SKILLS TO

SUCCEED
ACADEMY
Interactive, online employability
training program.

ACTIVITY
PACK
Success in
Work 8
Having the Right
Attitude

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HAVING THE RIGHT ATTITUDE

This pack contains four activities to help you apply what you have learned in the ‘Having
the Right Attitude’ module.
In Activity 1 you will practice the POP method.
In Activity 2 you will learn how to focus on the positives.
In Activity 3 you will learn about professional behaviours and how to exhibit them.
In Activity 4 you will put everything together.

KEY LEARNING POINTS FROM THE MODULE:

1. Showing the right behaviour is the key to success. This is important

because others cannot see your thoughts and feelings.
2. Try to pick out the positives by using the POP method. This can help
improve your attitude towards undesirable situations and show the right
behaviour.
3. If POP doesn’t work, use “Just Do It!” and change your behaviour.

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ACTIVITY 1: PRACTICING POP

In the ‘Having The Right Attitude’ module you were introduced to the idea of POP, when
trying to improve your attitude towards a task or situation.

PICK
OUT
THE POSITIVES

Picking out the positives of a task or situation may change your feelings and thoughts
about it; and in turn help you show the right behaviour expected by your employer.
In this activity, you will practice POP. Shown below and in the module, there are four
questions to help you identify the positives in a situation or task. You are asked to think
about them from three points of view: yours, others’, and the companies.
In the template below, you are to write down the positives you find in each situation.
Take a look at the example to give you further guidance.

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SCENARIO 1: You work as an office administrator, and your supervisor has asked you
to join his management team meeting to take notes, since the other employee is sick.
The meetings are boring and you don’t really understand what is going on.
Look at the example below to see how you could use POP to display the right
behaviour.

WHY IS IT WHAT IS HOW DOES HOW DOES

IMPORTANT? THE IT HELP? THIS FIT IN
IMPACT? WITH
OBJECTIVES?

For You? This is I might learn Helping my It aligns with

something that more about boss will what I shared
would help my what create an with my
boss, so it will management impression of manager about
make me look talks about. someone who helping others
good if I help is helpful, when they need
him. It is a chance which may get it.
to get to know me good
the managers. feedback.

For others? It is important Nobody else Others could It supports the

to have notes would take the focus on the objective of
on what is notes. meeting and having an
discussed in not on taking efficient
the meetings. notes. meeting.
It helps the
management
team
remember
what has been
agreed on and
what actions
they need to
take.

For the Accurate notes It makes the If the company

company? are important management needed to It fits with the
so that it is team meeting refer to the company’s
clear what has more efficient. meeting, a objective that
been agreed written record employees
on. of what was support each
agreed would other.
be available.

Now that you’ve had a chance to review an example, try one yourself.

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You don’t need to think of something for every box. The questions are there to
prompt your thoughts and all may not apply. A lot of the time the ‘For you’ line
will be the area to focus your attention.
SCENARIO 2: You work as a hotel receptionist. The hotel is busy, but the reception is
quiet. Your supervisor has asked you to take room service up to one of the guests since
the dining staff is busy. It isn’t in your job description to do this and you feel you
shouldn’t have to do it. How could you use POP to make sure you display the right
behaviour?

WHY IS IT WHAT IS HOW DOES IT HOW DOES

IMPORTANT? THE HELP? THIS FIT IN
IMPACT? WITH
OBJECTIVES?

For You?

For others?

For the
company?

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ACTIVITY 2: JUST DO IT!

When you can’t pick out positives to focus on and help change your attitude, you may
need to use “Just Do It!”

JUST DO IT!

Focus on the positive: Change your behaviour anyway– even if you can’t change
your thoughts and feelings.

The important point to remember with “Just Do It!” is that the behaviour you show,
regardless of your thoughts and feelings, are what will influence other people’s
opinion of you.
The scenarios from Activity 1 are repeated below. For each of these scenarios, list what
behaviours you should and shouldn’t show. The first one has been done for you.
SCENARIO 1: You work as an office administrator, and your supervisor has asked you
to join his management team meeting to take notes. The other employee is sick. This
isn’t what you would normally do and you have found the meetings boring since you
don’t understand what is going on.
Can you think of any more behaviours to add to each list?

