Module 3

LESSON TITLE: INTRODUCTION:

Teamwork Upon completion of this lesson, students will recognize and exhibit proper workplace behaviors. The objectives listed below should be met: Respect the rights of others e a team worker e cooperative e assertive !ispla" a customer service attitude #eek opportunities for continuous learning !emonstrate mannerl" behavior Respect confidentialit"

OBJECTIVES:

EQUIPMENT AND MATERIALS: $odule % Teamwork MODULE OVERVIEW: This module concentrates on teamwork. &t is vital that emplo"ees work as a team. &t is important not onl" to their personal success and advancement, but also to that of their co'workers and to the compan". The supervisor will look for these traits, and those workers who exhibit them will be rewarded. #upervisors t"picall" identif" their expectations to their subordinates. The behaviors mentioned in this module ma" not be on the (list,) but "ou will be held accountable for displa"ing them. ehaviors are vague and not easil" *uantified, but the fact remains that the" are crucial to success. The absence of the behaviors addressed in the module will contribute to the demise of the emplo"ee. +e must all strive to recognize the behaviors that lead to success and learn to displa" them.

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TEAMWORK Respect the Rights o Othe!s &t is often eas" for us as individuals to get caught up in our own problems and isolate ourselves from the rest of the world. .lthough this tendenc" seems to be virtuall" harmless 1even if a bit selfish2, it can actuall" be detrimental to our success as students or emplo"ers. /ach person possesses his or her own set of beliefs and values. $an" of these values are a direct result of the individual3s upbringing, while others have been tainted or colored b" the individual3s experiences. ecause no two people have the same upbringing and experiences, no two people will have an identical set of beliefs and values. This diversit" creates conflict among classmates or co'workers. This is compounded in toda"3s environments due to the cultural diversit" that makes up our classrooms and workplaces. &n order to maximize our learning4working experience, we must be aware of how we differ from our classmates and co'workers. 5owever, being aware of these differences is not enough6 +e must take these variances into consideration when making a decision that will affect others. 7nce we get into the habit of taking others3 value s"stems into pla", we actuall" begin to establish better relationships with others. 7ftentimes, we are prejudiced against others without even realizing it8 but b" making a conscious effort to respect ever" person as a human being with valid values and beliefs, we begin to see the benefit of diversit" and begin to learn from others. The s"nerg" that results from a good working relationship with our classmates and co'workers is well worth the initial sacrifice in time that it takes to begin the process of understanding and appreciating others. Be " Te"# Wo!$e! Teamwork has become the buzzword in the last few "ears. 9ou ma" have heard of it in the form of group presentations, stud" teams, *ualit" circles, self'directed work teams, or man" of the other guides used. !espite the different names used to express the idea, the concept is the same. +e must all learn to function in teams and work together toward a common goal or to solve a common problem. The s"nerg" that results from working together leads to a better solution than an" of the members could have developed alone. &n the ideal organization, co'workers are more empowered than the" were a decade ago. That is, each emplo"ee3s opinion is taken into consideration and the" have more of an input about the direction of the compan". /mplo"ees toda" are not t"picall" given instructions to follow without their having provided input into the process development. This new respect and responsibilit" is a great opportunit" for the emplo"ees of toda", but onl" if the" posses the necessar" team interaction skills6 %
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To be a team pla"er, an individual must possess a team spirit and a willingness to work with others. 5e or she must be tolerant of the ideas and viewpoints of others and assertive enough to offer his4her own opinions. Team members must be careful not to criticize their teammates. The" must also be willing to share the spotlight or glor" of success with their fellow team members. The team will undoubtedl" be comprised of individuals with different personalities, beliefs, and levels of experience. .gain, we must strive to work together and maximize our working or learning experience b" respecting and learning from each other. Be Coope!"ti%e . cooperative attitude is alwa"s a must. /ach person, including students and emplo"ees, is alwa"s judged on his4her willingness to cooperate with and get along with others. 0ooperation often calls for the compromising of certain values or ideas. .lthough the solution reached from such a compromise will not be "our original solution, it will be the optimal solution because "ou have worked together to solve a problem. 0ooperation also involves a willingness to learn from others and to bend "our beliefs. &t also re*uires a willingness to work together. !ispla"ing a cooperative attitude encourages others to be cooperative. This creates a win4win situation and a positive environment for all people involved. &n such an environment, emplo"ees are happier and more productive, and the outcomes reached are greater than the" would have been with the absence of a cooperative spirit. Be Asse!ti%e .nother desirable workplace behavior is assertiveness. .ssertiveness is speaking "our mind or making "our opinions known without being brash or push". eing assertive is speaking boldl" and with self'confidence. 7ne assertive person will promote candor in the classroom and4or work environment. This candor will encourage others to voice their opinions. The benefit of having each person3s input is invaluable. :irst of all, if each person feels that he4she has contributed to the solution, he4she will be more committed to its implementation. #econd, the voicing of one3s opinion tends to stimulate development of opinion from others. .ssertiveness can also lead to increased awareness and respect for an individual. Those emplo"ees who speak up for themselves and voice their opinions earn respect from their peers and their superiors. The old sa"ing that the s*ueak" wheel gets the oil is a prime example of the benefit of assertiveness. .fter all, who is more likel" to receive the outcome he4she desires;the person who is brave enough to express concern or to ask for particular treatment or the one who sits back and does not utter a word<

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Disp&"'s " C(sto#e! Se!%ice Attit()e . customer service attitude is, without a doubt, the most important aspect of an individual3s attitude. This applies even to students in a t"pical classroom and to emplo"ees who have little or no direct contact with the external customer. 0ustomer service is more than knowing that the customer is alwa"s right. 0ustomer service is knowing who "our customers are and how to treat them. 0ustomers take the form of classmates, instructors, co'workers, supervisors, subordinates, and the traditional external customers. 0ustomers can be an"one whom we serve or who ma" potentiall" benefit from the work that we do. 0ustomers should be treated carefull" and respectfull" because if the" do not feel that the" have been treated so, the" will no longer be our customers. Too man" people provide the same service that we do for a customer to choose to remain dissatisfied for ver" long6 See$ Oppo!t(*ities o! Co*ti*(o(s Le"!*i*g The person who coined this phrase, (9ou can3t teach an old dog new tricks,) obviousl" did not have to function as a student or an emplo"ee in toda"3s competitive market. Toda" all (dogs) must constantl" be on the lookout for learning new and improved wa"s for performing the (tricks) that the" alread" know as well as learning as man" new tricks as possible. +e have to face the facts that lifelong learning is the ke" to retaining success over a long period of time. +e cannot afford the luxur" of being complacent in toda"3s rapidl" changing world. Technolog" forces us to constantl" re'learn how to perform a task. Those of us who realize the value of continuous learning and take advantage of the increasing opportunities for obtaining new skills or improving old ones are the ones who will remain successful for the long haul. Those who do not recognize the value of continuous self'improvement or fail to seize opportunities to learn will be b"passed b" those who do. >erhaps the old clich?, (-et on board the train or get out of its path), sa"s it best6 De#o*st!"te M"**e!&' Beh"%io! $anners ma" seem old fashioned and not a re*uirement for toda"3s students and emplo"ees, but nothing could be further from the truth. The displa" of manners is becoming more important each da". $anners are more than sa"ing (9es, #ir) and (@o, #ir) to "our elders. $anners are about treating others the wa" "ou would like to be treated;in other words, the" are what AThe -olden RuleA is all about. !ispla"ing manners is about respecting the views and beliefs of others.

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Respect Co* i)e*ti"&it' >roprietar" information must alwa"s be kept in the strictest of confidence. &n the working environment, the degree of exposure to such information varies greatl" among industries and also among positions within a compan". There are not as man" opportunities to test the respect of confidentialit" in the classroom as there are in the t"pical job, but it is still ver" important. The leaking of confidential information can lead to severe problems on man" levels. &f the information is of a personal nature, such as the salar" of one emplo"ee, morale could deteriorate and conflict among co'workers or classmates could arise. &f the information is of a financial nature and is leaked to the wrong person 1such as the price of an item if price varies b" customer2, it could lead to the dissatisfaction or loss of a customer. The loss of a customer ma" even lead to the downfall or bankruptc" of the compan". The examples given above are the obvious results of breach of confidentialit". #ometimes the infraction ma" appear to be harmless, but it ma" lead to the loss of a customer. &t is best to alwa"s keep information that is of a private nature confidential. &f we do become priv" to such information, we often fail to keep it confidential because we like to feel important and we like for others to see us as someone who is (in the know.) +hat we don3t realize is that divulging private information does not make us appear informed, but rather as the person that nobod" can trust and as the leader of the rumor mill.

