Exercises Management

Session Builders
Series 100
60 Exercises for Management

and Supervisory Training
Volume II
Exercises 26 – 60
TRC Interactive, Inc.
HRD Press, Inc. Y Amherst Y Massachusetts

Copyright © 2010, TRC Interactive, Inc.
The materials that appear in this book, other than those quoted from prior sources,
may be reproduced for educational/training activities. There is no requirement to
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Reproduced from Session Builders Series 100, by TRC

Interactive, Inc. Published by HRD Press, Inc.: Amherst,
MA, 2010.
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Session
Builders

Guidelines for Improving Your Session
To the Leader
Experiential exercises are fundamental components of nearly every live training
program. This is particularly true in the topic of management and supervisory
training. Many of the concepts are demonstrable. Exercises "bring home" points better
than nearly any other method.
Session Builders Series 100 is a unique collection of exercises that will enhance your
training design. The exercises can be used as icebreakers, discussion stimulators,
content demonstrators, attitude and feeling indicators, or as closing activities.
Each Session Builders exercise is complete and includes:

• Stated purpose and objectives
• Convenient review of the exercise
• Up front important information like group size, time required, type of exercise,
and materials needed
• Facilitator notes, organized step by step for easy facilitation
• Discussion points to maximize the benefit of the exercise
• Options/variations for added value
Session Builders Series 100 is a collection of exercises in the quality tradition of the
Session Builders Series. It's a standard of excellence unparalleled in the training
industry.
iii
Session
Builders

Leading a Discussion
Trainers, managers, and team leaders need to be skillful discussion facilitators. As a
trainer, you need to keep the participants focused on the subject, solicit everyone's
ideas, keep the discussion moving, and bring it to a conclusion.
The discussion portion of a training session is a critical component. During discussion,

you can elicit participants' opinions and discern their knowledge level. After
completing an activity, such as a role play or simulation, the discussion brings out
what each participant discovered and learned from the activity.
Being a successful discussion facilitator is important and it isn't a difficult skill to

master. Like any other skill, improvement comes with practice.
The following are some guidelines that will help you facilitate discussions:
• Facilitate, don't dominate. The participants should do the talking. Your role is
to lead or facilitate, not dominate the discussion. If you forget or ignore any
other guideline, remember this one.
• Involve everyone. Try to get as many people involved as possible. Ask questions
of the quieter participants. Questions like, “Fred, what do you think of Rita's
point?” or, “Lori, has anything similar ever happened at your office?” If
possible, avoid questions that may be difficult for shy people to answer.
• Use open-ended questions. Make sure that your questions cannot be answered
with a simple yes or no. For example, say, “How has the new policy changed
your job?” rather than, “Has the new policy changed your job?”
• Maintain focus and control. By having the participants direct their comments
and observations toward you, you can follow up on their answer or ask the next
question. This way you can keep the discussion focused on where you want it,
rather than on some tangent or pet issue. Just as important, by maintaining
control, you can avoid having one or two people dominate the discussion.
iv
• Clarify and summarize participant comments. Often participants will make an
observation that is appropriate and valuable, but is not clear and concise. The
best way to handle it is to summarize and clarify the point. Use expressions
like, “So, you feel that...” or, “If I understand you correctly, you're saying
that...” Repeating their comments in your words can also serve as a
reinforcement of an important point.
• Use the flip chart. Many discussions lend themselves to this technique. After an
exercise or activity, you'll want the participants to talk about the experience.
And, you'll want them to come to several conclusions or make some salient
points. During this process, the participants will also make comments that are
extraneous to your purposes. Jot the salient points or conclusions on the
flipchart. This reinforces what you want reinforced and ignores the rest.
• Keep it moving. Before interest and attention start to diminish, go to the next
question or point. Don't drag a discussion beyond its natural time limit. If the
issues have all surfaced, the points have been made, and each participant has
had a chance to convey his or her thoughts, bring the discussion to an end.
• Conclude by summarizing. This is the only part of the discussion that you can
dominate. Briefly review and reinforce each of the important points that you
want the participants to remember. The flip chart is a valuable aid during your
summary. After you've summarized, conclude by asking if there are any
questions. Usually there won't be any questions, but it's courteous to ask before
moving on to the next exercise or activity.
v
Session
Builders

Using Handouts
Handouts should be prepared carefully. They should have been clearly identified.
Reproducible handout masters are provided with Session Builders. You will need to
have them reproduced for the appropriate number of participants prior to your
session date.
One of the most significant problems associated with handouts is that people begin
looking through them instead of paying attention to you. If you want participants to
refer to a handout, you should distribute it just before it is being used rather than
have a stack of papers waiting at their seats when they arrive. As soon as the handout
has served its purpose, tactfully ask participants to set it aside.
Sometimes, you have a handout you want to give the participants that is not actually
used in the session. In that case, you may want to distribute it just before the session
ends. Depending on its content, you may want to refer to it during the session and tell
participants you'll be distributing that handout at the conclusion of the session.
vi
Session
Builders

Handling Questions
Responding to questions is an agonizing situation for many trainers. It's very hard to
be prepared. It requires stepping out into the unknown. Like walking a hiking trail at
night—you’re not entirely confident the ground will be there under your next footfall.
Here are some suggestions you can follow to make responding to questions more
effective.
Begin by trying to anticipate as many questions as possible ahead of time. Discuss

your subject material with other people. Find out what questions they might ask. Try
to second-guess what the participants are likely to ask during your session.
Following these guidelines will help you answer questions effectively:
• Understand the questions. If there's any doubt as to what the participant is

asking you, restate the question to be sure you understand; or simply say, “I'm
not sure I understand what you are asking. Could you rephrase it another way?”
If you understand the question, repeat it so that it's clear to all participants in
the group. You might want to say something like, “You're concerned about...”
or “What you're asking is...”
• Test the purpose of the question. Most questions will be pretty

straightforward. If you feel a participant has a hidden agenda or ulterior
motive, test the purpose of the question by asking, “Why do you ask?”
• Pause to gather your thoughts together.
• Answer briefly and concisely. Use care to avoid launching into a long detailed
explanation.
• Check back. Check back to ensure you've answered to the participant's

satisfaction. Phrases like, “Does that answer your question?” or “Is that what
you wanted?” work well for this step.
vii
On rare occasions, participants may ask difficult questions...questions that take a
long time to answer or ones for which there is no good answer. Sometimes a person
will make a speech rather than ask a question. Rarely, there are questions that are
loaded or argumentative.
If you don't know the answer, simply say, “That's a very interesting question. Frankly,
I really don't know the answer. Perhaps there's someone here today who does. If not,
I'll try to find out and get back to you.” If you make such a promise, be sure to keep it.
Sometimes, members of the audience may have a strong opinion about the topic. In
order to interject their own opinions, they begin by asking what appears to be a
question, but what turns out to be a talk of their own. You can maintain control of
such a situation by tactfully interrupting and indicating that you understand what the
questioner is saying. You should restate using the same words he or she used when
asking the question so that the questioner is satisfied. “Oh, I see. You're saying...Is
that right? Thank you. I appreciate your input.”
Once in a while, you may get a question which is genuinely loaded or argumentative.
It may begin something like, “Don't you feel...?” It's best to handle them just about
the same way you would handle a question that requires a long explanation. “I really
would like to discuss it with you further at a later time.” Or, turn it back to the
questioner by saying something like, “You're suggesting...Please tell me why you feel
that way.”
For the most part, the questions participants ask will be genuine and easy to handle.
viii
Session
Builders

Role Play Guidelines

Role play exercises give participants an opportunity to practice all of the training
techniques much as they would in an actual on-job situation. Role plays allow
participants to incorporate techniques into their own styles and to make them "fit"
their own approaches. When feedback techniques are applied in these practice
situations, participants can readily see a number of ways to apply these techniques
and get positive results.
Some of your participants, and perhaps you as well, may have had a negative
experience in the past with role plays. However, when properly set up and run, role
plays can provide a valuable learning experience.
Here are some suggestions for getting the most out of role play exercises:
• Begin the role play exercise by distributing copies of the role play briefing
sheets to each person playing a role. Allow each person a few minutes to study
the role; then (in the hallway or corner of the room) call each set of role
players aside to quickly review and reinforce their roles. This allows you to set
the stage for the role play and to make sure all participants understand how to
proceed. You'll want to encourage participants to use their newly-learned skills
as much as possible. Urge them to play the role as though they were the person
in the case, not as they think that person would act. Urge participants not to
refer to their role play briefing sheets during the actual role play. (This
encourages them to act more naturally.)
• Often, role play groups include an "observer." If you are using observers, provide
them with an Observer's Sheet. (Note: You'll need one Observer's Sheet for
every participant in the group if you plan to rotate roles and give each
participant an opportunity to be an observer.) Make sure observers realize the
importance of their role. They are able to see and hear more objectively and to
identify the specific techniques each role player is using. Encourage observers
to begin the small group discussion after each role play.
ix
• When all groups are ready, signal for the role play to begin. During the
exercises, circulate around the room to assist groups who are having problems
understanding or carrying out the exercise. If one group finishes before the
others, encourage them to replay the situation in a different way until all
groups have finished.
• Before the session begins, make enough copies of the role play sheets (from
your handout masters). You'll need enough for every group to have one of each.
x
Session
Builders

How to Find the Right
Session Builders Exercise
1. Scan down the list of topics in the first column to the subject area you want.
2. Read across the line to the type of exercise you want. Types include
assessment, discussion stimulator, case study, role play, simulation, and
application exercises.
3. Exercises with numbers in bold type (e.g., 150) relate directly to the topic.
Numbers in regular type (e.g., 126) have a secondary relationship to the topic.
4. Check the exercises you have selected on the list at the end of this index.
Information listed includes the name of the exercise, time required to run it,
and recommended group size. Eliminate exercises that don’t meet your basic
criteria.
5. For the exercises you have chosen, pull out and review the appropriate folders.
Be sure to check the Options/Variations section of the exercise to see if an
alternative approach with the exercise may better suit your needs.
Note: To locate the handouts you need for a specific exercise, use the code number in
the lower right-hand corner of the handout. In each code number (SB 101 Handout 3),
the first three digits indicate the Session Builder number; the last digit is the handout
page number.
xi

Discussion
Topic Assessment Stimulator Case Study Role Play Simulation Application
102 108 109 114 115
Active Listening 126 141 144 145 129 126 129 145 148 118 102
Assertiveness 126 150 151 156 160 121 112 118 160
Career Development 156 157 159
Communication Skills 133 137 141 152 153 155 149 102 121 126 154 110 111 102 151
Creativity 126 128 140 156 118
Delegation 134 141 155 115 127 101 104 112

102 109 114 122 126
Discipline/Termination 144 145 122 145 154 102
EEO/Affirmative Action 126 132 146 122 122 145
Interviewing/Selection 130 147 148 147

117 125 136 141 114 115 121 126
Leadership Skills 126 132 157 158 125 127 154 104 112 103
xiii
Meetings/Discussion 155 121 118
117 124 125 131 136 105 114 121 126 127
Motivation 126 128 133 141 144 145 156 157 105 125 129 129 145 154 104 112 103
101 107 110 111
Organizational Structure 158 112 159
Performance Appraisal/ 102 108 109 114
Coaching and Counseling 144 145 120 122 123 122 123 126 145 102 113
Policies/Procedures 158 149

Problem Solving/Decision 105 116 120 122 105 114 122 123 105 114 122 123
Making 124 135 140 146 156 123 149 127 127 106
Recognition/Rewards 129 129 129
Resources 130 159
Stress 142
Team Building 117 136 146 158 105 105 121 127 105 121 127
Time Management 116 139 159
Training/Orientation 133 143 125 137 138 153 155 125 119
Time Group
Number Session Builder Handouts
(minutes) Size
101 Blue Monday 60 2 to 15 11
102 A Behavior Problem 20−50 5 to 25 2
103 Enhancing the Motivational Climate 30−45 5 to 25 1
104 Snowflake 60 10 to 40 4
105 The Marty Incident 60 up to 25 2
106 Getting to the Root of a Problem 30−60 5 to 15 1
107 A Natural Disaster 90 10 to 50 2
108 How should I handle it? 60 10−unlimited 9
109 Are these reports really necessary? 60 6 to 30 7
110 Space Tower 90−120 12 to 24 3
111 Lookers and Runners 60−90 12 to 30 1
112 What are we doing? 60 5 to 25 3
113 Setting Objectives and Standards 60 5 to 25 7
114 Leadership in Action 90 unlimited 9
115 You’ve Got What It Takes to Do It 45 up to 15 2
116 Time Flies 60 unlimited 3
117 The Big Turn-Ons 30−45 6 to 60 0
118 Making the Meeting Meaningful 70−90 unlimited 3
119 Job Breakdown Analysis 60−90 unlimited 3
120 What’s the problem? 60 5 to 35 3
121 The New Project 60 15−unlimited 5
122 The Case of Mr. Z 60 5 to 30 4
123 The Case of Mr. Y 90 2 to 15 8
124 Reactions to Errors and Failures 60 5 to 40 1
125 You Could Do This Job in Your Sleep 60 unlimited 4
126 What horseplay? 30−45 5 to 30 3
127 Decision Making in Practice 60 5−unlimited 5
128 Measuring a Problem 60 5 to 30 2
129 Sensitivity to Others 60 5 to 35 1
130 What’s it worth? 30−45 unlimited 3
131 Motivators and Satisfiers 60 5 to 25 1
132 Supervisory Styles 60 10 to 50 2
133 The Errors We Make 15−30 unlimited 1
134 What do you know about EEO? 30 unlimited 2
135 Chocolate or vanilla? 30 35 maximum 0
136 The Best/Worst Decision Maker 45−60 6 to 30 2
xiv
Time Group
Number Session Builder Handouts
(minutes) Size
137 Fogging the Message 45−60 40 to 50 0
138 I’ll Never Forget It 45−60 10 to 40 0
139 Painless Time Log 20 unlimited 4
140 Three-Letter Words 30 8 to 50 0
141 Getting Through the Sound Barriers 30 unlimited 2
142 Work Pressures 90 10 to 20 10
143 If I Had Known 45 2 to 25 1
144 There’s Another Way to Say It 60 5 to 45 1
145 What you’re really saying is. . . 30−60 5 to 35 1
146 I’m Okay—You’re Not Okay 60 10 to 48 2
147 Finding the Right Applicant 30−60 10 to 50 4
148 A Selection Interview 60 10 to 50 3
149 Can I take Friday off? 60 6 to 48 1
150 Become a Better Speller 20 unlimited 1
151 Less Is More 60 10 to 30 5
152 Big Words 30−45 up to 20 8
153 What do you mean? 15−30 up to 20 1
154 The Gruff Manager 60 6 to 36 11
155 One-Way/Two-Way Communication 60 6 to 40 3
156 Impossible Things 150−180 5 to 20 0
157 Heroes and Heroines 30−45 unlimited 0
158 Task Force 60 minimum 10 to 40 0
159 Defining Your Role 60 unlimited 2
160 Saying It Assertively 60 6 to 30 2
xv
Session
Builders

126 – What horseplay?

Purpose/Objectives: This exercise asks participants to assess a manager’s
counseling skills in handling a behavior problem.
Participants are presented with a case example where a
manager is having difficulty talking with an employee
about a problem. Participants are asked to identify the
improper counseling style used by the manager and to
indicate the type of error by choosing a suitable error
description from a list. Although many of these phrases
and sayings in the case example may sound familiar,
participants come to realize that effective counseling is
counseling without sarcasm, favoritism, or threats.
Type: Assessment (with Role Play option)
Time Required: 30 to 45 minutes
Group Size: 5 to 30
Use this Session Builder as: • A reinforcement exercise at the end of a unit on
counseling techniques. It provides participants with
an interesting and humorous discussion and review.
• A pre-session assignment to stimulate thinking and

act as a lead-in to the discussion on the subject
during the session.
Preparation
• Make copies of Handouts 1 and 2 for each participant.
• Provide pencils for participants.
• Have a whiteboard or flipchart and markers available during the discussion

(optional).
Process
• Distribute the handouts to participants, and allow them a few minutes to read
the directions.
• Explain that not everything on the list of what to avoid in counseling will be
used in the case study. The choices will depend on how participants read and
interpret the manager’s remarks. In fact, there may be times when more than
one answer will be given for a manager’s error. An example might be when the
manager tells Donnelly in the first sentence to “cut out the horseplay.” This
could be interpreted as being sarcastic (G) or as prejudging the situation (J).
The explanation or interpretation the participants give for their choice may be
entirely justified. Allow for these individual differences.
• Allow participants 10 to 15 minutes to complete this part of the exercise.
• For the convenience of the facilitator, suggested answers are provided.
Discussion
• Have participants discuss each statement the manager makes. Differences in
analysis will arise and should be encouraged. For each response, ask
participants what the manager has done to encourage the employee to discuss
the problem. Participants will readily agree that what the manager is doing is
not okay, and they’ll generally not identify with the approach. In order to
stimulate thinking about how the situation could have been handled more
productively, try some of the following questions (suggested responses are also
shown):
1. What emotions are indicated by the exchange?

(Anger, hurt, disgust, aggression, etc.)
2. How is constructive participation encouraged?

(There isn’t any.)
3. What results does sarcasm bring about?

(It cuts off communication; stops action effect.)
SB 126-1
4. Why is it unwise to threaten or bluff an employee?
(You lose respect; it may result in legal problems.)
5. Of what use is profanity in a counseling situation?

(There are no positive points other than shock effect under severe
conditions.)
6. What effect does publicly scolding or humiliating an employee have?

(Loss of motivation, respect, commitment to goals.)
7. How can prejudging the situation be harmful to both sides?

(You arrive at a wrong solution, produce negative feelings, lose
commitment.)
Use these questions to stimulate discussion for the next 15 to 20 minutes to get
the participants more deeply involved in the case study. This helps them real-
ize their own responsibility regarding negative exchanges between themselves
and their people.
Options/Variations
• If time permits, instruct participants to rewrite this counseling exchange
focusing on positive and helpful responses from the manager. The tone of this
case study as well as specific responses from the manager will change
drastically.
• Another alternative for discussion purposes centers on the list of things to avoid
during a counseling or disciplining session. Without becoming too personal or
giving too many specifics, have participants recall instances from their own
experiences involving an item improperly handled. Analyze what effect each
instance had on the people involved. Usually no positive outcome results from a
manager using these approaches. In fact, ill will would be created.
• Depending on the length of the session, two participants act out two role plays:
1. The case study as presented
2. A modified or appropriate version of it
• Being able to visually view the case increases participant awareness of the
difference between the two counseling styles.
SB 126-2
Session
Builders

HANDOUTS
Session
Builders

In the following case study, a manager is handling a behavior problem. As you read
the case, underscore any examples you find the manager handled improperly. For
each item underscored, indicate the type of error you feel the manager made by
writing the corresponding letter from the list below.
First, read this list of what you should avoid in any counseling or disciplining session:
A Showing favoritism
B Using profanity or abusive language
C Humiliating the employee
D Scolding the employee publicly
E Losing your temper
F Being apologetic or too familiar
G Being sarcastic
H Failing to give adequate warning
I Making idle threats or bluffing
J Prejudging the situation
SB 126 Handout 1
Session
Builders

Case Study
Read the case study below and remember to underscore errors made by the manager
as you read. From the list of what to avoid in a counseling or disciplining session,
indicate the letter of each type of error.
Type of Error
Manager: “Donnelly, how many times do I have to tell you to cut
out the horseplay?”
Employee: “What horseplay?”
Manager: “Don’t give me that ‘What horseplay’ nonsense! You

know what I’m talking about.”
Employee: “You just don’t understand my sense of humor.”
Manager: “Your sense of humor, as you call it, is causing me and

everybody else around here problems. I don’t care
what you think you’re doing, but in my book, you’re
just wasting time.”
Employee: “What do you mean ‘wasting time’? I get more than my

share of work done around here.”
Manager: “The *#@% you do! You’re nothing but a goof-off. I’ve a
good mind to give you a suspension.”
Employee: “Go ahead, see if I care.”
Manager: “I wish I could, but they won’t let me. But I’ll tell you
one thing, you can consider this your first and last
warning. Straighten up, or I’ll find a way to get you out
of here!”
SB 126 Handout 2
Session
Builders

Answer Sheet (for Facilitator only)

Type of Error
Manager: “Donnelly, how many times do I have to tell you to
cut out the horseplay?” G
Employee: “What horseplay?”
Manager: “Don’t give me that ‘What horseplay’ nonsense! You

know what I’m talking about.” E
Employee: “You just don’t understand my sense of humor.”
Manager: “Your sense of humor, as you call it, is causing me and

everybody else around here problems. I don’t care
what you think you’re doing, but in my book, you’re
just wasting time.” G J
Employee: “What do you mean ‘wasting time’? I get more than

my share of work done around here.”
Manager: “The *#@% you do! You’re nothing but a goof-off. I’ve
a good mind to give you a suspension.” B C I
Employee: “Go ahead, see if I care.”
Manager: “I wish I could, but they won’t let me. But I’ll tell you
one thing, you can consider this your first and last
warning. Straighten up, or I’ll find a way to get you
out of here!” H
SB 126 Handout 3
Session
Builders

127 – Decision Making in Practice

Purpose/Objectives: This exercise presents participants with a complete
decision that must be made spontaneously and deci-
sively. The group has the opportunity to see how several
people handle the same situation. The role play involves
a manager and three employees of a Budget Section in a
major organization. The manager’s role sets up circum-
stances that require extra work on the part of employ-
ees. Their roles establish numerous ways they can resist
the work. Participants are able to see the effect a man-
ager has on his or her employees in motivating them to
work as a team through the method chosen to “sell”
them on an assignment.
Type: Role Play
Time Required: 60 minutes
Group Size: 15 to unlimited
Use this Session Builder as: • A reinforcement exercise to build on key points of
the subject.
• An introduction to the kinds of problems that

managers can encounter in the subject area and a
lead into a discussion on the principle points.
Preparation
• Make copies of each role play for the six participants—three for the manager
and one each for Accountant #1, Accountant #2, and Accountant #3.
• Make copies of Observer Sheets for the remaining participants.
• Provide pencils and sufficient writing space for participants to complete the
observation sheets.
• Arrange an office-like setting in the front of the room. Provide an area for the
accountants to sit as if they are at their desks. Prepare name cards at each posi-
tion so that the group can easily identify each individual, such as Accountant #1
(include participant’s name), Accountant #2 (participant’s name) etc.
• Arrange a secluded area where role players can study their parts before
starting.
Process
• Select six participants to play the various roles: three people to portray the
accountants, and three people to portray the manager. Suggest that each
person portraying an accountant use his or her own name. This procedure will
help personalize the role play and make participants feel more comfortable.
• Give role players a copy of their roles. Then ask them to go to the secluded
area to study their characters. They’re not to discuss their roles with each
other.
• Read or paraphrase the following to the remainder of the group:

You are about to observe a role play involving three accountants and their
manager from the Buffington Corporation. You will get an opportunity to
observe the role play three times because three different participants have
been chosen to portray the role of manager. The role play will pose an
interesting problem for each of the people who play the manager. At the last
minute, the manager has been asked to prepare a presentation of future
budgets for an important meeting. Needing assistance, the manager will ask
the employees to assist in the project. Each employee has a personal reason
why he or she cannot help at this time. As observers, you are to determine how
the differing approaches of the three managers affect the outcome of the role
play.
• Arrange an office-like setting in the front of the room if It is not already set up.
• Have the participants playing the roles of the three accountants enter the room
and take their positions in front of the group.
SB 127-1
• As one of the individuals playing the manager enters, the role play begins. Have
it continue until they reach an outcome.
• At the conclusion of the first role play, Manager #1 joins the observers. Repeat
the procedure with Manager #2, and again with Manager #3.
• Most of the role plays will come to a natural conclusion. However, if one of the
managers becomes stumped, stop the role play and move on.
• This exercise is designed to illustrate a variety of ways to handle a complex

situation. You may see the managers encouraging cooperation or displaying
more authority. You may see the employees changing their style with each
manager who confronts them. For example, perhaps the first manager will try
to appeal to the accountants’ sense of teamwork. The manager may say this is,
in fact, a last-minute request. But with the combined talents and assistance of
each of these people, details and examples of current projects can be included
without wasting a lot of time. The employees may comply with or deny this
request based on their own plans and needs for the evening.
• The second and third managers may offer something quite different to the three
accountants in order to accomplish the task.
• With each approach taken, participants can examine many forms of motivation,
leadership styles, delegation, decision making, problem solving, and team-
building techniques.
Discussion
• When all role plays have finished, ask the observers to express their observa-
tions based on their handouts. Have the participants playing the managers
discuss the feelings they had while playing the role. Ask employees for their
reactions.
• Often, because the support characters have had an opportunity to practice, the
second and third managers have a more difficult time. This normally does not
interfere with the effect of the exercise.
• However, be sure the comments concerning the managers do not turn into pick-
ing on the one who really did the worst job. When individuals in the session are
all from one organization and know each other well, be careful that the group
does not leave the session feeling that the person playing Manager #1 is a better
manager back on the job than Managers #2 and #3.
• Overcome this problem by reminding the group that this is a learning experi-
ence. The purpose of this session is to create an environment in which each
participant can practice expertise in handling various management skills.
SB 127-2
• Due to the variety of ways these roles can be played, the group will make many
observations and generate much discussion on problem-solving styles.
• By using the Observer Sheets as reference for the discussion and having three
different people play the part of manager, the group can observe and comment
on the varying styles of decision making. At the same time, the three players
will display a number of motivation and team-building techniques.
Options/Variations
To make the role of manager more difficult, change the roles so that the manager
also has a previous commitment and has to get the work done entirely through the
employees. This requires more skill in getting the people to stay but often
parallels what actually happens in organizations. The exercise can then illustrate
the effects such techniques have on employees and the long-range consequences
that may occur.
SB 127-3
Session
Builders

HANDOUTS
Session
Builders

Role for the Manager

You are the manager in the Budget Office of the Buffington Corporation. Primarily
your section is involved in budget projection for new company products. It is now 15
minutes before your normal leaving time, and you have received a call from your
manager. You have been asked to make a presentation at a breakfast meeting
tomorrow morning with division managers in your company. Your topic includes
discussion on new product budgeting procedures, including appropriate examples of
current projects.
Although this is a last-minute request, you feel confident you can prepare a good
presentation with the aid of your staff. If each of your three people assists you in
their respective areas, you will have enough time to develop an impressive talk. You
are familiar with all of their areas, but do not have sufficient details on any current
projects.
Obviously, a breakfast meeting with company executives is important. You have plans
to design some visual aids to enhance your presentation. This is time-consuming, but
if each of your employees helps, you can finish in plenty of time. You may wish to
suggest alternative time off and/or the possibility of future promotions to help per-
suade your employees to stay and help.
Since it is near the close of your workday, you must hurry to talk with your people.
SB 127 Handout 1
Session
Builders

Role for Accountant #1

You are an accountant in the Budget Office of the Buffington Corporation. It is now 15
minutes before you finish for the day, and you are eager to get going. To supplement
your income, you have been doing some tax work for a few friends of yours, and you
have promised to meet one of your clients after work this evening.
The Buffington Corporation has a policy about moonlighting. In essence, the company
does not mind moonlighting as long as it does not interfere or conflict with your
regular job. Because you work on new product budgets, you see no conflict between
your normal job and your tax work. However, the company is quite clear about
reporting moonlighting.
As yet, you have not mentioned your tax work to your manager. You have been
meaning to talk about it but first wanted to see whether your outside tax work would
be substantial enough to even mention. Hopefully, you will find the right opportunity
to talk about it sometime next week, but right now your manager is hurrying in to talk
with you.
SB 127 Handout 2
Session
Builders


You are an accountant in the Budget Office of the Buffington Corporation. You have
been working at Buffington for over a year and have been greatly disturbed about the
amount of work required of you.
You primarily work on the development cost of new products, and Buffington has
nearly doubled its new products in the past year alone. You have had to spend many
evenings working on “crash” programs, and you do not feel adequately rewarded.
Even your manager does not realize how much extra work you have. You have talked
it over with your spouse and have decided to ask for additional salary or a job change.
You are even prepared to look for another job if your request is denied.
It is now 15 minutes before you finish for the day, and your manager is hurrying in to
talk with you.
SB 127 Handout 3
Session
Builders


You are an accountant in the Budget Office of the Buffington Corporation. You enjoy
working for the company and have a good relationship with your fellow workers and
your manager. Primarily you are involved in the budget accounting for production of
new products, but you are often called upon for extra assignments because of your
experience.
Your daughter is having her fourth birthday party, which is to start early so that all
the children can get home at a decent hour. You want to leave early to pick up the
party favors.
It is now 15 minutes before you finish for the day, and your manager is hurrying in to
talk with you.
SB 127 Handout 4
Session
Builders

Observer Sheet
During the role play, carefully observe and be prepared to discuss the following:
1. Compare each manager’s approach to the problem.
2. How do you think each manager felt about the situation?
3. How did Accountant #1 handle the three different approaches?
SB 127 Handout 5 (continued)

6. How does each manager’s approach affect the outcome of the role play?
7. Are there any “downstream effects” created in the role plays?
SB 127 Handout 5 (concluded)

Session
Builders

128 – Measuring a Problem

Purpose/Objectives: In this exercise, participants determine if a given
situation or behavior is a problem and rate the relative
need for counseling or discipline in that situation. This
exercise asks participants to study specific behavior
situations and decide the following:
1. Does a problem exist?
2. Can the problem be measured objectively or
subjectively?
3. What, if any, action needs to be taken?
Managers and supervisors can identify how to sort out
problems, decide when to take corrective action, and
get feedback from others on how they would handle the
same situation.
Type: Assessment
Group Size: 5 to 30
Use this Session Builder as: • A reinforcement exercise to point out key concepts
involved in evaluating behavior problems and
counseling needs.
• A learning aid pursuant to discussing employee job

performance and counseling needs.
Preparation
• Make copies of Handout 1 for each participant.
• You may want to make copies of the Breakdown of Issues in Part II to give to the
participants at the end of the session.
• Provide pencils for participants to complete the exercise.
• Have whiteboards or flipcharts and markers available for participants to

summarize Part II.
• The room should be flexible enough for separate small group discussions.
Process
• Because of the nature of this exercise and the controversy surrounding many of
its issues, you may want to use a small-group approach. This method often helps
overzealous and experienced managers already set in their ways to see other
points of view. It also provides the opportunity for all participants to share their
ideas and perceptions of similar problems.
• Divide participants into small groups of equal size, and distribute the handout.
• Read or summarize the following instructions:

In this exercise, you’re given a list of words typically used to describe
employee behavior. In Part I, each group is to decide whether these behaviors
are indeed problems and if they’re measured objectively or subjectively.
In Part II, you’ll discuss the relative need for counseling or discipline and rate
this need according to the given scale. You’ll find that these behaviors are not
specifically defined. This may be somewhat frustrating. However, it’s the job
of each group to interact and determine how the item should be defined. Then
try to reach mutual agreement on each behavior listed for both Parts I and II.
You’ll have 30 minutes to complete this assignment. At the end of that time, a
spokesperson should be prepared to summarize the answers for Part II. The
spokesperson should use the whiteboard or flipchart to summarize comments.
• Allow groups to begin. You may wish to walk from group to group, directing
discussion back to the issue when it strays too far.
• There will probably be lively discussion and disagreement. Many of the behavior
problems are intentionally vague and nonspecific. The definition of a problem
for one person may not be the same for someone else. But the group must reach
some consensus. It is important to air different views so that participants can
share and understand how others deal with the situations.
SB 128-1
• All of the behaviors listed can be, to some degree, employees’ problems. The
real issues are how they are measured and what the manager does about them.
• The answers for Part I are:

1. S
2. O
3. S
4. O
5. O
6. S
7. O
8. S
9. O
10. S
• Expect discussion for Part II to be particularly intense. When a counseling or

disciplining session is in question, there may be a variety of reasons for not
confronting the problem. Group members should focus their discussion on
clearly defined problems. They should limit their options for counseling to those
given in this exercise.
• Differing views will abound, but the relative importance of an issue revolves
around two factors:
1. Is the behavior affecting job results (productivity)? If it is...
2. The degree of attention to give to the problem.
• How much counseling or discipline is needed generally depends upon how much
the problem affects the job. Both of these key issues are interrelated, and
ultimately, all problems on discipline and counseling come back to these issues.
Discussion
• After about 30 minutes, stop group discussions. Have each group spokesperson
use a whiteboard or flipchart to present results and underscore differences in
technique or approach to the issues.
• Allow each spokesperson three to five minutes to summarize the group’s results
for Part II. This is particularly significant due to the variety of responses that
occur.
• Allow some questions and explanations here, but do not get bogged down in
what should have been discussed in the small groups.
SB 128-2
• The focus of the discussion at this point should center on two issues:
1. How much is the behavior affecting the employee’s productivity or the
productivity of other employees?
2. How much attention should this problem and the employee receive?
• You may find it convenient to use information presented on the flipchart or

whiteboard to provide your summary or closure of the exercise.
• Once the discussion is over, pass out copies of the Breakdown of Issues in Part II
so that participants can take them back to the job.
Options/Variations
• Variation in the exercise depends on the group size. Peer interaction is
important and should be a priority in selecting the method you use to present
it. Therefore, if the total group size is 10 or fewer, you can make two small
groups. Follow the same procedure in the sections under Process and Discussion,
or you may want to work with one group of 10. Allow them to freely exchange
information, ideas, and techniques because sharing information is vitally
important in the learning process.
• As a learning aid where peer interaction cannot take place, have the
participants work out the answers independently and bring them back to you for
discussion.
• Participants may also want to discuss the answers with their managers for
additional input.
• Another variation is to have participants rate the exercise before breaking into
groups. This gives them a chance to think about the questions and form a basis
for their own answers before becoming involved in the group. This reduces the
chance of “groupthink” or accepting ideas of the group due to peer pressure.
SB 128-3
Session
Builders

HANDOUTS
Session
Builders

Discuss the following issues and reach a mutual decision on each part.
Part I—Measuring Employee Behavior

Below is a list of employee behaviors. On the line for Part I, write an S beside those
issues that are measured subjectively and an O beside those measured objectively.
Part II—Assessing the Need

On the line provided for Part II, place the letter that corresponds to a rating below:
Letter Choice Relative Need for Counseling or Discipline

A Calls for immediate action.
B Counseling or discipline will probably be necessary.
C May be a need for action if the behavior continues or gets worse.
D There is little that counseling or discipline can do to correct the
behavior.
E No call for counseling or discipline
PART I ISSUE PART II

