Interpersonal Skills Exercises

Trinity College Dublin Generic Skills Integration Project
Interpersonal Skills
INTERPERSONAL
SKILLS
MODULE
Exercises & Handouts
Generic Skills Integration Project (GENSIP)

Student Counselling Service & Staff Development
University of Dublin
Trinity College
Compiled by Tamara O’Connor
January 2003
EXERCISES
Professional Skills Checklist
Try Not to Listen
Listening Assessment Questionnaire
Non-Verbal Communication
One- and Two- Way Communication
Providing Feedback Modelling Exercise
Giving Feedback Checklist
Team Skills Development Checklist
Definitions of a Group
Group Experiences
Group Process Checklist
Working in Groups
Group Role-Play
Relaxation Techniques
Oral Presentation Checklist
HANDOUTS
Effective Listening Skills
Guidelines for Role-Play Feedback
Five Ways to Say “I”
Giving & Receiving Feedback
Ten Dos and Don’ts
Group Work Plan
Giving a Presentation
Professional Skills Interpersonal Skills
Rate yourself on the following skills.

1 I am very poor at that skill
2 I am poor
3 I am sometimes good
4 I am usually good
5 I am always good
1. Introducing yourself 1 2 3 4 5
2. Listening - taking in what people say 1 2 3 4 5
3. Listening - showing interest in people 1 2 3 4 5
4. Communicating feelings 1 2 3 4 5
5. Dealing with anger/hostility 1 2 3 4 5
6. Responding to praise 1 2 3 4 5
7. Responding to expression of anxiety 1 2 3 4 5
8. Responding to negative feedback 1 2 3 4 5
9. Coping with apathy and expressions of 1 2 3 4 5
disinterest
10. Coping with silences in conversations 1 2 3 4 5
11. Appreciating other people's feelings 1 2 3 4 5
12. Giving information 1 2 3 4 5
13. Advising on emotional issues/difficulties 1 2 3 4 5
14. Seeking clarification 1 2 3 4 5
15. Asking open-ended questions 1 2 3 4 5
16. Waiting for replies 1 2 3 4 5
17. Changing direction of conversation 1 2 3 4 5
18. Expressing support 1 2 3 4 5
19. Self-disclosure as appropriate 1 2 3 4 5
20. Making a conversation more serious 1 2 3 4 5
21. Making a conversation less serious 1 2 3 4 5
22. Summarising what people have said 1 2 3 4 5
23. Holding someone's interest and attention 1 2 3 4 5
24. Finishing conversations in a positive way 1 2 3 4 5
25. Organising skills 1 2 3 4 5
26. Time management 1 2 3 4 5
27. Liasing with others 1 2 3 4 5
28. Resolving conflicts 1 2 3 4 5
29. Finishing tasks 1 2 3 4 5
Exercise – Try Not to Listen
Ask the students to find a partner to work with. Each person will take it in
turns to talk for 2 minutes, about any subject they like, whilst the other person
makes it clear that they are not listening. Call them A and B, so A talks for 2
minutes and B demonstrates not listening and cannot say anything. They
then swap around and it is B’s turn.
When participants try to talk for 2 minutes they usually dry up before the 2
minutes. It is difficult to keep going when someone isn’t taking any notice of
you. This is a light-hearted start to the activity, so if it disintegrates into
humorous chaos, it doesn’t matter, the points will nonetheless be made.
When both A and B have had their turn, ask them first of all how it felt not to
be listened to and discuss and write up their immediate reactions on the
flipchart or board.
The following list represents the answers they are likely to come up with:
● Frustrated
● Angry/cross/livid
● That I’m not important
● What I was saying was boring
● I couldn’t go on – I dried up
● I felt insignificant.
Then ask what behaviours they observed in the person who was not listening
to them.
The following list represents typical answers:
● Head bent down (looking at floor)

● No eye contact
● Looking at the floor/ceiling
● Folded arms/crossed legs
● Blank/bored expression
● Yawning/whistling/scratching
● Preoccupied
● No interaction.
Point out that the exercise allowed for exaggerations but, taking the first list,
this is how we all feel when others don’t listen to us. In the second list, the
majority of these points apply to poor listeners and most of us are not good
listeners.
From Student Counselling Service (2002), Peer support training manual.

