SARLA

PROJECT

MODULE 2

WELL BEING –
AT WORK

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 Module 2 – Well Being – At Work

Module 2 - Well Being – At Work

Module Overview

Duration: 10 hours (10 sessions of 60 minutes each)

Session Session Name Content

Number
1 Managing Stress  Difference between pressure and stress
 Identify common workplace pressures
 Recognize how stress affects them
 Learn simple ways to manage stress in daily life
2 Communication 1 -  Understand the flow of information and recognize the
Clear and Confident various communication channels in a factory
Communication  Identify barriers to effective communication and
understand the need for clear and confident
communication at the workplace
3 Communication 2 -  Understand the responsibilities of being a sender and
Components of receiver of communication
Communication  Understand the importance of tone and body language
for effective communication
4 Communication 3 -  Understand how to communicate assertively, express
Assertive and themselves confidently, communicate needs clearly, and
Responsible maintain respect for others in the workplace.
Communication  Help assess the current practices related to
communication in the factory
5 Problem Identification  Identify common problems faced on the production
floor
 Understand what problem solving means in a garment
factory context
6 Problem Solving  Understand some problem solving methods
 Practice the method and understand how it can be
used to solve problems
7 Conflict Resolution  Identify situations at work that result in conflicts,
arguments
 Understand how conflict develops from a “spark”
 Understand how they can help one another in
developing greater tolerance to pressure
8 Working in teams  Understand what it means to work in teams and the
importance of teamwork

9 Positive Appreciation  Understand the importance of positive appreciation and

learn to practice the same
10 Closing session  Recap of all the key messages of Module 2
 Application of learning
 Commitment to apply the learning and work on
continuous improvement

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 Module 2 – Well Being – At Work

Session 1 – Managing Stress

Session Time: 60 minutes

Session Objective:

 Participants understand the difference between pressure and stress

 Participants are able to identify common workplace pressures
 Participants are able to recognize how stress affects them
 Participants learn simple ways to manage stress in daily life

Process Summary:
No. Content Method/ Activity Time Materials
1 Recap Activity 10 minutes
2 Pressure versus stress Guided discussion 15 minutes Visual, Charts, marker
3 Practise session Role Plays, conclusion 30 minutes Visual
4 Feedback and closing Guided discussion 5 minutes

Task 1 - Opening - Recap and Introduction – 10 minutes

 Begin with recap of life goals and the previous session on positive attitude
 Ask about experience after Module 1, both at work and at home - are there any small
changes they have seen or felt.

Task 2 –Understanding pressure versus stress – 15 minutes

 Ask participants that even if we have and practice a positive attitude, do we get
stressed?
 If yes, what causes stress?
 Responses could include:
o Work targets
o Supervisor behaviour
o Family responsibilities
o Not understanding work instructions correctly
 Write down all the responses on a chart and highlight to the participants that all these
causes are what we call as ‘pressure’
 How we respond to these pressures is what is called as ‘stress’
 So pressure is external and stress is internal (our response)
 Even if we cannot control or change the external factors, we can control how we re-
spond to it which means that we can manage our
stress Add the following points if they
 Ask participants what happens when we are stressed don’t come from the participants
and list the responses o Worry
 Explain the effect high stress can have on our bodies o Anger
minds, behaviours and emotions using the visual o Fear
(Annexure 1) o Tension
o Health problems
 Ask participants it they experienced some of these
o Lack of focus on work
effects, ask for examples
o More mistakes at work

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 Module 2 – Well Being – At Work

 Highlight that our response to pressure causes stress which affects our health, our
work and our relations. So it is very important to know and practice how to handle and
manage stress.

Task 3 -Practice session – 30 minutes

 To understand this better, divide participants into smaller groups (4 to 5 groups)

 Ask each group to select one problem situation that they face at work or at home which
causes high stress
 Ask the group to prepare a 1minute role play and enact the situation (they don’t have
to solve the problem, just do a role play of the problem situation) (Give them 10
minutes to prepare)
 Ask each group to present the role play and analyse the pressure factors and how it is
leading to stress in the role plays (1 minute per group)
 Present the visual (Annexure 2) on REACTION (immediate) versus RESPONSE (pause,
think and then act/speak) and explain
 Emphasise on PAUSE – THINK – SPEAK/ACT
 Now ask the groups to discuss and present the same role play in which stress is
managed by changing the way we respond to the situation (Give 5 minutes for
preparation and 1 minute each for the role play)

Task 4-Feedback and closing – 5 minutes

 Emphasise that how we respond to pressure situations in life will help you manage our
stress. It is important that we do so in order to take care of ourselves, our health,
relationships and happiness
 So, although we do not have complete control over all the external factors, what we can
control is how we respond to them , it is all about how we manage our internal system.
 Ask participants what they think can be done to handle stress better
 Give some examples like
o deep and slow breathing,
o yoga and meditation,
o listening to music etc.
 Conclude by asking the participants what they feel they can do to manage their stress
levels and ask them to try at least 1 or 2 methods and share in the next session

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 Module 2 – Well Being – At Work

Session 2 – Clear and Confident Communication

Session Time: 60 minutes

Session Objective:

