ERIC ED349452: Workplace Learning Curriculum Guides. Volume VIII: Enhanced Basic Skills--Listening Skills, Communications, Speech, Self-Esteem, Individual Workplace Skills.

293 Pages·1992·4.5 MB·English

by  ERIC

DOCUMENT RESUME
ED 349 452
CE 061 960
TITLE
Workplace Learning Curiliculum Guides. Volume VIII:
Enhanced Basic Skills--Listening Skills,
Communications, Speech, Self-Esteem, Individual
Workplace Skills.
INSTITUTION
Colorado Community Coll. and Occupational Education
System, Denver.
SPONS AGENCY
Office of Vocational and Adult Education (ED),
Washington, DC. National Workplace Literacy
Program.
PUB DATE
92
CONTRACT
V198A1028191
NOTE
296p.; For other volumes in this series, see CE 061
952-959.
PUB TYPE
Guides
Classroom Use
Teaching Guides (For
Teacher) (052)
EDRS PRICE
MF01/PC12 Plus Postage.
DESCRIPTORS
Adult Literacy; *Communication Skills; Curriculum
Guides; Interpersonal Communication; *Job Skills;
*Listening Skills; *Self Esteem; *Speech Skills;
Teamwork; *Time Management
IDENTIFIERS
*Workplace Literacy
ABSTRACT
This volume, the last of a series of eight curriculum
guides compiled by the Colorado Workplace Learning Initiative:
1991-92, contains 11 workplace literacy courses
on enhanced basic
skills including listening skills, communications, speech,
self-esteem, and individual workplace skills. Introductory materials
include a table of contents and a list of the curriculum topics
contained in each of the eight guides. The 11 courses are as follows:
(1) listening to difficult people; (2) communication styles; (3)
getting the right message;
(4) communicating;
(5) overview of
communications for team building;
(6) interpersonal communications;
(7) speaking skills for the workplace (Community College of Denver);
(8) speaking skills for the workplace (Pueblo Community College);
(9)
self-esteem workshop: (10) self-esteem in the workplace; and (11)
time management workshop for the workplace. Each course contains
some
or all of the following information: title; abstract; objectives;
benefits; timing; setting and materials; workshop notes; workshop
plan/syllabus; conclusions; assignments; examinations; activities;
handouts; overheads; and acknowledgements/bibliography. (NLA)
*****A-*************************************************************
AvpiuoucLions suppiiee Dy t:inc6 are tne nest that can be made
from the original document.
***********************************************************************
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
document has been reproduced as
Ues
awed from the person or organization
originating it
Minor changes have been made to improve
reproduction quality
Points of view or opinions stated in this doCu-
meat do not necesSanly represent OMrcial
OERI position or policy
4
wiz
ST COPY AVAILABLE
Volume VIII: Enhanced Basic Skills - Listening Skills
Communications
Speech
Self-Esteem
Individual Workplace Skills
Courses
Listening to Difficult People
Communication Styles
Getting the Right Message
Communicating! A Workshop
Overview of Communications for Teambuilding
Interpersonal Communications
Speaking Skills for the Workplace (CCD)
Speaking Skills for the Workplace (PCC)
Self-Esteem Workshop
Self-Esteem in the Workplace
Time Management Workshop for the Workplace
Curriculum Guides
Colorado Workplace Learning Initiative:
Skills for Productivity and Career Enhancement (1991
- 92)
Contact: Colorado Comm unity College & Occupational Education System (303-620-4000)
Volume!:
Basic Skills -
Math
Volume II:
Basic Skills -
English as a Second Language (ESL)
Volume HI:
Basic Skills -
Reading
Writing
Volume IV:-
Basic Skills -
General Educational Development (GED)
Volume V:
Function Skills -
Computer Proficiency
Safety Basics
Spanish
Volume VI:
Enhanced Basic Skills
-
Learning to Learn
Career Planning
Volume VII:
Enhanced Basic Skills -
Teams and Teamwork
Problem - Solving, Decision - Making, & Critical Thinking
Stress Management
Volume VIII: Enhanced Basic Skills
-
Listening Skills
Communications
Speech
Self-Esteem
Individual Workplace Skills
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T t
LISTENING
TO
DIFFICULT
PEOPLE
7
Difficult People on the
9. Listening
to
Telephone
Objectives
By the end of this workshop you will be able to:
Identify the sources of hostility
*
*
Identify the feelings of speakers in difficult conversations
*
Identify the feelings of the listener/responder in difficult situations
*
Learn and practice coping behaviors
Timing
This workshop will last for 2 hours and 5 minutes.
Materials
You will need:
*
A room large enough for a group of at least ten
*
OHF and screen or blank wall
*
Small paper umbrellas, available at notion or party shops, one per participant
*
Flipchart
Areas for group discussions
*
*
0111's x.1 to x.7
*
Handout x
*
Assignments x.1 to x.7
