Facilitator guide for People skills - readytowork.barclays · ... Module 2 – People skills 9 ... Work through the learning topic(s) you will be facilitating very carefully,

Facilitator guide forPeople skills

2© ReadytoWork 2015

Table of contents

An introduction to ReadytoWork 3

Facilitating face-to-face ReadytoWork sessions 4

Tips for facilitators 6

Overview: Module 2 – People skills 9

Topic 1. Developing effective people skills 10

Topic 2. Developing effective communication skills 15

Topic 3. Understanding emotional intelligence 19


An introduction to ReadytoWork

Thank you for your willingness to facilitate the ReadytoWork programme. We appreciate your expertise and the time you will be taking to help upskill young people.

ReadytoWork provides a valuable bridge between the worlds of school, college or university and that of work. This job preparation initiative enables school leavers and college or university graduates to explore and develop the skills required for a successful transition into employment or self-employment.

ReadytoWork is uniquely African. With stories and examples from an array of young people in Africa as well as learning material that is tailored to the needs of a vibrant, young and ambitious African market, this curriculum is written by Africans for Africans.

With learning modules that address work, people, money and entrepreneurial skills, young people will be able to broaden their employability skill set. In each module there are learning topics written in the form of articles that have been designed to speak to young people – the information is bite-sized, the learning is short and to the point and the material is young, trendy and engaging.


Facilitating face-to-face ReadytoWork sessions

Face-to-face sessions give facilitators the opportunity to engage and interact with young people by sharing stories, introducing activities or encouraging discussions. Using the learning topic as a supportive learning tool, the facilitator can expand on and enrich the learning material.

These workshops are intended for young people to:

• Meet others who are in similar circumstances as their own• Share ideas with peers• Be inspired by insight from the facilitator • Receive guidance and support• Ask questions and clarify understanding

Facilitating a face-to-face ReadytoWork session requires preparation.

When you are standing in front of a room full of young people to facilitate a topic, you are seen as a representative of ReadytoWork. A broad understanding of the ReadytoWork initiative, its objectives and the learning material design approach will enable facilitators to conduct effective sessions, drawing further interest from young people.

The following preparation steps are key:

Preparation step 1: Read through the ReadytoWork background information, facilitation tips and other information contained in the facilitator guide well in advance of the sessions.

Each topic has its own facilitator guide, which is broken up into two main parts.

Part 1 provides an overview of the topic and learning objectives, as well as the resources required to facilitate the session effectively.

Part 2 provides practical facilitation guidelines and suggested activities.

Preparation step 2: Where possible, ensure that young people have access to the learning topic in advance and are encouraged to read through it before the face-to-face ReadytoWork session.

Preparation step 3: Work through the learning topic(s) you will be facilitating very carefully, taking care to highlight key learning areas or important points. Reading through other related learning topics and visiting the ReadytoWork website is also encouraged, to ensure a contextual understanding of the skills being imparted.


Learning design approach

In order to facilitate the material effectively, it is helpful to understand the approach used in developing it. The ReadytoWork learning topics are designed to engage and inspire young people. The way in which the learning information is crafted into the topic articles is different to traditional learning material, but it follows a clear, simple and effective format.

Use a learning topic to identify this format.

Remember: Young people who are attending a face-to-face ReadytoWork session should read the learning topics on their own, prior to attending the workshop. However, you may take a few moments at the beginning of your workshop to create context and refresh their memories by giving an overview of the main points.

Format guideline Explanation What you may see in the topic

Youth mentor personalisation

A youth mentor or young person who is knowledgeable and experienced in this matter, shares his/her views.

There is a youthful African narrator who is more experienced and tells the story.

Discovering the topic

Participants are allowed to discover this topic, look at how it could influence them, why it is important, and what could happen.

Real-life exploration of each topic opens the topic and explains why it is important and relevant.

Learning Some basic learning points are presented.

Learning points, definitions and steps to follow are shared.

ApplicationUsing the discovery and learning to the advantage of the participant.

There are always activities and ways in which the participant can apply or use the information that has been provided.

