Module 9
LESSON TITLE:
Cooperation
INTRODUCTION:
Upon completion of this lesson, students will understand how
leadership skills, the ability to handle criticism and conflicts,
problem-solving capability, the ability to get along with others, and
the willingness to follow the chain of command enhance one’s work
ethics. In addition, the objectives listed below should be met.
OBJECTIVES:




Display leadership skills
Practice good conflict-management skills
Demonstrate problem-solving capabilities
Maintain good working relationships with supervisors and
co-workers
 Follow the company’s chain of command
EQUIPMENT AND MATERIALS:
Module 9 – Cooperation
MODULE OVERVIEW:
A student's ability to interact professionally will impact the student's success at school
and at work and will, in some ways, affect the success of others around him or her. In
order to succeed professionally and personally, students must know how to handle
problems and resolve conflict, follow the chain of command, and get along with others.
This module gives opportunities to practice these professional interaction skills.
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COOPERATION
Developing Leadership Skills
Leaders have a somewhat special point of view. Their basic aim is to get other people
to do things. Even though it may sometimes seem that being a supervisor would be
easy because anybody can give orders, that is not true. Some managers may try to
manage by ordering people about, but these managers are usually not very productive.
Bossing people is not leading them. You can get only so far trying to boss people
because they resent it. Most people would rather be led than bossed.
Leaders get more out of people than bosses do. Consider the following two contrasting
examples.
Example 1: “Cody, I expect you to get this repair done by 4 p.m. today, or I want to
know why.”
Example 2: “Cody, I’m working on the Walker site this afternoon, but this repair needs
to be done by 4 p.m. today. Could you try to get it done? If you need any help, let me
know, and I’ll see what I can do.”
Of course, everyone would prefer to be asked (Example 2) rather than told (Example 1).
The tone of the request in the second example would encourage Cody to join the effort
to get the work done.
Overall, successful leaders demonstrate the following traits:
 Leaders do not let their feelings control them. When angry or annoyed, they do not
explode. When frustrated, they do not sulk.
 Leaders are more democratic than dictatorial. They encourage people rather than
order them around.
 Leaders set realistic goals that are challenging but not impossible for their
employees to achieve.
 Leaders build group loyalty by seeing that workers are rewarded for their good work.
They do not try to take all the credit for a job well done.
 Leaders continually question themselves. They do not think that everything they do
is wonderful or right. They are able to accept constructive criticism and use it to
improve their leadership abilities.
 Leaders are competitive. The desire to excel is a motivator for them.
Because leadership skills are developed—you are not born with them—don’t forget to
give your leadership skills a workout at every opportunity. This does not mean that you
should go around telling people what to do, but be aware of opportunities to be a leader.
For instance, when working with a group, try to get a cooperative effort from the group
rather than have everyone pulling in a different direction. You can provide leadership by
taking actions that would help the group complete its task and by helping the group
members maintain good working relationships. Such practice will help you develop your
own leadership style.
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Understanding Conflict Management
Avoidance
Avoidance requires us to refrain from any action that might force a confrontation.
People avoid conflict by refusing to take a stance, by physically leaving or by “tuning
out.” When it is merely a way to hide from conflict, avoidance is an ineffective
technique. Most problems do not disappear when they are ignored. An ostrich that
buries its head in the sand when faced with unpleasant situations is practicing
“avoidance.”
Despite the arguments against avoidance, it can be an effective strategy when you
know the source(s) of the conflict will disappear or get better in a short period of time.
Another situation might be one in which the opposing parties are so angry that feelings
should not be bared at that time.
Accommodating
People accommodate when they attempt to make peace by either calming down the
combatants or pointing out their common interests. They are then reacting to the
emotions, not to the problem. The accommodating approach, like avoidance, does not
cause the source of the conflict to go away—only to remain hidden for a while.
The quieting of festering feelings may seem to be a useful technique, and occasions
arise in which accommodating should be used. However, someone who takes this
action frequently is not resolving the real issues. Probably a more effective use of the
accommodating method is to direct the attention of the competing individuals to the
accomplishment of a goal that is important to both sides, if such a goal exists.
Forcing
Forcing takes place when a solution to conflict is imposed by any of the following: (1)
the most powerful of the two sides, or (2) the supervisor. Forcers use authority, threats,
and intimidation; they might also call for majority rule when they know they will win.
If one side in the conflict has more power than the other, the stronger side can simply
intimidate the weaker. Two problems exist with this approach. First, the resolution is
not guaranteed to be in the best interest of both parties or the company—only that it will
be in the best interest of the stronger party. Second, the losing party will be frustrated
by the results and may attempt to retaliate or sabotage the plan. This method is
especially bad when the winner is the supervisor and the loser is the subordinate.
Forcing can be a highly effective method of controlling conflict, and times exist when it
has to be used. However, it is usually only a short-term resource because the original
conflict will reemerge or similar ones will arise to create more problems.
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Bargaining
Unlike forcing, bargaining seeks a solution through give and take. This compromising
means that both sides move from their original position to one that is somewhere in
between. Because both sides must be willing to give up something of value and to
bargain in good faith, there is rarely a clear winner or loser. Therefore, the outcome is
often less than completely satisfactory to both sides.
Bargaining is a more assertive mode than either avoidance or accommodating, but it is
not as assertive as forcing. It is a relatively cooperative approach to conflict which
causes it to be one of the most practical and often used methods of conflict resolution.
Problem Solving
Problem solving is the one mode of conflict resolvement with the greatest potential for
achieving a permanent solution to conflict. Contrasted with avoidance, problem solving
deals squarely with the issues. Contrasted with accommodating, problem solving
focuses on the roots of the conflict although feelings are not ignored. Contrasted with
forcing, no one is coerced into accepting an unwanted solution. Contrasted with
bargaining, a solution is sought in which neither side feels it has to give up something
important to get what it wants.
Problem solving brings the parties in conflict together to examine the situation, often
with third-party help, and mutually to bring about the conditions for improving that
situation.
Problem solving is often not used for the following reasons.
1. It is time consuming; the other modes of conflict resolvement are much quicker.
2. It requires a great deal of energy and commitment by the people involved.
3. Both parties must be attempting to achieve the same, or similar, goals and have a
desire to see the problem solved. The opposing sides must believe that they can
achieve a better solution through collaborating than through fighting and be willing to
see the problem from the other side’s point of view.
Summary
Probably no one best method of conflict resolvement exists which would be applicable
to every conflict. We should understand all the modes and know which would be the
best to apply in a given conflict situation. The following chart summarizes the conditions
that would indicate the best use of each approach.
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Conflict Resolution Approach
Avoidance (refraining from confrontation) works best
when
Accommodating (trying to appease combatants) works
best when
Forcing (getting my way) works best when
Bargaining (compromising) works best when
Problem solving (reaching a consensus) works best
when





Context of Conflict
The potential damage of addressing the conflict outweighs the benefits of resolution.
People need a chance to cool down emotionally.
Others are in a better position to resolve the conflict.
The problem will no doubt go away by itself.
There's little chance you'll get your way anyway.














Preserving harmony is important.
Conflicting personalities are the major source of problems.
The issue itself cannot be solved.
You care more about the other person than getting your own way.
You know you’re right.
You must protect yourself.
A rule has to be enforced.
Quick, decisive action is needed.
The opposing sides do not share goals but are equal in power.
Temporary settlements on complex issues are needed.
Problem solving won’t work.
Both sides bring concerns that are much too important to be compromised.
Hard feelings must be worked through.
A permanent solution is desired.
Developing Problem Solving Techniques
Solving problems is a challenge we face everyday. Problems are sometimes big and
sometimes small. It is important to realize that no matter what the problem, it is better
to solve the problem before it gets bigger and more difficult.
Problems are something with which everyone must deal. They can cause us to lose
sleep, to do poorly on the job or in school, to be cranky with friends and family, and to
have health problems. Not solving problems we have now may create a crisis situation
later. A crisis is usually hard on our physical and mental health.
Solving problems means making decisions, and making decisions is often hard to do.
We make decisions everyday--what clothes to wear, what classes to take, where to live,
which friends to be with, and so on. However, some decisions are more complex and
require a solution. For example: “What career should I choose?” “What should I do
with my rebellious child?” “What am I going to do about moving out on my own?” To
some people, these questions are overwhelming; to others, the solution may be simple.
Remember that one person’s problem may not be a problem to someone else.
When solving problems and making decisions, it is important to avoid:
 Acting on feelings rather than logic and valid information. Sometimes the
results of the solution are considered in great length, while the realities of the
solution are often overlooked.
 Narrow vision. Narrow vision involves zeroing in to the point where the problem
solver cannot be open-minded and does not consider other events that may affect
the decision.
 Following poor advice. Friends or relatives who seem to be experts may in fact
give you misleading advice resulting in a poor decision and unobtainable solution.
 Lack of direction and goals. When a person has no direction, it is difficult to make
decisions and solve problems. A solution that seemed good at one point may in fact
tend to be poor when circumstances change.
 Lack of thoroughness. Facts and figures needed to solve a problem must be
carefully collected and considered. Every alternative should be thoroughly and
patiently checked before a decision is made.
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There are many reasons that cause people to make an incorrect decision:
 Fear is probably one of the biggest obstacles an individual has to overcome.
Thinking of all the bad things that could result from a decision causes some people
to hesitate and lose confidence in themselves.
 Not looking ahead will result in the problem reoccurring later. Always consider
the future consequences of the solution.
 Seeing the problem as worse than it is. The more a person thinks about the
problem, the larger it grows. Often the person talks himself or herself out of even
beginning to deal with the problem.
 Not being able to identify the problem. Often the problem seems so complex that
the problem-solver does not know where to begin.
The IDEA method for solving problems is a sure-fire method for reaching a solution to
problems.
Step 1:
Identify your problem.
What do I need to accomplish?
What should I be able to do when I finish this task?
Understanding the purpose of your activity is extremely important. As a sharp thinker
once said, “If you don’t know where you are going, how will you know when you get
there?” So, be sure to clarify your goals when setting up to begin a task.
Step 2:
Design your solution.
What information is available to solve my work problem?
What materials do I need to solve my work problem?
Designing means planning. A person who applies technology to tasks doesn’t jump into
the middle of the project but takes a look at the information and materials available to
complete the task. After collecting the information sources and materials, it is
necessary to select those which will be the most useful tools for the project and arrange
them in an efficient way in order to complete the job.
Step 3:
Examine your resources.
What do I already know about this situation that will help me?
What information sources will be the most helpful?
Within the information sources, what information is important because it
will help me solve my problem?
Now that you have your resources together, it is time to use them. As a rule,
instructions for installation or repair of equipment are written in a stepwise format—
numbered 1, 2, 3, 4, 5, etc. This is called process or chronological order because the
first step should occur before the second step, the second step before the third, and so
on. Problems are usually solved more efficiently if you read and follow the instructions
in a detailed and careful manner. No only will your future employer appreciate your
attention to detail, but also, currently, while you are in school you will find that your
instructors are favorably impressed by students who can follow and understand
directions.
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At the same time that you are looking over owner’s manuals, service manuals, or other
information sources to complete your task, be sure to take note of the table of contents.
The table of contents shows you the parts of the manual and helps you select only the
information that will help you. For instance, to install a system you need only the setup
information. To repair a problem, you may need only the troubleshooting guide.
Once the essential information for the project has been located, the worker who applies
technology surveys not only information resources but also herself/himself. All
individuals have a lifetime of problem-solving experience behind them. Look within
yourself to see if you have knowledge gained from a previous task that you can use to
guide you in the current activity. Use what you know to help you learn about what you
don’t know.
Step 4:
Assess your solution.
Did I accomplish my purpose?
Did the information help me solve my work problem? How did it help?
Upon completion of any project, it is essential to revisit your original goals. You need to
be sure that you arrived at wherever you intended to go. It is also a good idea to survey
your resources again. Did you have what you needed to complete your task on hand,
or were you constantly having to stop your task to gather more materials or information?
Use this experience to make you better prepared for your next challenge.
Here are a few more suggestions that will help in thinking more creatively and critically:
 Instead of sitting back and waiting for events to determine your actions, get involved
up front. Shape the course of events by energetically pursuing the process of
solving the problem.
 Think for yourself. Although others can help you, you are ultimately responsible for
decisions affecting your life.
 Look at all sides. Consider all arguments, even those you may not want to hear.
Remain open to new ideas and viewpoints that differ from your own. (Most great
inventors and artists were considered screwballs because they had the courage and
imagination to consider notions that wouldn’t have occurred to “normal” people.)
 Relax and let your subconscious mind work on the problem. Brilliant, creative
people often seem absent-minded and idle, “lost in thought.” (Albert Einstein
concentrated so deeply that he once actually forgot where he lived!) Purposeful
daydreaming is a state in which the mind and body are alert but relaxed--the ideal
setting for creative problem solving.
Maintaining Good Relationships with Supervisors and Co-Workers
The more you know about people and their needs, the better you get along with them.
If you have no idea what makes another person tick, you will probably have a hard time
relating to them. Four general points of which you need to be aware in order to get
along with others are:


Everyone is unique.
Everyone wants to feel important.
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

People have many roles.
Needs affect actions.
Maintaining an awareness of everyone’s uniqueness will keep us from treating
everybody in the same manner. For example, one supervisor may want to be called
“Jim” and another “Mr. Baxter.” One co-worker might like to hear an occasional
workplace joke but another might choose to refrain from such. To maintain good
relationships, you must recognize, accept, and respect these differences.
While it is natural to feel that what is different from you is somehow not as good (or
maybe even bad), you must realize that others have good reasons for their actions and
preferences too. Respect their preferences. To do otherwise would make them feel
unimportant. Remember how it feels when a sales clerk ignores you but waits on
somebody else or when a boss talks down to you? Most of the time, you would want to
get even with the offender, so always assume that others feel the same way when we
don’t respect their opinions and different expectations.
We have to remember that supervisors and co-workers have other roles in life besides
that they play for us. They are parents, sisters, sons, husbands, softball coaches,
church members, and so on. If someone acts irritable or moody, perhaps it is because
his child is sick or his personal life is undergoing some upheaval. Make allowances and
understand that by supporting them in their other roles, you’ll improve your working
relations with them.
All humans have needs. If one is thirsty, he takes a drink of water. If one is lonely, she
seeks out a friend. Knowing that people are always trying to satisfy one need or
another can help you maintain good human relations. You will not be quick to get angry
at a person’s behavior if you understand why the person is behaving in some way. For
example, someone who brags a lot may get very annoying. But if you remember that
this person may simply be acting from a need for approval, you will be much more
tolerant and might even encourage that person to resist the bragging behavior.
Good human relations skills take practice and patience, and all of us make mistakes
sometimes. However, if we always stop to consider what other people want and need
and not just react to an immediate, surface situation, we will have more success at
maintaining good working relationships with our supervisors and our peers.
Following the Chain of Command
One of the most important human relations things you can do when you begin your job
is to learn the organizational chart. Understand who your immediate supervisor is, who
the supervisor of your supervisor is, who other department managers are, and so on.
Keep your supervisor informed about what’s going on with your job. When you need
permission to take time off, do not go over your supervisor’s head without his or her
permission. Keep your boss informed whenever you want to talk to other management
people about the possibility of making changes in the order of business.
References:Comex—The Communications Experience in Human Relations, Sussman/Deep, South-Western
Publishing Co., 1984. Working at Human Relations, 2nd Ed., Fruehling/Oldham, Paradigm, 1990.
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MODULE 9
Cooperation
Activities
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Suggested Activities For
Module 9
COOPERATION
Activity
Title
Time
Page No.
1
Developing Leadership Skills
10
13
2
Case Study in Leadership Qualities
10
15
3
Case Study in Gaining a Leadership Position
5
17
4
Evaluating Supervisors' Leadership Skills
5
19
5
Determining Your Conflict Resolution Profile
15
20
6
Discussing Conflict Resolution/Conflict
Management
10
23
7
Conflict Resolution Techniques
10
26
8
Conflict Resolvement Activity
15
28
9
Practice Problem-Solving and Thinking Skills
10
30
10
Problem-Solving—Almost Infinite Circle
20
34
11
How to Handle Criticism
10
36
12
Reviewing Tips on Handling Criticism
5
39
13
Accepting Criticism
5
42
30
44
30
50
14
15
Determining Personality Profiles in Order to Get
Along With Others
Using Skits to gain Understanding of
Communication Styles
16
Reviewing Tips on Getting Along With Others
5
52
17
Practicing Getting Along With Others Through
Case Studies
5
57
18
Getting Along—Omitting Offensive Language
15
74
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19
Human Relations on the Job Quiz
10
77
20
Problem-Solving Process
10
79
21
Chain of Command
10
84
10
85
10
87
20
90
22
23
24
Chain of Command—Communicating With Your
Supervisor
Communicating With Your Supervisor About Job
Performance
Meeting a Supervisor’s Expectations Through
Good Character Traits
25
Resolving Problems With Your Supervisor
15
94
26
Attitudes and Professional Interaction
20
98
27
Leadership Inventory
20-30
103
28
Throw Away Your Troubles
5-10
106
29
Knot Now
10-20
107
30
Comic Cut-Ups
20-30
109
31
Breaking Away
10
111
12
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Module 9
Activity:

Activity 1

COOPERATION
Developing Leadership Skills
Materials Needed: Handouts/Transparency: "Developing Leadership Skills"
Directions:
Directions are given on the activity sheet. Lead your students in a
discussion of what made the supervisor in each item either a good
or poor leader. Ask your students to share with the class their
reasons for rating each supervisor as they did. Encourage students
to share experiences they've had with similar supervisors.
Answers are:
a.
Poor
b.
Good
c.
Poor
d.
Poor
Time Required:
10 Minutes
13
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Module 9

Activity 1

COOPERATION
Developing Leadership Skills
A good way to develop your leadership skills is to observe leaders around you. What makes you
willing or unwilling to follow them?
1.
The situations below describe several leaders. Ask yourself whether you would like to
work under them. In the columns on the right, place a check mark to indicate whether
they are good leaders or poor ones.
Good
Leader
a.
Cindy decided that the workers under her were not producing enough. She
felt they needed some goals so she spent a few evenings writing some for
everyone under her. When she was finished, she handed the goals to the
workers and told them they had better meet them.
b.
All the workers knew exactly where they stood with Carmen, the plant
manager. She did not like fooling around on the job, and she was hard on
people who made careless errors. But she was ready to help when needed,
and she always let everyone know exactly what was expected of them.
When she had to make decisions concerning the workers, she asked them
to participate and help her.
c.
Colin was always driving the people under him at the photo developing
plant. He was quick to punish them with fines and payless days off when
they did not perform as he expected. This made Nate uncomfortable. He
talked to Colin about his style of leadership, but Colin said, "That's the way
I've always done it. I assume it ought to be done that way. Do you want to
be let go?"
d.
No one had to bother thinking in Sabina's department. She did it all for
them. There was a certain way to do things and no one was allowed to do
them any differently. When problems came up Sabina expected the workers
to bring them to her. She felt that she was making life easy for the workers
under her by having a rigid routine and eliminating their need to think as
much as possible.
2.
Poor
Leader
In the space below, write out the reason for each of the evaluations you made above.
How could those with poor leadership skills improve?
Source: Working at Human Relations, 2nd Ed., Fruehling/Oldham, Paradigm, 1990.
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 2

COOPERATION
Case Study in Leadership Qualities
Materials Needed: Handouts/Transparency: "Leadership Qualities"
Directions:
Have the students work in groups of three. They should read the
case study and answer the 5 questions. Afterwards, a
spokesperson for each group should share the mistakes Brad
made which contributed to his not getting the leadership position he
wanted. Discuss how an awareness of the communications skills
and leadership skills needed by a leader would have helped Brad in
his quest. (Answers will vary but be sure to point out that Brad was
acting like a boss, not a leader.)
Time Required:
10 Minutes
15
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 2

COOPERATION
Case Study—Leadership Qualities
In the situation below, there is a human relations problem. Read about it and then
answer the questions to solve the problem.
Brad was chosen for a management training program at the bank. As part of the
training, he spent a month as temporary manager of a small branch of the bank. A
supervisor observed and evaluated his performance.
Brad was determined to do well and show everyone he was a leader. He made sure he
knew all the rules and regulations. He even added a few of his own. He decided, for one
thing, that women could not wear pants suits. When they asked his reason, he said he
just felt that women's pants suits did not fit the bank's image.
He was at work early every morning. He made it a point to check everyone in. If anyone
was even a few minutes late, Brad would criticize that person in front of the whole staff.
He knew that this was embarrassing, but he felt it served as a good warning to the
others.
Some of the tellers in the branch were older employees who had been there for many
years. To prove he was boss and not afraid of them, Brad made these senior
employees change the way they did several things.
"You do it like this because I say so," he replied when some of the tellers tried to
question him about the reason for the changes.
To demonstrate that he was alert and on top of things, Brad kept an eye on the tellers
and watched what they did. If he did not like something, he did not hesitate to say so
and correct the teller, even if a customer was there.
Brad felt that he had to assert himself and let everyone know who was running things.
When the training program ended, he was surprised that he was not promoted to
permanent manager.
Case Study Analysis
a.
What is the real problem?
b.
What are the important facts to consider in this problem?
c.
What solutions to this problem can you think of? Describe a few.
d.
What would happen if the solutions you suggested were followed? Explain the
results of each solution you described.
e.
Of the solutions you described, which would you recommend? Why?
Source: Working at Human Relations, 2nd Ed., Fruehling/Oldham, Paradigm, 1990.
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Module 9
Activity:

Activity 3

COOPERATION
Case Study in Gaining a Leadership Position
Materials Needed: Handouts/Transparency: "Case Study—Leadership"
Directions:
Have the students read the case study. Lead the class in a
discussion of the mistakes Sylvia made which contributed to her not
getting the leadership position she wanted. Discuss how an
awareness of the communications skills and the leadership skills
needed by a leader would have helped Sylvia in her quest. Also
point out how Ms. Smith was using good leadership skills in her
handling of the situation.
Possible answers to the case study: Sylvia should have
approached her supervisor, Ms. Smith, and discussed the situation
to get the whole picture so that the internal conflict did not continue.
Because she allowed the problem to go unsolved and to affect her
work, it probably cost her the promotion she was after. Ms. Smith
was going to recommend her until she allowed her work to
deteriorate. Ms. Smith showed good judgment in not initially
promising Sylvia the job and in promoting someone else.
Time Required:
5 Minutes
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 3

COOPERATION
Case Study—Leadership
Sylvia was young, serious-minded, well educated, and capable. More than anything
else she wanted a management role with her company.
Sylvia worked hard for three years. She did an excellent job in human relations. Her
personal productivity was never questioned. Ms. Smith, her supervisor, encouraged her
to prepare to take over her job. She helped Sylvia a great deal in this respect, but, of
course, she could make no promises.
About this time, Sylvia went to lunch with Helen, a friend of hers. At one point Helen told
Sylvia she had heard that Mr. Young, an employee from another department, was being
trained to take Ms. Smith's place as department head.
Although she said nothing and did not show it on the outside, Sylvia was very disturbed
by the news. It was hard to believe that management could make such a decision so far
in advance. She fretted about it constantly and could not keep her mind on her work. As
a result, she made more and more mistakes, and certain important reports were turned
in late. Over the next six months the excellent relationship she had with her supervisor
slowly deteriorated.
Then, just as Helen had said, Ms. Smith was promoted and Mr. Young was made
department head in an official announcement from top management. Sylvia was deeply
hurt and disappointed.
What mistakes did Sylvia make that might have contributed to her ultimate
disappointment?
18
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 4

COOPERATION
Evaluating Supervisors' Leadership Skills
Materials Needed: Paper and pen
Directions:
Have the students work independently. Give them these directions:
One of the best ways for you to develop good leadership skills is to
identify the skills of leaders around you. I want you to evaluate
some people you know who are supervisors or managers. In
completing this exercise, you will determine whether they are good
leaders or just bosses.
Think of three or four leaders you know. On your paper, write them
down as Leader A, Leader B, Leader C, and so on. Teachers can
be included. Then, list the noticeable characteristics of each person
and indicate whether you think that person is a good or a poor
leader. When you've finished, look through your lists and make a
list of the general characteristics of a good leader.
After students have completed the activity, ask a student to list on
the board all characteristics good leaders should possess that the
rest of the class had listed.
Time Required:
5 Minutes
19
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.

Module 9
Activity:
Activity 5

COOPERATION
Determining Your Conflict Resolution Profile
Materials Needed: Handouts/Transparency: "Conflict Resolution Profile Survey"
Directions:
Give each student a copy of the handout Conflict Resolution Profile
Survey. Directions for completion are on the handout. If you don't
wish to give students a copy of the accompanying discussion
questions, you can read those aloud. Possible answers to those
questions are listed below:
Answers:
1.
How do you explain your own profile? To what degree does
it stem from your personality as opposed to the situation of
which you were thinking? Responses should bring out the
fact that conflict resolution style is primarily a function of both
context and personality. Encourage students to explain their
responses in detail. Draw them out if they are hesitant to
volunteer opinions.
2.
What would you consider to be an "ideal" conflict resolution
profile? Since the success of a conflict resolution approach
is determined by its appropriateness to the context (time,
place, people, history, and nature of the conflict), there can
be no universally applicable ideal profile. It will be important
for students to recognize that they need to be capable of
implementing any and all five of these approaches as the
situation dictates. For example, a student whose low forcing
score is attributed to shyness or sense of basic kindness
should be given cause to rethink this inherent aversion for an
aggressive approach to conflict resolution. A confrontive
resolution may be the only realistic option in a particular
setting.
Time Required:
15 Minutes
Source: Comex—The Communications Experience in Human Relations, Sussman/Deep, South-Western Publishing
Co., 1984.
20
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 5

COOPERATION
Conflict Resolution Profile Survey
For each of the thirty statements listed below, indicate how frequently you typically behave as
described when you come into conflict with another person. Rather than responding to these
statements generally, you may wish to relate the statements to a particular person or setting
familiar to you. Use the following scale.
2 = Most of the time
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
1 = Some of the time
0 = Rarely
I ask for help in resolving the conflict from someone outside our relationship.
I try to stress those things on which we both agree rather than focus on our disagreement.
I suggest we search for a compromise solution acceptable to both of us.
I attempt to bring out all the concerns of the other person.
I am firm in pursuing my goals.
I strive to preserve our relationship.
I seek to split the difference in our positions where possible.
I work toward a solution that meets both our needs.
I avoid the discussion of emotionally charged issues.
I try to impose my solution on the other person.
I emphasize whatever similarity I see in our positions.
I try to postpone any discussion until I have had time to think it over.
I propose a middle ground to the other person.
I use whatever power I have to get my wishes.
I attempt to get all our points immediately out in the open.
I give up one point in order to gain another.
I encourage the other person to offer a full explanation of her or his ideas to me.
I try to get the other person to see things my way.
I treat the other person as considerately as possible.
I suggest we think our concerns over individually before we meet in the hope that the anger will cool down.
I press to get my points made.
I support a direct and frank discussion of the problem.
I try to find a fair combination of gains and losses for both of us.
I try not to allow the other person's feelings to become hurt.
I avoid taking positions that would create controversy.
I suggest we each give in on some of our needs to find a solution we can both live with.
I listen carefully in order to understand the other person as well as possible.
I soothe the other person's feelings if emotions are running high.
I assert my position strongly.
I shrink from expressions of hostility.
Scoring the Survey
Fill in the blanks below with the same numbers you entered on the survey, and total your scores on each conflict
resolution approach. Note that the blanks to be filled in do not always appear in the same order as the items on the
survey.
1.
9.
12.
20.
25.
30.
Column Total
Avoidance
2.
6.
11.
19.
24.
28.
Column Total
Accommodating
5.
10.
14.
18.
21.
29.
Column Total
Forcing
3.
7.
13.
16.
23.
26.
Column Total
Bargaining
4.
8.
15.
17.
22.
27.
Column Total
Problem Solving
This is your conflict resolution profile. Note that your score for each approach can range from a low of 0 to a high of
12.
Source: Comex—The Communications Experience in Human Relations, Sussman/Deep, South-Western Publishing
Co., 1984
21
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 5

COOPERATION
Questions for Discussion
1.
How do you explain your own profile? To what degree does it stem from your
personality as opposed to the situation of which you were thinking?
2.
What would you consider to be an "ideal" conflict resolution profile?
Source: Comex—The Communications Experience in Human Relations, Sussman/Deep, South-Western Publishing
Co., 1984.
22
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 6

COOPERATION
Discussing Conflict Resolution/Conflict Management
Materials Needed: Handouts/Transparency: "Conflict Resolution Discussion
Questions"
Directions:
Lead the students in a discussion of the questions dealing with
conflict management. Possible answers to those questions follow
the activity.
Time Required:
10 Minutes
23
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 6

COOPERATION
Conflict Resolution Discussion Questions
1.
Give an example of an actual situation where you feel avoidance would be the
most appropriate conflict resolution approach. Do the same for accommodating,
forcing, bargaining, and problem solving.
2.
What might be the consequences of making too much use of avoidance?
Accommodating? Forcing? Bargaining? Problem solving?
3.
Which of the five
cooperativeness?
4.
Give examples of situations where the most effective use of the conflict
resolution approaches would be to apply them in combination with one another or
in sequence.
approaches
is
high
on
both
assertiveness
and
Source: Comex—The Communications Experience in Human Relations, Sussman/Deep, South-Western Publishing
Co., 1984.
24
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 6

COOPERATION
Conflict Resolution Discussion Questions
ANSWERS
1.
Give an example of an actual situation where you feel avoidance would be the most appropriate
conflict resolution approach. Do the same for accommodating, forcing, bargaining, and problem
solving.
Responses will vary according to the example given. Your objective here is to assist students in
recognizing that despite the inherent superiority of problem solving, all five approaches have their
place. This discussion should also demonstrate that the conditions necessary for problem solving
to succeed are rarely met.
2.
What might be the consequences of making too much use of avoidance? Accommodating?
Forcing? Bargaining? Problem solving?
Overuse of avoidance: People may not get your input when they need it; tough issues may not be
addressed; subordinates may be frustrated by your unwillingness to take a stand; you may not be
asserting your wishes often enough or getting your way when you should. Overuse of smoothing
(accommodating): Your own needs may not be getting the attention they deserve; rules may not
be followed as often as they should; you may be seen as a "softie." Overuse of forcing: You may
be surrounded by sycophants (self-seeking flatterers); subordinates may be unwilling to admit
uncertainty to you; you are probably missing opportunities for solutions that are more creative
than the ones you devise. Overuse of bargaining: You may get so caught up in power tactics that
you lose sight of the real issues in contention; you may be encouraged to make concessions on
issues that cannot afford to be compromised; an atmosphere of gamesmanship may rule over
honesty. Overuse of problem solving: Too much time may be spent discussing issues in depth
that are unimportant; other people may be taking advantage of your collaborative style at times;
you may be misreading the situation some of the time, assuming problem solving is indicated
when it really isn't, and thereby achieving poor solutions.
3.
Which of the five approaches is high on both assertiveness and cooperativeness?
COOPERATIVENESS
4.
High
Medium
Low
ASSERTIVENESS
High
Medium
Problem Solving
Bargaining
Forcing
Low
Accommodating
Avoidance
Give examples of situations where the most effective use of the conflict resolution approaches
would be to apply them in combination with one another or in sequence.
One's first approach to many conflict situations might be to attempt problem solving until it
becomes clear that another of the approaches would be more realistic and appropriate. A
decision to apply forcing might be changed to bargaining upon realization that power is equal
rather than in your favor; the ultimate choice might be avoidance if you later discover that you do
not even have parity with your opponent. Problem solving and smoothing (accommodating) often
work well together, as the latter strategy is one way to encourage the other person to problem
solve. Other cases of the approaches in combination of sequence can also be argued.
Source: Comex—The Communications Experience in Human Relations, Sussman/Deep, South-Western Publishing
Co., 1984.
25
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 7

