675 Ways To Develop Yourself and Your People

675 WAYS TO
DEVELOP YOURSELF
AND YOUR PEOPLE
Strategies, ideas, and activities for
self-development and learning
in the workplace
Laurel Alexander
HRD Press, Inc. • Amherst • Massachusetts

Copyright © 2007, Laurel Alexander
All rights reserved. It is a violation of the law to reproduce, store in a

retrieval system, or transmit, in any form or by any means, electronic, mech-
anical, photocopying, recording, or otherwise, any part of this publication
without the prior written permission of Laurel Alexander.
Published by: HRD Press, Inc.

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ISBN: 978-1-59996-053-1
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Cover design by Eileen Klockars
Editorial services by Sally M. Farnham
Contents
Introduction .................................................................................................. v
1 Achieving Ambitions with Goal Setting ............................................ 1
2 Balancing Life and Work .................................................................... 5
3 Basics of Transactional Analysis ........................................................ 10
4 Building Positive Work Relationships................................................ 16
5 Career Planning .................................................................................. 21
6 Changing Interpersonal Behavior ...................................................... 26
7 Coaching Others .................................................................................. 30
8 Conducting Interviews ........................................................................ 33
9 Counseling in the Workplace .............................................................. 38
10 Creating a Wellness Program ............................................................ 42
11 Critical Thinking.................................................................................. 47
12 Delegating ............................................................................................ 52
13 Developing Emotional Intelligence .................................................... 58
14 Developing Leadership ........................................................................ 63
15 Empowering Others ............................................................................ 69
16 Facilitating Learning .......................................................................... 74
17 Generating Creative Solutions............................................................ 79
18 Giving and Receiving Feedback .......................................................... 84
19 Increasing Self-Esteem........................................................................ 89
20 Increasing Your Power at Meetings .................................................. 94
21 Introduction to Neuro-Linguistic Programming ................................ 102
22 Listening Skills .................................................................................... 106

iv 675 WAYS TO DEVELOP YOURSELF AND YOUR PEOPLE
23 Making Decisions ................................................................................ 111
24 Managing Change ................................................................................ 116
25 Managing Your Anger ........................................................................ 120
26 Mentoring ............................................................................................ 124
27 Motivating Others................................................................................ 129
28 Networking .......................................................................................... 133
29 Performance Management .................................................................. 136
30 Physical Stress Management .............................................................. 139
31 Planning Skills .................................................................................... 145
32 Presentation Skills .............................................................................. 149
33 Psychological Stress Management...................................................... 154
34 Recognizing and Expressing Your Emotions .................................... 160
35 Resolving Conflict ................................................................................ 164
36 Responding to Negativity in Others .................................................. 168
37 Rethinking Your Values ...................................................................... 173
38 Returning to Learning ........................................................................ 176
39 Self-directed Learning in the Workplace .......................................... 180
40 Skills and Strengths Analysis ............................................................ 183
41 Speaking Skills .................................................................................... 191
42 Surviving Downsizing.......................................................................... 195
43 Tactics for Negotiation ........................................................................ 201
44 Tapping Your Personal Power ............................................................ 206
45 Team Building...................................................................................... 210
46 Time Management .............................................................................. 215
47 Using Effective Questioning................................................................ 220
48 Valuing Diversity ................................................................................ 223
49 Verbal and Nonverbal Language ........................................................ 227
50 Working with Gender Differences ...................................................... 232
References and Further Reading ................................................................ 237

Introduction
Self-development is an organic process: you can start from any point and
your journey unfolds from there. Defining self-development is a little like
defining a painting; it can mean anything to anyone. Self-development is
essentially a state of awareness. Imagine yourself as an onion, a cabbage, or
a rose—self-development is about peeling back the layers of the self and
bringing the real you into light and consciousness. As a rule, we muddle
through life, reacting and responding: self-development is about purpose-
fully traveling through life with a sense of will and awareness about
our thoughts, feelings, and behaviors, and changing whatever we can
through action.
Self-development is a rippling-out process. Awareness and changes ripple
out from the center of the individual and affect their behavior that in
turn affects those closest to them, out into the community and into the
workplace. If we are each catalysts of rippling change, consider how much
we must affect each other. Although self-development is a personal process,
its organic unfolding impacts on others who, in turn, affect us.
The self-development of individuals affects the organization they work
for, because their behavior impacts on organizational culture and delivery.
The organization has a developmental process and growth plan of its own
origin, which gives rise to developmental opportunities for individuals who
in turn are developing themselves, which has an input into the organ-
izational growth, and so on . . .
This resource is designed as a dip-in, dip-out aid to the self-development of
yourself and your people. It can be used in a number of flexible ways. Each
module starts with an overview of the subject and moves on to exercises
categorized as follows:
N Individual Tasks and Reflections
N Working with Others (a peer, colleague, or partner)
N Working with a Mentor
N Developing Others (these exercises are for facilitators to use in groups)
N Useful Web Sites (live at the time of writing this resource)
The exercises can be used in isolation or in conjunction with other learning

methods or as a base for other self-development work, including:
Job shadowing Job rotation

Task-force work Projects
Portfolio development Action learning sets
Field work Research
Assignments Case studies
Workbooks Using reference books
Learning log development Assessments
Biography work
1
Achieving
Ambitions with
Goal Setting
INTRODUCTION Goal setting is a very powerful technique that can yield strong returns in
all areas of your life. By knowing precisely what you want to achieve, you
know what you have to concentrate on and improve, and what is merely a
distraction. By setting goals, you can:
N Achieve more
N Improve performance
N Increase your motivation to achieve
N Increase your pride and satisfaction in your achievements
N Improve your self-confidence
N Plan to eliminate attitudes that hold you back
Research has shown that people who use goal setting effectively:
N Suffer less from stress and anxiety
N Concentrate better
N Show more self-confidence
N Perform better
N Are happier and more satisfied
The first step in setting personal goals is to consider what you want to
achieve in your lifetime. Setting lifetime goals gives you the overall perspec-
tive that shapes all other aspects of your decision making. Try to set goals in
all of the following categories:
Career Learning
Creativity Attitude
Physical fitness Hobbies
Family Finance
Community work Social life
The way in which you set goals strongly influences their effectiveness. The
following broad guidelines apply to setting effective goals:
N Express your goals positively.
N Set a precise goal, putting in dates, times, and amounts so that achieve-
ment can be measured.
N Where you have several goals, give each a priority. This not only helps
you avoid feeling overwhelmed by too many goals, it also helps direct
your attention to the most important ones.
N Write goals down to avoid confusion and give them more force.
N Keep the immediate goals you are working toward small and achiev-
able. If a goal is too large, you may feel that you are not making pro-
gress toward it.
Set performance, not outcome, goals.

2 675 WAYS TO DEVELOP YOURSELF AND YOUR PEOPLE
You should take care to set goals over which you have as much control
as possible. Goals based on outcomes are vulnerable to failure because of
circumstances and factors beyond your control. If you base your goals on
personal performance, skills, or knowledge to be acquired, then you can
keep control over the achievement of your goals and draw satisfaction from
them. Another flawed approach is to have outcome goals based on the
rewards of achieving something—for example, increased income or recog-
nition by others.
Set specific, measurable goals.
If you achieve all the conditions of a measurable goal, then you can be
confident and comfortable in its achievement. If you consistently fail to meet
a measurable goal, then you can adjust it or analyze the reason for failure
and take appropriate action to improve your skills. Goals may be set
unrealistically high for the following reasons:
N Other people (parents, media, society) can set unrealistic goals for you,
based on what they want.
N If you do not have a clear, realistic understanding of what you are
trying to achieve and of the skills and knowledge to be mastered, it is
difficult to set effective and realistic goals.
N Many people base their goals on their best performance, however long
ago that took place. This ignores the inevitable backsliding that can
occur for good reasons and the factors that led to that best performance.
It is better to set goals that raise your average performance and make
it more consistent.
Alternatively, goals can be set too low for the following reasons:
N Fear of failure. If you are frightened of failure, you will not take the
risks needed for optimum performance. As you apply goal setting and
achieve goals, your self- confidence should increase, helping you take
bigger risks. Consider failure as positive, because it shows you areas in
which you can improve your skills and performance.
N Taking it too easy. It is easy to use the reasons for not setting goals
unrealistically high as an excuse to set them too low. If you’re not
prepared to stretch yourself and work hard, then you are extremely
unlikely to achieve anything of any real worth.
Setting goals at the correct level is a skill that is acquired by practice. You
should set goals so that they are slightly out of your immediate grasp, but
not so far distant that there is no hope of achieving them.
When you are thinking about how to achieve goals, asking the following
questions can help you focus on the sub-goals that lead to their achievement:
N What skills do I need to achieve this?
N What information and knowledge do I need?
N What help, assistance, or collaboration do I need?
N What resources do I need?
N What can block progress?
Goal setting can go wrong for a number of reasons:

N Goals can be so vague that they are useless. If achievement cannot
be measured, goal setting will not increase your self-confidence, nor
can you observe progress toward a greater goal. Set precise, quantita-
tive goals.
ACHIEVING AMBITIONS WITH GOAL SETTING 3
N Goal setting can be unsystematic, sporadic, and disorganized. If this is

the case, your goals will be forgotten, you will fail to measure the
achievement of goals, and you will gain no feedback to put into new
goals. Be organized and regular in the way in which you use goal setting.
N Too many unprioritized goals may be set, leading to a feeling of overload.
When you have achieved a goal, take time to enjoy the resulting satis-
faction. Absorb the implications of the achievement and observe the progress
you have made toward other goals.
If you have failed to reach a goal, ensure that you learn the lessons of the
failure. These may be that:
N You didn’t try hard enough
N Your technique, skills, or knowledge were faulty and need to be enhanced
N The goal you set was unrealistic
If you have achieved a goal, this should feed back into your next goals:
N If the goal was easily achieved, make your next goals harder.
N If the goal took a discouraging length of time to achieve, make your next
goals a little easier.
N If, while achieving the goal you noticed a deficit in your skills, set goals
to put this right.
Remember, too, that goals change as you mature; adjust them regularly to
reflect this growth in your personality. If goals no longer hold any attraction,
let them go. Goal setting is your servant, not your master; it should bring
you real pleasure, satisfaction, and a sense of achievement.
INDIVIDUAL TASKS 1.1 Lifetime Goals

Consider the following areas of your life:
AND REFLECTIONS
Career Learning
Creativity Attitude
Physical fitness Hobbies
Family Finance
Community work Social life
N Decide your goals in these categories and assign a priority to them from
A to D.
N Review the goals and reprioritize until you are satisfied that the goals
and priorities you have set reflect the shape of the life that you want to
lead. (Make sure that the goals you have set are those that you—not
your parents, spouse, family, or people around you—want them to be.)
N Once you have set your lifetime goals, set a 25-year plan of smaller
goals that should be achieved if you are to fulfill your lifetime plan.
N Then set a five-year plan, one-year plan, six-month plan, and one-
month plan of progressively smaller goals that should be attained in
order to achieve your lifetime goals.
N Set a daily “to do” list of things that you should do today to achieve your
lifetime goals.
N Finally, review your plans, and make sure that they suit the way in
which you want to live your life.
N Once you have decided your first goal plans, keep the process going by
reviewing and updating your “to do” list daily. Periodically review your
other plans, and modify them to reflect your changing priorities.
WORKING 1.2 Peer Goals

Consider your peers. Do you share lifetime goals with them? What
WITH OTHERS influences you and your peers in your department of lifetime goals? How do
these goals change and why?
WORKING 1.3 Career and Learning Goals

Consider the areas of career and learning in your life (you could include any
WITH A MENTOR other lifetime goals as well) and work through the following with your
mentor.
N Decide your career goals and assign a priority to them from A to D.
N Review the goals and reprioritize until you have satisfied that the goals
and priorities you have set reflect the shape of the life that you want to
lead. (Make sure that the goals you have set are the goals that you—not
your parents, spouse, family, or people around you—want to be.)
N Once you have set your lifetime goals, set a 25-year plan of smaller
goals that should be achieved if you are to fulfill your lifetime plan.
N Then set a five-year plan, one-year plan, six-month plan, and one-
month plan of progressively smaller goals that should be attained in
order to achieve your lifetime goals.
N Set a daily “to do” list of things that you should do today to achieve your
lifetime goals.
N Finally, review your plans, and make sure that they suit the way in
which you want to live your life.
N Once you have decided your first goal plans, keep the process going by
reviewing and updating your “to do” list on a daily basis. Periodically
review your other plans, and modify them to reflect your changing
priorities.
DEVELOPING 1.4 Personal Goal Setting

Introduce the subject of achieving ambitions with goal setting. Ask each
OTHERS learner to choose one area of lifetime goals and to identify a connected goal.
Using an action plan, ask the learners to create a (timed) process for
achieving this goal. Organize them into groups of three to discuss each goal
and provide feedback. Go back into the larger group to discuss the benefits
or otherwise of action plans and feedback.
RECOMMENDED SkillBuilders, 35 different titles, 12 pp. each.

Goal and Objective Setting Profile, 16 pp.
HRD PRESS TITLES
2
Balancing
Life and Work
INTRODUCTION Fact. There is more to life than work.

Fact. Eight-hour days are things of the past. You now spend 10 to 14 hours
working. That doesn’t leave much time for anything else, does it?
Is your life out of balance? Do you spend more time at work than you would
like? Do you concentrate too much on meeting everyone else’s needs? How do
your own needs get met?
Finding and maintaining a comfortable balance in life is a challenge. Most
probably, you direct so much time and attention on work that you sacrifice
other areas of your life. Think of balance as paying attention to every aspect
of your life on a regular basis. It’s about attending to your multidimensional
self so that you can make conscious choices about how you spend your time
and energy at work and in life.
There are four aspects of living that need your attention: the physical,
mental, emotional, and spiritual dimensions. Paying too little attention to
any one of them will create the feeling of being out of sync with yourself.
Appropriate attention to each dimension will give you the power to find the
right mix of priorities and actions for creating a balance between life and
work. When you’re in balance, you are more creative and more productive.
Listed below are some actions you can take in each of the dimensions that
will assist you in creating more balance between work and life:
1. Your physical self at work:

— Take frequent breaks.
— If you find you are sitting down a lot, stand up and move around
approximately every 15 minutes.
— If you’re on your feet, wear comfortable shoes, stretch your back and
legs, and sit down periodically.
— Invest in an ergonomically correct work area.
— Take time for well-balanced meals.
2. Your physical self in life:
— Exercise.
— Rest and relax your body.
— Get the appropriate amount of sleep you need.
— Eat nutritious foods.
— Refrain from smoking.
— If you drink alcohol, do so in moderation.
3. Your emotional self at work:
— Monitor the emotions you feel.
— Take time to process what you observe.
— Refrain from dumping your feelings on someone else, especially when
you’re feeling angry.
— Take a break before dealing with an emotionally charged situation so
that you can respond in an appropriate manner.
— At the end of the working day, release all your concerns so that you
can be ready for time outside of work.
— Leave work at work.
4. Your emotional self in life:

— Take time for yourself daily.
— Meditate, commune with nature, or read inspirational material.
— Sit and do nothing.
— Become comfortable with who you are outside of your title and
occupation.
5. Your mental self at work:
— Plan your work and your time.
— Look for ways to eliminate time-bandits by using technology, unclut-
tering your office, and saying “no” to requests that don’t fit in with
your master plan. Set reasonable schedules for project completion.
— Delegate any work you don’t really need to do yourself.
6. Your mental self in life:
— Schedule family and personal activities.
— Unclutter your home.
— Let go of perfectionist tendencies about how things should be.
— Set goals that allow you to discover yourself.
— Pursue a variety of interests unrelated to work.
7. Your spiritual self at work:
— Align yourself as truthfully as possible with the organizational
direction.
— Reflect daily on your personal goals and behavior.
— Consider whether you’re on the most appropriate path for you.
— Determine whether your daily activity is aligned with what you truly
want to accomplish.
How you live your life is much more important than what you do. Creating
and maintaining balance in life is worth the effort because you’ll enjoy the
process of living while being true to your essential self.
INDIVIDUAL TASKS 2.1 A Mind Map of Your Life

Where are you now and are you satisfied with your position? Drawing a
AND REFLECTIONS Mind Map* of your life can help identify areas of satisfaction and dissatis-
faction. Take a large sheet of paper and write “MYSELF NOW” in the
center. From this, draw branches representing different areas of your life.
Next draw lines coming from the main branches, representing offshoots.
Finally, add a star to show satisfaction and a black spot to show dissatis-
faction. Parts of your life you might want to include are: ambitions, travel,
work, health, hobbies, friends, lovers, family, money, retirement, education,
creativity, spirituality, and so on.
2.2 Your Relationship With Your Work

N Do you see work as a means to an end—for example, your salary pays
the bills you have to pay?
N Do you see work as an escape from being at home?
N How do you see work fitting in with your life?
2.3 Looking After Yourself

Rate yourself in the following questionnaire, using the scale “often,”
“sometimes,” or “never.”
*Buzan, T. (1974), Use Your Head, London: BBC Publications.

B ALANCING LIFE AND WORK 7
Physical Rating
I eat balanced and regular meals including fresh foods and healthy snacks.
I get enough sleep—six to eight hours a day on a regular basis.
I feel safe in my relationships and in my environment.
I take steps to protect myself in risky or unsafe situations.
I do some form of physical activity at least three to four times a week.
I take care of my health needs—physical, dental, eye check-ups.
Emotional and Social Rating
I give and receive in terms of warm touch, hugs, and/or sexual expression.
I express my emotions—I frequently laugh, cry when I’m sad, and so on.
I ask for, and accept, nurturing from others when I need it.
I have opportunities to nurture and encourage others.
I have friends with whom I can celebrate in good times and call when I
am down.
I take time for fun and leisure.
Intellectual Rating
I have opportunities to learn, to solve problems, to grow, and to change.
I do things that give me a sense of purpose, joy, and fulfillment.
I make my own choices and set goals for myself.
Spiritual Rating
I accept myself as unique and worthy, with strengths and weaknesses.
I take time for solitude and to reflect on what is important to me.
I have opportunities to live by the values I believe in.
WORKING 2.4 How You Relate to Your Work Colleagues

N Do you have many friends at work?
WITH OTHERS N Do you socialize with your colleagues away from work?
2.5 Talking to Work Colleagues

Consider what you talk to work colleagues about—other than work issues!
2.6 Talking Outside of Work

Do you often talk about work outside of work?
WORKING 2.7 Needs and Wants

Ask your mentor to ask you repeatedly “What do you need?” followed by
WITH A MENTOR “What do you want?” You can extend this exercise by sorting and prioritizing
your answers under headings such as relationships, career, quality of life,
and so on.
2.8 Life-Purpose Questions

Ask yourself the following questions:
N Does the work I’m currently doing express what I truly want to be
doing? If not, how can I take steps toward discovering and doing work
that would be personally fulfilling?
N Would I like to return to study and further my education and training?
If so, how could I move in that direction?
N Do I have creative outlets? If not, what creative activities could I
develop?
N Have I developed my spiritual nature? Would I like to explore this
further?
N What would I like to have accomplished by the time I reach 70 in order
to feel that my life has been meaningful and productive?
N What values give my life the greatest meaning—for example, happy
family life, career achievement, good health, personal growth, and so on?
N What would be a summary of my most important life purposes?
N What are the obstacles to pursuing and realizing my life purposes?
2.9 Action Planning

Based on your answers to the above, set an action plan for: three months, six
months, one year, and three years.
DEVELOPING 2.10 $1,000 for Nothing

Ask the learners to individually consider: “Suppose you were given a check
OTHERS for a $1,000 every week for doing absolutely nothing—would you still go to
work? Why? If you didn’t have to work, what would you do with your life?”
Organize them into small groups to discuss, then reconvene the whole group
for further discussion.
2.11 The Workaholic

Introduce the subject of balancing life and work. Brainstorm the charac-
teristics and behavior of a workaholic.
2.12 Pie Chart of Life

Introduce the subject of balancing life and work. Ask the learners to identify
the different areas of their life—for example, work, family, social interaction,
special interests, and so on. Ask them to draw a pie chart or graph to show
how much time, in their opinion, they give to each area. Do they want to
change any emphasis? How might they do this?
B ALANCING LIFE AND WORK 9
RECOMMENDED The Complete Guide to Wellness, 600 pp.

Personal Stress and Well-being Assessment, 16 pp.
HRD PRESS TITLES
3
Basics of
Transactional
Analysis
INTRODUCTION Eric Berne, founder of transactional analysis (TA), made complex inter-
personal transactions understandable. TA offers a concept explaining how
our present life patterns originated in childhood and develops explanations
of how we may continue to replay childhood strategies in adult life, even
when these produce results that are self-defeating or painful.
TA is used in educational settings to help teachers and learners stay in
clear communication and avoid setting up unproductive confrontation, in
management and communications training, in organizational analysis, and
by social workers, police, and religious clergy. In fact, TA can be used in any
field in which there is a need for understanding individuals, relationships,
and communication.
The Central Concepts of TA

The central concepts of TA are as follows:
1. The ego state models. An ego state is a set of related behaviors,
thoughts, and feelings—a way in which we manifest a part of our
personality at a given time. Transactional analysis portrays three ego
states: Adult (behaving, thinking, and feeling in response to what is
going on in the here and now), Parent (behaving, thinking, and feeling
in ways that reflect one of your parents or other parent figures), and
Child (behaving, thinking, and feeling as you used to when you were
a child).
2. Transactions, strokes. We can address each other from any of our
ego states, and reply in turn. This exchange is a transaction. The use
of the ego state model to analyze sequences of transactions is true
transactional analysis. When we transact with each other, I signal
recognition of you and you return that recognition; any act of
recognition is a stroke. People need strokes to maintain their psychical
and psychological well-being.
3. Life script. Each of us in childhood writes a life story ourselves; most
of it has been written by the age of seven, although we may revise it
further during adolescence. As adults, we are usually no longer aware
of the life story we have written, yet we are likely to live it out
faithfully. This is our life script. In script analysis, we understand how
people may set up problems for themselves, without being aware of this,
and how they may begin to solve those problems.
4. Discounting, redefining, symbiosis. Sometimes we distort our per-
ception of reality so that it fits our script; this is redefining. One way to
ensure that the world seems to fit our script is to selectively ignore
information without conscious intention; this is discounting. As adults,
we may unconsciously enter into relationships that replay the childhood
relationships we had with our parents. When this happens, and the two
people function as though they had only two ego states between them
instead of six, we refer to it as a symbiosis.
B ASICS OF TRANSACTIONAL ANALYSIS 11
5. Rackets, stamps, games. As children we may notice that certain

feelings are encouraged while others are prohibited. To get our strokes
we may decide, without conscious awareness, to feel only permitted
feelings. When, as adults, we continue to cover our authentic feelings
with those that were permitted to us as children, these substitute
feelings are known as racket feelings. If we experience a racket feeling
and store it up instead of expressing it at the time, we are said to be
saving a stamp. A game is a repetitive sequence of transactions in
which both parties end up experiencing racket feelings.
6. Autonomy. To realize our full potential, we need to update the strate-
gies for dealing with life that we decided on as infants. We need to move
out of our script and gain autonomy. The tools of transactional analysis
are designed to help people achieve that autonomy, the components of
which are awareness, spontaneity, and the capacity for intimacy.
The philosophical assumptions of TA are:

N People or OK (I’m OK, you’re OK).
N Everyone has the capacity to think
N People decide their own destiny, and these decisions can be changed.
We can have a fear of people in authority when there is an imbalance

between “controlling parent” and “adopted child.” This fear can be a result
of our parents’ unrealistic expectations of us. Their critical and blaming
style may have had an influence on how we interact with others. We may
see those in authority as having unrealistic expectations of us and fear that
we can’t meet them. As adults, we may misunderstand basic assertiveness
from others as an attempt to control us. Our reaction might be to feel
intimidated, to avoid confrontation or criticism, or to compromise our values
to accommodate the authority figure. We may also tend to take things
personally, become arrogant to conceal this, and feel incompetent. As
we begin to feel more comfortable with authority/parent figures, we can
place criticism in a more positive light and recognize that people in authority
have their own fears and defenses. We come to realize that their behavior
doesn’t determine how we feel about ourselves, and we can start choosing
our behavior rather than reacting to others. As we feel more comfortable
with authority figures, we act with increased self-esteem and stand up for
ourselves more.
Keywords for the Inner Parent

The nurturing parent:
N Is direct
N Is protective
N Nurtures
N Offers constructive criticism
N Encourages
N Is loving
N Loves unconditionally
N Shares power
N Supports
N Safeguards you against threat
N Is nonjudgmental
N Wants the best for you
N Is responsible
N Cares for you and others
N Is your own best friend

N Listens
N Looks after your health
N Is sympathetic
N Sees you have friends who care
N Has a built-in guide for survival
N Warns you of danger
The nurturing inner parent can also be overprotective and smothering.
The controlling parent:

N Tells you the do’s and don’ts.
N Makes sure you do the right things.
N Deals only in “acceptable” behavior.
The controlling inner parent can also be hypercritical, demanding, condi-

tional, judgmental, and manipulative.
Keywords for the Inner Child
Adopted Inner Child Natural Inner Child
Powerless Innocent
Helpless Fun-loving
Demanding Curious
Abandoned Imaginative
Victim Spontaneous
Lonely Magical
Easily hurt Energetic
Vulnerable Open
Rejected Loved
Dependent Young
Manipulative Warm
Compliant Playful
“Good” Fresh
Depressed Sensitive
Withdrawn Gregarious
Negative Relaxed
Cynical Into holidays, sports, jokes, travel
Avoids intimacy Into nature, art, writing
Bears grudges Into magic, acting, the spiritual
Doesn’t know how to protect self
An “adopted” or needy child can, as an adult, show the behavior and charac-
teristics of a victim. Or they may ignore their own needs (as their needs were
ignored in the past) and become a rescuer of others.
The Dynamics of the Inner Parent, Child, and Adult

Dialogue can take place between the Child and the Parent. This is where, in
effect, we become our own parent. We are able to take responsibility and look
after our own needs. The Adult part of our nature will encourage others to
help themselves.
The Adult is . . .
an objective gatherer of information,
adaptable, organized, intelligent, a
tester of reality, thoughtful, a straight
talker, objective.
Function: to solve problems, to
process data
The Inner Child

Recordings of early years,
The Inner Parent
feelings, responses, experi-
Attitudes/behaviors from
ences, and old behavior
external sources (parent
will show themselves via
figures) become internalized
outward expression as an
and are then outwardly
“adopted” child or a
expressed.
“natural” child.
Function: to protect/
Function: to be admired
teach others, to make
and encouraged, to have
automatic decisions—
fun and excitement, to
for example, when to eat
experience creativity,
spontaneity, and intimacy
N If you come from your Adult only, you are boring, robotic, and without
compassion, and have relationship problems.
N If you come from your Child only, you can’t think for yourself, and you
need much support.
N If you come from your Parent only, you are not in touch with reality.
Parent, Child, and Adult Interpersonal Behaviors

Parent Child
Adult
Critical Nurturing Adopted Natural
Voice tone/pitch critical loving whiney free even

disgusted concerned placating energetic
Words bad good can’t want practical
should splendid wish fun why
always nice try wow how
Gestures arms folded smiling pouting loose alert
frowning open arms helpless uninhibited open
Attitude judgmental caring demanding curious evaluates
authoritarian giving ashamed changeable
INDIVIDUAL TASKS 3.1 Mother

How did you experience your mother’s parenting style in terms of
AND REFLECTIONS “controlling parent” and “nurturing parent”?
3.2 Father
How did you experience your father’s parenting style in terms of “controlling
parent” and “nurturing parent”?
3.3 Your Parenting

If you are a parent, how would you assess your parenting style in terms of
“controlling parent” and “nurturing parent”? How much of your parenting
style is derived from your own parents?
3.4 Being Parented

Consider how others in your personal and professional life demonstrate their
parenting style to you. How do you feel about their parenting style? How do
you react?
3.5 You as a Child

Looking through the key words for “adopted child” and “natural child,” what
kind of child do you think you were?
3.6 Today’s Child

How do you think you express the “adopted child” and “natural child” today?
WORKING 3.7 Parenting Others

Physical parenting isn’t the only means through which we express our
WITH OTHERS parenting styles; we also express it with intimate partners, friends, and
work colleagues. How do you express your parenting style to intimate
partners, friends, and work colleagues?
3.8 Positive Strokes

Today, give five people a positive stroke (a compliment).
3.9 Leading Others

How does your parenting style affect the way you lead or manage others?
WORKING 3.10 Parenting and Work

Discuss with your mentor how your parenting style comes through in your
WITH A MENTOR work roles. How might you modify any unsuitable behaviors?
3.11 Child and Work

Discuss with your mentor how your inner child comes through in your work
roles. How might you modify any unsuitable behaviors?
DEVELOPING 3.12 Group Dynamics

Divide the learners into small groups of three. Ask each person to take turns
OTHERS being the Child (C), the Parent (P), and the Adult (A) in a role-play situation.
In each role-play, two of the group interact while the third member observes.
Relating Styles Assessment and Workbook, 52 pp.

RECOMMENDED
HRD PRESS TITLES
4
Building
Positive Work
Relationships
INTRODUCTION Guidelines for building positive work relationships include the following:
N Be tolerant of others’ weaknesses.
N Be tolerant of your own weaknesses. Don’t be self-critical in front of
another person, because, after a while, both of you will believe it.
N Be a good listener.
N Remember that physical warmth bonds people together. Try touching,
a wink, eye-to-eye contact, a smile.
N Don’t expect closeness through inappropriate behavior. Pouting, with-
drawing, or being curt, negative, and whiney seldom draw people closer.
Own up to your emotions and feelings and express them in an open,
honest, clear, and direct way.
N Learn to give and accept praise. Compliment people on their character,
not on their appearance. If you don’t accept praise, people will event-
ually stop giving it.
N If you need to scream at someone, do it at the right person. Don’t take
it out on your spouse, children, or yourself.
N Learn to say “no” to yourself and others when, after objective self-
assessment, it seems the appropriate thing to do. Rescuers and do-gooders
are often resentful because they expect, but receive, little in return.
N When confronted, listen to what the other person has to say without
expressing the typical defensive, reactive self that resides in each of us.
No one likes to be criticized, but change cannot occur without self-
awareness, which in turn cannot develop without feedback. Learn to
ask for feedback. Be honest with your feelings to yourself and others.
N Learn to be direct, open, and clear in giving messages. Don’t be afraid
to express your negative emotions. The key to self-expression is how you
state your feelings. Most relationships are strengthened through the
creative use of conflict.
N Make time for yourself. Learn to look after yourself without always
feeling selfish or guilty.
N Make time for others. Time is a matter of priorities. If you want to do
something badly enough for yourself or another, you will make the time.
N Remember that 70 percent of your communication is nonverbal. Be
in touch with the messages conveyed by your body language, voice
inflection, posture, and facial expressions.
N Avoid “winning” situations. If you “win” a discussion, it is at the
expense of someone else, and you have to deal with that person’s
feelings. No one is right all the time. Nor can you be all things to all
people at all times.
N Tackle life’s problems systematically. People who are stressed try to
undo their “mistakes” in a hurry. Set realistic personal and other-
directed goals. If you don’t succeed, don’t give up. You might need to
adjust your goals or simply keep trying.
N Come to accept the fact that not all life’s conflicts, including your own,
may be resolvable, now or in the future. Some people and situations
simply can’t or don’t want to change. Don’t expect yourself or another to
alter behavior without proper know-how and motivation.
BUILDING POSITIVE WORK RELATIONSHIPS 17
N Learn to set limits with yourself and others. Avoid being the rescuer or
doormat. Failing to set limits leads to resentment.
N You don’t have to justify your every move in life. An honest response is
appropriate, but avoid feeling the need to make excuses for your
actions. Also, don’t cop out of any responsibility when someone else is
depending on you. If the world becomes angry with you, it might be
because you have become undependable.
N Finish unfinished business. Whenever you suppress a feeling, it will
eventually manifest itself magnified many times over. Beware of depres-
sion, illness, or emotional outbursts as expressions of suppression.
N Offer your point of view when it is asked for.
If you can say “no” in a relationship, you don’t have to say “no” to the
relationship.
Trust within relationships is critical, particularly with today’s emphasis

on team management. Friendships, families, and organizations need trust to
operate effectively. When people trust each other, everything works better.
But trust doesn’t come automatically; it must be earned. Strong trust-
builders:
N Sincerely regret doing wrong to others and are quick to apologize when
they do something wrong
N Are good listeners
N Look out for other people’s interests as well as their own
N Are fair in their dealings with everyone
N Clarify their intentions so that others will understand their actions
N Seek input on issues from the people who will be affected by their
decisions or actions
N Generously praise people
N Willingly cooperate with their colleagues and are more interested in
achieving good results than in who will get the credit
N Strive to understand how others feel and are sensitive and empathetic
to others’ feelings
N Keep promises—you can rely on them to do what they said they
would do
N Tell the truth, even when it might be painful or to their disadvantage
N Are genuinely interested in other people and have a high relationship
orientation
N Care about others and treat others the way in which they would want
to be treated themselves
INDIVIDUAL TASKS 4.1 Relationship Patterns

Take a large sheet of paper and write “ME” in the center. Using the key for
AND REFLECTIONS relationship patterns as outlined below, create your relationship chart.
Relationships that are linked

Family by birth, marriage, or agreement ~~~~~~~~~~~~~~~~
Problems that need working on #
Others
Would like the relationship to get closer
Would like to end the relationship
4.2 Trusting Others

Consider the people in your personal and professional life who you would
trust. Identify their trust-building characteristics and behavior.
4.3 Not Trusting Others

Consider the people in your personal and professional life who you do not
trust. Identify the characteristics and behaviors that inhibit your trust
of them.
WORKING 4.4 Relationship Self-Assessment

Complete the following self-assessment and then give the sheet to a col-
WITH OTHERS league to complete. Use the responses “rarely,” “sometimes,” or “often” to
indicate the extent to which you or your colleague use the skill.
Relationship Skills Self
1 Understanding yourself
N Identifying your feelings accurately
N Understanding the influence of your background
Self Colleague
2 Talking about yourself

N Communicating well using nonverbal language
N Ability to “own” your thoughts and feelings
N Expressing feelings appropriately
N Sharing personal information
3 Developing relationships
N Revealing strengths and weaknesses
N Giving feedback
N Receiving feedback
N Identifying and overcoming barriers to trust
N Discussing your relationships constructively
4 Defining yourself
N Overcoming mental barriers to assertion
N Expressing wants
N Taking the initiative
N Coping with others’ negative behavior
N Not allowing others to define you on their terms
5 Disciplined listening
N Awareness of your barriers to listening
N Being a safe person to talk to
N Understanding verbal and nonverbal language
N Tuning in to the feelings of others
N Actively showing attentivenes
N Being able to step into another’s world
6 Helpful responding
N Communicating understanding of another’s words
N Communicating understanding of another’s feelings
N Ability to help another clarify a problem
N Helping another generate solutions
(continued)
BUILDING POSITIVE WORK RELATIONSHIPS 19
(continued)
Relationship Skills Self Colleague
7 Managing anger and conflict

N Awareness of when you feel angry
N Expressing your anger constructively
N Handling criticism constructively
N Showing a problem-solving orientation
N Being collaborative rather than competitive
N Assuming responsibility for managing conflict
WORKING 4.5 Strong and Weak Relationship Skills
WITH A MENTOR Identify your strong and weak relationship skills. Note whether there are
any differences in relationship styles between your personal and pro-
fessional life. Discuss with your mentor. How does your mentor see your
relationship skills? Create an action plan to improve your weak relationship
skills.
4.6 The Mentor Relationship

What are the dynamics of the relationship between you and your mentor?
DEVELOPING 4.7 Talking About Yourself
OTHERS Introduce the subject of building positive relationships and talking about
yourself, as detailed above. Brainstorm the necessary skills. Put the learners
into pairs to discuss their skills and give each other feedback. Reconvene the
larger group to discuss the outcomes and experience.
4.8 Developing Relationships

Introduce the subject of building positive relationships and developing
relationships, as detailed above. Brainstorm the necessary skills. Put the
learners into pairs to discuss their skills and give each other feedback.
Reconvene the larger group to discuss the outcomes and experience.
4.9 Defining Yourself

Introduce the subject of building positive relationships and defining your-
self, as detailed above. Brainstorm the necessary skills. Put the learners into
pairs to discuss their skills and give each other feedback. Reconvene the
larger group to discuss the outcomes and experience.
4.10 Disciplined Listening

Introduce the subject of building positive relationships and disciplined
listening, as detailed above. Brainstorm the necessary skills. Put the learn-
ers into pairs to discuss their skills and give each other feedback. Reconvene
the larger group to discuss the outcomes and experience.
4.11 Helpful Responding

Introduce the subject of building positive relationships and helpful
responding, as detailed above. Brainstorm the necessary skills. Put the
4.12 Managing Anger and Conflict

Introduce the subject of building positive relationships and managing anger
and conflict, as detailed above. Brainstorm the necessary skills. Put the
RECOMMENDED Relating Styles Assessment and Workbook, 52 pp.
HRD PRESS TITLES

5
Career
Planning
INTRODUCTION Nowadays, each one of us has the opportunity to be in charge of our own
working life. It is up to each person to plan their career and reskill when
appropriate. Are you aware of the following facts?
N The skills most commonly thought to be lacking are IT skills, communi-
cation skills, and personal skills.
N According to the Department for Education and Employment, growth in
demand in the higher skilled occupations is predicted to the year 2005
and beyond and there is a growing emphasis on multiskilling and
quality.
N Core workers are expected to have a wide range of skills including leader-
ship, managerial, development, professional, and technical abilities.
N If you want to get the maximum return from your networking, you need
to give a high profile to your transferable skills.
N You need to be able to work without a clear job description and to
prepare yourself for short-term employment.
N To stay in work you will need to constantly demonstrate your value to
the organization in each new situation.
N Your place within a new company is as the supplier, fulfilling a need to
the customer (the employer).
Stages of Working Life
Life-SStage Age Events
Pulling up roots 18–22 Leaving the nest, flexing the wings to express individuality.
Early adulthood 22–28 First commitments to adult responsibilities, trying out parental
rules in the world.
Transition 28–32 Re-examination of parental rules, reassessment of current
relationships and career, challenges to our old ways of
thinking, more long-term planning beginning to occur.
Consolidation 32–39 Seeking to become established, the beginning of feeling
pressured by time, making long-term goals based on our
true individuality and not family expectations.
Metamorphosis 39–45 Facing the chasm between ideals and reality, new career, new
relationships, breaking away.
Stabilization 45–55 Increased stability, following changes.
Mellowing 55– Achievement losing potency in the face of increased self-
satisfaction and inner peace with self.
Having located potential work, you then need to market yourself and
negotiate terms. Once in the job, you will be required to work on many levels,
possibly handling a variety of tasks simultaneously. Learn to see every
potential work situation as a market. Find new ways to exploit your skills,
knowledge, and experience, and learn how to take advantage of opportun-
ities to sell yourself.
Because full-time, permanent work will become harder to obtain, the trend
will be toward having two or three part-time jobs or doing contract work
(being self-employed and contracted to do occasional specialist work, and
likely to work for more than one organization). Rather than the traditional
9 to 5 job, you are likely to have a composite career that has several strands
running at the same time, starting and finishing ad hoc.
Other ways in which you might work include telecommuting (working at
home for an employer or freelancing using computers, fax machine, modem,
and telephone) or interim management (a temporary manager for only the
duration of a project). Alternatively, you might be a core worker. A core
worker is someone who is probably between 25 and 45 years old. They
are likely to be career-minded and will work in the central part of an
organization, probably in management or project development. A core
worker is full-time and will have an intense and heavy workload. Their
career progression is likely to be a series of high-powered jobs, not
necessarily with the same organization.
In order to maintain a productive and financially rewarding working life,

you will need job-specific skills plus job-search skills—and you are
responsible for acquiring them.
INDIVIDUAL TASKS 5.1 Why Do You Work?

On a scale from 1 to 5 (1 being the most true), write the number that indi-
AND REFLECTIONS cates how true you think each of the following statements is. Work:
N Is something I do for money ______
N Helps me get up in the morning ______
N Takes me away from the family ______
N Gives my life structure ______
N Gives me an identity ______
N Gives me a social life ______
N Provides me with a sense of purpose ______
N Provides me with interesting challenges ______
N Makes me feel needed ______
N Gives me status ______
N Is unenjoyable ______
N Is boring ______
5.2 Job Analysis

Take your last or current job and analyze what you have learned from your
responsibilities and experiences.
C AREER PLANNING 23
5.3 Different Ways to Work

How do you want to work?
N Part time Do you want to job-share?
N Temporary Do you want casual work you can drop in and out of?
N Core Are you career-minded?
N Contract Are you a specialist?
5.4 Updating Skills

Consider the following:
N How might learning improve your work prospects?
N Do you want a vocational qualification? Why?
N Do you know how you like to learn—for example, self-study, classroom,
one-to-one coaching?
N How might you pay for your learning?
5.5 Transferable Skills

Which of your current skills could be transferred to other occupations?
5.6 Local Labor Knowledge

N Which are the ten biggest factories in your area?
N Which are the two biggest factories in your town?
N Which are the ten biggest office firms in your area?
N Which are the two biggest office firms in your town?
N Which firms in your town have announced layoffs within the past six
months?
N Which new firms have moved into your town within the past six months?
N Consider the key companies in your town and area. Would you consider
working for them and why?
5.7 Values
Go through the list below, checking those values that are important to you:
❏ Sense of community ❏ Sense of accomplishment

❏ Autonomy ❏ Being a success
❏ Being a team member ❏ Being appreciated
❏ Being seen as an expert ❏ Being of service
❏ Creativity ❏ Developing new skills
❏ Financial security ❏ Gaining knowledge
❏ Having authority ❏ Having feedback
❏ Having responsibility ❏ Helping society
❏ Sense of identity ❏ Having influence
❏ Working under pressure ❏ Overcoming challenges
❏ Public contact ❏ Respect from others
❏ Opportunities for self-development ❏ Self-respect
❏ Sense of purpose ❏ Social interaction
❏ Status ❏ Supervising others
❏ Supporting others ❏ Taking risks
❏ Being proactive ❏ Sense of usefulness
5.8 Occupational Awareness

Are you aware of the amount of demand for your area of expertise? Is your
work seasonal—for example, lecturing and tutoring during the academic
year? Do you need to upgrade your skills to keep abreast of current trends?
Do you keep yourself up-to-date so that you have a head start in terms of
new trends within your profession?
WORKING 5.9 Progression

What is the progression route through the organization you work for? How
WITH OTHERS have work colleagues progressed in or out of the organization?
WORKING 5.10 I Am a Person

Who are you? Who or what we believe ourselves to be is relevant to how we
WITH A MENTOR perceive ourselves out in the world. Write down, without thinking, who or
what you believe yourself to be at this point in time. Discuss with your
mentor.
5.11 Life Check

Reflect on this current period in your life and ask yourself, “Where am I at
in my life right now?” Think about what kind of time this is for you. Consider
the event or events that marked the beginning of this period and think about
the chief characteristics of this period. Is it a hectic time? A time of crisis? A
period of transition? A stagnant period? Draw any images, colors, or forms,
or write down any words or statements that reflect where you are in your life
at this particular time. Discuss with your mentor.
5.12 Wants and Needs

What we need and want in our work may be one and the same. What we
want is desirable, but is not essential to our well-being. What we need is
vital to our sense of self. Discuss the following with your mentor and find out
what the difference is for you.
N I want . . . (for example, stimulation, a stable income for emotional
security, to create something of substance and for a reason, to be
challenged, a higher income, sense of belonging)
N I need . . . (for example, to contribute to household expenses, to be doing
something useful, to be more independent, to be needed, to develop
new skills)
N What will happen if I don’t have it? (For example, I will feel trapped/
useless/bored/frustrated)
N What could I do to remedy the situation? (For example, retrain, consider
more permanent positions offering autonomy)
5.13 Self-Discovery
Discuss with your mentor how you might begin taking steps toward dis-
covering and doing work that would be personally meaningful, including
asking yourself:
N What are my career goals for the next 6 months?
N What are my career goals for the next 12 months?
N Why are these goals important to me?
N Who can I get to help myself achieve these goals?
N How can they help me achieve these goals?
N How will I know when I have achieved them?
C AREER PLANNING 25
DEVELOPING 5.14 Fantasy Career

Introduce the subject of career planning. Say to your group, “You are to
OTHERS imagine that there are no constraints of time, money, age, health, status,
ties, and so on. Identify details such as job specification, the lifestyle that
accompanies it, with whom you would work, in what kind of surroundings,
with what kind of authority and responsibilities, with what kind of working
day. Detail career progression, status and income sought, opportunities for
using your present skills and developing others, and integration of your
career development with other life roles.” Now ask them the following
questions:
N What does the fantasy indicate about what you would value and
aspire to?
N What are the differences between your fantasy and reality?
N How much of your fantasy is achievable either now or in the future?
N What are the barriers to your achieving some of your fantasy and how
might these be overcome?
N What would be the consequences of your working to achieve some of the
features of your fantasy, for yourself and for other people?
N What objectives would you like to set yourself on the basis of this
exercise?
RECOMMENDED SkillBuilders, 35 different titles, 12 pp. each.
HRD PRESS TITLES

6
Changing
Interpersonal
Behavior
INTRODUCTION Are you happy with how you relate to other people? Would you like to be
more outgoing or less dominant in a group? Would you like to be able to start
up a conversation with anyone or do you need to take a step back?
Let’s take a typical interpersonal behavioral problem: for example, you’re
unhappy with your tendency to dominate conversations at social gatherings
or meetings. You end up crowding other people out and, as a result, you often
alienate them. To rectify the problem, you could take the following steps:
N Set a goal (for example, “I’ll stop talking so much when in groups”).
N Identify an action you take to alert yourself in typical situations (for
example, decide to keep your mouth shut for a while, instead of always
jumping into the conversation). However, also consider whether there is
a positive action you might be able to take to achieve your goal more
fully, such as focusing on listening more to the other person.
N Devise a reminder for when you feel yourself slipping into the behavior
you want to avoid. For example, if listening is not your natural response
when you’re socially stimulated, you need to be reminded of exactly
what you should do. However, this reminder will have to be
motivational. Because you typically become so stimulated when you’re
in the company of others, you conclude that, unless a reminder makes
you want to listen, you’ll have trouble doing it. So you decide on a
combination reminder. In trying to identify an important reason for
taking the trouble to listen when you’d rather talk, it occurs to you that
the word friends helps convey what you really want to accomplish—and
what you’ve been losing. Therefore, you decide that the reminder
“Listen to your friends” will give you both the instruction and the
inspiration to carry out your action. You then mentally attach the
reminder to the stimulus. Subsequently, in social situations, you
monitor and adjust by thinking “Listen to your friends” whenever you
feel the urge to jump into the conversation.
Changing interpersonal behavior can be daunting, but your ability to
change your behavior is not a matter of willpower. Your willpower will be
there when you admit your fears and identify whether other people or your
organization is complicating matters with its own fears. The following
situations can cause interpersonal difficulties in the work environment:
N Communication. Fears that “it won’t come out right” are often mis-
identified and are, more accurately, fears of embarrassment, rejection,
or failure.
N Rejection. These are fears of not getting something we already
don’t have.
N Embarrassment. Most of us have had fears of looking foolish, of seem-
ing incompetent, of being taken for granted, of needing help. When our
solution to these anxieties is to avoid the problem, we often find
ourselves in a victim role.
N Conflict. The fear of conflict, or of strong emotional reaction, is wide-
spread and particularly insidious.
N Failure. Most fears of failure are actually about being exposed. Are you
assuming that a failure in outcome means you are a failure as a person?
CHANGING INTERPERSONAL BEHAVIOR 27
You can change your behavior.
Positive action in changing interpersonal behavior is effective for two

reasons. First, positive action yields objective information, which helps
distinguish exaggerated from real risk. Second, positive action separates
having fear from being driven by fear. When you begin changing
fundamental habits, successful behavior comes naturally.
INDIVIDUAL TASKS 6.1 Improving Your Body Language Through Postural Exercise
Practicing T’ai Chi, the Alexander Technique, yoga, and other forms of
AND REFLECTIONS postural exercise and meditation can give you an upright, relaxed, and
balanced posture, which will then give you internal confidence with your
body language when relating to others. You might want to explore the
possibilities.
6.2 Learning Interpersonal Behavior

Interpersonal skills are learned from childhood onward. Who influenced
your style of interpersonal behavior? How have you modified what you
learned for better or worse?
6.3 Going By Appearance

What image of yourself do you want to convey to others?
N Mother Earth? N Harassed executive?
N Mad professor? N Macho?
N Designer-label? N Dippy hippy?
N Cool? N Iron lady?
N Something else?
6.4 Self-Assessment
Use the following checklist to assess your interpersonal behaviors.
Good Needs Improving

Behavior () ()
Using questions
Using touch
Maintaining the appropriate physical distance
Dealing with conflict
Problem solving
Thinking skills
Awareness of feelings
Giving criticism
(continued)
(continued)
Good Needs Improving

Behavior () ()
Mirroring another’s gestures
Using hand gestures
Listening skills
Body stance
Eye contact
Facial expressions
Voice pace
Voice tone
Voice volume
6.5 Choosing Change

What interpersonal behaviors would you like to change in yourself? Why?
WORKING 6.6 Colleague Assessment

Give the assessment in task 6.4 to a colleague to complete on your own
WITH OTHERS interpersonal skills. Discuss.
WORKING 6.7 Mentor Assessment
WITH A MENTOR Give the assessment in task 6.4 to your mentor to complete on your own
interpersonal skills. Discuss.
6.8 Different Style

Define and discuss with your mentor the different ways in which you
communicate with the various people in your life.
DEVELOPING 6.9 Group Interpersonal Skills

Introduce the subject of changing interpersonal behavior. Divide the learn-
OTHERS ers into groups of four to brainstorm elements of interpersonal behavior.
Reconvene the whole group in order to compile a central list. Ask the
learners to rate themselves for each element (good, needs improving).
Keeping the learners in their groups, ask them to rate each other.
6.10 Rating for Change

Introduce the subject of changing interpersonal behavior. Brainstorm
elements of interpersonal behavior. Ask the learners to rate themselves on
these elements (good, needs improving). Ask them what behaviors they
would like to change and why. Ask them to choose one behavior to change
CHANGING INTERPERSONAL BEHAVIOR 29
and to devise two strategies to change it. Divide them into groups of three
to discuss. Reconvene the whole group to share their ideas on behavior and
strategies.
RECOMMENDED 50 Activities for Interpersonal Skills Training, 430 pp.

