Section 7 : Working Styles

Improve your understanding of yourself and your

students and so plan more effective teaching and learning
strategies

This section will introduce to you:

Drivers- a way of understanding attitudes and

behavior

And:

Builds on the analysis you began in the previous

section, where you discovered that some people prefer
to first having their thinking addressed; other prefer to
be met through feelings and others through behavior.

You can use your learning from this section to:

Discern what drives you and how this affects your

work, and what stresses you and how to deal with it
Identify characteristics of the five drivers and how to
build on the strength of each in teaching and
learning
Facilitate yourself and others in creating effective
plans.
 Review what you drew . . . . .

In previous section, you first explored by preferences by

marketing off two points on each continuum. If you did this
several times in different colors you have a pictures of how
you experience difference in your working and non -working
roles, and perhaps how you perceive your real self to be
different.

As a result you created a blob which probably covered

different amount of each of the four quadrants- maybe with
some variation between the colors.

Sketch you result on the table below :

1 2

3 4
How do you drive to work?

Your blob not only shows how you may prefer to be

addressed and with which ego-states, but also indicates
what drives you. This idea was developed through work by
Taibi Kahler and is known as Drivers-

There are Five: Please People, Be Perfect, Try Hard, Be

Strong, Hurry Up

Please People Be Perfect

Hurry Up

Try Hard Be Strong

Here in the figure, Hurry Up seems to be a little

different to the other four: it is almost always
additional to one of the others, especially those on
the left, so we show it in a special box in the center of
the grid.
Try sitting or standing in the posture that each driver name
evokes for you- and getting your face to express the
particular driving force.

Which of the above set of postures and facial

expressions plus accompanying gestures is familiar to
you as you travel to work?
Which is familiar to you are teaching?
Do any link with other situations you find yourself in?

Drivers and Working Styles

Where do drivers come from? Try the positions again
and check your memory for echoes of message that
may be lodged in your internal Parent or resonance
with memories in your Child ego-states. Our drivers
developed as we grew up, as a result of the web of
messages we received about how to survive and thrive
regarding:
How we should help other people
Good standards to aim for
Ways in which we should be reliable and
dependable
The importance of having a go and doing our best
How to make good use of time.
As a child you may have decided that if you do certain
things or behave in particular ways, you will be looked upon
more favorably and receive more positive strokes.

Thus the decision may be:

I will be OK if I please you and everyone else

I will be OK if I am perfect
I will be OK if I am strong
I will be OK if I try hard
I will be OK so long as I hurry up.

These then become unconscious compulsive behaviors. We

all seem to have one (and perhaps two), which are readily
available- Ian Stewart reckons that we are in driver
behavior 60-70% of the time. They are evident when we
respond to the slightest stress (e.g. teaching, joining a new
group, responding to the boss etc.) Often it seems that a
second driver surface when we are under severe stress (e.g.
threat to major redundancy or major changes to working
conditions.)
To some extent driver behaviors are healthy and uphold the
useful messages for social cohesion listed above. Julie Hay
developed the use of the positive aspects of driver behavior
as they apply in work contexts in her book Transactional
Analysis for Trainers and named them working styles.

She describes drivers as being like superstitions-a part of us

that believe if we cross our fingers we will be spared an
impending doom. In the same way, if we operate a certain
driver behavioral style we will ward of problems and will
earn respect. However, this is a myth; in reality we can
never do quite enough of whatever it is the driver calls for.
Consequently, in seeking to do more and more of this
behavior we can create problems for ourselves and others,
and feel more and more stressed. This is the negative
aspect of drivers; because of feeling stressed we put even
more energy into our driver behavior, create more
problems, and get more stressed: a vicious circle. It is only
when the stress level are acceptable that the driver can
appear as a strength. As it developed in the Child ego-state,
it is only when we move out of driver behavior that other
ego-states can be accessed.

