ACTIVITIES

WEEK 1:
Introducing Each Other (PAIR WORK)
Description:
Participants are asked to break up into pairs to learn about each other in order to
briefly
introduce the other person to the group
Time Guideline: 20 to 30 minutes, depending on the number of participants.
Purpose:
To serve as both an icebreaker and a way for participants to learn more about
one another
Resources:
None required
Presentation: 1.
1.

After welcoming participants to the class/session, tell them that they are

2.

going to introduce one another to the group.

Break participants into pairs by asking each person to work with the
person sitting next to
him or her. To alleviate confusion, you could assign these pairs and, if
there is an odd number, break the last group into a triad.

3.

Instruct participants to spend a few moments learning about the other

individual in order to
introduce that person to the rest of the group. Suggest that each person
learn something about the other person that the group (if familiar with one
another) might not already know, such as the persons hobbies, vacation
destinations, age of siblings, school/college in which studied previously,
special skills or training, favourite movie, favourite singer, etc.

4.

After each pair has had enough time to learn about each other (monitor
each pairs discussions by walking around to check if they are still
interviewing each other), ask each person to introduce the other to the
entire group. Explain that these introductions should be briefonly a

minute or two.
What the students learnt from this activity :
This activity not only serves as an icebreaker, but also helps students to cultivate
good listening skills.

WEEK 2
Color Block- significance of simple effective communication to
prevent problems (INDIVIDUAL ACTIVITY)
Description:
The facilitator prints the names of colors on a flipchart or white board in colors
other than the
name of the color.
Time Guideline:
10 minutes
Purpose:
To emphasize what happens when we are presented with too many contradictory
messages at the same time.
Resources:
Use a PowerPoint program to display color names in different colors.
Presentation:
1.

Before beginning the activity, print the names of various colors on a

writing surface large enough for participants to be able to easily see. Do

2.

not let participants see this until you

are ready to begin the activity.
Print the name of each color using a colored marker of a different color
than the name of
the color you are printing. For instance, you might print RED using a blue
marker. Repeat this for as many colors as you would like (at least six or

3.

more).
Present these colors to participants and ask someone to quickly read the
colors, not the words. In other words, using the example given above, the
participant should read the color blue, not the word red, printed on the

4.

board.
You should expect that participants will have some difficulty performing
this assignment as they will have a tendency to read the words, not the
colors.

What the students learnt from this activity :

Ask those who tried this exercise to share why it was so difficult. Explain that the
reason why it is difficult is that there are too many messages being presented to
our brains between the meaning of the words and the actual colors that the
words are printed in.

This is similar to what happens when we are faced with communications

overloads in our busy lives between phone calls, e-mails, faxes, voice mail
messages, regular mail, meetings, conferences, etc. Make the point that
simplifying messages often improves communications and prevents problems
and breakdowns. Just think how much easier this exercise would have been if
both the printed word and the color that these words were printed in were the
same.

WEEK 3
Communication Style Questionnaire (INDIVIDUAL
ACTIVITY)
Directions: For each statement below, circle the statement ending that
most closely reflects the way you feel you communicate. Sometimes you
will find that more than one statement describes you. Always choose the
one that most closely represents you most often.
1. When I am in a meeting I prefer to sit
A At the head of the table
B Where people can see me
C Directly next to another person
D With at least one seat between me and the next person
2. When I speak to a person
A I look down sometimes
B I look directly at them the whole time
C I look at them often
D I tend to look around the room as opposed to looking at the person
3. When I greet people I know fairly well
A I say hello but do not touch them
B I give them a firm handshake
C I give them a hug
D I give them an enthusiastic handshake
4. When I am talking to people
A I like to stand close to them
B I feel uncomfortable if they stand too close to me
C I get annoyed if they stand too close
D I dont mind if they are too close
5. My walk is
A Slow and leisurely
B Lively
C Even
D Hasty
6. When other people talk
A I look for the main point
B I look for a good story
C I look for the supporting facts

