Ziggets Management Workbook

benchmarks for business success
management
benchmarks for business success
management
ZIGGETS: PERSONAL DEVELOPMENT WORKBOOK

2005 Ziglar Training Systems
WELCOME
Thank you for investing in the Training Ziggets program!
This guide was written for use with the Ziggets DVD and CD 2005
You may make unlimited copies of the worksheets in this guide, if:
a.) Your organization is the sole purchaser of this Zigget.
b.) The copies are distributed only to employees and employees family members.
You are prohibited from making copies for non-employees according to your integrity
and the domestic and international copyright laws. Reproduction rights are limited to the
purchasing organization.
The CD and DVD may not be copied, reproduced, transcribed, broadcast or distributed in any
way without the express written consent of Ziglar.
We know you will enjoy using the information found in this Zigget. Please feel free to use
this time and again as you continue to train new employees and use as a refresher for your
staff. We believe that Ziggets will revolutionize the way you train your employees!
We want to hear from you! Please let us know your comments and suggestions for this
program. We would also like to know what additional topics you would purchase in a Ziggets
format.
Please visit us at www.ziglar.com and contact us at info@ziglar.com.
ZIGGETS: MANAGEMENT WORKBOOK
INSTRUCTORS GUIDE INTRODUCTION
Congratulations! You are about to teach a course that will change the way sales professionals sell! The principles in this course have changed hundreds of thousands of lives for
the better. Both the company and the individual benefit from employee participation in this
easy-to-implement program. We want to give you an understanding of the course format to
help make this a successful learning experience for you and the participants.
Format Explanation
The Instructors Guide includes a worksheet you will copy for each participant as well as all
the necessary instructions you need to teach the class.
These are the components for each module:
Timing Guidelines: Allows you to see approximately how long each component will take,
giving you the flexibility to schedule your training when most convenient for you.
Say: This information is provided in a narrative format for you to adapt to your own style
of teaching; it is NOT a script to be read verbatim. Rather it is a suggestion of how to introduce a lesson or activity.
Activity: The activities in each lesson have been carefully selected to provide elements of
self-discovery and opportunities to practice building skills in the safe environment of the
classroom.
Do: Step-by-step procedures for each worksheet.
Show Video: Each lesson has the teaching points given on a 5-6 minute video. This is an
important part of each lesson.
Ziggets: These are the key points - the principal elements - each participant should leave
with, from a particular lesson. A quick review of these would serve as a great way to close
the training session.
ZIGGETS: MANAGEMENT WORKBOOK i
ABCS OF ADULT LEARNING
Adults need a time to shift gears and get warmed up when attending training. Your
Instructors Guide is a resource for ways to energize your sessions. The opening activity
should be relevant to the content, not just an icebreaker. A professional training effort
will always give attention to the opening activity because it can:
Put people at ease and energize them to the task of learning

Demonstrate your philosophy of learning
Indicate that participants are responsible for learning and that you are their facilitator
Communicate the kind of trainer you are
Serve as a bridge to later activities
Set climate, tone and pace for the program
Big Picture (overview) is needed for all adult learners, but there are particular learners who
will stay in a state of confusion until they can see the big picture. This part should include:
A general comparison (early in the course) of the learning goals to the
salespersons own life, job environment or career development
An explanation that training is related to solving specific problems sales people
experience
Competencies or skills that will be practiced and learned
Assurance that they will not be judged but rather assessed as they actively
participate in the learning process
An opportunity to monitor themselves and each other
Control of ones own learning gives adults more of a sense of confidence. It also reduces
resistance. Set up your training environment to be casual, but structured. Adults need to:
Learn at their own speed

