Severn Trent Services
Working Together
Leader’s Guide
February 2010
www.hresults.com
LEADERS GUIDE: Working Together
Working Together: Professionalism |Respect | Civil Behavior
“The Importance of Playing Well With Others”
PROGRAM OVERVIEW:
Most of us spend more than 2000 hours a year at their workplace. We often spend much of this time working
with, at least some percentage of their co-workers, who have some traits and habits that we find annoying or
counter-productive. Although some of these issues are the result of poor “chemistry” between colleagues,
most of these situations are within our ability to control.
“Working Together” is designed to provide managers and staff with practical and proven “tools” intended to
facilitate the understanding and interactions between co-workers.
Through an interactive mix of facilitated discussions, vignettes, quizzes and games, participants will jointly
develop a set of “working principles” for their location. These are intended to become living documents that
can be reviewed and revised as situations warrant.
The overarching objectives of this program are to:
•
Provide a better understanding of differences in styles and viewpoints encountered in the workplace
•
Increase self-awareness of how behaviors impact others and the work itself
•
Enhance participant’s skills and toolkit for effectively dealing with workplace annoyances
•
Develop principles to guide behaviors
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LEADERS GUIDE: Working Together
Materials Needed:
PREPARATION:
- “Working Together” program and Leader’s Guide
- sign in sheet
- flip chart easel and pad
- markers
- pencils and paper
- handouts (“workplace etiquette” quiz; “Dear Sandy” activity
- “Easy” buttons (or similar buttons) for cubicle game
- double-sided “post-it” notes (for end of session poster activity)
- evaluation form
Audio Visual Requirements:
- laptop computer
- projector w/remote control
- extension cords (if needed)
- spare bulb for projector
- speakers (for videos)
Training Room Setup:
- classroom style seating arrangement with tables of at least 3 people
USING THIS LEADERS GUIDE:
This guide is organized to match each page to the individual Powerpoint
slide displayed at top of page
Slide “builds” are noted with an icon
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LEADERS GUIDE: Working Together
LEADER'S GUIDE ICONS:
ASK:
Question or request for input from participants
FLIP CHART:
Record participant answers or comments on flip chart for review
SAY:
Suggested comments or notes related to slide (these should be paraphrased in leader’s own words)
EXERCISE / ACTIVITY:
Full or small group tasks. Instructions are provided
QUIZ:
Short test of knowledge to be completed by participants
SLIDE BUILD:
Indicates that text on slide will “build” with each click. Allows for discussion of individual points
VIDEO:
Short film imbedded into slide. Double click on image in slide show mode to begin play
CASE STUDY:
Situation(s) presented to participants for discussion
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PROGRAM TIMING GUIDE:
Topic
Estimated Time (minutes)
Associated Slide(s)
Introduction
16
1-5
Work Place Annoyances
25
6-12
Civility / Respect / Etiquette
13
13-16
Terry Tate Video
7
17
Work Place Annoyance (Activity)
10
18 -19
Work Place Etiquette Quiz
10
20
Break
10
Cubicle Dwellers – Game of Choices
17
21-33
Gossip
10
34-37
Dear Sandy
15
38
Work Place Civility / Self Awareness
12
39-41
Impacts on Behavior
17
42-47
New Ground Rules
7
48
Total
169
This program is designed to provide flexibility to the facilitator. Running time can vary from 2 to 3 hours depending on
the content areas presented. By reviewing the above chart you can delete exercises or specific subject matter without
impacting the overall integrity of the program.
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LEADERS GUIDE: Working Together
Working Together
working together
Slide 1 – working together
Activity
Instructor Actions / Notes
Time
3 mins
Introduce yourself (background & experience, time with organization, etc.)
Welcome Participants –
Have them introduce themselves (have each participant state their name,
position, how long they have been with the organization)
Thank participants for attending today’s session
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LEADERS GUIDE: Working Together
professionalism | respect|civil behavior
“the importance of playing well with others”
Slide 2 – professionalism – respect – civil behavior
Activity
Instructor Actions / Notes
Time
3 mins
Today we will be discussing professionalism, respect and civil behavior.
This program was developed as a result of staff requests for additional
development and training opportunities.
One of the most requested topics was “respect in the workplace”.
This training was piloted at the Colmar location and is now being rolled out to
other locations.
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some goals for today
working together
• gain a better understanding of differences
in style
and viewpoints we encounter in the workplace every
day
• increase “self
awareness”
– look at our own actions and identify any that might hit a
nerve in others
• discuss a few principles to guide behavior at work
• get your feedback on how this type of discussion can be
helpful at Severn Trent Services
Slide 3 – some goals for today
Activity
Instructor Actions / Notes
Time
Review each program goal with the participants
2 mins
Gain a better understanding of differences in style and viewpoints you encounter
at work
Increase “self-awareness”
Learn some principles that guide behavior
Get YOUR feedback
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“plays well with others”
working together
Slide 4 – play well with others
Activity
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Time
3 mins
What do you think the significance of this slide is? What do you think the game
represents?
Possible responses:
Kids playing a game
A thinking game
A game of strategy
Competition
“Plays well with others” is a general theme that we will be referring to throughout this
training.
The intent is not to refer to any of us as children, but rather be able to use this as an
analogy. Just as when children are playing, it’s important that everyone can get along
with each other when working together.
