50 activities for developing people skills

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50 Activities forDeveloping People Skills

Jacqueline Stewart and David Couper

HRD Press Amherst Massachusetts


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Jacqueline Stewart and David Couper, 1993, 2004

The materials that appear in this book, other than those quoted from prior sources, maybe reproduced for educational/training activities. There is no requirement to obtainspecial permission for such uses. We do, however, ask that the following statementappear on all reproductions:

Reproduced from 50 Activities for Developing People Skills, byJacqueline Stewart and David Couper, Amherst, MA: HRDPress, 1993.

This permission statement is limited to reproduction of materials for educational ortraining events. Systematic or large-scale reproduction or distributionor inclusion ofitems in publications for salemay be carried out only with prior written permission fromthe publisher.

Published in the United States by HRD Press22 Amherst Road

Amherst, MA 01002

In association with Connaught Training

ISBN 0-87425-241-5

Production services by Jean MillerCover design by Eileen Klockars


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iii

Contents

Preface..................................................................................................................... vii

Index of Activities ..................................................................................................... ix

Activities Classified by Running Time....................................................................... xi

Activities Classified by Training Method................................................................... xiii

The Activities............................................................................................................ 1

1. Action Plan .................................................................................................. 3Completed by the participant at the end of the course

2. Advice or Information? ................................................................................ 5Discussing the difference between advice and information

3. Alphabet of Feelings.................................................................................... 9

Discussing feelings

4. Analyzing Meetings ..................................................................................... 11Working out how much time is spent on different elements in a meeting

5. Answer My Question ................................................................................... 15Helping participants find out more about each other

6. Appraisal ..................................................................................................... 19A case study on appraisal

7. Breaking the Barrier .................................................................................... 25

Exploring blocks in communication, especially relevant to counseling8. Controlling Body Language ......................................................................... 29

The importance of using body language to emphasize what you say

9. Customer Service Analysis.......................................................................... 31A force-field analysis to discuss customer service

10. DelegationI............................................................................................... 43Case study on delegation

11. DelegationII.............................................................................................. 49Case study on delegation

12. Dib Dob Dabble........................................................................................... 55To inject energy into and revive the pace of video review sessions

13. Discipline..................................................................................................... 57A case study of a disciplinary interview

14. Dont Label Me ............................................................................................ 63Used in counseling training sessions to show the importance of good listening


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15. Farewell....................................................................................................... 65Participants make positive comments about the other participants

16. 59 Seconds ................................................................................................. 67Focusing on the necessity to plan a presentation

17. Giving Feedback ......................................................................................... 69

How to give constructive feedback18. How Free Are You?..................................................................................... 71

How free are employees to express themselves?

19. Internal Communication Analysis ................................................................ 77Force-field analysis to show the importance of good internal communication

20. Interview Me................................................................................................ 91Enabling participants to get to know each other better

21. The Lineup .................................................................................................. 93Enabling participants to get to know each other better

22. Listening Transfer........................................................................................ 95Listening and then transferring that information to a written form

23. Making Contact ........................................................................................... 105Clarifying the importance of making eye contact and creating acomfortable counseling environment

24. Maptalk........................................................................................................ 111Enabling participants to find out where other participants live and work

25. Negotiation .................................................................................................. 113

A case study on negotiation

26. Negotiation Skills......................................................................................... 123A questionnaire to start a discussion on negotiation

27. No Jargon.................................................................................................... 129Focusing on the use of jargon

28. Only One Question...................................................................................... 133What have you always wanted to ask?

29. Personal Needs Analysis............................................................................. 135A self-assessment of the participants personal development plans

30. Power and Influence.................................................................................... 147Power and influence in jobs

31. Prejudice ..................................................................................................... 155Discussing prejudice

32. Reflecting .................................................................................................... 157Reflecting on what someone has said and showing understanding


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33. Qualities of a Counselor .............................................................................. 163What makes a good counselor?

34. Selection...................................................................................................... 165A case study of a selection interview

35. Spelling Out................................................................................................. 173

Taking messages accurately36. Stereotypes ................................................................................................. 179

Perceptions of job titles and types of people

37. Summarizing Skills I ................................................................................. 183Group listening and summarizing

38. Summarizing Skills II ................................................................................ 193Listening and summarizing in pairs

39. Teamwork Squares ..................................................................................... 197Highlights the importance of teamwork

40. Transactional Analysis ................................................................................ 203Identifying different T.A. roles

41. Values ......................................................................................................... 209Exploring I want to be

42. What Animal Are You?................................................................................ 213Participants find out more about each others personality

43. What Are You Really Saying? ..................................................................... 217Used in a counseling training session

44. What Shall We Talk About?......................................................................... 219What are acceptable topics of conversation?

45. Whats Up, Doc? ......................................................................................... 225Probing for more information using a doctor/patient scenario

46. When Are You Assertive? ........................................................................... 229Finding out the extent of a participants assertiveness

47. Who Are You Aiming At?............................................................................. 237Focusing on your audience

48. Whodunit? ................................................................................................... 247Using the detective story format to practice communication

49. Yes, but ................................................................................................. 263Using alternative ways of saying yes and no

50. Yes or No .................................................................................................... 265Assertiveness training


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vii

Preface

Each of the fifty activities in this manual relates to some aspect of humaninteraction. Their focus is on the use of these skills in the workplace, although many areentirely transferable to private life. In some training situations, this may give the traineradded ammunition for justifying the goals, objectives, and methods used.

The transfer or application of training from the classroom into the workplace is ageneral concern for trainers who do not have follow-up sessions or on-the-job meetingswith previous training course participants. Using a personal action plan at the end of anysessions is, therefore, strongly recommended, as a reminder and possible motivator forthe individuals concerned.