 Participants understand the flow of information (upward, downward, and lateral) and rec-
ognize the various communication channels in a factory
 Participants identify barriers to effective communication and understand the need for
clear and confident communication at the workplace

Process Summary:
No. Content Method/ Activity Time Materials
1 Recap Activity 10 minutes
2 Understanding Discussion using Flash 15 minutes Visuals, charts,
communication at workplace cards/visuals and group markers
work
3 Barriers/challenges to Group work and analysis 30 minutes Copies of flash
communication at workplace card 4, 5 & 6
4 Feedback and closing Guided discussion 5 minutes Questionnaires
and colour
stickers

Task 1 - Opening - Recap and Introduction – 10 minutes

 Recap the previous session on stress management

 Ask participants if they applied the learning and share their experience if any
 Tell participants that in the next 3 sessions we are going to learn a very important
skill that is required for all of us

Task 2 –Understanding communication at workplace – 15 minutes

 Present the communication flow visual (Annexure 3- one way communication) and ask
them to explain what they see. Information is passed on from the management to the
workers in a downward manner.
 Ask the participants if this kind of communication is enough or is anything missing.
 Wait for the responses, participants may say that there should be an option for upward
communication as well
 Present the next visual (Annexure 4 – two way communication) with upward, down-
ward and lateral communication flow
 Highlight that communication is not always only top down or bottom up, there is a lot
of lateral communication that happens in the factory
 To understand this better show the visuals of interdepartmental communication and
the various communication channels in the factory for workers to get information or
raise grievances - committees, HR/welfare, suggestion boxes, hotline, PA system and all
other communication channels set up in the factory (ask participants to add if there are
any other communication channels in their factory) (Annexure 5 & 6 – lateral
communication)

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 Module 2 – Well Being – At Work

 Ask them the benefits of having this kind of information flow and communication
channels in the factory
 List the benefits on a chart
 Ask participants that for information flow and communication to happen smoothly
and effectively in all directions, is just setting up the systems enough.
 Highlight that effective and responsible communication by all – workers, supervi-
sors and managers will ensure that this system becomes effective
 Give the example of how this applies in the home situation as well – open and free
communication is what helps build relationships and creates a positive environ-
ment at home

Also explain there are different ways/forms in which communication takes place at the
workplace
 It could be Verbal, written or non-verbal (Annexure 7)
 Ask participants to share any other examples that they are aware of under each of
these categories

Task 3 – Barriers/challenges to effective communication at workplace – 30 minutes

 Once the participants understand the various directions of information flow and the
forms of communication, ask them to think about where they have the most difficulty
in communication
 Divide them into smaller groups (4 or 5 groups)
 A copy of the visuals (Annexure 4, 5 & 6) can be given to each group and they can dis-
cuss and mark 1,2,3 OR a,b,c etc. with a pencil at the points where they have difficulty
communicating.
 As they mark the points, they also need to list the reasons for the same on a chart
 For example: If they are marking 1 for difficulty in communicating with a supervisor on
the visual, they have to write the reason for point 1 on the chart.

(Note: Each person in the group may have different points so all the difficulty points
need to be marked, NOT only points that are common to the group members).

 Once they have marked the points and listed the reasons, each group can present their
points
o List the points on a chart

If any of these points don’t come up in the presentations, the facilitator can add:

 Fear to speak to seniors

 Lack of confidence
 Not sure if it is right thing to say
 Feel that it is better to keep quiet
 Fear of being scolded or made fun of
 Language barriers
 Fear of being targeted if they speak up
 Lack of awareness of the different communication channels
 Differences with people

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 Module 2 – Well Being – At Work

 Once the reasons are listed (barriers to effective communication), ask the participants
what they feel about a workplace where communication is difficult. In a factory if there
is no communication or it is difficult to communicate, what could happen?

(NOTE: The barriers listed by the workers will also give the facilitator insights into is-
sues that can be addressed during the training for the supervisors and managers as
part of STITCH)

 So it is very important that we need to communicate with clarity and confidence with-
out any fear, otherwise having communication channels alone will not help
 So for communication to be effective, we need to first understand what makes commu-
nication effective. Tell the participants that in the next 2 sessions we will understand
more about communication.

Task 4-Feedback and closing – 5 minutes

 Ask participants for one key learning that they had from the group work
 Ask participants to think about their communication barriers and one change that
they would bring about in the way they communicate and share in the next session

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 Module 2 – Well Being – At Work

Session 3 – Understanding components of communication

Session Time: 60 minutes

Session Objective:

 Participants understand the responsibilities of being a sender and receiver of communica-

tion
 Participants understand the importance of tone and body language for effective communi-
cation
 Participants decide on one thing they would change or improve in the way they communi-
cate

Process Summary:
No. Content Method/ Activity Time Materials
1 Recap Activity 10 minutes
2 Effective communication – Game and 20 minutes Newspapers/sheets,
Sender-Receiver analysis Visual
3 Components of communication Game, Visual and 20 minutes Visual
analysis
4 Feedback and closing Guided 10 minutes
discussion

Task 1 - Opening - Recap and Introduction – 10 minutes

 Recap the previous session on communication channels

 Tell participants that in the previous session we focussed on how communication
happens in the factory and what are some of the challenges and barriers
 In the next 2 sessions we will be looking at how to make our communication
effective and overcome some of these barriers.

