Before coming to your training, please do the following:
In this lesson, you will continue to learn how to coach AWARE behaviors. Specifically, you will learn about (1) helping associates identify their mistakes; (2) helping associates learn to correct their mistakes; and (3) teaching associates to seek help when appropriate and needed.
From the following list, choose and complete one or more activities that best apply to your situation.
As a group, review the “Identifies Own Mistakes” section in Behavior Management in Work Settings (Marr and Roessler, 49–51) by discussing the questions below for each of the three methods described:
As a group, read the scenarios at the end of this activity. After reading them, discuss as a group:
Divide into small groups. Each group will role-play one of the following scenarios. The class will comment and give helpful feedback to each group. Discuss any questions, concerns, or insights you have after all groups have presented their scenarios.
You have heard that two of the associates you work with have been yelling at each other. This is not the first time this has happened in your store.
An associate is having a hard time staying on task when the supervisor is not around.
An associate is not sorting electronics properly.
Clothing is not being taken off the shelves at the correct time.
An associate keeps assigning incorrect prices to clothing items.
Read and discuss the “Identifies Own Mistakes” section in Behavior Management in Work Settings (Marr and Roessler, 49–51).
Divide into three groups to read and discuss the three different strategies (team meeting, discrimination training, and feedback and positive reinforcement) to help associates learn how to identify their mistakes. Have each group present what they learned. Discuss ways to use this information in your work at Deseret Industries.
Ponder methods that have been successful in helping associates learn how to identify their own mistakes. Share your success stories with the group.
From the following list, choose and complete one or more activities that best apply to your situation.
Divide into small groups. Make sure your group includes at least two people who have read “Changing Children’s Behavior: How to Help Them Stop Doing What They Shouldn’t” (Dean and Paula Sorensen, Ensign, Dec. 1977, 19–22) and two who have read “Born of Goodly Parents” (Elder Dallas N. Archibald, Ensign, Nov. 1992, 25–26).
In your groups, summarize your readings by discussing:
After each of you has had a chance to share with your group, individually take a minute to ponder which of the items your group discussed you would like to improve on. Write three in your learner's journal.
As a group, review concepts emphasized in the readings: “Changing Children’s Behavior: How to Help Them Stop Doing What They Shouldn’t” (Dean and Paula Sorensen, Ensign, Dec. 1977, 19–22) and “Born of Goodly Parents” (Elder Dallas N. Archibald, Ensign, Nov. 1992, 25–26). Share additional insights and ask questions, especially about applying the concepts. Have a volunteer list each concept on the board.
Divide into pairs. Each pair will choose one or two concepts from the board. Take two to three minutes to prepare to role-play a situation in which you would effectively apply the concept(s) to help an associate correct his or her mistake. It could be a situation you are currently facing with an associate, or one you faced in the past.
At least three pairs should present their role-play to the whole class.
After the role-plays are done, as a group discuss:
Invite three volunteers to be the facilitator, timekeeper, and points-keeper for this activity.
Divide the class into two groups. In less than two minutes review the concepts, methods, and principles addressed in your readings. After the time is up, both teams come up to the front of the room, each team in a row, with each team member facing a member of the other team.
The facilitator will read a question or a scenario (in the “Lesson Resources” section, Resource 1). The individual from each team who is closest to the facilitator will have the chance to answer the first question. The first of the two contenders to raise his or her hand gets to answer. If the answer is correct, the team gets one point. If the person does not get the correct response or does not respond within 30 seconds, the other team gets 30 seconds to answer it and gets the point if correct. The team that gives an accurate response will have an additional 30 seconds to come up with an additional scenario of how to apply the concept in the question. The same person who originally responded is to give the scenario. If the response is appropriate the team will earn three additional points. The game resumes with the next team members’ turn to answer a question.
“Two types of help-seeking problems commonly occur in the workplace. Some workers do not seek help when it is needed; others seek help almost continuously" (Marr and Roessler, Behavior Management in Work Settings, 50). The following activities will give you tools to deal with such associates.
From the following list, choose and complete one or more activities that best apply to your situation.
Divide into three groups. The facilitator will assign one of the three different strategies presented in the “Seeking Help When Help Is Needed” section from Behavior Management in Work Settings (Marr and Roessler, 50–51) to each group. Each group will read the assigned strategy and prepare to present the following to the rest of the attendees:
Regroup with all attendees. Each group can present the items in any order, as long as all of them are presented.
After each presentation, feel free to ask questions, and share any examples or stories that might help others apply these methods at Deseret Industries.
As a group, browse through the strategies presented in Behavior Management in Work Settings (Marr and Roessler, 50–51). Then discuss:
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.
Questions and scenarios:
Answers