LISTENING ASSESSMENT QUESTIONNAIRE
Read through each of the statements and then tick a box. You may strongly
agree, agree, disagree or strongly disagree with each statement. You may
also indicate that you ‘don’t know’ about a particular item. Work fairly quickly
through the statements; do not miss any. You may score it by using a scale
with ‘1’ for strongly agree to ‘5’ for strongly disagree. Try discussing the
results with a partner or friend.
1. I consider myself an effective listener.
Strongly Agree Don't Disagree Strongly Not

Agree Know Disagree Sure

2. I enjoy listening to other people.


3. I find listening fairly difficult when I am tired.


4. Most people can listen without any particular training.


5. I can only listen to people I like.


6. It is important to listen to what people ‘really’ mean when they speak.


7. Reading people’s non-verbal communication is as important as listening

to them.


8. I restate the speaker’s remarks from time to time.


9. I try to ask relevant questions to encourage the speaker when I am

listening.


10. I use positive non-verbal body language when listening.


1. I avoid interrupting the speaker when I am listening.


12. I need more practice in listening.


Exercise – Non-Verbal Communication
This exercise is designed to increase awareness of expressed feelings in a

non-verbal way.
Divide into groups of three. Read each situation described and list the
possible feelings that may have been behind the nonverbal expression.
Compare your answers with the others in your group.
1) The radio is playing in the background while two flatmates are studying.
One of them gives a big sigh, gathers her books and goes to her room.
What might she be feeling?
2) The tutorial group is having a lively discussion when one member,

without expression, suddenly changes the subject. What might he be
feeling?
3) Some friends are chatting. As the chat continues, one friend starts
tapping her feet, drumming her fingers and shifting in her seat. What
might she be feeling?
Exercise – One & Two-Way Communication
Students divide into pairs, sitting back to back. One person will be the sender,
the other the receiver. Each sender gets a copy of a diagram similar to the
one below. The sender describes it to the receiver who must draw it as
accurately as possible. The receiver may not ask questions or look at the
diagram. The sender may not answer any questions or give any reactions.
After a fixed time (approx. 5 minutes) allow receivers to see diagrams and
have pairs discuss how the messages could have been improved to enhance
the drawings. As a larger group compare strategies for improving the sending
of messages (usually things like giving an overview, clear steps, etc.). If time
permits do the exercise again, this time allowing two-way communication.
Exercise - Modelling Feedback
Simulate a feedback session relevant to your class. For example, it could be

providing feedback to a student on an essay, a manager giving feedback to
an employee, a peer discussing work from a group, a supervisor to a trainee,
etc. Demonstrate the various strategies for providing constructive feedback.
You could use an evaluation form (for example see Assessment of
Presentation) as a starting point.
Alternatively, here is an exercise from Robbins & Hunsaker (1996, p. 77):
A class leader is to be selected (either a volunteer or someone chosen

by the instructor). The class leader will preside over the following
discussion and perform the role of administrator in the feedback
session. The instructor is to leave the room.
Research has identified seven performance dimensions to the college

instructor’s job: instructor knowledge, testing procedures, student-
teacher relations, organizational skills, communication skills, subject
relevance, and utility of assignments. The leader is to use the class as
a resource in helping him or her provide feedback to the instructor on
each dimension. The leader has up to fifteen minutes to get input from
the class and to prepare his or her ratings. (The leader should take
notes for personal use but will not be required to give the instructor any
written documentation.) After the fifteen-minute period is up, the leader
should invite the instructor back into the classroom. The students
observe and after feedback session all participants discuss process.
Feedback can also be practiced in groups of three where one person gives
feedback, one person receives feedback and the third acts as an observer
using the Guidelines for Role-Play Feedback.
Giving Feedback Checklist
Complete the following checklist based on a recent experience of providing

feedback to a colleague or peer. Take time to consider if you would do it
differently and what ways you might go about improving the way you give
feedback.
� Did I find out if there were any special issues my colleague/peer

wanted to focus on in the review session?
� Did I focus on specific behaviours?
� Did I make sure the behaviour is controllable by the recipient?
� Did I think about how I might feel receiving these comments?
� Did I use non-judgemental language?
� Was my feedback timely and in context?
� Did I state when my feedback was subjective rather than objective?
� Did I provide feedback on my colleague/peer’s strengths and

accomplishments as well as weaknesses and errors?
� Did I avoid overloading my colleague/peer with too much feedback?
� Did I find out if my feedback was understood?
� Did I demonstrate support for my colleague/peer?
� Did I invite my colleague/peer to comment on my feedback?