D I try to figure out their feelings

7. When I speak publicly
A I vary my voice level for effect
B I speak clearly but not loudly
C I speak relatively quietly
D I speak in loud tones
When I see conflict
A I try to lighten the mood
B I avoid it
C I dive right in
D I try to figure out what caused it
8. When people enter my workspace
A I ask them if they would like to sit down
B I tell them to sit down
C I let them decide where or if to take a seat
D I pull out a chair for them
9. When I am engaged in problem solving
A I lead the discussion
B I listen to what other people have to say
C I focus on the big picture
D I focus on the facts
10. I usually start conversations by
A Finding out how the other persons day is going
B Telling a story
C Jumping right into the subject
D Establishing the purpose of the conversation
11. When I make a decision
A I see how other people are going to be affected by it
B I rely on my own judgement
C I look for others approval of my decision
D I rely on sound decision making methods
12. When someone is giving a presentation
A I need it to be entertaining
B I imagine how they must feel
C I try to evaluate the logic of it
D I get impatient if it is not fast moving
13. When acquaintances touch me
A I welcome it
B I become irritated
C I feel close to them
D I feel uncomfortable
14. When I am trying to get what I want
A I can tap into others wants and needs
B I can make a strong argument for my case
C I have a great sales pitch
D I am cool and competent
15. In terms of how others see me
A I control what they learn about me

B I let others know how I feel

C I am a private person
D I am an open book
16. In a group meeting
A I tend to evaluate ideas
B I keep everyone involved
C I tend to take responsibility for leading the discussion
D I listen carefully to what people want
17. As far as I am concerned the public expression of personal
feelings.
A Makes things more interesting
B Makes people somewhat uncomfortable
C Helps me interact with others
D Gets in the way of getting things done
18. My intention in a business meeting is to
A Get my opinions across
B Build a relationship with others
C Persuade others
D Investigate the situation
19. When I tell a story
A I focus on the characters personal situations
B I keep people on the edge of their seats
C I systematically build a case
D I get right to the point
20. In terms of teamwork
A I support the team
B I prefer to take responsibility myself rather than rely on the team
C I easily grow impatient with it
D I rally the team
21. When I give a presentation
A It is well organised
B It taps into peoples emotions
C It is forceful
D It is entertaining
22. When people get upset or cry in front of me
A I prefer to stop them
B I try to counsel them
C I try to cheer them up
D I try to think of ways to remove myself from the situation
23. My telephone calls
A Are as brief as possible
B Focus only on the business at hand
C Are lively
D Tend to be long
24. Choose the five words from the following list that people
would most
use most often to describe you
a) factual
b) organised
c) approachable d) stimulating
e) rational
f) direct
g) warm
h) enthusiastic

i) precise
j) demanding
m) conservative n) focused
q) logical
r) results driven

k) friendly
o) co-operative
s) considerate

l) extrovert
p) emotional
t) creative

Scoring form
1. A=DR B=EX C=AM D=AN
2. A=AM B=DR C=EX D=AN
3. A=AN B=DR C=AM D=EX
4. A=EX B=AN C=DR D=AM
5. A=AM B=EX C=AN D=DR
6. A=DR B=EX C=AN D=AM
7. 7 A=EX B=AN C=AM D=DR
8. A=EX B=AM C=DR D=AN
9. A=AM B=DR C=AN D=EX
10.
A=DR B=AM C=EX D=AN
11.
A=AM B=EX C=DR D=AN
12.
A=AM B=DR C=EX D=AN
13.
A=EX B=AM C=AN D=DR
14.
A=EX B=DR C=AM D=AN
15.
A=AM B=AN C=EX D=DR
16.
A=DR B=AM C=AN D=EX
17.
A=AN B=EX C=DR D=AM
18.
A=EX B=AN C=AM D=DR
19.
A=DR B=AM C=EX D=AN
20.
A=AM B=EX C=AN D=DR
21.
A=AM B=AN C=DR D=EX
22.
A=AN B=AM C=DR D=EX
23.
A=DR B=AM C=EX D=AN
24.
A=AN B=DR C=EX D=AM
25.
a=AN b=DR c=AM d=EX e=AN f=DR g=AM h=EX i=AN j=DR
k=AM l=EX m=AN n=DR o=AM p=EX q=AN r=DR s=AM t=EX
Total scores
AN Analytical Total =
AM Amiable Total =

Analytical
Positives Negatives
Presents precisely
Focuses on facts
Is efficient in speech
Has a well-organised work space
Focuses too much on detail

