vol. 2 - module 3 act.- teamwork

8/13/2019 Vol. 2 - Module 3 Act.- Teamwork

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Module 3

LESSON TITLE: Teamwork

INTRODUCTION: Upon completion of this lesson, students will recognize andexhibit proper workplace behaviors. The objectives listedbelow should be met:

OBJECTIVES:

Respect the rights of others

e a team worker

e cooperative

e assertive

!ispla" a customer service attitude

#eek opportunities for continuous learning

!emonstrate mannerl" behavior

Respect confidentialit"

EQUIPMENT AND MATERIALS:

$odule % Teamwork

MODULE OVERVIEW:

This module concentrates on teamwork. &t is vital that emplo"ees work as a team. &t is

important not onl" to their personal success and advancement, but also to that of theirco'workers and to the compan". The supervisor will look for these traits, and thoseworkers who exhibit them will be rewarded.

#upervisors t"picall" identif" their expectations to their subordinates. The behaviorsmentioned in this module ma" not be on the (list,) but "ou will be held accountable fordispla"ing them. ehaviors are vague and not easil" *uantified, but the fact remainsthat the" are crucial to success.

The absence of the behaviors addressed in the module will contribute to the demise ofthe emplo"ee. +e must all strive to recognize the behaviors that lead to success and

learn to displa" them.

This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.


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TEAMWORK

Respect the Rights o Othe!s

&t is often eas" for us as individuals to get caught up in our own problems and isolate

ourselves from the rest of the world. lthough this tendenc" seems to be virtuall"harmless 1even if a bit selfish2, it can actuall" be detrimental to our success as studentsor emplo"ers.

/ach person possesses his or her own set of beliefs and values. $an" of these valuesare a direct result of the individual3s upbringing, while others have been tainted orcolored b" the individual3s experiences. ecause no two people have the sameupbringing and experiences, no two people will have an identical set of beliefs andvalues. This diversit" creates conflict among classmates or co'workers. This iscompounded in toda"3s environments due to the cultural diversit" that makes up ourclassrooms and workplaces.

&n order to maximize our learning4working experience, we must be aware of how wediffer from our classmates and co'workers. 5owever, being aware of these differencesis not enough6 +e must take these variances into consideration when making adecision that will affect others.

7nce we get into the habit of taking others3 value s"stems into pla", we actuall" begin toestablish better relationships with others. 7ftentimes, we are prejudiced against otherswithout even realizing it8 but b" making a conscious effort to respect ever" person as ahuman being with valid values and beliefs, we begin to see the benefit of diversit" andbegin to learn from others. The s"nerg" that results from a good working relationshipwith our classmates and co'workers is well worth the initial sacrifice in time that it takesto begin the process of understanding and appreciating others.

Be " Te"# Wo!$e!

Teamwork has become the buzzword in the last few "ears. 9ou ma" have heard of it inthe form of group presentations, stud" teams, *ualit" circles, self'directed work teams,or man" of the other guides used. !espite the different names used to express the idea,the concept is the same. +e must all learn to function in teams and work togethertoward a common goal or to solve a common problem. The s"nerg" that results fromworking together leads to a better solution than an" of the members could havedeveloped alone.

&n the ideal organization, co'workers are more empowered than the" were a decadeago. That is, each emplo"ee3s opinion is taken into consideration and the" have more ofan input about the direction of the compan". /mplo"ees toda" are not t"picall" giveninstructions to follow without their having provided input into the process development.This new respect and responsibilit" is a great opportunit" for the emplo"ees of toda",but onl" if the" posses the necessar" team interaction skills6

% This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.


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To be a team pla"er, an individual must possess a team spirit and a willingness to workwith others. 5e or she must be tolerant of the ideas and viewpoints of others andassertive enough to offer his4her own opinions. Team members must be careful not tocriticize their teammates. The" must also be willing to share the spotlight or glor" ofsuccess with their fellow team members.

The team will undoubtedl" be comprised of individuals with different personalities,beliefs, and levels of experience. gain, we must strive to work together and maximizeour working or learning experience b" respecting and learning from each other.

Be Coope!"ti%e

cooperative attitude is alwa"s a must. /ach person, including students andemplo"ees, is alwa"s judged on his4her willingness to cooperate with and get along withothers. 0ooperation often calls for the compromising of certain values or ideas.

lthough the solution reached from such a compromise will not be "our original solution,

it will be the optimal solution because "ou have worked together to solve a problem.

0ooperation also involves a willingness to learn from others and to bend "our beliefs. &talso re*uires a willingness to work together.

!ispla"ing a cooperative attitude encourages others to be cooperative. This creates awin4win situation and a positive environment for all people involved. &n such anenvironment, emplo"ees are happier and more productive, and the outcomes reachedare greater than the" would have been with the absence of a cooperative spirit.

Be Asse!ti%e

nother desirable workplace behavior is assertiveness. ssertiveness is speaking "ourmind or making "our opinions known without being brash or push". eing assertive isspeaking boldl" and with self'confidence. 7ne assertive person will promote candor inthe classroom and4or work environment. This candor will encourage others to voice theiropinions. The benefit of having each person3s input is invaluable. irst of all, if eachperson feels that he4she has contributed to the solution, he4she will be more committedto its implementation. #econd, the voicing of one3s opinion tends to stimulatedevelopment of opinion from others.

ssertiveness can also lead to increased awareness and respect for an individual.Those emplo"ees who speak up for themselves and voice their opinions earn respectfrom their peers and their superiors. The old sa"ing that the s*ueak" wheel gets the oilis a prime example of the benefit of assertiveness. fter all, who is more likel" to receivethe outcome he4she desires;the person who is brave enough to express concern or toask for particular treatment or the one who sits back and does not utter a worderhaps the old clich?, (-et on board the train or get out of its path),sa"s it best6

De#o*st!"te M"**e!&' Beh"%io!

