team development - Relentless Success Pre- · PDF fileteam development:lesson #1 -instructor notes (cont.) ©2005 ziglar training systems ziggets: team development workbook3 creating

team development

benchmarks for business success

benchmarks for business success

ZIGGETS: TEAM DEVELOPMENT WORKBOOK©2005 Ziglar Training Systems

team development

WELCOME

Thank you for investing in the Training Ziggets program!

This guide was written for use with the Ziggets™ DVD and CD ©2005

You may make unlimited copies of the worksheets in this guide, if:

a.) Your organization is the sole purchaser of this Zigget.

b.) The copies are distributed only to employees and employees’ family members.

You are prohibited from making copies for non-employees according to your integrity and the domestic and international copyright laws. Reproduction rights are limited to thepurchasing organization.

The CD and DVD may not be copied, reproduced, transcribed, broadcast or distributed in anyway without the express written consent of Ziglar.

We know you will enjoy using the information found in this Zigget. Please feel free to usethis time and again as you continue to train new employees and use as a refresher for yourstaff. We believe that Ziggets will revolutionize the way you train your employees!

We want to hear from you! Please let us know your comments and suggestions for this program. We would also like to know what additional topics you would purchase in a Ziggetsformat.

Please visit us at www.ziglar.com and contact us at [email protected].

©2005 Ziglar Training Systems ZIGGETS: TEAM DEVELOPMENT WORKBOOK

Congratulations! You are about to teach a course that will change the way sales profes-sionals sell! The principles in this course have changed hundreds of thousands of lives forthe better. Both the company and the individual benefit from employee participation in thiseasy-to-implement program. We want to give you an understanding of the course format tohelp make this a successful learning experience for you and the participants.

Format Explanation

The Instructor’s Guide includes a worksheet you will copy for each participant as well as allthe necessary instructions you need to teach the class.

These are the components for each module:

Timing Guidelines: Allows you to see approximately how long each component will take,giving you the flexibility to schedule your training when most convenient for you.

Say: This information is provided in a narrative format for you to adapt to your own styleof teaching; it is NOT a script to be read verbatim. Rather it is a suggestion of how to intro-duce a lesson or activity.

Activity: The activities in each lesson have been carefully selected to provide elements ofself-discovery and opportunities to practice building skills in the safe environment of theclassroom.

Do: Step-by-step procedures for each worksheet.

Show Video: Each lesson has the teaching points given on a 5-6 minute video. This is animportant part of each lesson.

Ziggets: These are the key points - the principal elements - each participant should leavewith, from a particular lesson. A quick review of these would serve as a great way to closethe training session.

INSTRUCTOR’S GUIDE INTRODUCTION

i©2005 Ziglar Training Systems ZIGGETS: TEAM DEVELOPMENT WORKBOOK

Adults need a time to “shift gears” and get “warmed up” when attending training. YourInstructor’s Guide is a resource for ways to energize your sessions. The opening activityshould be relevant to the content, not just an icebreaker. A professional training effortwill always give attention to the opening activity because it can:

• Put people at ease and energize them to the task of learning• Demonstrate your philosophy of learning• Indicate that participants are responsible for learning and that you are their facilitator• Communicate the kind of trainer you are• Serve as a bridge to later activities• Set climate, tone and pace for the program

Big Picture (overview) is needed for all adult learners, but there are particular learners whowill stay in a state of confusion until they can see the “big picture.” This part should include:

• A general comparison (early in the course) of the learning goals to the salesperson’s own life, job environment or career development

• An explanation that training is related to solving specific problems sales people experience

• Competencies or skills that will be practiced and learned• Assurance that they will not be judged but rather assessed as they actively

participate in the learning process• An opportunity to monitor themselves and each other

Control of one’s own learning gives adults more of a sense of confidence. It also reducesresistance. Set up your training environment to be casual, but structured. Adults need to:

• Learn at their own speed• Talk aloud and share their thinking processes and ideas• Monitor themselves and discover their own answers, at times• Receive feedback to help “work it out” for themselves versus right or wrong

answers• Explore the relevance of the material to their own worlds, on and off the job• Understand how they are doing from time to time

What you “expect” from your participants you will often get. Many studies have shownthat the teacher’s expectations, perception, and opinion of the student and his/her capa-bilities DO affect the student’s results.

ii ©2005 Ziglar Training Systems ZIGGETS: TEAM DEVELOPMENT WORKBOOK

ABC’S OF ADULT LEARNING

iii©2005 Ziglar Training Systems ZIGGETS: TEAM DEVELOPMENT WORKBOOK

Tip 1: When asking for questions or comments at the end of a segment, ask, “What questions orcomments do you have?” instead of “Are there any questions?” The former phrase indicates youassume people will have questions, giving unspoken encouragement and permission to participate.

