50 Activities for Developing People Skills
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50 Activities for Developing People Skills
Jacqueline Stewart and David Couper
HRD Press
•
Amherst
•
Massachusetts
© Jacqueline Stewart and David Couper, 1993, 2004
The materials that appear in this book, other than those quoted from prior sources, may be reproduced for educational/training activities. There is no requirement to obtain special permission for such uses. We do, however, ask that the following statement appear on all reproductions: Reproduced from 50 Activities for Developing People Skills, by Jacqueline Stewart and David Couper, Amherst, MA: HRD Press, 1993. This permission statement is limited to reproduction of materials for educational or training events. Systematic or large-scale reproduction or distribution—or inclusion of items in publications for sale—may be carried out only with prior written permission from the publisher.
Published in the United States by HRD Press 22 Amherst Road Amherst, MA 01002
In association with Connaught Training
ISBN 0-87425-241-5
Production services by Jean Miller Cover design by Eileen Klockars
Contents Preface.....................................................................................................................
vii
Index of Activities .....................................................................................................
ix
Activities Classified by Running Time.......................................................................
xi
Activities Classified by Training Method ...................................................................
xiii
The Activities............................................................................................................
1
1. Action Plan .................................................................................................. Completed by the participant at the end of the course
3
2. Advice or Information? ................................................................................ Discussing the difference between advice and information
5
3. Alphabet of Feelings.................................................................................... Discussing feelings
9
4. Analyzing Meetings ..................................................................................... Working out how much time is spent on different elements in a meeting
11
5. Answer My Question ................................................................................... Helping participants find out more about each other
15
6. Appraisal ..................................................................................................... A case study on appraisal
19
7. Breaking the Barrier .................................................................................... Exploring blocks in communication, especially relevant to counseling
25
8. Controlling Body Language ......................................................................... The importance of using body language to emphasize what you say
29
9. Customer Service Analysis.......................................................................... A force-field analysis to discuss customer service
31
10. Delegation—I............................................................................................... Case study on delegation
43
11. Delegation—II.............................................................................................. Case study on delegation
49
12. Dib Dob Dabble ........................................................................................... To inject energy into and revive the pace of video review sessions
55
13. Discipline ..................................................................................................... A case study of a disciplinary interview
57
14. Don’t Label Me ............................................................................................ 63 Used in counseling training sessions to show the importance of good listening iii
15. Farewell....................................................................................................... Participants make positive comments about the other participants
65
16. 59 Seconds ................................................................................................. Focusing on the necessity to plan a presentation
67
17. Giving Feedback ......................................................................................... How to give constructive feedback
69
18. How Free Are You?..................................................................................... How free are employees to express themselves?
71
19. Internal Communication Analysis ................................................................ 77 Force-field analysis to show the importance of good internal communication 20. Interview Me ................................................................................................ Enabling participants to get to know each other better
91
21. The Lineup .................................................................................................. Enabling participants to get to know each other better
93
22. Listening Transfer........................................................................................ Listening and then transferring that information to a written form
95
23. Making Contact ........................................................................................... Clarifying the importance of making eye contact and creating a comfortable counseling environment
105
24. Maptalk........................................................................................................ Enabling participants to find out where other participants live and work
111
25. Negotiation .................................................................................................. A case study on negotiation
113
26. Negotiation Skills......................................................................................... A questionnaire to start a discussion on negotiation
123
27. No Jargon.................................................................................................... Focusing on the use of jargon
129
28. Only One Question...................................................................................... What have you always wanted to ask?
133
29. Personal Needs Analysis............................................................................. A self-assessment of the participant’s personal development plans
135
30. Power and Influence.................................................................................... Power and influence in jobs
147
31. Prejudice ..................................................................................................... Discussing prejudice
155
32. Reflecting .................................................................................................... Reflecting on what someone has said and showing understanding
157
iv
33. Qualities of a Counselor .............................................................................. What makes a good counselor?
163
34. Selection...................................................................................................... A case study of a selection interview
165
35. Spelling Out................................................................................................. Taking messages accurately
173
36. Stereotypes ................................................................................................. Perceptions of job titles and types of people
179
37. Summarizing Skills – I ................................................................................. Group listening and summarizing
183
38. Summarizing Skills – II ................................................................................ Listening and summarizing in pairs
193
39. Teamwork Squares ..................................................................................... Highlights the importance of teamwork
197
40. Transactional Analysis ................................................................................ Identifying different T.A. roles
203
41. Values ......................................................................................................... Exploring “I want to be”
209
42. What Animal Are You? ................................................................................ Participants find out more about each other’s personality
213
43. What Are You Really Saying? ..................................................................... Used in a counseling training session
217
44. What Shall We Talk About?......................................................................... What are acceptable topics of conversation?