COOPERATION
Conflict Resolution Techniques
Materials Needed: Handouts/Transparency: "Conflict Resolution"
Directions:
This handout can be used when the instructor feels that students
need to review the principles of conflict resolution. Give each
student a copy of the handout Conflict Resolution. Discuss the
steps to properly resolve conflicts.
Time Required:
10 Minutes
26
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 7

COOPERATION
Conflict Resolution Techniques
People working in close contact with each other will have misunderstandings, irritations,
and complaints from time to time. Even minor problems can develop into major
problems if not resolved in a satisfactory manner.
The majority of job-related problems can be resolved by the parties involved through
open, honest communication.
The following process is outlined as a suggested means of discussing problems with
your co-workers.
1.
Schedule discussions at a time that is mutually convenient for all parties
involved. This scheduling will ensure that there is sufficient time for focused and
thorough discussion.
2.
State the issue at hand before beginning the discussion.
3.
Each party should state, without rationalization or justification, the results they
desire from the discussion.
4.
Each party should state briefly their perception of the issue(s) at hand and
possible solutions.
5.
All parties should then work together to reach all goals (or reasonable
compromises) set forth in Step 3. During this step:
a.
b.
c.
d.
NEVER interrupt someone while he or she is speaking.
Keep your points brief (under 1 minute).
Use the goals set forth in Step 3 as starting points for discussion.
Don't focus on the problem or its causes. Keep the discussion focused on
solving the problem.
The intent of this procedure is to establish and maintain open lines of communication.
While this process certainly guarantees no particular result, it does present
opportunities to explore a problem from all points of view in an open and productive
manner.
If after making a good faith effort, you are not able to resolve conflicts yourself, then
seek the assistance of your supervisor.
27
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 8

COOPERATION
Conflict Resolvement Activity
Materials Needed: Handouts/Transparency: "Conflict Resolvement Activity"
Directions:
Divide class into groups of three and give each student a copy of
the handout. Read the activity aloud to make sure everyone
understands the ground rules. After the activity is completed,
discuss the follow-up questions in Item 7. The Think about This
section should help the students determine which of the conflict
management styles they used during the activity.
Time Required:
15 Minutes
28
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 8

COOPERATION
Conflict Resolvement Activity
1.
Divide into groups of three. Each person contributes 25 cents to the group; the 75 cents is placed
in the center of the group.
2.
The group decides how to divide the money between two people. Only two people can receive
money. The group has no more than ten minutes to make this decision. The group cannot use
any sort of "chance" procedure, such as drawing straws or flipping a coin, to decide which two
persons get what amounts of money. Side agreements, such as buying a soft drink for the person
left out, are not allowed. It is all right for one person to end up with all the money. A clear decision
must be reached as to how the money is to be divided up between no more than two people.
3.
The purpose of the lesson is to get as much money for yourself as you can. Try to convince the
other two members of your triad that you should receive all the money. Tell them you are broke,
poor, smarter than they are, or more deserving of the money. Tell them you will put it to better
use or will give it to charity. If the other two people make an agreement to divide the money
between themselves, offer one of them a better deal. For example, if they agree to split the
money 50/50, tell one person that you will let her have 50 cents and will take only 25 cents if she
will agree to split the money with you.
4.
A majority rules. Whenever two people make a firm agreement to split the money a certain way,
the decision is made. Be sure, however, to give the third person a chance to make one of the two
a better deal.
5.
As soon as a decision is made, write your answers to these questions.
 What were my feelings during the decision making?
 How did I act during the decision making? What are the ways I handled the situation? Did I
give up? Did I try to persuade others to my point of view? Did I try to take the money by
force?
 How would my conflict style be described during the decision making?
6.
In your group of three, give each other feedback. Describe how you saw each other's actions
during the decision making.
7.
In class, discuss the following questions.
 What were the feelings present in each group during the decision making?
 How did members act in each group during the decision making?
 What conflict styles were present in each group during the decision making?
 What did we learn about conflict from the lesson?
Think about this:
The lesson on taking the money was set up so that you would have to negotiate. Did you:
____ Stay silent during the whole thing and let the other two people divide the money?
____ Try to force the other two people to let you have at least half the money?
____ Try to give the money away to the other two people to make sure they didn't feel bad or get
angry?
____ Seek a compromise where somehow everyone would get his or her money back, even if it meant
violating the rules for the lesson?
____ Try to think of a logical reason as to which person (or persons) should have the money?
—Derived from Human Relations and Your Career, David W. Johnson, Prentice-Hall, Inc., 1978, pp. 257-58.
29
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 9

COOPERATION
Practice Problem-Solving and Thinking Skills
Materials Needed: Handouts/Transparency: "Problem-Solving Exercises and ProblemSolving Worksheet"
Directions:
Put the students in groups of three. Give each student a copy of the
handout Problem-Solving Exercises and each group enough of the
handout Problem-Solving Worksheet to complete however many
exercises you are assigning. The groups' assignment is to read
each exercise and, using the guidelines discussed in Module 9 and
the problem-solving worksheet, determine the best solution for
each exercise. You might want to work through the first exercise
with the students. Sample answers are provided below for the first
two activities. Answers will vary. After the activity is completed, lead
the class in a follow-up discussion of their process and answers.
Sample answers
To Problems 1 & 2:
PROBLEM 1
Identifying the problem: You need to take care of your health so
that you can continue providing for yourself and your children
Determining possible solutions:
1.
Your neighbor might keep the children.
2.
You can ask your doctor how long you will be in the hospital
and take those days in paid sick leave.
3.
You can ask your mother to keep the children.
4.
Don't get the tests done.
5.
Ask for leave from work without pay.
Examining your resources:
1.
If your neighbor keeps the children, you'll have to return the
favor.
2.
If you take sick leave, you'll use up your sick leave days.
3.
Your mother may nag you about having to keep the children
again.
4.
If you don't get the tests done, you may get sicker and have
an even greater problem.
5.
If you take unpaid leave, you'll get the tests done, but you
need the money you'll lose.
Coming up with the best answer considering all variables: Ask your
neighbor to keep your children and take sick leave from work so
that you can get your tests done.
30
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 9

COOPERATION
PROBLEM 2
Identifying the problem: You cannot afford to pay the $75 rent
increase with your current limited income.
Determining your solutions:
1.
You can move.
2.
You can take on a roommate.
3.
You can move in with your parents or other family member.
4.
You can talk to the landlord.
5.
You don't pay the extra money.
Examining your resources:
1.
If you move, you have to locate other housing and spend
time moving.
2.
If you get a roommate, you will have no privacy.
3.
You might have a hard time getting along with your parents
or other family members.
4.
Your landlord may not care about or understand your
problem.
5.
If you don't pay the $75, you will be evicted.
Coming up with the best answer from the above: Talk to the
landlord and explain your situation. Explore payment options.
Time Required:
10 Minutes
31
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 9

COOPERATION
Problem-Solving Exercises
Read each of the following scenarios. Using the handout entitled Problem-Solving
Worksheet, identify the problem, determine your possible solutions to the problem,
examine your resources, and assess your solutions to come up with the best possible
answer. Be prepared to discuss your problem-solving process and outcome with the
class.
Problem 1
You have been experiencing terrible, painful headaches. You have gone to the doctor,
and he has scheduled some tests to diagnose the origin of the pain. You have a job and
three children to take care of, and you shouldn't miss any more time from work. What
should you do?
Problem 2
Your rent will go up $75 per month, and you cannot afford it.
Problem 3
A co-worker makes a mistake adding up a customer's bill, and it costs your company
$150. The co-worker asks you to lie for him if the boss asks you who made the mistake.
Problem 4
You've been not only working fulltime for three months at night but also going to school
fulltime during the day. It has not been easy to get all your schoolwork done, but so far,
you've managed. Now it is your company's peak work period. Your boss has told you
that because of the work overload, he needs you to work two days (about 16 more
hours) each week until the company gets caught up on its orders. You really don't want
to leave your job, but you also want to stay in school. What can you do?
32
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.

Module 9
Activity 9

COOPERATION
Problem-Solving Worksheet
Identify the problem:
Design your solutions:
1.
2.
3.
4.
5.
Examine your resources:
1.
2.
3.
4.
5.
Assess your solutions (answer):
33
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 10

COOPERATION
Problem-Solving—Almost Infinite Circle
Materials Needed: 4-ft. length of 3/16" cord for each student
Directions to
Students:
Description of Activity: Two people, each with their wrists tied together
using a small cord, are connected together as one person's cord passes
behind the other person's cord. The objective of the activity is for the
persons to get disconnected from one another. Each person will still have
his or her wrists tied together with the cord. They will no longer be
connected together with one another, however.
Setup: Have participants select a partner and ask them to stand near one
another. Ask one of the persons to extend their arms toward you. Tie one
end of a 4-ft. cord around one of this person's wrists. Then tie the other
end of the cord to the other wrist. Use a bowline knot to tie a loop around
each wrist, being sure it is tight enough to avoid easily slipping over the
hand but loose enough not to impair circulation. When the wrists of one
person have been tied together, tie the other person's wrists together in
the same manner, but before tying the last wrist, pass the cord behind the
cord of the partner. This will connect the two persons together with the
cords and arms forming two large circles that are interconnected.
Be sure to use a bowline knot. This knot will not slip and is also easy to
untie when the activity is over.
Once the partners are attached, briefly review the objective of the activity
and the rules and then ask them to move to the side and they can begin
working on the puzzle.
Rules:
1.
The cord is not to be cut, untied, slipped off a wrist, or
disconnected from its tied position connecting each person's
wrists together.
2.
Do not jerk on the cords or do anything that will pull on the
partner's cord in a way that would cause injury or harm.
3.
If you know the answer or you discover the answer, do not show
others the solution and spoil their enjoyment of the puzzle.
Directions to
Instructor:
Use the Almost Infinite Circle activity to illustrate some key points about
being dependable and about problem-solving. Students will work on this
problem in pairs. Quickly tie two partners together and then go on to
another pair of students until all are tied together. Allow students to work
with the problem until either a solution is found or they become bored with
trying to solve the problem.
34
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 10

COOPERATION
Typical maneuvers for solving the problem usually involve stepping
through the partner's cord and arms or twisting into various contortions to
try to get disconnected. Some may try to loosen the loops and slip it over
a hand so be sure to stress the rules.
The reason the circles formed by the ropes and arms are almost infinite is
because of the four gaps where the cords attach to the wrists. The
solution is found by taking your own cord, pushing it under the loop on
your partner's wrist—partner's arm should be palm up and you should
push your cord under loop from elbow side toward hand side of loop,
bring your cord around hand, and you should be free. If procedure is done
incorrectly, the ropes will not be wrapped around each other twice. For
students who get their cords twisted and tangled, untie the end of one of
the cords, untangle the cords, and retie the rope.
After an appropriate period of time, demonstrate the solution to a pair of
students who are seriously trying to solve the problem. Soon all will see
the solution. Collect the cords for future use.
Follow-Up
Discussion:
Discuss the following items after the group activity is completed.
 Before you tried to solve the problem, did you believe there was a
solution? After you tried, did you believe there was a solution?
 Did you depend on your partner to try to find a solution? Did your
partner make an honest effort to help solve the problem?
 Did you think that the instructor was a reliable source of information
about the problem? Why or why not?
 If there had not been a solution, how would that have affected your
trust in the instructor?
 What does it mean to be dependable? How many chances does a
person have to be dependable?
Source: Activity described in Karl Rohnke's 1977 edition of Cowstails & Cobras, a collection of initiative tasks and
other activities used by Project Adventure in Hamilton, MA.
Time Required:
20 Minutes
35
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 11

COOPERATION
How to Handle Criticism
Materials Needed: Handouts/Transparency: "How to Handle Criticism"
Directions:
Give students a copy of the handout and ask them to read it. Follow
up with a discussion of the main points and with the completion of
some of the other activities on criticism.
Time Required:
10 Minutes
36
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 11

COOPERATION
How to Handle Criticism
There are specific guidelines for handling criticism when it is directed to you and when
you must criticize others.
When You Are Criticized
If the criticism is deserved (that is, did you really make a mistake?) or undeserved (that
is, you were not working the shift when the error was made), you follow practically the
same procedure.
1.
Listen very carefully to the suggestions being made. Do not interrupt or
answer until the person doing the criticizing has stopped talking. Bite your lips if
necessary. Do not try to deny. Don't say "but," "wait a minute," or "no." Just keep
quiet.
2.
Ask polite, reasonable questions if necessary to clarify the error on the
suggestion being offered. It is not necessary to be rude or to raise your voice.
Keep calm. Do not offer excuses. Just give any facts needed, but usually stick to
questions about how you can correct the error. (If the criticism is undeserved,
lead your accuser through your questions to the fact that you are being unfairly
criticized.)
3.
Offer to correct the error if possible. Make an effort to follow the suggestions.
(If the criticism is undeserved, accept the apology of the accuser, but do not
expect one or demand one. Some people, maybe like you, have trouble
apologizing.)
4.
Thank the person giving the criticism. Be sincere; this is a chance to make
yourself a better employee. (If the criticism is undeserved, say, "Thank you for
your time. I hope I have helped you to straighten out the situation.")
5.
Return to your workplace and keep your mouth shut about the incident.
No matter where we work, we will be criticized at some time. Criticism is a part of living;
sometimes we have to take it and sometimes we have to give it. Either way criticism can
be constructive if we let it. Criticism is a form of self-improvement. There are various
negative reactions to criticism which we should avoid but which we should understand
that many people will automatically use.
1.
2.
Aggression—arguing with the speaker or blaming someone else.
Withdrawal—being afraid to respond or tuning out the speaker and dwelling on
your own insecure feelings.
37
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 11

COOPERATION
When You Do The Criticizing
1.
Praise others regularly. If others know that you respect them and their work,
they will be more receptive to your requests for change and improvement.
2.
Be positive. Avoid saying, "You didn't mail the package when I told you to." Say,
"The top priority package wasn't mailed on time." Focus on future improvements,
not past failures.
3.
Be concrete. Name the specific area in which improvement is needed and give
suggestions about how the improvements should or must be made.
4.
Avoid attacking a person's characteristics or personality. State only what
specific incident or situation needs adjustment and how that adjustment should
be made. Avoid the pronoun you whenever possible. Focus on the situation and
how it can be improved in the future.
5.
Be considerate. Choose an appropriate time and place for criticism. Do not
criticize in front of others. Avoid criticizing on the person's birthday, just before
vacation or the end of the workday, or when the person isn't feeling well.
All people make mistakes; criticism is one way to learn from them. These guidelines
also work in personal relationships.
38
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 12
COOPERATION
Reviewing Tips on Handling Criticism
Materials Needed: Handouts/Transparency:
Criticism”
Directions:

"Learn to Accept Criticism—Effective
Choose the items you wish to discuss with your class and either
give students a copy or make transparencies to use on an
overhead projector. No answers are required.
Time Required:
5 Minutes
39
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.