DR Driver Total =
EX Expressive Total =

 Fears personal disclosure

Can be terse (short & abrupt)
Uses little variety in vocal tones
Words: Focuses on specific detail; Precise language Avoids emotions
Way Said: Little vocal variety Brief speech; Even delivery
Body Language: Poker face Controlled movements Avoids touching
Personal Space: A strong sense of personal space Charts, graphs in
office
Tidy desktop

Amiable
Positives Negatives
Listens well
Is a good counsellor
Uses supportive language
Builds trust
Avoids conflict
Gives in easily
Keeps opinions to oneself
Overemphasises feelings
Words: Listens; Close, personal language; Supportive language
Way said: Speaks slowly; Soft tones; Patient Speech
Body Language: Gentle handshake; Likes hugging; Slow movement
Personal Space: Family pictures in workplace; Likes side-by-side seating;
Carries sentimental items

Driver
Positives Negatives
Gets to the bottom line
Speaks forcefully
Maintains eye contact
Presents position strongly
Is a poor listener
Is impatient with others
Does not heed advice
Likes to argue
Words: Decisive; Direct speech; Doesnt stop to say hello
Way said: Speaks quickly; Loud tones; Formal speech
Body Language: Direct eye contact; Firm handshake; Bold visual
appearance
Personal Space: Keeps physical distance; Displays planning calendars in
workspace; Work space suggests power

Expressive
Positives Negatives
Is persuasive
Is a good storyteller

 Focuses on the big picture

Uses motivational speech
Does not hear detail
Tends to exaggerate
Generalises
Can be overdramatic
Words: Expresses opinions easily; Generalises; Persuasive
Way Said: Lots of voice inflection; Animated; Loud tones
Body Language: Quick actions; Lots of body movement; Enthusiastic
handshakes
Personal Space: Cluttered workspace; Personal slogans in office; Likes
close physical space
What students learnt from this activity:
Students will understand about various communication styles and how it
affects their life; they shall also be able to shall devise their future
responses (Communication Traits and skills) in commonly occurring
specific communication situations in the light of their understanding of the
personality and communication traits

WEEK 4
Personal Report of
(INDIVIDUAL ACTIVITY)

Communication

Apprehension

DIRECTIONS: This instrument is composed of twenty-four statements

concerning feelings
about communicating with other people. Please indicate the degree to
which each statement applies to you by marking whether you
Strongly agree (1-SA), agree (2-A), undecided (3-U), disagree (4-D), or
strongly disagree (5-SD).
Work quickly; record your first impression
Question
1. I dislike participating in group discussions.

Response
1 - SA 2 - A 3 - U 4 - D 5 - SD

2. Generally, I am comfortable while participating in group discussions. 1 - SA 2 - A 3 - U 4 - D 5 SD

3. I am tense and nervous while participating in group discussions.
1 - SA 2 - A 3 - U 4 - D 5 - SD
4. I like to get involved in group discussions.
1 - SA 2 - A 3 - U 4 - D 5 - SD
5. Engaging in a group discussion with new people makes me tense and 1 - SA 2 - A 3 - U 4 - D 5 - SD
nervous.
6. I am calm and relaxed while participating in group discussions.
1 - SA 2 - A 3 - U 4 - D 5 - SD
7. Generally, I am nervous when I have to participate in a meeting.

1 - SA 2 - A 3 - U 4 - D 5 - SD

8. Usually I am calm and relaxed while participating in meetings.

I am very calm and relaxed when I am called upon to express an
9. opinion at a
meeting.
10. I am afraid to express myself at meetings.

1 - SA 2 - A 3 - U 4 - D 5 - SD

11. Communicating at meetings usually makes me uncomfortable.

1 - SA 2 - A 3 - U 4 - D 5 - SD

1 - SA 2 - A 3 - U 4 - D 5 - SD
1 - SA 2 - A 3 - U 4 - D 5 - SD

12. I am very relaxed when answering questions at a meeting.

1 - SA 2 - A 3 - U 4 - D 5 - SD
While participating in a conversation with a new acquaintance, I feel
13. very
1 - SA 2 - A 3 - U 4 - D 5 - SD
nervous.
14. I have no fear of speaking up in conversations.
1 - SA 2 - A 3 - U 4 - D 5 - SD
15. Ordinarily I am very tense and nervous in conversations.