$anners ma" seem old fashioned and not a re*uirement for toda"3s students andemplo"ees, but nothing could be further from the truth. The displa" of manners isbecoming more important each da".

$anners are more than sa"ing (9es, #ir) and (@o, #ir) to "our elders. $anners areabout treating others the wa" "ou would like to be treated;in other words, the" arewhat AThe -olden RuleA is all about. !ispla"ing manners is about respecting the viewsand beliefs of others.

B This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.


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Respect Co*i)e*ti"&it'

>roprietar" information must alwa"s be kept in the strictest of confidence. &n the workingenvironment, the degree of exposure to such information varies greatl" amongindustries and also among positions within a compan". There are not as man"

opportunities to test the respect of confidentialit" in the classroom as there are in thet"pical job, but it is still ver" important.

The leaking of confidential information can lead to severe problems on man" levels. &fthe information is of a personal nature, such as the salar" of one emplo"ee, moralecould deteriorate and conflict among co'workers or classmates could arise. &f theinformation is of a financial nature and is leaked to the wrong person 1such as the priceof an item if price varies b" customer2, it could lead to the dissatisfaction or loss of acustomer. The loss of a customer ma" even lead to the downfall or bankruptc" of thecompan".

The examples given above are the obvious results of breach of confidentialit".#ometimes the infraction ma" appear to be harmless, but it ma" lead to the loss of acustomer. &t is best to alwa"s keep information that is of a private nature confidential.

&f we do become priv" to such information, we often fail to keep it confidential becausewe like to feel important and we like for others to see us as someone who is (in theknow.) +hat we don3t realize is that divulging private information does not make usappear informed, but rather as the person that nobod" can trust and as the leader of therumor mill.

C This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.


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Teamwork

Activities

D This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.

MODULE 3


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S(ggeste) Acti%ities +o!Mo)(&e ,

TEAMWORK

Acti%it' Tit&e Ti#eP"geNo-

E /mplo"ee /valuations F EF

Team #kills #elf'/valuation B E%

% +hat3s &n &t or $e< 1+&&$2 EF EB

= Team !efinition B ED

B 7bservation #heet EB EG

C Rate 9ourself s $ember of 9our 0lass F E

D Host on the $oon %F %

I Teamwork 0ase #tud" EB C

G Top /ight ehaviors EB I

EF $utual Respect F %F

EE +hat &s 9our +ork ttitude< B %%

E ppl"ing 5uman Relations 7n The Job B %B

E% ttitudes 0ase #tud" EF %D

E= +ork 5abits B %G

EB ad ttitudes B =E

EC dvancing ttitudes EF =%

ED >ositive4@egative ttitudes EF =B

I This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.


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EI #howing >ositive ttitude EF =D

EG &deal +orking 0onditions B =G

F &ncrease #elf'wareness B BE

E #elf'nal"sis B B%

$asking EF'%F BB

% #even +a"s To &mprove 9our #elf &mage EF BI

= >ersonal 5abits EB CF

B Tips 7n 5uman Relations EF C%

C ttitudes F CB

D &mproving 0ustomer #ervice B'EF DF

I Updating #kills EB DC

G #"nerg" F DD

%F 5uman Relations %F DG

%E @umber /xpress B'EF IB

G This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.


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Mo)(&e , Acti%it' . TEAMWORK

ctivit": /mplo"ee /valuations

$aterials @eeded: 5andouts4Transparenc": leetwood ssociate >erformance/valuation Report

!irections: Using the attached transparencies, the teacher should show thestudents an example of an emplo"ee evaluation. This evaluationma" be given at the end of a %'month, C'month, or E'"ear period.$ake sure that all workplace attitudes and behaviors arehighlighted.

EF This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.

imeRequired:20 Minutes


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Mo)(&e , Acti%it' . TEAMWORK+&eet/oo) Associ"te Pe!o!#"*ce E%"&("tio* Repo!t

N"#e o Associ"te Positio* Dep"!t#e*t

Pe!io) o Repo!t: +!o# to D"te o E#p&o'#e*tKUH&T9 7 +7RL M !oes associate meet department standards for accurac" and completeness/@!&H&T9 M !oes associate meet deadlines, begin work promptl", alwa"s punctual, reliable in meeting demands of jobarachute silkOOOOO>ortable heating unitOOOOOTwo .=B caliber pistolsOOOOO7ne case of deh"drated milkOOOOOTwo EFF pound tanks of ox"genOOOOO#tellar map 1of moon3s constellations2OOOOOHife raft

OOOOO$agnetic compassOOOOOB gallons of waterOOOOO#ignal flaresOOOOOirst'id kit containing injection needlesOOOOO#olar'>owered $ receiver'transmitter

= This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.


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--Reprodued from The !#$ Annual for %a&l&tators' Tra&ners' and (onsultants' ). *&ll&am +fe&ffer and ,eonard .Goodste&n' d&tors' /an &ego' (al&forn&a0 1n&2ers&ty Asso&ates' !#$.