Wasting time
Tardiness
Horseplay or practical jokes
Falsifying records
Unusually high errors
Frequent bickering
Insubordination
Retired on the job
Undercutting others
Failure to meet deadlines
Prepare your summary of Part II for presentation to the group.
SB 128 Handout 1
Session
Builders

Breakdown of Issues in Part II
Objective Issues Subjective Issues Measuring Guide
Tardiness Wasting time Is it…

• Lowering productivity?
• Offending or disrupting others?
• Lowering morale?
Falsifying records
High errors Horseplay/practical Is it offending or disrupting others and/or

jokes causing a drop in job results?
Insubordination
Failure to meet Frequent bickering Is it…

deadlines • Offending and disrupting others?
• Causing absenteeism?
Retired on job Has level of productivity dropped? How

does it measure up to the standard set? Is
it causing problems with others?
Undercutting others Is it…

• Offending and disrupting others?
• Causing turnover or absenteeism?
(These items are (These items are hard

easily measured by to measure; look at
records and direct measuring guide to
confrontation.) help determine what
action, if any, needs
to be taken.)
SB 128 Handout 2
Session
Builders

129 – Sensitivity to Others

Purpose/Objectives: This exercise will help managers and supervisors
understand the effects that recognition and rewards
have on an employee’s motivation to continue to
perform well. Through a case study or role play of a
situation in an advertising firm, participants are asked
to analyze the dialogue between a manager and
employees. They are to assess each participant’s ability
to recognize and use opportunities to stimulate
motivation in the employees. Once these opportunities
are identified, participants then write what they think
might have been a more appropriate response to
improve the motivational climate. Participants begin to
realize that opportunities to give recognition can occur
at any time.
Type: Role play, case study
Group Size: 5 to 35
Use this Session Builder as: • A warm-up or an opening exercise to a discussion

about motivation, active listening, or recognition of
others.
• A learning aid for managers and supervisors who

need assistance with techniques to build and support
a motivational climate in their given areas.
Preparation
• Make copies of the Role Play/Case Study for each participant.
• Arrange space in the room for a role play.
Process
• Introduce the exercise by paraphrasing the following information:
Building and supporting a motivational climate through recognition and
rewards can come both from what managers do and how they do it. It’s not
something you can schedule or take care of every once in a while. It must be a
continuous, ongoing process based on your sensitivity to the needs of your
employees and the many opportunities you’ll get to meet those needs.
While many organizations have formal systems for recognition and appraisal,
the sum of all the little things a manager does or fails to do every day is much
more significant. There will be many opportunities, but they come quietly and
without warning—buried in the flow of everyday activity. That’s why it’s so
important for you to understand how recognition and rewards motivate people.
You should be alert to your opportunities and use them.
In a few minutes, you’ll be reading a dialogue that illustrates a kind of routine,
day-to-day situation. It takes place in the advertising department of a major
manufacturer. Jack Adams, the manager, has left his office to casually check
the work being done by some of his staff. He doesn’t seem to be aware of the
opportunities to support a motivational climate. As you read the dialogue,
place an “X” on the transcript each time you feel one of these opportunities is
presented.
If you think Jack’s response is okay, continue reading. If not, cross out his
response. Write what you think he should have said in the right margin. Then,
continue looking for the next opportunity. You may wish to read over the
entire dialogue first to get acquainted with the situation.
• Distribute copies of the case study.
• Allow 10 minutes for participants to read the dialogue and write their answers.
• When everyone is finished, ask for volunteers to play Ted, Jack, and Bill.
• Have the volunteers study their parts as written in the case study. Then have
them role play it.
• Afterward, repeat the role play using the version of Jack’s role that was
modified by the person who is playing it.
SB 129-1
Discussion
• Many opportunities for improving motivation and giving recognition exist in this
dialogue. They become obvious as participants role play and demonstrate the
differences between Jack’s responses to Ted and Bill.
• In addition to discussing the differences in responses, you may want to focus on

other questions such as:
− What tone was established in the first dialogue between Jack, Bill, and Ted?
− How did the tone change when Jack’s responses changed?
− How do you think Ted felt about Jack’s responses to his changes in the ad?
− If you were Bill, how would you feel when Jack refused your request to visit
engineering?
− What active listening responses improved Jack’s part of the conversation?
− In what other small and routine ways can a manager give appropriate
recognition to employees?
− How is employee motivation affected by the suggested changes in Jack’s
role?
• You may wish to guide the discussion toward identifying and analyzing every
time Jack Adams missed an opportunity to promote a motivational climate. The
first time occurred when Ted told Jack he had made some changes to make the
Times ad a little more alive. Jack could have easily given Ted credit for taking
initiative by saying something like, “Great, I’m glad you took it upon yourself.”
• In the second example, Jack could have reinforced Bill’s confidence and
willingness to get more knowledge from engineering by saying, “Sure, Bill, if
you think it’ll help you.” Instead, he refuses to even give Bill the chance.
• When Jack spoke with George by phone, he missed several other opportunities
to create a motivational climate. He neglected to share George’s compliment
about that “really fine piece of work” with Bill. In fact, Jack kept Bill entirely
uninformed about his work and the revisions by taking care of the changes
himself.
• All of this can contribute to a negative motivational climate rather than a

positive one. By developing active listening skills and awareness of others’
motivational needs, a manager can take advantage of the routine opportunities
as they occur.
SB 129-2
Options/Variations
Participants may vary the exercise by discussing the widely different responses
they all created for Jack’s role. The responses that best indicate a positive
motivational climate will reflect the manager’s openness and commitment to keep
employees involved and informed about problems and decisions.
SB 129-3
Session
Builders

HANDOUT
Session
Builders

Role Play/Case Study

Ted: (Graphic designer) Glad you stopped by, Jack. Here’s the layout for the
Times ad. It’s just about finished. By the way, notice I made some changes
that I thought would make it more alive.
Jack: (Manager) Oh, you put the photo in that position. That will be alright. When
do you think it will be finished? It has to be in New York by the 25th.
While Jack and Ted are having this discussion, a writer interrupts the
scene.
Bill: (Writer) Oh, Jack, I’ve been meaning to talk to you. Got a minute?
Jack: Sure Bill, I’ll be right with you.
(Turning back to Ted)
Okay, let me know when it’s ready to send to New York.
Jack walks over to where Bill is working.
Jack: Okay, Bill, what’s up?
Bill: Well, I’ve been working on the ad we’re putting in before the trade show.
Jack: Oh, you mean the ad on the new model?
Bill: Yeah, that’s the one. I’ve got it down basically, but I’m not sure I’ve really
represented all the benefits of some of the features on the new model. If
it’s alright with you, I’d like to spend some time in engineering so they can
really walk me through it.
Jack: Well, it’s all in the product spec, isn’t it?

Bill: Yes, but I’d like to see it firsthand.
Jack: I don’t know. It doesn’t seem to be worth the time. They review the copy
anyway; if you miss anything, they’ll pick it up.
Bill: Okay.
At this point, Jack’s pager beeps.
Jack: Excuse me, Bill; let me use your phone.
Jack steps over and picks up the phone.
Hey George, it’s Jack Adams.
George Lentz is an executive with Jack’s company.
George: Jack, I’ve just finished crawling through that feature article Bill wrote. It
really looks good! The copy flows well, and all the detail is there. I found a
couple of minor technical fixes we need to make, so I’m sending it back
down to you with my remarks. But it’s really a fine piece of work.
Jack: Uh huh.
George: Try to make the changes and get it back to me as soon as possible. It has to
go out on Monday, okay?
Jack: Yeah, sure George. I’ll take care of it myself.
Hangs up the phone and turns to Bill.
Thanks for the use of your phone.
Bill: I’ll put it on your tab.

Session
Builders

130 – What’s it worth?

Purpose/Objectives: This exercise helps participants realize the difference in
the amount of time involved between selecting a new
piece of equipment and selecting a new employee. In
this exercise, participants compute the cost and time
spent in buying a piece of new equipment and in hiring
a new employee. Since a manager often spends more
time selecting new equipment, this point is brought
home very readily when participants are asked to
become the manager and consider the cost of making
these decisions.
Type: Discussion stimulator
Group Size: Unlimited
Use this Session Builder as: • An introductory exercise to stimulate thinking and
serve as a lead-in to a discussion on interviewing or
the effective use of manpower.
• A reinforcement exercise to build on key points of

the subject area.
Preparation
• Make copies of the handouts for each participant.
• Arrange space in the room for a role play, but make sure participants have
sufficient space to complete the handouts.
Process
• Introduce the exercise by reading or paraphrasing the following paragraph as
you distribute Invoice #1:
Suppose you’re the manager in a department that’s about to select a new piece
of equipment worth $39,000. If you billed your company for the time it took
you to consider and purchase that piece of equipment, your invoice would look
similar to the one I’m handing out. Assume your time is worth $23 an hour.
Then carefully estimate the time you’d spend on each of the items listed on
the invoice, and total the invoice at the bottom.
• If participants have never been in charge of purchasing equipment, have them

estimate the time they think it would take.
• Provide time for participants to finish; then continue by saying something like:
You now have the total dollar amount that it costs your company for your time
and consideration in making a new purchase. Let’s look at the cost of another
purchase
• Distribute Invoice #2 as you read or paraphrase the following instructions:

Your department requires a new employee whose salary will be about $39,000.
As the manager, you must consider the candidates, interview them, and select
one for the job. Again, if you must bill your company for the time it takes you
to select an employee, the invoice you’d send would look similar to the one I’m
handing out. Consider each item and again, honestly appraise your time at $23
an hour. Indicate the amount to the right of each item and total the invoice.
• For ease of calculations, the figure of $23 an hour is used, though it may not be
comparable to what the participants actually earn in their present positions.
• Allow participants sufficient time to finish their calculations.
SB 130-1
Discussion
When participants have finished working on the second invoice, begin a discussion
using the following questions:
− Which of the two invoices is higher?
− Would you expect this to be true?
− Why or why not?
• Usually participants find that they have billed more money for considering the
purchase of a new machine than they have for hiring a new employee.
• For comparison purposes, distribute the Average Invoice Figures Sheet. Explain
that by combining the invoices of a number of managers, average invoices were
calculated for both purchases.
• Discussion should center on these differences and why they exist. Stress the
point that new employees don’t always receive the same treatment as a
machine, but they, in fact, cost the company a great deal more money than the
machine’s “initial investment.” Also it is important that you help participants
realize that an employee’s potential and value to the company are immeasurable.
Options/Variations
• As an alternative to the prepared invoices, have participants come up with their
own list of items to follow when selecting a new piece of equipment or in
choosing a new employee. Have them brainstorm their ideas and put them on
individual lists. However, for ease of comparison, the prepared lists provide a
more standard base.
• If participants are relatively new to supervising, divide them into groups roughly
equal in size. Let the groups brainstorm the figures. They’ll feel more comfort-
able coming up with the figures when sharing feedback with each other.
• Another variation is dividing the session into an equal number of groups. Have
one set of groups estimate the cost of purchasing a new piece of equipment
while the other set of groups estimates the cost of hiring a new employee.
Allow them about 20 minutes to come up with their answers. When they have
finished, compare the figures of the groups that estimated the cost of the
equipment. Make the same comparison between those groups that estimated
the cost for hiring a new employee. Use the questions provided in the Discussion
section.
SB 130-2
Session
Builders

HANDOUTS
Session
Builders

Invoice #1
Hours Dollars
Review sales information (talk to salesperson/review
literature)
Survey equipment (visit trade shows/manufacturing sites)
Write specifications
Get appropriate approvals
Get equipment proposals
Negotiate prices
Analyze proposals
Make decision
Get final approval
Total
SB 130 Handout 1
Session
Builders

Invoice #2
Hours Dollars
Write job description
Get appropriate approvals
Contact HR, agencies
Review résumés
Interview candidates
Compare candidates
Make decisions
Extend offer
Total
SB 130 Handout 2
Session
Builders

Average Invoice Figures Sheet

Invoice #1—Average Hours Dollars
Review sales information 16 $ 368.00
Survey equipment 10 230.00
Write specifications 2 46.00
Get appropriate approvals 3 69.00
Get equipment proposals 1 23.00
Negotiate prices 2 46.00
Analyze proposals 8 184.00
Make decision 3 69.00
Get final approval 2 46.00
Total $ 1,081.00
Invoice #2—Average Hours Dollars

Write job description 3 $ 69.00
Get appropriate approvals 2 46.00
Contact HR, agencies 2 46.00
Review résumés 4 92.00
Interview candidates 8 184.00
Compare candidates 2 46.00
Make decisions 3 69.00
Extend offer 3 69.00
Total $ 621.00
SB 130 Handout 3
Session
Builders

131 – Motivators and Satisfiers

Purpose/Objectives: This exercise helps participants identify some of the
company factors that affect an employee’s motivation
on the job. Participants are asked to classify the factors
according to Herzberg’s motivators and satisfiers. Then
participants choose which ones are normally controlled
by the organization and which ones are controlled by
the manager. By comparing the two lists, it becomes
increasingly clear that, in most cases, the manager is
the key figure in providing job factors that are
motivators.
Group Size: 5 to 25
Use this Session Builder as: • A reinforcement exercise to build on key points and
stimulate thinking about motivational factors.
• An action plan to reinforce the principles of

motivation as interpreted by Herzberg.
Preparation
• Make copies of the Motivators and Satisfiers sheet for each participant.
• Have a whiteboard or flipchart and markers available to use during the

discussion period.
• Be sure there is ample writing area for participants to complete the handout.
• The room should be flexible enough to accommodate small group discussions.
Process
• Start by explaining the parts of the exercise. In Part I, participants will classify
company factors as either motivators or satisfiers according to Herzberg’s
theory. Then in Part II, they will identify the factors that are generally
controlled and influenced by the organization or the manager. Explain that
some factors may be considered to be both the responsibility of the
organization and the manager.
• Explain that according to Herzberg, satisfiers are factors that must be satisfied
before any motivation can occur—i.e., working conditions, salary. Job elements
like achievement, recognition, and advancement are motivational factors. Your
presentation on this material will be a lead-in to the exercise.
• Divide the participants into groups of roughly equal size, and distribute a copy
of the handout to each participant. Explain that you want them to agree on all
parts of the exercise.
• Depending on the size of the groups, you will need to allow about 15 to 30
minutes for participants to process the exercise.
• Let the groups work by themselves as much as possible, but monitor them to
make sure they don’t wander to other subjects not related to the material.
Discussion
• Begin the discussion process, by listing the numbers 1 to 12 vertically on the
flipchart or whiteboard. Then write down the answers as follows:
1. M
2. M
3. S
4. S
5. S
6. M
SB 131-1
7. S
8. M
9. S
10. M
11. M
12. M
• Ask how many participants agree with the answers to each item.
• You will notice that there will be general agreement on most of the items, but
there will be some exceptions. The item involving salary (#9) will probably bring
arguments as to whether money or salary is definitely a motivator. Participants
will have covered this point and will feel quite strongly about it. They will cite
cases where they know people who have changed jobs because they were
motivated by a higher salary.
• Point out that money represents a means to gain something else—clothing, a

home, etc. Tell them employees must be satisfied that their salary is equal to
their abilities. A salary must maintain their life style and pay their bills before
they can be motivated to work harder at their jobs. Explain that employees
must feel satisfied that their salary is sufficient to do those things. Use as an
example, “If a person is truly motivated by money and was offered $100,000 a
year to shovel manure, would he or she be motivated to do a better job?”
• Opposite the answers for Part I on the whiteboard or flipchart, list the general
answers for Part II as follows:
1. Both
2. M
3. O
4. O
5. O
6. M
7. O
8. Both
9. O
10. Both
11. Both
12. O
• Give participants a chance to see how their answers compare to the general
answers. The answers that participants give in this exercise may vary slightly
with the type of organization, but generally this will not affect the outcome of
the exercise. Point out when comparing those factors that are motivators with
the “controlled by” list that participants should see a parallel. In nearly every
case, the manager is a key figure in providing job factors that are motivators.
SB 131-2
Options/Variations
• As an action plan, ask participants to take the exercise home and complete the
items individually. Ask them to bring their answers back to the next session.
• At the next session, divide the participants into groups roughly equal in size.
Have each group go over their collective answers and arrive at a mutual
decision for each answer. Then proceed with the instructions in the Discussion
section. Keep in mind, however, that using this option takes time away from
your second session. You need about 45 minutes to handle the group exercise
and the discussion on this carry-over material.
Notes
• This exercise is most beneficial when done as a group exercise. The interaction
between participants produces the greatest learning experience.
• If you’d like more information about Herzberg’s Theory, consult any standard
management textbook.
SB 131-3
Session
Builders

HANDOUT
Session
Builders

Here are some things that affect an employee’s motivation on the job. Not all of
them are under your direct control as a manager. Even though some of the items on
this list may not apply to you or your organization, classify them according to
Herzberg’s motivators and satisfiers (maintenance factors). Then indicate which ones
are normally controlled by the organization and which ones are normally controlled by
the manager.
Part I
In the space to the left of each of the following factors, identify with an S those
generally considered as satisfiers (maintenance factors) in Herzberg’s two-factor
theory. Use an M for those generally classified as motivators.
S or M Item Controlled by
1. Flexible work schedules
2. A merit salary increase
3. A retirement plan
4. A promotion policy based on seniority
5. A safe working environment
6. Employee decision-making committees
7. A major medical health insurance plan
8. Clearly defined responsibilities and authority
9. A “cost of living” salary increase
10. A promotion policy based on achievement
11. Satisfying work assignments
12. A company softball team

Part II
Now in the space provided to the right of each item, identify with an O those items
you feel are generally controlled by the organization with little input from the
manager. Then identify with an M those items you feel a manager generally has
considerable influence and control over. Use Both only if you feel responsibility for
that factor is equally shared by the organization and the manager.

Session
Builders

132 – Supervisory Styles

Purpose/Objectives: The effect managers have on their staff partially
depends on their assumptions about those people and
their work. This exercise gives participants a rough
measure of their assumptions. Participants are asked to
read a number of statements representing managers’
opinions. On a scale from strongly disagree to strongly
agree, participants indicate how they feel regarding
each statement. A total of all responses gives an
indication of which supervisory style each participant
may predominantly use. Participants also learn how
different styles may be a more realistic approach to the
changing needs of the work force.
Type: Assessment
Group Size: 10 to 50
Use this Session Builder as: • A reinforcement exercise following a discussion of

supervisory styles and/or motivation.
• A pre-session assignment to stimulate thinking and

lead into a discussion on motivation.
• A learning aid to provide managers with different

perspectives on factors that affect motivational
climate.
Preparation
• Make copies of the Statement Exercise and Line Diagram for each participant.
• Have a whiteboard or flipchart and markers available during the discussion.
Process
• Distribute a copy of the Statement Exercise to each participant.
• Read or paraphrase the following instructions:

The effect we have on others depends somewhat on our assumptions about
them. This instrument will give each of you a rough measure of your own
assumptions. To be of any value at all, however, you have to be true to your-
self. Don’t look for right or wrong answers. There aren’t any. Don’t respond
the way you think you ought to respond. Try to respond based on what you
truly believe. Feel free to strongly agree or strongly disagree.
Work quickly. Don’t dwell on any statement or try to analyze its implications.
Go with your first impulse. It will be the best measure.
Think of people in a general sense. Try to avoid thinking of specific individuals.
Please choose one of the four responses for each of the 15 statements. Other-
wise, you won’t be able to analyze your score.
• Allow participants 5 to 6 minutes to mark their answers.
• Have participants score the responses by completing the following three steps:
1. Add the number of checkmarks in each column, and record them on Line A.
2. Multiply these totals by the specified multiplier on Line B.
3. Total the numbers on Line B, and enter the grand total on Line C.
• If there are no mathematical errors, the figures will fall somewhere between
15 and 60. This figure represents a rough measure of each participant’s assump-
tions regarding motivation and why people work.
SB 132-1
Discussion
• Help participants analyze their scores. People with scores between 15 and 30
lean toward using a more participative supervisory style. They tend to be more
people-oriented and attempt to provide opportunities for individuals to exercise
initiative, creativity, and self-direction. Communication with employees is more
open and direct. This type of management emphasizes positive relationships
and a creative environment that encourages support for company goals.
• Participants with scores between 45 and 60 lean toward a more autocratic type
of supervision. Emphasis is on control, procedures, and techniques for telling
people what to do. The person who holds these scores may tend to think people
need to be controlled in their work, that they have little ambition, that they try
to avoid responsibility, and that they want to be told what to do.
Communication here is usually closed and secretive. This approach emphasizes
an efficient approach where much effort is directed toward determining
whether or not people are following proper procedures.
• If an individual’s score is somewhere between 30 and 45, that person’s

assumptions are somewhat mixed. Indeed, it is highly unlikely that anyone’s
assumptions on this test are purely at one end or the other. Participant scores
will not generally break down neatly into categories; rather they’ll lean more
toward one or the other.
• Don’t force participants to share their scores if they object. You may find that
once the scores are interpreted, participants may engage in a general, amicable
comparison among themselves.
• You may find it helpful to use the Line Diagram to interpret and compare
scores. Provide copies or simply summarize differences using a whiteboard or
flipchart.
• After participants have taken the self-assessment tool and analyzed their
scores, discuss how these results may affect an individual’s actions in a given
situation. You may want to ask the following questions:
− Is one style of supervision always appropriate? If not, why?
There are many opinions on this subject. One concept is that autocratic
styles seem to work best with dependent or inexperienced workers. In a
crisis situation, it may be necessary to give commands without asking for
other opinions on what to do or how to do it. On the other hand, with highly
intelligent, independent, self-reliant, or experienced workers, using a more
participative style often produces the best results. Many jobs require
flexibility of style to meet changing conditions.
SB 132-2
− What are some symptoms that indicate that a supervisory style may not be
working?
Decreased production, absenteeism, turnover, antagonistic attitudes, etc.,
are some signals that communication is no longer taking place and a new
approach may be necessary.
− What can a supervisor do to change a particular style?
If autocratic, begin by delegating additional simple tasks and work up to
more complicated jobs as confidence increases. Give assignments, and let
the employees have more flexibility to complete the work on their own.
− How does a supervisor deal with a manager who has a dramatically
different style from his or her own?
One way is to meet with the manager to identify expectations; then work to
find common ground on which those expectations can be met. It’s only
through meeting the manager’s expectations that it will be acceptable for
the supervisor to use his or her style to get the job done.
Options/Variations
• If time is limited, use this exercise as a pre-session assignment. Distribute the
Statement Exercise to participants one week ahead of the session. Ask
participants to compile it, enter the totals, and bring it to the session.
Distribute the Line Diagram, and discuss reactions as outlined in the Discussion
section.
• As a warm-up or opening exercise, begin the session as outlined in the Process

and Discussion sections. Use it to lead into your discussion of the topic material.
It often leads to a lively discussion on what style is “best.”
• As a learning aid, give the Statement Exercise to managers or supervisors who

need self-assessment. Have them complete it, and then give them the Line
Diagram to discuss the pros and cons of the different styles.
Note
An interesting tie-in to this discussion on motivation involves Douglas McGregor’s
Theory X and Theory Y. If you lean toward an autocratic supervisory style, you are
classified as a Theory X manager. A Theory Y manager leans toward the more
participative approach to management.
SB 132-3
Session
Builders

HANDOUTS
Session
Builders

Statement Exercise
On the job, the motivational climate may depend on how the manager perceives
people’s attitudes toward their work. Each of the following statements represents an
opinion some managers may hold. Test your own assumptions regarding people and
their work. For each one, check whether you strongly agree, agree, disagree, or
strongly disagree (check only one).
Test your own assumptions regarding Strongly Strongly

people and their work Disagree Disagree Agree Agree
1. Almost all people could probably
improve their job performances quite
a bit if they really wanted to. R R R R
2. It’s unrealistic to expect people to
show the same enthusiasm for their
work as for their leisure activities. R R R R
3. Even when given encouragement by
the boss, very few people show the
desire to improve on the job. R R R R
4. If you give people enough money, they
are less likely to worry about such
intangibles as status or recognition. R R R R
5. Usually when people talk about
wanting more responsible jobs, they
really mean they want more money R R R R
and status.
6. Because most people don’t like to

make decisions on their own, it’s hard
to get them to assume responsibility. R R R R
7. Being tough with people will usually R R R R
get them to do what you want.
8. A good way to get people to do more

work is to crack down on them once in
a while. R R R R

Test your own assumptions regarding Strongly Strongly
people and their work Disagree Disagree Agree Agree
9. It weakens a supervisor’s prestige to
admit that an employee was right and
that he or she was wrong. R R R R
10. The most effective supervisors are the
ones who get the expected results,
regardless of the methods they use in R R R R
handling people.
11. It’s too much to expect that people

will try to do a good job without being
prodded by their boss. R R R R
12. The boss who expects people to set
their own standards for superior
performance will probably find they R R R R
don’t set them very high.
13. If people don’t use much imagination

and ingenuity on the job, it’s probably
because relatively few people have R R R R
much of either.
14. One problem with asking employees

for their ideas is that their perspective
is too limited for their suggestions to R R R R
be of much practical value.
15. It’s only human nature for people to

try to do as little work as they can get
away with. R R R R
A __________ __________ __________ __________
B (x1) ______ (x2) ______ (x3) ______ (x4) ______
C Grand Total __________
Scoring Instructions
A Total each column.
B Multiply each column total by the specified multiplier shown on Line B.
C Add all column products (Line B) together, and enter this figure on Line C.
Your answer should fall somewhere between 15 and 60 if no mathematical errors

are made.

Autocratic Style Mixed Style Participative Style
60 45 30 15
Line Diagram
Task and procedure- Mixture of characteristics People-oriented
oriented from both groups with
degree depending upon Open and direct
Session
Closed communication and placement on the scale communication

Builders
secretive with information

Believes people find work
Believes people do not like satisfying and generally
to work and generally seek responsibility
avoid responsibility
Emphasis is on nature of
Believes people are relationships and creation
motivated by fear of of an environment that
punishment encourages support for
company goals
Places emphasis on
control, procedures, and Group decision making
techniques for telling
people what to do Works best with:
Independent, self-reliant,
Works best with: experienced workers
Dependent, new, or
inexperienced workers
SB 132 Handout 2
Session
Builders

133 – The Errors We Make

Purpose/Objectives: This exercise helps managers and supervisors under-
stand that it may be more realistic to look for an
“expected error rate” on some assignments than to
insist on 100 percent accuracy in all work performance.
In this timed exercise, participants are asked to read a
paragraph and find all the Fs within its content. Partici-
pants do not see the same number of Fs, and scores
range anywhere from 25 to 40. When this exercise is
repeated, the range usually remains the same. The
exercise shows participants how easy it is to make
errors on what we perceive to be a simple task. Partici-
pants should begin to take another look at how they
presently rate accuracy standards on assignments dele-
gated to their employees.
Type: Assessment
Use this Session Builder as: • A reinforcement exercise to build on key points.
• An opener to introduce the point that not all

assignments, no matter how simple they appear, can
be produced with 100 percent accuracy.
Preparation
• Make enough copies of the handout for each participant for the number of times
you want to run the timed exercise.
• Have a whiteboard or flipchart and markers available for the end of the session.
• The room should be flexible enough to allow participants to complete the

exercise and take part in the discussion.
Process
• Without instruction, distribute the handout to all participants, and ask them to
keep it face down.
• Explain that this is a timed exercise, but not a race. Have participants begin at
the same time and work steadily.
• When most of the participants have finished counting, tell them to stop.
Discussion
• One-by-one, ask each participant to tell you the number of Fs he or she found.
Record these figures on the whiteboard or flipchart.
• Surprise and laughter about high or low scores usually follow. Focus the
discussion on the “expected error rate” on a comparable task.
• In some areas of our jobs, we tend to look for 100 percent accuracy on what
appear to be simple tasks. This may not always be possible. It might be a good
idea to look more closely at the task and analyze it before prejudging the
employees who’ve been unable to obtain an accuracy rate of 100 percent.
• Use the following questions to stimulate discussion:

− What similarities do you see between the results of this exercise and your
real job situation?
− What factors account for the differences in scores?
− What additional factors account for errors made on the job?
− What are typical reactions of peers and managers to similar errors made on
the job?
− In training or assigning a task, what kinds of error rates do we expect and
when?
SB 133-1
• Usually the scores range from 25 to 40 with very little consensus on any one
number. This exercise can be repeated a second or third time, but results
usually remain the same. There are 36 Fs.
Options/Variations
Ask participants to list any assignments they have delegated that did not require
100 percent accuracy. Then ask them to rate the accuracy they expect from their
employees. Also have them note if they shared this information with the
employees during their training period. Ask them to share some of these
assignments with the group.
SB 133-2
Session
Builders

HANDOUT
Session
Builders

Read through the following paragraph once, counting the number of Fs.
The necessity of training farmhands for first-class farms in the fatherly handling of
farm livestock is foremost in the minds of farm owners. Since the forefathers of the
farm owners trained the farmhands for first-class farms in the fatherly handling of
farm livestock, the farm owners feel they should carry on with the family tradition of
training farmhands of first-class farms in the fatherly handling of farm livestock
because they believe it is the basis of good fundamental farm management.
Total number of Fs: _______________
SB 133 Handout 1
Session
Builders

134 – What do you know about EEO?

Purpose/Objectives: This exercise is designed to help participants assess
their current knowledge of laws governing EEO and fair
employment practices. Participants individually respond
to 10 true or false statements covering a variety of EEO
issues, but they may not check their responses for
accuracy until after a presentation on EEO-related
material. Participants may then make any changes they
think are necessary before checking against the correct
answers. By challenging participants’ EEO knowledge at
the outset, this exercise heightens interest and suggests
directions for future individual learning by identifying
gaps in their EEO knowledge.
Type: Assessment
Use this Session Builder as: • An opener to a session on EEO/Affirmative Action to

test participants’ knowledge of EEO laws and to act
as a gauge for changes in their understanding.
• A pre-assignment to test knowledge and

understanding of EEO laws before presentation of the
subject material.
Preparation
• Make copies of the true and false inventory sheets for each participant.

exercise.
• Prior to the session, make a visual aid with the correct answers on it. These
answers are provided on Handout 2. Bring your visual aid along to the session,
but keep the answers covered until you are ready to use them at the end of the
session.
Process/Discussion
• Begin the session by passing out the true and false inventory sheets. Ask partici-
pants to individually complete the inventory. Tell them they are to circle T (for
true statements) or F (for false statements) based on their present knowledge
of EEO laws.
• Let participants know that the statements will be reviewed later in the session
after they have had a chance to evaluate and reconsider their answers. Mention
that their answers are their own and will not be collected or reviewed by anyone
else.
• Allow 5 to 10 minutes for participants to complete the true and false inventory.
• After the allotted time, have participants put the inventory aside. Present your
material on EEO, being sure to include information on the areas mentioned in
the inventory.
• It would be a good idea (ahead of time) to be aware of your company’s situation

regarding the true or false statements, for a conflict can occur when the legal
answer to a statement is different from the practice actually being followed by
the employer. Caution needs to be taken so that you do not get caught in the
middle as an arbitrator or mediator on these issues if, and when, they are
raised by the participants.
• If such a situation occurs, you may want to use one of the following options:
1. Do not pursue the issue. Simply acknowledge the statement made by the
participant, and continue the discussion along your specific topic.
2. Explore ramifications and practical realities of the issue by asking questions
such as:
− Who enforces the law?
− Are other companies doing it?
− Why don’t victims speak up?
SB 134-1
3. Defer the issue to an expert within the participant’s company, such as the
Personnel Manager, etc.
• Participants will probably be changing their answers as you go along, since the
information will stimulate their thinking. Let this be okay. The purpose of the
exercise is to help them develop an awareness of current EEO laws.
• When the lecture is completed, have participants turn to their inventory sheets.
Tell them to review the statements again, making any changes they feel are
necessary. Give them about 2 to 5 minutes to do this.
• After the allotted time, reveal the correct answers on your visual aid. (Answers
are provided on Handout 2) Ask how many participants made changes to their
answers after the material was presented. This show of hands is an indication of
their prior knowledge of EEO laws.
• Ask if anyone feels unclear about any of the answers. Be prepared to maintain
objectivity and detachment. Do not become a judge of what is correct within a
given organization. By electing to use one of the options previously mentioned,
you can choose the most viable method to deal with participant questions yet
maintain credibility and interest in the key points to be emphasized.
Options/Variations
• As a pre-assignment, give participants the inventory form one week ahead of
your session; have them complete it individually on their own. Introduce the
exercise to the session as outlined in the Process/Discussion section.
• The content of the true and false questions on the inventory sheet may be
varied to fit the emphasis of your lecture. An example of this would be to have
all 10 questions related to one area such as sex, age, racial discrimination,
recruitment practices, compensation practices, etc. This, however, would
necessitate creating your own handouts as opposed to using the ones provided
in this Session Builder.
Note
Material on EEO/Affirmative Action is often a sensitive issue in organizations, and
it is suggested that this type of exercise be cleared with the appropriate people
within an organization before it is presented. Also, because laws are constantly
changing, it is suggested that the statements be checked against possible changes
that may have occurred since the printing of this Session Builder.
SB 134-2
Session
Builders

HANDOUTS
Session
Builders

EEO/Fair Employment Inventory Sheet

Read each statement given below. Then, based on your knowledge of EEO and Fair
Employment Laws, place a check next to the T if you agree with the statement or a
check next to the F if you disagree with the statement.
RT RF 1. An employer must give women applying for a physically demanding

job the opportunity to show they can do the work.
RT RF 2. Only intentional discrimination by an employer may be considered

unlawful.
RT RF 3. An application form that requires applicants to name friends or

relatives in the employer’s work force may be discriminatory.
RT RF 4. If a married couple requests to work in the same department or

small business, an employer must allow them to do so.
RT RF 5. Fair employment rules apply equally to all employers, labor

unions, and employment agencies.
RT RF 6. An employer can generally use a job applicant’s personal credit

rating as a basis for nonemployment.
RT RF 7. An applicant’s lack of English language skills cannot be used as a

basis for nonemployment unless those skills are required to
successfully do the job.
RT RF 8. An employer may make medical benefits to a woman on maternity

leave conditional on her return to work.
RT RF 9. An employer may not take retaliatory actions against an employee

who has filed a discrimination charge.
RT R F 10. An employer cannot be expected to control prejudicial comments

about race, ethnicity, or sex directed at minority employees on
the job.
SB 134 Handout 1
Session
Builders

Answers to EEO/Fair Employment Inventory

1. An employer must give women applying for a physically demanding job the
opportunity to show they can do the work.
True. The disparate treatment of male and female workers is often based on
stereotyped characterizations of the sexes. For example, the assumption that
females are less capable of performing strenuous physical work than males has
been viewed as wrongfully foreclosing many job opportunities to women. Under
the law, all candidates for a position requiring physical strength must be given
opportunity to demonstrate their capability to perform the work. In Griggs v. Duke
Power Co., it was decided that an employer must be ready to show that criteria
used to make an employment decision that has a disparate impact on one sex or
the other, such as minimum physical or educational requirements, are in fact job-
related.
2. Only intentional discrimination by an employer may be considered unlawful.