Task 2 – Effective communication and Sender-Receiver responsibilities – 20 minutes

 Distribute cut square sheets (newspapers can be used) to all participants

 Explain that there are two rules to play the game, as below
1. Everyone has to close their eyes
2. Everyone has to follow the instructions given by the facilitator, but with-
out asking any questions
 Give instructions. The facilitator should also pick up a newspaper sheet and follow
the instruction
 The instructions have to be general, without any specifications like fold the paper,
again fold, cut the corner, make triangle, fold again, cut the centre etc. (Note: Instead
of newspaper, you can also try making of a paper plane)
 Once the instructions are completed, as participants to open their eyes and to open
the newspaper sheets.
 It can be seen that each one would have got a different design/pattern on the news-
paper, than that of a facilitator!
 Ask participants to compare and see the different patters or designs

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 Module 2 – Well Being – At Work

 Ask participants to reflect on the reasons for the difference though the same in-
structions were given to all. Discuss the reasons.
 Ask them if this happens in their workplace
 Highlight that in order to communicate effectively we need to understand what to
follow while speaking and also while listening.
 Explain that communication always has a sender and receiver (Flash Card 8). Bring
in the responsibilities of the sender and receiver in communication and highlight
that we will have to play both the roles and so should keep in mind responsibilities
in order to communicate effectively. Bring in examples of their work and instruc-
tions from their supervisors and highlight their responsibilities as receivers.

Task 3 –Components of communication (7-38-55 Rule) – 20 minutes

NOTE: Play the aakasha-bhoomi-hotte-batte-motte game or Gandhi-Nehru-Ambedkar game

before this if you want to set the context of the importance of the non-verbal part of commu-
nication

 Present the 7-38-55 visual and explain Verbal, Vocal and Visual components and their
importance (Annexure 9)
 Explain using an example to help understand the 3 components and its impact on our
communication
 Ask 3 participants to come forward. Write down a statement on the board – “Your
stitch is not correct, it needs to be redone"

o Participant 1: Say this statement using a very aggressive tone and body lan-
guage
o Participant 2: Say this statement using a soft voice and calm body language
o Participant 3: Say this statement using a totally disinterested tone and body
language as if you don’t care
 Ask the group what difference they observed – the verbal part i.e. the words are the
same in each case, but the impact is different because of the tone and the body lan-
guage
 Explain that it is very important for us to be conscious of HOW (Non-verbal - Vocal and
Visual) we communicate along with WHAT (Verbal) we communicate
 So for communication to be effective all the 3 components should match and align with
each other

Task 4-Feedback and closing – 10 minutes

 Ask participants for one key learning that they had from both the activities
 Ask participants to think about and one change that they would bring about in the
way they communicate and share in the next session

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Session 4 – Assertive Communication

Session Time: 60 minutes

Session Objective:
 Help workers express themselves confidently, communicate needs clearly, and maintain
respect for others in the workplace.
 Participants assess the current practices related to communication in the factory

Process Summary:
No. Content Method/ Activity Time Materials
1 Recap Activity 5 minutes
2 Styles of Visual and discussion 15 minutes Visual
communication
3 Practice session Role play and analysis 20 minutes
4 Assessment exercise Chart work 15 minutes Pre-prepared charts
and bindis/stickers
5 Feedback and Closing Guided discussion 5 minutes

Task 1 - Opening - Recap and Introduction – 5 minutes

 Ask participants to share one application of the previous session learning – any one
thing that they changed about the way they communicate either at home or at work

Task 2 – What is assertive communication – 15 minutes

 Present the below visual and ask them what they observe and share what they see
 Looking at the body language of each image, ask participants to guess how their
communication would be
 Explain Assertive, Aggressive, Passive-aggressive and Passive styles of communication
(Annexure 10)
 Brainstorm and ask participants to share the characteristics/behaviours that they have
observed in there different styles at work.
 List down the points under each style
 Summarise the 4 styles using the visual showing characteristics of the 4 styles of
communication (Annexure 11)

Task 3 – Practice session – 20 minutes

 Divide participants into 4 groups

 Give each group a combination of 2 styles and ask them to do a role play (one minute role
play) of any situation at work in which the given 2 characteristics are shown (Give 7-8
minutes for preparation)
o Group 1 - Passive and Aggressive
o Group 2 - Assertive and Aggressive
o Group 3 - Aggressive and Aggressive
o Group 4 - Passive and Assertive
 At the end of each role-play, ask the participants a few questions.

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a. Which type of communication did you observe in the role-play?

b. Was the communication effective? If yes, why? If not, why not?
c. Was the objective of the communication fulfilled or not?

 Ask participants to reflect on their own style of communication

 Share that they will meet and have to work with people with all these styles of com-
munication and so they should learn how to manage their communication and remain
assertive
 Ask participants how they can deal with passive, passive-aggressive and aggressive
behaviour.
 Add your ideas on how this can be managed.