B This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.


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Mo)(&e , Acti%it' TEAMWORKANSWERS

Lost o* the Moo*

9ou are in a space crew originall" scheduled torendezvous with a mothership on the lighted side ofthe moon. $echanical difficulties, however, haveforced "our ship to crash'land at a spot some FFmiles from the rendezvous point. The rough landingdamaged much of the e*uipment aboard. #incesurvival depends on reaching the mothership, themost critical items available must be chosen for theFF mile trip. elow are listed EB items left intact afterthe landing. 9our task is to rank order them in terms of their importance to "our crew inthis attempt to reach the rendezvous point. >lace number E b" the most important item,number b" the second most important item, and so on, through number EB, the leastimportant.

/ome answers are negot&able. The ma&n ob3et&2e of th&s e4er&se &s for students toprat&e de&s&on-mak&ng sk&lls as a team.

C This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.


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Mo)(&e , Acti%it' ; TEAMWORK

ctivit": 5uman Relations 0ase #tud"

$aterials @eeded: 5andouts4Transparenc": Teamwork 0ase #tud"

!irections: #tudents ma" work in groups to discuss this case stud". The"should be prepared to defend their decision in a class discussion.

nswers ma" var".

D This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.



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Mo)(&e , Acti%it' ; TEAMWORK

Te"#/o!$ C"se St()'

Jeff was one of several emplo"ees in a small department where productivit" dependedupon the close cooperation of ever"one involved. 5e had a high potential and lived upto it, producing more than an"one else in the department.

5owever, Jeff liked to work alone. 5e seldom volunteered to help his fellow workers.$an" of the people who worked with him felt that he had a superior attitude, and the"resented it. s a result, the department was split between Jeff and the others.

Jeff3s supervisor gave a lot of thought to the problem and looked at it this wa". lthoughJeff was producing at the highest level in the department, the total productivit" of the

department had not gone up since he joined the group. &nstead, it had gone downslightl". 0ould it be that Jeff had done more damage 1through poor human relations2than good 1b" his high personal productivit"2< The supervisor came to the conclusionthat Jeff was an outstanding emplo"ee when viewed alone, but that he was a ver" pooremplo"ee when viewed as a member of a group.

few weeks later, the supervisor was promoted to a more responsible position, andmanagement had to come up with a replacement. The" decided to promote someonefrom outside the department. +hen Jeff discovered that he was not chosen, hedemanded an explanation. 5e was told that he was the highest producer in thedepartment but that his human relations skills were not up to standard. $anagement felt

the other workers in the department would not respect him as their supervisor.

!o "ou agree with management3s decision to pass over Jeff even though Jeff was thebest producer< 5ow responsible do "ou feel the supervisor was for Jeff3s being passedoverenn"3s supervisor< 7ther co'workersositive4@egative ttitudes

$aterials @eeded: 5andouts4Transparenc": >ositive4@egative ttitudes

!irections: #tudents will complete handout. &nstructor should lead students in adiscussion of responses to each activit". +hen it has beendetermined that an item is negative, ask for a more positive revisionof the item. Revisions ma" var".

=C This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.



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Mo)(&e , Acti%it' . TEAMWORK

Positi%e?Neg"ti%e Attit()es

&@#TRU0T&7@#: The following is a list of behaviors that have come from positive andnegative attitudes. Under each statement, list whether a positive ornegative attitude has been shown.

/P$>H/: (& am finished with m" work and & have EB minutes before m" shift is over.& think & will help $ar" finish her work.

@#+/R: >ositive ttitude

E. (This da" is going slowl". & want it to get over with so & can go out on m" date with obtonight.)

ANSWER:

. (& am so bored with this job. There never is enough to do, but & do not want to help Joan outor she will think & should do it all the time.)

ANSWER:

%. ($r. Jones, there is a two'da" workshop being offered at the communit" college formanagement. The" are offering programs on time management, supervision, decision'making skills, and man" others. & would like to attend as & think it would help me be a moreeffective supervisor.)

ANSWER:

=. (/ven though we worked on this project together, & think these mistakes "ou are talkingabout are Hee3s fault.)

ANSWER:

B. (& see what "ou mean, $s. >erez. >erhaps this would be a better wa" to do it. & will tr" it.)

ANSWER:

C. (& will correct these errors right awa", $rs. ox.)

ANSWER:

D. (@othing ever goes right around here. The boss is too cheap to bu" new t"ping e*uipment.@o wonder m" work looks so slopp".)

ANSWER:

=D This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.


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I. (& was certainl" uncomfortable when $r. #antos was criticizing m" work on this project. utsome of the things he said made sense. & will learn from this experience and do a better jobnext time.)

ANSWER:

--(ommon ssent&al lements' 8uman Relat&ons and +ersonal&ty e2elopment

=I This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.


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Mo)(&e , Acti%it' .; TEAMWORK

ctivit": #howing >ositive ttitude

$aterials @eeded: 5andouts4Transparenc": #howing >ositive ttitude

!irections: #tudents will complete handout. &nstructor should lead students in adiscussion of their responses to the situation. nswers ma" var".

=G This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.

imeRequired:

10 Minutes


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Mo)(&e , Acti%it' .; TEAMWORK

Sho/i*g A Positi%e Attit()e

&@#TRU0T&7@#: fter reading the situation below, answer and discuss the *uestionsthat follow.