Captivating theme

A story or theme that underscores the learning and is repeated or referred to during the article.

Written and visual referral to the theme of the article, creating interest with the young audience.


Follow these handy facilitation tips:

• Set ground rules upfront• Remember participants’ names; it is easy if you have a sketch of the room

setup. As individuals introduce themselves, add their names to your sketch• Begin to use participants’ names as soon as they introduce themselves.

It helps participants to feel welcome and helps you to remember their names• Tell participants that this is their learning room and that you want it to be

comfortable for them (temperature, lighting, noise, distractions and so forth)• Set a goal that everyone will speak at least once during the session• Act upbeat, even if you are not up to par on the day• Never underestimate the power of enthusiasm;

it is infectious. Humour adds to an enthusiastic atmosphere• Facilitation requires good communication skills: attending,

observing, listening and questioning• Be aware of your non-verbal behaviour• When participants share stories or problems, take note

and remember to use them as examples later on in the session

Add fun to function during large group discussions:

• Encourage repeated audience responses, such as cheers • Get participants involved to demonstrate your point • Ask for a show of hands in response to questions • Ask for people to sit or stand in response to questions • Use a humorous anecdote or read a cartoon that brings your point across • Tell a story, recite a poem, or quote someone important

Follow these questioning techniques to enhance your facilitation:

When facilitating, it is useful to use questioning to involve participants in the learning process. One-sided learning, where people are just listening and nodding, is less effective than an interactive, discussion-rich learning experience.

When we ask questions and give participants the opportunity to reflect and discuss, the following benefits are experienced:

• Participants learn as you involve them on mental, sensory and emotional levels• A group discussion gets participants to collaborate and share• Participants have the opportunity to listen to each other’s insights • Meaningful, interesting discussions take place

Tips for facilitators


Below are the types of questions you can use to facilitate learning – remember them by using the acronym ORID:

• Objective questions• Reflective questions• Interpretative questions• Decision questions Objective questions: Facts, data and senses

Objective questions are used to draw out the facts and data about a particular situation or event. These types of questions teach participants about the different perspectives of reality relating to the senses. Examples of objective questions are:

• What do you remember about the scenario?• Which people or ideas stuck with you?• What caught your attention and why?

Reflective questions: Head, heart and hands

Reflective questions relate to the emotional domain – the affective responses. Examples of reflective questions include the following:

• What effect did this have on you?• Were you worried at any time?• Were you shocked at any time?• How did the group react to this situation?

Interpretative questions: Critical thinking

The participants are invited to consider the worth, significance or meaning of an event for them. Examples of questions that allow them to do this include:

• What was your key thought?• What is the most meaningful part of this activity?• What can you take away from this experience?• What have you learnt from this activity?• How does this relate to your workplace/current reality?

Decision questions: Now what?

This type of questioning can be used where individuals and groups have to make decisions about outcomes and determine future resolutions and/or actions. Examples of such questions include:

• What will you change about your behaviour as a result of this experience?• Has this experience changed your thinking?• What was the importance of this experience in your life?• How will you apply what you have learnt in future?

Through using the ORID questions you can encourage participant discussion, involve them on multiple levels and keep sessions interesting, involved and fun.


Overview: Module 2 – People skillsReadytoWork Module 2 provides young people with an understanding of the most important people skills required in the workplace, as well as opportunities to apply learning to their personal growth, thereby improving their employability.

When prospective employers evaluate suitable applicants for a job vacancy, they look for more than academic qualifications and technical, professional or computer skills. Working with other people in an environment that is mainly customer-focused requires a person who connects with others, works with them to achieve success, and builds solid relationships that will improve the working environment and impact positively on the brand of the company.

