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RESILIENCE

Facilitator Guide

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FACILITATOR GUIDE CONTENTS

GENERAL INFORMATIONMODULE 1: WHAT IS RESILIENCE?

PAGE 5PAGE 9

MODULE 2: TAKE DECISIVE ACTION PAGE 13MODULE 3: KEEP THINGS IN PERSPECTIVE

PAGE 19

MODULE 4: CHANGE IS A PART OF LIVING PAGE 25MODULE 5: TAKE CARE OF YOURSELFFORMS

PAGE 31PAGE 37

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GENERAL INFORMATION

GENERAL INFORMATION

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INTRODUCTIONWe would like to start by saying thanks for becoming a facilitator and a champion for resilience. We hope you enjoy it and are able to develop some new skills in developing and maintaining resilience, and also in facilitating the delivery of the modules for your colleagues.

We continuously work to achieve a Zero Incident Industry because we care. We care about our colleagues, our family and friends, the environment, our vessels and seafarers - and we demonstrate our care by managing the processes and barriers that keep each other safe.

The processes and barriers we manage are kept strong by the individuals and teams that care for them.

We are all born with the capacity to deal with challenge. This ability, just like one’s ability to play a particular sport or instrument, can be improved and strengthened with practice and by learning new techniques.

Increasing and strengthening our capacity to deal with life’s challenges helps us to be the best that we can be as individuals and teams, and is an important component towards achieving and sustaining a Zero Incident Industry.

This programme is made-up of five core modules which can be delivered in any order. Each module focuses on a different area that makes up our natural capacity to deal with life’s challenges- both in and outside of work. The five modules are:

What is Resilience? Take Decisive Action Keep Things in Perspective Accept That Change is a Part of Living Take Care of Yourself

How does it work?

Aim to deliver these five modules within five months, that’s one module a month. It doesn’t matter which order the modules are run in, and it’s not critical that participants attend every session, it’s ok to miss one and attend the next as long as everyone covers all the modules.

Additional support material (if required) for facilitators is available via the Partners in Safety website: http://www.shell.com/hsse/business-and-country/maritime-hsse-site.html

Feedback and Improving Resilience

At the end of the module if there are any themes that you think will help us improve the programme, we ask that you let us know by filling in a module feedback form (at the back of this guide) and sending it to: [email protected]

GENERAL INFORMATION

mailto:[email protected]

http://www.shell.com/hsse/business-and-country/maritime-hsse-site.html

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PREPARATION & MATERIALS

NUMBER OF PARTICIPANTS

Minimum four people per session.

TIME REQUIREMENT

30 minutes – 1 hour per session

PREPARE Review these Facilitator notes and the guide for the module you are delivering.

Think of relevant examples based on your experience for each module. Try to make it relevant to the environment and situations the group may be familiar with.

Prepare a safety briefing for the start of each module.

ROOM SET UP Find a room big enough to hold these sessions. You will need chairs for all participants and a few tables. Make sure there is

enough space for people to break into pairs or small teams for discussion. Where possible keep the session in one room, you will lose valuable time when people are moving in and out of multiple rooms.

Record attendance using the Attendance Sheet at the end of this guide.

MATERIALS Each participant should be provided with the Participant Guide. Additional support material (if required) for facilitators is available via the

Partners in Safety website; http://www.shell.com/hsse/business-and-country/maritime-hsse-site.html

GENERAL INFORMATION



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EXECUTION

GENERAL GUIDELINES

Welcome everyone and explain how the module is structured, including high level goals of the session.

As the participants arrive, when possible, help to spread out the participants into pairs or small groups to facilitate the discussions

Deliver a short safety brief at the beginning of each session. : familiarise yourself with alarm procedure and emergency numbers, and review the evacuation floor plan for emergency exits and muster points

Check whether all participants are familiar with each other and if not, hold a brief introduction round where all participants tell their name and function. You can use the opportunity to make it informal by asking each person to say a fun fact about themselves, etc.