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MODULE 3
Teamwork Activities

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

Acti%it'
E , % = B C D I G EF EE E, E% E= EB EC ED /mplo"ee /valuations Team #kills #elf'/valuation +hat3s &n &t :or $e< 1+&&:$2 Team !efinition 7bservation #heet Rate 9ourself .s . $ember of 9our 0lass Host on the $oon Teamwork 0ase #tud" Top /ight ehaviors $utual Respect +hat &s 9our +ork .ttitude< .ppl"ing 5uman Relations 7n The Job .ttitudes 0ase #tud" +ork 5abits ad .ttitudes .dvancing .ttitudes >ositive4@egative .ttitudes

Tit&e

Ti#e
,F B EF B EB ,F %F EB EB ,F B B EF B B EF EF

P"ge NoEF E% EB ED EG ,E ,% ,C ,I %F %% %B %D %G =E =% =B

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Acti%it'
EI EG ,F ,E ,, ,% ,= ,B ,C ,D ,I ,G %F %E

Tit&e
#howing . >ositive .ttitude &deal +orking 0onditions &ncrease #elf'.wareness #elf'.nal"sis $asking #even +a"s To &mprove 9our #elf &mage >ersonal 5abits Tips 7n 5uman Relations .ttitudes &mproving 0ustomer #ervice Updating #kills #"nerg" 5uman Relations @umber /xpress

Ti#e
EF B B B EF'%F EF EB EF ,F B'EF EB ,F %F B'EF

P"ge No=D =G BE B% BB BI CF C% CB DF DC DD DG IB

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/mplo"ee /valuations

$aterials @eeded: 5andouts4Transparenc": :leetwood .ssociate >erformance /valuation Report !irections: Using the attached transparencies, the teacher should show the students an example of an emplo"ee evaluation. This evaluation ma" be given at the end of a %'month, C'month, or E'"ear period. $ake sure that all workplace attitudes and behaviors are highlighted.

Time Required: 20 Minutes

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N"#e o Associ"te Pe!io) o Repo!t: +!o#

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+&eet/oo) Associ"te Pe! o!#"*ce E%"&("tio* Repo!t

Dep"!t#e*t D"te o E#p&o'#e*t
KU.H&T9 7: +7RL M !oes associate meet department standards for accurac" and completeness<
E. +ork is alwa"s of highest *ualit". /rrors are rare. ,. .lwa"s have to check work. Ner" low *ualit". %. +ork is usuall" accurate. $akes usual number of errors. =. +ork is usuall" passable. @eeds checking fre*uentl". B. etter than most. #eldom needs checking. #eldom makes mistakes.

KU.@T&T9 7: +7RL M &s associate3s output of satisfactor" work at the level expected of associates in department<
E. .mount of completed satisfactor" work is usuall" ade*uate and in a timel" manner. ,. Nolume is far below that of co'workers. #eldom accomplishes much. Unacceptable unless marked improvement is shown. %. Top producer, completes more work than is normall" expected. =. #low but stead", shows undue emphasis on *ualit" at expense of completing work. @eeds prodding to meet deadlines. B. 0ompletes more than most workers. 5ighl" satisfactor". 0an be depended on to get the job done.

077>/R.T&7@ M !oes associate work well with persons the" must contact as part of their job and does the associate accept their share of more difficult tasks<
E. Rarel" cooperates with others. &s difficult to deal with which interferes with accomplishment of work8 avoids difficult jobs. ,. 0ooperates under direction, but tends to have difficult" in working with others. #eeks eas" jobs. %. Usuall" works well with others. +illing to help when re*uired. =. $eets people half wa". Tries to help on own initiative. .ccepts fair share of difficult work. B. #eeks out others to help. !oes more than own share of work. 0an alwa"s be counted on.7utstanding abilit" to promote harmon".

.TT&TU!/ M !oes associate willingl" accept supervision and conform with established policies and procedures, accept responsibilit", and show enthusiasm in the associate3s approach to work< !oes the associate show imagination and initiative in suggesting improvement when necessar"<
E. +orks well under supervision. Usuall" follows established policies and procedures ,. /xceptionall" enthusiastic about the associate3s work. +el' comes supervision. 0an be depended on to follow procedures and use own initiative to solve problems. %. alks at being supervised. Rarel" follows procedures. 0annot be depended on and must be closel" watched. =. Tries to get awa" with things but complies under close supervision. B. #hows enthusiasm for work. Tries to understand policies and compl". Recommends changes. #hows initiative.

!/>/@!. &H&T9 M !oes associate meet deadlines, begin work promptl", alwa"s punctual, reliable in meeting demands of job<
E. Rarel" misses a commitment and then onl" for good cause. .ssumes full responsibilit" for all objectives. ,. Unreliable in most things. $ust be constantl" checked on and super' vised. Rarel" meets deadlines. %. $ust be checked on important things. =. Usuall" meets commitments. #eldom needs to be checked. B. :ollows instructions and can be relied upon to complete work.

+/.L@/##/# +5&05 R/KU&R/ &$>R7N/$/@T: !escribe in "our own words "our opinions concerning such factors as skills, personal appearance, tardiness, specific knowledge areas, etc. 1Hist onl" weaknesses2

#TR7@- >7&@T# +5&05 $.L/ .##70&.T/ N.HU. H/: !escribe in "our own words "our opinions concerning such factors as lo"alt", integrit", stabilit", exceptional *ualities or talents, etc.

#U$$.R9 7: >R7-R/## 7@ J7 : Unacceptable & do do not +eak

&mproving

#tationar" .cceptable

!eclining etter than most

.@! #uperior to most others

recommend "ou for promotion, Hast >romotion !ate

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& do

do not

recommend "ou for salar" increase. Hast #alar" &ncrease !ate !ate !ate

#ignature of Rater #ignature of .ssociate

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$.@.-/R&.H 0R&T/R&.: !escribe the individual as the associate3s skills and attributes relate to the following important traits. !o not use word or phrase descriptions. Use complete declarative sentences.

.bilit" to >lan and 7rganize

Headership as it Relates to #uperiors, >eers, and #ubordinates

0ommunication #kills

#ocial .daptabilit"

+ork /xecution and :ollow'Up as these Relate to Responsibilities or Training >rogram

.ttitude Towards +ork

.bilit" to +ork Under >ressure

Target .reas for 0onsideration >rior to @ext >romotion

>erformance .gainst >revious Target .reas

>osition for @ext Reasonable >romotion >rojected Hength of Time Re*uired for &ndividual to .ssume @ext Reasonable >romotion

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Team #kills #elf'/valuation

$aterials @eeded: 5andouts4Transparenc": Teamwork #tudent .ctivit" #heet 1Team #kills #elf'/valuation2 !irections: #tudents will use the worksheet to evaluate their team behaviors.

Time Required: 5 Minutes

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Te"# S$i&&s Se& 1E%"&("tio*

/valuating "our team skills can help "ou identif" "our strengths and weaknesses as a team member. +hen "ou know what "our weaknesses are, "ou can set goals to improve "our team skills. +hen "ou know what "our own strengths and those of "our teammates are, "ou can function more efficientl" as a team. Rate each of the following statements as the" relate to "ou in a group situation. E. +hen & am working with a group, & make an effort to be supportive and encouraging to other team members, even if & don3t agree with what the" are sa"ing. .. Ner" 7ften ,. . #ometimes 0. 7ccasionall" !. @ever

& listen closel" to what others sa", and & ask for clarification if & am not sure what the" mean. .. Ner" 7ften . #ometimes 0. 7ccasionall" !. @ever

%.

+hen another member of the group is disruptive or puts down other members3 suggestions, & call attention to his or her behavior and suggest a better approach. .. Ner" 7ften . #ometimes 0. 7ccasionall" !. @ever

Note that the preferred response would always be "A. Very Often.

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+hat3s &n &t :or $e< 1+&&:$2

$aterials @eeded: 5andouts4Transparenc": +ork /thics and 5uman Relations on the Job: Teamwork #tudent .ctivit" #heet 1+&&:$ M +hat3s &n &t :or $e<2 !irections: #tudents will complete the worksheet b" identif"ing good and bad team attitudes. .