People skills consists of three learning topics, namely:

• Developing effective people skills • Developing effective communication skills• Understanding emotional intelligence

Consider these tips about the size of the group:

For effective facilitation of a topic, there should ideally be no more than 15 people in a group. However, if there are more than 15 people, consider using the following facilitation techniques:

• With larger groups, small errors are overstated. Therefore, if you are not adequately prepared, you could be setting yourself up for failure. Ensure that you have prepared an agenda for yourself and follow the instructions for managing each activity meticulously

• You may have more than one facilitator present. Sharing the workload and the group interaction may be helpful and should encourage participation

• Walk around the room, ensure that participants understand the directions and are not getting side-tracked, and determine how much more time they need to complete a specific task

• Create opportunities for participants to discover knowledge by themselves• Debrief all activities; consider using the “what?”, “so what?”

and “now what?” model.


Topic 1: Developing effective people skills

Part 1: Prepare

Topic summary

In today’s workplace, every day provides ample opportunities to work with others to get the job done. Young people who have good people skills are able to work in teams, share ideas, build relationships and complete tasks with their colleagues.

This topic outlines the different people skills that are required in the workplace and provides young people with the opportunity to reflect on their skills in this area.

Learning objective

By the end of this topic, young people should be able to describe the people skills that are required in the business world.

Key learning points

• Why are people skills important in the business world?• Five key people skills

Practical facilitation guidelines

Time required It will take approximately 55 minutes to facilitate this topic, allowing for activities, discussions, group work and sharing of examples.

Resources required

• Printed or electronic version of ReadytoWork learning topic 1. Developing effective people skills, made available to all young people for reading well before the face-to-face session

• Information, pictures or reference material to support the facilitator • Pen and paper for young people to complete the icebreaker and activity

Preparation required

• Prepare for the session by reviewing the topic and steps suggested in this facilitator guide

• Think back on your own experience with people skills. Use these examples as real-life experiences to share during the facilitated session

Application or assessment overview

• At the end of this topic, learning is applied through an activity• This activity requires reflection and asks young people to identify

good people skills in each scenario

1


Step 1: Break the ice with idea 1 or 2

Icebreaker idea 1:

Ask the group to play a game with you, directed by a count of three. On the count of three, they need to adapt their posture, seat, desk or working area, clothes, face and anything else they can think of to portray a famous person or other person that they admire.

Watch them and reflect on the facial expressions, posture and attitude. Ask them about the famous or likeable person they are pretending to be. Learning lesson: We all have a certain amount of people skills and we know exactly how to behave so that others will like us, as well as which characteristics we like in others.

Icebreaker idea 2:

Show a short, two-minute clip of a movie or online video in which an unlikeable character is making life difficult for others in a working environment. Ask the young people to pay attention to, in particular, how the people around this character react – what do they say and what happens to their facial expressions, body language and attitude?

Ask those who are willing to comment to do so and share what they have seen.

Important: Select a suitable clip, with no age restriction or swearing, that is accessed legally. Prepare the clip beforehand so that it is set to start at the right place for viewing.

Learning lesson: Our people skills have an effect on those around us at work. Poor people skills will lead to negative reactions from others and cause a hostile working environment.

Step 2: Introduce yourself and provide a brief overview of the topic 5 Min

Introduction

Introduce yourself to the participants by sharing the following:

• Your name and surname• Your current position and what it entails• The reasons why you volunteered to facilitate a ReadytoWork session• Your personal reflection – how your people skills have grown

Overview

Provide a brief overview of the learning topic by touching on the following:

• As part of the People skills Module of ReadytoWork, this learning topic will assist young people in describing the people skills required at work• In particular, this topic will help young people to understand people skills• This topic helps young people to identify why people skills are so important and which people skills are key

Part 2: Facilitate2

Topic 1:


Step 3: Discover and explore the topic 10 Min

Topic opening

Describe the topic opening theme

• The learning topic opens with the story of a young person who had to work in a project team with others • He describes how hard it was to work with some of his teammates, and how their productivity suffered as a result

Facilitator opening

Pick up on the topic opening theme by using one or more of these ideas:

• Describe or discuss how teamwork works in your workplace• Share an experience of working in a good team and in a bad team• Ask young people whether they enjoy working with others in a team• Help them to identify how many of their waking hours they will be spending at work during a week, and how important working with their work colleagues will be

Ensure that the topic discovery is completed by discussing the following:

• Recruiters will be looking for team players who value other people• Everyone can improve their people skills if they want to – you do not have to be a “people person”

Step 4: Facilitate learning 20 Min

Facilitate key learning point 1:

Why are people skills important in the business world?