Module 9
Activity 12

COOPERATION
Learn to Accept Criticism – SARA
S – Surprise
A – Anger
R – Rationalization
A – Acceptance
HOW TO CRITICIZE OTHERS . . .
Remember how hard it is to receive criticism when giving it.
12 Ways to Criticize Effectively
1.
2.
3.
4.
5.
Start with
something good.
Make criticisms
specific.
Be sure the
behavior you are
criticizing can be
changed.
Use "I" and "we."
Make sure the other
person understands
6.
7.
8.
9.
the reason for your
criticism.
Keep it short and
sweet.
Offer to help the
person.
Do not use anger or
sarcasm.
Show the person
you understand his
feelings.
10.
11.
12.
Cool off before
writing a critical
note.
Direct your criticism
at the action, not
the person.
End with your
support and
confidence in the
person's ability.
Life Skills: Job Skills – Lesson 4 – Being a Good Worker
1997
The University of Georgia Cooperative Extension Service
40
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.

Module 9
Activity 12

COOPERATION
Effective Criticism
 Identify behavior
 Be specific
 Don't criticize what can't be changed
 Use "I" and "we"
 Help the other person understand
 Keep it short
 Offer incentives for changed behavior
 No anger—no sarcasm
 Show understanding
 Cool off before writing
 Start by saying something good
 End by expressing support
Life Skills: Job Skills – Lesson 4 – Being a Good Worker
1997
The University of Georgia Cooperative Extension Service
41
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 13

COOPERATION
Accepting Criticism
Materials Needed: Handouts/Transparency: "Criticism," overhead projector
Directions:
Using the transparency, ask students to determine the proper
response to each of the items. Remind students that not all
criticism is bad criticism; constructive criticism can be very
helpful. Ask for reasons behind answers.
Suggested answers:
1.
usually
2.
always
3.
always
4.
sometimes
5.
always
6.
never
7.
sometimes
8.
never
9.
never
10.
always
Time Required:
5 Minutes
42
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 13

COOPERATION
CRITICISM
You can WIN on the job by listening to criticism when it is
given. Determine the response you feel is best in the
following sentences.
Responses: Sometimes / Usually / Always / Never
1. I should accept criticism with a smile.
2. I should think about the criticism offered before
rejecting it.
3. I should think about the criticism offered before
accepting it.
4. I should defend my way of doing things.
5. I should be polite in rejecting or accepting criticism.
6. I should feel bad for a long time when I am criticized.
7. I should ignore criticism.
8. If people criticize me, I should try to get them back as
soon as I can.
9. I should try to "pass the buck" when I am criticized.
10. I should be grateful for good, sound, helpful criticism.
—Derived from Common Essential Elements, Human Relations and Personality Development, p. 72.
43
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 14

COOPERATION
Determining Personality Profiles in Order to Get Along With
Others
Materials Needed: Handouts/Transparency: "Respecting and Getting Along with
Others on Our Work Teams—Blueprint for Managing
Differences"
Directions:
Have the students complete the handout entitled Blueprint for
Managing Differences. The instructions for completing the task
are on the handout. Then ask the students to read the handout
entitled Respecting and Getting Along with Others on Our Work
Teams. Discuss with the students how knowing their own and
others' personality profiles can influence how they interact.
Several other activities are available to follow up this
assignment.
Time Required:
30 Minutes
44
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 14

COOPERATION
Respecting and Getting Along with Others
On Our Work Teams
In order for supervisors and peers to respect us and our ideas, we have to respect
them—their positions, their feelings, their needs. Different people have different kinds
of needs that must be met in order to develop a satisfying relationship with them.
Reflectives/Perfectionists
Identifying reflectives/perfectionists. Some people we will encounter on the job or at
school are very task- and detail-oriented, are quiet, and have deep need to keep their
work as perfect as possible. They enjoy spending time alone and do not make
decisions quickly. Their perfectionism might annoy us at first, but we can learn to
appreciate their high work standards and careful attention to details, especially if we
tend to be weak in that area.
In a job or school setting, people with a reflective/perfectionist style of behavior will
generally take an orderly, systematic approach and will usually be looked to by others
for advice. They like things to be rational and well organized. They are likely to pause
until they are sure the task is clear, then work at it with persistence,
conscientiousness, and thoroughness. Well-established rules and procedures will
create an environment in which their methodical effort will be more effective. They
may become tense when surrounded by confusion.
Working with reflectives/perfectionists. How can we serve on teams with
reflectives/perfectionists? We can do the following:
1.
2.
3.
Appeal to the person's orderly, systematic approach to life. Be well organized.
Approach this person is a straightforward, direct manner. Get down to
business quickly.
Be as accurate and realistic as possible when presenting information.
Directors/Controllers
Identifying directors/controllers. Other people we will find at the work site are very
task-oriented, strong-willed, forceful, direct, and aggressive. They enjoy making
decisions and make them rapidly. They like to run things, which they may do with a
take-charge attitude.
In a job or school setting, people with a controlling behavior style will generally
respond to a fast-moving challenge and will tend to get bored if they find the pace to
be too slow. They may sometimes offend others with their eagerness to get a job
done, but others do tend to look to controllers for leadership. Controllers want to be in
the know and want to be in on the planning. Not having a situation under control
raises their tensions.
45
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 14

COOPERATION
Working with directors/controllers. In all work situations, we will get along more easily
with co-workers who have director/controller tendencies by remembering the
following:
1.
2.
3.
Be specific, brief, and to the point. Use time efficiently.
Present the facts logically and be prepared to provide answers to specific
questions.
If you disagree, take issue with the facts, not the person.
Promoters/Emoters
Identifying promoters/emoters. Promoters love to have the freedom to talk and make
friends with everyone. They are usually very outgoing, entertaining, impulsive, and
somewhat disorganized. You will notice their willingness to share thoughts and
personal points of view with you.
In a job or school setting, people with this behavior style will generally be eager to
please others and will attach themselves to people they admire. They tend to be
imaginative and respond to incentives, wanting to be measured by personal
contribution. They generally like to move from task to task. They need to be in a work
situation in which structure is provided to help them with planning and follow-through.
Working with promoters/emoters. When you work side-by-side or on teams with
promoters/emoters, the following will help you succeed:
1.
2.
3.
Take time to build a social as well as a business relationship. Leave time for
relating and socializing.
Display interest in the person's ideas, interests, and experiences.
Do not place too much emphasis on details. These people like fast-moving,
inspirational kinds of activities.
Supporters/Steadies
Identifying Supporters/Steadies. These co-workers and supervisors will appear to be
casual, likeable people who try to minimize interpersonal conflict. Though they are
responsive to people, they generally let others take the initiative in social situations.
They are very helpful, understanding, friendly, and nonthreatening. They are very
concerned with the feelings of others.
In a job or school setting, people with a supporter style will generally be cooperative
and willing to serve others and to accept supervision. They try to please others by
doing what they are expected to do. They like reassurance that they are doing well.
They don't like to hurt others or to be disliked.
46
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 14

COOPERATION
Working with Supporters/Steadies. Team and co-worker relationships with supporters
can be enhanced by doing the following:
1.
2.
3.
Show a sincere interest in the person. Take time to identify areas of common
interest.
Patiently draw out personal views and goals. Listen and be responsive to the
person's needs.
Present your views in a quiet, nonthreatening manner. Don't be pushy.
47
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
INSTRUCTIONS

Activity 14

COOPERATION
Put a checkmark beside the 5 adjectives in each column that best
describe you or the individual whom you are evaluating. Then, cut
out the rating scale on the next page and line up the arrows on the
scale with the arrows on each column. Assign points as they relate
to the checks in each column. Add the points in each column. The
column with the highest score shows the personality style of the
individual profiled.
Promoters/Emoters
Supporters/Steadies
Reflectives/Perfectionists
Directors/Controllers
___ listener
___ unpredictable
___ spontaneous
___ indecisive
___ persuasive
___ predictable
___ preoccupied
___ decisive
___ suspicious
___ excitable
___ stubborn
___ cautious
___ self-promoting
___ listener
___ conscientious
___ firm
___ enthusiastic
___ stead
___ loves details
___ authoritative
___ quiet
___ impatient
___ dislikes details
___ submissive
___ generous
___ concentrating
___ tolerates details
___ “show me”
___ charming
___ cooperative
___ non-demonstrative
___ balanced
___ emotional
___ possessive
___ polite
___ achiever
___ factual
___ critical
___ forceful
___ careful
___ unemotional
___ change-oriented
___ haphazard
___ contented
___ talkative
___ trainable
___ organized
___ fighter
___ outgoing
___ calm
___ precise
___ aggressive
___ shy
___ agitated
___ lacks precision
___ peaceful
___ agreeable
___ gracious
___ procrastinating
___ self-assured
___ reflective
___ eager
___ rigid
___ deliberating
___ impulsive
___ loyal
___ diplomatic
___ spirited
___ reserved
___ restless
___ arbitrary
___ conservative
___ poised
___ mobile
___ independent
___ practical
___ trusting
___ presence of mind
___ mature
___ evaluating
48
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 14

COOPERATION
3 _____
18 _____
6 _____
15 _____
20 _____
1 _____
10 _____
12 _____
14 _____
7 _____
4 _____
17 _____
19 _____
2 _____
13 _____
The Blueprint For Managing
Differences is directed toward
tendencies and not absolutes. It
should be tempered with the many
factors in the total make-up and
environment of the individual. The
exercise is designed to assist the
manager in understanding the
concept of personality differences
and to stimulate more effective
planning and utilization of human
resources.
8 _____
16 _____
5 _____
9 _____
11 _____
49
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 15

COOPERATION
Using Skits to Gain Understanding of Communication Styles
Materials Needed: Handouts/Transparency: "Skit Activity-Communication/Personality
Styles
Directions:
Arrange the students in groups of three. Give each student a copy
of the handout and have them follow the directions. Each group will
present its two skits to the rest of the class.
Time Required:
30 Minutes
50
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 15

COOPERATION
Skit Activity
Communication/Personality Styles
20-30 minutes
In groups of three, write a skit in which you show how misunderstandings occur and are
subsequently handled (many times causing conflicts and hurt feelings) when one is not
aware of the different personality types that others bring to a conversation/work
situation. Include at least two of the basic personality types in your skit participants.
Then, write the skit again, this time showing how the conflict/misunderstanding could
have been avoided had the participants had an understanding of how the four basic
personality types can interact successfully.
10 minutes
Be prepared to present the original skit to the class. Lead the class in its determination
of the personality styles conveyed in the skit.
Then, present the revised version in which all misunderstandings have been avoided by
using proper communication tools.
51
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 16

COOPERATION
Tips on Getting Along with Others
Materials Needed: Handouts/Transparencies or various sheets
Directions:
Several activities are given in this section. Choose the ones you
wish to discuss with your class and either give students a copy or
make transparencies to use on an overhead projector. No answers
are required.
Time Required:
5 Minutes
52
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 16

COOPERATION
Dealing with difficult people
 Keep your temper under control.
 Refuse to act like a victim.
 Refuse to act like the difficult person.
 Build friendships in the group.
Life Skills: Job Skills – Lesson 10 – Working Together
1997 The University of Georgia Cooperative Extension Service
53
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 16

COOPERATION
Types of Difficult People
Problems
Problems
Problems
The Two-Faced Person
The Angry Attacker
The Fault Finder
The Time Bomb
The Know-It-All
The Constant
Complainer
The Cold Shoulder
The Yes Person
The Sniper
When Dealing With Difficult People:
 Give them a break. Sometimes they have
personal problems that have nothing to do
with you.
 Aim yourself in a positive direction.
 Think in terms of opportunities.
 Think about past experiences and what you
learned from them.
The NO Person
 Know what you want from the person. What
you don't want usually is obvious.
Oftentimes it isn't easy to say what you
want.
 Appreciate yourself.
Life Skills: Job Skills – Lesson 10 – Working Together
1997 The University of Georgia Cooperative Extension Service
54
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.

Module 9
Activity 16

COOPERATION
Working Together
You Cannot Change Another's Action
You Can Only Change Your Reaction
 Keep your temper under control.
 Refuse to act like a victim.
 Refuse to act like the difficult
person.
 Build friendships in the group.
What Is Your Reaction Style?
Rationalization and Denial
You make excuses for the person's behavior. You
tell yourself it doesn't matter or pretend the
situation is not happening at all.
Burning Bridges
You blow up, make a scene, seek revenge,
and come across as unprofessional and out
of control.
Finding the Opportunity for Growth
You collect your thoughts, keep your cool, think
about how you are feeling, and use the situation to
learn more about yourself, your workplace, and
difficult people in general. You try to think of a way to
defuse the situation while also standing up for
yourself.
Life Skills: Job Skills – Lesson 10 – Working Together
1997
The University of Georgia Cooperative Extension Service
55
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.

