151 Slices
Medium 9781599961552

Activity 19. Meaning of Listening

Peter Garber HRD Press, Inc. PDF

19. Meaning of Listening

Description

The Chinese word for listening is presented, and its meaning is discussed.

Time Guideline

15 minutes

Purpose

To share how the components of the Chinese word for listening are broken down and how they help us better understand what listening really means

Resources

Handout 19-A

Presentation

1. Distribute or present Handout 19-A.

2. Explain that this is the Chinese word for listening.

3. Review each of the components of this word in Chinese as presented in the handout.

4. Explain how each one is critically important for listening to occur.

5. First listening requires the ear. If we don’t or aren’t able to hear, then listening can’t take place. Your ears are primary to listening. In other words, we must give the other person communicating our full attention so that we actually hear the message.

6. We also must listen with our eyes. Much of listening is observing and trying to understand not only what is being said but how it is being said. This is often called nonverbal communications.

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ACTIVITY 28: Talent Tapping

Peter Garber HRD Press, Inc. PDF

ACTIVITY 28:

Talent Tapping

Purpose

To explore ways in which the potential of employees can be maximized in an organization through collaboration

Description

The concept of maximizing people’s talents and abilities by becoming involved in collaborative initiatives is discussed and explored.

Time

30 minutes

Resources

None required

Presentation

1. Introduce this activity by explaining that collaboration allows individuals to use their talents that might otherwise go unnoticed or unappreciated.

2. Explain the following points:

Collaboration allows more people the chance to contribute.

Collaboration helps identify talent in the organization.

Talented people working with other talented people creates a powerful combination.

3. Ask participants to think of a problem or process in which there have not been good solutions found in the past or that could be improved with the right input from those who know best how this problem or process functions.

4. Ask participants to think of an individual or individuals who have the experience or expertise to provide valuable input and who may be underutilized when it comes to asking for their input or involvement in the decision-making or problem-solving process related to this problem or process.

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ACTIVITY 4: Conventional vs. Collaborative Cultures

Peter Garber HRD Press, Inc. PDF

ACTIVITY 4:

Conventional vs. Collaborative Cultures

Purpose

To illustrate the differences between a collaborative and a conventional work culture

Description

A brief description of both a conventional work environment in which decisions are typically made from the top leadership of the organization and a collaborative work environment in which decisions are discussed with those most knowledgeable on the subject are presented for participants to review and discuss the differences.

Time

40 minutes

Resources

Handout 4.1

Presentation

1. Introduce the activity by pointing out that there are different work or organizational cultures that exist. It is not so much a matter of right or wrong concerning what culture is the most appropriate for a particular organization; rather, it is important to appreciate that there are a number of factors that create and support any particular organizational culture that are usually not easily or quickly changed.

2. Distribute a copy of Handout 4.1 to each participant or to small groups of participants

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Activity 45. The Shoe Store

Peter Garber HRD Press, Inc. PDF

45. The Shoe Store

Description

A problem story is presented and participants are asked to solve a problem based on the situation.

Time Guideline

30 minutes

Purpose

To test participants’ problem-solving abilities

Resources

Handouts 45-A and 45-B

Flip chart or paper and markers

Presentation

1. Read or distribute a copy of Handout 45-A to participants.

2. At the end of the story, there is a question: how much actual cash (not including the value of the shoes) is the shoe store sales associate out of pocket now?

3. Ask participants to think about this question and come up with the answer.

4. After giving participants a few minutes to think about this question, ask them for their answers.

5. Record their answers on a flip chart or piece of paper.

6. After everyone has given their suggested answer, present Handout 45-B, which contains the correct answer of $8. Share the rationale for this answer.

Debrief

Discuss why participants may have come up with an incorrect answer. Most likely they didn’t take into account that the counterfeit $20 bill was worthless.

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ACTIVITY 29: The Real Experts

Peter Garber HRD Press, Inc. PDF

ACTIVITY 29:

The Real Experts

Purpose

To emphasize the importance of involving those who are most knowledgeable about a subject or problem

Description

This activity involves an exercise in which participants describe problems or issues at work and identify the real subject matter experts (SMEs).

Time

30 minutes

Resources

Handout 29.1

Presentation

1. Introduce this activity by explaining: a) The real experts are those who are the actual subject matter experts concerning an issue or problem, regardless of their position or role in the organization. b) An organization needs to value these knowledgeable people’s expertise and opinions. c)

Knowledge doesn’t always follow the organization’s hierarchy. Be open to the fact that someone other than who you expect might indeed be the real subject matter expert, regardless of their position in the organization.

d) Appreciating and learning more about the expertise of others make you more knowledgeable in the end. e) Tapping into the collaborative expertise of others in the organization can be the most powerful resource that an organization may have.

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