Task 4- Assessment activity – 15 minutes

 Put up 4 charts around the class room (Annexure 12)

 Tell the participants that they have to stick a green, yellow or red bindi/sticker based
on their response to each question (only one bindi/sticker per question)
 Tell them that they don’t have to write their names and to give honest answers be-
cause it will help get a better understanding of the situation in the factory and help
make changes
 The facilitator can leave the room for some time till the activity is done so the partici-
pants feel free
 Once the participants have finished, the facilitator can look at the data and analyse.

For example

 If there are many red bindis or yellow bindis in any one category, analyse it further
to find the possible reasons (Note: don’t ask who has put which bindi, just explore
the possible reasons as a group)
 If there are many greens in any particular category, look at what is being done right
and if that can be applied to other categories as well.

Task 5–Feedback and closing – 5 minutes

 Conclude the session by saying that any aggressive form of communication leads to
high stress for both sides and therefore we need to try and reduce such aggressive be-
haviours.
 Ask participants for benefits of assertive communication:
o Clear communication with supervisors and colleagues
o Reduce misunderstandings and mistakes
o Build confidence and self-respect
o Create a safe and cooperative workplace
 Ask participants if they are willing to try this both in their personal life and at work,
for better effectiveness.

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Session 5: Identifying Problems

Session Time: 60 minutes

Session Objective:
 Participants can identify common problems they face on the production floor
 Participants understand what problem solving means in a garment factory context

Process Summary:
No. Content Method/ Activity Time Materials
1 Opening Recap and 10 minutes Flip Chart, markers
introduction
2 Introduction to Group work using 25 minutes Cards and marker
problem cards pens
identification
3 Our response to Box activity 20 minutes Coloured boxes
problems
4 Feedback and Guided discussion 5 minutes
Closing

Task 1 - Opening - Recap and Introduction – 10 minutes

 Begin with recap of communication sessions and how they help resolve conflicts
 Begin the main session asking participants to stand together in a circle, and ask them to
think of one small problem which they solved before coming to work (Cooking was late,
bathroom was not available, missed the bus etc.)
 Ask participants to form pairs and talk to each other of the problem they solved.
 In the plenary, ask a few participants to share the problem and the solution.
 Applaud everyone and add that we need to do similar things in the workplace also, whether
the problem is technical or otherwise.

Task 2 - Introduction to Problem Identification and Solving – 25 minutes

 Divide participants into 4 groups
 Give each group a category and ask them to think of examples of typical problems that occur
in that category (maximum 3 to 4 problems). Each problem should be written on a separate
card
 Group 1: Quality related problems: Example: Oil stains, skipped stitches, uneven meas-
urements etc.
 Group 2: Material related problems: Example: Fabric shading issues, broken needles,
missing labels etc.
 Group 3: Process related problems: Example: Machine breakdown, bottleneck at the
ironing station, unclear instructions, high targets etc.
 Group 4: People related problems: Example: Non-cooperation from others, absence of any
worker in the line, new worker not yet adjusting, supervisor upset and angry, etc.
Task 3 - Our Response to Problem – 20 minutes

 Explain the concept: A problem is simply the gap between what should happen and what is
actually happening . Take an example and explain.

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 Module 2 – Well Being – At Work

 In the same groups ask participants to discuss what is the first thing they do typically when
they observe the problem - do we get confused, keep silent, become defensive, or leave it to
others to do something? Or do we try to find a solution to the problem?

Display three boxes:

 Green box with the Label ‘SELF FIX’
 Yellow box with the Label ‘REPORT’
 Red box with Label ‘STOP EVERYTHING’

Explain what each box means

 Green (Self-Fix): Problems they have the power to solve

 Yellow (Report): Problems where they need a supervisor or mechanic or help from
someone
 Red (Stop Everything): Critical safety or quality issues (e.g., a needle broke and a
piece is lost in the pile, a fire hazard, or a massive fabric stain).

 Ask participants to now discuss among themselves and drop each of their listed problem
cards into one of the boxes
 Once all the cards have been dropped, analyse the cards in each box
 If there are more cards in green, then the participants need to be appreciated for
identifying the problem and also taking efforts to fix it themselves
 In the yellow box, see if there are cards which could have been placed in the green,
discuss with participants if it is because of hesitation, fear or a feeling that it is too small a
problem to report, lack of timely support etc.
 If they have placed cards in the red box and have practiced it on the shop floor already,
then they need to be appreciated for taking ownership and being brave enough to do what
is right before the problem becomes too big.
 Explain how it is important to identify the problem, either solve it on your own or bring it to
the notice of the concerned person right in the beginning when the problem is small and not
allow it to get worse

Task 4 – Feedback and closing – 5 minutes

 Recap the session and explain that responding positively - trying to find a solution is always
a better approach in the long run.
 Explain that a problem is simply a change from what should be happening, to something
different that should not be happening.
 Explain that often we as workers notice a problem before the supervisor, captain or floor in
charge does, because we are close to the situation. So it is important to observe and be alert
and active.
 The more active we become in finding solutions, the fewer problems would occur in the
future.