Time Required: 10 Minutes

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WII+M2Wh"t3s I* It +o! Me4

0an "ou tell good +&&:$ from bad +&&:$< Read the following six comments. &n the blank next to the comment write good or bad. Good means that the comment is supportive of teamwork, and bad means that the comment is destructive of teamwork. E. OOOOO& don3t care who wins the game as long as &3m high scorer. ,. OOOOO& love to work in teams. /ver"bod" on the team gets the same grade so wh" should & knock m"self out< %. OOOOO&f we can figure out wh" this electric sander keeps shorting out, sales will go up and the "ear'end bonuses will be bigger.

=. OOOOO& know what3s causing the problem, but &3m not going to tell an"bod" because that wa" somebod" else will get the credit. B. OOOOO/ver"bod" knows 5arr" is slow;he3s good, but he3s slow. &f we pitch in, we can increase the team3s productivit" and we3ll all look good.

C. OOOOO&t3s a good feeling to work with a team. +hen we finish a project, we know that we all had a part in it. e prepared to discuss "our answers with the class and to explain wh" the good +&&:$s will help a team function well and wh" the bad ones will not.

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Team !efinition

$aterials @eeded: 5andouts4Transparenc": Team !efinition: (. team is a group of people who depend on one another3s skills and expertise and who are focused on achieving the same goal.) !irections: &nstructors ma" use this sheet as a transparenc" when defining teams.

Time Required: 5 Minutes

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A team is a group of people who depend on one anothers skills and expertise and who are focused on achieving the same goal.

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7bservation #heet to be used with team activities

$aterials @eeded: 5andouts4Transparenc": 7bservation #heet !irections: &nstructors ma" give this sheet out as an evaluation after each group activit".

Time Required: 15 Minutes

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O7se!%"tio* Sheet
E. +ho in the group emerged as a leader<

,.

+as the workload shared evenl" or did one or more of the group members do most of it<

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+hat evidence do "ou have of group members helping one another<

=.

-ive examples of group members acknowledging the people responsible for specific accomplishments.

B.

-ive examples of group members coordinating their efforts with those of co' workers.

C.

5ow did group members relate to one another<

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Rate 9ourself .s . $ember of 9our 0lass

$aterials @eeded: 5andouts4Transparenc": +ork /thics and 5uman Relations on the Job !irections: #tudents ma" use this exercise to measure his or her team4classroom participation.

Time Required: 20 Minutes

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R"te 9o(!se& As A Te"# Me#7e!

+hether the team 1or class2 is informal or formal, "ou will get more out of it if "ou participate activel". &n addition to being prepared, active participation re*uires that "ou do the following: >a" attention. Use "our listening skills to follow what3s going on. &n most situations, it is appropriate to take notes. .cknowledge what other people think and feel. /ven if "ou disagree with them, "ou should not tear down the ideas of others. e assertive. #peak up when "ou have something to sa".

0ontribute "our own ideas. Realize that what "ou think ma" have value for the group. e courteous. Remember that groups are more productive when members cooperate with one another.

5ow well do "ou function as a member of "our team or class< Think about the last few sessions "ou have attended, and then answer these *uestions: E. +hat do "ou do, if an"thing, to prepare for meetings<

,.

!o "ou take notes<

%.

+hat do "ou do if "ou disagree with something that3s said<

=.

5ow fre*uentl" do "ou participate in class discussions<

B.

.re "ou courteous to other group members< ,,

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Host on the $oon

$aterials @eeded: 5andouts4Transparenc": Host on the $oon, answers to handout !irections: &nstructors ma" place students into groups to complete this activit" to encourage teamwork. 1@otice that answers ma" var" somewhat from those given on the answer ke".2

Time Required: 30 Minutes

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Lost o* the Moo*

9ou are in a space crew originall" scheduled to rendezvous with a mothership on the lighted side of the moon. $echanical difficulties, however, have forced "our ship to crash'land at a spot some ,FF miles from the rendezvous point. The rough landing damaged much of the e*uipment aboard. #ince survival depends on reaching the mothership, the most critical items available must be chosen for the ,FF mile trip. elow are listed EB items left intact after the landing. 9our task is to rank order them in terms of their importance to "our crew in this attempt to reach the rendezvous point. >lace number E b" the most important item, number , b" the second most important item, and so on, through number EB, the least important.

OOOOO ox of matches OOOOO:ood concentrate OOOOOBF feet of n"lon rope OOOOO>arachute silk OOOOO>ortable heating unit OOOOOTwo .=B caliber pistols OOOOO7ne case of deh"drated milk OOOOOTwo EFF pound tanks of ox"gen OOOOO#tellar map 1of moon3s constellations2 OOOOOHife raft OOOOO$agnetic compass OOOOOB gallons of water OOOOO#ignal flares OOOOO:irst'.id kit containing injection needles OOOOO#olar'>owered :$ receiver'transmitter

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

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

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

Mo)(&e ,
ANSWERS

Acti%it' :

TEAMWORK

Lost o* the Moo*

9ou are in a space crew originall" scheduled to rendezvous with a mothership on the lighted side of the moon. $echanical difficulties, however, have forced "our ship to crash'land at a spot some ,FF miles from the rendezvous point. The rough landing damaged much of the e*uipment aboard. #ince survival depends on reaching the mothership, the most critical items available must be chosen for the ,FF mile trip. elow are listed EB items left intact after the landing. 9our task is to rank order them in terms of their importance to "our crew in this attempt to reach the rendezvous point. >lace number E b" the most important item, number , b" the second most important item, and so on, through number EB, the least important. /ome answers are negot&able. The ma&n ob3e t&2e of th&s e4er &se &s for students to pra t& e de &s&on-mak&ng sk&lls as a team.

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

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5uman Relations 0ase #tud"

$aterials @eeded: 5andouts4Transparenc": Teamwork 0ase #tud" !irections: #tudents ma" work in groups to discuss this case stud". The" should be prepared to defend their decision in a class discussion. .nswers ma" var".

Time Required: 15 Minutes

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

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TEAMWORK

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

Jeff was one of several emplo"ees in a small department where productivit" depended upon the close cooperation of ever"one involved. 5e had a high potential and lived up to it, producing more than an"one else in the department. 5owever, Jeff liked to work alone. 5e seldom volunteered to help his fellow workers. $an" of the people who worked with him felt that he had a superior attitude, and the" resented it. .s a result, the department was split between Jeff and the others. Jeff3s supervisor gave a lot of thought to the problem and looked at it this wa". .lthough Jeff was producing at the highest level in the department, the total productivit" of the department had not gone up since he joined the group. &nstead, it had gone down slightl". 0ould it be that Jeff had done more damage 1through poor human relations2 than good 1b" his high personal productivit"2< The supervisor came to the conclusion that Jeff was an outstanding emplo"ee when viewed alone, but that he was a ver" poor emplo"ee when viewed as a member of a group. . few weeks later, the supervisor was promoted to a more responsible position, and management had to come up with a replacement. The" decided to promote someone from outside the department. +hen Jeff discovered that he was not chosen, he demanded an explanation. 5e was told that he was the highest producer in the department but that his human relations skills were not up to standard. $anagement felt the other workers in the department would not respect him as their supervisor. !o "ou agree with management3s decision to pass over Jeff even though Jeff was the best producer< 5ow responsible do "ou feel the supervisor was for Jeff3s being passed over<

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

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TEAMWORK

Top /ight ehaviors

$aterials @eeded: 5andouts4Transparenc": The Top /ight ehaviors That 0ause 7n' the'Job !ifficulties !irections: #tudents will participate in a teacher'led discussion to identif" and discuss the top eight behaviors that cause on'the'job difficulties.

Time Required: 15 Minutes

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

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TEAMWORK

The Top Eight Beh"%io!s Th"t C"(se O*1The1Jo7 Di ic(&ties E. !ishonest" and l"ing ,. &rresponsibilit", goofing off, and attending to personal business on compan" time %. .rrogance, ego problem, and excessive aggressiveness =. .bsenteeism and lateness B. @ot following instructions or ignoring compan" policies C. +hining or complaining about the compan" or the job D. .bsence of commitment, concern, or dedication I. Haziness and lack of motivation and enthusiasm
7ther negative behaviors include lack of character, inabilit" to get along well with others, disrespect, displa"s of anger or pettiness, making ill'informed decisions, and taking credit for work done b" others.
--/our e0 Off& e Adm&n&strat&on and Automat&on 5%ebruary' !"#67' p.#

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

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$utual Respect 5andout

$aterials @eeded: 5andouts4Transparenc": $utual Respect !irections: #tudents will work in groups to answer *uestions to scenarios on the $utual Respect 5andout. The" should be prepared to discuss their solutions with the entire class. .nswers ma" var".