Team Skills Development Checklist
From Gibbs, G. (1995). Learning in teams: A tutor guide. Oxford: Oxford

Centre for Staff Development.
The following checklist may help you diagnose where to focus your attention
to develop your students’ teamwork skills.
1. Do students feel the need to become better at working in teams?

2. Are students given advice about working in teams?
3. Are students given examples of how effective teams work?
4. Are students given initial training in teamwork?
5. Are students given a chance to practise working in teams?
6. Is the practice “safe” for students so that they can experiment
(e.g. not assessed)?
7. Are students encouraged to experiment with new ways of
working?
8. Is attention paid to the emotional climate within which learning to
work in teams operates?
9. Do students get feedback on their team skills?
10. Do students get the chance to work in different kinds of team on
different kinds of task?
11. Are students encouraged to follow a “recipe” in working in teams,
or to
12. Become flexible?
Exercise - What is the Best Way to Define a Group?
From Johnson, D.W. & Johnson, F.P. (2000). Joining together: Group theory
and group skills, 7th ed. Boston: Allyn and Bacon, p. 18.
Given below are several definitions of the concept group. Rank them from
most accurate (1) to least accurate (7). Write down your rationale for your
ranking. Find a partner and share your ranking and rationale, listen to his or
her ranking and rationale, and cooperatively create a new, improved ranking
and rationale. Then find another pair and repeat the procedure in a group of
four.
Rank Definition
A group is a number of individuals who join together to
achieve a goal.
A group is several individuals who are interdependent in
some way.
A group is a number of individuals who are interacting
with one another.
A group is a social unit consisting of two or more persons
who perceive themselves as belonging to a group.
A group is a collection of individuals who influence each
other.
A group is a collection of individuals who are trying to
satisfy some personal need through their joint association.
A group is a collection of individuals whose interactions
are structured by a set of roles and norms.
Exercise - Group Experiences
1. List the kinds of groups you have been a member of.

(This could include work, sport, social, friendship, flat)
2. How do you tend to behave in group situations?
3. How would you like to behave, ideally, in group situations?
4. What is the most enjoyable or satisfying group you have been a member
of, and what made it so good?
5. What is the least enjoyable or satisfying group you have been a member
of, and why was the experience a negative one?
6. From your experience to date, what skills do you have that may contribute
to working successfully in a group?
7. From experience so far, what group skills do you think you need to work
on?
Adapted from Maskill & Race (1996), Personal and professional development
for scientists, Unit 2, pp. 4-5.
Exercise – Working in Groups
Below are several suggestions that provide group experiences for students.
Please also consult Gibbs (1994), Learning in teams; Jacques (2000),
Learning in groups; Johnson & Johnson (2000), Joining together: group
theory and group skills, 7th ed.
1. Students to form groups of 4-5. Have students spend 10 minutes

listing all the ways to sabotage a group assignment (negative
brainstorming). Gather together as a larger group and compare
responses, putting them on a flip chart or board. Have the groups
reform and produce a 5-10 point contract with agreed guidelines for the
conduct of group work. The idea is to try to turn the negatives into
positives, so they want to come up with ideas that would prevent or
overcome what they listed initially.
2. A group consists of people with a range of differing abilities and

personalities. The benefit of working in a group is to avail of the
varying skills and expertise of members. Have students think about the
strengths and weaknesses of various members of a group. How could
each offer something useful? Would it be better to have members with
similar characteristics or a range of different types?
3. Take five minutes to brainstorm ideas on the theme “How could I wreck
group sessions and make sure they are an ordeal for the group and the
tutor?” Keep a list. Then take five minutes to brainstorm “If that is how
I wreck a group, how can I make it work?” From this a list of ground
rules for groups can be generated.
4. Team treasure hunt. Have students form teams or else assign to a

team and have them complete some sort of treasure or scavenger hunt
(this could be based on discovering the college campus for new
students). Once completed each group discusses relevant issues like
team development, how they went about the task, what type of
decision-making, how teamwork might apply to their careers, etc.
Exercise – Group Role-Play
This is a group role-play activity from Maskill & Race (1996), Unit 2, p. 11.
The actual tasks can be altered to suit the subject matter. Encourage
structured feedback after the role-play
Presume that you are the advisory panel for a large international company
which has recently taken over a smaller pharmaceutical company. The
pharmaceutical company is developing two major new drugs:
Drug A offers to intending parents the possibility of choosing the sex of

their child.
Drug B might postpone the aging process by 20% for those over the age
of 40.
Task 1
The company can only afford to develop one of these drugs. As a team, you
have to advise the company on the following:
● Which of the two drugs should the company develop and why?
● What should the drug be called?
● With what underlying message should the drug be marketed?

