The Art of Public speaking – How to Present in Front of audience

Publication: Nikola Benin, Ph.D

Public Speaking – The Art of Speech Making

Public Speaking

What happens when you have to speak in public?Public Speaking

Did you know that public speaking tops the list of phobias for most people?

Not spiders or heights – public speaking – speech in public!

Well, if you didn’t know that, we bet your body does.

It will do all kinds of unpleasant things to you when you have to stand up and face a sea of faces with the hope of getting your message across in a compelling and interesting way.

Your hands may sweat and your mouth goes dry.

Your knees may shake and a quaver affects your voice.

Your heart may race and those well known butterflies invade your stomach.

When all that happens most people don’t think of getting their message across in a compelling and interesting way; they just think of getting off the ‘stage’ as quickly as possible!

Have we frightened you sufficiently yet?

It’s normal

We don’t really mean to frighten you, just remind you that your body reacts ‘in extremis’ when put under pressure, and for most people, public speaking is just about the worst pressure they can be put under.

It’s normal to be nervous and have a lot of anxiety when speaking in public. In a way, it’s less normal not to have nerves or anxiety; in fact, to feel you have a phobia about public speaking.

Public Speaking Anxiety

Fight or flight

Our bodies are geared to fight or flight from ancient time – fight that mastodon or get the hell out of the way. We don’t have too many mastodons around these days, but the body still reacts as though we do. So, if we have to get up and speak in public, all that adrenalin and noradrenalin goes coursing through our bodies – way more than we need.

We can’t run away (well, we could, but we’d be out of job pretty quick if we did it too often), so our only option is to fight. But in terms of speaking in public, it can be hard to define just what we’re fighting.

Why does public speaking do this to us?

Good question. You’d think that for most people, being given the opportunity to impress their audience would be a fantastic one. There you are in front of a group of people, the spotlight is on you and for the length of time you’ve been given, the world is yours.

Or is it?

The very fact that the spotlight is you is enough to trigger every fear, anxiety and phobia you’ve ever had about public speaking.

Here’s why

  • You may be judged by all those people, and judged badly
  • You may feel like a fool
  • You might make mistakes and lose your way
  • You’ll be completely humiliated
  • You’ll never be as good as _________ (fill in the blank)
  • ‘They’ won’t like you
  • ‘They’ won’t ‘get’ what you’re trying to say

How to Overcome Fear of Public Speaking

What good are Nerves

Public speaking may not be comfortable, but take our word for it, nerves are good. Being ‘centre stage’ is not a good place to feel too comfortable.

Nerves will keep you awake and ensure you don’t get too complacent. Hard to feel complacent when your heart is beating so hard you’re sure everyone watching you can hear it.

If channelled well, nerves can make the difference between giving a humdrum presentation and giving one that keeps people listening.

How do you speak naturally while all those people are watching you?

Get your attention off yourself

It’s very tempting to keep focused on how you’re feeling, especially if you’re feeling really uncomfortable. You’ll start to notice every bead of sweat.

To make your nerves work for you, you need to focus on just about anything other than yourself. You can distract yourself by paying attention to the environment in which you’re speaking and seeing how you can make it work for you.

Once you’re actually in front of your audience, pay attention to them. If you can, notice how people are dressed, who’s wearing glasses, who has on bright colours. There will be dozens and dozens of things you can pay attention to help you trick your mind into not noticing what’s going on with you.

Anything will do and you will find that the less you concentrate on how you are feeling and the more you concentrate on other things, the more confident you will feel.

Building Confidence in Public Speaking

Your audience can be your friend

Unless you know you’re absolutely facing a hostile group of people, human nature is such that your audience wants you succeed. They’re on your side!

Therefore, rather than assuming they don’t like you, give them the benefit of the doubt that they do.

They aren’t an anonymous sea of faces, but real people. So to help you gain more confidence when speaking in public, think of ways to engage your audience. Remember, even if they aren’t speaking, you can still have a two-way conversation.

When you make an important point pay attention to the people who are nodding in agreement and the ones who are frowning in disagreement. As long as you are creating a reaction in your audience you are in charge.

Keep them awake

The one thing you don’t want is for them to fall asleep! But make no mistake public speaking arenas are designed to do just that: dim lights, cushy chairs, not having to open their mouths – a perfect invitation to catch up on those zzzzs.

Ways to keep them awake include

  • Ask rhetorical questions
  • Maintain eye contact for a second or two with as many people as possible
  • Be provocative
  • Be challenging
  • Change the pace of your delivery
  • Change the volume of your voice

Public Speaking Training

Get a coach

Whatever the presentation public speaking is tough, so get help.

Since there are about a zillion companies out there all ready to offer you public speaking training and courses, here are some things to look for when deciding the training that’s right for you.

Focus on positives not negatives

Any training you do to become more effective at public speaking should always focus on the positive aspects of what you already do well.

Nothing can undermine confidence more than telling someone what they aren’t doing well.

You already do lots of things well good public speaking training should develop those instead of telling you what you shouldn’t do.

Turn your back on too many rules

If you find a public speaking course that looks as though it’s going to give you lots of dos and don’ts, walk away! Your brain is going to be so full of whatever it is you’re going to be talking about that to try to cram it full of a whole bunch of rules will just be counterproductive.

As far as we’re concerned, aside from physical violence or inappropriately taking off your clothes, there are no hard and fast rules about public speaking.

You are an individual not a clone

Most importantly, good public speaking training should treat you as a unique individual, with your own quirks and idiosyncrasies. You aren’t like anybody else and your training course should help you bring out your individuality, not try to turn you into someone you’re not.

Public Speaking Hints and Tips

Here are just a few hints, public speaking tips and techniques to help you develop your skills and become far more effective as a public speaker.


Mistakes are all right.
Recovering from mistakes makes you appear more human.
Good recovery puts your audience at ease – they identify with you more.


Tell jokes if you’re good at telling jokes.
If you aren’t good, best to leave the jokes behind.
There’s nothing worse than a punch line that has no punch.
Gentle humour is good in place of jokes.
Self-deprecation is good, but try not to lay it on too thick.

Tell stories

Stories make you a real person not just a deliverer of information.
Use personal experiences to bring your material to life.
No matter how dry your material is, you can always find a way to humanise it.

How to use the public speaking environment

Try not to get stuck in one place.
Use all the space that’s available to you.
Move around.
One way to do this is to leave your notes in one place and move to another.
If your space is confined (say a meeting room or even presenting at a table) use stronger body language to convey your message.


Speak to your audience not your slides.
Your slides are there to support you not the other way around.
Ideally, slides should be graphics and not words (people read faster than they hear and will be impatient for you to get to the next point).
If all the technology on offer fails, it’s still you they’ve come to hear.
You can learn to enjoy public speaking and become far more effective at standing in front of a group of people and delivering a potent message.

When it comes to improving your public speaking skills we have three words:

practise, practise, practise!

Here are some tips that will launch you into the speaking stratosphere.

1. Know your audience.

If you are speaking in front of an audience, there is usually a reason. Know who you are speaking to and what they want or need to take away. If it’s friends and family, entertain them. If it’s a corporate event, teach and inspire them. Knowing the demographic of the audience is imperative.

2. Rehearse, rehearse, rehearse.

Nothing becomes muscle memory unless you practice relentlessly. If you have a big speech coming up, make time every day to practice. Prepare your goals and the content well ahead of time. This can be done while driving, exercising, in the car, on a plane…anywhere.

3. Practice with distractions.

Once I know the content, I like to add a little bit of distraction to test how well prepared I really am. Turn on the TV or rehearse while pushing your child in the swing. Anything that adds a little more challenge.

4. Find a style that works for you.

Different events will often require a different approach or style. Sometimes reading a prepared speech is fine. But know it backward are forward so you’re not staring down at the pages the whole time. Some use notes. Others prefer to be 100 percent scripted and memorized. If that’s your style, memorize the content so well that you can go off script if needed — and so you don’t sound like you’re reciting a poem. Use the proper approach for the appropriate event.

5. Know the environment.

Know the venue where you will be speaking. Get there well ahead of time. Walk the room. Walk the stage. Get a feel for the vibe of the environment so you are more comfortable when its “go time.”

6. Test all equipment.

Nothing sucks more that last-minute technical difficulties. Avoid adding even more stress by testing any and all equipment and audio visual functions ahead of time. And have backups.

7. Practice in front of a mirror.

Practicing in front of a mirror is a good way to learn the proper amount of body motion, hand usage and facial expressions.

8. Take every opportunity to speak.

The only way to get better at anything is to do it all the time. Rehearsing is good, but nothing compares to actually getting up in front of an audience and doing it for real.

9. Practice body language and movement.

Remember, communication is much more about tone and body language than the words we say. The words of course matter, but emphasis comes with movement and body language.

10. Slow down.

We have some great sayings in the SEAL teams: “slow is smooth, and smooth is fast, ” and “don’t run to your death.” Nothing shows nerves more than racing through your presentation. If you want to impact the audience in a meaningful way, make sure they actually hear what you are saying. Slow it down.

11. Make eye contact.

This one is very important, and it doesn’t matter how big the audience is. Make eye contact with as many people as possible. It makes the audience members feel like you are speaking directly to them. And don’t just stick to people in the first couple rows. Look at the people in the back too.

12. Know your material.

If your goal is to become a thought leader or actually teach the audience something, only a truly authentic understanding of the material will get you there.

13. Take long pauses.

Similar to slowing things down, make a point to take long pauses. And make them longer than you even think is appropriate. It can have a great impact on emphasizing key points and emotionally connecting to the audience.

14. Practice tone and projection.

Don’t just eek your way through a speech using the same tone and volume. Tone and projection add a layer of entertainment and help keep the audience fully engaged from start to finish. These too must be practiced religiously.

15. Use humor and emotion.

It doesn’t matter what you are talking about. There is always a place for emotion or humor, or both. I once gave a presentation about data analytics at a conference — boring! So I made sure to weave in plenty of humor to spice things up. I find self-deprecating humor to work the best. And if you are starting to get emotional, so what? Use it. The audience may not remember everything you said, but they will remember how you made them feel.

16. Mentally prepare.

Find time during the hour before your speech for some solitude. Get your mind right. Clear your head. If it’s five minutes before, just relax. The time for making sure you know the material perfectly has passed.

17. Exercise before you go on.

It’s almost impossible to feel stress and anxiety after a good workout. If you have the time, exercise. The closer to your speech, the better. It’s also a good time to practice. I like to rehearse while running or swimming.

18. Project confidence.

The more you project confidence, the more confident you are likely to feel. Get out there and own the room. Even if you are terrified. Fake it. Look people in the eye and command their attention.

19. Don’t go over the allotted time.  

When in doubt, go under the allotted time. Less is sometimes more. But never, ever, go over. It’s poor speaking etiquette and shows you are not prepared. It’s also disrespectful of the agenda for the event. Again, just practice.

20. Ask for feedback.

Most of us don’t like to ask for feedback, especially when we know the response may include some constructive criticism. One of the first big events I did was the “Vetrepreneur Day” at the Inc. 500 | 5000 conference. I spoke right after Simon Sinek. Really?! I later asked Inc.’s editor-in-chief, Eric Schurenberg, what he thought. One thing I love about Eric is that he’s a straight shooter. He said, “Well Brent, it just wasn’t that good. It wasn’t polished.” Hiding my devastation, I accepted the advice. I was never ill-prepared again.

Speaking is a great way to connect with people and a skill we all should master. The president of Bank of America Merrill Lynch? He and I are now very close friends and godparents to each other’s children! So you never know where a great speech will take you.

It’s a must for leaders and managers. It’s a must for sales. It’s basically a requirement for all entrepreneurs and business leaders.

3 Secrets to Mastering the Art of Public Speaking

A dear friend got up on stage with me once to address the group. His speech was so dry and stilted that, in short order, the whole audience was squirming in their seats, uncomfortably waiting for him to end. I was aware he had a lot of material to convey, so I knew I had to do something. I took a chance. In a friendly, jovial and joking way, I loudly blurted out, “Boring!” The whole audience burst out laughing, as did my friend. It shifted the whole room, and he started to talk from a more natural and comfortable place. Fortunately, it was a great success.

Perhaps there is no greater leadership development tool than to notice the audience’s response to your public talks. When I first began public speaking, I thought I would give a lecture and everyone would love it. Instead, much to my surprise, I made a number of people angry. I had no idea how attached people were to their perspectives and how offended they would be by a suggestion to alter those perspectives.

I learned to be more tactful. I came to realize that, in spite of my desire, I couldn’t tell them everything at once. As someone once put it, “You can’t expect them to drink out of a firehose.” I also learned that what is self-evident and obvious for one person can be foreign to another. Many people are uncomfortable with any reference to math or science. Some like stories and some don’t. Some want facts, and some want feeling. Through practice, I learned how to balance these things and customize them for each audience.

I consider myself fortunate that I did not meet with instant success when I first started out. If we are immediately successful, we are far less inclined to pay attention to feedback. Any little criticisms are easily disregarded.

1. Get on your audience’s side.

A slight smirk or an inside joke can be a real turnoff to the audience. Clever, little flippant remarks rarely work. People want to feel you are on their side and that you honor and respect them.

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When you are on stage, it’s easy for one or two audience members to hold back and simply accumulate a list of judgments about you. When a number of people in the audience all similarly respond, it builds up over time and eventually comes through to you loud and clear. It’s as if the audience holds up a mirror for you to see yourself and the effect you are having on them.

