Communication

390 minutes

Module Objectives:
• To develop strategies and practice effective communication in a variety of contexts (at home, in
the workplace, in the community).
• To understand the many styles of communication that exist.
• To practice assertive communication and developing “I” statements.
• To understand the communication is much more than just words, but it also includes tone, body
language and active listening.

Acknowledgements: The activities and messages in this module are adapted from Better Work, CARE
International/Walmart’s Women in Factories Program, Gap Inc. P.A.C.E. and HERproject. The content
was compiled and edited by the advisory practice of the International Center for Research on Women
(ICRW).

Module Overview:

Lesson Duration Topics Covered Materials Needed

(minutes)
1. Overview and 90 • Elements of communication: • Flip chart
Process of verbal, tone, body language • Marker
Communication • Effective communication • Process of Communication
• Process of communication Chart (RM-1)
• Drinking cup
• Water
• Character Cards (RM-2)
2. Communication 90 • Four communication styles: • Flip chart
Styles and “I” passive, aggressive, passive • Marker
Statements aggressive, assertive • Communication Styles
• “I” Statements Scenario Cards (RM-3)
3. Active Listening 60 • Definition of active listening • Flip chart
• Benefits and importance of active • Marker
listening • Active Listening Scenario
• Application of active listening Cards (RM-4)
techniques
4. Communication 90 • Link between gender, power and • Flip chart
and Power Dynamics communication • Marker
• Connection between power • Gender, Power and
hierarchy in the workplace and Communication Scenario
communication Cards (RM-5)
• Communication in the community • Gender and Power Scenario
Cards (RM-6)
5. Communication at 60 • Communication procedures in the • Two pictures (for drawing
Work workplace and their importance activity)
• Grievance procedures • Sheets of paper
• Pens/pencils
• Workplace Communication
Role Play (RM-7)

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 • Handout on workplace
grievance procedures and
appropriate contact
information
• Handout on workplace
communication procedures

Note to trainer: Throughout this module, participants are asked to identify barriers or challenges they
face to achieve effective communication and to portray their messages/opinions to others, particularly
those who may have more power than them or who may have preconceived judgements or assumptions.
Refer to Part III in the Practitioner Guide on facilitation tips for guidance on supporting participants to
brainstorm how to overcome obstacles.

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 Lesson 1: Overview and Process of Communication
90 minutes

Objectives:
• To understand strategies for effective communication.
• To understand that communication is more than just words – it includes tone and body language.
• To discuss the importance of tailoring communication based on audience.

Lesson Outline:

Topic Duration Materials

Opening 10
Overview of Communication 30 • Flip chart
• Marker
Process of Communication 15 • Process of Communication Chart (RM-1)
• Drinking cup
• Water
Tailoring Communication 30 • Character Cards (RM-2)
Closing 5

I. Opening (10 minutes)

1. Open the training by introducing yourself and the participants. Ask participants:
• Let’s go around the room and I would like each of you to introduce yourself to the rest
of the group and state on of your qualities. I will start.
2. After all participants have introduced themselves, introduce the topic of the session:
• Each person in this group is unique. Each of us has positive qualities that set us apart.
• Understanding each other will help us to communicate with each other better. This
process also helps us identify different character trains of people.
• Today, we will discuss communication, discuss how communication can influence the
behavior of others and identify different communications styles.

II. Overview of Communication (30 minutes)

1. Ask participants:
• What do you think of when you think of communication?
2. After participants have shared, provide the following points on communication:
• Communication is the exchange of a thought, idea or feeling between two or more
people.
• It is the means of making oneself understood.
• Communication is important because it helps us connect with others.
3. Ask participants:
• What are other forms of communication besides talking?
4. Possible responses include:
• Phone
• Letter/written
• Text message
• Email
• Internet instant messaging

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5. Make a few gestures without speaking then ask participants:
• What message did those gestures convey?
6. After participants have shared, discuss communication further:
• Communication is not limited to talking or using words. It can be verbal and non-verbal.
To communicate, we use spoken or written words, gestures, body language and facial
expressions. Sometimes even silence can be an effective way of conveying our thoughts.
• Before communicating, identifying the objective or goal that one or all parties hope to
achieve from communicating can help the process.
• When communicating, there is the sender and the receiver. The person who wants to
communicate something is the sender. The responsibilities of the sender include to
ensure the receiver understands the message, to choose appropriate words and deliver
the message with appropriate tone, to share ideas clearly and precisely and to
understand the situation of the receiver.
• The person or people to who this communication is directed to is the receiver. The
responsibilities of the receiver are to understand what the sender is saying (and clarify if
they do not), to listen actively and to question assumptions.
• When the sender sends a message/communicates, the receiver should respond or give
feedback. A response or feedback will not always be verbal. The response can be facial
expressions or body gestures.
7. Discuss different aspects of communication:
• Communication involves more than just words. There are three parts.
• The first is verbal or words used.
• The second is the tone in which the words are delivered. This can include your voice,
your conviction, your enthusiasm.
• The third is body language or the visual. This can include your posture, gestures
performed, eye contact and facial expressions.
8. Share the following statement with the group:
• I am not feeling well. I think I have a fever.
9. Choose three volunteers. Assign each volunteer either verbal, vocal and visual and instruct each
volunteer to express the statement using the form of communication they were assigned.
10. After the exercise, share the following points:
• The impact of communication depends on how these three components are used. When
we say something but our tone, body language and gestures are not appropriate, then it
might not create the desired impact on the receiver. This can lead to ineffective
communication.
• So, how we speak and our body language are very important for effective
communication.
11. Ask participants:
• What do you think is effective communication?
12. After a few participants have shared, provide the following points:
• Effective communication is the ability to make others understand our message and
achieve our objective.
• Effective communication only takes place when the receiver understands the message
from the sender in the way the sender meant it to be understood.
13. Ask participants:
• What are the elements of effective communication?

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 14. Allow participants to response and add the follow points if they are missed. As participants share,
write a list on a piece of flip chart paper:
• Have a positive regard towards all people involved
• See and understand things from others’ point of view (empathy)
• Be able to communicate with others openly, share your own feelings, thoughts and
experiences
• Understand the situation and communicate accordingly
• Always have an objective for communication
• Think before you speak
• Speak clearly and confidently
• Remain calm and tolerant, not aggressive
• Keep in mind the situation/external environment during communication
• Keep in mind the other person’s mood while communicating
• Listen carefully
• Avoid communication if the situation does not seem right
15. Ask participants:
• What are some barriers to effective communication?
16. Possible responses include:
• Language
• Time
• Situation
• Disturbances in the environment
• Discrimination
• Personal attitudes or assumptions toward the sender or receiver
17. Provide the following example:
• If I (the trainer) speak in a foreign language during the training, you will not be able to
understand a single word. If I (the trainer) hides behind the board and speaks to you,
there will be very little group participation and the training session will not be effective.