219
45. What’s Up, Doc? ......................................................................................... Probing for more information using a doctor/patient scenario
225
46. When Are You Assertive? ........................................................................... Finding out the extent of a participant’s assertiveness
229
47. Who Are You Aiming At?............................................................................. Focusing on your audience
237
48. Whodunit? ................................................................................................... Using the detective story format to practice communication
247
49. “Yes, but…” ................................................................................................. Using alternative ways of saying yes and no
263
50. Yes or No .................................................................................................... Assertiveness training
265
v
iv
Preface Each of the fifty activities in this manual relates to some aspect of human interaction. Their focus is on the use of these skills in the workplace, although many are entirely transferable to private life. In some training situations, this may give the trainer added “ammunition” for justifying the goals, objectives, and methods used. The transfer or application of training from the classroom into the workplace is a general concern for trainers who do not have follow-up sessions or on-the-job meetings with previous training course participants. Using a personal action plan at the end of any sessions is, therefore, strongly recommended, as a reminder and possible motivator for the individuals concerned. A particularly useful form of a personal action plan is the letter. In this case, the individual writes it, makes a photocopy, and places it in a self-addressed envelope. The trainer collects the sealed envelopes and, after an agreed-upon period of time, sends them back through the mail or interoffice mail. When the participants receive their letters, they will, first of all, be surprised, and then they will remember the training course. They will also be able to judge their own progress toward achievement of their action plans and be motivated to continue. A note at the bottom of the plan could remind them to review the plan, set new goals and objectives, and implement decisions within specific time frames. We would like to thank all the participants and trainers who have either taken part in these activities or provided the inspiration. Jacqueline Stewart David Couper
vii
iv
Verbal Communication
Teamwork
Presentations
•
Power and Influence
•
Planning
Perception
•
Personal Development
Nonverbal Communication
Negotiation
Meeting Skills
Listening
Icebreaker/Reviver
Interviewing
Finisher
Discipline
Delegation
Counseling
Customer Service
Course Assessment
Appraisal
Assertiveness
Activity Title
Page #
Activity #
Index of Activities
1
Action Plan
3
2
Advice or Information
5
•
•
•
3
Alphabet of Feelings
9
•
•
•
4
Analyzing Meetings
11
5
Answer My Question
15
6
Appraisal
19
7
Breaking the Barrier
25
8
Controlling Body Language
29
9
Customer Service Analysis
31
10
Delegation – I
43
•
11
Delegation – II
49
•
12
Dib Dob Dabble
55
13
Discipline
57
•
14
Don’t Label Me
63
•
15
Farewell
65
16
59 Seconds
67
17
Giving Feedback
69
18
How Free Are You?
71
19
Internal Communication Analysis
77
20
Interview Me
91
21
The Lineup
93
22
Listening Transfer
95
•
23
Making Contact
105
•
24
Maptalk
111
25
Negotiation
113
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26
Negotiation Skills
123
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27
No Jargon
129
28
Only One Question
133
29
Personal Needs Analysis
135
30
Power and Influence
147
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31
Prejudice
155
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157
33
Qualities of a Counselor
163
34
Selection
165
35
Spelling Out
173
36
Stereotype
179
37
Summarizing Skills – I
183
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•
38
Summarizing Skills – II
193
•
•
39
Teamwork Squares
197
40
Transactional Analysis
203
41
Values
209
42
What Animal Are You?
213
43
What Are You Really Saying? 217
44
What Shall We Talk About?
219
45
What’s Up, Doc?
225
46
When Are You Assertive?
229
47
Who Are You Aiming At?
237
48
Whodunit?
