stress: you’re in control ii - training solutions · factory worker or a bank teller, on-the-job...

Stress: You’re in Control II

T r a i n i n g L e a d e r ’ s G u i d e

Coastal Training Technologies Corp.500 Studio DriveVirginia Beach, VA 23452

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© 2000 Coastal Training Technologies Corp.

All rights reserved. No part of this publication may be reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic, mechanical,photocopying, recording, or otherwise, without the prior written permission of Coastal Training Technologies Corp.

This publication is designed to provide accurate and authoritative information in regard tothe subject matter. It is sold with the understanding that Coastal Training Technologies Corp.is not engaged in rendering legal, accounting, or other professional service.If legal advice or other expert assistancde is required, the services of a competentprofessional should be sought.

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Table of Contents

PreparationMaterials

IntroductionTraining Session ChecklistTips for Transferred LearningPossible Session AgendasTrainer�s Personalized Session AgendaInvitation Memo to ParticipantsTrainer�s Instructions for the Stress Needs Assessment

6 7 8 9101112

TrainingMaterials

Introducing the Session to ParticipantsDiscovering Your Stress LevelShow and Review VideoStress: You�re in Control II DiscussionStress Inventory and AnalysisCoping Mechanisms from the book Managing StressImproving Your Self-Talk ExerciseHow Priorities Help Us Avoid Stress,from the book Managing StressGoal-Setting ExerciseThree Ways to Effectively Communicate with Others, from the book Managing StressStress Management Techniques, from the book Managing StressSession Debrief

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ParticipantMaterials

Stress Needs AssessmentStress: You�re in Control II Discussion QuestionsMy Stress InventoryStress AnalysisImproving Your Self-TalkGoal-Setting WorksheetPosttraining AssessmentSession Evaluation

OverheadsOverhead 1: Learning ObjectivesOverheads 2: Stress SolutionsOverhead 3: Stress Levels

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Stress: You’re In Control II

P r e p a r a t i o n M a t e r i a l s

• Preparation Materials

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Introduction

Stress affects everyone! Whether you�re a CEO or a salesperson, afactory worker or a bank teller, on-the-job stress affects your healthand productivity. In small doses, stress can motivate and energize. Inlarge amounts, stress can cause fatigue, sleep disturbances,inefficiency, and job dissatisfaction.

There are several common causes of stress like time pressures,unrealistic expectations, and lack of goals. Even how we think canaffect our stress level. If we can learn how to overcome a few simpletime wasters and focus on the specific steps to deal with stress, wecan more effectively manage our stress level.

The video Stress: You�re in Control II provides four specific stepsfor how to manage stress in your life. Upon completion of thistraining program participants will know how to do the following:

1. Complete a stress inventory and analysis

2. Take what action you can now

3. Control how you think

4. Change how you operate

The video also provides solutions for dealing with stress:1. Improve your self-talk2. Reexamine your expectations3. Go with the flow4. Exercise5. Eat right

Although nothing can promise to totally eliminate stress from yourlife, utilizing the above steps and solutions helps you take control ofthe stress in your life. Remember, stress is an inside job.

Icon Key

Ask and Discuss

Book

Flipchart

Overhead

Read orParaphrase

Video

Worksheet

Preparation Materials •

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Training Session ChecklistUse this checklist to help you gather all necessary materials for the training session.

Meeting Preparation! Determine your training objectives.

! Measure the current status of your participants using the Stress NeedsAssessment.

! Choose different ways to train to ensure transfer of information.

Location! Create a relaxed environment.

! Make sure all seats have a good view of the visuals.

! Make sure there is enough light to take notes when participants view thevideo.

! Provide an adequate writing surface for participants.

! Check for good acoustics.

! Verify that your room is accessible and equipped for participants withdisabilities.

Video Equipment! Make sure the VCR is properly connected to the monitor.

! Test the VCR, and check monitor for proper picture, color, and volume.

! Make sure the tape is rewound and ready to play before beginning yoursession.

! Check all other equipment for proper operation.