Remind participants that personal information may be shared in these sessions. It is important that we respect each other’s confidentiality and do not share sensitive information outside of the sessions.

Ask the participants for feedback at the end of the module to improve the resilience programme and if any themes come up fill up a feedback form (at the end of the pack) send to [email protected] .

FACILITATION 1. Present with passion2. Be enthusiastic and supportive of the content3. Listen and don’t talk too much yourself (the answer is in the room!)4. Be open and curious (ask open questions)5. Read the Facilitator guide and allow enough time to be prepared to facilitate

the module.

GENERAL INFORMATION


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MODULE 1: What is Resilience?


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PREPARATION

TOPIC DETAILED INFORMATIONOUTCOME Give participants a better understanding of resilience

MODULE BACKGROUND INFORMATION

Having a positive view of yourself is an important mind-set that helps you improve your performance, achievements and quality of life. It’s not about smiling and denying the negative aspects of reality. It is an effective approach that improves your state of mind, leading to improved thought patterns, more options and will make a real difference in your life. It is also a choice and a skill that can be learnt.

MODULE OVERVIEW

Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats or even significant sources of stress-such as family and relationship problems, serious health problems or workplace and financial stressors

The group is given a short introduction to the concept of resilience followed by discussion on an example of resilient behaviour within their own experience. An overview of the Resilience programme will be given and individuals asked to commit to participating.

PREPARE Review this Facilitator Guidance Copy and print the Attendance Sheet at the end of this module. Think of your example of a situation in everyday life where you or someone

you know has demonstrated resilient behaviour. Try to make it relevant to the environment and situations the group may be familiar with.

You will use this to start off exercise 1


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WHAT IS RESILIENCE - EXECUTION

START2 minutes

Welcome everyone and explain how the module is structured

If possible, help to spread out the participants into groups of 4 to 6 to facilitate the discussions

Record attendance using the Attendance Sheet at the end of this module

HIGH LEVEL GOALS5 minutes

Discuss the high level goals of the module:1. Learn about the concept of resilience2. Understand the objectives of the “Developing Resilience “programme3. Commit to participating in “Developing Resilience”

INTRODUCE THE TOPIC

MESSAGE : Start with the below one liner after that you can use your own words

Resilience means bouncing back from difficult experiences

Research has shown that resilience is ordinary not extraordinary. People commonly demonstrate resilience. One example is the response of many Americans to the September 11th 2001 terrorist attack and the effort of individuals to rebuild their lives.Being resilient doesn’t mean that a person doesn’t experience difficulty or distress. Emotional pain and sadness are normal in people who have experienced major adversity or trauma in their lives. In fact the road to resilience is likely to involve considerable emotional distress.Resilience is not a trait that people either have or do not have. It is a mix of thoughts, behaviours and actions that can be learned and developed in anyone.Many factors contribute to resilience and studies show that the primary factor is having caring and supportive relationships within and outside the family.Other factors which contribute to resilience include:

The capacity to make realistic plans and carry them out Having a positive view of yourself with confidence in your abilities and

strengths The ability to communicate well Problem solving skills The capacity to manage strong feelings and impulses

EXECUTION


Key messagesINTRODUCERESILIENCE

Communicate the following points in your own words; A series of team based activities presented in modular form for us to take

part in during our regular team meetings Each module captures one aspect of resilience for us to understand and

learn more about The modules are delivered in an informal relaxed way and encourage

everyone to get involved Development of an accountability for our behaviours and motivation to

make personal choices which will help to grow our personal resilience Building resilience promotes better safety choices and behaviours to help

protect ourselves and each other and achieve a Zero Incident Industry.

ACTION Communicate the following points in your own words;

Hopefully we will all benefit on a personal level from participating in these activities and that there will be an added benefit for our team as we learn to understand our own behaviours and gain insight into how other people react in different situations.

But for this to work we need your commitment. We need you to “be here” which means actively listening to the script, getting involved in the activities and exercises and making a real contribution individually and as a member of our team.