247
49
“Yes, but…”
263
50
Yes or No
265
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Verbal Communication
Teamwork
Presentations
Power and Influence
Planning
Perception
Personal Development
•
Reflecting
Nonverbal Communication
•
32
Negotiation
Meeting Skills
Icebreaker/Reviver
•
Listening
•
Interviewing
Finisher
Discipline
Delegation
Counseling
Customer Service
Course Assessment
Appraisal
Assertiveness
Page #
Activity #
Activity Title
•
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• • • •
Activities Classified by Running Time Up to 30 minutes… 1 4 5 7 12 15 17 21 24 35 39 45 49 50
Action Plan Analyzing Meetings Answer My Question Breaking the Barrier Dib Dob Dabble Farewell Giving Feedback The Lineup Maptalk Spelling Out Teamwork Squares What’s Up, Doc? “Yes, but…” Yes or No
Between 30 minutes and 1 hour… 2 3 4 6 11 13 14 18 22 23 25 26 27 29 30 31 32 33
Advice or Information? Alphabet of Feelings Analyzing Meetings Appraisal Delegation – II Discipline Don’t Label Me How Free Are You? Listening Transfer Making Contact Negotiation Negotiation Skills No Jargon Personal Needs Analysis Power and Influence Prejudice Reflecting Qualities of a Counselor xi
36 37 38 40 41 42 43 44 46
Stereotype Summarizing Skills – I Summarizing Skills – II Transactional Analysis Values What Animal Are You? What Are You Really Saying? What Shall We Talk About? When Are You Assertive?
Between 1 hour and 2 hours … 8 9 10 16 19 20 28 34 41 47 48
Controlling Body Language Customer-Service Analysis Delegation – I 69 Seconds Internal Communication Analysis Interview Me Only One Question Selection Values Who Are You Aiming At? Whodunit?
xii
Activities Classified by Training Method Individual Exercises 1 26 29 30 40 41 42 46
Action Plan Negotiation Skills Personal Needs Analysis Power and Influence Transactional Analysis Values What Animal Are You? When Are You Assertive?
Pairs Exercises 14 16 20 27 32 37 38 49
Don’t Label Me 59 Seconds Interview Me No Jargon Reflecting Summarizing Skills – I Summarizing Skills – II “Yes, but…”
Subgroups 2 3 4 6 9 10 11 13 15 18 19 22 23
Advice or Information Alphabet of Feelings Analyzing Feelings Appraisal Customer-Service Analysis Delegation – I Delegation – II Discipline Farewell How Free Are You? Internal Communication Analysis Listening Transfer Making Contact
xiii
25 28 31 33 34 35 39 43 44 45 48 50
Negotiation Only One Question Prejudice Qualities of a Counselor Selection Spelling Out Teamwork Squares What Are You Really Saying? What Shall We Talk About? What’s Up, Doc? Whodunit? Yes or No
Case Studies 6 10 11 13 25 34
Appraisal Delegation – I Delegation – II Discipline Negotiation Selection
Role Plays 8 14 16 22 23 27 45
Controlling Body Language Don’t Label Me 59 Seconds Listening Transfer Making Contact No Jargon What’s Up, Doc?
Competitions 39 47 48
Teamwork Squares Who Are You Aiming At? Whodunit?
xiv
Physical Activities 5 7 12 21 24 28 35 42
Answer My Question Breaking the Barrier Dib Dob Dabble The Lineup Maptalk Only One Question Spelling Out What Animal Are You?
xv
The Activities
1
Action Plan Description: This activity provides a format for measuring future achievements as a result of a training course.
Objective: By the end of this activity, participants will be able to measure their use of the information and skills they have learned during the course after they return to work.
Group Size: Maximum of 15 participants. Time: Approximately 20 minutes. Materials Required: One copy of Exercise 1.1 for each participant. Background:
It is important that participants apply the knowledge and skills they have learned during a course after they return to their jobs. Having some established goals enables the participant to measure how effective training has been and to make sure that the transfer of learning has been achieved.
Method:
1. Use either Exercise 1.1 or a specific action plan format of your own, based on the same pattern, and hand a copy to each participant. 2. Ask participants to complete this individually. 3. Monitor their progress.
Conclusion:
Ask for individual examples from Exercise 1.1 or the other action plans for a discussion.
Additional Guidance: Monitor the participants carefully to ensure that they do not develop an action plan with impossible goals.
3
Exercise 1.1
Exercise 1.1: Action Plan Goal: Over the next three months, I will: Objective 1:
Objective 2:
Objective 3:
Goal: Over the next six months, I will: Objective 1:
Objective 2:
Objective 3:
Goal: Over the next year, I will: Objective 1:
Objective 2:
Objective 3:
Signed: Date:
4
2
Advice or Information? Description: This activity serves to clarify how counseling differs from other helping behaviors.