Exercise – Relaxation Techniques
Deep Breath or Quick Release of Tension
Whenever you feel anxious, panicky or uptight …………
1. Let your breath go (don’t breathe in first).
Task
2. Take in a slow, gentle breath, 2
breathing in through your nose.
As a team, design an innovative logo and choose a new name for this
pharmaceutical
3. Hold it for acompany.
second or two (count to four).
4. Let it go, slowly with a leisurely sigh of relief out your mouth.
5. Make sure your teeth are not clenched together.
6. Repeat 4 times.
This exercise forces your shoulders down and eases the abdomen, both
sources of tension. It also gives you a short break to think some positive
thoughts and get back in control.
Exercise – Oral Presentation Checklist
ASSESSMENT OF PRESENTATION
Rate the speaker(s) on the following items where 1 is minimal and 4 is

maximum points.
Speaker/Group Name: ___________________________________
Aims clearly presented 1 2 3 4
Material
Relevant to topic/audience 1 2 3 4
Structure clear & logical 1 2 3 4
Broken into key elements 1 2 3 4
Adequately explained/argued 1 2 3 4
Delivery
Kept to time 1 2 3 4
Mix of inputs/aids 1 2 3 4
Relevant/clear visual aids 1 2 3 4
Appropriate for topic/audience 1 2 3 4
Held audience interest 1 2 3 4
Showed confidence 1 2 3 4
Projected voice/self/content 1 2 3 4
Dealt with questions 1 2 3 4
Overall assessment 1 2 3 4
Comments:
Effective Listening Skills

Guidelines for Role-Play Feedback

Non-Verbal behaviour
There are usually three participants in a role-play situation:
1. Person in ⮚theLook at the

‘hot seat’ personthe
– asking – use eye contact
questions, doing the interview,
offering help, giving feedback, etc.
⮚ Smile and nod in agreement
2. Person receiving
3. Observer
⮚ Use open, positive posture
After a role-play situation,
⮚ Display each person should have the opportunity to reflect
interest
and discuss the experience. Some suggested questions for each are listed
below. ⮚ Be aware of own body language
Person 1
Acceptance
What were your thoughts and feelings about the experience?
What do you think went well?
⮚ Suspend
What were you less judgement
pleased about? What– would
listen you
withdounbiased and
differently?
What help or suggestions do
open mind you want?
Person 2 ⮚ Focus of attention on listener, not on your ideas

or opinions
What were your thoughts and feelings about the experience?
What did you find⮚useful?
Allow people time to think
What was less useful?
Person 3
Understanding
From what observed, what did you think was positive?
⮚ you
What do Usethink
probing
they in a helpful
might way to follow up
do differently?
⮚ Paraphrase and summarise to let the listener
know you are listening and to give them a
chance to correct misunderstandings
Five ways to say “I”
An “I” message can include any or all of the following five parts.
The more you include, the more effective your message.
● Observation. Describe the facts – the indisputable,

observable realities. Talk about what you – or any one
else – can see, hear, smell, taste, or touch. Avoid
judgements, interpretations, or opinions. Instead of saying,
“you’re a slob,” say, “Last night’s lasagne pan was still on
the stove this morning.”
● Feelings. Describe your own feelings. It is easier to listen

to “I feel frustrated” than “You never help me.” Talking
about how you feel about another’s actions can be
valuable feedback for that person.
● Thoughts. Communicate your thoughts, and use caution.

