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Each team is given a pencil, 1 “value” worksheet, 1 “bad practice” worksheet, 1 “root cause” worksheet” and 1 “good practice” worksheet.
The instructor draws a card from the situation deck and reads aloud the content of the card to provide some context and inspire thinking from the teams. o Example 1: You are disappointed by the raise you received this year. You’ve been learning new work‐related skills on your own time and getting excellent customer comments. o Example 2: Your colleague has the habit of undermining your work in front of others, and especially in front of your boss.
Each team is given a different challenge to complete with regards to the situation: o Value Challenge: This challenge requires learners to identify all of the benefits of having effective skills in a specific interpersonal area. o Bad Practice: This challenge requires learners to describe what typically happens when ineffective skills are used in a specific interpersonal area. o Root Cause Challenge: This challenge requires learners to identify to identify the underlying issues that typically cause people to react a certain …show more content…
The team with the highest total score wins.
Description of the Learning Problem
Good interpersonal relationships require the ability to interact effectively with others, such as family members, friends, acquaintances, and colleagues. Interpersonal relationships also
requires self‐disclosure so that you can be recognized as an individual; building trust with yourself and others; communicating your ideas, thoughts and feelings effectively; listening to other people express their problems constructively and responding in a helpful manner; and facing conflicts and resolving them constructively (Johnson, 2000). Learning interpersonal skills involves learning from your experiences in the same way as other skills are learned. This framegame is designed to create the situations in which the learner can practice interpersonal skills as a “coach” or teacher watches and gives feedback on how well learners are performing the skills. The possible learning outcomes of each skill are outlined
Each team is given a pencil, 1 “value” worksheet, 1 “bad practice” worksheet, 1 “root cause” worksheet” and 1 “good practice” worksheet.
The instructor draws a card from the situation deck and reads aloud the content of the card to provide some context and inspire thinking from the teams. o Example 1: You are disappointed by the raise you received this year. You’ve been learning new work‐related skills on your own time and getting excellent customer comments. o Example 2: Your colleague has the habit of undermining your work in front of others, and especially in front of your boss.
Each team is given a different challenge to complete with regards to the situation: o Value Challenge: This challenge requires learners to identify all of the benefits of having effective skills in a specific interpersonal area. o Bad Practice: This challenge requires learners to describe what typically happens when ineffective skills are used in a specific interpersonal area. o Root Cause Challenge: This challenge requires learners to identify to identify the underlying issues that typically cause people to react a certain …show more content…
The team with the highest total score wins.
Description of the Learning Problem
Good interpersonal relationships require the ability to interact effectively with others, such as family members, friends, acquaintances, and colleagues. Interpersonal relationships also
requires self‐disclosure so that you can be recognized as an individual; building trust with yourself and others; communicating your ideas, thoughts and feelings effectively; listening to other people express their problems constructively and responding in a helpful manner; and facing conflicts and resolving them constructively (Johnson, 2000). Learning interpersonal skills involves learning from your experiences in the same way as other skills are learned. This framegame is designed to create the situations in which the learner can practice interpersonal skills as a “coach” or teacher watches and gives feedback on how well learners are performing the skills. The possible learning outcomes of each skill are outlined