Objective: By the end of this activity, participants will be able to: •
Explain the difference between counseling and giving advice or information.
•
Match these behaviors to everyday management situations.
Group Size: Maximum of 20 participants. Time: Approximately 1 hour:
Materials Required:
• • •
10 minutes for the introduction 30 minutes for the subgroup work 20 minutes for the conclusion
• •
One copy of Exercise 2.1 for each participant Meeting rooms equipped with flipchart and markers
Background:
The word “counseling” is being increasingly used in management and is considered to be one of the neglected roles of a manager. This has given rise to some confusion as to its real meaning. This activity gives everyone a chance to participate, to air their views, and to arrive at a common understanding of when it is appropriate to use a counseling approach and when it is better to offer advice or information.
Method:
1. Ask participants for a show of hands from those who have attended a course on counseling or who have studied the subject. Note any positive responses to this and be sure to refer to those participants and make them feel valued by eliciting comments from them from time to time. 2. Tell participants to write down the difference between counseling and giving advice or information. 3. Distribute copies of Exercise 2.1 and ask participants to apply their definitions to the questionnaire. For each of the circumstances described, they have to choose which course of action they would take.
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2
Advice or Information? (continued) 4. After 10 minutes, divide the group into subgroups of three or four people each. Assign them two tasks: first, to discuss and agree on their definitions; and second, to review their answers to the questionnaire, discuss each one, and arrive at a group response. 5. After 25 minutes, call all the subgroups back into the main training room and ask a representative of each to present their findings. 6. Make sure that the other subgroups feel free to question, praise, or disagree in order to promote a free exchange of views.
Conclusion:
There are no completely right and wrong answers to this activity, as there is always an element of “it depends” (other circumstances of which we may not be aware). However, participants might stop and think carefully in the future before taking a particular course of action. The notes below are provided for general guidance. Follow up by asking participants to identify for the group a situation in which they might use counseling skills in their own jobs, and then a situation in which they would offer advice.
Additional Guidance: A counselor’s function is not to solve another person’s problems,
but rather to help the individual find his or her own solution and to take responsibility for it. This means really listening and being receptive to that person, repeating what has been understood and not being judgmental or offering advice. If a problem is caused by a lack of a specific piece of knowledge or information, then give it. If, however, you are not in such a position, refer the individual to someone who is. We often offer advice when we “befriend” someone. When advice turns out to be wrong, the giver may get the blame, so beware of saying “If I were you…,” because you are not that person!
6
Exercise 2.1
Exercise 2.1: Advice or Information? Place a checkmark in one of the three columns to show what you would do in each case. SITUATION
COUNSEL
ADVISE
1. Staff member is repeatedly late 2. Friend borrows money 3. Subordinate is disorganized 4. New employee makes mistakes 5. Partner is unhappy with own job 6. Colleague has legal problems 7. Staff member is drinking too much alcohol at lunch 8. Colleague is having affair at work 9. Boss is getting divorced 10. Secretary is chatting too much 11. Friend needs a decorator 12. Union representative wants to give up 13. New supervisor doubts own abilities 14. Colleague’s child is having trouble in school 15. Graduate looks disgruntled 16. Nephew is choosing between college and working for a year 17. Neighbor is buying new lawn mower 18. Colleague is getting married 19. Salesperson must select new car 20. Staff member is bereaved
Reproduced from 50 Activities for Developing People Skills Jacqueline Stewart and David Couper. HRD Press, Inc., Amherst, Massachusetts
7
GIVE INFO.
3
Alphabet of Feelings Description: This activity is designed to focus attention on the way feelings are expressed in a counseling situation.
Objective: By the end of this activity, participants will have identified and evaluated at least 26 ways of expressing feelings.
Group Size: Maximum of 12 participants. Time: Approximately 1 hour:
Materials Required:
• • •
10 minutes for the introduction and individual work 30 minutes for the subgroup work 20 minutes for the conclusion
• •
Paper and pens or pencils for participants Meeting rooms equipped with flipchart and markers
Background:
When a manager uses counseling skills, it is often necessary to feed back the emotional message that is being expressed by the counselee. In everyday life, expressing the exact degree of an emotion is not critical, but in a counseling situation, the ability to identify exactly how a counselee feels helps the counselor assist the individual in accepting, understanding, and confronting his or her problem.