Tip 2: Review the module and prepare your supplemental material, personal anecdotes and over-heads in advance.

Tip 3: When asking for participation in a large group, “introverts” need 2-3 minutes to think beforethey are ready to answer. You may want to say something like, “Think about objections (or whatever the topic you are discussing). What are they and how are they useful?” (Pause for 1-2 minutesbefore obtaining answers.) Then say, “Who is ready to answer?” Questions that ask how, what, etc.,are often less threatening than “why” questions.

Tip 4: Reward participation, not just right answers. Small prizes such as funny notepads or candycan be included for certain activities that encourage competition.

Tip 5: If you get resistance in any exercise because the participants feel awkward, tell them that atraining environment is like a lab experience, unfamiliar at first. However, as they continue to practice, the skills become more “natural.” The classroom is a safer place to learn than on the job.

Tip 6: Another way to encourage shy people to participate is to use the following process for yourdebrief: Before you ask people to answer questions, tell them to THINK, PAIR AND SHARE. That is,ask the questions you want the participants to answer. Give them about two minutes to think. Askthem to pick a partner and discuss their findings for this time period. Then bring them into the largegroup to share further, if you choose.

Tip 7: Ten minutes is a long time for a lecture. Keep your talks as short as possible for adult learn-ers and break up the teaching time with activities.

Tip 8: You don’t have to know all the answers. You can throw the question back to the participantsby saying, “Who can answer that question?”, “What do YOU think about….?”, “What other answersmight there be?”, or answer with silence.

Tip 9: Use creative ways to partner people. For example, tell participants to “make eye contact withsomeone NOT next to you and that person is your next partner.”

Tip 10: Each group needs a leader to keep things moving and to act as “scribe” or spokesperson.Choose them in unique ways, such as asking, “Who in your group went to bed latest last night?”

Tip 11: When listing information on a flip chart (collected from the participants), use two colorsalternately for ease of reading.

Tip 12: Research has shown that playing classical music at 40-60 beats per minute in the back-ground during table discussions or individual exercises increases the relaxation and alertness of theparticipants.

A DOZEN TIPS FOR A SUCCESSFUL CLASS

iv ©2005 Ziglar Training Systems ZIGGETS: TEAM DEVELOPMENT WORKBOOK

ZIGGETS: TEAM DEVELOPMENT

1©2005 Ziglar Training Systems ZIGGETS: TEAM DEVELOPMENT WORKBOOK

CREATING A SUPPORTIVE AND POSITIVE ATMOSPHERE

Note: You will need a copy of page 2 for each participant.

Do: 5 minutes

1. Lead a brief discussion on this question:

• What do you think creates a positive work environment?

Show Video: 7 minutes(Please note that the video for these lessons intentionally transitions from color to black and white.)

Do: 10 minutes

2. Lead a discussion of the questions on the worksheet.

Activity: 10 minutes

3. Divide the group into smaller groups of 3 – 5 people. Establish a group leader within each group.

4. Make sure that most of the time is spent on specific action steps in Part B.

5. Ask the groups to prioritize the top 3 ideas and share them with everyone.

6. Distribute the personal commitment sheet (page 2) and ask them to fill it out on their own time.

7. Review the ziggets of this lesson.

Ziggets:

• Trust is the key to building the best work environment

• Trust comes from four key components:

- Reliability: doing what you say you will do- Openness: telling the whole story, even if the details are unpleasant- Acceptance: each person feels a part, even with his/her weaknesses- Congruence: what you say is the same thing as what you think and what you do

TEAM DEVELOPMENT: LESSON #1 - INSTRUCTOR NOTES

continued

PERSONAL COMMITMENT SHEET

Which of the four trust-building components can I improve in?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

How do I do this specifically?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

What will I do to improve my work environment?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

How will I keep myself accountable?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Who will I get to help me be accountable? When? How?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

How can I constructively and positively give feedback to others, including management, onhow they are building a positive work environment and how they can improve in buildingthat environment?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2 ©2005 Ziglar Training Systems ZIGGETS: TEAM DEVELOPMENT WORKBOOK

TEAM DEVELOPMENT: LESSON #1 - INSTRUCTOR NOTES (CONT.)