Materials! Training Leader�s Guide

! Videotape Stress: You�re in Control II

! American Media How-To Book�Managing Stress

! Overheads

! Paper and pencil

! Additional equipment

• Training Materials

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Tips for Transferred LearningKeep in mind the following tips when conducting any adult training. You may wishto review these tips and incorporate them into your session planning.

1. Adults learn when they feel they need to learn.Discuss ways your training will help participants improve job performance bylearning how to effectively manage their own stress.

2. Adults learn through practical application.

Use the exercises found in this Training Leader�s Guide or create your own togive participants an opportunity to practice skills they can take back to their jobs.Also, provide reinforcement tools for your participants to take back to their jobsfor continued and reinforced learning.

3. Adults learn by solving realistic problems.

Discuss and analyze actual on-the-job situations. Allow the trainees to solve thesereal-life problems by using what they have learned.

4. Adults learn in an informal environment. Design your training room to be as informal as possible. Avoid classroom-styleseating. If appropriate, encourage training participants to wear casual clothing.Encourage discussion and interaction to make participants feel more comfortable.

5. Adults learn by different training methods. Vary your training methods. Combine discussions, role-plays, case studies, self-evaluations, and action planning in your training session. Using a variety ofmethods reinforces your message and promotes audience involvement.

6. Trainers learn through follow-up methods. Follow-up methods are crucial when determining the success of transferred

learning. Feedback from your participants� managers; follow-up surveys ortraining sessions; three-, six-, and nine-month skill-testing sessions, etc., can helpyou evaluate the information being used on the job site.


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Possible Session AgendasTwo session agendas have been provided to help guide you through your Stress: You�rein Control II session. You will modify these agendas to meet the needs of yourparticipants. A blank agenda sheet is also provided on page 10 if you wish to create yourown agenda.

2+-Hour SessionActivity Time PageIntroducing the Session to Participants 15 minutes 14Show and Review Video 30 minutes 17Stress Inventory and Analysis 20 minutes 19Break 10 minutesImproving Your Self-Talk Exercise 30 minutes 21How Priorities Help Us Avoid Stress 20 minutes 23Session Debrief 15 minutes 28

4+-Hour SessionActivity Time PageIntroducing the Session to Participants 15 minutes 14Discovering Your Stress Level 15 minutes 16Show and Review Video 30 minutes 17Stress: You�re in Control II Discussion 15 minutes 18Break 10 minutesStress Inventory and Analysis 20 minutes 19Coping Mechanisms from the book Managing Stress 20 minutes 20Improving Your Self-Talk 30 minutes 21How Priorities Help Us Avoid Stress, from the book Managing Stress 20 minutes 23Break 10 minutesGoal-Setting Exercise 30 minutes 24Three Ways to Effectively Communicate with Others, from the book Managing Stress 15 minutes 26Stress Management Techniques,from the book Managing Stress 15 minutes 27Session Debrief 15 minutes 28


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Trainer’s Personalized Session AgendaYou may wish to plan a session that is different from the agendas provided on page 9.Below is a blank agenda to assist you in outlining your session.

Activity Time Page

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


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Invitation Memo to Participants

This memo can be sent to your participants approximately one to two weeks priorto your training session. Modify the memo to fit your specific needs.

(Today�s Date)

TO: (Participant�s Name)

FROM: (Trainer�s Name)

RE: Stress: You�re in Control II Training Session

On (insert date), we will be holding a training session to learn more about stressmanagement. The session will be at (insert location). During the session you willlearn how to:





This program also provides several solutions for dealing with stress, such as:1. Improve your self-talk2. Reexamine your expectations3. Go with the flow4. Exercise5. Eat right

To help get the most out of our training session, please take some time to completethe enclosed Stress Needs Assessment, and return it to me by (insert date). Yourhonest responses to the questions will help us place emphasis on critical areas.

If you have questions or concerns, please contact me at ext. (###).

Please mark your calendars so you can attend this very important training session.Thanks!


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Trainer’s Instructions for the Stress Needs Assessmentand Posttraining Assessment1. Complete the Invitation Memo to Participants and enclose a copy of the Stress Needs

Assessment (included with the Participant Materials) for each of the participants. Askthem to complete this Assessment and return it to you at least five days before thetraining session.