• Refer the group to page 2 of the topic• Review the importance of people skills by highlighting the important touch points, which are: • You need to work with others in teams • You need to share ideas and get the job done with others • Soft skills are in high demand • Ask the group to identify a person who has fantastic people skills and to consider how rare that is compared to other skills, like computer skills for instance• Share a personal experience related to the impact of people skills in your workplace


Five key people skills

• Refer the group to page 2 of the topic• Highlight the five key people skills and briefly summarise each with a relevant example• Ask the group to think about the person they identified who has great people skills and then to compare that person’s people skills to these five skills. Chances are good that they have all or most of these skills• Ask group members who are willing to share who their high- people-skills person is, and which one of the five key people skills they demonstrate especially well. They may also offer an example

Part 2: Facilitate2

Topic 1:


Part 3: Support the application of learning3

15 Min

Topic application

ACTIVITYThe activity at the end of this topic asks young people to reflect on appropriate people skills in each scenario.

[Read each of the scenarios and allow the group of young people to decide which response is most appropriate.]

[Use techniques such as ‘thumbs up for correct, thumbs down for incorrect’ as a way for the young people to indicate their choice of response. The ANSWERS are in bold.]

Let’s take a closer look at the people skills Sam could have used during his nightmare experience.

SCENARIO 1:

One member in Sam’s group was a top achiever and kept telling the rest of the group how important his mark was to him and how hard they needed to work.

Sam could have responded by:

A. Connecting to his team mate, asking him work-related questions and listening to him in order to find common ground.B. Making light conversation with him, encouraging discussions in the group which could have led to laughter and joy. This would have helped his team relax and enjoy completing a group assignment together.

SCENARIO 2:

Two of the ladies in Sam’s team were more interested in their mobile phones and their friends than in completing the group assignment.


A. Being patient with them, asking them to look for possible answers to questions by using their mobile phones. This would have allowed them to contribute or work in a way that best suited them.B. Telling them that if they wanted to work on their mobile phones all day, they might as well go home and leave the others to finish the assignment.c. Asking them about their friends and if they would like to come over for a drink.

Topic 1:



15 Min

Topic application

SCENARIO 3:

Another team member was an outspoken, emotional character who dominated conversations and lost his temper when others didn’t listen.


A. Ignoring him and keeping his distance.B. Listening to him and then starting a discussion around his point of view, so that he feels heard and understood. This way each team member can give their input and feel valued. C. Telling him that he is wrong and that he should rather keep quiet, because he clearly doesn’t understand what he’s talking about.

SCENARIO 4:

One team member didn’t ever finish his work on time, arrived late or not at all, and had no interest in being part of the group.


A. Talking to him, trying to understand his situation. This team member might have to get up early in the morning to take a taxi or train to class, or have a full-time job in order to study.B. Asking his team mate where he was during their last meeting and telling him to please be on time whenever they have a meeting.C. Ignoring him, because his team mate is absent most of the time.

SCENARIO 5:

Even though everyone had a problem working together in Sam’s group, no one communicated it to the lecturer or to one another, so the problem was not addressed properly and everyone got the same low mark on the assignment.


A. Effectively communicating his concerns to his team mates when he noticed them, resolving most of the problems before they played out.B. Telling the lecturer that he wanted to work in another team.C. Ignoring the situation and just completing the assignment, so that everyone could move on.

Facilitator application

Support the application of learning by:

• Allowing young people to participate in the activity as a group• Allowing young people to share their answers and the reasons for these answers with each other• Encouraging the discussion of answers and sharing of learning in the group

Topic 1:


Topic 2: Developing effective communication skills

Part 1: Prepare

Topic summary

Young people today are exposed to talking, sharing, texting, calling, updating their statuses and blogging their feelings. Their generation appeals to others to let them express their feelings, make their choices and motivate their decisions. Never in the history of time has there ever been so much media with which to communicate.