>at is a clerk in a local pharmac" and enjo"s the opportunit" to meet and talk tocustomers dail". >at displa"s a friendl" smile on the job and performs all aspects of theposition *uite well.

s time passes, the pharmac" owner notices that >at is spending an unusual amount oftime talking to customers, which results in other customers waiting in line EF to EBminutes. The owner is uncertain about confronting >at about the problem because of

her friendliness and good work.

inall", the owner discusses the problem with >at, who understands the situation. Hater,the owner notices >at tr"ing to be less talkative while continuing to be pleasant tocustomers.

E. +hat kind of attitude do "ou think >at hadeople react to different situations in different wa"s which can giveclues to increase self'awareness. 0omplete the following sentences. Think about thereasons that would make "ou react this wa".

E. @othing makes me more angr" than

. +hat people like most about me is

%. & feel bad when

=. & like to have m" picture taken when

B. >eople think of me as

C. +hat gets me in trouble is

D. +hen people tell me what to do, &

I. & am reall" happ" when

G. & just cannot

EF. & get nervous when

EE. & get reall" frightened when

E. & like

E%. & wish

E=. & reall" worr" about

B= This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.


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EB. $" best friend is

EC. $" biggest goal in life is

ED. & reall" like to

EI. &f & could be an animal & would like to be

EG. +hen & have some free time, & reall" like to

F. & wish m" friends would

E. & wish m" parents would

. & am reall" sad when

%. & dream of

--(ommon ssent&al lements 8uman' Relat&ons and +ersonal&ty e2elopment

Mo)(&e , Acti%it' 0. TEAMWORK

ctivit": #elf'nal"sis

$aterials @eeded: 5andouts4Transparenc": #elf'nal"sis

!irections: #tudents will complete handout. &nstructor should lead students in adiscussion of their responses to each follow'up *uestion to theactivit". nswers ma" var".

BB This document is under developmental cop"right b" the -eorgia !epartment of Technical and dult /ducation. !o not reproduce an" part of thisdocument without written permission from the 0ommissioner of the !epartment of Technical and dult /ducation or his assigned representative.



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Mo)(&e , Acti%it' 0. TEAMWORK

Se&1A*"&'sis&@#TRU0T&7@#: Read each sentence carefull". There are no right or wrong answers.$ark how "ou reall" feel about "ourself. 9 9/#, @ @7, @# @7T #UR/. @o onewill see this paper except "ou.

OOOOO& like m"self.OOOOO& often get angr".OOOOO& can read fairl" well.OOOOO>eople can depend on me.OOOOO& am a ver" sh" person.OOOOO& get into lots of fights.OOOOO& am afraid of man" things.OOOOO& am good in spelling.OOOOO& have man" friends.OOOOO& tell the truth.OOOOO& look oka".OOOOO#ometimes & am clums".OOOOO& often feel sick.OOOOO& am good in arithmetic.OOOOO$" handwriting is good.

OOOOO& am successful most of the time.OOOOO7ther people often laugh at me.OOOOO$ost of the time & enjo" helping others.OOOOO& have a hard time making up m" mind.OOOOO& like to be with m" friends.OOOOO& am sad and depressed sometimes.OOOOO& would like to be someone else.OOOOO& wish & lived somewhere else.OOOOO& like school most of the time.OOOOO& am often nervous and upset.OOOOO& am good at sports and games.OOOOO$ost people dislike me.OOOOO& am a happ" person most of the time.OOOOO7ther people enjo" m" compan".

E. -o back over "our answers. re "ou happ" with the results< +ith how "ou feelabout "ourself< The wa" others feel about "ou/R#7@< sh" personhas learned to guard against being hurt b" sometimes acting rude or stern.5e4she ma" seem like a snob to others, but the sh" person is reall" afraid ofpeople. These sh"sters ma" act as if the" are better than another person butreall" feel that the" are not as good as the next person. &t is ver" painful for sh"people to be around people the" do not know ver" well. 9ou can help the sh"person take off the mask if "ou:

a. ct as if "ou do not know he4she is sh".b. sk him4her to do favors for "ou.c. Hook into the sh" person3s e"es when "ou talk, even if he4she does not

look into "ours.d. sk his4her opinions and reall" listen to what the sh" person has to sa".

. !o "ou know someone who wears the mask of the +7RR&/R< person whowears the mask of the worrier is someone who is full of fear. The worrier is afraidthat he4she will make a mistake, afraid that he4she will lose his4her job, afraid thathe4she will not learn fast enough. The worrier does not want to let people knowhe4she is afraid, but fear is hard to hide. 9ou can help the worrier remove themask b":

a. #howing the person that "ou believe in him4her.b. Leeping the worrier bus" so that he4she forgets his4her fear.c. eing extra kind to him4her.d. eing relaxed with him4her.e. Hetting the worrier know that "ou have fears, too.


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Mo)(&e , Acti%it' 00 TEAMWORK

%. !o "ou know someone who wears the mask of the U#9 //< The person has

learned to act bus" because he4she would not want others to think that he4she islaz". The bus" bee will have ever" minute of his4her da" planned and ma" bragabout it. 9ou can help the bus" bee relax and take off the mask b":

a. sking the person about his4her interests.b. Tr"ing to get the person to talk about things outside school such as

movies, sports, television, music, or famil".c. sk the person to join "ou in something that would be fun for both of "ou.

!o not take no for an answer the first time8 keep asking. The bus" beeneeds to be pushed to relax and have fun.