2. Use the Stress Needs Assessment to evaluate the needs of your participants. Thisassessment will allow you to design the training session to emphasize areas or topicsof importance.

3. A Posttraining Assessment is also provided for use at the end of the training session,to determine if your training goals have been met, or if further education and trainingare necessary.


T r a i n i n g M a t e r i a l s


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Introducing the Session to Participants

Time Required: 15 minutes

Materials Needed: Flipchart, Overheads 1 and 2

Objective: To introduce participants to eachother and acquaint them with thesession topic and goals.

1. Ask each participant to introduce him/herself to the group,briefly describe his/her job, and explain what aspect of the jobhe/she finds most stressful.

2. As each participant shares his/her experiences, write on aflipchart a key work that describes his/her most stressfulsituation. (I.e., deadlines, demanding boss, balancing familywith work, etc.)

3. Read or paraphrase the following to participants:

As you can see, there are many factors that can affect

how we approach our jobs, how we accomplish our

jobs, and how we interact with our fellow employees.

In today�s session, we will try to identify those factors

that cause us stress and how we can eliminate or better

manager those factors to reduce our overall stress

levels. During today�s session we will learn how to do

the following:





Trainer’sInstructions:

1

Training Materials •

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This program also provides several solutions for

dealing with stress such as:

1. Improve your self-talk

2. Reexamine your expectations

3. Go with the flow

4. Exercise

5. Eat right

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Discovering Your Stress LevelTime Required: 15 minutes

Materials Needed: Stress Needs Assessment, Overhead 3

Objective: To help participants determine whatlevel of stress they are experiencing.

1. Read or paraphrase the following:When you were invited to this training session, I asked

you to fill out a stress needs assessment and return it to

me. Now you are going to have an opportunity to see

where your stress level falls.

2. Show overhead 3 and read or paraphrase the following:Quickly recalculate the total score for your stress

needs assessment and then check the overhead to see

where your stress level falls.

28�Low Stress

29-58�Mild Stress

59-87�Moderate Stress

88-112�High Stress

3. When everyone has his/her score, ask participants thefollowing questions and discuss as a group:• Does your score surprise you? Why or why not?• Did your score come out higher or lower than what

you expected?• Which one of the 28 statements best describes you?

4. If time permits, add up everyone�s score and divide by thenumber of people. This will give you the average stressscore for the group.


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Show and Review VideoTime Required: 30 minutes

Materials Needed: Video�Stress: You�re in Control II

Objective: To view the video and discuss itsrelevance to the participants� workenvironment.

1. View the video Stress: You�re in Control II.

2. After viewing the video, take five to ten minutes todiscuss the following questions:

• What is the most important thing you learned from

watching this video?

• What did you see that was most like your work

environment?

• What did you see that was least like your work

environment?



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Stress: You’re in Control II DiscussionTime Required: 15 minutes

Materials Needed: Stress: You�re in Control II DiscussionQuestions

Objective: To discuss different methods for handingstress.

1. Distribute a copy of the Stress: You�re in Control IIDiscussion Questions to each participant and divideparticipants into groups of three or four.

2. Assign two or three questions from the worksheet for eachgroup to discuss. Assign different questions to each group.The questions are provided for you below.

3. After several minutes have each group share their answersand discuss as a large group.

1. In the video, Mark tells Susan that stress makes him feel �out ofcontrol.� How does stress make you feel out of control?

2. Research has shown that too much stress decreases productivity.How does stress affect your productivity?

3. Many people don�t like to talk about their stress. Why do you thinkpeople hold their feelings in?

4. The video mentioned five warning signs of too much stress:inefficiency, job dissatisfaction, fatigue, sleep disturbances, andescape activities. Describe the last time you experienced one ofthese.

5. Some people believe that small amounts of stress act as motivatorsby challenging us and promoting interest. Describe a situation wherestress has motivated you.

6. Maintaining a sense of humor helps many people handle frustrationand manage stress more effectively. Describe a time when the abilityto laugh has helped you deal with stressful situations.

7. To what extent do you feel you can control your job? Whatcircumstances do you feel take control away from you, and whatcould you do to get it back?

8. It�s said that we have complete control over how we feel and react toevery situation that comes our way. Do you agree or disagree? Why?