Talk aloud and share their thinking processes and ideas
Monitor themselves and discover their own answers, at times
Receive feedback to help work it out for themselves versus right or wrong
answers
Explore the relevance of the material to their own worlds, on and off the job
Understand how they are doing from time to time
What you expect from your participants you will often get. Many studies have shown
that the teachers expectations, perception, and opinion of the student and his/her capabilities DO affect the students results.
ii ZIGGETS: MANAGEMENT WORKBOOK
A DOZEN TIPS FOR A SUCCESSFUL CLASS
Tip 1: When asking for questions or comments at the end of a segment, ask, What questions or
comments do you have? instead of Are there any questions? The former phrase indicates you
assume people will have questions, giving unspoken encouragement and permission to participate.
Tip 2: Review the module and prepare your supplemental material, personal anecdotes and overheads in advance.
Tip 3: When asking for participation in a large group, introverts need 2-3 minutes to think before
they are ready to answer. You may want to say something like, Think about objections (or what
ever the topic you are discussing). What are they and how are they useful? (Pause for 1-2 minutes
before obtaining answers.) Then say, Who is ready to answer? Questions that ask how, what, etc.,
are often less threatening than why questions.
Tip 4: Reward participation, not just right answers. Small prizes such as funny notepads or candy
can be included for certain activities that encourage competition.
Tip 5: If you get resistance in any exercise because the participants feel awkward, tell them that a
training environment is like a lab experience, unfamiliar at first. However, as they continue to
practice, the skills become more natural. The classroom is a safer place to learn than on the job.
Tip 6: Another way to encourage shy people to participate is to use the following process for your
debrief: Before you ask people to answer questions, tell them to THINK, PAIR AND SHARE. That is,
ask the questions you want the participants to answer. Give them about two minutes to think. Ask
them to pick a partner and discuss their findings for this time period. Then bring them into the large
group to share further, if you choose.
Tip 7: Ten minutes is a long time for a lecture. Keep your talks as short as possible for adult learners and break up the teaching time with activities.
Tip 8: You dont have to know all the answers. You can throw the question back to the participants
by saying, Who can answer that question?, What do YOU think about.?, What other answers
might there be?, or answer with silence.
Tip 9: Use creative ways to partner people. For example, tell participants to make eye contact with
someone NOT next to you and that person is your next partner.
Tip 10: Each group needs a leader to keep things moving and to act as scribe or spokesperson.
Choose them in unique ways, such as asking, Who in your group went to bed latest last night?
Tip 11: When listing information on a flip chart (collected from the participants), use two colors
alternately for ease of reading.
Tip 12: Research has shown that playing classical music at 40-60 beats per minute in the background during table discussions or individual exercises increases the relaxation and alertness of the
participants.
ZIGGETS: MANAGEMENT WORKBOOK iii
ZIGGETS: MANAGEMENT
iv ZIGGETS: MANAGEMENT WORKBOOK
MANAGEMENT: LESSON #1 - INSTRUCTOR NOTES
OVERCOMING PROCRASTINATION & PILES OF PAPERWORK

Note: The worksheet for this lesson is two pages.
Do: 5 minutes
1. Lead a discussion using the questions below:
What are some of the reasons we procrastinate?
Do you procrastinate on specific tasks? What are they?
Say:
In this session we will look at two things that eat away at our effectiveness as managers: procrastination and paperwork.
Procrastination is a nasty habit we all have at one time or another maybe even now.
Paperwork might be a necessary part of the job, but sometimes the way we mishandle it
wastes our time and keeps us from our real job, which is helping those around us do their
jobs well.
Show Video: 5 minutes

Do: 10 minutes
2. Lead a discussion covering the questions on the worksheet.
Activity: 10 minutes
3. Allow each participant to individually answer the commitment questions.
4. If there is time at the end of the lesson, ask for volunteers to share some or all of their
answers.
5. Review the ziggets of this lesson.
continued
ZIGGETS: MANAGEMENT WORKBOOK 1
ZIGGETS: MANAGEMENT
Ziggets:
You can use specific techniques to help you quit procrastinating and start accomplishing
There are only four choices when dealing with paperwork: Dump it, Delegate it, Do it or
Delay it
You need a system to successfully manage your paperwork
2 ZIGGETS: MANAGEMENT WORKBOOK
MANAGEMENT: LESSON #1 - WORKSHEET
OVERCOMING PROCRASTINATION AND PILES OF PAPERWORK

Video Notes:
Ideas for overcoming procrastination
Four choices for paperwork:
D ______________________
D ______________________
D ______________________
D ______________________
Ideas for handling paperwork
Questions for Discussion:

1. Which step for overcoming procrastination is the most helpful to you? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. How do we typically let paperwork keep us from being as productive as we could be?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Which idea for dealing with paperwork is the most helpful? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
continued
MANAGEMENT: LESSON #1 - WORKSHEET (CONT.)
Activity:
Individually work through the following commitment questions.
4. On which task(s) am I currently procrastinating?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. What are 2 or 3 specific ideas I will use from this class to help me complete the task(s)?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
6. When will I next work on my paperwork? (Specify time and place.)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
7. What are 2 or 3 specific ideas I will use from this class to better manage my paperwork?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
MANAGING PRIORITIES
Do: 10 minutes
2. Divide the group into smaller work teams.
3. Allow the groups 7 minutes to brainstorm ideas.
4. Have the groups report best idea(s).
5. Give the groups one minute to complete the top 3 priorities.
6. Review the ziggets for this lesson.
Ziggets:
You must know what results you are seeking before you can know what tasks are top
priorities for you
You need to control your time, not let others do it for you
ZIGGETS: MANAGEMENT
MANAGING PRIORITIES
Video Notes:
Clearly define what results you are seeking
Do tasks that help you achieve your goals
Dont let others take control of your time

1. How do some people decide what to do first on their list of to dos?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. What have you found is the most effective way to decide which tasks get your attention?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. What ideas have you used that successfully help you keep others from taking control of
your time?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
continued
Activity:
1. As a group, list things that take you away from working on your highest priorities.
2. Brainstorm ways to handle those distractions more effectively in the future. Be prepared
to report on your best ideas.
3. What are your top 3 priorities for today? (To be completed individually.)
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
MOTIVATING YOUR STAFF

Do: 5 minutes
1. Lead a discussion using the following question: In the past, what has motivated you to do
your best on the job?

Do: 10 minutes
2. Discuss the question on the worksheet.
3. Divide the group into smaller work teams.
4. Allow the groups 6 minutes to work on the activity.
5. Ask the groups to pick their 3 best ideas and report them to the entire class.
Ziggets:
Motivation means a motive to take action
There are three types of motivation: fear, incentive and growth
With some thought, you can create a motivating atmosphere at your work place
ZIGGETS: MANAGEMENT
MOTIVATING YOUR STAFF

Video Notes:
The Three As of Motivation:
A ______________________
A ______________________
A ______________________
Three motives for doing what we Do:
Fear
Incentive
Growth

1. What do you believe are some key elements in having an atmosphere conducive to motivation at work?
__________________________________________________________________________________
__________________________________________________________________________________
2. How do broken promises affect the motivation of staff?
__________________________________________________________________________________
__________________________________________________________________________________
3. Why is it important for a manager to show an interest in the personal lives of the employees?
__________________________________________________________________________________
__________________________________________________________________________________
continued
4. What steps should be taken to be more aware of the attitudes, beliefs and opinions of your
staff?
_________________________________________________________________________________
_________________________________________________________________________________
Activity:
5. In teams, discuss examples of the three ways to motivate employees (fear, incentive and
growth). Brainstorm ideas for using growth motivation in the work place. Be prepared to
report your best ideas.
DELEGATION
Say:
In this session you will learn some advantages for delegating and a plan for delegating.
Do: 20 minutes
2. Allow adequate time for each person to individually complete #5.
Ziggets:
You must delegate in order to grow your people to the next level
The person who is irreplaceable is also unpromotable
Delegating involves more than handing work over to another individual
ZIGGETS: MANAGEMENT
DELEGATION
Video Notes:
Determine all the tasks that need to be done
Select individuals that are best qualified for the assignment
Empower the people to do the work
Check the results regularly

1. Why is it important for a manager to delegate?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. What are some reasons you may not delegate?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. What does the statement, The person who is irreplaceable is also unpromotable, mean
to you?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
continued
4. Which of the steps of delegating are most difficult for you?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Individually, identify 3 tasks you will choose to delegate and pick the people to whom you
are going to delegate the task.
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
HOW TO GAIN LOYALTY FROM YOUR STAFF

Say:
In this session we learn that loyalty cannot be demanded, it must be earned. You will
learn the formula for creating and strengthening loyalty to you as a manager and to the
company.
Do: 20 minutes
2. Make sure that question #6 has been answered by everyone. You want specific answers
to the question. Ask for volunteers to share their answers; this creates accountability to each
other to follow through on the commitments written.
Ziggets:
Working on gaining loyalty from your staff will reap many benefits
You cant force someone to be loyal; loyalty must be earned
Honesty + Courtesy = Loyalty
ZIGGETS: MANAGEMENT
HOW TO GAIN LOYALTY FROM YOUR STAFF
Video Notes:
Honesty + Courtesy = Loyalty
Role model how to properly handle bad news
Show respect to others for a job well done
Dont talk negatively about those with whom you work
Show commitment to your staffs personal growth