When we learn how to keep our stress levels within

acceptable limits our driver characteristics appear as
strengths; others may see this as our working style, and
how effective we are. This can have several consequences.
If our colleagues have a different style they might wish to
be more like us, or they might disapprove of our style.
However, if a colleague shares the same style they may
regard us highly. Since bosses are more likely to value
workers with a good match of style teams may not have a
range of styles and all react the same way under stress.

The benefits and the difficulties of each of the five working

styles are shown in Figure 7.3

Whats Your Style?

What do you typically do when stressed?

What do you think?

What do you feel?

Think of a situation where you have felt or through the

messages of a driver. Do this for each driver in turn. You
may find you are not familiar with all of them; looking at
figure 7.3 will help you to clarify any you are uncertain
about.

What behaviors might others have observed?

 What were the beneficial results of your style?

Did it create any problems?

Which driver is most familiar to you?

Which is the most difficult to think of an example for?

Put your ideas into the boxes of figure 7.2 below:

Please People Be Perfect

Hurry Up

Try Hard Be Strong

Figure 7.2
Most people have one primary driver, sometimes two of
almost equal importance, and it seems that we also all have
a little of each of the others.

Here is a summary of the characteristics of working styles:

others like results.

don't like
others don't results. BE PERFECT
BE PERFECT
information and
information and feeling misunderstood when
feeling misunderstood when Upright erect
Upright posture. Precise.
erect posture. Precise. Look
Look up up toto right
right
minds can lead do not asking for
minds can lead do not asking for necessary
necessary frequently. Mouth
frequently. Mouth goes
goes slightly
slightly out.
out. Counts
Counts on on
constructive.Allows others to interrupt.Reading
constructive.Allows others to interrupt.Reading fingers. Even, steady
fingers. Even, steady tone.
tone. Words
Words attempt
attempt
convictions. Takes
convictions. criticism personally
Takes criticism even if
personally even if accuracy,
accuracy, often
often over-detailed
over-detailed ,and ,and uses
uses
faculties and
assertiveness,critical faculties
assertiveness,critical courage of
and courage of parenthesis.Qualifies
parenthesis.Qualifies such such asas 'exactly'
'exactly'
own views
own as questions.
views as Appears to
questions. Appears to lack
lack 'roughly'. Steeping
'roughly'. Steeping hands.hands.
ignored.. Appears to commitment. Presents
lack commitment.
Benefts Accurate reliable
reliable work. Checks facts
ignored.. Appears to lack Presents
even if
(( even if wrong). Cautious with
wrong). Cautious with criticism and then
criticism and then Benefts Accurate work. Checks facts
thoroughly,prepares well,attention
thoroughly,prepares well,attention to to details.
details.
someone and
someone therefore not
and therefore challenge ideas
not challenge
Good at at layout.
layout. Well-organised,
Well-organised, looks
ideas
Difculties Avoids of upsetting
risk of
any risk Good looks
ahead,plans
ahead,plans well with contingency
contingency plans.
Difculties Avoids any upsetting
well with plans.
Considerate of
discussion. Considerate
discussion. others' feelings.
of others' feelings. Smooth,
Smooth, efficient, well co-ordinated projects
efficient, well co-ordinated projects
with progress monitored. Cares how things
with progress monitored. Cares how things
quieter members
quieter members into
into
Encourage harmony in
Encourage harmony groups/teams. Invite
in groups/teams. Invite look.
look.
language and
body language
