DOCUMENT RESUME ED 364 689 AUTHOR TITLE Communication … · DOCUMENT RESUME ED 364 689 CE 065 177 AUTHOR Consol, Colleen; Falagrady, Teresa ... listening, discussing, and acting

DOCUMENT RESUME

ED 364 689 CE 065 177

AUTHOR Consol, Colleen; Falagrady, TeresaTITLE Communication and Problem-Solving in the

Workplace.INSTITUTION Denver Public Schools, Colo.SPONS AGENCY Office of Vocationa4 and Adult Education (EE),

Washington, DC. National Workplace LiteracyProgram.

PUB DATE 1 Dec 93NOTE 33p.; For related modules, see CE 065 178-181.AVAILABLE FROM Emily Griffith Opportunity School, 1250 Welton

Street, Denver, CO 80204-2197 ($14.48).PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Adult Basic Education; Behavioral Objectives;

*Communication Skills; Discussion (TeachingTechnique); Learning Activities; Learning Modules;Listening Skills; *Literacy Education; *ProblemSolving

IDENTIFIERS *Workplace Literacy

ABSTRACTThis module is designed to enhance employees'

problem-solving abilities by improving their communication skills.The module, which is designed to be presented by a single facilitatorin six weekly sessions, focuses on three areas of communication:listening, discussing, and acting. Covered in the module sessions arethe role of communication and problem solving in the workplace andthe following steps of the problem-solving process: identifying theproblem, analyzing it, generating and selecting potential solutions,planning and implementing the solution, and evaluating the solution.Each session outline includes an objective, list of supplementalmaterials required, session time, activity guidelines, andfacilitator's notes. Four handouts are also included. A five-pagehands-on sample of an authentic workplace problem is provided alongwith the problem-solving steps employees took to solve it. A glossaryof problem-solving terms and a list of recommended resources concludethe module. (MN)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

***********************************************************************

COMMUNICATION AND

PROBLEM-SOLVING

IN THE WORKPLACE

U$ DEPARTMENTOF EDUCATION

Once ot EducationalRsellitn Ind ImptOemeni

E UCATIONALRESOURCES INFORMATION

CENTER (ERia

this document has boon upplocItscod at

recmood from teeperson or 0#911n#1111600

originating it

0 Minor chancreehey* been made to insprOve

reproduction Quality

Points ot vie* 0# OPni00Stetdihth46000'ment do not nocomonty reorefent

Octal

OERi potitoon or policy

Colleen ConsolTeresa Falagrady

Emi4f Griffith Opportunity School1250 Welton StreetDenver, Colorado 80204

December 1, 1993

BEST COPY MIME 2_

COMMUNICATION AND

PROBLEM-SOLVING

IN THE WORKPLACE

The activity which is the subject of this report wassupported in part by the U.S. Department ofEducation. However, the opinions expressedherein do not necessarily reflect the position orpolicy of the U.S. Department of 'Education orEmily Griffith Opportunity School, Denver PublicSchools, and no official endorsement by theseagencies should be inferred.

© 1993 byWorkplace Education ProjectEmily Griffith Opportunity School,Denver Public SchoolsAll Rights ReservedDenver, CO

3

Colleen ConsolTeresa Falagrady

December 1, 1993

This module was developed by educators from EmilyGriffith Opportunity School as part of a NationalWorkplace Education grant funded by the U.S.Department of Education. A cooperative effortbetween the business and education communities, theprogram was designed specifically to enhanceemployees' literacy skills.

Direct benefits to the workforce include improvedmorale and motivation, self-esteem, team work, andpromotional opportunities.

We gratefully acknowledge the assistance of ou rpartners. In addition we recognize all of the studentswho participated in classes and who provided us withinvaluable feedback for strengthening future classes.

We hope partnerships such as these will provide thecatalyst for developing new or continued on-siteeducational opportunities.

II 4

1

1

SECTION PAGE

Introduction 1

Communications Overview 2-3

Identifying and Selecting a Problem 4-6

Analyzing the Problem 7-8

Generating and Selecting aPotential Solution(s) 9-1 0

Planning and Implementing the Solution 11-12

Evaluating the Solution 13

Handout 1 1 14

Handout 11.1 15

Handout 11.2 16

Handout 111.1 17

Sample Proposal forWorksite Problem-Solution 18-23

Glossary of Problem-Solving Terms 24-26

Resources 27

III

5

INTRODUCTION

What is good communication? How does problem-solving affectcommunications? G lod communication involves active listening, seeinganother person's point of view, patience, self-control, good bodylanguage, and a caring attitude. The building blocks to problem-solvingalso include communicating effectively.