False. Discrimination need not be intentional to be unlawful. Any employment
practice that has the effect of screening out members of a protected group at a
disproportionately higher rate than persons not belonging to the group is viewed
as discriminatory. The unlawful employment practices in question can be a
current employment practice or a practice that, although unbiased on its face,
perpetuates past discrimination. Proof of intention, however, might be required
where disparate treatment is alleged.
3. An application form that requires applicants to name friends or relatives in the

employer’s work force may be discriminatory.
True. The questions that may be asked of a job seeker on an application form
generally are subject to the same restrictions as those pertaining to pre-
employment inquiries. For example, a requirement that applicants state the
names of friends or relatives in the employer’s work force may also have an
unlawful discriminatory impact on minority job seekers if hiring preference is
accorded to friends or relatives of employees and minority group representation in
the employer’s work force is disproportionately low.

4. If a married couple requests to work in the same department or small business, an
employer must allow them to do so.
False. Sound business reasons may exist for a rule against the employment of
husband and wife in the same department or in a small business operation. To
avoid a charge of sex discrimination, any rule against husband-wife employment
should provide the two individuals with a choice as to which one will stay. In the
event they cannot choose between themselves, the selection should be made on
some nonsexual basis such as seniority. Rejecting women for employment because
they are married or terminating them because of marriage would, of course,
amount to unlawful sex discrimination when men are not treated similarly.
5. Fair employment rules apply equally to all employers, labor unions, and
employment agencies.
False. The rules against discriminatory employment practices are based on a
number and variety of legislative enactments and executive orders, as well as on
the U.S. Constitution. The laws and constitutional commands do not apply equally
to each employer (private or public), labor union, or employment agency, nor do
they equally treat all of the types of prohibited discrimination. These rules derive
from the federal authority to regulate interstate commerce, from constitutional
amendments, from early civil rights laws, and from the authority of the federal
government to place restrictions on businesses selling its goods and services. The
source of the money used to finance a project or operation may also be the basis
for applying an additional set of rules. Whether the employer is operating in
private industry or is performing a public function can bring into operation a
different set of rules.
6. An employer can generally use a job applicant’s personal credit rating as a basis
for nonemployment.
True. If the percentage of minority group members with poor credit ratings is
significantly higher than the percentage of nonminorities with poor ratings, an
employment policy of screening job applicants on the basis of their credit
references or records has a foreseeably disproportionate adverse impact upon
minorities as a class. Therefore, such a policy will be considered unlawful racial
discrimination, unless an employer can demonstrate that the policy is warranted
by an underlying business necessity. The practice of screening applicants on the
basis of the number of times they have suffered wage garnishments in the past
also falls within the proscription. If solicited in good faith, given appropriate
weight, and not used to accomplish a discriminatory result, a previous employer’s
assessment of a job applicant can provide a lawful basis for a prospective
employer’s decision to hire or reject that applicant. However, an inflexible policy
of rejecting job applicants (or discharging current employees) solely on the basis
of adverse reports from previous employers, sometimes tainted by that employer’s
own prejudices, can have a disproportionate impact on workers whose status is
protected under the federal employment practices laws.

7. An applicant’s lack of English language skills cannot be used as a basis for
nonemployment unless those skills are required to successfully do the job.
True. Unlawful discrimination occurs when an employment decision is based on
the national origin of the person adversely affected by that decision. There are
ways in which the law may be violated other than by a denial of job rights. The
incidence of unlawful national origin bias is not confined to discriminatory hiring,
assignment, seniority, and promotion policies. Adverse employment decisions
based on an applicant’s or employee’s lack of English language skills have been
considered violative of Title VII of the 1964 Civil Rights Act where the language
requirement bears no demonstrable relationship to the successful performance of
the job to which it is applied. On the other hand, requiring a Spanish-speaking
applicant for carpentry work to take a civil service examination in English has
been viewed as proper when the use of English was found to be related to job
performance.
8. An employer may make medical benefits to a woman on maternity leave condi-

tional on her return to work.
True. The 1978 amendments to Title VII of the 1964 Civil Rights Act added the
requirement that women affected by pregnancy, childbirth, or related medical
conditions be given a leave of absence on the same basis as other employees tem-
porarily disabled. Employers may take actions to prevent possible abuse of these
leave privileges. For example, employees could be required to submit medical
evidence of continued disability; or to discourage women from terminating after
availing themselves of disability benefits, an employer could condition the bene-
fits on a return to work when the maternity leave expires. Any restrictions on
leave privileges would have to be applied even-handedly to all other employees,
however.
9. An employer may not take retaliatory actions against an employee who has filed a
discrimination charge.
True. It is unlawful for an employer to take retaliatory action against any individ-
ual who opposes employment practices that are prohibited by law. Retaliation
against persons who have filed charges, testified, assisted, or participated in any
way in any proceeding, investigation, or hearing under the provisions of the age
discrimination law, or under Title VII of the Civil Rights Act, is expressly prohib-
ited. Unlawful reprisal actions often entail the assignment or transfer of workers
who have filed discrimination charges against their employers to “undesirable”
positions in terms of pay, working hours, job security, and the like. The refusal to
hire a job applicant solely because he or she has previously filed charges of dis-
crimination against an employer would constitute an act of unlawful retaliation.

10. An employer cannot be expected to control prejudicial comments about race,
ethnicity, or sex directed at minority employees on the job.
False. While an employer cannot be held accountable for the prejudices of its
workers or clientele, it is under a duty to take reasonable measures to control or
eliminate the overt expression of those prejudices in the employment setting. This
duty has been viewed as extending not only to workers who are the objects of
unlawful harassment, but also to those who are offended by the harassment of
others. Sexual harassment of employees by either supervisors or other employees
may be considered unlawful. Upon becoming aware of any such conduct, an
employer should take steps immediately to correct the situation. Racial and ethnic
epithets, slurs or jokes directed at, or made in the presence of, minority group
employees are not to be tolerated as a condition of employment. The use of cour-
tesy titles, such as Mr., Mrs., Miss, or Ms., when addressing Caucasian employees,
while addressing Black employees by their first names, has been considered to be
racially discriminatory. An employer may not allow its clientele to harass or
otherwise cause undue mental distress to its employees in a discriminatory man-
ner. Segregation of customers on the basis of their race or national origin and
other forms of discrimination against clientele have been considered unlawful on
the theory that those practices have an adverse psychological impact on minority
employees and derogate their right to work in a nondiscriminatory environment.
Also, a policy prohibiting employees from speaking in their native tongue during
working hours can constitute a form of unlawful harassment on the basis of
national origin.
Answers taken from the 1981 Guidebook to Fair Employment Practices, Commerce
Clearing House, Inc., Chicago, Illinois, 1980.

Session
Builders

135 – Chocolate or Vanilla

Purpose/Objectives: This exercise stimulates participants to consider the
differences between decision making and choice
making and to examine how these differences affect
the job. The facilitator begins by asking a volunteer
two questions: first, “Chocolate or vanilla, which do
you choose?” and then, “Why did you pick that one?” In
the discussion that follows, participants learn that
choices are based on whim and intuition and decisions
are based on data and experience. Many managers
believe a course of action based on data is more likely
to succeed than one based on intuition. This exercise
helps participants see that there’s usually an element
of intuition in most decisions (as well as some hard
data in most choices).
Group Size: 35 maximum
Use this Session Builder as: • An introductory exercise to a session on decision

making/problem solving for managers at any level.
• A reinforcement exercise for material in the same

subject area.
Preparation
• No handouts are required for this exercise.
• Have a whiteboard or flipchart and markers available for documenting group

responses (optional).
• To help you prepare, jot down some examples of choices and decisions that you
have made recently and how they turned out.
Process
• Tell participants you need a volunteer who is willing to answer a simple
question that will help the group begin to see the differences between decisions
and choices.
• Ask this volunteer the following question: Chocolate or vanilla, which do you
choose?
• After the volunteer responds, follow up with the second question: Why did you
pick that one? Use a style and voice tone that says in a friendly way, “Tell us
why you chose that one.” Don’t sound as if you are confronting the volunteer
nor speak in a way that might put your volunteer on the defensive. The point is
not to test your volunteer’s debating skills but to draw out some of the thoughts
that go into making a decision.
• Once the volunteer states his or her reason “why,” call on a second volunteer to
answer the same two questions.
• Repeat this questioning procedure until you get an answer to the “Why?”
question such as, “Just because,” or “I just do.”
• End the dialogue at that point.
Discussion
• Ask the group to take a closer look at the “chocolate or vanilla” choice. If you
are using a whiteboard or flipchart, jot down the volunteers’ responses as
participants call them out to you.
• Generally, responses from the volunteers include phrases such as “Because it’s
my favorite,” “Because I’m a fiend about chocolate,” or “It tastes so good!”
• Inform participants that these responses can be divided into two types:
1. Responses based on data or experience.
2. Responses based on intuition or whim.
SB 135-1
Examples of data-based responses could be “I’ve always liked chocolate”
(experience) or “Vanilla gives me a stomachache” (data and experience).
Examples of intuition-based responses usually come at the end of the

questioning: “I don’t know why; vanilla’s just my favorite” or “I pick whichever
flavor seems to match my mood that day.”
• Go on to further explain that it is useful to look at decisions based on data and

experience and at choices based on whim and intuition.
• At this time, offer some of your own examples regarding decisions and choices
you have made recently (either at home or on the job). Indicate to what extent
data or intuition influenced your final selection.
Examples of data-based decisions might include determining whether or not to

introduce a new product or service, evaluating whether to keep or dismiss a
problem employee, deciding which supplier to contact for a certain material
that is needed, or selecting a product line or service you can cut back on
because of current budget problems.
Examples of intuition-based choices could be choosing a pair of pants to wear,

deciding what to order for lunch, or selecting just one from among a number of
equally qualified job applicants that “feels right” for the job.
• By this time, participants should be recognizing the differences between

decisions and choices. They will also see the sometimes unclear distinctions
between the two or the overlap of data and intuition in the same decision.
• Ask participants if picking “chocolate or vanilla” constitutes a choice or a

decision. Refer participants back to the comments that were given by the
volunteers. Recalling those comments will help participants realize that both
data and intuition were involved.
• It is important at this point to bring the difference between decision and choice
down to a practical, on-the-job level so this does not look like a purely
“academic” point. Involve participants in a discussion about job-related
situations where knowing the difference (and the overlap) between decisions
and choices is important.
• Some suggestions for stimulating this discussion might be to ask participants the
following questions:
− What can happen when you make a choice instead of a decision in job-
related matters?
− Is there ever a decision that’s based purely on data or a choice that’s based
purely on intuition?
SB 135-2
− Are decisions more likely to lead to a successful outcome than choices? (Are
facts always better than feelings in determining a course of action?)
− Can choices that go against the data still net positive results? Can you share
some examples?
− What roles do intuition and feeling play in situations where all the possible
data has been gathered, and there is still no clearly superior alternative?
− Do you think the best managers are the ones who are able to sift through
the data to determine a course of action or the ones who have an “intuitive
genius” for knowing what to do?
− Do you personally rely more on data or on intuition in job-related situations?
Should you be relying a bit more on the neglected one than you presently do?
• Wrap up the discussion by restating important points made by participants. Add

any of your own points that will further clarify the differences and areas of
overlap in decisions and choices.
Options/Variations
• Begin the discussion another way. After the “chocolate or vanilla” questioning
with the volunteer, ask participants to individually jot down one choice or
decision they have made in the past 24 hours. Then have them list the reasons
for that choice. Ask them to share a couple of these reasons. Then make your
point about data and intuition.
• As a follow-up to the session, suggest that participants track the decisions and
choices they make in the next work week. Tell them to note when they rely on
data and when they rely on intuition. Then they can determine if their decision-/
choice-making pattern presents a problem for them.
SB 135-3
Session
Builders

136 – The Best/Worst Decision Maker

Purpose/Objectives: This exercise dramatically demonstrates the effect good
and poor decision making has on productivity. Partici-
pants are divided into two groups that identify charac-
teristics and behaviors of good and poor decision makers
and how they affect productivity in different types of
organizations. The discussion should clearly reinforce
how good communication and decision making can
increase productivity through a “team spirit” approach.
Group Size: 6 to 30
Use this Session Builder as: An introductory or warm-up exercise for use in seminars
on team building, self-awareness, management,
leadership, or training effectiveness to identify and
define those skills/ qualities that constitute good
decision making.
Preparation
• Make copies of the question sheets for The Best Decision Maker and The Worst
Decision Maker.
• Provide pencils and paper for participants.
• Have a whiteboard or flipchart and markers available to process the discussion.
• The room should be flexible enough to allow participants to split up into two
groups and discuss the traits of their decision makers.
• Decision Maker for each participant assigned to those groups.
Process
• Divide the entire group into two smaller groups, designating one as Group A and
the other as Group B.
• Inform Group A that they will be discussing the worst decision maker they have
ever known. Hand them the question sheets for The Worst Decision Maker.
• Next, inform Group B that they will be discussing the best decision maker they
have ever known. Hand them the question sheets for The Best Decision Maker.
• Before they begin working in their groups, ask participants to individually jot
down the answers to each question. Explain that once they finish writing their
individual responses, they are to share them with the others in their small
group.
• Then each group is to work together to come up with a general response for
each question. Have them choose a spokesperson who will relate the small
group response to the entire group.
• Groups relate well in this exercise because the qualities being sought have often
left them with “good” or “bad” feelings, depending on their experiences.
• Allow approximately 10 minutes for participants to complete their individual

question sheets and the small group discussion.
SB 136-1
Discussion
• When the small groups have reached general agreement for their type of
decision maker, ask the spokesperson for each group to present the group’s
findings to the entire session.
• Make notes on the whiteboard or flipchart to facilitate comparisons and

discussion.
• Always begin with the worst and end with the best. Work through Question #1
for both worst and best. Then follow that same process for Questions #2 and #3.
• As each spokesperson responds, list their answers on the whiteboard or

flipchart.
• When the list of best and worst decision-making characteristics is complete,

focus the discussion by asking participants to consider what effect those
qualities or tendencies might have on productivity. To stimulate discussion, you
might want to ask the following questions:
− What would be the worst decision maker’s effect on turnover? How about
the best decision maker’s effect on turnover?
− What effect would the worst decision maker have on absenteeism?
− How about absenteeism under the best decision maker?
− Continue asking similar questions for other criteria such as accident rate,
product quality, benefit claims, sales results, etc. Steadily increase your
pace by abbreviating the questions as the implications become clear to the
group.
• Review the characteristics of the best decision maker and his or her effect on
the organization as a summary of the answers to the questions above. You may
also wish to write this summary on the flipchart or whiteboard.
• If they choose to do so, allow participants a few minutes to copy the notes from
the flipchart or whiteboard. They can then take them back on the job to use as
a refresher.
SB 136-2
Options/Variations
• If you have a large number of participants, you might want to divide them into
four small groups instead of just two. Then have two of the groups tackle the
worst decision maker and two groups tackle the best decision maker. You can
then follow the same procedure as listed for the two groups.
• The title “decision maker” can be changed to suit the needs of the group. Other
options could be “supervisor,” “trainer,” “listener,” or “fundraiser.”
• You can also tailor the organizational behavior you are discussing to the needs
of the group (for example, do they represent a business organization, a
nonprofit organization, a volunteer group, or a group of trainers?).
• To reduce the amount of time necessary to complete this exercise, you can
divide the group down the middle designating one side as Group A and the other
side as Group B. Then ask the questions of each group orally and have
participants share their answers in groups of two or three.
• Another option is to hand out the question sheets at random. Then ask all those
holding The Worst question sheet to gather on one side of the room and all
those holding The Best question sheet to gather on the other side. This is a good
way to facilitate mixing the group, if desired.
SB 136-3
Session
Builders

HANDOUTS
Session
Builders

The Worst Decision Maker

Question Sheet for Group A
1. What were (or are) the behaviors, characteristics, and mannerisms of the worst
decision maker you have ever known?
2. What were your feelings about working for the worst decision maker you have ever
known?
3. Describe your behavior when working for the worst decision maker you have ever
known.
SB 136 Handout 1
Session
Builders

The Best Decision Maker

Question Sheet for Group B
1. What were (or are) the behaviors, characteristics, and mannerisms of the best
decision maker you have ever known?
2. What were your feelings about working for the best decision maker you have ever
known?
3. Describe your behavior when working for the best decision maker you have ever
known.
SB 136 Handout 2
Session
Builders

137 – Fogging the Message

Purpose/Objectives: This exercise helps demonstrate how frequently people
use acronyms and how confusing acronyms can be to
people unfamiliar with the department or company in
which they are used. Participants are divided into
teams. The objective of each team is to write a para-
graph using as many acronyms as possible to make the
paragraph difficult for others to understand. When
hearing the paragraph, participants become instantly
aware of the problems acronym usage can create for
people who are unfamiliar with the terms.
Use this Session Builder as: • A warm-up or opening exercise leading to a discussion
on writing and communication or training.
• An individual pre-session assignment to stimulate

thinking and act as a lead-in to discussion of the
subject during the session.
Preparation
• Provide pencils and paper for participants.
Process
• Begin this exercise in one of two ways. You can have a short lecture on
communication that stresses the importance of using clear and effective
communication that is free of the many barriers of semantics, jargon,
perception, preconditioning, emotions, mental set, etc. Then introduce the
exercise. Participants will then experience for themselves exactly how difficult
effective communication can be when acronyms are overused.
• The second alternative is to begin the exercise by reversing the order given
above. First have the participants write paragraphs filled with as many
acronyms as they can; then lead into the discussion. Either way provides the
necessary striking points for the group to dramatically understand how
important clear and effective communication is to the receiver.
• Divide the group into six or eight equal teams, depending on the size of the
total group.
• Read or paraphrase the following:

You’re about to participate in an exercise that’s designed to show how
confusing the acronyms and slang you use appear to people who are unfamiliar
with your department or company. In a moment, each group is to write a
paragraph that consists of as many acronyms and slang terms that you can think
of relating to your specialty area. Here are two examples to get you thinking:
− A college administrator might write, “We’re concerned about his cum
average because he failed fundies.” Someone working in a manufacturing
division might write, “When QC called us up on a spec change, we were
concerned because we never received a 10-26.”
− At the end of the time limit, one person from each group should be prepared
to read the paragraph aloud to the entire group for discussion purposes.
• Have the groups begin. Remember to point out the purpose of this exercise is to
include as many acronyms as possible.
• Allow about 10 minutes for participants to write their paragraphs.
• Usually participants will find this exercise humorous and enjoyable because they
relate so easily to the paragraphs they are writing. Quite often, a team will
develop a paragraph with so many acronyms and slang terms that it is totally
unreadable by anyone who is unfamiliar with the language represented by those
acronyms or slang terms.
SB 137-1
Discussion
• At the end of the 10-minute time period, ask each group to read its paragraph
aloud to the entire group. Have them discuss how each paragraph can be
confusing or misleading to people who are outside that particular department or
company and do not understand the terminology.
• In addition to having the participants read and discuss each group’s paragraph,
you may want to broaden the discussion by asking the following questions:
− What are some acronyms used in your company?
− What potential problems are caused by using those acronyms?
• You may want to ask how frequently participants use acronyms in their
jobs and how frequently problems arise from their use.
• Have participants take a few moments to think about how acronyms

affect new employees when they are being trained for a new job
position. Communication, in its many channels of reading, writing, and
speaking, is improved by directness and clarity. There are enough hidden
messages in our daily lives due to indirect language and nonverbal
communications; other communication barriers, such as the use of
acronyms and slang words, can only add more confusion to the message.
Options/Variations
• Because participants easily relate to this exercise, you may use this as an indi-
vidual assignment to be completed before the session begins. Participants then
bring their completed paragraphs to the session for comparison and discussion.
A wide variety of topics will usually follow. If they choose to do so, have par-
ticipants bring other examples of instructions or communications that overuse
acronyms and obstruct understanding. You may want to allow time to explore
these examples during the session.
• As a variation, make a game of trying to “stump” the rest of the group by hav-
ing a special meaning for a common word. Examples of this could be “speed”
meaning light sensitivity of film, or “handle” meaning total amount bet at a
racetrack. Divide the session into small groups of four or five participants each.
Have each group come up with a common word to which they can attach a
special meaning. Or prepare a list of such words ahead of time, and offer some
of those suggestions to the group for their use.
SB 137-2
• Then have each group prepare a paragraph for a speech presentation about the
subject using the common word. Allow about 15 to 20 minutes for the small
groups to write their paragraphs. Then have each group present the paragraph
by paraphrasing its content or reading it as prepared. Ask the rest of the par-
ticipants how many understand what is being talked about. Unless the
remainder of the participants have had an opportunity to use the word in the
sense that it is being presented, you will find that there will be confusion over
what has been read.
Based on a concept created and written by the staff of TRC Interactive, Inc.
SB 137-3
Session
Builders

138 – I’ll Never Forget It

Purpose/Objectives: The first few days in the life of a new employee can be
a very critical period for both the employee and the
supervisor. This exercise is designed to identify the
feelings and concerns of new employees and the impor-
tance of proper orientation techniques and procedures.
Participants are divided into small groups and are asked
to reflect on and share their personal experiences of
being the “new kid on the block”—whether it was in
their own organization, a neighborhood, a club, or some
other organization. From these differing experiences,
each group is asked to compile a list of proper and
improper orientation techniques. Participants are also
asked to identify ways in which managers can avoid
poor orientation procedures. Through the discussion
that follows, participants gain a more thorough under-
standing of the effects on orientation—both good and
bad.
Use this Session Builder as: An introductory or warm-up exercise to stimulate

discussion of orientation procedures for new employees.
Preparation
• Have a whiteboard or flipchart and markers available to help outline results and
process the discussion.
• Provide flipchart paper and markers for each group to use when completing the
exercise.
• The room should be large enough to provide adequate separation between small
discussion groups.
Process
• Divide the session into small discussion groups of four to six participants each.
• Read or paraphrase the following information to the groups:

− All of us have been the “new kid on the block” at one time or another—new
to an organization, a neighborhood, or a club. This exercise asks you to use
your personal experiences to reflect on the effects of good and bad
orientation.
− In your small group, each of you should share a personal experience in which
you were the “new person.” Then work together in your small group to
compile a list of items related to each member’s orientation. For example,
one member might relate a story where he or she was not introduced to
many people at a new club; therefore, he or she felt uncomfortable for
several meetings. For that situation, the group might write “wasn’t
introduced to people.” When your group completes the list of items, go back
and identify a positive action a manager can take to avoid each of the
problems listed.
• If you have not already done so, distribute flipchart paper and markers to the
small groups.
• Ask each group to write at least 10 items (more, if possible) on flipchart paper.
• Then for each item listed as a poor orientation technique, the group is to
identify some positive action a manager could take to prevent that situation
from occurring again.
• Allow about 20 minutes for the small groups to share their experiences and list
their positive orientation procedures.
• After the allotted time, stop the exercise and ask each group to share its results.
SB 138-1
Discussion
• To begin the discussion process, ask each group to display its list for visual
inspection by the other groups. Verbally summarize their results.
• Common experiences between groups can easily be seen by the overall tally or
orientation techniques. You can stimulate further discussion by asking the fol-
lowing questions:
− Of all the groups’ items, which one is most common in new employee orien-
tation?
− What can be done about that item?
− Which item has the greatest affect on the new employee?
• Answers to these questions will vary. Many participants have had personal
experiences involving orientation or lack of it and will comment freely regard-
less of whether these experiences involve their own company or not. These
personal experiences can be encouraged and shared by all.
• At this point, have participants compare and contrast the feelings of those who
experienced proper orientation procedures as a new employee with those par-
ticipants that feel they were improperly dealt with during an orientation.
• Through discussion, participants find general agreement on effective employee

orientation. A new employee needs to be eased into the company emotionally,
and responsibility for this falls directly on the supervisor or manager.
• Participants will probably agree that the following are among the new
employee’s needs:
− learning about compensation, benefits, schedules, and physical facilities
− getting information and background on the work itself
− finding out how the work relates to the company
− feeling “at home” in the new environment
• In addition, participants may also suggest that managers spread the learning
process over a few days or weeks and that they use all the communication
devices available—including oral and written material.
SB 138-2
Options/Variations
• If the total size of your group contains fewer than 10 participants, you may
choose to evaluate orientation techniques as one large group. Doing so gives
participants the added benefit of hearing more information and of individually
taking part in the process.
• You may wish to encourage participants to role play some of the positive actions
a manager can take to avoid the problems that occur with improper orientation
procedures.
• Have each group come up with a detailed checklist of all the things a manager
or supervisor should cover with a new employee and a timetable for covering
them. Have a common list typed and duplicated for each participant. This
proves to be a handy device.
Notes
• In many organizations today, new employees are deluged by endless forms,
conflicting feelings, and unfamiliar faces on that first day as a new employee.
Sometimes, these anxious and uncertain employees unhappily recall their day of
“disorientation” with “I’ll never forget it!” Most managers recognize the
importance of new employee orientation, but many still overlook it.
• You may find that this is a good beginning exercise for a workshop because
participants can easily identify with the problem and can contribute many
personal experiences.
SB 138-3
Session
Builders

139 – Painless Time Log

Purpose/Objectives: Helping managers make more efficient use of their time
has become one of the mainstays of management
training. This exercise is a simple, effective, and inter-
esting way to demonstrate personal time management.
Participants are given the “painless time log” and asked
to record their work activities each day on a log sheet
(in 10-minute increments). Participants record their
activities for three typical workdays and tally their
times on the forms provided. Using their own judgment,
participants determine the reasonable time for each
activity and compare it against the actual time spent.
The “painless time log” is very demonstrative, thought-
provoking, and sometimes amusing. It is an excellent
tool for time management sessions.
Type: Application
Time Required: 10 minutes to give instructions; discussion optional
Use this Session Builder as: • An action plan for individual use on the job as part of
a single session or series training program on time
management.
• A learning aid for individuals to sharpen their

personal time management skills.
Preparation
• Make one copy of the Time Spent Analysis Sheet and sample for each
participant, plus have enough Daily Time Log sheets for each participant to
make three time logs. Also provide participants with a sample of the Daily Time
Log.
• Have a blank Daily Time Log sheet to illustrate its use.
• Have a whiteboard or flipchart and markers available to display your visual aid.
Process/Discussion
• Begin by emphasizing that one of the keys to good personal time management is
to keep track of how time is being spent and that this is easily done by keeping
a simple record for several typical days.
• Explain that there is a painless way to do this on the job in just a few minutes
each day and that there are some advantages to this particular system:
1. Entries can be made on the time log at any time during the day.
2. There are no prescribed work activity “categories” that must be followed;
each participant uses his or her own words and creates his or her own
categories.
3. It quickly points out how time is being spent each day.
• Using your visual aid of a Time Log Sheet Sample (see handout), demonstrate
how to set up the sheet by completing the information as shown on the Daily
Time Log Sample handout. Date it in the upper right-hand corner.
• Suggest that participants use a separate Daily Time Log sheet(s) for each day
logged and that they maintain the logs for two or three typical days.
• Show participants how to note on the left side of the page each work activity as
it occurs during the day. Encourage them to make entries on the log as often as
possible so that they don’t lose track of any activities.
• Remind participants that entries are most helpful later if they include the
subject of their activity and the name or position of the other person(s)
involved (i.e., “Phone call to purchasing department re: special order”).
• Next to each activity, participants mark an “X” on the right side of the page for
each 10 minutes spent on that activity (if the phone call in the example above
lasted for 20 minutes, mark 2 Xs). For activities that take a fraction of the
10-minute time unit, enter no X if less than 5 minutes or one X if the activity
takes between 5 and 10 minutes.
SB 139-1
• Remind participants that tallying Xs after each entry helps account for as much
of the time in the workday as possible.
• Answer any questions participants have about filling in the log sheet. This is a
simple procedure and should not be difficult for participants to understand.
Reinforce the point that entries on the log may be as specific or general as
desired, but for the first few days while they are getting used to the process,
tell them to be as specific as possible.
• Tell participants to refer to the Time Spent Analysis Sheet handout. Explain that
this helps them tally their logged activities and allows them to begin to see
some patterns and areas where they can improve their use of time.
• Read or paraphrase the information given below to explain the steps partici-
pants should follow to complete the Time Spent Analysis Sheet.
First you are to determine the work activity categories that are most useful
to your own situation and list one on each line for the Time Spent Analysis
Sheet in the “Category” column. You may first want to list on a separate sheet
the major components of your job. Or you may want to use some form of these
suggested categories:
− What you do: production/service, budgeting/finance activities, personnel
supervision, quality control activities, etc.
− How you do it: through customer contacts, writing (e-mails, reports), phone
calls, reading, creative thinking time, meetings.
− With whom you do it: with supervisor, peers, employees, other depart-
ments, outside contacts (resource people, customers, suppliers), etc.
− Next pick one of the listed categories. Then turn to the first day’s log
sheet. Count the Xs for activities that fall in that category (i.e., if the
category is “customer contacts,” look down the left side of Monday’s log for
activities in that category and tally up the Xs next to them). If 50 minutes—
5 Xs—were spent handling customer contacts on Monday, enter 50 in the
Monday column on the Time Spent Analysis Sheet. Then do the same for the
“customer contacts” category for each of the other days logged.
− Repeat this step for each of the other categories until all the Xs have been
counted on each day’s sheet.
SB 139-2
− Then add up the numbers in all vertical day-of-the-week columns. Enter
each total on the bottom line marked, “Total Office Hours.”
− Now, add up the numbers across each horizontal “category” line, and
enter each total on the same line under “Weekly Total.”
− The final calculation involves adding up figures in the vertical “Weekly
Total” column and entering that sum on the bottom line.
Note: This number should equal the sum of “Total Office Hours” listed across
the bottom line.
− Percentages for time spent in each category are figured and entered on
the appropriate line in the “Weekly Percent” column.
• With this data charted, it is easy for participants to see which of their work
activities are most or least time consuming and where adjustments in their
personal time management might be made.
• If participants want to take the analysis a step further, they may complete the
“Reasonable” column on the Time Spent Analysis Sheet. To do so, participants
prioritize their job functions and estimate how much of their time is
“reasonable” to spend in each activity. Estimated reasonable times are entered
in the “Reasonable” column under “Total,” and percentages are figured as in
the “Weekly” column.
• One good way for participants to determine what is reasonable is to talk about
their job assignments with their managers. This is especially important for new
or inexperienced supervisors who have yet to learn what their organization
expects. Another aid for determining “reasonable” time is the job description
for a particular position but only if it is current and complete in its scope of the
job. Some job descriptions weigh assignments by percentages, indicating prime
areas for concentration and effort.
Options/Variations
• When using the “Painless Time Log” as an action plan with a single session, it is
important to stress that participants share the results of the exercise with their
managers. Doing this helps ensure that both participant and manager have input
in determining reasonable amounts of time spent on each work activity.
• When used as an action plan with a series, the exercise is a useful take-home
assignment either as a follow-up or as a lead-in to the topic of time manage-
ment. Regardless of how it is used, results should be reviewed at the next
session.
• When used as a learning aid, the exercise should also be shared with the
manager to get maximum benefit.
SB 139-3
Notes
• One further suggestion for helping participants determine useful work activity
“categories” is to suggest that these categories be determined after logging
activities for a few days. Experience shows that log sheets may suggest certain
categories that are quite useful. Also, categorizing “after the fact” means that
log entries have not been artificially modified to fit predetermined categories
that may be irrelevant.
• As trainer/facilitator, you should recognize that asking participants to discuss

the results of this exercise with their manager may be threatening. Suggest that
sharing results may produce a better understanding between participant and
manager about what the manager feels the participant should do each day to be
the most productive. It also clarifies assumptions on both sides as to what con-
stitutes a “good job.” Still, some participants will avoid this confrontation no
matter how it is presented.
SB 139-4
Session
Builders

HANDOUTS
Session
Builders

Daily Time Log

Date __________________
Work Activity Time Spent
SB 139 Handout 1
Session
Builders

SAMPLE
Daily Time Log
Date __________________
Work Activity Time Spent
1. Organized work for day XXX

2. Talked with employee re: critical job XXX
3. Client called re: product adjustment X
4. Met with assistant; went over e-mail/voicemails XX
5. Staff meeting XXXXXX XXX
6. Met with accounting re: travel expense XXX
7. Talked with employee about projects XXX XXX
8. Lunch XXXXX
9. Wrote first draft on company procedures XXXXXX XXXXXX
10. Talked with supervisor about discipline problem XX
11. Checked work progress reports XXXX
12. Set up monthly schedule XXX
Based on a concept created and written by the staff of TRC Interactive, Inc.
SB 139 Handout 2
Time Spent Analysis Sheet
Weekly Reasonable
Category Mon Tues Wed Thur Fri Sat Sun Total % Total %
TOTAL OFFICE HOURS
SB 139 Handout 3
Time Spent Analysis Sheet SAMPLE
Weekly Reasonable
Category Mon Tues Wed Thur Fri Sat Sun Total % Total %
Necessary routine work
Worked alone—current contributive
Worked alone—forward planning
Meeting and conf. called by others
Meeting and conf. called by me
Outside meetings
Customer contacts
Talk with individual employees
Talk with supervisor
Talk with other personnel
Special situations/assignments
Business and professional reading
Lunch
Travel (in-transit) time
Business entertainment
Non-contributive, as noted
Miscellaneous
TOTAL OFFICE HOURS
SB 139 Handout 4
Session
Builders

140 – Three-Letter Words

Purpose/Objectives: Whenever people are asked to think creatively or apply
creativity to problem solving, it may be necessary to get
“warmed up.” This exercise does that and more. It
energizes the creative side of the brain and promotes
freedom of expression and group cohesiveness. Partici-
pants are divided into small groups. Their task is to list
as many parts of the body spelled with three letters
(e.g., eye, toe, lip) as possible. They reconvene to
compare lists and share observations about creativity
and problem solving. Participants are then better able
to apply creative energies to more complex issues or
problems.
Group Size: 8 to 50
Use this Session Builder as: • An icebreaker or warm-up for a session on creativity
or problem solving.
• An icebreaker or warm-up exercise for an actual on-

job problem-solving task force or employee
participation group.
Preparation
• Provide paper and pencils for each group.
• Have a whiteboard or flipchart and markers available to record group responses