1 - SA 2 - A 3 - U 4 - D 5 - SD

16. Ordinarily I am very calm and relaxed in conversations.

1 - SA 2 - A 3 - U 4 - D 5 - SD

17. While conversing with a new acquaintance, I feel very relaxed.

1 - SA 2 - A 3 - U 4 - D 5 - SD

18. I'm afraid to speak up in conversations.

1 - SA 2 - A 3 - U 4 - D 5 - SD

19. I have no fear of giving a speech.

Certain parts of my body feel very tense and rigid while giving a
20. speech.

1 - SA 2 - A 3 - U 4 - D 5 - SD
1 - SA 2 - A 3 - U 4 - D 5 - SD

21. I feel relaxed while giving a speech.

My thoughts become confused and jumbled when I am giving a
22. speech.

1 - SA 2 - A 3 - U 4 - D 5 - SD

23. I face the prospect of giving a speech with confidence.

1 - SA 2 - A 3 - U 4 - D 5 - SD

24. While giving a speech, I get so nervous I forget facts I really know.

1 - SA 2 - A 3 - U 4 - D 5 - SD

1 - SA 2 - A 3 - U 4 - D 5 - SD

Personal Report of Communication Apprehension Scoring

SCORING: Compute subscores for four communication contextsgroup
discussions, meetings, interpersonal conversations, and public speaking and
an overall communication apprehension

(CA) score. Strongly agree=1 point, agree=2 points, undecided=3 points,

etc.
Sub scores
Group discussion

Scoring Formula
18+scores for items 2, 4, and 6;
scores for items 1, 3, and 5

Meetings

18+scores for items 8, 9, and 12;

scores for items 7, 10, and 11

Interpersonal
conversations

18+scores for items 14, 16, and

17;
scores for items 13, 15, and 18

Public speaking

18+scores for items 19, 21, and

23;
scores for items 20, 22, and 24

Scores on the four contexts (groups, meetings, interpersonal

conversations, and public speaking) can range from a low of 6 to a high of
30. Any score above 18 indicates some degree of apprehension.
To determine your overall CA score, add together all four sub
scores.
Your score should range between 24 and 120. If your score is below 24 or
above 120, you have made a mistake in computing the score.
Scores between 83 and 120 indicate a high level of communication
apprehension.
Scores between 55 and 83 indicate a moderate level of

communication apprehension.
Scores between 24 and 55 indicate a low level of communication
apprehension.
What students learnt from this activity:
Students will understand about their fears and facilitator and can initiate a
group discussion as to how to overcome these fears.

WEEK 5:
Train Story (Group)
Description:
A brief story is read to participants and they are asked to answer a question
concerning the content of the story. The question is likely not what participants
were expecting to be asked.
Time Guideline:
20 minutes
Purpose:
To emphasize that what we are asked to do isnt always what is expected
Resources:
Train story presented below
Presentation:
1. Tell participants that you are going to read them a brief story about a train
and that they need to pay close attention as you are going to ask them a
question about the situation being described. Advise participants that they
might want to make notes as you read the story.
2. Read the following story to participants:
A train leaves the station with 3 passengers and stops at London and 5
more get on. It next stops and Albany and 2 passengers get off. Next stop
is Pleasantville and 23 new passengers get on board. The train makes its
next stop in Dallas where 21 get off and no one gets on. The train chugs
along until it reaches Hollywood where 3 more passengers get on. The
next stops are Buffalo where 6 get on and 4 get off, Moosehead where no
one gets on or off, and Clarksburg where 24 passengers get on board. The
train reaches the end of the route in Los Angeles where everyone gets off.
3. After you have completed reading the story, ask this question:
How many stops did the train make?
4. It is likely that participants were more focused on how many passengers
were left on the train when it reached its final destination.
5. Ask participants how many were more focused on this than the number of
stops.

6. Ask if anyone can answer the question of how many stops the train made.
Also ask if anyone can answer how many passengers were on the train
when it reached Los Angeles.
7. The answer to the question concerning how many stops the train made is
9, including its final destination.
8. There were 37 passengers on the train when it arrived in Los Angeles. You
may want to acknowledge that this train went a long way around in its
destination to Los Angeles.
Debrief:
Discuss why participants may have focused on the wrong criteria while listening
to this story. Likely responses might be that they just assumed that the question
would be how many passengers were left at the end of the train ride. Emphasize
that often our assumptions cause us to focus on the wrong things when we
communicate with others and that we need to keep an open mind about what
may be most important and critical communications.