2. Don’t alienate your audience.

No matter what you do, you’re going to alienate some people, but you can do your best to say things in a way that will alienate the fewest people. For example, consider the arena of political correctness. We understand there are certain attitudes or beliefs that don’t sit well with the politically correct crowd. In fact, certain topics are best entirely avoided.

There are people who have very strong opinions on diet. If you advocate any particular diet, you will probably alienate a large portion of the crowd. Some say egg yolks are bad for you. Other people strongly disagree. I’ve heard that some people even say that eating a little bit of dirt is good.

One-on-one communication has a natural feedback loop between two people. However, speaking in front of an audience does not have this same loop. You have to learn to read the cues from the audience and adjust accordingly. You may discover that what people think you said is not what you meant at all. Being able to articulate your message in a way that people can hear and understand is a true art. Any feedback from your audience will help with the process. I have been astounded by what people say they heard when, in fact, it is completely different from what I was trying to say.

3. Pay attention to cues from the audience.

When you are addressing a group, a heavy or awkward feeling in the room, people looking disinterested, squinted brows, shaking heads or people looking confused, demand a change of approach. People smiling, nodding, sitting on the edge of their seat or being fully engaged are helpful, positive responses. The best feedback is usually not given to you directly. Oftentimes, people are too shy to put up their hand, even when invited. Afterwards, most people will not feel free to speak to you directly. However, feedback after your talk is invaluable. So, do what you can to get it.

It’s easy to go through life thinking the way you talk to people works, even when it hardly works at all. If you’re trying to run a business, this pattern can be devastating. To master the art of speaking, speak publicly. Watch your audience’s response as you speak, and pay careful attention to the feedback. If you can connect well with an audience during a public speech, then you can talk to small groups and individuals effectively.


Conflict Resolution Skills

Publication: Nikola Benin, Ph.D


Conflict Resolution Skills

Building the Skills That Can Turn Conflicts into Opportunities

Woman and man arguingConflict is a normal part of any healthy relationship. After all, two people can’t be expected to agree on everything, all the time. The key is not to avoid conflict but to learn how to resolve it in a healthy way. When conflict is mismanaged, it can cause great harm to a relationship, but when handled in a respectful, positive way, conflict provides an opportunity to strengthen the bond between two people. Whatever the cause of disagreements and disputes, by learning these skills for conflict resolution, you can keep your personal and professional relationships strong and growing.

What causes conflict?

Conflict arises from differences, both large and small. It occurs whenever people disagree over their values, motivations, perceptions, ideas, or desires. Sometimes these differences appear trivial, but when a conflict triggers strong feelings, a deep personal need is often at the core of the problem. These needs can be a need to feel safe and secure, a need to feel respected and valued, or a need for greater closeness and intimacy.

Conflicts arise from differing needs

Everyone needs to feel understood, nurtured, and supported, but the ways in which these needs are met vary widely. Differing needs for feeling comfortable and safe create some of the most severe challenges in our personal and professional relationships.

Think about the conflicting need for safety and continuity versus the need to explore and take risks. You frequently see this conflict between toddlers and their parents. The child’s need is to explore, so the street or the cliff meets a need. But the parents’ need is to protect the child’s safety, so limiting exploration becomes a bone of contention between them.

The needs of both parties play important roles in the long-term success of most relationships, and each deserves respect and consideration. In personal relationships, a lack of understanding about differing needs can result in distance, arguments, and break-ups. In workplace conflicts, differing needs are often at the heart of bitter disputes, sometimes resulting in broken deals, fewer profits and lost jobs. When you can recognize the legitimacy of conflicting needs and become willing to examine them in an environment of compassionate understanding, it opens pathways to creative problem solving, team building, and improved relationships.

Conflict 101

  • A conflict is more than just a disagreement. It is a situation in which one or both parties perceive a threat (whether or not the threat is real).
  • Conflicts continue to fester when ignored. Because conflicts involve perceived threats to our well-being and survival, they stay with us until we face and resolve them.
  • We respond to conflicts based on our perceptions of the situation, not necessarily to an objective review of the facts. Our perceptions are influenced by our life experiences, culture, values, and beliefs.
  • Conflicts trigger strong emotions. If you aren’t comfortable with your emotions or able to manage them in times of stress, you won’t be able to resolve conflict successfully.
  • Conflicts are an opportunity for growth. When you’re able to resolve conflict in a relationship, it builds trust. You can feel secure knowing your relationship can survive challenges and disagreements.


How do you respond to conflict?

Do you fear conflict or avoid it at all costs? If your perception of conflict comes from painful memories from early childhood or previous unhealthy relationships, you may expect all disagreements to end badly. You may view conflict as demoralizing, humiliating, or something to fear. If your early life experiences left you feeling powerless or out of control, conflict may even be traumatizing for you.

If you’re afraid of conflict, it can become a self-fulfilling prophecy. When you enter a conflict situation already feeling threatened, it’s tough to deal with the problem at hand in a healthy way. Instead, you’re more likely to either shut down or blow up in anger.

Healthy and unhealthy ways of managing and resolving conflict
Unhealthy responses to conflict: Healthy responses to conflict:
An inability to recognize and respond to the things that matter to the other person The capacity to empathize with the other person’s viewpoint
Explosive, angry, hurtful, and resentful reactions Calm, non-defensive, and respectful reactions
The withdrawal of love, resulting in rejection, isolation, shaming, and fear of abandonment A readiness to forgive and forget, and to move past the conflict without holding resentments or anger
An inability to compromise or see the other person’s side The ability to seek compromise and avoid punishing
Feeling fearful or avoiding conflict; expecting a bad outcome A belief that facing conflict head on is the best thing for both sides


Conflict resolution, stress, and emotions

Conflict triggers strong emotions and can lead to hurt feelings, disappointment, and discomfort. When handled in an unhealthy manner, it can cause irreparable rifts, resentments, and break-ups. But when conflict is resolved in a healthy way, it increases your understanding of the other person, builds trust, and strengthens your relationships.

If you are out of touch with your feelings or so stressed that you can only pay attention to a limited number of emotions, you won’t be able to understand your own needs. This will make it hard to communicate with others and establish what’s really troubling you. For example, couples often argue about petty differences—the way she hangs the towels, the way he slurps his soup—rather than what is really bothering them.

The ability to successfully resolve conflict depends on your ability to:

  • Manage stress quickly while remaining alert and calm. By staying calm, you can accurately read and interpret verbal and nonverbal communication.
  • Control your emotions and behavior. When you’re in control of your emotions, you can communicate your needs without threatening, intimidating, or punishing others.
  • Pay attention to the feelings being expressed as well as the spoken words of others.
  • Be aware of and respectful of differences. By avoiding disrespectful words and actions, you can almost always resolve a problem faster.

To successfully resolve a conflict, you need to learn and practice two core skills:

  1. Quick stress relief: the ability to quickly relieve stress in the moment
  2. Emotional awareness: the ability to remain comfortable enough with your emotions to react in constructive ways, even in the midst of a perceived attack


Quick stress relief

Being able to manage and relieve stress in the moment is the key to staying balanced, focused, and in control, no matter what challenges you face. If you don’t know how to stay centered and in control of yourself, you will become overwhelmed in conflict situations and unable to respond in healthy ways.

Psychologist Connie Lillas uses a driving analogy to describe the three most common ways people respond when they’re overwhelmed by stress:

Foot on the gas. An angry or agitated stress response. You’re heated, keyed up, overly emotional, and unable to sit still.

Foot on the brake. A withdrawn or depressed stress response. You shut down, space out, and show very little energy or emotion.

Foot on both gas and brake. A tense and frozen stress response. You “freeze” under pressure and can’t do anything. You look paralyzed, but under the surface you’re extremely agitated.

Stress interferes with the ability to resolve conflict by limiting your ability to:

  • Accurately read another person’s nonverbal communication
  • Hear what someone is really saying
  • Be aware of your own feelings
  • Be in touch with your deep-rooted needs
  • Communicate your needs clearly

Is stress a problem for you?

You may be so used to being stressed that you’re not even aware you are stressed. Stress may be a problem in your life if you identify with the following:

  • You often feel tense or tight somewhere in your body
  • You’re not aware of movement in your chest or stomach when you breathe
  • Conflict absorbs your time and attention


Emotional awareness

Emotional awareness is the key to understanding yourself and others. If you don’t know how you feel or why you feel that way, you won’t be able to communicate effectively or resolve disagreements.

Although knowing your own feelings may sound simple, many people ignore or try to sedate strong emotions like anger, sadness, and fear. Your ability to handle conflict, however, depends on being connected to these feelings. If you’re afraid of strong emotions or if you insist on finding solutions that are strictly rational, your ability to face and resolve differences will be limited.

Why emotional awareness is a key factor in resolving conflict

Emotional awareness—the consciousness of your moment-to-moment emotional experience—and the ability to manage all of your feelings appropriately is the basis of a communication process that can resolve conflict.

Emotional awareness helps you to:

  • Understand what is really troubling other people
  • Understand yourself, including what is really troubling you
  • Stay motivated until the conflict is resolved
  • Communicate clearly and effectively
  • Interest and influence others

Assessing your level of emotional awareness

The following quiz helps you assess your level of emotional awareness. Answer the following questions with:almost never, occasionally, often, very frequently, or almost always. There are no right or wrong responses, only the opportunity to become better acquainted with your emotional responses.

What kind of relationship do you have with your emotions?

  • Do you experience feelings that flow, encountering one emotion after another as your experiences change from moment to moment?
  • Are your emotions accompanied by physical sensations that you experience in places like your stomach or chest?
  • Do you experience distinct feelings and emotions, such as anger, sadness, fear, and joy, which are evident in different facial expressions?
  • Can you experience intense feelings that are strong enough to capture both your own attention and that of others?
  • Do you pay attention to your emotions? Do they factor into your decision-making?

If any of these experiences are unfamiliar, your emotions may be “turned” down or even off. In either case, you may need help developing your emotional awareness. You can do this by using Helpguide’s free emotional intelligence toolkit.


Nonverbal communication and conflict resolution

When people are in the middle of a conflict, the words they use rarely convey the issues at the heart of the problem. But by paying close attention to the other person’s nonverbal signals or “body language,” such as facial expressions, posture, gestures, and tone of voice, you can better understand what the other person is really saying. This will allow you to respond in a way that builds trust, and gets to the root of the problem.

Your ability to accurately read another person depends on your own emotional awareness. The more aware you are of your own emotions, the easier it will be for you to pick up on the wordless clues that reveal what others are feeling. Think about what you are transmitting to others during conflict, and if what you say matches your body language. If you say “I’m fine,” but you clench your teeth and look away, then your body is clearly signaling you are anything but “fine.” A calm tone of voice, a reassuring touch, or an interested facial expression can go a long way toward relaxing a tense exchange.


Tips for managing and resolving conflict

You can ensure that the process of managing and resolving conflict is as positive as possible by sticking to the following guidelines:

Listen for what is felt as well as said. When you really listen, you connect more deeply to your own needs and emotions, and to those of other people. Listening also strengthens, informs, and makes it easier for others to hear you when it’s your turn to speak.

Make conflict resolution the priority rather than winning or “being right.” Maintaining and strengthening the relationship, rather than “winning” the argument, should always be your first priority. Be respectful of the other person and their viewpoint.

Focus on the present. If you’re holding on to grudges based on past conflicts, your ability to see the reality of the current situation will be impaired. Rather than looking to the past and assigning blame, focus on what you can do in the here-and-now to solve the problem.

Pick your battles. Conflicts can be draining, so it’s important to consider whether the issue is really worthy of your time and energy. Maybe you don’t want to surrender a parking space if you’ve been circling for 15 minutes, but if there are dozens of empty spots, arguing over a single space isn’t worth it.

Be willing to forgive. Resolving conflict is impossible if you’re unwilling or unable to forgive others. Resolution lies in releasing the urge to punish, which can serve only to deplete and drain your life.

Know when to let something go. If you can’t come to an agreement, agree to disagree. It takes two people to keep an argument going. If a conflict is going nowhere, you can choose to disengage and move on.

Using humor in conflict resolution

You can avoid many confrontations and resolve arguments and disagreements by communicating in a humorous way. Humor can help you say things that might otherwise be difficult to express without offending someone. However, it’s important that you laugh with the other person, not at them. When humor and play are used to reduce tension and anger, reframe problems, and put the situation into perspective, the conflict can actually become an opportunity for greater connection and intimacy.

Resources and references

CR Kit – Covers the causes of conflict, different conflict styles, and fair fighting guidelines to help you positively resolve disagreements. (Conflict Resolution Network)

12 Skills Summary – 12-step conflict resolution training kit. Learn how to pursue a win-win approach, manage emotions, be appropriately assertive, map the conflict, and develop options. (Conflict Resolution Network)

Effective Communication – Article on the art of listening in conflict resolution. Includes tips on how to make your point effectively and negotiate conflict in principled, positive way. (University of Maryland)

Authors: Jeanne Segal, Ph.D., and Melinda Smith, M.A. Last updated: January 2018.


