, and films. On the night of the murder, J. B. had been working late and everyone in the office had gone. His body was found in front of his desk, and the coroner established that he had been killed from behind by a heavy blow to the head with a large paperweight, between 10:30 p.m. and 11:00 p.m. There were no fingerprints and no clues. The only way into the office is past the security guard in the reception area or through the garage entrance, which has an intermittent video monitor. The police have narrowed it down to five suspects: 1. Janice Baldock, his second wife. She is 20 years younger than J. B. and a former TV newscaster who met him through his business interests about three years ago and married him soon after, giving up her career. She will inherit a large part of his fortune. Virginia Baldock, his daughter by his first wife. Virginias mother died alone after her father divorced her when he met Janice. Virginia has always been angry with her father, blaming him for her mothers death. She works for her father in Public Relations and has an office in the same building. Martin Symes, Baldocks financial adviser. He and Baldock had a violent argument yesterday. Martin claimed that Baldock had not paid him the bonus he was entitled to under his contract, and Baldock threatened to fire him, accusing him of embezzlement. Roy Martin, the head of Baldocks main rival. The two of them have often clashed in private and in public, each of them threatening to ruin the other. Martin also clashed with Baldock over Janice, whom he wanted to hire as host of a new series. Frank Hargreaves, the security guard who found the body. Earlier that day, Baldock had decided to terminate the security guards and use a private firm.
2.
3.
4.
5.
249
Exercise 48.2
Exercise 48.2: Suspect Notes

Janice Baldock, J. B.s second wife
You are 20 years younger than J. B. and a former TV newscaster who met him through his business interests about three years ago. You married him soon after, giving up your career. You will inherit a large part of his fortune. You were at home working on a proposal for a new TV show. You are tired of staying at home; despite your husbands objections, you are going to return to your television career. The housekeeper was in all evening. She has told the police that she did not hear you leaving the house, though she did go to bed about 10:30 p.m. You live about 15 minutes away from the office. You had a phone call from Roy Martin at about 10:00 p.m. and it lasted between 15 and 20 minutes. You had a skiing accident and it is painful for you to use your right hand at the moment (you are right-handed).
251
Exercise 48.3

Virginia Baldock, J. B.s daughter by his first wife
Your mother died alone, after your father divorced her when he met Janice. You have always been angry with your father, blaming him for your mothers death. You work for your father in Public Relations and your office is in the same building. You were working late that evening, but you left about 10:00 p.m. for a drink with an old school friend at her home. The security guard signed you out at 10:00 p.m. and you met your friend at about 10:50 p.m. Driving to her house, about 20 minutes away, you had a flat tire and had to abandon the car and take a taxi, which was why you were so late in arriving. The taxi driver confirmed that he picked you up about 10:30 p.m., about 5 minutes from the office. You know Frank Hargreaves has a knife, which he brought back from his vacation in Tunisia.
253
Exercise 48.4
Exercise 48.4: Suspect NotesThe Murderer

Martin Symes, Baldocks financial adviser
You and Baldock had a violent argument yesterday. You claimed that Baldock had not paid you the bonus you were entitled to under your contract. In fact, the argument was about embezzling funds. Baldock threatened to inform the police about this. You left as you said at about 7:00 p.m., but came back up through the garage entrance and used the stairs rather than the elevator. Baldock was still working. You told him that you would resign, but Baldock said he would still call in the police. He asked you to leave. When he came around from behind his desk to open the door for you to go, you picked up the paperweight and hit him. You left by the stairs again and drove home. You and your wife then invented an alibi about being at home and watching TV. You claim you were watching a filmFatal Attraction. If questioned about this, you should be vague about what it is about or make some minor errors (such as who starred in the movie). You should act as the guilty person. Think of body languagefor example, avoiding eye contact can make you look shifty!
255
Exercise 48.5

Roy Martin, the head of Baldocks main rival
The two of you have often clashed in private and in public, each threatening to ruin the other. You also clashed with Baldock over Janice, whom you wanted to hire as host of a new series. You were attending a charity opening of a new exhibition at a gallery about a 10-minute walk from Baldocks office. You were there from about 7:00 p.m. until 9:00 p.m. when you and some friends took off to have dinner at a nearby restaurant. They were with you until about midnight, except for about 20 minutes when you went to make a phone call to Janice about her proposal for the TV show. The phone call lasted from just after 10:00 p.m. to about 10:20 p.m.
257
Exercise 48.6

Frank Hargreaves, the security guard who found the body
Earlier that day, Baldock had decided to terminate the security guards and use a private firm. You have a large family to look after, so you were furious to learn that you were going to lose your job. You decided to murder Baldock, using a souvenir knife from Tunisia. You were on the office phone talking to a relative from about 10:00 p.m. until 10:30 p.m. At about 11:00 p.m. you went up to Baldocks office, determined either to make him change his mind or to kill him. When you got to the office, you stabbed him. Then you realized that he was already dead.
259
Exercise 48.7
Exercise 48.7: Suspect List

Means
1. Janice Baldock
Motive
Opportunity
2. Virginia Baldock
3. Martin Symes
4. Roy Martin
5. Frank Hargreaves
261
49
Yes, but
Description: The purpose of this activity is to practice using the language of
diplomatic assertiveness.