WEEK 6 :

The Wedding Story (Group)

Description:
Participants are presented clues as to who is the best man, usher, bridesmaid,
bride, and groom in a wedding.
Time Guideline:
30 minutes
Purpose:
To demonstrate just how important every bit of information is to solving problems
and the importance of communicating this information.
Resources:
Powerpoint slide A and slide B,
Presentation:
1. Distribute a copy of Powerpoint slide A to each participant.
2. Tell participants that they are to determine who is the best man, usher,
bridesmaid, bride, and room at this wedding based on the clues provided in the
handout.
3. Allow participants enough time to complete the exercise by filling in the
names of these individuals next to their respective roles.
4. After everyone has completed this exercise, share the correct answers as
found in Powerpoint slide B.
Debrief:
Discuss what needed to be done to complete this exercise. Ask participants what
information was most useful to them in solving this puzzle. What information was
least useful? What was the most challenging clue to solve? Emphasize how
important it is to pay attention to all the details that you have available to you
when trying to solve a problem or complete a task. Discuss how important it is to
have this information clearly communicated to you. Just think what would have
happened if one of these clues was left out. Would you still have been able to
answer these questions?

Wedding Story (Slide A)

The best man is the brother of the usher.

 The best man and the bridesmaid went to college with the
groom.
The usher went into the army after high school.
Anns college roommate took Sally to a family reunion in May.
Steve and Jerry had to give up their Rose Bowl tickets to attend
the wedding.
Dan and Steves mother attended the wedding, but didnt sit with
her sons.
Who is the
Bride: ______________________________
Bridesmaid: ______________________________
Groom: ______________________________
Best Man: ______________________________
Usher: ______________________________

Wedding Story Answers (Slide B)

Bride: Sally
Bridesmaid: Ann
Groom: Jerry
Best Man: Steve
Usher: Dan

Wedding Story Rationale

You know that the best man and the usher are brothers from the first clue, and
they are named Dan and Steve based on the last clue, but you dont know whos
who yet.
In the second clue, you learn that the best man and the bridesmaid went to
college with the groom. This means that either Dan or Steve went to college with
the groom.
The fourth clue tells you that Ann went to college, so you can assume that she is
the bridesmaid.
In the fifth clue, Jerry is introduced, so knowing that he is neither the usher nor
the best man, you can assume that he is the groom.
Going back to the fourth clue, you can now assume that Sally is the bride
because she is not the bridesmaid. So if Anns roommate took Sally to the family
reunion in May, the roommate must have been Jerry.
You can assume that the wedding was in January based on the fact that Jerry and
Steve had to give up their Rose Bowl tickets to go to the wedding. So by May,
Jerry and Sally were married and thus went to the family reunion together as
husband and wife.
You also know from the fifth clue that Steve was going to the Rose Bowl with
Jerry, so he was the one who went to college and was thus the best man, leaving
Dan as the usher who went into the army after high school.

WEEK 8
DUMB CHARADES (GROUP ACTIVITY)
Description: One of the participants is asked to enact the clue given to him,
while his group members guess what he is trying to act. The concerned student
is not allowed to use verbal communication, he is to explain the clue using nonverbal communication only.
Time Guideline: 3 minutes per clue
Purpose: To demonstrate just how important non verbal communication in in
our lives; also to help students loose their stage fear.
Resources: Clues (names of movies, actors, authors, cities, proverbs, etc etc)
Presentation: 1. Each group chooses one person to go ahead and take the clue
and enact it for the others.
2. Tell participants that they are to use only non verbal communication- facial
expressions and hand/ leg gestures and movements.
3.The group memebrs are to guess what their friend is trying to act out.
Debrief: Discuss how important non verbal communication is I our lives-initiate
discussion on types of non verbal communication.
What students learnt form this activity: Significance
communication; types of non verbal communication.

of

non

verbal

WEEK 8

Following Directions (Individual activity)