Beginning your statement with an “I” doesn’t qualify it as
an “I” message. “I think you are a slob” is a “You”
judgement in disguise. Instead, say, “I’d have more time
to study if I didn’t have to clean up so often.”
● Wants. You are far more likely to get what you want if
you say what you want. If someone doesn’t know what
you want, he doesn’t have a choice about helping you get
it. Ask clearly. Avoid demanding or using the word need.
Most people like to feel helpful, not obligated. Instead of
“Do the dishes when it’s your turn, or else!” say, “I want
to divide the housework fairly.”
● Intentions. The last part of an “I” message is a statement

about what you intend to do. Have a plan that doesn’t
depend on the other person. For example, instead of
“From now on we’re going to split the dishwashing
evenly,” you could say, “I intend to do my share of the
housework and leave the rest undone.”
From Ellis, D. (1994). Becoming a master student, 7th edition. Rapid City,
SD: Houghton Mifflin Co, p. 246.
Giving and Receiving Feedback
Giving Receiving
Constructive Feedback Feedback Constructively
Give feedback on others’ behaviour, Ask for feedback on your behaviour,

not personality. not personality.
Give descriptive, not judgemental Ask for descriptive, not judgmental

feedback. feedback.
Give feedback on others’ actions in a Ask for feedback about your actions in
specific situation, not in the abstract. a specific situation, not in abstract.
Give feedback on immediate Ask for feedback in the immediate

behaviour, not on the past. situation, not in past situations.
Share your perceptions and feelings, Ask for perceptions and feelings, not
not advice. advice.
Give feedback only when other people Do not let people force feedback on
ask you to. you.
Do not give people more feedback than Only receive as much feedback as you
they can understand at the time. can comprehend and process.
Focus your feedback on actions that

the person can change. Only reflect on feedback on aspects of
yourself you can change.
From Johnson, D. W. (2000). Reaching out: Interpersonal effectiveness and self-

actualization, 7th edition. Boston: Allyn and Bacon, p. 61.
“Ten ‘Dos’ and ‘Don’ts” for Students Working in a Group
DO:
1. Contribute to the group by putting forward ideas and getting

involved in discussion
2. Cooperate with other members of the group.
3. Select specific roles for every group member (e.g. Spokesperson,
Leader, Timekeeper, Scribe etc.)
4. Take on your given role for the group.
5. Organise meeting times and stick to them.
6. Share the workload equally.
7. Respect the values and opinions of others.
8. Communicate and share ideas with each other.
9. Encourage others to speak.
10.Value diversity
DO NOT:
1. Sit back and do nothing.

2. Think that others will do the work.
3. Take the lead and ignore others.
4. Be afraid to speak.
5. Expect all your own ideas to be used.
6. Leave people out of the discussion.
7. Become distracted from the subject.
8. Be aggressive, interrupt or criticise unnecessarily.
9. Ignore other members of the group.
10.Allow one person to dominate.
Compiled using comments made by first year Geography undergraduates at Liverpool

Hope University; see Jackson (1999), Geography for the new undergraduate.
Group Work Plan
Goals and outcomes needed:
Final Deadline:
Sub-tasks needed to achieve group goals and outcomes:
1. ___________________________________________________________
___________________________________________________________
2. ___________________________________________________________
___________________________________________________________
1. ___________________________________________________________
___________________________________________________________
2. ___________________________________________________________
___________________________________________________________
Sub-task 1: _________________________
Group Member Responsible: _________________________________

Deadline: ____________________________________
Sub-task 2: _________________________

Deadline: ____________________________________
Sub-task 3: _________________________

Deadline: ____________________________________
Sub-task 4: _________________________

Deadline: ____________________________________
GIVING A PRESENTATION
Tips for an effective presentation
PLANNING AND PRESENTATION
⮚ What are the goals of your presentation? Knowing this will help you to
determine what information to include and how you might format the
presentation.
⮚ Who is your audience? Identifying this will help you to know what level to
pitch the information, what questions might be asked and how to keep
your audience interested.
⮚ How might you structure the presentation?

Focus on a few main ideas, depending on the time available.
Divide your talk into three sections: Introduction, Body and Conclusion
⬥ The Introduction. This includes a thesis statement or overview.

Try to get the attention of the audience with an interesting fact, a
question, something humorous or an eye-catching visual aid. The
first few minutes are critical!
⬥ The Middle. This part of your talk covers the main points
(remember the Kiss principle, “Keep It Simple Stupid”). This is
where you develop your position. Try to link your ideas coherently
so the presentation flows and makes sense.
⬥ The Conclusion. This is where you briefly sum up your talk by

restating the main points and presenting your conclusions. Make
sure to thank people and ask for comments/questions.
Tell them what you are going to tell them.
Tell them!
Tell them what you told them.
⮚ Prepare presentation aids.