This is an opportunity for you to choose to develop your own skills and help to enhance those of the rest of the team. However it is up to you to decide how you wish to use these tools.

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EXERCISE


RESILIENT BEHAVIOUR

Ask participants to turn to page 7 in their guide and allow time for them to review the module information.

Now share your example of you or someone you know demonstrating resilience.

Divide the group into pairs Ask each person give their own examples. Discuss what resilience means in this situation. Allow discussion for 5 minutes.

DISCUSSION Then bring everyone back into a single big group.

Start a discussion by asking the following questions: Have you thought about resilience before? Does it look like a concept that would be worth exploring further? Did it reveal any surprises? Do you think that you are resilient?

EXERCISE MESSAGE

We all have a unique opportunity to make personal choices and to take accountability for the way in which we react to adverse situations. However in order to perform our best in challenging situations we need to have an awareness of how we respond to adversity and the skills in self-management which will support a positive outcome.

The Resilience sessions that we will be running aim to help to develop an enhanced awareness of our own individual behaviour patterns and to develop self-management skills. The focus is on responding appropriately and positively to circumstances with an emphasis on practical skills which can be used in real time on a daily basis

Building resilience not only benefits your work environment but also benefits your life outside of work and can positively influence all aspects of your life including family and friends.

CLOSE If you have any specific feedback for this module, please use the feedback

form at the end of this guide and send to us at [email protected] . Close and thank everyone for their participation.

END OF MODULE


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MODULE 2: TAKE DECISIVE ACTION


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PREPARATION

TOPIC DETAILED INFORMATIONOUTCOME The aim of this module is to get the participants more aware of how they make

decisions, what influences their decision making and how to help improve decision making.


Resilience Concept: Take Decisive Action

Decision making should be a mixture of rational thought and emotion.

Taking decisive action is important. Removing blockers to decision

making.

Behavioural Safety Concept:Acting on Warning Signs Acting on warning signs prevents

accidents Mitigate culture of denial, group

think Reducing human factors risk Weighing up economic vs safety risk

MODULE OVERVIEW

Taking decisive action moves an issue forward, and is positive and action-oriented. It is linked to resilience because taking decisive action is empowering, positive and allows a person to take control of a situation instead of it controlling them.

Understanding how you make decisions, and what may stop you taking decisive action can be the first step towards developing strategies to manage these blockers and enable you to; make the decision, take action, and move forward. This can be an important factor in improving resilience – gaining confidence in decisive action.

In Part One we look at the emotional brain and the rational brain and how they work together to aid decision making.In Part Two, we will take a closer look at what inhibits taking decisive actions and overcoming these blockers.

PREPARE Review this Facilitator Guidance Copy and print the Attendance Sheet at the end of this guide. Think of your example of a time when you had difficulty with a decision and

how you solved it. Try to make it relevant to the environment and situations the group may be familiar with.You will use this during exercise 2


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START Welcome everyone and explain how the module is structured


Record attendance using the Attendance Sheet.

HIGH LEVEL GOALS

Discuss the high level goals of the module:1. Appreciate the value of taking decisive action2. Recognise the strategies that can be used to overcome blockers to taking

decisive action

Discuss the specific deliverables of the module: Each person creates a list of the blockers that prevent them from taking

decisive action and a strategy to overcome those blockers

INTRODUCE THE TOPIC

Communicate the following points in your own words;

Making decisions allows us to move issues forward and take accountability.

Some decisions we face are very complicated and acting decisively is difficult.

When making a decision we use emotional thinking and rational thinking to come to a decision and it’s important to recognise that we do this.

Failing to make decisions and being indecisive can be frustrating for the person making the decision and for those whom the decision may affect.

Working out what will happen if you do make the decision, but also what will happen if you don’t make the decision, can help you decide what may be the right decision to make.

It may also help to find out why you are having difficulty with a decision.