S
Workshop notes: Listening to Difficult People
These notes, together with OHPs x.1 and x.2, form the basis for a workshop briefing. Use
examples from your own experience to illustrate key points.
People who deal with the public every day, especially in relatively anonymous
situations such as directory assistance and long distance calling, are bound to deal with many
persons in many moods. Just the fact of your and their being anonymous can bring out any
free-floating aggressiveness from a caller.
Many of the callers will be in positive moods, but some will inevitably be in a less
than positive frame of mind. Whether we like it or not, these moods affect our own and can
often leave us feeling less than positive also.
For some callers, their negative frame of mind may be a normal part of their
They may make all calls in the same frame of mind or at least present
functioning.
themselves in such a way that they always sound like they're mad at someone or maybe
everybody.
Other callers are probably reacting to a situation at hand, such as having been given
or believing they have been given the wrong number by another operator. They feel as if
they have been wronged and lash out at whoever is on the opposite end of the line in order
to restore their feelings of adequacy.
Other callers may be in a fine mood when they call but begin to feel less than positive
during their conversation with you. Perhaps they have been given an answer they
are not
happy with and feel they must react in an aggressive way to get an answer that fits their
purposes better.
Whatever the mood of the caller, it is always easier to conclude these conversations
if the listener keeps a calm, cool-headed frame of mind and remembers that s/he is NOT the
real focus of the attack.
Perhaps even more important is the idea that the person who seems to be the focus
of the attack may be more powerful in the interaction than s/he realizes, and s/he need not
be the HELPLESS victim but rather one who retains a portion of the control
over the
conversation.
Another approach suggests that persons learn and practice using I statements, rather
than YOU statements. This technique works well in many face-to-face and telephone
conversations.
A third approach recommends acknowledging the anger in a neutral tone before
attempting to do anything about the anger. Once anger is acknowledged, it is easier
to deal
with. Denying that anger exists often makes it more explosive.
These techniques will be dealt with in more detail in the workshop.
9
Plan for Workshop 9
10 mins. Using OPHs x.1 and x.2, introduce the objectives of the workshop. Use the
1.
Workshop Notes to
substance to your remarks. Use any examples that
come out
of your own experience.
2.
15 minutes. Hand out Assignment x.1 and allow participants five minutes
'to work
on it alone. Then pool the group's ideas on newsprint. Allow ten minutes. Use
OHP x.3 to show a neater version of the ideas which likely came
up. To make the
concept of the umbrella more memorable, distribute the paper umbrellas.
15 minutes.
3.
Distribute Assignment x.2. Allow one minute for the first "drawing."
Participants should form pairs, with the person designated as Listener facing
you and
the Speaker with his/her back to you.
Before you start the exercise, assemble the Listeners and explain that they should
listen silently to their Speaker. Allow ninety seconds. Then, at
your signal, they
should silently STOP listening;
they can stare at the ceiling, shuffle
papers, look
around the room, listen to someone else, or touch up their manicure. Allow ninety
more seconds.
Then ask the pairs to switch roles.
Ask everyone to return to their drawings. They
can make any changes they like.
Draw conclusions from the group.
4.
10 minutes. Distribute Assignment x.3. Allow participants to work alone.
In groups of two or three, depending
15 minutes.
5.
on total number present,
participants should complete Assignment x.4. One
person should be the recorder for
the group. Use Ofes x.4 and x.5 to summarize the discussion and/or
use newsprint.
15 minutes. Introduce the concept of I and YOU statements. Use
6.
OHP x.6 to
illustrate. Allow participants to work alone, and then pool the
answers on the OHP
in grease pen. (The answer to #2 could be the
same as #1. N. 3 could be "I'll
repeat that." Four could be the same as #3. Five could be "I'm doing
my best to be
helpful." Six could be " I'm frustrated to find clothes
on the floor." Seven could be
answered "I think this is hard to understand sometimes.")
10
7.
15 minutes. Allow participants five minutes to work in small groups. Then pool their
answers on the OHP x.7.
25 minutes. Role-play.
8.
5 minutes. Use any appropriate overhead projections to summrrize the workshop.
9.
Distribute the printed handout.