Lesson Plan
Course Title:
Professional Communications
Session Title: Temperament, Conflict Resolution, and
Problem Solving
Lesson Duration: Approximately one 90-minute class period
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this lesson, the student will be able to identify various temperaments,
manage conflict, and problem solve within in a business setting.
Specific Objectives:
1. Define terms associated with the lesson.
2. Identify different types of temperaments.
3. Determine individual temperament.
4. Evaluate common types of conflict resolution.
5. Apply techniques for problem solving.
Preparation
TEKS Correlations:
130.99 (c)
(2) The student applies professional communications strategies. The student is expected to:
(E) apply active listening skills; and
(G) listen to and speak with diverse individuals.
(10) The student develops an understanding of professional communications through
exploration of the career cluster. The student is expected to:
(B) demonstrate knowledge of various communication processes in professional
contexts by:
(i) explaining the importance of effective communication skills in professional
contexts;
(iii) identifying standards for making appropriate communication choices; and
(ix) identifying specific kinds of listening such as critical, deliberative, and empathic.
(C)
use appropriate interpersonal communication strategies in professional contexts by:
(iii) using communication management skills;
(v) using clear and appropriate communications with others;
(viii) identifying and using appropriate strategies for dealing with differences such as
gender, ethnicity, and age; and
(ix) analyzing and evaluating the effectiveness of communications.
(D)
communicate effectively in professional group contexts by:
(i) identifying types and purposes of groups;
(ii) analyzing group dynamics and processes;
(viii) using effective communication strategies for solving problems, managing
conflicts, and building consensus in groups; and
(ix) analyzing and evaluating group effectiveness.
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
1
Instructor/Trainer
References:
McGraw-Hill. (2000). Communication applications. (Teacher’s Wraparound Ed.). Columbus, OH:
Glencoe/McGraw-Hill.
David Mark Keirsey’s Home Page. David Mark Keirsey. from http://edgeoforder.org/
Instructional Aids:
1. Slide presentation
2. Key Terms and Concepts
3. Crossword Puzzle/Word Bank
4. Case Study Handout
5. Rubric
Materials Needed:
1. Pen/Pencil (one per student)
2. Search online for Temperament Tests
Equipment Needed:
1. Projector for slide presentation
2. Computers with the following capabilities:
• Online access
• Desktop publishing software
Learner
None.
Introduction
MI
Introduction (LSI Quadrant I):
ASK: How would you define temperament?
[Allow the students a few minutes to reflect then open a class discussion about what
temperament is.]
ASK: Can you describe your individual temperament?
[Allow the students a few minutes to reflect then listen to their responses.]
ASK: Have you ever known anyone who was almost always happy, energetic, and
positive? [Ask for a show of hands.]
ASK: Or how about someone who was almost always taking care of others or
looking out for other’s interests? [Ask for a show of hands and a couple of
examples.]
SAY: These are extreme and over-simplified examples of temperaments.
Understanding how people think, feel, and behave can be helpful for managing
successful relationships as well as responding in difficult relationships.
SAY: In this lesson we will explore temperaments. We will discover your individual
temperament, and use our understanding of temperaments to manage conflict and
solve problems.
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
2
Outline
MI
Outline (LSI Quadrant II):
I. Define terms associated with the lesson.
A. Personality – The combination of
characteristics or qualities that form an
individual's distinctive character.
B. Character – The mental and moral qualities
distinctive to an individual.
C. Temperament – A person's nature, especially
as it permanently affects their behavior.
D. Conflict – An incompatibility between two or
more opinions, principles, or interests.
Instructor Notes:
Present the
Temperaments, Conflict
Resolution and Problem
Solving slide presentation
to the class.
Have students create an
electronic desktop
publishing (DTP)
document to record notes
and key terms as you go
through the presentation.
E. Resolution – The action of solving a problem,
dispute, or contentious matter.
F. Alternative Dispute Resolution (ADR) –
conflict resolution is commonly called ADR,
which stands for Alternative Dispute Resolution.
The term means the same thing, but ADR is a
newer term used interchangeably with conflict
resolution when referring to the formal methods
of resolving a dispute.
G. Problem – A matter or situation regarded as
unwelcome or harmful and needing to be dealt
with and overcome.
II. Identify different types of temperaments.
A. The Guardian – Security-Seeking (Supervisors,
Inspectors, Providers, Protectors)
Students should record
this information on their
notes document.
B. The Artisan – Sensation-Seeking (Promoters,
Crafters, Performers, Composers)
C. The Rationalist – Knowledge-Seeking (Field
Marshals, Masterminds, Inventors, Architects)
D. The Idealist – Identity-Seeking (Teachers,
Counselors, Champions, Healers)
III. Determine individual temperament.
Students will take a temperament test to determine
their own individual temperament.