All the communication, expression and motivation will be meaningless if young people do not learn to embrace two-way communication and to tailor their communication to the person they are speaking to, ensuring that they are truly heard. In the workplace, communicating ineffectively leads to mistakes and misunderstandings and ultimately costs the company money. Young people need to learn how to communicate so that other people will listen.

Learning objective

By the end of this topic, young people should be able to recommend workplace communication skills that will make people listen.

Key learning points

• Hearing versus listening• What makes people listen?



Resources required

• Printed or electronic version of ReadytoWork learning topic 2. Developing effective communication skills, made available to all young people for reading well before the face-to-face session

• Pen and paper for young people to complete the icebreaker and activity


• Prepare for the session by reviewing the topic and steps suggested in this facilitator guide

• Think about business communication skills in your workplace – how well do people communicate? Consider some examples that would be suitable to share in the workshop


• At the end of this topic, learning is applied through an activity• This activity asks young people to respond to a question

by recommending workplace communication skills that will make people listen

1


Step 1: Break the ice with idea 1 or 2 5 Min

Icebreaker idea 1

Tell the group that you’re going to play a game with them. You will be describing a famous person or sporting hero to them by using three clues. When they have heard these three clues and they know the answer, they should put up their hands to share.

Tip: Make sure that it is a famous person in your country and that young people will know who this person is.

Tip: Have a photo of this person with you to show once they’ve guessed correctly.

Tip: Give difficult clues, ones that will really get them listening and thinking. Instead of saying that a famous sportsman is the world champion in the 100m sprint, rather say that he is really fast in short distance running.

Learning lesson: When people want to listen, they will. When communication is not clear, they can’t understand it.

Icebreaker idea 2

Present the group with a challenge. They need to give you directions to a nearby landmark. You will start on one side of the room with the first person. That person must tell you what to do as you walk out the door. The next person then tells you where to go when you leave the building. Each person adds a step to the process of getting to this nearby landmark. Expect flawed directions and missed steps!

Tip: Choose a nearby landmark that all of them know. Ask them beforehand: “Do you all know where (landmark’s name) is?”

Learning lesson: We struggle to communicate in a way that helps others to listen to us.


Introduction


• Your name and surname• Your current position and what it entails• The reasons why you volunteered to facilitate a ReadytoWork session• Your personal reflection – how well people listen at your workplace

Overview


• As part of the People skills Module of ReadytoWork, this learning topic will assist young people in developing their people skills• In particular, this topic will help young people to work with others• This topic helps young people to recommend ways in which to communicate so that others will listen

Part 2: Facilitate2

Topic 2:



Topic opening

Describe the topic opening theme:

• The learning topic opens with a story about a young lady and her father• Her father had a gift for communicating so that others would listen, something she realises is lacking in the workplace

Facilitator opening


• Ask the group to think about a communication role model of their own – someone who they listen to• Show how the phrases “You never told me”, “I never knew”, “When did you say that?”, “I can’t even remember what he said” and many others like these, indicate that we are communicating incorrectly


• In the workplace, you will have to speak in a way that ensures you are heard. To do this, you will have to communicate more effectively, keeping the other person in mind



Hearing versus listening

• Refer the group to page 2 of the topic• Focus on the distinction between the two terms• Outline that it’s likely they are all listening attentively to you now, because you’re discussing listening, but that they might have drifted away earlier, just hearing but not taking anything in• Share examples of miscommunication or poor listening that you have experienced at work. Ensure you do not use the names of the people involved. Share what effect poor listening had on the team and the business


What makes people listen?

• Refer the group to page 3 of the topic• Summarise point 1 and explain how young people need to pay special attention to this. They are new to the working world and may not know everything. They might also be prone to pretending or “bluffing” that they know things which they don’t. Encourage them to take extra time to prepare and think about their arguments and to put a guard over their mouths• Summarise point 2 and ask them to think about a family member who does not engage them, but insists on speaking anyway. Every family has that aunt that tells you about people you’ve never even met, and can go on for hours! Ask a few volunteers to share their experiences and point out how the lack of engagement has an impact on whether they listen or hear

Part 2: Facilitate2

Topic 2:


15 Min

Topic application

ACTIVITY

The activity at the end of this topic asks young people to recommend business communication skills that will make people listen.