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Session 6: Problem Solving

Session Time: 60 minutes

Session Objective:
 Participants understand some problem solving methods
 Participants practice the method and understand how it can be used to solve problems

Process Summary:
No. Content Method/ Activity Time Materials
1 Opening Recap and 10 minutes Flip Chart, markers
introduction
2 Problem Solving 5 Why’s technique 15 minutes Charts, markers
using examples
3 Practice session Group work and 30 minutes Charts, markers
presentation
4 Feedback and Guided discussion 5 minutes
Closing

Task 1 - Opening - Recap and Introduction – 10 minutes

 Ask participants to share the key learning from the previous session on problem
identification
 Ask them if they were able to identify and solve or report any problems in time and
help production
 Tell participants that in this session we will learn some methods and steps which will
help us solve problems more effectively

Task 2 – Problem solving – The ‘5 Whys’ Technique – 15 minutes

 Tell participants that it is important to find the
root cause of any problem rather than just find-
ing a temporary fix so that we are able to avoid
the problem repeating itself.
 Explain that one of the commonly used methods
involves asking "Why?" five times in succession
to drill down through the layers of a problem un-
til you find the source.
 Give some examples: (You can also use any other
example based on frequent problems observed in
the factory)
At Work: Problem: Frequent Thread Breaks
1. Why is the thread breaking? Because the
tension is too high.
2. Why is the tension too high? Because the
operator tightened it to stop skipped
stitches.
3. Why are there skipped stitches? Because the needle is slightly bent.
4. Why is the needle bent? Because it hit a heavy seam during the last batch.

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 Module 2 – Well Being – At Work

5. Why was it hitting the seam? The wrong needle size is being used for this specif-
ic fabric weight.

The Solution: Instead of just loosening the tension, change to a heavy-duty needle.

At Home: Problem: High Electricity Bill

1. Why is the bill higher this month? We are using more power in the evenings.
2. Why are we using more power? The lights are staying on longer.
3. Why are they staying on? Because the kids are leaving them on when they leave
the room.
4. Why do they forget to turn them off? The switch is behind a piece of furniture
and hard to reach.
5. Why is the furniture there? To hide a messy corner of storage.

The Solution: Re-arrange the room to make the switch accessible, rather than just blaming the
children

Task 3 – Problem solving – Practice session – 30 minutes

 Divide the participants into 4 groups
 Ask 2 groups to select any common
problem at home and practice using the 5
Why method
 Ask the other 2 groups to select any
common problem at work and practice
using the 5 Why method
 Give the groups 15 minutes to discuss and
write down the steps on a chart or in a
format like the one shown in the picture
 Once the groups finish ask each group to present and analyse based on the presentation

Task 4 – Feedback and Closing – 5 minutes

Conclude saying that when we are faced with any problem, we need to:

Don't make the problem worse by rushing.

STOP

Ask "Why?" and look for all possible options

THINK

Try the best solution and see if it works.

GO

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Session 7: Recognizing and Understanding Conflict

Session Time: 60 minutes

Session Objective:
 Participants identify situations at work that result in conflicts, arguments
 Participants understand how conflict develops from a “spark”
 Participants understand how they can help one another in developing greater tolerance to
pressure

Process Summary:
No. Content Method/ Activity Time Materials
1 Opening Recap of previous 5 minutes Flip Chart, markers
module
2 Tangled Yarn – Circle Activity and 20 minutes Ball of yarn, placards
Understanding discussion with roles
conflicts
3 Practice session Role Play and Analysis 20 minutes
4 Closing Flip Chart, review 5 minutes

Task 1 - Opening - Recap and Introduction – 5 minutes

 Begin with recap of problem solving sessions and how they help
 Ask participants if they were able to use the 5 Why technique in any problem situation and
share
Task 2 - Tangled Yarn – Understanding conflicts – 20 minutes
 Ask participants to stand in a large circle representing the
production line.
 Ask about 7 participants to come forward and give each of
them a placard (card with a stick) with their role written on
it (the other participants need to stand around and
observe)
o Worker, Captain, Supervisor, Floor-in-charge, Production
Manager, QC and HR.

(NOTE: You can add more roles if you want)

 Ask them to stand in a circle at random and not according to their reporting structure
 Give a ball of yarn to the participant with worker placard; ask her to tie one end of the yarn
to her stick.
 Ask her to name a common "spark" or minor workplace problem for e.g., the thread tension
on the machine is off, it is causing "puckering" and we are 50 pieces behind the hourly
target
 Once she mentions the problem ask her to toss the ball to the Captain who is standing
across the circle. The captain receives the yarn ball and winds it across her stick and then
reacts saying “why didn’t you inform me earlier, now the supervisor is going to get angry at
me”
 The captain then tosses the yarn ball to the supervisor who winds the yarn across her stick
and reacts “the line efficiency graph has gone down, all of you are useless; what will I tell the

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Floor-in-charge”.
 The supervisor tosses the yarn ball to the FIC who winds the yarn across her stick and
reacts “The shipment is due in a few hours and you still are struggling with the production”
 The FIC passes the same to the Manager who winds the yarn across her stick and reacts
“what kind of training have you given the workers, they are not able to solve a simple issue,
if they are not capable, send them home”
 The Manager passes the yarn back to the worker who then winds it across her stick again
and reacts “Why are you scolding me, it is the supervisor and QC who has to solve these
issues, I don’t want to work here anymore”
 The worker passes the yarn to the QC and then to the HR who winds the yarn around her
stick and then reacts “why are you all just making so much noise here, can’t you all work
peacefully”
 Ask them to continue passing the yarn to whomever they are blaming for the situation, each
one winds it around their stick and reacts and throws the yarn ball to the next person
 Continue for about 5 minutes with each one adding one reaction until a complex, messy web
of yarn is stretched across the centre of the circle, making it impossible for anyone to move
through the middle.