(optional).
• The room should be flexible enough to accommodate simultaneous small group

discussions.
Process
• To prepare the group, read or paraphrase the following:
In order to be really creative or apply creativity to a problem situation, you
really need to let yourself go. You need to temporarily abandon logical
thinking and open up to new ideas and new ways of looking at things. But it’s
sometimes difficult to just “jump right into” creative thinking. So, in just a
moment, I’m going to ask you to break into small groups and take part in a
mind-stretching exercise. It may seem somewhat frivolous; don’t worry about
that. Its purpose is to energize the creative side of your brain and help you get
a better understanding of the creative process.
• Using any convenient method, create small discussion groups that consist of
four to six participants each.
• Have each group select a recorder, and make sure each recorder has pencil and
paper.
• Tell the groups that they are to make a list of body parts that are spelled with
three (and only three) letters (e.g., eye, ear, toe). They are to list as many as
possible as quickly as possible. The recorder is to write each part down as it is
named.
• Allow about 10 minutes for the small groups to prepare their lists.
• Move about the room to monitor progress and provide encouragement and
stimulation. If a group seems to be stumped, challenge them by indicating that
there are nearly 30 parts of the body that are spelled with three letters.
• Expect some amusement as groups think of “street names” that fit the
requirement.
SB 140 1
• Other groups have compiled this list of three-letter body parts:
arm lap
leg fat
ear sac
toe oil
lip bag
eye tip
hip gas
lid rod
pit pad
gum wax
egg ham
ova H2 O
rib jaw
gut
Note that some are substances (oil, gas), not truly body parts. Define “body
parts” as broadly as you wish for your participants.
Discussion
• Reconvene the session by asking each group how many items they have listed.
While it is not necessary to call for or record all possible responses, groups with
shorter lists will be interested in what groups with longer lists have written. Let
the discussion flow somewhat freely back and forth at this point.
• Begin to focus the discussion by asking groups with longer lists how they were
able to do so well. Ask groups with shorter lists what seemed to block or inhibit
their creative energies. You may now wish to concentrate on either creativity in
general or creative problem solving in particular.
SB 140 2
CREATIVITY QUESTIONS
• Here are some suggested questions for a discussion that is related to creativity:
1. How is your own personal creativity affected by the ideas of others?
2. How well do you listen to other people’s creative ideas?
3. How do you feel/react when you suspect others are not listening to your
ideas?
4. To what degree do you hold back ideas you feel may be unacceptable to
the group?
5. Are people more creative when working individually or as members of
a group?
6. What are some of the requirements for a group to be creative? (The group
should mention things such as freedom from status or ego threats and
political positioning, deferred judgment, eagerness to participate, and good
listening.)
7. What, if anything, can you do to be more creative on the job?
PROBLEM-SOLVING QUESTIONS
• The following are some suggested questions for a discussion about creative
problem solving:
1. Did group members assume different roles in solving the problem (e.g.,
leader, active, passive, or serious participant)?
2. Ask several participants, “What role did you assume? Why?”
3. Did some or most members of the group feel any frustration during the
exercise? Why? How did the group respond to and handle this frustration?
4. What are the advantages and disadvantages of working on a problem in a
group as opposed to trying to solve it individually?
5. What can each person do to improve group problem solving on the job?
• Ask several members of the group to help you summarize the main points of the
discussion.
Options/Variations
With some groups, you may sense a need to process the entire list of three-letter
words. To do so, go from group to group asking each recorder to share two or
three from the list. You may wish to write the responses on a flipchart or
whiteboard. Handle the “street names” delicately to minimize any potential
embarrassment. Use a dash or other symbol to avoid writing them out completely
on the chart.
SB 140 3
Session
Builders

141 – Getting Through the Sound Barriers

Purpose/Objectives: The delegation process provides many barriers for most
supervisors and managers. This exercise gives managers
an interesting view of delegation barriers. In a series of
mini-case studies, the participants read situations
where a manager is attempting to delegate tasks to an
employee. In each delegation attempt, the employee
provides a barrier. Participants are asked to assess four
choices and select an appropriate response for the
manager to make to the employee’s “barrier.” By
weighing the implications of each response during the
discussion, participants develop an awareness of the
impact that each response is likely to have on the
attitudes and feelings of their employees.
Use this Session Builder as: • A reinforcement exercise to build on key points being
emphasized in the session.
• An introductory exercise to stimulate discussion and

lead into a lecture on the subject material.
• A learning aid to help managers or supervisors seeking

individual assistance in these areas.
Preparation
• Make copies of the question and answer sheets for each participant.
• Have a whiteboard or flipchart and markers available for your use during the
discussion.
• The room should be flexible enough to allow space for participants to write
their answers and to make viewing the visual aids possible for all participants.
Process
• Distribute a copy of the question sheet to each participant.
• Tell participants that you will allow them a few minutes to review the state-
ments and choose their answers. This exercise is relatively straightforward and
participants should have few, if any, problems completing it. You might need to
point out that these situations are taken somewhat out of context, which makes
it difficult to decide which answer is appropriate. Explain that further explana-
tion of the issues will be given during the discussion process. For now, however,
they are to use their best judgment as to how best to handle each situation.
• Allow 5 to 7 minutes for participants to complete the handout.
Discussion
• After the allotted time, ask participants to volunteer their answers to each
statement. Then ask one or two of them to explain why he or she chose that
answer. Or, if the group is large, tally the votes for each choice. Use the
explanations given on your copy of the answer sheet to support the most
appropriate choices for each statement.
• To help broaden the discussion of “answers,” you might want to use the
following questions:
− What do you think would be the likely results of this exchange when such a
response is given by the supervisor?
− How do you suppose that answer would make the employee feel?
− Have you ever been in a situation where an answer like this was given? As
the employee? As the supervisor? How did you feel about it then? How do you
feel about it now? If your feelings about the incident have changed, why?
Would you do it differently today? Why?
SB 141-1
• If time permits, you might want to go through each set of choices, listing the
advantages and disadvantages of each response and explaining when those
choices might apply.
• Ask if any participants have experienced similar situations. If so, have them
share how they handled those circumstances. By sharing actual experiences,
new insights can be gained about what made it work (or not work).
• Some participants may question that the relationship between a supervisor or

manager and his or her employee may change what would be the best response.
It is true that where employees know their supervisors well, often flip remarks
are said in jest. However, it is not in the best interest to allow familiarity to
become a permanent part of the work scene. Though a supervisor or manager
should get to know his or her employees, generally speaking, the supervisor or
manager should avoid trying to be “one of the guys” and should keep job
assignments on a business basis.
• Extenuating circumstances may also change what would be an appropriate

answer. If in Question #3, the supervisor has a rush order on the project,
Answer A would let the employee know the urgency of such a request. If time
permits, explore what some extenuating circumstances might be for other
answers.
• In these discussions, caution should be taken to watch for anything that would
indicate a lack of respect for the employee’s feelings, failure to listen to what
the employee is trying to say, or fear on the supervisor’s part of losing control.
• In summary, point out that how we deal with a particular circumstance may
vary with each situation. It is important to analyze all the data and make our
decisions based on what we know is happening at the time. At the same time,
you need to actively listen and observe the outcome and make changes in your
approach as necessary.
• When the discussion is finished, distribute the answer sheet to the participants.
SB 141-2
Options/Variations
• To save time, you may want to distribute the answer sheet as soon as partici-
pants finish answering all the questions. Let them read over the answers and
compare them with their own responses. Then open discussion by asking for
volunteers to comment on their reactions to the answers. Participants will
undoubtedly point out personal experiences that will tend to change some of
the answers. After discussion on these issues, help participants realize that how
you deal with a particular situation may vary with each circumstance. It is
important to understand what is happening before making a decision.
• As an individual learning aid, have the participant complete the handout, then
go over the answers. Point out the disadvantages and advantages of each choice
and when those factors would apply. Give the answer sheet to the participant
after you have discussed the various options that are available. Let him or her
read the answer sheet. Then answer any questions that might surface. While
this exercise is excellent for use with individuals in a private session, the advan-
tages of using it in a group situation are increased because of the feedback from
coworkers who are willing to share their experience and expertise.
Notes
• Begin with a short lecture on the subject material. If the subject is delegation,
emphasize the concept of delegation as a management tool, the benefits of
delegation, the manager’s and employee’s part in resisting delegation, and the
necessity of planning how and what will be delegated.
• If the subject is communication, listening, or motivation, talk about the man-

ager’s and the employee’s part in communication, what prevents managers
from actively listening, and the effect that communication/listening has on
employee motivation.
SB 141-3
Session
Builders

141 – Getting Through the
Sound Barriers
HANDOUTS
Session
Builders

You are a supervisor with a particular task that you have decided to delegate. Listed
below are three typical reactions to your attempt to assign the task. For each one,
check the response you feel would be “best” to make under the circumstances.
1. “Can’t you find somebody else to do your dirty work?”

R A. “No. I’m asking you to do it.”
R B. “Yes, but you’re the best person for this job.”
R C. “Why do you feel this is dirty work?”
R D. “This isn’t dirty work. It is important.”
2. “Gee, I’m not sure I can do that.”

R A. “Well, okay. I’ll give it to someone else.”
R B. “Sure you can. Give it a try. I’ll be available if you need me.”
R C. “Why don’t you feel you can do it?”
R D. “I really think you can, or I wouldn’t ask you to do it.”
3. “But don’t you want me to finish the Benson project first?”

R A. “No. This is more important. Get this out first, and then finish the
Benson project.”
R B. “Can’t you work on both of them at the same time?”
R C. “Which do you feel is more important?”
R D. “Let’s see if we can find some way for you to work on them in
parallel.”
SB 141 Handout 1
Session
Builders

Answer Sheet
You were asked to select the “best” response to overcome an apparent barrier to
delegation. So that you can see the reason for each choice, each supervisor statement
and the possible employee responses are repeated below. The “best” response
appears in bold type; and, directly below each situation, an explanation is given
stating why that choice is “best” under the circumstances.
1. “Can’t you find somebody else to do your dirty work?”

R A. “No. I’m asking you to do it.”
R B. “Yes, but you’re the best person for this job.”
⌧ C. “Why do you feel this is dirty work?”

R D. “This isn’t dirty work. It is important.”
Response C is probably the most appropriate. In some cases, a firm, direct

response like that given in Response A may be necessary. But that response
doesn’t permit the employee to express his or her feelings about the assignment.
If the employee thinks that it is “dirty work,” neither Choice B nor D is likely to
change his or her impression.
2. “Gee, I’m not sure I can do that.”

R A. “Well, okay. I’ll give it to someone else.”
R B. “Sure you can. Give it a try. I’ll be available if you need me.”
⌧ C. “Why don’t you feel you can do it?”

R D. “I really think you can, or I wouldn’t ask you to do it.”
Response C is probably the best of those provided. The employee’s answer to your
question, “Why don’t you feel you can do it?” will help you understand what
assistance may be needed. Response A avoids the issue. Responses B and D provide
reassurance, but they don’t really get at the real reason the employee is hesitant.

3. “But don’t you want me to finish the Benson project first?”
R A. “No. This is more important. Get this out first, and then finish the
Benson project.”
R B. “Can’t you work on both of them at the same time?”
R C. “Which do you feel is more important?”
⌧ D. “Let’s see if we can find some way for you to work on them in
parallel.”
The best response is D. Managers sometimes select Response A because they feel
it is their role to assign project priorities; and, in some cases, that may be true.
This response, however, assumes that the employee is only capable of working on
one project at a time. Response B puts the burden on the employee and might
sound condescending. Response C encourages the employee to participate in the
decision and that’s good; however, like Response A, it assumes that the employee
can work on the projects just one at a time.

Session
Builders

142 – Work Pressures

Purpose/Objectives: Managers and supervisors must be able to recognize the
causes of stress and its effects on performance and pro-
ductivity. In this exercise, participants are asked to
identify what things or activities on the job are stress-
ful. Then, after dividing into two groups, the first group
is asked to identify some psychological reactions to
these stress factors, and the second group to identify
some of the physical effects that develop from contin-
ued exposure to these stress factors. Then participants
use a questionnaire to analyze their own work environ-
ments. This application exercise highlights areas of
stress in participants’ jobs and how to minimize that
stress. A bonus of this exercise is a greater appreciation
of how stress affects others.
Type: Application
Use this Session Builder as: • A reinforcement exercise to illustrate key points on
stress in the work environment.
• An application exercise to focus on each participant’s

own stress levels relating to his or her job
environment.
• A learning aid for managers seeking individual help in

stress management.
Preparation
• Make copies of the Application Exercise, the Stages of Life, and the
Environment/Vulnerability/Stressor Factors handouts for each participant.
• Have a whiteboard or flipchart and markers available to process the exercise.
• The room should be able to accommodate small group discussions with minimal
disruption.
Process/Discussion
PART I
• Divide a whiteboard or flipchart into three columns. Ask the group what factors
can cause stress in the job environment. List these answers under the left-hand
column as they are given.
• Explain that stress factors can be both negative happenings (work overload,
demanding boss, etc.) or positive happenings (promotion, a desirable but
difficult assignment, etc.). The listings on your visual aid would look something
like this:
Stress Factors Internal Psychological External Physical

On the Job Reactions Effects
Work overload
Demanding boss
Promotion
Difficult assignment
etc.
• Participants may question how something pleasant causes stress. You can point
out that the body calls on the same reserves to meet an exciting challenge as it
does to meet an unpleasant chore. If the chemicals produced to meet the
challenge pour into a person’s system for an extended period, they can do more
harm than good.
• When the list is fairly complete (about 10 items), divide the participants into
two groups. Ask the first group to think about and discuss what psychological
factors might develop as a result of the listed stress factors. How would a
person feel when experiencing any one of these stress factors? What might
happen to him or her internally when he or she is exposed to these stress
factors? For instance, if a person is given too much work to do, he or she might
experience feelings such as anxiety, anger, fear, etc.
SB 142-1
• Ask the second group to discuss and list what bodily reactions occur in response
to the stress factors. What happens physically to them when subjected to these
stress factors for extended periods? The second group might develop such
answers as headaches, upset stomach, hives, etc.
• Give the groups about 10 minutes to complete their lists. Monitor the groups to
keep them focused on the assignment. When talking about stress factors on the
job, participants have a tendency to release pent-up feelings and spend consid-
erable time talking about their problems rather than completing their lists.
• If the groups are having trouble coming up with their lists, circulate among
them and give some of the examples suggested in the following chart (as appro-
priate to their group). This will probably be sufficient to get them started. Con-
fusion, if any, generally occurs because participants do not understand what
you are asking them to do.
• Next, ask each group to read its list, starting with the psychological reactions.
As each list is read, record the responses in the appropriate column on your
visual aid. Note: Participants usually understand this exercise better when they
can make visual comparisons. By first listing the stress factors in the job envi-
ronment on a visual aid and then listing the physical and mental relationships to
stress on the same visual aid, participants are able to see the relationships
between their own physical and mental effects and their job problems.
• While the answers will undoubtedly vary from group to group, the chart should
include at least some of the following items:
Stress Factors Internal Psychological External Physical

On the Job Reactions Effects
Work overload Anxiety Headaches
Time pressure/deadlines Tension Gastric upset
Financial responsibility Fear Increased heart rate
Decision making Aggression Cold sweats
Conflicting demands Guilt Flushed face
Ambiguous instructions Anger Digestive problems
Unclear job responsibilities Embarrassment Blushing
Loss of recognition Irritability Facial tic
Lack of supervisory/job Annoyance Rashes
skill training Boredom Hives
Extreme happiness Elevated cholesterol
SB 142-2
• Give the participants an opportunity to look at these three lists for a minute or
two. As they do, they will begin to relate how they are feeling with something
that is happening on the job. Some may never have thought that pressure on
the job could be causing their mental or physical problems. However, caution
participants not to be too hasty in their decisions about themselves and what is
happening. Suggest they think about their conclusions for a day or two.
• Some points of discussion that will surface during this part of the exercise are:
1. Internal and external effects of stress only become a problem when they
are experienced or felt over a long period of time.
Feeling these effects on a short-term basis can actually be a healthy
occurrence. They can help the person meet new demands. It is only when
these physical and mental effects occur over a long period that they become
damaging to our systems and affect our ability to perform on the job. The
length of time depends on the amount of stress felt and the physical and
mental condition of the person.
2. People do not all react to stress in the same way.
Some people are challenged by work overload rather than frightened or
angered by it. Some people can take on heavy financial burdens and not be
bothered by them while others develop rashes or hives until the problem is
alleviated.
PART II
• To develop the lesson further, ask the participants to return to their groups.
Then ask the first group to list all the factors in the outside environment (any
factors outside the person such as work, family, etc.) that would affect how a
person performs in a particular job assignment. These factors might be:
Environmental Factors
− attitude of management toward its employees
− relationships with other employees
− relationships with friends
− working conditions
− job security
− economy
• Ask the second group to list all the factors they can think of that might make
them more vulnerable to stress. These factors might include:
Vulnerability Factors
− physical health
− mental health
− academic achievement
− particular stage of life (age level)
SB 142-3
• Questions will arise regarding why academic achievement is a vulnerability
factor. Here you might want to point out that if a person does not have a high
school degree or a college degree and that is required for a long-wanted job
assignment, the person seeking the job will experience stress.
• Participants will also question what is meant by particular stages of life.

Examples of what people experience at various age levels during their lives from
the study done by Gail Sheehy in Passages have been listed in the handouts.
(See Handout 5 titled Stages of Life. You may want to refer to that book for
more information when discussing this subject in your session.)
• Allow the groups about 10 minutes to complete their lists. Then put the
information on a visual aid. Be sure to place the visual aid off to one side at the
front of the room so that it can be viewed while you are explaining these
factors.
• To demonstrate how environmental and vulnerability factors affect a person’s

reaction to stress, use the illustrations in the handout titled Environment/
Vulnerability/Stressor Factors and Stages of Life. If you prepare appropriate
visuals based on these handouts, participants can follow along with the
discussion. These sheets illustrate how the three factors—environment,
vulnerability, and stress—interrelate. They show why at times something will
not affect a person, while at other times that same thing may cause that same
person to fall apart. Distribute copies of the handouts after you finish your
explanation.
• Participants become interested in this material for several reasons. First, they
may relate what you are saying to problems they have been experiencing with
their own employees. Or, they may apply this information to what is happening
to them. By interrelating the factors, they understand why something is
happening that paves the way for them to develop an approach to deal with it.
• Allow about 30 minutes for Part II of this exercise.
PART III
• Distribute the Application Exercise to each participant. Read or paraphrase the
following:
On these pages are checklists that will allow you to analyze environmental
support, your own vulnerability, and the stressors that may be affecting you
right now. Please read the instructions for completing the checklists and
totaling them when they are completed. Add each checklist as you go along.
Using your scores from each of the three checklists, you’ll complete the
diagram on the last page. This diagram will give you an indication of the
amount of stress you’re presently feeling and in what areas it’s occurring. The
SB 142-4
more your circles overlap, the more likely symptoms will appear and become a
problem in your performance. When you recognize your stress areas, you can
take action to correct the situation. Remember, this is a general indication of
what is causing stress for you at the present time.
• Allow participants about 20 minutes to complete their checklists and diagrams.

Be available to help those who are having problems completing the scores.
Generally speaking, participants will work quietly; little, if any, direction will
be needed.
• Remind participants that to have a true measure, their answers should be as

honest as possible. Reassure them that this information is for their use only and
that it will not be seen by anyone else.
• Some participants may be concerned because their circles overlap considerably.

You might suggest that if the areas of concern are job-related, the supervisor
may still be able to suggest other sources for help where necessary. As
facilitator, you do not need to take on counseling responsibilities when such
problems surface.
• Allow 30 minutes for this final part of the exercise.
Options/Variations
• Because of the complexity of this exercise, you may choose to use only one part
to emphasize a particular point in a lecture on stress. Part I is easily adaptable
to this need. Adjust your time frames accordingly when breaking up the
exercise into individual parts.
• Part II and Part III can be used without Part I.
• Part III can be used as a learning aid for a supervisor or manager experiencing
stress in the job environment. It helps pinpoint those areas giving the most
problems. When he or she learns this information, appropriate action can be
taken to minimize the stress.
SB 142-5
Notes
• Stress is a body’s nonspecific reaction to specific input. It is an inescapable part
of life, especially in today’s fast-paced, technological society. The ability to
recognize the causes of stress and handle stress as it occurs is a necessary
ingredient at all levels of business. This is particularly true at the management
level. A study done by the National Institute for Occupational Safety and Health
ranked 130 occupations according to the incidence of stress-related disease and
death. Among the most stressful occupations were office managers and
supervisors.
• Addison-Wesley Publishing Company has also given permission to Session Builder

purchasers to reproduce the handouts masters for use in their sessions.
Submitted by E. I. Coulombe.
The Stages of Life chart is based on an idea adapted from Passages by Gail Sheehy ©
1976.
The checklists used in this Session Builder first appeared in Dealing with Job-Related
Stress (cassettes and workbook), by Alan A. McLean, M.D. copyright 1976 by
Management Decision Systems, Inc., Darien, Connecticut 06820. Reproduced by
special permission of the copyright holder.
SB 142-6
Session
Builders

HANDOUTS
Session
Builders

Part II-1
Environment/Vulnerability/Stressor Factors
You feel stress when factors within your environment are creating pressure on you or
when you are particularly vulnerable at a given time.
To illustrate this, take a look at the circles below. They indicate the amount of
pressure felt in each area at a given time:
ENV VUL
STRS
The more pressure you feel, the more the size of the circles will increase. Eventually,
they will overlap. The overlap represents the symptoms produced by the amount or
degree of the stress.
SB 142 Handout 1
Session
Builders

Part II-2
CASE #1
Conditions:
Environment: Supportive boss

Vulnerability: Feeling good about self
Stressor: Overload of work
Even though a stressor is present when your environmental factor is supportive and
your vulnerability is low, you do not feel the symptoms of stress. Visually, it could be
diagrammed this way:
ENV VUL
STRS
No symptoms of stress
SB 142 Handout 2
Session
Builders

Part II-3
CASE #2
Conditions:
Environment: Good management attitude towards employees

Vulnerability: Poor physical health, could be serious
Stressor: Personality conflict with employee
When you feel vulnerable but have a supportive environment, a stress factor may
produce symptoms depending on how vulnerable you are and the length of the stress.
Visually, it could be diagrammed this way:
ENV
VUL
STRS
Symptoms of stress
SB 142 Handout 3
Session
Builders

Part II-4
CASE #3
When you have high vulnerability and a nonsupportive environment with varying
degrees of stress, symptoms may appear as follows:
Low Stress:
ENV: Poor working conditions ENV VUL
VUL: Entering adult world
STRS: Promotion denies
STRS
SYMPTOMS
Medium Stress:
ENV: No authority at work ENV VUL
VUL: Mid-life crisis (age 40)
STRS: Boss hires younger man at same
level with less experience
STRS
SYMPTOMS
High Stress:
ENV: Threat of job loss
VUL: Lack of education, age 54 ENV VUL
STRS: Spouse becomes terminally ill
STRS
SYMPTOMS
SB 142 Handout 4
Session
Builders

Part II-5
Stages of Life
1. Early adult life (ages 17–22)
“If I’m late, start the crisis without me.”
2. Entering the adult world (ages 22–28)

“Learning how to hold on.”
3. Age 30 transition (ages 28–33)

“Restless vitality; what do I want to do?”
4. Settling down (ages 33–40)

“Sets goals; makes ties.”
5. Mid-life transition (ages 40–50)

“Frustrating/confusing/scared time; needs strong support from boss/family.”
6. Middle adult years (ages 45–50)

“Becoming more objective.”
7. Age 50 transition (ages 50–55)

“Looking to the future.”
8. Middle adulthood (ages 55–60)

“What does retirement mean?”
(Stages developed by Gail Sheehy in Passages.)
SB 142 Handout 5
Session
Builders

Part III-1
Application Exercise
On the following pages are checklists that will allow you to examine your own
vulnerability, your environmental support, and the stressors that may be affecting you
right now. Below are instructions for completing the checklists and what to do when
you have completed each of them.
Vulnerability Checklist
1. Select 1 of 5 answers that best suits how you feel about that statement. Be
honest with yourself. No one will see the answers but you.
2. Add the numbers as described in the instructions following the checklist and
enter the results in the spaces provided.
3. Check the explanations for your results as given in the definitions that follow
the scoring instructions.
Environmental Survey
1. Follow the directions listed at the top of the survey.
2. Score your answers as described in the instructions following the checklist and
enter the results in the spaces provided.
3. Read the summary of results that follows the space where you entered your
score.
Stressors Checklist
1. Complete the checklist as indicated at the top of the checklist.
2. Follow the scoring directions that follow the checklist and enter your scores in
the spaces provided.
3. Read the summary of results that follow the scoring section.
SB 142 Handout 6
Session
Builders

Part III-2
Vulnerability Checklist
For each of the following statements, circle the number in the column that best
describes how you feel about the statement.
Very Quite Somewhat Not Very Not at

True True True True All True
1. I “roll with the punches” when problems 1 2 3 4 5
come up.
2. I spend almost all of my time thinking 1 2 3 4 5
about my work.
3. I treat other people as individuals and 1 2 3 4 5
care about their feelings and opinions.
4. I recognize and accept my own limitations 1 2 3 4 5
and assets.
5. There are quite a few people I could 1 2 3 4 5
describe as “good friends.”
6. I enjoy using my skills and abilities both 1 2 3 4 5
on and off the job.
7. I get bored easily. 1 2 3 4 5
8. I enjoy meeting and talking with people 1 2 3 4 5
who have different ways of thinking about
the world.
9. Often in my job I “bite off more than I 1 2 3 4 5
can chew.”
10. I’m usually very active on weekends with 1 2 3 4 5
projects or recreation.
11. I prefer working with people who are very 1 2 3 4 5
much like myself.
12. I work primarily to survive, not because I 1 2 3 4 5
enjoy what I do.
13. I believe I have a realistic picture of my 1 2 3 4 5
strengths and weaknesses.

14. Often I get into arguments with people 1 2 3 4 5
who don’t think my way.
15. Often I have trouble getting my job done. 1 2 3 4 5
16. I’m interested in a lot of different topics. 1 2 3 4 5
17. I get upset when things don’t go my way. 1 2 3 4 5
18. Often I’m not sure how I stand on a 1 2 3 4 5
controversial topic.
19. I’m usually able to find a way around 1 2 3 4 5
anything that blocks me from an
important goal.
20. I often disagree with my boss or others at 1 2 3 4 5
work.
Scoring Directions
Listed opposite each of the five coping scales below are the numbers of four of the
statements above. For each scale, find the four statements and add your response.
Enter the total in the space provided.
Add your responses Your Score

Coping Scale to these questions (write in)
Knows self 4, 9, 13, 18
Many interests 2, 5, 7, 16
Variety of reactions 1, 11, 17, 19
Accepts others’ values 3, 8, 14, 20
Active and productive 6, 10, 12, 15
Add the five scores together for your overall total score
Scores on each of the five areas can vary between 4 and 20. Scores of 12 or above
suggest that it might be useful to direct more attention to that area. The overall total
score can range between 20 and 100. Scores of 60 or more may suggest some
difficulty in coping with the dimensions covered.
Knows Self—Knows self at all levels and understands own strengths and weaknesses.
Knows himself or herself well enough to know those personality factors that can't be
changed and those skills—social and professional—on which to capitalize.

Many Interests—Has developed a lot of interests outside the world of work. Has a
variety of satisfactions in life and does not get all satisfactions from the job. Pursues
these outside interests regularly (family and business).
Variety of Reactions—Doesn't always react in the same way to factors he or she finds
stressful. Doesn’t develop a headache when angry with the boss or get depressed
when faced with an apparently minor threat. Doesn’t become hyperactive or frozen
by incapacity under stress. Bounces back quickly.
Accepts Others' Values—Acknowledges that others have different value systems,

ways of doing things, and tends to accept this as a way of life without attempting to
change others.
Active and Productive—Active and productive at work without sacrificing similar

activity in the community and the home.
Turn the page and complete the Environmental Survey.
Reprinted from Work Stress by Alan A. McLean, M.D. ©1979, by permission of Addison-
Wesley Publishing Co., Reading, MA.

Session
Builders

Part III-3
Environmental Survey
For each of the following statements, circle the number in the column that best
describes how you feel about the statement.

1. How satisfied are you with the company 1 2 3 4 5
you work for compared with other com-
panies you know about?
2. How satisfied are you with your job—the 1 2 3 4 5
kind of work you do?
3. How satisfied are you with your physical 1 2 3 4 5
working conditions (heat, light, noise,
etc.)?
4. How satisfied are you with the coopera- 1 2 3 4 5
tion among the people with whom you
work?
5. How satisfied are you with the job your 1 2 3 4 5
immediate supervisor is doing in managing
his or her “people” responsibilities?
6. How satisfied are you with the job your 1 2 3 4 5
immediate supervisor is doing in managing
functional responsibilities?
7. How satisfied are you with your pay, con- 1 2 3 4 5
sidering your duties and responsibilities?
8. How satisfied are you with your pay con- 1 2 3 4 5
sidering what other companies pay for
similar work?
9. How satisfied are you with your advance- 1 2 3 4 5
ment since you started to work with your
company?
10. How satisfied are you with your opportu- 1 2 3 4 5
nities to move into a better job in your
company?

11. How satisfied are you with the use your 1 2 3 4 5
present job makes of your skills and
abilities?
12. How satisfied are you with the mental 1 2 3 4 5
requirements of your present job
(problem solving, judgment, technical
knowledge, etc.)?
13. How satisfied are you with the time 1 2 3 4 5
demands of your present job (hours
worked as opposed to mental demands)?
14. Now, considering everything else, how 1 2 3 4 5
would you rate your overall feelings about
your employment situation?
15. If you have your way, will you be working
for your present organization five years
from now?
Circle one:
1 Certainly
2 Probably
3 I’m not at all sure
4 Probably not
5 Certainly not
6 I’ll be retired in five years
Scoring Directions
Add the numbers you circled in the Environmental Survey and enter the total: ______
Scores can range between 14 and 75. Scores of 45 or more may suggest that the
overall context of your work is less than satisfactory. You should also evaluate the
specific items that you rated negatively.
Reprinted from Work Stress by Alan A. McLean, M.D. © 1979, by permission of

Addison-Wesley Publishing Co., Reading, MA.

Session
Builders

Part III-4
Stressor Checklist
Circle one number for each factor.
This factor is a problem... Never Seldom Sometimes Usually Always

Conflict and Uncertainty:
1. Not knowing what people you work with 1 2 3 4 5
expect of you.
2. Feeling that you have to do things on the 1 2 3 4 5
job that are against your better
judgment.
3. Thinking that you will not be able to 1 2 3 4 5
satisfy the conflicting demands of various
people over you.
Job Pressure:
4. Feeling that you have too heavy a 1 2 3 4 5
workload, one that you can’t possibly
finish during an ordinary day.
5. Not having enough time to do the work 1 2 3 4 5
properly.
6. Having the requirements of the job affect 1 2 3 4 5
your personal life.
Job Scope:
7. Being unclear on the scope and 1 2 3 4 5
responsibilities of your job.
8. Feeling that you have too little authority 1 2 3 4 5
to carry out the responsibilities assigned
to you.
9. Not being able to get the information you 1 2 3 4 5
need to carry out your job.

Rapport with Management: Never Seldom Sometimes Usually Always
10. Not knowing what your manager or 1 2 3 4 5
supervisor thinks of you—how he or she
evaluates your performance.
11. Not being able to predict the reactions of 1 2 3 4 5
people above you.
12. Having ideas considerably different from 1 2 3 4 5
those of your managers.
Scoring Directions
Add the three numbers you circled within each of the four areas and enter them here:
Conflict and Uncertainty __________
Job Pressure __________
Job Scope __________
Rapport with Management __________
Add the above for a total: __________
Scores on each of the four areas can range between 3 and 15. A score of 9 or above
suggests that the area presents a problem that warrants your attention. The overall
score range can be between 12 and 60. Scores of 36 or more suggest a more than
desirable amount of stress in your job environment.
Reprinted from Work Stress by Alan A. McLean, M.D. © 1979, by permission of Addison-Wesley
Publishing Co., Reading, MA.