[Read the following question to the group.]

Sarah wants to speak so that others can listen. What tips would you give Sarah to help her?

[Write correct suggestions on to flipchart paper under a pre-prepared heading ‘Top Tips for Effective Communication’.]

ANSWERS

• Ask advice and input: If you don’t know much about a topic, ask someone who does for input or advice.• Prepare: Prepare for meetings or presentations by researching the topic and putting together an argument.• Be sure: Speak about the things you’re sure about. • Speak to a specific person: Use the other person’s name and tell them why you’re talking to them.

Facilitator application


• Allowing young people to participate in the activity as a group• Allowing young people to share their answers and the reasons for these answers with each other• Encouraging the discussion of answers and sharing of learning in the group


Topic 2:


Topic 3: Understanding emotional intelligence

Part 1: Prepare

Topic summary

Emotional intelligence is key to the success of people relationships. Young people should be encouraged to reflect on and improve their emotional intelligence.

This topic breaks emotional intelligence down into three easy steps and provides young people with practical examples to illustrate how emotional intelligence works.

Learning objective

By the end of this topic, young people should be able to identify emotionally intelligent reactions.

Key learning points

• What is emotional intelligence?• Emotional intelligence in business



Resources required

• Printed or electronic version of ReadytoWork learning topic 3. Setting up your business, made available to all young people for reading well before the face-to-face session


• Prepare for the session by reviewing the topic and steps suggested in this facilitator guide• Consider sourcing pictures or videos of people who are clearly experiencing strong emotions. Try to match the pictures you source with the main emotional categories, as laid out on page 3 of the topic


• At the end of this topic, learning is applied through an activity• This activity is a set of scenarios, based on emotional intelligence. Young people should engage in discussions related to showing the highest level of emotional intelligence in each scenario

1


Step 1: Break the ice with idea 1 or 2 5 Min

Icebreaker idea 1

Show a variety of pictures of people and ask the group to identify what emotion the person is feeling. Choose a range of pictures that cover emotions ranging from love to fear.

Ask those who are willing to answer to do so and explain why they have identified that emotion.

Learning lesson: We all experience varying emotional states, which are clearly displayed by our facial expressions, words and body language.

Icebreaker idea 2

Tell the group that you are going to go from one person to the next, giving each person a quick opportunity to say how they are feeling right now. They must answer in less than three words. Give the group a few moments to think and then pass through the room quickly, jumping from one person to the next person.

Once you have completed this, refer the group to page 3 of the topic and ask them to identify their emotion as one of the four emotional states.

Pick up on any feeling that was given which was not, in fact, a feeling, or was vague and doesn’t tell you anything. Examples of this would be: fine, good, here, so busy, just relaxing, etc.

Tip: Stay away from WHY they are experiencing any emotion. If a person is feeling strong emotions, they may wish to share them. This topic focuses on identifying your emotions and responding to others.

Learning lesson: We are able to identify our emotions, but some of us struggle in this area. We often don’t know what to call our emotions.


Introduction


• Your name and surname• Your current position and what it entails• The reasons why you volunteered to facilitate a ReadytoWork session• Your personal reflection – how you managed to get in touch with your emotions

Overview


• As part of the People skills Module of ReadytoWork, this learning topic will assist young people in developing their people skills• In particular, this topic will help young people to improve workplace relationships• This topic helps young people to identify acceptable emotional intelligence

Part 2: Facilitate2

Topic 3:



Topic opening

Describe the topic opening theme

• The learning topic opens with the story of a young man who is unsure about the definition of emotional intelligence• He is conflicted between hiding his emotions and identifying them

Facilitator opening


• We are taught at school to be intelligent • We are often taught by society to suppress or hide emotions• We are not all in control of our emotions – some people react to life’s challenges with strong emotional outbursts


• Emotional intelligence is as important as other intelligence. The modern workplace requires connection on an emotional level with those around you



What is emotional intellience?