BEHAVIOURS I SHOULDN’T
BEHAVIOURS I SHOULD SHOW
SHOW

Smile and show I am keen to help Complain about having to take the
notes

Turn up to the meeting prepared with pen Sit in the meeting, looking bored and
and paper fidgeting

Pay attention throughout the meeting Refuse to take the notes

Ask questions if I don’t understand the

notes I should be taking down.

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SCENARIO 2: You work as a hotel receptionist. The hotel is busy, but the reception is
quiet. Your supervisor has asked you to take room service up to one of the guests since
the dining staff is busy. It isn’t in your job description to do this and you feel you
shouldn’t have to do it. How could you use POP to make sure you display the right
behaviour?

BEHAVIOURS I SHOULD SHOW BEHAVIOURS I SHOULDN’T SHOW

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ACTIVITY 3: THE ‘RIGHT’ BEHAVIOURS

In the ‘Having The Right Attitude’ module you saw how Karen thought she had a
positive attitude towards training, however, Mei-Lin thought she didn’t. This was
because Karen wasn’t showing the ‘right’ behaviour that Mei-Lin expected.
In this case the POP method wouldn’t help Karen, as she already had a positive attitude
towards training. ‘Just Do It!’ says that Karen should change her behaviours to make
sure she shows the ‘right’ ones.
If you are not certain about what the ‘right’ behaviours are, here are some tips/ hints and
a ‘how to’ guide.
GENERAL HINTS AND TIPS

At work you want to behave in a way which makes others view you as:
o Dependable.
o Willing to help when necessary.
o A team player.

You do not want to create an impression of yourself where others see you as someone
who:
o Is unpredictable.
o Causes trouble.
o Complains all the time.
o Is unwilling to help when necessary.
o Doesn’t care about their colleagues.

A good way to ensure you are on the right track is to make sure you are sticking to the
professional behaviour you saw in ‘Module 5: Finding Your Feet’ and ‘Module 7:
Knowing Your Job’ of this course.
These were:
o BE HONEST: Honest is the best policy. If you are not sure how to do
something, ask. If you make a mistake, own up to it.
o STRIVE TO IMPROVE: Realize there will be a lot to learn. Look for ways to
improve your performance and be open to learning new skills.
o BE ACCOUNTABLE: Take responsibility and ownership of your tasks.
o BE FLEXIBLE / ADAPTABLE: Be open to change, be willing to do different
tasks.
o Be prepared: Think ahead and be prepared so you can do your best work on
all tasks.

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o BE RELIABLE: Be relied upon to get your work done.

o WORK WELL WITH OTHERS: Work together to achieve goals. Don’t forget to
help others.
o THINK ABOUT CONSEQUENCES: Consider the impact of your actions on
yourself, others, and your company.
o GO THE EXTRA MILE: Make an effort, exceed expectations, be enthusiastic.
o BE PUNCTUAL: Always be on time.

THINGS TO ASK YOURSELF

When figuring out which behaviours are ‘right’ at work, try thinking about the following
points:
1. Think about what your employer might expect from you, for example:
a. Does your behaviour fit with what you think your employer would want?
b. If you asked someone to do this task/activity, what behaviour would you
like to see?
c. Does your behaviour match the company’s values?
2. Think about how your supervisor will behave because of your actions, for
example:
a. Which behaviours are most likely to get a positive response?
b. Which behaviours are most likely to get a negative response?
3. Think about whether your behaviours match what you have identified as the
‘right’ behaviours, for example:
a. Is your behaviour causing unnecessary problems for others?
b. Are you acting in a professional and collaborative way?
c. Would you do this if you were trying to impress someone at work?

As well as thinking about these questions, try to identify the ‘right’ behaviours, by:
o Watching successful colleagues (those who are getting positive feedback) to
see what behaviours they show.
o Speaking to your supervisor or manager and asking them for feedback on
what their expectations of you are. If you don’t feel comfortable talking to
your supervisor or manager, approach a colleague first.