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Mo)(&e , Acti%it' 0, TEAMWORK

ctivit": #even +a"s To &mprove 9our #elf'&mage

$aterials @eeded: 5andouts4Transparenc": #even +a"s To &mprove 9our #elf'&mage

!irections: Teacher leads a discussion on self'image using the transparenc".

imeRequired:

10 Minutes


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Mo)(&e , Acti%it' 0, TEAMWORK

Se%e* W"'s To I#p!o%e 9o(! Se&1I#"geE. T"$e "* i*%e*to!'. +rite down all the positive things "ou can think of "ourself.

lso list the negative things. &n this wa", "ou will gain an awareness of "ourstrengths and good *ualities;and "our weaknesses will not seem sooverwhelming.

. M"$e ch"*ges. 0hange the things "ou do not like about "ourself. &f "ou arelike most people, "our list will contain comments such as, (& smoke too much,)and (&3m impulsive.) &n most all instances, the negative traits are habits andtherefore can be changed.

%. Se&& 'o(!se&. +hen "ou focus attention on "our best *ualities, "ou reinforce"our feeling of self'worth. 9ou must constantl" remind "ourself of areas ofcompetence.

=. +o!get "7o(t p"st sho!tco#i*gs. $an" of the things that contribute to anindividual3s poor self'image are relics of the past. &t3s never too late to bur" thepast.

B. A%oi) o%e!c!itic"& "ssoci"tio*s. #ome people are not happ" unless the" arefinding fault with those around them. /ven if their criticisms are undeserved,these people often contribute to a poor self'image and should be avoided.

C. Rei*o!ce 'o(! i#p!o%e se&1i#"ge /ith positi%e ee)7"c$. +hen "ou dosomething praiseworth", tell "ourself, (5e", & did great6)

D. Keep po&ishi*g 'o(! se&1i#"ge. Leep working on becoming a better andmore effective human being. The more pleased "ou are with "our self'improvement efforts, the happier and more successful "ou3ll become.



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ctivit": >ersonal 5abits

$aterials @eeded: 5andouts4Transparenc": >ersonal 5abits

!irections: #tudents will complete the handout. &nstructor should lead studentsin a discussion of responses to each item.


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Pe!so*"& >"7its&@#TRU0T&7@#: $atch the terms related to human relations and personalit" to theirdefinitions b" placing the correct letter in the blank at the left.

OOOOO E. ttitude . state of mind which reflects an individualSsattitude towards his4her job, fellow workers,and emplo"ers

OOOOO . 0haracteristics . The combination of personal traits that makeone person different from another

OOOOO %. 0ommunication 0. 0hecking with the person with whom "ou arecommunicating to make sure the message isunderstood

OOOOO =. 0onscientious !. The abilit" to see and feel things from anotherpersonSs point of view

OOOOO B. 0onstructivecriticism

/. eing a self'starter8 seeing work that needs tobe done, and doing it without waiting to be toldto do so

OOOOO C. !ependable . Hooking for and finding good

OOOOO D. /mpath" -. sense of knowing what to do or sa" in orderto maintain good relations with others and toavoid offense

OOOOO I. eedback 5. The wa" a person acts or feels about asituation

OOOOO G. 5uman relations &. lwa"s tr"ing to do the right thing8 doing "ourwork with care in a wa" "ou know is right

OOOOO EF. &mprovise J. 9our personal beliefs as to what is good orbad, right or wrong

OOOOO EE. &nitiative L. Hooking for and finding onl" the worst

OOOOO E. @egative attitude H. Traits, features, or *ualities of a person



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OOOOO E%. @onverbalcommunications

$. n opinion formed without sufficientknowledge

OOOOO E=. >ersonalit" @. The exchange of an idea or a message whichresults in a high amount of understandingbetween the sender and the receiver

OOOOO EB. >ositive attitude 7. Refers to the relationships between people

OOOOO EC. >rejudice >. To make do with what one has

OOOOO ED. #elf'awareness K. To communicate b" bod" language

OOOOO EI. #elf'concept R. 7neSs truthfulness in all words and deeds

OOOOO EG. Tolerance #. 5ow well "ou know "ourself

OOOOO F. Nalues T. The abilit" to endure irritations, habits, ormannerisms that ma" bother "ou

U. The support for a cause

N. #tatements which include both criticalevaluation and suggestions for improvement

+. Reliable and trustworth"

P. 5ow "ou feel about "ourself depending on thesituation and b" how other people reacttoward "ou



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ctivit": Tips 7n 5uman Relations

$aterials @eeded: 5andouts4Transparenc": Tips 7n 5uman Relations

!irections: The instructor should lead students in a discussion of the items onthe activit" as a review of good human relations techni*ues. sk forexamples of situations which illustrate the truth of each item.

imeRequired:

10 Minutes


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Tips O* >(#"* Re&"tio*s

E. Hearn to like "ourself 1no one else can if "ou cannot2.. elieve in "our own personal worth.

%. /xpect people to like "ou.

=. e natural''be "ourself.

B. e sincere.

C. e on the lookout for the good *ualities in others.

D. e interested and concerned about others.

I. -ive praise when it is due.G. Het "our friends know "ou like them.

EF. !o not take "our friends for granted.

EE. e appreciative, kind, and considerate.

E. #mile''smile''smile.

E%. orm "our own opinions about others. ind out for "ourself

whether "ou like someonenot judge second'hand.