Notice body other signals.
signals.
Difculties
Difculties can can not be relied
relied on to produce
Notice and other
Understanding and
Understanding empathic. Use
and empathic. Use intuition. not be on to produce
work to to deadlines,
deadlines, asas may
may check
check tootoo carefully
intuition.
aiming to
and aiming
others and
with others to please without asking.
please without work carefully
HURRY and
and often for mistakes-keeps asking for minor
often for mistakes-keeps asking for
with asking.
Benefts Good members,enjoying beinh
team members,enjoying
Good team
UP minor
changes and does drafts rather than final
changes and does drafts rather than
Benefts beinh
Agitated gestures;looks at final
watch;fidgety.Screwd up face,eyes
versions,finding it difficult to incorporate
versions,finding it difficult to incorporate
towards.
towards.
moving around.Rapid staccato tone.
palms up,
palms forwards; body
reaching forwards;
up, reaching body moves others
others
Words such as 'quick'
moves input.
'got to'input.
and Misjudges level
Misjudges level ofof detail.Applies
detail.Applies
time words.high standards,always to
high standards,always to self
self and
and others,
others,
words (( sorta,kinda,OK;
qualifying words
qualifying gestures of
sorta,kinda,OK; gestures of
head down;
head information up
down; information up at end of
at end Benefts Works quickly
of sentence;
sentence; failing
failing to
and to recognise
recognise
gets a when good
when good enough
enough is is good
good
lot done in a short time.enough.Demotivates
Responds through criticism.
enough.Demotivates through criticism.
smile;horizontal forehead lines;
smile;horizontal forehead up with
look up
lines; look with
well to short deadlines-energy
Widened eyes;
Widened eyebrows; nodding;toothy
raised eyebrows;
eyes; raised Problems
Problems
peaks under pressure.Enjoys
nodding;toothy delegating. May
delegating.
having
withdraw. Mind
withdraw. May feel
feel worthless
worthless and
circular motion.
in circular
fits in
Mind fits motion. and
TRY too many things to do: if you want dissatisfied.
dissatisfied.
TRY HARD
PEOPLE
PLEASE PEOPLE
HARD absent-minded. May
PLEASE refused. may
refused. become absent-minded.
may become May
something done give it to a busy
so
person.Prepares quickly,saves time ask for
doesn't ask anything lest
for anything lest it's
Hand
Hand on on side or cheek
cheek or or behind
behind ear;ear;onpeering-
so doesn't it's
side or peering-
tasks to spend with people.
not extend
not to eyes. being unlovable,
Fears being
eyes. Fears
lines
lines on
on forehead
forehead and and around
around eyes eyes as as a a result
extend to unlovable,
resultJuggles
robots or
robots people whose
masked people smile does
whose smile
of screwd up up face.
face. Tone stranged, tense, Delays until deadlines
or masked does
of screwd Tone stranged, tense,
Difculties responses- hard
emotional responses-
emotional hard to to know
get to
to get
muffled,
muffled, choked
choked back.back. Incomplete
Incomplete sentences.
know
is near.Makes mistakes in
sentences.
haste;corrections
critical. uncomfrtable about
Others uncomfrtable
can take time and lack of
about lack
Words
Words such
such as as 'try',
'try', 'hard',
'hard', 'difficult', 'can't
critical. Others of
'difficult',
thus'can't
misses deadline.Quality of
work away-
work tidyappearance. Highly
away- tidyappearance. Highly self-
think'. Body moves
moves forward.
self-
think'. Body forward. work may be poor.May come across
overloaded rather
overloaded ask for
than ask
rather than help. hides
for help. hides
Benefts as impatient,rush with crammed
Benefts Tackles
Tackles things
things enthusiastically.
enthusiastically. failure to
failure
diary,forget papers,not get to know
cope is
to cope weakness. Gets
is weakness. Gets
Energy
Energy peaks