Description:
Participants are provided with a worksheet and told to follow very specific
instructions to complete the assigned tasks from the facilitator.
Time Guideline:
30 minutes
Purpose:
To highlight just how easily it is to misunderstand instructions if you dont listen
carefully.
Resources:
Handouts A and B; pencils or pens
Presentation:
1. Distribute Handout A to each participant. Tell them to do exactly as you
instruct them to do.
2. Tell participants that in quadrant one. They should place a dot on the litter
I.
3. In quadrant two, tell participants to print the word XEROX in the spaces
provided.
4. In quadrant three, explain that PB stands for Papa Bull, MB stands for
Mamma Bull, and BB stands for Baby Bull. Ask participants which one
doesnt belong.
5. In quadrant four, ask participants to spell two words using the letters
shown.
6. After participants have completed the worksheet, present Handout B
(answers) on powerpoint, which shows the way the worksheet should have
been completed if one followed the directions exactly.
7. Remind participants that the instructions told them to place a dot on the
letter I and to write XEROX in the spaces provided in quadrant two.
Explain that in quadrant three there is no such thing as a Mamma Bull
she would be a cow! Finally, in quadrant four, tell participants that all they
had to do was spell two words using the letters that were simply jumbled
up.

Debrief:
Ask participants how they did following directions in this exercise. Likely, many of
the participants werent able to follow all or any of the instructions. Concede the
fact that this was a very tricky test with particularly difficult instructions to follow
precisely.
However, this exercise does highlight the fact that we do need to listen very
carefully to what we are being asked to do and to not make too many
assumptions concerning what someone wants. The best thing to do is to make
sure you understand exactly what is being asked of you. If you are not sure, it is
best to ask for clarification of instructions to ensure that you are doing exactly
what is being asked of you.

Following Directions Worksheet

1.

2.

-----

3.

4.

MP

1.

BB

OODRWWTS

PB

2.

XEROX

3.

4.

MP

BB

PB

TWO WORDS

WEEK 9

Word Games(Individual activity)

Description:
This activity is designed to help identify words that are not effective in most
business and personal communications.
Time Guideline:
60 minutes
Purpose:
To illustrate just how important words are in our communications and how they
can be used both ineffectively and effectively to improve our communications
Resources:
Handout A

Presentation:
1. Begin the activity by explaining that words are an important part of our
lives, particularly at work. Unfortunately, words can mean many different
things to different people. To communicate more effectively, it is a good
idea to choose words that will not be easily misunderstood or that can be
interpreted in many different ways.
2. Introduce the activity named What does this message mean? Distribute
Handout to participants and have them identify the words in this message
that create a vague or unclear impression to someone receiving this
information.
3. After participants complete the exercise, show them the vague or unclear
words in boldface, using powerpoint slide presentation. Review why each
of these words or phrases makes the message less clear and
understandable.
Debrief:
Summarize this activity by advising participants that they shouldnt play games
with words:
Make sure that your messages are clear and easily understood.
Using vague or misleading terms only diminishes your effectiveness as a
communicator. Words are powerful. Use them carefully and purposefully.
Dont use words that can be destructive to your business or personal
relationships or distract from your purpose.
Use words to say exactly what you mean, not what others may think you
intended to say. Games are fun to play, but not when communications are
critical.

What does this message mean?

Identify the words in the following message that create a vague or unclear
impression to someone receiving this information. Someone called from the
customer that we sent the big shipment to, saying that they were having a
problem with some of our product. The caller thought that there was probably
going to be some more information heading our way pretty soon. They indicated
that they were really concerned because this is not the first time this has
happened. It might be fairly costly to them if something isnt done soon to take
care of this problem. This might be a no brainer if the problem is the same as it
was the last time we got on the bad side of this customer. We all know what a
pain they can be when they dont get what they want. We have heard this song
and dance
before about them taking their business elsewhere. But we all know that the
customer is always right, and we will need to jump through any hoops they want
us to in order to keep their business. If we dont hear something by the p.m., we
will know the ax is going to fall on someone either here or in HQ.

What does this message mean?

(Unclear words in boldface)
Someone called from the customer that we sent the big shipment to, saying that
they were having a problem with some of our product. The caller thought that there

was probably going to be some more information heading our way pretty soon.
They indicated that they were really concerned because this is not the first time this
has happened. It might be fairly costly to them if something isnt done soon to take
care of this problem. This might be a no brainer if the problem is the same as it
was the last time we got on the bad side of this customer. We all know
what a pain they can be when they dont get what they want. We have heard
this song and dance before about them taking their business elsewhere. But we all
know that the customer is always right, and we will need to jump through any
hoops they want us to in order to keep their business. If we dont hear something by the
p.m., we will know the ax is going to fall on someone either here or in HQ.