Identifying what is blocking you can enable you to figure out how to remove the blocker.

EXECUTION


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EXERCISE ONE

EMOTIONAL AND RATIONAL THINKING

Ask participants to turn to page 11 in their guide. The important message here is that people use both their emotional and their

rational thinking when making decisions. The exercise asks people to list the reasons why they would buy a specific

product – a car, a new phone or some other everyday item. Participants should be split into groups of 4-6 Ask the participants to choose either cars or phones, whatever you think your

audience would like best. Try to choose what would be the most fun for your audience, and it doesn’t have to be the type of item they would have most experience in purchasing.

Pictures of the cars and phones are included, along with a small amount of information about each product.

Ask the participants to fill in the table in their guide listing their decisions and decide if these are based on rational or emotional reasons.

DISCUSSION Then bring everyone back into a single big group.

Start a discussion by asking the following questions:

Did all the groups have decisions that were made using emotional and rational reasons?

What was the number of rational reasons given against the number of emotional reasons?

When it came to making the decision, how many people chose what they chose just because they liked it? (This can show the power of emotional intelligence).

If there were blockers to decision making, what were they?

EXERCISE MESSAGE

Decisions are made with both rational and emotional thought. And both are very important.


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EXERCISE TWO

BLOCKERS AND ENABLERS

Ask participants to turn to page 13 in their guide. Share your prepared experience of a time when you had a difficult decision

to make and how you overcame the blockers Participants should split into groups of 4-6 Each team should pick an example to use to complete the exercise.

Alternatively, they can think of their own personal example from work or home.

Participants should follow the instructions and fill out the table (in their guide) individually before discussing their examples with their group.

DISCUSSION Bring the participant’s focus back to you for a discussion with the room.

Ask for a volunteer to share their example.

Start a discussion by asking the following questions: What were some of the blockers that people identified that prevented them

from taking decisive action? What were some of the strategies to overcome these blockers?

You can use these ideas to overcome blockers (if not already discussed)Blocker is concern over what will go wrong if the decision is incorrect:1. List the things that could go wrong, and what you will have in place to

either:2. Monitor for indications it is going off track so you can mitigate early

Determine that the decision is wrong and change the decisionBlocker is that you don’t have enough information1. Determine what information you do need and time frame to get it so you

can make the decision2. Determine if you can make the decision despite the uncertainty and what

would be the risk of that3. Determine the risk of not making the decision now but waiting for the

information

Blocker is you are worried about looking like an idiot if the decision is wrong1. Consider discussing the options with others, especially those who may

need to help you implement the results of the decision, as that way you can test your ideas and also get buy in from those who matter

2. Should asking others been seen as a sign of strength rather than weakness? Will it actually build respect and trust?

After exercise, ask the participants to review “Blockers to making Decisions and Ways of Managing These” – this is on page 17-18 of their guide.


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END OF SESSION SUMMARY

Communicate the following points in your own words;

Sometimes it is hard to make decisions. We create blockers that prevent us making decisions We can identify strategies to overcome the blockers



END OF MODULE



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MODULE 3: KEEP THINGS IN PERSPECTIVE


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PREPARATION

TOPIC DETAILED INFORMATIONOUTCOME Everyone on board has a role to play in an effective communications processes,

both as an individual and as part of a team.BACKGROUND INFORMATION

Resilience Concept: Keeping Things in Perspective Inner dialogue influences individual’s

perception of events, + and –. Individual choice in response to

events.

Behavioural Safety Concept: Communication and Engagement Translate high level messages. Actively seek information. Respond, participate, provide

feedback

MODULE OVERVIEW

Our comfort zone is the area in which we operate and feel comfortable. Sometimes we are pushed or push ourselves past our comfort zone and this can feel uneasy. When this happens, putting events into perspective can de-escalate the situation and even broaden your comfort zone.

This starts with being less hard on ourselves and by becoming more aware of how our inner dialogue can misinterpret situations which influences our views and our mood-- think back to those childhood cartoons where a devil would appear on one of Donald Duck’s shoulders and an angel on the other.