1. How can loyalty from your staff benefit you?
__________________________________________________________________________________
__________________________________________________________________________________
2. What are the steps for handling a complaint? Are they known to the staff? Are you role
modeling the proper way to handle bad news?
__________________________________________________________________________________
__________________________________________________________________________________
3. How can you celebrate successes with your staff?
__________________________________________________________________________________
__________________________________________________________________________________
4. What effect can gossiping have on loyalty?
__________________________________________________________________________________
__________________________________________________________________________________
continued
5. What means do you have currently in place to advance your employees growth? What
are the additional resources you need?
_________________________________________________________________________________
_________________________________________________________________________________
6. Identify two specific action steps you can take today to strengthen the loyalty among
your staff.
_________________________________________________________________________________
_________________________________________________________________________________
COACHING FOR IMPROVEMENT

Do: 5 minutes
1. Begin a brief discussion of this lessons topic with the following question: Recall a time
when you believed you were coached for improvement on the job. What did the person do
right?
Do: 5 minutes
3. Let each manager work individually on this assignment, or if several managers perform
similar functions, they may prefer to work in groups. Obviously, there will already be some
standards for employment in place. The effort should be spent on clearly knowing which
standard goes into what level and then clearly communicating the standards and the consequences to the staff.
4. After everyone has completed the standards, briefly discuss:
How can you get the employees input into these standards?
How can you communicate these standards to your employees?

Ziggets:
To create an environment where people want to do their best you need to be
constantly giving positive feedback
To be consistently, ethically and legally fair to everyone, you need to have a clear set
of standards
You want to generate specific and appropriate consequences for an employees
actions
ZIGGETS: MANAGEMENT
COACHING FOR IMPROVEMENT

Video Notes:
Give positive feedback
Generate specific and appropriate consequences for an employees actions
Institute the three-level approach to standards:
Foundation Performance
Successful Performance
Value Performance
Give employees due process if they fail to measure up to performance

1. Why is it important to give positive feedback?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. What standards do you currently have in place? Does the staff know these standards? If
not, how can you communicate them?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. What are the benefits of the three-level approach to standards?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
continued
Activity:
For each job title you manage, write the three levels of standards you expect.
Job title:__________________________________________
Foundation Performance (This is the level of performance the person must achieve to continue to work with the company.)
Successful Performance (This is the level that might reasonably and realistically be expected by both the manager and the employee.)
Value Performance (This is the level that might be expected if everything goes according to
plan and the employee excels at everything.)
GIVING EFFECTIVE PERFORMANCE FEEDBACK

Note: The worksheet for this lesson is two pages. For this lesson you need to have one I
appreciate slip per participant. Make the necessary number of copies of page 27 and cut
into individual slips. (You may want to give more than one per participant.)
Do: 5 minutes
1. To introduce the lessons topic, lead a discussion using the following questions:
Why is feedback so important to people on the job?
What are the benefits?
How can feedback be damaging?
Say:
In this session you will learn the importance of positive and instructional feedback. You will
also learn the steps to giving both kinds of feedback to your employees.

Do: 10 minutes
3. Hand out one or more I appreciate slips to each manager. Give them time in class to
write at least one to an employee. Encourage them to use more outside of class. Have them
commit to when they will deliver the I appreciate note.
4. For the second part, you may have the group work in partners or individually. Allow at
least 10 minutes for this section. Encourage the managers to use this as preparation time for
a meeting.
continued
MANAGEMENT: LESSON #7 - INSTRUCTOR NOTES (CONT.)
Ziggets:
Feedback should be as close to immediate as possible
Positive feedback must be sincere and about specific behavior
Instructional feedback should only happen after the manager has carefully planned
out the meeting using the three-step approach
______________
_______________________
II like
appreciate
______________________________
I appreciate _______________________
______________
because
because___________________________
___________________________
because ___________________________
______________
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inner!!!
You
You Are
Are A
A Winner!!!
Winner!!!
You Are A Winner!!!
______________
______________
_______________________
appreciate
IIII like
______________________________
respect
admire
___________________________
__________________________
_______________________
II appreciate
admire ___________________________
______________
______________
because
___________________________
because
because
because___________________________
___________________________
___________________________
because
because ___________________________
___________________________
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inner!!!
inner!!!
You
Are
A
Winner!!!
You
You
You Are
Are
Are A
A
A Winner!!!
Winner!!!
Winner!!!
You
You Are
Are A
A Winner!!!
Winner!!!
______________
admire ___________________________
II respect
__________________________
I admire ___________________________
______________
because___________________________
___________________________
because
because ___________________________
______________
____________________________________
____________________________________