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WHAT IF I FEEL STRONGLY ABOUT SOMETHING?

Sometimes you may feel you should stand up for what you believe. While it is important
to do this, bear in mind that it is worth picking your battles. Your actions will be more
effective if you save it for things that are important.
So, in Karen’s situation, she should think to herself… ‘Is it really important to complain
about the training not being the way I would like it?’
If you have concerns that what you are being asked to do will impact your work, talk to
your manager. But make sure you explain your concerns in a positive way.
STEP 1: WHAT WOULD YOU CHANGE?

See if you would change any of the behaviours you listed in Activity 2 based on what
you have learned and write them in the box below.

STEP 2: WHAT SHOULD KAREN HAVE DONE?

In the module, there was a conversation between Karen and Mei-Lin about Karen
attending training. After this conversation, Mei-Lin explained that she felt Karen had a
poor attitude toward the training, even though Karen says she had a positive one.
Here is a reminder of their conversation. Look at the conversation again and do the
following:

1. Highlight the parts of the conversation where you think Karen could have
improved what she said or did to show the ‘right’ behaviour to Mei-Lin.
If you are doing the packet online you can use the highlighter function.
2. Look at the table on the next page and select what you think Karen should
have done by putting an X in the ‘Yes’ or ‘No’ column.

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Mei Hi Karen, I’m glad I caught you, I just wanted to give you a
Lin: heads up on some health and safety training that you need
to do.

Karen: I’ve already done the training. I know how important it is.

Mei This is new training because of the new ride opening. Blake
Lin: will be sending out a formal invitation to the training soon.

Karen: Can’t you just tell me now? I don’t work on the ride so it’s
not applicable to me.

Mei It’s important that every member of Dizzy Heights attends

Lin: the training so they can carry out their roles safely. It
wouldn’t be right for some people to get the training in a
different way, we need to make sure everything is covered.
As I said, Blake will be sending an invite soon.

Karen: You mean it’s just easier for them to teach us all together.
<sighs> Fine, I’ll do it.

Outcome: Karen attended the Health & Safety training, but moaned
about it being too long because it repeated some information she
already knew.

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SUGGESTED BEHAVIOUR YES NO

Ask whether there is an online training

available so she doesn’t have to sit through
the things she has already learned. If there
isn’t, pull a face and complain about how it will
be a waste of time.

Ask whether there is an online training

available so she doesn’t have to sit through
the things she has already learned. But if
there isn’t, she will gladly go to the full
training, as she understands the importance
of it.

Attend the training without mentioning the fact

she feels it is a waste of time to go over old
material.

Complain about the training during the

session.

After the training, provide feedback to the

course organizers that it would be useful if an
online version was available.

Refuse to attend the training.

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Finally, use the space below to write down anything else you think Karen could have
said or done to show the right behaviour.

ACTIVITY 4: TRY IT FOR YOURSELF

Now it’s time to put your learning in this module and Activity Pack to the test!
Step 1: Try to think of a real-life example of when you have had to do a task that you
really didn’t want to do. Ideally, use one from a work situation, but if you can’t think of
any, then think about things from your personal life, for example, not wanting to do your
chores.
Write the situation in the box below:

SITUATION

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Step 2: Using the template on the next page, use POP to pick out the positives. You
can look at the example from Activity 1 to help.

WHY IS IT WHAT IS HOW DOES HOW DOES

IMPORTANT? THE IT HELP? THIS FIT IN
IMPACT? WITH
OBJECTIVES?

For You?

For others?

For the
company?

Step 3: Imagine you can’t find any positives. List what behaviour you think you should
and shouldn’t display in these situations. You can use the hints and tips from Activity 3
to help.

BEHAVIOUR I SHOULD SHOW BEHAVIOUR I SHOULDN’T SHOW

REMEMBER

These Activity Packs are yours to keep. Make sure you review them regularly and
keep them updated.
You can also discuss them with advisors, friends, family and anyone else you trust
to provide valuable feedback.

For any questions or concerns on the context, please email us at

contact.ph@s2sacademy.ph

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