E=. !o not alwa"s have to have "our own wa".

EB. #peak "our mind when asked what "ou think of a particularsituation.

EC. !o not hold grudges.

ED. e dependable.

EI. !o not give "our word unless "ou intend to keep it.

EG. !o not criticize others.

F. e able to take constructive criticism.

E. e happ" for the good that comes to others.

. !o not exaggerate.%. Tr" to be understanding.

=. e willing to admit "our mistakes.

B. Hearn from "our mistakes.--(ommon ssent&al lements' 8uman Relat&ons and +ersonal&ty e2elopment


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ctivit": ttitudes

$aterials @eeded: 5andouts4Transparenc": ttitude Toward 9ourself, ttitude Toward9our Job, ttitude Toward 9our 0o'+orkers, ttitude Toward0ustomer40lients

!irections: The instructor should use the four handouts4transparencies as aspringboard for discussion of the positive attitudes necessar" forschool and emplo"ment success. #tudents should be encouragedto give examples of situations which illustrate the validit" of eachitem.

imeRequired:

20 Minutes


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Attit()e To/"!) 9o(!se&

Think well of "ourself personall"''self'esteem, self'confidence.

Think well of "ourself professionall"''competenc".

>roject a professional image at all times.

ppreciate and understand the importance of the work that "ou do.

#eek professional self'development on "our own''donSt wait to be told6

0arefull" select professional and4or communit" organizations for

membership.

0onsider the value s"stem of others while examining "our own values.

Realize "our personal worth.

9f you don:t th&nk well of yourself' &t &s d&ff&ult for others to respet you.


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Attit()e To/"!) 9o(! Jo7

ccept change.

$aintain honest" and integrit".

Understand cultural diversit".

Understand the entire business operation and where "our job fits in.

Understand the importance of teamwork.

void office politics.

7bserve office hours''and other compan" regulations.

ccept constructive criticism concerning "our work.

ccept responsibilit".

Remain lo"al.

Respect privac" of others.

Hearn to work under pressure and while being pulled in man" directions

at once.

Respect time''make ever" minute count.

Hook for the challenges of "our job''enjo" doing a job well6


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Attit()e To/"!) 9o(! Co1Wo!$e!s

Respect privac" of others.

Understand cultural differences.

e supportive of each othersS relationships.

>romote teamwork.

5elp others to accept change.

Use positive language, even in conflict situations.

#trive to settle differences before the" become a problem''donSt carr" agrudge.

+ork to achieve common goals.

!o not overemphasize winning;"ou ma" lose more b" winning than b"losing a few arguments.

e a good negotiator.

Think before "ou speak 1donSt shoot from the hip62.

Hearn to be assertive, not aggressive.

Refuse to participate in malicious grapevine information.

!onSt brag constantl" 1or whine62.

>a" value to co'workers''their feelings do count. #how appreciation.-enuinel" care about "our co'workers.

Histen6


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Attit()e To/"!) C(sto#e!?C&ie*ts

Understand cultural diversit"''including race, religion, sex,

and mental and ph"sical disabilities.

e service oriented.

lwa"s greet people with a smile.

lwa"s stand to greet people 1if possible2.

>ractice making proper introductions and greetings.

7bserve nonverbal communication of others''and be careful with "our

own.

Use positive language''especiall" in negative situations.

!o not reatto irate customer4client''learn to diffuse the anger.

>ractice courteous and efficient telephone techni*ues.

$ake a good first impression.

lwa"s endeavor to be helpful.

e s"mpathetic with a customer who has a problem with the compan"''

but do not admit an" guilt prematurel". !onSt take the blame too *uickl"6

+ut yourself &n the ustomer:s plae.


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1nderstand "no ustomer--no 3ob."


ctivit": &mproving 0ustomer #ervice

$aterials @eeded: 5andouts4Transparencies: 0hosen from the following activit"sheets

!irections: /ach of the activit" sheets deals with some aspect of customerservice. 9ou ma" use handouts or transparencies in discussingcustomer service or in completing the activities. Head "our studentsin a discussion of each activit". 1nswers ma" var"2. The followingtransparencies are included:E. #uccess #kills

. asic 0ustomer @eeds%. #kills To $ake 9ou #uccessful +ith 0ustomers4C asic

0ustomer @eeds=. The -ood, The ad, The Ugl"B. Responding ssertivel"

imeRequired:

5-10 Minuteseach activity


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S(ccess S$i&&s

0ustomers R/ "our job

0o'workers R/ "our job

eing kind, thoughtful, and friendl"makes "ou a winner6

--,&fe /k&lls0 )ob /k&lls - ,esson - (ustomer /er2&e!; The 1n&2ers&ty of Georg&a (ooperat&2e 4tens&on /er2&e


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B"sic C(sto#e! Nee)s riendliness

Understanding and empath"

airness

0ontrol of situations

7ptions and alternatives

0orrect information

--,&fe /k&lls0 )ob /k&lls - ,esson - (ustomer /er2&e


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!; The 1n&2ers&ty of Georg&a (ooperat&2e 4tens&on /er2&e


C(sto#e! Se!%ice

S$i&&s to M"$e 9o( S(ccess(&With C(sto#e!s

Si B"sic C(sto#e! Nee)s

--,&fe /k&lls0 )ob /k&lls - ,esson - (ustomer /er2&e!; The 1n&2ers&ty of Georg&a (ooperat&2e 4tens&on /er2&e

Hearn to view helping thecustomer as "our job, rather thanthe interruption of it.

