life skills 25 - pace learning

OR

SpeakingE�ectively

BeingAssertive

GivingDirections

IdentifyingWork Styles

FollowingDirections

Relating toPeople

InterpersonalSkills

Life Skills 25Life Skills 25Series 3 - Interpersonal Skills

Working Well withTeams

Instructional Management Guide

LS2100 – IMG

Instructional Management Guide: Self-Development Series

Published by Pace Learning Systems, Inc., Tuscaloosa, Alabama. Copyright © 2016 by Pace Learning

Systems, Inc. All Rights Reserved. Printed in the U.S.A. No part of this publication may be reproduced,

stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,

photocopy, recording, or otherwise, without the prior written permission of the publisher.

LS2300-IMG

Instructional Management Guide: Interpersonal Skills Series

Life Skills 25Life Skills 25Instructional Management Guide

Interpersonal Skills

LS2300 – IMG

Instructional Management Guide: Interpersonal Skills

Published by Pace Learning Systems, Inc., Tuscaloosa, Alabama. Copyright © 2016 by Pace Learning

Systems, Inc. All Rights Reserved. Printed in the U.S.A. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,

photocopy, recording, or otherwise, without the prior written permission of the publisher.

Table of Contents

An Introduction to Life Skills 25 1

Instructional Management Guide Overview 3

Student Lesson Overview 4

Using Life Skills 25 5

Life Skills 25 Lesson Organization 10

Interpersonal Skills 14

Lesson Plan 18 - Listening Effectively 15

Lesson Plan 19 - Speaking Effectively 20

Lesson Plan 20 - Being Assertive 24

Lesson Plan 21 - Relating to People 27

Lesson Plan 22 - Following Directions 31

Lesson Plan 23 - Giving Directions 35

Lesson Plan 24 - Identifying Work Styles 39

Lesson Plan 25 - Working Well with Teams 42

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An Introduction to Life Skills 25

Life skills are social and personal competencies that people acquire throughout their lives to interact effectively with others, establish and achieve personal goals, and deal with life events and situations. One's life skills may or may not be sufficient to successfully cope, solve problems, and make decisions. Of course, few people are capable of handling all situations perfectly. Many people have at least some gaps in their skills. Some have a serious need to develop more effective ways of interacting and living a productive life.

Some life skills training programs deal with soft skills only as they are encountered in work or pre-employment contexts. Other life skills programs address these skills as they apply to more personal life areas such as home life, parenting, and marriage, and they focus on building and maintaining healthy relationships. Another category of life skills training programs deals with content topics like personal budgeting, utilizing community resources, consumer knowledge, organization skills, study skills, and other

independent-living or practical, daily-living skills.

The Life Skills 25 curriculum is designed for those individuals who need further training in a broad set of interconnected personal and interpersonal competencies. Because the instructional content is generic and flexible in nature, the training provided can contribute to the areas above and to other areas of personal and social adjustment. This program is designed to build general soft skills in areas that can be related to

many life situations, decisions, and concepts common to most people in today's world.

This inclusive characteristic of Life Skills 25 gives the program flexibility for easy adaptation. It can be applied in a wide variety of classroom environments with many different types of students at varying ages. Furthermore, the curriculum is easy to customize for the learning manager, who undoubtedly knows their students or clients well, and who needs a resource that is easy to adapt to each individual working to

improve their life skills and sense of self through practice in this course.

The 25 topics covered in this course are organized into three categories. Two of these relate to positive behavioral growth in terms of the Self. These Life Skills sections deal with internal, personal competencies in "Self-Development" and "Achieving Personal Goals." The third section, “Interpersonal Skills,” focuses on development of skills related to communicating, interacting, and working with other people, particularly employers and co-workers.

Your Goal as a Life Skills Learning Manager

Your specific objective is to help your students affect significant improvement in their performance of basic life skills taught by this curriculum. Through this program, you may do so using a combination of supported independent learning, reflection, and guided self-evaluation, group discussion and group activity, and through your own

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lectures or additions to a lesson's Suggested Order of Instruction or Conceptual

Structure.

There are specific ways to present certain soft skills for easy understanding and easy personalization, and the lessons presented in this curriculum have these features. To obtain the greatest benefit for your student or client, you should actively look for ways to build extra lesson activities and present interesting concepts or anecdotes not provided in the material. Relate the concepts covered in this course to the everyday experiences of your unique student(s) in as many different ways as possible. Role-playing and modeling are other activities that may demonstrate a particular skill and

present opportunities for practice and constructive feedback.

For you and your students to know what improvement they have achieved, you should take stock of their performance after each module. This is not limited to checking correct answers or being sure the student has "learned" the material. The skills targeted in this curriculum are not ones that can be mastered quickly; in fact, many of these skills can never be perfectly mastered, and they require ongoing practice throughout one's life to build and maintain high performance. You will work to confirm that your students have not only learned the material, but also that they have thought critically about the material and applied the concepts covered to their own lives and experiences. This will help to stimulate the real development that can only occur through a student's concentrated effort and class participation, critical thought, and

effective practice over time.

Note that lessons are not meant to be exhaustive of a particular topic. This course is designed to bring lesson concepts to light in an organized, easy-to-understand way. Students should be raising questions, reflecting on their behaviors and thinking patterns, and applying concepts learned to their own lives through discussion and by identifying specific "things to do next." This practice will ensure that, at a minimum, students will have clear steps to take to start on a path of long-term life skills

development in their own time.

Real gains in performance and self-efficacy will only be possible if the environment gives the student an opportunity to practice the skills they have learned. Some of this practice can take place in your class, through independent reading, reflection, and planning, and through group discussion, group activities, modeling, role-playing, and problem solving. Much more of this practice must be continued in your student's own

time to affect real, lasting change. You should encourage this as much as possible.

The group you will be training will respond to encouragement and positive statements about their hopes, their opportunities, and their future. You will be the instructor, of course, but you will also fill other roles for your students as their trainer, counselor, "positive-reinforcer," friend and confidant, and mediator of disputes – their "facilitator of learning." At the same time, depending on your situation, you may also need to maintain objectivity and view your students as people who require life skills training because of deficits in personal and social competencies. Throughout their training, your

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students will need positive reinforcement. What you say to them will carry considerable weight. Your reassurance and encouragement will be a vital part of not only their experience in your program, but also of the lasting effect of your class on their future

lives.

The Life Skills Training Approach: Behavioral

Note that we talk a great deal about behavior when we describe the various life skills and approaches to problem solving. When we refer to "attitude," "psychodynamics," or "personality traits" as affecting personal adjustment and relationships, we usually highlight the observable behaviors or habits that tend to demonstrate these abstract concepts. The behavioral focus offers objectivity and a better possibility of changing crucial behaviors. When one's behavior is observed directly, it can also be measured and modified directly. Thus, we focus on observable behaviors, or what one does, rather than the "kind of person" one is or the "attitude" one has. A focus on observable behaviors in life skills offers corresponding observable, actionable steps for

improvement.