As with any other situation in life:
You don’t need to “like” the people you work with,
You don’t have to go to lunch with the people you work with
You don’t need to socialize
But. . . you do need to work together to accomplish common goals
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let’s talk some ground rules
working together
Slide 5 – let’s talk some ground rules
Activity
Instructor Actions / Notes
Time
At work we need to have some guidelines to ensure we all are accountable for certain
standards of behaviors / courtesy
5 mins
These ground rules will be used during this session and we will revisit these at the end of
the program
To get things started, I would like to include these ground rules:
Confidentiality—“what happens in Vegas, stays in Vegas”
Don’t be specific of any person when bringing up examples
“Each of us is entitled to how we feel.”
[Note: these 3 ground rules need to be on the list as they are referenced later in the
session]
Capture participant input on rules
Some examples you may want to include on the list:
It is important for others to present their own point of view
Be respectful in both body language and comments
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big stuff / small stuff
working together
everyone experiences frustrations with their
job at some point
– it can be with the work itself, environmental or
economic issues or any number of other broad
concerns
– more often, however, we get annoyed with
some of the behaviors and habits displayed
by our co-workers
Slide 6—big stuff / small stuff
Activity
Instructor Actions / Notes
Time
3 builds
Review first point from slide:
“Everyone experiences frustrations with their job at some point”
3 mins
Frustrations can be caused by big things (use examples):
Don’t like the project you are working on
Long commute
Don’t feel compensated appropriately
More often than not though, they are little things.
Read 3rd bullet from slide:
o “More often we get annoyed with some of the behaviors and habits
of our co-workers”
We’re now going to show you a short video to demonstrate what we mean by this.
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annoyances can take many forms
working together
Slide 7—annoyances can take many forms
Activity
Instructor Actions / Notes
Time
Play “whistler” video by double-clicking on picture while in “slide show” mode
5 mins
Point out that this may be an extreme example of a workplace annoyance, and obviously,
we would not want any of you to tell a co-worker to die, but have you ever been in a
situation where you felt this way?
[Lead discussion]
Make sure examples don’t use real names and situations are not easily identified with
others in the room
And annoyances can take many forms. . .
Click anywhere outside of picture to move on to the next slide
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some are obvious
working together
overt | in your face
– bullying
– rudeness
– insensitivity
Slide 8—some are obvious
Activity
Instructor Actions / Notes
Time
The example in the video we just showed you is an overt action – rude, insensitive – you
don’t have to think about it.
5 mins
The person that was whistling did not care that the individual sitting next to him was
annoyed by his behavior and actually made a pretty obvious comment that it was
bothersome to him. The person whistling really demonstrated a lack of respect towards
his co-workers.
Here are some examples of other overt behaviors:
Someone yelling in the office
Someone talking while you are on the phone
Speaking over you – interrupting while you are talking
Jumping in line in front of you (e.g. you are waiting to talk to your boss and
someone jumps in front of you)
These are very obvious for people to see.
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some not so much
working together
covert | subtle
–
–
–
–
passive aggressive
shunning
ignoring
playing both sides
Slide 9—some not so much
Activity
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Time
3 mins
Other behaviors are not as obvious.
Review points on slide.
Here are some examples of covert (or more subtle) types of actions:
Not letting you talk in a meeting
Pretending not to hear you
Rolling of the eyes
More often than not – these are the types of behaviors that really affect us.
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so. . . this is why we’re here
working together
we spend a lot of time together. . .and;
– interact constantly
– encounter many different types of people – all
with unique personalities and habits
– bring different approaches to problem
solving and conflict resolution
– carry our outside experiences to work with
us
Slide 10—so. . .this is why we’re here
Activity
Instructor Actions / Notes
Time
(four builds)
3 mins
Read points on the slide.
“we spend a lot of time together. . .and”:
Interact constantly
Encounter unique personalities and habits
Bring different approaches
Carry our outside experiences to work
[NOTE: It should be obvious as to why we are here but this is the opportunity to
reiterate]
EMPHASIZE:
No one should take participation in this program personally because we have all exhibited
behavior that can be perceived as improper or annoying behavior in the workplace.
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and. . . it has a real impact
working together
in response to others “insensitive” behaviors at work:
– 48% of employees decreased their work effort
– 47% decreased their time at work
– 38% decreased their work quality
– 66% said their performance declined
– 80% lost work time worrying about the incident
– 63% lost time avoiding the offender
– 78% said their commitment to the organization declined
in addition:
– most human resource staff spend about 15 to 20 percent of
their time dealing with people's pet peeves
Slide 11—and. . .it has a real impact
Activity
Instructor Actions / Notes
Time
3 mins
READ slide header: “and. . .it has a real impact”
Although workplace annoyances can tend to be a subject matter for comedies (such as
the TV show, the Office or the comic strip, Dilbert), it is a real issue that we all deal with.
This is not only a matter of courtesy and respect.
There have been numerous studies on this topic, and they have shown that workplace
annoyances have a real effect on employees.
Highlight some of the points you find most interesting on the slide
[NOTE: Be prepared to reference names of some studies: Workplace Management,
MSNBC, Washington Post]
Clearly what we do and how we act ultimately impacts the bottom line.