III. Process of Communication (15 minutes)

1. Place a drinking glass on a tray and pour water into the glass. Let the water overflow and look
away while you pour (as if you didn’t notice).
2. Link the water demonstration to the process of communication, displaying the Process of
Communication Chart (RM-1) to supplement the discussion:
• Communication follows a process that starts with an external factor or event, and ends
with a response.
• To start the process of communication, there is first some external factor or situation
that causes it. In this case, it is the water overflowing.
• Once the situation arises, the individual thinks and analyzes the situation. Through this
analysis, the individuals involved decide what message they would like to transmit – they
consider the content they want to share, what medium to share it in (verbal, written,
non-verbal), how they hope the receiver will react. Usually, the individual’s personality,
values, beliefs and attitudes/biases will influence the way they understand and analyze
the situation.
• As the individual is interpreting the situation, internal feelings will also likely come up.
Perhaps the situation reminds the individual of a past experience they’ve had, so perhaps

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 certain memories and feelings related to that past experience are triggered. These
feelings can be positive or negative, and contribute to the next step.
• Then, based on how the individual analyzes and feels about the situation, a response is
generated. The response can be action-oriented, verbal communication or silence and
can be positive or negative.
• At the root of every communication, there are opinions, feelings and prior experiences
that influence the communication.
• We should also be aware of different power dynamics when communicating with others
to ensure safe and appropriate interactions.
• In any situation, even negative ones, good communication based on respect and a wish
to make things work can improve the situation. This is why it is important to understand
and practice effective communication skills.

IV. Tailoring Communication (30 minutes)

1. Introduce the importance of tailoring communication based on audience:
• The most important rule of communication is “know your audience.”
• It is important to adjust your communication style depending on who you are speaking
with and in what situation you are speaking in.
2. Distribute a Character Card (RM-2) to nine randomly selected volunteers.
3. One at a time, invite participants with a card to stand up, read their card out loud, then ask you
(the trainer), “How was your day?”
4. After each question, provide a response that is appropriate for the person or situation. Use humor
and dramatic facial expressions, body language, tone of voice, etc. to emphasize the differences
among the responses. Invest details that are appropriate. For example, you may tell your daughter
in a smiling, sing-song voice that your day was long but wonderful and that you saw something
funny happen when you were on your way home. In contrast, you may tell your boss in a more
serious tone that the day went very well, that you made fewer mistakes today compared to
yesterday and that the production line moved very smoothly.
5. After all nine examples have been performed, ask participants:
• In what ways were my responses different?
6. After a few participants have shared, ask:
• What do we need to think about before we communicate a message to someone?
7. Write all responses on a piece of flip chart paper. Possible responses include:
• Prior knowledge of the listener/audience
• Why the listener is interested in hearing the information
• What the listener will do with the information
• What vocabulary or language is appropriate
• How much information is appropriate
• What is appropriate social behavior and body language for the situation
8. Conclude the discussion by asking participants to share a few relevant examples form their
personal life of how they have tailored their communication style or technique and what
happened. After a participant shares a successful example, emphasize successful steps and
techniques the participant used.

V. Closing (5 minutes)
1. Summarize the following key messages:
• Communication can be defined as the exchange of thoughts, feelings, and ideas.

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 • Good communication starts with regard and empathy for others, as well as an objective
for the conversation.
• Communication needs at least two participants: the sender and the receiver.
• Communication has three key elements: verbal, vocal, and visual. All three elements
should convey the same message for effective communication.
• There are different barriers and filters to effective communication, including timing, the
environment, or personal barriers such as preconceived judgements or assumptions.
• When possible, tailor your communication style and technique based on your audience.
2. Encourage participants to act and apply their knowledge by asking:
• What is something you learned today that you will put into practice in your daily life?
• What is something you learned today that you can share with someone in your life? Who
is that person? How will they benefit from you sharing your knowledge?

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 Lesson 2: Communication Styles and “I” Statements
90 minutes

Objectives:
• To analyze the four styles of communication and their outcomes.
• To improve communication techniques using assertive communication and “I” statements.

Lesson Outline:

Topic Duration Materials

Opening 10
Hand Push Activity 5
Four Communication Styles 30 • Flip chart
• Marker
• Communication Styles Scenario Cards (RM-3)
“I” Statements 40 • Flip chart
• Marker
Closing 5

I. Opening (10 minutes)

1. Open the training by introducing yourself and the participants. When possible, use a fun and
interactive way to introduce participants.
2. Ask participants:
• When you are in a disagreement with someone, how do you usually act? What is your
tone like? What is your body language like?
3. Invite a few participants to share.
4. Introduce the topic of the lesson:
• We each approach conversations or disagreements in different ways. We may even
approach each conversation differently depending on who we are talking to and
depending on what the conversation is about.
• Today we are going to identify the different styles which people tend to use when
communicating and practice how we might be able to approach conversations more
assertively.

II. Hand Push Activity (5 minutes)

1. Ask participants to form two lines, facing each other. Instruct each participant to touch palms with
the participant facing them in the other line.
2. Call one line "Line 1" and the other "Line 2".
3. Ask all the participants in Line 1 to start pushing against the person in Line 2, only using their
palms. People in Line 2 can respond in any way they like.
4. After 30 seconds or so, ask the group to stop and then to change roles. This time, Line 2 members
should push against Line 1 members and Line 1 members can respond as they choose.
5. After another 30 seconds or so, ask everyone to return to their seats.
6. Ask participants:
• How did you feel during this exercise?
• Did you respond by pushing back or by giving in, or what?

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 • How did this relate to a real-life experience of conflict for example in your relationship?
When someone pushes you do you give up or fight back?
7. After a few participants have shared, conclude the discussion:
• There are no right or wrong answers but our relationships, our personalities and are
values are just some of the things that influence how we respond.

III. Four Communication Styles (30 minutes)

1. Following the discussion, introduce four categories of communication styles:
• The hand push activity showed that the way we communicate and respond has
consequences. It can either resolve or clarify a situation or worsen it by increasing
tension.
• There are lots of different ways to communicate and sometimes we do so in ways that
are not helpful. We would all like to be able to say what we want, express how we feel,
and have the other person listen to us.
• Therefore, knowing different styles of communication can help us improve how we
communicate to the people in our lives, effectively communicate our own desires and
thoughts and improve our relationships.
• The four types of communication styles we will discuss in this training are passive,
aggressive, passive aggressive and assertive. Sometimes in situations such as conflict or
disagreement, individuals respond by verbally attacking the other person. Other times,
we may simply avoid conflict and do not say what we want, either by remaining silent or
look to others and make side comments. In some cases, we are able to communicate
powerfully and effectively.
• As we go through this lesson, think about the different relationships you have in your life
(family, husband/wife, coworkers, managers, friends) and how you communicate with
them.
2. Draw four columns on a piece of flip chart paper and label the top of each column: Passive,
Aggressive, Passive Aggressive, Assertive.
3. Ask participants:
• What does passive communication look and sound like as the communicator/sender?
What about as the listener/receiver?
4. Write all participant responses under the “Passive” column. Possible responses include:
• As the communicator: vague, indifferent, shy, quiet, withdrawn body language (arms
crossed, no eye-contact)
• As the receiver: uncertainty, confusion, frustration
5. Summarize the discussion with a definition of passive communication:
• Passive communication is sharing thoughts, ideas or feelings without being open and
direct. Usually, passive communication means someone else will decide what will
happen in a situation and the sender will not get their needs or concerns met.
6. Transition to discussion on aggressive communication by asking participants:
• What does aggressive communication look and sound like as the communicator/sender?
What about as the listener/receiver?
7. Write all participant responses under the “Aggressive” column. Possible responses include:
• As the communicator: superior, accusatory, controlling, does not show trust or respect,
interrupting, inconsiderate of the listener/receiver’s feelings, exaggerated gestures,
aggressive or accusatory body language
• As the receiver: scared, silenced, caught off guard/surprised, angry