Communication Effectiveness Profile, 16 pp.
HRD PRESS TITLES
7
Coaching
Others
INTRODUCTION A good coach encourages others to think for themselves. In other words, good
coaches teach others to fish for themselves, rather than feeding them fish.
Coaching is a form of leading—you lead people to think differently. Coaching
means asking questions that lead others to new insights, and helping people
solve their own problems. One of the challenges in coaching is to resist
offering people your own answers and thereby metaphorically feeding them
fish; it is an accepted fact that people commit themselves most fully to their
own solutions.
Coaches help people carry out any occupational task more effectively and
aim to help high performers reach greater heights.
Managers who use coaches are committed to self-improvement, and it is
becoming increasingly evident that managers develop more effectively with
the help of a coach rather than just relying on ad hoc experience or courses.
Coaching is not complete until the other person has a concrete action
plan to do something different.
Advice can be helpful, but it is only short term; it is no substitute for

helping others to think for themselves. This means asking open-ended,
nonjudgmental questions to stimulate broader thinking on their part. When
the individual you are coaching gets off track, ask them to consider certain
implications of their preferred course of action rather than telling them your
answers. As a last resort, when you need to give someone the answer, pose
it as a question: “How do you think this approach would work for you?” Avoid
closing down too quickly on a solution—strive to dig deeper into how the
other person thinks by probing with further open questions, such as “I
wonder what leads you to that view?” or “Can you help me understand your
reasoning there?” Acknowledge any insights gained and good points made.
Ask what they will do differently and by when. Strive always in coaching to
maintain and enhance the other person’s self-esteem.
Your team can grow much faster if you assume a coaching role. Team
members need training and support to help them gain their full power to
perform the team’s work as well as to perform work as a team. If you are
going to help your team develop necessary skills, you must cultivate a set of
coaching skills, including listening, communicating, advocating, team
building, facilitating decision making, training, educating, and mentoring.
INDIVIDUAL TASKS 7.1 Good Coaching by Another

Consider a recent situation where someone has coached you well. How did
AND REFLECTIONS you feel? Why was the coaching good? What made it work well? What were
the outcomes for you?
COACHING OTHERS 31
7.2 Bad Coaching by Another

Consider a recent situation where another has coached you badly. How
did you feel? Why was the coaching bad? Why didn’t it work? What were
the outcomes for you? What might you have done differently if you had
been the coach?
7.3 Good Coaching by You

Consider a recent situation where you coached another well. How did you
feel? Why was the coaching good? What made it work well? What were the
outcomes for the other person?
7.4 Bad Coaching by You

Consider a recent situation where you have coached another badly. How did
you feel? Why was the coaching bad? Why didn’t it work? What were the
outcomes for the other person? What could you have done differently?
7.5 Self-Assessment of Coaching Skills

Use the following scale to rate yourself on each statement:
Never = 1 Sometimes = 2 Usually = 3 Always = 4
Coaching Skill Rating
I listen to my team members actively, empathetically, respectfully, and without passing

judgment.
I communicate with a clear, consistent message to my team members.
I act as a strong advocate for my team with others in the organization.
I work hard on team building with my team members.
I support my team members in making their own decisions.
I provide continuing training to team members in participatory management.
I provide education so that team members understand the theory behind what
they’re doing.
As a mentor, I help my team members develop their skills and the confidence to use
those skills.
Take a look at those areas you’ve rated a 1 or 2. Try to move those up to

the 3 or 4 range. By developing your skills as a coach, you will develop a
more effective and efficient team.
WORKING 7.6 Coaching Assessment

Identify a situation where another person will coach you. Create an assess-
WITH OTHERS ment form for you to use upon completion. After the session, you could also
give this sheet to the person who coached you to use as feedback.
7.7 Coaching Self-Assessment

Identify a situation where you are coaching another. Create a self-assess-
ment form for you to use upon completion. After the session, you could also
give this sheet to the person you are coaching to use for feedback.
WORKING 7.8 Mentoring Coaching Skills

Ask your mentor to sit in on a session when you are coaching another person.
WITH A MENTOR Complete a self-assessment sheet, and your mentor can make notes. Discuss
both sets of observations. Create an action plan to develop identified skills.
DEVELOPING 7.9 The Best Coach

Introduce the subject of coaching others. Brainstorm ideal coaching skills
OTHERS and strengths.
7.10 Role Play Coaching

Introduce the subject of coaching others. Using a volunteer from the
learners, role play, with you as the coach, good coaching skills. Then role
play bad coaching skills. Ask the observers to list the good skills (and how
they might be improved) and the bad skills (and how they might be
improved). Armed with this list, divide the learners into groups of three: two
to role play and one to observe. Feedback comes from the learner being
coached, the observer, and from the coach’s own self-assessment.
RECOMMENDED The Manager’s Pocket Guide to Workplace Coaching, 140 pp.

The Manager’s Pocket Guide to Effective Mentoring, 128 pp.
HRD PRESS TITLES 50 Activities for Coaching and Mentoring, 306 pp.
Coaching Effectiveness Profile, 16 pp.
8
Conducting
Interviews
INTRODUCTION Interviews are particularly useful for discovering the story behind a res-
pondent’s experiences and to pursue in-depth information around a topic.
Before you start to design your interview questions and process, clearly
identify the purpose of each interview. This helps you keep a clear focus on
the intent of each question.
Types of Interviews
N Informal, conversational, general interview. Here, predetermined
questions are asked. This approach is intended to ensure that the same
general areas of information are collected from each interviewee.
N Standardized, open-ended interview. Here, the same open-ended
questions are put to all interviewees. This approach facilitates faster
interviews that can be more easily analyzed and compared.
N Closed, fixed-response interview. Here, all interviewees are asked
the same questions and are asked to choose answers from the same set
of alternatives.
Preparing the Sequence of Questions

N Get the respondents involved in the interview as soon as possible.
N Before asking about controversial matters (such as feelings and
opinions), first ask about some facts. With this approach, respondents
can more easily engage in the interview before warming up to more
personal matters.
N Intersperse fact-based questions throughout the interview to avoid a
long sequence of fact-based questions, which tends to leave respondents
disengaged.
N Ask questions about the present before asking questions about the past
or future. It’s usually easier for respondents to talk about the present
and then work into the past or future.
N The final questions might be formulated to allow respondents to provide
any other information they wish to add and their impressions of the
interview.
Wording Your Questions

N Wording should be open ended. Respondents should be able to choose
their own terms when answering questions.
N Questions should be as neutral as possible. Avoid wording that might
influence answers—for example, evocative wording.
N Questions should be asked one at a time.
N Be careful about asking “Why?” questions, because these imply a cause-
effect relationship that might not truly exist. Such questions might also
cause respondents to feel defensive—for example, that they have to
justify their response—which might inhibit their responses to this and
future questions.
Preparing for the Interview

N Choose a setting with little distraction. Avoid bright lights or loud
noises, make sure that the interviewee is comfortable, and so on.
N Explain the purpose of the interview.
N Address terms of confidentiality. Explain who will be allowed access to
the respondent’s answers and how their answers will be analyzed.
N Explain the format of the interview. Explain the type of interview you
are conducting and its nature. If you want the respondent to ask
questions, specify whether they are to do so as the questions occur to
them or wait until the end of the interview.
N Indicate how long the interview will take.
N Tell the respondent how to get in touch with you later if they want to.
N Ask the respondent if they have any questions before the start of the
interview.
N Don’t rely on your memory to recall the respondent’s answers. Ask for
permission to record the interview or have someone else present to take
notes, or take notes yourself.
Carrying Out the Interview

N From time to time, check that the tape recorder (if used) is working.
N Ask one question at a time.
N Attempt to remain as neutral as possible—don’t display strong emo-
tional reactions to their responses.
N Encourage responses with occasional nods of the head, “uh huhs,”
and so on.
N Be careful about the impression conveyed when taking notes. If you
jump to take a note, it might seem as if you’re surprised or very pleased
about an answer, which might influence answers to future questions.
N Provide a transition between major topics—for example, “We’ve been
talking about . . . and now I’d like to move on to. . . .”
N Don’t lose control of the interview. This can occur when a respondent
strays to another topic, takes so long to answer a question that time
begins to run out, or even begins asking the interviewer questions.
Immediately After the Interview

N Check that the tape recorder (if used) worked throughout the interview.
N Go over your written notes—for example, clarify any semi-illegible
words, ensure that the pages are numbered, fill out any notes that don’t
make sense, and so on.
N Write down any observations made during the interview. For example,
where did the interview take place and when? Was the respondent
particularly nervous at any point? Were there any surprises during the
interview?
Guidelines for Conducting and Analyzing Interviews

To be a good interviewer, you need good self-awareness. If you are self-
aware, you will be able to read in others what you have learned to read in
yourself. Here are a few principles for conducting and analyzing interviews:
1. Observe contact reaction as the candidate walks into your office or the
interviewing space. Remember that 70 percent of all communication is
nonverbal.
CONDUCTING INTERVIEWS 35
2. Do not hasten to put the candidate at ease. The mental and emotional
state of candidates as they enter into the interviewing process is
important information. It can tell you a great deal about how they
relate to new people and what their self-concept is. If the candidate
continues to be nervous, then you can use some techniques to put the
person at ease.
3. Develop a set of questions and ask the same questions of each
candidate. If you want to distinguish one person from another, you
have to get a range of responses. The way to do this is to ask the exact
same questions of each candidate, and then compare their answers.
4. Start with stereotypical interview questions, but be aware that your
purpose in doing so is to make the subject comfortable. Then take off
from there and go deeper. Your objective is to get the subject talking,
in as much of a discursive, narrative fashion as possible.
5. Sample all relevant areas of the candidate’s life, such as work,
education, competencies, and personality. In each category, however,
start the candidate talking about something they are totally familiar
with. Proceed from the impersonal to the personal, from the familiar
to the unfamiliar, and from the intellect to the emotions.
6. Take notes on, or tape record (with their permission), the interview.
7. Maintain a steady presence from one interview to the next. Do not
behave one way toward one candidate, and in an entirely different
way toward another. If you unduly influence one candidate toward a
negative, or defensive, reaction and another candidate toward a
positive reaction you, again, compromise your interview data.
8. Consider the interview as a real-life or on-the-job process. In effect,
the ideal way to look upon an interview is as a laboratory to sample
projected workplace behavior by the candidates. Within the bounds of
necessary time limits, you as the interviewer should set up
interactions and experiments that will represent possible scenarios on
the job.
9. Note the emotional flavor of the interview. If you keep yourself steady
as a measuring instrument, you will observe that different candidates
will bring into the interview a type of emotional atmosphere. Some
interviews will feel warm and open to you; others might feel cold and
closed. This should be an indication of the kind of atmosphere a
subject will help generate in the workplace.
10. Do not err on the side of being afraid to ask penetrating questions. Be
professional, be courteous, and demonstrate a genuine interest in the
person you are interviewing. This is the way to build trust, and trust
is critical to success in gaining insight into each candidate.
11. Be aware that the toughest challenge in the interview process is
interpreting the data. Many interviewers see the discussion process as
the most important aspect of interviewing. In reality, the true
meaning of the interview will only emerge with skillful interpretation
of the data you have gathered. Proper interpretation of data involves
matching a given candidate with a given job in such a way that the
organization is assured that the tasks assigned to that job will be
carried out well, and that the person will mesh well with others in the
organizational culture.
INDIVIDUAL TASKS 8.1 A Bad Interview

Consider an interview you have attended as an interviewee that you felt
AND REFLECTIONS went badly. What happened? How did the interviewer’s behavior or
questions affect your performance? How might they have conducted the
interview better?
8.2 A Good Interview

Consider an interview you have attended as an interviewee that you felt
went well. What happened? How did the interviewer’s behavior or questions
affect your performance?
8.3 A Good Interviewer

Consider an interview you conducted that you think went well. How did you
experience it? Consider the interviewee’s response. What did you do or say
that made the interview work?
8.4 A Bad Interviewer

Consider an interview you conducted that you think went badly. How did
you experience it? Consider the interviewee’s response. What did you do or
say that made the interview go badly? How might you have conducted the
interview better?
8.5 Interviewer Skills

What, in your opinion, are the essential skills of an effective interviewer?
WORKING 8.6 Self-Assessment

Identify an interview situation that you will be conducting. Create a self-
WITH OTHERS assessment form and complete it at the end of the interview.
8.7 Interview Assessment

Identify an interview situation where you will be interviewed. Create an
assessment form and complete it at the end of the interview.
WORKING 8.8 Joint Assessment

Ask your mentor to sit in on an interview you will be conducting (with the
WITH A MENTOR interviewee’s permission). Using a self-assessment form, assess yourself at
the end of the interview and ask your mentor also to assess your
performance. Compare and discuss. Based on this, identify skills you need to
develop and an action plan to do so.
DEVELOPING 8.9 Group Interviews

Divide the learners into small groups of three. Each takes a turn to be the
OTHERS interviewer, the interviewee, and to provide feedback.
8.10 Role Play

Introduce the subject of conducting interviews. Brainstorm the skills
necessary for a good interviewer. Choose a volunteer and role play an
interview with you as the interviewee. You can videotape the session. The
CONDUCTING INTERVIEWS 37
group will offer feedback on both performances. The performers are to assess
themselves and each other as well. Ask for another two volunteers and
repeat the exercise.
RECOMMENDED The Manager’s Pocket Guide to Interviewing and Hiring Top Performers,
180 pp.
HRD PRESS TITLES The Manager’s Pocket Guide to Recruiting the Workforce of the Future,
105 pp.
25 Role Plays for Interview Training, 280 pp.
9
Counseling in
the Workplace
INTRODUCTION There are basically four types of strategy for helping others in the
workplace:
N Giving advice: making suggestions about courses of action another
person can, and possibly should, take, looking at the situation from your
perspective.
N Direct action: taking action yourself to provide for someone else’s
needs—for example, stopping a fight.
N Counseling: helping someone explore a problem so that they can
decide what to do about it.
N Teaching: helping someone acquire knowledge and skills you think
they will need.
Counseling in the workplace can be used for:

N Participants in work-related courses who wish to do personal work on a
related matter
N People who wish to talk over personal or work-related problems in
complete confidence with someone
N People who are facing redundancy or career changes
N People who have suffered trauma
Counseling has a powerful, long-term impact on people and organizational

effectiveness. It involves talking with a person in a way that helps that
person solve a problem or helps create conditions that will cause the person
to improve their behavior. It involves thinking, implementing, and knowing
human nature, timing, sincerity, compassion, and kindness. It is much more
than simply telling someone what to do about a problem.
Leaders must demonstrate the following qualities in order to counsel
effectively:
N Respect for employees. This quality includes the belief that indivi-
duals are responsible for their own actions and ideas. It also includes
an awareness of a person’s individuality in terms of unique values,
attributes, and skills.
N Self-awareness. This quality is an understanding of you as a leader.
The more you are aware of your own values, needs, and biases, the less
likely you will be to project your feelings onto your employees.
N Credibility. This quality is achieved through both honesty and
consistency between your statements and actions. Credible leaders are
straightforward with their people and behave in such a manner that
their people respect and trust their words.
N Empathy. This quality entails understanding an employer’s situation.
Empathetic leaders will be better able to help people identify the
situation and develop a plan to improve the situation.
The purpose of counseling is to help employees develop in order to achieve

organizational or individual goals. At times, the counseling is directed by
policy and, at other times, you, as a leader, should choose to counsel to
develop employees. Regardless of the nature of the counseling, you should
COUNSELING IN THE WORKPLACE 39
demonstrate the qualities of an effective counselor (respect, self-awareness,

credibility, and empathy) and employ the skills of communication. While the
purpose of counseling is to develop their people, leaders often categorize
counseling based on the topic of the session. The main counseling categories
include performance counseling, problem counseling, and individual growth
counseling. While these categories can help organize and focus counseling
sessions, they must not be viewed as separate and distinct types of
counseling. For example, a counseling session that focuses on resolving a
problem may also have a great impact on improving job performance, and a
counseling session focused on performance may also include a discussion of
opportunities for growth. Regardless of the topic of the counseling session,
you should follow the same basic format to prepare for, and conduct,
counseling.
There are six steps of effective counseling:
1. Identify the problem. Make sure that you really know the problem.
Analyze the forces influencing the behavior. Determine which of these
forces you have control over and which of the forces the employee has
control over. Determine if the force has to be modified, eliminated, or
enforced.
2. Plan, coordinate, and organize the session. Determine the best time to
conduct the session.
3. Conduct the session using sincerity, compassion, and kindness. This
does not mean you cannot be firm or in control.
4. During the session, determine what the employee believes causes the
counterproductive behavior and what will be required to change it.
5. Try to maintain a sense of timing as to when to use directive or non-
directive counseling. (See below for definitions.)
6. Using all the facts, make a decision and/or a plan of action to correct the
problem. If more counseling is needed, set a firm date and time for the
next session.
After the session, and throughout a sufficient time period, evaluate the
employee’s progress to ensure that the problem has been solved.
There are also two types of counseling—directive and non-directive. In
directive counseling, the counselor identifies the problem and tells the
person being counseled what to do about it. In non-directive counseling, the
person being counseled identifies the problem and determines the solution
with the help of the counselor. The counselor has to determine which of the
two types, or some appropriate combination, to apply to each situation.
Whichever approach is chosen, a workplace counseling session will be most
effective if you keep in mind the following guidelines:
N Move the individual being counseled toward an action outcome.
N Know when to refer the person to someone else—for example, the
Human Resource Department.
N Avoid becoming personally involved.
N Avoid being judgmental.
N Keep asking questions.
N Make sure that you use active listening techniques.
INDIVIDUAL TASKS 9.1 Counseling or Helping
AND REFLECTIONS What, in your opinion, is the difference between counseling and helping?
9.2 Reflecting on a Counseling Experience
When were you last counseled in a work situation? What did it feel like for
you? Were the outcomes satisfactory for you? What made the session work
or not work?
WORKING 9.3 Case Studies
WITH OTHERS If it is within your role to counsel others at work, select two examples of
recent counseling and reflect on:
N Your attitude toward counseling (for example, does it vary from person
to person?)
N Your body language (for example, is it open and positive or closed and
discouraging?)
N Your verbal style (for example, does it encourage the other person
to talk?)
N Outcomes of when you counsel others (for example, does the other
person change positively as a result?)
9.4 Shadowing a Colleague
Shadow a colleague who does work-related counseling for an agreed-upon

amount of time (and with the agreement of the person being counseled).
Reflect on your observations.
WORKING 9.5 Mentoring and Counseling
WITH A MENTOR What counseling skills does your mentor use? Discuss.
9.6 Role Play 1
Set up a role-play situation with a colleague who has a work-related

problem. Ask your mentor to be present and provide feedback on your
performance. Ask the person being counseled for feedback as well. Assess
your own performance.
9.7 Role Play 2
Ask your mentor to set up a role-play situation for you with someone who
has a work-related problem and provide feedback on your performance. Ask
the person being counseled for feedback as well. Assess your own
performance.
DEVELOPING 9.8 Conducting a Performance Counseling Session
OTHERS Organize the learners into groups of three. Each group of learners will rotate
the following roles:
N The supervisor performing the counseling session
N An employee with a behavioral problem
N A facilitator to provide feedback and coaching to the supervisor
Ask each learner within a group to practice each role in every exercise. For
example, in exercise 1, the first learner will be the supervisor, the second
learner will be the employee, and the third learner will be the facilitator or
coach. After completing the exercise, they will then rotate roles and repeat
exercise 1. This process will be repeated a third time so that they all get to
role play the supervisor, employee, and facilitator in exercise 1. Once each
COUNSELING IN THE WORKPLACE 41
learner has played all three roles in exercise 1, the group will then move on
to exercise 2, and repeat the process. They will then continue on to exercises
3 and 4 using the same procedure.
N Exercise 1. The employee is persistently late for work and takes
longer-than-normal breaks.
N Exercise 2. The employee occasionally goes to a bar during their lunch
break. They aren’t exactly drunk, but their behavior suggests that
drinking alcohol has affected their efficiency.
N Exercise 3. The employee is a good worker, but can get irritable and
snappy when under pressure. Because their work involves dealing with
the public in person and on the telephone, their customer service skills
sometimes suffer as a result of stress.
N Exercise 4. The employee is a good worker and is ready to handle more
responsibility, which will involve participation in meetings and giving
presentations. Their problem is that they tend to clam up in meetings
and are scared of giving presentations due to a lack of confidence.
Allowing each learner to perform all three roles has several advantages.
Each learner gets to:
N Practice it
N Coach it
N Be on the receiving end of it
At a very minimum, each learner should perform the role of supervisor in

each exercise as they build on each other.
9.9 Role Play and Group Feedback
Set up a role play with a colleague. One of you is the counselor, the other is
the counselee with a work-related issue to work through. The counselee
should be reasonably difficult and the counselor should make several
errors—some more subtle than others. Video the sessions. During the
training session, ask the learners to comment on the behavior and
performance of the counselor. Using the same script plus the learners’
modifications, ask for two volunteers to role play the new version. Follow
this up with group feedback and discussion.
RECOMMENDED 50 Activities for Developing Counseling Skills in Managers, 296 pp.
HRD PRESS TITLES

10
Creating a
Wellness
Program
INTRODUCTION Why create a wellness program? For the good of the company or the good of
the individual? We can see company health and individual health here as
two sides of the same coin. The company can only be a healthy working
entity when the parts are working well, both individually and together. The
physical and psychological well-being of employees contributes to their
effectiveness and motivation both in and out of the workplace. That is not
say that a healthy person will necessarily be a good worker, but if a company
can encourage a good health program, this will be a positive investment in
the employees who are any company’s most valuable asset.
Stress and Nutrition
When life becomes busy, it’s tempting to forget about a balanced diet by
skipping meals or eating while on the run. However, when your body doesn’t
get the balance of nutrients it needs, you may end up trying to do more with
less energy. Even healthy low-fat foods don’t constitute a high-energy diet on
their own. Below are some hints to remedy this.
N Eat quickly prepared foods if you need to, but aim for a combination of
grain products (like bread and pasta) and vegetables or fruit, along with
a modest amount of protein (dairy, meat, or bean) at least three times
a day. It can be as easy as choosing a turkey sandwich with some fresh
fruit or having vegetable chili and whole-grain bread for dinner.
N Set aside time to eat meals at a pace that allows you to taste and enjoy
them. The 15 or 20 minutes it takes to put aside work and other dis-
tractions will be more than compensated by a noticeable energy boost.
N Stress can also increase desire for extra snacks and high-fat comfort
foods. Snacks can be an important part of good eating, so don’t force
yourself to starve if you’re hungry. But snacking when you’re not really
hungry doesn’t give you more energy.
N Sweets and caffeine-containing products may be enjoyed occasionally if
you like, but avoid using them throughout the day, or you may experi-
ence huge dips and surges in your energy levels.
N A 15-minute catnap, a walk around the block, or a stretching session
will most probably give you renewed energy.
N Review your priorities and set aside enough time to get adequate sleep
for the most dramatic effect on your energy levels.
N Set priorities to make the most of your time and let go of the rest. And
when pressures in your life increase, simplify eating routines to save
time if need be, but don’t give up on the good nutrition that can help you
through stressful times.
CREATING A WELLNESS PROGRAM 43
Easy Ways to Boost Your Activity Levels
N Walk as much as possible by parking the car a few blocks away from
where you’re headed or walk to an appointment instead of driving.
Whenever you’re walking, try to focus on long strides and a quicker than
normal pace. This gets the heart rate going a bit faster than if you were
just strolling along.
N Use the stairs instead of the elevator. Walk up the stairs as quickly as you
can. For variation, try slowing down and taking two stairs at a time to
further strengthen your legs.
N During breaks at work, walk up and down the stairs or around the
building. Find any type of activity that keeps you moving during your
break (you can sit at your desk and relax afterward).
N Whenever you’re walking somewhere, take the long way around.
N At the supermarket, carry your groceries back to the car without using
the shopping cart. And park the car in a spot farthest from the store
entrance.
N Whenever possible, stand instead of sit. Even standing will burn more
calories than sitting down.
N Lose the remote control. When was the last time you actually got up from
your seat, engaged all your leg muscles, and walked over to change the
channel on the TV?
N Unless it’s urgent, always opt for the restroom that’s farthest from you.
Better yet, use the restroom upstairs!
N When cleaning your house, exaggerate your movements and make them
big. Wash windows with a rag and make big arm circles and up and down
movements. When vacuuming, switch hands every so often to give your
arms and torso equal time on each side. Make long, rhythmic movements
with the vacuum cleaner to increase your heart rate and deep clean the
carpet at the same time!
N Plant a garden and work in it during the spring and summer. Gardening
will take your body through a whole range of movements.
N Get rid of the riding lawn mower. Get back to basics with a push mower.
N Whenever possible, do your own home improvements or repairs.
N If you use a fireplace to help heat your home in the winter, chop and/or
stack the wood yourself. Feeling more aggressive? Load and haul the
wood home yourself instead of having it delivered to your doorstep.
N If you have children, or grandchildren, spend some quality time playing
with them. Few things can jump-start your heart as quickly as trying to
keep up with a child!
N Make a date with your partner to go out dancing once or twice a month.
The longer and harder you dance, the better!
N Take lessons to learn how to play tennis, ski, golf, or any other activity
you think you might enjoy.
N When spending the day at the beach, don’t just sunbathe. Swim, rent a
row boat, or go water skiing, and get active in the water.
N Join the local hiking, walking, or cycling club.
Always exercise safely and within your fitness level.
A Weight Management Plan for Success
Whether you have tried to lose weight on your own or with the help of an
organized program, the focus is too often on restrictive diets and unrealistic
goals. Not being able to reach these goals can set you up for an endless cycle
of failure and discouragement. Also, limited food choices may trigger binge
eating, which can undermine your efforts. Weight management involves

adopting a lifestyle that includes a healthy eating plan and regular physical
activity. The key to managing weight throughout life is a positive attitude
and the right kind of motivation. Here are four strategies for holistic weight
management:
N Strategy 1. Make health, not appearance, your weight management
priority. A realistic goal is to achieve a healthy weight—not necessarily
the lowest weight you can reach or an ideal weight from a chart.
N Strategy 2. Focus on a healthy eating style, not on dieting. Dieting is
usually short term and rarely produces long-term success.
N Strategy 3. Eating for good health and eating to control weight are
virtually the same. Choosing a healthy eating plan that includes a
variety of foods can accomplish both objectives.
N Strategy 4. People who keep physically active are more successful at
losing and keeping off extra pounds. A physically active lifestyle offers
many rewards in addition to weight management, such as heart health,
strong bones, and stress relief. For weight management, experts recom-
mend a combined total of 30 minutes of moderate activity on most days.
Smaller amounts are OK, but try to accumulate at least 30 minutes a
day. If you haven’t been physically active for a while, build up the time
gradually.
Focus on increasing daily physical activity, rather than setting
unrealistic exercise goals. Pick an activity that you enjoy and are likely
to continue, such as a brisk walk in the morning or a swim after work.
Before beginning any exercise program, however, be sure to consult
your doctor.
To make sure that your weight management plan is safe and effective, ask
yourself a few questions before you begin. Does your plan:
N Include a variety of high-fiber, low-fat foods with a balance of protein

and carbohydrate?
N Include appealing foods you will enjoy eating for the rest of your life, not
just for a few weeks or months?
N Allow you to eat your favorite foods in moderation?
N Include regular physical activity?
If you can answer “yes” to all these questions, chances are your weight-loss
program will yield long-term success.
INDIVIDUAL TASKS 10.1 Nutrition
AND REFLECTIONS Do you know whether you are eating a balanced and nutritious diet (high-
fiber, low-fat, moderate carbohydrate, and a limited amount of animal
protein)? Do you know whether you suffer from food allergies? (Food can
be linked to physical symptoms and mood swings.) Are you eating at the
right times for your metabolism—for example, do you suffer from dips in
blood sugar?
10.2 Weight Management
Are you happy with your weight management? There is no ideal weight—
only the weight that suits your particular shape, size, age, and lifestyle. Do
you want to lose or gain weight?
CREATING A WELLNESS PROGRAM 45
10.3 Exercise
When was the last time you formally exercised—for example visited the
gym? When was the last time you informally exercised—for example, walked
to work or did some gardening?
10.4 Stopping Smoking
Do you want to stop smoking? Have you tried to stop smoking and failed?
What possibilities have you explored for stopping smoking?
10.5 Stress Management
Do you suffer from psychological or physical stress symptoms? Do you need

to manage your stress levels more effectively? How might you do this?
WORKING 10.6 Lunchtime Good Health Program
WITH OTHERS Consider starting up a lunchtime Employee Good Health Program with your
colleagues, holding weekly or monthly meetings with guest speakers.
10.7 Workplace Mini-Gym
Why not get together with your colleagues to see if there is an unused area
in your building that could be turned into a mini-gym?
WORKING 10.8 Creating a Personal Wellness Program
WITH A MENTOR Discuss with your mentor ways in which you might create a personal well-
ness program.
DEVELOPING 10.9 Individual Wellness Program
OTHERS Introduce the subject of creating an individual wellness program. Brain-

storm the different areas of good health, covering mind, body, and spirit. Ask
the learners to identify areas that they would like to develop for themselves.
Discuss the types of resources that are available—for example, comple-
mentary health therapists, stress management courses, and so on. Organize
them into groups of four to discuss ways of accessing and using health
resources to create a personal wellness program. Reconvene the larger group
to discuss ideas.
10.10 Organizational Wellness Program
Introduce the subject of creating a wellness program as an organization.

Brainstorm the different areas of good health, covering mind, body, and
spirit. Ask the learners to identify areas that they would like to see
developed within the organization. Discuss the types of resources that are
available—for example, complementary health therapists, stress
management courses, and so on. Organize them into groups of four to
discuss ways of accessing and using health resources to create an
organizational wellness program. Reconvene the larger group to share ideas.
RECOMMENDED Complete Guide to Wellness, 600 pp.

50 Activities for Managing Stress, 300 pp.
HRD PRESS TITLES
11
Critical
Thinking
INTRODUCTION Critical thinking is the art of thinking about your thinking while you are
thinking in order to make your thinking better.
Sounds like quite a juggling act? The key to understanding critical
thinking involves recognizing and working with the basic building blocks
that construct and color our thought processes. These are:
N Point of view (our perception)
N Purpose (the reason for the thought process)
N Information (the raw material for the process)
N Assumption (any pre-established criteria we might be using)
N Implications (the consequences of the process)
N Interpretation (the meaning of the process)
N Concepts (any ideas buried within the information)
If you are aware of these building blocks and can reflect on their relevance,
accuracy, and logic, you can then judge what influence they are having on
any decisions or conclusions you reach.
Critical thinking—and the self-awareness that accompanies it—is a skill
that you can master with time and practice. The starting point involves
developing a series of reflective questions that you can use to question your
ideas. These questions can be categorized into four basic types:
N Summary/definition questions: getting your head around the shape
of the idea
N Analysis questions: breaking down the idea and looking at it from a
number of angles
N Hypothesis questions: exploring “what ifs” to understand how the
idea might work
N Evaluation questions: making a judgment about the idea
Listed below are some example question frames from each of the four
question categories:
N Summary and definition questions:
— What is . . .?
— When . . .?
— Who . . .?
— What is an example of . . .?
N Analysis questions:
— How . . .?
— What are the reasons for . . .?
— What other examples of . . .?
— What is the relationship between . . . and . . .?
— What is (are) the problem(s) /conflict(s)/issue(s) . . .?
— What are possible solutions/resolutions to these problems/conflicts/
issues . . .?
— Why . . .?
— What are the functions of . . .?
— What are the causes/results of . . .?
N Hypothesis questions:
— If . . . occurs, then what happens . . .?
— If . . . had happened, then what would be different . . .?
— What does theory x predict will happen . . .?
N Evaluation questions:
— Is your idea/thought process/conclusion . . .
• Good or bad?
• Effective or ineffective?
• Applicable or not applicable?
• Correct or incorrect?
• Relevant or irrelevant?
• Proven or not proven?
— What are the advantages/disadvantages of . . .?
— What is the best solution to . . .?
— What should or should not happen . . .?
— What is my opinion of . . .?
— What is my support for my opinion of . . .?
Additional skills that are useful for developing critical thinking include:
N Creativity. The ability to generate lots of ideas and think in new
directions can help give you a totally fresh perspective on an idea.
N Decision making. The skills involved in gathering data, evaluating
them, and then acting on them offer a useful way of structuring your
thought processes.
N Mindpower (for example, memorizing). Using techniques such
as memorizing help expand your capacity to hold a number of ideas
in your mind at any one time and consequently allow you to think in
more depth.
N Planning. The skills of goal setting, making and testing assumptions,
and establishing parameters are a useful aid to managing your initial
approach to a problem.
N Problem solving. The ability to analyze different alternatives without
leaping on the first solution that presents itself will give your thought
processes a degree of objectivity and rigor.
N Understanding how we learn. If you are conscious of the environ-
ment and conditions under which your mind is most receptive to new
ideas and learning, you can recreate those environments in which to do
your thinking.
INDIVIDUAL TASKS 11.1 Exploring Thoughts Underlying Feelings and Feelings

Underlying Thoughts
AND REFLECTIONS
Take the time to sit and focus on your feelings right at this moment. What
are the thoughts underlying your feelings?
11.2 Exploring Feelings Underlying Thoughts
Take the time to sit and focus on your thoughts right at this moment. What
are the feelings underlying your thoughts?
11.3 Developing Criteria for Evaluation:

Clarifying Values and Standards
Identify an issue that requires a decision from you. How are you going to
develop the criteria in order to evaluate the outcome? By what values and
standards are you developing that criteria?
CRITICAL THINKING 49
11.4 Analyzing or Evaluating Actions or Policies
Identify and analyze an action or a policy you have recently initiated.
11.5 Examining or Evaluating Assumptions
Consider a recent assumption you have made. Examine the reasons why you
made it. Evaluate your process and any consequences.
WORKING 11.6 Thinking Independently
WITH OTHERS Consider a situation where a group decision was necessary and analyze your
thought processes and contribution.
11.7 Exercising Fairmindedness
How do you exercise fairmindedness in your interpersonal relationships?
11.8 Developing Intellectual Humility and Suspending Judgment
Observe your processes involving judgment for a week. To what extent do

you judge others (and is this related to the extent you judge yourself?). How
might you develop intellectual humility in your relationships with others?
11.9 Listening Critically: The Art of Silent Dialogue
Observe yourself when listening to others. How do you listen?
11.10 Evaluating the Credibility of Sources of Information
Identify a situation, of which you are part, involving a source (or several
sources) of information from others. How are you going to evaluate the
credibility of the source(s) of information?
WORKING 11.11 Critical-Thinking Analysis
WITH A MENTOR Using the assessment below, evaluate your own performance in the follow-
ing critical-thinking criteria. Ask your mentor to comment on your rating
and discuss together. Move on to a discussion of the process you went
through in this self-evaluation.
Needs
Critical-TThinking Criteria Good Improving
()) ())
Thinking independently
Exercising fairmindedness
Exploring thoughts underlying feelings and feelings underlying

thoughts
Developing intellectual integrity
Developing confidence in your reasoning ability
(continued)
(continued)
Needs
Critical-TThinking Criteria Good Improving
()) ())
Developing your perspective
Developing criteria for evaluation
Questioning deeply
Analyzing or evaluating arguments, interpretations, beliefs, or

theories
Generating or assessing solutions
Analyzing or evaluating actions or policies
Reading critically
Listening critically
Comparing and contrasting ideals with actual practice
Thinking precisely about thinking
Examining or evaluating assumptions
Distinguishing relevant from irrelevant facts
Evaluating evidence and alleged facts
11.12 Developing Intellectual Courage
Identify a problem that requires you to change your perspective. Discuss

with your mentor.
11.13 Questioning Deeply: Raising and Pursuing Root or

Significant Questions
Consider a fundamental issue in your life that, although not presenting any
major problems at the moment, is of ongoing concern to you. Discuss with
your mentor, with your mentor constantly questioning you.
11.14 Reading Critically: Clarifying or Critiquing Texts
Ask your mentor to suggest for you a challenging piece of reading related to
one of your areas of interest. Write a critique. Discuss.
11.15 Comparing and Contrasting Ideals with Actual Practice
Identify a situation that requires you to adapt or create a new process.

Consider your ideas for solving the problem. Initiate the solution and
evaluate. Compare and contrast your ideas with the actual practice of
reality. Discuss with your mentor.
CRITICAL THINKING 51
DEVELOPING 11.16 Exploring Critical Thinking
OTHERS Introduce the subject of critical thinking. Taking the seven points below,
either divide the learners into small discussion groups and ask them to come
up with key bullet point summaries or discuss the points within the larger
group. The points are as follows:
1. Exploring thoughts underlying feelings and feelings underlying
thoughts
2. Developing intellectual humility and suspending judgment
3. Comparing analogous situations: transferring insights to new contexts
4. Developing one’s perspective: creating or exploring beliefs, arguments,
or theories
5. Questioning deeply: raising and pursuing root or significant questions
6. Analyzing or evaluating arguments, interpretations, beliefs, or theories
7. Thinking precisely about thinking: using critical vocabulary
RECOMMENDED Polarity Management, 288 pp.

Quick Wits: A Compendium of Critical Thinking Skills, 250 pp.
HRD PRESS TITLES
12
Delegating
INTRODUCTION Delegation is:

N The process of effectively using group members by sharing authority
and entrusting them with responsibility
N The process of empowering group members or individuals through task
completion in an effort to reach the organization’s goals and objectives
Some signs that you might need help with delegation skills include:
N Constantly taking work home with you and/or working overtime
N Not receiving work you assign on time
N Finding a pile of work waiting for you when you return from an absence
N Making decisions without staff input, thus causing resentment
So how do you delegate? First decide which tasks to delegate using the
following guidelines.
N Identify tasks with sensitive implications and keep them for yourself.
N Identify tasks that might impact outside of your department—across
the organization—and keep them for yourself.
N Identify tasks that others might be more skillful at completing and give
them to others.
N Identify tasks that others might enjoy more than yourself and give
them to others.
Then plan the delegation as follows:

N Further review the details of each task.
N Establish performance standards.
N Provide a training support or a back-up person.
N Clarify appropriate limits of authority.
Select a member of staff:

N Match the task to their interests and skills.
N Balance challenge with support.
N Be sure not to overload them.
N Consider the staff member’s developmental needs.
Assign the task:

N Spell out the specifics of the task.
N Identify priorities within the task.
N Clarify the degree of authority.
N Identify any constraints.
N State deadlines for completion.
DELEGATING 53
Finally, follow up:

N Maintain opportunities for communication during the process.
N Insist on updates from staff members.
N Initiate contact for further direction/support.
N Encourage different styles of task management.
N Record performance and offer appropriate feedback.
N Allow for mistakes.
When you delegate, you distribute responsibility and authority to others

while holding them accountable for their performance. The ultimate
accountability, however, still lies with you. That is why you must establish
appropriate controls and checkpoints to monitor progress. Your role is to set
clear goals and expectations for the assignment without telling the employee
how to do it. In this way, you allow others to discover for themselves the best
way to follow through.
Here are some key steps in becoming a master at delegation:
N Avoid perfection. Instead of striving for perfection, establish a stan-
dard of quality and provide a timeframe for reaching it. Then let your
team choose any reasonable means to reach that goal.
N Give effective instruction. Make sure that your employee has
enough information to complete the job successfully.
N Support your employees. Communicate your expectations before
work begins, then tell your team what you expect from them and what
support they can expect from you.
N Follow up on progress. Once you have delegated a task to an
employee, leave them to do the work, but check on their progress.
N Praise the efforts of your team. A few words of praise, a brief note,
or a handshake goes a long way in expressing to your employees how
much you appreciate their skills and talents.
N Recognize that others have ability. Sometimes managers believe
that only they can do something the right way. This belief often
develops because an employee handles an assignment differently from
a supervisor.
N Know your true interests. Delegation is difficult for some people who
actually prefer doing the work themselves rather than managing it.
Ironically, people are often promoted to management as a result of their
technical excellence rather than their ability to manage.
N Trust your team. If you do not trust members of your team, take time
to consider why. Ask yourself if your own actions may be the root cause
for your lack of trust—for example, have you delegated authority as
well as responsibility?
N Delegation isn’t all or nothing. Because of your team’s various skills
and confidence levels, tasks often need to be delegated gradually. As an
employee becomes more competent and confident, you can give them
more authority and accountability.
N Treat delegation as teaching. People are reluctant to accept a
delegated responsibility when mistakes are more frequently punished
than accepted as part of the learning process. Your willingness to accept
mistakes will encourage your team to accept assignments.
You can develop the right attitude to delegation by:

N Maintaining enough personal security in your own position so that you
don’t feel threatened by delegation
N Becoming willing to take risks
N Trusting your team members
N Becoming task oriented with your current relationships
Communicate responsibilities to team members by:

N Setting SMART (Specific, Measurable, Attainable, Relevant, Time-
bound) goals
N Developing a clear understanding of goals with team members
N Defining the relative importance of the goals and task to the team
members
N Explaining the potential complications
N Staying results-oriented, not procedure-oriented
N Setting performance standards for the task
N Communicating the consequences of superior, good, and poor performance
Grant the appropriate level of authority by:

N Determining which level of authority the team member is capable of
handling
N Notifying others of the authority granted
N Communicating the level of authority to the team member
Provide the appropriate level of support by:

N Letting team members know what resources are available
N Giving notice to others of the team member’s new responsibilities
N Communicating the extent of your availability to help
Monitor the delegation by:

N Recording current performance information
N Providing sufficient levels of coaching to the team member
N Enforcing predetermined performance standards and communicating
how the team member is meeting those standards
N Maintaining open, objective communication with the team member
N Giving the team member opportunities to provide feedback on your
delegation abilities during the task
Evaluate the delegation by:

N Comparing results of the task with the initial goals—why was or wasn’t
the delegation successful?
N Evaluating the team member’s role during the delegation
N Assessing the team member on efficiency, timing, creativity, and
cooperation
N Discussing your evaluation with team members
N Providing team members with constructive criticism—both positive and
negative feedback
INDIVIDUAL TASKS 12.1 Delegation Skills
AND REFLECTIONS Try out the following questionnaire to reflect on your skills:
Yes No
Delegation Skills ()) ())
Do you allow your people to make mistakes?
Do your people get promotions at least as frequently as other people with

equivalent responsibility in the organization?
Do you frequently take work home or work late at the office?
(continued)
DELEGATING 55
(continued)
Yes No
Delegation Skills ()) ())
Does your operation function smoothly when you’re absent?
Do you spend more time working on details than you do on planning and
supervision?
Do your people feel that they have sufficient authority over Human Resources,
finances, facilities, and other resources?
Is your follow-up procedure adequate?
Do you overrule or reverse decisions made by your subordinates?
Do you bypass your subordinates by making decisions that are part of their jobs?
Do you do several things that your subordinates could, and should, be doing?
If you were incapacitated for six months, is there someone who could take
your place?
Do your key people delegate well to their own subordinates?
Do your subordinates take the initiative in expanding their authority with delegated
projects without waiting for you to initiate all assignments?
When you delegate, do you specify:

N The results you expect?
N The tasks or activities to be carried out?
N All of these?
Yes No
Self-AAssessment ()) ())
Do you think you are:

N A doer rather than a manager?
N Unsure of others’ ability?
N Unwilling to take risks?
N A perfectionist?
N Fearful of being resented?
N Concerned that others could take the credit for your work?
N Unsure of how to delegate?
(continued)
(continued)
Yes No
Attitude Toward Delegation (✔)) (✔))
Do you regard others as unsuitable for delegation because they are:

N Inexperienced?
N Disorganized?
N Under pressure?
N Lacking sufficient information or resources?
N Lacking confidence?
N Unwilling to accept responsibility?
Do you tend to see tasks as unsuitable for delegation because they are:
N Too important?
N Of a sensitive or confidential nature?
N Urgent?
WORKING 12.2 Delegation Checklist
WITH OTHERS Create a delegation checklist for yourself. Identify three tasks that could be
delegated to others and work through the checklist to complete.
12.3 Delegating to You
How do others delegate to you? How do you respond?
WORKING 12.4 Delegation Skills and Weaknesses

Analyze your delegation skills and weaknesses. Discuss and create an action
WITH A MENTOR plan to improve your skills. Review regularly with your mentor.
DEVELOPING 12.5 Brainstorming Delegation

Introduce the subject of delegation. Brainstorm the reasons for delegating.
OTHERS Brainstorm the skills necessary for delegating.
12.6 Failed Delegation

Introduce the subject of delegating. Brainstorm the reasons why delegating
fails. Ask each learner to identify a situation where they could have
delegated or did delegate and it didn’t work. Organize the learners into
groups of four to discuss and come up with ways in which each learner could
have dealt with their own delegation problem more effectively.
DELEGATING 57
12.7 Current Delegation

Introduce the subject of delegation. Ask each learner to identify a current
situation in which they need to delegate. Organize the learners into groups
of four to discuss and come up with ways in which each learner can deal with
their specific delegation effectively.
RECOMMENDED 50 Activities for Developing People Skills, 250 pp.
HRD PRESS TITLES

13
Developing
Emotional
Intelligence
INTRODUCTION Emotional intelligence—a concept originally coined by Daniel Soleman,

author of Emotional Intelligence (1996) and Working with Emotional
Intelligence (2000)—involves balancing our thoughts and feelings. Some-
times in order to avoid feeling, we rationalize or intellectualize our feelings.
Equally, we can sometimes immerse ourselves to an unhealthy extent in our
feelings, without any logical thought processes.
Imagine that someone you know says to you, “Can’t you do anything
right—you fool!” What would you think? How would you feel? What would
you do?
Now, imagine that the voice talking is your own and that you are thinking
such thoughts about yourself. You might recognize a similar kind of negative
self-talk dominating your own thoughts. This self-critical voice works by:
N Emphasizing past failures
N Ignoring anything good that happens
N Setting impossible standards of perfection
N Assuming others’ thoughts about you are negative
N Calling you names
There is a relationship between thoughts, feelings, and behavior. Our

thoughts give rise to our feelings. This combination gives rise to behavior
and action. If we think, “Yes, I can get through this exam,” we feel positive,
upbeat, and confident, and we have more chance of sailing through the exam
successfully. If we think, “I’ll never do it,” we feel insecure, powerless, and
anxious, and have more chance of failing the exam.
Negative thinking may be a sign that you have uncomfortable feelings
such as sadness, hurt, or anger that need to be acknowledged and released.
When thoughts are mostly negative due to low self-esteem, more often feel-
ings of anxiety, anger, and sadness are experienced. As a result of negative
thinking, actions are more likely to include withdrawing from people and
avoiding new situations, or perhaps acting out our hostility with sarcasm or
blame. Yet, believe it or not, these negative thoughts serve a purpose. That
critical voice protects you in a backward kind of way from fear of failure and
rejection. However, negative thinking can become automatic and so
ingrained in your self-image that you end up living your life that way.
Encouraging interactions during childhood go a long way toward promot-
ing positive self-talk when we are adults. But if that was not the case, it
doesn’t mean you can’t work to develop positive self-talk now. Tuning in to
your personal thoughts is the first step in doing something about negative
self-talk. Once you become aware of how your self-talk sounds, imagine what
a kind, supportive voice would say. This could be a parent, a grandparent, a
favorite teacher, or a friend. Here’s what an encouraging person might say:
N “Go ahead. Give it a try. You do have the skills required to do the job.
You deserve this promotion!”
N “You’re good!”
N “Good for you! You did very well!”
DEVELOPING EMOTIONAL INTELLIGENCE 59
The Interaction Between Thoughts, Feelings, and Actions

Thoughts Feelings
I do have the skills and experience for this job I feel motivated
and optimistic
Actions
I apply for the job and give it my best effort
Imagine that someone you know says to you, “Wow. You’re a star!” What
would you think? How would you feel? What would you do? See the differ-
ence that positive thoughts make on your thoughts, feelings, and behavior!
Many of us have difficulty admitting we have feelings, let alone expressing
them. If as children our feelings were met with disapproval or anger, we
learn to hide them. As adults, we carry stored feelings of shame, rage, or
guilt deep within ourselves—we only allow ourselves to experience
“acceptable” feelings. This means that the way in which we respond to life is
distorted in order to protect ourselves from what we are actually feeling.
When we repress our feelings, we might be unaware of them, distort them,
experience depression, have only superficial relationships, or develop a
physical illness. As we get in touch with our feelings and learn to express
them honestly, our stress levels decrease. As we learn to share our feelings
with others, so we will find others sharing theirs with us. As we allow our
feelings to surface, the pain diminishes and we find ourselves less over-
whelmed by them. As we experience and express our feelings, we begin to
identify the feelings, openly express them, and increase our intimacy levels.
We may avoid taking responsibility for our feelings in the following ways:
N Denial (I’m fine)
N Projection (taking it out on the cat when you’ve had a bad day at the
office)
N Collusion (controlling the behavior of others through manipulation)
N Rationalization (thinking your way out of feelings)
N Avoidance (excessive drinking or becoming a workaholic rather than
facing, say, a marriage break-up)
Ultimately, you must create your own kind and supportive thoughts. Use
positive self-talk and affirmations regularly to reinforce your self-image and
sense of worth. Affirmations are positive self-talk statements that:
N Start with I
N Are clear and brief
N Are set in the present
N Become more effective with repetition
More often than not, we tend to use the “you” message—for example, “You
stop that!” or “You shouldn’t do that!” Other words that we use to disown our
thoughts and feelings include people, we, that, there, and it. By using I, as in
“I don’t feel like going for a drink” or “I feel frustrated when people keep
interrupting me,” we own our thoughts and feelings. Use I:
N When disclosing feelings and thoughts
N To show responsibility for owning your feelings, thoughts, and actions
N To acknowledge your separateness to others
N To engender less defensiveness in another
Examples of Affirmations
I have unique abilities and talents. I take care of myself.
I feel safe and confident. I can make a difference.
I am willing to take risks to grow and change. When something goes wrong, I handle it.
I am a good person, mistakes and all. I am worthy and capable.
In order to balance our thoughts with our feelings, we need to understand

ways in which we can sabotage our processes. These are as follows:
N Overestimating. This refers to overestimating the odds of a negative
outcome to a situation. This state creates anxiety by causing you to
imagine greater danger than is really likely.
N “Should” statements. These are the mark of your inner perfectionist.
Imposing “shoulds” on yourself will keep you anxious and will lower
confidence and self-esteem. Once your inner perfectionist has told you
what you should do, your inner critic comes in to tell you how far you
fall short.
N Catastrophizing. This is a distorted mode of thinking in which you
inaccurately view a situation as catastrophic or insufferable. It often
follows overestimating.
N Emotional reasoning. This is a tendency to judge something
illogically, based on feelings.
N Overgeneralizing. To overgeneralize is to falsely assume that because
you have had one bad experience, your bad experience will always
repeat itself in a similar situation. This manifests itself by jumping
from one instance in the present to all instances in the future. If
you use words such as always, every, and everyone, then you are
overgeneralizing.
Examples of Irrational Beliefs Rational Thinking
I must be upset by other people’s problems. I’m not helping others in trouble by making myself
miserable over them.
I must be competent, never make mistakes, and I want to do things well, but it’s OK to make
achieve all the time. the occasional mistake.
I need to depend on someone stronger than myself. The only person I really need to rely on is myself.
My bad feelings are caused by things outside Problems may be influenced by factors outside
my control. my control, but my reaction to them is under my
control.
It’s easier to put off difficult things than face up Putting off problems doesn’t make them easier to
to them. face up to.
DEVELOPING EMOTIONAL INTELLIGENCE 61
INDIVIDUAL TASKS 13.1 Disarming the Inner Critic

Make a list of mental messages your inner critic (your negative inner dia-
AND REFLECTIONS logue) uses to sabotage you. Take each message and check it against the
following:
N Has your critic made a general rule from one isolated example?
N Does your critic insist that you are either completely responsible for
everything or that you have no responsibility at all?
N Does your critic use exaggerated positive or negative descriptions rather
than accurate ones?
N Does your critic insist that everything you do has to be perfect, other-
wise it is garbage?
13.2 Criticizing Yourself

Observe yourself over the next week and become more aware of how often
you have critical thoughts of yourself.
13.3 Activity Anxiety

Identify an activity that causes you anxiety. What are your irrational beliefs
about it? How do you sabotage your thought processes?
13.4 Irrational Beliefs

Identify four of your negative or irrational beliefs (about anything) and write
them down on the left-hand side of a sheet of paper. Now create four positive
affirmations in response on the right-hand side of the sheet. Try actively
using them and notice whether any change occurs in your thought processes.
13.5 Feelings
Generally, how aware are you of your feelings? Can you normally identify
and express them appropriately?
13.6 Learning How to Deal with Feelings

How did your parents and other role models teach you to deal with your
feelings?
WORKING 13.7 The “I” Word

Notice how many times you use (or avoid using) the “I” word in your daily
WITH OTHERS conversations.
13.8 Daily Interactions

Become more aware of your daily interactions with people. Notice your
responses to them. What are your thoughts and feelings? How do these
influence your behaviors? Discuss with your mentor.
WORKING 13.9 Observe and Assess

Identify how your thoughts affect your feelings. Identify situations that you
WITH A MENTOR can observe and in which you can assess yourself. Discuss your observations
and assessments with your mentor. Create a development plan to help you
develop emotional intelligence.
DEVELOPING 13.10 Avoiding Feelings

Introduce the subject of developing emotional intelligence. Develop the
OTHERS theme into ways in which we may avoid taking responsibility for our feel-
ings. Brainstorm to include denial, projection, collusion, rationalization, and
avoidance. Put the learners into groups of four to discuss. Reconvene the
larger group to share further thoughts.
13.11 Sabotage
Introduce the subject of developing emotional intelligence. Develop the
theme into ways in which we sabotage our processes. Organize the learners
into groups of four to discuss. Reconvene the larger group to share further
thoughts.
RECOMMENDED The Manager’s Pocket Guide to Emotional Intelligence, 140 pp.