Search online for
temperament tests or
four-dimension personality
inventory instruments that
students can take to
determine their individual
temperaments.
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
3
IV. Evaluate common methods of conflict
resolution.
A. Negotiation – discussion aimed at reaching an
agreement.
Students should record
this information on their
notes document.
B. Mediation – A mediation session is conducted
by a mediator – a sort of MC or referee who
cannot make any actual decisions. The
mediator's goal is to bring two parties to
agreement in such a way that the needs of both
parties are satisfied.
C. Arbitration – the hearing and determining of a
dispute or the settling of differences between
parties by a person or persons chosen or agreed
to by them.
V. Apply techniques for problem solving.
A. Problem identification – What is my concern?
B. Goal definition – What do I want to achieve or
change?
Students should record
this information on their
notes document.
C. Brainstorming – What can I do?
D. Consequences – What might happen?
E. Decision – How should I do it?
F. Implementation – Do it!
G. Evaluation – Did it work?
Application
MI
Guided Practice (LSI Quadrant III):
Direct students to a temperament test web site. Guide students through the test.
Allow students to use the Temperament Test Vocabulary Terms to assist them in
defining unknown terms and making informed decisions during the self-assessment
instrument.
Hand out the problem solving case study set. Work through the first case study as a
group. Pay careful attention to identify the temperament of each of the main
characters. Go through the entire problem-solving process to resolve the situation.
MI
Independent Practice (LSI Quadrant III):
In small groups or pairs, students will respond to the remaining case studies on the
handout. Each pair or group of students will select one case study to present to the
class.
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
4
Summary
MI
Review (LSI Quadrants I and IV):
Q & A Session
Q: What is temperament?
A: A person's nature, especially as it permanently affects their behavior.
Q: What are the temperaments styles?
A: The Guardian- Security-Seeking (Supervisors, Inspectors, Providers,
Protectors)
The Artisan- Sensation-Seeking (Promoters, Crafters, Performers, Composers)
The Rationalist- Knowledge-Seeking (Field Marshals, Masterminds, Inventors,
Architects)
The Idealists-Identity-Seeking (Teachers, Counselors, Champions, Healers)
Q: How can different temperaments create conflict?
A: An incompatibility between two or more opinions, principles, or interests.
Q: Why is it important to understand different temperaments?
A: So that we can make better choices when managing conflict/resolving
problems.
Evaluation
MI
MI
Informal Assessment (LSI Quadrant III):
•
Teacher will circulate through lab as students take temperament test and answer
questions as needed.
•
Teacher will monitor student work on case studies and redirect learning as
needed to insure comprehension and application of key concepts.
Formal Assessment (LSI Quadrant III, IV):
•
Students will demonstrate an understanding of lesson vocabulary by completing a
crossword puzzle.
•
Students will select a case study to act out in class. The teacher will evaluate the
identification of temperaments and application of problem-solving methods using
the rubric.
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
5
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Have students design holiday cards to reflect their temperaments. These cards could
turn into a class fundraiser project or a free service to local businesses to promote
the program and the campus. Find an example of animated cards online.
NOTE: This project would require prerequisite knowledge and application of
appropriate industry-standard software.
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
6
Temperament, Conflict Resolution, and Problem Solving
KEY TERMS and CONCEPTS
1. Personality – The combination of characteristics or qualities that form an individual's
distinctive character.
2. Character – The mental and moral qualities distinctive to an individual.
3. Temperament – A person's nature, especially as it permanently affects their behavior.
4. The Four Temperaments
a. The Guardian – Security Seeking (Supervisors, Inspectors, Providers, Protectors)
b. The Artisan – Sensation Seeking (Promoters, Crafters, Performers, Composers)
c. The Rational – Knowledge seeking (Field marshals, Masterminds, Inventors, Architects)
d. The Idealist – Identity Seeking (Teachers, Counselors, Champions, Healers)
5. Conflict – An incompatibility between two or more opinions, principles, or interests.
6. Resolution – The action of solving a problem, dispute, or contentious matter.
7. Alternative Dispute Resolution (ADR) – Conflict resolution is also commonly called ADR,
which stands for Alternative Dispute Resolution. The terms mean the same thing, but ADR is
a newer term used interchangeably with conflict resolution when referring to the formal
methods of resolving a dispute.