Use a range of ways of saying yes or no. Understand the nuances of the various phrases.
Group Size: Maximum of 15 participants. Time: Approximately 30 minutes. Materials Required: Flipchart and markers Background:
Much confusion can result when participants do not realize when someone is saying yes or no. I see what you mean, does not mean that the listener agrees with the speakerin fact, far from it. This activity is a lively way of conveying this message and giving the participants a chance to practice. 1. 2. 3. Divide the group into pairs. Each pair consists of a questioner and an answerer. The questioner must ask questions designed to make the answerer say yes or no. The answerer must reply using such phrases as It all depends, or Im not sure whether I agree with you. Once the answerer replies yes or no, the participants change roles. The activity should be done at a brisk pace. It can be used to lighten a course. Pairs can keep scores in terms of how many questions they answered before they changed roles. When everyone has had their turn, bring the pairs back into the whole group. On a flipchart, write the different phrases the group used in answering. Discuss the real meanings of the individual phrases (for example, I see what you mean but or I understand what you say, but I dont agree with your view).
Method:
4. 5.
6. 7. 8.
263
50
Yes or No
Description: This activity is designed to increase a persons awareness of
behavior when reacting to aggression. react to aggression.
Objective: By the end of this activity, participants will be able to see how they Group Size: Maximum of 15 participants. Time: Approximately 15 minutes. Materials Required: None Background: Method:
Assertiveness training is often simply a question of knowing when to say yes or no. This activity practices that in an interesting way. 1. 2. 3. 4. 5. 6. 7. Divide the group into two subgroups. Ask the subgroups to face each other. Explain that one subgroup will say yes and the other no. Ask the first subgroup to start, and the other subgroup to reply. Let this continue until either the yes or no subgroup overcomes the other or after about 5 minutes have passed. Bring the subgroups back together and ask for reactions as to how the activity felt. Usually one subgroup will have overcome the other, and many of the weaker members will want to change what they are saying in order to agree with the other group. Conclude by saying that it is a challenge to maintain assertive behavior in the face of aggression.
8.
265

50 Activities For Developing People Skills

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50 Activities For Developing People Skills

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50 Activities for Developing People Skills

Jacqueline Stewart and David Couper

Jacqueline Stewart and David Couper, 1993, 2004

In association with Connaught Training

Production services by Jean Miller Cover design by Eileen Klockars

111 113 123 129 133 135 147 155 157

3 5 9 11 15 19 25 29 31 43 49 55 57 63 65 67 69 71 77 91 93 95 105 111 113 123 129 133 135 147 155

Power and Influence

Activities Classified by Running Time

Between 30 minutes and 1 hour

Between 1 hour and 2 hours

Activities Classified by Training Method

Exercise 1.1: Action Plan

Objective: By the end of this activity, participants will be able to:

Group Size: Maximum of 20 participants. Time: Approximately 1 hour:

Materials Required: Background:

Advice or Information? (continued)

Additional Guidance: A counselors function is not to solve another persons problems,

Exercise 2.1: Advice or Information?

Group Size: Maximum of 12 participants. Time: Approximately 1 hour:

Materials Required: Background:

Alphabet of Feelings (continued)

Objective: By the end of this activity, participants will be able to:

Analyze the effectiveness of a meeting. Act upon that analysis.

1. Introduce the topic by asking questions such as:

Analyzing Meetings (continued)

Exercise 4.1: Meetings Worksheet

Topics that should have been on the agenda and discussed:

Time-wasters (faulty equipment, people late, etc.):

Total length of meeting:

other participants and shared some personal information with each.

One copy of Exercise 5.1 for each participant

Exercise 5.1: Questions

Exercise 5.1: Answers

Exercise 5.1: Answers (continued)

Group Size: Maximum of 10 participants. Time: Approximately 1 hour. Materials Required:

Exercise 6.1: Case Study

Exercise 6.1: Case Study (continued)

Exercise 6.1: Possible Advice

B. Paul AnthonyHead Chef

C. Margo McCraeHead Housekeeper

D. Guido AdolphoHead Waiter

Breaking the Barrier

Breaking the Barrier (continued)

Breaking the Barrier (continued)

Controlling Body Language

Description: This activity demonstrates how body language can be used to

Controlling Body Language (continued)

Customer Service Analysis

Materials Required: Background:

Customer Service Analysis (continued)

Additional Guidance: Force-field analysis is a systematic way of arriving at a decision or

Force-Field Analysis: Example

Analysis of Forces Acting on Telephone Reception Staff

Sample Force-Field Analysis: Figure 1

(a) (c) (b) (d)

(d) Negative Forces

Examples of Possible Actions

Exercise 9.1: Force-Field Analysis

Negative Forces a. b. c. d. e. Positive Forces a. b. c. d. e.

Exercise 9.2: Force-Field Diagram

Exercise 9.3: Reducing Negative Forces: Action Plan