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8. Summarize the discussion with a definition of aggressive communication:
• Aggressive communication is tending toward or exhibiting hostile, forceful or destructive
behavior when sharing thoughts, ideas or feelings.
9. Transition to discussion on passive aggressive communication by asking participants:
• What does passive aggressive communication look and sound like as the
communicator/sender? What about as the listener/receiver?
10. Write all participant responses under the “Passive Aggressive” column. Possible responses
include:
• As the communicator: pretending to agree, being polite in conversation but feeling
annoyed/upset internally, talking negatively about the situation to someone not
involved, not sharing honest opinion
• As the receiver: disrespected, upset, angry
11. Summarize the discussion with a definition of passive aggressive communication:
• Passive aggressive is a combination of the two previous communication styles. It involves
not sharing honest opinions or feelings in the moment of the situation and, instead,
internalizing them or vocalizing them behind-the-back of those involved in the situation.
12. Transition to discussion on assertive communication by asking participants:
• What does assertive communication look and sound like as the communicator/sender?
What about as the listener/receiver?
13. Write all participant responses under the “Assertive” column. Possible responses include:
• As the communicator: clear, confident, decisive, thoughtful/empathetic of the feelings
or opinions of the receiver
• As the receiver: validated, understood, encouraged
14. Summarize the discussion with a definition of assertive communication:
• Assertive communication tends toward bold or confident declaration of opinions and
feelings. Assertive communication also involves having respect to the situation and a
consideration for others’ needs and rights.
• Assertive communication is generally the preferred style of communication and is the
way to most likely reach a good agreement between all parties involved. This is because
with an assertive communication style, we are most likely to have the other person to
understand our position, take the other person’s opinions into account and come to an
honest agreement that both parties will be able to stick to.
15. Share the following point:
• Remember that we all use some of these approaches sometimes. Often they may be the
easiest way of dealing with a situation in the short term, but in the long term, there can
be problems.
• If we are aggressive, we may impose our view on the other person, but we are unlikely
to solve the problem. For instance, if your husband “wins” an argument with you through
raising his voice or using inappropriate language, has he really “won” the argument?
What do you think?
16. Allow participants to reflect on the question individually.
17. Divide participants into groups of four and give each group a Communication Styles Scenario Card
(RM-3).
18. Provide the following instructions:
• In your small group, one pair will act out the scenario you have been given using
aggressive, passive aggressive or passive communication (whichever you all agree on).
The other pair will then act out the same scenario using assertive communication.

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 • Both pairs should share ideas and work together on the role plays. Remember to
incorporate the three aspects of communication (words, tone/voice, body language) into
your role play.
• You will have 5-10 minutes to prepare and practice your role play. The role play doesn’t
need to be longer than a minute or two.
19. Give participants 5-10 minutes to prepare and practice their role plays.
20. When participants are ready, instruct each group to perform their role plays. After each role play,
ask the audience to identify words, body language, tone and other evidence of
passive/aggressive/passive aggressive behavior in the role play. Then ask the audience to identify
how the situation was improved using assertive communication. If not enough time to have all
groups perform, invite each group to share out a summary of their scenarios and what they
discussed.
21. Transition to a discussion on assertive communication and “I” statements:
• In this activity, you all had the chance to begin practicing assertive communication. We
will now practice composing assertive message in more detail using “I” statements.

IV. “I” Statements (40 minutes)

1. Ask participants:
• In times of disagreement or conflict, how do you usually address or correspond with the
person?
2. After a few participants have shared, provide the following explanation:
• We tend to use ‘You’ statements in difficult situations. Usually when someone has a
problem with another person, we tell them so by using a ‘You’ statement," for example,
"Because of your fault the finished work is very poor!" or “You need to be quick in your
job.” By phrasing it that way, the listener is likely to get defensive and might begin to
argue.
• We are going to learn about assertive communication using what we call ‘I’ statements.
This will show how it is possible to face someone with whom you have a problem without
either antagonizing them or withdrawing from the problem. It will also be a good
practice to make non-judgmental statements.
3. Explain “I” statements further:
• “I” statements are a useful way of separating feelings and facts in order to clarify what a
problem really is. The formula may seem strange and unfamiliar, but with practice it can
become an unconscious reaction rather than a labored response. It is a tough discipline
and needs practice.
• “I” statements can be used at home with your family. At work, at the market or the
shops, with friends, on public transport or at any time when you feel that your needs are
not being met.
4. Describe the four key elements in an “I” statement, writing the elements on a piece of flip chart
paper as you explain:
• I: The first element is “I” and this reminds us that we have to be specific and that we are
talking about ourselves (and not saying “you”).
• Feel …: The second element is the feeling or an emotion which describes the impact of
the situation you are facing and want to change through communication.
• The action or reason: The third element is the reason why you feel the way you do. This
way, you are describing the situation as it relates to you, rather than blaming the other
person.

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 • What I would like/The request: The fourth element is the suggested solution. It should
not be a demand, but rather a statement of what you would like.
5. Write the following framework for “I” statements on a piece of flipchart paper: I feel … because
… and I would like …
6. Share the following examples with participants and ask participants to identify the four elements
in each statement:
• “I panic and become more anxious when I am called names for my work. I try so hard
but sometimes for various reasons I happen to lose concentration. I feel that supportive
and kind words can help me relax and concentrate on my work more.”
• "I feel sad and concerned when you come home every night after drinking with your
friends. I would like to see more of you and I would like us to have more money for the
family. I would like it if we could agree an amount of money that you can use with your
friend so that we have enough money for expenses at home."
• ”I feel as if I am being used when I lend you money and you don’t pay it back in good
time. I would like it better if when you borrow money, you would pay it back as soon as
possible or tell me a day when you expect to pay it back by.”
7. Emphasize the following point about “I” statements:
• These statements carry no blame and are phrased not to annoy the listener. The
expectations within them are resented in a non-judgmental manner. There is no “you
must…” and you are not accusing the listener of anything.
• “I” statements state the speaker’s expectations or hopes, but they do not demand that
they be met
8. Divide participants into pairs.
9. Instruct one member of the pair to identify one aspect of their current relationship with a family
member (husband/wife, siblings, parents) at home that they would like to change.
10. Instruct the other member of the pair to identify one aspect of their current relationship with
their colleague or supervisor at work that they would like to change.
11. Then, ask each pair to prepare one “I” statement which they could use to address this difficulty
they are facing in their lives. Partners should help one another make their statements clear and
concise.
12. Once each partner has shared and the pairs have discussed, call the whole group back together
and ask for a few volunteers to share their examples. Suggest improvements when needed.