Publication: Nikola Benin, Ph.D

Interaction of colleagues


INTRODUCTION:               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
  • Be a team worker
  • Be cooperative
  • Be assertive
  • Display a customer service attitude
  • Seek opportunities for continuous learning
  • Demonstrate mannerly behavior
  • Respect confidentiality




                                               Module 3 Teamwork




This module concentrates on teamwork. It is vital that employees work as a team. It is important not only to their personal success and advancement, but also to that of their co-workers and to the company. The supervisor will look for these traits, and those workers who exhibit them will be rewarded.


Supervisors typically identify their expectations to their subordinates. The behaviors mentioned in this module may not be on the “list,” but you will be held accountable for displaying them. Behaviors are vague and not easily quantified, but the fact remains that they are crucial to success.


The absence of the behaviors addressed in the module will contribute to the demise of the employee. We must all strive to recognize the behaviors that lead to success and learn to display them.




Respect the Rights of Others


It is often easy for us as individuals to get caught up in our own problems and isolate ourselves from the rest of the world. Although this tendency seems to be virtually harmless (even if a bit selfish), it can actually be detrimental to our success as students or employers.


Each person possesses his or her own set of beliefs and values. Many of these values are a direct result of the individual’s upbringing, while others have been tainted or colored by the individual’s experiences. Because no two people have the same upbringing and experiences, no two people will have an identical set of beliefs and values. This diversity creates conflict among classmates or co-workers. This is compounded in today’s environments due to the cultural diversity that makes up our classrooms and workplaces.


In order to maximize our learning/working experience, we must be aware of how we differ from our classmates and co-workers. However, being aware of these differences is not enough! We must take these variances into consideration when making a decision that will affect others.


Once we get into the habit of taking others’ value systems into play, we actually begin to establish better relationships with others. Oftentimes, we are prejudiced against others without even realizing it; but by making a conscious effort to respect every person as a human being with valid values and beliefs, we begin to see the benefit of diversity and begin to learn from others. The synergy 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 a Team Worker


Teamwork has become the buzzword in the last few years. You may have heard of it in the form of group presentations, study teams, quality circles, self-directed work teams, or many of the other guides used. Despite the different names used to express the idea, the concept is the same. We must all learn to function in teams and work together toward a common goal or to solve a common problem. The synergy that results from working together leads to a better solution than any of the members could have developed alone.


In the ideal organization, co-workers are more empowered than they were a decade ago. That is, each employee’s opinion is taken into consideration and they have more of an input about the direction of the company. Employees today are not typically given instructions to follow without their having provided input into the process development. This new respect and responsibility is a great opportunity for the employees of today, but only if they posses the necessary team interaction skills!

To be a team player, an individual must possess a team spirit and a willingness to work with others. He or she must be tolerant of the ideas and viewpoints of others and assertive enough to offer his/her own opinions. Team members must be careful not to criticize their teammates. They must also be willing to share the spotlight or glory of success with their fellow team members.


The team will undoubtedly be comprised of individuals with different personalities, beliefs, and levels of experience. Again, we must strive to work together and maximize our working or learning experience by respecting and learning from each other.


Be Cooperative


A cooperative attitude is always a must. Each person, including students and employees, is always judged on his/her willingness to cooperate with and get along with others. Cooperation often calls for the compromising of certain values or ideas. Although the solution reached from such a compromise will not be your original solution, it will be the optimal solution because you have worked together to solve a problem.


Cooperation also involves a willingness to learn from others and to bend your beliefs. It also requires a willingness to work together.


Displaying a cooperative attitude encourages others to be cooperative. This creates a win/win situation and a positive environment for all people involved. In such an environment, employees are happier and more productive, and the outcomes reached are greater than they would have been with the absence of a cooperative spirit.


Be Assertive


Another desirable workplace behavior is assertiveness. Assertiveness is speaking your mind or making your opinions known without being brash or pushy. Being assertive is speaking boldly and with self-confidence. One assertive person will promote candor in the classroom and/or work environment. This candor will encourage others to voice their opinions. The benefit of having each person’s input is invaluable. First of all, if each person feels that he/she has contributed to the solution, he/she will be more committed to its implementation. Second, the voicing of one’s opinion tends to stimulate development of opinion from others.


Assertiveness can also lead to increased awareness and respect for an individual. Those employees who speak up for themselves and voice their opinions earn respect from their peers and their superiors. The old saying that the squeaky wheel gets the oil is a prime example of the benefit of assertiveness. After all, who is more likely to receive the outcome he/she 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?



Displays a Customer Service Attitude


A customer service attitude is, without a doubt, the most important aspect of an individual’s attitude. This applies even to students in a typical classroom and to employees who have little or no direct contact with the external customer. Customer service is more than knowing that the customer is always right. Customer service is knowing who your customers are and how to treat them. Customers take the form of classmates, instructors, co-workers, supervisors, subordinates, and the traditional external customers.


Customers can be anyone whom we serve or who may potentially benefit from the work that we do. Customers should be treated carefully and respectfully because if they do not feel that they have been treated so, they will no longer be our customers. Too many people provide the same service that we do for a customer to choose to remain dissatisfied for very long!


Seek Opportunities for Continuous Learning


The person who coined this phrase, “You can’t teach an old dog new tricks,” obviously did not have to function as a student or an employee in today’s competitive market. Today all “dogs” must constantly be on the lookout for learning new and improved ways for performing the “tricks” that they already know as well as learning as many new tricks as possible.


We have to face the facts that lifelong learning is the key to retaining success over a long period of time. We cannot afford the luxury of being complacent in today’s rapidly changing world. Technology forces us to constantly 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 bypassed by those who do. Perhaps the old cliché, “Get on board the train or get out of its path”, says it best!


Demonstrate Mannerly Behavior


Manners may seem old fashioned and not a requirement for today’s students and employees, but nothing could be further from the truth. The display of manners is becoming more important each day.


Manners are more than saying “Yes, Sir” and “No, Sir” to your elders. Manners are about treating others the way you would like to be treated—in other words, they are what “The Golden Rule” is all about. Displaying manners is about respecting the views and beliefs of others.

Respect Confidentiality


Proprietary information must always be kept in the strictest of confidence. In the working environment, the degree of exposure to such information varies greatly among industries and also among positions within a company. There are not as many opportunities to test the respect of confidentiality in the classroom as there are in the typical job, but it is still very important.


The leaking of confidential information can lead to severe problems on many levels. If the information is of a personal nature, such as the salary of one employee, morale could deteriorate and conflict among co-workers or classmates could arise. If the information is of a financial nature and is leaked to the wrong person (such as the price of an item if price varies by customer), it could lead to the dissatisfaction or loss of a customer. The loss of a customer may even lead to the downfall or bankruptcy of the company.


The examples given above are the obvious results of breach of confidentiality. Sometimes the infraction may appear to be harmless, but it may lead to the loss of a customer. It is best to always keep information that is of a private nature confidential.


If we do become privy 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.” What we don’t realize is that divulging private information does not make us appear informed, but rather as the person that nobody can trust and as the leader of the rumor mill.


























Suggested Activities For

Module 3




Activity Title Time Page No.
1 Employee Evaluations 20 10
2 Team Skills Self-Evaluation 5 13
3 What’s In It For Me? (WIIFM) 10 15
4 Team Definition 5 17
5 Observation Sheet 15 19
6 Rate Yourself As A Member of Your Class 20 21
7 Lost on the Moon 30 23
8 Teamwork Case Study 15 26
9 Top Eight Behaviors 15 28
10 Mutual Respect 20 30
11 What Is Your Work Attitude? 5 33
12 Applying Human Relations On The Job 5 35
13 Attitudes Case Study 10 37
14 Work Habits 5 39
15 Bad Attitudes 5 41
16 Advancing Attitudes 10 43
17 Positive/Negative Attitudes 10 45



Activity Title Time Page No.
18 Showing A Positive Attitude 10 47
 19 Ideal Working Conditions 5 49
20 Increase Self-Awareness 5 51
 21 Self-Analysis 5 53
 22 Masking 10-30 55
 23 Seven Ways To Improve Your Self Image 10 58
 24 Personal Habits 15 60
25 Tips On Human Relations 10 63
 26 Attitudes 20 65
 27 Improving Customer Service 5-10 70
 28 Updating Skills 15 76
 29 Synergy 20 77
30 Human Relations 30 79
31 Number Express 5-10 85

Module 3     n     Activity 1     n     TEAMWORK



Activity:                      Employee Evaluations


Materials Needed:    Handouts/Transparency: Fleetwood Associate Performance Evaluation Report


Directions:                 Using the attached transparencies, the teacher should show the students an example of an employee evaluation. This evaluation may be given at the end of a 3-month, 6-month, or 1-year period. Make sure that all workplace attitudes and behaviors are highlighted.


Time Required:

20 Minutes










Module 3     n     Activity 1     n     TEAMWORK


Fleetwood Associate Performance Evaluation Report

Name of Associate                                                          Position                                Department                                                       

Period of Report: From                                   to                                          Date of Employment                                       

QUALITY OF WORK – Does associate meet department standards for accuracy and completeness?

1. Work is always of highest quality. Errors are rare.


2. Always have to check work. Very low quality.


3. Work is usually accurate. Makes usual number of errors.


4. Work is usually passable. Needs checking frequently.


5. Better than most. Seldom needs checking. Seldom makes mistakes.

QUANTITY OF WORK – Is associate’s output of satisfactory work at the level expected of associates in department?

1. Amount of completed satisfactory work is usually adequate and in a timely manner.


2. Volume is far below that of co-workers. Seldom accomplishes much. Unacceptable unless marked improvement is shown.


3. Top producer, completes more work than is normally expected.


4. Slow but steady, shows undue emphasis on quality at expense of completing work. Needs prodding to meet deadlines.


5. Completes more than most workers. Highly satisfactory. Can be depended on to get the job done.

COOPERATION – Does associate work well with persons they must contact as part of their job and does the associate accept their share of more difficult tasks?

1. Rarely cooperates with others. Is difficult to deal with which interferes with accomplishment of work; avoids difficult jobs.


2. Cooperates under direction, but tends to have difficulty in working with others. Seeks easy jobs.


3. Usually works well with others. Willing to help when required.


4. Meets people half way. Tries to help on own initiative. Accepts fair share of difficult work.


5. Seeks out others to help. Does more than own share of work. Can always be counted on.Outstanding ability to promote harmony.

ATTITUDE – Does associate willingly accept supervision and conform with established policies and procedures, accept responsibility, and show enthusiasm in the associate’s approach to work? Does the associate show imagination and initiative in suggesting improvement when necessary?

1. Works well under supervision. Usually follows established policies and procedures


2. Exceptionally enthusiastic about the associate’s work. Wel-comes supervision. Can be depended on to follow procedures and use own initiative to solve problems.


3. Balks at being supervised. Rarely follows procedures. Cannot be depended on and must be closely watched.


4. Tries to get away with things but complies under close supervision.


5. Shows enthusiasm for work. Tries to understand policies and comply. Recommends changes. Shows initiative.


DEPENDABILITY – Does associate meet deadlines, begin work promptly, always punctual, reliable in meeting demands of job?

1. Rarely misses a commitment and then only for good cause. Assumes full responsibility for all objectives.


2. Unreliable in most things. Must be constantly checked on and super-vised. Rarely meets deadlines.


3. Must be checked on important things.



4. Usually meets commitments. Seldom needs to be checked.


5. Follows instructions and can be relied upon to complete work.


WEAKNESSES WHICH REQUIRE IMPROVEMENT: Describe in your own words your opinions concerning such factors as skills, personal appearance, tardiness, specific knowledge areas, etc. (List only weaknesses)                                                                                                                                                                                                                                                                                  



STRONG POINTS WHICH MAKE ASSOCIATE VALUABLE: Describe in your own words your opinions concerning such factors as loyalty, integrity, stability, exceptional qualities or talents, etc.                                                                                                                                                                                                                                                                                                            


SUMMARY OF PROGRESS ON JOB:                Ž Improving         Ž Stationary         Ž Declining         AND

Ž Unacceptable           Ž Weak                         Ž Acceptable        Ž Better than most            Ž Superior to most others


I do Ž    do not Ž               recommend you for promotion, Last Promotion Date                                                                                  

I do Ž    do not Ž               recommend you for salary increase. Last Salary Increase Date                                                                  

Signature of Rater                                                                                               Date                                                                     

Signature of Associate                                                                                       Date                                                                     


Module 3     n     Activity 1     n     TEAMWORK


MANAGERIAL CRITERIA: Describe the individual as the associate’s skills and attributes relate to the following important traits. Do not use word or phrase descriptions. Use complete declarative sentences.


Ability to Plan and Organize                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  

Leadership as it Relates to Superiors, Peers, and Subordinates                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       

Communication Skills                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             

Social Adaptability                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  

Work Execution and Follow-Up as these Relate to Responsibilities or Training Program                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            

Attitude Towards Work                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           

Ability to Work Under Pressure                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             

Target Areas for Consideration Prior to Next Promotion                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    

Performance Against Previous Target Areas                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        

Position for Next Reasonable Promotion                                                                                                                                                     

Projected Length of Time Required for Individual to Assume Next Reasonable Promotion                                                                                                                                                                                                                                                                               





Module 3     n     Activity 2     n     TEAMWORK



Activity:                      Team Skills Self-Evaluation


Materials Needed:    Handouts/Transparency: Teamwork Student Activity Sheet (Team Skills Self-Evaluation)


Directions:                 Students will use the worksheet to evaluate their team behaviors.


