TOOL 7.1: HANDOUT 1
Training needs analysis
questions
Use
this
question
bank
to
help
identify
what
type
of
training is required.
1.
What does the business manager see to be the
training need?
•
What training is required?
•
What is your overall aim in undertaking this training?
•
What are the expected outcomes?
•
What business issues are you aiming to resolve?
•
What are the specific objectives to be achieved?
•
How did you become aware that there is a training
need?
•
Describe an example of the type of problem that is
happening now.
•
How often does this occur?
•
What evidence do you have of this?
•
Is this problem related to gaps in skills knowledge or
behaviour or a combination of these?
•
On a scale of 1 to 10 where 1 is low and 10 is high,
how important is this training need to the business?
•
What would happen if you did not address this need?
•
What
implications
are
there
for
business-as-usual
activity?
2.
Who are the stakeholders?
• Who
are
the
people
affected
by
the
training
need
currently?
• How
many
people
does
this
involve?
Where
located?
• Who is the sponsor for the project?
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
are
they
• Who else needs to be involved in the project?
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
What does the business manager see as the
ideal solution?
•
In the ideal world, what sort of result would you
want? And by when?
•
How
would
this
result
support
the
intended
business outcome?
•
What is the expected return on investment linked
to your business/team objectives?
•
How could you evaluate this result?
•
What other solutions have you tried before to
address this need, if any?
•
What did you think of these solutions?
•
What other approaches have you considered that
you like or dislike?
•
What do you like or dislike about them?
4. What resources are available to achieve the
results?
•
What are the timescales for the training?
•
What are your ideal start and end dates?
•
What are your reasons for choosing these dates?
Are they negotiable?
•
How much is the budget for the training? And the
cost centre?
•
What internal resource, if any, would you like to
be used?
•
What
other
constraints
are
there
in
terms
of
time, cost or resource?
5.
What practicalities need to be sorted out?
•
How does this training need fit in with other
initiatives?
•
What else is in or out of scope?
•
What other factors are relevant?
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.1: HANDOUT 1
3.
TOOL 7.1: HANDOUT 2
Customer service training needs
Use this self-assessment checklist to help identify what
type
of
customer
service
training
is
required
in
your
business area:
Training topic
In place and
effective
In place and
needs
improvement
Awareness of
customer needs
and how to
exceed
customers'
expectations
Knowledge of
products and
services
Telephone
handling skills
Face-to-face
handling skills
Written skills
Listening
skills
Questioning
skills
Observation
skills
Assertiveness
skills
Controlling
customer
conversations
Using positive
language
Complaint
handling skills
Dealing with
difficult
situations
skills
Stress
management
skills
Coaching skills
for team
leaders
Emotional
intelligence
skills
Service
improvement
skills
Awareness of
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
Not in place
and required
the needs of
internal
customers
Other – please
insert
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
Telling and
showing
(Enhances
knowledge)

Trainer
involvement
high/Trainee
involvement low
LECTURE
PRESCRIBED READING
DEMONSTRATION
WORKSHOP
DISCUSSION
CASE STUDY
EXERCISE
ROLE PLAYING
WRITTEN TEST/SKILL
TEST/INTERVIEW
CHECKLIST
BUSINESS
GAME/SIMULATION
INDIVIDUAL
COACHING
MENTORING
OPEN LEARNING
DISCOVERY
LEARNING/ASSIGNMEN
T/PROJECT
SELF/PEER/INDEPEND
ENT
ASSESSMENT/OBSERVA
TION
SECONDMENT
WORK EXPERIENCE
ON THE JOB
TRAINING






Discussion and
experience
(Enhances skills
and understanding)







Trainer
involvement
low/Trainee
involvement high
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.1: HANDOUT 3
Spectrum of learning methods
TOOL 7.2: HANDOUT 1
The verbal handshake checklist
What did they say?
How effective was this in hooking the customer?
How did they say it?
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
Techniques for building rapport include:
•
being friendly and approachable
•
matching
the
customer’s
body
language
and
vocal
elements – when things are going well and you are not
in conflict with the customer
•
matching the customer’s words and phrases so you are
on the same wavelength
•
empathising – putting yourself in the customer’s shoes
•
conveying that you are listening and interested
•
giving the customer your undivided attention
• using the customer’s name to make him or her feel
valued.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.3: HANDOUT 1
Building rapport
TOOL 7.3: HANDOUT 2
Observer’s checklist
Did the person you were observing:
•
Match the customer’s body language and vocal elements?