Session
Builders

Part III-5
Completing Your Own Diagram
Environmental 20 40 80 100 Vulnerability

75 60 45 15 60
Survey Score Checklist Score
12
24
36
48
60
Stressors
Checklist Score
For each of the three checklists—the Environmental Survey, the Vulnerability

Checklist, and the Stressors Checklist—find the spot on the scale within the
appropriate circle that corresponds to your overall total score.
Using a darker color ink or pencil for each circle (so it will stand out from the circles
already printed), draw the circumference of the circle corresponding to each score.
After you see to what extent the three circles overlap, you will know to what extent
stress occurs in your job environment.
The more the circles overlap, the more likely symptoms may appear and become a
problem in your performance.
SB 142 Handout 10
Session
Builders

143 – If I Had Known

Purpose/Objectives: New employees want and need to know everything
about a new job; however, it’s not possible for the
manager to fit all of that information into one orienta-
tion session. As a result, managers must choose what to
include based on the time available. This exercise
stimulates managers to discuss what is important to
include and what can be left out of the new employee
orientation meeting. The participants first read state-
ments made by new employees shortly after their
orientation took place—statements that indicate a
question or a problem. Then, in small groups, partici-
pants discuss whether or not that situation should have
been addressed during the new employee orientation
session.
Type: Assessment
Group Size: 2 to 25
Use this Session Builder as: • A reinforcement exercise within a session to build on
key points.
• A pre-session assignment to stimulate thinking about

the subject area.
• An opener or beginning of an exercise to lead into the

presentation of the material.
Preparation
• Make copies of the handout for each participants.

discussion. Enter the numbers 1 through 6 in a vertical column on your visual aid
leaving enough room to write the one-letter answer for each question.
• The room should be flexible enough to allow for discussion while viewing the
visual aid.
Process
• Begin the exercise by defining what you mean by the term “employee
orientation.” Does it include the first day, first week, first three months, etc?
Does the personnel department give a prior orientation before the supervisor
gives his or her orientation?
• Explain that the purpose of the exercise is to get participants thinking about
what information is important enough to include in an orientation session and
what is not. A great deal of information could be included, but it is important to
select only that information new employees need to know during the
orientation period.
• Ask them to relate the questions on the handout to their own experiences as a
new employee on a new job.
• Divide participants into groups that are roughly equal in size with no more than
five to a group.
• Distribute a copy of the handout to each participant. Explain that participants

are to discuss and evaluate each question in their small group and reach mutual
solutions to each statement.
• Allow 15 minutes for participants to complete their evaluations.
• Circulate throughout the room and watch for groups getting “bogged down” in
too much discussion on what happened to them during their own orientation.
Though it is important to include these feelings, groups tend to spend large
amounts of time on this, and if you allow them to do so, they will be unable to
finish the task at hand.
SB 143-1
• Encourage any groups having this problem to finish the questions on their sheets
and reach mutual consensus in their small groups so that they will be ready for
the open discussion period that follows.
• Be alert to participants within groups who tend to dominate the discussion and
do not allow the other participants in the group to contribute to the suggestions
and ideas. Encourage quiet participants to contribute to their respective
groups.
Discussion
• A thorough employee orientation includes most of the details and background a
new employee needs to feel comfortable and productive. The answers each
group gives to the statements will vary depending on how the term “employee
orientation” has been defined. Generally speaking, the answers that fit most
appropriately are
1. A
2. A
3. A or B
4. A
5. B
6. A or B
• For example, in Statement #1, the employee is apparently asking a coworker

about using the telephone system. New employees may feel uncomfortable
asking about “common sense” items like using a phone. The supervisor or
manager should try to cover as many of these “little” things as possible.
• Clearly, the employee in Statement #2 should be aware of the scope of his or

her benefits. If the organization has an employee handbook, the supervisor or
manager should review key provisions after the employee has had a chance to
read it.
• In Statement #3, the employee is unclear about how he or she relates to other
parts of the organization. While a thorough employee orientation might not
avoid this problem entirely, it certainly could have helped.
• In Statement #4, the employee should not have to ask a coworker why there are
different starting times in different departments.
• In Statement #5, point out that discussing personalities of other employees is a

touchy matter. A person doing the orientation can share such information if it
will ease the work flow and if he or she does it skillfully. An employee will
understand the people he or she will be working with better if the orientation
includes such constructive statements as, “When you’re working with Harry,
SB 143-2
you’ll notice that he’s very dedicated to his work; he concentrates very
seriously on what he’s doing, but he’s always willing to answer your questions.”
Negative comments about other employees are destructive and should not be
shared.
• Regarding Statement #6, generally speaking, supplying information on days off

is important. However, some organizations supply employees with manuals
outlining days off, while others share this information verbally. When sharing
this information verbally, it is unlikely that the question of attending an aunt’s
funeral would be specifically mentioned, so either A or B would apply.
Options/Variations
• If the group is small (six or fewer), have participants work individually to
complete the exercise. Then have each participant answer one of the questions
and allow the other participants to offer feedback.
• As a presession assignment, give the handout to participants one week prior to

the session. Tell them to complete it and bring it with them to the session. This
allows them time to think about the questions prior to the actual session, and
they can obtain input from other sources if they so desire.
• As an opener to a session on orientation, this Session Builder serves as an ice-

breaker when participants do not know one another well. It stimulates thinking
and provides a lead-in to a short lecture on good orientation methods.
Notes
• In management courses on the subject of orientation, it has often been written
that employees do remember what happens to them during those first few
weeks on the job for the remaining time that they are employed by that
organization.
• A thorough employee orientation is not a cure-all. It does not guarantee that a

new employee will be successful. It does not guarantee there won’t be
questions or problems. It does, however, lay the groundwork for the new
employee to become a productive and contributing member of the organization.
Based on a concept created and written by the staff of TRC Interactive.
SB 143-3
Session
Builders

HANDOUT
Session
Builders

An employee orientation should be thorough, but it can’t cover everything. Assume

that each of the statements below is made by a new employee. Rate the effective-
ness of the employee orientation by writing the letter corresponding to the degree to
which employee orientation might have helped avoid the problem.
A With an employee orientation, this problem would have been avoided

completely.
B An employee orientation would have helped avoid this problem.
C An employee orientation would not have helped much here.
D An employee orientation would not have helped this problem at all.
1. “Say, Sally, how do you dial out from this telephone?”
2. “John just told me our hospital plan doesn’t cover maternity!”
3. “Who gets all these reports anyway?”
4. “Mike, why is our starting time different from most of the other
departments in this area?”
5. “Is Harry always so abrupt when you have a problem to discuss with him?”
6. “Mel just told me I can’t get an extra day off for my aunt’s funeral.”
SB 143 Handout 1
Session
Builders

144 – There’s Another Way to Say It

Purpose/Objectives: In order to identify common errors in counseling situa-
tions and suggest improvement, this exercise provides
several situations where managers respond inappropri-
ately to employee statements. Participants are asked to
identify the errors made by the managers and to pro-
vide better responses. This gives participants an oppor-
tunity to think about how appropriately phrased state-
ments can produce a positive motivational climate.
Group Size: 5 to 45
Use this Session Builder as: • A reinforcement exercise after a discussion on the
subject matter.
• A warm-up or opening exercise to lead into discussion.
• A pre-session assignment to stimulate thinking and be a

lead-in for discussion on the subject.
Preparation
• Make copies of the handout for each participant.
• Provide pencils and paper for participant.
• Have a whiteboard or flipchart and markers available to use when summarizing

the small group discussions.
• The room should be large enough to accommodate small group discussions with
minimal disruption.
Process
• Distribute copies of the handout to each participant. Have them work individu-
ally on the errors in the dialogue and on the suggested improvements. Allow 10
to 15 minutes for this part.
• At the end of the allotted time, divide participants into small groups that are
roughly equal in size.
• Once in their small groups, have participants discuss and compare individual
responses to each situation. The discussion in each group should center on the
answering error and suggested improvement sections.
• In Situation 1, the error made by the manager involves the statement, “You
just don’t plan very well.” This implies judgment about the individual rather
than a description of the behavior. The employee’s reaction is likely to be very
defensive. A better response here might be to reflect the content and feeling of
the employee’s statement by saying something like, “It’s all the changes, then,
that you feel are causing you to miss deadlines.”
• In Situation 2, the manager seems to be guessing the cause of the errors as well
as suggesting the employee is careless. This may not be the case. Other factors
may be to blame, such as undue time pressure on the employee or perhaps
there were errors in the source documents that were used to prepare the forms.
In this case, the manager would do better to ask the employee to analyze the
conditions under which the errors occurred. The response should also be
phrased in a way that would avoid any judgmental implications. For example,
the manager might say, “Let’s talk about it. Tell me how the forms are
processed—step-by-step.”
• In Situation 3, the employee seems to be pointing the finger at someone else.

Such a statement is rarely complete or totally true. Here the manager accepts
the statement and goes on to suggest the very idealistic solution of having one
SB 144-1
employee confront the other and talk it out between themselves. If one
employee is having a problem with another, it is important for the manager to
get all the facts. A suggested improvement would be for the manager to
respond by saying, “I’m not sure I understand. Tell me what you mean.”
• In Situation 4, the problem appears to be a lack of planned follow-up. Also, the

manager seems impatient and judgmental as expressed in the statement,
“Frankly, I’m surprised. . .” An improvement in this counseling situation would
be for the manager to find out why the employee feels this case is a little
different. For instance, “Different? In what way?”
• A variety of suggested improvements may evolve, but all should be

characterized by objectivity and a genuine desire to help employees rather than
to judge or accuse.
• After discussing all four situations, ask participants to remain in their small
groups and come up with a list of seven or eight potential errors that might
occur in a counseling situation.
• When participants have finished small group discussion and have prepared their
lists (allow them about 20 to 25 minutes), have them reconvene into the large
group.
Discussion
• As a way of summarizing the small group discussions, ask for general comments
and/or questions regarding the exercise. One way to do this is to ask someone
from each group to share their response to Situation 1. After all groups have
responded, move on to Situation 2 and repeat this process. Do the same for
Situations 3 and 4.
• Though there will be a variety of individual answers, the basic rules of good
counseling remain the same:
− Avoid judgment.
− Maintain objectivity.
− Have a genuine helping attitude.
− Get employee commitment to a specific action plan.
Using explanations in the Process section as a guide, reach a consensus on
appropriate responses.
• At this point, ask for some of the potential errors, and make a composite list on
the board summarizing each group’s list. Generally speaking, the list should
include the following points:
SB 144-2
Potential Errors in Counseling
1. Using phrases that imply judgment rather than a description of the behavior.
2. Guessing or “fishing for” possible causes.
3. Suggesting solutions.
4. Not actively listening to what is being said.
5. Not suggesting a specific action plan.
6. Failure to get employee commitment to the action plan.
7. Failure to make a specific follow-up plan.
8. Failure to maintain objectivity.
Options/Variations
To vary this exercise, ask participants to role play the situations under both condi-
tions (with errors present and then with suggested improvements). Role plays can
continue for three to five minutes, with participants supplying more information
and details where necessary. This provides additional visual reinforcement as well
as opportunities for increased counseling dialogues. Other participants may wish to
comment or offer constructive feedback on the success of improved responses in
the role plays.
SB 144-3
Session
Builders

HANDOUT
Session
Builders

In each of the following situations, the manager makes one or more errors when
responding to the employee. In your own words, describe the answering error and
suggest an improvement.
Situation 1
Employee: “Well, you know things are hectic. We keep getting changes all the
time.”
Manager: “But even some of the changes are predictable. You just don’t plan
very well.”
Answering Error:
Suggested Improvement:
Situation 2
Employee: “Yes, I know those errors are costly.”
Manager: “Do you proofread the forms before you send them?”
Employee: “Yes.”
Manager: “Maybe you’re missing something. Do you double-check the codes?”
Answering Error:

Situation 3
Employee: “He just gets on my nerves.”
Manager: “Well, I think you ought to sit down with him. I’m sure you two can
talk it out between yourselves.”
Answering Error:
Situation 4
Manager: “Didn’t we talk about this before?”
Employee: “Yes, but that was a little different.”
Manager: “Frankly, I’m surprised I had to call you in again. I assumed you took
care of this problem months ago.”
Answering Error:

Session
Builders

145 – What you’re really saying is. . .

Purpose/Objectives: This role-play exercise helps participants sharpen their
active-listening skills as well as makes them aware of
the need for message clarification in a position of
management. Examples of common statements often
made by employees to their managers are given to the
participants. The participants are then asked to respond
in an active-listening style to open up thinking and
stimulate further discussion. By sharing information in
the feedback stage, participants are able to see what
part they play in “getting all the information out” to
reach a common understanding and a solution with their
employees.
Type: Discussion stimulator/role play
Time Required: 30 minutes; 60 minutes if role played
Group Size: 5 to 35
Use this Session Builder as: • A pre-session assignment to stimulate thinking and be
a lead-in to discussion of the subject.
• A warm-up or opening exercise to stimulate

discussion on the subject.
• A learning aid for managers/supervisors to improve

their counseling style and the motivational climate in
their areas.
Preparation
• Provide pens or pencils for participants.
Process
• If the exercise is used as a pre-session assignment, distribute copies prior to the
session. Ask participants to complete them and bring them along to the session.
If the exercise is used as a warm-up or opening exercise, distribute the
handouts at the beginning of the session.
• Ask participants to write a response that they feel would be appropriate for a
manager to make to each of the statements given on the handout.
• Allow 10 minutes for participants to write their responses.
• After the allotted time, begin discussion with general questions (see examples
given in the Discussion section); then have participants volunteer different
active-listening responses for each statement.
• The group will be able to compare and contrast these different responses and
get a better “feel” for this type of counseling technique.
• You may want to caution participants that active listening is not a game or trick
to keep someone talking. Responses should be based on a genuine interest in
the employee and on getting a clear understanding of what the employee is
saying.
Discussion
• Begin discussion with general questions regarding active listening. Some
examples follow:
− What exactly is meant by an active-listening response?
Answers will vary on this question, but participants generally reach the
understanding that responses are used to confirm, clarify, and promote fur-
ther discussion. They are used to “open up” discussion rather than “close it
off.”
− How do these responses make others feel?
Employees usually feel that managers are concerned and interested in get-
ting at the real problem when they use active-listening responses. They do
not automatically feel “on the defensive” or that the manager is jumping to
conclusions by assuming that they are causing the problem.
SB 145-1
− What benefit to employee motivation is derived from active-listening
responses?
When these responses characterize manager/employee interactions in
counseling situations, staff motivation can only improve. A more caring and
sensitive attitude is usually projected by the manager, and this can be
advantageous for staff morale and motivation.
• Once these questions are answered, continue with the individual statements
and responses from the handout. Try to create an open atmosphere for
discussion so that participants can share and compare a variety of responses for
each statement. Analyze each response, and try to bring out participant ideas
as to how the employee might feel when such a response is given. Sample
answers follow:
Statement 1:
Employee: “I know there are a lot of mistakes on it, but I’ve never done that
kind of report before.”
Manager: “Then the mistakes were because you’re unfamiliar with the
work?”
Many participants respond, “Let’s go over it to see if I can help,” or “What kind
of problems did you have?” Both of these responses tend to be too direct.
Statement 2:
Employee: “I’m always stuck with these stupid little jobs.”
Manager: “Why do you feel they are stupid little jobs?”
Statement 3:
Employee: “It’s as simple as this—Jane and I just have a personality
conflict.”
Manager: “You’re saying the conflict is inevitable or irresolvable?”
Statement 4:
Employee: “That old car of mine just keeps breaking down, but I always
make up the time after 5 o’clock.”
Manager: “You’re saying that your car is causing you to frequently be
late?”
SB 145-2
Statement 5:
Employee: “I don’t goof around here any more than anyone else does.”
Manager: “I’m sorry if you feel I was accusing you of goofing off; it’s just
that I am concerned about the difficulty you’re having getting
the work done.”
Many participants will retort, “We’re not talking about anyone else. . .” Help
participants understand that such a statement is too confrontational.
The criteria for appropriate responses is to demonstrate genuine concern and

interest and, at the same time, get a clear understanding of what the employee
is saying. Although specific answers will vary, this attitude should usually be
maintained.
Options/Variations
• This particular exercise can also show participants how to be uncaring and
generally uninterested in the way others feel. As a variation to the original
instructions, have part of the class write responses that demonstrate the above
negative attitude. Advise them not to be extreme in their remarks but to write
non-active-listening responses that they may have actually experienced or
heard before. When these are read and perhaps role played, the difference in
style and attitude of the manager is quite dramatic. Discussion easily follows on
how participants feel when involved in situations without active-listening
remarks. Use this as an opening or warm-up exercise to stimulate discussion.
• You may wish to ask participants to choose one or more of the employee
statements and role play that situation. They can then elaborate and try to use
more active-listening responses as the role play progresses. Ask for one
volunteer to play the part of the employee and another volunteer to play the
part of the manager. Tell the “manager” to use an active-listening response.
Have the volunteers continue the dialogue to reach a common understanding.
Allow about 5 to 10 minutes for this to take place. Have the remaining
participants observe and comment on how effectively the “manager” played his
or her role. Ask other questions as time permits.
• When used as a learning aid for managers or supervisors needing assistance in

these areas, give the handout to the participants, have them complete it, and
review the answers with them.
SB 145-3
Session
Builders

HANDOUT
Session
Builders

Acting on the part of the manager and using active-listening responses, how would
you respond to each of the following statements made by an employee?
1. Employee: “I know there are a lot of mistakes on it, but I’ve never done that
kind of report before.”
Manager:
2. Employee: “I’m always stuck with these stupid little jobs.”
Manager:
3. Employee: “It’s as simple as this—Jane and I just have a personality conflict.”
Manager:
4. Employee: “That old car of mine just keeps breaking down, but I always make
up the time after 5 o’clock.”
Manager:
5. Employee: “I don’t goof off around here any more than anyone else.”
Manager:
SB 145 Handout 1
Session
Builders

146 – I’m Okay—You’re Not Okay

Purpose/Objectives: This exercise stimulates participants’ thinking about dif-
ferent attitudes surrounding EEO/Affirmative Action
issues within an organization. Participants are asked,
through problem-solving/decision-making techniques, to
discuss an aspect of discrimination that could be pre-
sent in any organization. By discussing the issues, par-
ticipants bring into focus sensitive attitudes about dis-
criminatory practices that the participants may or may
not have experienced. By using specific topic situations,
participants can approach these highly charged issues
openly and candidly. In addition, they learn how others
feel through group feedback and discussion.
Time Required: 60 minutes minimum
Use this Session Builder as: • A reinforcement exercise after examining rules and
regulations related to the topic.
• A pre-session assignment to stimulate thinking and be

a lead-in for discussion of the subject.
Preparation
• Make copies of the topic situations for each participant.
• You will need to make enough copies of the Observer’s Checklist for each
group’s presentation to be reviewed by the remaining participants in the
session. (In other words, you will need to multiply the number of participants in
your session times the number of small groups, and have that many copies
available.)
• The room should be flexible enough to accommodate small group discussion

with minimal disruption.
Process
• Using any convenient method, divide the session into equal groups made up of
six, seven, or eight participants.
• Distribute the list of topic situations to each participant in each group. As a

group, they are to choose one situation as their topic for discussion.
• Using the questions on the handout as a guide, tell participants to discuss their
group choice.
• Due to the sensitive nature of these topics, you will need to take a few precau-
tions. First, when doing an exercise relating to these issues, the discussion
becomes very charged with emotion. Participants may be bothered by these
discussions. They may become very emotional or withdraw completely. Partici-
pants know such situations exist; however, they are reluctant to speak openly
about them. Many feel guilty because they have done nothing to change these
situations when they have occurred. Consequently, participants become defen-
sive when the issues are later discussed.
• An example is given where a secretary applies for the position of public rela-
tions assistant. A participant might respond, “Well, just being a secretary hasn’t
given her enough business experience to know how to handle a job at that level.
She won’t present the right image or gain the necessary support from others
who’ve known her as a secretary. The rest of the staff will feel the value of
their position is diminished if a secretary can be put into a job that’s similar to
theirs.”
• These are highly charged feelings that can evoke angry responses from women
participants in the session who may have risen to their present positions after
having been secretaries. Exchanges between these two types of people can get
heated. Monitor the groups to watch for such exchanges, and offer advice such
SB 146-1
as, “Try using active-listening responses in order to draw out what it is that
each of you is saying.” As facilitator, you need to be aware that carefully
worded statements are important and can help minimize defensive reactions.
• By allowing the groups to choose their own topics, you avoid the problem of
having people work on issues they know nothing about or have never experi-
enced. Participants will typically choose areas they can easily discuss. For
example, if you choose the topic ethnic discrimination and assign it to a group
who has never experienced it, they may not have the slightest idea of how to
approach it. They won’t know what factors are critical when dealing with the
topic.
• Allow about 30 minutes for the small groups to complete their discussions.
Discussion
• After approximately 30 minutes, reconvene the groups, and ask one member
from each group to present his or her group’s discussion to the entire session.
This provides a good opportunity for participants to share ideas and gain insight
into the variety of ways that these sensitive issues are viewed and can be
handled.
• Before each group’s presentation, distribute a copy of the Observer’s Checklist

to each participant. Instruct them to complete the checklist as they listen.
• Allow about 10 minutes for each presentation.
• Again, you need to exercise caution to ensure that each group’s discussion is as
open and creative as possible. Participants will tend, through tone and body
action, to show negative feelings about issues being discussed. These tones and
actions can set off emotionally charged feelings and defensive reactions in
others. You need to be aware of this possibility and be ready to deal with it if it
occurs. You can do this by helping participants separate feelings from facts.
Keeping the comments objective rather than subjective will help clear the air.
• Using the Observer’s Checklist for evaluating each group is one way to help
control the discussion. Participants should analyze how well each group came
up with sound, logical reasoning for the conclusions they have presented. You
can then use the checklist as a focus of discussion for each group’s
presentation.
• After the presentations have been given, you may wish to close discussion by
having participants evaluate whether or not the main issues under each
situation were carefully covered.
SB 146-2
Options/Variations
If the size of your total group is fewer than 15, you may wish to introduce topic
situations one by one, then open discussion with the entire group. Participants can
then share their feelings and experiences with the total group.
Note
Because these discussion topics are so highly charged with emotion, you need to
exercise caution when presenting this exercise. Try not to personalize any situa-
tion, or participants may feel defensive or “put on the spot.” Try to keep a tight
rein on the discussion by carefully planning questions that will adequately cover
the topic.
Written by Esther I. Coulombe based on a concept from the staff of

TRC Interactive, Inc.
SB 146-3
Session
Builders

146 – I’m Okay–You’re Not Okay
HANDOUTS
Session
Builders

SITUATION A: POSITION STEREOTYPING

A manager in the Public Relations Department was overheard saying, “I don’t care
what her qualifications are for being a public relations assistant; she’s a secretary.
And, you know, once a secretary, always a secretary. She wouldn’t understand how to
do the job.”
SITUATION B: NON-TRADITIONAL JOBS

A fleet manager of the ABC Trucking firm was notorious for “not being available”
when women applicants applied for truck driving positions. He was often heard to
remark, “I just don’t know why women want to be truck drivers. They ought to be
home cooking in the kitchen.”
SITUATION C: AGE DISCRIMINATION

The DEF Company has a payroll of 100 people. The age level of the employees runs
from 21 to 45, with the average age of managers being 30. These new age-level
figures are a result of two employees age 51 and 56 recently being terminated from
the company. The company programs are generally geared toward company sports,
health fads, and youthful activities.
SITUATION D: TRAVELING POSITIONS

Mary Worth was turned down for a sales position because she would have had to
spend a good deal of time traveling to branch offices with Dennis Good, another
salesperson. The general manager felt it was not in the best interest of the company
to have a woman in a traveling position. The general manager was overheard telling a
vice president, “It doesn’t look good for women to be out on the road traveling.”
SITUATION E: SEXUAL HARASSMENT

Women production-line workers on the second and third shifts were constantly leaving
and being replaced by new employees. During an investigation into why this was hap-
pening, it was discovered that the second and third shift supervisors were not investi-
gating claims that women were being sexually harassed during those two shifts. On
one occasion, a section supervisor had threatened the girls with dismissal if they did
not date him. In another situation, the supervisor condoned excessive flirting gestures
and remarks that embarrassed the women workers.

SITUATION F: ETHNIC DISCRIMINATION
John Winkelsnapper did not get a long-sought-after position in the Recruiting Section
of the Personnel Department. When he reviewed his qualifications, he felt he met the
requirements for the position, but a John Doe was given the job in place of him. The
personnel manager was overheard saying, “Can you imagine my presenting a name
like Winkelsnapper to the rest of the boys? They’d wonder which boat he had just
arrived on!”
DISCUSSION QUESTIONS
What are some of the pros and cons that an organization must face when dealing with
this type of situation? How can various areas of an organization such as upper man-
agement, middle management, first-level management, personnel, etc., effectively
handle this situation? What strategy or plan of action would you recommend as being
the most effective for an organization to use regarding this situation?

Session
Builders

Observer’s Checklist
1. What was the group’s perspective on the discrimination issue?
2. Were there other positive or negative aspects of this issue that the group might
have missed?
3. Did the group consider the feelings of all who were involved in the situation?
4. Are there other ways different levels of management could have dealt with the
situation that the group overlooked?
5. Did the group focus on the root of the problem?
6. What problems might exist in the strategy or plan of action that the group
suggested?
SB 146 Handout 2
Session
Builders

147 – Finding the Right Applicant

Purpose/Objectives: This exercise is designed to help supervisors and man-
agers improve their interviewing techniques. In Part I,
participants are asked to rephrase yes/no interviewing
questions to make them open-ended. Part II shows how
to improve follow-up responses on vague, noncommittal
answers. Participants soon realize that it is only through
careful questioning and responding that interviewers
achieve their intended purpose—to determine whether
or not an applicant adequately fits the job.
Type: Discussion stimulator/application exercise
Time Required: 60 minutes minimum (discussion only—30 minutes)
Use this Session Builder as: • A pre-session assignment when the questions and
answers to Parts I and II are given to participants
prior to the session.
• A reinforcement exercise following a lecture or

discussion on the skills of interviewing.
• A learning aid for supervisors/managers who need

out-of-session improvement on interviewing
techniques.
Preparation
• Make copies of Handouts 1–4 for each participant.
• Provide pens or pencils for participants.
Process
This exercise is divided into two parts. If you have chosen to give the questions
and answers as a pre-session assignment, you will not need to allow time for them
during the session and can move directly to discussion. This will reduce the
required session time to about 30 minutes.
PART I
• The first part of this exercise will take approximately 30 minutes. Allow about
15 minutes for completing the revised questions and about 15 minutes for the
discussion.
• Divide participants into groups containing four to six people each.
• Distribute Part I—Qualifying the Questions to each participant and assign a

different set of questions to each group. For example, have group #1 take
questions 1 through 3; have group #2 take questions 4 through 6, and so forth.
• Have the groups review the yes/no questions as written in Part I. Explain that
they are to rephrase the questions to make them open-ended in order to elicit
more information from the applicant. Participants generally work well on
rewording the questions, but you may want to monitor the groups to see if they
have clearly understood the instructions.
• When participants have completed rephrasing the questions, have them

reconvene to discuss the changes that they made. (They will return to their
small groups for Part II, however.)
• Proceed to the Discussion section for Part I.
PART II
• The second part of this exercise also takes approximately 30 minutes. Again,
allow equal time for the exercise and the discussion.
• Distribute Part II—Probing the Responses to each participant and assign a

different set of statements to each group just as you did in Part I.
SB 147-1
• Have participants return to their small groups and have them write follow-up
statements to the vague answers in Part II.
• Sometimes participants are confused as to what responses are required of them,

particularly if they are not experienced interviewers. Monitor each group to
make sure they have understood the instructions. Offer further explanation if
questions or objections are raised. Follow-up skills are based on active listening
responses.
• After the small groups finish responses to the statements in Part II, ask them to
reconvene for discussion.
Discussion
PART I
• The first large group discussion focuses on probing to get the kind of
information needed to determine how well the applicant fits the job.
• Participants have been asked to change yes/no questions into open-ended

questions that will stimulate the applicant to provide more thought-provoking
and complete answers.
• Have participants review the changes made in the assigned questions with the
above criterion in mind. Ask each group to present their revised answers to the
original questions. Let the remaining participants comment as to whether the
answers fit the guidelines for open-ended questions.
• Use the Part I—Sample Answers handout provided as starters for the discussion if
necessary.
• Most participants will understand how to do this exercise, and the reworded
questions will generally be on target. Participants do, however, find it interesting
and beneficial to run through this exercise and hear what others have to say.
PART II
• The second discussion period deals with probing the applicant for more com-
plete answers. That is, if the first response to an interview question is brief and
sketchy, the interviewer may try to elicit more information. This is often done
with an active-listening response.
• Use the Part II—Sample Answers handout provided as starters for discussion if
necessary. Participants’ responses should be characterized by a caring attitude
that seeks to confirm, clarify, and/or promote further discussion. Participants
usually get rolling on this part only after the first group has given its answers.
SB 147-2
You may find that by the time you reach the last group, they will say they have
changed their answers. Again, participants really seem to enjoy hearing how
their peers handled some of the statements.
• Participants generally agree that active-listening responses will open up discus-

sion with the applicant without giving any judgment or accusation.
Options/Variations
• As indicated in the Process section, discussion will normally take place
immediately following each exercise. However, in addition to the short
discussion after Parts I and II of the exercise, you may wish to have a longer,
summary discussion following both parts. This might include some of the
techniques learned through the exercises and the ways they can be applied and
reinforced on the job.
• As a learning aid for supervisors or managers who need out-of-session

improvement on interviewing techniques, you can assign both exercises to be
done and brought back to you at a specified time. Discuss the completed
exercises with the supervisor or manager in terms of how he or she reworded
the questions and responses. You may also distribute copies of the Sample
Answers handouts to the supervisor or manager to take with them.
Note
Session Builder 148—A Selection Interview is a good follow-on for this subject area.
It helps the participants put what they have learned into action through role
playing an interview.
Created and written by E. I. Coulombe.
SB 147-3
Session
Builders

HANDOUTS
Session
Builders

Part I—Qualifying the Questions

When interviewing a prospective employee, you need to probe to get the kind of
information that will help you determine how well the applicant fits the job. This
requires skill in structuring questions. Below are questions that allow only a “yes” or
“no” answer. Change these direct yes/no questions into open-ended questions that
will stimulate the applicant to give more complete answers.
1. Do you know anything about our organization?
2. Have you thought about why you are leaving your present job?
3. Do you feel that you did well at your last job?
4. Do you feel that your salary increases in your last job were sufficient?
5. Did you have good grades in school?
6. Did you get involved in outside activities at school?
7. Did school live up to your expectations?
8. Did you continue your education after you left school?
9. Do you think you are able to do this job?

10. Can you work with limited supervision?
11. Can you work under the pressure of deadlines?
12. Do you organize your time well?
13. Do you think you will be challenged by this job?
14. Would you say that you have a good personality?
15. Do you work well with people?
16. Does handling conflict bother you?
17. Do you relax and enjoy yourself after work?
18. Do you get involved in many activities outside of work?
19. Do you have particular strengths and weaknesses?
20. Is there anything else I should know about you?

Session
Builders

Part I—Qualifying the Questions

Sample Answers
Question #1
Original: Do you know anything about our organization?
Improved: Tell me what you know about our organization.
Question #2
Original: Have you thought about why you are leaving your present job?
Improved: Why are you leaving your present job?
Question #3
Original: Do you feel you did well in your last job?
Improved: How would you evaluate your job performance in your last position?
Question #11
Original: Can you work under the pressure of deadlines?
Improved: If your manager regularly brought rush jobs to you with little notice,
how would you feel about it?
Question #12
Original: Do you organize your time well?
Improved: What are some of the methods you use to organize your time?
Question #13
Original: Do you think you will be challenged by this job?
Improved: What is it about this job that appears to be a challenge to you?
SB 147 Handout 2
Session
Builders

Part II—Probing the Responses

Actively listening to the way an applicant responds to your questions can lead you to a
deeper understanding and give you further information about the application. As the
interviewer, you must carefully listen to each answer and then formulate another
question based on the information just given. Take a look at each response given by
an applicant. Then, in the space provided, compose an active listening response that
“probes” for more information.
1. I don’t know anything about your organization.
2. My supervisor was. . .well. . .he didn’t like me. But then, he didn’t like anybody
else either.
3. There were some minor problems but nothing worth mentioning.
4. Oh, it was fun working at the XYZ Company. The pay was okay.
5. I did okay at school.
6. I was too busy to get involved in outside activities.
7. School was great.
8. I took a few courses after I left school, but they weren’t connected with my job.

9. My background qualifies me for this job.
10. I don’t need anybody watching me, I know how to get my work done.
11. Work pressure doesn’t bother me, doesn’t every job have pressure?
12. I get my work done, but there are always holdups because you have to wait for
other people to come through.
13. I don’t want to do this kind of work forever. It’s okay for now.
14. People consider me fun to be around.
15. I get along with some kinds of people but not with everybody.
16. I don’t think there should be any conflict on a job; if you lay down the law there
won’t be any problems.
17. I’m dedicated to my work; I usually keep the nigh lights burning.
18. I’m dedicated to my work; I don’t have time for outside activities.
19. Sometimes I get mad if work isn’t in on time, but I can’t think of any
weaknesses.
20. It’s all in my résumé; there isn’t anything else to say.

Session
Builders

Part II—Probing the Responses

Sample Answers
Statement #2: My supervisor was...well...he didn’t like me. But then, he
didn’t like anybody else either.
Response: You say your supervisor didn’t like you or anyone else? What do
you think was his problem?
Statement #3: There were some minor problems but nothing worth
mentioning.
Response: You feel there were minor problems...could you elaborate?
Statement #4: Oh, it was fun working for the XYZ Company. The pay was okay.
Response: Sounds as though you enjoyed your stay there. Exactly what did
you like there?
Statement #12: I get my work done, but there are always holdups because you
have to wait for other people to come through.
Response: How do you handle holdups due to other people.
Statement #13: I don’t want to do this kind of work forever. It’s okay for how.
Response: What other goals have you set for yourself?
Statement #14: People consider me fun to be around.