Inner dialogue is linked to emotions and everyone can develop the ability to influence this. In uncomfortable situations, influencing your inner dialogue allows you to slow down your thinking and creates room for making choices.

PREPARE Review this Facilitator Guidance. Copy and print the Attendance Sheet at the end of this module. Familiarise yourself with the concept of the ladder of inference (see page 21

for further information) and the Challenging Questions (page 22) Prepare a personal example of a time when your internal dialogue escalated a

situation. The example will be delivered in two parts:1. How did you climb up the ladder of inference to reach your

conclusions?2. How did you answer the challenging questions to de-escalate the

situation?


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PREPARATION

KEY CONCEPT

DETAILED INFORMATION

THE LADDER OF INFERENCE

What is it?The ladder of influence is a way of describing how we get from a fact to a decision or action. It can often be known as “jumping to conclusions” and happens every day in a split second. The picture shows each stage of this process

This can create a feedback loop. Our beliefs have a big effect on how we select some facts and choose to ignore others. Soon we are jumping to conclusions by missing facts.

An example;

It can be simple things like, ‘Now where did I put my keys?’

Or it can be longer strings of thoughts that lead us to a conclusion- which may or may not be correct;

Where are my binoculars? I always put them in the same place at the end of my watch.

I bet the last watch keeper has moved them.

They are always losing their stuff and now my stuff too.

They have no respect for my things or me. I’m going to get in trouble with the boss because of them.

Most of us will have experienced situations where we have become frustrated and draw negative conclusions only to reflect back, with a clearer and sometimes more positive point of view.

Oh, now I remember, I took them back with me after my last watch to fix them.

How does it work?

Starting on the bottom rung, we have reality and facts. From there we;

Experience these differently based on our beliefs and previous experience.

Interpret what this means. Apply our existing assumptions or

perspective, sometimes without thinking. Draw conclusions based on these

interpreted facts. Develop further beliefs on these

conclusions. Take action on these conclusions because

they are based on what we believe.


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KEY CONCEPT

DETAILED INFORMATION

CHALLENGING QUESTIONS

You can interrupt the climb up the ladder of inference, by asking yourself some of these challenging questions;

Look for Evidence

What’s the evidence for and against my thought?Am I focusing on the negatives and ignoring other information?Am I jumping to conclusions without looking at all the facts?

Search for Alternative Explanations

Are there any other possible explanations?Is there another way of looking at this?How would someone else think if they were in this situation?Am I being too inflexible in my thinking?

Put Thoughts into Perspective

Is it as bad as I am making out? What is the worst that could happen?How likely is it that the worst will happen?Even if it did happen, would it really be that bad?What could I do to get through it?

PREPARATION


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EXECUTION


As the participants arrive, when possible, help to spread out the participants into groups of 4 to 6 to facilitate the discussions.

Record attendance using the Attendance Sheet at the end of this guide

HIGH LEVEL GOALS

At the end of this module, individuals understand the following: Be aware that inner dialogue can influence one’s perception of events

positively as well as negatively, and has a direct effect on one’s response and mood.

Realise that they have a choice in how to respond to events that make them feel uncomfortable;

Acknowledge that they have the ability to steer inner dialogue to get the most out of positive situations and deal with uncomfortable situations.

Understand how this is applicable in translating high level messages. Understand the importance of actively seeking information. Understand that having the right information and communicating effectively

has an important influence on safety behaviour.

INTRODUCE THE TOPIC

This module focuses on internal dialogue, becoming more aware of it and its influence during times when we are put in uncomfortable situations.

We will learn some techniques to steer it in a positive/productive direction. Our internal dialogue is made up of the thoughts that run through our head

throughout the day. For example: It can be simple things like, ‘Now where did I put my keys?’Or it can be longer strings of thoughts that lead us to a conclusion- which may or may not be correct;

Where are my binoculars? I always put them in the same place at the end of my watch.