A particularly useful form of a personal action plan is the letter. In this case, theindividual writes it, makes a photocopy, and places it in a self-addressed envelope. Thetrainer collects the sealed envelopes and, after an agreed-upon period of time, sendsthem back through the mail or interoffice mail. When the participants receive theirletters, they will, first of all, be surprised, and then they will remember the trainingcourse. They will also be able to judge their own progress toward achievement of theiraction plans and be motivated to continue. A note at the bottom of the plan could remindthem to review the plan, set new goals and objectives, and implement decisions withinspecific 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 StewartDavid Couper


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ix

Index of Activities

Activity#

Activity TitlePage#

Assertiveness

Appraisal

CourseAssessm

ent

CustomerServic

e

Counseling

Delegation

Discipline

Finisher

Interviewing

Icebreaker/Reviv

er

Listening

MeetingSkills

Negotiation

NonverbalComm

unication

PersonalDevelopment

Perception

Planning

PowerandInflue

nce

Presentations

Teamwork

VerbalCommunication

1 Action Plan 3

2 Advice or Information 5

3 Alphabet of Feelings 9

4 Analyzing Meetings 11

5 Answer My Question 15

6 Appraisal 19

7 Breaking the Barrier 25

8 Controlling Body Language 29

9 Customer Service Analysis 31

10 Delegation I 43

11 Delegation II 49

12 Dib Dob Dabble 55

13 Discipline 57

14 Dont Label Me 63

15 Farewell 65

16 59 Seconds 67

17 Giving Feedback 69

18 How Free Are You? 71

19 Internal CommunicationAnalysis

77

20 Interview Me 91

21 The Lineup 93

22 Listening Transfer 95

23 Making Contact 105

24 Maptalk 111

25 Negotiation 113

26 Negotiation Skills 123

27 No Jargon 129

28 Only One Question 133

29 Personal Needs Analysis 135

30 Power and Influence 147

31 Prejudice 155


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x

Activ

ity#

Activity TitlePage

#

Asser

tiveness

Appra

isal

Cours

eAssessment

Custo

merService

Counseling

Deleg

ation

Discip

line

Finish

er

Interv

iewing

Icebre

aker/Reviver

Listen

ing

MeetingSkills

Negotiation

NonverbalCommunication

Perso

nalDevelopment

Perce

ption

Plann

ing

Powe

randInfluence

Prese

ntations

Teamwork

Verba

lCommunication

32 Reflecting 157

33 Qualities of a Counselor 163

34 Selection 165

35 Spelling Out 173

36 Stereotype 179

37 Summarizing Skills I 183

38 Summarizing Skills II 193

39 Teamwork Squares 197

40 Transactional Analysis 203

41 Values 209

42 What Animal Are You? 213

43 What Are You Really Saying? 217

44 What Shall We Talk About? 219

45 Whats Up, Doc? 225

46 When Are You Assertive? 229

47 Who Are You Aiming At? 237

48 Whodunit? 247

49 Yes, but 263

50 Yes or No 265


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xi

Activities Classified byRunning Time

Up to 30 minutes

1 Action Plan

4 Analyzing Meetings

5 Answer My Question

7 Breaking the Barrier

12 Dib Dob Dabble

15 Farewell

17 Giving Feedback

21 The Lineup

24 Maptalk

35 Spelling Out39 Teamwork Squares

45 Whats Up, Doc?

49 Yes, but

50 Yes or No

Between 30 minutes and 1 hour

2 Advice or Information?

3 Alphabet of Feelings

4 Analyzing Meetings6 Appraisal

11 Delegation II

13 Discipline

14 Dont Label Me

18 How Free Are You?

22 Listening Transfer

23 Making Contact

25 Negotiation

26 Negotiation Skills27 No Jargon

29 Personal Needs Analysis

30 Power and Influence

31 Prejudice

32 Reflecting

33 Qualities of a Counselor


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36 Stereotype

37 Summarizing Skills I

38 Summarizing Skills II

40 Transactional Analysis

41 Values

42 What Animal Are You?

43 What Are You Really Saying?

44 What Shall We Talk About?

46 When Are You Assertive?

Between 1 hour and 2 hours

8 Controlling Body Language

9 Customer-Service Analysis

10 Delegation I

16 69 Seconds

19 Internal Communication Analysis

20 Interview Me

28 Only One Question

34 Selection

41 Values

47 Who Are You Aiming At?

48 Whodunit?


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xiii

Activities Classified byTraining Method

Individual Exercises

1 Action Plan

26 Negotiation Skills

29 Personal Needs Analysis

30 Power and Influence

40 Transactional Analysis

41 Values


46 When Are You Assertive?

Pairs Exercises14 Dont Label Me

16 59 Seconds

20 Interview Me

27 No Jargon

32 Reflecting

37 Summarizing Skills I

38 Summarizing Skills II

49 Yes, but

Subgroups

2 Advice or Information

3 Alphabet of Feelings

4 Analyzing Feelings

6 Appraisal

9 Customer-Service Analysis

10 Delegation I

11 Delegation II

13 Discipline

15 Farewell

18 How Free Are You?

19 Internal Communication Analysis


23 Making Contact


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xiv

25 Negotiation

28 Only One Question

31 Prejudice

33 Qualities of a Counselor

34 Selection

35 Spelling Out

39 Teamwork Squares

43 What Are You Really Saying?

44 What Shall We Talk About?

45 Whats Up, Doc?

48 Whodunit?

50 Yes or No

Case Studies

6 Appraisal10 Delegation I

11 Delegation II

13 Discipline

25 Negotiation

34 Selection

Role Plays

8 Controlling Body Language

14 Dont Label Me16 59 Seconds


23 Making Contact

27 No Jargon

45 Whats Up, Doc?

Competitions

39 Teamwork Squares

47 Who Are You Aiming At?48 Whodunit?


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xv

Physical Activities

5 Answer My Question

7 Breaking the Barrier

12 Dib Dob Dabble

21 The Lineup

24 Maptalk28 Only One Question

35 Spelling Out



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The Activities


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3

Action Plan1

Description: This activity provides a format for measuring future achievementsas a result of a training course.