•
Match their words and phrases?
•
Show empathy about the customer’s situation?
•
Convey that they were listening and interested?
•
Give the customer their undivided attention?
•
Use the customer’s name to make him/her feel valued?
•
Were they friendly and approachable?
•
What did they do well in creating rapport and engaging
with the customer?
•
What could they do differently?
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
Listening is an active, not a passive activity. It is a key
skill
for
all
successful
service
providers.
Active
listening requires the individual to maintain a high level
of alertness and concentration. Listening is a dynamic,
two-way process.
When you attend fully, you are showing that you value the
other person and what they have to say. If you do not do
this, your attitude will be communicated, either subtly or
overtly, to the customer and will affect their response to
you and their perception of the organisation.
Active listeners:
•
Are
self-aware
having
so
that
and
they
‘monitor’
can
the
modify
impact
their
they
are
approach
if
necessary.
•
They ‘listen’ for the message behind the words and
look for non-verbal signs to confirm the message. In
normal conversation, up to two-thirds of the meaning
is transmitted on a verbal level and the remaining
third on a non-verbal level through facial expression,
hand movements, fidgeting, the inflection of the voice
and so on.
•
They
recognise
that
silence
is
a
potent
form
of
communication. Listeners should allow the other person
time to think and should not rush to fill gaps.
•
Active listeners summarise and paraphrase the other
person’s comments to achieve greater understanding. By
doing this, you will check your understanding of the
answers, the other person can clarify things if s/he
feels that you have not understood and will become
more confident that s/he is being accurately judged.
•
Active listeners signal their attention. Non-verbal
signs of attentiveness include eye contact, smiling,
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.4: HANDOUT 1
Active listening
nodding in agreement, leaning forwards, and using an
open, relaxed manner.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.4: HANDOUT 2
Message the sender needs to
give
You need to ask the receivers to draw the following exactly
as it is on this handout:
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.5: HANDOUT 1
Closed questions
A closed question is one that can be answered ‘yes’ or
‘no’. For example:
‘Have you got all the information you need?’
‘Are you happy to call them directly?’
Advantages
• puts the customer at ease at the initial stages of the
conversation
• puts you in control of the situation
• helps to obtain specific facts quickly
• useful for ‘testing understanding’ and ‘summarising’
• allows you to get agreement.
Open questions
An open question allows you to receive more information
than a closed one. Open questions start with What, Why,
How, When, Where, Which, Tell me about, Explain, Describe.
For example:
‘What are your views on this idea?’
‘How were you told about the changes?’
Open
questions
also
allow
you
to
probe
for
more
information. Probing questions are a type of open question.
For example:
‘What would be your reaction if we did that?’
‘What makes you believe that would happen?’
Advantages
• useful to establish all the facts
• allows people to express their views
• builds rapport and shows you are interested
• allows you to gain more information.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
There are times when you have to justify asking a question
by giving a piece of information first to reassure the
customer. For example:
‘I’m sorry Mr Jones, you’re right, you should have received
that bill by now. If I could just ask you a few questions
we’ll sort this out now.’
‘To help me save some time, could you please tell me the
name of the person that you have been dealing with?’
‘Mrs Able, I need to ask you a few security questions for
your protection; is that OK?’
‘So I can resolve this, please can I ask you some more
information?’
‘I’m sure I will be able to help you, Mr Smith.
Would
you
mind
if
I
ask
you
for
some
information?’
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
more
TOOL 7.5: HANDOUT 2
Explain why you are asking
questions
TOOL 7.6: HANDOUT 1
Focusing down and focusing up
Focusing down
If you need more detail from a customer, focus down. Use
words such as precisely, specifically, exactly to get more
information. For example:

‘You say that you don’t want to increase your current
payments; exactly how much do you pay a month?’

‘So that I can resolve this for you, can you tell me
precisely when you first contacted us?’
NB: Remember to explain why you are asking the question to
reassure the customer.
Focusing up
If you want the conversation to move forward when someone
is being too detailed, focus up. This is a particularly
useful technique if you need to move the transaction on.
For instance:

‘What other information do you need to help you make a
decision?’

‘How can we move this forward?’
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.7: HANDOUT 1
Your task
Your task is to portray one of the customers below. The
facilitator will indicate to you which one:
1.