8. Common Types of Conflict Resolution:
a. Negotiation – Discussion aimed at reaching an agreement.
b. Mediation – A mediation session is conducted by a mediator– a sort of MC or referee
who cannot make any actual decisions. The mediator's goal is to bring two parties to
agreement in such a way that the needs of both parties are satisfied.
c. Arbitration – The hearing and determining of a dispute or the settling of differences
between parties by a person or persons chosen or agreed to by them.
9. Problem – A matter or situation regarded as unwelcome or harmful and needing to be dealt
with and overcome.
10. Problem Solving Techniques:
a. Problem identification – What is my concern?
b. Goal definition – What do I want to achieve or change?
c. Brainstorming – What can I do?
d. Consequences – What might happen?
e. Decision – How should I do it?
f. Implementation – Do it!
g. Evaluation – Did it work?
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
7
Temperament, Conflict Resolution, and Problem Solving
Crossword Puzzle
DIRECTIONS: Fill in the crossword puzzle using the word list provided.
Word List:
ADR
Arbitration
Artisan
Character
Conflict
Guardian
Idealists
Mediation
Negotiation
Personality
Problem
Rationalist
Resolution
Temperament
Across
6.
Alternative Dispute Resolution, acronym.
7.
The action of solving a problem, dispute, or contentious matter.
9.
The hearing and determining of a dispute or the settling of differences between parties by a
person or persons chosen or agreed to by them.
11. Sensation-seeking.
12. The combination of characteristics or qualities that form an individual's distinctive character.
14. Security-seeking.
Down
1.
The mental and moral qualities distinctive to an individual.
2.
An incompatibility between two or more opinions, principles, or interests.
3.
Identity-seeking individuals.
4.
A session conducted by a sort of MC or referee who cannot make any actual decisions. Goal is
to bring the two parties to an agreement that satisfies each of them.
5.
Discussion aimed at reaching an agreement.
8.
A matter or situation regarded as unwelcome or harmful and needing to be dealt with and
overcome.
10. A person's nature, especially as it permanently affects their behavior.
13. Knowledge-seeking.
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
8
Temperament, Conflict Resolution, and Problem Solving
Crossword Puzzle
KEY
Across:
6.
ADR
7.
Resolution
9.
Arbitration
11. Artisan
12. Personality
14. Guardian
Down:
1.
Character
2.
Conflict
3.
Idealists
4.
Mediation
5.
Negotiation
8.
Problem
10. Temperament
13. Rationalist
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
9
CASE STUDY 1:
Student 1: Anna
Student 2: Will
Activity: Group activity (lab)
Narrative:
Will and Anna are working on a collaborative design project that is scheduled to take 2
weeks. They are required to follow the steps outlined below to complete the project:
1. Thumbnail idea sketches
2. Discussion of ideas
3. Selection of a single solution to develop
4. Develop the selected idea on paper
5. Convert the paper sketch to a vector-based drawing
6. Present the final project to the group for critique and feedback
Will and Anna are ½ way through the project and they have not been able to agree on
a single solution to develop. They are both very frustrated with the process and have
complained to the Graphic Design & Illustration teacher about their individual concerns.
Will is frustrated with Anna because he has what he refers to as a “brilliant solution”
and is ready to move straight into production on the computer. He knows it will take
about a day to put everything together to share with the larger class. He thinks that
Anna is much too concerned with the process and discussion of possibilities. He
understands the assignment and the way it will be graded and he just wants to get it
done.
Anna is frustrated with Will because she wants to really explore ideas before deciding
on the single best solution. She is not sure exactly how long it will take to get
everything done but wants to make sure she considers all the possibilities. She thinks
that Will is rushing through the steps to get it done without valuing the process. She
wants to have more discussion with Will to make sure they are on the same page
moving forward to produce the best possible design solution.
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
10
CASE STUDY 2:
Student 1: Patrice
Student 2: Mark
Activity: Student organization planning meeting
Narrative:
Mark and Patrice were recently elected to serve as officers for their HOSA Chapter at
school. They are meeting to plan the agenda for their first organizational meeting. Mark
comes to the meeting with an agenda already printed and ready for Patrice to review
and agree to. He has a lot of ideas that he is willing to discuss and has a list of goals
already in mind for the year. Patrice comes to the meeting with a few ideas in mind for
the meeting, but very interested in discussing ideas before putting the formal agenda
together. She also has ideas of outcomes she thinks would be good to consider but
really wants to get input from all the members of the group and visit with the
teacher/HOSA advisor before putting together a formal list of goals.
Mark is frustrated with Patrice because he has another meeting to get to and only
budgeted 30 minutes for this meeting. He thinks Patrice should work with him on this
agenda and then she could take the lead in developing the agenda for the next
meeting. Patrice is frustrated because she feels unheard and not part of the process.