Make sure visual aids are clear, simple and uncluttered. If using overhead
transparencies or slides, limit the text using as large a font as possible
(24+). You can also use flipcharts, videos, displays, etc. Have back ups!
⮚ Practice giving the presentation.

This gives you a chance to correct things you don’t like and it gives you
confidence.
DELIVERY
⮚ If possible check out the room to ensure everything works and you have
an idea of the layout.
⮚ Try not to “read” your talk. Use cue cards to prompt your memory. On an
index card list a key point with several words to remind you of what you
want to cover or an example.
⮚ Use a conversational tone. Make sure you are speaking loud enough to be
heard.
⮚ Be aware of your body language i.e. try to maintain eye contact and keep
your hands under control (one way is by holding your cards). Face the
audience and try smiling occasionally!
⮚ Try to be enthusiastic.
⮚ Use visual aids only when making that point and remove when finished.
Try not to turn your back to the audience while using visual aids.
⮚ Make sure to pause between points, indicating to the audience a change

and helps to slow down your pace.
DEALING WITH NERVES
⮚ Preparation and practice are the best medicine!
⮚ Become familiar with the venue.
⮚ Try imagining the room and giving the presentation in a successful way,
playing it over and over in your mind’s eye. This will give you a feeling of
confidence and control.
⮚ Use positive thoughts.
⮚ Anticipate what might go wrong and prepare ahead, i.e. a glass of water in
case your mouth goes dry.
⮚ Take a deep breath, inhaling through the nose and exhaling through your
mouth to relieve tension – no one can see you do it!

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Trinity College Dublin Generic Skills Integration Project

Exercises & Handouts

Generic Skills Integration Project (GENSIP)

Professional Skills Checklist

Try Not to Listen

Listening Assessment Questionnaire

One- and Two- Way Communication

Providing Feedback Modelling Exercise

Giving Feedback Checklist

Team Skills Development Checklist

Group Process Checklist

Oral Presentation Checklist

Effective Listening Skills

Guidelines for Role-Play Feedback

Five Ways to Say “I”

Giving & Receiving Feedback

Ten Dos and Don’ts

Group Work Plan

Rate yourself on the following skills.

Exercise – Try Not to Listen

The following list represents typical answers:

● Head bent down (looking at floor)

From Student Counselling Service (2002), Peer support training manual.

LISTENING ASSESSMENT QUESTIONNAIRE

1. I consider myself an effective listener.

Strongly Agree Don't Disagree Strongly Not

2. I enjoy listening to other people.

Strongly Agree Don't Disagree Strongly Not

3. I find listening fairly difficult when I am tired.

Strongly Agree Don't Disagree Strongly Not

4. Most people can listen without any particular training.

Strongly Agree Don't Disagree Strongly Not

5. I can only listen to people I like.

Strongly Agree Don't Disagree Strongly Not

6. It is important to listen to what people ‘really’ mean when they speak.

Strongly Agree Don't Disagree Strongly Not

7. Reading people’s non-verbal communication is as important as listening

Strongly Agree Don't Disagree Strongly Not

8. I restate the speaker’s remarks from time to time.

Strongly Agree Don't Disagree Strongly Not

9. I try to ask relevant questions to encourage the speaker when I am

Strongly Agree Don't Disagree Strongly Not

10. I use positive non-verbal body language when listening.

Strongly Agree Don't Disagree Strongly Not

1. I avoid interrupting the speaker when I am listening.

Strongly Agree Don't Disagree Strongly Not

12. I need more practice in listening.

Strongly Agree Don't Disagree Strongly Not

Exercise – Non-Verbal Communication

This exercise is designed to increase awareness of expressed feelings in a

2) The tutorial group is having a lively discussion when one member,

Exercise – One & Two-Way Communication

Exercise - Modelling Feedback

Simulate a feedback session relevant to your class. For example, it could be

Alternatively, here is an exercise from Robbins & Hunsaker (1996, p. 77):

A class leader is to be selected (either a volunteer or someone chosen

Research has identified seven performance dimensions to the college

Giving Feedback Checklist

Complete the following checklist based on a recent experience of providing

� Did I find out if there were any special issues my colleague/peer