V. Closing (5 minutes)
1. Summarize the following key messages:
• There are different styles of communication: passive, aggressive, passive aggressive and
assertive. An assertive style usually gets the best results.
• Simple rules for good communication include clarity of objective and content, respect,
calmness, willingness to listen and choice of the appropriate form for communication.
2. Encourage participants to act and apply their knowledge by asking:
• I would like each of you to commit to making one “I” statement to somebody (every day if
possible) before the next session. You might first try it in an easy context, with a friend over
a small problem.
• You could even begin by saying, “I feel happy when…” and see how that works.
• When you make your “I” statement, make a note of the situation, what the statement was
and the reaction of the person you were speaking to.
• Does someone come to mind who you make an “I” statement to? Who is that person?

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• (Optional) Do you think this is a realistic assignment? Why or why not?

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 Lesson 3: Active Listening
60 minutes

Objectives:
• To learn and practice active listening techniques.
• To understand the benefits of active listening in challenging communication situations.

Lesson Outline:

Topic Duration Materials

Opening 10
Introduction to Active Listening 20 • Flip chart
• Marker
Role Play for Active Listening 25 • Active Listening Scenario Cards (RM-4)
Closing 5

I. Opening (10 minutes)

1. Open the training by introducing yourself and the participants. When possible, use a fun and
interactive way to introduce participants.
2. Ask participants:
• Have you ever been a situation where you felt someone was not paying attention and
listening to you? What was the situation? How did you feel?
3. Invite a few participants to share.
4. Introduce the topic of the session:
• Communication is not only about expressing one’s own thoughts and feelings. Listening
is also an essential skill. It involves paying attention to others’ words, as well as their non-
verbal communication and underlying factors that affect their perspective.
• Today we are going to identify qualities of a good listener and practice how we can
improve our active listening skills.

II. Introduction to Active Listening (20 minutes)

1. Ask for a volunteer to share a happy memory from their childhood.
2. As the volunteer is sharing, show (with exaggeration) how someone would react who is using bad
listening techniques.
3. Ask for another volunteer to tell the group about their best friend.
4. As the volunteer is sharing, demonstrate good listening techniques.
5. After the volunteer finishes sharing, ask both volunteers:
• How did you feel during this demonstration?
6. Guide participants through a discussion on listening by asking the following discussion questions:
• What makes someone a good listener?
• What makes someone a bad listener?
• What are some obstacles to being a good listener?
• Why is listening an important skill in the workplace?
7. After participants have shared, discuss elements of active listening. The trainer should prepare a
flipchart or other presentation material to support the explanation:

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 • Listening is an important tool for developing relationships and having an effective
communication process. Being listened to makes someone feel valued, important and
respected – and ensures both parties get what they hope to out of communicating.
• Active listening has five key elements: encourage, describe feelings, clarify, ask questions
and summarize.
• Active listeners encourage who they are speaking with. They are friendly, warm and
patient with the person. Remember, when you have something important to say, you also
want to be heard!
• Active listeners also describe the feelings they are hearing and ask the person to confirm
whether they have heard them accurately.
• Active listeners clarify throughout the communication processes. They make sure to
understand the person’s meaning and intention. For example, they might say, “If I
understand right, you’re saying…” or “Tell me what you mean by…”
• Asking questions is an important part of active listening. Active listeners ask questions
that can’t be answered with one word, especially with yes or no, and ask follow-up
questions like, “How did you feel when…” or “Tell me more about…”
• Lastly, active listeners summarize the related ideas they heard and state a conclusion. For
example, an active listener might say, “So, since you’ve been very responsible in the past,
you think your parents should let you go to the party.” They also let the person tell them
whether the conclusion is correct.
8. Allow participants to ask follow up questions about active listening.
9. Share a list of tips/strategies that active listeners use when communicating written on a piece of
flip chart paper:
• Clear your mind of unnecessary thoughts and distractions
• Make (culturally appropriate) eye contact
• Check your body language
• Pay attention to the other person’s facial expressions, gestures and body language
• Read between the lines for unexpressed feelings
• Paraphrase what you think they’ve said
• Put yourself in the other person’s place and get their perspective
• Put aside preconceived ideas and pass no judgments
• Nod your head and say things like, “I see”
10. Ask participants to share any additional strategies to this list.

III. Role Play on Active Listening (25 minutes)

1. Introduce the role play exercise:
• We will now apply these concepts by practicing active listening using fictional scenarios.
2. Divide participants into pairs and provide each pair with an Active Listening Scenario Card (RM-
4).
3. Provide the following instructions:
• Each pair has a scenario to practice active listening. Decide amongst yourselves which one
of you will be the “listener.” You will have five minutes to perform the role play with one
another.
• After five minutes, we will come back to discuss as a group. Then you will exchange your
scenarios with another pair and repeat the activity so the other person has the chance to
be the “listener.”
4. After five minutes, bring the large group back together and ask:

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 • What were some of the active listening techniques that were successful?
• How did people feel when they were listened to in a positive manner?
5. After participants have shared, ask the pairs to trade their scenarios and give them five minutes
to practice another scenario, ensuring the other partner is now the “listener.”
6. After five minutes, bring the large group back together and ask:
• What were some of the active listening techniques that were successful?
• How did people feel when they were listened to in a positive manner?
7. Conclude the discussion by reinforcing and emphasizing some of the techniques that were shared
across the two discussions.

IV. Closing (5 minutes)

1. Summarize the following key messages:
• Remember there are five elements to active listening: encourage, describe feelings,
clarify, ask questions and summarize.
• When communicating, active listening is just as important as the words used and ideas
shared.
• Body language, expressions and gestures are a very important part of active listening. It
helps encourage the sender that you are giving your full attention.
• Communicating back is an important piece of active listening. Ask clarifying follow up
questions to ensure you are accurately understanding the situation and summarize your
understanding of the situation throughout the exchange.
• Active listening is very important to practice, especially if you are in a challenging
communication situation or in a conflict/disagreement. Approaching a challenging
situation with active listening techniques can help diffuse and calm the person who you
are communicating with.
2. Encourage participants to act and apply their knowledge by asking:
• What is something you learned today that you will put into practice in your daily life?
• What is something you learned today that you can share with someone in your life? Who
is that person? How will they benefit from you sharing your knowledge?

16
 Lesson 4: Communication and Power Dynamics
90 minutes

Objectives:
• To understand the links between communication, gender and power and apply strategies to
approach communication through this lens.

Lesson Outline:

Topic Duration Materials

Opening 10
Gender, Power and Communication 45 • Flip chart
• Marker
• Gender, Power and Communication Scenario
Cards (RM-5)
• Gender and Power Scenario Cards (RM-6)
Communication Dynamics in the 30 • Flip chart
Community • Marker
Closing 5

I. Opening (10 minutes)

1. Open the training by introducing yourself and the participants. When possible, use a fun and
interactive way to introduce participants.
2. Ask participants:
• Who are people you communicate with on a regular basis? Does their “power” or
seniority level affect how you communicate with them?
3. Invite a few participants to share.
4. Introduce the topic of the session:
• Power and communication are closely linked. For effective communication, we need to
consider the power dynamics between the people who are involved.
• Today, we will discuss the link between power and communication, and especially how
gender ties into the equation.