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Stress Inventory and AnalysisTime Required: 20 minutes

Materials Needed: My Stress Inventory Worksheet, StressAnalysis Worksheet

Objective: To help participants identify theirspecific stressors and analyze their factsvs. their feelings.

1. Distribute a copy of the My Stress Inventory worksheet toeach participant.

2. Ask participants to list everything they can think of thatcauses them stress. Tell them that they must be specificand keep feelings out of it.

3. Distribute the Stress Analysis worksheet. Haveparticipants write down facts on the left side of the pageand feelings on the right side of the page.

4. Discuss participants� answers as a large group.

Important Note: It is possible that many participants will listproblems with management in their Stress Inventory and willbe hesitant to discuss openly. For this reason we recommendtraining sessions for management and nonmanagementemployees be held separately.



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Coping Mechanisms, from the BookManaging StressTime Required: 20 minutes

Materials Needed: American Media How-ToBook�Managing Stress

Objective: To learn the keys to stress managementby identifying with and working throughfour phases

1. Ask participants to turn to page 27 in the book ManagingStress.

2. Read �Coping Mechanisms: Are They Solving theProblem or Just Hiding It?� on page 27.

3. Have participants complete the �Take a Moment� exercise onpage 28.

4. When participants have completed the exercise, have themdiscuss their results as a group.



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Improving Your Self-Talk ExerciseTime Required: 30 minutes

Materials Needed: Improving Your Self-Talk Worksheet

Objective: To help participants improve their self-talk.

1. Read or paraphrase the following to participants:

�Self-talk is the conversation you�re constantly having

with yourself. It�s that little voice that�s always

chatting away in your head like a miniature tape

recorder. Research has shown that the voice affects

much of what you do and how you feel. It is your

internal guidance system. It literally tells you what to

do by the words and ideas you program in ahead of

time. If you program your brain with negative self-

talk, it can affect your actions and cause stress.

But you can make your self-talk work for you instead

of against you by making it positive, specific, and

focused on the present. The worksheet you are about

to complete will help you learn how to think positively

rather than negatively.

2. Distribute one copy of the Improving Your Self-Talkworksheet for each participant.

3. Answers for the worksheet are provided on the next page.



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Answers to Part One of Improving Your Self-TalkBABBBA

Answers to Part Two of Improving Your Self-Talk

1. This meeting will be successful. I have prepared myselfwell.

2. I have worked hard and I deserve this promotion. Ihave a good chance of getting it.

3. I have many good ideas. I need to work harder atexpressing them.

4. This project is a good challenge for me and will helpme grow professionally.

5. I have worked hard and I am prepared for thispresentation.


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How Priorities Help Us Avoid Stress, fromthe Book Managing StressTime Required: 20 minutes


Objective: To learn how setting priorities helps usavoid stress.


2. Read �How Priorities Help Us Avoid Stress� on page 34.

3. Have participants complete the �Take a Moment� exerciseon page 35.


5. Read or paraphrase the following to participants:Defining and setting our priorities is closely linked

with defining and setting goals. Our next exercise

shows us how setting and achieving our goals can help

reduce stress by helping us to achieve what we want in

life.



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Goal-Setting ExerciseTime Required: 30 minutes

Materials Needed: Goal-Setting Worksheet

Objective: To encourage participants to use goal-setting as a means of controlling stress.

1. Read or paraphrase the following:Now that we know how important priorities are, let�s

take a look at goal setting.

2. Distribute the Goal-Setting Worksheet to participants.

3. Read the following questions in order and ask participantsto provide answers in the appropriate space on theworksheet. Introspective questions are sometimes difficultto answer, especially when the clock�s running. If youchose, go over the questions with participants and allowthem to finish the exercise at home.

1. What are the three most important areas of your life?

Examples: business, family, financial security, recreationalactivities, achievement, health and physical well-being,friendship, personal development, independence, etc.Participants should list their answers beside the numbers atthe top of the worksheet.

2. Write up to three things you want to achieve in each ofthose areas.

Ask participants to list them next to the letters, beneaththe areas they have previously listed. Examples:Business: a)To get more work done through better use oftime. b) To have more to say in how I do tasks assigned tome. c) To obtain upgraded software for my computer.