Instructional Management Guide Overview

The underlying structure and sequence of activities for each lesson are provided by lesson plans in the Instructional Management Guide (lMG) that follows. The IMG is designed mainly to provide you with a simple structure for organizing the activities and workflow of your life skills class. It should be used along with student lesson content,

which should also be reviewed carefully by the instructor before each class.

While the IMG provides a Conceptual Structure (outline) and lesson plan for each lesson, an ideal class includes activities, concepts, or examples that go beyond the provided content to tailor the material to the needs of the unique student or class. As the learning manager, you are in the best position to provide these "extras."

There is one Instructional Management Guide for each of the three sections of Life

Skills 25. Each IMG Lesson Plan contains the following for its respective lesson:

Objectives: This is a summary of the instructional objective(s) for the lesson. It gives information on what students will learn and what types of activities they may complete

during a lesson.

Motivation: This section briefly explains why the lesson is important. If the students understand the rationale behind learning the skills in the lesson, they will work to understand and apply the skills in their lives. If you wish, you may use the motivation as a guide for your own motivational script for a particular lesson. The motivation for a lesson should never be read from a script, but should instead be performed. It should pose questions that pique curiosity, and it should include well-thought-out anecdotes and many examples tailored to the student(s) being addressed. Your students will have an interest in a lesson topic that corresponds to some degree with their perception of

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your genuine belief in its importance. A passionate motivator can dramatically affect

student attendance and participation.

Instructional Resources: All of the materials you will need to teach the lesson are listed here.

Conceptual Structure: An outline of the lesson's content is presented here. The

points in the outline are elaborated on in the Student Lesson and in the Slide Masters.

Suggested Order of Instruction: This section lists the recommended order for using the different components of the lesson, Slide Masters, Worksheets and other activities. Sometimes, the Suggested Order of Instruction section offers specific recommendations for the delivery of certain lesson concepts or examples.

Answers to Worksheets: When the lesson contains a worksheet that is objectively gradable, the answers to the worksheet will appear in this section. Answers are usually duplicated on Slide Masters to allow the instructor to discuss the correct answers as a group when appropriate.

Slide Masters: Lesson Slide Masters contain important terms, outlines, processes, and points the students should learn from the lesson. The first slides for each lesson include the lesson overview. This outline, also in the IMG, shows students the major points to be covered in the lesson. Slide Masters are represented in the physical lesson material on Slide Notes Pages but are not a separate item. Slide Masters are received in an electronic file from Pace Learning Systems. If you do not have your Slide Masters files,

contact Pace Learning Systems at 800-826-7223.

Student Lesson Overview

The student lesson consists of four sections as follows:

Lesson Chapter: The lesson chapter correlates with the Conceptual Structure in the IMG, and it gives students the information needed to apply each life skill and participate in lesson activities such as Lesson Worksheets. The lesson should be read in full, either independently or as a group, before the teacher begins presentation, lecture, or discussion of the lesson. The instructor should also read the lesson carefully. Estimated time to read the lesson is 30-50 minutes per lesson. Students unable to read the lesson independently in 30-50 minutes may not have the requisite reading ability to effectively read and comprehend Life Skills lessons. Life Skills lessons are written at an average

6th-7th grade reading level.

Lesson Worksheets: Worksheets follow each lesson and contain independent or group activities and writing prompts for applying lesson concepts to personal experience or real-life situations. All lessons contain an End of Lesson Exercise, which includes objectively gradable items that demonstrate lesson content has been learned. Where applicable, answers to Lesson Worksheets appear on Slide Masters and in the Instructional Management Guide chapter for that lesson. Students should complete all

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Lesson Worksheets; additional worksheets or activities may be added by the learning

manager where appropriate.

Slide Notes Pages: Slide Masters are provided for each lesson for projection and group review. Slide Masters appear in the lesson as Slide Notes Pages for ease of

reference and to encourage note taking.

Personal Reflections Journal: Each lesson provides pages with open lines for student reflection. Students should be given dedicated time to journalize. Students should use this time and the space provided to explore their thoughts on the lesson topic. This practice will promote natural application of the lesson concept to the student's life and experiences. Adding the student's own, unprompted thoughts to the lesson allows the student to generate unanswered questions, explore the concept in their own language and terms, and take ownership of the lesson and their learning. If the student is able to expand upon the ideas covered in the lesson in a meaningful way, the lesson will be much more valuable to them in the future. You may need to encourage students consistently to reflect and record their thoughts in this section of each lesson. See the following section for more details about the Personal Reflections

Journal and suggestions for using it in your class.

Using Life Skills 25

Review the following collection of suggestions for easy, successful implementation of the Life Skills 25 curriculum. Don't hesitate to adjust the listing based on your specific

needs or your knowledge of your students’ needs.

Life Skills Learning Manager Checklist

The instructor should always read the student lesson and IMG lesson plan before presenting the lesson to students.

The lesson is designed to be read independently by each student prior to beginning a presentation or discussion; however, the material may also be taught or read aloud as a group during the class meeting.

Ideally, students should be allowed to refer back to their worksheets from previous lessons as they progress through the curriculum.

Estimated class time is 50 minutes per lesson in addition to reading the lesson. This is an estimate of how long it will take to conduct a group lesson following the Suggested Order of Instruction. Of course, this time will vary depending on many different factors. Experience with using the program in your class will allow you to make more accurate time estimates.

Slide Masters are provided as electronic files on disc or via download. If you do not have Slide Masters files for your Life Skills course, contact Pace Learning Systems.

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Each student should have one copy of the Student Lesson. Whenever possible, students should be allowed to write their name on the cover of the lesson and write their work in the lesson itself. Lesson material is designed to be consumed, and students should be allowed to “take ownership” of the lesson material. This will encourage a more personal, in-depth exploration of the lesson topic and its applications to their lives.

The more you teach and become familiar with the topics, you may want to add additional resources such as guest speakers, movies, short stories, etc.

The Life Skills 25 curriculum is designed for adaptability, and its instructional content is flexible and inclusive. Ideally, each learning manager will aim to make this curriculum their own by adding ideas, examples, and activities uniquely suited to their students, class, and community.

The Goal of the Personal Reflections Journal

Reflection is a process of thinking about and exploring an issue. Journal writing can facilitate the reflection process. In order to realize lasting improvement in the soft skills covered in Life Skills 25, the course requires that the student fully explore and experiment with lesson concepts in their own language, based on their own life experiences, values, and beliefs. In many cases, this type of exploration requires a

more comfortable forum than in-class discussions in front of peers.