You are in a hurry and want to be served quickly.
2.
You have never been here before and are unsure what to
do.
3.
You like to know the detail before you decide to buy
or do business with the organisation.
4.
You
have
done
a
number
of
transactions
organisation before and know the ropes.
5.
You are slow to make up your mind.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
with
the
•
upright stance
•
arms to the side – not crossed or in your pockets
•
palms open
•
direct eye contact
•
smile
•
standing facing the customer but slightly to one side.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.8: HANDOUT 1
Positive body language
TOOL 7.9: HANDOUT 1
Emotional intelligence
‘Emotional
intelligence
is
the
ability
to
know
your
feelings and use them to make good decisions; manage your
feelings well; motivate yourself with zeal and persistence;
maintain hope in the face of frustration; exhibit empathy
and
compassion;
interact
smoothly;
and
relationships effectively.’
(Daniel Goleman: Emotional intelligence, 2002)
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
manage
your
Peter’s experience
Peter called his insurance company a month ago asking for
his son to be included in his car insurance. Someone gave
him a quote and he agreed this and asked for his son’s name
to be added to the policy straight away. Unfortunately, his
son had a minor accident in his car (he ran into the back
of someone). Peter called the insurance company to report
the incident but was told that his son was not insured. His
name was not on the policy.
After making several attempts to sort the matter out and
having no one take responsibility, Peter went onto the
website and sent an e-mail of complaint.
Carol’s experience
Carol
is
a
retired
lady
of
68
who
has
recently
been
widowed. In the last year she has moved to a new twobedroomed flat. She has been paying a standing order of £26
to her utility company each month. This is based on their
estimate of the charges that she will incur. Carol received
a
bill
for
the
first
quarter.
This
was
based
on
an
estimated reading.
It is now six months after Carol has moved into her new
home. A correct meter reading has now been taken. To her
horror when Carol receives her bill this time, there is an
additional £975 to pay.
Carol calls the utility company to find out what she can
do.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.9: HANDOUT 2
Case studies
TOOL 7.9: HANDOUT 3
Showing empathy
Empathy involves identifying the customer’s feelings and
emotions.
Showing
empathy
technique.
This
is
a
involves
powerful
listening
rapport-building
for
the
emotions
behind the facts and acknowledging what the customer is
feeling. It is important to identify and acknowledge the
specific feeling.
Here are some examples:
•
‘I’m sorry to hear that you have had to wait. I
understand how annoying this must be for you ...’
•
‘I can see that this is very frustrating, let me
sort this out for you straight away.’
•
‘I am sorry to hear this has happened. If I’d been
sent the wrong information, I’d be annoyed too.’
•
‘Yes, I appreciate it does seem unfair ...’
Be careful to make sure that the tone which you use is
sincere.
Remember
to
acknowledge
pick
this.
up
It
the
is
underlying
much
more
feeling
and
individual
and
personal than saying: ‘I understand how you feel’, which
can sound patronising.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
Write down how you would use apology and empathy to respond
to the situations outlined below.
1. A customer on the phone
‘Hello, I’m Mr Wallace. I called your Centre about four
weeks ago. I would like to know why have I not received my
statement this month? It’s just not good enough! You told
me that I would get a regular monthly statement and for the
second month running you’ve failed to deliver one. What are
you up to?’
2. A customer queuing to return goods
‘I’ve waited for 20 minutes in this queue to return these
goods and now you tell me you can only refund the money to
the
credit
card
I
used
originally.
I don’t have this with me and I’ve made a special trip to
come here today.’
3. A customer who has written by e-mail
‘I have waited for two days running now for the furniture
to be delivered. I have tried to call you but each time I
get through to an answer machine. Please confirm in writing
without delay when I will receive my sofa.’
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.9: HANDOUT 4
Apology and empathy exercise
TOOL 7.10: HANDOUT 1
Characteristics of the different
styles
Style
Assertive
Aggressive
Passive
Words
Clear,
concise,
constructive
‘I recommend’,
‘How does that
sound to you?’
Good eye
contact,
steady voice,
calm, open
body language
Mutual
involvement
Blames,
accuses
‘Do as I
say’, ‘Don’t
argue with
me’
Stares, loud
voice, rigid
body
language,
pointing
Fight
Qualifies,
apologies
‘I’m sorry’,
‘It’s not
important’
Tone and
body
language
Outcome
Averted gaze,
soft tone,
closed body
language
Flight
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
Aggressive
This
behaviour
may
be
described
as
domineering,
pushy or self-centred.
behaviour
Passive behaviour
Displays little or no concern
for own needs or feelings in
an attempt to satisfy the
needs and feelings of others.