This problem-solving module is based upon three areas ofcommunication: listening, discussing, and acting. Both the activities andthe facilitator's notes are easy to follow, and activities are enhanced bydiscussion, role-playing, note taking, and brainetorming. They aredesigned to help people understand communication better and to givethem more control over their own communication and problem-solvingabilities.

Designed to be presented by a single facilitator in a six-week format, themodule is easily adaptablo to co-facilitators and/or an extended orabbreviated format.

In addition the module includes a five-page hands-on sample of anauthentic workplace problem and the problem-solving steps employeestook to solve it. Readers may want to use this as a guide for organizingtheir own workplace problem-solution.

1

6

SESSION 1

Objective:

SupplementalMaterials:

Time:

After completing this lesson, learners will definecommunication and problem-solving as applied tothe workplace. They will understand thecommunication model and how it affects theproblem-solving process.

Flipchart or transparencyHandout 1.1 (Communication Model)

2 hours

Activity Facilitator's Notes

Learners individually jot downideas.

What is communication in theworkplace?

Group discusses theiranswers.

Learners individually jot downideas.

What is problem-solving inthe workplace?

Group discusses theiranswers. .

2

7

1

a

1

Session 1Page 2


Handout 1.1(Communication Model)

Show communication model oflistening, discussing, andacting.. Define terms of eachand how they interconnect.

Small group activity. Learners determine via writing,how understanding thecommunication model affectsthe problem-solving process.

3 8

1

SESSION II

Objective: After completing this lesson, learners will initiate theproblem-solving process, including identifying andselecting a problem to solve.

Supplemental Handout 11.1 (Steps in the Problem-SolvingMaterials: Process)

Handout 11.2 (Consensus Decision Making)Rip chart and markers

Time: 2 hours


Whole group brainstorms. Learnersuse board or flipchart to compile listbased on learners responses.

What are common workplaceproblems/situations that often causedifficulties at work?

4 9

Sessiori 11Page 2

ACTIVITY Facilitator's Notes

Handout 11.1 (Steps in theproblem-solving process)

Small group activity:Learners identify and select aproblem to solve for thismodule.

Discuss steps forproblem-solving:

> Identifying and selecting theproblem

> Analyzing the problem

> Generating and selecting apotential solution

> Planning and presenting thesolution

> Implementing andevaluating the solution

Handout 11.2(Consensus Decision Making)Whole group discusses.

Discuss meaning ofconsensus decision making:

> 100% commitment to adecision

> Learners freely offeropinions and ideas

> Learners express andexplore disagreements

> Learners clarify underlyingassumptions

Brainstorm possibleresources for information,

After identifying and selectinga problem, decide what kindsof information are needed tohave adequate informationabout the selected problem.

5

1

Session IIPage 3


Small group activity: Eachlearner will select part of theproblem to research.

Assignment: In small group,each learner will beresponsible for part of theresearch.

6 1 1

SESSION III

Objective: After completing this lesson, learners will agreeupon the problem, determine its importantcomponents, plan effective strategies, and identifya root cause.

Supplemental Flip chart and markersMaterials: Handout 111.1 (Flowcharting Guidelines)

Time:

1

2 hours

Activity,

Facilitator's Notes

Small group activity:Have learners share theinformation they havegathered.

Review the previous steps.

Small group activity:Group selects a recorder toanalyze information.

Whole group activity:Make large chart of informationanalysis.

Decide if there is criticalinformation missing; whatinformation isrelevant/irrelevant.

7 12

Session IIIPage 2


Small group activity:Group decides on a method tovisualize tne causes of theproblem using Handout 111.1 asa resource.

,

Instruct groups to brainstormall the possible causes of theproblem & then determine theroot cause. Encouragelearners to draw diagrams,flow charts, etc. to make theprocess more visual.

Whole group activity:Share possible root causes;come to a consensus.

Whole group accepts rootcause of the problem.

8 1 3

1

SESSION IV

Objective: After completing this lesson, learners willdetermine which of their solutions will and will notwork.