Method:
1. Introduce the activity and hand out paper and pens or pencils. Ask participants first to write down all the letters of the alphabet in a column on a sheet of paper. Then tell them they have to find words beginning with each letter of the alphabet that describe feelings or emotions. 2. Allow 10 minutes for this. While the participants are working, prepare the flipchart (two if you have them) with the alphabet running down the left-hand side and two vertical columns headed Positive and Negative. 3. After 10 minutes, have participants take turns contributing something from their list. At the same time, ask them to decide if it is a positive or a negative feeling and add it to the relevant column you have prepared on the flipchart.
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3
Alphabet of Feelings (continued) 4. Divide the participants into two subgroups and allocate the positive list to one and the negative list to the other. If possible, one subgroup can move into a separate conference room. Each group is to examine their list, discuss what each feeling represents to them, and arrange them in order of intensity. 5. After 30 minutes, call both subgroups back into the main training room and ask for a representative of each group to report back, one at a time, on their discussion. 6. Make sure that participants contribute their own feelings. Highlight the importance of being able to call upon a wide vocabulary in order to accurately capture the counselee’s exact degree of emotion.
Additional Guidance: During the conclusion, there may be very emotional responses to
the meaning of some words. This can be used to illustrate how words are interpreted according to our own family background and changes in current usage in society as a whole. A counselor should have access to as wide a range of these descriptive words as possible.
10
4
Analyzing Meetings Description: This activity is designed to identify how to make meetings more effective.
Objective: By the end of this activity, participants will be able to: •
Analyze the effectiveness of a meeting.
•
Act upon that analysis.
Group Size: Maximum of 15 participants in groups of four to five. Time: Approximately 45 minutes. Materials Required:
Background:
• • •
One copy of Exercise 4.1 for each participant Flipchart and pens for each group for conclusion Meeting rooms
Many meetings are unplanned and unstructured. Even those that have an agenda often fail to achieve their objectives. As a result, participants consider the meeting ineffective and a waste of time and energy. To improve the quality of future meetings, it is necessary to know what happens now. In theory, meetings are designed to discuss a number of points and come to conclusions. In most meetings, however, there will be social talk, discussion of matters that are not on the agenda, and so on. This activity helps participants analyze what really happens in meetings so that they can understand how best to improve them.
Method:
1. Introduce the topic by asking questions such as: • • • •
How often do they meet? Who are they meeting with? How long does the meeting last? What is achieved?
2. Hand out Exercise 4.1. Ask the participants to think of a recent meeting they participated in and complete the worksheet individually, based on their experience. Give them 10 to 15 minutes.
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Analyzing Meetings (continued) 3. Divide the group into subgroups of four or five participants. 4. Ask participants to discuss and compare their answers, and then to record any common factors or elements that are unexpected (or possibly inappropriate) in the context of a meeting (for example, the meeting was held up for 15 minutes while a senior manager took a phone call). 5. Ask the subgroups to report back on their findings. 6. Finally, ask the group for suggestions for improving the quality of meetings (for example, allocating time on each topic equally, so that topics at the end of the agenda are given as much consideration as topics at the beginning).
Additional Guidance: This activity can be very useful for highlighting areas of weakness in meetings. These weaknesses, however, may be attributed to individuals and personalities. Monitor the conclusion so that the comments are objective and that the suggested improvements are achievable within the context of the organization.
12
Exercise 4.1
Exercise 4.1: Meetings Worksheet Think of a recent meeting you participated in and complete this worksheet based on that experience. Estimate the time spent on each agenda item. Topics on the agenda (were they discussed fully?):
Topics discussed but not on the agenda (in what depth were they discussed?):
Topics that should have been on the agenda and discussed:
Social topics:
Coffee/food/etc.:
Time-wasters (faulty equipment, people late, etc.):
Total length of meeting:
Reproduced from 50 Activities for Developing People Skills Jacqueline Stewart and David Couper. HRD Press, Inc., Amherst, Massachusetts
13
5
Answer My Question Description: This activity is designed to be used as an icebreaker at the beginning of a course.
Objective: By the end of this activity, participants will have talked to all the
other participants and shared some personal information with each.