Time Required:

5 Minutes



Module 3     n    Activity 2     n     TEAMWORK



Team Skills Self-Evaluation


Evaluating your team skills can help you identify your strengths and weaknesses as a team member. When you know what your weaknesses are, you can set goals to improve your team skills. When you know what your own strengths and those of your teammates are, you can function more efficiently as a team.


Rate each of the following statements as they relate to you in a group situation.


  1. When I am working with a group, I make an effort to be supportive and encouraging to other team members, even if I don’t agree with what they are saying.


  1. Very Often B. Sometimes C. Occasionally       D. Never


  1. I listen closely to what others say, and I ask for clarification if I am not sure what they mean.


  1. Very Often B. Sometimes C. Occasionally       D. Never


  1. When another member of the group is disruptive or puts down other members’ suggestions, I call attention to his or her behavior and suggest a better approach.


  1. Very Often B. Sometimes C. Occasionally       D. Never


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

Module 3     n     Activity 3     n     TEAMWORK



Activity:                      What’s In It For Me? (WIIFM)


Materials Needed:    Handouts/Transparency: Work Ethics and Human Relations on the Job: Teamwork Student Activity Sheet (WIIFM – What’s In It For Me?)


Directions:                 Students will complete the worksheet by identifying good and bad team attitudes. An answer key is provided below.


  1. bad
  2. good
  3. good
  4. bad
  5. good
  6. good

Reasons will vary.


Time Required:

10 Minutes










Module 3     n     Activity 3     n     TEAMWORK



WIIFM—What’s In It For Me?


Can you tell good WIIFM from bad WIIFM? Read the following six comments. In 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.


  1. _____I don’t care who wins the game as long as I’m high scorer.


  1. _____I love to work in teams. Everybody on the team gets the same grade so why should I knock myself out?


  1. _____If we can figure out why this electric sander keeps shorting out, sales will go up and the year-end bonuses will be bigger.


  1. _____I know what’s causing the problem, but I’m not going to tell anybody because that way somebody else will get the credit.


  1. _____Everybody knows Harry is slow—he’s good, but he’s slow. If we pitch in, we can increase the team’s productivity and we’ll all look good.


  1. _____It’s a good feeling to work with a team. When we finish a project, we know that we all had a part in it.


Be prepared to discuss your answers with the class and to explain why the good WIIFMs will help a team function well and why the bad ones will not.

Module 3     n     Activity 4     n     TEAMWORK



Activity:                      Team Definition


Materials Needed:    Handouts/Transparency: Team Definition: “A team is a group of people who depend on one another’s skills and expertise and who are focused on achieving the same goal.”


Directions:                 Instructors may use this sheet as a transparency when defining teams.


Time Required:

5 Minutes









Module 3     n     Activity 4     n     TEAMWORK


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

Module 3     n     Activity 5     n     TEAMWORK



Activity:                      Observation Sheet to be used with team activities


Materials Needed:    Handouts/Transparency: Observation Sheet


Directions:                 Instructors may give this sheet out as an evaluation after each group activity.


Time Required:

15 Minutes













Module 3     n     Activity 3     n     TEAMWORK


Observation Sheet


  1. Who in the group emerged as a leader?





  1. Was the workload shared evenly or did one or more of the group members do most of it?





  1. What evidence do you have of group members helping one another?





  1. Give examples of group members acknowledging the people responsible for specific accomplishments.





  1. Give examples of group members coordinating their efforts with those of co-workers.





  1. How did group members relate to one another?




Module 3     n     Activity 6     n     TEAMWORK



Activity:                      Rate Yourself As A Member of Your Class


Materials Needed:    Handouts/Transparency: Work Ethics and Human Relations on the Job


Directions:                 Students may use this exercise to measure his or her team/classroom participation.


Time Required:

20 Minutes









Module 3     n     Activity 6     n     TEAMWORK



Rate Yourself As A Team Member


Whether the team (or class) is informal or formal, you will get more out of it if you participate actively. In addition to being prepared, active participation requires that you do the following:


  • Pay attention. Use your listening skills to follow what’s going on. In most situations, it is appropriate to take notes.


  • Acknowledge what other people think and feel. Even if you disagree with them, you should not tear down the ideas of others.


  • Be assertive. Speak up when you have something to say.


  • Contribute your own ideas. Realize that what you think may have value for the group.


  • Be courteous. Remember that groups are more productive when members cooperate with one another.


How well do you function as a member of your team or class? Think about the last few sessions you have attended, and then answer these questions:


  1. What do you do, if anything, to prepare for meetings?




  1. Do you take notes?




  1. What do you do if you disagree with something that’s said?




  1. How frequently do you participate in class discussions?




  1. Are you courteous to other group members?



Module 3     n     Activity 7     n     TEAMWORK



Activity:                      Lost on the Moon


Materials Needed:    Handouts/Transparency: Lost on the Moon, answers to handout


Directions:                 Instructors may place students into groups to complete this activity to encourage teamwork. (Notice that answers may vary somewhat from those given on the answer key.)


Time Required:

30 Minutes









Module 3     n     Activity 7     n     TEAMWORK



Lost on the Moon

You are in a space crew originally scheduled to rendezvous with a mothership on the lighted side of the moon. Mechanical difficulties, however, have forced your ship to crash-land at a spot some 200 miles from the rendezvous point. The rough landing damaged much of the equipment aboard. Since survival depends on reaching the mothership, the most critical items available must be chosen for the 200 mile trip. Below are listed 15 items left intact after the landing. Your task is to rank order them in terms of their importance to your crew in this attempt to reach the rendezvous point. Place number 1 by the most important item, number 2 by the second most important item, and so on, through number 15, the least important.


_____Box of matches

_____Food concentrate

_____50 feet of nylon rope

_____Parachute silk

_____Portable heating unit

_____Two .45 caliber pistols

_____One case of dehydrated milk

_____Two 100 pound tanks of oxygen

_____Stellar map (of moon’s constellations)

_____Life raft

_____Magnetic compass

_____5 gallons of water

_____Signal flares

_____First-Aid kit containing injection needles

_____Solar-Powered FM receiver-transmitter





–Reproduced from The 1982 Annual for Facilitators, Trainers, and Consultants, J. William Pfeiffer and Leonard D. Goodstein, Editors, San Diego, California: University Associates, 1982.





Module 3     n     Activity 7     n     TEAMWORK




Lost on the Moon

You are in a space crew originally scheduled to rendezvous with a mothership on the lighted side of the moon. Mechanical difficulties, however, have forced your ship to crash-land at a spot some 200 miles from the rendezvous point. The rough landing damaged much of the equipment aboard. Since survival depends on reaching the mothership, the most critical items available must be chosen for the 200 mile trip. Below are listed 15 items left intact after the landing. Your task is to rank order them in terms of their importance to your crew in this attempt to reach the rendezvous point. Place number 1 by the most important item, number 2 by the second most important item, and so on, through number 15, the least important.


Some answers are negotiable. The main objective of this exercise is for students to practice decision-making skills as a team.

_15__Box of matches

_4___Food concentrate

__6__50 feet of nylon rope

__8__Parachute silk

__13__Portable heating unit

__11__Two .45 caliber pistols

_12__One case of dehydrated milk

_1___Two 100 pound tanks of oxygen

__3__Stellar map (of moon’s constellations)

__9__Life raft

_14___Magnetic compass

__2__5 gallons of water

__10__Signal flares

__7__First-Aid kit containing injection needles

__5__Solar-Powered FM receiver-transmitter




–Reproduced from The 1982 Annual for Facilitators, Trainers, and Consultants, J. William Pfeiffer and Leonard D. Goodstein, Editors, San Diego, California: University Associates, 1982.




Module 3     n     Activity 8     n     TEAMWORK



Activity:                      Human Relations Case Study


Materials Needed:    Handouts/Transparency: Teamwork Case Study


Directions:                 Students may work in groups to discuss this case study. They should be prepared to defend their decision in a class discussion. Answers may vary.


Time Required:

15 Minutes








Module 3     n     Activity 8     n     TEAMWORK



Teamwork Case Study


Jeff was one of several employees in a small department where productivity depended upon the close cooperation of everyone involved. He had a high potential and lived up to it, producing more than anyone else in the department.


However, Jeff liked to work alone. He seldom volunteered to help his fellow workers. Many of the people who worked with him felt that he had a superior attitude, and they resented it. As a result, the department was split between Jeff and the others.


Jeff’s supervisor gave a lot of thought to the problem and looked at it this way. Although Jeff was producing at the highest level in the department, the total productivity of the department had not gone up since he joined the group. Instead, it had gone down slightly. Could it be that Jeff had done more damage (through poor human relations) than good (by his high personal productivity)? The supervisor came to the conclusion that Jeff was an outstanding employee when viewed alone, but that he was a very poor employee when viewed as a member of a group.


A few weeks later, the supervisor was promoted to a more responsible position, and management had to come up with a replacement. They decided to promote someone from outside the department. When Jeff discovered that he was not chosen, he demanded an explanation. He was told that he was the highest producer in the department but that his human relations skills were not up to standard. Management felt the other workers in the department would not respect him as their supervisor.


Do you agree with management’s decision to pass over Jeff even though Jeff was the best producer? How responsible do you feel the supervisor was for Jeff’s being passed over?




Module 3     n     Activity 9     n     TEAMWORK



Activity:                      Top Eight Behaviors


Materials Needed:    Handouts/Transparency: The Top Eight Behaviors That Cause On-the-Job Difficulties


Directions:                 Students will participate in a teacher-led discussion to identify and discuss the top eight behaviors that cause on-the-job difficulties.


Time Required:

15 Minutes








Module 3     n     Activity 9     n     TEAMWORK



The Top Eight Behaviors That Cause

On-The-Job Difficulties


  1. Dishonesty and lying
  2. Irresponsibility, goofing off, and attending to personal business on company time
  3. Arrogance, ego problem, and excessive aggressiveness
  4. Absenteeism and lateness
  5. Not following instructions or ignoring company policies
  6. Whining or complaining about the company or the job
  7. Absence of commitment, concern, or dedication
  8. Laziness and lack of motivation and enthusiasm


Other negative behaviors include lack of character, inability to get along well with others, disrespect, displays of anger or pettiness, making ill-informed decisions, and taking credit for work done by others.


–Source: Office Administration and Automation (February, 1985), p.8

Module 3     n     Activity 10   n     TEAMWORK



Activity:                      Mutual Respect Handout


Materials Needed:    Handouts/Transparency: Mutual Respect


Directions:                 Students will work in groups to answer questions to scenarios on the Mutual Respect Handout. They should be prepared to discuss their solutions with the entire class. Answers may vary.


Time Required:

20 Minutes









Module 3     n     Activity 10   n     TEAMWORK



Mutual Respect


A Guide to Developing Effective Relationships with Co-workers and Supervisors


When communicating with others, strive to:


  • develop and maintain a positive working relationship with your co-workers and with your supervisor
  • inform your supervisor upon completion of each assigned task
  • be willing to assist co-workers when you are able
  • when you are unable to complete an assigned task by the deadline, consult with your supervisor as soon as possible
  • inform your supervisor of the problems that you are unable to solve on your own
  • treat everyone with respect
  • be polite


Describe the proper response to achieve effective communications in each of the following situations.


  1. Your supervisor has asked that you duplicate and bind 20 training manuals by next Thursday. He has hired several new employees, and they will begin their orientation next week. You have the only available copy of the training manual on your computer. Your master hard copy was accidentally issued at the last orientation. The laser printer in your office is an older model and has required constant repair. Today, when you begin to print out a new “master hard copy”, you discover that you are having printer problems. You call Mr. Johnson, the service repairperson, to repair it. Mr. Johnson informs you that your maintenance agreement has expired, and he is unable to make a service call until a new agreement is signed.


What would you say to Mr. Johnson? To your supervisor?




  1. You are extremely proud of yourself because you recently completed a tough assignment ahead of schedule. Penny in Accounts Receivable was scheduled to help you with the project, but each time you called her, she came up with an excuse.


What would you say to Penny? Your supervisor? Penny’s supervisor? Other co-workers?

Module 3     n     Activity 10   n     TEAMWORK


  1. A friend of yours is unable to make a trip, and you have been invited to take her place. It sounds like the vacation of a lifetime. The only problem is that you have to leave on Friday, which is the day after tomorrow, and you are scheduled to work.


What do you do? What do you say to the person who invited you? What do you say to your supervisor?




  1. Your supervisor gave you an assignment with a two-week deadline. Tomorrow is the deadline, and you realize that you are not able to complete the project.


What do you do? Should you mention this to your supervisor? If so, how? Should you ask a co-worker for assistance? If so, whom would you select and how would you ask for help?

Module 3     n     Activity 11   n     TEAMWORK



Activity:                      What Is Your Work Attitude?


Materials Needed:    Handouts/Transparency: What Is Your Work Attitude?


Directions:                 Students will complete handout. Instructor should lead students in a discussion of responses to each assigned activity.


Time Required:

5 Minutes









Module 3     n     Activity 11   n     TEAMWORK



What Is Your Work Attitude?


Complete the following questions by circling Yes or No.