3. Choose one of the items you have listed from each ofthe three areas. This will become a short-term goal.Write you goals in the appropriate section of theworksheet. Make it measurable and specific.

Example: Business�To get more done by using my timemore effectively every day.



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Family�To have one hour of uninterrupted time with mychildren each night.Personal Development�To become a better listener.

4. Decide three things you can do immediately to startworking toward each of your short-term goals andwrite them down as action steps on the appropriatesection of the worksheet.

Example: Business�a) Read two booksb) Start a time log to see where my time goesc) Plan my work and work my plan each day.

Family�

a) Schedule an evening of the week for family activitiesb) Enforce whole-family dinner policyc) Find a project we�d all enjoy doing together.

Personal Development�

a) To concentrate totally on what the other persona istelling me without allowing distractions

b) To be more sensitive to nonverbal cluesc) To be more empathetic and less judgmental in my

responses.

5. Set a date by which you would like to accomplish eachof these goals.

6. Turn the worksheet over. In light of the goals you�vejust set, write in a paragraph where you�re going inyour life. Sum up the goals you�ve set today and anylonger-term ideals you have to form a picture of whereyou�re going, both personally and professionally.

4. Read or paraphrase the following:

Keep this worksheet with you in your work

environment where you can easily access it. Review it

frequently to remind yourself of the goals you have set

and to keep you working toward those goals. As you

achieve these goals, use this worksheet as a guide for

setting new goals.


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Three Ways to Effectively Communicatewith Others, from Managing StressTime Required: 15 minutes


Objective: To learn the three ways to effectivelycommunicate with others to avoid stress.

1. Read or paraphrase the following to participants:Communication breakdowns and misunderstandings

can be a real cause of stress. By effectively

communicating, you can avoid some stressful

situations.


3. Read �Three Ways to Effectively Communicate withOthers� on page 50 through page 52.


5. When participants have completed the exercise, have themdiscuss their results in small groups or with a partner.(Participants may be hesitant to share insights aboutconflicts with peers especially if the conflict is withsomeone in the training class.)



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Stress Management Techniques, from thebook Managing StressTime Required: 15 minutes


Objective: To understand and use copingmechanisms for dealing with stress.

1. Read or paraphrase the following to participants:We all need a �tool box� of techniques for coping with

stress. This exercise is designed to help us learn

techniques that will provide helpful and healthy ways

to deal with stress.


3. Read �Stress Management Techniques� on page 56through page 57.





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Session DebriefTime Required: 15 minutes

Materials Needed: Posttraining Assessment, SessionEvaluation

Objective: To provide feedback, information, andtransferred knowledge to participants.

1. Distribute the following documents to participants:

• Posttraining Assessment• Session Evaluation

2. Be sure to allow a few minutes to answer any questions thatparticipants may have about stress management.

Answers to the Posttraining Assessment1. True or False. Stress is never a source of motivation.

2. True or False. Don�t allow interruptions to your workunless it is your manager. Managers are the onlyacceptable interruption in your workday.

3. True or False. Exercise is a very important stresssolution.

4. True or False. Diet doesn�t really play an important rolein controlling stress.

5. True or False. Having goals is an excellent way to focuson what is important to you.

6. True or False. The best way to make sure you arespending your time on the right activities is to prioritizethem.

7. True or False. If you are under a great amount of stress, itmay affect your sleep habits.

8. True or False. When you are really stressed out, it is agood idea not to discuss your problems with anyone; thatway they won�t think you can�t handle the job.


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P a r t i c i p a n t M a t e r i a l s

© 2000 Coastal Training Technologies Corp.Permission is granted for unlimited reproduction of the worksheets contained in this training leader�s guide

for use in your organization�s training session.

Stress Needs AssessmentInstructions: Here�s an assessment to help you determine how you�re feelingabout life, consciously or subconsciously. Read the following statements andcircle the answer that best applies to you.