She is also concerned because Mark seems to have planned the entire year without
anyone else’s input. She envisioned working together to make sure they do the best job
possible as officers of HOSA.
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
11
CASE STUDY 3:
Student 1: Juan
Student 2: Lamesha
Activity: Volunteer service project coordination
Narrative:
Lamesha and Juan are heading up a volunteer service project to collect canned goods
for the North Texas Food Bank. They are both very excited about the possibility of
working on a project that will produce such a positive outcome for individuals in need.
They frequently discuss how they can best reach their goals and the strategies they
might use to address problems they might encounter along the way. They have been
planning the project together for several weeks now and are gearing up their first
volunteer coordination meeting with the Student Council members who will be
executing the project.
Lamesha and Juan divided responsibilities for the volunteer meeting with Lamesha
handling volunteer assignments and Juan handling volunteer instructions. They both
arrive at the meeting early to make final preparations for the meeting. Lamesha begins
to prepare the room and arrange things so that she can easily collect feedback from
volunteers about where they would most like to serve. Juan has multiple copies of
duty/task sheets completed for each volunteer, which he took without permission from
the FCCLA website since they completed this project last year and had good results.
Lamesha is frustrated with Juan because he did not consider copyright issues when he
obtained the duty/task sheet information. Juan is frustrated with Lamesha because she
wants to let people have input in their volunteer assignments when he feels she should
have just made assignments herself.
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
12
CASE STUDY 4:
Student 1: Michael
Student 2: Jeff
Activity: Large group discussion in class
Narrative:
The entire class is participating in a teacher-led presentation and discussion about
interview skills prior to participating in and videoing a mock interview for a project
grade. Many of the students have questions about the interview process and what is
involved in an interview. Some of the students have already participated in real
interviews and have lots of tips and ideas to share. Two of the most vocal and
interested students in the class are Michael and Jeff.
Michael is very interested in hearing multiple perspectives from his classmates who
have participated in actual interviews. He patiently listens to their stories and asks
insightful questions once his classmates have finished speaking. Jeff is more interested
in getting the notes from the presentation and moving on to the practice activity. He
listens to the stories with half an ear yet he seems to grasp the content quite easily and
openly expresses frustration by how long the discussion is taking. He attempts to move
things along without regard to how others are feeling.
Michael is frustrated because Jeff wants to ignore the contributions from their
classmates. Jeff is frustrated because Michael is eating up practice and production time
by encouraging others to contribute to the discussion. Jeff is very interested in getting
this project completed so he can get a good, strong A in the gradebook and move on to
something else.
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
13
Questions for reflection and discussion:
Q1. Summarize the dispute in 1-2 sentences.
Q2. Identify the primary temperaments involved.
Student 1:
Student 2:
Q3. What interests and behaviors support your identification of the temperaments?
Student 1:
Student 2:
Q4. Identify each person’s primary goal(s).
Student 1:
Student 2:
Q5. How could each person summarize his/her primary interaction needs?
Student 1:
Student 2:
Q6. How could each student involved in the situation show sensitivity to the other
student?
Student 1:
Student 2:
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
14
Key Questions for reflection and discussion – Case Study 1:
Q1. Summarize the dispute in 1-2 sentences.
Answers will vary.
Q2. Identify the primary temperaments involved.
Student 1:
Idealist
Student 2:
Artisan
Q3. What interests and behaviors support your identification of the temperaments?
Student 1: Focus on process and following the stated guidelines, interest in
possibilities/multiple solutions, speaking about hopes for both students involved in the
project.
Student 2: Focus on getting the task done, interested in quick success with minimal
effort expended, not interested in the process.
Q4. Identify each person’s primary goal(s).
Student 1:
Possibilities, acting in good conscience.
Student 2:
Effective completion of the task at hand without regard to rules.
Q5. How could each person summarize his/her primary interaction needs?
Answers will vary but should reference information in items 3 and 4.
Q6. How could each student involved in the situation show sensitivity to the other
student?
Student 1:
Quickly agree to a solution to accelerate the project completion.
Student 2:
Allow for time to discuss possibilities.
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
15
Key Questions for reflection and discussion – Case Study 2:
Q1. Summarize the dispute in 1-2 sentences.
Answers will vary.
Q2. Identify the primary temperaments involved.
Student 1:
Guardian
Student 2:
Rational
Q3. What interests and behaviors support your identification of the temperaments?
Student 1: Focus on duties and responsibilities, interested in honoring the rules and
respecting the input of other students.
Student 2: Focus on effective solutions, interested in efficiency and willing to ignore
rules to achieve objectives.
Q4. Identify each person’s primary goal(s).