Students may work hard in this class and successfully complete all lesson assignments as directed. However, most of the skills covered in this course can never be “mastered.” They can only be developed and improved through ongoing practice and self-discipline. Therefore, Life Skills lessons are generally designed to set the stage for future self-development. This ongoing development can only occur through each student’s awareness, practice, habits, and continued reflection outside the classroom and in all areas of life.

The journal challenges students to reflect on the lesson in terms of past situations and experiences, draw their own conclusions, and consider how they might behave differently when a similar situation arises. Much qualitative research suggests there are clear, valuable benefits to journal writing. These include noted effects like shifting learning behaviors from passive to active, increasing self-directed learning, and recreating past experiences for further exploration in light of new concepts. The practice allows the student to be more creative in their thinking about lesson concepts

by encouraging them to “think aloud” on paper.

Aside from these positive benefits, the journal will provide you with an opportunity to prompt students for an action plan. If these soft skills require ongoing practice over time, then what will each student do next to continue the process of development? If students leave your class with this action plan in hand, they will be more likely to retain

what they’ve learned and more likely to apply it outside your class.

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Characteristics of Journal Activities

There are no all-inclusive definitions of what journal writing should be. This is because there are many different learning/teaching objectives for journaling activities in a soft skills course, and accordingly, many different ways journals can be kept. However, standards should be set for your unique classroom. Journal writing activities should be well planned with clear student expectations. Expectations, clear objectives for journaling with positive benefits, and a structured journal work process will allow both the instructor and the student to recognize the value added by this practice in

reflection.

As the Life Skills 25 curriculum is designed for adaptability, the standard for goals of the journal, student and instructor expectations for journal writing, grading, and feedback will be left up to you. You are in the best position to provide the best possible

journaling work process for your unique students.

The tips and strategies below for motivating students, providing feedback, and determining journal format can be used as a guide for your class. These suggestions apply to many different kinds of journal writing activities, with many different types of students and learning goals. They provide a helpful starting point for setting expectations for journalizing in your class, regardless of instructional objectives,

educational level, or setting.

Trust in Journal Activities

It is important that you establish an atmosphere of trust with your class. Some students will be hesitant to explore emotions, beliefs, and personal thoughts on paper. Writing about feelings and deeply held values and beliefs can make some students feel

vulnerable, where they must express weakness or insecurities in order to improve.

Encouraging this truthful writing comes over time, in part, from the persuasive or effective written feedback of the instructor. That is, in many instances, you may need to develop more trust through experimentation with your feedback to get the most benefit for each student. You may need to use your feedback to shape journal performance over time. You will have unique opportunities through your feedback to guide each student in the best direction for them.

Another element of encouraging this truthful writing is discussing confidentiality. Students should know that you will review their journals. They should also know that

you will be the only other person to do so, and they should trust you.

Journal Format

Students should write in free form most of the time, but it is okay to assign prompts for specific lessons as needed. Prompts may be particularly helpful as students are getting familiar with journal writing in the first few lessons. Eventually, if students’ journal writing is shaped in the right way, free form writing will generate unique “takeaways”

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for each student based on their personal experiences and thoughts. Note that students are not usually equally interested in all topics of discussion. It is common that students’ journals will vary in quality and depth from lesson to lesson.

However, it is very important that you see a concerted effort on the part of the student, within your established journal guidelines. Students should understand the value of the activity and its importance. Therefore, it may be necessary to give the journal activity a subjective “effort grade.” Adding a grade to the journals can help you assign value to them and establish their importance in your class.

Tell students that journal writing is about the quality of content, not the amount of content, the style, the neatness (within reason), or even the grammar and mechanics. Grammar requirements should be relaxed if included at all. While you should never encourage students to ignore the grammar, clarity, and general quality of their writing

entirely, the focus should be on what is written.

In addition, the length and format of the writing should be left unstructured. If too much attention is paid to length, grammar, and mechanics, the student may lose sight of the purpose of the activity. The journal writing exercise is designed for guided reflection on thought processes, past experiences, behaviors, lessons learned, and

adjustments one might make in her or his future life.

Feedback Guidelines

One of the most difficult parts of journal activities for many instructors is evaluating the students’ work and providing appropriate feedback. Every effort must be made to ensure that the journal is seen as nonthreatening. In addition, the goal is that students eventually see the one-to-one dialogue with the instructor through the journal as a

satisfying, rewarding activity.

To encourage students to be open, it is usually best that journals are not discussed aloud with the student or reviewed verbally. In most group-led classes using this program, verbal discussion of journal writing activities can lead to uncomfortable situations where the student feels pressured to explain their ideas or beliefs. This can discourage the student from future efforts in journal writing. Therefore, comments and feedback from you should only be written in the student’s journal, or written on extra

paper that is returned to the student.

It is very important to set expectations by providing feedback on journals after the very first journal, before students write a second entry in a following lesson. It is equally

important that ongoing feedback on journals be timely and consistent.

Feedback should also be brief. Provide one to two comments about the overall journal. When the feedback is too detailed, with too much to say, the student can shift focus from what they think to writing what they think you want to see. This will not bring

about the reflective thinking required to benefit from journal writing.

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Your short commentary should have one of two goals. Comments should encourage and guide further reflection on the topic at hand, and they should build trust towards future journal activities. Correct misunderstandings, but never criticize feelings and be careful about questioning deeply-held beliefs too bluntly. This can reduce the possibility of a trusting journal dialogue with that student in the future. Comments, when appropriate, should seek to validate students’ thoughts and beliefs on the topic. This benefit to the student will encourage future journal efforts.

Below are two checklists to help you organize your thoughts and develop your personal method of using journalizing as an additional instructional technique. Sample feedback questions for your students:

How did you develop or form this opinion?

Why do you feel this way?

Where did you learn this information?

How did you know this was the right/wrong thing to do?

How will you respond in the future?

Why do you think they did that?

What could you have done differently?

How often do you feel this way or think about this?

What do you need to do to develop this skill?

Questions to answer for planning journal activities in your class:

What is the purpose of the journal?

What is the expected format?

What topics will serve as journal prompts for lessons where students do not write

free form?

How will the students be given feedback?

What is the time frame for completion, review, and feedback?

What kind of assignment are the journals? Are they part of class activity and the

daily class grade, are they completed in a student’s own time as a percentage of

the course, or are they regular homework assignments?

How will the journals be graded?