II. Gender, Power and Communication (45 minutes)

1. Introduce the concept of a “power equation”:
• Power equation stands for the power differences between those who are involved in
communication.
• Power differences may occur due to gender, family hierarchy, age, socioeconomic status,
education level, job title, or many other factors.
2. Introduce the links between gender, power and communication:
• Power dynamics exist among all kinds of people. One dynamic that we will discuss in this
training is the connection between gender and power, and how this effects
communication.
• Gender and communication is not simply a matter of being aware of different qualities
that men and women tend to have. Communication between the sexes is deeply affected
by existing gender norms and expectations, as well as deeply-rooted power differentials
between men and women.

17
 • These power differentials can also be heightened in the context of the workplace where
hierarchy can also play a role.
3. Divide participants into groups of three and distribute a Gender, Power and Communication
Scenario Card (RM-5) to each group.
4. Provide the following instructions:
• Two members of the group should produce a frozen image showing the situation your
group has been assigned. Use facial expressions and body language to create your frozen
image.
• After your image is created, the third member of the group should manipulate the
people in the tableau to create a more positive communication exchange.
• Repeat the exercise until all three members of the group have had a chance to be the
manipulator.
5. After participants have completed the exercise, ask a few pairs to recreate their images and
modifications for the larger group.
6. Debrief the activity with a discussion by asking:
• Which of the two positions felt more familiar to you?
• When you were in the powerful position, how did you feel for the powerless person?
• When you were in the powerless position, how did you feel towards the powerful
person?
7. Conclude the activity with the following point:
• In all kinds of communication, power dynamics between the people communicating play
a vital role in how to approach the situation, the style of communication used and body
language.
• Like any new skill, assertive communication and resolving conflicts takes practice.
8. Divide participants into pairs and give each pair a Gender and Power Scenario Card (RM-6).
9. Provide the following instructions:
• To continue exploring communication in gender and power dynamics, we will practice
with a role play.
• Each pair has been assigned a scenario. Take fifteen minutes to prepare and practice
your role play. The role play should be 2-3 minutes long.
• Remember to incorporate passive/assertive/aggressive/passive aggressive
communication styles, as well as body language and voice/vocal aspects.
• This is a good opportunity to practice using assertive
communication skills and “I” statements. Note to trainer: Ask
10. Give participants fifteen minutes to prepare and practice their role plays. participants or
11. After fifteen minutes, invite each group to perform their role plays. provide a brief
12. After all groups have performed, ask the following discussion questions: reminder of the “I”
• What were some of the similarities you saw in effective and statement formula,
assertive communication techniques across the role plays? especially if Lesson 3
• Are there any tips or strategies that you can apply to situations is not performed.
in your life?
13. Connect the conversation on power dynamics to workplace relationships, making the following
points:
• Power dynamics also affect workplace relationships. For example, if your supervisors are
busy having a conversation and you interrupt to request for leave, the supervisors may
get angry. Or if you let down a teammate in front of your supervisor, it may lead to a bad
relationship between you and your teammate.

18
 • Workplace communication can be described just like using equipment. Before you use
the equipment in your workplace, you should understand thoroughly how the piece of
equipment works and any safety concerns/protective equipment that you might need.
Similarly, when communicating, you should understand the patterns or dynamics of
communication and be prepared with necessary information or examples.
14. Connect power dynamics with a review on effective communication:
• Power dynamics exist in all kinds of groups of people. We need to be aware of these
dynamics in order to make our communication effective.
• In addition to a positive attitude, it helps to have simple rules to make communication
effective.
15. Ask participants to recall:
• What rules can you follow for effective communication?
16. As participants share, write a list on a piece of flip chart paper. Share the following suggestions if
not mentioned by participants:
• Always identify the objective for communication.
• Think before speaking.
• Speak clearly and confidently.
• Remain calm and tolerant while communicating.
• Consider the situation or environment in which one is communicating, and patiently wait
for the right time to speak.
• Keep in mind the other person’s state of mind while communicating.
• Be an attentive listener; listen carefully to what the other person is saying.

III. Communication Dynamics in the Community (30 minutes)

1. Ask participants:
• Are there any differences between how you communicate at home and in the
community?
2. After a few participants share, ask:
• What are some of the reasons for women to travel outside of their house?
• What are the modes of transportation that you use every day or every week?
3. Ask participants to name people who they communicate with outside of their homes. Write a list
on a piece of flip chart paper as participants share.
4. Ask participants:
• What are some incidents that you usually face outside the home, in the neighborhood,
while traveling/commuting or in public spaces?
5. As participants share, write a list on a piece of flip chart paper.
6. Divide participants into four groups and ask them to select any situation that they usually face in
the community from the list that was just generated. Instruct them to create a role-play to show
what usually happens in these situations.
7. Give participants fifteen minutes to prepare and practice their role play.
8. After each group presents their role play, ask the following discussion questions to the audience:
• What is the objective of the communication/scenario?
• What are the positives and negatives in the communication that occurred?
• If you were in that scenario, would you have handled things the same or differently?
9. Close the lesson with the following messages about communication in the community:
• We often do not know people in the community as well as we know people at home or
in the workplace. We may or may not have prior experiences with them.

19
 • That said, it is important to consider social roles and power dynamics resulting from
professions, age, gender, socioeconomic status or education level when communicating
with people in the community.
• It is also important to be aware of patterns of interactions of others in terms of concerns
of safety and security while commuting or in public spaces.
• Remember the good communication skills we have discussed throughout the training:
 Avoid holding preconceived notions about certain groups of people or places.
 Be prepared to face situations with an open mind. It is not always possible to
expect a particular person to behave in a certain way.
 Consider the social power equation driven by gender, by professions or other
factors that identify social standing in the community.
 Try to understand the profile of others through patterns of interactions and the
power equation to be maintained.
 If possible, collect a little background information about the person you are
going to communicate with.

IV. Closing (5 minutes)

1. Summarize the following key messages:
• Always think through your objectives and how you want to communicate.
• Consider your relationship to the person with whom you will communicate, and if
anyone else will be involved in the communication.
• Other important factors that affect communication are time, situation, context, internal
factors such as stress and anxiety, and external factors such as noise, place, the presence
of other people, the response of the receiver, etc.
• Be mindful of potential unintended consequences of practicing new behaviors and
communication strategies. Others may feel threated when a woman begins to behave
assertively and challenge existing gender and power norms. Above all, do not do
anything that might put yourself in physical danger.
• While communicating at home and while traveling, understand the elements of effective
communication, gender stereotyping and power dynamics that can affect the outcome
of your situation. This will help you to make your communication effective and safe.
2. Encourage participants to act and apply their knowledge by asking:
• What is something you learned today that you will put into practice in your daily life?
• What is something you learned today that you can share with someone in your life? Who
is that person? How will they benefit from you sharing your knowledge?

20
 Lesson 5: Communication at Work
60 minutes

Objectives:
• To understand communication dynamics in the workplace in order to communicate effectively.
• To understand the importance of communication to ensure safety and security in the workplace.
• To communicate effectively with different people in the workplace.