I bet the last watch keeper has moved them.

They are always losing their stuff and now my stuff too.

They have no respect for my things or me. I’m going to get in trouble with the boss because of them.

Most of us will have experienced situations where we have become frustrated and draw negative conclusions only to reflect back, with a clearer and sometimes more positive point of view.

Oh, now I remember, I took them back with me after my last watch to fix them.

Allow some time for participants to review the information on page 21 of their


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EXERCISE

EXERCISE EXAMPLE

Ask the participants to turn to page 22 in their guide. Share your prepared experience of a time when you have been in this kind of a

situation. Draw attention to the picture of the ladder on page 23 of their guide. Explain

how your internal dialogue talked you up the ladder. In this situation you allowed yourself to make assumptions one after another,

without allowing yourself the time to reflect and draw a conclusion based on facts.

Point out that different circumstances as well as one’s mood can influence the internal dialogue and the speed that a person climbs up the ladder. Maybe you were tired or feeling unwell. Maybe you were upset because you had had a bad week.

Now introduce the ‘Challenging Questions’ on page 24 of their guide. Explain how you applied the relevant ‘Challenging Questions’ to de-escalate

the situation.

EXERCISE Ask the participants to think of a time at work or at home when they have found themselves in a similar situation where their inner dialogue has lead them to draw negative conclusions.

Participants should think about what was the starting point (the bottom of the ladder), what was the outcome (the arrival at the top) and what were the steps in between. Allow 3-4 mins. The examples can be recorded in their workbooks.

Ask the participants to get into pairs and share their example with a peer. Each pair should pick one of the examples and using the ladder of inference

template (page 23 of their guide), write in the thoughts that escalated them up to the top.

DISCUSSION Bring the participant’s focus back to you for a discussion with the room. Draw attention to the Challenging Questions on page 24 of their guide. Ask for a volunteer to share their example.

Ask the group to discuss which Challenging questions they could use to de-escalate the situation if they were in this position.

Ask the group if there is anything else they would do to prevent their internal dialogue from taking a negative direction. How might this help to improve safety on board?

If there is time remaining, ask for another example from the group.EXERCISE MESSAGE

Based on the outcome of your example, make it clear to the audience that they have a choice whether or not they go in the direction their internal monologue steers them.

CLOSE If you have any specific feedback for this module, please use the feedback form at the end of this guide and send to us at [email protected] .

Close and thank everyone for their participation.



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MODULE 4: CHANGE IS A PART OF LIVING


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PREPARATION

TOPIC DETAILED INFORMATIONOUTCOME Effective individual and work team recognition of change, management of

change, implementation of change is essential to business success.BACKGROUND INFORMATION

Resilience Concept: Accepting Change Change is often viewed as

uncomfortable or seen as a threat. You are accountable for your choice

on how you respond to change and how it impacts others.

Behavioural Safety Concept: A controversial PPE Policy Change – Following the Rules Personal Proactive Interventions Individual Consequences Personal Responsibility

MODULE OVERVIEW

Change is inevitable. We start changing from the moment we are born and continue to do so; and the world around us changes, both predictably, and unpredictably. The world, our personal environment and our lives, often change in ways over which we have no control e.g. Volcanoes, snow and travel disruption. The impact of a change of job can be huge and positive, negative, or both.

When experiencing change we can decide to see the possibilities that lie within and we have a choice in the way we respond to change.

In this module participants experience the impact of their choice of response to a change (in this session the change is a new idea) and gives insight on the impact of the response on others and themselves.

PREPARE Review this Facilitator Guidance. Copy and print the Attendance Sheet at the end of this guide. Please have one example of change that you can share with the participants.

You will use this as the introduction. Familiarise yourself with the Exercise 2 Scenarios and questions (see

“Execution” on page 27). Participants will be given further guidance in their guide on how to play their roles in the exercise.