Time Required: 20 Minutes

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

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TEAMWORK

M(t("& Respect
. -uide to !eveloping /ffective Relationships with 0o'workers and #upervisors +hen communicating with others, strive to: develop and maintain a positive working relationship with "our co'workers and with "our supervisor inform "our supervisor upon completion of each assigned task be willing to assist co'workers when "ou are able when "ou are unable to complete an assigned task b" the deadline, consult with "our supervisor as soon as possible inform "our supervisor of the problems that "ou are unable to solve on "our own treat ever"one with respect be polite !escribe the proper response to achieve effective communications in each of the following situations. E. 9our supervisor has asked that "ou duplicate and bind ,F training manuals b" next Thursda". 5e has hired several new emplo"ees, and the" will begin their orientation next week. 9ou have the onl" available cop" of the training manual on "our computer. 9our master hard cop" was accidentall" issued at the last orientation. The laser printer in "our office is an older model and has re*uired constant repair. Toda", when "ou begin to print out a new (master hard cop"), "ou discover that "ou are having printer problems. 9ou call $r. Johnson, the service repairperson, to repair it. $r. Johnson informs "ou that "our maintenance agreement has expired, and he is unable to make a service call until a new agreement is signed. +hat would "ou sa" to $r. Johnson< To "our supervisor<

,.

9ou are extremel" proud of "ourself because "ou recentl" completed a tough assignment ahead of schedule. >enn" in .ccounts Receivable was scheduled to help "ou with the project, but each time "ou called her, she came up with an excuse. +hat would "ou sa" to >enn"< 9our supervisor< >enn"3s supervisor< 7ther co' workers< %,

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

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Acti%it' .=

TEAMWORK

. friend of "ours is unable to make a trip, and "ou have been invited to take her place. &t sounds like the vacation of a lifetime. The onl" problem is that "ou have to leave on :rida", which is the da" after tomorrow, and "ou are scheduled to work. +hat do "ou do< +hat do "ou sa" to the person who invited "ou< +hat do "ou sa" to "our supervisor<

=.

9our supervisor gave "ou an assignment with a two'week deadline. Tomorrow is the deadline, and "ou realize that "ou are not able to complete the project. +hat do "ou do< #hould "ou mention this to "our supervisor< &f so, how< #hould "ou ask a co'worker for assistance< &f so, whom would "ou select and how would "ou ask for help<

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

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+hat &s 9our +ork .ttitude<

$aterials @eeded: 5andouts4Transparenc": +hat &s 9our +ork .ttitude< !irections: #tudents will complete handout. &nstructor should lead students in a discussion of responses to each assigned activit".

Time Required: 5 Minutes

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

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Wh"t Is 9o(! Wo!$ Attit()e4

0omplete the following *uestions b" circling 9es or @o. E. !o "ou smile often< ,. .re "ou willing to change when needed< %. .re "ou able to see the other person3s point of view< 9/# 9/# 9/# 9/# 9/# 9/# 9/# 9/# 9/# 9/# @7 @7 @7 @7 @7 @7 @7 @7 @7 @7

=. !o "ou complain< B. !o "ou accept the responsibilit" for mistakes< C. !o "ou think of the good in others< D. !o "ou criticize others< I. !o "ou look the other person in the e"e when speaking< G. !o "ou respect the ideas and opinions of others< EF. !o "ou have a variet" of interests< +hat areas need improving<

.re "ou willing to improve in those areas<

/xplain how "ou plan to improve those areas.

--(ommon .ssent&al .lements /u

essful .mployment

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

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.ppl"ing 5uman Relations 7n The Job

$aterials @eeded: 5andouts4Transparenc": .ppl"ing 5uman Relations 7n The Job !irections: #tudents will complete handout. &nstructor should lead students in a discussion of responses to each assigned activit".

Time Required: 5 Minutes

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

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App&'i*g >(#"* Re&"tio*s O* The Jo7

&@#TRU0T&7@#: &n the following examples, check the action "ou think will be best.
E. -erald has worked at ig Ten $anufacturing 0ompan" for two da"s. 7n the second da", some of the other workers go out to lunch together. The" do not ask -erald to join them. -erald should: OOOOO a. ask his boss what he is doing wrong. OOOOO b. OOOOO c. be mad and hurt that he was not invited. realize that after he has been there longer he will probabl" be included in the compan". ,. &t is Jennifer3s first da" on the job at Jensen 5at :actor". #he is ver" anxious to make friends. #he should: OOOOO a. spend the first da" (chatting) with her co'workers. OOOOO b. OOOOO c. %. find out all she can about each co'worker. relax and let friendships develop.

Juan is ver" good at writing accounting programs to be used with the compan"3s new computer. Tom, on the other hand, is having trouble. Tom must have a program written b" the end of the week. Juan should: OOOOO a. not tr" to help him. OOOOO b. OOOOO c. do the program himself and let ever"one know he did. work with Tom to see where he is having trouble.

=.

$arsha works at #kateland. Hatel", her friend Joan, who also works there, has been arriving late and leaving earl". $arsha must (cover) for Joan when this happens. $arsha should: OOOOO a. inform the manager of the problem. OOOOO b. talk to Joan, explain her feelings, and tell her that if it continues, she will report it to the manager. OOOOO c. keep (covering) for Joan.

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

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

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.ttitudes 0ase #tud"

$aterials @eeded: 5andouts4Transparenc": .ttitudes 0ase #tud" !irections: #tudents will complete handout. &nstructor should lead students in a discussion of responses to each assigned activit". .nswers ma" var".

Time Required: 10 Minutes

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

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TEAMWORK

Attit()es C"se St()'

&@#TRU0T&7@#: #tud" the situation below concerning attitudes b" reading the information and discussing the *uestions within "our group. La", ED, is a nurse3s aid working in a nursing home known for its excellent patient care. La" has the following assets: #he dresses neatl", she is well groomed, she has a good memor", and she is excellent at charting patients3 records. /ven though La" is a good worker, smiling is not one of her characteristics, and it affects how patients feel toward her. 7pen 5ouse is the busiest da" of the "ear for the nursing home, and all personnel are expected to be on call that da". La" wants to be off to visit a relative in another town. The nursing home supervisor gave La" the da" off without pa" but feels La" let the staff down 1the staff feels the same wa" toward La"2. ecause 7pen 5ouse is a bus" da", all the staff has to work much harder to fill in for La". La" returns to find it even more difficult to get along with the other emplo"ees, and becomes crank" with the patients. The supervisor decides to fire La". E. ,. %. =. +hat kind of attitudes does La" show< 0ould La" have done something to save her job< &f so, what< +hat would "ou have done to deal with this situation< !o "ou feel La" was dealt with fairl"<
essful .mployment

--(ommon .ssent&al .lements' /u

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

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TEAMWORK

+ork 5abits

$aterials @eeded: 5andouts4Transparenc": +ork 5abits !irections: #tudents will complete handout. &nstructor should lead students in a discussion of responses to each assigned activit".

Time Required: 5 Minutes

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

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Acti%it' .5 Wo!$ >"7its

TEAMWORK

The majorit" of people who lose their jobs lose them because of poor work habits rather than because the" cannot do their work. Usuall" "ou are aware of an" poor work habits that give "ou trouble. &@#TRU0T&7@#: To see if "ou know what work habits are good ones, read each statement carefull" to see if it is true or false. 0ircle either T or : at the beginning of each statement. T T T T T T T T T T T T : : : : : : : : : : : : E. &t is better to ask *uestions than to make mistakes. ,. eing late is oka" if "ou work harder than an"one else when "ou are there.

%. &f possible, mistakes should be covered up. =. :ollowing directions shows "ou are willing to learn. B. &t is necessar" to call "our supervisor when "ou are sick. C. 0leanup is necessar" onl" if "ou finish earl". D. +hen overtime work is necessar", emplo"ees should be willing to work. I. &t is oka" to return late from break if other emplo"ees do it. G. >ersonal appearance is alwa"s important. EF. /mplo"ees can expect promotions to be automatic. EE. &t is oka" to criticize "our boss if he4she gives "ou a hard time. E,. &t is oka" to talk with "our fellow emplo"ees during work time about what is happening on the weekend and after hours because this is helping interpersonal relations.
essful .mployment

--(ommon .ssent&al .lements' /u

=E
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Mo)(&e ,
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ad .ttitudes

Acti%it' .6

TEAMWORK

$aterials @eeded: 5andouts4Transparenc": ad .ttitudes !irections: #tudents will complete handout. &nstructor should lead students in a discussion of responses to each assigned activit".