Response: What has led you to that conclusion?
SB 147 Handout 4
Session
Builders

148 – A Selection Interview

Purpose/Objectives: Interestingly, the job applicant is usually not the only
one somewhat nervous in an interview situation. Many
interviewers are nervous as well. This exercise is
designed to help supervisors and managers improve
their interviewing techniques, learn active listening
responses, and become more comfortable in an inter-
view situation. Participants take part in a role play that
focuses on skills that promote open-ended questioning
and good follow-up questions. Participants are able to
observe each other and receive valuable feedback about
their own strengths and weaknesses. This, in turn, helps
them improve their ability to use a selection interview
to determine whether or not an applicant adequately
fits a job.
Type: Role play
Use this Session Builder as: • A reinforcement exercise following a lecture or

discussion on the skills of interviewing and/or active
listening.
• A learning aid for individuals who might need help to

improve their interviewing techniques.
Preparation
• Make one copy of each of the three handouts⎯the interviewer role, the
applicant role, and the observer’s sheet⎯for each participant.
• Assemble and paperclip the handouts in groups of three, one of each sheet, to
simplify distribution.
• Make a few extra copies of the observer’s sheet.

discussion.
• The room should be flexible enough for multiple-group role plays to take place
simultaneously with minimal disruption.
Process
• Use any convenient method to divide the participants into groups of three.
• Distribute a set of handouts to each group, and ask each person to take one
sheet−each group will have an interviewer, an applicant, and an observer. If the
entire group did not divide evenly into three-person groups, have the remaining
participants act as additional observers in other groups.
• Prepare the entire group by reading or paraphrasing the following:

All interviews will take place simultaneously around the room. This is a
simulated situation. Do your best to “step into” the situation even though you
may never have had sales or sales management experience. The situation will
be repeated three times so that each one of you has a chance to be the
interviewer. Each interview will be limited to 10 minutes. Those acting as
observers are to carefully listen to the interview and make notes, using the
observer’s sheet only as a guide.
• You may wish to point out and discuss with the entire group the items listed on
the observer’s sheet. Reassure participants that you understand the time is
limited and that the interviewers have had little opportunity to prepare.
Therefore, observers may not be able to evaluate all the factors on the sheet.
• Allow participants only 2 or 3 minutes to study their roles. Then signal the role
plays to begin. Each role play is to last only 10 minutes. When the time is up,
distribute a new set of handouts to each group, and ask each person to select a
different role. Follow this process until all three persons in each group have
played all three roles. This entire process should take approximately 40
minutes.
SB 148-1
• Most participants will feel somewhat uncomfortable during this exercise. They
may offer a number of excuses like, “There wasn’t enough time to prepare,” or
“It’s difficult to relate to the given situation.” Reassure them that this is a
learning experience. It is a good time to “get their feet wet” and try out their
skills. Encourage them to do the best they can under the circumstances.
Participants become much more comfortable as the case is repeated and they
learn from the role plays that have already taken place.
• When all three role plays have been completed, ask the entire group to
reconvene for discussion.
Discussion
• Begin discussion with the interviewer role. Use the following questions to
stimulate discussion:
− How much were you able to accomplish in just 10 minutes?
− What, if any, problems did you have with the interview process itself?
− Why? What should you have done differently?
• Try to focus the discussion on probing and listening skills:

− Were you able to discover the applicants’ future plans or lack of
participation in outside activities? If so, what form of probing questions
seemed to work best?
You might want to conclude this part of the discussion by asking if any partici-
pants want to step back into the role of “interviewer” and make a decision on
this applicant. The response should be universally negative since 10 minutes is
clearly not enough time to determine whether or not someone fits a job.
• Next, turn the discussion to their role as applicants. Use the following questions
to begin discussion:
− How did you feel about the way you were interviewed?
− To what degree did you feel the interviewer was genuinely listening?
− To what degree did you feel uncomfortable because of probing questions?
− If you actually were an applicant, what would be your impression of the
interviewer? Your impression of the organization?
• Finally, ask participants to review their observer’s sheets and comment on what
they observed. As you itemize a list of factors, you may wish to post their
observations on the whiteboard or flipchart. For each item, try to draw out both
positive and negative observations. Some typical problems include:
− Too much time spent establishing rapport
− Failure to actively listen
− Failure to follow-up or probe applicant responses
− Using closed rather than open-ended questions
SB 148-2
• Participants often generalize their observations. If this happens, probe for more
specifics by asking for examples. If the observation indicates a problem area,
ask for ways in which the interviewer could have handled the situation. For
instance, if an observer gives an example of a closed question, ask the group to
rephrase it to make it open-ended.
• Summarize the discussion, asking participants what they feel were the key
learning points for them. You may also wish to point out at this time that it
takes a great deal of experience to become a skillful interviewer. The purpose
of this exercise was to practice interviewing and receive feedback, which is
something that is not available in the normal work environment.
Options/Variations
• Rather than use the prepared role plays provided in this Session Builder, have
the interviewers in each group role-play an interview based on a situation in
their organization. They can briefly describe the position to the applicant and
the observer before the role play begins. This is most easily done when mem-
bers of the group are from the same organization and are familiar with termi-
nology and job responsibilities.
• Using the roles given on the handouts as a model, develop additional role plays
that better fit the circumstances in the participants’ organization.
• Just before summarizing the discussion, have the observers of the role play give
their comment sheets to the interviewers. This provides immediate personal
feedback.
• This exercise is an excellent learning aid if you are called upon to individually
work with a supervisor or manager. Give him or her the copy of the inter-
viewer’s role, and ask him or her to role play an interview. Explain that you will
act as the applicant. Use the observer’s sheet to provide immediate feedback
on strengths or weaknesses.
Note
Session Builder 147⎯Finding the Right Applicant works well in conjunction with
this exercise. It focuses on how to develop open-ended questions and refine active
listening responses.
Submitted by E. I. Coulombe.
SB 148-3
Session
Builders

HANDOUTS
Session
Builders

Role Play Exercise—The Interviewer

You are the sales manager for a firm that markets and distributes frozen food items
such as hamburger patties, french fries, and hot dogs to fast-food restaurants. You
have five employees working for you, each with his or her own territory. Your com-
pany is expanding its product line to include processed, reshaped fish fillets for sand-
wiches. This expansion will require opening a new territory. Because you operate on a
very small profit margin, you are considering moving one of your most experienced
salespeople into the new territory and hiring a new person to take over your experi-
enced salesperson’s old territory.
To keep your costs down, you want to hire someone right out of school who may have
had some previous selling experience, but not too much. You figure that with limited
previous experience, the new person can come into the already established territory
and learn your methods without upsetting the status quo. The salesperson formerly in
charge of the territory will be expected to train the new person to become familiar
with your techniques. He or she should take this new person out on the rounds to get
him or her acquainted with the customers. As your product line increases, you believe
this will eventually lead to opportunities for all of your salespeople to expand their
territories. Also, opportunities for advancement should continue to grow.
The applicant you are now interviewing majored in business at college, graduating
two years ago with a high B average. Since graduation, the applicant has been
working for a local retail store of a large hardware chain. The amount of money the
applicant now earns is in line with what you are planning to offer as a starting salary,
although you expect whoever you hire to go on commission after six months to a year.
This applicant has given no reason for leaving his or her present employment,
although you have heard that there have been layoffs at the local level. In addition,
you noticed this applicant does not list any outside activities, such as involvement in
community organizations, or any hobbies on the application.
SB 148 Handout 1
Session
Builders

Role Play Exercise—The Applicant

You are applying for an entry-level sales position with a company that markets and
distributes frozen food items to fast-food restaurants. You majored in business at
college and graduated two years ago with a high B average. Since you graduated, you
have been working for a large hardware chain at one of their local retail stores. While
the hardware chain’s business is fairly solid, slumps in the local economy have forced
your store to begin laying off. Your job is not in imminent danger, and your pay is
adequate; but because of the amount of extra work you have been doing, you figure it
can’t hurt to explore other opportunities, just in case.
You like sales work, and you enjoy talking to people. Right now, being tied down to a
desk does not appeal to you. You had enough of that when you were in college study-
ing to keep your grades up. Although you have not told anyone outside your immedi-
ate family, you worked hard to keep your grades high because you plan to go on to
graduate school for your MBA and then want to start your own business. You do not
know yet what kind of business you want to get into, and you feel a sales position will
give you an opportunity to learn about many different types of businesses. You are so
dedicated to your goals, in fact, that you do not allow much time for a social life.
Most of your spare time is taken up with work and figuring out ways to improve how
things are done. It was that way in college, too! Also you do not feel your present
position provides any room for advancement.
SB 148 Handout 2
Session
Builders

Observer’s Sheet
Interviewer _______________________________________________________________
Interviewing Skills
Things to Observe Comments
How well did the interviewer: Strengths Areas to Improve
A. Open the interview
B. Establish rapport
C. Probe
D. Listen
E. Control the interview
F. Close the interview
Comments:
SB 148 Handout 3
Session
Builders

149 – Can I take Friday off?

Purpose/Objectives: This exercise is designed to encourage participants to
debate and openly discuss a case study involving good
human relations skills. The case depicts a manager who
is facing a decision concerning whether or not to allow
a worker an unscheduled vacation day on short notice.
The situation is complicated by the manager’s previous
decision to permit another worker a day off under
similar yet different circumstances. Participants see
that the case requires sensitivity and understanding
along with a sense of fairness and consistency.
Type: Case study
Group Size: 6 to 48
Use this Session Builder as: • A pre-session assignment as a lead-in to discussion of

the topic.
• A learning aid giving managers and supervisors

practical experience in dealing with “touchy” human
relations situations.
• A reinforcement exercise to use after a discussion on

communication policies/procedures or problem-
solving/ decision-making skills.
Preparation
• Make copies of the case study “Can I Take Friday Off?” for each participant.
• Provide paper and pencils for individual answers.
• Have a whiteboard or flipchart and markers available for groups to use when
summarizing their answers.
• The room should be flexible enough to allow for small group discussions to occur
at the same time with minimal disruption.
Process
• Divide the total group into three to six smaller teams that are roughly equal in
size. Distribute a copy of the case study to each team member.
• Ask participants to read the case study and individually answer the questions.
As they complete their answers, they can compare and discuss their responses
with their team members.
• Allow about 20 minutes for participants to complete the case study and partici-
pate in team discussion.
• After the allotted time, ask each team to choose one person to summarize the
team’s discussion on the whiteboard or flipchart. This will allow everyone to
see and compare different approaches to the problem.
• The exercise is specifically designed to foster debate and discussion. Not all
people will see the situation in the same way; therefore, some groups may not
reach a consensus. This is not important. What is important is that participants
gain insight into different approaches to this problem by freely sharing their
ideas and perspectives.
Discussion
• When all teams have finished their presentations, reconvene the entire group.
Ask participants to respond to the following question:
− What are the dangers of managerial inequity?
Participants will generally agree that a manager is expected to be fair,
consistent, and honest. But the question remains, “How can he or she be?”
Obviously, the manager’s ability to perform and work well with people is
seriously undermined when he or she is not seen in this light. The result can
be low morale, rumors and gossip, and poor performance. The group will
probably be divided on this issue.
SB 149-1
− What are some examples of fair and unfair treatment of employees.
Answers to this question will vary considerably. Remind participants, if
necessary, to avoid specific details. Have them share these examples in an
anonymous and general way.
− What effect does unfair treatment have on the individual and on the
group?
Individuals or the entire group may believe the manager shows favoritism to
certain employees.
− Why is consistency important?

Consistency in a manager’s judgments and decisions can bring about positive
feelings in employees. An employee comes to see the manager as a
dependable and fair decision maker, and he or she tends to feel secure in
the manager’s ability to make decisions.
− What are some examples of inconsistent managerial behavior.

Again, answers will vary. Caution participants not to provide all the details
of the situations. Answers generally focus on unfair treatment regarding job
assignments, time off, break time, tardiness, etc.
− What effect does inconsistency have on the individual and on the group?
Inconsistency in a manager’s decisions can have negative effects. Employees
tend to question the manager’s judgment when inconsistency abounds, and
they generally feel insecure or “up in the air” regarding expected behaviors.
Some will point out this is especially true with less-experienced workers.
These questions will help focus the attention of the group on the importance of
good human relations involving sensitivity, fairness, and consistency. Situations
that require these characteristics are tough to handle, and managers often
need feedback to find productive ways to deal with these situations.
SB 149-2
Options/Variations
For visual reinforcement and practical experience in dealing with “touchy” human
relations situations, participants could role play this dialogue and continue with
Senior Accountant #2’s request. This could be done either as a single or multiple-
group role play.
Another option is to choose three different people to play the manager, and have
them role play their approval one at a time without the other two watching. This
provides a comparison of views for all participants to observe.
Note
Depending on the particular use of this exercise, a discussion can either precede
or follow the actual case study.
SB 149-3
Session
Builders

HANDOUT
Session
Builders

You are manager of the Cost Accounting Department in a large, multinational firm.
You have three employees who report directly to you. Senior Accountant #1 is
currently involved in an important project that will go directly to the Board of
Directors. A Junior Accountant is working with Senior Accountant #1 on the project as
well. Senior Accountant #2 is carrying out the normal workload and is also picking up
some of the work that Senior Accountant #1 would normally handle.
One afternoon, Senior Accountant #1 steps into your office and says, “Look, I know
that this is a very important project, but I’ve been working late almost every night for
the last two or three weeks. Frankly, I have a problem. My wife is a bit edgy about all
the time I’ve been putting in, and I’ve had it up to here with this project anyway. I’d
like to take Friday off and get my act together. Not only will that help my family
situation, but I think I can do a better job when I come back on Monday.”
Although vacations are to be scheduled in advance, you feel Senior Accountant #1

does need the time off, and he does have vacation time coming. With little delibera-
tion you say, “Sure, you know your deadlines better than I do. As long as we get the
project done on time, it’s okay with me. Go ahead, take Friday off.”
The following week, Senior Accountant #2 comes to you and says, “Do you mind if I
take this Friday off?” After some questioning, you realize that Senior Accountant #2
will not finish all of her work for the week, but she says, “I don’t see why I should be
expected to have everything done. I’ll have my normal report finished, but the other
stuff that won’t be done is extra work that I’m doing for the other senior accountant.
I realize this is short notice, but I’ve never asked you before; and besides, I know
you’ve let others off with short notice.”
1. Under the circumstances, would you have permitted Senior Accountant #1 to
take Friday off?
2. Assuming Senior Accountant #1 took Friday off, would you permit Senior
Accountant #2 to take a similar vacation day?
3. Is it fair to deny Senior Accountant #2 an unscheduled vacation day?
4. Would it be fair to deny Senior Accountant #1 an unscheduled vacation day?
SB 149 Handout 1
Session
Builders

150 – Become a Better Speller

Purpose/Objectives: The purpose of this exercise is to show participants that
many words are easily misspelled because we tend to
spell them the way they are pronounced. Participants
review a list of 10 commonly misspelled words and
determine if they are spelled correctly or not. Then the
facilitator pronounces the same words incorrectly, then
correctly, and participants compare their results.
Type: Assessment
Use this Session Builder as: • A reinforcement exercise in a session to build on key
points.
• An opener or beginning of an exercise to lead into

the presentation of the principal material.
Preparation
• Have a whiteboard or flipchart and markers available for your use during the
presentation. Before the session, write the words given on the handout on the
left side of the whiteboard or flipchart (being careful to spell them correctly).
Divide and emphasize the words according to the list given below.
1. con tro versy
2. min i ature
3. sher bet
4. govern ment
5. envir on ment
6. ath letic
7. perf or ation
8. correspon dence
9. affida vit
10. ac quaintance
• Then to the right of each word, write the number of that word. For example:
1. con tro versy 1.
2. min i ature 2.
Cover the correctly spelled words with a blank piece of chart paper. Keep them
covered until they are needed in the discussion process.
• The room should be flexible enough to allow for general discussion and for
viewing the visual aids.
Process
• Distribute a copy of the handout and a pencil to each participant.
• As you are distributing the handouts and pencils, tell participants you would like
them to work individually and complete Part I. Do not go into any explanation
concerning the purpose of the exercise. Simply read or paraphrase the instruc-
tions given below for Part I:
On the handout, you’ll notice a list of 10 words that are frequently misspelled.
Across from each word, you’ll notice a blank line. You are to look at the word
and determine if it is spelled correctly. If it is, place an “R” on the line to
indicate the spelling is right. If you think a word is spelled incorrectly, place a
“W” on the line to indicate wrong.
• Allow two to three minutes for participants to mark their answers. Then tell
them to stop working even if they are not finished.
SB 150-1
Discussion
PART I
• Begin the discussion process by explaining the purpose of this exercise—to
illustrate that many words are misspelled because people tend to spell them
the way they are pronounced.
• Have the participants look at their copy of the handout and explain that you are
about to pronounce each word. It is important that you pronounce the words
clearly but incorrectly in order for participants to realize how easy it is to
misspell words based on the way they sound. To help you in your incorrect
pronunciation, use the list below:
1. con tra versy
2. min a ture
3. sher bert
4. gov er ment
5. envi orn ment
6. ath a letic
7. perf er ation
8. correspond dance
9. affida vid
10. a quaintance
• As you pronounce each word, ask for a volunteer to give the correct spelling.
• As each word is pronounced and then spelled, write it on the right side of the
whiteboard or flipchart next to the correctly spelled words (still covered by the
blank paper). Ask for a show of hands to see how many participants agree with
the answer; but for now, do not ask anyone to spell the word again. Note that
some of the answers will be correct even though you specifically mispronounced
them. For the time being, do not acknowledge whether the spelling is correct or
incorrect.
• When all 10 words have been listed on the whiteboard or flipchart, re-explain
that often words are misspelled because they are incorrectly pronounced.
Further explain that it is important to counter the tendency to spell words the
way they are heard; if we are careful to sound out all the vowels, we will be
able to spell most words correctly.
• Tell participants you are going to go down the list of 10 words once again, but
this time, you will take care to pronounce each word correctly.
SB 150-2
• As you re-pronounce each word, tell participants to follow along on their
handout and, next to each word, write any changes in the spelling that they
feel are necessary. To make sure your pronunciation is accurate, use the list
given in the Preparation section.
• Taking just a few minutes, ask for volunteers to tell you if they think the
spelling of any of the words listed on the board need to be corrected. Quickly
go down the list, reading the number only (“1 ? 2 ? 3 ? . . .”), and ask for any
change to that spelling. Don’t take time to rewrite the word, simply write any
change directly above the word.
• When you have given participants the opportunity to change all 10 words, tell
them that you are now going to uncover the other side of the whiteboard or
flipchart to reveal the correct spelling of each word.
• At this point, the majority of the words will probably be correctly spelled. Note
any that are not, carefully pronouncing them correctly and emphasizing the
correct spelling.
PART II
• Have participants take a few moments to complete Part II of the handout.
• Continue discussion by asking participants to share their answers to Part II.
• Because most people do not want others to know that they cannot spell
properly, participants may hesitate to volunteer. If that happens, write an
example or two on the whiteboard or flipchart to get them started by saying
something like:
Many times even common, everyday words are misspelled because most people
tend to mispronounce them. Take a look at these examples (pronounce the
word just as you plan to spell it: first correctly, then incorrectly):
“disastrous” not “disasterous”
“permissible” not “permissable”
“specimen” not “speciman”
• As participants say the words, write them on the board exactly as they
pronounce them to you. Again emphasize the fact that the way a word is
pronounced influences the way it is spelled.
• When it appears that there are no more volunteers, go back and carefully
pronounce each word correctly. Then write the proper spelling beside the word
(if it was incorrectly pronounced and spelled).
SB 150-3
• Don’t be afraid to use a dictionary to check on any word or words participants
come up that you are not sure how to spell or pronounce correctly. It is a good
idea to reinforce the fact that participants should not be “afraid” or “feel stu-
pid” when they are unsure of the proper spelling of a word. It is much better to
take a few minutes and look up a word in the dictionary than it is to turn in a
report or paper that has misspelled words in it. And, just as important, when a
participant is giving an oral report, it is best to “confirm” pronunciation of any
words he or she is unsure of rather than mispronounce them in front of a supe-
rior or a group of people.
Options/Variations
• As an icebreaker at the beginning of the session, divide the participants into
groups of roughly equal size. Have the groups work together and reach mutual
agreement on all the answers. Allow 15 minutes for this part of the exercise.
Then follow the same process outlined in the Discussion section. Do not allow
participants to refer to a dictionary for the correct answers. Explain that they
must use their current knowledge.
• If time is limited, you can significantly shorten the exercise by eliminating the
handout. Begin by giving participants a brief lecture on the fact that many
words are misspelled because they are mispronounced. Give a few examples
and then, using a whiteboard or flipchart, ask participants to volunteer to give
what they believe is the correct spelling of each word as you pronounce it.
Follow the pronunciation list given in the Discussion section to make sure you
mispronounce each word. Write the word on the whiteboard or flipchart exactly
as the participant spells it.
Follow this process for all 10 words. Then go back and repeat the process, but
this time be sure to pronounce each word accurately as shown in the Prepara-
tion section. List each response on the whiteboard or flipchart next to the first
spelling that was given. When you are finished with all 10 words, ask if any par-
ticipant disagrees with the second spelling. If all the words are spelled correctly
and a participant still disagrees, allow that participant to use the dictionary and
look up the word for himself or herself.
Continue by emphasizing the importance of proper pronunciation to ensure

proper spelling. Open discussion to participants by asking them to share words
that give them particular trouble. Follow the process given in the Discussion
section for this part of the exercise.
SB 150-4
Notes
• This exercise may remind participants of old feelings—hard, rigid tests or fun
“spelling bees.” Do your best to keep the discussion on the subject—light, yet
informative. Allow for as much group participation as possible.
• Participants will likely bring up the use of Spellcheckers on their computers and
the idea that they make printed dictionaries obsolete. You should remind
participants that although a Spellchecker is commonly used by nearly everyone
who uses word processing and e-mail and is very convenient, it should not be
relied on to be available or correct 100% of the time.
SB 150-5
Session
Builders

HANDOUT
Session
Builders

Listed below are 10 frequently misspelled words. Place “R” for right if you think the
word is spelled correctly, or “W” for wrong if you think the word is spelled incorrectly.
Part I
1. Contraversy _______
2. Minature _______
3. Sherbert _______
4. Goverment _______
5. Enviornment _______
6. Athaletic _______
7. Perferation _______
8. Correspondance _______
9. Affidavid _______
10. Aquaintance _______
Part II
List three words from your job that you encounter frequently that create a spelling
problem for you.
1.
2.
3.
SB 150 Handout 1
Session
Builders

151 – Less Is More

Purpose/Objectives: Clarity and conciseness are important in any form of
writing. Unfortunately, much of the written material in
business, industry, and government lacks these two
vital ingredients. This exercise is designed to help
managers and supervisors improve the readability of
their writing. Through it, participants learn to measure
the clarity of their writing using a quick, visual
technique. Working first with a given writing example,
participants easily see what obscures the message and
how to make the necessary changes to improve
understanding by the reader. They then apply the
techniques to some of their own writing samples.
Type: Assessment and application
Use this Session Builder as: • A pre-session assignment to stimulate thinking and
be a lead-in to discussion of the subject.
• A reinforcement exercise after a lesson on writing

skills.
• A learning aid to give managers and supervisors a

practical technique for finding and fixing readability
problems in business writing.
Preparation
• Make copies of the Instruction Sheet, the Exercise Sheet, and the Answer Sheet
for each participant. Gather or assemble them to simplify distribution, but
don’t staple them (participants will want to view two or more at the same
time). The Answer Sheet is optional; participants may use lined tablet paper
instead.
• Make copies of the Suggested Revision Sheet for each participant, if you choose
to use it in the exercise.
• Provide pencils and paper for each participant.

discussion process.
• Collect three or four samples of documents used in your organization. You may
want to ask participants to bring some with them or you may want to choose
the samples yourself. Each piece of writing should be at least two paragraphs
long and cover more than one-half of an 8½" x 11" sheet of paper. Be sure to
delete any references that identify the original author. If you like, make extra
copies of the Answer Sheet so that participants can make and analyze their
revisions of these job-related samples.
Process/Discussion
• Read or paraphrase the following to the group:
I’m going to give you an easy way to measure the readability of a given piece of
business writing. It’s a formula that has been patterned after the Gunning Fog
Index. It’s a fast, simple way of determining how concisely a message has been
written. If the writing does not meet the standard, it probably lacks clarity and
will take more time than is necessary to get the message across to the reader.
The formula is as follows (Outline the following formula on a whiteboard or
flipchart as you present it.):
75 percent of the words (3 out of 4) should be one or two syllables.
Sentences should not exceed 25 words.
Paragraphs should not exceed 12 lines.
First, I’d like you to try out the formula on a writing sample I’ve prepared, and
then I’ll ask you to apply it to some of your own writing.
SB 151-1
• Distribute the Instruction Sheet, the Exercise Sheet, and the Answer Sheet (or
plain paper) to each participant. Ask them to review the instructions and com-
plete the exercise. You can have them do this individually or in groups of two
using the person sitting next to them as their partner. Allow about 30 minutes
for participants to complete the analysis and revision of the sample.
• Plan to have your Explanation Sheet available. As participants complete the

analysis, many will want to verify their word count before they begin revisions.
• As the participants are working, circulate around the room to offer encourage-
ment and to look for participants who are doing an especially good job rewriting
the material. Plan to call on these individuals if they fail to volunteer during the
discussion.
• At the end of 30 minutes (or less if most appear to be finished), ask for volun-
teers to read their revisions. Work through the sample, one paragraph at a
time, comparing two or three versions of each paragraph.
• Initially, there may be many participants who feel that simplifying somehow
makes the writing unbusinesslike. You may even want to ask how many felt this
way at first. Usually, these feelings disappear as participants discover how
much clearer the message becomes when they use the formula. If some still feel
skeptical about using common words in place of more prestigious-sounding ones,
gently suggest that in business, as in all writing, the main goal is to convey a
message—not to impress the reader. In business, people often fail to achieve
this goal because their writing simply is not understandable.
• When discussing the revisions, several issues may predominate. They are:
− My organization insists that I use specific terminology in my
correspondence.
Though this is often true, the rest of the words in your correspondence can
be simplified to make the overall message clearer when using larger
company-designated terms.
− The nature of my work dictates that I use more detail in explaining a

project or procedure.
The amount of detail does not obscure a message as much as how it is writ-
ten. Shorter paragraphs with smaller words will convey any message better.
− What makes this formula a realistic guide to my writing?

The formula is similar to the Gunning Fog Index, which was produced from
studies and writing analyses. It’s a fast and easy way to test the readability
of your writing. If something you are writing doesn’t come across the way
you want it to, you will probably find that one of the principles in the
SB 151-2
formula has been violated. When you change that section to meet the
formula, the writing will become clearer.
• An Explanation Sheet has been included for your use as trainer or facilitator.
Since actual results will vary according to the creative abilities of the
participants, it is not necessary for them to see it.
• Next tell participants you would like them to analyze and revise another job-
related sample. Suggest that they use the margins of the sample to count words
and lines. If their samples are handwritten, they can use the general rule, “two
handwritten lines equal one typed line” to find the number of lines in each
paragraph.
• Once they have noted the problem areas, distribute copies of the Answer Sheet
(or ask them to use a plain sheet of paper) to write a revision using the formula
as a guide. Allow approximately 15 minutes for this portion of the exercise.
• When most participants have completed revising this second sample, ask for a
few volunteers to read a short “before and after” example.
• If you are using the Suggested Revisions Sheet, distribute copies to participants
for their use during discussion.
Options/Variations
• If time permits, ask participants to write their revisions on flipchart paper.
When they are finished, hang their lists on the walls for visual comparison. This
will allow participants to read all the lists and easily see several different revi-
sions. They can then determine which revision is easiest to read. This option is
not advisable if there are more than 15 in your group or if the room does not
have space to hang the flipchart papers for viewing.
• If there are more than 15 in the group, you might want to divide the partici-
pants into smaller groups that are roughly equal in size, but with no more than
5 to a group. Distribute the handout sample, and have them work on the exer-
cise as a group. Then have them put their revision on flipchart paper. When
they have completed the exercise, hang up the flipchart pages for visual inspec-
tion. This is an effective way to see which revisions are the most understand-
able. A disadvantage of this method is that participants do not have an oppor-
tunity to do an individual revision.
Submitted by Ann I. Wilchacky
SB 151-3
Session
Builders

HANDOUTS
Session
Builders

Instruction Sheet
1. Read the letter on the next page.
2. Note the total number of words in each sentence in the left column where
indicated.
3. Note the number of lines in each paragraph in the right column where
indicated.
4. Underline the words of three or more syllables in each paragraph and note the
total number at the bottom of the sheet where indicated.
5. Using the Readability Formula:

− 75% of the words (3 out of 4) should be one or two syllables.
− Sentences should not exceed 25 words.
− Paragraphs should not exceed 12 typewritten lines.
− Check the readability factors in this writing sample.
6. Rewrite the paragraphs if necessary to meet the standards in the formula. Use
the Answer Sheet (or plain paper) for this purpose. Change words, sentences,
and paragraph sizes, if necessary.
SB 151 Handout 1
Session
Builders

Exercise Sheet
Number of words Number of lines
in sentence in paragraph
We would like to inform you of our availability to

______________ assist your organization with its management and
supervisory training requirements. Enclosed in this
letter is a circular that describes our extensive
experience in the field of management and super-
visory training—motivation, discipline, training, com-
munication, leadership, etc. that analyzes how we set
up our seminars, the types of materials that we use,
______________ and our proposal rates created to fit the requirements ______________
of all types of organizations.
One of our present assignments may be especially
interesting to you as it is one of preparing numerous
management programs for all management personnel
______________ in a large manufacturing institution situated in the
Central States area. Here we are preparing material
that will introduce basic management principles such
as leadership skills, communication skills, and moti-
vation artistry with the highest performance level
______________ courses covering the areas of strategy planning,
problem solving, and human resource development.
______________ Our subject material encompasses the most up-to-
date topics in the field of management today. Par-
ticipants in our exclusive seminars will see demon-
______________ strated a broad range of principles being utilized in ______________
the industry today at all levels of the organization.
We will be contacting your organization next week
______________ to make suitable arrangements for a conference to ______________
discuss your requirements.
Number of words in writing sample: 206

Allowable number of 3 or more syllable words: 50
Total number of 3 or more syllable words:
SB 151 Handout 2
Session
Builders

Answer Sheet
SB 151 Handout 3
Session
Builders

Suggested Revision Sheet

Our staff would like to assist your company with

15 its management and supervisory training needs.
Enclosed is a brochure describing our broad
21 experience in this field and the methods we use to
set up our programs. Our price schedules are designed
9 to fit all firms. 6
One of our present projects is for a large mid-
12 western manufacturing firm. The project requires
management-level programs for three levels
beginning with basic supervisory training and finishing
20 with executive level training. Courses being prepared
for this project range from leadership and communi-
cation skills and motivation techniques to strategy
planning, problem solving, and human resource
24 development. 9
Our subjects cover the latest information in the
12 field of management today. Employees taking
part in these programs will be exposed to a broad
21 range of techniques being used in the industry today. 4
We will call you next week to arrange a time to
18 discuss your program needs at your convenience. 2

Total number of 3 or more syllable words: 22
SB 151 Handout 4
Session
Builders

Explanation Sheet (for Trainer’s Information)

We would like to inform you of our availability to

assist your organization with its management and
20 supervisory training requirements. Enclosed in this
letter is a circular that describes our extensive
experience in the field of management and super-
visory training—motivation, discipline, training,
communication, leadership, etc.—that analyzes how
we set up our seminars, the types of materials that we
use, and our proposal rates created to fit the require-
55 ments of all types of organizations. 10
One of our present assignments may be especially
Too many interesting to you as it is one of preparing numerous
words management programs for all management personnel
in a large manufacturing institution situated in the
35 Central States area. Here we are preparing materials
that will introduce basic management principles such
as leadership skills, communication skills, and motiva-
tion artistry with the highest performance level
courses covering the areas of strategy planning,
38 problem solving, and human resource development.
Our subject material encompasses the most up-to-
14 date topics in the field of management today. Partici-
pants in our exclusive seminars will see demonstrated Too long
a broad range of principles being utilized in the
25 industry today at all levels of the organization. 15
We will be contacting your organization next week
to make suitable arrangements for a conference to
19 discuss your requirements. 3

Total number of 3 or more syllable words: 65
Too many words with 3 or more syllables
SB 151 Handout 5
Session
Builders

152 – Big Words: Use Them More for Catching
than for Pitching

Purpose/Objectives: This exercise illustrates how the use of short, simple
words in the job environment increases understanding
of our messages to others. Participants are asked to
change multi-syllable words into shorter, simpler words.
Participants discover how much clearer the message
becomes when smaller words replace the harder-to-
understand large words. Participants begin to break the
habit of using long, impressive words by replacing them
with shorter, clearer words. This exercise can be done
over three sessions, or a one-session version is outlined
as an alternative under the Options/Variations section.
Time Required: Varies—minimum 10 minutes per 20 words; add another

15 minutes for the discussion
Group Size: No minimum; 20 maximum
Use this Session Builder as: • A reinforcement exercise on word usage and its
effect on communication.
• A pre-session assignment to stimulate thinking on

word usage and work as a lead-in for discussion of the
subject.
• A learning aid for employees needing assistance in

communicating more clearly in their written
messages.
Preparation
• Make copies of the Word List handout for each participant.
• If you choose to use the Exercise Sheets, prepare copies of the Exercise Sheet
and Sample Exercise Sheets for the number of participants in the session.
• Have a whiteboard or flipchart and markers available to use during the discus-
sion period.
• The room should be set up so that participants can write answers to the exer-
cise and hold a discussion of the subject.
• Have a thesaurus for your reference during the exercise.
Process/Discussion
• Tell participants that the habit of using impressive words is one we have
acquired. Using a multi-syllable word when a small one would do is a hangover
from our school days.
• The main problem with using long words is that they make the reader work
harder to grasp the meaning. Most of us think with short, familiar words; but
once the pencil is in hand, we translate them into long, impressive ones. The
need to sound impressive is so deeply ingrained, we have to de-program our-
selves to use shorter, simpler words.
• Select at least 15−20 multi-syllable words from the list, and ask the group to
provide a shorter, simpler word for each one.
• Have participants share the words they have written on their lists with the
group. Then, list the shorter version from your list as another choice. It’s a good
idea to make sure the shorter word has the same meaning as the longer word. If
there is any question, check a dictionary.
• Ask the group to incorporate these words into their writing or speaking during
the next week and bring their results back to the next session.
• Some participants may say their organization dictates by procedure that the
longer words be used, for example, “document” rather than “record.” Assure
them that when policies or procedures dictate the use of a particular word,
they should, of course, follow the rule. The purpose of this exercise is to show
participants that shorter words are generally easier to understand and, when
they have a choice, participants should use shorter words to make their
messages clearer.
SB 152-1
• Continue this process through all three sessions. At each session check to see
how the words were used; then give them another 15−20 words to work on and
use during the next week.
• If participants are having trouble finding ways to use the given words, ask them
to look for long words in their daily activities that can be changed. Then, have
them bring those variations back to the session. Ask them to share those words
with the group so that they can be added to their lists. Check to make sure the
shorter words chosen for these new words have the same meaning as the longer
version. If there is any question, use the dictionary as a quick reference.
• Summarize by explaining that the goal in writing is not to impress but to express
a specific thought. If we were to look at many different books on business
writing, the message would be the same. The best way to get the message to
your reader is to use short, simple words and phrases.
Options/Variations
• You may want to use this exercise in one three-hour session. To do this, give
participants 12 words the first hour, 16 words the next hour, and the last
22 words during the third hour. Introduce the words by using Exercises 1, 2,
and 3. Have participants complete each exercise before you explain the shorter
versions of the words. Give them the Sample Exercise Sheets to use for
comparison after they have completed the exercise.
• If time is a limiting factor, use only one or two of the written exercises to
reinforce the key points of the exercise.
• You may wish to use the written Word List containing all 50 words (with their
shorter equivalents) for testing. Have participants study the shortened versions.
Then test the participants to see how well they retained the shorter, simpler
words.
• As a pre-session assignment, give Exercises 1, 2, and/or 3 to the participants

one week ahead of each session. Have them bring their completed work with
them to the session. Review by asking them to share their answers with the
group. Answers will vary, so check them to be sure the shorter words have the
same meaning as the longer ones. Ask participants to share other words that
have given them problems in their writing or speaking. Add these words to your
lists. When all exercises have been completed, give participants the written
Word List and Sample Exercise Sheets for their reference.
SB 152-2
• As a learning aid, give the Exercise Sheets to an employee needing help in
writing or speaking. Have him or her complete the work, then review it with
him or her. Go over the Sample Exercise Sheets for comparison. Suggest that he
or she write a letter, speech, or report using the shorter version of the words on
the Exercise Sheets.
Note
The key to this exercise is repetition. It is important that participants be given
time to use the new words in order to form the habit of using them later when
they return to their work environments.
Based on a concept created and submitted by Ann I. Wilchacky
SB 152-3
Session
Builders