CREATING A SUPPORTIVE AND POSITIVE ATMOSPHERE

Video Notes:

• Trust is the key to building the best work environment

• Trust comes from four key components:

- Reliability: doing what you say you will do- Openness: telling the whole story, even if the details are unpleasant- Acceptance: each person feels a part, even with his/her weaknesses- Congruence: what you say is the same thing as what you think and what you do

Questions for Discussion:

1. Which of the four components for creating trust do we do best?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. What are some examples?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Activity:

In small groups, discuss the question: Which of the four trust-creating components do we asa team need to improve?

How can we do that? Develop at least 3 specific ways we can improve and be prepared toreport those ideas to the group.

TEAM DEVELOPMENT: LESSON #1 - WORKSHEET




GIVING AND RECEIVING PRAISE

Note: The worksheet for this lesson is two pages. For the activity, make the necessary number of copies of page 7 and cut them into separate slips.

Do: 5 minutes

1. Lead a discussion using these questions:

• What effect does praise have on workers?

• When is praise helpful and when is it hurtful?

Say:

Praise can be a great way to create the right kind of atmosphere at work, but it can also bemisused and come across as manipulative. In this session, we are going to learn how impor-tant praise is in the workplace and how to give and receive it correctly.

Show Video: 6 minutes

Do:

2. Lead a discussion on the questions found on the worksheet.


3. Hand out the “I appreciate” slips to each person. At least 3 to a person.

4. Instruct them to write the “I appreciate” for the person on their right. The purpose is tomake sure each person gets an “I appreciate” slip of paper. Direct the activity so that youknow each person is writing for someone different in the room and each person is getting acompliment written for them.

5. After everyone has written and handed out the “I appreciate” slips of paper, lead a discussion on the questions on the worksheet.



Ziggets:

• Praise has to be made a part of our daily schedule

• Praise must be sincere and specific

• When receiving praise, listen without interruption and say only, “Thank you”





I like ______________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I appreciate _______________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I respect __________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I admire ___________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I like ______________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I appreciate _______________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I respect __________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I admire ___________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I like ______________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I appreciate _______________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I respect __________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I admire ___________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I like ______________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I appreciate _______________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I respect __________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I admire ___________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!




GIVING AND RECEIVING PRAISE

Video Notes:

• Make praise part of your daily schedule

• Use technology like fax, voice mail and e-mail

• Praise must be sincere and specific

• Use the “I appreciate” notes

• Receive praise with an attitude of appreciation


1. What was meant by the idea of scheduling praise?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. Why is this important?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3. If we don’t schedule it, what will we tend to do instead?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


continued

4. What are some specific ways to give positive feedback to coworkers?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Activity:

Using the “I appreciate” slips of paper, write one “I appreciate” for the person sitting to yourright. Write one “I appreciate” for someone else in the room.

Give your slips of paper to the appropriate people.

Discuss these questions:

• How did it feel to give praise to someone else?

• How did it feel to receive praise from someone else?

• How can you use the “I appreciate” slips of paper?

Individually, choose a person you will give praise to today and determine how and when youwill do it.


TEAM DEVELOPMENT: LESSON #2 - WORKSHEET (CONT.)


DEALING WITH PRESSURE AND DEADLINES

Note: The worksheet for this lesson is four pages. Make copies of pages 15 and 16 forparticipants.

Do: 5 minutes

1. Lead a discussion with the following questions:

• What are some primary sources of pressure here on the job?

• What happens if you don’t deal with them properly?


Do: 10 minutes

2. Discuss the questions found on the worksheet.


3. Divide the group into smaller work groups.

4. Have each group choose one person’s project to use in the activity for practice.

5. Read the activity instructions on the worksheet.

6. Give them 10 minutes to get as far into this as possible.

7. Close with a discussion of the following questions:

• What are the benefits of using this process?

• How will this process help in dealing with pressure and deadlines?


continued

8. Encourage each participant to make the commitments at the bottom of the worksheet.

9. Hand out the relaxation materials found on pages 15 and 16.

10. If time allows, have them sit (obviously they won’t be able to lie down) with their eyesclosed, while you read through the breathing techniques on page 15.