Time Required: 5 Minutes

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

Mo)(&e ,

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TEAMWORK

B") Attit()es
&@#TRU0T&7@#: .s an emplo"ee, bad attitudes can be observed b" actions of the emplo"ee. Think about what "ou, as the emplo"er, would do with emplo"ees exemplif"ing the following attitudes. +rite down "our response under each categor". E. ,. %. =. B. C. D. I. G. EF. EE. :ails to call in when absent from work. Tells other emplo"ees he4she is not making enough mone". 5as a negative attitude toward ever"thing and ever"bod". Talks against the agenc". &s continuall" late. &s sick often, especiall" $onda"s and :rida"s. #tands around, not doing an"thing, a great deal of the time. #pends too much time in the lounge or restroom. !oes not get along with co'workers. Talks when he4she should be working. -ets several telephone calls ever" da" that are not business'related.

--(ommon .ssent&al .lements' /u

essful .mployment

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

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TEAMWORK

.dvancing .ttitudes

$aterials @eeded: 5andouts4Transparenc": .dvancing .ttitudes !irections: #tudents will complete handout. &nstructor should lead students in a discussion of responses to each assigned activit".

Time Required: 10 Minutes

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

Mo)(&e ,

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TEAMWORK

A)%"*ci*g Attit()es
Narious attitudes will either help bring success to an emplo"ee or will cause failure on the job. $ost people do not reflect all of the attitudes represented below8 however, one or more could definitel" hurt "our chances of success. Think about each of those listed below. .lthough "ou ma" not think of some of the following as attitudes, each of the items listed is an attitude reflection. &@#TRU0T&7@#: #elect an" seven terms below, and discuss how each of the terms could hurt an individual3s chances for advancing in a job. 9ou can probabl" think of more attitudes than these;these are some of the most probable.

.bsenteeism Tardiness &rresponsibilit" -ossip 5"giene and health Hack of cooperation >ersonal problems 1transportation, marital, child care, emotional, housing2 Hack of communication +anting off work excessivel", or leaving work earl" regularl" &nabilit" or unwillingness to follow directions >oor performance 1low *uantit", poor *ualit" of work2 >oor job ethics 1dishonest, uncooperative, etc.2 Hack of alertness, interest /xample: (.bsenteeism);5ow does this relate to a certain t"pe of job failure< E. eing absent from the job can cause problems for ever"one concerned in getting a particular task done. ,. &f "ou are not there, someone is going to have to do the work for "ou. %. :re*uent absenteeism or unexcused absenteeism, whatever the duration, will make "our fellow workers resent "ou and eventuall" will show up on "our job record. =. The supervisor will eventuall" have to do something about a person who is absent much of the time.
--(ommon .ssent&al .lements' /u essful .mployment

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

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>ositive4@egative .ttitudes

$aterials @eeded: 5andouts4Transparenc": >ositive4@egative .ttitudes !irections: #tudents will complete handout. &nstructor should lead students in a discussion of responses to each activit". +hen it has been determined that an item is negative, ask for a more positive revision of the item. Revisions ma" var".

Time Required: 10 Minutes

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

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&@#TRU0T&7@#:

Acti%it' .:

TEAMWORK

Positi%e?Neg"ti%e Attit()es
The following is a list of behaviors that have come from positive and negative attitudes. Under each statement, list whether a positive or negative attitude has been shown. (& am finished with m" work and & have EB minutes before m" shift is over. & think & will help $ar" finish her work. >ositive .ttitude ob

/P.$>H/: .@#+/R:

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

,. (& am so bored with this job. There never is enough to do, but & do not want to help Joan out or she will think & should do it all the time.) ANSWER: %. ($r. Jones, there is a two'da" workshop being offered at the communit" college for management. The" are offering programs on time management, supervision, decision' making skills, and man" others. & would like to attend as & think it would help me be a more effective supervisor.) ANSWER: =. (/ven though we worked on this project together, & think these mistakes "ou are talking about are Hee3s fault.) ANSWER: B. (& see what "ou mean, $s. >erez. >erhaps this would be a better wa" to do it. & will tr" it.) ANSWER: C. (& will correct these errors right awa", $rs. :ox.) ANSWER: D. (@othing ever goes right around here. The boss is too cheap to bu" new t"ping e*uipment. @o wonder m" work looks so slopp".) ANSWER:

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

I. (& was certainl" uncomfortable when $r. #antos was criticizing m" work on this project. ut some of the things he said made sense. & will learn from this experience and do a better job next time.) ANSWER:
--(ommon .ssent&al .lements' 8uman Relat&ons and +ersonal&ty -e2elopment

=I
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#howing . >ositive .ttitude

$aterials @eeded: 5andouts4Transparenc": #howing . >ositive .ttitude !irections: #tudents will complete handout. &nstructor should lead students in a discussion of their responses to the situation. .nswers ma" var".

Time Required: 10 Minutes

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

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TEAMWORK

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

&@#TRU0T&7@#: .fter reading the situation below, answer and discuss the *uestions that follow. >at is a clerk in a local pharmac" and enjo"s the opportunit" to meet and talk to customers dail". >at displa"s a friendl" smile on the job and performs all aspects of the position *uite well. .s time passes, the pharmac" owner notices that >at is spending an unusual amount of time talking to customers, which results in other customers waiting in line EF to EB minutes. The owner is uncertain about confronting >at about the problem because of her friendliness and good work. :inall", the owner discusses the problem with >at, who understands the situation. Hater, the owner notices >at tr"ing to be less talkative while continuing to be pleasant to customers. E. ,. %. +hat kind of attitude do "ou think >at had< &f a customer starts and continues the conversation, would "ou agree with the sa"ing, (The customer is alwa"s right<) +h" or wh" not< &s it possible to be overl" friendl" in this t"pe of job< !iscuss.

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

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&deal +orking 0onditions

$aterials @eeded: 5andouts4Transparenc": &deal +orking 0onditions !irections: #tudents will complete handout. &nstructor should lead students in a discussion of responses to each activit".

Time Required: 5 Minutes

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

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I)e"& Wo!$i*g Co*)itio*s

&@#TRU0T&7@#: 0heck the situations that "ou feel would be the ideal working conditions for "our future ideal job. M' i)e"& @o7 /i&& "&&o/ #e to: OOOOOwork on m" own. OOOOObe challenged creativel". OOOOOuse m" skills to the fullest. OOOOOsee the end product of m" work. M' i)e"& @o7 /i&& h"%e: OOOOOparking nearb". OOOOOan attractive office for me. OOOOOa *uiet place for me to work. OOOOOflexible work hours. OOOOOpublic transportation nearb".

The peop&e I /o!$ /ith /i&&: OOOOObe fun to be around. OOOOObecome good friends. OOOOOleave me alone to do m" work. OOOOOwant to work as hard as & do. OOOOObe able to work as a team.

M' i)e"& @o7 /i&& p!o%i)e #e /ith: OOOOOat least QOOOOOO per "ear. OOOOOa chance to advance in the compan". OOOOOpaid vacation time. OOOOOextra pa" for overtime. OOOOOgood health benefits.

M' 7oss /i&&: OOOOOinvolve me in decision making. OOOOOwatch m" work closel". OOOOObe a good leader. OOOOObe open and honest.

--(ommon .ssent&al .lements' /u

essful .mployment

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

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&ncrease #elf'.wareness

$aterials @eeded: 5andouts4Transparenc": &ncrease #elf'.wareness !irections: #tudents will complete handout. &nstructor should lead students in a discussion of responses to each activit".

Time Required: 5 Minutes

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

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I*c!e"se Se& 1A/"!e*ess

&@#TRU0T&7@#: >eople react to different situations in different wa"s which can give clues to increase self'awareness. 0omplete the following sentences. Think about the reasons that would make "ou react this wa". E. ,. %. =. B. C. D. I. G. EF. EE. E,. E%. E=. @othing makes me more angr" than +hat people like most about me is & feel bad when & like to have m" picture taken when >eople think of me as +hat gets me in trouble is +hen people tell me what to do, & & am reall" happ" when & just cannot & get nervous when & get reall" frightened when & like & wish & reall" worr" about

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

EB. EC. ED. EI. EG. ,F. ,E. ,,. ,%.