(NOTE: The situation for this activity can be customised and the participants can do it on the
spot based on situations that occur in their factory)

Once the yarn is a total mess and everyone is holding a tight, tangled piece, pause the activity
and ask the participants:

o To the worker: "Can you move your hands to fix the machine now?"
o To the supervisor: “Is your line efficiency improving?”
o To the manager: "If you pull your string harder to 'force' a result, what happens to the
Worker?"
o To the QC: "Is the original problem (the puckering) even being discussed anymore?

 Ask if it is now possible to walk across or if it is easy to untangle the yarn.

 Highlight that just like the yarn, one person’s "spark" quickly affects everyone else on the
line.
 The problem issue is not being discussed and it becomes a blaming game where everyone is
shifting the blame on to the other.
 Tell participants that once personal emotions and ego come in then it becomes a conflict
and the issue is forgotten.

Task 3 – Practice session - Role Play and analysis - 20 minutes

 Once the activity is over, ask the participants who observed the activity to divide into 3
groups and enact a short (1 to 2 minute) role play of a typical conflict in the workplace
 Give 5 minutes to discuss among themselves and 2 minutes to enact the role play.
 From the role-play list out the sequence of how conflict develops:
o There is a “spark” - a harsh word, a misunderstanding etc.
o Emotions start rising when the issue is not resolved or cooled down - there is “heat”
o Finally there is “fire” - shouting, crying, or often silent bitterness that continues.
 Show the visual of a pressure cooker to highlight what happens if the pressure is not
released

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 Module 2 – Well Being – At Work

Task 4 – Feedback and closing - 5 minutes

 Tell the participants that if we don’t look at the issue and instead focus on blaming each
other, conflicts become more severe
 In the yarn activity, if the knotted yarn has to be untangled,

o You cannot untangle it by shouting.

o You have to move closer to the other roles (show empathy and understanding).
o You will have to pass the ball back in the exact reverse order, acknowledging each
person’s pressure point and support each other
o Need to have cooperative communication

Conclude that in a factory, a technical error (the stitch) is easy to fix, but when egos and
emotions are involved and it becomes a blame game, then it is difficult to maintain a peaceful
working environment.

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 Module 2 – Well Being – At Work

Session 8 – Working in teams

Session Time: 60 minutes

Session Objective:

 Participants understand what it means to work in teams and the importance of teamwork
 Participants decide on one thing they would change or improve in the way they work with
their teams at work

Process Summary:
No. Content Method/ Activity Time Materials
1 Recap Activity 10 minutes
2 Teamwork Group activity and analysis 35 minutes Activity Materials
3 Teamwork reflection Card exercise and reflection 10 minutes Teamwork cards
4 Feedback and closing Guided discussion 5 minutes

Task 1 - Opening - Recap and Introduction – 10 minutes

 Welcome participants and ask them to share any one change that they have made
related to conflict resolution
 Tell them that in today’s session we are going to see how communication and
cooperation is going to be used when you work with each other

Task 2 – Working in teams – 35 minutes

 Divide participants into smaller groups (5 groups)

 Tell each team that they need to discuss and design a logo for their team with a motto
(statement written below the logo)
 Provide the raw material (coloured fabric scraps, needle, thread, glue etc.)
 Instructions:
o Each team has to make a logo (symbol) which represents you as a team
o Have a motto (a short phrase) below the logo (give an example for better
understanding)
o Raw material will be given, you can choose what you want to use out of that, you
can use any colours that you want
o You have 20 minutes to discuss, design the logo and make it
o You can sew or glue your logo
o Once the time is over, you have to submit your logo to the facilitator even if it is not
complete, each team will be given time to present and explain their logo

 Once all teams finish the task, ask them to come forward and present their logo
 Ask them how they felt about the activity and working as a team
 Explain the difference between a group and a team

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 Module 2 – Well Being – At Work

Task 3 – Teamwork reflection cards – 10 minutes

 For further reflecting on how they worked as a team present a set of cards and ask each
team to pick one card (Annexure 13)
 Based on the card that they pick, ask the related question

Task 4 –Feedback and closing – 5 minutes

 Conclude with the following points

 Just like on the factory floor, each team doesn’t need everyone to be good at every-
thing; it needs different people to do different roles to finish the order on time. Each
one needs to do their particular job well
 Clear and calm communication prevents bottlenecks and solves problems in a peaceful
way
 Each person is important, even if one person would have not participated, the final
product would have be incomplete or of a poor quality exactly the way it happens in
the factory

