APPENDICES
Appendix A ICEBREAKERS
(See Lesson 1)
Appendix B MAINTENANCE OF CHALKBOARDS
(See Lesson 2)
Appendix C PROXEMICS AT WORK
(See Lesson 3)
Appendix D COMMUNICATION SKILLS – Telephone Techniques, Email Etiquette
{See Lesson 4)
Appendix E ASSERTIVENESS
(See Lesson 5)
Appendix F DUTIES OF THE MASTER OF CEREMONIES (M.C.)
(See Lesson 5)
Appendix G PROTOCOL
(See Lesson 5)
Appendix H SOURCES OF HUMOUR
(See Lesson 5)
Christopher Leadership Course 2
APPENDIX A
ICEBREAKERS
If you could take a bath in any substance other than water, what would it be?
Use icebreakers to break the ice between you and your audience.
As the name suggests, icebreakers are designed to warm up a group of people.
Icebreakers serve several important functions. They:
* Help create a non-threatening environment within which a group can interact and work together.
* Serve as a lead-in to a learning and listening exercise facilitating communication between an audience and speaker.
* Give the speaker or group leader an opportunity to see how a particular group functions together.
Icebreakers can be classified according to the kind of information they provide to the speaker or group leader and the way information is revealed.
* Getting Acquainted Icebreakers are designed to share information about oneself in order that we may get to know one another better.
* Personality Icebreakers are designed to solicit audience members to volunteer specific information about themselves they would not normally offer in that type of group interaction.
* Attitude Icebreakers are designed to solicit participants to verbalize their attitudes towards the topic at hand, indirectly providing the feelings of a group towards a subject.
In selecting the right icebreaker to match the purpose of the group session, the speaker must determine what information about the participants would be useful.
Using direct icebreakers where individuals must reveal personality or attitudes directly are more threatening than indirect icebreakers which allow individuals to become involved in a group activity.
TIPS FOR USING ICEBREAKERS
§ Choose icebreakers that are appropriate for a particular group and that create a climate of interaction and learning.
§ Remember that the objective of using an icebreaker is to establish a climate of trust. Therefore, never place participants in a situation where they have the potential to fail or be embarrassed.
§ The length of icebreakers should be proportionate to the length of a group session. As a rule, schedule a two-minute icebreaker for a one-hour session and double for each additional hour.
§ Select icebreaker activities that will appeal to specific kinds of groups considering their background, knowledge, and cultural preferences.
§ Use icebreakers that involve physical or mental energy to stimulate your group.
§ Consider your group's expectations when determining the level of activity and involvement in the icebreaker.
In conclusion, icebreakers, if chosen with care, can create a climate of trust, help the speaker or group leader get a clear picture of a group, and serve as a unique lead-in to the topic at hand.
SELECTED EXAMPLES OF ICEBREAKERS
GETTING ACQUAINTED ICEBREAKERS
1. The Adjective Checklist
The following exercise is aimed at providing an opportunity for participants to disclose their view of themselves to the other members of their group and to receive feedback on how the other group members perceive them. The activities are:
* Members should each go through the list of adjectives and circle the six adjectives they think are most descriptive of themselves.
* Each member of the group then tells the group which adjectives he/she circled. Members of the group then tell the person what adjectives they would have checked if they were to describe him/her. Do not spend more than five to ten minutes on each person in the group.
AbleAccepting
Adaptable
Aggressive
Ambitious
Authoritative
Bitter
Bold
Brave
Calm
Carefree
Careless
Caring
Certain
Cheerful
Clever
Complex
Confident
Conforming
Controlled
Courageous
Critical
Cynical
Emotional
Frank
Free
Friendly
Genial / Gentle
Giving
Guilty
Gullible
Happy
Helpful
Honorable
Idealistic
Imaginative
Independent
Ingenious
Innovative
Insensitive
Insincere
Intelligent
Introverted
Intuitive
Naïve
Negative
Nervous
Noisy
Oblivious
Objective
Observant
Obsessive
Organized
Original
Overburdened / Overconfident
Over-protective
Paternal
Patient
Perceptive
Perfectionist
Persuasive
Playful
Pleasant
Regretful
Rejecting
Relaxed
Reliable
Religious
Reserved
Resolute
Respectful
Responsible
Responsive
Sarcastic
Satisfied
Searching
Self-accepting
Self-assertive
Self-aware
Self-conscious
Self-indulgent
Selfish / Sensible
Sensitive
Thoughtful
Tough
Trusting
Trustworthy
Unassuming
Uncertain
Unconcerned
Uncontrolled
Understanding
Unpredictable
Unstructured
Useful
Visionary
Vulnerable
Warm
Wise
Wishful
Withdrawn
Witty
Worried
Youthful
Zestful
2. Labelling
The purpose of this exercise is to provide feedback concerning first impressions. Each participant needs ten blank name tags or labels. The procedure is:
1. The instructor gives each participant ten blank name tags or labels and a copy of the Category List.
2. Participants copy each category on a separate blank name tag or label.
3. Participants then mill around the room and choose a person who best fits each category. They then attach a category label on the clothing of the person and engage in a 1-minute conversation with the person.
4. Participants form groups of five and discuss reactions to being labelled (or not labelled) by people's first impressions. Did you learn anything about yourself?
Category List
able authoritative carefree
smart friendly spontaneous
sincere confident assertive
mysterious
PERSONALITY ICEBREAKERS
1. Feedback On Values And Prejudices
A. Objectives:
* To help participants experience the process through which values are reflected in actions.
* To help participants recognize their own prejudices and the stereotypes they hold.
B. Method:
Give each participant a role description sheet.
* Present the following questions and ask the group to select that individual whom they would feel most comfortable selecting.
Whom would you choose in this group . . . .
1. . . . . for a professor?
2. . . . . to send on a top-secret mission?
3. . . . . for a lunch partner?
4. . . . . for a boss?
5. . . . . to discuss a new idea with?
6. . . . . to ask for help if you were in serious trouble?
7. . . . . to help if they were in serious trouble?
8. . . . . to share a personal secret with?
9. . . . . for a friend?
10. . . . to be trapped in an elevator with?
C. Discussion:
* Why did you choose the people you did? On what characteristics did you base your decisions?
* What did your decisions tell you about yourself?
* What additional information do you need in order to make similar decisions in real situations?
ROLE DESCRIPTION SHEET
1. Dr. Bane 39, white, no religious affiliation
2. Ms. Gray 38, white, Jewish, housewife, one child
3. Ms. Garcia 33, Spanish-American, Roman Catholic
4. Ms. Evans 40, black, Protestant
5. Mr. Newton 25, black, atheist
6. Ms. Clark 28, black, Baptist, six months pregnant
7. Sr. Mary-Kathleen 27, white, Catholic
8. Mr. Blake 57, white, homosexual
9. Ms. Harris 21, Puerto Rican, Catholic, college senior
10. Rabbi Cahn 69, white, Jewish
11. Ms. Stevens 30, white, no religious affiliation, lesbian
ATTITUDE ICEBREAKERS
1. Attitude Feedback Exercise
The procedure for this is a variation of an interview.
1. Develop 2 to 3 questions about the topic being covered in a seminar, workshop, or lecture format which would provide indirect feedback on participants' attitudes.
2. Divide participants into groups of 3 or 4, and ask members to share views and ideas about questions.
3. Have someone in each group act as a spokesperson and have her/him summarize views of the group to all participants.
4. As seminar leader or speaker, summarize overall initial attitudes or perceptions of audience as a basis for imparting your message through active listening or participation
S-A.5 Christopher Leadership Course 2
APPENDIX B
"CHALKING IN" THE CHALKBOARD
All new chalkboards write and erase with a little more difficulty than they do after they have been in regular classroom use for a period of time. So, in order to get the highest efficiency during the first few days of use and at the same time provide for the greatest amount of trouble-free satisfaction through the years, it is advisable to "chalk-in" the chalkboard.
This "chalking-in" process is very simple and requires little time and effort. The chalkboard should be "chalked-in" before it is written on.
Assuming that all paint or plaster spottings, finger marks, room dust, etc. have been removed from the boards, proceed as recommended in the following simple step-by-step instructions.
Step 1 - Go over the entire chalkboard areas with a soft lint-free dust cloth to make certain that there is no moisture on the surface.
Step 2 - Chalk the entire surface using a piece of pure white medium grade dustless chalk. Use the flat (long) side of the chalk and avoid chalk with a glazed surface.