 1. Do you smile often? YES NO
2. Are you willing to change when needed? YES NO
3. Are you able to see the other person’s point of view? YES NO
4. Do you complain? YES NO
5. Do you accept the responsibility for mistakes? YES NO
6. Do you think of the good in others? YES NO
7. Do you criticize others? YES NO
8. Do you look the other person in the eye when speaking? YES NO
9. Do you respect the ideas and opinions of others? YES NO
10. Do you have a variety of interests? YES NO


What areas need improving?





Are you willing to improve in those areas?





Explain how you plan to improve those areas.




–Common Essential Elements Successful Employment

Module 3     n     Activity 12   n     TEAMWORK



Activity:                      Applying Human Relations On The Job


Materials Needed:    Handouts/Transparency: Applying Human Relations On The Job


Directions:                 Students will complete handout. Instructor should lead students in a discussion of responses to each assigned activity.


Suggested Answers:

  1. c
  2. c
  3. c
  4. b


Time Required:

5 Minutes









Module 3     n     Activity 12   n     TEAMWORK



Applying Human Relations On The Job


INSTRUCTIONS: In the following examples, check the action you think will be best.


  1. Gerald has worked at Big Ten Manufacturing Company for two days. On the second day, some of the other workers go out to lunch together. They do not ask Gerald to join them. Gerald should:

_____ a.         ask his boss what he is doing wrong.

_____ b.         be mad and hurt that he was not invited.

_____ c.          realize that after he has been there longer he will probably be included in the company.


  1. It is Jennifer’s first day on the job at Jensen Hat Factory. She is very anxious to make friends. She should:

_____ a.         spend the first day “chatting” with her co-workers.

_____ b.         find out all she can about each co-worker.

_____ c.         relax and let friendships develop.


  1. Juan is very good at writing accounting programs to be used with the company’s new computer. Tom, on the other hand, is having trouble. Tom must have a program written by the end of the week. Juan should:

_____ a.         not try to help him.

_____ b.         do the program himself and let everyone know he did.

_____ c.         work with Tom to see where he is having trouble.


  1. Marsha works at Skateland. Lately, her friend Joan, who also works there, has been arriving late and leaving early. Marsha must “cover” for Joan when this happens. Marsha should:

_____ a.         inform the manager of the problem.

_____ b.          talk to Joan, explain her feelings, and tell her that if it continues, she will report it to the manager.

_____ c.         keep “covering” for Joan.




–Common Essential Elements, Human Relations and Personality Development


Module 3     n     Activity 13   n     TEAMWORK



Activity:                      Attitudes Case Study


Materials Needed:    Handouts/Transparency: Attitudes Case Study


Directions:                 Students will complete handout. Instructor should lead students in a discussion of responses to each assigned activity. Answers may vary.


Time Required:

10 Minutes










Module 3     n     Activity 13   n     TEAMWORK



Attitudes Case Study


INSTRUCTIONS: Study the situation below concerning attitudes by reading the information and discussing the questions within your group.


Kay, 17, is a nurse’s aid working in a nursing home known for its excellent patient care. Kay has the following assets: She dresses neatly, she is well groomed, she has a good memory, and she is excellent at charting patients’ records. Even though Kay is a good worker, smiling is not one of her characteristics, and it affects how patients feel toward her.


Open House is the busiest day of the year for the nursing home, and all personnel are expected to be on call that day. Kay wants to be off to visit a relative in another town. The nursing home supervisor gave Kay the day off without pay but feels Kay let the staff down (the staff feels the same way toward Kay).


Because Open House is a busy day, all the staff has to work much harder to fill in for Kay. Kay returns to find it even more difficult to get along with the other employees, and becomes cranky with the patients. The supervisor decides to fire Kay.


  1. What kind of attitudes does Kay show?



  1. Could Kay have done something to save her job? If so, what?



  1. What would you have done to deal with this situation?



  1. Do you feel Kay was dealt with fairly?



–Common Essential Elements, Successful Employment


Module 3     n     Activity 14   n     TEAMWORK



Activity:                      Work Habits


Materials Needed:    Handouts/Transparency: Work Habits


Directions:                 Students will complete handout. Instructor should lead students in a discussion of responses to each assigned activity.


Suggested Answers:


1. T
2. F
3. F
4. T
5. T
6. F
7. T
8. F
9. T
10. F
11. F
12. F


Time Required:

5 Minutes











Module 3     n     Activity 14   n     TEAMWORK



Work Habits


The majority of people who lose their jobs lose them because of poor work habits rather than because they cannot do their work. Usually you are aware of any poor work habits that give you trouble.


INSTRUCTIONS:    To see if you know what work habits are good ones, read each statement carefully to see if it is true or false. Circle either T or F at the beginning of each statement.


T F 1. It is better to ask questions than to make mistakes.
T F 2. Being late is okay if you work harder than anyone else when you are there.
T F 3. If possible, mistakes should be covered up.
T F 4. Following directions shows you are willing to learn.
T F 5. It is necessary to call your supervisor when you are sick.
T F 6. Cleanup is necessary only if you finish early.
T F 7. When overtime work is necessary, employees should be willing to work.
T F 8. It is okay to return late from break if other employees do it.
T F 9. Personal appearance is always important.
T F 10. Employees can expect promotions to be automatic.
T F 11. It is okay to criticize your boss if he/she gives you a hard time.
T F 12. It is okay to talk with your fellow employees during work time about what is happening on the weekend and after hours because this is helping interpersonal relations.



–Common Essential Elements, Successful Employment


Module 3     n     Activity 15   n     TEAMWORK



Activity:                      Bad Attitudes


Materials Needed:    Handouts/Transparency: Bad Attitudes


Directions:                 Students will complete handout. Instructor should lead students in a discussion of responses to each assigned activity.


Time Required:

5 Minutes












Module 3     n     Activity 15   n     TEAMWORK



Bad Attitudes


INSTRUCTIONS: As an employee, bad attitudes can be observed by actions of the employee. Think about what you, as the employer, would do with employees exemplifying the following attitudes. Write down your response under each category.


  1. Fails to call in when absent from work.



  1. Tells other employees he/she is not making enough money.



  1. Has a negative attitude toward everything and everybody.



  1. Talks against the agency.



  1. Is continually late.



  1. Is sick often, especially Mondays and Fridays.



  1. Stands around, not doing anything, a great deal of the time.



  1. Spends too much time in the lounge or restroom.



  1. Does not get along with co-workers.



  1. Talks when he/she should be working.



  1. Gets several telephone calls every day that are not business-related.




–Common Essential Elements, Successful Employment


Module 3     n     Activity 16   n     TEAMWORK



Activity:                      Advancing Attitudes


Materials Needed:    Handouts/Transparency: Advancing Attitudes


Directions:                 Students will complete handout. Instructor should lead students in a discussion of responses to each assigned activity.


Time Required:

10 Minutes










Module 3     n     Activity 16   n     TEAMWORK


Advancing Attitudes


Various attitudes will either help bring success to an employee or will cause failure on the job. Most people do not reflect all of the attitudes represented below; however, one or more could definitely hurt your chances of success. Think about each of those listed below. Although you may not think of some of the following as attitudes, each of the items listed is an attitude reflection.


INSTRUCTIONS:       Select any seven terms below, and discuss how each of the terms could hurt an individual’s chances for advancing in a job. You can probably think of more attitudes than these—these are some of the most probable.






Hygiene and health

Lack of cooperation

Personal problems (transportation, marital, child care, emotional, housing)

Lack of communication

Wanting off work excessively, or leaving work early regularly

Inability or unwillingness to follow directions

Poor performance (low quantity, poor quality of work)

Poor job ethics (dishonest, uncooperative, etc.)

Lack of alertness, interest


Example: “Absenteeism”—How does this relate to a certain type of job failure?

  1. Being absent from the job can cause problems for everyone concerned in getting a particular task done.
  2. If you are not there, someone is going to have to do the work for you.
  3. Frequent absenteeism or unexcused absenteeism, whatever the duration, will make your fellow workers resent you and eventually will show up on your job record.
  4. The supervisor will eventually have to do something about a person who is absent much of the time.


–Common Essential Elements, Successful Employment


Module 3     n     Activity 17   n     TEAMWORK



Activity:                      Positive/Negative Attitudes


Materials Needed:    Handouts/Transparency: Positive/Negative Attitudes


Directions:                 Students will complete handout. Instructor should lead students in a discussion of responses to each activity. When it has been determined that an item is negative, ask for a more positive revision of the item. Revisions may vary.



Answers:                   1.        negative

  1. negative
  2. positive
  3. negative
  4. positive
  5. positive
  6. negative
  7. positive


Time Required:

10 Minutes











Module 3     n     Activity 17   n     TEAMWORK


Positive/Negative Attitudes


INSTRUCTIONS:       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.


EXAMPLE:                 “I am finished with my work and I have 15 minutes before my shift is over. I think I will help Mary finish her work.


ANSWER:                   Positive Attitude


  1. “This day is going slowly. I want it to get over with so I can go out on my date with Bob tonight.”




  1. “I am so bored with this job. There never is enough to do, but I do not want to help Joan out or she will think I should do it all the time.”




  1. “Mr. Jones, there is a two-day workshop being offered at the community college for management. They are offering programs on time management, supervision, decision-making skills, and many others. I would like to attend as I think it would help me be a more effective supervisor.”




  1. “Even though we worked on this project together, I think these mistakes you are talking about are Lee’s fault.”




  1. “I see what you mean, Ms. Perez. Perhaps this would be a better way to do it. I will try it.”




  1. “I will correct these errors right away, Mrs. Fox.”




  1. “Nothing ever goes right around here. The boss is too cheap to buy new typing equipment. No wonder my work looks so sloppy.”




  1. “I was certainly uncomfortable when Mr. Santos was criticizing my work on this project. But some of the things he said made sense. I will learn from this experience and do a better job next time.”




–Common Essential Elements, Human Relations and Personality Development

Module 3     n     Activity 18   n     TEAMWORK



Activity:                      Showing A Positive Attitude


Materials Needed:    Handouts/Transparency: Showing A Positive Attitude


Directions:                 Students will complete handout. Instructor should lead students in a discussion of their responses to the situation. Answers may vary.


Time Required:

10 Minutes










Module 3     n     Activity 18   n     TEAMWORK



Showing A Positive Attitude


INSTRUCTIONS: After reading the situation below, answer and discuss the questions that follow.


Pat is a clerk in a local pharmacy and enjoys the opportunity to meet and talk to customers daily. Pat displays a friendly smile on the job and performs all aspects of the position quite well.


As time passes, the pharmacy owner notices that Pat is spending an unusual amount of time talking to customers, which results in other customers waiting in line 10 to 15 minutes. The owner is uncertain about confronting Pat about the problem because of her friendliness and good work.


Finally, the owner discusses the problem with Pat, who understands the situation. Later, the owner notices Pat trying to be less talkative while continuing to be pleasant to customers.


  1. What kind of attitude do you think Pat had?


  1. If a customer starts and continues the conversation, would you agree with the saying, “The customer is always right?” Why or why not?


  1. Is it possible to be overly friendly in this type of job? Discuss.


Module 3     n     Activity 19   n     TEAMWORK



Activity:                      Ideal Working Conditions


Materials Needed:    Handouts/Transparency: Ideal Working Conditions


Directions:                 Students will complete handout. Instructor should lead students in a discussion of responses to each activity.


Time Required:

5 Minutes











Module 3     n     Activity 19   n     TEAMWORK



Ideal Working Conditions


INSTRUCTIONS: Check the situations that you feel would be the ideal working conditions for your future ideal job.



My ideal job will allow me to:

_____work on my own.

_____be challenged creatively.

_____use my skills to the fullest.

_____see the end product of my work.




The people I work with will:

_____be fun to be around.

_____become good friends.

_____leave me alone to do my work.

_____want to work as hard as I do.

_____be able to work as a team.




My boss will:

_____involve me in decision making.

_____watch my work closely.

_____be a good leader.

_____be open and honest.


My ideal job will have:

_____parking nearby.

_____an attractive office for me.

_____a quiet place for me to work.

_____flexible work hours.

_____public transportation nearby.




My ideal job will provide me with:

_____at least $______ per year.

_____a chance to advance in the company.

_____paid vacation time.

_____extra pay for overtime.

_____good health benefits.













–Common Essential Elements, Successful Employment


Module 3     n     Activity 20   n     TEAMWORK



Activity:                      Increase Self-Awareness


Materials Needed:    Handouts/Transparency: Increase Self-Awareness


Directions:                 Students will complete handout. Instructor should lead students in a discussion of responses to each activity.


Time Required:

5 Minutes











Module 3     n     Activity 20   n     TEAMWORK



Increase Self-Awareness


INSTRUCTIONS: People react to different situations in different ways which can give clues to increase self-awareness. Complete the following sentences. Think about the reasons that would make you react this way.


  1. Nothing makes me more angry than
  2. What people like most about me is
  3. I feel bad when
  4. I like to have my picture taken when
  5. People think of me as
  6. What gets me in trouble is
  7. When people tell me what to do, I
  8. I am really happy when
  9. I just cannot
  10. I get nervous when
  11. I get really frightened when
  12. I like                                                                                                                                 
  13. I wish
  14. I really worry about
  15. My best friend is
  16. My biggest goal in life is
  17. I really like to
  18. If I could be an animal I would like to be
  19. When I have some free time, I really like to
  20. I wish my friends would
  21. I wish my parents would
  22. I am really sad when
  23. I dream of


–Common Essential Elements Human, Relations and Personality Development


Module 3     n     Activity 21   n     TEAMWORK



Activity:                      Self-Analysis


Materials Needed:    Handouts/Transparency: Self-Analysis


Directions:                 Students will complete handout. Instructor should lead students in a discussion of their responses to each follow-up question to the activity. Answers may vary.