Note to trainer: Before conducting this lesson, prepare two handouts. The first handout should give an
overview on workplace communication procedures on topics such as applying for medical leave,
reporting a theft, reporting a safety concern, asking to be considering for a promotion, filing a sexual
harassment complaint and requesting additional training. You can include any other communication
channels as makes sense for your specific workplace. For each topic, a procedure should be outlined for
participants that includes who to bring the topic to and any paperwork or other materials required. The
second handout should cover the workplace grievance procedure to resolve complaints from workers (if
the workplace has one). The handout should include the policy, the procedure for how to report the
complaint, a description of how the complaint is handled after it is reported and the name and contact
information of who participants would bring the complaint to.

Lesson Outline:

Topic Duration Materials

Opening 10
Effective Communication at Work 25 • Two pictures (for drawing activity)
• Flip chart
• Marker
• Communication at Work Role Play (RM-7)
Communication Channels and 20 • Handout on workplace communication
Grievance Procedures procedures
• Handout on workplace grievance procedures
and appropriate contact information
• Sheets of paper
• Pens/pencils
Closing 5

I. Opening (10 minutes)

1. Open the training by introducing yourself and the participants. When possible, use a fun and
interactive way to introduce participants.
2. Ask participants:
• Have you ever experienced a conflict or misunderstanding in the workplace? If so, what
happened? Were you able to resolve the situation?
3. Invite a few participants to share.
4. Introduce the topic of the session:
• Today we will discuss the importance of workplace communication. Whether you work in
a bank or in a factory it is almost inevitable that disputes will occur among workers and

21
 between workers and management. However, there are ways to decrease the number of
disputes in the workplace with some simple tools and mechanisms.
• Workplace cooperation will have little chance of success unless effective communication
exists between managers and workers at all levels.

II. Effective Communication at Work (25 minutes)

1. Select two volunteers.
2. Show one volunteer a picture and instruct them to describe the image to the other volunteer,
who must draw the picture based only on an oral description.
3. Before letting the two volunteers begin drawing, show the picture of the rest of the participants.
Remind the rest of the group that no one else can speak and the artist may not ask questions.
4. Invite the two volunteers to begin drawing.
5. Select two new volunteers and repeat the process with a new picture. However, this time, the
observers can speak, and the artist may ask questions.
6. Invite the two volunteers to begin drawing.
7. Put the two images side by side and ask participants:
• Which time did the drawing come out to be closer to the picture?
8. Emphasize the following point about the activity:
• Sometimes what you think you are expressing is not always what the listener
comprehends.
• Provide an example, if possible.
9. Connect the activity to communication in the workplace by asking participants:
• Why is effective communication important in the workplace?
10. Share the following points if they are not shared:
• Prevents disputes by resolving complaints and preventing them from escalating into
larger disputes
• Resolves problems quickly by addressing complaints when they arise
• Improves working conditions and the working environment
• Keeps morale positive among all factory employees
• Increases labor productivity and improves the competitiveness of the enterprise
11. Ask participants:
• What can be barriers to effective communication in the workplace?
12. List all responses on a piece of flip chart paper. Possible responses include:
• Fear of hierarchy/communicating to someone with power
• Not knowing who to talk to
• Unresponsive supervisor/management
• Passive or aggressive communication techniques used
• Not considering the interests of all individuals in the workplace
• Assumptions made about colleagues or supervisors
13. Revisit the topic of power and communication, linking it to the workplace:
• Sometimes power dynamics and workplace hierarchies can be barriers to effective
communication.
• For example, workers may think: “If I ask for more information, I might get fired” or “If I
tell my supervisor that the machine is not working, then I will get blamed.”
• While the power dynamics and hierarchies in the workplace are real factors, it can help
to identify the benefits of communicating honestly and openly with supervisors regarding
the workplace.

22
 • Communicating with supervisors openly and with confidence can demonstrate a high
level of maturity and responsibility your management.
• It can also show your care for good quality outputs, as well as an effective and positive
work environment for all.
14. Ask participants:
• How would you approach your manager or supervisor with a particular question or
concern?
15. Encourage participants to think about the effective communications strategies that they have
learned. Possible responses can include:
• Think through your objectives
• Plan what you wish to communicate
• Be clear and calm in your delivery
• Actively listen to the manager’s response
16. Remind participants:
• However, if the concern you wish to raise is about your supervisor or manager, there are
procedures in place in the workplace for you to raise this concern in an effective and
protected way. I will discuss this information at the end of the lesson.
17. Select four volunteers for a role play.
18. Distribute the Communication at Work Role Play (RM-7) to each volunteer and give them a few
minutes to prepare.
19. Invite the volunteers to perform Scenario 1 of the role play.
20. After Scenario 1 is performed, guide participants through a discussion by asking (either the
audience or the performers can answer):
• How did you feel watching the role play?
• What did you notice about body language? What effects do you think the body language
produced?
• Remember that there are three elements of effective communication: word choice, tone
and visual/body language. How did you see these three points play out in the role play?
21. Invite the volunteers to perform Scenario 2 of the role play.
22. After Scenario 2 is performed, guide participants through a discussion by asking (either the
audience or the performers can answer):
• How did you feel watching this scenario as opposed to the first one?
• What differences did you notice in body language in this scenario as opposed to the first
one?
• Remember that there are three elements of effective communication: word choice, tone
and visual/body language. How did you see these three points play out in the role play?
How did it affect the outcome of the scenario?
23. Conclude the discussion with the following point:
• The major reasons for communication failure are inappropriate communication method,
underdeveloped communication skills, multiple communication layers that distort the
original message, inappropriate time/location.
• The effects of communicating the same message with different attitudes and tone are
totally different. Sometimes how you say something is more important than what you
say.
24. Close the session by sharing the following tips on effective communication in the workplace:
• Good communication achieves communication goals without harming the relationship.
• Ensure you are communicating to the right person depending on the topic.

23
 • Be clear, calm and confident in your delivery.
• Highlight important points in your message.
• Present your message in languages/with technical language that the receiver will
understand.
• Listen actively to their response.
• Remember your body language.

III. Communication Channels and Grievance Procedures (20 minutes)

1. Ask participants:
• What channels of communication are available in the factory? Specifically:
 How would you apply for medical leave?
 How would you report a theft that you observed?
 How would you file a sexual harassment complaint?
 How would you ask to be considered for a promotion?
 How would you report a safety concern?
 How would you request additional training?
 What are some other situations that would require formal communication in the
workplace?
2. Ask participants:
• Why is it important to follow communication procedures in the workplace?
3. Emphasize the following answers, if not shared by participants:
• The procedures ensure the appropriate supervisor/manager is aware of the situation.
• Reporting and communicating concerns in the workplace ensures that problems do not
bubble over and cause safety problems or do other harm/damage.
4. Distribute a handout to participants detailing the name, title and contact information of who to
contact regarding the workplace communication questions asked in #2.
5. Ask participants the following questions, pausing after each for responses:
• What are the consequences if someone does not follow proper communication
procedures in the workplace?
• What are the concerns for the worker?
• What are the consequences for the worker’s co-workers? Their boss? The production
schedule?
6. Emphasize the following answers if not shared by participants:
• If an individual does not follow communication procedures, the situation can have a ripple
effect beyond just them – their co-workers and the production of the factory can be
affected.
• The individual’s and their co-worker’s health and safety can be compromised.
• The production schedule or quality of outputs can suffer.
7. Ask participants:
• What are some of the grievance mechanisms in place that can reduce pressure at work?
8. List all responses on a piece of flip chart paper.
9. Explain grievance procedures further with the following points:
• A grievance procedure is the steps to follow to resolve complaints from workers.
• The objectives of a grievance procedure are to provide a safe and secure channel for
workers to express their concerns about safety or other stresses at work.