$" best friend is $" biggest goal in life is & reall" like to &f & could be an animal & would like to be +hen & have some free time, & reall" like to & wish m" friends would & wish m" parents would & am reall" sad when & dream of

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

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#elf'.nal"sis

$aterials @eeded: 5andouts4Transparenc": #elf'.nal"sis !irections: #tudents will complete handout. &nstructor should lead students in a discussion of their responses to each follow'up *uestion to the activit". .nswers ma" var".

Time Required: 5 Minutes

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

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Se& 1A*"&'sis
&@#TRU0T&7@#: Read each sentence carefull". There are no right or wrong answers. $ark how "ou reall" feel about "ourself. 9 R 9/#, @ R @7, @# R @7T #UR/. @o one will see this paper except "ou. OOOOO& like m"self. OOOOO& often get angr". OOOOO& can read fairl" well. OOOOO>eople can depend on me. OOOOO& am a ver" sh" person. OOOOO& get into lots of fights. OOOOO& am afraid of man" things. OOOOO& am good in spelling. OOOOO& have man" friends. OOOOO& tell the truth. OOOOO& look oka". OOOOO#ometimes & am clums". OOOOO& often feel sick. OOOOO& am good in arithmetic. OOOOO$" handwriting is good. E. ,. %. =. B. C. OOOOO& am successful most of the time. OOOOO7ther people often laugh at me. OOOOO$ost of the time & enjo" helping others. OOOOO& have a hard time making up m" mind. OOOOO& like to be with m" friends. OOOOO& am sad and depressed sometimes. OOOOO& would like to be someone else. OOOOO& wish & lived somewhere else. OOOOO& like school most of the time. OOOOO& am often nervous and upset. OOOOO& am good at sports and games. OOOOO$ost people dislike me. OOOOO& am a happ" person most of the time. OOOOO7ther people enjo" m" compan".

-o back over "our answers. .re "ou happ" with the results< +ith how "ou feel about "ourself< The wa" others feel about "ou< &s there a pattern to "our answers< +ill "our answers influence the career "ou choose< +h" or wh" not< +ould "ou change an"thing about "ourself< &f so, what< 5ow would "ou describe "our self'concept< &f "ou had a negative self'concept, will it influence "our abilit" to succeed<

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

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

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$asking

$aterials @eeded: 5andouts4Transparenc": $asking !irections: #tudents will complete handout following the directions given on the handout. &nstructor should lead students in a discussion of the activit".

Time Required: 10-30 Minutes

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TEAMWORK

$ost people wear masks as a wa" of keeping themselves from having hurt feelings. 9ou ma" find "our own mask in the list below. &f "ou look carefull", "ou will find the masks of some people "ou have met. 7nce someone considers "ou his4her friend, he4she will feel like taking off their mask. 9ou ma" be allowed to (peek under the mask) if "ou understand the person and wh" he4she has chosen that mask to wear. &@#TRU0T&7@#: 0hoose a member of the group to pla" the part of one of the personalit" t"pes described. 5ave the others in the group appl" the suggested methods and an" other methods the" can suggest for getting the person to remove his or her (mask.) 9ou ma" choose to write a script and practice before presenting it to the group as a whole or "ou ma" choose to make up the lines as "ou go along.

E.

!o "ou know someone who wears the mask of the #59 >/R#7@< . sh" person has learned to guard against being hurt b" sometimes acting rude or stern. 5e4she ma" seem like a snob to others, but the sh" person is reall" afraid of people. These sh"sters ma" act as if the" are better than another person but reall" feel that the" are not as good as the next person. &t is ver" painful for sh" people to be around people the" do not know ver" well. 9ou can help the sh" person take off the mask if "ou: a. b. c. d. .ct as if "ou do not know he4she is sh". .sk him4her to do favors for "ou. Hook into the sh" person3s e"es when "ou talk, even if he4she does not look into "ours. .sk his4her opinions and reall" listen to what the sh" person has to sa".

,.

!o "ou know someone who wears the mask of the +7RR&/R< . person who wears the mask of the worrier is someone who is full of fear. The worrier is afraid that he4she will make a mistake, afraid that he4she will lose his4her job, afraid that he4she will not learn fast enough. The worrier does not want to let people know he4she is afraid, but fear is hard to hide. 9ou can help the worrier remove the mask b": a. b. c. d. e. #howing the person that "ou believe in him4her. Leeping the worrier bus" so that he4she forgets his4her fear. eing extra kind to him4her. eing relaxed with him4her. Hetting the worrier know that "ou have fears, too.

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!o "ou know someone who wears the mask of the U#9 //< The person has learned to act bus" because he4she would not want others to think that he4she is laz". The bus" bee will have ever" minute of his4her da" planned and ma" brag about it. 9ou can help the bus" bee relax and take off the mask b": a. b. c. .sking the person about his4her interests. Tr"ing to get the person to talk about things outside school such as movies, sports, television, music, or famil". .sk the person to join "ou in something that would be fun for both of "ou. !o not take no for an answer the first time8 keep asking. The bus" bee needs to be pushed to relax and have fun.

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

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

$aterials @eeded: 5andouts4Transparenc": #even +a"s To &mprove 9our #elf'&mage !irections: Teacher leads a discussion on self'image using the transparenc".

Time Required: 10 Minutes

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Se%e* W"'s To I#p!o%e 9o(! Se& 1I#"ge

E. T"$e "* i*%e*to!'. +rite down all the positive things "ou can think of "ourself. .lso list the negative things. &n this wa", "ou will gain an awareness of "our strengths and good *ualities;and "our weaknesses will not seem so overwhelming. M"$e ch"*ges. 0hange the things "ou do not like about "ourself. &f "ou are like most people, "our list will contain comments such as, (& smoke too much,) and (&3m impulsive.) &n most all instances, the negative traits are habits and therefore can be changed. Se&& 'o(!se& . +hen "ou focus attention on "our best *ualities, "ou reinforce "our feeling of self'worth. 9ou must constantl" remind "ourself of areas of competence. +o!get "7o(t p"st sho!tco#i*gs. $an" of the things that contribute to an individual3s poor self'image are relics of the past. &t3s never too late to bur" the past. A%oi) o%e!c!itic"& "ssoci"tio*s . #ome people are not happ" unless the" are finding fault with those around them. /ven if their criticisms are undeserved, these people often contribute to a poor self'image and should be avoided. Rei* o!ce 'o(! i#p!o%e se& 1i#"ge /ith positi%e ee)7"c$ . +hen "ou do something praiseworth", tell "ourself, (5e", & did great6) Keep po&ishi*g 'o(! se& 1i#"ge . Leep working on becoming a better and more effective human being. The more pleased "ou are with "our self' improvement efforts, the happier and more successful "ou3ll become.

,.

%.

=.

B.

C. D.

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

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>ersonal 5abits

$aterials @eeded: 5andouts4Transparenc": >ersonal 5abits !irections: #tudents will complete the handout. &nstructor should lead students in a discussion of responses to each item.

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Pe!so*"& >"7its
&@#TRU0T&7@#: $atch the terms related to human relations and personalit" to their definitions b" placing the correct letter in the blank at the left.
OOOOO E. .ttitude .. . state of mind which reflects an individualSs attitude towards his4her job, fellow workers, and emplo"ers The combination of personal traits that make one person different from another 0hecking with the person with whom "ou are communicating to make sure the message is understood The abilit" to see and feel things from another personSs point of view eing a self'starter8 seeing work that needs to be done, and doing it without waiting to be told to do so Hooking for and finding good . sense of knowing what to do or sa" in order to maintain good relations with others and to avoid offense The wa" a person acts or feels about a situation .lwa"s tr"ing to do the right thing8 doing "our work with care in a wa" "ou know is right 9our personal beliefs as to what is good or bad, right or wrong Hooking for and finding onl" the worst Traits, features, or *ualities of a person

OOOOO OOOOO

,. %.

0haracteristics 0ommunication

. 0.

OOOOO OOOOO

=. B.

0onscientious 0onstructive criticism !ependable /mpath"

!. /.

OOOOO OOOOO

C. D.

:. -.

OOOOO OOOOO

I. G.

:eedback 5uman relations &mprovise &nitiative @egative attitude

5. &. J. L. H.

OOOOO EF. OOOOO EE. OOOOO E,.

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

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OOOOO E%. OOOOO E=.

@onverbal communications >ersonalit"

$. @.