Module 9
Activity 16

COOPERATION
A Short Course in Human Relations
The SIX most important words:
"I admit I made a mistake."
The FIVE most important words:
"I am proud of you."
The FOUR most important words:
"What is your opinion?"
The THREE most important words:
"If you please.”
The TWO most important words:
"Thank you."
The ONE most important word:
"We"
The LEAST IMPORTANT WORD:
"I"
Ten Rules To Work By










IF YOU OPEN IT, CLOSE IT.
IF YOU UNLOCK IT, LOCK IT.
IF YOU TURN IT ON, TURN IT OFF.
IF YOU MOVE IT, PUT IT BACK.
IF YOU BORROW IT, RETURN IT.
IF YOU USE IT, TAKE CARE OF IT.
IF YOU BREAK IT, REPAIR IT.
IF YOU CAN'T REPAIR IT, REPLACE IT.
IF YOU MAKE A MESS, CLEAN IT UP.
IF YOU SAY IT, MEAN IT.
Almost every organization is made up of four bones—wishbones, jawbones,
knucklebones, and backbones:
 The wishbones spend their time wishing someone else would do the work.
 The jawbones do all the talking, but little else.
 The knucklebones knock everything that everybody tries to do.
 The backbones get under the load and do all the work.
56
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 17

COOPERATION
Practicing Getting Along With Others Through Case Studies
Materials Needed: Handouts/Transparencies of selected case studies
Directions:
Several case studies are given in this activity. Choose the ones you
wish to discuss with your class and either give students a copy or
make transparencies to use on an overhead projector. Some
possible answers are provided.
Time Required:
5 Minutes
57
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
Human Relations Case Study—Personality Types
The personnel division has just hired a salesperson for your department. The resume
indicates the new salesperson has had four sales jobs in the past two years. Record
high sales volume was achieved at each location but this person seems to have a
problem staying at one job longer than six months. As sales manager you realize how
much it costs to train and nurture a new sales person to the point where the company's
income from the person's sales exceeds the expense of training. The break-even point
is usually six months after a new person begins working for the company. What is your
attitude toward bringing this person on board your sales staff? What sort of work
environment will the new salesperson require in order to stay contented on the job?
Source: Adapted from Positive Self-Expectancy, 1983, Dennis Waitley, Inc., Rancho Santa Fe, CA 92087.
58
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
ANSWERS
Human Relations Case Study—Personality Types
The personnel division has just hired a salesperson for your department. The resume
indicates the new salesperson has had four sales jobs in the past two years. Record
high sales volume was achieved at each location but this person seems to have a
problem staying at one job longer than six months. As sales manager you realize how
much it costs to train and nurture a new sales person to the point where the company's
income from the person's sales exceeds the expense of training. The break-even point
is usually six months after a new person begins working for the company. What is your
attitude toward bringing this person on board your sales staff? What sort of work
environment will the new salesperson require in order to stay contented on the job?
Answers:
Attitudes will vary. This new salesperson is probably a Director/Controller who will need
a fast-paced, constantly changing work environment in order to remain challenged and
to stay on the job. However, he/she will no doubt want to move up in the company in
order to stay contented.
Source: Adapted from Positive Self-Expectancy, 1983, Dennis Waitley, Inc., Rancho Santa Fe, CA 92087.
59
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
Human Relations Case Study—Katie
Katie prided herself on treating everyone the same and behaving the same way no
matter where she was or who was around her. When she began working on her first job
as an assistant claims processor for a large insurance company, Katie kept her breezy
manner in the office. She called everyone by his or her first name, or by a nickname if
she thought of a cute one. Her pet name for Salvatore, an elderly policyholder, was
Senile Sal. She did not mean any harm; she just thought it was funny.
Katie liked to use coarse language that shocked people. Her friends had always thought
this was funny and "with it." She assumed that people in the office would think so too.
Before Kate's probationary period was up, Mildred Foster, the manager, warned her
about her behavior and language in the office. Ms. Foster also warned Katie about not
showing respect for others.
"I really don't know what you're talking about, Millie," Katie said. "I treat everyone the
same as I treat my best friends. What's wrong with that? And I don't talk any differently
here than I do elsewhere."
Analysis
1.
What is the real problem?
2.
What solutions to this problem can you think of?
Source: Adapted from Human Relations and You, Paradigm Publishing International, 1991.
60
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
ANSWERS
Human Relations Case Study—Katie
Katie prided herself on treating everyone the same and behaving the same way no
matter where she was or who was around her. When she began working on her first job
as an assistant claims processor for a large insurance company, Katie kept her breezy
manner in the office. She called everyone by his or her first name, or by a nickname if
she thought of a cute one. Her pet name for Salvatore, an elderly policyholder, was
Senile Sal. She did not mean any harm; she just thought it was funny.
Katie liked to use coarse language that shocked people. Her friends had always thought
this was funny and "with it." She assumed that people in the office would think so too.
Before Kate's probationary period was up, Mildred Foster, the manager, warned her
about her behavior and language in the office. Ms. Foster also warned Katie about not
showing respect for others.
"I really don't know what you're talking about, Millie," Katie said. "I treat everyone the
same as I treat my best friends. What's wrong with that? And I don't talk any differently
here than I do elsewhere."
Analysis
1.
What is the real problem?
Katie insists on treating everyone the same. Personalities are not the only
difference in people; we also must consider attitudes, ages, cultures, religions,
and other types of preferences. Katie also should be aware that a business
environment requires a certain formality and discretion in language, dress, and
behavior.
2.
What solutions to this problem can you think of?
See #1 above. Katie will just have to adapt to the work environment in which she
has chosen to work if she is to be successful.
Source: Adapted from Human Relations and You, Paradigm Publishing International, 1991.
61
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
Human Relations Case Study—Attitude Matters
Ann and George were both young, aggressive, and competent. They joined the M. K.
Company on the same day and went through the same training program in preparation
for identical jobs involving a great deal of close contact with fellow employees.
Although it was not easy, Ann made a good adjustment to her work environment. She
was able to do this because of her warm, flexible personality and the application of the
human relations skills she had learned and developed at technical school. George, on
the other hand, made little progress. He appeared rigid and distant to those who worked
around him. To a few older and experienced employees, he even seemed aloof and
hostile. George's supervisor, watching him from a distance, felt he was waiting around
expecting others to approach him and be friendly. He seemed to be standing on the
sidelines, unable or unwilling to meet people halfway. Perhaps he did not know how to
communicate with others.
A few weeks later, during lunch, George told Ann he was going to look for another job.
His reasons were as follows: (1) he felt some co-workers were unfriendly, (2) he
resented some of his fellow employees, who seemed excessively critical of him, and (3)
he felt his supervisor was trying to push him into a mold of conformity that was simply
not his style. Why should he go all out to adjust? After all, building working relationships
is a two-way thing. He felt confident that he could find another company that would
appreciate him more and give him all the freedom that he needed to be himself.
What chance do you think George has of finding a job environment that would make
him completely happy? Assume you are George's supervisor and willing to spend thirty
minutes in a two-way communications session trying to help him and keep him with the
firm. What points would you attempt to cover?
Source: Adapted from Human Relations and You, Paradigm Publishing International, 1991.
62
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
ANSWERS
Human Relations Case Study—Attitude Matters
Ann and George were both young, aggressive, and competent. They joined the M. K.
Company on the same day and went through the same training program in preparation
for identical jobs involving a great deal of close contact with fellow employees.
Although it was not easy, Ann made a good adjustment to her work environment. She
was able to do this because of her warm, flexible personality and the application of the
human relations skills she had learned and developed at technical school. George, on
the other hand, made little progress. He appeared rigid and distant to those who worked
around him. To a few older and experienced employees, he even seemed aloof and
hostile. George's supervisor, watching him from a distance, felt he was waiting around
expecting others to approach him and be friendly. He seemed to be standing on the
sidelines, unable or unwilling to meet people halfway. Perhaps he did not know how to
communicate with others.
A few weeks later, during lunch, George told Ann he was going to look for another job.
His reasons were as follows: (1) he felt some co-workers were unfriendly, (2) he
resented some of his fellow employees, who seemed excessively critical of him, and (3)
he felt his supervisor was trying to push him into a mold of conformity that was simply
not his style. Why should he go all out to adjust? After all, building working relationships
is a two-way thing. He felt confident that he could find another company that would
appreciate him more and give him all the freedom that he needed to be himself.
What chance do you think George has of finding a job environment that would make
him completely happy? Assume you are George's supervisor and willing to spend thirty
minutes in a two-way communications session trying to help him and keep him with the
firm. What points would you attempt to cover?
Suggested answers: George's chances of finding a job environment that would make
him happy are almost nonexistent is he refuses to change his attitude. Some points that
he needs to understand include the following, among others: (1) To have a friend, you
need to be a friend. (2) Even though people have different personality types and expect
different behaviors from others, everyone wants to be met halfway in their attempts at
friendships. (3) A class in interpersonal relations could prove beneficial to someone in
George's situation.
Source: Adapted from Human Relations and You, Paradigm Publishing International, 1991.
63
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
Human Relations Case Study—Friendliness
Maria was an intelligent, sensitive tech school student who worked part-time with a local
banking organization. She hoped to move into a good full-time career with the same
company upon graduation in June.
Although she was fairly successful in her part-time job because she was accurate,
reliable, and conscientious, Maria did not communicate well with her fellow workers.
When one of her fellow workers tried to be friendly, she was polite, but backed away.
When someone tried to involve her in a discussion by asking a question, Maria came up
with a quick answer but made no effort to keep the conversation going.
Maria's supervisor, an individual with many years of experience, said, "I have talked
with her a number of times, and I still can't understand her. She is a good producer, but
she seems to be afraid to put even a little of herself into a relationship.
"She does not seem to understand that all good working relationships must encompass,
to some extent, the mutual reward theory. At any rate, she doesn't recognize that she
has a responsibility to communicate. Until she learns this, I am not going to recommend
her for a full-time position because it would not be fair to her fellow workers and to her
future success."
Assuming you are Maria's supervisor, how would you go about helping her to learn to
communicate and understand the real meaning of mutually rewarding conversation?
Source: Adapted from Human Relations and You, Paradigm Publishing International, 1991.
64
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
ANSWERS
Human Relations Case Study—Friendliness
Maria was an intelligent, sensitive tech school student who worked part-time with a local
banking organization. She hoped to move into a good full-time career with the same
company upon graduation in June.
Although she was fairly successful in her part-time job because she was accurate,
reliable, and conscientious, Maria did not communicate well with her fellow workers.
When one of her fellow workers tried to be friendly, she was polite, but backed away.
When someone tried to involve her in a discussion by asking a question, Maria came up
with a quick answer but made no effort to keep the conversation going.
Maria's supervisor, an individual with many years of experience, said, "I have talked
with her a number of times, and I still can't understand her. She is a good producer, but
she seems to be afraid to put even a little of herself into a relationship.
"She does not seem to understand that all good working relationships must encompass,
to some extent, the mutual reward theory. At any rate, she doesn't recognize that she
has a responsibility to communicate. Until she learns this, I am not going to recommend
her for a full-time position because it would not be fair to her fellow workers and to her
future success."
Assuming you are Maria's supervisor, how would you go about helping her to learn to
communicate and understand the real meaning of mutually rewarding conversation?
Suggested answers: Maria seems to be a naturally shy individual who probably feels
very insecure about communicating with others (she might have strong
reflective/perfectionist tendencies). If she is told the importance of being communicative
and given plenty of opportunities to practice successful conversations, she will no doubt
become a good employee.
Source: Adapted from Human Relations and You, Paradigm Publishing International, 1991.
65
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
Human Relations Case Study—Positive Relationships
INSTRUCTIONS:
Read the following paragraph and then answer the questions
below.
Lee works for Ash Computer Electronics, Inc. She works in the word processing
department and, generally, likes her job. Lee gets to work around 8:50 a.m. most
mornings. As work starts at 8:30 a.m., June, one of her co-workers, covers for her by
answering her phone during this time. Lee is an excellent typist and feels a great deal of
confidence in her ability. She often helps June and her co-workers. Her best friend,
Pam, works down the hall, and Lee will often leave her desk and stop by Pam's office
for a "short" visit. Lee usually asks June to cover her leaving the office for the visit.
1.
Has Lee developed positive relationships with her co-workers? How?
2.
How do you think June feels about Lee?
3.
List the ways that Lee is ignoring good human relations skills while dealing with
June.
4.
How could Lee improve her relationship with June?
66
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
ANSWERS
Human Relations Case Study—Positive Relationships
INSTRUCTIONS:
Read the following paragraph and then answer the questions
below.
Lee works for Ash Computer Electronics, Inc. She works in the word processing
department and, generally, likes her job. Lee gets to work around 8:50 a.m. most
mornings. As work starts at 8:30 a.m., June, one of her co-workers, covers for her by
answering her phone during this time. Lee is an excellent typist and feels a great deal of
confidence in her ability. She often helps June and her co-workers. Her best friend,
Pam, works down the hall, and Lee will often leave her desk and stop by Pam's office
for a "short" visit. Lee usually asks June to cover her leaving the office for the visit.
1.
Has Lee developed positive relationships with her co-workers? How?
Lee's willingness to assist her co-workers no doubt helps her develop a good
relationships. However, her "abuse" of these relationships probably creates a
strain that will eventually cause much resentment.
2.
How do you think June feels about Lee?
Resentment.
3.
List the ways that Lee is ignoring good human relations skills while dealing with
June.
She is certainly ignoring the Golden Rule: "Do unto others are you would have
them do unto you."
4.
How could Lee improve her relationship with June?
Being on time and maintaining responsibility for her own work. By Lee's doing
this, June would be willing to help her on an "as needed" basis.
67
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
Obnoxious Co-Workers Scenarios
 The printers made an error and published the wrong schedule in the school’s fall
adult education brochure. Luis, the receptionist, had to deal with a lot of confused
and irate students Monday morning and didn’t even have the right calendar to refer
to. When Rasheed, the public relations director, arrived at work, Luis barked, “You
really messed up the brochure this time. Do you know what you’re doing, or what?”
What should Luis have said or done?
 James is a clerk at the post office. There is a lot of mail to get ready for sorting today
because of the upcoming Christmas holidays. James’s boss told him to try to work a
little faster. James argued, “Why don’t we just hire more holiday help? I’m going as
fast as I can!”
What should James have said or done?
Source: Adapted from a reproducible student activity sheet from Contemporary Work Matters published by
Public/Private Ventures.
68
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
ANSWERS
Obnoxious Co-Workers Scenarios
 The printers made an error and published the wrong schedule in the school’s fall
adult education brochure. Luis, the receptionist, had to deal with a lot of confused
and irate students Monday morning and didn’t even have the right calendar to refer
to. When Rasheed, the public relations director, arrived at work, Luis barked, “You
really messed up the brochure this time. Do you know what you’re doing, or what?”
What should Luis have said or done?
Even if Luis mistakenly thought Rasheed was to blame, he should not have spoken
before finding out the whole story. First, he should have shown Rasheed the
misprinted brochure. Rasheed would no doubt have recognized the error at once
and would have contacted the printers about the mistake. Rasheed should not have
been blamed.
 James is a clerk at the post office. There is a lot of mail to get ready for sorting today
because of the upcoming Christmas holidays. James’s boss told him to try to work a
little faster. James argued, “Why don’t we just hire more holiday help? I’m going as
fast as I can!”
What should James have said or done?
James should have willingly worked as fast as he could to complete the presort; and
then when things were a little less hectic, he could have spoken calmly to his boss
about the need to hire some temporary help. If James appears willing to go the extra
mile, his boss will be more willing to meet him halfway.
Source: Adapted from a reproducible student activity sheet from Contemporary Work Matters published by
Public/Private Ventures.
69
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
Mutual Respect Case Studies
A Guide to Developing Effective Relationships with Co-Workers and Supervisors
When communicating with others, strive to:
 Develop and maintain a positive working relationship with your co-workers
and with your supervisor.
 Inform your supervisor upon completion of each assigned task.
 Be willing to assist co-workers when you are able.
 When you are unable to complete an assigned task by the deadline, consult
with your supervisor as soon as possible.
 Inform your supervisor of the problems that you are unable to solve on your
own.
 Treat everyone with respect.
 Be Polite.
Describe the proper response to achieve effective communications in each of the
following situations.
1.
Your supervisor has asked that you duplicate and bind twenty training manuals
by next Thursday. He has hired several new employees and they will begin their
orientation next week. You have the only available copy of the training manual on
your computer. Your master hard copy was accidentally issued at the last
orientation. The laser printer in your office is an older model and has required
constant repair. Today, when you begin to print out a new “master hard copy,”
you discover that you are having printer problems. You call Mr. Johnson, the
service repair man, to come fix it. Mr. Johnson informs you that your
maintenance agreement has expired, and he is unable to make a service call
until a new agreement is signed.
What would you say to Mr. Johnson? To your supervisor?
70
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
2.

Activity 17

COOPERATION
You are extremely proud of yourself because you recently completed a tough
assignment ahead of schedule. Penny in Accounts Receivable was scheduled to
help you with the project, but each time you called her she came up with an
excuse.
What would you say to Penny? Your supervisor? Penny’s supervisor? Other coworkers?
3.
A friend of yours is unable to make a trip and you have been invited to take her
place. It sounds like the vacation of a lifetime. The only problem is that you have
to leave on Friday, which is the day after tomorrow and you are scheduled to
work.
What do you do? What do you say to the person who invited you? What do you
say to your supervisor?
4.
Your supervisor gave you an assignment with a two-week deadline. Tomorrow is
the deadline and you realize that you are not able to complete the assignment.
What do you do? Should you mention this to your supervisor? If so, how? Should
you ask a co-worker for assistance? If so, who would you select and how would
you ask for help?
71
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.