-ive co'workers the sameunderstanding and respect "ougive customers.

/xcellent service is ever"oneSsjob, from the manager to the truckdriver. eing kind, thoughtful, andfriendl" doesnSt cost "ou an"thingand doesnSt take much effort.

.- +"i!*ess

0- +!ie*)&i*ess

,- Co!!ect I*o!#"tio*

5- Co*t!o& o Sit("tio*s

6- Optio*s "*) A&te!*"ti%es

8- U*)e!st"*)i*g "*) E#p"th'

I am the customerand I want . . .


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The Good, The adAnd The !gl" . . .

E. Think of an example of receiving OOD CUSTOMER SERVICE. Histtwo characteristics that made "ou feel this was OOD CUSTOMERSERVICE.

0haracteristic VE:

0haracteristic V:

. Think of an example of BAD CUSTOMER SERVICE and list twocharacteristics that "ou feel made this service BAD.

0haracteristic VE:

0haracteristic V:

@otes:

--8ow To Get Good (ustomer /er2&e


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Respo*)i*g Asse!ti%e&'!. At&2ely l&sten to the ompla&nt.$. Repeat the ompla&nt. Obta&n aknowledgement.atient: (+h" are "our prices higher than "our competitors


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Mo)(&e , Acti%it' 0; TEAMWORK

ctivit": Updating #kills

$aterials @eeded: $arkerboard, markers, paper, and pencils

!irections:E. s a group, brainstorm a list of all the e*uipment that might

be found in an office toda".. 0ircle the e*uipment that would have been found in this

same office F "ears ago.%. >oint out the technical changes that have taken place over

the "ears.=. 5ave students answer the following *uestions:

a. +hat does this exercise teach regarding learning newskillsre'cut paper strips 1E4) x = W)2(#9@/R-9) handouts4transparenc"

!irections:E. !ivide class into groups.. /xplain that each group will be manufacturing paper chains.

-ive each participant glue and pre'cut paper strips.%. &nstruct the first group to form teams of three. -ive the

teams time to plan how the" will perform this task.=. +hile the first group is planning, explain to the second group

that the" will work alone. The" are not to communicate witheach other in an" wa".

B. llow the two groups to begin working at the same time.fter B'EF minutes8 stop the workers.

C. 0ompare the work of the two groups. The teams of threeshould have produced longer chains.

D. !ispla" transparenc" of s"nerg".



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Mo)(&e , Acti%it' 0< TEAMWORK

S9NER9

#"nerg" describes the extra energ"and capabilit" that results in combinedgroup effort to accomplish an objective.

&t means that a team can accomplishmore than the same number of peopleworking individuall". &n this case:

E X E %.

This is wh" teamwork is so importantto an organization. 9ou shouldcooperate in ever" effort to develops"nerg" between "ou and "our co'

workers.


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Mo)(&e , Acti%it' ,= TEAMWORK

ctivit": 5uman Relations

$aterials @eeded: 5andouts4Transparencies: asic 5uman Relations, 0ase #tud" ,0ase #tud" , 0ase #tud" E'=

!irection:E. Read over (asic 5uman Relations) transparenc" together.. #a" (/ach person is a uni*ue individual. 9our co'workers

will all have different wa"s of viewing life. &n spite of thesedifferences, "ou need to respect "our co'workers. The wa""ou react to differences could affect work relationships.0onsider the following work situations and how "ou, as co'

workers, could react positivel" or negativel".)%. 0omplete 0ase #tud" and 0ase #tud" together as a

class. nswers ma" var".=. !ivide class into = groups. 5ave each group complete one

case stud" from those numbered 0ase #tud" E, , %, and =.B. llow one representative from each group to orall" share

their reactions. /ncourage the rest of the class to add theirviews as well. nswers ma" var".

imeRequired:

30 Minutes


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B"sic >(#"* Re&"tio*s#ome steps "ou can take to help "ou get along better with all the workers on "our team.

#tep E. Get to know other workers. Take lunch breaks with the otheremplo"ees. Join emplo"ee recreational and social activities. Histen to the things "ourco'workers share about their personal lives and interests.

#tep . #ont tr" to change ever"thing. 9ou are the (new kid on the block) when"ou start a new job. Lnow and understand the organization before "ou think aboutchanging something. Histen to others. Talk to co'workers about "our ideas and getsome feedback before "ou suggest changes.

#tep %. e honest. 7ne of the most important things "ou possess is a good

reputation. 5onest" with "our co'workers will build up "our reputation. &t is one of thebest wa"s to gain and keep their respect.

#tep =. e direct. Het people know when the" have done something that bothers"ou. $ost people want to know when there is a problem rather than have "ou beuncomfortable around them. !on3t be a complainer or whiner. $ake sure "our problemis important before "ou take it to others.

#tep B. Avoid gossip. !on3t listen to other people gossiping about co'workers.$ore importantl", never gossip about others. +hen "ou gossip, people wonder what"ou sa" about them and will avoid "ou.

#tep C. e positive and supportive. Histen to the ideas of other people. +hensomeone makes a mistake, don3t criticize. &t is irritating to have someone else point outa mistake. +hen "ou realize "ou3ve made a mistake, admit it and tr" to do better thenext time.