50 Activities for Developing Emotional Intelligence, 300 pp.
HRD PRESS TITLES Emotional Intelligence Style Profile, 16 pp.
14
Developing
Leadership
INTRODUCTION Leadership is the ability to enable ordinary people to do extraordinary things.

—Sir John Harvey Jones
Leadership can be a lonely role, and a key to being an effective leader is

coming to terms with the responsibility it entails. Since you are the pivot for
providing vision and support to others, you need a network of support
yourself such as mentors, colleagues, family, and friends. It is also important
to understand that you may be a leader in a particular sphere, but this
doesn’t necessarily make you a suitable leader in all spheres.
Effective leaders:
N Have a strong belief in their own and other people’s capabilities and set
out to release this latent power in themselves and others
N Respect others and believe that they, given the opportunity, will con-
tribute to the success of the organization through their own inner
conviction and drive
N Personalize rather than generalize their leadership approach, in that
they do not seek or use a single best-practice approach, but set out to
create an empathetic relationship in which leader behavior matches the
needs of those being led
N Democratize hierarchical work environments by using the structures,
processes, and procedures to strengthen and enable people rather than
control them
N Inspire their followers and put enthusiasm into everything they do
N Act as protectors of others by supporting their people from attack from
outside interests
N Through a process of tutoring and mentoring, develop their people’s
self-esteem so that they have the potential to become effective achievers
themselves
N Release the latent self-leadership capability of their people so that they
behave in ways that encourage them to take charge of their environ-
ment and take responsibility for their own actions
N Manage by using an effective combination of direction, delegation, and
listening
N Enhance the worth of their people by ensuring that they are in tune
with the environment and are producing effective outcomes
Do you have a mission and vision?

Do you have a mission and vision for your team?
Effective leadership is a balancing act. The pivot is the task that needs to
be completed, while the balancing act lies in the facilitation of personnel
needed for completion. A leader may need to balance one individual, several
apparently unconnected individuals, or a specific team of individuals while
focusing throughout on the task.
BALANCE
TEAM TASK INDIVIDUAL
The critical leadership key skills and qualities have been defined as follows:
Developmental skills Enthusiasm
Empathy Stability
Creativity Effective thinking skills
Innovation Ability to lead by example
Responsibility Integrity
Inspires trust Drive
Interpersonal skills Confidence
People focus Self-awareness
Commitment Courage
Experience and knowledge of the job Emotional intelligence
Foresight
Robert Tannenbaum and Warren Schmidt (1973) have identified the fol-
lowing six leadership styles:
1. Tell. The leader tells the team what to do, and they have no say in the
matter.
2. Sell. The leader tells the team what to do and gives reasons for the
action, and they have no say in the matter.
3. Test. The leader puts forward their solution or decision and asks for the
team’s agreement.
4. Consult. The leader explains the situation, suggests a solution, and
asks the team for their solutions.
5. Join. The leader explains the situation and then joins the team to
explore and discuss possible solutions.
6. Delegate. The leader explains the situation and asks the team to come
up with possible solutions, but takes no part in the discussion, agreeing
only to accept the team’s conclusions.
A leader is best when people rarely know he exists; not so good
when people serve and acclaim him; worst when they despise him.
Fail to honor people, and they fail to honor you. But of a good
leader, who talks little, when his work is done, his aim fulfilled,
they will all say, “We did this ourselves.”
—Lao Tzu
Meredith Belbin (1996) has produced some excellent research on team
leadership (and team roles). Examples of leadership styles are given below:
Examples of Leadership Styles
The Motivator The Supporter
Enthusiastic Likeable
Sympathetic Team player
Influential Predictable
(continued)
DEVELOPING LEADERSHIP 65
(continued)
The Motivator The Supporter
Charismatic Deliberate
Social Loyal
Dramatic Patient
Friendly Low risk-taker
Generous Easy-going
Fatal flaw: Talks too much Fatal flaw: Agrees too much
The Perfectionist The Director
Conscientious Ambitious
Orderly Risk-taker
Self-disciplined Forceful
Mature Powerful
High standards Responsible
Fretful Energizing
Accurate Organizer
Systematic Self-confident
Fatal flaw: Questions too much Fatal flaw: Directs too much
INDIVIDUAL TASKS 14.1 Self-Assessment
AND REFLECTIONS Go through the following checklist and assess your leadership skills and
strengths:
Needs
Leadership Skills Good improving
(✔)) (✔))
Motivating others
Planning and organizing
Team building
Confronting
Dealing with problems
(continued)
(continued)
Needs
Leadership Skills Good improving
(✔)) (✔))
Balancing priorities
Making decisions
Delegating
Encouraging initiative in others
Demonstrating fairness
Sensitivity to the feelings of others
Demonstrating tenacity
Demonstrating self-belief
Actively showing belief in others
Encouraging others to collaborate
Supporting and encouraging others
Showing enthusiasm
Monitoring progress
Keeping people informed
Practicing what you preach
Actively encouraging feedback
Minimizing anxiety in others
Not apportioning blame
Reviewing the team’s performance
Communicating an inspired view of the future
Clarifying the values of the team
Promoting understanding
Seeking to understand before making judgments
Valuing and building on individual differences
Being approachable
Emphasizing the importance of learning
(continued)
DEVELOPING LEADERSHIP 67
(continued)
Needs
Good
Leadership Skills improving
(✔) (✔)
Providing direction and focus
Setting objectives and agreeing on targets
Encouraging new ways of doing things
Developing other people
Standing up for other people’s interests
Treating mistakes as learning opportunities
Promoting other people’s self-esteem
Recognizing individual effort
Listening to people’s ideas and problems
Admitting when you’re wrong
Showing commitment
Being positive
Taking risks
Being proactive
Managing change
Managing resources
Taking responsibility
Communicating empathy
Communicating respect
Acting honestly in accordance with your own feelings
Making use of specific examples rather than talking in

theoretical generalizations
Demonstrating positive verbal and nonverbal language
14.2 Qualities of a Leader

What do you think are the most important qualities for a leader to possess?
14.3 Past Leader

Consider a good leader you have known in the past. What was it that made
them a good boss? Consider their leadership behaviors.
WORKING 14.4 Peer Assessment

Give the self-assessment checklist in task 1 to a colleague and ask them to
WITH OTHERS assess your skills and strengths.
14.5 Subordinate Assessment

Give the self-assessment checklist in task 1 to a subordinate and ask them
to assess your skills and strengths.
WORKING 14.6 Action Planning

Discuss what you do to demonstrate your leadership ability and how you can
WITH A MENTOR develop your leadership qualities.
14.7 Mentor Assessment

Give the self-assessment checklist in task 1 to your mentor and ask them to
assess your skills and strengths.
14.8 Mentor Leadership

What is your mentor’s leadership style?
DEVELOPING 14.9 Famous Leaders
OTHERS Introduce the subject of developing leadership and brainstorm ideal skills
and strengths. Organize the learners into small groups and ask them to
consider examples of leadership—for example, Microsoft founder Bill Gates,
former New York Mayor Rudolf Giuliani, and so forth. Reconvene the larger
group and draw out the advantages and disadvantages of good and bad
leadership.
14.10 Key Skills Improvement

Ask the group to individually consider their roles as leaders using the
checklist for leadership skills and strengths, and to identify two key skills
they need to improve upon. Organize the learners into groups of three. Give
each person a set time to discuss their two key skills and to receive feedback
from the rest of the group in formulating an action plan.
RECOMMENDED Leadership Effectiveness Profile, 16 pp.

The Manager’s Pocket Guide to Leadership Skills, 200 pp.
HRD PRESS TITLES 50 Activities for Developing Leaders, Volumes 1 and 2; 300 pp. each.
15
Empowering
Others
INTRODUCTION Empowerment is a little like delegation—responsibility and power that

managers grant employees. The reality today is that many front-line
employees already have a great deal of power. The key is to recognize their
power and motivate them to channel it in the interests of the business. For
example:
N Employees who serve both internal and external customers and sup-
pliers, and whose innovations are crucial, have the power to make or
break your business. You cannot empower them; you just need to
acknowledge how important and powerful they already are.
N Employees are now recognized as those who carry out the most critical
jobs, and managers are increasingly seen as facilitators or coaches who
simply need to stand back and let their people do their jobs.
Nevertheless, it is difficult for people to fully exploit their power
because managers still have the power to promote or fire them. Both
sides have their own sort of power and, today, the balance is more equal
than it used to be.
N An equal balance of power implies partnership, not empowerment—
the catch is that partners expect an equal balance of reward distribu-
tion as well. The key here is not so much to empower employees who are
already powerful, but to motivate them to channel their power to
maximize business results.
So how do you empower people? First your organizational culture has to

adjust, and then people have to be developed to overcome their fear of acting
without your approval. Many employees are already more than able to take
all the responsibility you can give them. The solution is to encourage them
to realize how much power they already have by virtue of specialist skills
and knowledge.
The most difficult aspect of empowerment is changing old habits—your
unwillingness to let go and employees’ inabilities to abandon their fears.
Trust takes time to build: regular feedback, both to the manager and to the
empowered, will build their confidence.
Empowerment entails a more fundamental change than mere delegation.

Empowerment is about the natural shift of power to knowledge, away
from position.
What would you empower your people to do?

N Handle customers?
N Participate in major decisions?
N Make strategic contributions?
N Demonstrate creativity?
N Handle urgent problems?
Empower people when:

N Employees are close to customers
N Innovation is critical
N Technology is complex
N Processes are changing rapidly
N The environment is uncertain
N Employees demand personal growth, responsibility, and development
N Initiative has a high payoff value
N People need motivating
N The individuals concerned are ready
N Close supervision is impossible
N The manager can genuinely let go
N The manager is supportive and a good coach
Consider not empowering when:

N Consistency and uniformity across employees is essential
N Costs need to be minimized and tightly controlled
N Operations need to be standardized
N Errors are too costly
N People are untrained or otherwise not ready
N Employees are too dependent and lack confidence
N Individual initiative may be too costly
N Motivation is already strong with the way things are
N Close supervision is essential
N The organization’s culture is not supportive
N The managers are not ready to let go
Empowerment may fail for any one of several reasons:

N The manager’s fear of losing power
N Pressure from the manager’s boss to be knowledgeable about all details
N The rationalization that employees are not ready
N Fear of losing control
N The feeling that “Only I can make the right decisions”
N Fear of having nothing to do—being redundant or having no purpose
N Fear of losing face or status
N Not accepting that subordinates are more knowledgeable or better
placed to make some decisions
N Lack of support from the organization’s culture—demands for more
centralized decision making
N Preaching the educational value of making mistakes while still punish-
ing them
Guidelines to Empowerment
N We create our own reality by what we believe to be true.

N We always have a choice.
N Change the inner, and the outer will follow.
N The more we learn to support ourselves, the more in control of our
lives we feel.
EMPOWERING OTHERS 71
A Three-SStage Skills Model of Empowering Others
Stage Definition Skills for A to Use
1 Exploration A enables B to explore the problem N Giving attention

from B’s perspective and to focus on N Listening
specific concerns.
2 Understanding B is helped to see themselves N Giving attention

in a new perspective and to N Listening
focus on what they might do to N Empathy
cope more effectively. They are N Information sharing
helped to see what strengths N Staying in the present
and resources they might use. N Goal setting
3 Action B is helped to consider possible ways to N Giving attention

act, look at consequences, plan action, N Listening
implement it, and evaluate. N Empathy
N Information sharing
N Staying in the present
N Goal setting
N Creative thinking
N Problem solving
N Evaluating
INDIVIDUAL TASKS 15.1 Being Empowered

Consider a situation in which someone has empowered you. What happened?
AND REFLECTIONS What does it feel like to be empowered? What happened as a result?
15.2 Being Disempowered

Consider a situation in which someone has disempowered you. What
happened? How did you feel? What did you do?
WORKING 15.3 Disempowering Others

Consider a situation in which you have disempowered someone else.
WITH OTHERS How did you disempower them? Why did you disempower them? How do
you think they might have felt? With hindsight, how might you have
empowered them?
15.4 Empowering Others

Consider a situation in which you have empowered someone else. How did
you empower them? How do you think they might have felt? What did it feel
like to have empowered someone?
15.5 Disempowering People

Complete the following checklist:
Yes No
Do you . . . (✔)) (✔))
N Make sure you handle the important issues?
N Insist on approving actions that your people could take on their own?
N Criticize your people for not consulting you on decisions they could make?
N Offer your answers instead of drawing solutions from your people?
N Occupy most of the spotlight most of the time?
N Lead all your meetings and cross-functional exchanges?
N See your role as making decisions and having the answers?
N Feel you need to look after or protect your subordinates?
N Show discomfort or disapproval when your people disagree with you?
N Jump on your people for mistakes but forget to praise their successes?
N Ridicule your people’s ideas as unworkable?
N Generally like to see things done your way?
If you answered “yes” to more than half of these questions, the chances are
that you disempower at least some of the people who work for you.
WORKING 15.6 Attitudes to Empowerment

Analyze and discuss, with your mentor, attitudes to empowerment.
WITH A MENTOR
15.7 Empowering Culture
Analyze and discuss, with your mentor, whether your organization
encourages an empowering culture. If appropriate, how might such a culture
be encouraged?
DEVELOPING 15.8 Facilitating Empowerment in Others

Introduce the subject of empowering others and the three-style skills model.
OTHERS Divide the learners into groups of three—two role-players, one of whom
empowers the other using the three-style model, plus an observer to give
feedback. The learner who is empowered can also provide feedback to the
person facilitating the empowerment. Reconvene the large group to share
experiences and discuss.
15.9 Facilitator Empowerment

This exercise needs to be done near the end of a training session. Ask the
learners to analyze how the facilitator has facilitated learner empowerment
in the group and with individuals.
EMPOWERING OTHERS 73
15.10 When and When Not to Empower

Introduce the subject of empowering others. Brainstorm the reasons for
empowering people. Ask the learners to consider their position in empowering
others and to suggest when it is and is not appropriate to empower. Share
ideas and discuss.
15.11 Why Empowerment Fails and Succeeds

Introduce the subject of empowering others. Brainstorm why empowerment
fails and why it succeeds. Ask each learner to provide one example of giving
empowerment that failed and one where it succeeded (and the reasons for
each). Organize the learners into pairs to discuss and to identify ways in
which they might improve their empowerment skills. Reconvene the larger
group to share and discuss empowerment strategies.
RECOMMENDED Developing Employee Capital, 200 pp.
HRD PRESS TITLES

16
Facilitating
Learning
INTRODUCTION Facilitation is the art of guiding others in self-discovery. Facilitation isn’t

about leading, teaching, or training. It’s about providing a safe environment
or arena for people to make discoveries for themselves. It’s almost like self-
directed learning, but there is a coordinator (facilitator) to hold it together
and to guide it along. The facilitator could be seen as the chair, if you like.
Effective facilitators:
N Adapt their small-group activities to suit the participants, the environ-
ment, and the desired outcomes
N Are proactive (before using a small-group activity, they modify it on the
basis of the characteristics of the participants and the purpose of the
activity)
N Are responsive and make modifications during the small-group activity
to keep the different tensions within acceptable ranges
N Are resilient (they accept whatever happens during the small-group
activity as valuable data and continue with the activity)
Within any small-group activity, there are six stress areas that can enhance
or destroy its effectiveness. These revolve around:
N Structure. How is the session structured? How is each activity struc-
tured? A session needs to have a beginning, middle, and end that makes
sense and moves forward so that participants feel that there is
a constructive reason for being there. Furthermore, each activity needs
to have the same structure, but also needs to address individual
motivation and achievement. It’s a bit like the microcosm and macro-
cosm philosophy. The world (session) is a larger representation of
the individual (activity)—both having the same structure on different
scales.
N Timing and pace. This refers to the timing of the session and the pace
of activities. When pacing activities, do you take account of what has
happened in the previous one? You may want to proceed rapidly, but
the participants may want to go slower—and rushing them could lead
to fragmentation of discovery and learning. Usually, groups like to
know how much time they have for a task.
N Interaction. Here we look at interaction between participants and
interaction between facilitator and participants. Competition and
cooperation are both beneficial. What you don’t want is for the partici-
pants to develop a sense of competition with you, as the facilitator. They
need to know you have the authority, but not the control.
N Focus (individual and group). By this, we mean how well (or badly)
the participants are focusing on the sessions and the activities. Some
activities can press personal buttons that can lead to a shift in
individual and group focus. If appropriate, you can use the change in
dynamics to make a more in-depth explanation. Some individuals,
although they may be interested in the subject, feel uncomfortable in a
group work situation, leading to difficulties in productivity.
FACILITATING LEARNING 75
N Needs (individual and group). Although you will be aware of group

needs prior to the session, some unforeseen needs could emerge during
it. Equally (though less likely), you may be aware of individual needs
prior to the session, but these will probably manifest themselves during
an activity. Up to a point, individual needs should be observed and (if
possible) quietly worked on with the individual concerned at the time.
It might be necessary to remove the individual from the activity and to
one side, or to talk to them after the session. It is helpful to respond to
group needs immediately, as this may well tease out areas for further
discovery.
N Control and authority. Who has control? A facilitator has ultimate
authority in terms of holding the session/activity together. The partici-
pants have control because the session must work toward fulfilling
their needs.
The number and type of participants, and the structure and purpose of the
activity, influence how these stresses manifest themselves. The secret of
effective facilitation is to maintain a balance between any two extremes of
stresses. Beyond that, you may use a variety of tactics to increase or
decrease the elements in each stress area:
N Structure
To increase the stress element, start with a detailed explanation of the
activity rules and emphasize the importance of sticking to the rules.
Every so often, refer to the objectives of the session or activity.
To decrease the stress element, reassure the participants that it is not
absolutely necessary to stick to the rules. Reaffirm the rules when and
if required. As the session develops, add impromptu activities.
N Timing and Pace

To increase the stress element, begin the activity promptly and move it
along quickly. Announce intermediate time limits. Intermittently
summarize, and move on quickly.
To slow down, intercept the activity with further activity ideas. If a par-
ticipant or the team finishes the activity before time is up, ask them to
review and revise.
N Interaction
To increase participation interaction, compare the results of individuals/
teams. Ask provocative questions and use the names of participants to
help facilitator-learner and learner-facilitator familiarity.
To reduce participant interaction, increase the conflict between partici-
pants and external constraints—for example, outcomes. Make sure that
you move around the participants or groups.
N Focus
To increase focus on the process, introduce game elements, regularly
check on progress, or let the participants suggest changes to the
activity. Keep referring to the individual outcomes for the activity.
To increase focus on the outcomes, use a performance reward system for
individuals/teams. Instigate a subtle air of competition.
N Needs
To increase focus on individual needs, organize the participants into
groups of equal strength. You can encourage shy people to participate
by giving them achievable responsibilities.
To increase focus on group needs, identify the dominant participants

and give them additional roles—for example, taking notes. Encourage
the group to make regular progress checks to ensure that everyone’s
needs are being met.
N Control
To increase control between you and the participants, work with “user-
friendly” participants to ensure external control.
To increase participant control, explain that your role is that of
facilitator as opposed to leader or trainer. When the participants ask
you a procedural question—for example, “What do we do next?”—
reframe it to the group as “What would you like to do next?”
N Authority
To increase your authority, scatter your wisdom periodically while
encouraging participants to develop your thoughts and ideas.
To decrease your authority (and encourage participant development),
set the task and boundaries and then withdraw physically (to the back
of the room or outside it).
Further Hints for Facilitating Learning

N Flexible facilitation means that you should be aware of your biases
about group experiences (as a member and a facilitator) and how they
influence you in your current role as a facilitator.
N Before planning a small-group activity, you need to collect information
on the likely preferences of your participants along each of the six stress
areas. The best strategy for collecting this information is to interview
the participants and possibly cross-check your information with other
facilitators who are familiar with the group.
N Whether you are designing a new activity or using an existing one,
integrate your understanding of the participants’ preferences into
design and implementation.
N As your participants work through the activity, continuously monitor
the levels of various stresses. If the six stresses are at optimum levels,
do not interfere with the flow of the activity. However, some tensions
are likely from time to time. Wait to see if the group makes its own
adjustments. With inexperienced groups, you may need to intervene
with appropriate adjustments.
N Conduct a debriefing session with the participants to collect
information on their perceptions of the different stress levels. This
can be done by asking the participants questions such as “When did
you feel the activity was too tightly structured?” or “When did you feel
the facilitator interrupted you too often?”
INDIVIDUAL TASKS 16.1 A Positive Group Experience

Consider a positive group experience in which you were involved. Consider
AND REFLECTIONS the methods of the facilitator. What did they do well? How did you respond?
How did other group members respond?
16.2 A Negative Group Experience

Consider a negative group experience in which you were involved. Consider
the methods of the facilitator. What did they do? How did you respond? How
did other group members respond? What might you have done differently if
you had been the facilitator?
FACILITATING LEARNING 77
16.3 Facilitating Well

Consider a positive group experience that you facilitated. Consider the
methods you used. What did you do well? How did you feel? How did group
members respond? What was the outcome of the group activity?
16.4 Facilitating Badly

Consider a negative group experience that you facilitated. Consider the
methods you used. What did you do that didn’t work? How did you feel? How
did group members respond? What was the outcome of the group activity?
With hindsight, what could you have done to improve your facilitation?
WORKING 16.5 Self-Assessment

When you next facilitate a group, create a self-assessment sheet to complete
WITH OTHERS when you have finished. You could ask key group members, or the entire
group, to complete it as well.
16.6 Assessing a Facilitator

Create a facilitator assessment sheet. The next time you are part of a facili-
tated group, assess the facilitator’s skills. You might like to share your
findings with the facilitator afterward.
WORKING 16.7 Facilitating with Your Mentor

Ask your mentor to come and observe you facilitating a group. When you
WITH A MENTOR have finished, you and your mentor both complete an assessment of your
performance and discuss it. Work toward an action plan for improving your
facilitation skills.
16.8 Mentor Facilitation

Observe your mentor facilitating a group. Afterward, you and your mentor
both complete an assessment of their performance and discuss what you
could learn from it.
DEVELOPING 16.9 The Roles and Skills of a Facilitator

Introduce the subject of facilitation skills. Brainstorm the role of a facili-
OTHERS tator. Brainstorm the kinds of skills necessary.
16.10 Being Facilitated and Being the Facilitator

Introduce the subject of facilitation skills. Divide the learners into groups of
four to discuss positive and negative experiences of being facilitated.
Reconvene the larger group to draw out comments. Organize the learners
back into the groups to discuss positive and negative experiences of being a
facilitator. Again, reconvene the larger group to draw out comments.
16.11 The Facilitator on the Line

This exercise should be done near the end of a session. Using yourself as a
resource, ask the group to identify the positive and negative facilitation
skills you have demonstrated.
16.12 The Learner as Facilitator

Introduce the subject of facilitation skills. Give each learner the opportunity
to be the group facilitator. They are to facilitate a group discussion for 5 or
10 minutes depending on how many learners there are in the group. Allow
time for group feedback between each facilitation.
RECOMMENDED Interacting with Others Assessment and Workbook, 52 pp.

The Complete Guide to Facilitation, 673 pp.
HRD PRESS TITLES
17
Generating
Creative
Solutions
INTRODUCTION If you can develop your creative abilities, you are better placed to find
solutions to problems. Also, the more you can blend creativity with your
logical planning and evaluation skills, the more effective you will be and the
more you can produce. Channeling creativity in productivity involves going
through a number of processes, such as:
N Gathering data: concerned with analyzing tasks, gathering data, and
trying out ideas
N Frustration: when we doubt our ability and become bored or irritated
N Gestation: when we put the issue on hold and it sinks into the
unconscious
N Birth: the moment of inspiration from the unconscious as promoted by
the right side of the brain
N Reality testing: living and testing out the reality
Hemispheres in the Brain

Did you know that the left hemisphere of the brain is almost always larger
than the right hemisphere, and that there is a difference in the function of
each hemisphere?
One of the most important advances in the study of the brain occurred in
the 1960s when Roger Sperry of the California Institute of Technology led a
team of researchers to a new understanding that the two hemispheres of the
brain each control different processes.
The left hemisphere is responsible for the understanding and production of
speech, the written word, and language, and can also perform complicated
logical activities and mathematical computations. By contrast, the right
hemisphere can only comprehend very simple language, but does have a
highly developed sense of space and pattern and is superior to the left
hemisphere in constructing geometric and perspective drawings.
It is now widely accepted that the left side of the brain is viewed as our
logic and language side, while the right side is seen as the seat of creativity
and imagination.
Left Brain Characteristics Right Brain Characteristics
N Linear thought—one idea follows another N Holistic thought—ability to see patterns

linking ideas
N Uses verbal ideas and words to describe things N Uses gestures or pictures to describe things
N Logical N Intuitive
N Analyzes—breaks things down into N Synthesizes—puts parts together to

separate parts form a whole
(continued)
(continued)
Left Brain Characteristics Right Brain Characteristics
N Poor spatial sense N Good spatial sense
N Uses symbols in representation N Sees things as they are
N Good numerical sense N Poor numerical sense
N Good sense of time N Poor sense of time
N Relies on fact N Relies on instinct
Inner Creativity
To understand and develop inner creativity, we first need to understand the
psyche. Beneath the conscious ego is the essential Self that guides and
directs the body through the subconscious mind. We all know that
something keeps our heart pumping, lungs breathing, and so on, all without
conscious intent. This has been called the subconscious. Our subconscious
also houses the fullest potential of the psyche. When we can tap this inner
realm—raise the subconscious intent to conscious awareness—we get in
touch with and use our inner creativity. There are many ways to reach this
inner creative potential. First, we need to put the ego to rest temporarily.
The chattering personality needs to be set aside for a time so that the
fullness of the entire psyche can see the light of the mind. Some good
methods of quietening our thoughts in order to access inner creativity are
meditation, soft focus, and self-awareness.
N Meditation. There are many forms of meditation. Fruitful meditation
involves closing the eyes, stilling the mind, and focusing on a specific
thought or sound (mantra). Meditation puts your brain into an alpha or,
when you become proficient, a wakeful theta state. In this altered state,
the gap will open and the creative mind will emerge.
N Soft focus. This is an excellent way to stop the thinking process in a
busy environment. Just allow the eyes to maintain a soft focus on a
neutral surface—for example, a wall or ceiling—and be aware of
everything around you without focusing on any one thing. You will
notice that your peripheral vision is increased and your sensitivity to
your entire environment is enhanced, while your mind is calmed. When
you create a soft focus, the ego is temporarily set aside and the subcon-
scious mind, where inner creativity abounds, can come to the surface.
N Self-awareness. The practice of self-awareness runs through all the
great religious and philosophical disciplines. Buddhists, Zen Buddhists,
Sufi mystics, Christian mystics, Hindu yogis, and Taoists all practice
the art of mindful self-awareness. This is a non-judgmental form
of watching one’s daily actions and thoughts in the present moment in
a detached frame of mind. When learned and applied, this can create
the necessary gap between the ego and the Self, and great clarity of
mind unfolds.
Creative Triggers
One valuable way to access the creative mind is to use state-dependent
memory. This form of memory offers the recall of a vivid past event during
which you had a great insight. In the recall, you revisit the same feelings
and mood that were present in the original event. The easiest way to
GENERATING CREATIVE SOLUTIONS 81
summon a particular event is to devise a personal trigger that, when pushed,

will immediately evoke identical feelings. This technique is a combination of
biofeedback and memory of the “moment of discovery” experience. This is
how it works:
N Choose a personal trigger. Put your index finger and thumb together, or
touch your forehead as a physical way of initializing the memory recall.
N Sit back, close your eyes, relax, and remember a time when you had a
difficult problem to solve.
N Remember the room you were in, the time of day, the surroundings, and
the nature of the problem that you needed to resolve.
N Now, remember the moment the solution came to you. As you remember
this exact moment of revelation, concentrate on the feeling. Immerse
yourself in the feeling of elation and relief you felt when the insight
appeared and the problem was solved.
N Now use the personal trigger. For example, as soon as you remember
the moment of resolve, put your index finger and thumb together and
hold that feeling. As you repeat this exercise a few times each day, the
act of putting your index finger and thumb together should elicit an
exact feeling of resolved insight.
Henceforth, when you use the specific physical trigger, the AHA experi-
ence will be immediately recalled. The trigger will take you out of associated
memory and circular thought patterns and into the ideal mental state for
creativity. This works particularly well in the workplace when creative
solutions are needed immediately.
Intuitive Insight
Intuition, if practiced daily, will accelerate your creativity. Intuition taps
into that source of knowledge and wisdom that lies just below the surface
of conscious awareness. This level of mind has been given various names.
Jung called it the collective unconscious. Formal science has yet to give it
a specific name, except to refer to it as the subconscious or unconscious
mind. This is the same level of mind that, without our conscious thought,
keeps our heart beating and our lungs breathing, and generates our bodily
homeostasis.
How do you access this wisdom on demand? Whenever you are completely
at a loss about something, just stop and go into a “mindless, non-thinking”
state for as long as you’re comfortable with it. Looking at anything neutral,
such as a white wall or the ceiling, will do. You will return to conscious
“thinking” within a few minutes and will have a fresh thought or approach
to whatever you were working on.
Creative Breath
Controlling your breathing greatly aids clarity of mind, and creativity is a
product of a clear unobstructed mind. One effective way to achieve a creative
solution quickly is by controlled breathing. When we need a creative solution
to a problem, we need as much inspiration as we can acquire. The word
inspire is derived from the Latin roots in and spirare or, literally, to breathe
in. To be inspired is to be full of the breath of life. Yogic disciplines teach that
the air we breathe is full of prana or the spirit of life. The Chinese call this
energy chi.
From a scientific standpoint, oxygen levels in the brain are tied to levels of
the neurotransmitter serotonin, the hormone that controls states of con-
sciousness and mood. You can regulate your levels of serotonin by controll-
ing your breathing. Too much serotonin in the brain causes irritation and
stress. When you need to produce a more heightened state of awareness for
immediate problem solving, you can control your breathing and decrease the
levels of serotonin that can result in greater relaxation and allow the brain’s
intuitive, non-linear activities to flow more smoothly. Here are two methods
for increasing brain hormonal and hemispherical balance:
N The first method is slow deep breathing, holding the breath moment-
arily between breaths. Holding the breath oxygenates the brain and
facilitates clarity. Deep breathing promotes alpha brain waves and
relaxes the body and mind.
N Another method is to breathe through alternating nostrils. The Chinese
believe that the nostrils are an indication of hemispherical dominance.
Whichever nostril you habitually breathe through can tell you which
side of the brain you favor. Pinch your nostrils together across the
bridge of your nose and release the right nostril. Inhale through your
right nostril for a count of four. Pinch both nostrils again for a count of
four. Release the left nostril and exhale for a count of four. Inhale
through your left nostril for a count of four. Pinch for a count of four.
Release the right nostril and exhale for a count of four. Repeat the cycle
four times. If you practice this for about ten minutes you will improve
your mental clarity. You will also slow down your brain waves from beta
to alpha, thus facilitating intuitive thought.
INDIVIDUAL TASKS 17.1 Creative People

Who would you consider to be a creative person (dead or alive, real or
AND REFLECTIONS fantasy)? Why?
17.2 Creative You

Would you consider yourself to be a creative person? If you do, why? If
not, why?
17.3 Your Creative Qualities

Although there is no rigid formula for a creative person, the following
qualities do seem to mark many creative people. Rate your creative qualities
as follows: 1 = very good; 2 = good; 3 = not so good.
Creative Qualities
Independence Inquisitiveness
Non-conformist attitude Confidence
Determination Learning attitude
Intuitiveness Openmindedness
17.4 Left or Right Brain?

Do you identify more with the qualities of the left or right side of the brain?
WORKING 17.5 Creative Buzz Group

Set up a creative buzz group with some colleagues to solve problems and find
WITH OTHERS solutions.
GENERATING CREATIVE SOLUTIONS 83
WORKING 17.6 Generating Creativity

Consider your approach to creativity and discuss with your mentor in what
WITH A MENTOR areas of your life and how you could improve the generation of creative
solutions.
DEVELOPING 17.7 Meditation

Introduce the subject of generating creative solutions. Explain the basics of
OTHERS meditation. Guide the learners through a relaxation exercise followed by a
ten-minute meditation using guided imagery (for example, a beach or
country scene) or a word (for example, calm or creative).
17.8 Soft Focus

soft focus. Guide the learners through a relaxation exercise followed by a
ten-minute soft focus exercise.
17.9 Creative Trigger

the creative trigger. Guide the learners through a relaxation exercise fol-
lowed by the creative trigger exercise (p. 80).
17.10 Intuitive Insight

Introduce the subject of generating creative solutions. Discuss the role of
intuition in daily life by asking such questions as:
N What is intuition?
N Give examples of how intuition has worked for you.
N What encourages intuition?
N What blocks intuition?
N How might we use intuition in daily life?
17.11 The Cabbage

Introduce the subject of generating creative solutions. Give the learners five
minutes to each come up with 20 creative uses for a cabbage. Discuss.
17.12 Defining Creativity

Introduce the subject of generating creative solutions. Discuss the role of
creativity in daily life by asking such questions as:
N What is creativity?
N How has creativity worked for you?
N What encourages creativity?
N What blocks creativity?
N How might we use creativity in daily life?
RECOMMENDED Problem Solving and Decision Making Toolkit, 150 pp.

50 Activities for Creativity and Problem Solving, 240 pp.
HRD PRESS TITLES Problem Solving and Decision Making Profile, 16 pp.
18
Giving and
Receiving
Feedback
INTRODUCTION Criticism or feedback? Our initial response to criticism is likely to be nega-

tive. By contrast, the word feedback sounds as though we have a role in
deciding whether or not it is appropriate.
Feedback is most useful Feedback is least useful

when it is . . . when it is . . .
N Specific N Vague
N Focused on behavior N Impossible to change the situation
N Positive N Negative
N Useful N Given in front of others
N Supportive N Based on hearsay and speculation
N Given privately N Based on one incident
N Based on first-hand information N Used to protect feelings/egos
N Fair N A personality attack
N Given with care N Given thoughtlessly
N Expressed directly N Expressed indirectly or to someone else
N Easily acted on N Difficult to act on
N Uncluttered by evaluative judgments N Judgmental
N Well timed N Delayed
Handling Negative Feedback

When you feel under attack, your first instincts are to focus on that feeling,
making it more intense. You are more likely to react, rather than choose how
you want to act. In responding to negative feedback, the momentum of
defensive emotions builds rapidly because we mentally focus on the “right”
things we are doing, while obsessing about the “wrong” things the other
person is doing. This tendency leads us to take a righteous position and
listen less as the negative feedback continues.
Here’s a three-step process to follow when responding to negative feedback:
1. Acknowledge that you heard the person, with a pause, nod, or verbal
acknowledgment. Whether or not the negative feedback is justified, if
GIVING AND RECEIVING FEEDBACK 85
you try to avoid discussing it, it will loom larger in everyone’s minds as
you attempt to move on. Do not disagree or counterattack. Avoid
blaming or bad labeling language such as “You don’t know what you are
talking about.”
2. Ask for more information so that you both can cool off and stay focused
on the issue, rather than the feelings or personalities.
3. If you believe the comments are accurate, then say so. If an apology is
appropriate, give it sooner rather than later. Then say what you plan to
do differently to respond to the negative feedback. Ask for their
response to your comments. The sooner you verbally agree, if you find
truth in the negative feedback, the more likely you are to engender
respect from the other person and any others who witness the
interaction. If, on the other hand, you disagree with the comments, say
“May I tell you my perspective?” This maneuvers the other person to
giving you permission to state your view, as you have been willing to
listen to theirs.
Further ways to respond to negative feedback are as follows:

N You can agree with the true criticism of negative qualities—for
example, your response to “You haven’t called me lately” could be “I
agree. I haven’t called you in the past two weeks.”
N You can actively prompt criticism of your behavior—for example, “I
would like your opinion on how I spoke in that presentation.”
N Note the comment and, if you realize it doesn’t apply to you, let the
speaker know you register their remark, but don’t respond to it.
N If someone is verbally dumping on you, do not interrupt or counter-
attack in midstream. Doing this will only prolong their comments.
When they have finished, ask, “Is there anything else you want to add?”
followed by something like, “What would make this situation better?”
N Ask them to propose a solution to the issue they have raised. If they
continue to complain or attack, acknowledge that you heard them each
time and, like a broken record, repeat, “What will make this situation
better?” Then state your view and what you would like from them so
that the other person moves from a criticizing to a problem-solving
mode. If the other person continues on the downward track of criticism,
say “I want to find a way to resolve your concern. When do you want to
talk about it next?” In this way, you can disassociate yourself from the
tone of that discussion and put the other person in the position of
initiating follow-up.
N Whenever you have reason to believe someone is lying or not making
sense, you will not build rapport by pointing it out to them. Instead, you
might say, “How does that relate to the . . .” (then state the apparently
conflicting information). This allows two possible outcomes: you might
find out that you were wrong, and you can thus avoid embarrassment;
or, by continuing to use nonthreatening questions, you can edge
the other person into self-correcting, which protects your future
relationship.
N Divide the negative feedback into its parts and respond to the unspoken
assumption without playing the victim—for example, you could respond
to “If you had company loyalty, you would do unpaid overtime,” by
saying, “What do you mean by company loyalty?”
N You can diffuse negative comments with comebacks such as “Are you
aware of how that remark might sound to other people?”
N Ask the other person to clarify or expand their statement.
N When criticized, you are more likely to find resolutions sooner when the
other person comes to trust your positive intent. Demonstrate your
willingness to find a compromise.
N Especially in the beginning, listen more and talk less, keep your
motions and voice lower and slower. These behaviors increase the
chances that others will feel more safe and comfortable around you.
N Highlight commonalties more frequently than differences. Whatever
you refer to most and most intensely will be the center of your relation-
ship. Keep referring to the aspects of them and their points that you can
support and want to expand upon.
N If the other person does not initially accept your response, consider
making the same suggestion later on and in a different way. Try
rearranging the same elements of a suggestion or offer to find a more
mutually attractive compromise.
N You can acknowledge that there may be some truth in what is being
said—for example, your response to “You never make the coffee” could
be “I often make the coffee, but this week I haven’t.”
N Check out what you heard by reframing it in your own words.
If we are aware of our own shortcomings and are either prepared to

tolerate them or take steps to correct them, negative feedback from
others is easier to take and we will be more able to give fair negative
feedback to others.
A few pointers when giving negative feedback are as follows:

N Keep calm.
N Avoid labels, such as “typical woman.”
N Be specific. For example, say “Red doesn’t work in that design” as
opposed to “You’ve got no idea about how colors work” or mention the
specifics of the action done that you want to criticize.
N Keep to the point and don’t introduce irrelevancies.
N Acknowledge the positive.
N Empathize with the other person’s situation or feelings.
N Clarify your feelings about the action, take responsibility for your part
in the interaction, and avoid laying blame on the other person.
N State what you want the other person to do differently in the future.
N Explain why you want what you’re asking for or the reason you think
the other person should change—for example, “When you do A
[observation], I feel B [emotion]: I want you to do C [requested change]
because of D [purpose].”
N Be descriptive, rather than evaluative or judgmental.
N Take into account the needs of both the receiver and giver.
N Let the criticism be well timed—as near the trigger event as possible.
N Give criticism within a situation that you can both relate to.
N Focus on behavior rather than the person and refer to behavior that can
be changed.
N Own the criticism.
Giving Positive Feedback

To give others praise for their work makes them feel good and will
encourage them to perform to their full potential. Always remember to
give praise whenever you can.
Receiving Positive Feedback

Treat a compliment as a verbal gift. Accept graciously with a “thank
you”—and don’t put yourself down in the process!
GIVING AND RECEIVING FEEDBACK 87
INDIVIDUAL TASKS 18.1 Criticism When Young

What do you remember about the way in which you were criticized when
AND REFLECTIONS you were younger? Consider how parents, teachers, and significant others
criticized you. How did it make you feel?
18.2 How do you react to negative feedback today?