peaks with with something
something new new to to do.
do.
people,feel an outsider.
Difculties Hates admitting
Difculties Hates admitting weakness: weakness:
Others valuse motivation
Others valuse motivation and and ability
ability to to get
get tempered.
things off the
the ground. Popular.. Problem
Problem
tempered.
things off ground. Popular.. honest feedback
honest and constructive
feedback and criticism. Even
constructive criticism.
solving.
solving. Volunteers
Volunteers for for new
new tasks.
tasks. Follows
Follows up
Even
up steady. Handles
steady. others, firmly
Handles others, fairly. Gives
and fairly.
firmly and
all possibilites. Finds
Finds all
all the
the implications of
Gives
all possibilites. implications of without torturing soul. Seen as reliable and
everything.
everything. PaysPays attention
attention to to all
all aspects
aspects of of a
without torturing soul. Seen as reliable and
a stressed Can make
people. Can 'unpleasnat decisions
make 'unpleasnat
task,
task, including
including what what others
others overlook.
stressed people. decisions
overlook. detached.Problem-solves.,deals with
emotionally detached.Problem-solves.,deals
emotionally with
Difculties
Difculties Yes Yes but...
but... more
more committed
committed to to Thinks logically when others panic.
Thinks logically when others panic. Stays Stays
trying
trying than
than succeeding..
succeeding.. InitialInitial interest
interest wearswears energised when having to cope.Good in
energised when having to cope.Good in a crisis. a crisis.
off
off before
before task
task is is finished.
finished. Others
Others may may resent
resent Benefts Stays calm
Benefts Stays pressure. Feels
under pressure.
calm under Feels
not doing the
not doing the intersting
intersting bitsbits when
when theythey areare left
left pronouns.
with the mundane
mundane bits. bits. makes
makes tasks
pronouns.
with the tasks feeling words:
feeling "one","it", and
words: "one","it", and distancing
impossibly
impossibly large.
large. Creates
Creates havoc
havoc with time
distancing
with time pauses, short
pauses, sentences; 'fine'-
short sentences; absence of
'fine'- absence
schedule.
schedule. Written
Written work work full
full of
of irrelevant
of
irrelevant face expressionless;few wrinkles;monotone;long
details.
details. Communication
Communication may may be pained,
face expressionless;few wrinkles;monotone;long
be pained, Erect,stoical posture; body defended; still;rigid;
strained and forwarding-
forwarding- llisteners
llisteners become
Erect,stoical posture; body defended; still;rigid;
strained and become
confused.
confused. TooToo many
many questions
questions givengiven -- answers
answers BE STRONG
BE STRONG
don't relate to questions asked.
don't relate to questions asked. Gripes. Gripes.
Sabotages.
Sabotages.
Un-Stressing
Clear antidotes to stress can be developed by people with
each working style (you can add your own ideas to these.)
 Ask for strokes of
environment. respecct- praise and
body and physical recognition for work.
jacuzzi. Focus on physical Laugh a lot- films,joke
cooking, read novels, books, TV comedy. Take
a person. Yoga, gardening, up a relaxation
strokes and recognition as method.Join a group with
Ask for unconditional similar beleifs to you and
help campaign.
Find some safe
speedy sports
to do and/or
watch.Gamble
Create safe situations appropriately!
to
relationships.
fulfil desire for incidence
some individual
- hang-glide, bungee-
that intrests you. Develop
jump,read crime fiction.
focussed on something
joke, banter, laugh in
Join a small group
appropriate situations
dream, write poetry, paint.
daily. Ask for presents-
Go on a retreat. Meditate,
and enjoy them. Ask for
where, what and who with.
strokes of respect, praise
Book a holiday:focus on
and appreciation.