____________________________________
ZIGGETS: MANAGEMENT
GIVING EFFECTIVE PERFORMANCE FEEDBACK

Video Notes:
Feedback should be as close to immediate as possible
Positive feedback must be sincere and about specific behavior
Instructional feedback:
Step one is consultation

Step two is problem definition
Step three is developing a plan of action together
1. Why is the amount of positive feedback you have given an employee important when it
comes time to give them instructional feedback?
__________________________________________________________________________________
__________________________________________________________________________________
2. Why do we tend to not give positive feedback as naturally as critical feedback?
__________________________________________________________________________________
__________________________________________________________________________________
3. How can you overcome this tendency?
__________________________________________________________________________________
__________________________________________________________________________________
4. What is the goal of instructional feedback?
__________________________________________________________________________________
__________________________________________________________________________________
continued
5. When it comes to instructional feedback, why is it important for the manager and the
employee to discuss alternatives together?
_________________________________________________________________________________
_________________________________________________________________________________
Activity:
Giving positive feedback.
Using the I appreciate slips provided, write one to an employee who needs your positive
feedback. (Remember, it needs to be sincere and about a specific behavior.) When do you
plan to give this to the employee?
Giving instructional feedback.
Think of a current or past employee that could benefit from instructional feedback. Plan
out the three-step approach you will use, or should have used.
STEP ONE: Consultation. When will you meet with him/her? Where? Jot down a few notes
about how you will begin the conversation.
STEP TWO: Problem definition. Obviously, this needs to be done with the employee.
However, you need to have the problem clearly identified in your own mind before the
meeting. Jot down the problem clearly as you see it.
STEP THREE: Plan of action. Again, this needs to be completed with the employee.
However, you need to have a few options prepared before the conversation. Jot down some
alternatives acceptable to you.
MANAGING DIFFICULT PEOPLE

Note: The worksheet for this lesson is four pages.
Say:
It is not the purpose of this session to deal with discipline in the work place. That was discussed in earlier lessons. The purpose is to learn to work better with people by understanding four normal styles of behavior some you are comfortable with, others you are not. You
will learn some strategies for working with each type of behavioral style.
Do: 15 minutes
1. Lead a discussion covering the questions on the worksheet. Be careful not to let the discussion stray into gossip or criticizing anyone. The lessons focus is to appreciate others
strengths and learn how to work effectively with them.
Activity:
2. If you do not have time for the activity during the lesson, encourage each manager to
spend some time on it outside of class.
3. If you do have time in class, divide the group into pairs. If there is an odd number of
people, you should become someones partner.
4. Give each person about 5 minutes for discussion with their partner. Announce when the
partners should swap to discuss the second partners situation.
Ziggets:
Everyone has one style of behavior that they use more than others
Each style has its own strengths and weaknesses
You can adjust your style in order to work more effectively with others
ZIGGETS: MANAGEMENT
MANAGING DIFFICULT PEOPLE

Video Notes: The four behavioral styles are:
Dominant Style Description:
Aggressive
Strong ego
Impatient
Change-oriented
Judges others harshly
Likes to be in charge
Influencing Style Description:
People-oriented
Emotional
Optimistic
Friendly
Disorganized
Steadiness Style Description:
Calm
Quiet
Cooperative
Predictable
Loyal
Good listeners
Working with the Dominant Style:
Spare unnecessary details

Be brief and to the point
Ask what questions, not how
Show them how to get results, solve
problems, and be in charge
When in agreement, agree with facts
and ideas, not the person
Working with the Influencing Style:
Be friendly
Give them a chance to talk
Give the details in writing
Give incentives for taking on tasks
Working with the Steadiness Style:
Be sincere and personable with them

Focus on answers to how questions
Be patient, especially when drawing out
their goals
Give them a chance to adjust
Clearly define goals and roles
Provide personal assurance of your
support
Show how their actions will minimize
risk, make things more secure and safe
continued
Conscientious Style Description:
Emphasizes quality
Methodical
Accurate
Sensitive about their work
(CONT.)
Working with the Conscientious Style:
Prepare your case in advance

Give straight pros and cons
Support your ideas with accurate data
Show them how they fit into the big picture
Make sure they have an exact job description
Give them recommendations in a systematic
and comprehensive manner
If agreeing, be specific
If disagreeing, disagree with facts
Be prepared to explain in a patient, persistent
and diplomatic manner
continued
(CONT.)