Supplemental Flip chart and markersMaterials: Board or transparency

Time: 2 hours


Large group is divided intothree teams. Each teamreceives a piece of flipchartpaper, markers, and tape.Team designates a "recorder" towrite down solutions.

Learners discuss possiblesolutions to selected problem.(Set time limit.)

Each team's paper is displayedon wall. Learners review allsheets with solutions.

All potential solutions are"brought to the table" for review.

9 14

1

Session IVPage 2


Each team chooses bestpossible solution denoted byputting a circle around thesolution,

Learners narrow choices byeliminating duplications.Learners include pros and consof each team's final solution.

Group discussion One final solution is agreedupon by entire group.

10 15

1

SESSION V:

1

1

1

Session VPage 2


Facilitator shows each team'sproposal on transparency.Team clarifies any questionswhole group may have.

Decide upon the most effectiveimplementation proposal.

Learners come to consensus onimplementing the solution.

1217

II SESSION VI:

IIIII1

IIIIiIIIII1

Objective:

SupplementalMaterials:

Time:

After learners have implemented the solution,they will meet to discuss why thesolution/implementation did or didn't work.

Transparencies and markers

1 hour


Group brainstorms a list of whatdid and didn't work aboutsolution or implementation.Facilitator lists group'sresponses on overhead.

Group determines whethersolution was effective.

Depending on responsesearners can select any of theproblem-solving strategies theyhave used in this module toimprove theirproblem-solving abilities.

131 8

SUPPLEMENTARY

MATERIALS

14 1 9

HANDOUT I.1

1

LISTEN

2

DISCUSS

\3

ACT

1

HANDOUT I i.1

> Identifying and Selecting Problem

> Analyzing the Problem

> Generating and Selecting a Potential Solution

> Planning and Presenting the Solution

> Implementing and Evaluating the Solution

HANDOUT 11.2

3S

100% commitment to a decision

Occurs when team members:

> Freely offer opinions andknowledge

> Express and exploredisagreements

> Question validity of allavailable information

17

IS NOT

100% agreement

Does not occur becauseteam members:

> Hold back ideas for fearof rejection and/orridicule

> Withhold information ormisinform group oncritical points

> Force a decision beforeall available informationhas been discussed andanalyzed

22

IIIIIIIIIIIIiIIIIII

HANDOUT 111.1

Flowcharting Symbols

Activity

The activity symbol is a square that indicates anactivity. Write a brief description of the activity inthe square.

Symbol

(=Boundary Symbol

The boundary symbol is a rounded rectangle thatmarks the beginning or the end of a process.Write "Begin" in the rounded rectangle to indicatethe beginning of the process or "End" to indicatethe end of a process.

.

0Decision Symbol

_

The decision symbol is a diamond that indicates adecision point from which the process branchesinto two or more paths. The path taken dependson the answer to the question that is written in thediamond. Each path is labeled in response to thequestion in the diamond, i.e., write "Yes" or "No."

..........).

...4.T V

The flow line represents the path that connectsparts of the process, i.e., activities and decisions.The arrowhead on the flow line indicates thedirection of the process flow.

...........

Flow Line

182 3

SAMPLE PROPOSAL

FOR

WORKSITE PROBLEM-SOLUTION

SUGGESTION BOX

1 Purpose: Used as a communication tool in communicating withmanagement on ways of improvement (work smarter not harder.)

2. Benefits:a. Organizationb. Employeesc. Customer Service

3. Implementation:a. Who's responsible? (employee committee separate from

EAC)b. Approvalc. Follow-up and acknowledgmentd. Action

4. Evaluation

5. Format/Procedures

Committee separate from Employee Advisory dommittee

Participation -- volunteer

Stability and continuity (6 month commitment from each member).If member has to leave, committee needs to find his/her ownreplacement.

20 25

INSTRUCTIONS FOR SUGGESTIONIMPLEMENTATION

The suggestion box is emptied and good suggestions arereviewed by the committee. "Thank you for your suggestion" memo orcard is sent to the submitter. The committee determines if a goodsuggestion has the potential to be implemented using the followingsteps:

STEP 1Committee discussion and hearing of verbal report by submitterwhen applicable.

STEP 2Pro and con list developed by committee. An ImplementationSchedule is developed when feasible.

STEP 3Summary of Suggestion, Implementation Schedule, and approvalrequest submitted to departmental Supervisor directly affected bypotential change.