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unlike other training you may have had. . .
working together
we’re not going to focus on:
–
–
–
–
legislation
policies
harassment (in the legal sense)
diversity (in the sense it’s generally discussed)
Slide 12—unlike other training you may have had on similar topics
Activity
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It is important to keep in mind; however, that when you don’t behave as you should in
the workplace, there is a chance that you may be violating a policy.
3 mins
Additionally, it can lead others to perceive your actions or behavior as a form of
harassment or discrimination.
Some of you may have already participated in a session regarding legislative guidelines.
This program takes a different spin / twist on the subject.
Our goal today is focus on behaviors and not legal issues. It’s a given that our policies and
legislation are always important.
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LEADERS GUIDE: Working Together
civility | respect | etiquette
working together
civility
– courtesy; politeness; a polite action or
expression
respect
– to show regard or consideration for others
etiquette
– conventional requirements for social
behavior
Slide 13 – civility – respect - etiquette
Activity
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Time
3 mins
As we’ve been discussing, this training focuses on “Civility, Respect, and
Etiquette”.
(three builds)
These words have a variety of definitions, but let’s review what they mean
as they relate to this training.
There is only a subtle difference between these definitions but the
distinctions are important to keep in mind during the session.
Review each definition from the slide
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a few more definitions. . .
working together
an annoyance:
– a cause of irritation or vexation; a nuisance
a pet peeve:
– a minor annoyance that an individual identifies
as more particularly annoying to them, to a
greater degree than others may find it
• these behaviors may involve disrespect, manners,
personal hygiene, relationships, and family issues
Slide 14 – a few more definitions
Activity
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Time
Let’s go over a couple of other definitions to make sure we’re all on the same page.
3 mins
Review the points on the slide
Ask participates to close their eyes until the next slide (15) is on the screen
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and. . . it doesn’t matter if it’s real
we’re still not
working together
happy!
intention and outcome are often very different
– regardless of the intent of the action, each person’s
perception of the behavior becomes reality
Slide 15 – and it does not matter if it is real
Activity
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Time
Once picture is on the screen, instruct participants to open their eyes
5 mins
Ask participants to look at the picture on the far right and ask “what do you see?”
Tell participants to give you their first impression and not take a lot of time to ponder
over the picture
CLICK THROUGH THE BUILDS ON THE SLIDE (3)
Our perception of others begins externally, with the other person’s behavior – or possibly
even the way we feel as a result of their behavior.
We may make assumptions about their intentions or even about their
motivation
Have you ever had the experience of assuming the reason behind another person’s
behavior only to hear them explain a completely different and unexpected reason?
Any you would like to share with the group?
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workplace pet peeves
working together
• may seem silly to complain to anyone about
• over time, can influence and overwhelm our day and
grate on us
• can actually make us feel that we are not
important to our co-workers and managers
Slide 16 – work place pet peeves
Activity
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Time
2 mins
We all have real things to worry about at work (give examples):
job stability
compensation
making sure there are no mistakes on that big project
getting things done on time
But it’s the little things that can really get us stressed out and irritated and shift our focus
from what’s really important.
We are in the roles we are today because of our skills and abilities – it is the “other stuff”
that seems to get in the way at work.
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don’t be one of these people!
working together
“Terry Tate: office linebacker
Slide 17 – don’t be one of these people
Activity
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Time
We have a video to share with you. This one deals with “pet peeves”. Again, this is over
exaggerated but you should be able to get the point
7 mins
Do any of you recall a commercial that Reebok did during the 2003 Superbowl titled
“Terry Tate, Office Linebacker”?
The commercial spotlights people in the office who don’t follow established protocols.
Terry Tate’s efforts help increase productivity.
Let’s watch one of the commercial(s).
Double click on picture to bring up video
Do these things happen to you at work? What’s your reaction to the video?
This commercial was downloaded more than seven million times from Reebok's website.
The commercial was very successful in attracting viewers because so many of us can
relate to the situations that are featured.
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workplace etiquette
working together
what annoys you in the workplace?
Slide 18—workplace etiquette
Activity
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So let's turn things now to you. I am going to ask each of you to take a moment now and
write down an example(s) of something you find annoying in the workplace—either now
or in your past experiences.
7 mins
You will see that our slide shows a picture of a cell phone and a picture of a dollar sign
crossed out. This is to highlight what are appropriate examples for this exercise.
An appropriate example of a workplace annoyance may include such things as
cell phone rings, people interrupting you while you are talking, usage of
speakerphone, etc.
Inappropriate examples would include anything related to salary, time off,
benefits, etc. or serious issues like harassment or discrimination.
After everyone has had a chance to think of something, I am going to ask for volunteers
to share examples with the group. Remember, one of our ground rules is that each of us
is entitled to how we feel, so we should not get upset by any examples that another
person brings up.
When giving examples try not to be so specific that it reveals who it is; also, don’t
make an assumption that you know who the example is referring to.
(Guide for Slide 18 continued on next page)
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workplace etiquette
working together
what annoys you in the workplace?
Slide 18—workplace etiquette (continued)
Have everyone write down their example(s).
[Note: make sure everyone has pencil and paper]
Who is willing to share an example of a workplace pet peeve—either from your current
work setting or from a prior position?
LEAD DISCUSSION
USE Flipchart to capture items.