152 – Big Words: Use Them More
for Catching than for Pitching
HANDOUTS
Session
Builders

than for Pitching
Word List
Instead of Use Instead of Use
1. gratify 26. encourage
2. indicate 27. contribute
3. customary 28. optimum
4. transmit 29. initial
5. preference 30. modification
6. commence 31. apparent
7. superior 32. approximately
8. substantiate 33. detrimental
9. compensate 34. explicit
10. demonstrate 35. utilization
11. proficiency 36. inflexible
12. function 37. termination
13. document 38. inquire
14. discontinue 39. increase
15. cognizant 40. capabilities
16. apprehension 41. opportunity
17. jeopardize 42. determine
18. endeavor 43. subsequently
19. initiate 44. inaugurate
20. immediately 45. ultimate
21. anticipate 46. selection
22. facilitate 47. influence
23. difficult 48. habitual
24. additional 49. proceed
25. assistance 50. injury
SB 152 Handout 1
Session
Builders

than for Pitching
Word List Answers

Instead of Use Instead of Use
1. gratify please 26. encourage urge
2. indicate say 27. contribute give
3. customary usual 28. optimum best
4. transmit send 29. initial first
5. preference choice 30. modification change
6. commence begin 31. apparent clear
7. superior better 32. approximately about
8. substantiate support 33. detrimental harmful
9. compensate pay 34. explicit clear
10. demonstrate show 35. utilization use
11. proficiency skill 36. inflexible rigid
12. function job or duty 37. termination end
13. document record 38. inquire ask
14. discontinue stop 39. increase grow
15. cognizant know 40. capabilities talents
16. apprehension fear 41. opportunity chance
17. jeopardize risk 42. determine decide
18. endeavor try 43. subsequently next
19. initiate start 44. inaugurate start
20. immediately now 45. ultimate final
21. anticipate expect 46. selection choice
22. facilitate ease 47. influence affect
23. difficult hard 48. habitual usual
24. additional added 49. proceed go
25. assistance help 50. injury harm
SB 152 Handout 2
Session
Builders

than for Pitching
Exercise Sheet #1
In the e-mail below, change the italicized words to shorter, simpler words that will
clarify the message.
E-Mail
Training Assignment
From: Joe Winchester [mailto:jwinchester@icorp.com]

Sent: Thursday, June 19, 20XX 10:32 AM
To: Kelly Chase
Subject: Training Assignment
Dear Kelly:
I was gratified to learn that you have been assigned to my project. As I have indicated
in the past, our customary procedure is to transmit the necessary training information
to our people through the mail.
However, if it were my preference, I would have the new people come to the home
office to commence their training program.
Until I can show management that it is a superior way to handle the program, the
company will not substantiate this action. Therefore, I cannot compensate you for
your expenses to visit our offices.
You have demonstrated a great deal of proficiency in your prior functions, and you
will be an asset to our team. Congratulations on your assignment.
Sincerely,
Joe Winchester
Department Supervisor
SB 152 Handout 3
Session
Builders

than for Pitching
Sample E-Mail
Training Assignment
From: Joe Winchester [mailto:jwinchester@icorp.com]

Sent: Thursday, June 19, 20XX 10:32 AM
To: Kelly Chase
Subject: Training Assignment
Dear Kelly:
I was pleased to learn that you have been assigned to my project. As I have said in the
past, our usual procedure is to send the necessary training information to our people
through the mail.
However, if it were my choice, I would have the new people come to the home office
to begin their training program.
Until I can show management that it is a better way to handle the program, the
company will not support this action. Therefore, I cannot pay you for your expenses
to visit our offices.
You have shown a great deal of skill in your prior job, and you will be an asset to our
team. Congratulations on your assignment.
Sincerely,
Joe Winchester
Department Supervisor
SB 152 Handout 4
Session
Builders

than for Pitching
Exercise Sheet #2
In the e-mail below, change the italicized words to shorter, simpler words that will
clarify the message.
Interdepartmental E-Mail
Meetings
From: Jennifer Kinder [mailto:jkinder@icorp.com]

Sent: Monday, September 15, 20XX 8:02 AM
To: Department Managers
Subject: Meetings
Department Managers:
Our documents show that the weekly meetings in your departments will be
discontinued as of March 1.
We are cognizant this will cause some apprehension on the part of your employees
about airing their problems. In order not to jeopardize the loss of their support, we
have endeavored to find an alternative plan.
We intend to initiate quality circles in each section immediately and anticipate this
new approach will facilitate the transition. It will no doubt be difficult for you to find
the additional time, but we are asking for your assistance to make this program a
success.
We encourage you to contribute your optimum efforts to this exciting new company
project.
Sincerely,
Jennifer Kinder
Division Head
SB 152 Handout 5
Session
Builders

than for Pitching
Sample Interdepartmental E-Mail
Meetings
From: Jennifer Kinder [mailto:jkinder@icorp.com]

Sent: Monday, September 15, 20XX 8:02 AM
To: Department Managers
Subject: Meetings
Department Managers:
Our records show that the weekly meetings in your departments will be stopped as of
March 1.
We know this will cause some fear on the part of your employees about airing their
problems. In order not to jeopardize the loss of their support, we have tried to find
an alternative plan.
We intend to start quality circles in each section now and expect this new approach
will ease the transition. It will no doubt be hard for you to find the added time, but
we are asking for your assistance to make this program a success.
We urge you to give your best efforts to this exciting new company project.
Sincerely,
Jennifer Kinder
Division Head
SB 152 Handout 6
Session
Builders

than for Pitching
Exercise Sheet #3
In the report below, change the italicized words to shorter, simpler words that will
better express the message.
Report to a Meeting
Management Meeting
From: Department Managers [mailto:deptmanagers@icorp.com]

Sent: Wednesday, October 8, 20XX 12:14 PM
To: All Employees
Subject: Management Meeting
Regarding the management policies listed here for discussion, it is our initial reaction
that modifications should be made in this list.
It is apparent that one of these policies, according to approximately five of the staff,
is detrimental to the morale and motivation of our employees. We would like to take
this time to explain more explicitly what we mean.
Our section feels that as the policy is now written, it does not utilize all levels of
knowledge in our organization. It appears to be too inflexible in the use of authority
to terminate projects that are not productive. We would like to inquire why this
cannot be changed to allow for more individual control.
Our employees will not increase in their management capabilities if we do not give
them the opportunity to determine which projects are profitable and which are not.
Therefore, our subsequent proposal would be to inaugurate profit centers to put the
ultimate responsibility of the operation into their hands. Through their selection of
services and expenditures, they will become directly responsible for their entire area.
It is important to these people that they influence the outcome of their efforts.
Though it has been our habitual practice to get approval on projects and
expenditures, we suggest we proceed to this plan. To do otherwise would be injurious
to the growth and development of our employees.
SB 152 Handout 7
Session
Builders

than for Pitching
Sample Report to a Meeting
Management Meeting
From: Department Managers [mailto:deptmanagers@icorp.com]

Sent: Wednesday, October 8, 20XX 12:14 PM
To: All Employees
Subject: Management Meeting
Regarding the management policies listed here for discussion, it is our first reaction
that changes should be made in this list.
It is clear that one of these policies, according to about five of the staff, is harmful to
the morale and motivation of our employees. We would like to take this time to
explain more clearly what we mean.
Our section feels that as the policy is now written, it does not use all levels of knowl-
edge in our organization. It appears to be too rigid in the use of authority to end
projects that are not productive. We would like to ask why this cannot be changed to
allow for more individual control.
Our employees will not increase in their management talents if we do not give them
the chance to decide which projects are profitable and which are not.
Therefore, our next proposal would be to start profit centers to put the final respon-
sibility of the operation into their hands. Through their choices of services and expen-
ditures, they will become directly responsible for their entire area. It is important to
these people that they affect the outcome of their efforts.
Though it has been our usual practice to get approval on projects and expenditures, I
suggest we go to this plan. To do otherwise would be harmful to the growth and
development of our employees.
SB 152 Handout 8
Session
Builders

153 – What do you mean?

Purpose/Objectives: This short exercise shows how the use of inexact words
(i.e., with many possible meanings) contributes to
communication problems on the job. Participants hear
or read 12 statements that each include an inexact
word and try to determine what the statement means.
Then they compare answers and discuss the potential
problems created by inexact words.
Group Size: No minimum; 20 maximum
Use this Session Builder as: • A reinforcement exercise within a session to build on
key points.
• A pre-session assignment to stimulate thinking about

how words mean different things to different people.
• An opener to a session to spark discussion and

introduce the subject area.
Preparation

discussion period.
• The room should be flexible enough to allow for discussion and for viewing the
visual aids.
Process
• Introduce the exercise by telling the group that 12 statements will be presented
to them. In each statement, an inexact word will be used. Participants will read
the statement and then write what they think the statement means.
• Distribute a copy of the handout to each participant.
• It is important that you do not explain the purpose of this exercise. This will
increase the variety of answers given. By not mentioning the purpose, you will
eliminate the tendency toward “groupthink.” Participants may ask you for help
or suggestions. Simply suggest they use their own judgment; you are looking for
what they think the statement means.
• Participants will tend to become curious and confused because you have not
given them more information. Proceed without further explanation unless
specific questions are asked.
Discussion
• After the allotted time or when all participants appear to be finished, ask
participants how they answered each statement. Since participants were to use
their own judgment, a variety of answers to each statement will be given. Call
on three or four participants at random to give their response to each
statement. Jot the answers on the flipchart or whiteboard as they are
mentioned.
• Point out that the purpose of this exercise is to show what can happen when
inexact words are used: the sender attaches one meaning to these words, and
the receiver attaches another. Note that out of 800,000 words in the English
language, over 650,000 of these words have multiple meanings. When precision
is especially important in training someone to do a job, do your best to avoid
using inexact words. In such a situation, problems are created due to
“misinterpretation” of those inexact words.
SB 153-1
• Refer the group back to each statement on the handout. Ask them to suggest
ways to make each one clearer and more precise. Some examples might be:
Original: 1. The proposal was approved overwhelmingly.
Improved: The proposal was approved by 95 percent of those attending.
Original: 2. My neighbor just bought an expensive car.
Improved: My neighbor just bought a car that cost over $60,000.
Original: 3. I recently saw an article on this subject.
Improved: Two weeks ago, I saw an article on this subject.
• Though the 12 statements on the handout may not appear to be job-related,

they are situations to which all participants can quickly identify. Personal
identification increases the impact of the key points you want to make. To bring
the content back to the job situation, ask the group to share examples of
inexact words used on their jobs that caused confusion and misunderstanding.
Ask them to also share some problems that resulted when those words were
used.
Options/Variations
• Instead of distributing the handout, you may wish to read the 12 statements
aloud to participants. If you choose this option, you will need to provide paper
and pencils for participants to write their responses. The process of finding out
whether words and phrases mean the same things to different people is the
same in both methods.
• As a pre-session assignment, give the handout to participants one week ahead

of class, then have them bring their completed work to the session. Introduce
the material, using the same procedure outlined in the Discussion section. One
problem with pre-session assignments is that participants may compare
answers. You may not get the variety of answers expected, which could
diminish the effect of the session.
Based on a concept created and submitted by Ann I. Wilchacky
SB 153-2
Session
Builders

HANDOUT
Session
Builders

Read each statement, then answer the question following the statement. Use your
best judgment to determine what each statement means.
1. The proposal was approved overwhelmingly. (What percentage of the vote was in
favor of the proposal?)
2. My neighbor just bought an expensive car. (How much did it cost?)
3. I recently saw an article on this subject. (How long ago was it?)
4. My boss is an older man. (How old is he?)
5. I saw several movies this summer. (How many movies did I see?)

6. The assailant was described as a white male of average height. (How tall was he?)
7. In the past year, I have been moderately successful on my new diet program.
(How much weight did I lose?)
8. A mechanic looks at your car’s engine and says, “This will take a while.” (How
long will it take?)
9. In a letter, you write, “You will hear from us in the near future.” (When will this
be?)
10. My in-laws live very comfortably. (What is their annual income?)
11. Many people were standing in line. (How many people were in line?)
12. I filed my income tax early. (How long before the due date did I file?)

Session
Builders

154 – The Gruff Manager

Purpose/Objectives: A counseling situation is used to focus on the need for
positive human relations skills. Through a multiple-
group role play, participants are asked to demonstrate
their knowledge of human relations and how it may
affect performance. In the case, a manager with a
harsh and insensitive attitude toward his or her
employees is counseled by his or her superior. The role
play creates a situation in which the superior must
describe good human relations techniques and convince
the manager to use them. Five versions of this exercise
are available: Manufacturing, Sales, Finance,
Engineering/Technical, and IT. Choose the one that
best fits your organization or group.
Type: Role Play
Group Size: 6 to 36
Use this Session Builder as: • An introductory exercise to stimulate thinking and
lead into discussion of the subject.
• A reinforcement exercise to focus on human

relations techniques.
Preparation
• Make copies of the Manager’s role (for the version you have chosen for your
session), the corresponding Superior’s role, and the Observer’s role for
participants working in groups of three.
• The room should be flexible enough to accommodate simultaneous role plays

with minimal interference.
Process
• Divide participants into groups of three by counting off, “1, 2, 3, 1, 2, 3,” etc.
• Give the Superior’s role to #1s, the Manager’s role to #2s, and the Observer’s
role to #3s.
• Or, you may want to suggest that those with the most experience as manager or
supervisor play the role of Superior first. This provides less-experienced
participants with an opportunity to observe a “pro” in action. At the same time,
this also gives the less-experienced people a chance to think about how they
are going to handle the role when it is their turn.
• Allow a few minutes for participants to study their roles.
• Have each group proceed with the exercise according to the instructions given
on the handouts. Allow about 8 to 10 minutes for the role plays to take place.
• Have the Observers act as the timekeepers and facilitators of the role plays. If a
participant becomes stumped in the role and cannot think of anything else to
say, tell the Observer to make some suggestions or call time.
• After the role plays are finished, have participants remain with their role-play
group. Tell them to face the front of the room for the discussion process.
Discussion
• Begin discussion by getting feedback from those participants who played the
role of the Manager and the Superior. Ask them to evaluate their approach to
the situation and the feelings that this approach aroused. It is likely that those
who played the Superior felt some pressure to convince the Manager to be more
sensitive to people. If they did not succeed, they will feel frustrated.
• Next, ask those participants who played the role of Manager for their reaction/
feedback. Participants who are already aware and sensitive to people may have
had some difficulty relating to the role of “The Gruff Manager.” Less sensitive
(or more aggressive) participants will “play” the role better. They may even
SB 154-1
become defensive during this part of the discussion. This may be a reaction to
the learning experience or a reflection of their still unchanged beliefs. If a
participant continues to challenge the need for human relations, use reflective
listening to avoid being put on the defensive yourself.
• Finally, ask the Observers to summarize. The following questions are the same
ones that are suggested for the Observer to use on the handout. Below each
question, you will find some possible responses.
− What is the Manager’s perspective on human relations?

The Manager in the role feels that human relations is secondary to produc-
tivity and efficiency. His or her “crack the whip” philosophy may be seen as
hard and callous by the Observer.
− What elements of good human relations did the Superior point out?
Answers to this question may vary according to the individual groups.
Generally, the good human relations “pointers” the Superior suggests may
include some or all of the following:
− use a participative style
− encourage an open attitude
− show no favoritism
− exercise self-control
− foster problem-solving approaches
− reinforce and recognize the ideas and suggestions of employees
− avoid ethnic humor, cynicism, and sarcasm
− help employees with personal problems that affect their work
− How did the Superior handle himself or herself during the discussion?
Note use of open-ended questions to stimulate communication and actively
listening to what the Manager had to say.
− What do you think the Manager’s people think of him or her?

The people under the Manager’s direction are described as efficient, but
group morale and motivation are probably low. The participants may relate
personal experiences in which they encountered this type of supervision and
how they felt about it. It may be wise to explain that each situation is
unique and the similarity between the two experiences should be explored
for better understanding.
• Throughout the role play and discussion, participants can begin to see the
negative aspects of insensitivity and its effect on productivity, communication,
performance, and motivation.
SB 154-2
• When all Observers have had a chance to report, have members of each group
change roles and replay the exercise. Suggest that the Superior and Manager
avoid parroting the previous players. Rather, encourage them to step into the
roles from their own perspectives.
• After 8 to 10 minutes, reconvene for discussion. Again, call on the Superiors

first, then the Managers, and finally the Observers. Reports will generally be
shorter and more concise. Ask participants to describe any differences between
the two role plays, explaining why one was more (or less) successful. Note that
while the second person playing the Superior learns from the first, so does the
Manager. The second is likely to be more “hard-nosed” than the first. As a
result, the Superior will need to use greater counseling skill.
• If there is time, have participants change roles again. Caution Managers not to
“overplay” their roles. This time the discussion need not follow the same pat-
tern. You may call, instead, for general comments and summarizing observa-
tions. Direct specific attention to the effects of poor human relations on the
job.
Options/Variations
• If time and the number of participants in your session are limited, you may wish
to change the role-play method. Instead of multiple-group role plays, have the
group focus on one role play with different volunteers alternating in the given
roles. This provides input from a variety of people. Different ways of handling
this situation could then be compared.
• You can get sharp contrasts by altering the approach of each succeeding Supe-
rior. For example, ask the second Superior(s) to be hard-nosed and insensitive
to the Manager. Tell the third to be indifferent.
Note
A manager’s attitude toward people is, in part, related to his or her basic assump-
tions about motivation (McGregor’s Theory X and Theory Y). The questionnaire in
Session Builder 131—Motivators and Satisfiers provides a rough measure of these
assumptions.
SB 154-3
Session
Builders

HANDOUTS
Session
Builders

Role for Superior—Manufacturing

You are the Director of Purchasing for a major manufacturing firm. The Manager of
Office Purchases reports to you and manages six people. In the past few months, you
have observed the Office Purchasing Manager being unnecessarily gruff and harsh
toward his or her employees. While the Office Purchasing Manager’s section seems to
be quite efficient, you feel the employees may be afraid of their manager. You have
received no direct complaints, but one administrative assistant quit for “personal
reasons.”
After some deliberation, you feel compelled to talk to the Manager about the manner
in which he or she treats the employees. You want to suggest a number of good
human relations “pointers,” so you have asked the Manager to come see you. He or
she is on the way now.
SB 154 Handout 1
Session
Builders

Role for Manager—Manufacturing

Youare the Manager of Office Purchasing for a major manufacturing firm. You manage
six people, including five buyers and an administrative assistant. The administrative
assistant is new because your former administrative assistant suddenly left for
“personal reasons.” You report to the Director of Purchasing for the company.
It has been your experience that a productive organization is one that is tightly
controlled. Ever since you entered management, you’ve realized that people will take
advantage of you unless you “crack the whip.” Most of your people, including your
administrative assistant, need some firm nudging from time to time to get the work
out. You have one of the most efficient departments, and you intend to keep it that
way.
The “keep ‘em happy” philosophy of the Director of Purchasing irks you, but you put
up with it because he or she is your superior.
The Director has called you in for a conference. You have no idea what it is about.
When you are ready, stand up as though you are on the way to his or her office for
your appointment.
SB 154 Handout 2
Session
Builders

Role for Superior—Sales

You are the Regional Sales Director for a sales corporation. The Retail Division
Manager reports to you and manages six people. Recently, you have observed the
Retail Division Manager being unnecessarily gruff and harsh toward his or her
employees. This division is quite efficient, but you feel the employees may be afraid
of their manager. You have received no direct complaints, but one administrative
assistant quit for “personal reasons.”
After some deliberation, you feel compelled to talk to the Manager about the manner
in which he or she treats the employees. You want to suggest a number of good
human relations “pointers,” so you have asked the Manager to come see you. He or
SB 154 Handout 3
Session
Builders

Role for Manager—Sales

You are the Retail Division Manager for a sales corporation. You manage six people—
five salespeople and an administrative assistant. The administrative assistant is new
because the former secretary left suddenly for “personal reasons.” You report to the
Regional Sales Director for the company.
controlled. Ever since you entered management, you have realized that people will
take advantage of you unless you “crack the whip.” Most of your people, including
your administrative assistant, need some firm nudging from time to time to get the
work out. You have one of the most efficient divisions, and you intend to keep it that
way.
The “keep ‘em happy” philosophy of the Regional Sales Director irks you, but you put
The Regional Sales Director has called you in for a conference. You have no idea what
it is about. When you are ready, stand up as though you are on the way to his or her
office for your appointment.
SB 154 Handout 4
Session
Builders

Role for Superior—Finance

You are the Vice President of the First County Bank. The Manager of the Newton
Branch Office reports to you and manages six people. In the past few months, you
have observed the Newton Branch Manager being unnecessarily gruff and harsh toward
his or her employees. The branch office is quite efficient, but you feel the employees
there may be afraid of their manager. You have received no direct complaints, but
one teller quit for “personal reasons.”
After some deliberation, you feel compelled to talk to the Branch Manager about the
way he or she treats the employees. You want to suggest a number of good human
relations “pointers,” so you have asked the Branch Manager to come see you. He or
SB 154 Handout 5
Session
Builders

Role for Manager—Finance

You are the Manager of the Newton branch office of the First County Bank. You
manage six other bank employees, including three tellers. One teller is new because
the former teller left suddenly for “personal reasons.” Your superior is the Vice
President of the First County Bank.
It has been your experience that a productive bank needs to be tightly controlled.
Ever since you became the Branch Manager, you have realized that people will take
advantage of you unless you “crack the whip.” Most of the people at your branch
office need some firm nudging from time to time to get their work done. You have
one of the most efficient Branch Offices, and you intend to keep it that way.
The “keep ‘em happy” philosophy of the Vice President irks you, but you put up with
it because he or she is your superior.
The Vice President has called you in for a conference. You have no idea what it is
about. When you are ready, stand up as though you are on the way to his or her office
for your appointment.
SB 154 Handout 6
Session
Builders

Role for Superior—Engineering/Technical

You are the Director of Engineering for a major firm. The Design Manager reports to
you and manages six people, including an administrative assistant. In the past few
months, you have observed the Design Manager being unnecessarily gruff and harsh
toward his or her employees. The Design Department is quite efficient, but you feel
the employees there may be afraid of their manager. You have received no direct
complaints, but the administrative assistant quit for “personal reasons.”
After some deliberation, you feel compelled to talk to the Design Manager about the
manner in which he or she treats the employees. You want to suggest a number of
good human relations “pointers,” so you have asked the Design Manager to come see
you. He or she is on the way now.
SB 154 Handout 7
Session
Builders

Role for Manager—Engineering/Technical

You are the Design Manager for a major firm. You manage six people, including an
administrative assistant. The administrative assistant is new because the former
administrative assistant left suddenly for “personal reasons.” You report to the
Director of Engineering for the company.
controlled. Ever since you entered management, you have realized that people will
take advantage of you unless you “crack the whip.” Most of your people, including
your administrative assistant, need some firm nudging from time to time to get the
work out. You have one of the most efficient departments, and you intend to keep it
that way.
The “keep ‘em happy” philosophy of the Director of Engineering irks you, but you put
The Director has called you in for a conference. You have no idea what it is about.
When you are ready, stand up as though you are on the way to his or her office for
your appointment.
SB 154 Handout 8
Session
Builders

Role for Superior—IT

You are the Vice President of a small publishing company. The IT Manager reports to
you and manages four people—three programmers and an administrative assistant. In
the past few months, you have observed the IT Manager being unnecessarily gruff and
harsh toward his or her employees. While the IT Department is quite efficient, you
suspect the employees may be afraid of their manager. You have received no direct
complaints, but the administrative assistant quit for “personal reasons.”
After some deliberation, you feel compelled to talk to the IT Manager about the
manner in which he or she treats the employees. You want to suggest a number of
good human relations “pointers,” so you have asked the IT Manager to come see you.
He or she is on the way now.
SB 154 Handout 9
Session
Builders

Role for Manager—IT

You are the IT Manager for a small publishing company. You manage four people—
three programmers and an administrative assistant. The administrative assistant is
new because the former administrative assistant left suddenly for “personal reasons.”
Your superior is the Vice President of the company.
It has been your experience that a productive organization is one that is tightly con-
trolled. Ever since you became a manager, you have realized that people will take
advantage of you unless you “crack the whip.” Most of your people, including your
administrative assistant, need some firm nudging from time to time to get the work
out.
The “keep ‘em happy” philosophy of the Vice President irks you, but you put up with
it because he or she is your superior.
The Vice President has called you in for a conference. You have no idea what it is
about. When you are ready, stand up as though you are on the way to his or her office
for your appointment.
SB 154 Handout 10
Session
Builders

Role for Observer

You are about to observe a role play between a Superior and a Manager. The Superior
has observed the Manager being gruff and insensitive to the needs of his or her
people. The Superior has decided to talk to the Manager about his or her manner. The
Manager is a “hard-nosed” employee who believes in a tightly controlled operation.
During the role play, look for the following:
1. What is the Manager’s perspective on human relations?
2. What elements of good human relations did the Superior point out?
3. How did the Superior handle himself or herself during the discussion?
4. What do you think the Manager’s people think of him or her?
SB 154 Handout 11
Session
Builders

155 – One-Way/Two-Way Communication

Purpose/Objectives: The purpose of this exercise is two-fold: first to demon-
strate the potential problems that result from using
one-way communication, and second to demonstrate
the differences between one-way and two-way commu-
nications. During this exercise, one participant is asked
to describe a complicated diagram so that the other
participants can draw it on paper. The communicator
can only relay the message verbally, and the group is
not allowed to ask questions. Then the exercise is
repeated, and the communicator may answer questions
from the group. Participants experience two things:
1. The frustrations that result when you are trying
to complete a project without adequate
information.
2. How specific information helps get the job done
right.
Group Size: 6 to 40
Use this Session Builder as: • A warm-up or opening exercise that stimulates
discussion on the subject.
• A reinforcement exercise to emphasize key points

and summarize the topic area.
Preparation
• Make copies of Diagram #1 and Diagram #2 for each participant.
• If you are using the option described in the Options/Variations section, have
several copies of Diagram #3 available for the communicators to use.
• Provide paper and pencils for participants.
• Arrange the room so that one chair or desk in the back of the room faces away
from the group. You may wish to place a screen between the communicator and
the rest of the group if the room cannot be rearranged.
Process/Discussion
• Select a participant to act as the communicator. Seat him or her in the chair
facing away from the group.
• Distribute paper and pencils to participants.
• Give a copy of Diagram #1 to the communicator. Make sure no one views the
diagram except the person acting as communicator.

The communicator is about to describe a diagram. Based on that description,
you are to recreate the diagram on your paper. Do not ask questions, and
please refrain from making any noise at all.
• Tell the communicator to begin describing Diagram #1 to the group.

Simultaneously, the group should attempt to recreate the diagram on paper.
Again remind participants not to make any noise during the exercise.
• Be aware that the communicator may experience confusion when describing the
diagram. If that happens, tell him or her to recreate what is on the paper using
any words he or she feels will do the job.
• Because participants are not allowed to talk or ask questions, they will probably
feel puzzled and frustrated as the communicator continues with the verbal
description of the diagram. Once participants become lost or confused by the
communicators instructions, they will probably be unable to regain their
direction to complete the diagram.
SB 155-1
• As soon as the communicator finishes the verbal description, distribute copies of
Diagram #1 to all the participants. Have them compare the actual diagram with
their own version of it. There will probably be a great deal of talk and laughter
as the participants compare their results with the original diagram. Be sure to
allow time for this. Then, begin the discussion process.
• Focus the discussion on the following questions:

− How did the communicator feel during the exercise?
Depending on the previous experience and communication skills of the
communicator, he or she may have felt confident or ill at ease when
describing the diagram. He or she may have felt insecure as to whether or
not the message was getting across. Despite the communicator’s feelings
during the description, he or she probably feels the overview was accurately
presented and that the diagram was described from start to finish in a
logical, organized way.
− How did the individual group members feel during the exercise?
Answers here may range from confusion to frustration to self-assurance.
However, the majority will have produced forms vastly different from the
original diagram.
− What forms of company communication are one way?

Occasionally, you’ll find general e-mails that go to all employees and
directives that originate from two or three levels up in the organization that
are examples of one-way communication. Also, information that comes from
field offices is more one-way than two-way communication.
− What are the potential hazards of one-way communication?

The hazards of one-way communication include misinformation, inaccuracy,
confusion, frustration, and loss of dollars to an organization.
• At the conclusion of this discussion, choose another member of the group to be

a second communicator.
• Give Diagram #2 to this new communicator. Ask him or her to take a position in
front of the group.

You are about to work on a similar exercise, but there will be a few changes in
the role. Again, you will attempt to draw a diagram as described by the
communicator. This time, however, you may ask questions as appropriate. The
communicator can answer your questions, but cannot gesture or draw the
diagram for you.
SB 155-2
• Pass out a clean sheet of paper to each participant, and tell them they are to
again draw the diagram based on the verbal description given by the
communicator.
• Ask the communicator to begin verbally describing the diagram.
• The group may now ask questions of the communicator, and answers are
permitted. When the communicator finishes, distribute copies of Diagram #2
to the participants. Just as in the previous exercise, ask them to compare
Diagram #2 with their own version of it.
• Discussion of two-way communication may then follow using questions similar to

those given below:
− Compare and contrast the feelings of the two communicators.
The communicator who is involved in the two-way communication will
generally have a more positive experience. Because questions are permitted,
he or she will know exactly where to amend the instructions, when to
continue, when to slow down, etc. The communicator in this second exercise
will probably feel much more confident of his or her overall directions and
the success of the group.
− Ask how the group felt during the second exercise as compared to the way
they felt during the first exercise.
Participants will generally experience more positive feelings in the second
exercise. Even though two-way communication takes longer, it is much less
frustrating and generally produces more successful results.
− How did the accuracy of the second diagram compare to the accuracy of
the first diagram?
The second diagram generally is more accurate because participants had a
chance to ask questions and check their progress.
− What kinds of communication vehicles are two-way in your company?

Company communication should ideally be two-way communication. E-mails
to employees, meetings, seminars, workshops, instructions and orders, and
counseling sessions all involve opportunities for management and staff to
interact and communicate using a two-way communication technique.
− What are the advantages and disadvantages of two-way communication?