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EXECUTION



Record attendance using the Attendance Sheet at the end of this guide

HIGH LEVEL GOALS

Discuss the high level goals of the module

Individuals can discuss and recognise that:1. We have an innate tendency to see change as uncomfortable or a threat2. We can choose and are accountable for our personal response to change.

Our response has an impact on ourselves, others and on safety.

Discuss the specific deliverables of the module: Each person participates and/or observes the role play and reflects on their

response to change and how it affects others. Each person reflects on how they naturally respond to change and commits to

recognising the choices they make in the future when responding to change and how they affect others.

INTRODUCE THE TOPIC

Ask the group if anyone has ever been in the position where a change appeared to be a major personal threat, but in the end had no negative impact, or even a positive one? (Examples: a new job on a different ship, departure of a crew member, a new relationship)

Wait for examples from the group. If there are none, move onto your personal example.

Share a personal example of change.


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EXERCISE ONE

EXERCISE Change Can be Uncomfortable Ask the group to make themselves comfortable in their chair Ask the group to now cross their arms. Note how a proportion cross left over right. Now ask people to cross their arms the other way.

DISCUSSION Start a discussion by asking some of the following questions: Is that change from your usual position uncomfortable? How does it make you feel? Do other people in the room look comfortable? Are you showing resistance to change?


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EXERCISE TWO

EXERCISE Ask the team to divide into groups of three or more (between three and five is best) Ask each group to choose a scenario or make up a change scenario themselves Each person should be assigned as Person 1, 2 or 3. Where there are more than 3 persons per group, the extra people acts as

observer/audience.

There are three different “Briefing Notes” included on pages 28-30 in the guide. Ask the participants to read the appropriate briefing note for their role.

SCENARIO 1 Proposed change to PPE policy. Person 1 doesn’t like wearing a hard hat all the time and would like to change

the policy. Person 1 will make the case for change. Person 2 will make the case for leaving things as they are. Person 3 will be supportive and curious without agreeing to the change.

SCENARIO 2 Proposed change to replacing the Ship’s Cook with a microwave. Person 1 believes cooking on board is a major source of HSSE incidents and

would like to replace the Ship’s cook by using microwave meals. Person 1 will make the case for change.

Person 2 will make the case for leaving things as they are. Person 3 will be supportive and curious without agreeing to the change.

Ask the groups to bring their role plays to an end. Ask each participant to answer the questions on page 31 of their guide.

DISCUSSION Bring the room’s attention back to you and start the discussion using the questions; A team member proposed an idea that created change. How did it look, feel,

and sound when it was opposed? Did that have an impact on your state of mind and how you continued the discussion?

Are you significantly more likely to come forward with a suggestion for change if ideas are routinely opposed or if they are supported?

The person opposing the idea was negative and focused mainly on personal comments, not the idea itself. How did that impact how you felt and your state of mind? Would these actions impact the way you would be likely to interact with them in the future?

If you had flu and your state of mind was low, would it be a good idea to make major decisions? Can you choose to delay your decision until you feel better? If not you, who does choose your time of reaction?

Any other comments?


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Communicate the following using your own words;

Change happens all the time and it is important to prepare ourselves for this We may not have an influence over the change but we can influence how we

react to it. Taking a positive attitude towards change allows you to see new

opportunities and make decisions on how you can react to the change.At times of change there can be lapses in safety as we may be distracted by the changes and not concentrate on the important things which keep us safe. It’s important to be aware of this and remain vigilant about safety.



END OF MODULE


EXERCISE TWO


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MODULE 5: TAKE CARE OF YOURSELF


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PREPARATION

TOPIC DETAILED INFORMATIONOUTCOME Taking care of ourselves is important in every aspect of our life. Enhancing

individual and team decision making skills.


Taking better care of ourselves involves making some changes, with goal setting being the first. Once we have set a goal, we need to then move towards it. How often do we make a New Year’s resolution, only to give up on it

MODULE OVERVIEW

Taking care of ourselves is about ensuring that we give ourselves the best opportunity we can to maintain our health, creative energy, network of family and friends, and the smartest skills, in order to cope with everyday challenges and changes.