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Life Skills 25 Lesson Organization

Self-Development

Lesson 1 – Self-Concept Defining self-concept and related terms The role of self-concept in one’s life Strategies for developing a positive self-concept

Lesson 2 – Self-Esteem

Defining self-esteem The importance of self-esteem in everyday life Elements of self-esteem Strategies for increasing self-esteem

Lesson 3 – Self-Confidence Defining self-confidence and related terms The origins of self-confidence Strategies for building self-confidence Strategies for maintaining self-confidence

Lesson 4 – Dealing with Emotions Defining common emotions Common negative emotions and responses to negative emotions Strategies for dealing with negative emotions

Lesson 5 – Dealing with Conflict Defining conflict and related terms The origins of conflict and places where it occurs Reasons for dealing with conflict Strategies for resolving conflict

Lesson 6 – Dealing with Stress Defining stress The causes of stress How the body responds to stress Strategies for handling and preventing stress

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Lesson 7 – Dealing with Criticism Defining criticism The appropriate attitude to take toward criticism The effects of criticism Identifying and understanding destructive criticism Guidelines for handling criticism Guidelines for offering constructive criticism to others

Lesson 8 – Dealing with Failure The causes and consequences of failure The negative effects of failure Identifying the areas of life in which one might fail How negative self-talk contributes to failure Strategies and steps to take to reduce the impact of failure

Achieving Personal Goals

Lesson 9 – Identifying Your Interests Defining interest and related terms The role of interests in a happy life The basis upon which you identify your interests Your leisure interests Your educational interests Your occupational interests

Lesson 10 – Setting Your Priorities

Defining priorities and related terms The importance of setting priorities in one’s life Common priorities Identifying and ranking your own priorities

Lesson 11 – Setting Your Goals Defining goals and related terms The importance of setting goals Setting long-term goals Setting short-term goals

Lesson 12 – Making Decisions

Defining decision The nature of decisions The importance of decisions in everyday life The pitfalls that result in poor decisions The steps in the decision-making process

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Lesson 13 – Solving Problems Defining problem and related terms The nature of problems Using the problem-solving process The steps in the problem-solving process

Lesson 14 – Planning

Defining plan and planning The steps in the planning process The parts of a plan Contingency planning Resource management

Lesson 15 – Managing Time

Defining time management and related terms The importance and advantages of good time management Principles of good time management Common methods of time management

Lesson 16 – Thinking Clearly

Defining clear thinking and related terms The importance of clear thinking Common errors in reasoning or judgment Guidelines for accurately evaluating information Guidelines for results-oriented thinking

Lesson 17 – Systems Thinking

Defining system and related terms Practical examples of systems Designing a hypothetical system How the concept of systems affects organizational thinking


Lesson 18 – Listening Effectively Explaining the importance of effective listening skills Techniques for effective listening Assessing your own listening habits Personal benefits of good listening skills

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Lesson 19 – Speaking Effectively Barriers to effective speaking Steps for preparing to speak Guidelines for effective speaking Demonstrating effective speaking

Lesson 20 – Being Assertive

Defining assertiveness Aggressive, passive, and assertive behavior Disadvantages of passive and aggressive behavior Strategies to become more assertive

Lesson 21 – Relating to People

The importance of relationship-building skills How relationships are built Characteristics of a positive person Reciprocity in relationships Communication in relationships

Lesson 22 – Following Directions

Explaining the importance of following directions correctly Following oral directions correctly Following written directions correctly

Lesson 23 – Giving Directions

Explaining the importance of giving good directions Characteristics of good directions Clear, accurate, concise oral directions for location and procedure Clear, accurate, concise written directions for location and procedure

Lesson 24 – Identifying Work Styles

Defining work style The significance of work styles Work styles found in the workplace The advantages of matching work styles to one’s occupation Determining your work style

Lesson 25 – Working Well with Teams

Explaining the importance of working well with teams Explaining how one can learn from others through teamwork Constructing teams Qualities of an effective team member

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In today’s world, we constantly find ourselves interacting with other people – at home,

at school, at work, and in our everyday lives in the community. In the third Life Skills 25

series, students develop Interpersonal Skills to complement personal skills developed in

Self-Development and Achieving Personal Goals. Developing strong interpersonal skills

means developing better relationships, being more desirable to employers, and being

able to live a happy, fulfilling life with other people.

Interpersonal Skills is the final series in Life Skills 25. In Self-Development and

Achieving Personal Goals, students gain a better understanding of who they are, what

they want to accomplish in life, and how to accomplish those things. In Interpersonal

Skills, students learn how to work with others in order to achieve the personal life goals

they have set, and they learn to relate personal goals to organizational or team goals.

This series begins with Listening Effectively and Speaking Effectively. Students discover

that being able to actively listen to others and understand them is the foundation of

relating to others. After students have learned how to be an effective listener, they

learn to express their own ideas and feelings in Speaking Effectively.

Being Assertive allows students to explore the importance of assertive behaviors to their

happiness and success in life. Students learn how to transform their passive or

aggressive behaviors into assertive actions, in order to maintain healthy relationships

while achieving their own goals. In Relating to People, students learn the importance of

good relationship skills and general guidelines for building and maintaining positive

relationships.

The next two lessons, Following Directions and Giving Directions, demonstrate to

students how effectively following and giving directions can positively impact their

relationships and improve their career path. In Identifying Work Styles, students use

what they have learned about themselves, their goals, and the way they relate to

others to determine what their particular work style is and to find activities and work

that suit them well. This lesson also teaches students to consider the work styles,

needs, and goals of others, in preparation for the next lesson in teamwork.

Finally, Working Well with Teams demonstrates the importance of teamwork and how

being a good team member can help one achieve both personal and team goals.

Students learn that they can improve their lives as they work to improve their ability to

use their skills within a team. To develop an understanding of teamwork, students learn

what makes a group of people into a team, what to consider when designing a team,

and the essential skills and characteristics of a successful team member.

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Interpersonal Skills Management Guide

Lesson 18 – Listening Effectively

OBJECTIVE In this lesson, students will learn the importance of effective listening in their lives. They will study general listening practices for effective listening and learn how to assess their listening habits. Then they will apply some effective listening techniques in practical exercises.

MOTIVATION Explain that unless one listens effectively, mistakes will be made

and time will be lost. Emphasize the importance of learning to listen effectively. Good listeners tend to be more productive, better communicators, and generally well liked by others. Ask the class, “What is the difference between hearing and listening?” Then explain that hearing is merely receiving sounds. Listening is actively working to understand what a speaker is saying. Make sure your students know what active listening means. Discuss how a good listener makes others feel. Remind students that good communication is a key to successful relationships, and good communication requires active listening.

INSTRUCTIONAL RESOURCES

o Instructional Management Guide

o Lesson 18

o Worksheets 1, 2, 3, 4

o Slide Masters

o Whiteboard

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CONCEPTUAL STRUCTURE

A. Importance of Listening

1. To get information

2. For correct, timely performance

3. For effective use of time

B. Some General Listening Practices

1. Pay attention to the speaker

2. Focus on the message

3. Ask questions when necessary

4. Summarize what the speaker is saying

5. Listen objectively

6. Take notes on key points

C. Techniques for Effective Listening

1. Know what you’re listening for

2. Encourage the speaker

3. Look for cues from the speaker

4. Keep your mind on the message

5. Look for the organization

D. How Good Listening Skills Can Help You

1. Improve relationships

2. Understand and learn from others

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SUGGESTED ORDER OF INSTRUCTION 1. Before introducing the lesson to students, the instructor should read Lesson 18 and

this Instructional Management Guide.