Time Required:

5 Minutes










Module 3     n     Activity 21   n     TEAMWORK





INSTRUCTIONS: Read each sentence carefully. There are no right or wrong answers. Mark how you really feel about yourself. Y = YES, N = NO, NS = NOT SURE. No one will see this paper except you.



_____I like myself.

_____I often get angry.

_____I can read fairly well.

_____People can depend on me.

_____I am a very shy person.

_____I get into lots of fights.

_____I am afraid of many things.

_____I am good in spelling.

_____I have many friends.

_____I tell the truth.

_____I look okay.

_____Sometimes I am clumsy.

_____I often feel sick.

_____I am good in arithmetic.

_____My handwriting is good.

_____I am successful most of the time.

_____Other people often laugh at me.

_____Most of the time I enjoy helping others.

_____I have a hard time making up my mind.

_____I like to be with my friends.

_____I am sad and depressed sometimes.

_____I would like to be someone else.

_____I wish I lived somewhere else.

_____I like school most of the time.

_____I am often nervous and upset.

_____I am good at sports and games.

_____Most people dislike me.

_____I am a happy person most of the time.

_____Other people enjoy my company.





  1. Go back over your answers. Are you happy with the results? With how you feel about yourself? The way others feel about you?


  1. Is there a pattern to your answers?


  1. Will your answers influence the career you choose? Why or why not?


  1. Would you change anything about yourself? If so, what?


  1. How would you describe your self-concept?


  1. If you had a negative self-concept, will it influence your ability to succeed?




–Common Essential Elements, Human Relations and Personality Development



Module 3     n     Activity 22   n     TEAMWORK



Activity:                      Masking


Materials Needed:    Handouts/Transparency: Masking


Directions:                 Students will complete handout following the directions given on the handout. Instructor should lead students in a discussion of the activity.


Time Required:

10-30 Minutes










Module 3     n     Activity 22   n     TEAMWORK





Most people wear masks as a way of keeping themselves from having hurt feelings. You may find your own mask in the list below. If you look carefully, you will find the masks of some people you have met. Once someone considers you his/her friend, he/she will feel like taking off their mask. You may be allowed to “peek under the mask” if you understand the person and why he/she has chosen that mask to wear.


INSTRUCTIONS:     Choose a member of the group to play the part of one of the personality types described. Have the others in the group apply the suggested methods and any other methods they can suggest for getting the person to remove his or her “mask.” You may choose to write a script and practice before presenting it to the group as a whole or you may choose to make up the lines as you go along.


  1. Do you know someone who wears the mask of the SHY PERSON? A shy person has learned to guard against being hurt by sometimes acting rude or stern. He/she may seem like a snob to others, but the shy person is really afraid of people. These shysters may act as if they are better than another person but really feel that they are not as good as the next person. It is very painful for shy people to be around people they do not know very well. You can help the shy person take off the mask if you:


  1. Act as if you do not know he/she is shy.
  2. Ask him/her to do favors for you.
  3. Look into the shy person’s eyes when you talk, even if he/she does not look into yours.
  4. Ask his/her opinions and really listen to what the shy person has to say.


  1. Do you know someone who wears the mask of the WORRIER? A person who wears the mask of the worrier is someone who is full of fear. The worrier is afraid that he/she will make a mistake, afraid that he/she will lose his/her job, afraid that he/she will not learn fast enough. The worrier does not want to let people know he/she is afraid, but fear is hard to hide. You can help the worrier remove the mask by:


  1. Showing the person that you believe in him/her.
  2. Keeping the worrier busy so that he/she forgets his/her fear.
  3. Being extra kind to him/her.
  4. Being relaxed with him/her.
  5. Letting the worrier know that you have fears, too.

Module 3     n     Activity 22   n     TEAMWORK



  1. Do you know someone who wears the mask of the BUSY BEE? The person has learned to act busy because he/she would not want others to think that he/she is lazy. The busy bee will have every minute of his/her day planned and may brag about it. You can help the busy bee relax and take off the mask by:


  1. Asking the person about his/her interests.
  2. Trying to get the person to talk about things outside school such as movies, sports, television, music, or family.
  3. Ask the person to join you in something that would be fun for both of you. Do not take no for an answer the first time; keep asking. The busy bee needs to be pushed to relax and have fun.


–Common Essential Elements, Human Relations and Personality Development




Module 3     n     Activity 23   n     TEAMWORK



Activity:                      Seven Ways To Improve Your Self-Image


Materials Needed:    Handouts/Transparency: Seven Ways To Improve Your Self-Image


Directions:                 Teacher leads a discussion on self-image using the transparency.


Time Required:

10 Minutes











Module 3     n     Activity 23   n     TEAMWORK



Seven Ways To Improve Your Self-Image


  1. Take an inventory. Write down all the positive things you can think of yourself. Also list the negative things. In this way, you will gain an awareness of your strengths and good qualities—and your weaknesses will not seem so overwhelming.


  1. Make changes. Change the things you do not like about yourself. If you are like most people, your list will contain comments such as, “I smoke too much,” and “I’m impulsive.” In most all instances, the negative traits are habits and therefore can be changed.


  1. Sell yourself. When you focus attention on your best qualities, you reinforce your feeling of self-worth. You must constantly remind yourself of areas of competence.


  1. Forget about past shortcomings. Many of the things that contribute to an individual’s poor self-image are relics of the past. It’s never too late to bury the past.


  1. Avoid overcritical associations. Some people are not happy unless they are finding fault with those around them. Even if their criticisms are undeserved, these people often contribute to a poor self-image and should be avoided.


  1. Reinforce your improve self-image with positive feedback. When you do something praiseworthy, tell yourself, “Hey, I did great!”


  1. Keep polishing your self-image. Keep working on becoming a better and more effective human being. The more pleased you are with your self-improvement efforts, the happier and more successful you’ll become.




–Common Essential Elements, Human Relations and Personality Development


Module 3     n     Activity 24   n     TEAMWORK



Activity:                      Personal Habits


Materials Needed:    Handouts/Transparency: Personal Habits


Directions:                 Students will complete the handout. Instructor should lead students in a discussion of responses to each item.





  1. H, A
  2. L
  3. N
  4. I
  5. V
  6. W
  7. D
  8. C
  9. O
  10. P
  11. E
  12. K
  13. Q
  14. B
  15. F
  16. M
  17. S
  18. X
  19. T
  20. J



Time Required:

15 Minutes












Module 3     n     Activity 24   n     TEAMWORK



Personal Habits


INSTRUCTIONS:    Match the terms related to human relations and personality to their definitions by placing the correct letter in the blank at the left.


_____ 1. Attitude A. A state of mind which reflects an individual’s attitude towards his/her job, fellow workers, and employers
_____ 2. Characteristics B. The combination of personal traits that make one person different from another
_____ 3. Communication C. Checking with the person with whom you are communicating to make sure the message is understood
_____ 4. Conscientious D. The ability to see and feel things from another person’s point of view
_____ 5. Constructive criticism E. Being a self-starter; seeing work that needs to be done, and doing it without waiting to be told to do so
_____ 6. Dependable F. Looking for and finding good
_____ 7. Empathy G. A sense of knowing what to do or say in order to maintain good relations with others and to avoid offense
_____ 8. Feedback H. The way a person acts or feels about a situation
_____ 9. Human relations I. Always trying to do the right thing; doing your work with care in a way you know is right
_____ 10. Improvise J. Your personal beliefs as to what is good or bad, right or wrong
_____ 11. Initiative K. Looking for and finding only the worst
_____ 12. Negative attitude L. Traits, features, or qualities of a person



–Common Essential Elements, Human Relations and Personality Development


Module 3     n     Activity 24   n     TEAMWORK




_____ 13. Nonverbal communications M. An opinion formed without sufficient knowledge
_____ 14. Personality N. The exchange of an idea or a message which results in a high amount of understanding between the sender and the receiver
_____ 15. Positive attitude O. Refers to the relationships between people
_____ 16. Prejudice P. To make do with what one has
_____ 17. Self-awareness Q. To communicate by body language
_____ 18. Self-concept R. One’s truthfulness in all words and deeds
_____ 19. Tolerance S. How well you know yourself
_____ 20. Values T. The ability to endure irritations, habits, or mannerisms that may bother you
U. The support for a cause
V. Statements which include both critical evaluation and suggestions for improvement
W. Reliable and trustworthy
X. How you feel about yourself depending on the situation and by how other people react toward you



–Common Essential Elements, Human Relations and Personality Development


Module 3    n     Activity 25   n     TEAMWORK



Activity:                      Tips On Human Relations


Materials Needed:    Handouts/Transparency: Tips On Human Relations


Directions:                 The instructor should lead students in a discussion of the items on the activity as a review of good human relations techniques. Ask for examples of situations which illustrate the truth of each item.


Time Required:

10 Minutes












Module 3     n     Activity 25   n     TEAMWORK


Tips On Human Relations


  1. Learn to like yourself (no one else can if you cannot).
  2. Believe in your own personal worth.
  3. Expect people to like you.
  4. Be natural–be yourself.
  5. Be sincere.
  6. Be on the lookout for the good qualities in others.
  7. Be interested and concerned about others.
  8. Give praise when it is due.
  9. Let your friends know you like them.
  10. Do not take your friends for granted.
  11. Be appreciative, kind, and considerate.
  12. Smile–smile–smile.
  13. Form your own opinions about others. Find out for yourself whether you like someone…not judge second-hand.
  14. Do not always have to have your own way.
  15. Speak your mind when asked what you think of a particular situation.
  16. Do not hold grudges.
  17. Be dependable.
  18. Do not give your word unless you intend to keep it.
  19. Do not criticize others.
  20. Be able to take constructive criticism.
  21. Be happy for the good that comes to others.
  22. Do not exaggerate.
  23. Try to be understanding.
  24. Be willing to admit your mistakes.
  25. Learn from your mistakes.

–Common Essential Elements, Human Relations and Personality Development

Module 3     n     Activity 26   n     TEAMWORK



Activity:                      Attitudes


Materials Needed:    Handouts/Transparency: Attitude Toward Yourself, Attitude Toward Your Job, Attitude Toward Your Co-Workers, Attitude Toward Customer/Clients


Directions:                 The instructor should use the four handouts/transparencies as a springboard for discussion of the positive attitudes necessary for school and employment success. Students should be encouraged to give examples of situations which illustrate the validity of each item.


Time Required:

20 Minutes









Module 3     n     Activity 26   n     TEAMWORK




Attitude Toward Yourself



  • Think well of yourself personally–self-esteem, self-confidence.


  • Think well of yourself professionally–competency.


  • Project a professional image at all times.


  • Appreciate and understand the importance of the work that you do.


  • Seek professional self-development on your own–don’t wait to be told!


  • Carefully select professional and/or community organizations for membership.


  • Consider the value system of others while examining your own values.


  • Realize your personal worth.


If you don’t think well of yourself, it is difficult for others to respect you.











Module 3     n     Activity 26   n     TEAMWORK




Attitude Toward Your Job



  • Accept change.


  • Maintain honesty and integrity.


  • Understand cultural diversity.


  • Understand the entire business operation and where your job fits in.


  • Understand the importance of teamwork.


  • Avoid office politics.


  • Observe office hours–and other company regulations.


  • Accept constructive criticism concerning your work.


  • Accept responsibility.


  • Remain loyal.


  • Respect privacy of others.


  • Learn to work under pressure and while being pulled in many directions at once.


  • Respect time–make every minute count.


  • Look for the challenges of your job–enjoy doing a job well!



Module 3     n     Activity 26   n     TEAMWORK




Attitude Toward Your Co-Workers



  • Respect privacy of others.


  • Understand cultural differences.


  • Be supportive of each others’ relationships.


  • Promote teamwork.


  • Help others to accept change.


  • Use positive language, even in conflict situations.


  • Strive to settle differences before they become a problem–don’t carry a grudge.


  • Work to achieve common goals.


  • Do not overemphasize winning—you may lose more by winning than by losing a few arguments.


  • Be a good negotiator.


  • Think before you speak (don’t shoot from the hip!).


  • Learn to be assertive, not aggressive.


  • Refuse to participate in malicious grapevine information.


  • Don’t brag constantly (or whine!).


  • Pay value to co-workers–their feelings do count. Show appreciation. Genuinely care about your co-workers.


  • Listen!


Module 3     n     Activity 26   n     TEAMWORK




Attitude Toward Customer/Clients



  • Understand cultural diversity–including race, religion, sex,

and mental and physical disabilities.


  • Be service oriented.


  • Always greet people with a smile.


  • Always stand to greet people (if possible).


  • Practice making proper introductions and greetings.


  • Observe nonverbal communication of others–and be careful with your own.


  • Use positive language–especially in negative situations.


  • Do not react to irate customer/client–learn to diffuse the anger.


  • Practice courteous and efficient telephone techniques.


  • Make a good first impression.


  • Always endeavor to be helpful.


  • Be sympathetic with a customer who has a problem with the company–but do not admit any guilt prematurely. Don’t take the blame too quickly!