Group Size: Maximum of 15 participants. Time: Maximum of 30 minutes. Materials Required: Background:
Method:
•
One copy of Exercise 5.1 for each participant
Workshop participants are often asked to find out a variety of information from one other participant. This helps them get to know one person well, but they learn nothing about anyone else. This activity gives participants a chance to talk to everyone. 1. Ask participants to stand up. 2. Hand out a copy of Exercise 5.1 to each participant. 3. Give each participant a number that corresponds with a question on the sheet. For example, Bill Roach is given question number 3: “What is your favorite sport?” 4. Instruct participants to find someone to whom they will ask this question, and to continue asking that same question to the rest of the group until they have asked everyone the same question. They should write the participants’ names and answers on the sheet. (For example, Bill will ask all the other participants the question about a sport.) 5. With the participants still standing, ask participants, individually, to summarize what they found out about the people in the group.
Additional Guidance: The final stage can take considerable time; if time is limited, only ask certain participants for summaries.
Other questions can be used, if this is more appropriate.
15
Exercise 5.1
Exercise 5.1: Questions 1. Where do you work? 2. Where do you live? 3. What is your favorite sport? 4. What is your favorite TV program? 5. Where did you go on vacation last year? 6. Do you have a spouse or partner? 7. How many languages can you speak? 8. What food do you like best? 9. What are your hobbies? 10. Where were you born? 11. What is your favorite color? 12. What is your astrological sign? 13. What would you do if you won a million dollars? 14. What kind of music do you like? 15. Who is your favorite film or TV star?
Reproduced from 50 Activities for Developing People Skills Jacqueline Stewart and David Couper. HRD Press, Inc., Amherst, Massachusetts
16
Exercise 5.1
Exercise 5.1: Answers Question:
1. Name: Answer: 2. Name: Answer: 3. Name: Answer: 4. Name: Answer: 5. Name: Answer: 6. Name: Answer: 7. Name: Answer: 8. Name: Answer: 9. Name: Answer: 10. Name: Answer:
Reproduced from 50 Activities for Developing People Skills Jacqueline Stewart and David Couper. HRD Press, Inc., Amherst, Massachusetts
17
Exercise 5.1
Exercise 5.1: Answers (continued) 11. Name: Answer: 12. Name: Answer: 13. Name: Answer: 14. Name: Answer: 15. Name: Answer:
Reproduced from 50 Activities for Developing People Skills Jacqueline Stewart and David Couper. HRD Press, Inc., Amherst, Massachusetts
18
6
Appraisal Description: This activity is a discussion of the problems of appraisal. Objective: By the end of this activity, participants will be able to apply the organization’s appraisal policy to real-life situations.
Group Size: Maximum of 10 participants. Time: Approximately 1 hour. Materials Required:
Background:
• • • •
One copy of Exercise 6.1 for each participant Paper and pens or pencils for participants Meeting rooms Flipchart and markers
Most organizations will have an appraisal system to meet one or more of the following objectives: 1. Assess the individual’s work in terms of positives and negatives, with suggestions for improvements. This should be an honest, mutual development session. 2. Look forward to new career opportunities and challenges. 3. Catalog an individual’s skills. 4. Decide on pay increases. However, appraisals should not be linked to pay increases to the extent that the individual will not want to be honest about his or her strengths and weaknesses. The person giving the appraisal should be clear about expectations.
Method:
1. Distribute a copy of Exercise 6.1 to each of the participants. 2. Ask them to read the case study and individually decide what they would advise the manager to do and why. It will be helpful if they take notes at this stage. 3. Divide the participants into subgroups of three or four people.
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Appraisal (continued) 4. Tell them to compare and discuss their answers with the other participants in the subgroup and to reach an agreement on the answers. 5. Ask the subgroups to come back together. Invite the groups to report back their advice to the manager. Record useful points on a flipchart. 6. Hand out a copy of the answer sheet to each participant. Compare and discuss.
Additional Guidance: The suggested answers are only a guideline. An organization might have quite a different view on how to handle these situations.
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Exercise 6.1
Exercise 6.1: Case Study The manager of the Marlin Grove, which is part of an international hotel chain, has to conduct performance appraisals of the staff. You are asked to decide: 1. 2. 3.
What strengths and weaknesses you identify for each staff member; What the individual should do as a result of these points; What career advice you should give them.