How do you tend to react when you receive negative feedback now? Do you
feel like a child again? Does negative feedback from certain people or in
certain situations make you feel different—for example, worse?
WORKING 18.3 Providing Feedback to Others (A)

Become more aware of how often you have critical thoughts of others. Do you
WITH OTHERS tend to keep them to yourself? Do you tell a third party? Do you tell the
person concerned? Are you more critical of some people than others? Do you
know why?
18.4 Providing Feedback to Others (B)

How do you give feedback to other people? How do they react?
18.5 Offering Feedback

Set yourself a task to offer feedback to a colleague. Afterward, reflect on your
thoughts, your behavior, and the outcome.
WORKING 18.6 Being on the End of Feedback

Discuss with your mentor how you feel when you are given feedback within
WITH A MENTOR your working environment. Then discuss how you feel when you give
feedback within your working environment.
18.7 Role Play

Ask your mentor to criticize your ability to give and receive feedback.
Discuss. You might then move on to criticize your mentor’s ability to give
and receive feedback and discuss.
DEVELOPING 18.8 Giving and Receiving Feedback

Introduce the subject of giving and receiving feedback. Ask the learners how
OTHERS they feel when (a) receiving feedback and (b) giving feedback. Discuss.
18.9 Improving Skills

Introduce the subject of giving and receiving feedback. Brainstorm the skills
necessary to receive feedback. Then brainstorm the skills necessary to give
feedback. In the whole group, create two checklists for learners to assess
their own feedback skills. Now, organize them into groups of four to dis-
cuss ways of improving their feedback skills. Reconvene the whole group to
share ideas.
18.10 Individual and Group Feedback

Introduce the subject of giving and receiving feedback. Based on the already
completed checklist of feedback skills (see task 9 above), organize the
learners into groups of three. One learner shares how they might improve
their skills while another partner provides feedback. The third person
observes and provides feedback to both learners. Each group member takes
a turn at each role. Reconvene the whole group for group feedback.
RECOMMENDED Giving and Receiving Performance Feedback, 200 pp.
HRD PRESS TITLES

19
Increasing
Self-Esteem
INTRODUCTION Self-esteem is the value you place on yourself. Healthy self-esteem gives you
energy to cope with the many challenges you face day-to-day. Sometimes,
identity and sense of worth are totally dependent on having a job or being
in a relationship. If these end, self-esteem might take a nose dive. When
we experience low self-esteem, it doesn’t mean we are failures—many
successful people experience self-doubt from time to time. Whatever the
reasons for self-esteem being low, people tell us that when they learn to give
themselves approval from within, and develop new coping skills, their stress
levels go down and their energy goes up—leading to greater self-esteem.
Self-esteem is about understanding yourself, believing in yourself,
becoming your own power source, and taking responsibility—making your
own choices. The following guidelines are keys to improving self-esteem:
N Accept yourself. Accepting yourself as you are now makes it possible
for you to grow and develop. When you feel OK about yourself now, you
are able to risk change.
N Stop comparing. You can’t win in a comparison: usually you will
evaluate yourself lower than the person you compare yourself to. If you
do win in the comparison, you will tend to devalue the winning trait—
for example, “I’m a better manager than Bob is, but so what! It takes
computer skills to get ahead here.” Instead of comparing yourself to
others, celebrate the differences.
N Make learning mistakes. A mistake does not make you a failure. It’s
a sign that you’re alive and developing. Treat a mistake as an opportun-
ity to learn. Don’t fall into the low self-esteem traps of blaming others,
denying your mistakes, defending your behavior, or criticizing yourself
for not being perfect.
N Prune relationships. Surround yourself with people who are positive
and affirming. Sometimes this means that you need to let go of a
relationship—or at least limit the amount of time you spend with that
person.
N Stop improving, start developing. When you try to improve your-
self, you start from a belief that there is something wrong with you that
needs to be fixed. Instead, start with your strengths and talents and
develop these. In this way, you can grow from a foundation of strength
instead of a foundation of weakness.
N Stop value judging. Most people spend a great deal of time on
“shoulds”—“I should do this. I shouldn’t do that.” All these “shoulds” are
value judgments that lower your self-esteem. Try accepting yourself
and others. Replace your “shoulds” with non-judgmental words such as
want, choose or prefer.
N Affirm yourself. Each night before you go to bed, jot down five things
you feel good about from the day. They don’t need to be big things.
They could be kindnesses you showed, feelings you expressed, or
commitments you honored.
Our Beliefs Affect Our Self-Esteem
Beliefs
Thoughts
Feelings
Decisions
Choices
Behaviors
Life experiences
Our beliefs are principally stored in our subconscious. If we believe that we

are inadequate, then our subconscious mind is compelled to create the
conditions of that belief, thus making that belief a reality of our life. The
energy of any belief we have gives us thoughts and feelings that are in
harmony with that belief.
However, we are not born with our beliefs: they are a result of other
people’s beliefs combined with the circumstances of our past. To survive, we
had to adopt the beliefs of our family and society, including the rigid rules
and negative messages that we learned. These then become incorporated
into our view of others and ourselves. For example, during childhood, we
may not have been encouraged to believe in our own abilities or, as a result
of constant criticism, we believed we were always wrong. To feel accepted,
we tried harder to please. The harder we tried, the more frustrated we
became because we never seemed to be able to please the grown-ups.
Consequently, as adults, we hold ourselves in low esteem, affecting our
ability to achieve our goals. Fearful of making mistakes, we avoid taking
risks. We feel responsible when things go wrong and can’t accept credit when
something goes right. When we experience low self-esteem, we may have a
need to be perfect, have a negative self-image, be non-assertive, and fear
failure and rejection. As we learn to see ourselves more realistically, our self-
esteem increases. We interact with others more confidently and value our
strengths, as well as our limitations. We become more willing to take risks.
We recognize that we can learn from our mistakes. Relationships become
healthier because we are able to validate ourselves and no longer need to
look to others for validation. As our self-esteem increases, we begin to openly
express feelings, care for ourselves, act more assertively, and become more
confident.
INCREASING SELF-ESTEEM 91
So what are the causes of low self-esteem? Some of these are listed below:
N Parental overprotectiveness. The child didn’t learn to trust outside
the family, leading to an insecure adult fearful to venture far.
N Parental neglect. The child fails to receive adequate attention and
nurturing, leading to an adult who neglects their own needs.
N Overcritical parents. The child left home with the feeling of never
being good enough, leading to an adult with a longstanding sense of
inferiority and a tendency to self-criticism.
N Significant childhood loss. Either divorce or death has made the
child insecure, leading to adult overdependency on actions or people.
N Parental rejection. The child received an overt or covert message that
they were unwanted, leading to an adult with tendencies toward self-
rejection.
N Parental overindulgence. The child was given insufficient exposure
to appropriate limits, leading to an adult lacking in persistence.
Balancing Your Inner Doubter and Reinforcer

Your doubter is that part of you that can hold you back from taking risks,
but it also protects you—for example, by preventing you from crossing the
road when it is not safe. The doubter can also plant guilt if you’re not being
productive and it can question bad relationships. So we should not aim to get
rid of the doubter altogether, we just want to curb its negativity when it
holds us back. Your doubter can keep you safe, but only in proportion to how
safe you want to be. It’s as if our personal power is really the controlling
force. By using this energy, we can control the doubting part of our
personality so that it works with, and not against, us. In order to do this, you
need to be willing to have your doubter play a less significant part in your
life (or else your doubter will find some excuse for you not to change).
To remedy this, imagine another part of your self—the reinforcer—as a
positive energy that says, “Yes I can” and lets you take risks. Your reinforcer
can give you positive messages when doubts begin to surface. So when you
feel your doubting side emerging enough to negatively affect your thoughts,
feelings, and actions, you need to call on the reinforcer for positive input.
The reinforcer needs to work with, and not against, the doubter. Let your
reinforcer take charge in situations where you feel overwhelmed by doubt.
There are many steps you can take to feel more positive:
1. Tune in to your thoughts. Pay particular attention to the negative
ones. Hear your fears and anxieties. It’s only when you become
conscious of the negative words churning round in your head that you
can then begin to find the positive words to balance yourself.
2. Isolate destructive words. Words such as only, just, or should are
damaging to self-esteem. Eliminate them.
3. Stop the thoughts. Short-circuit negative messages as soon as they
enter your mind. Although it’s perfectly OK to acknowledge fear, you
don’t want to be overwhelmed by it, so picture yourself drowning out
the inner voice of fear.
4. Accentuate the positive. Replace negative thoughts with happy ones.
5. Reorientate yourself. Move from painful anxiety to an active and
problem-solving frame of mind.
6. Emphasize opportunities. Learn to recognize opportunities. Create
opportunities. Observe how others find opportunities.
7. Live now. Make it a habit to reflect on at least one thing in each day
that was enjoyable.
8. Make your choice. It’s up to you to live your life as fully and as
enjoyably as possible. Nobody owes you anything. You can decide to
make the best of what life offers you or you can choose to ignore
opportunities. Is your glass of life half full or half empty?
9. Make friends with you. Stop criticizing yourself and learn to like
who you are—warts and all.
10. Put less emphasis on perfection. A photographer put together the
perfect features from the faces of several well-known beautiful women
and handsome men. The result was utterly bland and lacking in
character. So when you strive toward perfection—and just whose
idea of perfection is it anyway?—remember it is the oddity or the
imperfection that adds interest and character.
11. Find your sense of humor. Laugh at yourself a little more.
INDIVIDUAL TASKS 19.1 Ask Yourself

Do you:
AND REFLECTIONS
N Criticize yourself for mistakes?
N Overlook your accomplishments and doubt compliments?
N Worry about what others think?
N Find feelings difficult to express and handle?
N Feel anxious in social situations?
N Think about everyone else’s needs before your own?
N Blame yourself when someone is unfair or hurtful?
N Think that anything less than perfect is not good enough?
N Avoid trying new things?
N Worry about your appearance?
If you’ve said “yes” to some or all of these ten questions, it’s time to
recharge or strengthen your self-esteem. It’s normal for self-esteem to fluc-
tuate depending on the challenges you are facing at the time, but if you’re
down more than up, there are solutions.
19.2 Compliments of the Season

For a period of one week, note how may compliments you have given, taken,
or rejected each day. When we can gracefully accept a compliment, we are
acknowledging our self-worth. Equally, when we give compliments, we are
acknowledging the worth of someone else.
19.3 Past Doubts, Future Fears

Consider how past doubts are affecting you today. Ask yourself:
N Am I seeking approval today for something “bad” I did when I was
younger?
N Did something embarrassing or frightening happen when I was younger
that makes me fearful of doing similar things now?
19.4 Current Doubt, Past Fear

Identify a current doubt and the thoughts, feelings, and actions concerned
with it. Recall an earlier experience when you felt the same anxious feeling
that your present doubt is creating. How did you deal with them then? How
are you dealing with those similar feelings now?
INCREASING SELF-ESTEEM 93
19.5 Didn’t I Do Well?

Reflect upon:
N Times when you have been thanked or congratulated
N Qualities you like about yourself
N Responsibilities you have shouldered successfully
N Difficulties you have handled well
WORKING 19.6 Situations and Self-Esteem

Become aware of situations involving others that increase (and decrease)
WITH OTHERS your self-esteem. What kind of situations are they? What happens? How do
you feel?
19.7 Through the Eyes of Others

How much of how you feel about yourself is dependent on the reactions
of others?
WORKING 19.8 Editing the Past

Discuss with your mentor how past experiences may have affected your
WITH A MENTOR sense of self-worth. Identify the negative messages and let your reinforcer
help you develop positive ones.
19.9 The Mentoring Relationship

How does your mentor make you feel about your self-worth? How might they
help you increase your self-esteem through your relationship?
19.10 Mentor Role Model

Discuss with your mentor how they have developed their sense of self-
esteem. What can you learn from this?
19.11 Conditioning in Self-Esteem

Introduce the idea of how our past conditioning can affect our sense of self-
esteem. Brainstorm half a dozen ways this might happen. Ask the learners
to split into smaller groups of three to discuss one of the brainstormed ways
(let each group choose their own and try to make each one different).
Reconvene the whole group to discuss.
19.12 Raising Self-Esteem

First, ask each learner to identify a situation in which their sense of self-
esteem is low. Organize them into small groups of no more than four people
so that each person has a chance to discuss their situation. The objective of
the small-group exercise is to disclose, provide feedback, give compliments,
and find possible solutions.
19.13 Positive Comments

Sit, with the group, in a large circle, and start off by saying something like
‘The thing I like best about John [the person on your right] is his sense of
humor.” The named person on your right then picks up and says something
positive about the person on their right until everyone in the group has
had a turn.
20
Increasing
Your Power
at Meetings
INTRODUCTION Holding Meetings

Any meeting gives you a great opportunity to increase your visibility as
a powerful and knowledgeable communicator. Reasons for having meet-
ings are to:
N Share information
N Get members’ views and proposals
N Discuss what the group needs to be doing
N Carry out legal business
N Develop networks
N Exchange ideas and experience
N Review whether a decision in action is working
N Decide on a proposal
N Discuss a decision made elsewhere
N Develop teamwork
N Support a team
N Learn
There are also several types of meetings:

N Informative/advisory: to give and receive information; to keep in touch;
to coordinate activities; to record progress toward goals
N Consultative: to resolve differences; to involve people; to get to know
people
N Problem solving: to create ideas; to identify alternative action; to
initiate action
N Decision making: to generate commitment; to make decisions; to share
responsibilities; to initiate action
N Negotiating: to create an agreement; to find a solution
Not all meetings are successful. Indeed, they often have a reputation for
being a waste of time, a forum for a just one person’s point of view, unclear
in terms of their objectives or outcomes, and so on. Listed below are some
reasons why meetings fail and what might be done about them.
Why Meetings Fail Remedies
The meeting is unnecessary. Share information by telephone, fax, letter,

or e-mail.
The purpose of the meeting is unclear. Define goals.
The meeting is poorly planned. Plan and distribute the agenda before the meeting.
The meeting is held in an unsuitable or Check the venue beforehand.

inappropriate environment.
(continued)
INCREASING YOUR POWER AT MEETINGS 95
(continued)
Why Meetings Fail Remedies
The meeting is disrupted. Check for likely disruptions and delegate urgent
business.
The wrong people are present and the right people Identify and invite the key decision makers.
are absent.
The chairperson isn’t adequate. The chairperson needs to improve their skills.
Nothing is decided. The chairperson needs to improve their skills.
When holding a meeting, it is a good idea to give some consideration to

where people will be seated. Some strategic seating arrangements are
illustrated below. They are designed to minimize disruption and maximize
the chances of reaching the meeting’s objectives.
Control Control
position position
Chairperson Ally
Troublemaker Troublemaker
Control Chairperson Control

position position
Audience
Chairperson
Troublemaker
Ally Ally
Troublemaker
Participating in Meetings
If you are invited to a meeting, when you have found what the objectives of
the meeting are, prepare to be supportive and encouraging. Aim to earn
authority as a leader among equals. Be resourceful and collaborate on
objectives. Participate and become involved. Good participation involves:
N Learning about issues
N Thinking before you speak
N Being reasonable
N Listening to others
N Speaking clearly and to the point
N Having confidence in yourself
To gain recognition, sit within good eye contact of the decision makers. If
presenting, arrive early and select your vantage point. If it is a long table,
choose the middle of one side; if it is an oval table, choose one of the narrow
curved ends. To mitigate a confrontation, sit next to the challenger. To avoid
attention, sit in a blind spot for the chairperson and wear a neutral outfit
with no accessories.
Good communication isn’t only about what you say, but also about your
nonverbal signals. Undermining signals include:
N Slouching in your chair
N Looking down at your notes or out of the window
N Looking up at the ceiling
N Turning away
N Folding your arms across the body
N Using closed, threatening gestures
N A deadpan or cynical expression
Positive signals include:

N Sitting upright and alert
N Sitting forward
N Keeping your eyes on the speaker
N Taking notes on key points
N Turning your body to the speaker
N Opening your body language
N Smiling
Key Words to Use in Meetings
able advantage brilliant
confidence controlled detail
economical effective emphasis
now outstanding professional
volume tremendous top
today money-making lowest cost
latest key instant
(continued)
(continued)
Key Words to Use in Meetings
impelling immediate help
quality quickly results
satisfaction smart solved
special successful expert
excited fair new
save safety evaluate
proven discover guarantee
results you update
complete endorsed maximize
image value inform
sure quality personal
affect best venture
customer future empower
practical skills facilitate
knowledge valid reliable
original fast measure
motivate involve
Listed below are 18 guidelines for successful participation in meetings:

1. If attending a meeting for the first time, introduce yourself.
2. Make an impression by preparing ideas for agenda items that inter-
est you.
3. Speak up at least once during every meeting you attend.
4. Familiarize yourself with the group dynamics of any new meeting you
attend.
5. Study the agenda prior to the meeting.
6. Arrive early so that you can get to know others.
7. Know who’s who.
8. Use powerful body language and verbal language.
9. Speak slowly and clearly and with authority.
10. Take credit for your ideas.
11. If you are aware that conflict may arise, plan for it and prepare to
compromise.
12. Don’t allow an argument to turn into a free-for-all.
13. Sit where you can be seen and heard (near to the head or to the right
of someone with power).
14. If you anticipate conflict, sit on that person’s dominant side (indicated
by whether they are right- or left-handed) so that they will feel less
threatened.
15. Don’t allow an argument to turn into a battle.
16. If you want to exert an influence, speak early in a discussion.
17. Maintain eye contact.
18. Use your hands to express your point.
Chairing a Meeting
The agenda should contain:
N The organization’s name
N Committee/group name
N Date, time, and place of meeting
N Finishing time
N Apologies
N Welcome
N Minutes of last meeting
N Matters arising
N Specifics
N Any other business
N Future meeting details
Minutes are used to record what is being decided, why it was decided, what
action is to be taken, when and by whom, and what else was discussed. They
should include:
N The organization’s name
N The date, time, and place of the meeting
N Meeting description
N People present
N Apologies for absence
N Who chaired
N Corrections to the previous minutes
N Matters arising from the previous meeting
N Minutes for topics for this meeting (making specific reference to any
decisions made and action to be taken, by whom and by when)
N The date, time, and place of the next meeting
N The time this meeting finished
Successful meetings depend on a strong chairperson, who follows the

guidelines below:
N Encourage people to participate.
N At decision-making meetings, place the emphasis on whether the
decision is the right one as opposed to whether members are happy with
the outcome.
N Don’t be afraid to sometimes ignore the feelings of others in order to
reach a group decision.
N Remember that your attitude, as chairperson, will be reflected in the
attitudes of the group members to each other during the meeting.
N Impose a firm discipline on proceedings.
When chairing a meeting, you also need to be able to deal with difficult
people—those who want to argue, won’t listen, talk too much, or hold fixed
views. In such situations, you need to move the issue away from them and
back into the wider group. Sometimes you can do this by simply restating
the issue; alternatively, the best way of moving the meeting forward might
be to allow controlled discussion. Other techniques you could use include
intervention, asking for clarification, acknowledging strong feelings, sum-

marizing, and then moving the topic on, injecting a little humor, asking
direct questions, and using people’s names.
As the chair, you want to extend your role to that of facilitator, enabling
individuals in a meeting to interact with each other, even to the extent of
using conflict as a tool for discovery and growth. A facilitator will create an
atmosphere of support and openness, and they will encourage group
members to express their feelings and contribute their ideas.
There are 15 guidelines for successful chairing:
1. When setting the agenda, consider your objectives and enclose any
papers relevant to the meeting. Send out at least a week in advance.
2. Hold meetings in the morning, because they tend to be more produc-
tive at this time of day.
3. Organize supporting materials, anticipate problems, and be ready with
solutions.
4. Remember that chairing a meeting is more about listening than
talking.
5. Assign someone to take the minutes.
6. Open the meeting on a positive note.
7. Introduce each agenda subject via a brief overview.
8. Keep the meeting moving by staying focused on the current agenda
subject. Keep your pre-set timescales for each area in mind.
9. Summarize occasionally and call for a decision when appropriate.
10. Make people feel positive and important. Acknowledge their contri-
butions and use their names when you do so.
11. Encourage controlled discussion.
12. Remain impartial when emotions run high. Separate facts from
opinion and clarify points.
13. Focus the meeting on problem solving.
14. Finish the meeting with a summary of the main points, action to be
taken and by whom, as well as any decisions made.
15. Follow up the action to be taken via smaller meetings or individual
sessions.
INDIVIDUAL TASKS 20.1 Meeting Roles

Why do you attend meetings and what are your roles?
AND REFLECTIONS
20.2 Meeting Participant Analysis (A)
Identify a past meeting that you attended as a participant and that you felt
went poorly. What were your thoughts, feelings, and observations (of your
behavior, the behavior of others, the chairperson, and the outcomes of the
meeting)? What could have been done to improve the meeting?
20.3 Meeting Participant Analysis (B)

Identify a past meeting that you attended as a participant and that you felt
went well. What were your thoughts, feelings, and observations (of your
behavior, the behavior of others, the chairperson, and the outcomes of the
meeting)?
20.4 Chaired Meeting Analysis (A)

Identify a past meeting that you chaired and that you felt went poorly.
What were your thoughts, feelings, and observations (of your behavior, the
behavior of others, and the outcomes of the meeting)? What could have been
done to improve the meeting?
20.5 Chaired Meeting Analysis (B)

Identify a past meeting that you chaired and that you felt went well. What
were your thoughts, feelings, and observations (of your behavior, the
behavior of others, and the outcomes of the meeting)?
WORKING 20.6 Colleague Role Play

Set up a role play (this could be a pure role-play situation or one with an
WITH OTHERS additional objective in mind) with between four and six colleagues that has
the key objective of improving meeting skills for you all. Agree on a common
topic. Preprepare an assessment sheet for each participant to complete when
the meeting is over. Meet again to discuss.
20.7 Post-Meeting Assessment

Use the following assessment checklist to analyze a recent meeting in which
you played a key role.
Yes No
Meeting Criteria (✔)) (✔))
Was the meeting necessary?
Did we meet at the right time?
Did the right people attend?
Did we have effective decision-making procedures?
Did we use appropriate aids?
Was the meeting useful?
Was the meeting the right length?
Was the agenda appropriate?
Was the meeting room adequate?
Did we keep appropriate records?
Was timekeeping satisfactory?
Were refreshments adequate?
Do we plan to take action as a result of the meeting?
Were interruptions handled well?
Was the room laid out correctly?

WORKING 20.8 Post-Chair Assessment

If you are chairing a meeting (your mentor could be present), write up a
WITH A MENTOR post-meeting report, together with an assessment of your own performance
including a breakdown of how you dealt with any problems. Make a diagram
of the room layout. Discuss with your mentor and, together, create an action
plan for identified skills development.
20.9 Participant Meeting Assessment

If you are a participant at a meeting (your mentor could be present), write
up a post-meeting report, together with an assessment of your own perform-
ance including when you spoke. Discuss with your mentor and, together,
create an action plan for identified skills development.
DEVELOPING 20.10 Discussion of Meetings

Introduce the subject of increasing your power at meetings. Then facilitate
OTHERS a group discussion on:
N The reasons for having a meeting
N Why meetings fail
N Good participation and communication
20.11 Strategic Seating

Introduce the subject of increasing your power at meetings and move on to
strategic seating. Encourage the learners to play around with different
seating arrangements and roles.
20.12 Role Play a Meeting

Ask the group to agree among themselves on a reason for a meeting with an
objective with which all the participants can identify. Then ask them to
nominate a chairperson and secretary. The chairperson is to set up strategic
seating and set out a short agenda. The learners then role play the meeting
within a time-limit set by yourself. You can either participate in the meeting
and provide feedback, or be an observer and provide feedback.
RECOMMENDED The Manager’s Pocket Guide to Effective Meetings, 130 pp.

The Highly Effective Meeting Profile, 40 pp.
HRD PRESS TITLES
21
Introduction to
Neuro-Linguistic
Programming
INTRODUCTION Neuro-Linguistic Programming (NLP) is one of the most effective tools

for transforming people and thereby organizations, because it provides
models that are useful descriptions of how people interact with the world.
These models are useful because, once the system involved is understood,
NLP techniques can be used to alter people’s subjective experience and thus
change their behavior, beliefs, and values.
In the mid-1970s, Tom Peters was looking for the strategies for excellence
in organizations. At about the same time, John Grinder and Richard
Bandler were looking for the strategies for excellence at the individual level.
Under the influence of the British thinker Gregory Bateson, John and
Richard modeled the skills of some of the leading masters of communication
and personal change. They called what they were doing Neuro-Linguistic
Programming:
N Neuro refers to the neurological processes of seeing, hearing, feeling,
smelling, and tasting, which form the basic building blocks of our
experience.
N Linguistic refers to the ways in which we use language to represent
our experience and communicate with others.
N Programming refers not to programming, as in computers, but rather
to the strategies we use to organize these inner processes to produce
results.
What are the foundations of NLP, and how do they relate to business?
There are four principles:
1. Rapport. This is the relationship of trust and mutual influence that
is at the heart of successful management. It is a comfortable, non-
judgmental, mutually accepting relationship between people. Rapport
develops when the person you are relating to believes that you are
really listening to them and responding to their words and signals.
2. Knowing your outcome. NLP gives the skills not only to clarify busi-
ness goals, but also to relate individual goals to organizational ones.
3. Openness to feedback. This refers to an individual’s sensory open-
ness to what they see, hear, and feel from others, in order to achieve
greater understanding and appropriate responsiveness.
4. Flexibility. This refers to the ability to change what you are doing
based on the feedback you are getting.
We all use a systematic coding structure to make sense of the world—some

sort of internal coding system to distinguish between what we like and what
we don’t like. The same applies to beliefs and values. Your brain
systematically distinguishes between things you believe and things you
don’t, and between things you value highly and things you value less highly.
The real use of NLP is that it shows you how to apply this knowledge
deliberately. For example, take someone who is a highly successful manager
in your organization. With NLP, it is possible to identify which aspects of
their internal experience make them most effective. This would probably be
a mixture of specific skills and behaviors, combined with attitudes, beliefs,
INTRODUCTION TO NEURO-LINGUISTIC PROGRAMMING 103
and values that support those behaviors. Suppose that one belief is that
“I am great at motivating my people.” Now, imagine that another manager
had all the skills and seemed to have the right behaviors, but held a different
belief that “I am terrible at motivating my people.” It is likely that, however
good the second manager’s skills are, they will not be used properly. With
NLP, it is possible to change the second manager’s belief to a more empower-
ing one. This offers the possibility that all your managers can be the best.
At the heart of NLP is understanding how people do what they do well.
This is called competency modeling. When a person does something
exceptionally well, they will be conscious of some of the thoughts and moves
they make, and can pass on tips to others. However, some aspects of
excellence will typically be unconscious. NLP modeling identifies and
defines the thought processes and mind patterns used by top performers.
It enables us to discover the difference between competence and excellence
in any given area of human activity and is used in training, business,
management, sales, coaching, and counseling.
NLP identifies and defines how our minds work. Put simply, the world we
perceive is not the real world. We each construct a unique model of the world
in our heads at an unconscious level and then live in the model as though it
was real. Most human problems derive from the models in our heads rather
than from the world as it really is. As you develop your practical
understanding of how these inner models work, so you can learn to replace
unhelpful habits, thoughts, feelings and beliefs with more useful ones. NLP
skills offer specific and practical ways of making desired changes in your
own and others’ behavior. So now you can ask yourself, “How would I
like to redesign my life?” and “What would I want to achieve in both my
personal and professional life if I knew how?” and actually go ahead and
do these things.
NLP provides the tools and techniques for developing individuals, teams,
and organizations to achieve success. It relates employees’ skills and values
to the business goals and structure. In fact, it brings much to this particular
area—communication skills, leadership skills, and ways to clarify your
beliefs and values so that you can appreciate yourself and bring more of
yourself to your work. Success is about achieving results. The results you get
are a reflection of your ability to motivate yourself and others and to work
with, or creatively around, the business structure. In any organization, the
environment, procedures, organizational values, and identity are as much
part of the system as the skills, actions, beliefs, and values of the people
within it. One of the great strengths of NLP is the ability to clarify and relate
tangible, everyday business procedures with the intangible ideas and values
that drive them. NLP is about your unique experience and how you create it.
NLP exercises involve different visual and language exercises to help
people change the structure of their experience. For example, people who
have problems speaking in public often go through a sequence of mental
activity such as:
1. See the audience.
2. Imagine them staring at me.
3. Hear them criticizing me.
4. Feel tense and have butterflies in my stomach.
5. Call this sensation “fear.”
NLP has many exercises to help the individual rewrite this script so that
it might then read:
1. See the audience.
2. Imagine them smiling at me.
3. Hear them giving me words of encouragement.
4. Feel tense and have butterflies in the stomach.
5. Call this sensation “excitement.”
Other NLP exercises can help change limiting beliefs (from “I can’t” to “I
can”), change the meaning of past events (from “They ruined my life” to
“They may have caused me pain in the past, but my future is great”), change
future expectations (from “This interview is going to be horrible” to “This
interview might be challenging”), and so on.
INDIVIDUAL TASKS 21.1 Ways of Thinking

The way in which you think will result in your style of speaking. Which of
AND REFLECTIONS these three different ways of thinking do you experience the most?
N Kinesthetic: where you experience thoughts as feelings
N Visual: where you think in pictures
N Auditory: where you think in words and sounds
If you communicate with someone who thinks in the same way as your-
self, understanding will be easily achieved and your relationship will be
enhanced. If you are relating to another person, and each of you thinks in a
different way, your communication is likely to be more difficult.
21.2 Match/Mismatch
Look at the following boxes. You can approach the business of relating from
one of two directions: the match (identifying similar people to yourself or
similar situations to your own) or the mismatch (identifying what is
dissimilar about people or situations).
What did you notice? The similarities? Or did you notice that two are on
their sides and one is upright? Do you look for what was the same (match)
or for what was different (mismatch)?
WORKING 21.3 Eye Movements

The way in which you think can be revealed in the way you move your
WITH OTHERS eyes. When talking to people, observe whether what they’re saying or how
they’re behaving matches their eye movements. Use the following guide.
N Up and right (their right): constructed, visual images
N Up and left: visual remembered images
N Sideways right: constructed sounds
N Sideways left: remembered sounds
N Down and right: feelings and internal emotions
N Down and left: internal dialogue
N Straight ahead: visualization
INTRODUCTION TO NEURO-LINGUISTIC PROGRAMMING 105
WORKING 21.4 Internal/External

Which of the following responses would you choose?
WITH A MENTOR
I know I’ve done a good job when:
N We get more orders
N I can say to myself, “That was a job well done”
N I feel good inside
N I see people using the results of what I have produced
N I know I’ve met the standards I set for myself
Internally influenced people use internal senses (and are more independ-
ent) as proof of fulfillment. Conversely, externally influenced people rely on
external sources and other people for the proof. Discuss, with your mentor,
your response and more-in-depth definitions of internal and external
(managers are usually internally referenced).
DEVELOPING 21.5 The Three Systems

Introduce the subject of NLP. Focus on the three ways of thinking—visual,
OTHERS auditory, and kinesthetic—and brainstorm words for each. Divide the
learners into groups of four to explore key expressions for each of the three
systems. Ask the learners to decide which system they identify with. Ask
how they might communicate with others to ensure that each of the systems
are covered in their communication. Organize them into groups of between
four and six to discuss. You could put all the visuals into one group,
the auditories into another, and kinesthetics into another, or you could mix
and match.
21.6 Balanced Approach

Introduce the subject of NLP. This exercise demonstrates finding solutions
that enable you to transform your experience of a situation. There are three
perceptual positions: the first involves experiencing a situation through your
own senses, for which you use the pronoun I (good for setting outcomes for
yourself). The second involves stepping into the shoes of the other person
and experiencing a situation as if you were them (good for understanding the
behavior of another). The third position involves standing back from a
situation and experiencing it as a detached observer (good for the non-
involvement of emotions). Ask the learners to conduct role plays in pairs.
Each learner is to use all three positions in turn. The role-play topic is “A
colleague fails to understand a point you are making in a meeting. No matter
how much you explain, they still don’t understand.” Reconvene the larger
group to share experiences.
22
Listening
Skills
INTRODUCTION Poor listening often results in misunderstandings and time-wasting errors.

It leads to lower productivity and lower morale. Most of us think we are good
listeners. We spend up to 80 percent of our working hours either listening or
acting on what we hear. Untrained listeners lose 75 percent of what they
hear in a matter of hours and often capture less than half of the message at
the time they receive it.
Do you hear or do you listen? What is the difference? We can all hear, but
listening is more sophisticated. You could hear a work colleague say, “I can’t
complete this project by the deadline.” But if you listened to their tone of
voice, how they said the words, and their body language, you might pick up
how worried they are about not meeting their commitment or that they’re
not asking for help when they need it. So instead of thinking “Well, here’s
someone who can’t get their act together and finish something on time,” you
might consider sitting down with them and asking what the problem is or
how you could help them.
Hearing is one-dimensional. Listening is a multifaceted activity.
There can be many sources of interference for you as a listener, such as:
N Hearing difficulties
N Sight difficulties
N Physical distractions
N Fatigue or illness
N Low attention span
N Time pressure
N Doubts about the trustworthiness of the speaker
N Daydreaming
N Perceived lack of relevance
N Memory difficulties
N Limited vocabulary
N Sensitive topic area
N Feeling threatened
N Anxiety and tension
N Selective listening due to a pressing personal need
N Areas of prejudice
N Dislike of the other person
N Persistent thoughts
N The needs of another demand your involvement
N The appearance of the speaker is extreme
N The values you support are under attack
N You don’t feel accepted by the speaker
N An apology from you should be forthcoming
N You have to admit an error
N You have heard the discourse before
N You can’t wait to say something
N The person speaks with a dialect or accent
N Anger and other extreme emotions
LISTENING SKILLS 107
Others might find it difficult to listen to you when you:

N Ramble and go off the subject
N Speak for too long
N Exaggerate in your approach or the facts
N Make too many points
N Do not concentrate on your listener
N Become dogmatic
N Are not sure of what you are trying to say
Some key points for good listening include the following:

N Avoid or ignore distractions.
N Maintain eye contact.
N Evaluate the message, not the speaker.
N Don’t interrupt.
N Don’t dwell on one fragment of a message.
N Don’t jump to conclusions, but rather hear the person out.
N Don’t think about things not related to the subject at hand.
N Use interjections such as “Yes” or “Go on.”
N Focus on what is being said.
N Don’t let your biases prevent you from seeing other points of view.
N Ask open-ended questions to expand on information exchange.
N Learn the physical and verbal skills that make you look open.
N Test your ability to question for the content and intent of the speaker.
N Use listening to build relationships and determine the needs of others.
N Understand your own listening style and develop an awareness of the
listening needs of others.
Active listening skills help you concentrate and become more involved in
the conversation. They can be summarized as follows:
N Let the other person finish speaking without interruption.
N Show interest by inviting the person to share their feelings, beliefs, and
values.
N Show appreciation for the other person’s feelings.
N Clarify the meaning of a message by restating and reflecting back what
is said.
N Be aware of nonverbal and verbal (in terms of tone and pitch) messages.
N Avoid judgmental statements.
N Create a comfortable place for communicating by eliminating distractions.
INDIVIDUAL TASKS 22.1 Observing Yourself

Thinking of your particular work situation, which circumstances require a
AND REFLECTIONS high level of listening—for example, appraisals, meetings, presentations,
teamwork, and interviewing? When you next participate in any of the above,
monitor your levels of listening and, if possible, make positive changes to
your behavior at the time.
22.2 Positive and Negative Listening (A)

Identify one positive experience of being listened to and one negative
experience of being listened to. What happened? What did it feel like?
22.3 Positive and Negative Listening (B)

Think of one occasion when you listened well and one occasion when you
didn’t listen well. What happened? How did you feel about your behavior?
What was the result of your behavior? How might you have listened better?
22.4 Role Models

Reflect on examples of good and bad listening. Consider how you were
listened to by parents, family members, and teachers. What examples did
your role models provide in terms of listening skills? Identify positive role
models who can provide you with examples of good listening skills and
evaluate why they are good at listening.
WORKING 22.5 Resolving Argument

When you get into an argument, stop the discussion for a moment and, as an
WITH OTHERS experiment, agree to this rule: “Each person can speak up for themselves
only after they have accurately put into their own words the ideas and
feelings of the previous speaker, to the satisfaction of the previous speaker.”
22.6 Listening to Others

When you are listening to others speaking, do you hear only what is being
said or do you also hear the subtleties of tone and pauses and read other
nonverbal signals?
22.7 Others Listening to You

When you are speaking, how do you know that the other person is really
listening to you? Do you watch them for a nonverbal reaction, wait for
a verbal confirmation of what you’ve said, or assume you’re being heard
properly?
22.8 Listening Self-Assessment

Complete the following self-assessment and then give it to a colleague to
complete about you. Use the following responses: rarely, sometimes, or often.
Levels of Listening Self Colleague
1. Diagnostic Listening
Questions are asked to encourage the speaker to give more
information. Used when a person has something important to
say or a problem to work out.
2. Empathetic Listening
The listener shares the speaker’s feelings. The speaker needs
little response, just indications that you are listening.
3. Attentive Listening
The listener gives the speaker full attention and provides
feedback on important points made.
4. Emotional Listening
The speaker arouses a powerful emotion in you and blinds you
to what is being said.
5. Dismissive Listening
The listener decides that what the speaker has to say is not
worth listening to.
(continued)
LISTENING SKILLS 109
(continued)
Levels of Listening Self Colleague
6. Destructive Listening
Similar to dismissive listening, but the listener is only intent on
putting down the speaker.
7. Distracted Listening
This results from trying to do something at the same time as
listening and not giving either activity full attention.
8. Anxious Listening
This occurs when the listener is so awestruck that they submit
completely and hear little of what is being said.
9. Impulsive Listening
This happens when the listener is too eager to get going and
doesn’t listen properly to instructions.
WORKING 22.9 Personal Disclosure

Discuss with your mentor the range of situations at work and away from
WITH A MENTOR work where you use listening skills. Ask your mentor to disclose in which
types of situation, and how, they use their listening skills.
22.10 Mentor Feedback

Ask your mentor to observe you using listening skills. Have a feedback
session involving active listening and work on ideas to improve your skills.
Identify your listening styles and needs and how you can develop listening
skills within your holistic learning.
DEVELOPING 22.11 Listening Test

Invite the group to use all the resources they can to listen to the instruction
OTHERS you are going to give them. Tell them that afterward, you will ask them six
questions. Now relate the following:
“Please ask your sales rep Mary Smith to meet Alan Ball from
our head office at the solicitors at 2:30 p.m. Mr. Johnston from
Deerfield Publishers will be waiting for them in the manager’s
office. Ask Mary to bring Mr. Ball and Mr. Johnston to our shop
at 4 Langford Street for a meeting at 4:30 p.m. After this
meeting, Mrs. Clevers will decide whether to hold any further
talks on the book launch.”
The six questions (and answers) are as follows:
N Who is going to the solicitor’s to meet someone? (Mary Smith)
N What is the address of Deerfield Publishers? (Not given)
N Which company does Mr. Ball work for? (Only head
office given)
N When does the meeting begin? (4:30 p.m.)
N Who is the most senior person mentioned? (Not enough
information)
N What is the purpose of the meeting? (Not stated)
When the exercise has been completed, give the answers and discuss.
22.12 Listening Observation

Introduce the importance of feedback. Organize the learners into groups of
three with one speaker, one listener, and one observer. The speaker talks for
five minutes on a subject of their choice. After five minutes, the observer
gives feedback to the listener based on the styles from the listening skills
self-assessment (task 8). The speaker also gives feedback to the listener.
Reconvene to the larger group and discuss.
22.13 Listening Brainstorm

Ask the group to brainstorm those work-related circumstances that require
a high level of listening—for example, appraisals, meetings, presentations,
teamwork, and interviewing. Ask the learners to identify one positive and
one negative experience of being listened to. What happened? What did
it feel like? Now ask the learners to think of one occasion when they listened
well and another occasion when they didn’t listen well. What happened?
How did they feel about their behavior? What was the result of their
behavior? How might they have listened better?
22.14 Eye Contact Exercise

Open the session by introducing the importance of eye contact when we talk
and listen. Organize the group into pairs. One partner then talks for five
minutes on a subject of their choice while the other closes their eyes and
listens. They then swap roles. The pairs then take five minutes to discuss
how it felt to listen with closed eyes and how it felt to be listened to by
someone who had their eyes shut. Reconvene the whole group and discuss.
22.15 True or false?

Ask the participants to consider the following statements, indicating each as
true or false:
N People are more likely to listen to messages that correspond with their
view of themselves than messages that challenge their view.
N The amount people reveal about themselves is likely to influence the
amount others tell them about themselves.
N An important aspect in developing trust is listening and then keeping
confidences.
N Some people listen too much because they are afraid of revealing
themselves.
N To be able to listen to others, people need to be able to listen to themselves.
Go through the answers as a group and discuss.
RECOMMENDED 20 Training Workshops for Listening Skills, 318 pp.

Listening Effectiveness Profile, 16 pp.
HRD PRESS TITLES
23
Making
Decisions
INTRODUCTION Most people’s fear of decision making is based on the possibility of one of
three outcomes:
1. They make a decision and then are forced to stick to it despite the fact
that it is seen to be not working.
2. They make no decision at all and leave things up in the air.
3. They make a group decision that has involved so many compromises
that the final results fall well short of the original aim.
There is no such thing as a perfect decision. Any decision is based on the

information and resources we have at the time. With the benefit of
hindsight, some decisions are seen to be disasters, others prove to be good
starting points for improvement, and yet others might exceed our
expectations.
There are two key ways of making decisions:
1. The intuitive hunch, taking spontaneous action and then responding to
the result (suitable for situations in which little or no information is
available)
2. The rational process whereby you specify alternatives, criteria, and
outcomes until the right solution presents itself (suitable for well-
structured situations)
In uncertain situations, you need to obtain information as soon as possible

and be prepared to take rapid action that in itself will generate information.
Problem Solving
Problem solving usually precedes decision making. Its aim is to discover
what caused a particular situation so that you can use the knowledge to
decide how to handle it. Use the following as guidelines for effective problem
solving.
N Step 1. Once you have identified your problem, gather your data.
Decide why you want the facts and the type of data to be collected.
Decide on the timescale of the data collection and identify the most
appropriate person for the task. Then design an easy-to-use check
sheet. Alternatively, you could gather your data in display forms, such
as bar charts, spider diagrams, pie charts, or flowcharts.
N Step 2. Now move on to problem analysis. Two techniques you could
use are a relations diagram or a SWOT (Strengths, Weaknesses, Oppor-
tunities, and Threats) analysis. A relations diagram is used to relate
cause and effects. Define the effect to be analyzed and write this in the
middle of a sheet of paper. Keep asking yourself “why?” in order to
identify the key factors that caused this effect. Write these as the main
spokes radiating from the center. Then consider each cause as an effect
in its own right and identify further causes by again asking “why?” Look
for cross-links between causes and effects and link them with lines of a
different color.
A SWOT analysis is a useful way of summarizing a particular

process in terms of its strengths, weaknesses, opportunities, and
threats. Identify what is to be analyzed and write it in the center of a
sheet of paper. Brainstorm the four areas: strengths, weaknesses,
opportunities, and threats. List each in a separate space in your
diagram and identify the relative strengths or importance of the factors
listed in order to identify priorities of action.
N Step 3. The generation of ideas and solutions is the next step. The four
techniques you could use include: brainstorming, benchmarking, Mind
Mapping,* and force field analysis.
— Brainstorming. This technique that encourages creative thinking is
useful in a group. Appoint a scribe, and agree on a topic to be
brainstormed and a timeframe (no more than 20 minutes). Allow no
judgment or criticism at this stage. After the initial brainstorming,
evaluate the usefulness of the ideas in relation to the original
objective.
— Benchmarking. This is learning from others as a basis for setting
goals toward improvement. Decide what you want to benchmark and
who is to do it. Identify your performance standards and processes.
Identify whom to benchmark against and collect the data. Observe
whom you are benchmarking yourself against if possible. Analyze the
data and compare with your own performance. Now set goals using
what you have learned, adapting the process to fit in with your goals.
Identify how the new process can be improved so that you can exceed,
rather than match, the benchmark and integrate the new process
with your own processes.
— Mind Mapping. This is a good method of generating and collating
ideas. Identify the topic and write this in the middle of a sheet of
paper. Brainstorm the main elements of the topic and add these as
main branches coming from the center. For each branch, brainstorm
its separate parts. Draw links between branches if necessary.
— Force field analysis. This is a way of identifying the forces that will
help or hinder your objective. Define your current situation at the
top left-hand side of a sheet of paper. On the right, define your target.
Under your left-hand heading, list the forces that will drive you
toward achieving your right-hand heading. Under your right-hand
heading, list the forces that will restrain you from achieving your
target. Decide which forces have the greatest impact (focus on
reducing the resisting forces) and which forces you might most easily
influence, and develop an action plan tackling the most important,
but most easily influenced, forces as a starting point.
N Step 4. Test out your decision, either mentally or in practice, before
committing to it. Look at what can go wrong and assess the risks to
make sure that you have covered them.
N Step 5. The last stage is to implement action. Define the objective,
identify the major components, define a goal for each component, attach
a completion date to each, and develop an action plan for each goal.
Alternatively, do a critical path analysis—that is, organize tasks,
according to priorities and time taken. Monitor and follow up the action
taken.
*Buzan, T. (1974), Use Your Head, London: BBC Publications.

MAKING DECISIONS 113
Decision Making
The following are the key steps involved in decision making:
1. Specify the aims.
— What are you trying to achieve?
— What is the purpose of the decision?
— What is the expected outcome likely to be?
You need to have motivation to clarify your aims and, in turn, identify-
ing your aims will fuel your motivation. It is useful to externalize your
aims by means of a list or chart.
2. Review the factors.
— List the factors that are important in the decision.
— Determine the impact of each one and rate them in importance.
3. Determine possible courses.
Produce as broad a range as possible through brainstorming.
4. Make the decision.
You now have a broad range of possible courses of action that needs to
be analyzed and evaluated against the factors you listed earlier. Part of
the decision-making process is that of balancing risk. Consider the risks
involved in each possible course of action and then choose an acceptable
level of risk. At this stage, you need to use critical thinking: question all
the assumptions you have made, evaluate the arguments of others, and
appraise the data to make sure of the facts. Then either reject or retain
the possible courses of action. A decision is reached when only one
course of action remains.
5. Implement and evaluate the decision.
After the decision has been made and action taken, evaluate whether
the decision was the most appropriate or whether you need to make
adjustments or consider another possibility.
Sourcing information is a core task in decision making. It helps clarify how

much you already know, how you can set about finding more information,
how to test the validity of what you discover, and who to approach for expert
guidance.
Emotions can affect your decision-making process—for example, appre-
hension and anxiety will make you fear the worst when approaching a
decision. Your needs are also part of your decision-making process and, to an
extent, your emotions will be driven by your needs. However, your needs
change, and it is important to know your different needs in relation to the
decision.
N A short-term decision is better than no decision.

N All decisions have consequences.
N Review decisions regularly.
If you find yourself in a situation where someone is demanding an immed-

iate decision from you, you can use a number of techniques based on
assertiveness training:
N You could acknowledge the request and ask for time.
N You could state your interest in the possible outcome of the decision and
ask for more information.
N You could say “no” and offer an alternative.
INDIVIDUAL TASKS 23.1 Reviewing Decision-Making Skills

What skills do you think you need to make effective decisions?
AND REFLECTIONS
23.2 How do you do it?
How do you tend to make decisions? Do you find it easy or difficult to make
decisions? Why?
23.3 Good Decision Analysis

Consider a good decision you recently made. What was your decision-making
process? Did you involve anyone else? Was the outcome what you expected
or better? Have you reviewed your decision since? Is it still working?
23.4 Bad Decision Analysis

Consider a bad decision you recently made. What was your decision-making
process? Did you involve anyone else? Why didn’t the outcome work? What
could you have done differently?
WORKING 23.5 SWOT Analysis

Identify a current problem requiring a decision and, with a work colleague,
WITH OTHERS do a SWOT analysis on it.
WORKING 23.6 Problem Solving

Make a statement of goals in relation to a problem. Think of as many
WITH A MENTOR different easy ways of attaining the goals as you can. Assess the degree to
which any of these courses of action are realistic. Develop, with your mentor,
a step-by-step action plan, with a time schedule for attaining the goals.
23.7 Benchmarking
Use the benchmarking technique to generate solutions to a current problem.
Discuss with your mentor.
23.8 Force Field Analysis

Use the force field analysis technique to generate solutions to a current
problem. Discuss with your mentor.
DEVELOPING 23.9 Brainstorming

Introduce the subject of making decisions. Use a problem that the group can
OTHERS identify with and use the brainstorming technique to generate solutions.
You could also organize the learners into small groups to use the technique.
23.10 Mind Mapping

Introduce the subject of making decisions. Use a problem that the group can
identify with and use the Mind Mapping technique to generate solutions or
ask the learners to individually identify a current problem and use the
technique. You could also organize the learners into small groups to use the
technique.
MAKING DECISIONS 115
23.11 Techniques for Making Decisions

Introduce the subject of making decisions. Explain and discuss the following:
N Mind Mapping
N Brainstorming
N SWOT analysis
N Benchmarking
N Force field analysis
RECOMMENDED The Problem Solving and Decision Making Toolkit, 150 pp.
Problem Solving and Decision Making Profile, 16 pp.
HRD PRESS TITLES
24
Managing
Change
INTRODUCTION When we are proactive in initiating change, we feel in control. But some-
times things happen to us that are outside our control, and this can produce
difficult feelings that prevent us from moving toward success. In today’s
world, the speed of change can seem alarming. In order to be able to work
with change, we need to be adaptable. Flexibility is a bonus to the art of
managing change: the more rigid your attitude, the more you will experience
change as a threat. However, there’s nothing wrong with feeling anxious
when faced by change, and acknowledging your fear is the quickest way
through it.
We might have a disproportionate anxiety about change as adults if we
have a childhood background of enforced change. We might fear being
overwhelmed by change that is externally imposed. We might believe that
we don’t have the skills to deal with it. We might feel angry at having change
forced upon us. Of course, change can bring uncertainty, but it can also bring
new opportunities. If you find the word change daunting, try using the words
grow, evolve, or transform instead.
With enforced change, such as being laid off or changing work roles, use
the opportunity to change work direction or learn new skills.
You may tend to feel worse about change when you keep your thoughts and
feelings to yourself. Expressing these to another person will dilute the
negativity, giving you more room for constructive action. Anxieties take up
vital energy that could be used to deal with change. Notice how fatigued you
became when facing a period of uncertainty. You don’t have to like change,
but if you can understand it and embrace it, rather than fight it, the quicker
the difficult feelings will fade away.
It could be that, as part of your coping strategy with change, you need to
allow yourself a period of adjustment. Change takes time to assimilate. If we
give ourselves time to consolidate our feelings, we will find ourselves on
firmer ground quicker.
It helps to balance the acceptance of change with the security of esta-
blished safety zones. These are areas of your life that you can rely on—for
example, walking the dog, visiting the pub, working out at the gym, or
having a meal out. Accepting change becomes easier when there are other
points of reference in your life that are under your control.
Developing self-knowledge is a quality of a change-winner.
Someone who has a strong self-image is better able to cope with change
than someone who has not. When you have a good self-image, you know that
you can stand as a rock in the midst of change.
When you go through a period of change, you can feel out of control because
you do not understand why things have to change, how they might change,
and what might happen as a result. So rather than letting the fear of change
overwhelm you, gather information to help you feel more in control.
MANAGING CHANGE 117
You can choose to:
N Fight the change, feel bad, and stay stuck

or
N Accept the change and implement a strategy to incorporate it into
your life.
In times of change, you need to remain centered on yourself and your own
approval. It helps to gather information from others, but not to rely on them
to make you feel better in the face of change. It is best to focus internally for
your sense of security rather than externally. Self-knowledge, confidence,
and self-esteem are the components of this inner security.
Often when change is enforced, people tend to look back with rose-tinted
glasses to “the way things were.” Maybe things were different then, for
better or worse. However, now is the time you need to be concerned with. Do
not become trapped between past glorification and future fear. The past
is safe and can be seen as a happy fantasy. The future is unpredictable
and therefore unsafe. But that perception is only a reflection of your state
of mind.
Taking calculated risks—for example, applying for a promotion—will help
you become more receptive to change. In that way, you can get used to being
proactive with change and thereby increase your sense of control. Remem-
ber, it is the effects of change we fear rather than the actual change itself.
Feel in control of change by:
N Adapting yourself
N Allowing a period of adjustment
N Accepting the change (you don’t always have to like it)
N Having regular stable reference points in your life—for example, work-
ing out at the gym or having a meal in your favorite restaurant
N Becoming informed
N Managing your time
N Setting new goals and working toward them
N Managing your stress
N Thinking positively
N Being proactive
N Taking time out to explore and make plans
N Developing a core of security within yourself, as opposed to relying on
finding it from outside sources
N Living in the present
N Establishing new routines
Above all, remember that change creates new opportunities.