Attitude or Feeling How Often Feeling OccursAlmost Never Occasionally Frequently Almost Always

1. My life is running me. 1 2 3 4

2. I must do it myself. 1 2 3 4

3. I feel more isolated from myfamily or close friends.

1 2 3 4

4. I must not fail. 1 2 3 4

5. When overworked, I cannot say�no� to new demands withoutfeeling guilty.

1 2 3 4

6. I can�t seem to get out of bed. 1 2 3 4

7. I need to generate excitementagain and again to avoidboredom.

1 2 3 4

8. I feel a lack of intimacy withpeople around me.

1 2 3 4

9. I feel that people should listenbetter.

1 2 3 4

10. I�m unable to laugh at a jokeabout myself.

1 2 3 4

11. I�m unable to relax. 1 2 3 4

12. I feel increasingly cynical. 1 2 3 4

13. I avoid speaking my mind. 1 2 3 4

14. I feel dissatisfied with my

© 2000Coastal Training Technologies Corp.Permission is granted for unlimited reproduction of the worksheets contained in this training leader�s guide


personal life. 1 2 3 4

15. I feel further behind at the end ofthe day than when I started.

1 2 3 4

16. I feel under pressure to succeedat all times.

1 2 3 4

17. I forget deadlines andappointments.

1 2 3 4

18. I consider myself exploited. 1 2 3 4

19. I�m irritable, short tempered, anddisappointed in the peoplearound me.

1 2 3 4

20. I�m not where I want to be. 1 2 3 4

21. I automatically express negativeattitudes.

1 2 3 4

22. I wake up early and cannotsleep.

1 2 3 4

23. I feel dissatisfied with my worklife.

1 2 3 4

24. I feel unrested. 1 2 3 4

25. I avoid being alone. 1 2 3 4

26. I have trouble getting to sleep. 1 2 3 4

27. I have trouble waking up. 1 2 3 4

28. Things must be perfect. 1 2 3 4

Total Score ____________



Stress: You’re in Control II Discussion QuestionsInstructions: Read the assigned questions and discuss responses as a group.

1. In the video, Mark tells Susan that stress makes him feel �out of control.� Howdoes stress make you feel out of control?

2. Research has shown that too much stress decreases productivity. How doesstress affect your productivity?

3. Many people don�t like to talk about their stress. Why do you think people holdtheir feelings in?

4. The video mentioned five warning signs of too much stress: inefficiency, jobdissatisfaction, fatigue, sleep disturbances, and escape activities. Describe thelast time you experienced one of these.

5. Some people believe that small amounts of stress act as motivators bychallenging us and promoting interest. Describe a situation where stress hasmotivated you.

6. Maintaining a sense of humor helps many people handle frustration andmanage stress more effectively. Describe a time when the ability to laugh hashelped you deal with stressful situations.

7. To what extent do you feel you can control your job? What circumstances doyou feel take control away from you, and what could you do to get it back?

8. It�s said that we have complete control over how we feel and react to everysituation that comes our way. Do you agree or disagree? Why?



My Stress Inventory Instructions: This is your Stress Inventory. On the lines below list everythingyou can think of that causes you stress. Remember, be specific and keep youfeelings out of the list. The stressors below are intended to help get you started.Include any from this list that apply to you.

• Poor communication

• Too much work to do

• To little work to do/boredom

• No recognition

• Inadequate pay

• No opportunity to learn new skills

• No opportunity for advancement

• Discrimination: age, sex, race, religion

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

4. ________________________________________________________________

5. ________________________________________________________________

6. ________________________________________________________________

7. ________________________________________________________________

8. ________________________________________________________________

9. ________________________________________________________________

10. _______________________________________________________________



Stress AnalysisInstructions: In the left column write facts that specifically affect your stress level. Inthe right column write down feelings that cause you stress. When finished with your list,put an X through the right-hand column. Then on the right column below the line writedown what action you can take regarding some of the facts you listed. Remember, focuson things you can do right now!

What can you do about the above factsright now?

Facts Feelings



Improving Your Self-TalkInstructions: Read each pair of self-talk statements below and circle the mostpositive statements.

Part One: Self-TalkA. I think I can handle it.B. I know I can deal with this problem.