NOTE: If no one gives an example you may want to give an example that is personal – an
example from your own experiences. (You may want to start the discussion with this)
Examples to bring up if needed—not replacing the paper at the copy machine, leaving
copy machine jammed; not picking documents up at the printer
CAUTION: This is an important slide and can either be successful or unsuccessful. As the
facilitator you should be prepared to lead the discussion in the right direction. If you feel
that a situation is inappropriate for the session or may personalize this too much you may
need to hold off on an example and re-direct the conversation. Don’t overdo the slide –
spend appropriate time. This is the most dangerous slide in the program – be prepared.
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some common workplace annoyances
working together
• personal phone calls
• roaming around the office and interrupting others
• leaving work and common areas dirty or messy
• poor kitchen habits
• gossip
• loud talking
• ringing (or singing) cell phones
• using speakerphones when others outside the room
can hear
• checking e-mail on PDAs or phones during meetings
Slide 19—some common workplace annoyances
Activity
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Time
3 mins
Now that we have your list, let’s review some of the most common workplace
annoyances based on a variety of survey data.
Review points from slide as you feel appropriate
Make sure the participants’ flipchart list is near the presentation
Review and comment on similarities and differences of survey data compared to the
group’s results.
[Note: if this is not the first session of the day or at a specific location, you may want to
compare the lists generated at other sessions]
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quiz: workplace etiquette
working together
so . . . how would you handle this?
Slide 20—quiz: workplace etiquette
Activity
Instructor Actions / Notes
Time
When it comes to workplace courtesy, it’s often difficult to know what to do.
What’s proper and what isn’t can be a matter of personal judgment. We’re going to have
each of you complete a quiz that tests your courtesy quotient on the job.
Hand out quiz
Some of these questions may depend more on good judgment than on a widely accepted
rule. When there seems to be more than one right answer, choose the one with which
you would feel most comfortable.
3 mins.
Participants should take about 5 minutes to complete the questions.
7 minutes
Review quiz questions and answers.
Discuss correct answers and solicit reactions.
Ask participants why they answered the way they did.
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PARTICIPANT BREAK
10 MINUTES
Facilitator should use the break time to set up room for
“Game of Choices”
•
Set up table at front of room
•
Place buzzer on each side of table (one for each team)
•
Have clean flip chart page available to keep score
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for cubicle dwellers:
working together
some very special challenges
Slide 21 – for cubicle dwellers
Activity
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Time
What is your reaction to the term “cubicle dwellers?”
Solicit feedback; lead discussion.
2 mins
What do you think we mean when we talk about “Cubicle Etiquette”?
Some possible answers:
Set of unwritten rules that exist in the workplace.
Guidelines should be adhered to by both workers in the cubicle and people in
adjoining work spaces.
Main factor in cubicle etiquette is privacy.
A cubicle is a unique environment – since many of us work in cubicles or other open
spaces it presents challenges that may not exist in other work areas
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a game of choices: cubicle edition
working together
Slide 22 – a game of choices – cubicle edition
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Time
15 mins
(total)
Next we are going to play a “game of choices – the cubicle edition”
This game is a combination of “Family Feud” and “Who Wants To Be a Millionaire”, but
without the life lines.
“Pretend that I am Richard Dawson and I’m wearing my light blue leisure suit.”
Divide participants into two groups
– assign each person to a group by counting off (1, 2, 1, 2)
Ask all of the 1’s to stand on one side of the room and all of the 2’s on the other side
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rules of the game
working together
• select order that teammates will answer
• all or nothing
– get it right: get the points
– get it wrong: no points
• other team gets a try after a wrong answer
• team with the most points wins
Slide 23 – rules of the game
Activity
Instructor Actions / Notes
Time
Rules of the game:
Goal for your team is to obtain as many points as possible.
A coin toss will determine which team will go first
Each team will elect the order in which your teammates will answer
the question.
Players will come to the table and face each other with the buzzer in
front of them. Place one hand behind your back. I will read the
question. The first player to hit their buzzer will have the opportunity
to answer the question.
If you answer the question correctly, you get 1 point, zero points for a
wrong answer.
If your team answers incorrectly the other team will have the ability
to answer the question.
There is a tie-breaker question at the end that is valued at 10 points.
As a warning, you may not agree with the answer, but they are based on a
number of research studies. Debate among participants is encouraged.
Best of luck to you. Let’s get started
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rules of the game
working together
• select order that teammates will answer
• all or nothing
– get it right: get the points
– get it wrong: no points
• other team gets a try after a wrong answer
• team with the most points wins
Slide 23 – rules of the game (continued)
Notes:
You may want to lead the discussion after some of the slides, particularly if the
participants do not agree with an answer.
Use flip chart to record each winning answer as the game goes on. Announce the score
after each question.
This game gives the participants an opportunity to have a lot of fun. As the game is
progressing, try to elicit their competitive spirit in a fun way.
SLIDE BUILDS AND TRANSITIONS:
Be careful paging through each of the game slides:
There are 4 builds on this slide
Click through slowly.
Each item on the slide is a build and the answer will appear if you click too
fast.