 Ask participants to reflect on the activity that they did and think of 1 or 2 things that they
would change or improve in the way work with their teammates in the factory

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 Module 2 – Well Being – At Work

Session 9 - Positive Appreciation

Session Time: 60 minutes

Session Objective:
 Participants understand the importance of positive appreciation and learn to practice the
same

Process Summary:
No. Content Method/ Activity Time Materials
1 Opening – Recap Plenary 5 minutes
Presentation
2 Positive Appreciation – Activity and 20 minutes Prepare bobbin
One thing I like discussion shaped cards
3 Understanding Card game and 20 minutes Cards
behaviours analysis
4 Feedback and closing Guided discussion 5 minutes

Task 1 - Opening - Recap and Introduction – 5 minutes

 Begin with recap of teamwork sessions and how they help in building bonds.
 Explain that these bonds can become stronger with what we will talk about in this session.

Task 2 - One thing I like – 20 minutes

 Ask participants to form groups of three whom they know very well, and work together.
 Give participants three bobbin shaped cards, and in the group
ask each member to write what they appreciate most about
the other two (the appreciation should be about some action
that the person has done in the last week/month which the
writer has seen).
Some examples:
o "You are the best at fixing mistakes."
o "You help the new workers to learn faster."
o "Your smile makes everyone happy."
(Note: Prepare beforehand bobbin shaped cards from bright
coloured paper, with enough space on it to write one or two
sentences.)
 Once the writing is done, ask participants to read and explain what is written and hand
over the bobbin card to the person about whom they have written about
 Ask participants to re-join in the plenary, and ask how it felt to read what good things
others had written about themselves.

Task 3 – Understanding behaviours – Game and Reflection – 20 minutes

 Ask how they would feel if they were to get such appreciation from their colleagues
regularly on a monthly/weekly basis.
 Ask participants if they see this kind of appreciation behaviour among themselves as well as
with their seniors.
 It is not seen much because we don’t display those behaviours

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 Module 2 – Well Being – At Work

 Display word cards showing various behaviours (as seen in the table below)
 Ask participants to choose the behaviours that they usually see most in the factory
 Arrange the cards as shown in the table below
 Explain that the first column is about behaviour that is work or task oriented - focusing on
what to do, how to do etc.
 Explain that the second column is about behaviour that supports others like the
appreciation we have done today, i.e., about good teamwork and team bonding.
 Explain that the third column is about behaviour we show when we are upset or desire
something for ourselves alone.
 Usually team building behaviours are not seen which leads to a working atmosphere where
focus in only on work and self
 Ask which behaviours would make the workplace better - both in terms of work quality and
about feelings.
 Finally explain that we need both work oriented and team oriented behaviour at work and
at home.

Task/work oriented Team oriented Self-oriented

behaviours behaviours behaviours
Initiating action Encouraging Avoiding
ಕ್ರಿಯೆಯನ್ನು ಪ್ರಿರಂಭಿಸನವುದನ ಪ್ಿೋತ್ರಾಹಿಸನವುದನ ತಪ್ಪಿ ಸುವುದು

Information/opinion giving Motivating Recognition Seeking

ಮರಹಿತಿ/ಅಭಿಪ್ರಿಯ ನೋಡನವುದನ ಪಿೋರಣೆ ನೋಡನವುದನ ಮನ್ನ ಣೆ ಪಡೆಯಲು ಪರ ಯತ್ನನ ಸುವುದು

Clarifying Appreciating Dominating

ಸಪಷಟಪಡಿಸನವುದನ ಮೆಚ್ನುವುದನ ಇತರರ ಮೇಲೆ ಪ್ರರ ಬಲ್ಯ ಸಾಧಿಸುವುದು

Summarising Expressing group feeling Withdrawing/not participating

ಸರರರಂಶವನ್ನು ನೋಡನತಿಿದೆ ಹ ದೆ ಸರಿಯುವುದು ಮತ್ತು
ಗಿಯಾಗದಿರುವುದು

Task 4 – Feedback and closure – 5 minutes

 Conclude by asking if we can start practicing from today both at home and at work to
provide sincere appreciation to others.
 This also increases motivation levels and improves teamwork

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 Module 2 – Well Being – At Work

Session 10 – Closing Session

Session Time: 60 minutes

Session Objective:

 Participants to recap key learning of all the sessions of Module 2

 Participants practice applying the learning through a game
 Participants commit to applying their learning for improving effectiveness at work and al-
so continuous improvement

Process Summary:
No. Content Method/ Activity Time Materials
1 Recap Walk around 15 Charts with key messages of all
activity minutes sessions, visuals used in all the
sessions
2 Practice session Rope game 20 Rope, blindfolds for all
minutes participants
3 Analysis Guided discussion 10
with questions minutes
4 Feedback and closing Guided discussion 15 Cards, markers
minutes

Task 1 - Opening - Recap – 15 minutes

NOTE: The facilitator to display all the visuals and key messages charts used for all the ses-
sions of Module 2. If pictures were taken during the earlier sessions, some of them can also be
displayed. When the participants come to the session, they need to be welcomed by the dis-
play on the walls.