Module 9
Activity 17

COOPERATION
Assertive/Aggressive Case Study
Contrast assertive behavior with aggressive behavior by describing how a person could
react to the following situation in each way:
Al and Ted live in the same neighborhood and work for the same company, 20 miles
away. They decided to ride together starting in June and to alternate driving each week.
The arrangement worked well for two months. Then, frequently, when it was Ted’s week
to drive, he had a reason why he couldn’t. Several reasons have been “I seem to be
having a little trouble with the brakes” and “Mary needs our car this week to take the
kids to school.” Ted has not made any type of offer to change the driving arrangement
with Al. He seems to expect Al to drive when he has a problem.
Assertive reaction by Al:
Aggressive reaction by Al:
Source: Personal Psychology for Life and Work, 3rd Ed., Baltus, McGraw-Hill Book Co.
72
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 17

COOPERATION
ANSWERS
Assertive/Aggressive Case Study
Contrast assertive behavior with aggressive behavior by describing how a person could
react to the following situation in each way:
Al and Ted live in the same neighborhood and work for the same company, 20 miles
away. They decided to ride together starting in June and to alternate driving each week.
The arrangement worked well for two months. Then, frequently, when it was Ted’s week
to drive, he had a reason why he couldn’t. Several reasons have been “I seem to be
having a little trouble with the brakes” and “Mary needs our car this week to take the
kids to school.” Ted has not made any type of offer to change the driving arrangement
with Al. He seems to expect Al to drive when he has a problem.
Assertive reaction by Al:
Al could calmly remind Ted of their original agreement that both share driving time
equally and ask that he honor that agreement. He could simply state that he would no
longer be available otherwise.
Aggressive reaction by Al:
Al could angrily blow up at Ted and insist that Ted pay him for all the “free”
transportation provided recently. He might even threaten him physically. This, of
course, would be a mistake.
Source: Personal Psychology for Life and Work, 3rd Ed., Baltus, McGraw-Hill Book Co.
73
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 18

COOPERATION
Getting Along—Omitting Offensive Language
Materials Needed: Handouts/Transparency: “Getting Along—Omitting Offensive
Language”
Directions:
Have students work in groups of three or four to rewrite the
offensive sentences on the handout. Have all groups share their
answers to each item and choose the best answer(s) to each one.
Ask for reasons why the sentences may be offensive. Answers may
vary, but some suggested answers are given.
Time Required:
15 Minutes
74
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 18

COOPERATION
Getting Along—Omitting Offensive Language
Here are some undesirable, offensive ways in which people sometimes speak to one
another in the workplace. Rewrite each sentence to make the language more appealing
and to reflect good interpersonal communication skills.
1.
Most of “you people” have trouble with grammar.
2.
That sweater really shows all of your “assets.”
3.
Would you stop bugging me; I’m busy!
4.
You kids don’t know how to do anything!
5.
All you Orientals are good at math.
6.
Hey! Shut up back there; I’m on the phone!
7.
Get out of my space, NOW.
8.
An idiot could figure that one out.
9.
What else is a man good for?
10.
Get me a copy of this pronto, Tonto.
Source: Adapted from a reproducible student activity sheet from Contemporary Work Matters published by
Public/Private Ventures.
75
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 18

COOPERATION
ANSWERS
Getting Along—Omitting Offensive Language
Here are some undesirable, offensive ways in which people sometimes speak to one another in
the workplace. Rewrite each sentence to make the language more appealing and to reflect good
interpersonal communication skills.
1.
Most of “you people” have trouble with grammar.
It’s interesting to hear the way people of different cultures (or people from different parts of
the country, or those using English as a second language, etc.) speak the English
language.
2.
That sweater really shows all of your “assets.”
You look really nice in your new sweater! or That color looks nice on you. or You have
excellent taste in clothing.
3.
Would you stop bugging me; I’m busy!
Just as soon as I’m finished with this project, I’ll help you with your problem. Would you
mind waiting for me just a minute?
4.
You kids don’t know how to do anything!
I enjoy working with the younger folks around here because you let me show off what I do
know!
5.
All you Orientals are good at math.
It must be nice to have such a knack for math!
6.
Hey! Shut up back there; I’m on the phone!
Excuse me, but could you please hold it down for just a minute? I’ll be off the phone just
as soon as I can. Thanks.
7.
Get out of my space, NOW.
Because I have a very important project to complete in an hour, would you mind our
resuming our conversation at lunch?
8.
An idiot could figure that one out.
Thanks for asking me to help you with that problem. It gives me a chance to show off my
trouble-shooting skills.
9.
What else is a man good for?
It’s good that we don’t all have the same strengths and the same weaknesses. Otherwise,
we’d all be stumped by the same problems!
10.
Get me a copy of this pronto, Tonto.
Joe, may I get a copy of this proposal by 3:30 please?
Source: Adapted from a reproducible student activity sheet from Contemporary Work Matters published by
Public/Private Ventures.
76
© This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 19

COOPERATION
Human Relations on the Job Quiz
Materials Needed: Handouts/Transparency: “Human Relations on the Job Quiz”
Directions:
Give a copy of the handout to the students to complete without prior
discussion. Afterwards, have a class discussion of the answers.
The class, through discussion, should arrive at an acceptable
answer on each item.
Time Required:
10 Minutes
77
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 19

COOPERATION
Human Relations on the Job Quiz
INSTRUCTIONS:
In the following situations, check the action you think is best.
1.
Jane is a work study student and often does her homework during slow periods
at work. Ms. Perez, her supervisor should:
____a. Leave her alone.
____b. Discuss the issue with Jane and explain that it is not acceptable to do
homework at work.
____c. Fire her.
2.
Tom, the computer programmer, is handicapped. His co-worker Jim should:
____a. Go out of his way to be especially nice.
____b. Avoid Tom so that he (Jim) will not feel uncomfortable.
____c. Treat Tom as he would anyone else.
3.
Pat has recently been late for work. Her supervisor should:
____a. Have someone cover for her.
____b. Explain to Pat that she needs to be on time or will be terminated.
____c. Ignore the problem and hope that Pat will soon start coming to work on
time again.
4.
Lee has completed his work assignment with several errors. Ms. Johnson should:
____a. Show Lee the errors and ask him to correct them.
____b. Give it to someone else to do.
____c. Show Lee the errors and explain to him how the work could be improved,
then ask him to correct it.
5.
Sheila needs someone to help her with a rush work assignment. Amy, whom
Sheila has often helped out in similar situations, has refused to help Sheila
saying, “It isn’t my work.” Sheila should:
____a. Talk to Amy and explain how unfair she feels this is.
____b. Never help Amy out again.
____c. Tell her supervisor how uncooperative Amy is.
6.
It is Betty’s first day at Hudson Manufacturing. She is very anxious to make
friends. She should:
____a. Spend the first day “chatting” with her co-workers.
____b. Listen to gossip and find out all that she can about her co-workers.
____c. Relax and let friendships develop.
78
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9
Activity:

Activity 20

COOPERATION
Problem-Solving Process
Materials Needed: Handouts/Transparency: “The Problem-Solving Process
Directions:
You may give students copies of this handout when you feel they
need a more comprehensive study of the required steps for solving
problems. You may discuss the steps and/or have students read
them and summarize them.
Time Required:
10 Minutes
79
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 20

COOPERATION
The Problem-Solving Process
The problem solving process can develop in a number of ways, but the steps and order
you follow are important. Leaving out any of the steps or doing them in a different order
will limit your problem-solving abilities.
Step 1. Identify the Problem. The biggest mistake you can make in solving a problem
is to work on the wrong problem. Take time to discover what the real problem
is. Here is an example of the importance of this step. A book store manager
notices that the store is frequently out of certain titles. She defines the problem
as “employees need to order books when they see that we have run out of a
title.” She then begins to work on getting employees to reorder books.
However, the real problem could be something else. It could be that a standard
number of books is ordered for each title when larger quantities should be
ordered for more popular books. In this case, the problem should be defined as
“how to improve inventory control.”
Step 2. Gather and Organize Date About the Problem. You should gather as much
data on the problem as possible. The best way to collect data is to observe
what happens. Other good ways to collect data include talking with people
involved and reading reports. Organize the data in a way that will help you
arrive at a solution. This process is called analysis. Analysis requires some
mathematical skills. There are three simple methods you can use to analyze
your data: frequency tables, percentages, and graphs.
Step 3. Develop Solutions to the Problem. After collecting data about the problem,
you can begin to develop solutions. Develop as many solutions as possible in
this step. There are several things you can do to develop solutions.
 Talk to other people. Talk the problem over with other co-workers who
have experienced the problem and find out how they solved it in the past.
Ask friends from other organizations if they have had a similar problem and
how they solved it. (When talking to others outside your organization, do not
reveal information that would be considered confidential.)
 Hold a group discussion. The two most popular types of group discussion
are:
1.
Brainstorming. Brainstorming sessions involve a group of workers
trying to come up with as many ideas as possible. There are some
important rules to follow when brainstorming. First, no ideas can
be criticized. It is important to develop as many ideas as possible
80
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Module 9

Activity 20

without being concerned about their
ideas. When the group thinks that it
again to develop more ideas. Third,
charts and posted so that the entire
suggested.
2.
COOPERATION
quality. Second, stretch for
has exhausted all ideas, try
all ideas are written on flip
group can see what’s been
Nominal Group Technique. This is a more controlled method than
brainstorming. First, each person thinks of as many ideas as
possible and writes them on a piece of paper. Second, the group
shares these ideas, taking one idea from one person at a time.
Third, the group discusses the ideas. Fourth, the group ranks or
rates the ideas from best to worst.

Visit other organizations with similar problems. You can learn a lot by
discovering how other organizations solve their problems. Many
businesses are willing to let you visit them if you don’t work for a direct
competitor. Look at their solutions and evaluate how well they have solved
their problems. Decide if the solution could be used in your organization.

Read about the problem. Trade journals provide valuable information
about how organizations like yours have solved problems. Trade journals
are magazines about a certain type of business. For example, there are
trade journals for computer dealers, retailers, publishers, and fast food
restauranteurs. The list goes on and on. Since trade journals deal with
businesses just like yours, they publish articles that give helpful ideas
about problems. Other business magazines or books may also give you
some good ideas.
Step 4. Evaluate Possible Solutions. There are a number of questions you should ask
when evaluating possible solutions.
 Is the idea logical? You should look for a relationship between the problem
and solution. Make sure there is a different relationship. For example, giving
dissatisfied customers a discount doesn’t solve the poor customer service
problem.
 How much will the idea cost? You may have a great idea, but if it isn’t
affordable it doesn’t do the organization any good. Some problems are not
complicated; therefore, the solutions are not costly. However, costs for
solutions to more complex problems can vary greatly. For example, pizza
delivery time might improve if the store bought a new truck, but it may not
be able to afford one.
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Module 9
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Activity 20

COOPERATION
 Does the organization have workers who know how to implement the
solution? Some solutions require specialized knowledge. Without
employees who have that knowledge, the solution won’t work.
 Is the solution timely? Some problems may need immediate solutions.
Some ideas are good but take too long to implement. Sometimes it is
necessary to choose two solutions: one that works immediately and another
that will be a better solution for the future. For example, a new printing press
will improve the quality of the company’s printed documents, but delivery is
three months away. The immediate solution then might be to reduce press
speed, re-ink more often, and have employees work overtime.
Even after applying these rules, it is difficult to select the right solution from a large
number of ideas. Two ways to help sort ideas are rating and ranking.
1. Rating. Rating is a process where each idea is evaluated separately.
You apply all four questions above to each idea. Then you rate it on a
scale from 1 to 5, 1 being a very good idea and 5 a very poor idea.
One drawback to this method is that you may end up with several
ideas that are rated equal or almost equal.
2. Ranking. Ranking is another process. Look at all ideas, choose the
best and rank it number one. Compare the remaining ideas and select
the number two idea. Continue this process until all ideas have been
ranked. A weakness of this method is that it is difficult to rank more
than 10 ideas at a time.
Probably the best way to select the number one idea is to use both rating and ranking.
First, rate all ideas. Then rank the top 10. This uses the strengths of both methods and
omits their weaknesses.
Step 5. Select the Best Solution. By the time you complete the analysis, you should
be able to decide on the best solution. The best solution may not always be the
top idea, but it will usually be among the top three to five ideas. Keep in mind
three things when choosing a solution:
 The best idea may not be affordable. This means that you should select an
idea that will solve the problem without greatly increasing cost. If the top two
or three ideas are basically equal, select the less costly one.
 There’s always risk involved. No solution will be foolproof. This fact often
keeps people from making a decision. You can try to reduce the risk, but you
can’t eliminate it.
82
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Module 9

Activity 20

COOPERATION
 Don’t worry about being wrong. Mistakes can’t be totally eliminated. Think
about what to do if the solution fails. Planning ahead for errors means they
can be corrected more quickly.
Step 6. Implement the Solution. A good idea can be ruined if you fail to implement it
correctly. Here are some guidelines to help you correctly implement ideas.
 Believe in the ideas. Never implement an idea you don’t think will solve a
problem. Sometimes, if people believe an idea is successful, it is easier to
overcome difficulties that would otherwise jeopardize it.
 Convince others to support the idea. When a group solves the problem,
you already have this step implemented. It is extremely important to get the
supervisor’s support for any idea. A group solution will help convince your
supervisor to support a solution. However, if you develop a solution by
yourself, you need to convince other people to support your idea.
 Don’t let fear hold you back. It is normal to be afraid of failure. Worries
about losing your job or reputation if an idea fails need to be kept in check.
People sometime wait too long before implementing a solution. Inaction may
cause a good idea to fail.
 Follow through. A solution shouldn’t be immediately rejected because it
doesn’t work. It takes time for ideas to work. Continue trying the solution until
you know why it isn’t working before taking a new approach.
Step 7. Evaluate the Solution. Within a reasonable period of time, evaluate the
effectiveness of the situation and decide if it is working. One good way to evaluate a
solution is to repeat the analysis step. For example, go back and do another frequency
table to find out if customers are happier or if production or quality is improved, etc.
83
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Module 9
Activity:

Activity 21

COOPERATION
Chain of Command
Materials Needed: None
Directions:
Think of someone you know who has been in the workforce for
several years. Interview this person to determine the importance
that following the chain of command carries in his or her workplace.
Some organizations place a high value on following the chain of
command; other more informally structured companies might
consider it less important. Be prepared to share your interview with
the rest of the class.
Time Required:
10 Minutes
84
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Module 9
Activity:

Activity 22

COOPERATION
Chain of Command—Communicating With Your Supervisor
Materials Needed: Handouts/Transparency: “Communicating With Your Supervisor”
Directions:
Have a class discussion of the points brought out on the handout.
Ask students how following these steps will help them to be
successful in school as well as on the job.
Time Required:
10 Minutes
85
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Module 9