STEP 4Approval received and supervisor's comments reviewed bycommittee. Changes and recommendations by the supervisorregarding the suggestion are reviewed and revisions (whenapplicable) are sent back out to the supervisor.

STEP 5Revised Summary of Suggestion, Implementation Schedule, andapproval request submitted to departmental manager directlyaffected by potential change. A copy of these forms is also sent tothe Director of Patient Financial Services.

STEP 6The committee will make a final review of approved suggestion todetermine when it will go into effect and who will be responsible forits implementation.

Submitter will be apprised of suggestion progress as well assuggestion outcome.

22 27

IMPLEMENTATION SCHEDULE

Suggestion Title:

Date of Suggestion:

Submitter:

Do you recommend that this suggestion be:

1 Rejected (please explain).2 Revised and resubmitted to you.3 Forwarded to your manager and/or director.

Explanation for relection:

Supervisor's comments and recommendations to theSuggestion Committee regarding this suggestion:

23 28

Please Print

SUGGESTION FORM

Last Name First NameYour name(optional)Name(s) ofyour associatesinvolved incontributing tothis suggestion(optional).

Dept. Extension

1

234a

This suggestion if implemented, would directly improve:

AdministrationCost ControlCustomer SatisfactionEmployee SatisfactionEsthetics

6789

1 0

Quality of ServiceResource AvailabilityResource EfficiencySafetyOther (explain)

Please describe our su estion and solution. Please be specific.Include in your suggestion: Mait_a_L jilea jggiagarg_t1R asor_maarilLi

Action to be T k n.

Thank you for your input. The committez will review your suggestionand will inform you of its outcome.

24 2 9

ACTING:

BRAINSTORMING:

CLARIFYING:

CLOSED QUESTION:

COMMUNICATION:

CONFLICT:

CONFRONTATION:

CONSENSUS:

COOPERATION:

CRITICAL THINKING:

doing something

spontaneous thinking to explore an idea orproblem

asking insightful questions to betterunderstand a situation

a question that is answered by "yes" or "no"

an exchange of information, thoughts, orfeelings -- exchange may be verbal,non-verbal (body language) or written

the result of different views or beliefs

dealing with a problem assertively

general agreement involving two or morepeople

willingness to work with others

analyzing an idea or situation in anorganized, systematic manner

CRITICISM:

DECISION-MAKING: the act of making up one's mind

DISCUSSING: talking or writing about something;considering the pros and cons of an issue

the act of making judgments

EMPATHY: the ability to understand a situation fromanother's point of view; being able to putoneself in another's shoes

FRUSTRATION: prevention from achieving a goal

"I" LANGUAGE: type of communication where the personspeaking or writing admits the possibility ofbeing wrong (Example: I'm not clear aboutyour instructions...)

INTERPERSONAL: between persons, e.g., interpersonalrelationships

LISTENING: making a conscious effort to hear

NON-VERBAL given or exchanged information throughCOMMUNICATION: the use of the body; without words

1

1

1

OPEN QUESTION:

PARAPHRASING:

PROBLEM-SOLVING:

ROLE-PLAYING:

TASK ANALYSIS:

TEAMWORK:

W1N-WIN SOLUTION:

a question with many possible answersother than "yes" or "no"

repeating the general idea of whatsomeone else says to encourage thelistener's understanding; a way ofdemonstrating empathy

identifying a problem and solving it in asystematic manner

assuming the role'of a character in asimulation activity

the breaking-up of a piece into parts tounderstand how it works

joint action by a group of people

success achieved by two (possiblyopposing) parties

2732

::::::::::::

Are You Communicating?Donald Walton, McGraw-Hill: 1989

Communicating at WorkRonald B. Adler, McGraw-Hill: 1992

Getting Past No: Negotiating Your Way from Confrontation toCooperationWilliam Ury, Bantam: 1991

Getting to Yes: Negotiating Agreement Without Giving InRoger Fisher and William Ury, Penguin: 1992

How to Speak, How to ListenMortimer Adler, McMillian: 1982

Systematic Problem Solving and Decision MakingSandy Pokras, Crisp Publications, Inc. Los Altos, CA: 1989

3328

Documents

DOCUMENT RESUME ED 364 689 AUTHOR TITLE Communication … · DOCUMENT RESUME ED 364 689 CE 065 177 AUTHOR Consol, Colleen; Falagrady, Teresa ... listening, discussing, and acting