 Ask participants to have a walk around in the room and look at all the displayed mate-
rial to refresh their memories and learning from each session
 Once they settle down, ask them to share what they are feeling and if the display
helped them recollect the sessions and learning

Task 2 – Practice session – 20 minutes

 Now ask the participants if they are ready to apply all that they have learnt and play a
game
 Provide blindfolds to the participants and ask them to blindfold themselves
 Tell them that a rope will be placed in the centre and they as a team have to make a
square using the rope given to them
 Tell them that the task is complete only when
o all the participants are touching the rope and
o all of them agree that a square has been formed
o 10 minutes will be given within which the activity has to be completed

 Once the activity is completed, ask participants to remove their blindfolds and see if
they have made a square

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 Module 2 – Well Being – At Work

Task 3 – Analysis – 10 minutes

 Use the following questions to trigger reflection and discussions on the game:

o How did the team start the task?

o Did the team plan before starting the work? (problem solving)
o Who took the lead and How? (Was it self-initiated or group nominated?)
o Did everyone in the team get an opportunity to share their opinion? (teamwork)
o Was there consensus in the team about the plan? (communication)
o Was anyone worried / frustrated in the group? (conflict resolution)
o Were there any silent participants in the team who did not talk / participate?
o How much attention was given to them? (teamwork)
o Was there any effort taken to involve the silent participants?
 Highlight that all the skills that they had learnt in the previous sessions – communica-
tion, problem solving, conflict resolution and teamwork had to be used in this game
 The same happens in the factory as well, we need to apply these skills when the situa-
tion demands and make our work more effective

Task 4 – Feedback and Closure – 15 minutes

 Congratulate the participants for completing the second module successfully

 Ask each participant to share one thing that they enjoyed most about these sessions
and one key learning (provide cards and post the cards in the form of a commitment
wall)
 Emphasise that they should enjoy their work and use their learning in order to keep
growing and finally achieving their life goals set in the beginning of this training.

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 Module 2 – Well Being – At Work

Annexures

Annexure 1 – Effects of Stress

Annexure 2 – Reaction versus Response

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 Module 2 – Well Being – At Work

Annexure 3 – One way communication

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 Module 2 – Well Being – At Work

Annexure 4 – Two way communication

Annexure 5 – Interdepartmental communication

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 Module 2 – Well Being – At Work

Annexure 6 – Communication channels for information and grievances

Annexure 7 – Forms of communication

Verbal Written Non-Verbal

Communication Communication Communication

Through meetings, Through notice boards, Through gestures, signals, and

announcements, and production reports, work visual charts, such as Andon lights
discussions. orders, and emails. or color tags.

Example: Supervisor giving Example: HR posting shift detailsExample: a red tag indicating
daily production targets or or attendance information. machine breakdown or a green
instructions. light indicating regular operation.

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 Module 2 – Well Being – At Work

Annexure 8 – Sender-Receiver

Responsibilities of Sender Responsibilities of Receiver

 Speak Clearly  Listen attentively

 Use simple words  Acknowledge that you have
 Think before talking understood
 Be aware of the situation  Clarify if you don’t understand
 Speak confidently (without fear)  Summarise if required
 Be clear about what you are  Be aware of the situation
communication

Annexure 9 – Components of Communication

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 Module 2 – Well Being – At Work

Annexure 10 – Assertive, Aggressive and Passive styles of communication

Annexure 11 – Key Characteristics of styles of communication

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 Module 2 – Well Being – At Work

Annexure 12 – Assessment Exercise

Chart 1

Speaking Up – Safety I speak up and they I speak up, but they I stay quiet because I
check listen seem annoyed or am afraid of being
ignore it shouted at
Q1. If you see a
mistake in the line or
a safety hazard, do
you feel comfortable
telling the supervisor
immediately?
Q2. If you haven’t
understood the
instruction given by
the supervisor, do
you ask for
clarification?

Chart 2

Systems Check Yes, the system is I know where to go, I have no idea how the
(Accessibility) clear and I have used it but I don't think it reporting system
works. works

Q3. Do you know ex-

actly where to go or
who to talk to if I have
a problem with my pay
or a personal griev-
ance?

Chart 3

Feedback Check Yes, they fix things They fix things some- Nothing ever changes;
and tell us about the times but don’t let us it is a waste of time to
changes know talk

Q4. When workers

give any suggestions
or report problems,
does the management
actually do anything
about it?

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 Module 2 – Well Being – At Work

Chart 4

Respect check (tone They remain calm and They get loud, but they They use bad language
and culture) give clear instructions. are not disrespectful and scold us
Q5. How do supervi-
sors talk to you when
the production pres-
sure is high?

Annexure 13 – Teamwork cards

Did everyone How did we help

have a chance to someone who
speak? Who had was struggling
an idea that or stuck? Who
made the logo stepped in to
better? help?

What was each

one’s specific Did we rush or
"part" in making stay calm? How
the logo? Could did our speed
we have finished affect the
without each "quality" of our
one doing their logo?
part?

What would we
do differently
next time to
work even
better as a team?

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