• Refer the group to pages 2 and 3 of the topic• Summarise the key steps of emotional intelligence. Use practical examples to bring it to life• Take time to explore feelings. They are central to emotional intelligence • Discuss how we are taught to hide or disregard our feelings, but how counterproductive this is• Specify that emotionally intelligent people are not more emotional – they are just more in touch with their emotions and manage to control them better


Emotional intelligence in business

• Refer the group to page 4 of the topic• While at school, college or university, a lack of emotional control (e.g. screaming at the teacher or bursting out in tears in the class and telling everyone your sad story) may have been tolerated, but it will not be acceptable in the workplace. Loss of emotional control could cost you your job• To be a real person who connects with others, you will have to show emotional maturity – this starts with identifying emotions. “Let’s just leave it”, or “Never mind, I’m fine” just shows that you are not, in fact, fine at all.

Part 2: Facilitate2

Topic 3:


15 Min

Topic application

ACTIVITY:

The activity at the end of this topic asks young people to firstly, identify an emotionally intense situation and evaluate their reaction, and secondly, apply learning to selecting emotionally intelligent answers to scenarios posed.

[Read each of the scenarios and allow the group of young people to discuss possible reactions and responses.]

Jackson has only recently learnt about EQ and understands that he needs to develop and grow his EQ in order to handle difficult situations in a more professional manner. Help Jackson develop his EQ by choosing how he should react in the following scenarios.

SCENARIO 1:

Jackson sometimes doesn’t know where he stands with his colleagues. He is unsure of how they perceive him and what they think about him, although he thinks he is a very strong and competitive worker.

How should Jackson react?

DISCUSSION POINTS

• Ask his colleagues for constructive feedback and a few pointers, so that he can get some insight into the way they perceive him• Manage his emotional reaction to their feedback accordingly• Consider how he sees himself

SCENARIO 2:

Jackson is having a bad day. He missed a deadline and is still struggling to get everything together to present to his boss. He feels that the workload is getting the better of him.

How could Jackson respond?

DISCUSSION POINTS

• Unpack what exactly is making him feel this way and then doing something about it• He needs to manage his emotions and get the job done• Taking a minute to unpack why he is feeling this way about his work, resolving the issues he might have by changing the way he works or the way he thinks about it and get the work done ASAP • By not running away from his problems, he should confront his problems, so his workload will not be too much at his next job as well• By not looking for another job somewhere else and think the workload will be lighter


Topic 3:


15 Min

Topic application

SCENARIO 3:

Jackson presented the work to his boss, after missing the deadline by five hours. His boss confronted him about being late and asked him why he didn’t discuss the time challenges with him.


DISCUSSION POINTS

• Understand how he feels• Constructively think and act to solve the problem in a calm, conducive way• Stay in control of his emotions

SCENARIO 4:

Jackson presented work to his boss, after missing the deadline by five hours. His boss needed the work (a presentation) while meeting with the CEO of their company, but had to reschedule the meeting in order to have the presentation ready. Now Jackson’s boss is angry because Jackson didn’t tell him he was running late.


DISCUSSION POINTS

• Understand his own feelings• Consider how his boss is feeling and why he is feeling that way• Apologise• Calmly solve the issue of tight deadlines

SCENARIO 5:

Jackson sees one of his colleagues struggling to meet a very tight deadline. His colleague only has another two hours to finish a presentation, but the time might just not be enough. Jackson doesn’t have a pressing deadline at the moment.


DISCUSSION POINTS

• Encouraging his colleague to complete the work by giving him positive, good advice• Support him by offering his help for the next two hours and then working hard as a team to meet the deadline• This kind of behaviour goes a long way in building valuable business relationships


Topic 3:


15 Min

Facilitator appliation


• Allowing young people to discuss their answers in pairs or small groups• Allowing young people to share their answers and the reasons for these answers with each other• Encouraging the discussion of answers and sharing of learning in the group


Topic 3:

Documents

Facilitator guide for People skills - readytowork.barclays · ... Module 2 – People skills 9 ... Work through the learning topic(s) you will be facilitating very carefully,