2. Before beginning the lesson, students should read and study Lesson 18 carefully.

3. Use Slide Master 1 or the whiteboard to present an overview of the lesson.

4. Discuss the importance of listening using Slide Masters 2a and 2b.

5. Use Slide Master 3 to discuss general listening practices.

6. Discuss techniques for effective listening using Slide Master 4. Emphasize how an active listener can encourage and assist the speaker.

7. Have students complete Worksheet 1. Be sure they know how to grade their own responses when completed. Ask volunteers to share their ratings with the class if they wish to do so.

8. Read Script #1. Students should listen carefully without taking any notes. Direct students to answer the questions on Worksheet 2. Then review the correct answers using Slide Master 5. Allow students to discuss their answers.

9. Read Script #2. Direct students to take notes and answer the questions on Worksheet 3. Review the correct answers using Slide Master 6. Allow students to discuss their answers.

10. Have students complete Worksheet 4, the End of Lesson Exercise. Then review the correct answers using Slide Master 7.

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ANSWERS TO WORKSHEET 2

1. Manager of the sales department

2. To announce a meeting next Monday

3. To discuss the new promotion system

4. About 45 minutes

5. The location of the meeting


1. Personnel Manager

2. To discuss changes in leave policies

3. Order of importance

4. Eight

5. 60 hours

6. Twelve

7. Yes

8. Six hours

9. Yes

10. Yes

11. When does this policy go into effect? How does this affect me?


1. T

2. F

3. T

4. T

5. F

6. F

7. F

8. T

9. T

10. F

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Script #1

“Good afternoon. As manager of the sales department, I’ve called you here for an

announcement. Next Monday at 2 o’clock, I’ll have a meeting of all floor managers to

explain the company’s new promotion system. It is important for you to be there, as

the policy will affect you and your salespeople. Come prepared to spend about 45

minutes.”

Script #2

“Good morning. As personnel manager, I’ve asked you to be here for some important

information: some changes in our leave policies. Here are the changes. Most important

is the regular leave change. All personnel who have been with us five years or less will

earn eight hours a month. Those who have been here more than five years will earn 12

hours a month. Leave can be carried over from one year to the next up to 60 hours

total leave. You must schedule taking more than three days at a time. Leave may be

taken for as little as one-half hour at a time.

Next, sick leave will now be earned at six hours per month, instead of four as in the

past. It may be carried over and saved up to a maximum of 90 days. Sick leave applies

to you and your immediate family if you are required to be with one of them. Sick leave

may be taken for as little as one-half hour at a time.

Finally, those leaving or retiring will now be paid one-half day’s pay for each day of

accumulated leave.”

20


Lesson 19 – Speaking Effectively

OBJECTIVE In this lesson, students will learn that the fear of speaking in front of groups is quite common. They will discover that they can overcome this fear by being prepared, staying positive, and following a few simple guidelines. They will take part in brief speaking exercises that will give them experience in public speaking.

MOTIVATION Explain that effective speaking is one of the most important skills a

person can have. Just like listening skills, our speaking skills affect our ability to communicate and how well we get along with others. They affect how we make ourselves understood and how successful we are at work. Discuss the natural anxiety or nervousness that occurs because of a speech or presentation. Everyone gets nervous when speaking in front of groups. Students should know that the fear of public speaking is common. You should also emphasize the advantage students can have in life and the world of work if they develop their public speaking skills. Tell students that public speaking, like most other skills, requires ongoing practice to get better. Even then, the fear of speaking in public may not go away completely. However, there are strategies students can use to overcome this fear when they have to give a public speech or presentation. For beginners, learning to be a good public speaker is more about overcoming anxiety and gaining experience than it is about the pressure of delivering the “perfect” speech.



o Lesson 19

o Worksheets 1, 2, 3, 4, 5, 6

o Slide Masters

o Whiteboard

21


A. Recognizing and Conquering the Fear of Public Speaking

1. Fear is natural and common.

2. It can and should be overcome.

B. Preparing to Speak

1. Decide what you want to say. Write down your main purpose for the

speech and then you will build your speech around the main point(s).

2. Think through what you are going to say. Outline your speech with

additional topics that support your main purpose. Be sure to limit what

you are going to say to topics related to your main purpose.

3. Organize your message. Organize additional information around the main

point(s).

4. Make sure your organization flows: “Tell the audience what you are going

to tell them; tell them; then tell them what you told them.”

5. Be conversational and informal when appropriate.

6. Make brief notes to reference if appropriate. This can help keep you on

track during your presentation.

7. Practice, practice, practice.

C. Speaking Guidelines

1. Use a pleasant tone of voice.

2. Smile a lot.

3. Control your rate of speech.

4. Speak loud enough to be heard; speak clearly and deliberately.

5. Maintain eye contact with your audience.

6. Use natural facial expressions.

7. Avoid distracting fillers.

8. Have a sense of humor and relax!

22

SUGGESTED ORDER OF INSTRUCTION 1. Before introducing the lesson, the instructor should read Lesson 19 and review this

Instructional Management Guide.

2. Before beginning the lesson, students should read and study Lesson 19.

3. Use Slide Master 1 or the whiteboard to give an overview of the lesson.

4. Refer to Slide Master 2. Discuss the fear of speaking in front of others. Give some of the symptoms and results of this fear.

5. Direct students to complete Worksheet 1. Allow volunteers to share their work with the class. Students may work in small groups.

6. Refer to Slide Masters 3a and 3b to discuss the important steps in preparing to speak.

7. Have students complete Worksheet 2 independently. Allow volunteers to share with the class.

8. Use Slide Masters 4a and 4b to discuss the speaking guidelines presented in the lesson.

9. Direct students to complete Worksheet 3 independently.

10. Ask volunteers to present from the topics suggested in Worksheet 4 or from other topics of their own. Ask that presentations be short and informal, but do allow a few minutes for speakers to prepare. Using Worksheet 4, have the speakers’ peers rate each of the class speakers.

11. Have students complete Worksheet 5. Have them share some of the more common filler words they have heard speakers use. Emphasize that such fillers are distracting to the audience. Then share the following examples with the class: “OK, so” “um” or “uh” “like” “right” “well” “y’know” “like I said” “supposedly” “okay” “actually” “I mean” “alright” “honestly” “basically”

12. Have students complete Worksheet 6, the End of Lesson Exercise. Then review

the correct answers using Slide Masters 5a and 5b.

23


1. T 2. T 3. F 4. T 5. The speech should be prepared so it reads one would normally speak. The

speaker should avoid words they don’t normally use. They should adjust tone and body language to present in a natural, everyday way. Finally, the speaker should try to be loose and comfortable. They should try to be themselves.

