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Activity 1: Busy fools?

Ian Nicholls HRD Press PDF

50 Activities for Developing Supervisory Skills


Photocopy Exercise 1.1 for each participant.


1. Give a copy of Exercise 1.1 to each participant, and ask the participants to spend a few minutes writing down what they achieve during their workday.

2. Should the participants find the question difficult to answer, ask them to write down the most important things that they do during their workday or week.

3. When the participants have finished their lists, ask them to spend a few more minutes trying to indicate the amount of time, either in hours or percentages, they spend on each item on the list during their workday or week.

4. When time allocations have been completed, ask the participants to examine their lists and mark the items with an asterisk that they consider actual achievements.

5. Then invite each participant to call out the total number of items on the list followed by the number of items marked with an asterisk.

6. Ask each participant how much of their working time is spent in achieving.

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Medium 9780874251920

Activity 39 Team Self-Review

Mike Woodcock HRD Press PDF

50 Activities for Team Building: Volume II

Activity 39

Team Self-Review


To help team effectiveness by reviewing performance. While process review involves the use of an “outsider,” internal review can be conducted without such help.


All members of a team take part either during or after the completion of a task or meeting.


Explain that “internal” review is a way of improving team functioning and that if it is to work, it demands openness, honesty, and a certain amount of risk taking.


Each participant completes a Team Self-Review (Handout 39.1) which asks questions about the following topics:









Use of time

Decision making



The team tries as much as possible to reach consensus in completing a further review sheet that reflects the view of the team.


The process can be repeated after further meetings or tasks. In many developed teams, regular review becomes a way of life.


The activity is most useful when used repeatedly.

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2 Building Your Confidence and Self-Esteem

Peter B. Stark HRD Press PDF


Building Your

Confidence and Self-Esteem

“Our own attitudes have far more to do with how happy we are than do any external circumstances.”

Dr. Nathaniel Branden

Being a great supervisor starts with you. The way you feel and see yourself affects every aspect of your role as a leader. William James, the great philosopher and psychologist, once observed that the greatest discovery of our age has been that we, by changing the inner aspects of our thinking, can change the outer aspects of our life. Or as another sage puts it, "We aren’t what we think we are, but what we think, we are!" The higher your selfesteem, the better your chances are of being a great supervisor and a great leader. This chapter discusses the importance of self-esteem and what you can do to raise your self-esteem to an even higher level.

As a first step to enhancing self-esteem, we can begin with a self-assessment. This is an opportunity for you to take an honest look at yourself and assess how you feel about your abilities as a supervisor. In which aspects of supervision do you have a high degree of

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Activity 46: Who is he?

Dave Francis HRD Press PDF

Activity 46 

Who is he? 


• To provide insight into the nature of communication

• To study group problem-solving behavior

This activity helps to increase problem-solving and team-building skills.


One or more groups simultaneously are given a question to answer. (The question is provided after this discussion of method.) If more than one group undertakes the activity, the first group to answer the question successfully wins, but only when:

1. Every person in the group agrees with the answer, and

2. Every person in the group confirms that he or she understands the reason for the answer.

The correct answer should not be divulged until all groups have completed the problem-solving process.

It is helpful to have a process observer. This individual may use the guidelines suggested in Activity 31, Process Review, as well as the Review

Sheet provided at the end of this activity. The observer leads the review.

The Question

If a man is looking at a photograph of another man, and says “That man’s father is my father’s only son,” who is the man in the photograph?

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Activity 12: Adapting Your Behavioral Style

Phillip Faris HRD Press PDF



Adapting Your Behavioral Style 




• To help participants recognize when they are not effective in adapting to a 

customer’s behavioral style 

• To help participants develop sales strategies for improving their relationships 

with difficult customers 



1. Review the four behavioral styles and lead a discussion on how to sell most  effectively to each behavioral style. Distribute Selling People the Way They 

Like To Be Sold, Handout 12.1, to each participant. 

2. Distribute the Difficult Customer Worksheet, Handout 12.2, and instruct  participants to complete it individually. 

3. Have participants work in subgroups of three to discuss Handout 12.2. 

4. After the small‐group discussions, lead a whole‐group discussion based on the 

Discussion Questions, Handout 12.3. 


Notes and Variations 

1. Make sure each group has at least two different styles represented. This  provides participants with a good reality test for their discussions. 

2. Assign each group a specific style and have them present their  recommendations for selling to people who have that style. Then compare  their recommendations to those mentioned in Handout 12.1. 

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