This behaviour breeds low
self-esteem, frustration and
withdrawal.
Assertive behaviour
Expresses the person's views
and opinions, at the same
time showing consideration to
others needs, thoughts or
feelings.
This
behaviour
allows
an
individual
to
communicate
thoughts
and
feelings in a way that does
not violate the rights of
others.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.10: HANDOUT 2
Definitions
TOOL 7.10: HANDOUT 3
Identify the response
Read through the descriptions given below of each
situation and the response. Write in the third column
against each example whether you think the response is
assertive, aggressive or passive. Then, write in an
alternative assertive response in the fourth column.
Situation
Response
1.
A
customer
calls to
complain
about not
receiving an
item that
they had been
promised in
the post.
You say:
‘Well, you
can’t expect
the post to
be reliable.
If you wanted
it by today
you should
have paid for
a courier
service.’
‘I’d like to
finish this
call, but
I’ll be happy
to have a
word with you
in a few
minutes.’
‘It was
nothing
really. Sue
did all the
hard work and
I only came
in at the
end.’
‘If you
expect me to
be at your
2.
A
colleague
interrupts
you when you
are making an
important
phone call to
a customer
3.
Your
boss praises
the way you
handled an
awkward
customer
4.
Your
partner asks
you
Your
assessment
Assertive,
aggressive,
passive or
passive
aggressive
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
Alternative
response
sarcastically
what’s gone
wrong with
dinner
preparations.
(It’s not
ready yet.)
beck and call
you’d better
think again.
Try getting
your own
dinner.’
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
1. Customer situation
You answer the phone to an angry customer. They have had
difficulty getting through to the right department on the
phone. In fact they have now come through to the wrong
department.
2. Colleague situation
One of your colleagues who has
been in the
department
longer than you is very bossy. She thinks she knows how to
do the job better than you and always ‘butts in’ when you
are sorting out a problem. Today she has embarrassed you in
front of a superior. You feel this has gone too far and you
need to speak to her.
3. Manager situation
A new team leader has recently
been appointed. She is
trying to make the department more efficient and organised.
As the department is particularly busy in the next quarter
she has decided to stop team meetings where you as well as
other members of staff are present. For the next three
months she will communicate to all team members via e-mail.
You do not feel this will work and you need to tell her.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.10: HANDOUT 4
Practice sessions
Dear Mr and Mrs Smith
Your Ref policy number 124578
Our Ref I M Natle 170906
We acknowledge receipt of your letter dated 29th August
2008 complaining that we did not change your policy details
until four days after your request and we must advise you
that it is our policy to act on requests for change of
policy within five working days of receipt of notification
by a customer. You needed to have given us more notice if
you expected the policy to have been amended within less
than the afore-mentioned period. We attach for your perusal
a copy of our terms of business (copy enclosed). You will
note in the terms and conditions that this is
clearly
stated. We have investigated the matter and can see that
there was no error on behalf of the company. We confirm
that your policy has now been amended.
We now consider the matter closed and we trust that this
brings this matter to a satisfactory conclusion.
Yours faithfully
A Service Provider
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.11: HANDOUT 1
17 September 2008
TOOL 7.11: HANDOUT 2
Writing style
Writing in a clear and concise manner builds rapport with the
customer.
It encourages confidence and trust.
The beginning
The start of the letter or e-mail sets the tone for what
follows. Never use expressions such as:
•
•
•
•
•
‘I acknowledge receipt of ...’
‘We are in receipt of ...’
‘I am writing in reference to …’
‘With reference to …’
‘We thank you for …’
‘Thank you for …’ is the best approach.
Addressing the customer
Match the form of address that the customer has used to refer
to themselves in the letter. So, for example if a customer
has signed herself ‘Doris Resling (Mrs), do not address her
as Doris but rather as Mrs Resling.
If the letter is informal in style and the customer has
signed their first name, you can address them by their first
name too.
Where you are not sure about the marital status of a female
customer, address them as Ms.
Taking ownership
Use ‘I’ throughout the letter, for example writing ‘I have
spoken to the branch’, rather than ‘we’. This is unless you
are referring to the organisation, as in the case of ‘We have
a branch in your local town’.