Change means:
N The relocation opportunity—which you could pick up
N New unmet needs—which you could meet
N The opening up of gaps—which you could fill
N Modern technology—which you could operate
N Development and expansion—which you could be part of
“The real voyage of discovering consists not in seeking new landscapes,

but in having new eyes.”
—Marcel Proust
INDIVIDUAL TASKS 24.1 Reactions to Change

How do you tend to react to change?
AND REFLECTIONS
24.2 Fearing Change
What is it about change that makes you fearful?
24.3 Improving Your Attitude

How might you improve your attitude toward change?
24.4 Recent Change

Consider a recent change in your life. How did you react? How did you feel?
What was the outcome for you?
WORKING 24.5 Change Support

Talking to others when faced by change can be helpful. Identify four people
WITH OTHERS in your personal and professional lives who you could talk to for reassurance
and guidance.
24.6 Relationship Change

Identify a personal or professional relationship that has recently changed.
Why has it changed? How has it changed? What was your attitude to the
change? How were you part of the change? How do you feel about the
relationship change now?
WORKING 24.7 Mentor Change

How has the relationship with your mentor changed (for you and for them)?
WITH A MENTOR Discuss with them.
24.8 Work Change

Identify a work situation that involves you in change. Discuss what the
change would mean for you and how you feel about it. Develop an action plan
that will help you deal with the change, both psychologically and practically.
DEVELOPING 24.9 In Control of Change

Introduce the subject of managing change. Ask the learners to brainstorm
OTHERS their ideas for coping strategies. Discuss.
24.10 Group Feedback

Introduce the subject of managing change. Ask the learners to select a recent
change in their lives that they are willing to talk about. Then ask them to
identify a key problem with the change and their ideas for coping with it.
Organize them into groups of three to discuss. Each person is to have ten
minutes to share the key problem and their coping strategies and five
minutes for group feedback.
As a follow-up exercise, each group could write (in bullet-point form on
a flipchart sheet) general coping strategies that can be shared with the
whole group.
MANAGING CHANGE 119
RECOMMENDED The Manager’s Pocket Guide to Corporate Culture Change, 190 pp.
50 Activities for Achieving Change, 420 pp.
HRD PRESS TITLES Change Management Effectiveness Profile, 16 pp.
25
Managing
Your Anger
INTRODUCTION Anger is part of our emotional spectrum of self-expression, but is all too often
either inappropriately expressed—for example, via aggression, manipula-
tion or blame—or denied altogether and repressed inside ourselves, never to
see the light of day.
Repressed anger can make us defensive, resentful, anxious, depressed,
sad, shallow, and judgmental. In the long term, it can affect the immune
system and make you ill. As with many of our feelings, the way in which we
deal with anger derives from our early conditioning. Our childhood
observation of our role models, such as our parents, dealing with anger will
affect how we deal with anger as adults. Gender also has an effect. For
example, it is traditionally acceptable for men to demonstrate anger, and we
may expect men to be more aggressive than women. Indeed, many women
have a problem with anger, because, traditionally, it hasn’t been “proper” for
a woman to express this emotion.
Anger can also be a cover-up for fear. A man might believe it is more
appropriate to show anger than the fear that he really feels. Anger can also
cover up hurt—better to attack or defend than to show vulnerability. Getting
angry helps us:
N Set limits where appropriate
N Grieve hurts and losses
N Get our needs met
N Get things off our chest
N Be assertive
N Influence or change others
N Discover what lies beneath our anger—for example, hurt
N Understand and accept other people’s anger
We have choices in how we handle anger. We can:

N Deny it and experience numbness
N Hold it in as resentment
N Repress it and become ill
N Anaesthetize the pain with an alternative behavior—for example,
heavy drinking or work
How we express anger is affected by the negative beliefs we might have

about anger such as:
N “I must not make a fool of myself.”
N “I must always win.”
N “Others might think I’m pushy if I’m angry.”
N “Others might not understand my point of view.”
N “I must be rational all the time.”
N “I might get out of control if I get angry.”
N “Others might reject me if I get angry.”
N “Women shouldn’t get angry.”
N “I must be nice.”
N “Others might think I’m uptight.”
N “People won’t like me if I get angry.”
MANAGING YOUR ANGER 121
However, anger must be managed effectively and not denied or projected.

You can begin to manage your anger through:
N Striving to increase your threshold for getting angry
N Examining what has led you to carry around so much frustration
N Breaking down the causes of your frustration into smaller pieces
N Asking yourself how you could react differently to the issues involved
N Making an action plan to change what you can change
N Restraining yourself when you feel your anger boiling up
N Analyzing the situation to see if there is some other way you could
react to it
Other ways in which you could manage your anger include:

N Developing an inner arena for expressing anger by having a dialogue
with your inner self to find out what hurt lies behind the anger
N Separating your projections from the other person’s emotions
N Expressing anger physically and safely—for example, punching a cush-
ion, tearing up some old magazines or newspapers, doing physical
exercise, or having a good shout in private.
N Getting your anger out into the open or externalizing it, either directly
to the person concerned or by writing down your feelings. Keep on
expressing your anger until you reach the underlying feelings or issues.
Developing a task-oriented inner dialogue is an effective tool in managing

anger. This means taking control of our thought processes in relation to how
we deal with our own and others’ behavior. Actually, becoming aware of our
thoughts is a little like trying to take hold of air. We tend to be aware of our
feelings (vague or intense) and we may be conscious of what causes us to
react or behave as we do in response to our feelings. But we can be blissfully
ignorant of how our thought processes give rise to our feelings and
behaviors—and, more importantly, how we can affect our thought process
for good or ill.
Event Feelings Thoughts
Until now, you may only have been aware of E and F. However, what
happens at T can be critical, not only for how angry you are because of E,
but also in regard to how rationally you handle the situation. You can
influence F by learning to think more realistically at T.
Task-oriented inner dialogue can be used before, during, and after an
event. For example, suppose a work colleague keeps using your work area as
a dumping ground for their work even after repeated requests for them not
to do so. You are going to raise the issue yet again with the added statement
that you will be dumping their work on the floor the next time they put it on
your desk. Your inner dialogue might run along the following lines:
N Before: “Keep calm, remember what I am going to achieve.”
N During: “I am in control. I will stick to what I am going to do.”
N After: “Even though the situation is not completely resolved, I’m glad
I’m learning to cope without getting aggressive.”
INDIVIDUAL TASKS 25.1 Reflecting on Anger

AND REFLECTIONS
N To what extent is your anger a problem for you?
N What situations make you feel angry?
N What people make you feel angry?
N What kinds of physical reaction do you experience when you are angry?
N What kinds of thoughts do you have about yourself when you are angry?
N How do you behave when you are angry?
N How you feel, think, and react when others get angry with you?
25.2 Early Conditioning

It can often be useful to consider how your parents and other childhood role
models expressed their anger. How we observed anger being expressed,
between others and from others to ourselves, when younger can have
a profound effect on how we deal with anger as adults. Consider how your
early conditioning and observations of anger management (from others to
you or between others) have colored your style of anger management as
an adult.
25.3 Helpful Anger

In the past, how has anger been of use to you—for example, acted as a
catalyst or helped you move forward?
WORKING 25.4 Harmful Anger

Identify a specific situation in the past where you feel your anger may have
WITH OTHERS been harmful. Reflect on:
N The triggering event
N Your thoughts (negative/unrealistic inner dialogue)
N Your feelings
N Negative inner dialogue that preceded or took place during the event
Now change the negative inner dialogue relating to the situation to task-
oriented inner dialogue.
25.5 A Current Anger-Provoking Situation

Identify a current anger-provoking situation involving another person.
Reflect on:
N The triggering event
N Your thoughts (negative/unrealistic inner dialogue)
N Your feelings
N Changing the negative inner dialogue to task-oriented inner dialogue
WORKING 25.6 Work-Related Anger

Discuss with your mentor a particular anger-evoking situation that you have
WITH A MENTOR experienced with a work colleague.
25.7 Mentor-Related Anger

Take a particular anger-evoking situation that you have experienced with
your mentor and discuss.
DEVELOPING 25.8 Good and Bad Anger

Introduce the subject of managing anger. Have the group brainstorm what
OTHERS it feels like to be angry. Now ask the learners to identify two situations—
one in which they handled the anger well and another when they didn’t.
Organize them into groups of three to analyze why they handled one situa-
tion well and what they could have done to handle the other situation better.
MANAGING YOUR ANGER 123
25.9 Ways to Manage Anger

Introduce the subject of managing anger. Have the group brainstorm differ-
ent ways of negatively handling anger and different ways of effectively
managing anger. Organize the learners into groups of four to discuss and
identify methods they could use to manage anger. Reconvene the whole
group for feedback.
25.10 Task-Oriented Dialogue

Open a general discussion on anger with examples from your own back-
ground. Introduce the concept of inner dialogue. Set up role plays in the
group in which the learners can practice their task-oriented inner dialogue.
Each person is to:
N Identify a particular situation involving anger that they feel safe
working on
N Identify their negative inner dialogue
N Develop task-oriented inner dialogue for before, during, and afterward
RECOMMENDED Managing Anger in the Workplace, 150 pp.

The Manager’s Pocket Guide to Dealing with Conflict, 128 pp.
HRD PRESS TITLES
26
Mentoring
INTRODUCTION The concept of mentoring comes from Greek mythology. In Homer’s Odyssey,
Mentor was the teacher of Telemachus, the son of Odysseus. But Mentor was
more than a teacher. Mentor was half-god and half-man, half-male and half-
female, believable and yet unreachable. Mentor was the union of both goal
and path—wisdom personified (Daloz, 1999). Today, some 3,500 years later,
mentoring relationships are still valued. Increasingly, mid-career profes-
sionals seek mentors when they wish to develop new levels of expertise and
to advance in the profession.
The most effective mentors:
N Are confidants, advisors, teachers, guides, coaches, and role models
N Want to share their knowledge, skill, and experience with those they
mentor in a noncompetitive way
N Offer support, challenge, patience, and enthusiasm while they guide
others to new levels of competence
N Expose the recipients of their mentoring to new ideas, perspectives, and
standards, and to the values and norms of the profession
N Are more expert in terms of knowledge, but view themselves as equal to
those they mentor
N Are considered by peers to be experts in the field and demonstrate
superior achievement through their work
N Are enthusiastic about their field and continue to update their back-
ground in the field
N Listen to, and communicate effectively with, others
N Recognize excellence in others and encourage it
N Are able to empathize with others and understand their views
N Enjoy intellectual engagement and like to help others
N Are sensitive to the needs of others and generally recognize when others
require support, direct assistance, or independence
N Exercise good judgment in decisions concerning themselves and the
welfare of others
Establishing a positive mentoring relationship is very much like establish-

ing other valued human relationships, but has the added dimension of being
professional in nature. Both parties need to have a genuine desire to under-
stand the values and expectations of the other, and to respect and become
sensitive to each other’s feelings and needs. A mentor is responsible for
offering support and challenge to the recipient of their mentoring while the
recipient strives to fulfill the professional’s expectations.
Healthy mentoring relationships are organic, rather than static, in nature.
They change because the purpose of the relationship is to enable the
recipient to acquire new knowledge, skill, and standards of professional
competence. The perceptions of both members of the relationship evolve as
the recipient’s performance evolves to new levels of competence under the
mentor’s guidance and support.
One way to view the evolutionary nature of mentoring relationships is to
think of them in terms of the following stages of development:
MENTORING 125
N Stage 1. The mentor and recipient become acquainted and clarify their
common interests, shared values, and professional goals.
N Stage 2. The mentor and recipient communicate initial expectations
and agree on some common procedures and expectations as a starting
point.
N Stage 3. Gradually, needs are fulfilled. Objectives are met. Professional
growth takes place. New challenges are presented and achieved. This
stage might last for months or years.
N Stage 4. The mentor and recipient redefine their relationship as col-
leagues, peers, partners, and/or friends.
In the exploratory stages, individuals who are contemplating a mentoring

relationship need to look for:
N A degree of enthusiasm for a mentoring relationship
N A similarity in personal styles—for example, gregarious, animated,
spontaneous versus low-key, retiring, reflective
N Similar expected professional assignments and responsibilities
N A similar preference for the degree of nurture versus autonomy when
establishing expectations for support
N Similar professional qualifications route, study history, and previous
experience
Mentors need to offer their protégés challenges that stimulate professional

growth and new levels of expertise. When the degree of challenge is well
matched to the mentee’s readiness for growth, the tasks become motivating,
whereas challenges that are ill-matched to the individual’s level of
development can create feelings of being unable to cope. Then, rather than
producing growth, the challenge might lead to feelings of failure. It is
therefore important for mentors to become sensitive to the growth needs of
their mentees and attempt to offer optimal challenges for their protégés’
professional development. Some mentors develop a mentoring plan to help
maintain optimal levels of challenge for the protégé, the primary function of
which is to focus on the developmental nature of becoming a professional
and to establish mileposts that will guide and serve as reminders that the
recipient is growing in knowledge and skill.
Trust is an important component in the mentoring relationship and includes
such qualities as:
assertiveness reliability
genuineness dependability
keeping promises consistency
keeping confidences trust
loyalty honesty
fairness openness
fair behavior accepting behavior
care support
cooperation generosity
kindness
INDIVIDUAL TASKS 26.1 Would-be-Mentor Checklist

The checklist below is designed to guide self-reflection for those who are
AND REFLECTIONS considering becoming mentors. It provides a description of the qualities that
are commonly thought to be conducive to successful mentoring.
Agree Neutral Disagree

Mentoring Quality
()) ()) ())
I like and enjoy working with other professionals.
I am a good listener and respect my colleagues.
I am sensitive to the needs and feelings of others.
I recognize when others need support/independence.
I want to contribute to the professional development of

others and to share what I have learned.
I am willing to find reward in service to someone who

needs my assistance.
I am able to support and help without smothering or

taking charge.
I see myself as willing to adjust my personal schedule to

meet the needs of someone else.
I am usually patient and tolerant when teaching someone.
I am confident and secure in my knowledge of the field and

make an effort to remain up-to-date.
Overall, I see myself as a competent professional.
I am able to offer assistance in areas that give others

problems.
I am able to explain things at various levels of complexity

and detail.
Others are interested in my professional ideas.
26.2 Communications Checklist for Mentors

As a mentor is well placed to help others question themselves, so a good
mentor should always be questioning their own motivations, processes, and
performance. Using the communications checklist for mentors that follows
as a guide, analyze your processes in any current mentoring roles you have:
Communications Checklist for Mentors
N How do I perceive myself in the many roles a mentor plays?
N How well do I understand the recipient’s overall expectations for our mentoring relationship?
N In general, is my communication—both verbal and nonverbal—with the recipient effective?
N Am I clear in my objectives when communicating?
(continued)
MENTORING 127
(continued)
Communications Checklist for Mentors
N Does my communication method (face-to-face, telephone, written) fit specific mentoring situations?
N Am I too formal or informal for the purpose in my communication?
N Do I tend to make assumptions in my communication?
N What kind of response do I expect from the recipient?
N Am I prepared for a very different kind of response?
N Have I given them enough time to respond, to ask questions, or to ask for clarification?
N If I think I have been misunderstood, can I clarify and paraphrase?
N Am I willing to set aside my own communication agenda to listen to theirs at any time?
N How should I react to their communication to further our mentoring relationship?
WORKING 26.3 Trusting Others

Who do you trust among your personal and professional contacts? Why?
WITH OTHERS
26.4 Others Trusting You
Identify those people in your personal and professional network who confide
in you. Why do they confide in you?
WORKING 26.5 Mentor History

What is the history between you and your mentor? Discuss and analyze.
WITH A MENTOR
26.6 Personal Qualities
Which of your mentor’s personal qualities do you feel comfortable and
uncomfortable with? Share and discuss.
26.7 Mentoring Skills

Analyze the mentoring skills of your mentor. Share and discuss.
26.8 You as a Mentor

Analyze your potential for becoming a mentor. What skills and personal
qualities do you have that would be of benefit?
26.9 Ready for Mentoring

Identify if this is an appropriate time for you to begin developing your
mentoring skills. If it is, how might you make yourself available? Set regular
review sessions of your mentoring skills with your mentor.
DEVELOPING 26.10 Brainstorming Mentoring

Introduce the subject of mentoring. Ask the group to brainstorm the
OTHERS definitions of mentoring. Then ask the learners to identify one positive and
one negative example of being mentored (and the reasons why they were
positive or negative experiences). Discuss as a whole group.
26.11 Mentoring Each Other

Introduce the subject of mentoring. Brainstorm mentoring skills and create
a checklist from which the learners can assess their mentoring skills.
Organize the group into pairs so that each partner can play the role of
mentor in turn. The “mentor” is to help their partner work through their
mentoring skills checklist to formulate an action plan for development.
RECOMMENDED The Manager’s Pocket Guide to Effective Mentoring, 128 pp.

The Step-by-Step Guide to Starting an Effective Mentoring Program,
HRD PRESS TITLES 100 pp.
50 Activities for Coaching and Mentoring, 306 pp.
Principles of Adult Mentoring Inventory, 16 pp.
27
Motivating
Others
INTRODUCTION What motivates you? Money? Doing a job well? Recognition? Winning?
Advancement? Acceptance? Or would you be happy if only you could work in
a more pleasant environment? You will work harder only if it gets you what
you want. A motivational factor is something you obtain only through your
own efforts. Listed below are some thoughts on motivation:
N Motivation stems either from satisfaction in doing a good job or from
others’ recognition of our efforts.
N Money can be a motivator, but only if you value more money and
perceive a strong relationship between your effort and reward.
N The strongest motivators are achieving results; being valued and made
to feel important; being included and accepted by an admired group;
competing—getting ahead of others; gaining influence and status; earn-
ing more money; and gaining opportunities to do things you like doing.
N Something can motivate behavior only if that behavior leads to it.
N Your power to motivate others will depend, in part, on how much others
value recognition from, or inclusion by, you.
Motivation is the driving force that propels us to commit ourselves to a

project and see it through to completion. Without motivation, we can feel
apathetic, bored, frustrated, and depressed. Motivation provides us with the
reasons to keep going. For example, what is your motivation for working?
Money, power, and status are the most common reasons. But there are also
more subtle reasons such as self-expression or creativity. Or maybe we want
the personal challenge of individual freedom. Perhaps we want to help
others. It is important that we express as much of our true nature as
possible through our work if we are to gain some sense of satisfaction from
it. If your work expresses who you are and maybe, to some extent, your value
system, the work becomes meaningful to you and you feel motivated.
Motivation comes from inside out, not from the outside in. Motivation can
take a knock when life smacks us on the face, but this is when we need to
massage our quivering motivation back to life again, albeit possibly in a new
direction. Maybe you are ready and willing to be motivated, but lack
inspiration. In this case, you could talk things over with someone, read
an inspirational book, or take up a new interest. Perhaps you need to clear
out your old mind-set before taking on a fresh perspective, in which case
you should take time out, do something completely different for a while, or
do nothing.
There is a difference between “want” motivation and “need” motivation. A
“want” motivation is driven by enjoyment and personal preferences. The
trick to staying motivated in work is to identify your “want” drives and use
them in the workplace. The way forward is to satisfy the emotional needs
those drives represent within your paid work by looking at what you do
outside work and identifying what motivates you there.
Motivation is the provision of incentives to encourage performance.

Abraham Maslow (1987) suggested a hierarchy of needs, which affects

people’s motivations and decisions. The idea is that people’s motivations
depend on what position in the hierarchy they currently occupy. For
example, someone who is homeless and without an income is not going
to be motivated by the project of self-actualization. The hierarchy is illus-
trated below.
Self-
actualization
Desire to become
whatever you are
capable of becoming,
creativity, determining
your own life patterns
Aesthetic Needs
Symmetry, order, and beauty
Cognitive Needs
To know, understand, and explore
Self-esteem
Status, recognition, and respect
Belonging and Love Needs

Love, acceptance, membership of groups
Safety
Protection from danger
Physiological
Food, water, shelter
Adapted from Maslow (1987).
Indicators of a lack of motivation in others are as follows:

N Frequent requests for help. The employee might show a lack of
initiative in completing challenging tasks.
N No desire to improve job knowledge. The employee expresses
the attitude: “Why should I learn more? I will still be doing the same
old job.”
N Little interest in achieving established goals. The employee will
not work to attain work goals, because they do not perceive them as
important. They might reject their supervisor’s leadership/motivational
efforts for personal or other reasons.
N Unsatisfactory output and quality. The employee will do sloppy
work and will not complete tasks adequately.
MOTIVATING OTHERS 131
N Time-killing/clock-watching activities. The employee might show

signs of boredom with the work, but will make no attempt to change
employment.
N Absenteeism. The employee will begin to arrive at work late or
not show up at all. Some authorities say that this is the most crucial
indicator of employee dissatisfaction.
If you are in a position of motivating others, you can’t just plough in there,
cheerfully exhorting people to “let’s get on with it.” If others are demoti-
vated, they won’t be receptive to your motivational efforts and are likely to
resent you for what they might perceive as a patronizing form of leadership.
In order to solve the problem, you need to know the origins and symptoms of
the problem—for example, why the lack of motivation is there and what
exactly reveals a lack of motivation. Once you have this information, you can
create ways to motivate others and overcome behavioral issues.
The following tips will help you motivate others:
N Get to know people’s individual motivators by asking them—and con-
tinuing to ask them.
N Help people understand the task, the reason for it, and its value.
N Encourage flexibility of roles and responsibilities.
N Set clear and achievable targets.
N Involve people.
N Always look for a positive angle and give praise and acknowledgment
where appropriate.
INDIVIDUAL TASKS 27.1 Immediacy

What is motivating you to do this exercise to understand how to increase
AND REFLECTIONS your motivation?
27.2 Past Motivations

Consider key accomplishments in your past. What motivated you then to
achieve success?
27.3 Key Motivations

In general, what are you motivated by?
27.4 Present Demotivation

Analyze a current situation in which you feel you lack motivation. Ask
yourself:
N How do I feel about this situation right now?
N Have I chosen this situation or am I involved in it at someone else’s
request?
N What would I like to do about this situation to make myself feel better?
N Do I have choices in this situation? Can I implement the choice? What
do I need to change in order to implement the choice? If I don’t have a
choice, what can I do about it?
N How can I take positive action to get the most out of this situation?
WORKING 27.5 Motivating Others

Consider a situation in which you are responsible for motivating others. How
WITH OTHERS do you motivate others? How do they respond? What can you do to improve
your motivation skills?
27.6 Increasing Your Motivation

Identify a situation in which someone is responsible for motivating you. Do
you feel motivated? If not, why not? Could you discuss your feelings with the
other person?
WORKING 27.7 Mentor Motivation

Consider the motivation provided by your mentor. Analyze and discuss it
WITH A MENTOR with them.
27.8 Motivating the Mentor

How might you be responsible for motivating your mentor? Discuss.
DEVELOPING 27.9 Solutions for Self-Motivation

Ask the learners to identify a situation in which they feel demotivated.
OTHERS Organize them into small groups to discuss. Reconvene the larger group to
share experiences and solutions.
27.10 Solutions for Motivating Others

Ask the learners to identify a situation in which they are responsible for
motivating others. Organize them into small groups to discuss difficulties of
motivation. Reconvene the larger group to share experiences and solutions.
RECOMMENDED The Manager’s Pocket Guide to Motivating Employees, 120 pp.

Managing by Motivation Assessment, 16 pp.
HRD PRESS TITLES
28
Networking
INTRODUCTION Networking brings people together. It builds bridges between what we each
know and can share with each other. It is about making contact in order
to exchange information. In order to network, we need to feel confident in
our skills and our methods of communication. If we don’t think positively of
ourselves, how can we project a confident self-image? Developing assertive-
ness can help self-doubt. It doesn’t come easily to many people to think well
of themselves and to market their skills and strengths in a positive way. But
it isn’t arrogant to believe in yourself. Arrogance is believing that you
possess skills and strengths that you don’t have, especially if you put down
other people in order to make yourself feel stronger. Putting yourself down
doesn’t serve any purpose—it helps no one.
Key networking principles include:
N Being seen as a specialist. To have a single skill, especially a manual
one, is no longer enough. You need to be multiskilled and able to trans-
fer your skills across occupations.
N Improving your people skills. Career networking exists through
effective communication. Not only do you need to build interpersonal
skills to obtain work, but you also need similar skills to stay in work. You
have to refine your communication skills to include informing, listening,
supporting, guiding, making requests, and showing appreciation.
N Gathering information. In order to gain the maximum from career
networking, you need to establish objectives, and identify sources of
information and ways to gather that information.
N Getting yourself noticed. Using technology, such as the Internet and
fax, is another facet of networking. Other methods such as writing,
holding a seminar, issuing a press release, or creating a pressure group
might help you become known and gain visibility as an expert.
Today’s workplace of today is fast, streamlined, and competitive. The com-

panies for which you work are facing tougher opposition than ever before.
They have to cut back their overheads to stay in front. The permanent
workforce is shrinking, giving way to part-time, temporary, and contract
staff who are flexible. As an employee, you are in competition with other
employees. You need to run your working life like a business, identifying and
increasing new ways to exploit your skills and knowledge and becoming
known to potential employers. You might want to network for promotion, to
make a lateral move at work, or to improve your skills base. Use presenta-
tions, meetings, and conferences to raise your profile. Show yourself as a
team member. Become more actively involved in your appraisal.
Why not start up your own network? Possibilities might include a
professional women’s network, a particular trade/profession network made
up of local members, a mentoring network, or a special interest network. You
could use your local Chamber of Commerce or Enterprise Agency for initial
publicity. You might have a newsletter, training days, or monthly meetings.
Alternatively, join other peoples’ networks.
True networking covers the whole of your life: work, play, family, and
spirituality. Take time to look at the rest of your life:
N Your domestic network. Who do you turn to when things go wrong or

need doing around the home or in the garden?
N Your health network. Who forms your basic health network? Do you
have complementary therapists you can turn to?
N Your transport network. Do you have the telephone numbers of
public transport contacts? Who do you turn to when something goes
wrong with your car?
N Your family network. Who do you turn to for baby-sitting or daycare?
Is there a network in place for dependents or aging parents?
N Your social network. Who do you socialize with on your own? Who do
you meet with your partner? Do you know your partner’s network of
social contacts?
N Your interest and hobby network. Do you network with specialist
groups? Perhaps through a magazine or the Internet?
N Your educational network. How are your educational needs met? Do
you have college or university contacts?
If we each know 50 people on a professional and personal basis and multi-

plied each of those 50 people by the 50 people they know, the numbers grow
ever larger. A network is any number of people making up any number
of groups. Each person you know brings you into their network until your
network ties in with many other networks.
John Naisbett, the networking expert, says he can reach anyone,

anywhere in the world, in two contacts!
INDIVIDUAL TASKS 28.1 Personal Support Networks

Ask yourself:
AND REFLECTIONS
N Who can I rely on in a crisis?
N Who can I talk to when I am worried?
N Who mentally stimulates me?
N Who can I have fun with socially?
N Who can I feel close to?
N Who values me?
N Who challenges me?
N Who gives me constructive feedback?
28.2 Professional Support Networks

Ask yourself:
N Who can I rely on in a crisis?
N Who can I talk to when I am worried?
N Who mentally stimulates me?
N Who can I have fun with socially?
N Who can I feel close to?
N Who values me?
N Who challenges me?
N Who gives me constructive feedback?
28.3 Webworking
Identify ways in which you could use the Internet to network.
NETWORKING 135
WORKING 28.4 Being Part of Someone Else’s Network

Your usefulness to others could link you to those people and place you in a
WITH OTHERS position of power. Consider:
N In what ways could you mentor or provide a role model for others?
N What useful skills might you use to be of benefit to others?
N How can you challenge others to bring out their best?
N What kind of people do you attract and why?
28.5 Starting Up a Network

Is there any area of your life or a special interest that would benefit
from networking and that has no network in place? Could you start up a
network? How might you do this? Who could you network with to help
you achieve this?
WORKING 28.6 Mentor Help

WITH A MENTOR How can your mentor help you network? Discuss.
DEVELOPING 28.7 Brainstorming Networking

Introduce the subject of networking. Brainstorm the reasons for networking.
OTHERS Brainstorm the ways in which we might network. Brainstorm the skills
necessary to network.
28.8 Networking in Action

Introduce the subject of networking. Ask each learner to identify reasons
why they should network. Then ask them to identify six people in their per-
sonal and professional life who could help them and why they could help
them. Organize learners into pairs to compare reasons for networking and to
share networking sources if appropriate. Now organize them into groups of
four to compare reasons for networking and to share networking sources if
appropriate. Keep enlarging the groups until the full group meets up again
to discuss the experience.
28.9 Offering Yourself as a Networker

Introduce the subject of networking. Ask each learner to identify a short list
of what they can offer to others who are seeking to network. Organize the
learners into pairs to share what they have to offer as networkers. Then
organize them into groups of four to share what they have to offer as
networkers. Keep enlarging the groups until the full group meets up again
to discuss the experience.
Networking and Relationship Building Profile, 16 pp.

RECOMMENDED
HRD PRESS TITLES
29
Performance
Management
INTRODUCTION Performance management reminds us that training, strong commitment,

and lots of hard work alone are not results. The principal attribute of
performance management is its focus on achieving results. Performance
management redirects our efforts away from business toward effectiveness.
Increasing competition from businesses worldwide has meant that all
organizations need to be more careful about their choice of strategies to
remain competitive. This situation has put more focus on effectiveness;
systems and processes in the organization must be applied in the right
way to the right things in order to achieve results. All the results achieved
throughout the organization then must be continuously aligned to achieve
the overall outcomes desired by the organization for it to survive and thrive.
When this happens, the organization and its various parts are really
performing.
Typically when we think of organizational performance, employee per-
formance springs to mind. However, performance management should also
be focused on:
N The organization
N Departments—for example, computer support
N Processes—for example, invoicing
N Programs—for example, implementing new policies and procedures to
ensure a safe workplace
N Products or services to internal or external customers
N Projects—for example, creating a new corporate Web site
N Teams or groups organized to accomplish a result for internal or external
customers
Exchanging Ongoing Feedback About Performance

Feedback is information relevant to how well results are being achieved.
Useful feedback is timely, feasible, and understood. Ideally, feedback
addresses key activities to improve or reinforce performance. Usually, the
larger the number of sources giving feedback, the more accurate is the
depiction of events. Any ideas that emerge from this to improve or support
performance should be implemented as appropriate.
A performance appraisal (or review) includes the documentation of
expected results, standards of performance, progress toward achieving
results, how well they were achieved, examples indicating achievement, sug-
gestions to improve performance, and how those suggestions can be followed.
The performance appraisal should be carried out at regular intervals once
performance tracking is underway. From here there are two routes.
First, if someone’s performance meets desired performance standards,
reward them for their performance. Second, if their performance does not
meet standards, implement a performance development plan that clearly
conveys: how it was concluded that there was inadequate performance; what
actions are to be taken and by whom and when; and when performance will
be reviewed again and how. Inadequate performance does not always
indicate a problem on the part of the employee: performance standards may
PERFORMANCE MANAGEMENT 137
be unrealistic or the employee may have insufficient resources. Similarly,

the organization’s overall strategies may be unrealistic or lack sufficient
resources.
A performance development plan for an employee or group of employees
can also be initiated in a variety of other situations, such as:
N When a performance appraisal indicates that performance improve-
ment is needed
N Needing to benchmark the status of improvement so far in a develop-
ment effort
N As part of a professional development for the employee or group of
employees
N As part of succession planning to help an employee become eligible for
a planned change in role in the organization
N Piloting the operation of a new performance management system
Improving Employee Performance

Correcting and improving the employees’ performance through constructive
confrontation is one of the basic duties of any supervisor or manager. Here
are some of the more important guidelines to follow:
1. Know the attitudes and personality traits of the individual you are
confronting.
2. Make sure that your own attitude is one of genuine helpfulness. If you
are criticizing only to show your authority, you will not be successful.
Never confront in anger. Always allow yourself time to calm down
and think coolly before approaching someone regarding improvement of
performance.
3. Gather all the facts first. If possible, find the cause of the behavior or
error before you talk with the individual. Do not embarrass yourself by
reprimanding an employee before making sure of the facts. Errors are
often due to factors beyond the employee’s control. Once you have
gathered the facts, don’t make snap judgments. Give the employee a
fair hearing and let them tell their side of the story fully. Most impor-
tantly, listen attentively to the story because it might reveal important
points that you might otherwise have overlooked.
4. Share the responsibility for an error. A good supervisor/manager tries
to let the employee save face. Your job is to correct and improve behav-
ior and performance, not embarrass the employee.
5. Do not belittle the employee. Personal abuse wounds the ego to the
extent that it becomes impossible to listen to your suggestions with an
open mind, thereby frustrating your purpose. By contrast, constructive
suggestions will motivate an employee to improve.
6. Be tactful and unemotional. Have patience. Never use sarcasm or ridicule.
7. People respond much better if they believe that their supervisor/
manager has faith in them and thinks they have the ability and
intelligence to do the job correctly. Don’t seek to establish blame. Seek
the cause of the error or action with the employee. Make the cause clear.
Show the way to eliminate it and how to substitute the right action.
Explain how and why the work must be done in the manner expected.
INDIVIDUAL TASKS 29.1 Your Most Recent Performance Review

Consider your most recent performance review. How was it conducted? What
AND REFLECTIONS was your response? How did you feel toward the person conducting the
review? How did you feel after the review?
29.2 The Most Recent Review You Gave

Consider the most recent performance review you gave. How did you conduct
it? What was the response of the person you were reviewing? How did you
feel toward the person? How did you feel after the review? Are you aware of
how the other person felt?
29.3 How do you do it?

Consider how you give criticism of performance.
29.4 Skills of a Performance Reviewer

In your opinion, what are the skills necessary for someone giving a perform-
ance review?
WORKING 29.5 The Next Performance Review

Consider the next performance review you are to give. Prepare a self-
WITH OTHERS assessment sheet and complete it when you have finished the review. What
skills should you improve upon? How are you going to improve on them?
WORKING 29.6 Review by Your Mentor

Role play a performance review with you in the role of being reviewed by your
WITH A MENTOR mentor. Complete an assessment of their skills and discuss it with them.
29.7 Reviewing the Mentor

Role play a performance review with you in the role of reviewing your
mentor. Both complete an assessment at the end. Discuss. Work toward
an action plan for improving your performance review skills.
DEVELOPING 29.8 Performance Review Analysis

Introduce the subject of performance management. Discuss, as a group, what
OTHERS this means for the person being reviewed and the person doing the review.
29.9 Performance Review Role Play

Introduce the subject of performance management. Brainstorm the skills
necessary for a performance review. Divide the learners into groups of
three—two to role play, with the third providing feedback. All three should
take each role in turn. Reconvene the larger group to discuss.
29.10 Performance Management of the Facilitator

This exercise needs to be done near the end of the session. Ask two volun-
teers to review your performance—one acting as reviewer and the other as
observer, providing feedback. Discuss in the whole group.
RECOMMENDED Situational Performance Improvement, 200 pp.

50 Activities for Performance Appraisal Training, 350 pp.
HRD PRESS TITLES
30
Physical
Stress
Management
INTRODUCTION Some Physical Symptoms of Stress
N Headaches N Frequent infections

N Muscular aches and pains N Muscular twitches
N Fatigue N Skin irritations
N Breathlessness N Palpitations
Some Behavioral Symptoms of Stress
N Accident proneness N Increased, or loss of, appetite

N Loss of sex drive N Increased drinking/smoking
N Restlessness N Insomnia
Techniques for Managing Physical Stress

N Breathing. The deeper you breathe, the deeper you relax. Begin by
breathing deeply and evenly. Inhale through your nose to a count of
eight so that you fill up your lungs to their entire depth with air.
Release the breath slowly through the mouth to a slow, deliberate
count of twelve. As you breathe out, release the tension and worries
that have accumulated. Continue to breathe in and out in this way
for at least five minutes.
N Progressive relaxation. This technique involves tightening and
releasing each part of the body by itself on both sides. For example,
beginning with your lower body, tense your toes as tightly as possible
and hold the tension. Then slowly release the toes. Now, move up to
your feet. Tense them, hold the tension, then slowly release them.
Continue the tensing and releasing until you reach the top of your head.
N Autogenic relaxation. This is similar to progressive relaxation in that
the whole body is engaged, one part at a time. Rather than tensing
the muscles, you say, “My toes are warm” three times and feel the blood
moving to that part of the body to warm it. Then you move to the feet:
“My feet are warm.” You’ll find that your muscles are more relaxed
when they’re warm.
N Meditation. Many different types can be used for relaxation, including
transcendental meditation (TM), Kundalini meditation, and mindful-
ness meditation. Many forms of meditation require a teacher. However,
you can meditate mindfully by following these steps.
1. Close your eyes.
2. Breathe normally and naturally, and gently notice your breathing.
3. Keep your focus on your breathing for the entire time period.
For maximum benefit, practice this meditation technique for 10 minutes.
N Visualization. Close your eyes and create a relaxing scene (the beach,
the countryside, in a woods, by a lake, and so on) in your mind’s
eye. Create the scene with colors, sounds, aromas, tastes, textures,
and emotion—and escape.
N Stretching. This helps reduce tension in the body’s muscles. You can
use the stretches you normally use before and after your aerobic or
weight workout; however, you need to do them twice as slowly. Breathe
deeply during the stretching. Inhale to begin the stretch and slowly
exhale as you complete it.
N Physical exercise. This can help to burn off any excessive negative
emotion.
N Homeopathic remedies. Homeopathic remedies that could help
stress include Aconite for panic and Argentum Nit for overwork.
N Herbal remedies. Kalms is a natural herbal tranquilizer, while fever-
few is good for migraines.
N Music. Listening to music is a great way to relax at any time. Research
studies have found that listening to classical music also enhances
creativity.
N Nature. Going out and getting in touch with nature is both enjoyable
and refreshing, and the fresh air invigorates the body’s cells.
N Yoga. There are many types of yoga—Hatha, Ivengar, Kundalini, and
so on. Hatha is perhaps the most relaxing of them all since the postures
are stretches that are held for an extended time and are coordinated
with the breathing. Yoga is taught in adult education classes, health
clubs, and yoga centers.
N Massage. This is an excellent way of releasing tension in the muscles
and toxins in the body. There are various massage techniques, includ-
ing sports, deep tissue, and neuromuscular.
Eating Habits
When you are stressed, you will eat on the run or perhaps not at all. Make
sure that you make time for food and eat slowly. We are not talking about diet
here, but an all-round healthy eating regime which, without you even trying,
will be low in fat and high in fiber. Ultimately, a little of what you like does
you good. There is no point in eating and drinking all the right things if you
die of boredom along the way! A general guide could be as follows:
N Limit your intake of salt.
N Eat bananas, kiwi fruit, celery, grapes, lettuce, cinnamon, barley, brew-
er’s yeast, oats, and basil, all of which help lower stress levels.
N Increase your intake of low-fat foods such as pasta, bread, white meat,
vegetables, fruit, and salad.
N Minimize your intake of sugar and refined carbohydrates.
N If you have low blood sugar, follow a high-protein/low-carbohydrate diet
with small, frequent meals.
N Avoid, where possible, alcohol, antibiotics, coffee, tea, and sleeping pills,
all of which destroy Vitamin B which is vital to the nervous system.
N Try garlic, pumpkin seeds, and sunflower seeds for an energy boost.
N Eat avocados, lentils, raspberries, and spinach to counteract fatigue.
N Take ginseng. Siberian helps focus the mind and Korean boosts physi-
cal energy.
N Take calcium, magnesium, zinc, and vitamin B and C to help the ner-
vous system.
Constant work leads to burnout. Give yourself occasional treats, have

relaxing interests, and take regular breaks. Plan some idleness every
day. Find a private retreat, either in your mind, your home, or at the
health club.
PHYSICAL STRESS MANAGEMENT 141
INDIVIDUAL TASKS 30.1 Physical Well-Being Questionnaire

Complete the following questionnaire:
AND REFLECTIONS
Yes No Sometimes
Physical Well-BBeing
()) ()) ())
I have a balanced daily diet of proteins and fiber.
My weight is appropriate for my age and height.
I drink at least 64 ounces of water per day.
I drink no more than two bottles of beer or two glasses of liquor/

wine daily.
I take care of my appearance.
I walk at least one mile a day.
I take part in non-competitive games or sports on a weekly basis.
I practice deep breathing.
I spend time in the fresh air.
I practice muscular relaxation.
I practice meditation.
I take herbal or homeopathic remedies to alleviate stress-related

symptoms.
30.2 Physical and Behavioral Stress Symptoms

Consider your physical and behavioral stress symptoms over the past three
months and complete the following.
Of Not of
Symptoms of Stress Concern Concern
()) ())
Rapid weight gain or loss
Restlessness
Headaches
Constipation or diarrhea
Loss of appetite
Indigestion
(continued)
(continued)
Of Not of
Symptoms of Stress Concern Concern
()) ())
Frequent infections
Bad driving
Overeating
Palpitations
Voice tremor
Tight jaw
Accident-proneness
Breathlessness
Excessive sweating
Increase in smoking
Muscular twitches
Loss of or excessive interest in sex
Skin irritations
Tiredness
Increased intake of alcohol
Vague aches and pains
Disturbed sleep
30.3 Relaxation Techniques

Would Like
Relaxation Techniques Enjoy Don’t Enjoy to Do More
Of/Try
()) ()) ())
Deep breathing
Muscular relaxation
Meditation
(continued)
PHYSICAL STRESS MANAGEMENT 143
(continued)
Would Like
Relaxation Techniques Enjoy Don’t Enjoy to Do More
Of/Try
()) ()) ())
Exercise
Taking herbal/homeopathic remedies to

alleviate stress-related symptoms
Listening to music
Communing with nature
Yoga
Massage
Healthy eating
WORKING 30.4 Stressbuster Group
WITH OTHERS Get together with a few colleagues and start up a weekly/lunchtime stress-
buster group.
WORKING 30.5 Links in Stress

Consider your physical and behavioral stress symptoms and identify those
WITH A MENTOR that give you concern. Discuss with your mentor the situations or times
when these symptoms seem worse. Identify links between situations and
people and your physical stress responses. Work toward an action plan of
dealing with both any identifiable root causes and your physical stress
symptoms.
DEVELOPING 30.6 Stability Zones and Rituals

Introduce the subject of physical stress management. Explain that stability
OTHERS zones are those physical areas where an individual may be able to relax, feel
safe, and be able to forget about worries—for example, the beach or the pub.
Explain that rituals are enjoyable routines that individuals may have—for
example, hobbies, Sunday outings, and so on. Divide the learners into small
groups of four to discuss their stability zones and rituals. Reconvene the
whole group to brainstorm ideas.
30.7 Forehead Massage

Ask the group to work in pairs. One sits with the other standing behind
them. Demonstrate and then take them through the following: “Hold your
palms against the other person’s forehead for a few moments. Cover the
forehead with the hands. Let the fingers spread. Apply no pressure. Pause
as long as it seems OK. Let your partner grow used to your touch. Focus on
your breathing and make sure you feel relaxed. First, mentally divide the
forehead into horizontal strips about half an inch wide. Now begin to
massage the center of the forehead just below the hairline with the balls of
your thumbs. Glide both thumbs at once in both directions outward along
the top-most strip. Continue toward the temples and end there by moving
your thumbs in a circle about half an inch wide. Then without taking your
hands off the forehead, return to the center of the forehead and begin
again—the next strip down. Work progressively downward, ending with a
strip just above your partner’s eyebrows and a final circle on the temples.”
30.8 Foot Massage

Ask the group to work in pairs, sitting opposite each other, with one person’s
feet resting on the other’s lap. (This could be done with one person lying on
the floor and the other sitting at their feet or one person lying on the floor
with the other sitting on a chair at the feet.) Demonstrate and then take
them through the following: “Massage the sole of the foot with tips of
thumbs. Press hard as if you were putting a drawing pin into a piece of
wood. Press everywhere. Work slowly over the sole. Then lift the foot slightly
and work the sides of the heel all the way to the anklebone and around that.
You can then work on the toes and the top of the foot. Do the same with the
other foot.”
RECOMMENDED 50 Activities for Managing Stress, 303 pp.