.n opinion formed without sufficient knowledge The exchange of an idea or a message which results in a high amount of understanding between the sender and the receiver Refers to the relationships between people To make do with what one has To communicate b" bod" language 7neSs truthfulness in all words and deeds 5ow well "ou know "ourself The abilit" to endure irritations, habits, or mannerisms that ma" bother "ou The support for a cause #tatements which include both critical evaluation and suggestions for improvement Reliable and trustworth" 5ow "ou feel about "ourself depending on the situation and b" how other people react toward "ou

OOOOO EB. OOOOO EC. OOOOO ED. OOOOO EI. OOOOO EG.

>ositive attitude >rejudice #elf'awareness #elf'concept Tolerance Nalues

7. >. K. R. #. T. U. N. +. P.

OOOOO ,F.

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

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Tips 7n 5uman Relations

$aterials @eeded: 5andouts4Transparenc": Tips 7n 5uman Relations !irections: The instructor should lead students in a discussion of the items on the activit" as a review of good human relations techni*ues. .sk for examples of situations which illustrate the truth of each item.

Time Required: 10 Minutes

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

E. ,. %. =. B. C. D. I. G. EF. EE. E,. E%. E=. EB. EC. ED. EI. EG. ,F. ,E. ,,. ,%. ,=. ,B. Hearn to like "ourself 1no one else can if "ou cannot2. elieve in "our own personal worth. /xpect people to like "ou. e natural''be "ourself. e sincere. e on the lookout for the good *ualities in others. e interested and concerned about others. -ive praise when it is due. Het "our friends know "ou like them. !o not take "our friends for granted. e appreciative, kind, and considerate. #mile''smile''smile. :orm "our own opinions about others. :ind out for "ourself whether "ou like someoneTnot judge second'hand. !o not alwa"s have to have "our own wa". #peak "our mind when asked what "ou think of a particular situation. !o not hold grudges. e dependable. !o not give "our word unless "ou intend to keep it. !o not criticize others. e able to take constructive criticism. e happ" for the good that comes to others. !o not exaggerate. Tr" to be understanding. e willing to admit "our mistakes. Hearn from "our mistakes.

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

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.ttitudes

$aterials @eeded: 5andouts4Transparenc": .ttitude Toward 9ourself, .ttitude Toward 9our Job, .ttitude Toward 9our 0o'+orkers, .ttitude Toward 0ustomer40lients !irections: The instructor should use the four handouts4transparencies as a springboard for discussion of the positive attitudes necessar" for school and emplo"ment success. #tudents should be encouraged to give examples of situations which illustrate the validit" of each item.

Time Required: 20 Minutes

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

Think well of "ourself personall"''self'esteem, self'confidence. Think well of "ourself professionall"''competenc". >roject a professional image at all times. .ppreciate and understand the importance of the work that "ou do. #eek professional self'development on "our own''donSt wait to be told6 0arefull" select professional and4or communit" organizations for membership. 0onsider the value s"stem of others while examining "our own values. Realize "our personal worth.
9f you don:t th&nk well of yourself' &t &s d&ff& ult for others to respe t you.

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

.ccept change. $aintain honest" and integrit". Understand cultural diversit". Understand the entire business operation and where "our job fits in. Understand the importance of teamwork. .void office politics. 7bserve office hours''and other compan" regulations. .ccept constructive criticism concerning "our work. .ccept responsibilit". Remain lo"al. Respect privac" of others. Hearn to work under pressure and while being pulled in man" directions at once. Respect time''make ever" minute count. Hook for the challenges of "our job''enjo" doing a job well6

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

Respect privac" of others. Understand cultural differences. e supportive of each othersS relationships.

>romote teamwork. 5elp others to accept change. Use positive language, even in conflict situations. #trive to settle differences before the" become a problem''donSt carr" a grudge. +ork to achieve common goals. !o not overemphasize winning;"ou ma" lose more b" winning than b" losing a few arguments. e a good negotiator.

Think before "ou speak 1donSt shoot from the hip62. Hearn to be assertive, not aggressive. Refuse to participate in malicious grapevine information. !onSt brag constantl" 1or whine62. >a" value to co'workers''their feelings do count. #how appreciation. -enuinel" care about "our co'workers. Histen6

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

Understand cultural diversit"''including race, religion, sex, and mental and ph"sical disabilities. e service oriented.

.lwa"s greet people with a smile. .lwa"s stand to greet people 1if possible2. >ractice making proper introductions and greetings. 7bserve nonverbal communication of others''and be careful with "our own. Use positive language''especiall" in negative situations. !o not rea t to irate customer4client''learn to diffuse the anger. >ractice courteous and efficient telephone techni*ues. $ake a good first impression. .lwa"s endeavor to be helpful. e s"mpathetic with a customer who has a problem with the compan"'' but do not admit an" guilt prematurel". !onSt take the blame too *uickl"6
+ut yourself &n the ustomer:s pla e.

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

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&mproving 0ustomer #ervice

$aterials @eeded: 5andouts4Transparencies: 0hosen from the following activit" sheets !irections: /ach of the activit" sheets deals with some aspect of customer service. 9ou ma" use handouts or transparencies in discussing customer service or in completing the activities. Head "our students in a discussion of each activit". 1.nswers ma" var"2. The following transparencies are included: E. #uccess #kills ,. asic 0ustomer @eeds %. #kills To $ake 9ou #uccessful +ith 0ustomers4C asic 0ustomer @eeds =. The -ood, The ad, U The Ugl" B. Responding .ssertivel"

Time Required: 5-10 Minutes each activity

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S(ccess S$i&&s
0ustomers .R/ "our job 0o'workers .R/ "our job eing kind, thoughtful, and friendl" makes "ou a winner6

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

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

:riendliness Understanding and empath" :airness 0ontrol of situations 7ptions and alternatives 0orrect information

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

!"";

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

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

Hearn to view helping the customer as "our job, rather than the interruption of it. -ive co'workers the same understanding and respect "ou give customers. /xcellent service is ever"oneSs job, from the manager to the truck driver. eing kind, thoughtful, and friendl" doesnSt cost "ou an"thing and doesnSt take much effort.

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

I am the customer and I want . . .

.0,568--,&fe /k&lls0 )ob /k&lls - ,esson " - (ustomer /er2& e !""; The 1n&2ers&ty of Georg&a (ooperat&2e .4tens&on /er2& e

+"i!*ess +!ie*)&i*ess Co!!ect I* o!#"tio* Co*t!o& o Sit("tio*s Optio*s "*) A&te!*"ti%es U*)e!st"*)i*g "*) E#p"th'

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The Good, The ad And The !gl" . . .

E. Think of an example of receiving BOOD CUSTOMER SERVICE. Hist two characteristics that made "ou feel this was BOOD CUSTOMER SERVICE.

0haracteristic VE:

0haracteristic V,:

,.

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

0haracteristic VE:

0haracteristic V,:

@otes:

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

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Respo*)i*g Asse!ti%e&'
!. $. <. >. 6. @. A t&2ely l&sten to the ompla&nt. Repeat the ompla&nt. Obta&n a knowledgement. Apolog&=e' &f appropr&ate. A knowledge the person?s feel&ngs. .4pla&n the a t&on you w&ll take to sol2e the problem. Thank the party.

Aou are the ustomer. -es r&be what &s wrong and the proper response to the follow&ng s&tuat&ons0
E. 9OU: /mplo"ee: (& delivered the patient3s add'orders one week ago. 5ave the" been signed<) (The doctor has not had time to sign them.)

,.

>atient: 9OU:

(+h" are "our prices higher than "our competitors<) (& don3t think the" are high.)

%.

>atient: 9OU:

(The nurse was supposed to come this morning and &3ve been waiting all da"6) (The nurse3s car broke down and she3s behind schedule.)

NOTES:

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

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Updating #kills

$aterials @eeded: $arkerboard, markers, paper, and pencils !irections: E. ,. %. =. .s a group, brainstorm a list of all the e*uipment that might be found in an office toda". 0ircle the e*uipment that would have been found in this same office ,F "ears ago. >oint out the technical changes that have taken place over the "ears. 5ave students answer the following *uestions: a. +hat does this exercise teach regarding learning new skills< b. 5ow does "our attending a technical institute contribute to this situation<

Time Required: 15 Minutes

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#"nerg"

$aterials @eeded: -lue, >re'cut paper strips 1E4,) x = W)2 (#9@/R-9) handouts4transparenc" !irections: E. ,. %. =. B. C. D. !ivide class into , groups. /xplain that each group will be manufacturing paper chains. -ive each participant glue and pre'cut paper strips. &nstruct the first group to form teams of three. -ive the teams time to plan how the" will perform this task. +hile the first group is planning, explain to the second group that the" will work alone. The" are not to communicate with each other in an" wa". .llow the two groups to begin working at the same time. .fter B'EF minutes8 stop the workers. 0ompare the work of the two groups. The teams of three should have produced longer chains. !ispla" transparenc" of s"nerg".