Objective: By the end of this activity, participants will be able to measure theiruse of the information and skills they have learned during thecourse 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 theyhave learned during a course after they return to their jobs. Havingsome established goals enables the participant to measure howeffective training has been and to make sure that the transfer oflearning has been achieved.

Method: 1. Use either Exercise 1.1 or a specific action plan format of yourown, based on the same pattern, and hand a copy to eachparticipant.

2. Ask participants to complete this individually.

3. Monitor their progress.

Conclusion: Ask for individual examples from Exercise 1.1 or the other actionplans for a discussion.

Additional Guidance: Monitor the participants carefully to ensure that they do not developan action plan with impossible goals.


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Exercise 1.1

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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:


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Advice or Information?2

Description: This activity serves to clarify how counseling differs from otherhelping behaviors.

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

Explain the difference between counseling and giving advice orinformation.

Match these behaviors to everyday management situations.


Time: Approximately 1 hour:

10 minutes for the introduction 30 minutes for the subgroup work 20 minutes for the conclusion

Materials Required: One copy of Exercise 2.1 for each participant Meeting rooms equipped with flipchart and markers

Background: The word counselingis being increasingly used in managementand is considered to be one of the neglected roles of a manager.

This has given rise to some confusion as to its real meaning. Thisactivity gives everyone a chance to participate, to air their views,and to arrive at a common understanding of when it is appropriateto use a counseling approach and when it is better to offer advice orinformation.

Method: 1. Ask participants for a show of hands from those who haveattended a course on counseling or who have studied thesubject. Note any positive responses to this and be sure to referto those participants and make them feel valued by elicitingcomments 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 applytheir definitions to the questionnaire. For each of thecircumstances described, they have to choose which course ofaction they would take.


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Advice or Information? (continued)

4. After 10 minutes, divide the group into subgroups of three orfour people each. Assign them two tasks: first, to discuss andagree on their definitions; and second, to review their answers to

the questionnaire, discuss each one, and arrive at a groupresponse.

5. After 25 minutes, call all the subgroups back into the maintraining room and ask a representative of each to present theirfindings.

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, asthere is always an element of it depends (other circumstances ofwhich we may not be aware). However, participants might stop and

think carefully in the future before taking a particular course ofaction. The notes below are provided for general guidance.

Follow up by asking participants to identify for the group a situationin which they might use counseling skills in their own jobs, and thena 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 totake responsibility for it. This means really listening and beingreceptive to that person, repeating what has been understood andnot being judgmental or offering advice.

If a problem is caused by a lack of a specific piece of knowledge orinformation, 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 adviceturns out to be wrong, the giver may get the blame, so beware ofsaying If I were you, because you are notthat person!


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Exercise 2.1

Reproduced from 50 Activities for Developing People Skills

Jacqueline Stewart and David Couper. HRD Press, Inc., Amherst, Massachusetts

7

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 COUNSEL ADVISE GIVEINFO.

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 workingfor 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


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Alphabet of Feelings3

Description: This activity is designed to focus attention on the way feelings areexpressed in a counseling situation.

Objective: By the end of this activity, participants will have identified andevaluated at least 26 ways of expressing feelings.


Time: Approximately 1 hour:

10 minutes for the introduction and individual work 30 minutes for the subgroup work 20 minutes for the conclusion

Materials Required: Paper and pens or pencils for participants Meeting rooms equipped with flipchart and markers

Background: When a manager uses counseling skills, it is often necessary tofeed back the emotional message that is being expressed by thecounselee. In everyday life, expressing the exact degree of anemotion is not critical, but in a counseling situation, the ability toidentify exactly how a counselee feels helps the counselor assist the

individual in accepting, understanding, and confronting his or herproblem.

Method: 1. Introduce the activity and hand out paper and pens or pencils.Ask participants first to write down all the letters of the alphabetin a column on a sheet of paper. Then tell them they have to findwords beginning with each letter of the alphabet that describefeelings or emotions.

2. Allow 10 minutes for this. While the participants are working,prepare the flipchart (two if you have them) with the alphabetrunning down the left-hand side and two vertical columnsheaded Positive and Negative.

3. After 10 minutes, have participants take turns contributing some-thing from their list. At the same time, ask them to decide if it is apositive or a negative feeling and add it to the relevant columnyou have prepared on the flipchart.


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3

Alphabet of Feelings (continued)

4. Divide the participants into two subgroups and allocate thepositive 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 feelingrepresents to them, and arrange them in order of intensity.

5. After 30 minutes, call both subgroups back into the main trainingroom 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 widevocabulary in order to accurately capture the counselees exactdegree 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 howwords are interpreted according to our own family background andchanges in current usage in society as a whole. A counselor shouldhave access to as wide a range of these descriptive words aspossible.


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Analyzing Meetings4

Description: This activity is designed to identify how to make meetings moreeffective.

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

Analyze the effectiveness of a meeting.

Act upon that analysis.

Group Size: Maximum of 15 participants in groups of four to five.


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 thathave an agenda often fail to achieve their objectives. As a result,participants consider the meeting ineffective and a waste of timeand energy.