The Complete Guide to Wellness, 600 pp.
HRD PRESS TITLES Personal Stress and Well-being Assessment, 16 pp.
31
Planning
Skills
INTRODUCTION Planning is the start of the process by which you turn dreams into achieve-
ments. It helps you avoid the trap of working extremely hard, but achieving
little. The process helps you to:
N Take stock of your current position and identify precisely what is to be
achieved
N Work out the process of getting there in the most effective, efficient way
possible
N Detail precisely and price the who, what, when, where, why, and how of
achieving your target
N Assess the impact of your plan on your organization (or your life)
N Evaluate whether the effort, costs, and implications of achieving your
plan are worth the achievement
N Consider the control mechanisms that are needed to achieve your plan
and keep it on course
You may have heard of one interpretation of the Pareto principle: that
80 percent of a job is completed in 20 percent of the effort. By thinking and
planning, we can reverse this to 20 percent of the effort achieving 80 percent
of the results. When you are about to plan a project, you face problems and
risks. These might be:
N Risks to status, reputation, your bank balance, career, or a signifi-
cant other
N Problems of lack of resources, with added risks of wasting limited
resources, whether money, time, or power
N The risk to your self-esteem if you fail
Planning is the process by which you determine whether you should

attempt the task, work out the most effective way of reaching your target,
and prepare to overcome unexpected difficulties with adequate resources. By
applying the planning process effectively, you can:
N Avoid wasting effort—it is easy to spend a great deal of time on
activities that, in retrospect, prove to be irrelevant to the success of the
project
N Take into account all factors, and focus on the critical ones, ensuring
that you are prepared for all reasonable eventualities
N Be aware of all changes that will need to be made—if you know these,
then you can assess in advance the likelihood of being able to make
those changes, and take action to ensure that they will be successful
N Gather the resources needed
There are a number of reasons why planning does not happen:

N Crisis management. An organization can be so deeply embroiled in
crisis management that it does not have the time to plan.
N Apathy. People may simply not be bothered to devote the time to
thinking through a plan.
N Experience. As people amass experience, they may find that they rely
increasingly less on formalized planning—and this may be appropriate.
It is easy, however, to overestimate experience.
N Opposition to expense. Time spent on planning is an investment.
Some organizations are culturally opposed to spending resources.
Sometimes this may be appropriate, but often it is shortsighted.
N The “get stuck in” culture. An organization may oppose planning as
a waste of time. This may be the case where either the organization is
doing a very simple job, or where managers are so experienced in their
jobs that they do not recognize that they are planning. This approach
cripples inexperienced staff by denying them the benefits of planning,
and puts more work on experienced managers.
N Lack of commitment and resistance to change. People might
not see the benefits of the planning process, might believe that there
is no need to plan, or might perceive the situation to be satisfactory as
it stands.
N Bad planning experience. People might have had previous bad
experiences of plans that have been long, cumbersome, impractical, or
inflexible.
N Fear of failure. Not taking action carries little risk of failure unless
a problem is urgent and pressing. Nevertheless, whenever something
worthwhile is attempted, there is some risk of failure.
Planning is best thought of as a cycle. Once a plan has been devised, it

should be evaluated. This analysis might show that the plan may cause
unwanted consequences, may cost too much, or may simply not work. In this
case, the planning process will have to loop back to an earlier stage, or even
be abandoned altogether—the outcome of the planning may simply be that it
is best to do nothing! The stages of the planning cycle are illustrated below:
Analysis of current position
Identify aim
Explore options
Detailed planning
Plan evaluation
Plan implementation
Closure of plan
Feedback
Analysis of current position
Finally, there are several pertinent questions to ask when setting a goal
for planning:
N Is it measurable and verifiable?
N Can those who must implement it easily understand it?
N Is the goal a realistic and attainable one that still represents a challenge?
N Will the result, when achieved, justify the time and resources required
to achieve it?
N Is it consistent with the organization’s policies and practices?
N Can accountability for final results be clearly established?
PLANNING SKILLS 147
INDIVIDUAL TASKS 31.1 Planning Skills

In your opinion, what are the necessary skills for effective planning?
AND REFLECTIONS
31.2 Bad Planning
Consider something that you have planned in the past that went badly.
What was your original desired outcome? What was your process for work-
ing toward it? What was the final outcome? With hindsight, what could you
have done differently?
31.3 Good Planning

Consider something you have planned in the past that went well. What was
your original desired outcome? What was your process for working toward
it? What was the final outcome?
31.4 Six-Month Action Plan

Develop an action plan for one important objective you could achieve within
six months from now. Write your objective at the top of the page and then
record your thoughts under the following three headings: action, completion
date, review/success measures. Make your actions clearly identifiable and
measurable.
WORKING 31.5 Team Planning

Identify a team/group project that requires you to be involved in planning.
WITH OTHERS Create an assessment sheet and complete it as you go through the planning
process. You could share this assessment with the other members.
WORKING 31.6 Skills Development

Identify your strong and weak planning skills. Discuss with your mentor and
WITH A MENTOR formulate an action plan for skills development. Review.
31.7 Assessing Your Mentor

With your mentor, identify and assess their strong and weak planning skills.
What can you learn from them?
DEVELOPING 31.8 Planning Skills Analysis

Introduce the subject of planning skills. Brainstorm the skills necessary
OTHERS for effective planning. Ask the learners to identify one good and one bad
planning experience they have been involved with and to identify the skills
used (or not used).
31.9 Rating Planning Skills

Introduce the subject of planning skills. Brainstorm the skills necessary
to planning and agree on a group checklist. Ask each learner to write down
the list and to rate their planning skills (good, needs improving). Now, ask
the learners to form groups of three to focus on two areas that need
improvement and to discuss ways of achieving this.
31.10 Paper Plane

Introduce the subject of planning skills. Divide the learners into groups of
four and give them the task of making a paper airplane. You could award a
prize to the one that has the longest flight. Reconvene the whole group and
discuss the planning process that each small group went through to reach
their objective.
RECOMMENDED The Project Manager’s Partner, Second Edition; 160 pp.
HRD PRESS TITLES

32
Presentation
Skills
INTRODUCTION Flipcharts
Flipcharts are the perfect size for presentations delivered before small
groups of 35 people or less. Listed below are some guidelines for using flip-
charts to their best advantage:
N The best flipchart stands have clamps at the top and will hold most
types of flipchart pads. Most allow you to hang your flipcharts, although
some stands will only allow you to prop them up. Make sure that the
flipcharts you use will fit the flipchart stand you will be using.
N Flipchart pads are available either as plain sheets or with preprinted
grid lines. Pads with grid lines make it easier to draw straight lines and
keep your text aligned. Also, make sure that the pad has perforations
at the top to allow for easy removal of sheets.
N It is best to initially design your charts on paper before drawing them
on the actual flipchart pad. Lightly write out your text in pencil before
using flipchart marker pens. This will allow you to make any adjust-
ments to text spacing and to any figures you will be drawing. The chart
will be easier to read if you use upper and lower case letters. Have
no more than seven words on each line and no more than seven lines
to a sheet.
N Use flipchart marker pens, rather than regular magic markers, as these
will not bleed through the paper. Avoid using yellow, pink, or orange
because these are difficult for the audience to see. Also, avoid using
too many colors—one dark color and one accent color works best. You
can lightly pencil in any notes you need next to key points and perhaps
also a note as to what is on the next sheet—the audience won’t be able
to see them.
The purpose of using visual aids is to enhance your presentation, not

upstage it.
Using Overhead Transparencies

While the current trend in the training industry is heading toward the use
of LCD projector technology, the overhead projector is still one of the most
popular presentation devices used today. Here are some tips:
N Practice giving your presentation using your visual aids to check how
well they project.
N Standing to one side will allow the audience to see you as the presenter
and will prevent you from blocking their view of your visual aid.
N Do not face the projected image on the screen. Always face your
audience.
N Place your overhead projector on a table that is sufficiently low so as not
to block you or the screen. Place a small table next to the overhead
projector so that you can stack your transparencies before and after you
use them.
N Place your screen on a diagonal to the room instead of facing straight

ahead to ensure that you do not block your audience’s view. Also, have
the top of the screen tilted forward toward the overhead projector, if
possible, to prevent the keystone effect (where the top of the image is
larger than the bottom).
Computer LCD Display Projectors

Today’s laptop computers coupled with many of the common software pack-
ages offer flexibility to the presenter. However, this presentation technique
does require the use of a computer and the necessary technical interfaces if
it is to work properly. Here are some elements to consider when using LCD
display projectors:
N Read the LCD projector operating manual. Not all LCD projectors work
in the same way and each have their own unique operating require-
ments. Make sure that your computer can be properly interacted with
the LCD projector and familiarize yourself thoroughly with the
projector before using it during your actual presentation.
N Spend some time making sure that you know how to set up the LCD
projector with your computer and other computers. Set up the LCD
projector in the presentation environment you will be using, if possible.
N Before the presentation, allow yourself plenty of time to set up your
computer and the LCD projector.
N Check your presentation color combinations. Some colors and color
combinations do not project well.
N Check the font size you are using. Make sure that you are using the
proper text size for the distance you will be projecting your slides.
The Speaker and the Message

One of the principal components of any speech or presentation is the actual
speaker. Many presenters today put so much effort into the visual aids that
they forget that these are simply that—aids to the speaker.
The presenter’s message refers to everything a speaker says or does, both
verbally and nonverbally. The verbal component may be analyzed in terms
of three basic elements:
1. Content. Research your topic thoroughly. Decide on how much to say
about each subject. Then decide on the actual sequence you will use. It
is important that you consider the audience’s needs and time factors as
the content of your speech or presentation is prepared and presented.
2. Style. The manner in which you present the content of your speech is
termed your “style.” Most presentations fall between the formal and
informal and, in every case, the style should be determined by what is
appropriate to the speaker, the audience, as well as to the occasion and
setting.
3. Structure. The structure of a message is its organization that, in most
cases, should comprise:
— Introduction
— Body
— Conclusion
The introduction should include an opening, such as a quote or shock-
ing statistic; an agenda; and a statement of the purpose or main mes-
sage of your presentation.
The body should include your main ideas and points that support
your main message.
PRESENTATION SKILLS 151
The conclusion should include a summary of your main points; a

closing attention-grabber and time for questions and answers, if
appropriate.
When presentations are poorly organized, the impact of the message

is reduced and the audience is less likely to accept the speaker or the speak-
er’s ideas.
There are also five important don’ts to observe when making presentations:
1. Don’t try to fool the audience.
2. Don’t read the presentation from your text.
3. Don’t use “inside” stories.
4. Don’t make your audience the butt of a joke.
5. Don’t exceed your time limit.
Feedback
Feedback is the process through which the speaker receives information
about how their message has been received by the listeners and, in turn,
responds to those cues. You can ask your audience questions and even ask
them what their understanding is of the point you have just made. Watch for
nonverbal clues from your audience and be prepared to respond to your
audience’s reactions throughout your presentation. It is your responsibility
to provide the information that your audience needs to hear.
Room Layout and Strategic Seating

If you are responsible for laying out a room or want to position yourself
strategically, the following setups might help:
To promote discussion, you could use a conference-style approach for under
20 people . . .
Presenter
or a horseshoe for under 30 people.
Presenter
For any size groups, you could use either the theater-style . . .
Presenter
or the classroom style.
Presenter
INDIVIDUAL TASKS 32.1 A Good Presentation

Identify a presentation you have attended in the past that you considered to
AND REFLECTIONS be good. Why was it good? How did the presenter come across? What aids did
they use? How did you feel in response to them? What did you gain from the
presentation? How did you feel at the end?
32.2 A Bad Presentation

Identify a presentation you have attended in the past that you considered to
be bad. Why was it bad? How did the presenter come across? What aids did
they use? How did you feel in response to them? What did you gain from the
presentation? How did you feel at the end? If you were the presenter, what
might you have done differently?
32.3 Given the Best

Identify a presentation that you have given in the past that you considered
to be good. Why was it good? How did you come over to the listeners? What
aids did you use? How did the audience react? How did you feel in response
to the audience? What did you gain from the presentation? What do you
think the audience gained from your presentation?
32.4 Given the Worst

Identify a presentation you have given in the past that you considered to be
bad. Why was it bad? How did you come over to the listeners? What aids did
you use? How did the audience react? How did you feel in response to the
audience? What did you gain from the presentation? What do you think the
audience gained from your presentation? With hindsight, what might you
have done differently?
PRESENTATION SKILLS 153
WORKING 32.5 Presentation Self-Assessment

Identify a situation where you will be giving a presentation to others.
WITH OTHERS Prepare a presentation assessment sheet that you can give to the audience
at the end. Analyze the feedback as a self-assessment exercise.
32.6 Assessing Others

Identify a situation where you will be attending a presentation. Prepare a
presentation assessment sheet that you can complete as an assessment exer-
cise. If you had given the presentation, what might you have done differently
and why? If appropriate, give feedback (other than what you might have
done differently) to the person who gave the presentation.
WORKING 32.7 Presenting Before Your Mentor

Identify a situation where you will be giving a presentation to others.
WITH A MENTOR Prepare a presentation assessment sheet that you can complete as a self-
assessment exercise. Ask your mentor to attend and give them the sheet to
complete. On completion, discuss ways in which you might improve your
presentation skills.
32.8 Mentor Presentation

Attend a presentation given by your mentor. Prepare a presentation assess-
ment sheet that you can complete at the end and then discuss.
DEVELOPING 32.9 Five-Minute Presentation

Introduce the subject of presentation skills. Brainstorm basic presentation
OTHERS skills. Brainstorm the content of a simple presentation assessment sheet—
for example, was it easy to hear the presenter speak? Have a flipchart
handy. Demonstrate how to use a flipchart correctly and how not to
use a flipchart. Ask each learner to prepare a five-minute presentation
(ten minutes if you have more time) on one of their interests. They should
use the flipchart at least once during the exercise. As each learner presents,
the rest of the group completes the presentation assessment sheet. The
group then gives the presenter feedback after each presentation.
32.10 Room Layouts

Introduce the subject of presentation skills and room layouts. Experiment
with different layouts and try out mini-presentations to see what the layouts
feel like from the perspectives of both the presenters and audience.
RECOMMENDED The Manager’s Pocket Guide to Public Presentations, 128 pp.
HRD PRESS TITLES

33
Psychological
Stress
Management
INTRODUCTION A healthy amount of stress can make us perform at optimum efficiency. So

how can we thrive on stress in a positive way instead of feeling overwhelmed
by it? First, you need to become aware of your own specific stressors and how
they make you think, feel, and behave. Then you can do something about it.
Psychological stress management involves:
N Setting realistic objectives in your life (and at work)
N Learning how to delegate
N Time management
N Self-organization
N Saying “no”
N Expressing your feelings
N Asking for support
N Managing your anger
N Developing assertive behavior
N Improving your decision-making skills
A stressed out person is usually trying hard to be in control, but does not
always succeed. Life will always contain a certain amount of stress. Indeed,
a certain amount of stress is healthy because it stimulates adrenaline.
However, the trick is to know when stress is taking control of you as opposed
to you being in control of stress.
Nowadays, we hear a great deal about burnout—but what exactly is it?
In the current working climate, employees either seem to have too much
work or not enough. Burnout is a symptom of too much—too much work, too
much pressure—resulting in overload. If you feel that you are in a burnout
situation, you need to stop and consider what is happening to you and why.
Then you need to do something to change the situation—or remove yourself
from the situation if it doesn’t seem likely to change. We often knee-jerk our
way through life, reacting rather than acting. If you are to prevent burnout,
make conscious choices and be proactive in managing your life.
Psychological Signs of Stress
N Loss of confidence N Fussiness
N Irritability N Depression
N Apprehension N Alienation
N Apathy N Worrying
N Muddled thinking N Impaired judgment
N Nightmares N Indecision
N Negativity N Hasty decision making

PSYCHOLOGICAL STRESS MANAGEMENT 155
Stress is an individual’s response to an external event. It is not the event

in itself that causes it. If you can control your levels of response, you can con-
trol stress. If you cannot change the circumstances, then you must change
yourself and your perception of the event. Psychologists have suggested that
there are two types of people in terms of their responses to stress:
N Type A. Impatient, aggressive, driven, distorted sense of time, fast
talker, and mover. High risk of heart problems. The positive interpreta-
tion of this type of response could be expressive, in control, and sociable.
N Type B. Relaxed, unhurried, non-competitive, and non-aggressive. The
negative interpretation of this type of response could be overcontrolled
and inhibited.
Do you recognize the character called Inner Driver from your subconscious
self? Your Inner Driver tells you to “get on; get somewhere; do things; be
there; do this; do that; come on.”
You have an active Inner Driver if you are:
N Ambitious
N Very busy
N Self-assertive
N A workaholic
N An insomniac
N Exhausted
You have an overdeveloped Inner Driver if you are:

N Anxious to “make it”
N Pushy
N All work and no play
N Lacking in time
N Ill
N Opposed to making time for recreation
The Inner Driver can fuel unhealthy stress levels by telling us to do more,
be more, and have more. The Inner Driver is an inner voice that provides
drive, but can also drive us over the edge.
Lines and Pressure Statements

Have you ever found yourself in a situation where you felt pressured to
do something you didn’t want to do? Lines are the pressure statements
that people throw at you when they want you to do something. In some
situations—such as when you know there is a safety or health risk—the best
response is “no” and you don’t have to explain. At other times, it is useful to
have a supply of good comebacks to get someone who is pressuring you off
your back. The more frequently you use comebacks, the easier it gets. First,
you have to recognize when you’re being given a line. A line might be:
N A statement that seems logical, but your intuition tells you something
is not right
N A joke that leaves you feeling embarrassed or anxious
In these circumstances, you need a comeback. The following table shows

how lines and comebacks work:
Examples of Lines How the Line Works Comebacks You Might Use
“You’re acting like a scared kid!” Tries to get you to change “I’m an adult, thank you. I can
your mind by insulting or make up my own mind, and this
belittling you. just doesn’t work!”
“What are you so worried about? Appeals to your pride, sense “That’s great. Then you won’t have
Everyone else is doing it.” of adventure, and desire to any problem finding someone else
avoid embarrassment. to do it.”
“That color suit makes you look Makes you feel embarrassed “I like this color and I think it
like an over-ripe banana.” and self-conscious. suits me. I agree it’s not my best
color but I think it’s OK on me.”
If you find yourself without a ready comeback, it’s OK to say “no” without
explanation.
Further Ways to Manage Your Psychological Stress

N Become knowledgeable about stress:
— Identify your principal sources of stress.
— Anticipate stressful periods and plan for them.
— Develop constructive stress-busting strategies and use them.
N Come to terms with your feelings:

— Acknowledge your feelings to yourself and share them with others.
— Learn to adapt.
— Let go of perfectionism.
N Develop effective behavioral skills:

— Say “will not” as opposed to “cannot.”
— Acknowledge problems as soon as they appear.
— Make space for free time.
— Learn to say “no.”
— Be assertive.
— Take responsibility for your thoughts, feelings, and behaviors.
— Become more tolerant.
— Set realistic goals in your life.
— Think positively.
— Become less ambitious.
— Distance yourself from it—see the situation in two years from now.
— Delay it—reserve a set worrying time for say 15 minutes every Fri-
day afternoon.
N Establish and maintain a strong support network:

— Rid yourself of damaging relationships.
— Ask for direct help and be receptive when it is offered.
N Develop a lifestyle that will strengthen you against stress:

— Meditate.
— Improve your nutrition.
— Let go of unimportant issues.
— Learn to physically relax and breathe better.
— Get into your body and out of your head—take more exercise.
— Seek out variety in your life.
— Plan your use of time on a daily and long-term basis.
— Laugh at life (and yourself) a little more.
N Develop a spiritual philosophy of life:

— Maintain a sense of proportion.
— Establish a sense of purpose in your life.
— Have faith in yourself.
— Live in the present.
INDIVIDUAL TASKS 33.1 Psychological Well-Being

Assess your psychological well-being by completing the following checklist:
AND REFLECTIONS
Yes No Sometimes
Psychological Well-BBeing
()) ()) ())
I have close friends.
I ask for support when I need it.
I give myself treats.
I have interests that enable me to learn new skills.
I have a sense of self-direction.
I have a good image of myself.
I can let go appropriately.
I am emotionally secure.
33.2 Mental and Emotional Stress Symptoms

Use the following checklist to consider your mental and emotional stress
symptoms for the past three months:
Yes No
Symptoms Experienced in the Past Three Months
(✔)) (✔))
Feelings of dissatisfaction
Indecision
Irritability
Hasty decisions
Reduced self-esteem
Failing memory
Demotivation
Impaired judgment
(continued)
(continued)
Yes No
Symptoms Experienced in the Past Three Months
(✔)) (✔))
Depression
Loss of concentration
Loss of confidence
Negative thoughts
Overfussiness
Bad dreams
Tension
Worry
Cynicism
Making more mistakes
Feeling drained
Feeling alienated
Muddled thinking
Anxiety
Feeling of pointlessness
WORKING 33.3 Comeback Time

Be aware of how people try to manipulate or control your actions to suit their
WITH OTHERS purposes. Practice using the comeback technique when appropriate.
33.4 Support Network

Consider your personal and professional support network. Are there any
damaging relationships you need to shed? Do you know who you can go to
for help? Are you able to ask for and make use of help when offered? Identify
two people at work and two people outside of work who you could approach.
WORKING 33.5 Inner Driver

Consider the power of your Inner Driver. Discuss with your mentor ways in
WITH A MENTOR which you can control it.
33.6 Lifestyle Changes

Consider your lifestyle and how that contributes to your psychological stress.
Discuss with your mentor and develop a lifestyle that will strengthen you
against stress.
33.7 Feedback on Stress Style

Analyze how you see your psychological stress symptoms (and coping strate-
gies). Ask your mentor to provide you with their perception. Discuss. Work
toward creating a plan to develop effective coping strategies.
DEVELOPING 33.8 Current Stress Strategies

Introduce the subject of psychological stress management. Brainstorm emo-
OTHERS tional and mental stress symptoms. Brainstorm possible coping strategies.
Ask the learners to identify a current major source of stress and to identify
three constructive stress-busting strategies to deal with it. Divide them
into groups of four to discuss. Reconvene the whole group and add the
contributed strategies to the original list.
33.9 Group Discussion

Introduce the subject of psychological stress management. Discuss either in
the whole group or in small groups some or all of the techniques below:
N Acknowledging your feelings to yourself and others
N Letting go of perfectionism
N Learning to say “no”
N Being assertive
N Taking responsibility for your thoughts, feelings, and behaviors
N Becoming more tolerant
N Setting realistic goals in your life
N Thinking positively
N Becoming less ambitious
N Maintaining a sense of proportion
N Establishing a sense of purpose in your life
N Living in the present
33.10 Letting Go of Stress

Introduce the subject of psychological stress management. Open a discussion
on what we are trying to protect through our stress reactions. Then pull in
other strands, such as how we learn to react to stress, choosing to let go of
our mindset, how our defense system creates illusions, and so on.
RECOMMENDED 50 Activities for Managing Stress, 303 pp.

The Complete Guide to Wellness, 600 pp.
HRD PRESS TITLES Personal Stress and Well-being Assessment, 16 pp.
34
Recognizing
and Expressing
Your Emotions
INTRODUCTION Your feelings tell you, and others, what you really care about, and there’s no
right or wrong in how you feel. Events and situations trigger feelings, and it
seems that the brain has little control over when a feeling will develop or
what it will be. You do, however, have control over what your feelings are
telling you. Putting names to your feelings and taking time to reflect on
what they mean help you make good decisions. Once you have decided how
important a situation is to you, you may have a different feeling about it the
next time it occurs.
We need to understand that other people are not responsible for our
feelings. Others can say things to us or behave toward us in a particular way
that causes us to experience a feeling. But only we are responsible for that
feeling. Equally, you’re not responsible for other people’s feelings either,
even though people might try to tell you otherwise—for example, “You make
me so angry!” No one can make you feel anything.
Denying feelings leads to confusion, resentment, and physical stress. Even
intense and uncomfortable feelings are softened when they are acknowl-
edged without self-criticism or self-blame. Allowing yourself to experience
uncomfortable emotions means that you are also freer to experience joy and
peace. Feelings range from mild to very strong. Consider anger. What
irritates you a little? What really makes you mad? It’s healthy to feel the
whole range of emotions. Each person’s emotional responses are unique. And
the more you understand, accept, and express your emotions, the easier it is
to accept strong emotions in other people, even when you disagree.
Moderate emotion might not call for any action. It might be enough to:
N Be aware of the emotion and the circumstances in which it occurred
N Label it for yourself
N Express your feelings to someone else
Tuning in to a positive emotion early on can lead you to exciting

opportunities.
Tuning in to an uncomfortable emotion before it becomes intense
can prevent escalation of both the feeling and concern.
If the same emotion recurs increasingly powerfully with the same situa-
tion, it’s a stronger signal that something needs your attention. You know
when a feeling is really strong because there is usually some kind of physical
reaction. When feelings are intense, you need to find a way to step back
so that you can work out what your feelings mean and decide what to do.
For example:
N If you feel sad, what is it that you have lost that means so much to
you? How can you comfort yourself through this time? Do you need
to ask for help?
N If you feel angry, what is it that’s bugging you? Is it something you can
change or fix? If not, do you need to rethink your view of the situation
and how you will respond to it in future?
RECOGNIZING AND EXPRESSING YOUR EMOTIONS 161
N When you’re happy, enjoy it! You deserve good times. Then ask yourself
“What is it about this situation that makes me feel so good? How can I
recreate that kind of situation?”
N If you feel afraid, what do you need to do to feel safe? Could you
decrease your worry by planning ahead a little better next time? Do
you need to talk positively to yourself to get through a stressful time?
N And when you feel guilty, have you done something that you know
is wrong? Do you need to apologize or take steps to make amends? If
you don’t believe what you’ve done is wrong, what reason have you to
feel guilty?
Express the feeling. Tears and laughter are great releases. Music, art,
talking things over with a friend, or writing in a journal are other possibili-
ties. Find your own personal ways of working through feelings.
Many people are uncomfortable with, or haven’t had the opportunity to
learn, positive ways to recognize and manage their emotions. Sometimes
they cope by denying their feelings or shutting them down. They might block
them with their intellect, with eating disorders, drugs, alcohol, cigarettes, or
work. Sometimes they act on their emotions without thinking of the con-
sequences, saying and doing things they later regret. You cannot always
control what happens to you, but you can learn to interpret and manage your
feelings.
Although psychologists and philosophers still debate which emotions are
primary, Paul Ekman (1999) has identified four core emotions recognized in
people of many cultures:
N Sadness helps you reflect on the significance of something you have
lost, or something that has disappointed you; when you feel sad, it’s
natural to need to be alone. Solitude helps you work out the significance
of the loss and learn from the experience. Withdrawing when you are
sad protects you from further hurt until you feel stronger.
N Anger motivates you to change a situation or put something right.
It may also be a cover for hurt and sadness; if issues are not addressed,
unresolved anger may lead to long-term feelings of resentment, hostil-
ity, and even depression.
N Joy represents all the positive feelings that tell you what is working.
Pay special attention to these feelings and recreate the circum-
stances where feelings of contentment, satisfaction, happiness, peace,
and joy occur.
N Fear protects you from unsafe risks and tells you to be cautious or to
prepare—it is a normal emotion in unfamiliar situations. However, it
doesn’t mean that you do not have the ability to do something. Fear may
be realistic and appropriate to the risk of the situation at hand or it may
get out of hand when a situation poses little or no real risk.
You experience the above emotions in varying combinations and intens-

ities, as well as others such as surprise, excitement, love, disgust, and guilt.
Problems arise when you use vague words or rely on body language to
express feelings. Unclear words such as upset are confusing both to yourself
and people around you because they can represent so many different feelings
and intensities of feelings. Another habit we humans have is saying
one thing while our body says another, sending other people conflicting
messages.
Recognizing and accepting your emotions are stepping stones toward
expressing them appropriately. When we feel comfortable with our own
emotions, we will improve our relationships with others because we will be
more at ease with their emotions, too.
INDIVIDUAL TASKS 34.1 Strong Emotions

When was the last time you experienced a strong emotion? What was it like
AND REFLECTIONS for you?
34.2 The Body–Mind Link

Notice how your body reacts when you experience a strong feeling. What
happens? Where does it happen? How does your body feel?
34.3 Gender Feelings

Traditionally, we’re taught that women are over emotional and men don’t
show their emotions. Reflect on this society-based belief and consider
whether you’ve been gender-influenced with regard to how you express your
feelings.
34.4 Early Influences

How might you have been influenced by your childhood role models with
regard to expressing your emotions? How did they express emotions to each
other and to you? Were you encouraged to express your emotions when
younger?
WORKING 34.5 Situations and Feelings

What types of situation evoke strong feelings in you—for example, anxiety
WITH OTHERS or anticipation?
34.6 People and Feelings

What people evoke strong feelings in you? What sort of feelings do you have?
Why do you think you have them?
34.7 Act or react?

When you are with others and you experience a strong emotion, what are
your thoughts and how do you behave? How in control are you? Do you tend
to deal with the situation emotionally or intellectually?
WORKING 34.8 The Mentor Relationship

How does working with your mentor make you feel? Discuss.
WITH A MENTOR
34.9 Daily Feelings
Keep a daily record of your emotional responses to events and people. Notice
your emotional reactions and the kinds of people and situation that evoke
them. Discuss with your mentor. Focus on and identify the feelings. Talk
them through with your mentor so that you can reach some level of self-
understanding.
DEVELOPING 34.10 Feeling Cards

Cut up a number of small pieces of card or paper and write an “emotional”
OTHERS word—for example sad, joyful, depressed, spontaneous—on each one. Write
down as many as you can, using an equal number of challenging and positive
emotions. Divide the learners into smaller groups of between four and six
and give one person in each group a pile of “emotion cards.” Ask them to take
RECOGNIZING AND EXPRESSING YOUR EMOTIONS 163
a card in turn and, using the word written on it, express the statement “I felt
[emotion] when [occurrence].” The objective of the exercise is to share feel-
ings and to create a sense of group acceptance.
34.11 Learning About Feelings

Lead a group discussion on how we learn to identify and express our feelings.
34.12 Gender Differences

Lead a group discussion on the differences between how men and women
deal with their feelings.
RECOMMENDED The Manager’s Pocket Guide to Emotional Intelligence, 140 pp.

Giving and Receiving Performance Feedback, 200 pp.
HRD PRESS TITLES Emotional Intelligence Style Profile, 16 pp.
35
Resolving
Conflict
INTRODUCTION The art of resolving conflict is to help both parties win something. The basics
of conflict management include:
N Acceptance that conflict is inevitable
N Knowing that conflict can be a catalyst for better ideas
N Digging out hidden agendas
N Ensuring that both sides see what they can gain from a compromise
N Helping parties in conflict maintain self-esteem
Don’t try to deduce other people’s intentions from your own fears.
The first person to experience a rising conflict usually has the greatest
opportunity to influence whether or not the conflict will escalate. Much
happens in those first few moments when that one person realizes the
possibility of loss (and every conflict represents a perceived potential loss of
some kind). They can lower their guard in an attempt to foster a positive
response to the other person. They can act in an open manner in an effort to
find a compromise as events unfold. On the other hand, they can close up
and look for more signs of disagreement. The second person in the situation
can also use that pivotal point to stay open, even if the first person has
already acted, but the second person’s actions will have less influence over
the situation.
Connect with others through what they most value.
Suppose you are that first person to experience a rising conflict. You feel
vulnerable and instinctively put your guard up. Because you are signaling
that your position is weak, you are unwittingly guiding the energy of the
ensuing disagreement to your most vulnerable areas. That is why, in that
pivotal moment, making a choice to remain open serves not only to move
you toward eventual resolution, but also to protect you. Instead of following
your natural instinct to look for more adverse signals and prepare to defend
yourself or retaliate, stay aware and open. You will then gain more infor-
mation about the situation and more insight into the motivation and real
meaning of the other person’s actions.
In conflict, we usually become more intense about what we don’t want,
rather than what we do want. We simply react; we don’t choose how we want
to act. By so doing, we give our power away because we let others determine
our behavior. It’s always more productive to be proactive—to see how you
can clear the air. If you steady yourself and decide to be proactive rather
than reactive, you will be satisfied with the results and the ensuing
relationship. The following is a brief summary of four key steps in resolving
conflict:
N Step 1. In a moment of real or imagined confrontation, we can move
into a negative reaction. At such moments, you need to slow down the
RESOLVING CONFLICT 165
process and seek clarity by asking yourself what you want. By thinking
about your own needs, you blank out the resentment of the other party.
N Step 2. Ask yourself, “What is the other party’s greatest need?” By
taking the time for this step, you slow down the pace of the discussion.
N Step 3. Listen to the other party and demonstrate to them that you
have heard their concerns. This is often the most crucial time in a
conflict, when your actions can either spark escalation or initiate a
cooling-off period.
N Step 4. When you propose a solution, prove that you are fair by
addressing the other person’s interests first. Describe, in their
language, how they can benefit. Then you can discuss the benefits of
such a resolution to yourself as well.
Because we respond more strongly to the negative actions of people for

whom we have strong feelings than to those of strangers, allow yourself
more time to get back in balance in these cases.
So far, you have come up with a proposal that you think is fair to all
parties. Before speaking about your own needs, you have addressed their
needs first and worked through whatever obstacles have surfaced. Now it’s
time to make a firm offer.
Everyone needs to feel heard before they’ll listen.
Don’t talk before you are prepared to reach agreement. If you start talking
with the other person before you are ready to reach an agreement, you could
end up with less than you want. Make sure that you have obtained what you
want out of the situation and that the other person has felt heard. The more
opportunities you provide for others to participate in a situation along the
way, the more likely they will stay with you to ultimately find a solution.
When presenting your proposal, make sure your initial tone, gestures, and
language show that you have good intentions. Don’t raise your important
points at the beginning of the discussion, nor at the end of the discussion.
Waiting until the end can close off some of the best options for trade-offs.
Reach agreement on your key items before you make any gesture toward
finalizing agreement.
Ask another mutually respected person to mediate if necessary. A fair and
neutral witness can make everyone involved in a conflict feel safer and more
heard, especially when it’s necessary to review items over which you have
become deadlocked.
Be flexible in order to maintain the momentum toward a resolution.
Observe how the others are reacting to you and your proposal. Stay flexible
so that you can correct yourself and shift gears if necessary to make the
situation feel safer and more fair. If feelings seem to be escalating or the
other person appears to be shutting down, ask for suggestions and express
your willingness to look at other options.
It’s important to acknowledge the participation of others. Listen and
thoroughly consider other people’s opinions at the moment they are
expressed. If you disagree immediately or counter with another suggestion,
reactions will remain hardened long after this particular discussion.
Mention that you respect the people who are important to the other side.
Praise specific contributions the others have made and let them know you
appreciate their efforts.
INDIVIDUAL TASKS 35.1 Your Behavior in Conflict

How do you tend to react when in conflict with another? How do you behave?
AND REFLECTIONS
35.2 Others’ Reaction to You
How do other people respond to you when in conflict with you?
35.3 True or false?

Consider the following statements. Are they true or false?
N It is never helpful to express anger when in conflict with others.
N No one individual knows the whole truth.
N One of the best ways to resolve conflict is to discuss it with a third party
rather than with the person directly involved.
N People who try to handle conflicts cooperatively are likely to be taken
advantage of.
N People can be ruled by their fears when in conflict.
35.4 Role Models and Conflict

How did your parents or other childhood role models deal with conflict?
What behaviors and responses have you learned from them?
WORKING 35.5 Differences in Conflict

How do your conflict management skills differ when relating to a peer, a
WITH OTHERS subordinate, and a superior?
WORKING 35.6 Editing the Past

Discuss with your mentor a past conflict situation in which you have
WITH A MENTOR been involved that didn’t have a satisfactory outcome for you. What was
the conflict about? How did you react? How did you behave? How did other
people react? What was the outcome? How might you have changed your
behavior to reach the preferred outcome?
35.7 Skills Development

Identify conflict resolution skills that you need to work on and discuss with
your mentor ways you might develop them.
35.8 Current Conflict Resolution

Identify a current relationship involving conflict. Discuss with your mentor
what you want from the encounter and how you might work on this in a
collaborative manner.
DEVELOPING 35.9 Behaviors in Conflict

Introduce the subject of resolving conflict. Organize the learners into smaller
OTHERS groups and ask them to come up with a list of behaviors that are appropriate
for resolving conflict and to prioritize them. Reconvene the whole group and
discuss.
RESOLVING CONFLICT 167
35.10 Role Play Conflict Resolution

Introduce the subject of resolving conflict. Choose two volunteers to role play
their conflicts in front of the groups. Videotape the session. Ask the role-play
participants to assess their conflict resolution skills, followed by feedback
from you and the other learners. Ask the role-play participants to set goals
for themselves for resolving conflicts more effectively.
This exercise can also be run in groups of three—two to role play and the
third to provide feedback.
RECOMMENDED Dealing with Conflict Instrument, 16 pp.

The Manager’s Pocket Guide to Dealing with Conflict, 128 pp.
HRD PRESS TITLES 50 Activities for Conflict Resolution, 163 pp.
36
Responding to
Negativity in
Others
INTRODUCTION Being able to respond positively to negativity in others is a crucial part of

relationship skills. By understanding some of the ways in which people
(including ourselves) express negative behavior, we can change a potentially
damaging situation into something much more positive. Some of the ways in
which we can show our negativity to others and they to us include:
N Not accepting another’s feelings
For example: “Don’t get depressed about it.”
Alternative: “I can understand why you feel depressed.”
N Faking attention
For example: “That is interesting.”
Alternative: Don’t fake it, mean it—or don’t say anything at all.
N Imposing time pressures

For example: “Make it quick—I’ve got a meeting in five minutes.”
Alternative: “I don’t have much time right now. I’m off to a meeting.
Could we meet later to talk about this?”
N Directing
For example: “I would like you to talk about your relationship with your
line manager.”
Alternative: “Is there anything bothering you at the moment?”
N Blaming
For example: “It’s all your fault.”
Alternative: “From my perspective, it seems as if both you and Tony
may have contributed to what has happened. Maybe we
can all have a chat about it.”
N Overinterpreting
For example: “I think you’re afraid of having authority and that’s why
you’re not going for that job.”
Alternative: “Tell me more about your fears about the new job.”
N Labeling
For example: “You are just being neurotic.”
Alternative: “Why do you think you feel like that?”
N Nagging
For example: “Haven’t you done the work I gave you yet?”
Alternative: “When will you complete the work?”
N Preaching
For example: “Promotion isn’t everything in life.”
Alternative: “How do you feel about not getting the promotion?”
RESPONDING TO NEGATIVITY IN OTHERS 169
N Lecturing
For example: “We should cooperate and then there would be less tension.”
Alternative: “What can we do to solve this problem?”
N Aggression
For example: “Fool!”
Alternative: “I’m angry with what you’ve done/said. Can we talk?”
N Judging
For example: “You’re not very good at expressing yourself.”
Alternative: “How might you be able to improve relations between you
and Joan?”
N Interrogating
For example: “Tell me about your weaknesses.”
Alternative: “How do you see yourself?”
N Unwanted advice
For example: “If I were you . . .”
Alternative: “Would you like to talk about this? Maybe I can help.”
N Putting on the spot

For example: “Are you busy on Thursday afternoon?”
Alternative: “I need some extra help on Thursday afternoon. Are you
free at all?”
What Do You Do when Someone is Angry?

When in an angry situation, it is a good idea to try to reduce the feelings
of anger so that you can begin to solve the problem together. Use the follow-
ing steps:
N Acknowledge the other person’s anger—for example, “I can see that you
are angry about this.”
N Admit, if appropriate, the possibility that you might have contributed to
the problem.
N Express your desire to solve the problem actively—for example, “Let’s
work this out together.”
N Help the angry person calm down—for example, “Let’s sit down and
talk about this.”
N Use listening skills to hear what the other person needs to say before
moving on to problem solving.
Ask yourself the following questions when coping with negative behavior:
N What is my contribution to creating the negative situation?
N How defensive am I being?
N Is it worth being assertive?
N Do I have the requisite skills to cope with another’s negative behavior?
N Do I need to overcome my mental barrier to other people’s negative
behavior?
N Am I managing my anxiety through task-oriented inner dialogue?
N Am I clear on what I need to say?
N Am I backing up my words with the appropriate verbal and nonverbal
language?
INDIVIDUAL TASKS 36.1 Negative Behaviors

Assess your own negative behaviors using the following checklist:
AND REFLECTIONS
Always Sometimes Never
Negative Behaviors
()) ()) ())
Do you:
N Find it difficult to accept another’s feelings?
N Fake attention?
N Place time pressures on others?
N Direct others?
N Blame others?
N Overinterpret another’s statements?
N Label others?
N Nag others?
N Preach at others?
N Lecture others?
N Act aggressively toward others?
N Judge others?
N Interrogate others?
N Give unwanted advice to others?
N Put others on the spot?
36.2 Negative Behavior

How tolerant are you of negative behavior in others (not necessarily toward
you)? How tolerant are you of negative behavior in yourself?
WORKING 36.3 Others Being Negative to You

How do you feel when others behave in the following negative ways toward
WITH OTHERS you? (You can check more than one column.)
Angry Powerless Unaffected

Others’ Negative Behaviors
()) ()) ())
Not accepting your feelings
Faking attention
(continued)
RESPONDING TO NEGATIVITY IN OTHERS 171
(continued)
Angry Powerless Unaffected

Others’ Negative Behaviors
()) ()) ())
Placing time pressures on you
Directing you
Blaming you
Overinterpreting your statements
Labeling you
Nagging you
Preaching at you
Lecturing you
Being aggressive toward you
Judging you
Interrogating you
Giving unwanted advice to you
Putting you on the spot
36.4 Managing Others’ Anger

How do you deal with other people’s anger? How do you feel? How do you
behave?
WORKING 36.5 Negative Situation Analysis

Identify a situation in which you needed to deal with someone else’s negative
WITH A MENTOR behavior and didn’t handle it too well. How did you behave? What did you
do? How did you feel? What was the outcome of the situation? How might
you have behaved differently? Discuss with your mentor.
36.6 Others’ Anger

Identify a situation where someone you were with became angry and you
didn’t handle it too well. How did they behave? How did you behave? What
did you do? How did you feel? What was the outcome of the situation? How
might you have behaved differently? Discuss with your mentor.
36.7 Your Negative Behavior

Using the negative behavior checklist (task 1), identify and discuss with
your mentor those behaviors that would benefit from some work. Create an
action plan detailing how you might do this. Review at a later date.
DEVELOPING 36.8 Brainstorming Anger

Introduce the subject of anger management. Brainstorm what it feels like to
OTHERS be angry and the different ways in which we might behave. Brainstorm the
skills necessary to deal with anger effectively.
36.9 Changing Behavior

Introduce the subject of responding to negativity. Brainstorm ways in which
people show their negativity. Discuss how negativity could affect a situation
or another person. Ask the learners to identify how they demonstrate
negativity. Organize them into groups of four to work on one area of nega-
tivity each and discuss how they might change their behavior.
36.10 Role Play

Introduce the subject of responding to negativity and the different types of
behavior. Role play with a volunteer different ways of handling negative
behavior. Organize the learners into groups of three—two to role play and
the other to provide feedback. Each learner is to take all three roles in turn.
Reconvene the whole group for feedback.
RECOMMENDED Managing Anger in the Workplace, 150 pp.
HRD PRESS TITLES

37
Rethinking
Your Values
INTRODUCTION A value is the worth that you place on something you believe in or consider
to be important. Rethinking your values is important to strengthening self-
esteem because the process helps you decide what is right for you. Your
values help influence your decisions and the goals you set. Values initially
develop in response to basic needs—for example, children naturally adopt
the values of the people they rely on for love and approval. However,
throughout life’s stages, and as a result of experiences, values evolve and are
modified in response to changing circumstances. A good example of this is
the case of someone who is promoted to management and, in order to carry
out the job effectively, takes on the values of their new peer group.
If self-esteem is the value you place on yourself, what makes you
a worthwhile person? Using criteria such as the size of your social circle,
your level of education, or your income to evaluate worthiness means
that you have self-esteem only if you earn it. While this perspective of
conditional self-esteem may be a powerful motivator to work hard and do
your best, what happens when you apply your best effort and still do not
reach your goal?
Unconditional self-esteem (as opposed to conditional self-esteem—for
example, “I’m OK if I earn over $80,000 a year”) is choosing to love and res-
pect yourself simply because you are a human being. This viewpoint reflects
an internal value of self that might include such qualities as tolerance
and honesty and is supported by the values that you place on areas of your
life such as relationships, education, career, self-respect, spirituality, self-
expression, self-care and health, community, and financial security.
The emphasis you place on a particular value will depend on what you
decide is right for you. Are you spending enough time and energy in the
areas you value? Or is your emphasis out of balance? Are you spending too
much time on career and too little on family or health? Or too little attention
to spirituality and too much to leisure? Consider the following:
N When you know what you care deeply about, you are more able to disci-
pline yourself and work hard to apply your strengths and talents in that
direction.
N Achieving goals that are firmly connected to your personal or professional
values strengthens your self-esteem and nourishes your spiritual self.
Beware of values that start out as admirable, but become rigid and life-
restricting—for example:
N Valuing education so highly that you push yourself (or your children) to
pursue areas not suited to personal interests
N Buying into the media ideal of the thin, toned body to the extent that
your body doesn’t get the nourishment it needs
Aim for values that:

N Allow you to meet your own basic needs, in balance with the needs of
others
N Allow you to ask for help when you need it
N Are your own and are not just handed down to you by family, society, or
culture, and never questioned
N Allow you to make mistakes, take responsibility for your mistakes, and
learn from them
N Enhance your life with expectations that are realistic and achievable
INDIVIDUAL TASKS 37.1 Adopting Values

What values (and whose) might you have adopted in your early years?
AND REFLECTIONS Which values have you let go of? Which of those values do you still hold now?
37.2 What You Have and What You Can Do

Is your worth based on:
N How many friends you have?
N Your level of education?
N Your income and material possessions?
N Your talents or achievements?
37.3 Conditional Self-Esteem

To what extent do you believe that your self-worth is tied up with conditional
self-esteem—for example, if you hold a prestigious position at work you must
be an OK person?
37.4 Worth and Society’s Views

Is your worth based on society’s views of your:
N Gender?
N Appearance?
N Sexual orientation?
N Physical or mental abilities?
N Religion?
N Race, color, or ethnic background?
37.5 Personal Worth

Is your worth based on your:
N Generosity?
N Tolerance and respect?
N View of social justice?
N Honesty?
WORKING 37.6 Through the Eyes of Others

Do you tend to see your worth objectively through the eyes of others—
WITH OTHERS for example, work colleagues or parents—or subjectively through your
own eyes?
37.7 Jeopardizing Values

How much do you jeopardize your own values in order to gain the approval
of others?
RETHINKING YOUR VALUES 175
WORKING 37.8 Promotion Values

If you have been promoted to management, how might you have taken on
WITH A MENTOR the values of the new peer group? Discuss with your mentor.
37.9 Priorities
Consider the following questions and discuss with your mentor:
N What’s important to you?
N What makes your life meaningful?
N What are your priorities in the next 2, 5, 10, or 25 years?
DEVELOPING 37.10 Brainstorming Values

Introduce the subject of values. Brainstorm how we learn values and what
OTHERS influences them. Brainstorm the areas of our life that are affected by values,
including relationships, education, career, self-respect, spirituality, self-
expression, self-care and health, community, and financial security. Organ-
ize the group into pairs to discuss these issues at random or allocate a
different subject area to each pair. Reconvene the whole group to discuss
conclusions.
37.11 Changing Values

Introduce the subject of values and how values permeate the whole of our
lives—for example, how we may take the values we learn as children into
our adult working lives and our intimate relationships. Taking the area of
work, ask the learners to identify their values with regard to work, career,
and money. Then ask them to identify their parents’ (and significant others’)
values with regard to the same areas and note any similarities. Organize the
learners into small groups to discuss the following questions:
N Do they feel comfortable with these values today?
N How do these values affect their performance and career management?
N What values might they change and why?
Reconvene the larger group to share and discuss.