Applications to Learning
Working with working styles

There are a number of implications for you, the tutor:

To identify your teaching style, its strengths and

weakness- see working styles in learning and
teaching styles and drivers in this section
 To review your time management
You will find a combination of
drivers and time structuring in
Section 9
To identify strategies to counteract
stress and remedy problems you
may have in planning your work-see action planning
and working styles in this section

And a variety of implications for your teaching programme:

To identify your participants preferred working styles

and tailor activities accordingly- see working styles in
learning in this section
To clarify blocks to personal learning contracts and
ensure the action planning stage of the learning cycle
is carried through- see action planning and working
styles in this section
Working styles in teaching
Spotting yourself-which is which driver?

You want to include everything remotely connected with

your topic. You become bored with a subject before you
become expert. You like to run a course once and then
move on. You become enthusiastic about each new
teaching idea you meet.
You prepare and prepare and prepare, with neat notes.
You will not change your plans for anyone. Your
sections are limited to the minute. Learners are
overloaded with detail. Visual aids are immaculate. You
use long words and sentences.
You plan at the last minute, with outline notes only. You
are in a rush with too much to do. You except learners
to accomplish more than possible in the time available.
Sometimes handouts are not ready, or the equipment
lets you down.
You accept a heavy workload. You feel you cope better
than anyone else in would. You prefer working alone.
Learners do not come to you with problems, as you
seem unapproachable. You dont understand why
learners and colleagues are sometimes nervous.

You want everyone like and approve of you. You check

out what you are doing with your boss and colleagues.
 You are reluctant to give constructive criticism to
learner in case you will not be liked. You may change
content and process of a session in response to student
demands, rather than insisting on good practice.
What type of warm up might each type of the above
choose?
What is likely to be the favorite teaching method of
each?
How might learners generally respond to each?
Do you wish to change your spots?

Working styles in Learning

Spotting the
L
Imagine the following students in your class- identify their
working style or driver behavior.

Frances arrived late at the first session, having lost the

joining instructions, and then often has to leave early
because of prior commitments. Sometimes you notice
she has brought other tasks with her. She grasps you
quickly and always first to answer your questions.
Chris always notices typos in your handouts. When you
give instructions he always double checks your
i9nstructions several times, and likes to do the activity
several times before being satisfied.
Al often seems anxious, and checks quite how you want
your instructions carried out. In small group work Al is
torn between doing what he believes you want and
going along with the rest of the group. Al frequently
offers to help you.

Terry has opted for several courses and keeps asking

you about other possibilities. During sessions Terry
starts enthusiastically but then wants to move onto the
next topic before finishing this one.
 Laurie always appears calm, logical and
straightforward, yet does not participate with
enthusiastic co-operation
With others in group work. You feel nurture about
Laurie and do not notice special characteristics.

With which of the above would you do the following?

Express your appreciation for their eye to detail

Unobtrusively check their work for understanding
Explain when wanting students to work out something
for themselves that it is a necessary part of teaching
and learning
Require them to take notes for the whole group
Give brief answers about unusual aspects of your
subject.

If driver behavior is becoming locked in you may find it

useful to communicate the appropriate affirmation. Which of
these would you choose for each of the above?

Its fine to take your time

 Its alright to ask for help
Its OK to do what suits you
Its acceptable to have some errors
Its ok to do one thing at a time

Working styles and learning activities

Consider which activities students with particular styles

prefer. Mark them on the grid.

Please People Be Perfect

Hurry Up
Try Hard Be Strong

Are there any activities which would be strongly disliked

by any particular style?

Working Styles and your students

Consider the students you teach-what are their working

styles? Write their names on grid.
 Are there clusters of students with similar styles?
How helpful (or otherwise)is it for them to work
together in pairs or small groups?
Does this depend on the learning activity?

Working styles in teaching and learning

The table below shows some of the positive and negative

characteristics of each working style, as they might
appear in teachers and in learners. Use it to check your
responses to the previous exercise, or as a snapshot of
the five styles.
 Tutor Learners

+ - +
-

TRY Enthusiasm Cram too Lots of Critical,

HARD much response Heckling,
and Do other
questions things and
not listen
PLEASE Rapport Breathy Nods and Appear
PEOPLE Inauthentic smiles appreciative
Few yet backbite
questions
HURRY Efficient Steamroller Move ahead Agitate
UP Too fast with the Leave
ideas
BE Precise Endless Consider Blame
PERFEC sentences context and Hostile
T implications comments
or questions
Calm Flat and Accept and Ignore
boring integrate content,
BE
ideas Process and
STRONG
people
Action Planning and Working Styles

The following pages provide action planning strategies. In

order for genuine learning to take place (deep learning to
use the concepts of Graham Gibb; transformative learning
to use the concepts of David Kolb) then the learner needs
to:

Plan how to put the learning into action

Implement the plan

Often this seems to be the aspects of learning that tutors

find most difficult to facilitate. We suggest that there are
many reasons for this, from both the tutor and learners
viewpoints. A major reason for problems is that action
planning and implementation induce stress in the learner-
after all; it is the true test of real learning!