To improve the quality of future meetings, it is necessary to know

what happens now. In theory, meetings are designed to discuss anumber of points and come to conclusions. In most meetings,however, there will be social talk, discussion of matters that are noton the agenda, and so on.

This activity helps participants analyze what really happens inmeetings 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 recentmeeting they participated in and complete the worksheetindividually, based on their experience. Give them 10 to 15minutes.


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4

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 (forexample, the meeting was held up for 15 minutes while a seniormanager 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 ofmeetings (for example, allocating time on each topic equally, sothat topics at the end of the agenda are given as much consid-eration as topics at the beginning).

Additional Guidance: This activity can be very useful for highlighting areas of weakness inmeetings. These weaknesses, however, may be attributed to indi-viduals and personalities. Monitor the conclusion so that the com-ments are objective and that the suggested improvements areachievable within the context of the organization.


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Exercise 4.1



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Exercise 4.1:Meetings Worksheet

Think of a recent meeting you participated in and complete this worksheet based on thatexperience. 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:


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Answer My Question5

Description: This activity is designed to be used as an icebreaker at thebeginning of a course.

Objective: By the end of this activity, participants will have talked to all theother participants and shared some personal information with each.


Time: Maximum of 30 minutes.

Materials Required: One copy of Exercise 5.1 for each participant

Background: Workshop participants are often asked to find out a variety ofinformation from one other participant. This helps them get to knowone person well, but they learn nothing about anyone else. Thisactivity gives participants a chance to talk to everyone.

Method: 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 questionon 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 thisquestion, and to continue asking that same question to the restof the group until they have asked everyone the same question.They should write the participants names and answers on thesheet. (For example, Bill will ask all the other participants thequestion about a sport.)

5. With the participants still standing, ask participants, individually,to summarize what they found out about the people in the group.

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.


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Exercise 5.1



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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?


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Exercise 5.1



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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:


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Exercise 5.1



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Exercise 5.1:Answers (continued)

11. Name:

Answer:

12. Name:

Answer:

13. Name:

Answer:

14. Name:

Answer:

15. Name:

Answer:


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Appraisal6

Description: This activity is a discussion of the problems of appraisal.

Objective: By the end of this activity, participants will be able to apply theorganizations appraisal policy to real-life situations.


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 ormore 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 theextent that the individual will not want to be honest about his or herstrengths 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 ifthey take notes at this stage.

3. Divide the participants into subgroups of three or four people.


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6

Appraisal (continued)

4. Tell them to compare and discuss their answers with the otherparticipants in the subgroup and to reach an agreement on theanswers.

5. Ask the subgroups to come back together. Invite the groups toreport back their advice to the manager. Record useful points ona 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 mighthave quite a different view on how to handle these situations.


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Exercise 6.1



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Exercise 6.1:Case Study

The manager of the Marlin Grove, which is part of an international hotel chain, has to conductperformance appraisals of the staff.

You are asked to decide:

1. What strengths and weaknesses you identify for each staff member;2. What the individual should do as a result of these points;3. What career advice you should give them.

A. Diana MoretonManager Trainee: Diana is a 23-year-old graduate from the localcollege, fluent in French and Spanish. She is in charge of all bookings and supervises thestaff. She is quick, eager, and hard-working. Although she has not been in the job verylong, she does not get along as well as she should with the rest of the staff. She has veryhigh 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 atthe Marlin Grove. He is an excellent cook and is very imaginative; the restaurant has wonseveral awards and is always booked. He can be rather erratic in the way he deals with hisstaff. Sometimes he expects them to take the initiative, and other times he only lets themcarry out the most mundane tasks. He fondly recalls living and working in London.

Strengths:

Weaknesses:

Career advice:


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Exercise 6.1



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Exercise 6.1:Case Study (continued)

C. Margo McCraeHead Housekeeper: Margo is a 55-year-old who started as achambermaid at the Marlin Grove and worked her way up. She is a capable worker, lookingafter her staff and making sure that the bedrooms are well-kept. She does not look for newideas, 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 thebest New York hotels. He bought a restaurant nearby, but unfortunately it failed and he hadto get another job. He and his family decided to stay in the area, and he was hired by theMarlin Grove. He is a true professional; everything in the restaurant is perfect. But he canbe rather formal and pompous. The restaurant is frequented by people on vacation and isunlike the types of restaurants he has worked in.

Strengths:

Weaknesses:

Career advice:


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Exercise 6.1



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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


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Breaking the Barrier7

Description: This activity provides a model for counseling support.

Objective: By the end of this activity, participants will be able to establish asupport system for a counseling situation.



Materials Required: None, but an open space needs to be cleared.

Background: Counseling at the workplace is, in many ways, similar to thecounseling that takes place through non-profit organizations andagencies. The difference is that there is no support structure in theworkplace. It can be very distressing and potentially dangerous forthe counselor and the counselee if there is no support. A counseloreither takes on their counselees problems and maintains trust andconfidentiality, or passes along the counselees problem to acolleague. By breaking confidence, the counselor can lose the trustof the counselee.

This activity asks participants to think about support but does not

give them an answer; they will need to perceive what support couldbe arranged based on their particular situation and organizationalculture.

Method: 1. Ask three participants to link hands and form a barrier (shown asasterisks below), dividing the open space.

Barrier * * *

2. Select another two participants as counselor and counselee. Onone side of the barrier place one participant, and on the otherside place the other participant.

CounselorBarrierCounselee

** * *

*


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7

Breaking the Barrier (continued)

3. Explain to the group:

a. The side the counselee is on represents bad feelings

layoffs, alcohol problems, family problems, moneydifficulties, etc. The counselors side is good feelings.