Ziggets:

• Pressure and stress are regular parts of most jobs and must be accepted

• When stress mounts up, use relaxation techniques

• Learn to break large projects into smaller parts




DEALING WITH PRESSURE AND DEADLINES

Video Notes:

• Accept pressure as a part of life

• When stress mounts up, use relaxation techniques

• Learn to break large projects into smaller parts with the following steps:

1. Clearly identify the objective of the project

2. Identify the obstacles to completing the project

3. Identify the skills and knowledge you must have to complete the project

4. Identify what groups, individuals or organizations you must work with to

complete the project

5. Organize a plan using steps 2, 3 and 4, including completion time-frames


1. What are some positive techniques you use to combat everyday stress?

__________________________________________________________________________________

__________________________________________________________________________________

2. What part does procrastination play in creating stress?

__________________________________________________________________________________

__________________________________________________________________________________

3. What were the steps for planning a project given on the video?

__________________________________________________________________________________

__________________________________________________________________________________

4. How can you use this process?

__________________________________________________________________________________

__________________________________________________________________________________


continued

Activity:

Among the group, choose a project one of you is currently working on or is about to start.

Together, go through the 5 steps given on the video for this project. (Use the space below).There may not be enough time to go through all the steps, but go as far as you can.

Individually, make the following commitments:

• Try the relaxation techniques on the following pages

• Choose a current project you are working on and work through the 5 steps



continued


Relaxed Breathing

1. Lie down on your back on a bed, a well-padded floor, or a recliner chair.

2. Place your feet slightly apart. Rest one hand comfortably on your abdomen near yournavel. Place the other hand on your chest.

3. Inhale through your nose because this allows the air to be filtered and warmed. Exhalethrough your mouth.

4. Concentrate on your breathing for a few minutes and become aware of which hand is ris-ing and falling with each breath.

5. Gently exhale most of the air in your lungs.

6. Inhale while slowly counting to 4, about 1 second per count. As you inhale gently, slight-ly extend your abdomen, causing it to rise about 1 inch. (You should be able to feel the move-ment with your hand.)

7. As you breathe in, imagine the warmed air flowing in. Imagine this warmth flowing to allparts of your body.

8. Pause 1 second after inhaling.

9. Slowly exhale to the count for 4. While you are exhaling, your abdomen will slowly fall asyour diaphragm relaxes upward against your lungs.

10. As air flows out, imagine that tension is also flowing out.

11. Pause 1 second after exhaling.

12. If it is difficult to inhale and exhale to a count of 4, shorten the count slightly and laterwork up to 4. If you experience lightheadedness, alter the length or depth of your breathing.

13. Repeat the slow inhaling, pausing, slow exhaling and pausing 5 to 10 times. Exhale. Inhaleslowly: 1,2,3,4. Pause. Exhale slowly: 1,2,3,4. Pause.

As you practice, you may notice that initially not every breath will reach the lower part ofyour lungs. This will improve with practice. The idea is to concentrate on slow, even, easybreathing. If it seems difficult to make your breathing regular, take a slightly deeper breath,hold it for a second or two, and then let it out slowly through pursed lips for about 10 seconds. Repeat this once or twice and return to the other procedure.


continued

Relaxation Techniques

One simple method of relaxation is to remove yourself from the stressful situation: Block theworld out and concentrate on your body. Here is how:

1. Sit or lie in a comfortable position and close your eyes. Allow your jaw to drop and youreyelids to be relaxed and heavy, but not tightly closed.

2. Mentally scan your body, starting with your toes and working slowly up throughout yourlegs, buttocks, torso, arms, hands, fingers, neck and head. Focus on each part, individually.Where you feel tension, imagine it melting away.

3. Tighten the muscles in one area of the body and hold them for a count of 5 or more beforerelaxing and moving on to the next area. This is a good method for releasing tension.

4. Allow thoughts to flow through your mind, but do not focus on any of them. Many peoplefind using autosuggestion to be a great help: Suggest to yourself that you are relaxed andcalm, that your hands are warm (or cool if you are hot) and heavy, that your heart is beat-ing calmly, or that you feel perfectly at peace.

5. Breathe slowly, regularly and deeply during the procedure.

6. Once you are relaxed, imagine you are in a favorite place, or in a spot of great beauty andstillness.

7. After 5 or 10 minutes, rouse yourself from the state gradually.




TEAM LEADER ROLE

Do: 5 minutes

1. Lead a brief discussion using these questions:

• What is the difference between a leader and a manager?