The biggest disadvantage of two-way communication is its tendency to
become time-consuming. However, this disadvantage is usually outweighed
by reducing errors and misunderstanding, building morale, and increasing
team commitment to projects.
SB 155-3
Options/Variations
• This exercise can be more effective if a whiteboard or flipchart and markers are
available. Place five (or more/fewer) people at the whiteboard or flipchart to
draw only what he or she hears described. The importance of saying precisely
what is meant becomes very evident to observers as they see five different
versions appear on the board. You can change communicators and see five more
versions, if you choose. When using the whiteboard or flipchart, it is suggested
that you use a less-complicated diagram such as the one shown in Diagram #3.
When using this diagram, some things the communicator may forget to say
include the following:
1. The two circles are on the top or bottom.
2. The circles are equal in size.
3. All circles intersect, etc.
• When participants finish working at the whiteboard, have the communicator

show them the copy of Diagram #3.
SB 155-4
Session
Builders

155 – One-Way/Two-Way
Communication
HANDOUTS
Session
Builders

Diagram #1
SB 155 Handout 1
Session
Builders

Diagram #2
SB 155 Handout 2
Session
Builders

Diagram #3
SB 155 Handout 3
Session
Builders

156 – Impossible Things

Purpose/Objectives: Do you want to spark new ideas about goals and capa-
bilities on the job and rekindle burned-out enthusiasm
and motivation? This exercise is designed to create con-
ditions of openness and awareness so that generating
alternatives to problems becomes an easier process. By
doing the “Impossible Things” exercise, participants
break their blocks to creativity. They short-circuit their
old way of thinking by letting it be okay to be “wrong”
before being “right” in a game of working with new
ideas. They begin to see how the free flow of ideas
helps generate more positive solutions to old problems,
and how to understand how this process can assist in
developing new methods for projects, preparing for
expansion and change, and reducing rigid value judg-
ments relating to assignments back on the job.
Type: Discussion stimulator/role play
Time Required: 2½ to 3 hours
Group Size: 5 to 20
Use this Session Builder as: • An opener or warm-up exercise to stimulate thinking
and break through the barriers that block creativity.
• A reinforcement exercise to emphasize the key points

of developing new goals and capabilities in
organizational programs.
Preparation
• Have a whiteboard or flipchart and markers and masking tape on hand to record
the free flow of ideas.
• The room should lend itself to easy conversation and discussion by the entire
group.
• You may find it helpful to rehearse topic areas ahead of time and prepare a set
of note cards showing the sequence of topics.
Process
• The session should be informal and guided in a relaxed and easy manner.
• The sequence of topics goes from general to specific so that participants

become accustomed to extraordinary possibilities and begin to shift to personal
identification.
• During the exercise, every contribution is valuable as a part of the process, and
derogatory remarks such as “That’s a stupid idea” should not be allowed. Free-
dom to be spontaneous and innovative without fear of criticism from others is
vital for creative flow.
• When participation in any discussion segment becomes less than enthusiastic,

decide whether to inject some inspiration or move on to the next topic. Inspi-
rational ideas are mentioned under the individual topic discussions.
• Realize that at first, the group may hesitate to offer creative ideas, so the bur-
den will be on you to draw them out.
• Some people listen, and some people talk. Try to have everyone contribute
some of the time, but do not force anyone. Listeners are learning, too, but in a
quieter way.
• Time limits for each topic are determined by the size of the group and the level
of interest and enthusiasm. However, generally speaking, allow 20 to 30 min-
utes for each topic #1 through #4. Topic #5, which deals with current work-
related situations, is the last topic to be covered and you probably should allow
about 30 to 45 minutes. The other topics are flexible according to your discre-
tion. (See Options/Variations for suggested ways to shorten the time needed to
do the exercise.)
SB 156 1
Discussion
• Begin the discussion by reading or paraphrasing the following to the group:
We’re going to work on our abilities to think more creatively. In doing this,
we’re going to discuss a sequence of events from five topic areas ranging from
general to specific topics. We’ll work on each topic individually before moving
on to the next topic. It’s important to remember that each contribution is a
valuable part of the process, and no derogatory remarks are allowed. Any idea
is okay. Freedom to be spontaneous and innovative without fear of criticism is
vital for the process to be effective. Don’t be afraid of sounding ridiculous, let
your ideas flow naturally.
• Begin with discussion of the topics.
Topic #1—Impossible Things in History

• Ask participants to suggest favorite stories from history about impossible things
made possible. You can list these on a whiteboard or flipchart. At least five
events should be listed. Suggestions might be the Wright brothers at Kitty Hawk
or inventions such as the telephone, camera, and printing press (see Notes). It
may be that the company to which your participants belong had its origin in a
historic event. If so, you may want to develop a discussion around that
information.
• Ask for volunteers to perform mini skits to re-enact the difficulties encountered
in following through with the idea that was met by adversity or unacceptance.
Someone may want to do a monologue—a “thinking out-loud” version of an
inventor’s progression of feelings from doubt and questioning to strength and
confidence.
• Allow the group time to fully explore the feelings associated with recreating
impossible things that actually happened in our history. Usually 30 minutes is
sufficient.
Topic #2—Impossible Things in More Recent History

• Discussion here focuses on developments during the past 50 years. Ask each
participant which invention he or she feels has been the most important and
why. Discuss obstacles that were overcome, circumstances leading up to the
invention or event, and the necessary courage of the people or person involved.
Ideas for discussion might be the VCR, computers, liposuction, contact lenses,
etc.
• The discussions are to stimulate thinking about all kinds of developments, not
just the most important to humanity and progress. For instance, indoor flush
toilets were at one time an innovative idea.
SB 156 2
• Participants will begin to think about innovations over the past 50 years and to
recall their amazement when these new inventions appeared. Again, allow
about 30 minutes.
Topic #3—Impossible Things Today

• When entering this topic area, you may want to talk about the pace of progress
and how it has accelerated. Suggest the possibility that we take many things for
granted that were once unheard of—the Ambio artificial heart, the DVD, the
hybrid car, etc.
• A good lead into this area would be to improvise a scenario in which one of the
participants in the group explains a modern invention to someone from history.
For example:
Benjamin Franklin has been transported here in a time machine, and he’s very
curious to know what’s changed since his time. One of the participants (or
more than one) attempts to explain computers or video games.
• Other innovations can be discussed with the same historic character, or other
characters can be invited into the 21st Century. Participants generally have fun
with this informal way of expanding their thinking. By the time they reach the
third topic area, they are really into the roles, and examples are usually good
ones. Again, allow about 30 minutes.
Topic #4—Personal “Impossible” Triumphs

• Ask for volunteers to share any personal experiences in overcoming limitations,
resistance, and/or challenges. The group may appear reticent here because of a
need for privacy.
• Any sort of achievement is appropriate—an invention, overcoming a handicap,

reaching an “unattainable goal,” succeeding against adversity, etc. This
discussion should emphasize the courage, creativity, and insight involved when
rising above ordinary limitations. Participants may want to share
accomplishments of someone else instead. This is okay.
• It is essential that everyone receive support from the group. Personal

accomplishments are special. This is a safe time for self-praise. It is a time for
reinforcing self-esteem and self-worth, for regaining vigor, and for energizing
the drive to achieve.
• Again, no one should be forced to contribute, especially in this segment. It

could be embarrassing to some to state their achievements. However, hearing
stories related by others reminds participants of their own triumphs and helps
them share those experiences with the group. Again allow about 30 minutes.
SB 156 3
Topic #5—Impossible Work Things—Right Now!
• Ask participants to volunteer to explain a challenge at work...a situation with
an unclear solution. Let other participants contribute suggestions. The person
presenting the challenge situation should accept all suggestions without
becoming defensive or insulted. You might want to point out that new minds
have new points of view. (As presenter, you may simply be locked into one
perspective and not be able to easily shift to new ideas.)
• The reason for presenting current challenges is to receive objective input and to
shift perspective to find a solution. Topic #5 is not to be used as a dumping
ground for frustrations or grudges nor is it an excuse to expose weaknesses or
limitations. It may be advisable to explain this at the outset of this topic area. A
participant might want to introduce his or her problem by saying, “This is a
challenge I’m dealing with right now. I’d like to open up a new market for our
product, but I’m spinning my wheels. Outside opinions may give me a new per-
spective.” Remind participants that they are supposed to be giving solutions
that are helpful and not condescending.
• A ready solution may or may not come out of this kind of discussion. Fresh input
stirs imagination and helps reorganize thought patterns. You can suggest that
when the discussion is finished, participants put it out of their minds. “Sleep on
it” can be very good advice.
• It is helpful to remember that definitive results are not usual or necessary. The
creative process is ongoing. The purpose here is to create certain conditions of
openness and awareness so that new ideas can flourish, to counteract the burn-
out syndrome, to prepare for expansion and change, and to extend beliefs
about the limits of possibilities.
• People who work on machines or who are in research and development tend to
talk about inventions; others may want to talk about extraordinary people. As
long as the participants keep to the topic at hand and are not boring or over-
bearing, anything goes.
Options/Variations
• You may want to add another topic area—The Future—Nothing Is Impossible!
Today’s science fiction is tomorrow’s reality. Here, participants would talk
about what they think the world will be like 100 years from now. What kinds of
homes will people live in? What kinds of appliances, transportation,
communication, lifestyles will prevail? What will be the top careers, sources of
food, water, fuel? What about sex roles, physical capabilities, medical
advances? What will happen to the family, to education, to Monday Night
Football? This can spark ideas of new areas of expansion and/or exploration. It
can help participants feel comfortable working with new, untried ideas that
seem “impossible.”
SB 156 4
• Rather than work on the material as a total group, another option is to divide
the session into three groups that are roughly equal in size. Have each group
work on one of the first three topic areas. Give them about 30 minutes, and
then have them present their material to the general session. For instance, the
group dealing with the first topic area could plan a role play of their event, the
second group could present a lecture, and the third group could present today’s
information to someone from history. Then have the group deal with the last
two topics as a whole. If time is limited, this reduces the time needed for the
session to about 2 hours.
• If there is a time limitation, you can shorten the exercise by having the group
handle three periods—impossible things in history, impossible things today, and
impossible problems in the work scene. The impact of working on awareness
will not be as great as presented in the original exercise, but the general point
will be made. Handle these three sections as outlined in the Discussion section.
This shorter version should take only about half the time of the original version.
Notes
• It is important that the rule of “no evaluations” be strictly followed. Partici-
pants need to feel free to contribute any or all ideas no matter how ridiculous
they may sound. It would also be wise to apply this rule to self-deprecating
remarks as well.
• It may be helpful to become familiar with “Right Brain/Left Brain Research.”

This exercise has been designed to increase access to right brain activity. As
right brain access becomes easier, more “aha!” moments will occur as new
insights and understandings are reached.
• Just as background, here are some other “impossible” things!

− Commodore Vanderbilt dismissed Westinghouse and his new air brakes for
trains with the remark that he had no time to waste on fools.
− Those who loaned Robert Fulton money for his steamboat project stipulated
that their names be withheld for fear of ridicule were it known that they sup-
ported anything so “fool-hardy.”
− In 1881 when the New York YWCA announced typing lessons for women,
vigorous protests were made on the grounds that the female constitution
would break down under the strain.
− Men insisted that iron ships would not float, that they would damage more
easily than wooden ships when grounding, that it would be difficult to pre-
serve the iron bottoms from rust, and that iron would deflect the compass.
SB 156 5
− Chauncy M. Depew confessed that he warned his nephew not to invest $5,000
in Ford stock because “nothing has come along to beat the horse.”
− When in 1907, Lee de Forest put the radio tube in workable form, he was not
able to sell his patent and let it lapse rather than pay $25 for its renewal.
Created and written by Joan Chiarelli.
SB 156 6
Session
Builders

157 – Heroes and Heroines

Purpose/Objectives: This exercise helps supervisors and managers identify
those motivational characteristics that make a person a
leader of others. Participants are asked to name heroes
and heroines who have inspired them to build their
careers and work harder at their goals in life. They are
then asked to list the outstanding qualities that made
those people special motivating forces in their lives. As
similar characteristics are mentioned over and over
again, participants become aware of the leadership
qualities that make one person more outstanding than
another as a leader.
Use this Session Builder as: An introductory exercise to stimulate thinking about
leadership skills and develop career potential with
employees.
Preparation
• The room should be flexible enough to accommodate small group discussions

occurring at the same time.

discussion process.
Process/Discussion
• If your group has 10 or fewer participants, work the exercise as one unit. If the
group is larger than 10, break the session into small groups that are roughly
equal in size with no more than 7 participants in a group.
• To introduce the exercise, read or paraphrase the following:

As all of us grow up and become older, we have our own personal heroes and
heroines—friends, teachers, idols. By their actions and their advice, they’ve
influenced and inspired us. The people we admire give us courage and
direction. Take a moment to think of someone special in your life. Perhaps it
was a parent, a relative, a neighbor, a teacher, or a coach. Perhaps it was
someone who didn’t know you very well, but you knew that person made a
difference in your life. What were some of the qualities that made that person
stand out from others around you?
• As participants relate qualities of their heroes and heroines, list them on the
whiteboard or flipchart.
• As people talk about their heroes and heroines, you might want to stimulate
thinking by asking the following questions:
− How did this person affect your life? Your self-confidence, your attitudes,
your ambition, your goals, development of your talents?
− What do you admire most about this person?
− What’s the most important contribution this person made in your life?
− How is your life affected right now by this person?
− What was this person’s favorite saying (if any)?
• The contributions being made by the participants will become repetitious.

Common qualities often mentioned include the following:
− patience
− knowledge about his or her particular field
− ability to deal with and understand others
SB 157 1
− being an active listener
− taking an active interest in life
− helping me understand myself
• Ask those making contributions to explain what impact these qualities had on
their thinking.
• Answers here will vary. Some will feel that without this particular person, they
would not have been able to achieve their present position. Others will feel
that their hero or heroine recognized their capabilities when others did not.
Still others will remember the patience shown by their hero or heroine when
they were learning a skill that was particularly hard for them.
• Through the discussion, participants recognize that the qualities possessed by

their heroes and heroines are the same leadership skills that help managers and
supervisors deal more effectively with their employees on the job. Through
their own personal experiences, they see what actions produced positive
feelings and motivated them to achieve their goals and their objectives.
Options/Variations
• As a variation to the above exercise, have participants also think about people
who decreased their motivation to succeed at or do a job. List the “bad” quali-
ties of these people in a column next to the column of “good” qualities of the
heroes and heroines. Make a visual comparison of what “turns people on” and
what “turns people off” in getting a job done effectively and productively.
• As an addition to the exercise: following the discussion of good qualities, divide

participants into small groups that are roughly equal in size to discuss how the
participants can apply those qualities to their own jobs. For instance, a
manager might show more patience when instructing an employee on a new
task, or a supervisor might set up monthly meetings to actively listen to his or
her employees concerning current problems. Allow them about 15 minutes to
complete this discussion. Then have them report their ideas back to the entire
group.
Note
This exercise builds positive feelings about what motivates others. Participants
experience new insight into what makes a person an outstanding leader. They
seem to go through an awakening process when comparing the qualities in their
own heroes and heroines.
Written and submitted by Joan Chiarelli.
SB 157 2
Session
Builders

158 – Task Force

Purpose/Objectives: This exercise demonstrates how the motivational
climate in any organizational unit is affected by both
executive policy and management style. Participants
are divided into small groups or “task force” teams to
analyze the motivational climate in their organization
(see Notes). Each task force discusses executive policies
and individual manager style and presents suggestions
for improvement in each of these areas. Participants
are asked to discuss how these factors both encourage
and discourage motivation.
Time Required: 60 minutes minimum
Use this Session Builder as: A reinforcement exercise to emphasize the

organizational as well as the managerial role in
affecting motivational climate.
Preparation
• Have a whiteboard or flipchart and markers available if you wish to summarize

the task force suggestions for the group to see.
• The room should be large enough to provide adequate separation between small
discussion groups.
Process
• Divide the session into small groups of four to six participants each. Read or
paraphrase the following:
Your teams are task forces appointed to examine your organization’s policies
and procedures and to look for ways to improve their motivational impact on
the employees. Your objective is to prepare a two-part list of recommenda-
tions. The first part is to top management recommending specific policy
changes. The second part is for all managers regardless of level suggesting spe-
cific things they can do to improve the motivational climate. I suggest you first
list as many policies as possible. Indicate which ones you feel encourage moti-
vational feelings. Then compile a list of five or more suggestions for improving
employee motivations. Remember, this list should be in two forms: one as if
it’s to be presented as recommendations to top management and one to be dis-
tributed as recommendations to all managers.
• Allow about 25 minutes for all groups to make their “suggestions to top manage-
ment” and their “lists for distribution to all managers.” In some cases, depend-
ing on the organization and the participants, this “task force” exercise can be
sensitive. It may become a vehicle to voice frustrations and easily criticize
executive policy. As facilitator, you should be aware of this and try to establish
a climate of positive contribution and discussion.
• Remind participants that the task forces are not to deal with specific individuals
or sections of the company. Rather, they should evaluate company policy
improvements.
• At the end of this time period, stop the exercise. Go around the room asking
each task force to read one of its top management suggestions to the other
teams. Then ask if there are any other “ideas.”
SB 158 1
Discussion
• The following questions may help stimulate discussion among the participants:
− Which has a stronger role in motivation—organizational policy or the
individual manager?
Building and supporting a motivational climate is a very complex issue. It
includes what managers do as well as how they do it, and it includes the
formal organizational system of recognition and appraisal. But it’s what the
manager does or fails to do every day that has the greatest impact.
− How do company policies and individual manager’s actions relate to

Maslow’s Hierarchy of Needs?
The upper-level needs in Maslow’s Hierarchy of Needs are self-fulfillment
and creativeness. Policies and company benefits do not satisfy these needs.
Wages and salaries buy food, clothing, and shelter, and insurance, pension
plans, and benefits help provide security—but all of these are lower-level
needs. The higher-level needs of self-esteem and self-fulfillment must be
met by the individual manager.
− What specific actions can the participants take to help encourage a better
motivational climate?
A motivational climate must be developed and supported by day-to-day
behavior. The manager should:
− be a careful listener
− involve employees in planning, problem solving, and decision making
− observe individual needs, attitudes, and morale
− be open in communication
− set a proper example
− note curiosity, enthusiasm, interest, dedication, cooperation, and
eagerness
− not stifle employees with negative feedback
− show interest, attention, and appropriate recognition
• This exercise can become a very long session if discussion by each group
generates more questions and comments. Be aware of this and try to maintain a
time limit for each group’s summary.
SB 158 2
Options/Variations
• If the number of participants is small (fewer than 10 or 12), the discussion of
motivational climate can be further encouraged by a volunteer role play of a
manager’s style. Participants may enjoy setting up impromptu situations that
demonstrate both positive and negative effects of executive policy and day-to-
day manager interaction.
Notes
• What is it that makes people like their jobs and want to work? What makes
people motivated? More has been researched and more has been written in this
area than perhaps any other in management. It seems to be the catch-all and
cure-all of management difficulties. But, in fact, motivation isn’t so much what
you do to people, but rather it’s something people do for themselves. What
managers need to understand is their role in creating a motivational climate in
which employees are encouraged to “do for themselves.”
• Participants involved in this exercise will see how a manager easily affects the
motivational climate of any given department or section. Many practical
suggestions can be taken back to the participant’s own area of control. In
addition, discussion on the executive policy helps participants understand both
the encouraging and discouraging attributes of a motivational climate.
• If you would like more information on Maslow’s Hierarchy of Needs, consult any
standard management textbook.
SB 158 3
Session
Builders

159 – Defining Your Role

Purpose/Objectives: This exercise enables employees and superiors to com-
pare expectations about the content of a job and the
relative importance each places on the individual
assignments. First, the employee writes a list of the job
responsibilities, lists them by importance, and places a
personal and organizational value on the more impor-
tant items. The superior is then asked to review the
first list, make any necessary changes, and rank the
items as he or she sees their importance. After com-
paring them, clarification dramatically improves both
productivity and job satisfaction. In addition, the
employee can now better negotiate for those items that
will meet his or her own needs and those of the
organization.
Type: Application
Use this Session Builder as: • An action plan to put into practice principles of role
clarity and assertiveness.
• A pre-session assignment to lead into a discussion of

the key principles of assertiveness and role
responsibilities.
• A learning aid for those employees and superiors who

are having trouble clarifying expectations of a job
position.
Preparation
• Make copies of the Instruction Sheet and the Suggested Assignment Areas list for
each participant.
• Provide pencils and plain paper for participants to use when completing the
exercise.

discussion.
• The room should be flexible enough for small group discussions to occur (if that
option is chosen).
Process/Discussion
• Distribute a copy of the Instruction Sheet, a pencil, and plain paper to each
participant. In Step 1, ask each person to write a job description listing all of
his or her duties and responsibilities. Have them write down on paper
everything the job requires them to do (as they see it).
• To stimulate thinking and to help make their lists more inclusive, distribute the
Suggested Assignment Areas list. This list will help participants word their
descriptions and can be especially helpful to supervisors or managers who have
never had experience writing job descriptions.
• Encourage participants to be specific, but not too detailed, when writing their
assignments. The Suggested Assignment Areas list will help them group their
ideas under more general headings.
• Allow participants about 20 minutes to complete their lists. If you notice that
some have finished writing in 5 to 10 minutes, ask to see what they have
written. You will generally find that hastily finished lists are too general. For
example, they may have listed one assignment as “Supervise staff.” Encourage
them to be more specific by breaking down the job of supervision and clearly
defining “staff.”
• If you monitor the process, you may also notice that a few participants are using
too much detail in their descriptions. Encourage them to refer to the Suggested
Assignment Areas list to help them generalize the information.
• When the lists of duties and responsibilities are complete, ask participants to
list the items again on a separate sheet of paper. This time, ask them to list the
most important items first, followed by those items that are less important.
This is Step 2 on the Instrument Sheet.
SB 159-1
• Suggest that participants work rapidly, using their first reaction as to what is
important rather than taking a lot of time deciding where to place each item.
Under day-to-day job pressures, they set priorities quickly. Initial reactions
more closely simulate this.
• Allow participants about 10 minutes to complete this step. Generally, they

complete it without any problems.
• In Step 3, participants are asked to go over the items and determine the value
of the most important ones. Suggest that they use a percentage rating system.
For example, suppose Item #1, when completed, makes up 40 percent of the
value of the entire job. They would write 40% beside this item. (Suggest that
they do this in pencil so that they can adjust the percentages as necessary to
total 100%).
Most participants have some difficulty with this step. Since some jobs of low
value take much of a person’s time, participants will be tempted to rank jobs
according to time required rather than value. Suggest that they try to avoid
this. Percentages initially assigned usually total well over 100%. After some
amusement, participants become aware (perhaps for the first time) how many
duties they have that are of little real value.
If participants are new in their jobs or are relatively inexperienced, they may
not know how to weigh the high priority items. Suggest that they make the best
assumptions they can. These percentages will be of particular value later when
they are compared to those that their superiors complete.
• Allow participants about 5 minutes to complete this step.
• Now the participants are ready to make a personal value judgment about their
assignments. In Step 4, you want participants to look over their jobs and decide
which assignments are important to them. Have them look for those
assignments that make their job satisfying and fulfilling. The purpose of this
step is to clarify their feelings about their present job.
• Some participants will find many satisfying parts of their jobs. Others, however,
may say that they find few, if any, of their assignments from which they get any
real satisfaction. If that happens, encourage them to review with their superior
what they do and to think about new assignments that could be incorporated
into their present position. As facilitator, try to avoid assuming a counseling
role. This exercise is to develop awareness of what activities or assignments
have meaning to people and to encourage the participants to act assertively to
make their job more satisfying.
SB 159-2
• When the first four steps are completed, read or paraphrase the following to
the group:
When you’re satisfied that your list of assignments is complete, take this list to
your supervisor or manager. Explain to him or her that you want to clarify your
assignments, and request that he or she take a few minutes to review the list
you’ve put together. Explain that you want to know if he or she sees your posi-
tion the same way you do. Ask your supervisor or manager to make any changes
necessary to meet his or her expectations of the job, rank the assignments, and
do a percentage rating of the most important ones. Do not show your superior
how you have ranked or rated the items yet. Remember you’re looking for how
he or she sees your job.
Set up a time in about five to seven days to meet with your superior and go
over the assignment list. During this time, look over your list and generally
review different ways to handle some of the assignments that have importance
to you. When you meet with your superior, compare all three lists. You’ll
probably discover that his or her expectations and yours are significantly dif-
ferent. For some, the variations may be as high as 50%. He or she may have
deleted some assignments and added others. The priority and value ratings are
likely to need adjustment and clarification. This is what you wanted. However,
you may have lost some assignments that had special meaning to you.
Since you know what assignments are important to you, you’re ready to negoti-
ate with your supervisor or manager to keep those assignments. If your supe-
rior has eliminated or down-rated some of those assignments, negotiate with
him or her for what you’ll accept as the “bottom line.” Assert yourself to help
make the content of your job one that will be meaningful to you and produc-
tive for the organization.
• Some participants may find these instructions threatening. They may voice
numerous concerns such as:
− They cannot get their superior to meet with them.
− The superior doesn’t think the project is worthwhile or necessary.
− The superior would be offended if they started suggesting what their job
should consist of.
− The job is well defined, so there isn’t room to negotiate for changes.
• One way to handle these concerns is to turn them back to the group for their
consideration. Often, other participants will have experienced these types of
problems before and will offer ideas for handling them. An alternative sugges-
tion is provided in the Options/Variations section.
SB 159-3
Options/Variations
• To provide the best possible feedback on problems, break the group into small
groups that are roughly equal in size (about five participants each). Ask each
group to come up with at least three ways a person can overcome the barriers
to getting desired changes made in their present positions. Allow about 15 min-
utes for small group discussion. Then reconvene and ask each group to give you
one of their ideas. Write the suggestion on a flipchart or whiteboard. Finally,
ask for any further suggestions.
• As a pre-assignment, give the Instruction Sheet to the participants in advance.

Have them complete the steps as outlined and be prepared to report back to
the session how the action plan worked out. If any problems were encountered,
break the session into groups, and have the groups come up with ways a person
could have handled a situation differently.
• If your sessions run continuously, you could assign the exercise at the close of
one session and then have it discussed at a later session after the participants
have had an opportunity to put it into practice.
• This is also an excellent tool as a learning aid for individual managers or super-
visors who need help clarifying their job responsibilities. Simply give the
manager or supervisor a copy of the handout, and go over it with him or her
briefly. You may also want to set a follow-up date to check results.
Created and written by Esther I. Coulombe.
SB 159-4
Session
Builders

HANDOUTS
Session
Builders

Instruction Sheet
These six steps are designed to help you clarify your duties and responsibilities and
negotiate for better job satisfaction. Many people have found it really helps. Try it!
1. Write a job description. That is, make a list of everything you are required to
do in your job. Try to state each item briefly but accurately. Break down broad
responsibilities into duties and tasks, but try to avoid getting bogged down in
detail.
2. Rank the items. Copy your list on another sheet beginning with those duties
and responsibilities you feel are most important and continuing in order down
to the least important. Work quickly⎯your first reaction is probably your best.
3. Estimate the value of what you do. Use percentages to weigh the high-priority
items according to their value to the organization.
4. Check those that have the most meaning and satisfaction for you. Look for
those you like the best⎯those you would not be willing to give up.
5. Talk to your supervisor or manager. First, give the job description from Step 1
to your supervisor for his or her review and comment. (Don’t give your
supervisor or manager the list that shows the items ranked by priority yet.) Ask
your supervisor to add any items you may have omitted and to rank and weigh
the most important just as you have done. After a few days, meet with your
supervisor to compare these lists.
6. Negotiate with your supervisor or manager. He or she may have eliminated (or
assigned a low priority to) duties and responsibilities you find rewarding or
satisfying. If so, take the initiative in an attempt to restore those assignments
that are important to you or replace them with an alternative.
SB 159 Handout 1
Session
Builders

Suggested Assignment Areas

Here is a list to stimulate your thinking about the particular assignments in your job.
It is not meant to be an actual written job description. Use your own words when
writing your job assignments to make them more specific and unique to your job.
1. Forecast projects to anticipate problems and ensure success.

2. Set work/company objectives—yearly, monthly, weekly.
3. Develop weekly work plan.
4. Determine strategies, deciding how and when to achieve goals.
5. Outline programs for projects step by step. Do planning and scheduling.
6. Allocate personnel and budget requirements.
7. Develop, write, and issue procedures.
8. Establish and maintain line and staff functions.
9. Define scope, relationships, responsibilities, and authorities for all assignments.
10. Write and update job descriptions.
11. Define qualifications for job positions.
12. Recruit candidates for job positions.
13. Orient new employees.
14. Train and develop employees.
15. Delegate assignments and assign responsibilities and accountabilities.
16. Create a motivational climate to stimulate employees to superior performance.
17. Handle discipline and counseling problems.

18. Interface with staff to coordinate project needs (establish company policies, keep
boss informed, conduct monthly meetings, do weekly work scheduling, etc.).
19. Encourage use of creativity and innovation of ideas among staff to meet changing
needs.
20. Establish and maintain an appropriate data reporting system (attendance, budget
analysis, production, etc.).
21. Develop performance standards to determine when key duties and functions have
been completed.
22. Measure results to determine deviation from original goals (review overtime,
etc.).
23. Take corrective action by adjusting plans, counseling, and repeating cycle.
24. Hold performance appraisals to praise, remunerate, and/or discipline employees.
25. Develop and review safety programs.
26. Analyze personal work habits.

Session
Builders

160 – Saying It Assertively

Purpose/Objectives: Assertiveness is commonly defined as defending one’s
own rights without infringing on the rights of others.
But, it is hard to act or respond assertively under the
pressure of a difficult or frustrating situation. People
often resort to either passive or aggressive behaviors.
This three-part skill-building exercise helps participants
become more confident and self-assured in situations
requiring assertive responses. In Part I, participants are
asked to identify passive, assertive, and aggressive
responses to given situations. In Part II, they apply the
skill by composing assertive responses to additional
situations. In Part III, participants are asked to compare
an assertive response to a personal situation.
Type: Application
Group Size: 6 to 30
Use this Session Builder as: • An application exercise to build skill and confidence
in circumstances requiring assertive behavior.
• An assessment of current assertive skills.
• A learning aid for an individual who is having

difficulty responding assertively.
Preparation
• Make copies of each handout for each participant.
• The room should be flexible enough for small group discussions to occur
simultaneously (if that option is chosen).
Process/Discussion
• Prepare participants for the exercise by briefly summarizing the
Purpose/Objectives paragraph.
PART I
• Distribute copies of the handouts, and ask participants to complete Part I.
Reassure participants that this is not a test and that it’s not necessary for all to
agree on the “right answer.”
• Allow about 5 minutes for participants to complete this part.
• Begin the discussion by asking the group as a whole (or an individual) how they
answered Response A in Situation 1. Follow up with questions like:
− Why?
− Did anyone have a different answer? Why?
• Continue this pattern for each response in each situation or until there is clear
agreement and understanding of passive, aggressive, and assertive responses.
• You’ll probably find that the most common answers are as follows:
Situation 1
A. Passive
B. Passive
C. Aggressive
D. Assertive
E. Aggressive (Some participants will feel this is passive depending on the
responder’s tone of voice.)
SB 160-1
Situation 2
A. Aggressive
B. Assertive
C. Passive
D. Aggressive
E. Passive
Situation 3
A. Aggressive (There’s likely to be some debate on this one.)
B. Aggressive
C. Assertive
D. Passive
E. Passive
PART II
• Distribute the handout for Parts II and III.
• Give participants a few minutes to read the instructions. Then allow them about
5 minutes to write their responses.
• After the allotted time, begin the discussion by asking three or four participants
to volunteer to read their responses to Situation 1. Then call on other members
of the group to compare and contrast those that were read. Use questions such as:
− Which one did you like best?
− Why?
− Do you have any concerns about how a person might react to any of those
responses that were read?
• If a participant responds, “I think they’re all very good,” follow up with, “Let’s
highlight some of the best parts of each one.”
PART III
• Tell participants to move on to Part III. Reassure them that they will not be
asked to share their own personal experiences if they don’t want to do so.
• Again, allow about 5 minutes for this part. Some participants may have
difficulty recalling a personal situation. If so, encourage them by suggesting
that they think of little everyday things that annoy or frustrate them. Some
examples are “being asked to run errands” or “go for coffee,” “frequent
interruptions,” “indecisiveness,” or “annoying personal habits.”
SB 160-2
• Ask for three or four volunteers to briefly describe their personal situation and
read their assertive response. Most likely this will elicit a variety of responses
from the other participants. Some participants may be reluctant to share, and
some will share amusing situations. Be aware, however, that there may be a
strong tendency for the discussion to turn into a gripe session. Try to keep the
discussion focused on positive, assertive responses.
• Call on the group as a whole to help you summarize the exercise.
Options/Variations
• There are a number of interesting options and variations to this exercise.
• As participants complete Part II, suggest that they go directly to Part III. Then
combine the discussion for these two parts.
• Instead of working individually on Part II, form small discussion groups to

collectively prepare responses to each of the situations.
• There are several ways to turn the situations in Part II and Part III into mini role
plays. For instance, you can play the “offender” in the situation, calling on
participants to respond assertively. Or, you can form diads with one participant
as “offender” and one as “responder.” Then ask participants to switch roles and
try again. Use a question like, “What reactions did you get to your assertive
response?” to stimulate discussion of the role plays.
• This exercise can also be used as a learning aid for individual coaching and
counseling.
Note
The three parts of the exercise are designed to build one upon the other. Use of
any one part alone is not recommended.
SB 160-3
Session
Builders

HANDOUTS
Session
Builders

Part I
Below are several situations, each with a number of possible responses. Some of the
possible responses are passive, some are aggressive, and some are assertive. In the
space provided for each, place a “P” if you feel the response is passive, place an “A”
for aggressive responses, or a checkmark or “OK” for responses that are assertive.
SITUATION 1
You have just been asked to stay after normal working hours to review a report that is
due tomorrow morning. You realize the report is important and must be accurate, but
you have made a personal commitment for a couple of hours immediately after work.
Some possible responses are...
_______ A. “Well, okay, I guess I can stay.”
_______ B. “Does it really have to be done tonight?”
_______ C. “I’m sorry. I can’t stay tonight. I’ve made other plans.”
_______ D. “I know it’s important, but I’ve already made plans for right after
work. Would it be okay if I came in later this evening?”
_______ E. “Again!?!”

SITUATION 2
You are one of a half-dozen people attending a meeting. The purpose of the meeting
is to discuss several problems and make appropriate recommendations. However, the
meeting has dragged on for some time, and you’re becoming frustrated by an appar-
ent lack of progress. Some responses are...
_______ A. “Can’t we get this show on the road!?!”
_______ B. “We’ve done a lot of talking, but I’m concerned about what seems to
be a lack of progress. Could we summarize where we’ve been and
refocus on our objectives?”
_______ C. “May I be excused? I just remembered I have another meeting.”
_______ D. “Everyone’s got their own pet idea. Let’s just pick one so that we
can finish.”
_______ E. “Can’t we just put this off until tomorrow?”
SITUATION 3
You are on a crowded, slow-moving elevator that is making frequent stops. In spite of
the “No Smoking” signs, the passenger beside you has just lit a cigarette. Some
possible responses are...
_______ A. (faking) “Cough. Cough.”
_______ B. “Can’t you see the signs!?!”
_______ C. “Pardon me. I really have a problem with your cigarette. Could you
put it out until we get off the elevator?”
_______ D. “Pardon me. This is my stop.” (Get off the elevator even though it
isn’t your destination.)
_______ E. “Sure is crowded in here today, isn’t it?”
Please do not move on to Part II until you are told to do so.

Session
Builders

Part II
Compose an assertive response to each of the following situations.
SITUATION 1
Your supervisor has just asked you to again “cover” for another person at your level
who has been “out sick” a number of times recently. While this would be the usual
practice under ordinary circumstances, the frequent double load has put you behind
in your own work.
SITUATION 2
You have just been called upon to make a presentation about a project you are
working on to a steering committee of top management. You strongly believe in the
value of the project, but the committee is likely to be skeptical. You will have to be
well prepared. Unfortunately, you have been scheduled for the committee’s next
monthly meeting—tomorrow!
SITUATION 3
You are a passenger in a car driven by your supervisor. His or her quick moves in and
out of traffic at a speed somewhat above the limit are making you extremely nervous.
Please do not move on to Part III until you are told to do so.

Part III
Briefly describe an actual situation that you were confronted with that required you
to make an assertive response. Then, regardless of what you actually said, write what
would have been an assertive response under the circumstances.

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Session Builders

60 Exercises for Management

TRC Interactive, Inc.

HRD Press, Inc. Y Amherst Y Massachusetts

Reproduced from Session Builders Series 100, by TRC

This permission statement is limited to reproduction of materials for educational or

Published by: HRD Press, Inc.

Editorial services: Sally Farnham

Each Session Builders exercise is complete and includes:

The discussion portion of a training session is a critical component. During discussion,

Being a successful discussion facilitator is important and it isn't a difficult skill to

Begin by trying to anticipate as many questions as possible ahead of time. Discuss

Following these guidelines will help you answer questions effectively:

• Understand the questions. If there's any doubt as to what the participant is

• Test the purpose of the question. Most questions will be pretty

• Pause to gather your thoughts together.

• Check back. Check back to ensure you've answered to the participant's

Role Play Guidelines

Career Development 156 157 159

Creativity 126 128 140 156 118

Delegation 134 141 155 115 127 101 104 112

EEO/Affirmative Action 126 132 146 122 122 145

Interviewing/Selection 130 147 148 147

Policies/Procedures 158 149

Recognition/Rewards 129 129 129

Resources 130 159

Time Management 116 139 159

Type: Assessment (with Role Play option)

Time Required: 30 to 45 minutes

• A pre-session assignment to stimulate thinking and

• Provide pencils for participants.

• Have a whiteboard or flipchart and markers available during the discussion

• Allow participants 10 to 15 minutes to complete this part of the exercise.

• For the convenience of the facilitator, suggested answers are provided.

1. What emotions are indicated by the exchange?

2. How is constructive participation encouraged?

3. What results does sarcasm bring about?

5. Of what use is profanity in a counseling situation?

6. What effect does publicly scolding or humiliating an employee have?

7. How can prejudging the situation be harmful to both sides?

Employee: “What horseplay?”

Manager: “Don’t give me that ‘What horseplay’ nonsense! You

Employee: “You just don’t understand my sense of humor.”

Manager: “Your sense of humor, as you call it, is causing me and

Employee: “What do you mean ‘wasting time’? I get more than my

Employee: “Go ahead, see if I care.”

Answer Sheet (for Facilitator only)

Employee: “What horseplay?”

Manager: “Don’t give me that ‘What horseplay’ nonsense! You

Employee: “You just don’t understand my sense of humor.”

Manager: “Your sense of humor, as you call it, is causing me and

Employee: “What do you mean ‘wasting time’? I get more than

Employee: “Go ahead, see if I care.”

Type: Role Play

Time Required: 60 minutes

Group Size: 15 to unlimited

• An introduction to the kinds of problems that

• Make copies of Observer Sheets for the remaining participants.

• Read or paraphrase the following to the remainder of the group:

• This exercise is designed to illustrate a variety of ways to handle a complex

Role for the Manager

Role for Accountant #1