** * *

*

Good feelings

Bad feelings

b. The counselor can break through the barrier because he orshe is strong. Once the counselor has gone through,however, he or she cannot return; he or she is not strongenough to break back through.


**> * *


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27

7

Breaking the Barrier (continued)

There is also the opportunity for the counselee to be broughtover to the good side, although it should be pointed out that oncethe counselee lets go of the chain, he or she may not be strong

enough to stay on the good side.

SupportSupportSupportCounselorCounseleeBarrier

*****

* * *

Good feelings

Bad feelings

Conclusion: Once the model has been established, the participants shoulddecide on the way they can apply it to their own organizationscounseling support.

Additional Guidance: You may need to direct the group to the solution. Do not let theactivity go on indefinitely if the group has not thought of the answer.

An example of a chain for a supervisor who is counseling a staffmember could be:

1. Colleague who is also a supervisor2. The manager of the department3. The personnel officer


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Controlling Body Language8

Description: This activity demonstrates how body language can be used toreinforce the spoken message.

Objective: By the end of this activity, participants will be able to use gestures toemphasize what is being said.


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 carefullyand needs to be thought out in the same way you would plan theuse 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 withoutusing body language. The individual needs to imagine that if anypart of his or her body moves, he or she will get an electricshock!

4. Note any body language (even though participants are told notto use any body language, there will still be examples, such aswinding of watches, swaying, standing on one foot, and so on)and then point them out to the participant. Stress that these canbecome very annoying to the audience and can distract from the

message of the presentation. If you are using video, it is usefulto play back the recording to show the participant their bodylanguage.

5. Ask the rest of the group to give their presentations in the sameway.


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8

Controlling Body Language (continued)

6. Now ask for suggestions on how the participants shouldusebody language in presentations (for example, counting off fivepoints, gesturing the size of an object being described, or

pointing to a chart or to an overhead projector slide). If you areusing video, it is helpful to play back the performances, askingfor examples of effective body language as each presentation ismade.

Conclusion: Review the good body language noted in the participantspresentations, listing examples on the flipchart.


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Customer Service Analysis9

Description: This activity helps participants identify the blocks that may bepreventing customer service from being effective. A similarapproach is used in Activity 19.

Objective: By the end of this activity, participants will have identified ways ofimproving customer service in their organization.


Time: A minimum of 1 hour, but more time may be allocated if it is anissue that needs resolving within the organization.

Materials Required: One copy of Exercises 9.1 through 9.3 for each participant Meeting rooms equipped with flipcharts

Background: There is a general assumption that to improve customer service, allone needs to do is to explain new strategies or procedures to thestaff. However, customer service will only improve if, in addition tothe new procedures, there is nothing holding it back.

It is useful to analyze the situation and identify what the positive andnegative forces are, in order to determine the actions needed for

successful implementation. After all, it may be that currentprocedures or strategies would work well if only a restraininginfluence were removed. A force-field analysis enables theparticipants to map the situation for themselves and suggest aresolution.

Method: 1. Introduce the topic of customer service and ask for participantsviews on the current situation in their organization. Accept allviews without comment or judgment, but note the main points onthe flipchart for future reference.

2. Explain the principle of force-field analysis on the flipchart, using

the example given in the Trainers Notes.


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9

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 ineach. Assign the tasks of:

a. Analyzing the current situation by completing Exercise 9.1.

b. Transferring the findings onto the force-field diagram inExercise 9.2.

Emphasize that they must take into account not only thesystems, but also the staff and themselves.

4. After 45 minutes, call the subgroups back into the main roomand ask each to present their analysis. There will be somedifferences (and no doubt some similarities) among the groups.It is important that these differences are brought out into theopen and discussed at length.

5. The subgroups they meet for a second time to decide whatactions are necessary to make the improvements they seek incustomer service, using copies of Exercise 9.3 to record theirdecisions.

6. After 30 minutes, call all the subgroups back into the main roomand ask a representative of each group to present theirsuggested action plan.

Conclusion: 1. Encourage full and frank discussion so that the final plan can becommunicated to the people it will affect and who will need toimplement it.

2. Refer to the original flipchart sheet and compare participantsinitial comments with the solutions they have now identified.Highlight how their new solutions have a greater chance ofsucceeding.

Additional Guidance: Force-field analysis is a systematic way of arriving at a decision oran action that will achieve its desired effect. Often a decision will notbe implemented because of the way in which it has been imposedon others, causing them to resist the change. When potential forresistance has been considered from the outset, implementation ofa new customer service strategy will be more effective.


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Trainers Notes



33

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 Rating/10

a. Staff wont like using someone elses words 9

b. Staff wont want to sound false and stilted 8

c. When its busy, staff will forget to use the script 5

d. It makes no difference to them what the customers think 6

Positive Forces

a. The customers will be happier 6

b. The company will have more business and be more profitable 3

c. The managers want it done this way 5

d. It is increasingly normal business practice 5

Plotting these on the diagram in Figure 1 illustrates that the new telephone script is likely to failbecause there are more perceived forces against it than in its favor. Actions are needed there-fore to counteract the negatives, rather than to reinforce the positive.


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Sample Force-Field Analysis: Figure 1

10

987654321

123456789

10

(a)

(a)

(b)

(b)

(c)

(c)

(d)

(d)

Positive Forces

Negative Forces


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35

Examples of Possible Actions

1. Provide training sessions so that the staff understands why there is a need for change.

2. Ask them what they think the script should say.

3. Give them practice performing role plays, so they can feel at ease and confident withthe new script.


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Exercise 9.1



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Exercise 9.1:Force-Field Analysis

Situation:

Current Solution:

Who is Affected:

Negative Forces Rating/10

a.

b.

c.

d.

e.