• Can someone be a leader without a “leader” title?


Do: 10 minutes

2. Lead a discussion covering the questions on the worksheet.


3. For Part A, divide the group into threes or fours and select team leaders and reporters.

4. Give the groups 5-7 minutes to complete a list.

5. Allow sufficient time for participants to complete Parts B & C.

6. Ask what people learned as a result of today’s training.


Ziggets:

• The role of leadership has changed

• Being a leader can be part of everyone’s job





TEAM LEADER ROLE

Video Notes:

• The team leader must be a coach and mentor

• The team leader removes performance barriers


1. What does it mean to be a coach and mentor?

__________________________________________________________________________________

__________________________________________________________________________________

2. How can a leader be a trainer and teacher in our workplace?

__________________________________________________________________________________

__________________________________________________________________________________

3. What barriers currently exist to doing your best job that leadership can help remove?

__________________________________________________________________________________

__________________________________________________________________________________

Activity:

A. As a group, brainstorm the characteristics of an effective leader. (Use the back of this work-sheet to create a list.)

B. Individually, on the list place a checkmark by the characteristics you have already developed.Circle the characteristics you need to develop.

C. Identify one action step you can take that will begin to develop a characteristic you circled.





CREATIVE PROBLEM SOLVING

Do: 5 minutes

1. Ask, how do we solve problems around here? What are some problems we are having rightnow that have not yet been solved?

Say:

In this session, we will learn a way to approach problems that brings everybody together andgives us a repeatable method.


Do: 5 minutes

2. Briefly discuss the 10 steps given for creatively solving a problem.


3. Divide into work groups of about three people and assign group leaders.

4. You may want to assign existing problems from the earlier discussion to each team tospeed up the process.

5. Keep everyone aware of their time frames. (Five minutes each for Parts 1 & 2 and 5 min-utes for the group reports.)

6. Get 2 or 3 reports from the groups, asking them to give 1 useable new idea their groupcame up with in the discussion.


Ziggets:

• Every team needs a well-defined process to solve problems

• All members of the team need to contribute their ideas so that the best solution can

be found





CREATIVE PROBLEM SOLVING

Video Notes:

• Problem-solving Steps:

1. Identify the problem

2. Clarify the desired outcome

3. Analyze the problem

4. Brainstorm solutions

5. Evaluate the choices

6. Choose the solution

7. Build the plan

8. Gain approval of the plan

9. Take action and track results

10. Reevaluate and make adjustments

Activity:

Part 1

As a team, work through steps 1-3 of the problem-solving process.

Step 1: Identify clearly the problem

Step 2: Clarify the desired outcome

Step 3: Analyze the problem

Part 2

Step 4: Brainstorm as many ideas of solutions to this problem as time allows

Use the last minute of your time to choose a good, workable new idea. Be prepared to present it to the group.





MEASURING, RECOGNIZING, AND REWARDING TEAM RESULTS

Do: 5 minutes

1. Lead a brief discussion using these questions:

• What do we normally do to celebrate team victories?

• Is there a team benefit to doing this?


Do: 20 minutes

2. Lead a discussion covering the questions on the worksheet. Spend considerable time onquestions #2 and #3.


Ziggets:

• Productivity can be enhanced by measuring quantifiable, realistic objectives

• All victories need to be recognized and celebrated





MEASURING, RECOGNIZING, AND REWARDING TEAM RESULTS

Video Notes:

• Whenever possible, teams should use numbers, not feelings, to measure results

• Elements needed to measure team results:

1. Teams reach a consensus on their objectives

2. Team objectives need to be realistic

3. Team efforts are tracked with adjustments made in the process

4. Team victories are recognized, rewarded and celebrated


1. On the video, the team got together to discuss the team problem and plan what they were

going to do about it. Is that possible here?

__________________________________________________________________________________

__________________________________________________________________________________

2. How should we determine what our team objectives are?

__________________________________________________________________________________

__________________________________________________________________________________

3. What are elements of the business we can measure?

__________________________________________________________________________________

__________________________________________________________________________________

4. When we reach a team goal, how should we recognize and celebrate the achievement?

__________________________________________________________________________________

__________________________________________________________________________________





DEALING WITH DIFFICULT PEOPLE

Note: The worksheet for this lesson is two pages.

Do: 5 minutes

1. Lead a brief discussion on this question:

• What do other people do on the job that really annoys you?