24
 • (Share this point if the workplace has an anonymous system) Usually, grievance
procedures are anonymous. This is important so that workers feel they can express their
concerns without fear of retaliation.
10. Divide participants into two groups and ask them to discuss main problems they feel the factory
has with worker communication and brainstorm possible solutions. Distribute pens and paper to
the groups to write down their answers, if desired.
11. After ten minutes, instruct each group to share the main points from their discussion.
12. Once both groups have shared, distribute a handout describing the factory’s grievance procedure
and who to contact at the factory should participants have questions or concerns about the
procedure.

IV. Closing (5 minutes)

1. Conclude the session with the following key points:
• Workplace cooperation refers to the arrangements for establishing and improving
relations between management and workers.
• It is important to discuss workplace concerns to avoid them from escalating into larger
disputes or into a dangerous situation where someone could get hurt.
• It involves listening, discussion and compromise on both sides.
2. Encourage participants to act and apply their knowledge by asking:
• What is something you learned today that you will put into practice in your daily life?
• What is something you learned today that you can share with someone in your life? Who
is that person? How will they benefit from you sharing your knowledge?

25
 Communication
Accompanying Materials

Lesson 1: Overview and Process of Communication

RM-1: Process of Communication Chart

26
RM-2: Character Cards for Tailoring Communication

Instructions for trainer: Write each statement below on an index card or small piece of paper (one per
card/paper). Select nine participants at random and distribute one card to each participant.

1. I am your five-year-old daughter.

2. I am your husband.
3. I am your boss.
4. I am your neighbor.
5. I am your mother.
6. I am your doctor.
7. I am a new co-worker.
8. I am a co-worker who has worked with you in the factory for a long-time.
9. I am your sister.

27
Lesson 2: Communication Styles and “I” Statements

RM-3: Communication Styles Scenario Cards

Instructions for trainer: Divide participants into groups of four and distribute a scenario to each group.
Within the groups, one pair will at out the scenario they have been given using aggressive, passive
aggressive or passive communication. The other pair will then act out the same scenario using assertive
communication. Remind participants to incorporate the three aspects of communication (words,
tone/voice, body language) into their role play. Give the group 10 minutes to prepare and practice.

Scenario 1:
Instructions for the group of four: Two of the four members in the group will create a role play based on
the scenario below using aggressive, passive or passive aggressive communication styles. The two
remaining members will create a role play with the same scenario using assertive communication. Both
pairs should share ideas and work together on the role plays. Remember to incorporate the three aspects
of communication (words, tone/voice and body language) into your role plays.

A woman has decided to cook a new recipe for dinner. When her husband comes home, he is not happy
with the unfamiliar food.

Scenario 2:
Instructions for the group of four: Two of the four members in the group will create a role play based on
the scenario below using aggressive, passive or passive aggressive communication styles. The two
remaining members will create a role play with the same scenario using assertive communication. Both
pairs should share ideas and work together on the role plays. Remember to incorporate the three aspects
of communication (words, tone/voice and body language) into your role plays.

A husband and wife are discussing the family budget. The wife wants to spend more money on fresh fruits
and vegetables for the family. The husband wants to buy a TV.

Scenario 3:
Instructions for the group of four: Two of the four members in the group will create a role play based on
the scenario below using aggressive, passive or passive aggressive communication styles. The two
remaining members will create a role play with the same scenario using assertive communication. Both
pairs should share ideas and work together on the role plays. Remember to incorporate the three aspects
of communication (words, tone/voice and body language) into your role plays.

A woman wants to breastfeed her baby exclusively for the child’s first six months. Her auntie is pressuring
her to introduce solid foods when the baby is only 4 months old.

Scenario 4:
Instructions for the group of four: Two of the four members in the group will create a role play based on
the scenario below using aggressive, passive or passive aggressive communication styles. The two
remaining members will create a role play with the same scenario using assertive communication. Both
pairs should share ideas and work together on the role plays. Remember to incorporate the three aspects
of communication (words, tone/voice and body language) into your role plays.

28
A factory worker is frequently tired and lacks energy. Her supervisor suspects that she is anemic, and
approaches the worker about her eating habits.

Scenario 5:
Instructions for the group of four: Two of the four members in the group will create a role play based on
the scenario below using aggressive, passive or passive aggressive communication styles. The two
remaining members will create a role play with the same scenario using assertive communication. Both
pairs should share ideas and work together on the role plays. Remember to incorporate the three aspects
of communication (words, tone/voice and body language) into your role plays.

A daughter throws away food that she thinks has spoiled. Her mother notices this and accuses her of being
wasteful.

Scenario 6:
Instructions for the group of four: Two of the four members in the group will create a role play based on
the scenario below using aggressive, passive or passive aggressive communication styles. The two
remaining members will create a role play with the same scenario using assertive communication. Both
pairs should share ideas and work together on the role plays. Remember to incorporate the three aspects
of communication (words, tone/voice and body language) into your role plays.

A woman wants to plan her pregnancies so there are at least 2-3 years between each child. Her husband
does not approve of this.

29
Lesson 3: Active Listening
RM-4: Active Listening Scenario Cards

Instructions for trainer: Divide participants into pairs and provide each pair with one of the below
scenarios. Ask the pairs to decide amongst themselves who will be the “listener.” Tell participants they will
have 5 minutes to act out the role play with one another. After ten minutes, facilitate a discussion by asking
the discussion questions in the training guide. Then, instruct participants to exchange their scenarios with
another pair and repeat the activity, ensuring the other partner has the chance to be the “listener.” After
5 minutes, facilitate another discussion.

Scenario 1:
Instructions for the partners: Decide amongst yourselves who will be the “listener.” Take 5 minutes to act
out the scenario below, practicing active listening techniques and good communication skills.

Your co-worker has received a marriage proposal, and she is not sure if she should accept.

Scenario 2:
Instructions for the partners: Decide amongst yourselves who will be the “listener.” Take 10 minutes to act
out the scenario below, practicing active listening techniques and good communication skills.

Your co-worker has witness what she believes to be a theft in the factory.

Scenario 3:
Instructions for the partners: Decide amongst yourselves who will be the “listener.” Take 10 minutes to act
out the scenario below, practicing active listening techniques and good communication skills.

Your co-worker is new to her job and is feeling overwhelmed.

Scenario 4:
Instructions for the partners: Decide amongst yourselves who will be the “listener.” Take 10 minutes to act
out the scenario below, practicing active listening techniques and good communication skills.

