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| Look at the checklist of your assertive rights and complete the list with the ideas in the box. | ||||||||||||||||||||||||
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| 1. Do you officially have these rights in your workplace? e.g. Is there a document that states Terms and Conditions? Is there an agreed code of behaviour? 2. Do you feel you have these rights in your workplace? Even if the rights exist officially, do you feel your assertive rights are respected at work? 3. Do you feel you can’t say no to your boss? This is often a big problem for people. It may depend on your culture as well. In some cultures it is almost impossible to say no to people in higher positions at work. In this case perhaps you need to look at different ways of saying ‘No’ without causing offence. |
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| In example 1 the person sees saying ‘no’ as a confrontation situation. An argument is expected and they feel uncomfortable saying ‘no’. To avoid the uncomfortable argument they give in and say ‘yes’ instead. The outcome is that they lose their right to say ‘no’. | ||||||||||||||||||||||||
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| This questionnaire asks you to consider your response in certain situations. It will help you to assess how assertive you are. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Look at those items where. These are situations
where you tend to behave in a non-assertive way. Perhaps they highlight
a problem in handling particular situations. Think about what you can do
to become more assertive in these situations. e.g. 3.13 If you selected never,
rarely or sometimes: |
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| The benefits of becoming more assertive | ||||||||||||||||||||
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| Looking at the ideas expressed in checklist above, consider the benefits for you personally in becoming more assertive with colleagues, family, friends. Write them down. | ||||||||||||||||||||
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| In this lesson you have: | ||||||||||||||||||||
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| The next e-m@il lesson continues the theme of assertiveness and looks at how improving communication skills can help us to become more assertive. |