Action plans are a contract and contracting is a feature of

TA: precise, relevant, measurable, worthwhile, realistic,
and challenging. Changes are stated, whilst
acknowledging usual patterns of sabotage and stroking
oneself for success.
 The contract is with oneself
When stated aloud the likelihood increases that
action will follow
Change in behavior and attitude will result

Your internal ego-states need to be in broad agreement

with the plan

P Opinions and score of preventions experience

A Logic; opinions; implications; probabilities

Of success

C Anticipated feelings; emotional memories

The child provides the energy and enthusiasm for change,

which may be undermined if the proposed change is
scary. Resources may be needed from other ego-states,
such as reward or relaxation.

The Adult looks for evidence of well-framed objectives,

but may be too logical and ignore true opinions and
feelings our underlying motivations. We may
underestimate the responses of others and expect them
to appreciate the logic of our actions.

Parent can check that the plan is based on reliable

precedence and consider whether our value systems and
beliefs are in line with our plan.
However, action plans imply behavior changes that may
create stress- a negative outcome of driver behavior:

Consider how individuals with a particular driver

might respond to action planning

Here are some ideas:

Be perfect I will spend so long in getting my plan

absolutely right that I wont be able to get the plan
finished, let alone implemented.

Please People I want someone else to tell me what I

ought to do. As youre the tutor can you do this- and tell
me Ive got it right.

Try Hard Everything is interconnected- I cant leave

anything out. Indeed theres so much I could put in I
cant even get started.

Be Strong I cant see why I need a plan anyway.

Hurry Up Look, Ive scribbled something down- can I

go now? I know its not very organized. Oh, do you think
my time scale is realistic? (This response may be coupled
with one from another driver.)

So what are the strategies to support learners, to make

plans and put them into practice?

Consider drivers other than your own as you look at the

following:
Action Planning Strategies
Two general strategies

To combat the hurry up in either you or your

learners, create enough time for Adult thinking to
get a look in and for realistic planning to take place.
As a rule of thumb, about 10% of the learner contact
time should be spent action planning.
Go with any resistance, rather than fight it. Respect it
and build on its positive aspects to turn the situation
around.

Fitting the working style

For each driver we describe the learners likely reaction to

the idea of action-planning-and what they may need to
make their planning real and effective.

Please People: These learners will ask for approval of

the trainer or others because of worry about being wrong
or upsetting people if they make changes. When planning
implementation of learning, this person wants someone
with personal and professional credibility to tell them
what is right. The danger here is that someone does- and
the result is they feel done to and lack ownership of the
plan-so they wont implement it. They therefore need to:

Confer with colleagues

Then check their ideas with the credible tutor
Rehearse what they will get out of it themselves, and
what others will gain
Have a lively laugh in the process.

Be Perfect: Will write a perfect, very detailed action

plan. This plan can result in taking so long to form a
complex objective that there is no time to get started.
They need someone with authority to set short-term
deadlines. A problem here is that deadlines set by a peer
or by themselves will not be seen as sufficiently
important. And a danger is the deadline is too far away
and is thus overlooked. They therefore need:
 To convert their goals into an accumulation of small
action points
To have short term deadlines set for one or two
points at a time
Permission for the presentation not to be spotless
To repeatedly hear that good enough is good
enough from someone they respect
Clear guidance and frequent reinforcement from an
authority figure
To believe the authority figure understands high
quality.