6. Keep going; don’t stop 7. Practice; gain experience speaking 8. Filler words 9. Rate; pace; speed or similar answer

10. Smile

24


Lesson 20 – Being Assertive

OBJECTIVE In this lesson, students will learn the importance of developing assertiveness skills and standing up for themselves and their ideas. They will also study the difference between passive and aggressive behaviors. The lesson teaches that assertiveness skills can eliminate passivity, aggressiveness, and a sense of failure. These skills can lead to a happier, more fulfilling life and healthier relationships. Finally, students will learn techniques for replacing passive behaviors with effective assertive behaviors.

MOTIVATION Begin the lesson by giving some examples of people who allow

others to criticize and abuse them without saying anything in return. Define assertive behavior. Be sure to distinguish assertiveness from aggressiveness. Emphasize that assertiveness is not synonymous with psychological or physical abuse or with violence in any form. Define it rather as standing up in a considerate and nonviolent way for rights we have as individuals.

Present assertiveness by explaining that passive and aggressive behaviors are developed over time, beginning with early childhood experiences. Likewise, assertiveness is developed over time. Emphasize the negative effects of passive and aggressive behavior. Give plenty of examples. Passive and aggressive behaviors can damage our relationships and the way others feel about us, whereas assertiveness can improve our relationships with others. Assertiveness can lead to a happier life and make us more desirable to employers. Emphasize that students’ aggressive or passive behaviors can be transformed into assertive behavior by following the guidelines in this lesson.



o Lesson 20

o Worksheets 1, 2, 3

o Slide Masters

o Whiteboard

25


A. Comparing Types of Behavior

1. Passive

2. Aggressive

3. Assertive

B. Personal Rights

1. To be treated with dignity and respect

2. To judge your own actions

3. To express your needs, wants, and feelings

4. To have privacy

C. Facts about Behavior

1. Behavior is learned.

2. Behavior can be changed.

3. Positive behavior can replace negative behavior with practice.

D. Ways to Be Assertive

1. Practice positive self-talk.

2. Say the behavior to be learned out loud.

3. Disapprove of behavior, not people.

4. Correct others when they put themselves down or express negativity

about themselves.

5. Practice assertiveness on your own and with others.

26

SUGGESTED ORDER OF INSTRUCTION 1. Before introducing the lesson, the instructor should read Lesson 20 and review this

Instructional Management Guide.

2. Before beginning the lesson, each student should read and study Lesson 20.


4. Refer to Slide Master 2. Discuss the three different types of behavior and give examples of each.

5. Direct students to complete Worksheet 1. Have students check their answers using Slide Master 6.

6. Use Slide Master 3 to discuss the personal rights we all have. Emphasize the importance of using assertiveness to protect those rights.

7. Have students complete Worksheet 2. Allow students to work in groups if preferred, and invite students to discuss their answers with the class.

8. Use Slide Master 4 to discuss the facts about behavior. Stress that behavior can be changed if new desired behavior is practiced consistently.

9. Refer to Slide Master 5. Discuss different ways to be more assertive. Then have students work on their own to complete Worksheet 3, the End of Lesson Exercise. Invite students to share their answers with the class in the form of role-play to practice assertive behavior.


1. B 2. C 3. A 4. A 5. B

27


Lesson 21 – Relating To People

OBJECTIVE In this lesson, students will learn the importance of building positive, healthy relationships. They will learn how to do this with relationship-building techniques such as expressing common courtesies, showing reciprocity, and practicing active listening. Students will also develop communication skills and learn about empathy and sympathy toward others.

MOTIVATION In general, people are social beings. Building and maintaining

strong relationships can be one of the greatest joys in life. The instructor should stress the importance of interpersonal relationships, as they are essential to one’s happiness and well-being. Everyone needs the emotional support of others. Those with strong skills in relating to others will have more of their emotional needs fulfilled. It is important to remind students that by practicing the ideas described in this lesson, they are more likely to have many strong, successful relationships.



o Lesson 21


o Slide Masters

o Whiteboard

28


A. Importance of Relationships

1. We are social beings.

2. We each depend on others to fulfill certain physical and emotional needs.

3. We live in a world filled with people of differing beliefs, ideas, attitudes,

and ways of life.

4. Good relationships help us to become complete, happy people who live

productive lives.

B. How We Build Relationships

1. Relating to others is a learned behavior.

2. We copy or model our behavior patterns after others.

3. We can express common courtesies such as saying “excuse me” and

“good morning.”

4. We can express reciprocity by returning in a similar manner the favors,

courtesies, and kind acts of others.

5. We can develop or improve communication skills through practice.

29

SUGGESTED ORDER OF INSTRUCTION 1. Before introducing the lesson to students, the instructor should read Lesson 21 and

this Instructional Management Guide.

2. Before beginning the lesson, students should read and study Lesson 21 carefully.


4. Discuss the importance of relationships using Slide Master 2.

5. Have students take a moment to reflect on the important relationships they have had throughout their lives. Then instruct students to complete Worksheet 1.

6. Refer to Slide Masters 3a and 3b to introduce the different ways we build relationships in our lives.

7. Use Slide Masters 4a and 4b to describe active listening. It may help to give a clear example by modeling this behavior for students in a role-playing exercise.

8. Refer to Slide Masters 5a and 5b to discuss different ways of developing effective communication skills and their importance to building strong relationships.

9. Refer to Slide Masters 6a and 6b to open further discussion of ways students can build strong, healthy relationships in their own lives. Have students complete Worksheet 2 on their own and share their answers if they wish.

10. Use Slide Master 7 to review what students have learned in this lesson and to stress the importance of consistent practice in building strong, healthy relationships.

11. Have students complete Worksheet 3, the End of Lesson Exercise. Then review the correct answers using Slide Masters 8a and 8b.

30


1-4. We are social beings. 1-4. We depend on others to meet many of our needs. 1-4. The world is filled with many different people with differing ideas, beliefs,

and ways of living. 1-4. Good relationships help us to become complete people and live happy,

productive lives. 5-9. Copying or modeling the positive behavior patterns of others. 5-9. Expressing common courtesies. 5-9. Showing reciprocity by returning the kindnesses and favors of others with

kind acts of our own. 5-9. Developing effective communication skills; this includes active listening,

showing sympathy and empathy, responding appropriately to others, self-disclosure, etc.

5-9. Practice the positive behaviors we learn. 10. Polite and socially acceptable words and actions such as saying “please,”

“thank you,” “excuse me,” and “may I help you?” 11. Returning in like manner the favors, courtesies, and kind actions of

others. 12. Identifying with the feelings of others; feeling the emotions of others

because you have experienced similar emotions in similar situations. 13. Feeling pity or compassion for another. 14. Sharing your own feelings, beliefs, and thoughts with other people.

15-18. Answers vary.