Student 1:
Responsibility, respect, rules.
Student 2:
Problems, solutions, efficiency.
Q5. How could each person summarize his/her primary interaction needs?
Answers will vary but should reference information in items 3 and 4.
Q6. How could each student involved in the situation show sensitivity to the other
student?
Student 1:
Be willing to make quick decisions and focus on problems over people.
Student 2:
process.
Adhere to rules as much as possible and focus on people involved in the
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
16
Key Questions for reflection and discussion – Case Study 3:
Q1. Summarize the dispute in 1-2 sentences.
Answers will vary.
Q2. Identify the primary temperaments involved.
Student 1:
Rational
Student 2:
Idealist
Q3. What interests and behaviors support your identification of the temperaments?
Student 1: Focus on effective solutions, interested in efficiency and willing to ignore
rules to achieve objectives.
Student 2: Focus on process and following the stated guidelines, interest in
possibilities/multiple solutions, speaking about hopes for both students involved in the
project.
Q4. Identify each person’s primary goal(s).
Student 1:
Problems, solutions, efficiency.
Student 2:
Possibilities, acting in good conscience.
Q5. How could each person summarize his/her primary interaction needs?
Answers will vary but should reference information in items 3 and 4.
Q6. How could each student involved in the situation show sensitivity to the other
student?
Student 1:
Allow for time to discuss possibilities. Adhere to legal guidelines.
Student 2:
Be willing to make quick decisions and focus on problems over people.
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
17
Key Questions for reflection and discussion – Case Study 4:
Q1. Summarize the dispute in 1-2 sentences.
Answers will vary.
Q2. Identify the primary temperaments involved.
Student 1:
Guardian
Student 2:
Artisan
Q3. What interests and behaviors support your identification of the temperaments?
Student 1: Focus on duties and responsibilities, interested in honoring the rules and
respecting the input of other students.
Student 2: Focus on getting the task done, interested in quick success with minimal
effort expended, not interested in the process.
Q4. Identify each person’s primary goal(s).
Student 1:
Responsibility, respect, rules.
Student 2:
Effective completion of the task at hand without regard to rules.
Q5. How could each person summarize his/her primary interaction needs?
Answers will vary but should reference information in items 3 and 4.
Q6. How could each student involved in the situation show sensitivity to the other
student?
Student 1:
Quickly agree to a solution to accelerate the project completion.
Student 2:
process.
Adhere to rules as much as possible and focus on people involved in the
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
18
Student Name:
Date:
Temperament, Conflict Resolution, and Problem Solving: Case Study
Criteria
Excellent
4
Speaks clearly and
distinctly all (95100%) the time, and
Speaks Clearly
mispronounces no
words.
Preparedness
Content:
ConflictResolution
Above Average
3
Speaks clearly and
distinctly most (8594%) the time, but
mispronounces one
word.
Below Average
2
Speaks clearly and
distinctly some ( 7584%) of the time.
Mispronounces no
more than two words.
Poor
1
Often mumbles or
cannot be understood
OR mispronounces
more than three
words.
Group is completely Group seems pretty
prepared and has
prepared but might
obviously rehearsed. have needed a couple
more rehearsals.
Group is somewhat
Group does not seem
prepared, but it is clear at all prepared to
that rehearsal was
present.
lacking.
Demonstrates
application of all
steps involved in
problem solving.
Demonstrates
application of two to
four steps involved in
problem solving.
Demonstrates
application of one or
less steps involved in
problem solving.
Accurately identifies
one temperament in
case study
Does not identify any
of the temperaments
in the case study.
Uses vocabulary
appropriate for the
audience. Does not
include any vocabulary
that might be new to
the audience.
Uses several (five or
more) words or
phrases that are not
understood by the
audience.
Demonstrates
application of five to
six steps involved in
problem solving.
Accurately identifies Accurately identifies
Content:
ALL temperaments in two to three
Temperament case study.
temperaments in
case study.
Uses vocabulary
appropriate for the
audience. Includes
one to two words
Vocabulary
that might be new to
most of the audience,
but does not define
them
Stays on topic all (95- Stays on topic most
Stays on Topic 100%) of the time.
(85-94%) of the time.
Uses vocabulary
appropriate for the
audience. Extends
audience vocabulary
by defining words
that might be new to
the audience.
Point to Grade Conversion Scale:
22-24 = A
19-21 = B
17-18 = C
14-15 = D
13 or Below = F
Stays on topic some (75- It was hard to tell
84%) of the time.
what the topic was.
TOTAL POINTS:
AAVTC: Professional Communications: Temperament, Conflict Resolution, and Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
1