When we take care of ourselves, we can improve our work productivity and safety, we can perceive more fulfillments from work, and our relationships with family and friends can be improved. And all of this helps in keeping our mind and body primed to deal with challenging situations.

PREPARE Review this Facilitator Guidance Copy and print the Attendance Sheet at the end of this guide. Think of one goal or desired outcome which relates to the module topic that

you do not mind sharing with the participants. You will use this during exercise 2.


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EXECUTION



Record attendance using the Attendance Sheet.

HIGH LEVEL GOALS

Discuss the high level goals of the module: Be aware that paying attention to one’s own physical, mental and spiritual

needs and feelings and achieving a work / life balance is important in keeping the mind and body primed to deal with challenging situations

Discuss the specific deliverables of the module: Each person evaluates how well he/she is taking care of him/herself, using

this as a basis in formulating a goal towards better self-caring

INTRODUCE THE TOPIC

Communicate the following in your own words;

When we are physically fit, have enough sleep and are eating well we are not as likely to fall into unhealthy patterns during challenging times.

Our physical resilience and our emotional resilience are interconnected and it’s important to grow and maintain both.

It’s important to let our brains rest- this can be something like meditation and can also be something as simple as daydreaming.

While ‘at rest’ the brain is able to process experiences. This processing of experiences helps to improve our ability to solve and

respond to challenges in the future. When we look after and care about ourselves, we demonstrate better safety

behaviours and choices. This benefits ourselves but also our family, the crew and others.


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EXERCISE ONE

EXERCISE 1 Ask participants to turn to page 34 in their guide. Read this Spanish Proverb:

‘A man too busy to take care of his health is like a mechanic too busy to take care of his tools.’

DISCUSSION Start a discussion by asking the following questions: What does taking care of yourself mean to you? Taking care of family? Taking

care of your team? Why is taking care of yourself important for your home life? Your life at work?

EXERCISE MESSAGE

Taking care of yourself puts your mind and body in a better position to cope and deal with the life challenges.

It is about taking care of your body allowing it to recharge and recover, spending time with loved ones, allowing yourself to engage in pleasurable activities and recognising and paying heed to your mental, emotional and spiritual needs and feelings.

EXERCISE 2 Ask participants to turn to page 35 in their guide and complete the questions and think of a personal goal on the following page. Allow 5 mins to complete.

DISCUSSION Ask participants to discuss in groups which ones they think are most important to them. Which ones are they currently not happy with and what can they do to change them

Did it make people stop to think and evaluate how much attention and importance they have placed in taking care of themselves?

Did it help them to identify and prioritise changes that need to be made in order to achieve a better state of taking care of themselves?

Are they ready to commit towards better caring of themselves – if so, ask them to identify their own personal goal and document this on page 36 of their guide.


Communicate the following in your own words;

It is important to reflect how well-placed our priorities have been on caring for ourselves.

Self-evaluation is an important initial step in formulating goal towards improvement.

Make taking care of yourself a priority, as only you can take control of your welfare and you are definitely worth it.

CLOSE If you have any specific feedback for this module, please use the

feedback form at the end of this guide and send to us at [email protected] .

Close and thank everyone for their participation.

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EXERCISE TWO


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MODULE ATTENDANCE SHEET

MODULE: ………………………………………………………..

DATE: …………………………………………………………….

FACILITATOR: ……………………………………………………

ATTENDEES:

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FEEDBACK FORM

Module name __________________________Please take the time to fill in this feedback form at the end of the module.

WHAT DID YOU LIKE ABOUT THIS MODULE?

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WHICH PART OF THE MODULE DID THE GROUP ENJOY MOST?

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WHAT PART OF THE MODULE DIDN’T WORK SO WELL?

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WHAT WILL YOU CHANGE FOR THE NEXT TIME YOU FACILITATE A MODULE?

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