Sentences
A good rule of thumb is one sentence = one point. You should
aim for a maximum of 20 words in a sentence. If you have
more, then you can probably break it down into two main
parts.
Look for joining words such as ‘and’, ‘but’ or ‘so’. This is
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
a good indication of where you can put a full stop.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
Words
People sometimes try to make their written language too
formal. Ironically, you will lose authority if you try to
sound important.
Jargon
Avoid using jargon; you may be familiar with it but the
customer may
not be.
Avoiding the passive – use ‘I’, ‘we’ and ‘they’
Can you see the difference between: ‘I sent a letter to you
last night’ and
‘A letter was sent to you last night’?
Now compare and contrast these two: ‘The cat sat on the
mat’ and
‘The mat was sat on by the cat’. Always use active verbs in
each sentence.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.11: HANDOUT 2
Use words you use in everyday language but avoid slang.
TOOL 7.11: HANDOUT 3
Make it clearer
Re-write the following sentences using plain English.
1.
I would be grateful if the results could be sent to
me as soon as possible.
2.
Every necessary step will be taken to ensure that
this will not happen again.
3.
Due to the fact that they are fully trained, they
will take ownership of your account.
4.
With reference to your recent letter, dated 11 June
2008, which I received this morning, thank you for
your correspondence.
5.
May I take this opportunity to apologise that, over
the last 10 months or so, you have not received any
annual reports.
6.
Please
allow
me
to
assure
you
that
we
pride
ourselves on the quality of our customer service
and to apologise for your recent experience, which
in no way reflects our normal high standards.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.12: HANDOUT 1
Pressure or stress?
TOOL 7.12: HANDOUT 2
Identifying stress
Physical signs
Weight
change
–
loss/gain
Tense posture
Trembling
Increased
smoking/cups
of
coffee
Pallor/blushing
Inarticulate speech
Sighing
Colds or infections
Tearful
Frowning
Behavioural
and
emotional signs
Late for work, long
lunch breaks
Clock watching
Reduction in output
Mistakes
Poor memory
Temper mood swings,
over reaction
Withdrawal socially
Forgetful
Poor time management
Failure
to
meet
deadlines
Body language
Twitches, tics
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
How well organised are you? Score a ‘Yes’ if you generally
do the following and a ‘No’ if you generally do not.
No. Question
Yes
1.
When you arrive in the office in the
morning do you have a written plan (made
out the day before) as to how you will
spend most of your day at work?
2.
Do you give priority to the things that
must be done rather than the things you
like to do?
3.
Do you know what time of day you work most
effectively, and therefore use this time
for working on your most difficult tasks?
4.
Do you keep your desk clear of all papers
except those on which you are working?
5.
Before telephoning, do you make notes on
all key points you want to cover?
6.
Do you have an efficient ‘reminder’ system?
7.
Do you have a tendency to take on more that
you can realistically achieve?
8.
Do you ‘butterfly’ from one task to
another?
9.
Are you harassed by frequent interruptions
– whether phone calls or visitors – that
affect your ability to concentrate?
10. Do you frequently put off an assignment
until it becomes an emergency or panic
situation?
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
No
TOOL 7.12: HANDOUT 3
Are you an effective time
manager?
To establish priorities, consider the two elements involved :
•
URGENCY in relation to TIME
•
IMPORTANCE in relation to ORGANISATIONAL NEED.
Use a coding system to set the order of priority, for example:
A.
Urgent and important.
B.
Important but not urgent.
C.
Not important but urgent.
D.
Not important and not urgent.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
TOOL 7.12: HANDOUT 4
Prioritising
TOOL 7.12: HANDOUT 5
Coping strategies
Poor coping strategies
•
smoking
•
drinking
•
drugs
•
taking out your frustration on other people
•
ignoring the problem.
Positive coping strategies
Explain
that
studies
show
that
positive
strategies can include:
•
•
•
•
Active mental/physical distraction
–
hobbies
–
physical exercise
–
chores
–
helping people.
Self-nurturing
–
rest
–
diet
–
treats
–
recognising own achievements.
Emotional expression
–
talking/writing about it
–
catharsis (having a good scream or cry)
–
creative expression.
Confronting the problem
–
thinking it through
–
confronting other people
–
confronting the organisation/system.
© CIPD. Please use or adapt this document in line with our terms of use
www.cipd.co.uk/Bookstore/onlineresources/termsofuse
coping