A. Diana Moreton—Manager Trainee: Diana is a 23-year-old graduate from the local college, fluent in French and Spanish. She is in charge of all bookings and supervises the staff. She is quick, eager, and hard-working. Although she has not been in the job very long, she does not get along as well as she should with the rest of the staff. She has very high standards and expects the same in everyone else. •
Strengths:
•
Weaknesses:
•
Career advice:
B. Paul Anthony—Head Chef: Paul is a 27-year-old who worked his way up to head chef at the Marlin Grove. He is an excellent cook and is very imaginative; the restaurant has won several awards and is always booked. He can be rather erratic in the way he deals with his staff. Sometimes he expects them to take the initiative, and other times he only lets them carry out the most mundane tasks. He fondly recalls living and working in London. •
Strengths:
•
Weaknesses:
•
Career advice: Reproduced from 50 Activities for Developing People Skills Jacqueline Stewart and David Couper. HRD Press, Inc., Amherst, Massachusetts
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Exercise 6.1
Exercise 6.1: Case Study (continued) C. Margo McCrae—Head Housekeeper: Margo is a 55-year-old who started as a chambermaid at the Marlin Grove and worked her way up. She is a capable worker, looking after her staff and making sure that the bedrooms are well-kept. She does not look for new ideas, and is happy carrying on in her own way. •
Strengths:
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Weaknesses:
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Career advice:
D. Guido Adolpho—Head Waiter: Guido is a 45-year-old who has worked in many of the best New York hotels. He bought a restaurant nearby, but unfortunately it failed and he had to get another job. He and his family decided to stay in the area, and he was hired by the Marlin Grove. He is a true professional; everything in the restaurant is perfect. But he can be rather formal and pompous. The restaurant is frequented by people on vacation and is unlike the types of restaurants he has worked in. •
Strengths:
•
Weaknesses:
•
Career advice:
Reproduced from 50 Activities for Developing People Skills Jacqueline Stewart and David Couper. HRD Press, Inc., Amherst, Massachusetts
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Exercise 6.1
Exercise 6.1: Possible Advice A. Diana Moreton—Manager Trainee • • •
Strength: quick, hardworking, perfectionist Weakness: people skills, too demanding (?) Career advice: interpersonal skills training, long term—a position in Europe
B. Paul Anthony—Head Chef • • •
Strength: creative; talented Weakness: delegation Career advice: training course on delegating responsibility; clear job descriptions for his staff; long term—possible job in London
C. Margo McCrae—Head Housekeeper • • •
Strength: competent; efficient; good with team Weakness: stuck in her ways Career advice: give her responsibility for training someone who may one day be her successor
D. Guido Adolpho—Head Waiter • • •
Strength: excellent skills Weakness: not satisfying the needs of these customers; used to business clients, not vacationers who want a less formal atmosphere Career advice: counseling to help him accept the change in the demands of his job; long term—a position (if one becomes available) in New York
Reproduced from 50 Activities for Developing People Skills Jacqueline Stewart and David Couper. HRD Press, Inc., Amherst, Massachusetts
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7
Breaking the Barrier Description: This activity provides a model for counseling support. Objective: By the end of this activity, participants will be able to establish a support system for a counseling situation.
Group Size: Maximum of 15 participants. Time: Approximately 30 minutes. Materials Required: None, but an open space needs to be cleared. Background:
Counseling at the workplace is, in many ways, similar to the counseling that takes place through non-profit organizations and agencies. The difference is that there is no support structure in the workplace. It can be very distressing and potentially dangerous for the counselor and the counselee if there is no support. A counselor either takes on their counselee’s problems and maintains trust and confidentiality, or passes along the counselee’s problem to a colleague. By breaking confidence, the counselor can lose the trust of the counselee. This activity asks participants to think about support but does not give them an answer; they will need to perceive what support could be arranged based on their particular situation and organizational culture.
Method:
1. Ask three participants to link hands and form a barrier (shown as asterisks below), dividing the open space. Barrier
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2. Select another two participants as counselor and counselee. On one side of the barrier place one participant, and on the other side place the other participant. Counselor Barrier Counselee
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Breaking the Barrier (continued) 3. Explain to the group: a. The side the counselee is on represents “bad feelings”— layoffs, alcohol problems, family problems, money difficulties, etc. The counselor’s side is “good feelings.” Counselor Barrier Counselee
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Good feelings * Bad feelings
b. The counselor can break through the barrier because he or she is strong. Once the counselor has gone through, however, he or she cannot return; he or she is not strong enough to break back through. Good feelings Counselor Barrier Counselee
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