Activity 22

COOPERATION
Communicating With Your Supervisor
Communication with your supervisor is important to both of you. There are five
important aspects to remember when communicating with your supervisor:
1.
You must be able to follow instructions.
2.
You need to know how to ask questions.
3.
You should report any problems and results of your work.
4.
You need to accurately record and give messages to your supervisor.
5.
You need to discuss your job performance.
Rely On Your Senses When Following Instructions
Following instructions is extremely important at all times, but especially during your
training period. Your supervisor will be watching to see how well you do this. Use your
senses to follow instructions correctly.
 Concentrate. Focus your attention on the supervisor. Don’t be distracted by noise
and movement.
 Listen. Pay attention to the words being spoken. If you hear unfamiliar words or
terms, ask for clarification. Listening also means interpreting body language, voice
inflections, and gestures. If this nonverbal communication is confusing, ask the
supervisor to clarify what you don’t understand.
 Watch. Sometimes a supervisor will demonstrate how a task is performed. If
necessary, ask the supervisor to repeat the process until you understand it
completely. Sometimes a task may be too complex or time-consuming to
demonstrate. In such cases, you will probably receive general instructions. If there
are details you don’t understand, you need to ask for guidance to continue the task.
 Question. After you have listened and watched, ask questions. A good supervisor
will encourage you to ask questions. It is better to ask a question than to make a
mistake and use the excuse that you didn’t understand.
 Write. Write down in a small notebook the important points to remember about the
instructions you get. Don’t write while your supervisor is talking or demonstrating
something. Do it later.
 Practice. With your supervisor’s permission, perform the task. Make sure you have
fully completed the job. This may include putting tools away or cleaning up your work
area. Don’t leave your work only partially completed.
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Module 9
Activity:

Activity 23

COOPERATION
Communicating With Your Supervisor About Job Performance
Materials Needed: Handouts/Transparency: “Communicating With Your Supervisor
About Job Performance”
Directions:
Workers and supervisors need to keep each other informed about
job performance. This handout gives tips for handling this
communication. Students should read the handout and join in on a
class discussion of the points mentioned.
Time Required:
10 Minutes
87
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Module 9

Activity 23

COOPERATION
Communicating With Your Supervisor
About Job Performance
Reporting The Results
Your supervisor needs to be kept informed about your work. Sometimes the supervisor
will be close enough to observe your work at all times, but this is not always the case. It
would then be your responsibility to keep the supervisor informed about your work
status. Advise your supervisor in the following situations.
 When you complete a task. The supervisor needs to know if the job has been
completed. If you don’t report back, the supervisor will have to find you to ask if the
job is complete. A busy supervisor doesn’t have time to track down all employees to
see if they have completed their assigned tasks.
 When you aren’t sure how to proceed. Situations may arise in which you won’t
know how to complete a task. Whenever you don’t know what to do, ask your
supervisor. Remember the answer so you’ll know how to handle a similar situation in
the future.
 When you have a problem. Problems can always develop when you are trying to
complete a task. The less experience you have, the more difficult it will be to solve
the problem. Equipment may not work properly. Customers may have questions you
can’t answer. Someone else may not have done a job right and it keeps you from
finishing your assignment. When you aren’t sure how to solve the problem, contact
your supervisor immediately. This will keep the problem from getting worse.
Some tasks may take you several hours, days, or weeks to finish. Keep your supervisor
informed about on-going assignments. This shows you are assuming responsibility and
your supervisor will come to trust you. It is important for supervisors to know they can
rely on you to complete an assignment and keep them informed.
Communicating About Job Performance
Your supervisor should communicate with you about your job performance. This
communication may be in the form of daily feedback or may occur less frequently. Here
are some simple guidelines to help you communicate effectively with your supervisor
about job performance.
 Don’t respond to feedback with anger. Feedback from your supervisor is
important. Your supervisor should tell you about the things you have done right as
well as the things you have done wrong. No one enjoys criticism, but it is sometimes
88
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Module 9

Activity 23

COOPERATION
necessary. If you get angry because your supervisor gives you negative feedback,
get control of yourself before responding. Your supervisor should realize that there is
no need for yelling and should then explain the situation in a rational manner.
 Know what it is you have done wrong. Your supervisor may be so upset with
something you’ve done that you aren’t sure what the problem is. Apologize if you
made a mistake and ask for an explanation about exactly what you did wrong and
the correct thing to do in the future.
 Thank your supervisor for compliments. You must learn to accept praise as well
as criticism. Acknowledge compliments with a simple “thank you.” You might say
that you want to do the best job possible and appreciate knowing when you are
doing it right.
 Ask for feedback. Some supervisors may or may not be good about giving
feedback. If you aren’t sure what your supervisor expects of you, make sure that
he/she knows that you want to succeed on the job and that you need to know what
they think.
89
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Module 9
Activity:

Activity 24

COOPERATION
Meeting a Supervisor’s Expectations Through Good Character
Traits
Materials Needed: Handouts/Transparency: “Meeting a Supervisor’s Expectations
Through Good Character Traits”
Directions:
Each student should get a copy of the handout. As you discuss
each section, ask students for answers to the questions following.
Answers will vary.
Time Required:
20 Minutes
90
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 24

COOPERATION
Meeting a Supervisor’s Expectations
Through Good Character Traits
It is important for you to do what your supervisor expects, which of course includes
doing your job properly. A job description is significant in understanding your duties.
Good, clear communication with your supervisor is important. Your supervisor expects
you to communicate and should tell you what else is expected of you on the job.
Supervisors may think their expectations are “common sense” and fail to communicate
them to you. But these may not necessarily be common sense things. They may be
things you learn the hard way from work experience. We’ll review some of the “little
things” you need to know to get along with your supervisor. They are important because
“little things” to you often become “big things” to your supervisor, as they are multiplied
by all the workers they supervise.
There are six behaviors you should practice to satisfy your supervisor’s expectations:
1.
2.
3.
4.
5.
6.
Be truthful
Be cooperative
Get your work done
Be adaptive
Take the initiative
Return from your break on time
 Be Truthful. Your supervisor expects you to tell the truth at all times. If you make
mistakes, don’t try to cover them up by lying. Lies will usually be discovered and are
grounds for dismissal. Supervisors need employees they can count on to tell the
truth at all times. Without honesty between the supervisor and workers, it is
impossible for either to do a good job.
1. What are some reasons a worker might lie to his or her supervisor?
2. What problems could be caused for the supervisor by these lies?
91
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Module 9

Activity 24

COOPERATION
 Don’t Extend Your Breaks. A supervisor expects you to work during your
scheduled hours. Normally a full-time worker will be allowed a 15-minute break midmorning and again mid-afternoon, in addition to a 30-minute or one-hour lunch
break. Your supervisor expects you to stay within the limits of your scheduled
breaks. When you don’t return from a break on time, it can cause problems. A
customer may have to wait, another worker may not be able to take their break, and
others may not be able to finish a task until you complete your part of the job. If you
can’t get back from break on time, explain the reason to your supervisor. Make sure
you aren’t extending your breaks unless there is an exceptionally good reason.
1. What are some acceptable reasons for extended breaks?
 Get Your Work Done. You should complete all assigned tasks as quickly as you
can while doing the best job possible. Your supervisor will have difficulty checking
your work all the time but will expect you to continue working productively. If
circumstances prevent you from completing a job, notify your supervisor
immediately. You should balance your work between completing a task as quickly as
possible and producing the highest quality of work you can. An inexperienced worker
may have some difficulty understanding how to achieve this balance. Ask your
supervisor for feedback about how well you are meeting these priorities.
1. What obstacles might make it different or impossible for you to do your job?
 Be Cooperative. Be cooperative when your supervisor asks for your assistance.
When someone can’t work a scheduled time, be willing to change your schedule if
possible. Help with a task that is not normally your responsibility. In special
situations your supervisor will need more help from everybody. Cooperation is a
mutual thing and most supervisors will remember your help the next time you need a
day off for a special reason. Thus, cooperation benefits you and also creates a more
pleasant work atmosphere.
1. What are some reasons for cooperation?
92
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Module 9

Activity 24

COOPERATION
 Be Adaptive. Be willing to adapt to new situations. This means you are willing to
change when necessary. The organization you work for will need to change as the
world around it changes. Employees sometimes resist change because of poor selfesteem, threats to personal security, fear of the unknown, a lack of trust, or inability
to see the larger picture. When you understand the reason for resistance, you can
work to resist it. You must be willing to adjust to change. Supervisors probably don’t
want to make changes any more than you, but it is their responsibility to do so and
they need your cooperation. It may help to think about all the positive things that will
result from the changes.
1. What are some typical reasons for change within an organization?
 Take the Initiative. You need to take the initiative to find ways to help your
supervisor. There is probably always a lot of work to do. After your own work is
completed, look around your work site for other tasks to do. However, it doesn’t help
anyone if your work suffers because you were trying to help with something else.
1. How can you take the initiative to help your supervisor?
93
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Module 9
Activity:

Activity 25

COOPERATION
Resolving Problems With Your Supervisor
Materials Needed: Handouts/Transparency: “Resolving Problems With Your
Supervisor”
Directions:
Students should read the handout to learn the three basic ways
they can use to resolve problems with supervisors. As each section
is discussed, ask for situations of which the students are aware
which demonstrate the procedure.
Time Required:
15 Minutes
94
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 25

COOPERATION
Resolving Problems With Your Supervisor
Each person looks at a particular situation from their own point of view. You will not
always agree with your supervisor. Sometimes the supervisor may make a mistake.
There may be times when you are not doing a good job. A number of situations may
arise in which a conflict will occur. Such disagreements may be resolved by conflict
resolution, through a grievance procedure, or through disciplinary procedures.
Conflict Resolution
Conflicts are a part of life. Don’t avoid conflicts when they arise. Talk with your
supervisor about any disagreements. Below are some simple suggestions to help you
keep conflicts to a minimum.
 Don’t accuse. Everyone makes mistakes. When you make a mistake, you should
do what you can to correct it. It’s not a good idea to accuse your supervisor of
making a mistake.
 State your feelings. Simply state your feelings about a situation. Don’t say “you”
when explaining your perception of the situation. It’ll sound as if you’re accusing.
Say “I feel,” or “I think,” or “I am” to describe your view. Your supervisor will not know
how you feel if you do not communicate.
 Ask for feedback. Ask your supervisor if you understand the situation correctly and
have acted appropriately. It is possible you misunderstood what happened. You may
find that once the situation is clarified, you will feel differently about it.
 State what you want. Know what you want done about a situation before
confronting your supervisor. State your wishes clearly and respectfully.
 Get a commitment. After you state your feelings and what you want done, find what
your supervisor can do about the situation. Maybe no action is necessary. If no
immediate action can be taken, your supervisor should commit to a date and time to
let you know what will be done.
 Compromise when necessary. Not all problems will be resolved the way you want.
You may have failed to consider your supervisor’s needs or the needs of the
organization. How can your needs as well as your supervisor’s be met? The ideal
result of any conflict is that both parties are satisfied.
Most problems with your supervisor can be solved by these simple conflict resolution
techniques. However, some problems can’t be resolved in this manner. When such a
situation occurs, you may be able to file a grievance.
95
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 25

COOPERATION
Grievance Procedures
If your supervisor is not able to resolve a conflict, you may get satisfied going through a
grievance procedure. Some organizations have standard procedures, and you will need
to check this out. Be aware that filing a grievance will almost always create stress
between you and your supervisor.
Organizations with unions will have a procedure that has been negotiated between
management and the union. If you are employed by such an organization, you will
probably have a union representative with you at all steps in the grievance process. The
final decision will then be made by an arbitrator.
Studies show about 62 percent of nonunion companies also have formal grievance
procedures. Many government or government-funded organizations are required by law
to have grievance procedures. Some smaller organizations have no such process. You
need to know your organization’s procedure before filing a grievance. In nonunion
organizations, you will have no assistance filing a grievance, and the organization’s
personnel director or chief executive officer will probably make the final decision.
Complaints of discrimination or sexual harassment often receive special attention. Such
cases may require a different procedure.
You should make every attempt to resolve a conflict with your supervisor before filing a
grievance. Don’t tell your supervisor about the possibility of such action until you have
tried every other means possible to solve the problem.
Disciplinary Action
There may be times when your work performance or behavior is unacceptable. It is your
supervisor’s responsibility to address the problem and advise you on appropriate
performance. If you don’t correct the problem, you could face disciplinary action. Make
sure you understand your employer’s disciplinary process. Such disciplinary procedures
usually apply only to employees past their probationary period. Those still on probation
may be dismissed without warning. Disciplinary procedures, like grievance procedures,
vary from one employer to another. The action taken will depend on the seriousness of
the violation. The four disciplinary steps explained below are common to many
organizations.
1.
Oral warning. Your supervisor warns you that your performance is not
acceptable. This applies only to less serious problems. Serious problems such as
drinking or drug use would probably result in immediate suspension or dismissal.
The oral warning will probably go into your personnel records and later be
removed if no further problems arise.
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Module 9
2.
3.
4.

Activity 25

COOPERATION
Written warning. Repeat performance problems will result in a written warning.
This step takes place after an oral warning is issued. A written warning may
become a permanent part of your personnel record.
Suspension. Suspension means you will not be allowed to work for a short
period of time, sometimes 3 to 5 days. This is unpaid time. The disciplinary action
becomes a permanent part of the personnel record.
Dismissal. The final step of any disciplinary action is dismissal. This means the
organization won’t tolerate your job performance any longer. Dismissal becomes
a permanent part of the personnel record. It also means that any future employer
who contacts your former employer may be told that you were dismissed from
your job.
Most organizations don’t want you to fail. If you are being disciplined, follow your
supervisor’s instructions and you should not encounter further problems. Smaller
businesses may not follow the procedure described above. You may get only an oral
warning before suspension or dismissal.
If you think you are going to be dismissed from a job, you may want to look for another
job. You may also want to consider looking for another job when you can’t resolve a
problem with your supervisor.
97
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Module 9
Activity:

Activity 26
COOPERATION
Attitudes and Professional Interaction
Materials Needed: Transparencies:
Directions:

Attitude Toward Yourself
Attitude Toward Your Job
Attitude Toward Your Co-Workers
Attitude Toward Customers/Clients
Using the transparencies, review how our attitudes affect our ability
to interact with others appropriately.
Time Required:
5 Minutes Each
98
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 26

COOPERATION
Attitude Toward Yourself
 Think well of yourself personally—self-esteem, self-confidence.
 Think well of yourself professionally—confidence.
 Project a professional image at all times.
 Appreciate and understand the importance of the work that you
do.
 Seek professional self-development on your own—don’t wait to
be told!
 Carefully select professional and/or community organizations
for membership.
 Consider the value system of others while examining your own
values.
 Realize your personal worth.
If you don’t think well of yourself, it is difficult for others to respect you.
99
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 26

COOPERATION
Attitude Toward Your Job
 Accept change.
 Maintain honesty and integrity.
 Understand cultural diversity.
 Understand the entire business operation and where your job
fits in.
 Understand the importance of teamwork.
 Avoid office politics.
 Observe office hours and other company regulations.
 Accept constructive criticism concerning your work.
 Accept responsibility.
 Remain loyal.
 Respect privacy of others.
 Learn to work under pressure and while being pulled in many
directions at once.
 Respect time—make every minute count.
 Look for the challenges of your job—enjoying doing a job well.
 Think well of yourself professionally—have confidence.
 Project a professional image at all times.
100
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 9