It is suggested that you practice your timing in advance for this exercise
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question one
working together
true or false:
you should always use your “library voice”
when talking in cubicles
TRUE
Slide 24 – question one
Activity
Instructor Actions / Notes
Time
True or False:
“You should always use your library voice when talking in cubicles”
Answer: True
The first person to answer the question correctly gets one point for their team
Click to show answer
Record point on flipchart for winning team
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question two
working together
true or false:
you should never use a speakerphone when
working in a cubicle
TRUE
Slide 25 – question two
Activity
Instructor Actions / Notes
Time
True or False:
“You should never use a speakerphone when working in a cubicle”
Answer: True
The first person to answer the question correctly gets one point for their team
Click to show answer
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question three
working together
Why should you keep your personal cell phone turned
off if you work in a cubicle?
A. if you don’t answer it right away, the ringing will bother
your co-workers
B. others may listen in to things you’d rather they not hear
C. it’s rude to carry on a personal conversation in a
workspace
D. all of the above
Slide 26 – question three
Activity
Instructor Actions / Notes
Time
Multiple Choice:
“Why should you keep your personal cell phone turned off if you work in a cubicle?”
Click to build choices - one at a time
BE VERY CAREFUL NOT TO CLICK PAST LETTER “D” UNTIL GROUP GIVES THEIR ANSWER
The first person to answer the question correctly gets one point for their team
Click to show answer
Answer: D
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question four
working together
cubicles don’t have doors, so how should you handle it when
you want to enter a co-workers space and you aren’t
sure if they are busy or not?
A. knock on the outside of the cubicle, but only if they don’t
look busy
B. holler over the cubicle and ask if they have time for you
now
C. stand outside their cubicle space and wait until they have
time
D. go in and sit down; one of the benefits of cubicles is their
lack of formality
Slide 27 – question four
Activity
Instructor Actions / Notes
Time
Multiple Choice:
“Cubicles don’t have doors, so how should you handle it when you want to enter a coworker’s space and you aren’t sure if they’re busy or not?”
Click to build choices - one at a time
BE VERY CAREFUL NOT TO CLICK PAST LETTER “D” UNTIL GROUP GIVES THEIR ANSWER
The first person to answer the question correctly gets one point for their team
Click to show answer
Answer: A
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question five
working together
what is the best way of communicating with other cubicle
dwellers at work?
A. congregate outside someone’s cubicle and have your
meeting in the hall
B. meeting up at one another’s cubicle, but speaking in a low
voice
C. yell over the cubicle wall
D. text message each other
Slide 28 – question five
Activity
Instructor Actions / Notes
Time
Multiple Choice:
“What is the best way of communicating with other cubicle dwellers at work?”
Click to build choices - one at a time
BE VERY CAREFUL NOT TO CLICK PAST LETTER “D” UNTIL GROUP GIVES THEIR ANSWER
The first person to answer the question correctly gets one point for their team
Click to show answer
Answer: B
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question six
working together
you need to have a meeting with either a vendor or client,
your best alternative
A. have the meeting in your cubicle
B. let other cubicle dwellers know that a meeting will be
taking place in your cubicle, so they are on their best
behavior
C. schedule a conference room
D. none of the above
Slide 29 – question six
Activity
Instructor Actions / Notes
Time
Multiple Choice:
“You need to have a meeting with either a vendor or client - your best alternative?”
Click to build choices - one at a time
BE VERY CAREFUL NOT TO CLICK PAST LETTER “D” UNTIL GROUP GIVES THEIR ANSWER
The first person to answer the question correctly gets one point for their team
Click to show answer
Answer: C
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question seven
working together
if you overhear a neighbor’s telephone conversation,
you should
A.
B.
C.
D.
repeat the conversation to everyone in the break room
comment on the conversation
ask the neighbor nosy questions about the conversation
mind your own darn business
Slide 30 – question seven
Activity
Instructor Actions / Notes
Time
Multiple Choice:
“If you overhear a neighbor’s telephone conversation, you should. . .”
Click to build choices - one at a time
BE VERY CAREFUL NOT TO CLICK PAST LETTER “D” UNTIL GROUP GIVES THEIR ANSWER
The first person to answer the question correctly gets one point for their team
Click to show answer
Answer: D
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question eight
working together
if you don’t want to be bothered while working in your
cubicle, you should do what?
A.
B.
C.
D.
put a “do not disturb” sign on your cubicle near the door
don’t make eye contact with anyone
put a chair in front of your cubicle opening
pretend to be on an important phone call
Slide 31 – question eight
Activity
Instructor Actions / Notes
Time
Multiple Choice:
“If you don’t want to be bothered while working in your cubicle, you should do what?”
Click to build choices - one at a time
BE VERY CAREFUL NOT TO CLICK PAST LETTER “D” UNTIL GROUP GIVES THEIR ANSWER
The first person to answer the question correctly gets one point for their team
Click to show answer
Answer: B
Record point on flipchart for winning team
NOTE:
This question / answer may be controversial; discussion is recommended.
You may want to ask participants if they have any other suggestions for answers.
Example: “Work at home” was raised at a previous session
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tie breaker
working together
what is the term for peeking over cubicle tops and into
others’ cubicles as you walk by?
A.
B.
C.
D.
peeky weeky
hyena peeking
prairie dog
rude
Slide 32 – tie breaker
Activity
Instructor Actions / Notes
Time
Multiple Choice: (Tie Breaker – However, use even if score not tied)
“What is the term for peeking over cubicle tops and into other’s cubicles as you pass by?”