A. I can meet this deadline.B. This is tough, but I think it will be all right.

A. Don�t worry. You�ll get by.B. I�m in control of this situation.

A. This wasn�t a total success, but I�m learning.B. I succeeded. I gave an excellent presentation.

A. I enjoy this. It�s easy for me.B. This isn�t as hard as I thought it would be.

Part Two: Turning Negatives into PositivesInstructions: Listed below are five negative self-talk statements. Replace each with apositive self-talk statement.

1. I�m worried about this meeting. I know I�ll forget something!

Positive: _____________________________________________________________

2. Why am I kidding myself? I�ll never get this promotion!

Positive: _____________________________________________________________

3. What�s the use! Nobody is listening to me!

Positive: _____________________________________________________________

4. This project is too tough for me to handle. I give up!

Positive: _____________________________________________________________

5. I don�t think I�m prepared for this presentation!

Positive: _____________________________________________________________



Improving Your Self-Talk, continuedInstructions: List four self-talk statements that you�ve made recently. Analyzeeach to determine if it was positive or negative. If it was negative, write down oneto replace it that�s positive. If it was positive, write down a new statement that�seven better. Remember to be positive, specific, and focused on the present tense.

Part Three: Dealing with Your Own Statements

1. Old self-talk:

New self-talk:

2. Old self-talk:

New self-talk:

3. Old self-talk:

New self-talk:

4. Old self-talk:

New self-talk:



Goal-Setting WorksheetInstructions: As the questions are read aloud, write your answers in the spaceprovided.

Area One: Area Two: Area Three:a. a. a.

b. b. b.

c. c. c.

Goal One: (area one)

Goal Two: (area two)

Goal Three: (area three)

Actions Steps for Goal One: a.

b.

c.

Action Steps for Goal Two: a.

b.

c.

Action Steps for Goal Three: a.

b.

c.

Goal One to be completed by :

Goal Two to be completed by:

Goal Three to be completed by:



Posttraining AssessmentInstructions: Read the statements and determine whether each statement is true orfalse. Circle your answer.

1. True or False. Stress is never a source of motivation.

2. True or False. Don�t allow interruptions to your work unless it is yourmanager. Managers are the only acceptable interruption in your workday.

3. True or False. Exercise is a very important stress solution.

4. True or False. Diet doesn�t really play an important role in controlling stress.

5. True or False. Having goals is an excellent way to focus on what is importantto you.

6. True or False. The best way to make sure you are spending your time on theright activities is to prioritize them.

7. True or False. If you are under a great amount of stress it may affect yoursleep habits.

8. True or False. When you are really stressed-out, it is a good idea not todiscuss your problems with anyone; that way they won�t think you can�t handlethe job.



Session Evaluation

Instructions: Please circle the number that best describes your evaluation of the trainingsession.

StronglyAgree

Agree Uncertain Disagree StronglyDisagree

This training program concentrates onthe importance of effectively managingyour stress.

5 4 3 2 1

This training program helped meunderstand the warning signs of stress.

5 4 3 2 1

As a result of this program, I am moreconfident in MY ability to manage mystress.

5 4 3 2 1

The objectives of the program wereclearly presented.

5 4 3 2 1

Opportunities to ask questions anddiscuss issues were sufficient.

5 4 3 2 1

The session was well organized. 5 4 3 2 1

The best part of the program was: ______________________________________________

_______________________________________________________________________

_______________________________________________________________________

This program could be improved by: ____________________________________________

_______________________________________________________________________

_______________________________________________________________________

Additional comments: _____________________________________________________

______________________________________________________________________

I would recommend this session to others (circle one). Yes No

Notes:


O v e r h e a d s

Learning Objectives

Upon completion of the video trainingprogram Stress: You’re in Control II, youwill be able to:

• Complete a stress inventory andanalysis

• Take what action you can now

• Control how you think

• Change how you operate

OH1

Stress Solutions

The video also provides solutionsfor dealing with stress:

• Improve your self-talk

• Reexamine your expectations

• Go with the flow

• Exercise

• Eat right

OH2

Stress Levels

28—Low Stress

29-58—Mild Stress

59-87—Moderate Stress

88-112—High Stress

OH3

stress: you’re in control ii - training solutions · factory worker or a bank teller, on-the-job...

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