31


Lesson 22 – Following Directions

OBJECTIVE In this lesson, students will learn the importance of listening, reading, and paying close attention to directions. Even good directions won’t lead to your success if you ignore them, get distracted, or assume you already know what to do. Students will learn and practice helpful tips for accurately following both oral and written directions.

MOTIVATION Stress to students how failure to follow directions carefully can

result in wasted time, inconvenience, or poor performance. Sometimes, failure to follow directions can mean failure in academic and job-related situations. Remind students that they can greatly improve their ability to follow directions by practicing the tips in this lesson. Most importantly, stress that students can eliminate most mistakes in following directions by simply paying close attention.



o Lesson 22

o Worksheets 1, 2, 3, 4

o Slide Masters

o Whiteboard

32


A. Following Oral Directions

1. Listen carefully.

2. Listen for main points.

3. Take brief notes.

4. Ask questions at the end.

5. Repeat the directions back to the speaker.

B. Following Written Directions

1. Read through directions.

2. Imagine the end result.

3. Underline key points.

4. Begin with the first step and follow the directions exactly.

5. Correct any mistakes.

SUGGESTED ORDER OF INSTRUCTION

1. Before beginning the lesson, study Lesson 22 and review this Instructional Management Guide.

2. Before beginning the lesson, have each student study Lesson 22.


4. Use Slide Masters 2a and 2b to discuss guidelines for following oral directions.

5. Have students form teams of two and practice following oral directions using Worksheet 1. When they have finished, ask them to share any problems they had in following the directions.

6. Have students work alone to follow the directions you provide for Worksheet 2. Select a simple task such as removing the cartridge from a ballpoint pen, drawing a certain figure, or performing some other simple task that can be demonstrated in class. Explain the task to the students, give directions, and ask students to take notes. Then have volunteers perform the task you explained.

7. Refer to Slide Master 3. Discuss the guidelines for following written directions. Then ask students to complete Worksheet 3.

8. Direct students to complete Worksheet 4, the End of Lesson Exercise. Provide answers using Slide Master 4.

33


“Sure, I can give you directions for operating the postage machine. After you have the right address, you should go ahead and print the label for the address. If you need help with that, just let me know. Standard postage is now 49 cents. Did you know that? If not, don’t worry, the postage printer is set up to update automatically so it knows the right prices. It can also print postage right on the envelope. We do have these stickers that you can put in there to print the postage on; then you can stick that on your envelope. They are back in the supply closet with the pens and pads of paper. We don’t ever use them, because you can just stick the envelope in the machine and it will print the postage right on the envelope.

You should weigh your mail to make sure you don’t need more than standard postage. If it’s heavier than 3.3 ounces, more postage will be required. You won’t have to worry about this though. When you get started, you just set the mail on top of the tray on the postage printer, and it will weigh it for you. You do need to push the button for which type of mail it is before you put it on the scale. Then you also need to push the button for which size the envelope is. If it’s 9x12, you would push ‘Flat.’ If it’s regular size mail, our small envelopes, you push ‘Letter.’ Once you’ve selected your mail type and envelope size, you can put the envelope on the scale, and the light will turn green. Then you just push the ‘Calculate’ button, and it does all that figuring for you. After it does the calculation, the light will turn from green to yellow, and you just take the envelope off of the scale and put it in the postage-printing slot. When the printing is done, the machine will beep and you can remove the envelope.

But before you do all that, you need to decide which size envelope you will use, the small ones or the large ones. This is because different envelope sizes cost different amounts, and it depends on whether you are sending first-class mail or not. We always send first-class mail, and we have two types of envelopes, ‘letter size’ and ‘9x12.’ As long as you have selected the right size envelope, all of that should work with the ‘Calculate’ button. Let me know if you need help finding the ‘Standard Postage’ button.”

1. We always send first-class mail, and we have two types of envelopes, “letter

size” and “9x12.” Decide which size envelope you will use.

2. Push the button for which type of mail it is (always first-class). Then push the

button for the envelope size. If it’s a 9x12, you would push “Flat.” If it’s regular

size mail, push “Letter.”

3. Set the mail on top of the tray on the postage printer (to be weighed), and the

light will turn green when the item is weighed.

4. Push the “Calculate” button, and the light will turn from green to yellow.

5. Take the envelope off of the scale and put it in the postage-printing slot.

6. The machine will beep when it’s done printing, and you can remove the

envelope.

34


True or False:

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

10. T

35


Lesson 23 – Giving Directions

OBJECTIVE In this lesson, students will learn why it is important to give clear, concise directions, and they will learn the qualities of good directions. The lesson offers guidelines for how to provide others with effective written and oral directions for finding locations and for following procedures.

MOTIVATION We can all remember a time when we were given poor directions

and just how frustrating they were to try to follow. Being able to give good directions is an important interpersonal skill to learn. Remind students that by doing so, they will be able to help others and save everyone time and energy.

Like the ability to follow directions, the ability to give directions

affects the quality and efficiency of performance. Giving good directions reduces stress and eliminates wasted time for the person giving directions and for the follower. Being able to give good directions is also an important teamwork and leadership skill.



o Lesson 23


o Slide Masters

o Whiteboard

36


A. Importance of Directions

1. To inform clearly and correctly

2. To guide performance

3. To prevent mistakes

4. To teach skills and procedures

B. Qualities of Good Directions

1. Brevity

2. Accuracy

3. Clarity

4. Organization

C. Giving Oral Directions to Locations

1. Organize and sequence your directions.

2. Speak clearly.

3. Give the number of miles to the destination.

4. Be as brief as possible.

5. Answer questions.

D. Giving Written Directions to Locations

1. Use street names or number of stops.

2. Number your steps.

E. Directions for Procedures

1. Objective

2. Procedure

3. Procedure Information

4. Procedure Experience

5. Procedure Expectation

6. Procedural Failure

37

SUGGESTED ORDER OF INSTRUCTION 1. Before presenting the lesson to students, read Lesson 23 and review this

Instructional Management Guide carefully.

2. Before beginning the lesson, students should carefully read and study the information presented in Lesson 23.


4. Refer to Slide Master 2 and discuss the importance of good directions.

5. Referring to Slide Master 3, identify and discuss the qualities of easy-to-

understand directions. Make sure that in this discussion you explore the two primary purposes of directions – to find and to explain.

6. Referring to Slide Master 4, discuss giving oral directions for locations.

7. Refer to Slide Master 5. Discuss how to prepare written directions for locations.

8. Use Slide Masters 6a and 6b to discuss the qualities of good directions for procedures.

9. Have students complete Worksheets 1 and 2. You may want students to revise the directions for Worksheet 2 in groups. If so, allow groups to compare their versions for brevity and accuracy. Allow volunteers to share revised directions with the class.

10. Use Slide Master 7 to review answers for Worksheet 1. Use Slide Master 8 to review a suggestion for simplified directions for Worksheet 2.

11. Have students complete Worksheet 3, the End of Lesson Exercise. Then review

the correct answers using Slide Master 8.