Try Hard:

Will try enthusiastically but wont succeed or finish

consequences of cramming the plan with good ideas that
they get bored with. Having several ideas means they can
move between them if in danger of actually achieving
one. This person may get bored with planning and
experiments with layouts. They need someone who is
credible in terms of expertise to help them narrow their
focus- they will rebel against someone whose authority
rest on status alone. They only believe that someone else
can help if they know and understand the criteria for the
successful action plan. They therefore need:

To feel secure about their mentor

Constantly to clarify that the criteria do set the
boundaries and they need not add this , that or the
other
Support to organize themselves and their process
Frequent monitoring- without a trace of superiority
To have lots of fun and people contact in the process
and be permitted to mess about before settling
down.

Hurry Up: Will do it in a rush with too many items in the

plan. This often results in superficial changes and
overlooking significant areas. The person who has this
driver needs to believe there is a purpose in taking more
time and being reflective-they need hard evidence that
this makes a difference. An expert who can show them
this evidence might stop them in their tracks-the danger
in this will only be momentary and the action plan will
remain superficial. They therefore need:

A time table which slows down their head-long rush

Frequent monitoring of their underpinning knowledge
 Questioning about the long term effects of their
actions.

Be Strong: Will fail to see why action plans are needed

and put down one or two loosely worded items to keep
the trainer quiet. This is because of unwillingness to face
up to weaknesses and shortcomings. Why change when in
control already? These people wish to go it alone-unless
others depend on them making action. They therefore
need:

Close monitoring
Clear deadlines
To know others rely on them
Frequently to be asked to justify themselves, their
actions and their thinking (do not ask them their
feelings!)
Make It Real:

Ken Blanchard in The One-Minute manager says about

action plans:

First write it down-it increases the likelihood of

achievement by 60% (but dont write down anything
you might not do, because then you wont: write only
what you will do).
Then say it out loud in front of witnesses- it increases
the probability of success to 85%

How can you do this with a group of learners?

Individual work, using either a pro-forma or nothing

down in response to verbal questions, can both
prompt the writing down and the public testimony.
A verbal round of statement of intent from each
person in the group.
In both steps, encourage the learner to be specific
and use simple language.
Use a guided fantasy to enable learners to imagine
what success looks, sounds, feels, smells, and tastes
like- this will also increase the likelihood of success.
Ask participants to draw the successful outcomes-
Invite their creative Child!
Check with learners how they usually stop
themselves from carrying out their plans. Then invite
each to state aloud how they will plan to combat
their typical sabotage. Repeat if necessary.
 Recourses
Hazies
Q : How do you eat an elephant?

A : One slice at a time . . .

An elephant is a vague goal. Break it down into specific

goals. Post-its are helpful here as they allow for deciding
where to start by constant repositioning.
HAZY
Another advantage is that you can keep the post-its (on
your bathroom mirror..?) and paste with gold stars as each
is achieved.

Mmms:

Julie Hay suggests that effective action plans are:

Measurable, manageable and Motivational

Which ego-state does each of the M-words relate to?
What does it involve when it comes to action planning?
Jot down the ideas into the box below.

Measurable Managable Motivational

How can you monitor whether each persons

action plan fulfills the M-criteria?
What are the questions to ask in the group or
of individuals?

Measure
Manage
Motivate
 KISS it (Keep It Simple and Straightforward)

As a result of this course, What am I planning to do?

1. 2. 3.
How will I behave?

1. 2. 3.
In what situation?

1. 2. 3.
With which people?

1. 2. 3.
When will I do this?

1. 2. 3.
How will I know I have achieved my object?

1. 2. 3.
How will I get what sort of Strokes?

1. 2. 3.
 Your own action plan
Select the type of Action Plan format you prefer.

Use it to plan how you are going to apply the

learning you have gained from this and the
previous section.

Then ask yourself:

What did you notice was easy about this task?

What was difficult?

What did you enjoy?

To what extent do you usually apply your

reading and studying about teaching and
learning?

How come?