38
Returning
to Learning
INTRODUCTION Skills and knowledge development has become an essential component of

working life because of the increase in technology, the changes in the way
businesses are run and commercial competitiveness. Change produces new
processes that in turn require new skills. The single-skilled worker is giving
rise to the multiskilled worker. Being multiskilled means having a number
of transferable skills. In order to maintain appropriate skill levels, you need
learning—not just a one-off training course, but a periodic and constant
program of learning that ensures your efficiency in your chosen trade or
profession. Employers want:
N Vocational skills that reflect a specific occupational area
N Job-specific skills for the specific tasks that need doing within a job
N Interpersonal skills—principally communication skills
N Leadership skills—the ability to motivate and inspire others
N Customer service skills—sales skills—to deal with customers
N Developmental skills—being able to recognize and create opportunities
for new business or for increasing productivity
Sources of Education
Adult Education
N Colleges and universities. These are likely to have an adult educa-
tion department. Community colleges often run adult education classes
as well. Courses are run on a weekly basis and may include Satur-
day classes. Subjects range from leisure interests through to computer
and word-processing skills and go on to give the opportunity to gain
qualifications.
N Centers for continuing education. These centers (often linked to a
university) run part-time courses that may or may not be award-bear-
ing. These types of courses provide a good entry point to degree courses.
Further Education
N Public colleges. Colleges may offer a variety of the following:
— Courses in English as a foreign language
— Adult education courses
— Library and learning resources
— Full and part-time courses geared toward the workplace
— Flexible (open/distance) learning
— Staff development programs catering for business and industry
N Private colleges. The fees for private schools and colleges are usually
quite a bit higher than those of public colleges. If you are considering
this option, check the validity of any qualifications.
University Education
Universities offer courses leading to degrees. Mature students are specifically
encouraged. Courses might include accounting, chemistry, computing, elec-
tronics, and management.
RETURNING TO LEARNING 177
Private Training
There are many commercial training organizations that can help companies
get a vocational qualification or learn new job skills. Costs vary enormously,
and not all will offer qualifications. Training is usually offered directly to a
company or may be offered as “open courses.” That means that anyone can
join them.
Distance/Open Learning
Open learning is a term used to define methods of learning that allow the
learner to take charge of their program of study. The student works at a
time, place, and pace suited to them. In order to do this, learners are given
a wide variety of material comprising specially prepared information and
exercises, and designed to take the tutor’s place. In order to support this
learning, students should have access to a tutor (via e-mail, online, mail,
telephone, or tutorial meetings) and to the option of meeting with other
students (for example, through summer schools or drop-in study centers).
Training at Work
Workplace training is on the increase since companies are tending to invest
in training programs for their staff more and more. Companies will either
have their own trainers situated within their Human Resources department,
have a flexible learning center, send employees out to public courses, or buy
in specialist training from outside.
Volunteering
Often there is an opportunity for free training when volunteering. Many
training courses provide stepping stones toward accredited qualifications.
INDIVIDUAL TASKS 38.1 Returning to Learning

Why would you like to return to learning?
AND REFLECTIONS
N To gain a vocational qualification?
N To have stimulus in your life?
N To obtain a qualification to enter a specific career?
N To look for a new direction in your life?
N To progress in your existing career?
N To obtain a higher salary?
N To obtain a more interesting job?
N To gain a paper qualification?
N To do something you have always wanted to do?
N To increase your confidence?
N To improve your performance at work?
N To understand something?
N To succeed in learning something new?
N To add a further level of learning to an earlier achievement?
38.2 Ways to Learn

There are many different ways we can learn something new. For most
people, the memories of school are enough to put them off learning for life.
But whether we are aware of it or not, we are constantly learning, albeit
informally. We can teach ourselves (informal learning) or we can have some-
one to guide us (formal—for example college or a training course). We can
learn through application, reading, or someone showing us. Everyone likes

to learn differently. As an adult, there is no reason why you shouldn’t enjoy
your learning—but you need to find the right way that suits you.
Do you learn best through:
N Being challenged?
N Having a good reason for taking a course?
N Having things organized for you?
N Detailed instruction?
N Trying things on your own?
N Reading around a subject area?
N Having some kind of external motivation?
N Tutors telling you what to do?
N Having your progress checked as you go?
N Being regularly prodded into action?
N Negotiating what you do with your tutors?
N Being allowed to adapt learning material?
N Doing one thing at a time?
N Having several things on the go at once?
N Working with others?
N Exams and tests?
N Trial and error?
N Following your intuition?
N A structured course?
38.3 Self-Directed Learning

What have you taught yourself?
WORKING 38.4 Formal Group Learning

Identify a situation in which you are learning in a formal situation with
WITH OTHERS colleagues. How do you feel as an adult learner? How do you feel about learn-
ing in a group? What are the pros and cons of this type of learning for you?
38.5 Informal Group Learning

Identify a situation in which you are learning in an informal situation with
colleagues. What are the pros and cons of this type of learning for you?
WORKING 38.6 Peak Learning

What has been one of your peak learning experiences and why? Discuss with
WITH A MENTOR your mentor.
38.7 Worst Learning

What has been one of your worst learning experiences and why? Discuss
with your mentor.
DEVELOPING 38.8 Adult Learner
OTHERS Brainstorm on to a whiteboard or flipchart the pros and cons of being an

adult learner.
RETURNING TO LEARNING 179
38.9 Immediacy of Learning

Organize the learners into small groups and ask them how it feels to be in a
group learning situation as an adult. Use the immediacy of the situation to
tease out people’s thoughts and feelings about returning to learning.
39
Self-directed
Learning in
the Workplace
INTRODUCTION Self-directed learning involves the learner initiating the learning process,
making the decisions about what training and development experiences will
occur, and how. The learner selects and pursues their own learning goals,
objectives, methods, and means to check that the goals have been achieved.
Self-directed learning is ideally suited to the workplace and has numerous
advantages over traditional forms of classroom instruction for employees.
Self-directed learning programs:
N Are more effective in development because learning accommodates
employees’ learning styles and objectives
N Save substantial training costs because learners learn to help
themselves and each other with practical and timely materials
N Achieve increased employee job effectiveness as they learn to learn from
their own work experiences and actually apply their learning in their
places of work.
Over the years, it has become increasingly clear that traditional
approaches to program design and delivery in the workplace and
in associative organizations present some important weak-
nesses. Problem areas include: coping with the short life span of
useful knowledge; passing down acquired competencies to
succeeding cohorts; accommodating the demands of productivity
while providing for a continuity of learning; [and] enabling
learners to pursue activities that correspond to their learning
styles and needs. (Bouchard)
After many years of reflection about learning, psychologist Carl Rogers,
founder of self-directed therapy, asserted that “anything that can be taught
to another is relatively inconsequential, and has little or no significant influ-
ence on behavior.” He adds, “The only learning which significantly influences
behavior is self-discovered, self-appropriated learning” (1995, 276).
Listed below are some suggestions for ways in which managers and learners
can turn the workplace into a classroom:
N Help learners identify the starting point for a learning project and dis-
cern relevant ways of assessing.
N Encourage adult learners to view knowledge and truth as contextual—
and that they can act on their world individually or collectively to
transform it.
N Create a partnership with learners by negotiating a learning contract
for goals, strategies, and evaluation criteria.
N Be a manager of the learning experience rather than an information
provider.
N Teach inquiry skills, decision making, personal development, and self-
evaluation of work.
N Help learners develop positive attitudes and feelings of independence
relative to learning.
N Recognize learners’ personality types and learning styles.
SELF-DIRECTED LEARNING IN THE WORKPLACE 181
N Use techniques such as field experience and problem solving that take
advantage of adults’ rich experience base.
N Obtain the necessary tools to assess learners’ current performance and
to evaluate their expected performance.
N Provide opportunities for self-directed learners to reflect on what they
are learning.
N Promote learning networks and study circles.
N Provide staff training on self-directed learning and broaden the oppor-
tunities for its implementation.
Employees must take responsibility for their own learning. In the past,
many companies could promise a new employee lifelong employment and a
predictable career path. Today, very few companies can make that promise.
You must take responsibility for your own career path, whether with your
current employer or through a series of employers. And the way to build
your career is to keep learning throughout your working life. You must be
in a continuous learning mode—learning every month, every week, every
day. That way you are in control of your working life, because you are contin-
uously reskilling and gaining new knowledge, thereby making yourself a
valuable commodity on the job market.
You can plan for your own learning needs by using the “learning contract.”
The learning contract is negotiated by the employee and their manager (or
the employee can create their own mobile learning contract).
It starts with the part of the company’s business goals that are affected by
the employee’s work. Once these goals are understood, ask yourself “How do
I need to change my work or my skills and knowledge to help the company
achieve these goals?” When you understand the changes you must make to
help achieve the goals, then you need to consider what you need to learn in
order to make those changes.
The next part of the learning contract deals with how the learning will
take place—for example, through a company-sponsored training program,
through books, or by getting a mentor. In planning your learning, you need
to specify in the learning contract the methods you will use, where you will
find the learning resources you need, and a schedule for completion of the
specified learning activities. If you cannot find someone to act as a coach,
then find someone else who is learning the same skill or studying the same
material to be your learning partner. By having a learning partner, you
will have support and be able to discuss your experiences as you later try
to apply your learning to your jobs. If you cannot find a learning partner
in your group or your company, look on the Internet for groups who are
interested in the subject.
You also need to specify in the contract how you will demonstrate that
the learning has taken place. Will you submit a report on what you have
learned? Will you demonstrate the skills for your manager? Next, the learn-
ing contract must include a section on how you will apply your learning to
your job. The manager must provide the opportunity to make errors and
must reinforce the employee’s learning with coaching until the new skills are
mastered.
Finally, you must specify in the contract what difference in business
results are expected once you have applied your learning to your work. This
ties back to the first step in the learning contract, where you specified
the company business goals to which you contribute. By beginning with
the end in mind, all learning activities will be focused on specific, meas-
urable, achievable business results, for the individual, the group/function/
department, and the company as a whole.
INDIVIDUAL TASKS 39.1 Company Goals

Identify the company’s business goals and how your individual work contri-
AND REFLECTIONS butes to their achievement. Specify how you must change your work to help
the company achieve its goals. Specify what you need to learn in order to
make those changes.
39.2 Career and Life Goals

Identify your career and life goals. Specify what you need to learn or do to
help you achieve those goals. Specify what you need to learn in order to make
those changes.
WORKING 39.3 Group Activity

How could you work with others in initiating self-directed learning in the
WITH OTHERS workplace?
WORKING 39.4 Learning Plan

Identify a learning goal and develop a learning plan, including:
WITH A MENTOR
N What you need to learn
N What learning resources you will use
N A schedule of learning activities
N Measures of learning achievement
N How you will apply your learning to your job
N How you will apply your learning to your career and life goals
N What changes in business results are expected from the application of
your learning to the job
N What changes in your career and life may arise from the application of
your learning
Discuss with your mentor.
39.5 Self-Directed Learning for Your People

Reflecting on the people you are responsible for, how might you initiate
a workplace self-directed learning program with them? Discuss with your
mentor, initiate, and review an action plan.
DEVELOPING 39.6 The Pros and Cons of Self-Directed Learning

Introduce the subject of self-directed learning in the workplace. Ask the
OTHERS learners to identify current self-directed learning they are undertaking.
Brainstorm the pros and cons of self-directed learning, both for the indivi-
dual and the organization.
39.7 How We Learn

Introduce the subject of self-directed learning in the workplace. Facilitate a
discussion on how we learn.
39.8 Facilitating Learning in Others

Introduce the subject of self-directed learning in the workplace. Facilitate a
discussion on how learners might facilitate learning in their people.
40
Skills and
Strengths
Analysis
INTRODUCTION We develop our skills and knowledge through a variety of channels, including
paid and unpaid work. Raising a family, volunteer work, interests, and hob-
bies add to our skills base. Skills refer to what we can do and what we know.
Strengths refer to our positive qualities gained through life experience and
through paid and unpaid work. These skills and strengths form a toolbox to
which we can add and from which we can use at will. They can increase our
confidence as well as provide tools for career and life management.
The following list details the types of skills and strengths that we can all
draw upon:
N Core skills. Core skills are formed by our general education and basic
character and include basic literacy, basic numeracy, relationship skills,
self-motivation, organization of time, organization of work, and self-
management.
N Skills gained via unpaid work. These might be gained through vol-
unteer or community work or from our home life.
N Vocational skills. These normally arise from your paid work.
N Transferable skills. These are the skills that you can take with you
between occupations.
N Abstract skills and strengths. These refer to our attitude toward
work, how we conduct ourselves at work, and the personal qualities
necessary to deal with today’s workplace.
N Leadership skills and strengths. These are gained through paid or
unpaid work.
N Achievements. Potential employers like to know what you have done
in the past (through paid or unpaid work) as it indicates what you
might do for them in the future.
INDIVIDUAL TASKS 40.1 Self-Analysis

Reflect on, and write down, a complete list of your:
AND REFLECTIONS
N Core skills
N Skills gained via unpaid work
N Vocational skills
N Transferable skills
N Abstract skills and strengths
N Leadership skills and strengths
N Achievements
You may use the checklists at the end of this section to help you.
WORKING 40.2 Peer Analysis

Identify a work colleague who knows you quite well and who you know as
WITH OTHERS well. Both of you reflect on and write down a list of your:
N Core skills
N Vocational skills
N Achievements
On completion, assess each other’s analysis.

WORKING 40.3 A Personal Development Plan

After creating a list of your skills and strengths (see tasks 1 and 2), discuss
WITH A MENTOR it with your mentor and work toward a personal development plan for them.
DEVELOPING 40.4 Job Analysis

Introduce the subject of job analysis using the example given below or one of
OTHERS your own:
Skills of a Bartender
Tasks Skills and Strengths
Serving drinks Manual dexterity

Products/legislation knowledge
Cellar work/changing bottles/kegs Fit

Health and safety knowledge
Cleaning up Organized
Handling cash Honest

Knowledge of math
Serving food Health and hygiene knowledge
Serving people (general) Friendliness

Good listener
Outgoing
Cheerful
Neat and tidy appearance
Calm under pressure
Good memory
Teamworker
Communication skills
Tolerance
Tact
Now organize the learners into two or three small groups, give each group
a job title and a sheet of flipchart paper and marker pens, and ask them
to produce their own job analyses. When finished, have each group hang
their work on the wall. Reconvene the whole group and discuss each group’s
analysis. Alternatively, you could ask each group to suggest their own job
titles—for example, marketing executive, chef de cuisine, or supermarket
shelf-stacker.
SKILLS AND STRENGTHS ANALYSIS 185
40.5 Your Job Analysis

On a piece of paper, ask the learners to head one column “Tasks” and the
second column “Skills and Strengths.” Ask them to think of one job they
have had and to list in the Tasks column all the relevant tasks associated
with the job. Ask them to write down all the relevant skills and strengths
they used in their work in the Skills and Strengths column.
40.6 Strengths and Weaknesses

Ask the learners to think of two strengths and two weaknesses related to
skills and personal qualities. Go around the group and write their sug-
gestions under two columns headed “Strengths” and “Weaknesses” on a
whiteboard or flipchart, listing two of your own strengths and weaknesses to
start them off. List everyone’s strengths and weaknesses. Using most of the
examples in the weakness column, show how you can turn a weakness into
a strength—for example, taking on too much work could be a weakness, but
it could also demonstrate enthusiasm.
40.7 Skills and Strengths Analysis

Introduce the concept of skills and strengths analysis. Help the learners
brainstorm their own list of:
N Core skills
N Vocational skills
N Achievements
TASK CHECKLISTS Needs

Core Skills Good Improving
()) ())
Basic letter-writing skills
Form filling
Reading skills
Reading for information
Basic mathematics
Initiating/developing relationships with others
Basic communication skills
Keeping goal-oriented
Self-discipline
(continued)
(continued)
Needs
Core Skills Good Improving
()) ())
Organizing time
Looking after yourself
In the following checklist, check all your unpaid skills. Include all the
skills you use at home, in your community, your hobbies, and interests:
Unpaid Skills
❒ Growing plants ❒ Landscape gardening

❒ Garden maintenance ❒ Growing fruit and vegetables
❒ Putting up sheds/greenhouses ❒ Laying paving slabs
❒ Fence maintenance ❒ Caring for animals
❒ Pet training ❒ Repairing electrical appliances
❒ Do-it-yourself tasks ❒ Internal painting and decorating
❒ Plumbing ❒ Cleaning windows
❒ External painting/decorating/maintenance ❒ Using the Internet
❒ Interior design ❒ Repairing furniture
❒ Making soft furnishings ❒ Restoring furniture
❒ Making or altering clothes ❒ Coordinating clothes
❒ Assisting others with personal care ❒ Giving haircuts
❒ Providing first aid ❒ Organizing a medicine cabinet
❒ Home nursing ❒ Caring for special needs
❒ Planning menus ❒ Gourmet cooking
❒ Entertaining ❒ Preparing food for others
❒ Evaluation and purchase of goods ❒ Managing household expenses
❒ Handling credit/loan applications ❒ Budgeting
❒ Using a home computer ❒ Typing/word processing
❒ Studying ❒ Parenting
❒ Babysitting ❒ Using the telephone
❒ Letter writing ❒ Dealing with “red tape”
❒ Managing your time ❒ Setting priorities
(continued)
(continued)
Unpaid Skills
❒ Supervising others ❒ Motivating others

❒ Supporting in a crisis ❒ Counseling
❒ Tutoring children ❒ Driving
❒ Route planning ❒ Carrying out routine vehicle repairs
❒ Safety in the home ❒ Organizing tradespeople
❒ Laundry ❒ Housekeeping
❒ Carpet and upholstery cleaning ❒ Booking accommodation
❒ Organizing recreational activities ❒ Arranging events
In the following checklist, check all your transferable skills:
Transferable Skills
❒ Action planning ❒ Administration

❒ Assembling/repairing things ❒ Being able to improvise
❒ Classifying ❒ Clerical skills
❒ Coaching ❒ Counseling and guidance
❒ Customer care ❒ Decision-making skills
❒ Designing things ❒ Developmental skills
❒ Dissecting information ❒ Facilitation
❒ Financial management ❒ Flexibility
❒ Innovating ❒ Interpersonal skills
❒ IT skills ❒ Leadership skills
❒ Linguistic and cultural skills ❒ Listening skills
❒ Literacy ❒ Managing financial resources
❒ Managing people ❒ Marketing skills
❒ Mediation skills ❒ Motivating people
❒ Negotiation skills ❒ Networking
❒ Accounting ❒ Oral communication skills
❒ Organizational skills ❒ Organizing people
(continued)
(continued)
Transferable Skills
❒ Problem solving ❒ Project management

❒ Researching ❒ Selling
❒ Teaching and training ❒ Teamworking
❒ Time management ❒ Written communication skills
In the following checklist, check those qualities that you feel best des-
cribe you:
Abstract Skills and Strengths
❒ Adaptable ❒ Adventurous ❒ Assertive

❒ Calm ❒ Capable ❒ Caring
❒ Cheerful ❒ Confident ❒ Conscientious
❒ Cooperative ❒ Courteous ❒ Creative
❒ Curious ❒ Decisive ❒ Dedicated
❒ Dependable ❒ Determined ❒ Diplomatic
❒ Easy-going ❒ Encouraging ❒ Enterprising
❒ Honest ❒ Impartial ❒ Innovative
❒ Lateral thinker ❒ Logical ❒ Methodical
❒ Observant ❒ Organized ❒ Perceptive
❒ Persistent ❒ Practical ❒ Reliable
❒ Responsible ❒ Sincere ❒ Thorough
❒ Understanding ❒ Discreet ❒ Efficient
❒ Energetic ❒ Enthusiastic ❒ Firm
❒ Hard working ❒ Humorous ❒ Independent
❒ Intuitive ❒ Loyal ❒ Motivated
❒ Openminded ❒ Outgoing ❒ Perfectionist
❒ Persuasive ❒ Proactive ❒ Resilient
❒ Self-reliant ❒ Sympathetic ❒ Tolerant
❒ Versatile ❒ Dynamic ❒ Empathetic
❒ Inquiring ❒ Extroverted ❒ Friendly
❒ Helpful ❒ Imaginative ❒ Vigilant
❒ Inventive ❒ Listener ❒ Mature
(continued)
(continued)
Abstract Skills and Strengths
❒ Objective ❒ Optimistic ❒ Patient

❒ Persevering ❒ Positive ❒ Reassuring
❒ Resourceful ❒ Sensitive ❒ Tactful
❒ Trustworthy
For the checklist below, check the skills and strengths that apply to you:
Leadership Skills and Strengths
❒ A working knowledge of the global market ❒ Ability to administer discipline

❒ Ability to facilitate change ❒ Ability to motivate others
❒ Ability to set objectives ❒ Ability to allow others to develop
❒ Performance appraisal skills ❒ Assessment skills
❒ Coaching skills ❒ Counseling skills
❒ Feedback skills ❒ IT management skills
❒ Innovative stance ❒ Listening skills
❒ Knowledge of languages ❒ Resource management skills
❒ Meeting management skills ❒ Project management skills
❒ Mediation skills ❒ Quality management skills
❒ Direction provision skills ❒ Staff development skills
❒ Selection and recruitment skills ❒ Team leadership skills
❒ Strategic planning skills ❒ Ability to work in consultation
❒ Time management skills ❒ Ability to value others
❒ Customer orientation skills ❒ Stockholder focus
❒ Marketing skills ❒ Report-writing skills
❒ Team-building skills ❒ Problem-solving skills
❒ Long-term goal-setting skills ❒ Good at sharing power
❒ Delegation skills ❒ Financial management skills
❒ Ability to look for challenges ❒ Ability to prioritize
❒ Ability to challenge yourself ❒ Adaptability
❒ Ability to set objectives ❒ Focus
❒ Approachability ❒ Trustworthiness
❒ Being proactive ❒ Creativity
(continued)
(continued)
Leadership Skills and Strengths
❒ Cooperative stance ❒ Fairness

❒ Decisiveness ❒ Having vision
❒ Objectivity ❒ Loyalty to staff
❒ Resourcefulness ❒ Self-confidence
❒ Good self-expression ❒ Ability to take risks
❒ Ability to acknowledge your own mistakes ❒ Directness
In the following checklist, check off any achievements that apply to

you that are listed. Also, add any you have accomplished in work and
personal life.
Achievements
❒ Cutting costs ❒ Improving teamwork

❒ Developing staff performance ❒ Increasing sales
❒ Improving the appearance of something ❒ Meeting deadlines
❒ Turning around a negative situation ❒ Improving the efficiency of something
❒ Providing information ❒ Avoiding potential problems
❒ Introducing something new
Other __________________________________________________________
41
Speaking
Skills
INTRODUCTION When speaking to groups of people, the rule of thumb is, if you don’t have
their attention in the first 30 seconds, you never will. Listed below are some
guidelines for effective public speaking:
N Let your uniqueness and individuality come through when you speak.
N Make yourself interesting to others.
N Create your own interesting soundbites of wisdom so that your audi-
ence quote you.
N Mention your own name in your stories to help your audience remember
who you are.
N Make sure that you know exactly who is going to be in the audience,
why they are there, and why they invited you to speak.
N Check the setting. Check the microphone, lighting, audiovisual equip-
ment, and any other factors that might affect your performance.
N Meet the audience members as they arrive; this is an excellent way to
build rapport with a captive audience.
N Start with a bang. The first 30 seconds have the most impact. Don’t
waste these precious seconds; begin with a startling statement, quote,
or story.
N Use humor with caution. Don’t start with a joke unless you are totally
confident of your joke, its reception, and your delivery. If the joke fails,
you will lose any credibility you have. And if your only humorous
material is at the beginning, the audience will be disappointed when
you become serious.
N Limit your topics. If you’re giving a half-hour speech, don’t expect to tell
the audience everything you know. Pick two or three important points.
Embellish your points with story and examples.
N Structure your information. You and your audience will remember your
points better if you have a clear outline. For example, start by saying,
“Here are the five questions I’m asked most frequently.”
N Use handouts. If your presentation involves statistics and analytical
data, put them in a handout that the audience can refer to. Don’t bore
them by reciting reams of numbers.
N Don’t read your speech. Look your audience in the eye. Write down key
points or statements so that you can refer to them, but deliver the rest
of it spontaneously, making eye contact.
N End with a bang. Write a strong and memorable closing statement or
vivid example. Then memorize it so that, no matter what distractions
may occur, you can always “bring it home.” When the time comes,
deliver your closing line directly to the audience and then accept their
applause.
Body Language and Speaking

The most important rule for making your body communicate effectively is to
be yourself, but to amplify your movements and expressions just enough for
the audience to see them.
You speak to a single person without any problem. So just think of a

large group as lots of single people glued together.
If you are interested in your subject, truly believe what you are saying, and
want to share your message with others, your physical movements will come
from within you and will be appropriate to what you are saying. By involving
yourself in your message, you’ll be natural and spontaneous without having
to consciously think about what you are doing or saying.
Speak from the heart and to the soul.
Nothing influences a speaker’s mental attitude more than the knowledge

that they are thoroughly prepared. This knowledge leads to self-confidence,
which is a vital ingredient of effective public speaking. Know your material
so well that you don’t have to devote your mental energy to the task of
remembering the sequence of ideas and words.
Establish a personal bond with listeners. Begin by selecting one person
and talking to them personally. Maintain eye contact with that person long
enough to establish a visual bond (about 5 to 10 seconds). This is usually the
equivalent of a sentence or a thought. Then shift your gaze to another
person. In a small group, this is relatively easy to do, but if you’re addressing
hundreds or thousands of people, it’s impossible. In these circumstances,
pick out one or two individuals in each section of the room and establish
personal bonds with them. Then each listener will get the impression you’re
talking directly to him or her.
Monitor visual feedback. While you are talking, your listeners are respond-
ing with their own nonverbal messages. Keep alert for this valuable
feedback. If people aren’t looking at you, they may not be listening either.
Their reasons for this may include one or more of the following:
N They may not be able to hear you.
Solution: If you are not using a microphone, speak more loudly and note
whether this works.
N They may be bored.
Solution: Introduce some humor, vary the tone of your voice, or add
some powerful gestures or body movements.
N They may be puzzled.
Solution: Repeat and/or rephrase what you have just said.
N They seem to be fidgeting nervously.
Solution: You may be using distracting mannerisms or have some
embarrassing clothing problems—for example, food on your
shirt—which you can discreetly rectify or conceal.
Your Appearance
When your actions are wedded to your words, the impact of your speech will
be strengthened. If your platform behavior includes mannerisms unrelated
to your spoken message, those actions will call attention to themselves and
away from your speech. Some common faults of inexperienced or ineffective
speakers are:
N Gripping or leaning on the lectern
N Tapping fingers
N Biting or licking lips
N Toying with coins or jewelry
N Frowning
SPEAKING SKILLS 193
N Adjusting hair or clothing

N Shaking head
N Staring
When it is time to begin your talk, walk confidently from your seat to the
lectern. Pause there for a few seconds, and then move out from behind the
lectern. Smile before you say your first words. If you are on the same level
as your audience, be careful not to stand too close to, nor move beyond, the
people in the front row. Walking can be an effective way to stress an
important idea, but your walk must be purposeful and intentional, not just
a random shift of position. Also, take care not to walk around too much,
because continuous pacing is distracting.
When you speak, your face—more clearly than any other part of your
body—communicates to others your attitudes and emotions. Make a con-
scious effort to avoid inappropriate facial expressions, including distracting
mannerisms or unconscious expressions not rooted in your feelings, atti-
tudes, and emotions. In much the same way that some speakers perform
random, distracting gestures and body movements, nervous speakers often
release excess energy and tension by unconsciously moving their facial
muscles (for example, licking lips or tightening the jaw). If you relax
and allow yourself to respond naturally to your thoughts, attitudes, and
emotions, your facial expressions will be appropriate and will project sincer-
ity, conviction, and credibility.
Nothing can position you ahead of the crowd like the ability to stand
up and speak eloquently, or at least stagger to your feet and say
anything at all.
INDIVIDUAL TASKS 41.1 Presentation Analysis (A)

Consider a presentation for which you did not prepare well and that didn’t
AND REFLECTIONS go well. What happened? How did you come across? What was the listener’s
reaction? What was the outcome? What could you have done differently?
41.2 Presentation Analysis (B)

Consider a presentation you gave that you had prepared for and that went
well. What happened? How did you come across? What was the listener’s
reaction? What was the outcome?
41.3 Presentation Assessment (A)

Consider a presentation you attended that went badly. What happened?
How did the presenter come across? What was the audience’s reaction?
What was your reaction? What was the outcome? What might you have done
differently in the presenter’s place?
41.4 Presentation Assessment (B)

Consider a presentation you attended that went well. What happened? How
did the presenter come across? What was the audience’s reaction? What was
your reaction? What was the outcome? What can you learn from the
presenter’s performance?
41.5 Telephone Presentation

Before calling to request something on the telephone, plan and practice what
you are going to say. Even such a simple task as this is essentially a short
presentation.
WORKING 41.6 Speaking to Others

Whenever you speak to people, make an extra effort to notice how you speak.
WITH OTHERS Observe, too, whether the facial expressions of your listeners indicate that
they do or do not understand what you are saying.
41.7 Videotape Yourself

The first step in eliminating any superfluous behavior is to obtain an accur-
ate perception of your body image. This should include posture, gestures,
body movement, facial expressions, and eye contact. After you have video-
taped yourself speaking, review the tape several times and make a list of all
the distracting mannerisms you notice.
WORKING 41.8 The 90-Second Presentation

Prepare a 90-second presentation about yourself. Describe who you are
WITH A MENTOR and what you do. Record your presentation in front of your mentor and
review it together. Since you are talking about yourself, you don’t need to
research the topic, but you do need to prepare what you are going to say and
how you are going to say it. Plan everything including your gestures and
walking patterns.
DEVELOPING 41.9 Elements of Speaking

Introduce the subject of speaking skills. Brainstorm the different elements.
OTHERS Ask the group to give good and bad examples of speakers they’ve heard.
Then ask them to give good and bad examples of themselves as speakers.
4.10 Five-Minute Speech

Introduce the subject of speaking skills. Ask each learner to speak for five
minutes on any subject that interests them. You can videotape the session.
Provide time for feedback between speakers.
RECOMMENDED The Manager’s Pocket Guide to Public Presentations, 128 pp.
HRD PRESS TITLES

42
Surviving
Downsizing
INTRODUCTION Downsizing is not necessarily linked to talent—it is usually about cost-

effectiveness and the restructuring of the business. But it might not feel like
that when it happens to you.
Many of us seek to express our identity through work, and when our work
is taken away, we are left floundering and wondering who we are. When we
have no work, we might feel lost, without purpose, or not good enough to get
by on the merit of our personality alone.
Some companies offer career counseling as part of the layoff package, and
if you have been laid off, it is usually wise to take advantage of this option.
Alternatively, you may decide to use an external careers counselor whose
services may include psychometric testing for assessing your interests,
personality, and skills, together with guidance on refocusing your career
direction and training opportunities. At the very least, your company should
offer you job-hunting time.
It may be worthwhile negotiating to take a lump sum and leave rather

than work out your notice.
Recognizing the Loss

What do we lose when we’re laid off?
N Self-esteem. Our sense of who we are, and the security of our position
in society, as defined through work, can feel threatened. We may feel
insecure about our skills and knowledge. Weren’t we good enough for
the job? Are we good enough to get another job?
N Dignity. Most of us develop a sense of pride in what we do for a living.
There is a sense of ownership and attachment to what we have
produced. Losing all this can make us feel stripped of our dignity.
N Personal fulfillment. Work can provide a great deal of satisfaction. It
may affirm what we can do and that we are needed.
N Status. Although nowadays there is more sympathy for people who lose
their jobs, we may experience feelings of shame about being labeled
“redundant” associated with the belief that we are not wanted.
N Income. If we don’t have money, how will we pay the bills?
N Independence. For many of us, work represents financial independ-
ence. It may also represent independence from the role of parent or
caregiver.
N Property. It may be that our home is linked directly with our job—for
example, caretaking. Even if our home is not directly linked, there is
the threat of our home being taken away if we don’t keep up the
mortgage payments.
The following factors can complicate the feelings of loss:

N Lack of community support. One of the first questions we normally
ask someone we first meet is, “What do you do?” If at that point in time
we are not working, we might feel uncomfortable being asked this
question.
N Change. Part of the human condition is a need to feel safe and secure.
We might not mind change if we are in control, but when external
circumstances force our hand, we tend to react with hostility and fear.
N Anxiety about making decisions. When we are laid off, we have to
make decisions about ourselves, what we want, and how we are going
to get it. Many of us fear making decisions because we don’t want to
make the wrong ones. This may lead us to not making any and ending
up feeling lost and frustrated.
N Inability to share feelings. Downsizing invariably produces an
emotional reaction, and emotions can be difficult to handle—especially
if there is a lack of support or acceptance around us.
N Presence of concurrent life crises. Sometimes life seems to throw
everything back at us at once. We may be experiencing problems
in other areas of our life and then, to top it all off, we are laid off
from work.
Underwriting the Emotions

Any loss triggers grief—and downsizing is no exception. As with any other
emotional process, understanding the grieving cycle makes it much easier
to deal with.
The Grieving Cycle
E
A
C
B
D
A The pattern of life prior to downsizing.

B The loss and shock due to downsizing.
C The emotional reaction, such as anger, powerlessness, and guilt. Feel-
ing powerless and out of control of our employment is a frightening
state. You may feel anger at your boss, at the company, the managing
director, God, or the government. Underlying anger that you feel
against yourself may be redirected at your family. Anger turned inward
against the self can often turn into depression and apathy leading
in turn to low self-esteem and lack of confidence. You may experience
internal symptoms of nervous anxiety. Psychosomatic ailments such
as backache, headache, or an illness may manifest. You may feel a deep
self-pity.
D Onset of the grieving process where the reality of being laid off is
experienced.
E A change where the loss is accepted and the idea of re-employment
becomes a reality.
F Rebuilding a new working life.
SURVIVING DOWNSIZING 197
Anger is a primary emotion following downsizing. It is fueled by a sense of

frustration and powerlessness. It may also be a cover for fear and anxiety
about the future. Getting angry helps us to:
N Discover what happened and what is happening to us
N Set limits where necessary
N Grieve our losses
N Get our needs met
N Discover what is beneath our anger
N Be assertive
N Get things off our chest
Repressed anger can cause:

N Resentment
N Self-pity
N Stress
N Anxiety
N Depression
N Sadness
N Lack of concentration
N Physical illness
Fear can be a debilitating emotion as we travel through the trauma of job

loss. But it is better to make a friend of fear, and to work with it, than to be
afraid of fear itself. We may fear:
N The loss of purpose and meaning in our lives
N The loss of status
N The loss of material possessions
N The unknown
N Unpredictability
N The loss of control
N Looking foolish
N Change
N The loss of financial security
N Making decisions
N Changing career
N Asserting ourselves
N Being interviewed
N Making a mistake
N Rejection
N Success
N Failure
N Being vulnerable
N Loss of image
N Disapproval
N Helplessness
N Filling out job application forms
N Being unwanted
N Being too old
N Losing face
N Losing our home
N Not knowing what to do with ourselves
Facing the Future

If we have lost our job, we can spend a lot of time mentally beating ourselves
up. We forget to forgive ourselves or take care of ourselves. If our best friend
had lost their job, we would listen to them, be with them, and help cheer
them up. So perhaps we need to treat ourselves as our own best friend.
Emotional support from our families, partners, and friends is vital for us to
feel valued and accepted. Don’t be afraid to ask for that support.
Checkpoints for the First Few Weeks after Being Laid Off
N Get up at a regular time.

N Get yourself out and about.
N Do some exercise.
N Update your résumé.
N Network with colleagues and friends.
N Get in touch with recruitment agencies.
N Socialize.
N Redefine your personal goals.
N Improve your image.
N Consider going back to school.
N Reorganize your finances.
N Redefine your career goals.
N Do volunteer/community work for a sense of achievement.
N See downsizing as a positive opportunity to change.
N Allow yourself time to grieve and say goodbye.
N Express your anger appropriately.
N Write out your feelings.
N Put your financial package in a high-interest account.
N Organize networking contacts before you leave.
N Keep busy.
N Look after your health.
N Have some fun.
INDIVIDUAL TASKS 42.1 Getting Hold of the Feelings

Since being told you have been laid off, are you experiencing:
AND REFLECTIONS
N A lack of personal fulfillment?
N A loss of status?
N Worry about your income?
N A loss of independence?
N A change in lifestyle?
N A lack of community support?
N Fear about change?
N Anxiety about decision making?
N An inability to share feelings?
N Family discord?
N Presence of concurrent life crises?
N Excessive activity?
N Depression?
N Feelings of alienation?
N Anger?
N Feelings of powerlessness?
N Guilt?
N Shame?
N Nervous anxiety?
N Physical ailments or illness?
N Self-pity?
N Confusion and mood swings?
SURVIVING DOWNSIZING 199
42.2 Dealing with Feelings

How are you dealing with your feelings? Who could you to talk to?
42.3 Looking after Yourself

Do you have an outlet for your stress, such as exercise?
42.4 Finances
Do you need to reorganize your finances? Who could help?
42.5 Networking
How are you going to organize a networking strategy?
42.6 Where next?

Do you need to redefine your personal and career goals? Do you need to
consider going back to school?
42.7 Résumés
Do you need to update your résumé?
42.8 Job Search

How are you going to organize your job search strategy?
WORKING 42.9 The Downsizing Network

Could you network with other colleagues who have been laid off?
WITH OTHERS
42.10 Job Search Network
Who do you know who might be of help in your job search? Who could you
talk to about career management?
42.11 Web Working

Have you considered networking with others over the World Wide Web to
search for work?
WORKING 42.12 Work Mentor

Have you identified a mentor at your place of work (or out of it) who could
WITH A MENTOR guide you in your career management?
DEVELOPING 42.13 Surviving Downsizing

Introduce the subject of surviving downsizing. The following questions can
OTHERS either be facilitated in a large group or through smaller groups:
N Since being told you have been laid off, are you experiencing:
— A lack of personal fulfillment?
— A loss of status?
— Worry about your income?
— A loss of independence?
— A change in lifestyle?
— A lack of community support?

— Fear about change?
— Anxiety about decision making?
— An inability to share feelings?
— Family discord?
— Presence of concurrent life crises?
— Excessive activity?
— Depression?
— Feelings of alienation?
— Anger?
— Feelings of powerlessness?
— Guilt?
— Shame?
— Nervous anxiety?
— Physical ailments or illness?
— Self-pity?
— Confusion and mood swings?
N How are you dealing with your feelings? Who could you to talk to?
N How are you looking after yourself? Do you have an outlet for stress,
such as exercise?
N Do you need to reorganize your finances? Who could help?
N How are you going to organize a networking strategy?
N Do you need to redefine your personal and career goals? Do you need to
consider going back to school?
N Do you need to update your résumé?
N How are you going to organize your job search strategy?
N Could you network with other colleagues who have been laid off?
N Who do you know who might be of help in your job search? Who could
you talk to about career management?
N Have you considered networking with others over the World Wide Web
to search for work?
N Have you identified a mentor at your place of work (or out of it) who
could guide you in your career management?
43
Tactics for
Negotiation
INTRODUCTION Negotiation is the process of identifying, arranging, and setting the terms
and conditions of an agreement. The basics of effective negotiation are:
N Clear communication
N Persuasive communication
N Give and take
N Understanding other people’s needs
N Decision-making skills
N Anticipating responses
N Keeping focused
N Projecting yourself
N Empathy
Negotiation is an interactive skill. All too often, negotiation is seen as an

“I win” situation, but true negotiation needs to be an “I win–you win”
situation. Those involved in win-win negotiations need to:
N Seek common ground
N Relate to the other party and their concerns
N Be ready to compromise
N Facilitate two-way discussions
N Use questioning and listening techniques
N Disclose appropriate information
N Build relationships
N Aim for agreement, not stalemate
N Seek mutual gains
N Yield the highest level of commitment from others
N Gain mutual respect and trust
N Commit to hard work rather than use force or manipulation
N Have full and equal involvement
Variables are the raw material used in negotiation. They are the “must
haves,” the ideals, and the loss leaders (a non-profit way of attracting
the buyer in). Use them as concessions.
Preparing for Negotiation

N Consider the other people involved, their needs, and possible objections;
find out their intentions.
N Consider your own position.
N Set realistic objectives.
N Structure the meeting.
N Decide how variables can be used for trading purposes.
Conducting the Negotiation

Opening
N Summarize contracts and any agreements so far.
N Either take the hard approach (indicating that little will be given away)
or the soft approach (best for unclear situations).
Main Body
N Use specific variables.
N Keep looking for additional variables.
N Use a promise of reward.
N Use a threat of punishment—for example, not giving something.
N Use hooks—for example, “My chairman says. . . .”
N Build a bridge of rapport through:
— Discussing a neutral subject, obtaining initial agreement, and get-
ting the other person to talk
— Presenting options for the other person in your offering (even if you
plan to negotiate them out later)
— Referring back to a past agreement to reinforce persuasion
— Stating clear objectives
N Show confidence.
N Ask questions and listen to the answers.
N Get the other parties’ position firmly in your mind.
N Start trading early:
— Be seen as driving a hard bargain, since the implied value of your
concession will bring a relatively more valuable concession from the
other party.
— Optimize your concessions.
— Minimize their concessions.
— Play down your gratitude for concessions gained.
— Build up the value of concessions you make.
— If you can’t optimize or minimize, stay silent.
N Put your major issue cards on the table.
N Summarize frequently.
N Avoid confrontation.
N Treat disagreements carefully.
N Bide your time.
N Make notes.
N Leave people feeling that each move forward is a positive one for them.
N Read between the lines.
N Don’t allow yourself to become overemotional.
N Maintain neutrality.
N Keep your concentration focused.
N Don’t act precipitately.
N Remain professional.
N Resolve to lead, albeit in a subtle way.
N Use verbal and nonverbal language to your advantage.
N Adopt a calm and considered approach.
N Don’t underestimate the other party.
N Don’t exaggerate facts.
N Don’t push too hard.
N Don’t overreact if responses are negative.
N Don’t let yourself be affected by psychological warfare—for example,
pretended misunderstanding.
TACTICS FOR NEGOTIATION 203
N Don’t push the other party; give them time to react favorably.
N Avoid deadlock—always search for variables.
N Don’t agree to something you don’t want.
N Aim to end on a pleasant note.
Agreement
N Decide on whether a formal or an informal contract is required.
N Set the policy and content of any contractual arrangements.
Negotiation is about discussion, not debate.
Influencing
Being able to influence others, in covert or overt ways, is a key factor in
negotiating skills. Common influencing tactics include:
N Raw emotion (getting angry, making them cringe)
N Rational persuasion (presenting facts and logic)
N Manipulation (pretending to involve them)
N Mental torture (pestering until they give in)
N Personal appeal (drawing on loyalty or friendship)
N Ingratiation (flattery)
N Exchange (doing something for them in return)
N Pressure (demanding action, using threats)
N Using legitimacy (claiming rights, using authority)
N Coalitions (ganging up on them)
N Sulking (pretending to be hurt or offended)
N Pushing people to settle for short-term gains and long-term losses
N Pressurizing to get immediate action
N Making people fearful of you
You should be aware of these tactics in case people try to use them on
you, but using them is manipulative and unlikely to secure a good long-
term relationship once the negotiation is concluded. Also, beware of using
“reason” in order to get your way:
N Reason can be seen as aggressive—you are trying to change someone
else’s views.
N Reason implies just one way, amounting to “telling” or “selling.”
N Asking someone to “be reasonable” means asking them to see it
your way.
Reasoning becomes involvement only when it stresses the benefits to

the other party.
The best influencing skills involve:

N Inviting an opinion from someone who has not yet been given an oppor-
tunity to contribute
N Restoring a sense of proportion and relieving tension
N Acknowledging and reconciling others’ views
N Reminding people of the stage they’ve reached
INDIVIDUAL TASKS 43.1 Initiation

Identify a past situation where you initiated a negotiation. How did you
AND REFLECTIONS handle it? Were the outcomes satisfactory for you and the other person? How
might you handle it differently today?
43.2 Negotiating Style

What type of negotiator are you? What are your strengths and weaknesses?
Identify the skills you need to develop.
43.3 Past Negotiation

Reflect on a past situation in which you were involved in the negotiation
process. How did others handle it? What is your assessment of the process?
43.4 The Power of Influence

What type of influence do you want?
N Interpersonal: rapport builder, confidant, facilitator, presenter
N Authority: decision maker, approval giver, supervisor
N Resources: provider of money, information, promotion, physical
resources
N Expertise: rare or key skills/knowledge specialist, consultant
WORKING 43.5 Current Negotiation

Identify a current situation that you could initiate involving negotia-
WITH OTHERS tion. Work out your game plan. Afterward, assess the outcomes and your
performance.
43.6 The Negotiating Process

Identify a current situation in which you are part of the negotiating process.
Work out your game plan. Assess the outcomes and your performance.
WORKING 43.7 Shadow Your Mentor

Shadow your mentor in a negotiating situation. Assess their performance.
WITH A MENTOR Discuss.
43.8 Videotaping Negotiation

Role play a situation involving negotiation and videotape the session. You
might do this with a colleague with your mentor present, or alternatively
run the session with your mentor. Assess your own performance, discuss
feedback, and identify skills that need improving (and how you’re going to
improve them).
DEVELOPING 43.9 Role Play

Introduce the subject of negotiating skills. Brainstorm the kinds of skills
OTHERS necessary. Have a number of cards ready, loosely detailing role-play situa-
tions involving negotiation—for example, negotiating a pay-raise, negoti-
ating a project deadline, negotiating when to enroll in a course, negotiating
when to request vacation time, negotiating the need to hire temporary staff,
and so on. Organize the learners into groups of four to six and give each
TACTICS FOR NEGOTIATION 205
group a card. After a few minutes deciding on the specific details of the
situation, the groups then perform the role play using some of the skills
brainstormed at the beginning, with at least one observer for feedback.
43.10 Lottery Win

Say to the group, “You have won $50,000 in a lottery to spend as you wish.
Write down what you would like to do with the money—how you would like
to spend it.”
Give them time to do this. Then say, “You now need to justify, in six
reasons, why you have chosen to spend your winnings as you have. Write
them down and then rank them, listing the most important first and the
least important last.”
When this has been done, say, “The lottery company Winalot has made a
mistake. You have to share the winnings with another person. I’m going to
tell you who that is . . .”
Select people with different backgrounds and interests to work in pairs
and say, “You now have to negotiate how to spend $50,000 between you in a
way that is acceptable to you both.”
When the negotiations are completed, reconvene the whole group and ask
each pair, “What did you first want to spend your money on and what did
you end up spending it on?” and “How far did your final choices satisfy the
reasons for making your original choices?”
RECOMMENDED Negotiation Style Instrument, 16 pp.