Positive Forces

a.

b.

c.

d.

e.


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Exercise 9.2:Force-Field Diagram

1098765432

1123456789

10

Positive Forces

Negative Forces


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Exercise 9.3



41

Exercise 9.3:Reducing Negative Forces: Action Plan

1.

2.

3.

4.

5.


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Delegation I10

Description: This activity provides a focus for identifying good delegation skills.

Objective: By the end of this activity, participants will have identified the eightsteps to effective delegation.


Time: Approximately 1 hours:

15 minutes for the introduction and individual work

45 minutes for the subgroup work 30 minutes for the conclusion

Materials Required: One copy of Exercise 10.1 and Handout 10.2 for eachparticipant

Meeting rooms equipped with flipchart and markers Paper and pens or pencils for participants

Background: Delegation is central to good management, but it is a personal skillthat is all too easy to ignore. In this activity, a case study provides ahypothetical situation. This provokes discussion and leads theparticipants to identify the steps of effective delegation for

themselves.

Method: 1. Introduce the subject of delegation and explain the objective.Distribute a copy of Exercise 10.1 to each participant. Ask themto read it carefully and write down any comments they have onthe delegation skills of the Director of Training who issued thememo.

2. After 15 minutes, divide the group into subgroups of three to fiveparticipants. Assign the subgroups to separate rooms, ifavailable. Brief them on the task of discussing their individualresponses to the case study in order to arrive at a proposedseries of steps leading to effective delegation. Each subgroup

should choose a spokesperson who will present those steps tothe whole group at the end of the allocated 45 minutes. Thespokesperson should record the steps on the flipchart.


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Delegation I (continued)

3. Circulate among the various subgroups to hear what is beingsaid. Note any comments you wish to raise during theconcluding discussion.

4. After 45 minutes, call everyone back to the main training roomand ask a representative of each subgroup to take turnspresenting their findings. Do not comment too much at this stagebut 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, summarizeusing 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 delegationthat they intend to improve.

Additional Guidance: You could suggest that participants write their personal action planin their calendars two months ahead. When they reach that day intheir calendar, it will be a reminder to them and also help them toevaluate whether or not they have made any improvements.


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Exercise 10.1:Case Study: Delegation I

To: All Staff

From: George RobsonDirector, Training Department

Subject: New management course

Date: November 12, 2003

Now that the Time Management and Systems Courses are completed, we are able tostart 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 notburden you with the details of the strategic reasons for the training, but it is so vital that I willtake the lead in the project. I have made the following provisions for the development of thisnew course.

There are four elements, and the workload will be divided as follows:

1. Communication 3 hours of training Mark2. Accounting 6 hours of training Nina3. Marketing and Sales 4 hours of training Arthur4. HR Issues 1 hour of training Margo

Note: The HR department will not be responsible for Unit 4, as it was in previous courses. It isfelt 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 thatyou should be ready to give me a progress report at any time. The project time frame does notallow for formal project-review meetings.

The deadline is tight, but barring any illness or lack of resources, it is achievable. I will, ofcourse, 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 thecompany, but also your own career in the department.


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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 Januarythrough 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 forthe first three weeks of December.

Margo: Training Officer

Margo is a part-time member of the department who mainly organizes the administration ofthe courses. She sometimes runs one-day word processing courses.


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Handout 10.1



47

The Eight Steps of Delegation

1. Plan on delegating your work as soon as the need is cleardont delay.

2. 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 thismust be done, how its priority compares with other work in progress, and any limitations onresources.

4. Agree to regular meetings to review the delegated work. These meetings are important, soput them in your calendar and dont find reasons to avoid them. Remember, delegation isabout managing the work, not doing it yourself or avoiding it altogether.

5. Let your staff proceed uninterrupted, but make it clear that you are available and willing tobe a sounding board if they need one.

6. Make sure that the time frame you have agreed on provides latitude for you to adjust or addto the work before it leaves your desk.

7. Have a final meeting to examine how the project progressed. Identify new strengths andpossible training needs.

8. Dont forget to give praise and recognition when appropriate.


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Delegation II11

Description: This activity provides a forum for the discussion of delegation.

Objective: By the end of this activity, participants will have discussed some ofthe challenges of delegation.



Materials Required: 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 anorganization. Managers who do not delegate run the risk of burn-out, and make expensive errors because of overload and stress.Failure to delegate may, at the same time, demotivate junior staff.

Method: 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. Tellthem to take notes at this stage and give them 10 minutes.

3. Divide the participants into subgroups of three or four andallocate each subgroup a separate room.

4. Tell the members of each subgroup to compare and discusstheir answers with each other to obtain a group answer. Thisshould 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.

Additional Guidance: There are no correct answers. It is more important that participantsquestion their reasons for delegating. It may be useful to concludewith a definition of delegation.


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51

Exercise 11.1:Case Study

Drumwells is a gourmet food store that sells meat, fish, fruit, and vegetables, as well as bakeryitems, cakes, and prepared meals.

Stock control is vital in this operation: There cannot be excessive waste, but customers shouldbe able to buy what they want. Drumwells is expensive because everything is always of thehighest quality.

The manager employs people, three of whom are described below:

Floor supervisor: ten years experience in the store; excellent worker on day-to-daymatters; 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 latearriving to work, and takes long breaks.

It is Saturday, and the manager has several tasks to complete. Decide what should bedelegated and to whom.

1. Take count of the regular stock of perishable foods with a sell-by date of today.Anything left over will be thrown out.

