Before coming to your training, please do the following:
Change can be hard, though some people are better able to cope with it than others. This lesson will teach you how to prepare associates for change and help them make changes in their work. As you study and practice this lesson’s content, you will be better able to encourage a positive attitude toward change.
“An emotional memory bank is defined as the emotions that are accessed habitually and ‘feel right’” (Ruby K. Payne and others, Bridges Out of Poverty [2006], 67; italics in original).
At times, these emotions can lead to and trap people in challenging behaviors, poor decisions, and dependency (on substances, people, and so forth). Individuals trapped in one of these situations need access to emotional resources to build themselves up again.
“Emotional resources and stamina allow the individual to live with feelings other than those in the emotional memory bank. This allowance provides the individual the opportunity to seek options and examine other possibilities” (Ruby K. Payne and others, Bridges Out of Poverty [2006], 67; italics in original).
From the following list, choose and complete one or more activities that best apply to your situation.
As a group, discuss the following questions:
Think of a particular associate and the changes he or she needs to make. Record several ways to provide emotional resources and stamina to the associate. Be specific (for example, instead of writing “show love and support,” write “on my next interview with [the associate], let [the associate] know the qualities that I see in [him]”).
Briefly share your thoughts with the rest of the group. Record any impressions you receive in your learner's journal as you listen to others share their thoughts with the group.
Payne and others propose that a support system can provide emotional resources to individuals (see Bridges Out of Poverty, 68) and serve as a first step toward positive change.
Individually, take a few minutes to ponder the following questions. Record thoughts or impressions that come to you in your learner's journal.
From the following list, choose and complete one or more activities that best apply to your situation.
At times, especially when you first work with new associates, you cannot provide them with enough emotional resources prior to change. However, you can continue to provide these emotional resources while the change is happening.
Divide into pairs. Choose two of the following methods and techniques found in “Being a Productive Worker” (John N. Marr and Richard T. Roessler, Behavior Management in Work Settings [1986], 32–34). Discuss with your partner how you can provide emotional resources and stamina for associates’ memory banks by using the chosen methods and techniques.
Then regroup and share what you have learned with the rest of the class.
As a group, discuss the following questions:
Divide into pairs and role-play the following scenario. Have one person be the job coach trainer and the other person the associate.
Mary is a new associate. She constantly tells her coworkers that she has to do the boring tasks because another coworker, Jill, is always sick.
The job coach trainer should begin the conversation by challenging the associate to write a positive outcome about the situation. Explore what abilities the associate possesses and consider resources that can contribute to a positive attitude.
When you finish the role-play, discuss the following questions with your partner:
Seek to identify a personal or business gap or need.
Spend a few minutes silently pondering what you've discussed during this lesson. Listen as the Holy Ghost helps you identify areas where you can improve. Record your impressions in your learner's journal under the question “What Lack I Yet?”
Seek ways to close the gap or develop the required talent(s) to meet the need.
With the guidance of the Spirit, create your plan of how you will improve and close the gap(s) you have identified. You may use one or more of the exercises below, your own strategy, or a combination of both. Record this plan in your learner's journal under “What Must I Do?”
After a few minutes, those who are comfortable doing so can share their impressions with the group.
Seek understanding, and then share what you learned.
During the week, focus on implementing the plan you created. Record your impressions or lessons learned in your learner's journal under “Therefore, What?” You will be given time at the beginning of next week's lesson to share your experience with the group.