Step 3 - Work the chalk into the surface of the board, using an all-felt eraser for this purpose.
Step 4 - Repeat Step No. 2 and Step No. 3 again.
Step 5 - Clean the surface with a good quality dry chamois or soft cotton cloth. Your chalkboard is now ready to use.
TO GET BEST RESULTS
Use only first quality white medium or soft grade dustless chalk (95% chalk and 5% binder). Do not use coloured chalks made for use as an art medium on paper or regular coloured chalk or wax crayon. Such chalks and wax crayons are highly pigmented and will not erase readily from any chalkboard. They leave smudges and "ghost marks" which are almost impossible to remove, and eventually build up an oily film on the surface of the board.
CHALKBOARD CLEANING
Always clean the chalkboard with a soft felt eraser kept clean and free of accumulated dust.
Occasionally, depending upon the amount of usage and the accumulation of dust and foreign matter left on the board, the chalkboard surface should be washed with a mild household detergent. Rinse with clean, clear water. Change rinse water frequently for best results. Dry the board with a clean lint-free cloth. Boards must be rechalked after each washing. After washing allow boards to dry a minimum of 24 hours before rechalking Do not wash boards more often than necessary, as excessive washing is not good for the boards.
S-B.1 Christopher Leadership Course 2
APPENDIX C
PROXEMICS AT WORK
The rules for personal space are evident at the office - the social zone extends from1-1/2 to 4 feet and is used with most co-workers at the same level or in the same work group. Think about how far apart you and your co-workers stand when holding a conversation around the water cooler.
The public zone extends from 4 to 12 feet and is used between people who choose to maintain a degree of formality in a particular relationship because of rank or status or if they are from different work groups. In the office, objects like a desk or a conference table further define this zone. Think about meetings you have with your manager, or the company President.
MAKING EMPLOYEES COMFORTABLE
When most managers think about office space, they probably think in terms of whether their staff have enough of it to get their jobs done. However, employees will be less distracted and more productive if the workplace is comfortable.
If employees are required to work in crowded conditions, they'll be uncomfortable and their discomfort will distract them from their work. Companies experiencing rapid growth or facing soaring rents may feel inclined to get the most out of the space they have. The fact is, however, that the costs in productivity and efficiency could outweigh any perceived savings.
It can be just as detrimental, though, to have too much space between workers. Not only will communication be inefficient, but some employees may begin to feel lonely or isolated. This can lead to detachment and affect commitment to the job at hand.
Ideally, workers should be spaced between about two to 12 feet apart. Most projects involve a degree of coordination with others, and these zones make for comfortable boundaries. People will feel less self-conscious, and distraction will be minimal.
Territoriality
All animals, including humans, are territorial to some degree. Humans may be more sophisticated in how they claim territory, but the basic motivation for all territoriality is control. By claiming a certain space for ourselves, we create a secure base from which to operate. We feel dominant in our space, and it creates a type of status for us.
In the workplace, this territoriality translates into a power play for space; whoever has more space is more important in the organization. Every employee, regardless of rank or status, benefits from having his or her own territory. The size of offices and their furnishings also is important. Generally, an office should be sized according to the employee's relative rank and status. Other considerations, such as location (near a window for example), are also important. The higher the rank and/or status, the larger the office should be. This way, employees feel that they are being given equitable treatment, which relates directly to their sense of how space
should be used.
S-C.1 Christopher Leadership Course 2
APPENDIX D
COMMUNICATION TOOLS TECHNIQUES
The telephone, email, blackberries, palm pilots, fax machines and voicemail are all communications tools available today. From a business perspective, time is money. But, we can waste time and can never get it back.
Use technology to increase your productivity.
This technology allows us the opportunity to save time and be more effective if we use it right. How do we accomplish this?
Although the telephone is one of the most common communications tool available, many people do not use it to its full potential. The telephone allows us the opportunity to save time and be more effective if we use it properly. How do we accomplish this?
TELEPHONE, VOICEMAIL OR CELL PHONE
Consider the following areas whether using the telephone, voice mail, or cell phone.
FIRST VERBAL IMPRESSIONS ON THE TELEPHONE
When you speak to someone else on the telephone for the first time, they are attempting to get a first impression of you through your voice. Cues that others use to gauge the initial impression over the telephone include speed, quality, and clarity.