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Medium 9780874259698

31 Past-Present-Future: Charting A Self-Directed Teams Path

Glenn Parker HRD Press, Inc. PDF

50 Activities for Self-Directed Teams

2. At the meeting each team will be given 30 minutes to present their review.

At the end of each team presentation, there will be a brief discussion of future goals.

3. Completed exercises and updated objectives are taped to a wall at the completion of each team presentation.

4. After the team presentations, summarize the current and future goals as identified.

5. The entire group will decide how to prioritize the list of future department goals.

6. The meeting will conclude with one participant agreeing to summarize the written sheets and distribute the summary to each member. Steps 7 through 9 should take place after the workshop.

7. After distribution of the typed priority list, each team will meet and tie their individual and team goals into the department summary goals.

8. Revised goals will be submitted to the facilitator who will distribute them to the entire group.

9. A follow-up meeting will be scheduled to eliminate excess goals, resulting in a manageable number.

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Medium 9780874251746

36 Selecting a Problem Solution

Glenn Parker HRD Press, Inc. PDF









Selecting a

Problem Solution


To teach a team or team leaders the factors that should be considered in selecting the best solution to a problem.


To teach a team or team leaders a process for deciding among various alternative solutions to a problem.

Works best with an intact team of 4 to 12 people or in a team training workshop of up to 20 people.

1 to 2 hours

With an intact team, a round or rectangular table and chairs. In a training workshop, groups of tables and chairs spread out around the room.


A copy of the Rating Scales for each person.


A copy of the Problem Solution Worksheet for each person.


Easel, flipchart, and markers.


This activity takes place after a team has generated several solutions to a problem.


Distribute a copy of the Problem Solution Worksheet to each person. Tell the team to write a brief description of each solution in the left column of the worksheet. If necessary, explain what is meant by each of the factors across the top of the worksheet.

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Medium 9780874251838

Activity 39 Productive vs. Unproductive Experiences

Roy, Bailey HRD Press, Inc. PDF


Productive vs.

Unproductive Experiences

It is helpful to understand what it is about the experiences we have in communicating with others that makes them productive. We also need to know what aspects of these communications are unproductive.

Being able to increase productive experiences and reduce unproductive ones in our communications with others requires key counseling skills.



45 to 60 minutes


Suitable for work with small groups of 6 to 16, or communication in pairs


1. Address the participants: “During your life, you have probably encountered experiences where you received help. You have also probably participated in other experiences where you provided help. For this activity, think of two different occasions when you have received help from another person:

Flipchart or overhead projector


Handout 39.1 for each participant

• The first occasion should be one in which the help you received was valuable to you—that is, the helper was effective in offering help to you.

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Medium 9780874257373

Activity 49. Service in the News—Do Customers Have to Look the Part?

Darryl Doane HRD Press, Inc. PDF

Part M: Customer Service Stories

49. Service in the News—

Do Customers Have to Look the Part?

Overall Description

Time Guideline: 30 minutes

Newspaper stories, magazine articles, and television programs constantly provide examples of great—and not so great—customer service. This activity shows managers and supervisors how to make the most of the teaching opportunities. It can be used to create thought-provoking postings at employee gathering places, such as the coffee area or water cooler, photocopy machine, or even in the rest rooms. Or, it can be used to promote discussion during staff meetings or to start off a customer service training session.

Learning Objectives

Participants will be able to:

1. Increase awareness of customer service.

2. Provide examples of customer service—good and bad—with tips for providing great service to your customers.

3. Encourage customer service team members to observe customer service in their nonwork interactions and to consider how the quality of that service made them feel.

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Medium 9780874256017

EQ #7 Personality Contest

Adele Lynn HRD Press, Inc. PDF

50 Activities for Developing Emotional Intelligence

So, the most important first step is to recognize that we like certain employees more than others. This awareness is important and will be the first step in recognizing that the leader must be careful not to create an environment that creates negative perceptions.

For example, if a leader finds employee A to be exhaustive, boring, or just plain annoying, the leader probably avoids or otherwise displays less time and attention toward this employee. Sometimes too, the leader may find that he or she just finds the person’s values offensive or otherwise disagrees with his or her lifestyle. These feelings on the part of the leader may be influencing the way the leader interacts with the person on work-related issues. On the other hand, if employee B is similar in values, has an interesting personality or otherwise has qualities that the leader just plain likes, the leader may very well be treating this person with some unspoken priority.

The purpose of this exercise is to recognize that our personal feelings toward employees may set up a ranking system that interferes with our ability to lead. In addition, the exercise is designed to improve self-awareness and empathy skills of the leader.

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