1. Which style do you believe you are most like?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Which style would you tend to not work easily with?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Why is adjusting your style to match the other persons style a helpful technique in working with that person?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Dominant Style: Name an employee who exhibits the behaviors of this style. Give specific behaviors to back up your decision. What strategies would you use in communicating
with him/her in order to work well with him/her? What would you avoid when communicating with him/her?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
continued
(CONT.)
5. Influencing Style: Name an employee who exhibits the behaviors of this style. Give specific behaviors to back up your decision. What strategies would you use in communicating
with him/her in order to work well with him/her? What would you avoid when communicating him him/her?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
6. Steadiness Style: Name an employee who exhibits the behaviors of this style. Give specific behaviors to back up your decision. What strategies would you use in communicating
with him/her in order to work well with him/her? What would you avoid when communicating with him/her?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
7. Conscientious Style: Name an employee who exhibits the behaviors of this style. Give
specific behaviors to back up your decision. What strategies would you use in communicating with him/her in order to work well with him/her? What would you avoid when communicating with him/her?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Activity:
Individually think of someone whom you believe you could deal with more effectively using
the information in this lesson.
Without using names, describe this person to your partner. With your partners assistance
and using the information in this lesson, determine what specific steps you can take to work
more effectively with this person.
ZIGGETS: MANAGEMENT

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benchmarks for business success

benchmarks for business success

ZIGGETS: PERSONAL DEVELOPMENT WORKBOOK

Thank you for investing in the Training Ziggets program!

ZIGGETS: MANAGEMENT WORKBOOK

2005 Ziglar Training Systems

INSTRUCTORS GUIDE INTRODUCTION

2005 Ziglar Training Systems

ZIGGETS: MANAGEMENT WORKBOOK i

ABCS OF ADULT LEARNING

Put people at ease and energize them to the task of learning

Learn at their own speed

ii ZIGGETS: MANAGEMENT WORKBOOK

2005 Ziglar Training Systems

A DOZEN TIPS FOR A SUCCESSFUL CLASS

2005 Ziglar Training Systems

ZIGGETS: MANAGEMENT WORKBOOK iii

iv ZIGGETS: MANAGEMENT WORKBOOK

2005 Ziglar Training Systems

MANAGEMENT: LESSON #1 - INSTRUCTOR NOTES

OVERCOMING PROCRASTINATION & PILES OF PAPERWORK

Show Video: 5 minutes

ZIGGETS: MANAGEMENT WORKBOOK 1

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2005 Ziglar Training Systems

MANAGEMENT: LESSON #1 - WORKSHEET

OVERCOMING PROCRASTINATION AND PILES OF PAPERWORK

Ideas for handling paperwork

Questions for Discussion:

ZIGGETS: MANAGEMENT WORKBOOK 3

MANAGEMENT: LESSON #1 - WORKSHEET (CONT.)

4. On which task(s) am I currently procrastinating?

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2005 Ziglar Training Systems

MANAGEMENT: LESSON #2 - INSTRUCTOR NOTES

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1. Lead a discussion covering the questions on the worksheet.

2005 Ziglar Training Systems

ZIGGETS: MANAGEMENT WORKBOOK 5

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2005 Ziglar Training Systems

MANAGEMENT: LESSON #2 - WORKSHEET

Questions for Discussion:

ZIGGETS: MANAGEMENT WORKBOOK 7

MANAGEMENT: LESSON #2 - WORKSHEET (CONT.)

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2005 Ziglar Training Systems

MANAGEMENT: LESSON #3 - INSTRUCTOR NOTES

MOTIVATING YOUR STAFF

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2. Discuss the question on the worksheet.

2005 Ziglar Training Systems

ZIGGETS: MANAGEMENT WORKBOOK 9

10 ZIGGETS: MANAGEMENT WORKBOOK

2005 Ziglar Training Systems

MANAGEMENT: LESSON #3 - WORKSHEET

MOTIVATING YOUR STAFF

Three motives for doing what we Do:

Questions for Discussion:

ZIGGETS: MANAGEMENT WORKBOOK 11

MANAGEMENT: LESSON #3 - WORKSHEET (CONT.)

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2005 Ziglar Training Systems