2. Escort one of the investors around the store.

3. Restock luxury items, such as Nova Scotia salmon and peaches in brandy.

4. Arrange a retirement party for one of the warehouse staff.

5. Carry out a random stock check to uncover any pilfering.

6. Count the cash on hand.

7. Call the police after a shoplifter has been caught.

8. Check that the store is ready for an upcoming visit by the Health Department.

9. Decide where the new range of organic products should be displayed.

10. Approve a part-time employees request for time off.


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Exercise 11.1



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Exercise 11.1:Suggested Answers

1. Saturday-only employee. This is an important job but relatively problem free.

2. Floor supervisor. It could be argued that the manager should do this, but if timepermits, the supervisor will know more about the store for a guided tour than themanager.

3. Checkout clerk. This task should take a relatively short period of time and can be donein addition to the normal checkout duties. It is important that the person has beendetermined to be trustworthy.

4. Supervisor should be asked to arrange this and given a budget. The supervisor maywant to delegate some of the tasks to other employees.

5. Supervisor. If the supervisor is suspected of pilfering, then the manager should do this.

6. Checkout clerk. This is part of the checkout clerks job (when the checkout aisle can beclosed briefly).

7. Probably the manager, although the supervisor could handle it.

8. Supervisor, and checked by the manager.

9. Manager, or possibly the supervisor.

10. Supervisor should be able to do this.


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55

Dib Dob Dabble12

Description: This activity is designed to re-energize participants when theyhave been inactive for too long.

Objective: By the end of this activity, participants will be refreshed and ready togive their full attention to the work.

Group Size: Any number.


Materials Required: None.

Background: When participants have been sitting around a TV monitor for sometime (reviewing role plays, for example), their concentration andinterest levels begin to drop. Therefore, a physical game that getsparticipants on their feet and laughing is a welcome and necessarybreak. Also, it is only fair to those whose role plays are yet to beviewed that their efforts receive the same critical attention as thoseviewed earlier.

Method: 1. Ask participants to stand up and form a circle.

2. Explain that you are holding an imaginary beach ball, which willbe 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, theymust say DOB, and when they throw it across the circle, theymust say DABBLE.

4. Anyone who says it incorrectly loses one of his or her threelives. 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 canunderstand the rules. Then actually play until someone has lost

all three lives.

Additional Guidance: During practice, you can keep the game going until you are surethat everyone is participating fully and laughing.


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Discipline13

Description: This activity provides a forum for the discussion of the problems ofdiscipline.

Objective: By the end of this activity, participants will have discussed ways ofhandling discipline.



Materials Required: 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 proceduresfor breaches of that policy, providing black and white examples ofoffenses and likely actions that should be taken as a result.Discipline, of course, is not that easy. Circumstances will varyenormously 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 ofthe 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 theywould advise the manager to do and why. Encourage them totake notes about their decisions. Tell them to take 15 minutes.

3. After they have completed their answers, divide the participantsinto 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.


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13

Discipline (continued)

6. Ask for comments from a representative of each subgroup onthe different disciplinary cases. Record the main points on theflipchart.

7. Distribute a copy of the answer sheet to each participant andanswer any questions they raise.

Additional Guidance: The suggested answers are only a guideline. An organization mighthave quite a different view on how to handle the problem.


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Exercise 13.1



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Exercise 13.1:Case Study: Disciplinary Action

Magnum Industries has a disciplinary policy that is given to all employees when they join thecompany. It states that there is a proceduretwo verbal warnings and one written warningbefore dismissal can take place, unless the employee is disciplined for being under theinfluence of alcohol, for theft, or for any other criminal behavior that is grounds for immediatedismissal.

You have to advise the manager on what to do and must consider the factors involved, thepunishment available to you, and the consequences of various actions on the employee and hisor 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 fromone of the assembly lines. It is clearly against the rules, but it is a common practiceamong staff and is considered a perk. Margaret, in her defense, has said that shethought it was permitted since everyone did it, and more importantly, that it was goingto be thrown away. What she does not know is that the company sells all waste fabricto a recycling company.

She has worked for the company for 15 years, and apart from two verbal warnings lastyear for being late, she has a clean record.

2. Paul Walker has been with the company for two years as a salesman. He wassalesman 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 arearepresentative, with increased responsibility and a higher salary.

Unfortunately, he has been found to be submitting false expense claims. The amountsinvolved are not large, but Paul has consistently padded his claims over the last twoyears. His supervisor did not want to report it, but the head of sales found out and isdetermined to make an example of Paul.

Paul has said that he is very sorry, but that he was in financial difficulties, having to payalimony to his ex-wife and trying to pay his own mortgage. He admits he was wrongand promises that it will not happen again.


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Exercise 13.1



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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 hiswork, having no close family or even friends. He has always enjoyed a drink, but withthe pressures of his own personal research and taking on the whole department, he isdrinking more and more. He has already had two verbal warnings for coming to workunder 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 inthe garage, causing damage to a customers car. He has offered to pay for the repairsand says that he will seek professional help (although he has said this before). Thethird warning will be in writing.


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Exercise 13.1



61

Exercise 13.1:Suggested Answers

Margaret Rae

Situation

Obviously, Margaret should not have taken the material, but part of the problem is that shegenuinely 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 thatthis 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 actionshould be based on the seriousness of the offense and Pauls own circumstances. Pauldoes 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. Heshould be offered advice about his financial situation, asked to repay the overpaidexpenses, and given a written warning. He should be warned that a similar breach willresult in immediate dismissal.


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Exercise 13.1



62

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 ofcontrol.

Previous Conduct

He has had two verbal warnings for the same problem. The third warning must bedocumented in writing.

ActionHe needs professional help. Suspension would enable him to seek help and give thecompany time to determine whether he is able to return to work. The written warning shouldindicate that he will be evaluated after treatment.