Do: 10 minutes

2. Lead a discussion covering the questions found on the worksheet. (You may choose todiscuss all of them, or you may choose to pick 2 or 3 and discuss those as your time allows.)

Activity:

3. Divide the group into pairs. Read the instructions to Part 1.

4. Time the role plays and after 2 minutes tell the pairs to switch roles.

5. After everyone has role played, allow them to discuss the effectiveness of the techniques.

6. Read instructions for Part 2. This can be done in the pairs or a larger group discussion.

7. As a group, get ideas on the following question:

• What have you learned about how to control your attitude in the face of someone

else’s difficult behavior?

8. Read instructions for Part 3. This will not be done during the training.


Ziggets:

• In every organization you will confront difficult behaviors

• Focus on the task, not the person





DEALING WITH DIFFICULT PEOPLE

Video Notes:

• Every obnoxious act is a sign of strength inside the person

• Look for the good, especially in the tough types

• When someone starts to gripe, write it down

• Stick to the task. Avoid dealing with difficult personalities.

• Forgiveness frees you from others’ behavior problems


1. Obnoxious behavior can be a sign of what?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. Why is it important to look for good in the people with whom we have the most difficulty?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3. What is one effective technique you’ve used in the past to stop someone from griping, complaining or gossiping?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


continued

4. What impact does our example have on the behavior of others?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

5. How can you stick to the task in the face of a difficult person?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

6. Why is forgiveness important to this issue?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Activity:

Part 1

A. You will practice actually using one of the techniques mentioned on the video or in thediscussion. With your partner, role play a typical work scenario. One of you play the role ofthe “difficult person,” for example, complaining or gossiping. The other person will practicea specific technique to work with you. After 2 minutes, switch roles.

B. Discuss the effect the technique had on the difficult behavior. Did it work? Why or why not?

Part 2

Pick some typical, difficult behaviors (start with those mentioned in the opening class dis-cussion) and try to come up with the hidden strength masked by the obnoxious behavior. (Inother words, practice looking for the good.)

Part 3

Individually, think about someone you have held a grudge against because of the way theyhave treated you. Consider the advantages to you for forgiving them in your own mind.




HANDLING CONFRONTATION

Note: The worksheet for this lesson is two pages.

Do: 5 minutes

1. Lead a discussion using these questions:

• What are some ways we generally deal with other people when we have a problem

with them in some ways?

• Which of these ideas are helpful and which hurt?

Say:

In this session we will learn how to confront someone when we must, and how to respondwhen someone confronts you on an issue.


Do: 5 minutes

2. Discuss the questions on the worksheet.


3. Divide the group into sub-groups of three. Read the instructions for Part 1 of the activity.

4. Give 2 minutes for each person to practice confronting another. Announce when theobserver should give feedback. Give one minute for feedback and tell them to switch. Gothrough the same process for the second and third person.

5. Read the question in Part 2 of the activity. Take about 2 minutes to discuss this as a largegroup.



continued



Ziggets:

• Issues that are not confronted can develop into major problems

• When confronting another, never verbally attack the person

• Confrontations are a normal, healthy part of any team


HANDLING CONFRONTATION

Video Notes:

• When you are confronting another person:

- Never attack the person- Describe how behavior affects the team- Specifically describe the desired behavior- Encourage them and thank them

• When you are being confronted by another:

- Keep your voice soft- Listen without interrupting- Ask good questions, avoid defending yourself

• You now have 3 choices:

- You can agree to do what they say- Agree to consider what they are saying and get back to them, or...- Tell them, with logical reason, why you can’t do what they say


1. Why is it so important to deal only with observed, specific behavior when confrontingsomeone?

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2. Why should you control your voice when someone confronts you?

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continued

3. Why should you avoid defending yourself when being confronted?

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Activity:

Part 1

Pick an existing situation in which you may need to confront someone. If no situation existsnow, pick one from the past.

Within your group of three, role play how to properly confront and how to be confronted.Refer to the guidelines covered in this session and practice them.

The third person will act as observer and give feedback after the role play.

Switch roles until everyone has practiced confronting, being confronted, and observing.

Part 2

Discuss when it is appropriate to confront someone else on an issue and when you shouldoverlook the situation.





Documents

team development - Relentless Success Pre- · PDF fileteam development:lesson #1 -instructor notes (cont.) ©2005 ziglar training systems ziggets: team development workbook3 creating