Put yourself in the customer’s place.

Understand “no customer–no job.”

Module 3     n     Activity 27   n     TEAMWORK



Activity:                      Improving Customer Service


Materials Needed:    Handouts/Transparencies: Chosen from the following activity sheets


Directions:                 Each of the activity sheets deals with some aspect of customer service. You may use handouts or transparencies in discussing customer service or in completing the activities. Lead your students in a discussion of each activity. (Answers may vary). The following transparencies are included:

  1. Success Skills
  2. Basic Customer Needs
  3. Skills To Make You Successful With Customers/6 Basic Customer Needs
  4. The Good, The Bad, & The Ugly
  5. Responding Assertively



Time Required:

5-10 Minutes

each activity












Module 3     n     Activity 27   n     TEAMWORK



Success Skills


  • Customers ARE your job


  • Co-workers ARE your job


  • Being kind, thoughtful, and friendly makes you a winner!



–Life Skills: Job  Skills – Lesson 9 – Customer Service

1997      The University of Georgia Cooperative Extension Service


Module 3     n     Activity 27   n     TEAMWORK


Basic Customer Needs

  • Friendliness
  • Understanding and empathy
  • Fairness
  • Control of situations
  • Options and alternatives
  • Correct information





–Life Skills: Job  Skills – Lesson 9 – Customer Service

  • The University of Georgia Cooperative Extension Service


Module 3     n     Activity 27   n     TEAMWORK


Customer Service


Skills to Make You Successful

 With Customers

¨     Learn to view helping the customer as your job, rather than the interruption of it.

¨     Give co-workers the same understanding and respect you give customers.

¨     Excellent service is everyone’s job, from the manager to the truck driver. Being kind, thoughtful, and friendly doesn’t cost you anything and doesn’t take much effort.




















Six Basic Customer Needs

     1.    Fairness

     2.    Friendliness

     3.    Correct Information

     4.    Control of Situations

     5.    Options and Alternatives

     6.    Understanding and Empathy

















–Life Skills: Job  Skills – Lesson 9 – Customer Service

  • The University of Georgia Cooperative Extension Service


Module 3     n     Activity 27   n     TEAMWORK


The Good, The Bad

And The Ugly . . .


  1. Think of an example of receiving GOOD CUSTOMER SERVICE. List two characteristics that made you feel this was GOOD CUSTOMER SERVICE.




Characteristic #1:                                                                                           




Characteristic #2:                                                                                           




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




Characteristic #1:                                                                                           




Characteristic #2:                                                                                           








–How To Get Good Customer Service


Module 3     n     Activity 27   n     TEAMWORK



Responding Assertively


  1. Actively listen to the complaint.
  2. Repeat the complaint. Obtain acknowledgement.
  3. Apologize, if appropriate.
  4. Acknowledge the person’s feelings.
  5. Explain the action you will take to solve the problem.
  6. Thank the party.


You are the customer. Describe what is wrong and the proper response to the following situations:


  1. YOU: “I delivered the patient’s add-orders one week ago. Have they been signed?”


Employee:   “The doctor has not had time to sign them.”





  1. Patient: “Why are your prices higher than your competitors?”


         YOU:          “I don’t think they are high.”





  1. Patient: “The nurse was supposed to come this morning and I’ve been waiting all day!”


YOU:          “The nurse’s car broke down and she’s behind schedule.”






–How To Get Good Customer Service


Module 3     n     Activity 28   n     TEAMWORK



Activity:                      Updating Skills


Materials Needed:    Markerboard, markers, paper, and pencils



  1. As a group, brainstorm a list of all the equipment that might be found in an office today.
  2. Circle the equipment that would have been found in this same office 20 years ago.
  3. Point out the technical changes that have taken place over the years.
  4. Have students answer the following questions:
  5. What does this exercise teach regarding learning new skills?
  6. How does your attending a technical institute contribute to this situation?



Time Required:

15 Minutes










Module 3     n     Activity 29   n     TEAMWORK



Activity:                      Synergy


Materials Needed:    Glue, Pre-cut paper strips (1/2” x 4 ¼”)

“SYNERGY” handouts/transparency



  1. Divide class into 2 groups.
  2. Explain that each group will be manufacturing paper chains. Give each participant glue and pre-cut paper strips.
  3. Instruct the first group to form teams of three. Give the teams time to plan how they will perform this task.
  4. While the first group is planning, explain to the second group that they will work alone. They are not to communicate with each other in any way.
  5. Allow the two groups to begin working at the same time. After 5-10 minutes; stop the workers.
  6. Compare the work of the two groups. The teams of three should have produced longer chains.
  7. Display transparency of synergy.


Time Required:

20 Minutes








Module 3     n     Activity 29   n     TEAMWORK





Synergy describes the extra energy and capability that results in combined group effort to accomplish an objective. It means that a team can accomplish more than the same number of people working individually. In this case:


1 + 1 = 3.


This is why teamwork is so important to an organization. You should cooperate in every effort to develop synergy between you and your co-workers.


Module 3     n     Activity 30   n     TEAMWORK



Activity:                      Human Relations


Materials Needed:    Handouts/Transparencies: Basic Human Relations, Case Study A, Case Study B, Case Study 1-4



  1. Read over “Basic Human Relations” transparency together.
  2. Say “Each person is a unique individual. Your co-workers will all have different ways of viewing life. In spite of these differences, you need to respect your co-workers. The way you react to differences could affect work relationships. Consider the following work situations and how you, as co-workers, could react positively or negatively.”
  3. Complete Case Study A and Case Study B together as a class. Answers may vary.
  4. Divide class into 4 groups. Have each group complete one case study from those numbered Case Study 1, 2, 3, and 4.
  5. Allow one representative from each group to orally share their reactions. Encourage the rest of the class to add their views as well. Answers may vary.


Time Required:

30 Minutes








Module 3     n     Activity 30   n     TEAMWORK


Basic Human Relations

Some steps you can take to help you get along better with all the workers on your team.


Step 1.           Get to know other workers. Take lunch breaks with the other employees. Join employee recreational and social activities. Listen to the things your co-workers share about their personal lives and interests.


Step 2.           Don’t try to change everything. You are the “new kid on the block” when you start a new job. Know and understand the organization before you think about changing something. Listen to others. Talk to co-workers about your ideas and get some feedback before you suggest changes.


Step 3.           Be honest. One of the most important things you possess is a good reputation. Honesty with your co-workers will build up your reputation. It is one of the best ways to gain and keep their respect.


Step 4.           Be direct. Let people know when they have done something that bothers you. Most people want to know when there is a problem rather than have you be uncomfortable around them. Don’t be a complainer or whiner. Make sure your problem is important before you take it to others.


Step 5.           Avoid gossip. Don’t listen to other people gossiping about co-workers. More importantly, never gossip about others. When you gossip, people wonder what you say about them and will avoid you.


Step 6.           Be positive and supportive. Listen to the ideas of other people. When someone makes a mistake, don’t criticize. It is irritating to have someone else point out a mistake. When you realize you’ve made a mistake, admit it and try to do better the next time.


Step 7.           Show appreciation. Be sure and thank a co-worker who does something to make your job easier. Let co-workers know that you appreciate their contributions to the team. People like to be recognized and praised.


Step 8.           Share credit when it’s deserved. Take credit for the work you do. When other co-workers assist you, make sure you credit them. People will feel they have been taken advantage of if someone else takes credit for their work.


Step 9.           Return favors. A co-worker may help you out by exchanging a day off with you. Return that favor. A sure way to make people dislike you is to only take and never give.



Module 3     n     Activity 30   n     TEAMWORK



Step 10.         Live in the present. Avoid talking about the way things used to be. People don’t want to hear about how great your job was or how great former co-workers were.


Step 11.         Ask for help and advice when it’s needed. People like to feel needed. Your co-workers can be a great resource. When you aren’t sure what to do, they can give you advice and assistance.


Step 12.         Avoid “battles.” Let co-workers with problems work out their own differences. Do not take sides in these situations. This is a sure way to develop problems with your co-workers. When you take sides, the other person will resent your interference.


Step 13.         Follow group standards. Every group has standards. For example, they may take a coffee break at 9:15. Stop work and go on break with them if you are able. These group standards help build a team. Most standards are not major and require little effort to follow.


Step 14.         Take interest in your co-worker’s jobs. People like positive attention. Taking an interest in another worker’s job will give that person positive attention. It also helps you better understand how your team works together.




Module 3     n     Activity 30   n     TEAMWORK



Case Study A

Rosa’s family has seven children and enjoys doing everything together. Her grandmother is celebrating her 85th birthday next Thursday. The family has planned a surprise party for her. On Monday when the work schedule is posted, Rosa finds out she is scheduled to work Thursday evening. She is very upset, though she knows she should have asked for that evening off before the schedule was made.


  1. What could be your positive reaction to Rosa’s problem?



  1. What could be your negative reaction?



Case Study B

Tyler belongs to an animal rights organization. He brings literature about animal rights and leaves it in the break room. He refuses to eat meat because he believes killing animals for food is wrong. Tyler has invited you to join him at the next meeting of his favorite animal rights organization.


  1. What could be your positive reaction to Tyler’s problem?



  1. What could be your negative reaction?



Module 3     n     Activity 30   n     TEAMWORK



Case Study 1

Don is a baseball fan. He has a season ticket to the hometown team’s games. He collects baseball cards and brings them to work to trade with his co-workers’ kids. He manages a little league team. During the World Series, Don brings his portable TV to work and watches the games during his breaks. From the time practice starts in March until the season ends in October, his conversation is about one subject—baseball.


  1. What could be your positive reaction to Don?



  1. What could be your negative reaction?



Case Study 2

Rochelle belongs to a religious group that doesn’t celebrate any holidays. Next Tuesday afternoon, the boss is closing the office early. The entire staff is planning a big Christmas party for that day. Rochelle has asked to leave work early on the afternoon of the party.


  1. What could be your positive reaction to Rochelle’s request?



  1. What could be your negative reaction?



Module 3     n     Activity 30   n     TEAMWORK



Case Study 3

Gwen is a very hard worker. She comes to work early and stays late. She has to be reminded by her supervisor to take breaks. Her main interest is her job. Sometime, she seems to be trying to out perform her co-workers.


  1. What could be your positive reaction to Gwen’s work habits?



  1. What could be your negative reaction?



Case Study 4

Chang attends church on Saturday. He doesn’t work on Saturday because it is considered a holy day by his church. Last Saturday, all personnel were required to work due to a special project. Chang was excused from working Saturday. Your entire work group is upset with him.


  1. What could be your positive reaction to Chang’s request?



  1. What could be your negative reaction?



 Module 3    n     Activity 31   n     TEAMWORK



Activity:                      Number Express


Materials Needed:    Handout: Number Express Puzzle



  1. Instruct participants to form teams of three to four members each. Distribute a copy of the Number Express Puzzle to each participant.


  1. Explain that each clue in the puzzle is presented in the form of a two-part equation. 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. After all the boxes have been correctly filled in, each horizontal and vertical line will total a key number.


  1. Signal for the activity to begin. When a team completes the entire puzzle (filling all the squares and determining the key number), all group members should stand. The facilitator should note the order in which teams finish. When all teams have finished, have everyone be seated.


  1. Review the answer to each block using participant feedback and referring to the Number Express Solution Sheet.


Discussion for Follow-Up (answers will vary):


  • How was the task approached by the team?
  • How well did team members work together?
  • What significance did working with numbers have on the task as a whole?
  • Were any special problems encountered? If so, what kind?
  • Were these problems resolved in a mannerly way?
  • How did pressure to complete the task quickly affect overall team performance?
Time Required:

5-10 Minutes








–Source: Working Together: 55 Team Games, Lorraine Ukens, Jossey-Bass/ Pfeiffer, 1997, pp. 91-94.


Module 3     n     Activity 31   n     TEAMWORK



Number Express Puzzle




KEY NUMBER = ______


A) Ounces in lb. minus “Uno”
B) Fourscore divided by Quarters in dollar
C) RPM of a “single” divided by _____ Ring Circus
D) Number of winks in a nap minus Olympic Rings
E) Dalmatians minus Piano Keys
F) One gross divided by Inches in ft.
G) Supreme Court members times Seasons in year
H) Lives of a cat times Pair
I) Deadly Sins times Sides on square
J) Piano Keys divided by “Catch _____”
K) Strikes in an out plus Apostles
L) _____Mile Island times Days in a week
M) Ali Baba’s Thieves minus Bakers Dozen
N) “Blackjack” minus Trivial Pursuit categories
O) “Calling Birds” times Points on a star
P) Sawbuck plus Quarts in gallon
Q) Minutes in hour divided by “Little Indians”
R) Decade plus Months in year
S) Octopus legs plus “Commandments”
T) Days in April plus Legs on Spider
U) Feet in fathom times Days in week
V) Months in year plus _____ Stooges
W) Route _____ minus U.S. states
X) Alphabet letters divided by Original U.S. colonies
Y) Days in fortnight plus Tic-Tac-Toe squares


Module 3     n     Activity 31   n     TEAMWORK



Number Express Puzzle


A   15 F   12 K   15 P   14 U   42
B   20 G   36 L    21 Q    6 V    15
C   15 H   18 M   27 R   22 W   16
D   35 I    28 N   15 S   18 X     2
E   13 J    4 O   20 T   38 Y    23


KEY NUMBER = __98__


A) 16 minus 1 N) 21 minus 6
B) 80 divided by 4 O) 4 times 5
C) 45 divided by 3 P) 10 plus 4
D) 40 minus 5 Q) 60 divided by 10
E) 101 minus 88 R) 10 plus 12
F) 144 divided by 12 S) 8 plus 10
G) 9 times 4 T) 30 plus 8
H) 9 times 2 U) 6 times 7
I) 7 times 4 V) 12 plus 3
J) 88 divided by 22 W) 66 minus 50
K) 3 plus 12 X) 26 divided by 13
L) 3 times 7 Y) 14 plus 9
M) 40 minus 13



Module 3     n     Activity 32   n     TEAMWORK



Activity:                      A Skill You’ll Need


Materials Needed:    Video: “Teamwork: A Skill You’ll Need”; VCR; TV


Directions:                 This video deals with the attitudes and problems associated with working in teams. Follow-up activities are available in the accompanying booklet.