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63

Dont Label Me14

Description: This activity is designed to improve listening skills in a counselingsituation.

Objective: By the end of this activity, participants will be able to distinguishbetween good and bad listening.



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 amanager or a supervisor. The ability to listen is central to goodcounseling, but it is a skill that is also difficult to impart withoutshowing whyit is important. By letting the participant feel thebenefits, you remove part of the learning block.

Listening is a skill that many people think they possess naturally. Inreality, 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 markedB. On the A labels, write in large letters PATRONIZE. On the Blabels, write in large letters DISAGREE. These are actuallyinstructions.

3. Ask the participants to sit facing each other. Stick one A labelon the forehead of each B participant, and one B label on theforehead 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.


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64

14

Dont Label Me (continued)

4. Ask the pairs to discuss what to do later that day after thetraining coursego out to dinner, have a drink, go to a movie,etc.

5. Tell them to do this while carrying out the instruction on theforehead of the person facing them. So B will follow the Bmessage 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 howthey felt. Then let them see what label they were wearing.

9. For the second part of the activity, distribute another two sets oflabels 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 theirjob or work that is worrying or irritating them.

12. As before, allow them to talk for 5 minutes, and then ask them tocompare their feelings. Then ask for responses from the wholegroup.

Conclusion: Encourage the groups to discuss their feelings. It should be clearthat the second conversation was more effective, and thusillustrating 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 ofgood listening: silence, reflecting, and summarizing. The activitycould be used with different words for different learning points.


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Farewell15

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 positivefeedback from the group.



Materials Required: None.

Background: A course can often end with the trainer giving a formal evaluation orproviding informal positive feedback to the participants. Rarely arethe participants asked to comment on each other.

Method: 1. Ask the participants to form a circle.

2. Tell the participants that you want each of them to make onepositive comment about each member of the group, and thatyou will start the process.

3. You should start it off with a comment such as John helped tokeep his team together during the activity, which was one of his

strengths.

4. Going around the group, ask each participant to comment in thesame way about John.

5. Continue, all comment on the other participants in the group,one at a time.

Additional Guidance: Stress that the comments should all be positive and must not be toolong-winded, since the activity can drag on.


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59 Seconds16

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.


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, relyon good planning and structure. Some participants find it impossibleto speak concisely on a subject. Using a simple structure and adeadline, they can make more-powerful presentations in a shorterperiod of time.

Method: 1. Give participants 5 minutes to prepare a 59-secondpresentation.

2. Divide the groups into pairs.3. Tell one participant in each pair to make his or her presentation

to the other when you start the stopwatch.

4. When the time is up, ask participants to discuss if thepresentation:

Was easy Conveyed the entire message Was clear and concise

5. Now ask the others to begin their presentations when you startthe stopwatch.

6. Repeat the process given in Step 4.

7. Reassemble the entire group, and identify problems with thepresentations. These should lead to the conclusion thatplanning and structure are vital to a good presentation.


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68

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 thepresentation (You should have a diagram)

Content:Point 1: Introduced in the first sentence and thendeveloped in supporting ideas. Point 2: As before.

Conclusion: Summary of what has been said, ending witha memorable line.

9. Ask the participants to go back into pairs and repeat the sameprocess as before, but this time using the new structure.

Conclusion: Stress the need for careful planning, no matter how short or informalthe presentation.

Additional Guidance: This exercise can be made as difficult or as easy as necessary. Thestructure of the presentation needs to follow your training philoso-phy, but the skill is being able to apply this concisely under pressureof time, both for preparation and delivery.


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Giving Feedback17

Description: This activity provides a framework for giving feedback after aninterpersonal activity such as a role play.

Objective: By the end of this activity, participants will be able to give effectivefeedback to each other.



Materials Required: Flipchart and markers

Background: During courses on interpersonal skills, the participants are oftenrequired to perform a role play in front of a camera or rehearse askill in front of an observer or the group as a whole. When the timecomes to give feedback to the person in the spotlight (the one whowas playing the salesperson, the interviewer, the appraiser, thenegotiator, etc.), it is all too easy for the group to start makingpersonal comments such as You were very good or I thought thatwas terrible. These are not at all helpful. A brief analysis of whatmakes for good feedback is time well spent before it is needed.

Method: 1. Introduce the topic and ask how participants would feel ifsomeone offered feedback that their role playing was good orbad. Usually they will reply that it is too vague, that it may behurtful, or that it gives them no guidelines for makingimprovements.

2. Explain that you have a mnemonic that will describe and helpthem to remember what makes for good, effective feedback.

3. Write on the flipchart vertically, in capital letters:

CO

BBS

Ask the participants if they have any idea what these wordsstand for.


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How Free Are You?18

Description: This activity is designed to help break down communicationproblems between managers/supervisors and their staff.

Objective: By the end of this activity, participants will be able to bridge the gapbetween the perception and the reality of communication amongmembers 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

Materials Required: 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

Background: Many organizations suffer from a lack of communication amongtheir employees. This problem is greatly increased when different

levels have to interact.

However, this problem is often not recognized. Managers andsupervisors will have quite unrealistic views of how an employeemay feel: Staff members generally find it difficult to explain theirfeelings on a subject or problem to a senior employee (during anappraisal, for example).

Method: 1. Hand out a copy of Exercise 18.1 to the observer in each pairand Exercise 18.2 to the manager.

2. Ask the participants to complete them as honestly as possible.

3. When completed, ask the manager or supervisor and theobserver to compare their answers. They may discover thatstaff members do not consider communication as easy as themanagers. This shows that mana

50 activities for developing people skills

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