#tep D. $how appreciation. e sure and thank a co'worker who does somethingto make "our job easier. Het co'workers know that "ou appreciate their contributions tothe team. >eople like to be recognized and praised.

#tep I. $hare credit when its deserved. Take credit for the work "ou do. +hen

other co'workers assist "ou, make sure "ou credit them. >eople will feel the" have beentaken advantage of if someone else takes credit for their work.

#tep G. %eturn favors. co'worker ma" help "ou out b" exchanging a da" offwith "ou. Return that favor. sure wa" to make people dislike "ou is to onl" take andnever give.


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#tep EF. &ive in the present. void talking about the wa" things used to be.

>eople don3t want to hear about how great "our job was or how great former co'workerswere.

#tep EE. Ask for help and advice when its needed. >eople like to feel needed.9our co'workers can be a great resource. +hen "ou aren3t sure what to do, the" cangive "ou advice and assistance.

#tep E. Avoid '(attles.) Het co'workers with problems work out their owndifferences. !o not take sides in these situations. This is a sure wa" to developproblems with "our co'workers. +hen "ou take sides, the other person will resent "ourinterference.

#tep E%. *ollow group standards./ver" group has standards. or example, the"ma" take a coffee break at G:EB. #top work and go on break with them if "ou are able.These group standards help build a team. $ost standards are not major and re*uirelittle effort to follow.

#tep E=. Take interest in "our co+workers o(s.>eople like positive attention.Taking an interest in another worker3s job will give that person positive attention. &t alsohelps "ou better understand how "our team works together.


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C"se St()' A

Rosa3s famil" has seven children and enjo"s doing ever"thing together. 5ergrandmother is celebrating her IB thbirthda" next Thursda". The famil" has planned asurprise part" for her. 7n $onda" when the work schedule is posted, Rosa finds outshe is scheduled to work Thursda" evening. #he is ver" upset, though she knows sheshould have asked for that evening off before the schedule was made.

E. +hat could be "our positive reaction to Rosa3s problemuzzle

!irections:E. &nstruct participants to form teams of three to four members

each. !istribute a cop" of the @umber /xpress >uzzle toeach participant.

. /xplain that each clue in the puzzle is presented in the formof a two'part e*uation. The team as a whole should discernthe answers to both parts, perform the calculation indicated,and write the result in the box corresponding to the letter of

the clue. fter all the boxes have been correctl" filled in,each horizontal and vertical line will total a ke" number.

%. #ignal for the activit" to begin. +hen a team completes theentire puzzle 1filling all the s*uares and determining the ke"number2, all group members should stand. The facilitatorshould note the order in which teams finish. +hen all teamshave finished, have ever"one be seated.

=. Review the answer to each block using participant feedbackand referring to the @umber /xpress #olution #heet.

!iscussion for ollow'Up 1answers will var"2:

5ow was the task approached b" the team .5 U 50

0= - ,8 H 0. K 8 N .6

0 .6 5 .; $ 0 R 00 + .8

! ,6 & 0; @ .6 # .; P 0

/ ., J 5 7 0= T ,; 9 0,

L/9 @U$/R OOGIOO

2 EC minus E @2 E minus C2 IF divided b" = 72 = times B02 =B divided b" % >2 EF plus =!2 =F minus B K2 CF divided b" EF/2 EFE minus II R2 EF plus E2 E== divided b" E #2 I plus EF

-2 G times = T2 %F plus I52 G times U2 C times D&2 D times = N2 E plus %J2 II divided b" +2 CC minus BFL2 % plus E P2 C divided b" E%H2 % times D 92 E= plus G

$2 =F minus E%


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Mo)(&e , Acti%it' ,0 TEAMWORK

ctivit": #kill 9ou3ll @eed

$aterials @eeded: Nideo: (Teamwork: #kill 9ou3ll @eed)8 N0R8 TN

!irections: This video deals with the attitudes and problems associated withworking in teams. ollow'up activities are available in theaccompan"ing booklet.

imeRequired:

26 Minutes


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S(ggeste) Acti%ities +o!Mo)(&e ,

TEAMWORK


E /mplo"ee /valuations F EF

Team #kills #elf'/valuation B E%

% +hat3s &n &t or $e< 1+&&$2 EF EB

= Team !efinition B ED

B 7bservation #heet EB EG

C Rate 9ourself s $ember of 9our 0lass F E

D Host on the $oon %F %

I Teamwork 0ase #tud" EB C

G Top /ight ehaviors EB I

EF $utual Respect F %F

EE +hat &s 9our +ork ttitude< B %%

E ppl"ing 5uman Relations 7n The Job B %B

E% ttitudes 0ase #tud" EF %D

E= +ork 5abits B %G

EB ad ttitudes B =E

EC dvancing ttitudes EF =%

ED >ositive4@egative ttitudes EF =B


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EI #howing >ositive ttitude EF =D

EG &deal +orking 0onditions B =G

F &ncrease #elf'wareness B BE

E #elf'nal"sis B B%

$asking EF'%F BB

% #even +a"s To &mprove 9our #elf &mage EF BI

= >ersonal 5abits EB CF

B Tips 7n 5uman Relations EF C=

C ttitudes F CB

D &mproving 0ustomer #ervice B'EF DF

I Updating #kills EB DC

G #"nerg" F DD

%F 5uman Relations %F DG

%E @umber /xpress B'EF IB

% Nideo: Teamwork M #kill 9ou3ll @eed C II


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vol. 2 - module 3 act.- teamwork

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