Activity 26

COOPERATION
Attitude Toward Your Co-Workers
 Respect privacy of others.
 Understand cultural differences.
 Be supportive of each other.
 Promote teamwork.
 Help others to accept change.
 Use positive language, even in conflict situations.
 Strive to settle differences before they become a problem—
don’t carry a grudge.
 Work to achieve common goals.
 Do not overemphasize winning—you may lose more by winning
than by losing a few arguments.
 Be a good negotiator.
 Think before you speak (don’t shoot from the hip).
 Learn to be assertive, not aggressive.
 Refuse to participate in malicious grapevine information.
 Don’t brag constantly (or whine).
 Pay value to co-workers—their feelings do count. Show
appreciation. Genuinely care about your co-workers.
 Listen!
101
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Module 9

Activity 26

COOPERATION
Attitude Toward Customers/Clients
 Understand cultural diversity—including race, religion, sex, and
mental and physical disabilities.
 Be service oriented.
 Always greet people with a smile.
 Always stand to greet people (if possible).
 Practice making proper introductions and greetings.
 Observe nonverbal communication of others—and be careful
with your own.
 Use positive language—especially in negative situations.
 Do not react to irate customer/client—learn to diffuse the
anger.
 Practice courteous and efficient telephone techniques.
 Make a good first impression.
 Always endeavor to be helpful.
 Be sympathetic with customer who has a problem with the
company—but do not admit any guilt prematurely. Don’t take
the blame too quickly!
Put yourself in the customer’s place.
102
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Understand “no customer—no job.”
103
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
Module 9
Activity:
Activity 27

COOPERATION
Leadership Inventory
Materials Needed: One copy for each participant of the Leadership Inventory, a pencil
for each participant, masking tape, flip chart or market board and
markers.
Directions:
1.
Briefly discuss with the group the fact that leadership can
come in many forms and that each member plays a unique
role in the group. Have them list some of the roles they play
in their work groups and post them on the flip chart or
marker board.
2.
Give each participant one copy of the Leadership Inventory
and a pencil. Discuss the leadership characteristics listed on
the worksheet so that everyone has the same definition of
each.
3.
Ask each participant to write his or her name on the
worksheet and have someone use masking tape to put it on
his or her back. (Note: Ideally, group members should wear
informal clothing that would not be damaged from tape.)
4.
After everyone has a copy of the Leadership Inventory on his
or her back, have the participants mill around the room and
place check marks next to leadership characteristics they
believe that other people possess. Tell participants to check
at least one item on every person’s worksheet, but to be
sure to check as many as apply to that person, even if
someone else has already checked it. (Note: The number of
checks will give participants an idea of their strengths.)
5.
After everyone has checked qualities for everyone else,
have participants remove their own sheets, be seated, and
see what other group members perceive their leadership
qualities to be.
6.
Lead a discussion of the experience, using the following
questions as guides:
 What surprises you most about how others perceive you?
104
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 Have you heard any of these perceptions before?
Module 9

Activity 27

COOPERATION
 Do you feel that any of the perceptions are untrue? Could
any be based on stereotypes or misconceptions?
 If you filled out the Leadership Inventory for yourself,
would it be similar or different from the composite group
assessment? If different, in what way?
 Do you feel that the assessment of your strengths and
weaknesses is correct? Why or why not?
 How are you similar or dissimilar from other group
members? How does this benefit or hurt the group?
 In what ways can you use your strengths to help the
group attain its goals?
Time Required:
20-30 Minutes
—Source: 101 Great Games and Activities, Arthur VanGundy, Jossey-Bass/Pfeiffer, 1998.
105
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Module 9

Activity 27

COOPERATION
Leadership Inventory
Your Name:
Instructions: Attach this Leadership Inventory to your back. Other group members will
place a check next to any quality they perceive that you possess. Some
qualities will have check marks; others will not. Remember that successful
groups include a variety of unique individuals who play different roles. This
inventory will help you better understand your role in this group.
Creativity
Persistence
Ambition
Confidence
Strong Values
Calmness
Cleverness
Intelligence
Motivation
Intuition
Trustworthiness
Adaptability
Imagination
Likability
Empathy
Dedication
Sense of Humor
Tolerance
Open-Mindedness
Loyalty
—Source: 101 Great Games & Activities, Arthur VanGundy, Jossey-Bass/Pfeiffer, 1998.
106
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Module 9
Activity:

Activity 28

COOPERATION
Throw Away Your Troubles
Materials Needed: Paper, pencils, empty boxes or containers
Directions:
Announce that participants will now have a chance to “throw away”
their problems. Have each person think of a question, problem, or
concern about the topic being addressed. (If a participant cannot
think of a relevant item, any problem is okay). After participants
write out their anonymous particular problems, ask them to crumple
up the papers and throw them in a container (a box or receptacle
that will be placed in the center of the room). For larger groups,
have several containers around the room. Be sure not to use
regular wastebaskets unless they are empty!
After all papers are in the receptacles, ask any person to pick out a
crumpled paper and toss it to anyone in the room. Whoever
catches it opens the paper and reads the problem aloud. A threeperson team is formed (the receiver and one person on each side).
The team is given a “30-second timeout” to discuss possible
solutions or answers. During this time, the rest of the group is
asked to jot down two or three answers or responses.
The team gives its responses, followed by others in the group who
can assist. Repeat the process as time permits.
Time Required:
5-10 Minutes
—Source: The Big Book of Presentation Games, Edward Scannell and John Newstrom, McGraw-Hill, 1998.
106
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
Module 9
Activity:
Activity 29

COOPERATION
Knot Now
Materials Needed: None
Directions:
1.
Request that participants form teams of eight to ten
members reach. Explain that each team’s challenge will be
to create a tangled knot of hands and then to untangle the
knot.
2.
Separate each team in a different location or section of the
training area and have the members of each group form a
circle.
3.
After each team forms a circle, each team player should
reach across with his or her right hand and hold someone
else’s right hand. Next, each member reaches across with
the left hand and find someone else to hold his or her left
hand. A tangled knot is formed.
4.
Once each team forms a tangled knot, the facilitator should
create one break in the knot of each group; the two people at
the break will let go of their hands at the break, but will
continue holding with their other hands. Then the two “loose
ends,” now the team leaders, will attempt to form the circled
maze of hands into a straight line. Everyone in the team
other than the two leaders must remain intact.
Variations:
 Team members form a circle, place their hands in the center,
and take hold of the hands of two people other than those
immediately next to them. The group then works together in an
attempt to untie the knot without releasing handholds.
 Two players stay separate from the group, with their backs
turned. The rest of the participants hold hands in a circle and
twist themselves over and under and through one another
without dropping hands. The two extra players then try to
untangle the group.
107
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Module 9

Activity 29

COOPERATION
Follow-Up Discussion:
 How did the players who were designated as leaders to
untangle the group feel about the game?
 What process was used to untangle the group?
 Was this process effective?
 How well were directions communicated within the team?
Time Required:
10-20 Minutes
—Source: Working Together, Lorraine L. Ukens, Jossey-Bass/Pfeiffer, 1997.
108
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109
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.

Module 9
Activity:
Activity 30

COOPERATION
Comic Cut-Ups
Materials Needed: Comic strips (five separate strips containing four cartoon panels
each); card stock; colored construction paper; five envelopes for
each participating team; one comic strip answer sheet for each
team; a clock or timer.
Directions:
1.
Obtain five separate comic strips containing four cartoon
panels each. The comics should come from the same
feature (e.g., “Peanuts” or “Garfield”) but comprise five
different versions. Paste the comic strip panels onto a sheet
of paper and duplicate one copy on colored stock for each
participating team; these will be used as answer sheets.
Next, duplicate the comic strip sheet on card stock, one copy
per team. Prepare the puzzle pieces by cutting each card
stock sheet into twenty separate pieces (i.e., the five comic
strips should have a total of twenty comic strip pieces).
Keeping each set of twenty pieces together, mix up the
pieces and randomly place four strip pieces in each of five
envelopes, numbered 1 through 5; each team needs one
complete set of envelopes and cards.
2.
Instruct participants to form teams of five members each.
Distribute a set of five envelopes to each group, giving one
envelope to each person.
3.
Explain that the purpose of the game is to form five different
comic strips, containing four panels each, in proper
sequence. During the activity participants are NOT allowed
to talk; they must maintain complete silence. Players may
give their puzzle piece to another player by handling it to the
person they wish to receive it. A player may not point to a
piece to indicate that he or she wants it, nor can a player put
a piece into another person’s puzzle. The object is for each
team member to complete a four-panel comic strip,
positioned in the appropriate sequence, in front of him or
her. Teams will have fifteen minutes to complete the activity.
110
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
Module 9
4.
Activity 30

COOPERATION
Signal for the activity to begin, and note various group
interactions. Indicate when the fifteen-minute time period is
up, then distribute one copy of the comic strip answer sheet
to each team to review its answers. Lead a group discussion
about the game.
 How well did your team accomplish the task?
 How well did you as an individual feel about participating in this
game?
 What were your reactions to not being able to talk?
 Did everyone follow the rules? Why?
 Did you feel a sense of cooperation and trust within your group?
Why or why not?
Time Required:
20-30 Minutes
—Source: Working Together, Lorraine L. Ukens, Jossey-Bass/Pfeiffer, 1997.
111
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
Module 9
Activity:
Activity 31

COOPERATION
Breaking Away
Materials Needed: Breaking Away paper slips (one for each participant); one balloon
for each participant; a large box to hold all the inflated balloons; felttip markers in a wide variety of colors; pencil and piece of paper for
each participant.
Directions:
1.
Duplicate the Breaking Away Worksheet (one worksheet
provides paper slips for up to thirty participants; use only as
many horizontal rows of slips as you need for the total
group). Mark each horizontal set of three word clues with
one color by drawing a large dot in the top right-hand corner
of each (you must use a different color marker for each
horizontal set of three slips). Cut the sheets into individual
strips following the dashed lines. Prepare one balloon for
each participant by placing one rolled paper slip into each
balloon before inflating it, and then tying off the end. Place
the inflated balloons in a large box or a similar container.
2.
Distribute one prepared balloon to each participant. Explain
that at your signal the participants will break their balloons to
reveal a slip of paper containing a word clue. Players are to
locate other players who have a similar color dot marking
the slip of paper and to create teams. Team members are to
use the words on the slips and rearrange all the letters to
spell one long word. All letters must be used and none may
be left over. Team members should raise their hands when
they have solved the problem.
3.
Signal the start of the activity. The facilitator should note the
order in which teams finish and announce the winner after all
teams have completed the task.
4.
Solution is as follows:
ACE + PONY + DICE = ENCYCLOPEDIA
112
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
Module 9
5.
Activity 31

COOPERATION
Lead a discussion on the following:
 How organized was the overall procedure? Why?
 What was the importance of each player to the team’s efforts?
 What approach did the team take to solve the problem?
 How effective was the strategy?
Time Required:
10 Minutes
—Source: Working Together, Lorraine L. Ukens, Jossey-Bass/Pfeiffer, 1997.
113
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Module 9

Activity 31

COOPERATION
Breaking Away Worksheet
LACE
PONY
DICE
LACE
PONY
DICE
LACE
PONY
DICE
LACE
PONY
DICE
LACE
PONY
DICE
LACE
PONY
DICE
LACE
PONY
DICE
LACE
PONY
DICE
LACE
PONY
DICE
LACE
PONY
DICE
—Source: Working Together, Lorraine L. Ukens, Jossey-Bass/Pfeiffer, 1997.
114
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Module 9
Activity:

Activity 32

COOPERATION
Leadership Video
Materials Needed: Video—Put More Leadership Into Your Style, TV & VCR
Directions:
Review how our attitudes affect our ability to interact with others
appropriately.
Location of Video: Administrative Office, Deborah Wood
Time Required:
30 Minutes
115
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Module 9
Activity:

Activity 33

COOPERATION
Resolving Conflict Videos
Materials Needed:
Videos, TV & VCR-- The Art of Resolving Conflicts in the Workplace
and Solving Conflict—38 minutes.
The Art of Resolving Conflicts in the Workplace—27 minutes
Directions:
These videos may be watched independently of each other. They
deal with the following topics.
The Art of Resolving Conflicts in the Workplace deals with the six
essential techniques of conflict management: I vs. You language,
anticipation, meta-talk; self-interest, limit-setting; using consequences.
Solving Conflict deals with achieving win-win results; developing
confidence to deal with conflicts; intervening in conflicts to make
things better, not worse; taking responsibility for resolving conflicts;
applying group rules and allowing for ventilation of emotions; asking
questions and listening objectively to explore all sides of the
conflict; offering feedback to ensure understanding of the real
problem; setting goals and creating an action plan to resolve the
problem.
Time Required:
27-38 minutes
116
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Module 9
Activity:

Activity 34

COOPERATION
Learning to Deal With Difficult People Videos
Materials Needed: Videos—How to Deal With Difficult People, Vols. 1, 2, and 3, TV &
VCR
Directions:
These videos deal with the following topics. Role plays will help
students remember and apply the lessons.
Location of Videos: Administrative Office, Deborah Wood
Vol. 1—Understanding the difficult people in your life; knowing
specifically what to do and say; getting along with problem people
in general; and bringing out the best in others.
Vol. 2—Learning to get along with Yes People, No People, Know-ItAlls, Complainers, Nothing People, and Snipers.
Vol. 3—Learning to get along with Gossips, Saboteurs, and Liars.
Time Required:
Volume 1—1 hour 14 min.
Volume 2—1 hour 54 min.
Volume 3—1 hour 29 min.
117
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Module 9
Activity:

Activity 35

COOPERATION
Solving Problems Together Video
Materials Needed: Video: Solving Problems Together, TV & VCR
Directions:
This video highlights strategies for solving problems. It can be used
alone or in conjunction with the activities accompanying the video.
Location of Video: Administrative Office, Deborah Wood.
Time Required:
Video—20 min.
Activities—60 min.
118
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Suggested Activities For
Module 9
COOPERATION
Activity
Title
Time
Page No.
1
Developing Leadership Skills
10
13
2
Case Study in Leadership Qualities
10
15
3
Case Study in Gaining a Leadership Position
5
17
4
Evaluating Supervisors' Leadership Skills
5
19
5
Determining Your Conflict Resolution Profile
15
20
6
Discussing Conflict Resolution/Conflict
Management
10
24
7
Conflict Resolution Techniques
10
27
8
Conflict Resolvement Activity
15
29
9
Practice Problem-Solving and Thinking Skills
10
31
10
Problem-Solving—Almost Infinite Circle
20
35
11
How to Handle Criticism
10
37
12
Reviewing Tips on Handling Criticism
5
40
13
Accepting Criticism
5
43
30
45
30
51
14
15
Determining Personality Profiles in Order to Get
Along With Others
Using Skits to gain Understanding of
Communication Styles
16
Reviewing Tips on Getting Along With Others
5
53
17
Practicing Getting Along With Others Through
Case Studies
5
58
18
Getting Along—Omitting Offensive Language
15
75
119
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19
Human Relations on the Job Quiz
10
78
20
Problem-Solving Process
10
80
21
Chain of Command
10
85
10
86
10
88
20
91
22
23
24
Chain of Command—Communicating With Your
Supervisor
Communicating With Your Supervisor About Job
Performance
Meeting a Supervisor’s Expectations Through
Good Character Traits
25
Resolving Problems With Your Supervisor
15
95
26
Attitudes and Professional Interaction
20
99
27
Leadership Inventory
20-30
103
28
Throw Away Your Troubles
5-10
106
29
Knot Now
10-20
107
30
Comic Cut-Ups
20-30
109
31
Breaking Away
10
111
32
Leadership Video
30
104
33
Resolving Conflict Videos
Varies
105
34
Learning to Deal With Difficult People Videos
Varies
106
35
Solving Problems Together Video
20
107
120
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document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.