Your co-worker has received some bad news from her village and is considering quitting her job to return
back home.

Scenario 5:
Instructions for the partners: Decide amongst yourselves who will be the “listener.” Take 10 minutes to act
out the scenario below, practicing active listening techniques and good communication skills.

Your co-worker feels that her supervisor is too strict with her.

Scenario 6:
Instructions for the partners: Decide amongst yourselves who will be the “listener.” Take 10 minutes to act
out the scenario below, practicing active listening techniques and good communication skills.

Your co-worker is afraid to walk home in the dark after work because a man sometimes follows her.

30
Lesson 4: Communication and Power Dynamics

RM-5: Gender, Power and Communication Scenario Cards

Instructions for trainer: Divide participants into groups of three and distribute one of the scenario cards
below to each group. Instruct two members to produce a frozen image showing the situation they have
been assigned. Remind the groups to incorporate facial expressions and body language. Once the image
is made, the third member of the group should manipulate the people in the tableau to create a more
positive communication exchange. The groups should repeat the exercise so that all three members of the
group are the manipulator.

Scenario 1:
Instructions for the group of three: Two of the three members of each group will create a frozen image
with facial expressions and body language to show their situation. After each image is created, the third
person should manipulate the people in the image to create a more positive exchange. Repeat until all
three members of the group have had a chance to be the manipulator.

A woman has arrived home late from work, and her husband is angry.

Scenario 2:
Instructions for the group of three: Two of the three members of each group will create a frozen image
with facial expressions and body language to show their situation. After each image is created, the third
person should manipulate the people in the image to create a more positive exchange. Repeat until all
three members of the group have had a chance to be the manipulator.

A male supervisor is upset because of a mistake that a female worker made.

Scenario 3:
Instructions for the group of three: Two of the three members of each group will create a frozen image
with facial expressions and body language to show their situation. After each image is created, the third
person should manipulate the people in the image to create a more positive exchange. Repeat until all
three members of the group have had a chance to be the manipulator.

A female worker is asking for a one-week leave from work so she can travel to her village, but her male
supervisor won’t approve it.

Scenario 4:
Instructions for the group of three: Two of the three members of each group will create a frozen image
with facial expressions and body language to show their situation. After each image is created, the third
person should manipulate the people in the image to create a more positive exchange. Repeat until all
three members of the group have had a chance to be the manipulator.

A male supervisor is disappointed because a female worker has been late to work three days in a row.

Scenario 5:
Instructions for the group of three: Two of the three members of each group will create a frozen image
with facial expressions and body language to show their situation. After each image is created, the third

31
person should manipulate the people in the image to create a more positive exchange. Repeat until all
three members of the group have had a chance to be the manipulator.

A woman is walking home from work and is afraid when a strange man approaches her.

32
RM-6: Gender and Power Scenario Cards

Instructions for trainer: Divide participants into pairs and distribute one role play scenario below to each
pair. Instruct the pairs to take 15 minutes to prepare and practice a 2-3 minute role play. Remind
participants to incorporate passive, assertive, aggressive and passive aggressive communication styles, as
well as body language and voice/tone aspects into their role play. Remind them to also practice crafting
an “I” statement into their role play.

Role Play 1:
Instructions for participants: Prepare and practice a role play according to your scenario below. Role plays
should be 2-3 minutes long. Think about passive, assertive, aggressive and passive aggressive
communication techniques, as well as body language and voice/tone of your communication.

A male supervisor scolds workers who make mistakes, but he does not help them to learn proper
techniques.

Role Play 2:
Instructions for participants: Prepare and practice a role play according to your scenario below. Role plays
should be 2-3 minutes long. Think about passive, assertive, aggressive and passive aggressive
communication techniques, as well as body language and voice/tone of your communication.

At home a woman’s brother insists that he should have the best of everything, and that his sister must
attend to his every need.

Role Play 3:
Instructions for participants: Prepare and practice a role play according to your scenario below. Role plays
should be 2-3 minutes long. Think about passive, assertive, aggressive and passive aggressive
communication techniques, as well as body language and voice/tone of your communication.

A husband and wife are discussing their children’s education. The husband believes that education is a
waste of time for girls, but the wife wants all her children to attend school.

Role Play 4:
Instructions for participants: Prepare and practice a role play according to your scenario below. Role plays
should be 2-3 minutes long. Think about passive, assertive, aggressive and passive aggressive
communication techniques, as well as body language and voice/tone of your communication.

A woman and her male co-worker are both being considered for a promotion. Both feel that they are
qualified and deserve the promotion, but both are fearful that the other will be promoted instead.

Role Play 5:
Instructions for participants: Prepare and practice a role play according to your scenario below. Role plays
should be 2-3 minutes long. Think about passive, assertive, aggressive and passive aggressive
communication techniques, as well as body language and voice/tone of your communication.

A woman works hard at the factory every day. Each week when she brings home her wages, her husband
(or brother, father, etc.) demands that she hand over the money.

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Lesson 5: Communication at Work

RM-7: Communication at Work Role Play

Instructions for trainer: Select four volunteers to perform a role play. Instruct them to decide among
themselves who will play each of the four roles: Worker 1, Worker 2, Group Leader 1 and Group Leader 2.
Give them a few minutes to prepare for each scenario. After the volunteers perform Scenario 1, pause for
a discussion with the whole group. Then instruct the volunteers to perform Scenario 2.

Instructions for participants: Among yourselves, decide who will play each of the four roles: Worker 1,
Worker 2, Group Leader 1 and Group Leader 2. Split with your pair (Worker 1 and Group Leader 1 perform
Scenario 1; Worker 2 and Group Leader 2 perform Scenario 2) and take a few minutes to read through
your scenario and prepare your role play. The script provides guidance, but not exact dialogue. Scenario 1
will be performed first, then the trainer will facilitate a group discussion. Following the discussion, Scenario
2 will be performed.

Scenario 1: Worker 1 comes to the group leader’s office to ask for leave.

Script for Worker 1: Worker 1 goes to the group leader to ask for a leave, citing a family emergency. He
has asked for leave several times before, but the group leader always refused his requests on the grounds
of a workforce shortage. This time, Worker 1 is quite positive that the group leader will approve his
request.

Script for Group Leader 1: Group Leader 1 is cold and dismissive. He is assigning work and making phone
calls during Worker 1 makes his request. He does not listen to Worker 1’s reasons for asking for leave.
During the conversation, he interrupts Worker 1 several times, and at the end of the conversation, he
speaks harshly to Worker 1, refusing to grant leave because there’s too much work to do.

Scenario 2: Group Leader 2 corrects Worker 2’s breach.

Script for Worker 2: Worker 2 is a new worker who has worked at the factory for only a few days. She has
been busy with work and has been provided with little training. She is not quite aware of the operation
procedures and the factory’s regulations.

Script for Group Leader 2: Group Leader 2 is professional in tone and attitude. Group Leader 2 asks
Worker 2 whether she is aware of the relevant regulations and whether she has accepted any related
training, then listens to Worker 2’s explanation. Group Leader 2 tells Worker 2 the possible consequences
of violating the proper operation procedures and the factory’s relevant regulations.

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