The Everyday Negotiator, 250 pp.
HRD PRESS TITLES 50+ Activities to Teach Negotiation, 300 pp.
44
Tapping Your
Personal Power
INTRODUCTION Power. We’ve all got it. What is it? How do we use it?
The concept of personal power is based on how we feel about ourselves and
is demonstrated by how we communicate and interact with others. When we
have a positive understanding of ourselves, we relate to others in a positive
way because we have respect for others and ourselves.
We all have personal power because most of us have the ability to understand
how we think, feel, react, and act. How we interpret this understanding
and how we actively use it vary. A knife may be used to create a delicious
casserole or to kill someone. Like using a knife, how personal power is used
depends on the individual.
Even when you are affected by circumstances outside your control, you can
still use your personal power to make a choice in the way you react. Even not
making a choice is making a choice!
Pleasing others rather than pleasing yourself is sometimes not in your

own best interests. OK, so everyone loves you—but does anybody
respect you?
Being a “people pleaser” is a key way in which we can give away our per-
sonal power. Do you:
N Feel guilty when saying “no”?
N Avoid asking for what you need?
N Tend to have a fixed smile when someone is angry?
N Let yourself be manipulated?
N Act as a doormat?
N Meet other people’s expectations most of the time?
N Avoid making waves?
N Allow other people’s needs to be more important than your own?
N Keep seeking people’s approval?
N Persistently think things are your fault?
N Feel guilty receiving?
N Smile and say “everything’s fine” when it isn’t?
N Identify yourself through the eyes of others?
N Avoid voicing your own opinions?
If you answer “yes” to more than 50 percent of the above questions, you are
a people pleaser and give away your personal power in order to please
others. The beliefs behind being a people pleaser, and the questionable
assumptions underlying them, are as follows:
N “I’ll fulfill an ‘obligation.’” To whom?
N “People will like me.” It’s impossible for everyone to like you just as you
can’t like everyone.
N “They’ll value me.” Therefore I must be OK.
N “I’ll never be alone.” We’re all alone—it’s how we make use of our
contact with another that makes it meaningful.
N “They’ll notice me.” Why do you want to be noticed?
TAPPING YOUR PERSONAL POWER 207
N “I’ll always be needed.” It’s natural to want to be needed, but being

needed doesn’t justify our existence.
N “They won’t be angry.” Does it matter if they are angry? Maybe you
need to learn to handle their anger.
N “People will think I’m clever.” What does being clever equate to? Being
noticed?
N “I’ll always have a role.” Therefore you have a right to exist.
You cannot be given power. You can only claim it yourself.
As children, we naturally wanted to receive approval from those around

us. If this did not occur to the level we needed, we might tend to seek
validation from others today. Not knowing how to approve of ourselves, we
seek such validation in order to feel good about ourselves. We look for
reaction in others and assume what we need to do in order to please them.
When we have a need for approval from others, we may become people
pleasers, fear criticism, fear failure, feel unworthy, ignore our own needs,
and lack self-esteem. As we begin to rely on our own approval, we come to
understand that wanting approval is OK, but we learn to ask for it rather
than manipulate others to get it. We can accept compliments from others,
and we can say “yes” and “no” when we mean “yes” and “no.” As we shed the
need for inappropriate approval seeking, we begin to recognize our own
needs, be honest about how we feel, and build trust in ourselves and others.
Keeping motivated and positive will help you claim your personal power.
It is up to you to take advantage of every opportunity that comes your way.
If there are not enough opportunities, you must create them. Other people
can contribute to your success and sense of well-being, but, at the end of the
day, it’s our attitude to life and not necessarily our ability to do that helps
us reach our personal potential. In other words, it is your state of mind and
creative approach to opportunities that will bring a positive response. No
one owes you a living and no one else can give you something that you
are not prepared to give yourself. Maintaining this attitude takes deter-
mination and discipline and undoubtedly there will be times when you will
feel resentful, frustrated, and angry. That’s OK. You can cope with these
negative feelings—you have a right to feel and express them appropriately.
In fact, you will feel better if you do express them. However, they will not
last, and you will feel hopeful again.
When you take responsibility for your life and what happens to you, you
are no longer a victim. Sometimes when you are waiting for that elusive
promotion or work opportunity, you might feel as if all the power belongs to
“those out there,” but it doesn’t. You have the power. You have the personal
power to feel happy or sad, positive or negative, fearful or excited. You can
feel empowered. You are in control. You cannot control other people or their
responses, but you can control your own behavior, thoughts, and feelings.
Keep yourself proactive and learning. Initiate activities. Take responsibility.
Have some fun. Take some risks. While you’re busy searching out life’s
opportunities through tapping your personal power, you’ll find that all your
positive energy will, in turn, produce unexpected opportunities without you
even trying.
Ways to Reclaim Your Power

1. Be aware of the choices you have in any situation that comes your way.
2. Avoid casting blame on an external force for your bad feelings. Nothing
outside yourself can control your feeling, thinking, or actions (unless
you allow it to).
3. Determine what you want in life and act on it. Stop waiting for someone
to give it to you.
4. Be aware of where and when you are playing the victim role—when you
are not being responsible for what you are being, having, doing or
feeling.
5. Be aware of the pay-offs that keep you bemoaning your fate and not
claiming your personal power.
Personal power is also about defining yourself to others and not allowing
them to define you to suit their cause. It’s about developing a clear and
accurate self-image rather than permitting others to label you inaccurately.
INDIVIDUAL TASKS 44.1 Power Role Models

What role models (alive or dead, fact or fantasy) represent your concept of
AND REFLECTIONS personal power? Why?
44.2 Another’s Personal Power

Consider one professional and one personal situation in which you have
experienced another’s personal power that affected you directly. What hap-
pened? What did you feel like?
44.3 Demonstrating Your Personal Power

Consider one professional and one personal situation where you have
demonstrated your personal power to directly affect another. What hap-
pened? What did you feel like when using your power? How do you think the
other person felt?
44.4 Self-Image
Think of characteristics to describe yourself (as honestly as possible) in each
of these four categories:
N Personality
N Relationships with others
N Day-to-day functioning
N Appearance
Now rework your own self-image, using the same categories, but celebrat-
ing specific strengths.
WORKING 44.5 Mentoring Others and Personal Power

If you are in a mentoring role with another, how does this make you feel in
WITH OTHERS terms of personal power? How do you think the other person experiences
your power?
44.6 Leading Others and Personal Power

If you are responsible for leading or managing others, how do you
demonstrate your personal power through your behaviors? How do you think
others experience your power?
WORKING 44.7 Interpretations of Personal Power

Discuss with your mentor your interpretation of personal power.
WITH A MENTOR
TAPPING YOUR PERSONAL POWER 209
44.8 Being Mentored

Discuss with your mentor what it feels like to be mentored and how you feel
about their levels of expertise and power.
44.9 Action Plan for Increasing Personal Power

Identify an area of your working life in which you feel relatively powerless.
Discuss with your mentor the reasons why this might be so and work out
an action plan for increasing your power in a positive way. Implement
and review.
DEVELOPING 44.10 Brainstorming Personal Power

Introduce the topic of personal power and write the words Personal Power in
OTHERS the center of a flipchart sheet. Ask the group to brainstorm what they
associate with these words.
44.11 Pair Power

Ask the learners to work in pairs to discuss specific areas of power—for
example, levels of expertise, physical power, monetary power—for ten min-
utes. Reconvene the whole group and discuss for a further ten minutes,
noting key points on a whiteboard or flipchart.
44.12 Group Power

Organize the learners into small groups. Each person has five minutes to
share two key power areas—one in which they feel confident and another
that they find difficult. Now double and then triple the size of the groups to
continue the discussion until the whole group comes together. The objective
of this exercise is for the learners to experience demonstrating personal
power (through self-knowledge, disclosure, and discussion) in different sized
groups as well as learning about the subject area. To close the exercise,
discuss with the group how it felt to do the exercise in relation to using
personal power.
This exercise could also be used with small groups to focus on particular
issues of power for leaders, supervisors, managers, and directors. The focus
could be on identification of power issues and the sharing of solutions, which
in turn could lead to discussions about sharing power and the empowerment
of others.
45
Team
Building
INTRODUCTION The purpose of a team is the creation of synergy. This is where the sum of
the whole is larger than the sum of each part (individual). Teams are needed
when:
N There is a need for people to work together
N You are experiencing rapid changes
N There is uncertainty about a project and you need to share the problems
and solutions
N You are dealing with a problem where nobody knows the answer
What motivates each of your team members? A team is motivated by:

N Recognition
N Responsibility
N Reward
N Respect
The concept of team roles was “invented” by Meredith Belbin, one of

the foremost experts on team dynamics and the visiting Professor at the
Centre for Leadership Studies at Exeter University. Team roles fall into
two categories: their specialist role or responsibility and their team role.
Team Roles
N Supporter: team player, concerned with team unit, helpful and sup-
portive to others, mild, diplomatic, dislikes confrontation, adapter rather
than changer
N Thinker: creative, critical, needs acknowledgment
N Organizer: can turn ideas into workable plans, disciplined, efficient,
methodical, slow to adapt
N Implementer: dutiful, organizer, hard-working, disciplined, resistant
to change
N Plant: unorthodox, serious, imaginative, knowledgeable, problem sol-
ver, not too practical
N Specialist: self-starting, provides key knowledge and skills, can be too
focused
N Chair: calm, self-confident, extrovert, dominant, strong sense of objec-
tives, organizer, non-aggressive, can clarify aims of team, not particularly
creative
N Charismatic player: a salesperson, emotional, insecure, tends to see
themselves through the eyes of others
N Shaper: highly strung, outgoing, dynamic, dominant, lots of drive,
prone to irritation and impatience, impulsive, competitive, domineering,
concerned with getting things done, intolerant, outgoing, challenging
N Entertainer: a performer, a clown, someone who is humorous and who
always has something to say
N Rescuer: the person who mediates and balances, caring, nurturing
N Ideas person: serious-minded, unorthodox, imaginative, inclined to
disregard practical details
TEAM BUILDING 211
N Investigator: enthusiastic, communicative, enjoys exploring new

potential, responds to challenge, curious, overoptimistic, loses interest
quickly
N Evaluator: prudent, unemotional, hard-headed, lacks inspiration, likes
to stick to the rules, identifies with facts and figures, objective, analyti-
cal, calm, dependable, can be disparaging
N Team worker: social, sensitive, responds to people and situations, pro-
motes team spirit, indecisive at moments of crisis
N Traditionalist: tends to identify with a cause, motivated by insecurity
and a need to belong
N Completer: orderly, conscientious, anxious, perfectionist, worrier, reluc-
tant to let go, good at meeting deadlines, analytical, pays attention
to detail
N Dominator: leader, competitive, motivated by a need to be in control
Involve the team:

N Through brainstorming
N In decision making
Team Development
Teams go through five natural stages of development in their lifetime:
1. Forming: Members explore through the facilitator or leader what bene-
fits and problems are entailed in emotional investment in the team.
2. Storming: Members begin to form allegiances and to explore issues of
control and power.
3. Norming: As the group resolves control and power issues, a sense of
equality develops. Members may become involved in emotional attach-
ments to others in the team.
4. Performing: The group creates a network of functional roles whereby
individuals can use their capabilities and explore their potential.
5. Mourning: Endings may be marked by feelings of ambivalence. There
may be issues of dependency or flight to avoid the loss of the group.
Team-building Problems
Team Discontent Checklist
Problem Solution
Your people feel that they are not being led in the Different team members may require different
manner they need and have become demotivated, leadership styles from you. Although you have your
leading to internal conflict. own unique interpretation, you need to adapt your
style, as appropriate, to different people.
Team discontent due to: You may need to delegate tasks, rather than leaving
N an individual constantly taking the best jobs the team to organize this themselves. You should
N an individual antagonizing other team members objectively observe any discontent between team
with their attitude members before you take action. If you do decide
N an individual not pulling their weight to take action, involve the whole team in discussion
N an individual promoting their own interests first.
at the expense of the team
(continued)
(continued)
Team Discontent Checklist
Problem Solution
Team members perceive that there are insufficient It is your responsibility to ensure that there are
or inappropriate resources to do the job. enough resources. Use team contacts to obtain them.
Team members are over- or underworked. When the team reaches overload, organize a social
event to relieve the tension. If the issue is
underwork, review the purpose of forming the team
in the first place and/or set the team new projects
and/or provide them with some training or learning
opportunities.
The team lacks the skills or knowledge to complete Train team members in the required skills or buy
the job. them in.
The team is always complaining and grumbling, Tolerate the occasional complaining session, but if
and lacks a common motivation. complaints become disruptive, call a team meeting
to establish causes and solutions.
Changes in the team, in objectives, and in working Find and make use of stability zones and rituals.
practices are destabilizing the team and affecting Maintain open communication with all team
morale. members in terms of updates, reviews, and
reassurance.
A team member lacks team spirit, causing friction. If someone really does not want to work as part
of a team, don’t force them to.
The team seems to be out of control. Make sure that team members know what is
expected of them in terms of behavior. Be seen
to deal with discipline problems fairly and equally.
The team is stagnating, there are few new ideas, It is your responsibility to encourage creativity and
and there is no enthusiasm for new ways of innovation. Try some of the exercises in the sections
working. Critical Thinking or Generating Creative Solutions.
The team leader accepts poor levels of performance Set standards of quality and behavior, and help
and does not encourage and support good those falling below those standards to achieve them
performance. through coaching and training.
Conflict is part of the team-building process.
You know team building is working when:

N People work for each other and a higher (company) objective
N Good leadership prevails
N Information is openly shared
N Goals are common to all
N Feelings are expressed
N Success and failure are shared
N Conflict is worked through
N Objectives are clear
N Trust is shared
N People help each other
TEAM BUILDING 213
Leading a Team
There are many facets to team leadership. An effective team leader will use
a mixture of the following typical roles:
N Figurehead: provides a focus for team identity
N Communicator: provides direction and information and serves as a
listener
N Representative: serves as the interface between the team and the
outside world
N Executive: sets standards and determines objectives
N Controller: organizes team output using individual strengths
N Coach: develops individual skills
N Supporter: provides support and guidance to individuals
N Planner: decides how the team should reach its goal
N Exemplar: stands as a model for the team and leads by example
N Recruiter: selects suitable members for the team
N Involver: empowers the team to become involved in its processes
N Visionary: communicates a vision of the future to the team
N Resource manager: uses all available resources to achieve the team’s
objectives
Teams led by good leaders:

N Have individuals who are allocated tasks they are best suited to
N Work to a common objective
N Are motivated to do the best they can
N Are able to understand its objectives
N Are able to understand how the objectives fit in with organizational
objectives
N Have individuals who know what the team is about and their individual
roles within it
N Have individuals who support each other
N Are prepared to go the extra mile
Develop team spirit through:

N Giving the team as much information as possible
N Instigating team rewards
N Training as a team whenever possible
N Thanking them as a team
N Ensuring that every team member has a responsibility
N Thanking them as individuals
N Helping the team help each other
N Including everyone in the team
Monitor team performance regularly by:

N Assessing the qualitative as well as the quantitative
N Involving your team in regular reviews combined with action planning
N Involving your team in appraising each other
N Involving your team in appraising you
INDIVIDUAL TASKS 45.1 Your Role

What role do you take in a team?
AND REFLECTIONS
45.2 You as Leader
What kind of leader are you?
WORKING 45.3 Team Roles

What roles can you identify among your team members?
WITH OTHERS
45.4 Motivation of Team Members
What motivates each of your team members?
45.5 Group Dynamics

At the next team meeting you attend, observe the group dynamics. Are they
helpful or destructive? If they are destructive, what can you do to remedy the
situation?
45.6 Group Development

If you are part of an ongoing group, what stage of group development is the
group at?
WORKING 45.7 Mentor Sit-in

Ask your mentor to sit in on a team meeting and to provide you with
WITH A MENTOR feedback on your leadership and their observations of the group.
45.8 Team Spirit

Discuss with your mentor how you can develop team spirit.
45.9 Problems and Solutions

Identify key problem areas within your team and discuss solutions with your
mentor.
DEVELOPING 45.10 Plane Crash

Divide the learners into groups of ten. Tell them that each group has
OTHERS survived from a plane crash in a deserted part of the world. There is plenty
of vegetation, birds, fish, and non-dangerous animals. Two people need to
go in search of help. The remaining eight may have to form a new com-
munity for several months in order to survive. The survivors are: Reverend
Mary Lecturn (36), John Gallaway (guitarist, singer, songwriter, also an ex-
carpenter, 27), Phil Hert (teacher, 31), Alex White (farmer, 39), Annie
Brownlow (doctor, 6 months pregnant, 29), Michael Gretern (teacher, also an
ex-athlete, 45), Martin Shaw (engineer, 50) and Laura Hoffman (chef, 33).
Each group member must put forward an argument for why they should
stay. A group decision must be reached as to who goes and who stays.
Following the exercise, discuss how the group interacted to reach its
decisions and how satisfied or dissatisfied each member was with their role.
RECOMMENDED Teambuilding Effectiveness Profile, 16 pp.

The Manager’s Pocket Guide to Team Sponsorship, 128 pp.
HRD PRESS TITLES 50 Activities for Teambuilding: Volume 1, 236 pp.; Volume 2, 248 pp.
46
Time
Management
INTRODUCTION Good time management involves a shift of focus to concentrate on results—

to make time for what is important. Improve your management of time by:
N Using an activity log to evaluate your use of time and your energy levels
at different times of the day
N Knowing how much your time is worth, and hence which tasks should
be avoided, dropped, or delegated
N Determining and agreeing what is important for success in your job,
and what constitutes exceptional performance
N Setting the goals and plans that will lead you to that success
Consider using your time more effectively by:

N Doing important work when you feel at your best
N Eating properly and resting effectively so that you spend more time
performing well
N Running and attending meetings effectively
N Making use of time spent waiting
N Making use of traveling time
N Improving your reading skills
N Dropping unimportant tasks
N Making use of delays
Create more time by delegating effectively and getting up early!
Control the distractions that interfere with your work by:

N Getting rid of unwanted jobs
N Blocking unwanted visitors
N Letting people know when you do not want to be disturbed
N Handling telephone calls effectively
By effectively using these basic skills, you can ensure that:

N You are successful in your job, because you know exactly what is expected
of you and concentrate explicitly on those tasks
N You can become more in control of what you do
N You are productive and therefore secure in your job
N You can plan and move into job areas that you enjoy
N You can avoid staying late at work, giving yourself more quality time to
relax and enjoy life outside work
The art of time management is the effective organization of the hours

available to you. Whether at home, work, or play, it is satisfying to know
that you have made the best use of your time. For effective time manage-
ment, you need to employ the following skills:
N Establishing clear and realistic objectives. You need to establish
what you want and why.
N Planning and prioritizing. You need to prioritize activities for two

reasons: first, to achieve your objectives, and second, to give yourself
motivation.
N Decision making. It’s better to make a decision that might be wrong
than to do nothing and live to regret it. As the Buddhists say, “Sit
or walk, don’t wobble.” Successful time management involves making
decisions, accepting responsibility for them, and seeing them through.
We tend to put off making decisions because we are afraid of failing or
looking foolish. But if we make a mistake, we learn and if we have self-
respect, how can we look foolish? Our own opinion of ourselves is more
important than how we believe (often wrongly) we appear to others.
N Problem solving. In order to plan and prioritize, and make decisions,
we need to know the art of effective problem solving.
N Assertiveness. Managing your time often means saying “no” or maybe
“yes” appropriately. Your time is valuable. Other people may intrude
upon it, and you need to be assertive about how you want to spend it.
N Letting go. There are only so many hours in a day to do things, see
others, and be with yourself. Sometimes you need to let go of something
or someone in order to make room (and time) for new growth.
Major Time Wasters
Interruptions Crises
Procrastination Comfortable jobs
Fatigue Forgetting
Poor sense of time Laziness
Addiction to adrenaline Travel
Lack of planning Lack of innovation
Not finishing things Feeling guilty
Lack of confidence Insecurity
Over-tight schedules Showing off
Reluctance to confront Not listening
Needing control Talking too much
Inability to say “no”
INDIVIDUAL TASKS 46.1 Daily Activity Log

Fill in the following activity log for one day and see which activities are
AND REFLECTIONS useful and which waste time:
TIME MANAGEMENT 217
Activity Log
Time Activity Description
6:00
6:30
7:00
7:30
8:00
8:30
9:00
9:30
10:00
10:30
11:00
11:30
Noon
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
(continued)
(continued)
Time Activity description
7:00
7:30
8:00
8:30
9:00
10:00
11:00
12:00
46.2 Prioritizing Activities

List all the jobs you do at present. You can make this a work-related list or
more general. It should contain at least ten items. Work through the follow-
ing steps:
1. Place an A next to those jobs on your list you consider really important.
2. Place a B next to those jobs you consider not quite so important.
3. Place a C next to those jobs you consider unimportant.
Now go back through the list again and eliminate all the Bs by considering
them as either really important (A) or unimportant (C). Now prioritize your
As in terms of their importance. Start by identifying the most important and
numbering it A1, then work your way through the list until you have
numbered each one. You will make best use of your time by concentrating
your energy on the A list jobs.
46.3 Waste of Time

How do you think you waste time?
46.4 Administration Time

How do you organize your administration work? Are you at your most effec-
tive doing administration tasks or would your time best be used on other
things? What could you do to cut down on the time you spend on admin-
istration? Could you delegate more?
WORKING 46.5 Meeting Time

When you are next in a meeting with someone, observe how the time is used.
WITH OTHERS How much time is wasted? What could have been done differently? Was the
meeting necessary at all? Could the outcome of the meeting have been
achieved in another way?
TIME MANAGEMENT 219
46.6 Telephone Time

How much time do you spend on the telephone? Could you handle your
telephone calls more effectively? Do you need to take every call?
46.7 Reading Time

How much time do you spend (and waste) reading work-related material? Do
you read unnecessary documents? Could you ask someone for a summary?
Have you considered learning speed reading?
46.8 Travel Time

How much time do you spend on public transportation? How might you use
that time more effectively?
WORKING 46.9 Time and Energy Level Log

Use an activity log to evaluate your use of time and your energy levels at
WITH A MENTOR different times of the day. Discuss with your mentor. Identify ways in which
you could make better use of your time and energy levels.
46.10 Letting Go of Tasks

Which of your tasks could be avoided, dropped, or delegated? Discuss with
your mentor how you are going to achieve this.
46.11 Exceptional Performance

Determine what is important for success in your job, and what constitutes
exceptional performance. Set the goals and plans that will lead you to that
success.
DEVELOPING 46.12 Pie Time

Introduce the subject of time management. Ask the learners to take
OTHERS two typical days in the past week—one working day and one rest day. Ask
them to take two sheets of paper and draw a large circle on both, one for each
day. They are to divide these circles up into percentages of how they use
their time. They can base their use of time on traveling, working, sleeping,
domestic tasks, eating, personal hygiene, and any other ways in which they
use their time.
46.13 Improving Time Management

Introduce the subject of time management. Brainstorm ways in which we
waste time. Then brainstorm ways of improving time management. Ask the
learners to take a typical working day from the past week and complete an
activity log. Then ask them to consider how they, in general, waste time and
how they might have wasted time on the particular day for which they have
completed the log. Organize them into small groups of four to six to discuss
and work out an action plan on how they could improve their time
management. Reconvene the whole group and discuss.
RECOMMENDED Time Management Effectiveness Profile, 16 pp.
HRD PRESS TITLES

47
Using
Effective
Questioning
INTRODUCTION If you couldn’t ask a question, how would you know an answer when you see
it? We ask ourselves questions. We ask questions of others. It’s how we find
things out. Questioning helps clarify and focus our thoughts and actions.
There are several types of questioning techniques:
N Personal responsibility questions. These imply that others have
the responsibility for owning a problem and for making choices that
contribute to solving it. A typical question of this type might be “What
skills might you develop in order to help you with this problem?”
N Leading questions. These are questions that put the answer in the
other person’s mouth, such as “She really bothers you, doesn’t she?”
N Feeling questions. These questions elicit feelings generated by a
problem and might include “How do you feel about that?”
N Closed questions. Closed questions restrict the response of the other
person. For example, “Did you think the report was useful?” is a closed
question since it elicits only a “yes” or “no” response.
N Open questions. These questions invite a detailed or broad response.
“What did you think of the report?” is an open question since it invites
a wide response.
N Specification questions. These types of question focus on the details
of the problem. An example might be “When you say he keeps badgering
you, what exactly do you mean?”
N Elaboration questions. These give the other person the chance to
expand on what they’re talking about—for example, “What else would
you like to tell me?”
In order to coordinate our life and work with those of other people, we all
need to know more of what other people are feeling and thinking, wanting,
and planning. But our usual closed questions actually tend to shut people up
rather than open them up. You can encourage your conversation partners to
share more of their thoughts and feelings by substituting closed questions
that encourage only a “yes/no” response, with open-ended questions that
allow for a wide range of responses. For example, asking “What did you
think of the conference?” will evoke a more detailed response than “Did you
like the conference?”
Consider the difference between two versions of the same question,
which might be asked during a conversation between two people in a close
relationship:
N “Do you want to go ahead and buy that house we saw yesterday?”
or
N “How do you feel about us buying that house we saw yesterday?”
The first version suggests a “yes” or “no” answer, favors “yes,” and does not
invite much discussion. A person hearing such a question might feel pres-
sured to reach a decision, and may consequently not make the best one. The
second question invites a much wider range of responses.
USING EFFECTIVE QUESTIONING 221
Even if our goal is to persuade, we can’t do it well unless we address our

listener’s concerns, and we won’t understand those concerns unless we ask
questions that invite discussion. When you are pressed for time, it is
tempting to push people into “yes/no” decisions. Here are some examples of
open-ended questions that could help solve problems in a way that better
meets everyone’s needs:
N “How comfortable are you with Plan B?”
N “How could I modify this report to meet more of your requirements?”
N “What kind of information do you need in order to go forward?”
N “What do you think about moving the office to Scarborough?” (rather
than “Is it OK with you if we . . . ?”)
N “How do you feel about all of this?”
N “How ready are you to . . . ?” (rather than “Are you ready to . . . ?”)
What sorts of question are truly worth asking? When we ask questions, we
are using a powerful language tool to focus conversational attention and
guide our interaction with others. But many of the questions we have
learned to ask are totally pointless and self-defeating (witness the old
example of parents asking their pregnant teenage daughter, “Why have you
done this to us?”). In general, it is more productive to ask “how” questions
about the future rather than “why” questions about the past. Asking
questions is one of the principal means by which we try to understand what
is going on around us, but we usually pay little heed to the quality of
questions we ask. Consider, for example, the difference between “Why are
you always such a fool?” and “How could we work together to solve this
problem?”
Questions can lead us into the unknown, because they focus our attention
and provide a theme for continued exploration. There is no straightforward
set of rules about how to ask questions that are more helpful or more tuned
to the needs of a particular situation. But you can get an intuitive sense of
how to do it by studying a wide range of creative questions. The box below
offers you a start:
Examples of Powerful Questions
How important is this?

Where do you feel stuck?
What do you mean by that?
What can we do for you?
What do you think the problem is?
What’s your role in this issue?
What have you tried so far? What worked? What didn’t?
Have you experienced anything like this before? (If so, what did you do?)
What can you do for yourself?
What do you hope for?
What’s preventing you from . . .?
What would you be willing to give up for that?
If you could change one thing, what would it be?
Imagine a point in the future where your issue is resolved. How did you get there?
What would you like us to ask?
What have you learned?
INDIVIDUAL TASKS 47.1 Being Questioned

How do you feel when you are questioned by others? Curious? Interrogated?
AND REFLECTIONS Shy? Irritated?
47.2 Yes/No
Translate each of the following “yes/no” questions into an open-ended one.
What problems can you imagine arising from each of these closed versions?
N Talking with a person who looks disappointed: “So you didn’t like
that, huh?”
N A pilot to a new co-pilot: “Do you know how to fly this thing?”
N A nurse to a patient: “Have you been taking your medication?”
N A parent to a teenager: “Don’t you think it would be better if you did
your homework first?”
WORKING 47.3 Questioning Others

Monitor yourself for a week and notice how you question others. What types
WITH OTHERS of questions do you tend to use?
47.4 Being Questioned

Take particular notice of when others question you. What types of question
do they use? Does your response vary according to how a question is asked?
47.5 Asking Others

Experiment by asking people closed and open-ended questions. Notice their
response.
WORKING 47.6 Developing Your Technique

Use the subject of developing your questioning techniques as a basis for a
WITH A MENTOR question-and-answer session between you and your mentor.
DEVELOPING 47.7 Practice Session

Ask for a volunteer and use them to demonstrate the responses to different
OTHERS types of questions. Organize the learners into pairs and ask them to do the
same exercise. Reconvene the whole group to discuss.
47.8 Group Questions

Introduce the subject of using effective questioning. Brainstorm the different
types of questioning techniques and when they might be used. Facilitate a
group discussion on using questioning techniques.
48
Valuing
Diversity
INTRODUCTION Valuing diversity is about empowering people. It makes an organization

effective by capitalizing on all the strengths of each employee. Valuing
diversity involves understanding, appreciating, and using the differences in
every person.
Embracing diversity is the first step in building teams. Every team-
building theory states that an effective team must contain a diverse group
of people—that is, you must avoid only choosing people who are like
you. Choosing a team of people like yourself is similar to inbreeding—
it multiplies the flaws. By contrast, having a diverse group of people
diminishes individual flaws.
Our biases and prejudices are deeply rooted within us. From the moment
we are born, we learn about our environment, the world, and ourselves.
Families, friends, peers, books, teachers, idols, and others influence us on
what is right and what is wrong. These early experiences shape our
perceptions and how we respond to them as adults. What we learn and
experience gives us our subjective point of view, known as bias. Our biases
serve as filtering devices that allow us to make sense of new information and
experiences based on what we already know. Many of our biases are
beneficial because they allow us to assume that something is true without
proof. Otherwise, we would have to learn anew each time we encounter a
fresh situation. But if we allow our bias to shade our perceptions of what
people are capable of, then it is harmful: we begin to prejudge others on what
we think they can or cannot do.
Embracing diversity is more than tolerating people who are different. It
means actively welcoming and involving them by:
N Actively seeking information from people from a variety of backgrounds
and cultures
N Including everyone in the problem-solving and decision-making process
N Creating a team spirit embraced by every member
N Encouraging people to ask for support (Because we each have different
personal and professional backgrounds, when we are in a group we may
feel alienated by our experiences and reluctant to ask for clarification
on issues or for support with problems that do not appear to fit in with
the “norm.”)
Diversity is not only black and white, female and male, homosexual and
heterosexual, Jew and Christian, young and old, and so on, but the diversity
of every individual—slow learner and fast learner, introvert and extrovert,
scholar and sportsperson, liberal and conservative.
Organizations need diverse groups of people on each and every team. For
example, having a group of team builders will get you nowhere, because
everyone will be out trying to create a team. Likewise, having a group of
doers will get you nowhere, because everyone will be trying to accomplish
something without a clear goal to guide them.
We all have a natural tendency to categorize people, and perhaps to judge
them by the descriptions we assign to them. Below are some of the indicators
we sometimes use to “fit” people into categories:
Work Characteristics
Seniority Position level
Experience Union or non-union
Employed or unemployed Type of education—for example,

university, public school
Qualification level
Personal Characteristics
Sexual orientation Physical status
Ethnic background Religious background
Club associations Socioeconomic status
Place of birth Culture
Experiences Marital status
Home address Accent
Appearance Where vacations are taken
Newspaper read Car driven
However, it is these characteristics and experiences that make a person

unique. We value diversity when we see all these unique characteristics and
realize that people are more valuable because of their differences.
A realistic ideal of cultural diversity is one of multiculturalism. Multi-
culturalism is based on the idea that cultural identities should not be
discarded but, instead, should be maintained and valued. The importance of
cultural diversity has been largely accepted in business. This is illustrated
by the increased presence of women and minorities in the business world.
Cultural diversity matters to every single one of us, both professionally
and personally. For our businesses and communities to not only survive, but
to thrive, each of us needs to be aware and sensitive to all members of the
community. When all segments are respected and valued, it benefits every-
one involved. Many of us live on the margins of society—in other words,
we do fit into the mainstream, popular culture. In the United States,
our popular culture, or ideal for business success, favors the white, young,
heterosexual male. This means you are on the margins if you:
N Are a woman
N Have a non-white ethnic background
N Are not a heterosexual
N Are not between the ages of 21 and 40
If you fit any one of the above criteria, you cannot automatically assume
that society’s view of you is unobstructed or based solely on your individual
character, qualifications, or accomplishments. You will encounter obstacles,
prejudices, and stereotyping.
The management of diversity can be considered as a response to the
need to recognize, respect, and capitalize on the differences in our society
VALUING DIVERSITY 225
in terms of race, ethnicity, and gender. Different cultural groups have differ-
ent values, styles, and personalities, each of which may have a substantial
effect on the way they do business. Valuing diversity happens from the
inside out. When we can embrace our own inner diversities—for example, we
like to eat meat but can’t bear the thought of blood sports—we are better
placed to accept the diversities of those around us. When we can each accept
ourselves and the diversities within others, we will find it easier to work
together with our differences.
INDIVIDUAL TASKS 48.1 I Was Called
AND REFLECTIONS What labels can you recall from your childhood? Other than the name on
your birth certificate, what else were you called?
48.2 Labeling Others

How did you label others when you were younger?
48.3 I See Myself

Complete in as many ways as you like: “I see myself as a . . .”
48.4 Prejudices
Being really honest with yourself, what are your prejudices?
WORKING 48.5 I See You—You See You

Choose one personal and one professional relationship where you know the
WITH OTHERS person quite well. Make a list of their characteristics as you see them. Ask
them to do the same for themselves. Compare.
48.6 You See Me—I See Me

Choose one personal and one professional relationship where the person
knows you quite well. Make a list of your own characteristics as you see
them. Ask them to do the same for you. Compare.
WORKING 48.7 Team Diversity

If you are responsible for a team, consider the diversity of personal and
WITH A MENTOR professional skills and strengths present. How do you respond to the
diversity? How might you improve your ability to make the best use of
this diversity? Discuss with your mentor.
DEVELOPING 48.8 The Value of Diversity

Introduce the subject of valuing diversity. Brainstorm the types of diversity
OTHERS we can encounter. Discuss what influences our attitudes toward diversity.
Discuss why diversity can be valuable.
48.9 My Prejudice
Introduce the subject of valuing diversity. Ask each learner to identify one
prejudice they have. Organize the group into small groups of four to six to
discuss. Reconvene the whole group for feedback.
48.10 Team Diversity

Introduce the subject of valuing diversity. Brainstorm the types of diversity
we can encounter. Discuss why diversity can be valuable in a team. Ask
each learner to identify one prejudice they have with regard to teamwork
(considering any teams they are part of outside this learning experience).
Organize the learners into smaller groups of four to six to discuss their team-
related prejudices. The objective of this exercise is to discuss and move
toward solutions and also to be aware of any prejudices in the small group
with which they are working through this exercise.
Working on the diversity within the small group could further enhance the
exercise.
RECOMMENDED Diversity and Cultural Awareness Profile, 16 pp.

The Manager’s Pocket Guide to Diversity Management, 190 pp.
HRD PRESS TITLES 50 Activities for Diversity Training, 300 pp.
49
Verbal and
Nonverbal
Language
INTRODUCTION Actions speak louder than words—in other words, the language com-
municated by our bodies is often in conflict with what we actually say. We
give away nonverbal signals through our gestures, facial expression, eyes,
body movements, and verbal language. Verbal language, in this context,
doesn’t so much mean what you say as how you say it and the key phrases
you use, such as “You must . . .” as opposed to “I would appreciate it if you
could . . .” Which one would you respond to?
Do you give away clues about your feelings via verbal and nonverbal lan-
guage despite your attempts to control them? These clues may include:
N Fiddling—conveying nervousness
N Tapping—indicating impatience or anger
N Changes in voice pitch and tone—signaling timidness
N A clenched jaw—indicating tension or aggression
N An automatic or false smile—saying, “Please don’t be angry”
Get to know your own personal space and be sensitive to that of others.
Ideally stand or sit directly in front of the other person.
According to a University of Southern California study, up to 55 percent of

influence in communication comes from your body language. Let’s take a
look at how you can control it. First, you must understand that you can
control your emotions by controlling your physiology. Try this. Stand up.
Smile. Look straight ahead. Put your shoulders back. Take a deep breath.
Now, try to feel depressed. If you do this exercise, you’ll find that you can’t
feel miserable when you hold your body this way. Some experts suggest that
when you are trying to increase your confidence, you must “fake it till you
make it.” What they are saying is that if you move your body as though you
already know what you are doing, your brain will begin to believe that you
do, in fact, know what you are doing.
Aim for a steady, relaxed eye contact. Avoid intrusive stares or a

shifting gaze.
The first person you need to affect with positive body language is not the
other person, but yourself. If you cannot affect your own emotional state,
how can you influence that of others? Start by controlling your breath.
Experiment with taking deep breaths from the diaphragm. The quickest way
to change your mental state and body language is to change your breathing.
The Mirroring and Matching Technique

Mirror the physiology of the customer or person you wish to influence. If
they are down, go down to their level. If they are up, come up to their
level. If they are talking fast, you talk fast. If they are slouching, you
slouch. Then, as you talk with them, slowly begin to make small changes
in your body language. Your goal is to bring the person you are trying
to influence into the physiology that will be most effective for achieving
your desired outcome, and you want the other party to feel good about
themselves, you, and being with you.
Your mind will follow the lead you dictate for your body and your life. Start
by deciding to control your body language in order to feel better about your-
self. Over time, others will begin to feel better about themselves while they
are around you, because they are unconsciously mirroring or emulating you.
You can’t be assertive if you slouch, hunch over, or are off-balance.
INDIVIDUAL TASKS 49.1 Analysis of Others’ Behavior

Which of the following behaviors would you find encouraging and discourag-
AND REFLECTIONS ing in a speaker?
Encouraging Discouraging
Behavior
()) ())
Raising an eyebrow
Looking anxious
Leaning far back
Sitting on the same level as you
Putting head close to yours
Whispering
Leaning slightly toward you
Bouncing a leg
Tugging at an ear
Staring at you
Waving an arm
Warmth in voice
High-pitched voice
Looking out the window
(continued)
VERBAL AND NONVERBAL LANGUAGE 229
(continued)
Encouraging Discouraging
Behavior
()) ())
Vacant look
Looking toward you
Comfortable pace of speech
Shutting eyes
Sitting higher than you
Smiling
Slouching
Open body posture
Looking alert
Shuffling about
49.2 Observing Others

For one week, observe the body language of those you relate to in your per-
sonal and professional life. What do you notice?
49.3 Role Model Analysis

Identify a role model who you admire and analyze how they use verbal and
nonverbal language.
WORKING 49.4 Reading Behaviors

How do others signify:
WITH OTHERS
N Warmth?
N Hostility?
N Control?
N Submissiveness?
49.5 Discouraging Body Language

Assess which aspects of your verbal and nonverbal language discourage
others from communicating with you.
49.6 Relating Body Language

Monitor yourself when relating to others. Does what you say correspond to
your body language? How do others respond to your body language?
WORKING 49.7 Caught on Camera

Videotape yourself having a session with your mentor. Review and discuss
WITH A MENTOR your verbal and nonverbal language. Identify areas that need developing.
49.8 Live Assessment

Arrange for your mentor to be present in two situations where you
are relating to others. Assess your own verbal and nonverbal language.
Meet and discuss their feedback on your body language and your own assess-
ment. Identify strengths and weaknesses. Formulate a development plan to
improve your body language.
DEVELOPING 49.9 Aggressive, Passive, and Assertive

Introduce the subject of verbal and nonverbal language. Separate the gen-
OTHERS eral styles into aggressive, passive, and assertive. Divide the learners into
three groups and ask each to come up with a description of the three general
styles on a sheet of flipchart paper. All the groups can describe all three
styles or you could ask each group to do one. Each group presents their
descriptions. Discuss.
49.10 Verbal and Nonverbal Language Audit

Introduce specifics of verbal and nonverbal language including voice tone
and pitch, speech pattern, facial expression, eye contact, body movements,
and verbal styles. Give each learner the following template and ask them
to provide examples for each box. They can do this exercise alone or in
groups. Each group then presents their findings for you to write on to a
central flipchart sheet.
Verbal and
Aggressive Passive Assertive
Nonverbal Language
Voice tone and pitch
Speech pattern
Facial expression
Eye contact
Body movements
Verbal styles
VERBAL AND NONVERBAL LANGUAGE 231
49.11 Observe and Feedback

Introduce the subject of verbal and nonverbal language and divide the
learners into groups of three. Two people will discuss related topics of body
language while the third person observes and provides feedback on their
body language. They then swap roles until each person has had a chance to
be the observer. Reconvene the whole group and discuss.
50
Working
with Gender
Differences
INTRODUCTION Conversations and Conflict

One of the basic differences between men and women are their reasons for
conversing. Women tend to converse to build connections and intimacy. Life
is viewed as a community and women have a need to preserve intimacy and
avoid isolation. Therefore, women tend to converse about their relationships.
Men often perceive this to be gossiping, when in reality it is the way in which
women build more connections and create greater levels of intimacy. Men
view conversations as negotiations to obtain the upper hand. They tend to
see individuals within a hierarchy in which they are either one-up or one-
down. Therefore, men converse and compare notes about things such as cars
and stereo equipment. The essential element in communication for men is to
gain status and independence. Another basic difference is that men give
reports when they talk, whereas women try to build rapport. Therefore, men
give facts and information, and women are more relationship oriented. For
men, talk is information. For women, talk is interaction.
Men and women tend to deal with conflict differently as well. Women are
more aware of nonverbal language and can sense when something is wrong.
Men, on the other hand, can ignore those same nonverbal signals until the
situation escalates. When you have a conflict with a woman, you have
broken that important intimacy and it will take time to heal the relation-
ship. Men, on the other hand, can have an argument at 9:00 a.m. and then
go out for a beer together that evening. Women have difficulty under-
standing this. Didn’t they just have an argument? Yes. But both men knew
which man was up and which man was down, so the conflict was over and
they moved on.
Problem Solving
And problem solving? Women like to discuss problems as a way of building
intimacy and connection. Men like to solve problems. Remember, men have
conversations to obtain the upper hand; therefore, giving advice comes
naturally. Women, on the other hand, have conversations to build closeness;
therefore, giving empathy comes naturally. Men need to achieve results and
like to work out the details of solving a problem alone. To offer a man
unsolicited advice is to presume that he doesn’t know what to do or that he
can’t do it on his own. When a woman is asking a man for support, she needs
to be direct and brief. She needs to avoid using blame language. She will find
that a man wants to make improvements when he feels he is being
approached as the solution to a problem rather than as the problem itself.
Men are motivated and empowered when they feel needed and are more
willing to say “yes” if they have the freedom to say “no.” Men may act out a
particular feeling as a cover-up for the real feeling underneath. For example,
a man’s deepest fear is that he is not good enough, or that he is incompetent,
and he may use anger as a way of avoiding sadness, hurt, guilt, and fear, or
he may use indifference as a way of avoiding anger.
A woman’s sense of self is defined through her feelings and the quality of
her relationships. To feel better, women get together and openly talk about
WORKING WITH GENDER DIFFERENCES 233
their problems. Women talking together doesn’t always need to produce

solutions. A woman under stress is not immediately concerned with finding
solutions to her problems, but rather seeks relief by expressing herself and
being understood. She is fulfilled through talking about the details of her
problem. Conflicts will tend to escalate when a man begins to invalidate a
woman’s feelings and she responds to him disapprovingly. Women, too, can
cover up their real emotion. For example, they may use concern and worry
as a way of avoiding anger, guilt, and fear, or they may use fear as a way of
avoiding anger and sadness.
The following are ways in which a man might mistakenly invalidate
feelings and perceptions or offer unwanted solutions to a woman:
N “From now on, I’ll handle it.”
N “You shouldn’t worry so much.”
N “Why let others treat you that way? Forget them.”
N “Why don’t you just do it?”
N “This is what you should do.”
Likewise, a woman might unwittingly annoy a man by offering advice or

seemingly harmless criticism:
N “You’re not leaving yourself much time.”
N “You shouldn’t work so hard. Take a day off.”
N “Your office is a mess. How can you think in here?”
N “Don’t put it there. It will get lost.”
Male/Female Psychology
According to popular psychology, male and female personalities can be
further explained by reference to the Anima and Animus.
The Anima represents the female qualities within a man as learned through
the mother. The positive of the Anima is that it keeps the man attuned to
inner values; acts as a guide to his inner self; is intuitive, nurturing, creative;
and has feeling. Its negative aspects are irritability, depression, uncertainty,
insecurity, or touchiness. If the man’s relationship with the mother was too
strong, it might make him weak-willed or prone to be victimized by women.
The Anima is responsible for a man’s image of women.
The Animus represents the male qualities within a woman as learned
through the father. The positive aspects of the Animus are action, assertive-
ness, logic, and orientation to goals. The negative aspects are a love of
power, coldness, obstinacy, and forcefulness. The Animus is responsible
for a woman’s image of men.
The Anima and Animus are the underdeveloped sides of the personality
attempting to assert themselves for good or bad.
Woman Man
Animus Anima
(sense of (sense of
maleness) femaleness)
Females learn from the women in Males learn from the men in their
their childhood how to be female childhood how to be male and how
and how women use their sense of men use their sense of female-
maleness. Females learn from the ness. Males learn from the women
men in their childhood how to use in their childhood how to use
maleness. femaleness.
A Woman’s Guide to Understanding Men

N A man’s sense of self is defined through his ability to achieve results.
N To offer a man unsolicited advice is to presume that he doesn’t know
what to do or that he can’t do it on his own.
N A man wants to make improvements when he feels he is being approached
as the solution to a problem, rather than as the problem itself.
N To feel better, men retreat into themselves to solve problems alone.
N A man’s deepest fear is that he is not good enough or that he is
incompetent.
N Men are motivated and empowered when they feel needed.
N A man is fulfilled through working out the intricate details of solving a
problem.
N Men are more willing to say “yes” if they have the freedom to say “no.”
N When a man is in a negative state, treat him like a storm and lie low.
N Men might use anger as a way of avoiding feeling sad, hurt, guilt,
and fear.
N Men might use indifference and discouragement as a way of avoid-
ing anger.
N Men need to receive trust, acceptance, appreciation, admiration, approval,
and encouragement.
N When a woman is asking a man for support, she needs to be direct and
brief, and use “Would you . . .?” and “Will you . . .?” phrases.
N Men are prone to argue when they have made a mistake.
N The most common way women unknowingly start conflicts with men is
by not being direct when they share their feelings.
N How women can score with men: Share negative feelings in a centered
way without blaming and ask for support without being demanding.
A Man’s Guide to Understanding Women

N A woman’s sense of self is defined through her feelings and the quality
of her relationships.
N To feel better, women get together and openly talk about their problems.
N A woman under stress is not immediately concerned with finding solu-
tions to her problems but rather seeks relief by expressing herself and
being understood.
N A woman is fulfilled through talking about the details of her problem.
N Women are motivated and empowered when they feel respected.
N Women need to receive reassurance, validation, respect, and under-
standing.
N Conflicts escalate when a man begins to invalidate a woman’s feelings,
and she responds to him disapprovingly.
N Women might use concern and worry as a way of avoiding anger, guilt,
fear, and disappointment.
N Women might use fear and uncertainty as a way of avoiding anger,
hurt, and sadness.
N Women might fall into confusion as a way of avoiding anger, irritation,
and frustration.
N How men can score with women: Practice listening and asking ques-
tions, and validate her feelings when she is upset.
INDIVIDUAL TASKS 50.1 Gender Characteristics

What of the following gender characteristics (you can apply the words from
AND REFLECTIONS your own gender or from both) do you associate with?
WORKING WITH GENDER DIFFERENCES 235
Male Female
Competitive Nurturing
Logical Emotional
Aggressive Yielding
Thrusting Understanding
Protective Tender
Disciplined Sympathetic
Rigid Compassionate
Judgmental Affectionate
Unemotional Gentle
Reasoning Gullible
Dominant Shy
Forceful Vulnerable
Independent Wise
Decisive Intuitive
Strong Spontaneous
Self-sufficient Receptive
Risk taker Creative
Ambitious Introverted
Leader Spatial
Organized Soft
50.2 Same Gender Parent

What did you learn about your gender from your same gender parent?
50.3 Opposite Gender Parent

What did you learn about your gender from your opposite gender parent?
50.4 Women Together

Observe groups of women together. How do they behave with each other?
50.5 Men Together

Observe groups of men together. How do they behave with each other?
50.6 Mixed Gender Together

Observe mixed gender groups relating to each other. How do they behave
with each other?
WORKING 50.7 Your Behavior

Observe yourself with your own gender and with the opposite gender. How
WITH OTHERS does your behavior change when relating to each gender (if at all)?
50.8 The Behavior of Others

How does your own gender behave toward you? What are the differences in
the way the opposite gender behaves toward you?
WORKING 50.9 Professional Behavior

Discuss with your mentor how men and women behave (and are treated
WITH A MENTOR differently if appropriate) in your field of work.
50.10 Gender Relationship

Discuss how the gender of yourself and your mentor affects your relationship.
DEVELOPING 50.11 Present Your Observation

Start with one group of men and another of women. Each group has two
OTHERS observers—one man and one woman if possible. If you only use a single
observer, use one of the opposite gender to the group. Each group is to dis-
cuss a topic related to working with gender differences, resulting in a group
presentation. The observers are to provide feedback to the group on how the
group related (with reference to traditional gender behavior). Reconvene the
whole group for presentation feedback and observation feedback.
You could do a similar exercise with a single large group made up of men
and women with perhaps four observers (two men and two women). The
conclusion would be feedback from the observers and a key summary of the
discussion points.
50.12 Pair Work

Ask the learners to work in pairs—one male and one female. They are to
discuss communicating with different genders and any differences that arise
for them personally. They then work toward compiling ways of improving
communications and understanding with their own and the opposite gender.
Reconvene the whole group and discuss key issues, including what the pairs
discovered from working with each other.
References and Further Reading
Bandler, Richard, and Grinder, John (1983), Reframing, U.S.: Real

People Press.
Bandler, Richard, and Grinder, John (1996), Frogs into Princes, U.S.:
Eden Grove Editions.
Belbin, Meredith (1996), Management Teams: Why They Succeed or Fail,
London: Butterworth-Heinemann.
Berne, Eric (1996), Games People Play: The Psychology of Human
Relationships (reissue ed.), London: Ballantine Books.
Bouchard, Paul, “Self-directed Learning in Educational Settings,”
Montreal: Department of Education, Concordia University at
http://artsciccwin.concordia.ca/ education/girat/proposal.html.
Daloz, Laurent A. (1999), Mentor: Guiding the Journey of Adult Learners,
(2nd ed.), New York: Jossey Bass.
Ekman, Paul (1992), “An Argument for Basic Emotions,” Cognition and
Emotion, 6, pp. 169–200.
Goleman, Daniel (1996), Emotional Intelligence, London: Bloomsbury
Publishing.
Goleman, Daniel (2000), Working with Emotional Intelligence, New York:
Bantam Doubleday Dell Publishing.
Littlejohn, Stephen, “Bites of information,” Theories of Human
Communication (5th ed.).
Maslow, Abraham (1987), Motivation and Personality (3rd ed.),
Wokingham, England: Addison Wesley.
Maslow, Abraham (1993), Farther Reaches of Human Nature,
Harmondsworth, England: Arkana.
Peters, Tom (1989), A Passion for Excellence: The Leadership Difference
(reissue ed.), London: Warner Books.
Rehner, Jan (1994), Practical Strategies for Critical Thinking, Boston:
Houghton-Mifflin Co.
Rogers, Carl (1995), A Therapist’s View of Psychotherapy, Boston:
Ruggerio, Vincent (1996), Becoming a Critical Thinker (2nd ed.), Boston:
Tannenbaum, Robert S., and Schmidt, Warren H. (1973), “How to create a
Leadership Pattern,” Harvard Business Review, 51(3).

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675 WAYS TO

HRD Press, Inc. • Amherst • Massachusetts

All rights reserved. It is a violation of the law to reproduce, store in a

Published by: HRD Press, Inc.

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1 Achieving Ambitions with Goal Setting ............................................ 1

2 Balancing Life and Work .................................................................... 5

3 Basics of Transactional Analysis ........................................................ 10

4 Building Positive Work Relationships................................................ 16

5 Career Planning .................................................................................. 21

6 Changing Interpersonal Behavior ...................................................... 26

7 Coaching Others .................................................................................. 30

8 Conducting Interviews ........................................................................ 33

9 Counseling in the Workplace .............................................................. 38

10 Creating a Wellness Program ............................................................ 42

13 Developing Emotional Intelligence .................................................... 58

14 Developing Leadership ........................................................................ 63

15 Empowering Others ............................................................................ 69

16 Facilitating Learning .......................................................................... 74

17 Generating Creative Solutions............................................................ 79

18 Giving and Receiving Feedback .......................................................... 84

20 Increasing Your Power at Meetings .................................................. 94

21 Introduction to Neuro-Linguistic Programming ................................ 102

22 Listening Skills .................................................................................... 106

23 Making Decisions ................................................................................ 111

24 Managing Change ................................................................................ 116

25 Managing Your Anger ........................................................................ 120

26 Mentoring ............................................................................................ 124

27 Motivating Others................................................................................ 129

28 Networking .......................................................................................... 133

29 Performance Management .................................................................. 136

30 Physical Stress Management .............................................................. 139

31 Planning Skills .................................................................................... 145

32 Presentation Skills .............................................................................. 149

33 Psychological Stress Management...................................................... 154

34 Recognizing and Expressing Your Emotions .................................... 160

35 Resolving Conflict ................................................................................ 164

36 Responding to Negativity in Others .................................................. 168

37 Rethinking Your Values ...................................................................... 173

38 Returning to Learning ........................................................................ 176

39 Self-directed Learning in the Workplace .......................................... 180

40 Skills and Strengths Analysis ............................................................ 183

41 Speaking Skills .................................................................................... 191

42 Surviving Downsizing.......................................................................... 195

43 Tactics for Negotiation ........................................................................ 201

44 Tapping Your Personal Power ............................................................ 206

45 Team Building...................................................................................... 210

46 Time Management .............................................................................. 215

47 Using Effective Questioning................................................................ 220

48 Valuing Diversity ................................................................................ 223

49 Verbal and Nonverbal Language ........................................................ 227

50 Working with Gender Differences ...................................................... 232

References and Further Reading ................................................................ 237

The exercises can be used in isolation or in conjunction with other learning

Job shadowing Job rotation