Click to build choices - one at a time
BE VERY CAREFUL NOT TO CLICK PAST LETTER “D” UNTIL GROUP GIVES THEIR ANSWER
The first person to answer the question correctly gets one point for their team
Click to show answer
Answer: C
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prairie dog
working together
Slide 33 – prairie dog
Activity
Instructor Actions / Notes
Time
Show picture (they are all prairie dogs)
Review score on flipchart to announce winning team participants.
Lead a short discussion regarding picture
Note:
You may want to consider a prize for the winning team
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gossip
working together
did you hear about. . . .???
Slide 34—gossip
Activity
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Time
How would you define gossip in the workplace?
2 mins
RECORD answers on flip chart
Be prepared to provide some possible answers:
Talking about someone behind their back
Repeating a story you heard about someone to another person
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gossip
working together
any language that would cause another harm, pain, or
confusion that is used outside the presence of
another for whom it is intended
personal | workplace | other
how do you differentiate?
Slide 35—gossip
Activity
Instructor Actions / Notes
Time
3 mins
The dictionary definition of gossip is:
Click to show definition:
“any language that would cause another harm, pain or confusion that is used outside the
presence of another for whom it is intended”
Click to show next build:
There are different types of gossip--personal, workplace, and what we’re referring to as
“other”
Click to show next build:
How would you differentiate these?
Lead Discussion: Some possible answers:
Personal: The gossip is about one particular person (e.g. Mary is getting a divorce)
Workplace: When the gossip refers to the business (e.g. stock price changes, work
force reductions are happening, the company is merging)
Other: A forecast of snow (e.g. people spend the day at the window looking for snow
– openly speculating if the company will close early)
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gossip
working together
any language that would cause another harm, pain, or
confusion that is used outside the presence of
another for whom it is intended
personal | workplace | other
how do you differentiate?
Slide 35—gossip (continued)
Does it matter if the gossip is true or false?
Answer:
No, the impact of the gossip is what matters, you can spread gossip which is true and you
can still have the same impact
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the impact of gossip and rumors
working together
productivity
focus
trust
Slide 36—the impact of gossip and rumors
Activity
Instructor Actions / Notes
Time
3 mins
Here are some of the known impacts of gossip and rumors on the workplace:
Reduced productivity: when we are gossiping at work we are not doing our work,
therefore we produce less
Not focused on task: again, similar to reduce productivity, when we are gossiping we
are not performing our work task – we are preoccupied with the gossip
Lack of trust among employees: if you are gossiping, other employees wonder if you
are “talking about them”.
Turnover – Especially if you are the target of gossip you may leave an organization.
On the other hand, you may not even be a part of the gossip but can no longer stay in
an environment that becomes toxic. This is a way of losing good, talented
employees.
As you may notice, all the impacts listed are negative
ASK:
Can you think of any instances where gossip or rumors have a positive impact?
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what you can do
working together
• analyze the source of the gossip
• evaluate the information you share with co-workers
• limit your association with office gossip
• let gossip end with you
• walk away from situations were gossip is being
formulated
• change the topic
• confront the person that is gossiping
Slide 37—what you can do
Activity
Instructor Actions / Notes
Time
2 minutes
Here are some tips on what you can do to avoid gossip in the workplace.
READ through each of the builds / items on list
ASK:
What actions should you take if you attempt these and you are not getting any results?
SAY:
If all these attempts don’t resolve the issue; you should seek help from your manager or
human resources.
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activity: “dear sandy”
working together
Slide 38—“dear sandy”
Activity
Instructor Actions / Notes
Time
15 minutes
ASK:
Is everyone in this group familiar with the column “Dear Abby”?
[If necessary, explain that “Abby” is a columnist who responds to people that write to her
for advice about a personal problem they are dealing with.]
We’re going to do an activity now that has a lot of similarities to “Dear Abby” but it is one
that we prefer to call “Dear Sandy.”
For this activity, I am going to divide you into groups of 3-4
(Guide for Slide 38 continued on next page)
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activity: “dear sandy”
working together
Slide 38—“dear sandy” (continued)
Hand out 1 worksheet with “Dear Sandy” activity to each group.
INSTRUCTIONS:
Step 1:
Read instructions on worksheet to participants. Remind participants that they
should not use names or anything revealing a specific person. Also stress with the
participants, that the topic of the letters should be “workplace” annoyances.
Let participants know that upon completion of letter, they will be giving it to another
group who will act as “Sandy” and provide advice to their letter.
Participants should take about 5 minutes to write their “Dear Sandy” letter.
While participants are performing task, walk around and make sure participants
understand what they need to do.
NOTE:
This is a potentially risky activity: at a pilot session, some groups wrote issues that were
not workplace annoyances but rather employee relations issues. If this occurs, you may
want to clarify that these are not generally the type of issue that Sandy deals with
through letters and it would be inappropriate to address the issue at this session]
(Guide for Slide 38 continued on next page)
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activity: “dear sandy”
working together
Slide 38—“dear sandy” (continued)
Step 2:
When groups have finished writing their letters to Sandy, have each group pass their
letter to the group to their right.