Time Required:

26 Minutes









Suggested Activities For

Module 3




Activity Title Time Page No.
1 Employee Evaluations 20 10
2 Team Skills Self-Evaluation 5 13
3 What’s In It For Me? (WIIFM) 10 15
4 Team Definition 5 17
5 Observation Sheet 15 19
6 Rate Yourself As A Member of Your Class 20 21
7 Lost on the Moon 30 23
8 Teamwork Case Study 15 26
9 Top Eight Behaviors 15 28
10 Mutual Respect 20 30
11 What Is Your Work Attitude? 5 33
12 Applying Human Relations On The Job 5 35
13 Attitudes Case Study 10 37
14 Work Habits 5 39
15 Bad Attitudes 5 41
16 Advancing Attitudes 10 43
17 Positive/Negative Attitudes 10 45




Activity Title Time Page No.
18 Showing A Positive Attitude 10 47
 19 Ideal Working Conditions 5 49
20 Increase Self-Awareness 5 51
 21 Self-Analysis 5 53
 22 Masking 10-30 55
 23 Seven Ways To Improve Your Self Image 10 58
 24 Personal Habits 15 60
25 Tips On Human Relations 10 64
 26 Attitudes 20 65
 27 Improving Customer Service 5-10 70
 28 Updating Skills 15 76
 29 Synergy 20 77
30 Human Relations 30 79
31 Number Express 5-10 85
32 Video: Teamwork – A Skill You’ll Need 26 88




Nikola Benin. Assessing skills and EU tools

Publication: Nikola Benin, Ph.D

Европейски инструменти за оценка

The European Union has a number of tools available to adult educators that can be of practical help in the assessment of skills.  Indeed, you may have heard of many of them.  But why would you need them?  Some EU tools are shaping the context within which assessment takes place in general.  And there are also specific tools that practitioners can use to recognise skills acquired by their learners in different countries.

/epale/en/file/eu-assessment-tool-epaleEU Assessment Tool EPALE

EU Assessment Tool EPALE

Providing frameworks and guidelines

Providing a framework for all these tools is the European Qualifications Framework. The EQF acts as a common reference point against which countries have been developing national qualifications frameworks. The EQF, like all the tools, is based on learning outcomes. In many countries, the introduction of qualifications – and hence learning programmes – based on learning outcomes is having a radical effect on how skills are being assessed in general.

Another of the EQF’s benefits is that it makes it possible to ‘read across’ from one country’s qualifications to another. This supports the mobility of individuals if they want to learn or work outside their home country. It is possible to compare examples of qualifications between pairs of countries on the Europa website (so far for 18 education and training systems).

Related to the EQF, countries have also been using the principles of the European approach to credits – ECVET– to re-engineer qualifications so that individuals gain credit for their learning as they go along, enabling them, for example, to change programmes smoothly and without losing the benefits of previous learning.

The EU has also worked on promoting methods to assess skills acquired outside formal learning settings.  Since 2004, a regularly updated inventory of methods to validate non-formal and informal learning has been produced which contains a wealth of examples to inspire practitioners. Validation guidelines are also available to support practitioners and institutions responsible for developing and operating validation arrangements.



Project “Developing EU through online innovation”

Публикуване: Никола Бенин, доктор


Резултат с изображение за Project Developing EU through online innovation

Проект “Еразмус” 2015-1-LV01-KA204-013388 “Развиване на ЕС чрез онлайн иновации”


31 октомври 2015 г.

  1. Създаден е международен екип на проекта, включващ следните участници:

 Mārīte Bruža Латвия, отговарящ за курса “На живо онлайн”

 Indra Kalniņa Латвия отговаря за изпълнението на планираните

 дейности по проекта

 Kristīne Paipa Латвия, отговарящ за курса “Live online”

 Georgios Georgakis Cyprus responsible for the course “IT skills”

 Masa Ivanovic Cyprus responsible for the course “IT skills”

 Sebnem Duran Turkey responsible for the course

“Entrepreneurial skills”

 Arif Gurler Turkey responsible for the course

 “Entrepreneurial skills”

 Alberto Postigo Spain responsible for the course “Learn

languages online”

 Rebeca Villalba Spain responsible for the course “Learn

languages online”

 Carina Lago Gonzalez Spain responsible for the course “Learn

languages online”

 Francesca Favia Italy responsible for the course “Career skills


 Roberto Quatraccioni Italy responsible for the course “Career skills


 Györk Halász Hungary responsible for the course “Sustainable


 Enikő Dióssy Hungary responsible for the course “Sustainable


 Kinga Langer Hungary responsible for the course “Sustainable


 Radka Danchovska Bulgaria responsible for the course

“Communication and self improvement”

 Kremena Danchovska Bulgaria responsible for the course

“Communication and self improvement”

 Nikola Benin Bulgaria responsible for the course

“Communication and self improvement”

  1. The next project meetings will be organized in the following dates

 2

nd project meeting in Spain April 3 ( arrival) – 6 (departure), 2016

 3

rd project meeting in Cyprus June 26 ( arrival) – 29 (departure), 2016

 4

th project meeting in Hungary October 16( arrival) – 19 (departure), 2016

 5

th project meeting in Italy in May 28( arrival) – 31( departure),2017

 6

th project meeting in Bulgaria October 25( arrival) -28 (departure), 2017

 7

th project meeting in Turkey May 27 (arrival) – 30 ( departure), 2018

  1. By November 20 all the partners will send the contents of the programme they are responsible for to

Indra. Each programme will consist of 15 chapters.

  1. By November 25 the contents of all the programmes will be sent to all the coordinators.
  2. The format of the programme materials will be A4 sheets written in Arial 12 font.
  3. Each chapter will be 2 pages long ( ½ page Introduction, 1 page theory and ½ page practical tasks).
  4. By November 4 Rebeca and Masa will have talked over with their directors about the possibility to

overtake the creation of the website.

  1. By November 4 all the partners will investigate the prices of website designs and e-mail to Indra.
  2. By February 29 all the coordinators will send the created materials of chapters 1 -3 of all the

programmes to Indra.

  1. By March 2 Indra will send the created materials to all the coordinators.
  2. All the partner organizations will arrive to project meeting 2 with commentaries on all the created


  1. During project meeting 2 the participants will finalize chapters 1 -3 of all the programmes.
  2. The partners will be responsible for the following parts of the dissemination plan:

 Creation of project logo + 50 posters Italy

 Creation of leaflets Cyprus

 Creation of bulletins Hungary

 Creation of the brochure Latvia

 Creation of newsletters Turkey

 Creation of network lists Bulgaria

 Creation of press releases Spain

 Articles in mass media all the partners

  1. By November 15 Kinga will create the dissemination plan.
  2. By November 15 Rebeca will create summary of the needs of job market in all the partner countries.
  3. Kristīne will place the created job market reports on Grobiņa Adult centre website

  1. Grobiņa Adult centre will place the seminar materials on the theme “ Creativity on organizing adult

courses and involving different generation participants in education ” on the project website.

  1. All the project meetings will consist of the analysis of the created materials, sharing experience on a

certain theme and a seminar on an adult education theme.

  1. The project coordinators will send to Indra the 1st report on the work done in 2015

(September – December) by January 10. The report will be supplemented by the calculation of the

spent project money and invoices or receipts to prove the spent money. See the attached Template 1.

  1. All the project documentation (invoices, receipts, web page, leaflets, bulletins, press releases, etc )

must have the Erasmus+ project logo on them.

  1. Работата, извършена за създаване на интелектуални резултати, трябва да бъде показана на Timesheets. Копия на

Таблиците с часове ще бъдат изпращани на Индра заедно с отчетите на всеки 4 месеца. Вижте Шаблон 2.

  1. Организаторите на всяка среща на проекта ще поставят на уеб страницата на проекта плана на проекта

срещата и списъка на подписите на участниците. Вижте Шаблон 3.

  1. Оригиналите на документите за пътуване (бордни карти, билети) ще се съхраняват при всеки проект

координатор, но копията от бордовите паспорти ще бъдат изпратени на Индра.

  1. Участниците получават сертификати за участие след всяко заседание на проекта. Grobiņa Възрастен

като координатор на проекта ще съхранява копията на всички сертификати. Вижте Шаблон


Nikola Benin. GET UP – Gender Equality Training to overcome Unfair discrimination Practices

Publication: Nikola Benin, Ph.D

Short description 
Education and career paths are often guided by gender-based stereotypes from the first stages. It demonstrates an important cultural gap not only within the society as a whole but also in the professional figures which play important role for the individuals in transition periods and especially for those young who might be easily influenced. These, for their professional role, need to increase their skills and competences on gender equality and to become able to raise awareness on gender stereotypes at the workplace.
The main priority of the project is to address the stereotyping of educational and career choices and to promote gender equality in education, training, career guidance and at the workplace. GET UP intends to launch a capacity building process for the professionals who intervene in transition phases along the education-training-labour market chain by developing and delivering a training on gender equality (WS2) based on a common European Minimum Standard of Competences to be defined (WS1).
To respond to this avobe priority the specific objectives of the project are to:

  • define an European Minimum Standard of Competences on Gender Equality (EMSC) for those responsible of Human Resources at the workplace (directors, employers, trade unions), Career Guidance professionals and Teachers supporting training and employment choices in order  to guide, promote, recruit and retain individuals by overcoming gender stereotypes and taking into consideration their skills, competences and interests;
  • strengthen the skills and competences of the above mentioned professionals of both private and public organisationas and companies on European and national legislation, practices and behaviours aimed at overcoming gender stereotypes;
  • raise awareness on gender equality among partner organizations and their members, as well as the whole  public, thus promoting also at European level the benefits delivering from the equal participation in society of  men and women.


GET UP foresees 9 steps, having impact both at the local and at the European level:

  • Comparison and analysis of existing training offers on gender balance issues for the different professional profiles involved in the project, considering also that EIGE is going to provide one through its online platform;
  • Focus Groups for Assessment of knowledge, skills and behaviours that the partners organizations and their members and networks have over the issues of gender equality and the acceptance of the “other” as a basic factor of the organizations working in a non-discriminatory manner;
  • Definition of the knowledge and competences needs;
  • Definition of the EMSC that the professionals involved should achieve on the issues of gender equality, non-discrimination and promotion of equality in education and at the workplace.
  • Design and definition of a standard for the Training aimed at the achievement of the EMSC, both in person and online;
  • Implementation of the Training Offer on an experimental basis within the partners organizations and their members;
  • Uploading and dissemination of the project results
  • Raising awareness Campaign;
  • Monitoring and evaluation of the achieved results and impacts.

Nikola Benin. Horizon Europe is proposed as the most ambitious research and innovation funding programme ever

Nikola Benin, Ph.D

Horizon Europe is proposed as the most ambitious research and innovation funding programme ever. It will continue to drive Europe’s scientific excellence through the European Research Council and the Marie Skłodowska-Curie fellowships and exchanges and draw on the scientific advice, technical support and dedicated research of the Joint Research Centre (JRC). And it will add a new level of ambition and boost the scientific, economic and societal impact of EU funding.

Main features of Horizon Europe:

  • Strengthen EU science and technology thanks to increased investment in highly skilled people and cutting-edge research;
  • Foster the EU’s industrial competiveness and its innovation performance, notably supporting market-creating innovation via the European Innovation Council and the European Institute of Innovation and Technology;
  • Deliver on the EU’s strategic priorities, such as the Paris Agreement on climate change, and tackle global challenges that affect the quality of our daily lives.

What is new in Horizon Europe?

  • The European Innovation Council: one-stop shop to bring the most promising ideas from lab to real world application and support the most innovative start-ups and companies to scale up their ideas. It will provide direct support to innovators through two main funding instruments, one for early stages and the other for development and market deployment.
  • EU-wide Research and Innovation (R&I) missions: ambitious, bold goals to tackle issues that affect our daily lives. Examples could range from the fight against cancer, to clean transport or plastic-free oceans. They will be co-designed with citizens, stakeholders, the European Parliament and Member States.
  • Open Science will become the modus operandi of Horizon Europe. It will go beyond the open access policy of Horizon 2020 and require open access to publications, data, and to research data management plans.
  • A new generation of European Partnerships: Horizon Europe will streamline the number of partnerships that the EU co-programmes or co-funds with partners like industry, civil society and funding foundations
  • Much simpler rules: This will increase legal certainty and reduce administrative burden for beneficiaries and programme administrators.