Time Required: 20 Minutes

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TEAMWORK

S9NERB9
#"nerg" describes the extra energ" and capabilit" that results in combined group effort to accomplish an objective. &t means that a team can accomplish more than the same number of people working individuall". &n this case: E X E R %. This is wh" teamwork is so important to an organization. 9ou should cooperate in ever" effort to develop s"nerg" between "ou and "our co' workers.

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5uman Relations

$aterials @eeded: 5andouts4Transparencies: asic 5uman Relations, 0ase #tud" ., 0ase #tud" , 0ase #tud" E'= !irection: E. ,. Read over ( asic 5uman Relations) transparenc" together. #a" (/ach person is a uni*ue individual. 9our co'workers will all have different wa"s of viewing life. &n spite of these differences, "ou need to respect "our co'workers. The wa" "ou react to differences could affect work relationships. 0onsider the following work situations and how "ou, as co' workers, could react positivel" or negativel".) 0omplete 0ase #tud" . and 0ase #tud" together as a class. .nswers ma" var". !ivide class into = groups. 5ave each group complete one case stud" from those numbered 0ase #tud" E, ,, %, and =. .llow one representative from each group to orall" share their reactions. /ncourage the rest of the class to add their views as well. .nswers ma" var".

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Time Required: 30 Minutes

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B"sic >(#"* Re&"tio*s #ome steps "ou can take to help "ou get along better with all the workers on "our team. #tep E. Get to know other workers. Take lunch breaks with the other emplo"ees. Join emplo"ee recreational and social activities. Histen to the things "our co'workers share about their personal lives and interests. #tep ,. #ont tr" to change ever"thing . 9ou are the (new kid on the block) when "ou start a new job. Lnow and understand the organization before "ou think about changing something. Histen to others. Talk to co'workers about "our ideas and get some feedback before "ou suggest changes. #tep %. e honest. 7ne of the most important things "ou possess is a good reputation. 5onest" with "our co'workers will build up "our reputation. &t is one of the best wa"s to gain and keep their respect. #tep =. e direct. Het people know when the" have done something that bothers "ou. $ost people want to know when there is a problem rather than have "ou be uncomfortable around them. !on3t be a complainer or whiner. $ake sure "our problem is important before "ou take it to others. #tep B. Avoid gossip. !on3t listen to other people gossiping about co'workers. $ore importantl", never gossip about others. +hen "ou gossip, people wonder what "ou sa" about them and will avoid "ou. #tep C. e positive and supportive. Histen to the ideas of other people. +hen someone makes a mistake, don3t criticize. &t is irritating to have someone else point out a mistake. +hen "ou realize "ou3ve made a mistake, admit it and tr" to do better the next time. #tep D. $how appreciation. e sure and thank a co'worker who does something to make "our job easier. Het co'workers know that "ou appreciate their contributions to the team. >eople like to be recognized and praised. #tep I. $hare credit when its deserved . Take credit for the work "ou do. +hen other co'workers assist "ou, make sure "ou credit them. >eople will feel the" have been taken advantage of if someone else takes credit for their work. #tep G. %eturn favors. . co'worker ma" help "ou out b" exchanging a da" off with "ou. Return that favor. . sure wa" to make people dislike "ou is to onl" take and never give.

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#tep EF. &ive in the present. .void talking about the wa" things used to be. >eople don3t want to hear about how great "our job was or how great former co'workers were. #tep EE. Ask for help and advice when its needed . >eople like to feel needed. 9our co'workers can be a great resource. +hen "ou aren3t sure what to do, the" can give "ou advice and assistance. #tep E,. Avoid '(attles.) Het co'workers with problems work out their own differences. !o not take sides in these situations. This is a sure wa" to develop problems with "our co'workers. +hen "ou take sides, the other person will resent "our interference. #tep E%. *ollow group standards. /ver" group has standards. :or example, the" ma" take a coffee break at G:EB. #top work and go on break with them if "ou are able. These group standards help build a team. $ost standards are not major and re*uire little effort to follow. #tep E=. Take interest in "our co+workers ,o(s. >eople like positive attention. Taking an interest in another worker3s job will give that person positive attention. &t also helps "ou better understand how "our team works together.

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C"se St()' A Rosa3s famil" has seven children and enjo"s doing ever"thing together. 5er grandmother is celebrating her IB th birthda" next Thursda". The famil" has planned a surprise part" for her. 7n $onda" when the work schedule is posted, Rosa finds out she is scheduled to work Thursda" evening. #he is ver" upset, though she knows she should have asked for that evening off before the schedule was made. E. +hat could be "our positive reaction to Rosa3s problem<

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+hat could be "our negative reaction<

C"se St()' B T"ler belongs to an animal rights organization. 5e brings literature about animal rights and leaves it in the break room. 5e refuses to eat meat because he believes killing animals for food is wrong. T"ler has invited "ou to join him at the next meeting of his favorite animal rights organization. E. +hat could be "our positive reaction to T"ler3s problem<

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+hat could be "our negative reaction<

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C"se St()' . !on is a baseball fan. 5e has a season ticket to the hometown team3s games. 5e collects baseball cards and brings them to work to trade with his co'workers3 kids. 5e manages a little league team. !uring the +orld #eries, !on brings his portable TN to work and watches the games during his breaks. :rom the time practice starts in $arch until the season ends in 7ctober, his conversation is about one subject;baseball. E. +hat could be "our positive reaction to !on<

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+hat could be "our negative reaction<

C"se St()' 0 Rochelle belongs to a religious group that doesn3t celebrate an" holida"s. @ext Tuesda" afternoon, the boss is closing the office earl". The entire staff is planning a big 0hristmas part" for that da". Rochelle has asked to leave work earl" on the afternoon of the part". E. +hat could be "our positive reaction to Rochelle3s re*uest<

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+hat could be "our negative reaction<

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C"se St()' , -wen is a ver" hard worker. #he comes to work earl" and sta"s late. #he has to be reminded b" her supervisor to take breaks. 5er main interest is her job. #ometime, she seems to be tr"ing to out perform her co'workers. E. +hat could be "our positive reaction to -wen3s work habits<

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+hat could be "our negative reaction<

C"se St()' 5 0hang attends church on #aturda". 5e doesn3t work on #aturda" because it is considered a hol" da" b" his church. Hast #aturda", all personnel were re*uired to work due to a special project. 0hang was excused from working #aturda". 9our entire work group is upset with him. E. +hat could be "our positive reaction to 0hang3s re*uest<

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+hat could be "our negative reaction<

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@umber /xpress

$aterials @eeded: 5andout: @umber /xpress >uzzle !irections: E. &nstruct participants to form teams of three to four members each. !istribute a cop" of the @umber /xpress >uzzle to each participant. /xplain that each clue in the puzzle is presented in the form of a two'part e*uation. The team as a whole should discern the answers to both parts, perform the calculation indicated, and write the result in the box corresponding to the letter of the clue. .fter all the boxes have been correctl" filled in, each horizontal and vertical line will total a ke" number. #ignal for the activit" to begin. +hen a team completes the entire puzzle 1filling all the s*uares and determining the ke" number2, all group members should stand. The facilitator should note the order in which teams finish. +hen all teams have finished, have ever"one be seated. Review the answer to each block using participant feedback and referring to the @umber /xpress #olution #heet.

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!iscussion for :ollow'Up 1answers will var"2: 5ow was the task approached b" the team< 5ow well did team members work together< +hat significance did working with numbers have on the task as a whole< +ere an" special problems encountered< &f so, what kind< +ere these problems resolved in a mannerl" wa"< 5ow did pressure to complete the task *uickl" affect overall team performance<

Time Required: 5-10 Minutes

--/our e0 *ork&ng Together0 66 Team Games' ,orra&ne 1kens' )ossey-BassC +fe&ffer' !"";' pp. "!-">.

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. #kill 9ou3ll @eed

$aterials @eeded: Nideo: (Teamwork: . #kill 9ou3ll @eed)8 N0R8 TN !irections: This video deals with the attitudes and problems associated with working in teams. :ollow'up activities are available in the accompan"ing booklet.

Time Required: 26 Minutes

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