Advise participants that they are now responsible to be “Sandy” and that they should
write a response to the letter they just received. Explain to them that they can give
any sort of response that they feel that Sandy would give (e.g. advice on how to
handle their situation; she does not know how to help them, etc.)
Allow participants about 5 minutes to write their response.
While participants are performing task, walk around and make sure participants
understand what they need to do.
Step 3:
Upon completion, have a representative from each group read the “Dear Sandy”
letter and response and solicit reactions from all participants.
Keep everyone in their groups for the remainder of the session
Do you think these are real issues that may come up at work?
Would any of you want to be Sandy?
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the fact is. . .
working together
lack of civility, whether
deliberate or not, has
reached epidemic
proportions in the
workplace today. . .
we all bear some
responsibility for
reversing this trend
Slide 39 – the fact is
Activity
Instructor Actions / Notes
Time
Do any of you recognize the people in these pictures and why we would be including
them when discussing civil behavior?
4 mins
Solicit feedback.
Background (not all participants will recognize these celebrities or recall the news stories
– these should be updated periodically with current examples):
Serena Williams – had an outburst on the court regarding a call – she felt the line
judge was incorrect and cursed the judge – she lost the point – the line judge claimed
she felt she was in imminent danger
Kanye West with Taylor Swift – Taylor Swift won an award (American Music Award)
and Kanye West went up on stage grabbed the microphone while Taylor Swift was
making her acceptance speech. Kanye went on to say that he felt Beyonce should
have won the award
Senator Joe Wilson – interrupted the president during one of his healthcare
addresses and went on a tirade, pointed to the president saying “You Lie.”
(Guide for Slide 39 continued on next page)
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the fact is. . .
working together
lack of civility, whether
deliberate or not, has
reached epidemic
proportions in the
workplace today. . .
we all bear some
responsibility for
reversing this trend
Slide 39 – the fact is (continued)
What was your reaction to these individuals when they had their public outbursts?
Was it appropriate / inappropriate? What was perception / reality of each of these?
Lead the discussion
Some points you may want to reference as you are leading the discussion:
These issues occurred in the workplace for each of these people
Serena Williams vs. John McEnroe (does the person’s gender make a difference?)
These people are public figures and may be looked upon as examples of appropriate
behavior.
How quickly we heard about these stories (modern day technology)
Each of these celebrities had to deal with the negative effects (publicity, their image)
that resulted from their actions—possible loss of sponsors, fans, etc.
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self awareness
working together
it’s important to understand how
others may view your behaviors
Slide 40 – self awareness
Activity
Instructor Actions / Notes
Time
Sometimes we need to look in the mirror to see ourselves for what we are and how we
may be perceived by others.
4 mins
Self Awareness may be one of the most important characteristics of a good co-worker
and it’s very different than self-respect or self esteem.
Self awareness is all about understanding how what we do impacts others.
People that are self aware:
understand that there are consequences for their behaviors (good and bad)
don’t intentionally act in ways that hurt other people’s feelings
respect the needs of others
tend to look out for the good of the “team” over the individual
Some tips:
think about how others will look at your actions
o this doesn’t mean they have to like it – it may mean you need to provide
better explanation
you don’t need to agree with another person’s perceptions, just acknowledge that
they may be different than yours and try to work out a compromise
(Guide for Slide 40 continued on next page)
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self awareness
working together
it’s important to understand how
others may view your behaviors
Slide 40 – self awareness (continued)
Ask for examples of situations where someone may have acted differently than originally
planned because they realized how others may have reacted to them.
NOTE:
You may want to skip this activity if running short on time
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sensitivity to others
working together
what may be reasonable or an
expectation to one person could
be disrespectful or an
annoyance to another
Slide 41 – sensitivity to others
Activity
Instructor Actions / Notes
Time
4 mins
In interviews, Serena Williams said it was not her intent to scare the line judge but how
do you think the line judge felt?
Some examples:
reading your email when someone is talking to you
taking a phone call when you’re in the middle of a meeting
eating food at your desk that may have an odor that offends someone
coming to work late or leaving early and assuming someone else will be OK covering
for you even though you didn’t ask
“shopping” for answers until you get the one you want
speaking loudly or singing, whistling, humming when another tries to get work done
telling a joke that may be offensive or hurtful to another (even if perfectly legal)
Think “golden rule” – if you wouldn’t want to be bothered by your behavior – don’t do it!
How to deal with it?
confront the person directly
use specific examples
be respectful (even if they weren’t)
if all else fails – talk to your manager or HR
o DON’T talk to co-workers or gossip about it (at that point – you’re the one
misbehaving)
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a number of things impact behaviors
•
•
•
•
•
•
working together
culture
race
relationships
age
political views
etc.
Slide 42—a number of things impact behaviors
Activity
Instructor Actions / Notes
Time
3 mins
Many things affect what we do, how we behave, and how we react to things.
Review list (all items are a build).
ASK:
Can you think of anything else that impacts peoples behaviors?
Answers may include: personal experiences, health status, personal values
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other factors may impact
your ability to address a situation
working together
• roles and
responsibilities
• too personal
• religion
• values
• individual performance
• feeling you’re the only
one with the issue
Slide 43—other factors may address your ability to address a situation
Activity
Instructor Actions / Notes
Time
In addition, when you have an issue or concern, there are many reasons why you may
choose not to address it or don’t know how to go about addressing it.