12. Close the lesson by reemphasizing the importance of giving good directions, and connect this lesson with the previous lesson on following directions.

38


1. brief Brevity

2. accuracy accurate

3. clear clarity

4. organized organization

5. If your directions aren’t clear, the person following your directions could get

confused, lose time, become frustrated, and be generally less productive. Poor directions cause unnecessary problems.

Sometimes, if you have technical knowledge others do not, you will need to give directions on how to do something. No matter what the task is, doing it correctly could be completely dependent on the effectiveness of your directions. When you give directions as a manager, you want to prevent others from making mistakes. In general, the manager is at least partly responsible for the mistakes others make under his or her direction. Giving clear, step-by-step directions for someone to follow is the most effective way to teach someone a new skill. Many useful skills can best be learned from practice and by following simple and clear directions from others.

6. B 7. D 8. E 9. A

10. C

39


Lesson 24 – Identifying Work Styles

OBJECTIVE In this lesson, students will learn the importance of being able to identify different work styles. They will learn the six different work styles commonly referred to as Holland Codes and perform a self-assessment to determine which of the six styles most closely fits their own. Students will then learn the importance of matching their work style and aptitudes to the types of jobs they pursue.

MOTIVATION Your personal style is the typical way you behave, perform, or

interact. Your style in the work environment may be slightly different, but it still reflects who you are. Make sure students understand how important it is to be able to match their work style with the type of work they do. Explain to students that matching their interests and work style with their work can increase happiness and success in their career.



o Lesson 24


o Slide Masters

o Whiteboard

40


A. Why Recognizing Work Style Is Important

1. Helps you to understand how you work

2. Helps you to understand how others work

3. Promotes good interpersonal relations in the workplace

B. Common Work Styles

1. The Conventional Worker

2. The Realistic Worker

3. The Enterprising Worker

4. The Social Worker

5. The Investigative Worker

6. The Artistic Worker

C. Advantages of Matching Work Styles with Jobs

1. More likely to enjoy one’s work

2. More likely to be successful and productive in one’s work

3. Less likely to have work-related stress

4. More likely to be happy and content in life

D. Aptitude and Work Style

41

SUGGESTED ORDER OF INSTRUCTION 1. Review the materials for Lesson 24 and this Instructional Management Guide.

2. Have each student read and study Lesson 24.

3. Use Slide Masters 1a and 1b to present an overview of the lesson.

4. Use Slide Master 1 to generate a discussion about why recognizing different work

styles is important, why it is advantageous to match one’s work style with the type of jobs they take on, and the relationship between one’s aptitude and work style.

5. Use Slide Master 2 to discuss the six common work styles. Explain to students that these are commonly referred to as Holland Codes because they were developed by psychologist John L. Holland. Let students know that these Holland Codes are commonly used by career counselors and the U.S. Department of Labor.

6. Direct students to complete Worksheet 1 on their own. Be ready to help students with any questions they might have. You may also choose to administer a career aptitude test from another source in order to help students gain a better understanding of their own work style.

7. Have the class complete Worksheet 2. Here they will be using work styles information to determine if a statement is true or false. Review and discuss the correct answer to each statement using Slide Master 3.

8. Direct students to complete Worksheet 3, the End of Lesson Exercise. Check

answers using Slide Master 4. ANSWERS TO WORKSHEET 2

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

10. F


1. Interact 2. Holland Codes 3. Conventional 4. Realistic 5. Enterprising 6. Social 7. Investigative 8. Artistic 9. Aptitudes

10. Cannot

42


Lesson 25 – Working Well With Teams

OBJECTIVE In this lesson, students will learn why teamwork is important, how to be a good team member, and why and how teams are created. Students will also learn the essential skills of any good team member, including communication skills, active listening, respect, critical questioning, persuasion, adaptability, sacrifice, planning, systems thinking, organization, and ability to evaluate decisions and actions.

MOTIVATION Often we work with a group of people as a team member. There

are many situations in everyday life where teamwork skills can help people. Teams are formed in sports, committees, at work, and in many other situations. This is because organizations can generally accomplish more through effective teamwork. Teamwork also affects your career path. Stress to students that those who are successful in teams are much more valuable to employers.

Teamwork is a skill that can be used every day in several areas of your life. If students are able to understand how teams operate and work well within a team, they will notice an overall increase in their well-being and will be more likely to get a better job and be successful at work.



o Lesson 25


o Slide Masters

o Whiteboard

43


A. Terms and Definitions

1. Groupthink

2. Specialize

3. Complementary

4. Accountability

5. Consensus

6. Synergy

7. Active Listening

B. Understanding Teams and Teamwork

1. How successful teams operate

2. Team leadership

C. Team Construction

1. Building a basketball team

2. Building a rapid response team

3. Teamwork in a pottery business

D. Teamwork and Communication

E. Essential Skills of a Good Team Member

1. Communicating

2. Active Listening

3. Respecting

4. Critical Questioning

5. Persuading

6. Adapting

7. Sacrificing

8. Planning

9. Systems Thinking

10. Organizing

11. Evaluating

44

SUGGESTED ORDER OF INSTRUCTION 1. Review the materials for Lesson 25 and this Instructional Management Guide.

2. Have each student read and study Lesson 25. 3. Use Slide Master 1 or a whiteboard to present an overview of the lesson.

4. Referring to Slide Master 2, define the important terms.

5. Use Slide Master 3 to discuss how successful teams operate and what makes a

good team leader. Make sure students understand the importance of accountability and cooperation to being a good team member or team leader.

6. Use Slide Master 4 to review the different examples of how teams are constructed.

Through these examples, students should understand the concept of synergy as well as how good communication contributes to team success.

7. Refer to Slide Master 5. Explain the essential qualities of a good team member. Be

prepared to give examples of each, and discuss how these might affect the team’s efficiency and success.

8. Instruct students to complete Worksheet 1 independently.

9. Referring back to the qualities of a good team leader, have students complete

Worksheet 2 in groups. Instruct groups to work as a team to determine how they will resolve the conflict.

10. Have students work independently to complete Worksheet 3, the End of Lesson

Exercise. Then evaluate according to the key provided on Slide Master 6.


1. A 2. E 3. F 4. G 5. C 6. B 7. D

8. T 9. F

10. F 11. T 12. T 13. T 14. T

OR

pacelearning.com800-826-7223

DealingwithStress

DealingwithEmotions

Self-Esteem

ListeningE�ectively

Self-Development Series: LS2100Achieving Personal Goals Series: LS2200

Interpersonal Skills Series: LS2300

SpeakingE�ectively

BeingAssertive

Relating toPeople

GivingDirections

IdentifyingWork Styles

FollowingDirections

Working Well withTeams

Life Skills 25Life Skills 25Series 3 - Interpersonal SkillsInstructional Management Guide

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