4 mins
Review list (all items are a build) and give examples for some of them:
[It is not necessary to read each of the bullets out loud]
Roles and Responsibilities: the person who does something that annoys you may be
your immediate supervisor and you don’t want to create any friction with this person
Relationships: the person that does something that annoys you may be very friendly
with your co-workers or boss and you don’t feel that the issue would be addressed
appropriately or that persons relationship to someone in the organization (e.g.
someone’s favorites)
Too personal: could be an embarrassing issue (e.g. Hygiene issue)
Values: certain religious beliefs
Political views: conservative or liberal (this is in the workplace – it is ok to have
different political views)
Top Performer: the person who does something that annoys you is a high performer
and you may appear to be frivolous if you say anything negative about them.
Additional example if someone is a top performer you don’t want to address the issue
for fear the employee will leave the organization
Feeling you’re the only one with the issue: you don’t want to bring up an issue if you
don’t think it’s bothersome to anyone else
ASK: Can you think of anything else?
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the generation gap(s):
working together
• veterans: born 1922 – 1945
– also known as the traditionals
• baby boomers: born 1946-1964
• generation X: born 1964-1980
• generation Y: born 1981-2000
– also known as the millennials
• coming soon . . .generation Z
Slide 44—the generation gap(s)
Activity
Instructor Actions / Notes
Time
Another significant impact in the workplace today is the differences that exist among
generations.
4 mins
For the first time in history, there are now four generations working in the American
workforce today. The Veterans, the Baby Boomers, Generation Xers and the
Millennials, and coming soon. . . Generation Z (who will be entering the workforce
within the next decade).
People are categorized into these terms based on when they are born.
Review dates with the participants.
The years shown are approximate but are generally used to define the time periods
of these generations.
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the generation gap(s):
working together
each generation brings their own perspective to
the workplace
– formality norms
– speed of communication
– personal space
– need for recognition / attention
– dress code
Slide 45—the generation gap(s)
Activity
Instructor Actions / Notes
Time
Each generation has different values and ways of communicating. As a result, they bring
a different set of behaviors and expectations to the workplace.
2 mins
Review items on list
Give some examples, such as:
Baby boomers generally like in-person meetings, Generation Xers likes e-mails, and a
Gen Yer likes text messaging
Baby boomers may feel texting is too informal, whereas a Generation Y employee
may find sitting in a meeting time consuming
Generation X and Y generations usually want fast recognition for completing a task
whereas a Baby Boomer employee is content to receive feedback at appraisal time.
Do any of you have your own observations or experiences to share?
At times, we can use these differences as a way to learn new things from each other, but
at other times, we may find these same characteristics annoying, bothersome or
disrespectful.
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and. . .then there’s technology
working together
• cell phones, PDAs
• text messaging
• use of acronyms
• social networking—twitter, linkedin, facebook,
mySpace
• ipods / iphones
Slide 46—and. . .then there’s technology
Activity
Instructor Actions / Notes
Time
And let’s add to this list. There is all this new technology available today, and, with it,
new challenges for management to deal with when it’s used in workplace.
2 mins
Review some of the items on the list.
There are different levels of acceptance of these technologies. There are those that
embrace being able to use the most modern programs and devices possible to the
extreme of those that barely know of its existence. You should not assume that this is
all generational – when you were born may not affect how they view technology and
use it.
These advancements have an impact on how we communicate with each other, and
of course, they can bring their own potential annoyances in the workplace.
Some employees get frustrated by loud rings of cell phones and louder conversations
on the cell. Use of acronyms can lead to unclear communications as can lengthy
emails or the ping-ponging of e-mails among employees.
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it’s a fine line. . .
working together
let's face it, there is a fine line between good and bad on this
subject. . .
on the one hand, work is about work, and work usually
makes some amount of noise as teammates interact
and collaborate to solve problems and produce output
on the other hand a subdued environment allows focus
and concentration
further, what one person may find stimulating, another may
find distracting. ask those same two people on
different days, and they may have different
responses!
Slide 47-- it’s a fine line. . .
Activity
Instructor Actions / Notes
Time
2 mins
So overriding all of this is that we need an environment of cooperation and
understanding, not one of complaining and inflexibility.
Read each item on the slide (all items are a build)
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lessons learned (the new ground rules)
working together
Rule
Rule
Rule
Slide 48— lessons learned (the new ground rules)
Activity
Instructor Actions / Notes
Time
7 minutes
So where do we go from here?
Let’s come up with a list of ways to act in the workplace that we can all agree with and
abide by. The intent will be to post this list and gain better working relationships with
each other, or to use the analogy we referenced earlier: “play well with others.”
DIVIDE PARTICIPANTS INTO GROUPS (Unless they are still in their groups from the “Dear
Sandy” activity
Instructions:
Hand out post-it paper to each group.
Advise participants come up with1 rule that can be a new Workplace Guideline (the
new Ground Rules)
Give participants 5 minutes to complete this task.
After participants complete this task, have 1 member from each group state the rule
they came up with.
Post the rule on the flipchart.
SAY: if this is one of multiple sessions of a single location, the facilitator should keep a list
of work place ground rules and then consolidate the guidelines into one poster
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Thank participants for their attendance at the session.
Hand out evaluation form, if appropriate.
END
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