RESILIENCE
Facilitator Guide
1
2
FACILITATOR GUIDE CONTENTS
GENERAL INFORMATION
PAGE 5
MODULE 1: WHAT IS RESILIENCE?
PAGE 9
MODULE 2: TAKE DECISIVE ACTION
PAGE 13
MODULE 3: KEEP THINGS IN
PERSPECTIVE
PAGE 19
MODULE 4: CHANGE IS A PART OF
LIVING
PAGE 25
MODULE 5: TAKE CARE OF YOURSELF
PAGE 31
FORMS
PAGE 37
3
4
GENERAL INFORMATION
1.
GENERAL INFORMATION
5
GENERAL INFORMATION
INTRODUCTION
We would like to start by saying thanks for becoming a facilitator and a champion
for resilience. We hope you enjoy it and are able to develop some new skills in
developing and maintaining resilience, and also in facilitating the delivery of the
modules for your colleagues.
We continuously work to achieve a Zero Incident Industry because we care. We care
about our colleagues, our family and friends, the environment, our vessels and
seafarers - and we demonstrate our care by managing the processes and barriers that
keep each other safe.
3.
The processes and barriers we manage are kept strong by the individuals and teams
that care for them.
2.
We are all born with the capacity to deal with challenge. This ability, just like
one’s ability to play a particular sport or instrument, can be improved and
strengthened with practice and by learning new techniques.
Increasing and strengthening our capacity to deal with life’s challenges helps us to
be the best that we can be as individuals and teams, and is an important component
towards achieving and sustaining a Zero Incident Industry.
This programme is made-up of five core modules which can be delivered in any order.
Each module focuses on a different area that makes up our natural capacity to deal
with life’s challenges- both in and outside of work. The five modules are:
 What is Resilience?
 Take Decisive Action
 Keep Things in Perspective
 Accept That Change is a Part of Living
 Take Care of Yourself
How does it work?
Aim to deliver these five modules within five months, that’s one module a month. It
doesn’t matter which order the modules are run in, and it’s not critical that
participants attend every session, it’s ok to miss one and attend the next as long
as everyone covers all the modules.
Additional support material (if required) for facilitators is available via the
Partners in Safety website: http://www.shell.com/hsse/business-and-country/maritimehsse-site.html
Feedback and Improving Resilience
At the end of the module if there are any themes that you think will help us improve
the programme, we ask that you let us know by filling in a module feedback form (at
the back of this guide) and sending it to: [email protected]
6
GENERAL INFORMATION
PREPARATION & MATERIALS
NUMBER OF
PARTICIPANTS
TIME
REQUIREMENT
PREPARE
Minimum four people per session.
30 minutes – 1 hour per session
4.



Review these Facilitator notes and the guide for the module you
are delivering.
Think of relevant examples based on your experience for each
module. Try to make it relevant to the environment and
situations the group may be familiar with.
Prepare a safety briefing for the start of each module.
ROOM SET UP
 Find a room big enough to hold these sessions.
 You will need chairs for all participants and a few tables. Make
sure there is enough space for people to break into pairs or
small teams for discussion. Where possible keep the session in
one room, you will lose valuable time when people are moving in
and out of multiple rooms.
Record attendance using the Attendance Sheet at the end of this

guide.
MATERIALS
 Each participant should be provided with the Participant Guide.
 Additional support material (if required) for facilitators is
available via the Partners in Safety website;
http://www.shell.com/hsse/business-and-country/maritime-hssesite.html
7
GENERAL INFORMATION
EXECUTION
GENERAL
GUIDELINES
 Welcome everyone and explain how the module is structured,
including high level goals of the session.
5.
 As the participants arrive, when possible, help to spread out the
participants into pairs or small groups to facilitate the
discussions
 Deliver a short safety brief at the beginning of each session. :
familiarise yourself with alarm procedure and emergency numbers,
and review the evacuation floor plan for emergency exits and
muster points
 Check whether all participants are familiar with each other and if
not, hold a brief introduction round where all participants tell
their name and function. You can use the opportunity to make it
informal by asking each person to say a fun fact about
themselves, etc.
FACILITATION

Remind participants that personal information may be shared in
these sessions. It is important that we respect each other’s
confidentiality and do not share sensitive information outside of
the sessions.

Ask the participants for feedback at the end of the module to
improve the resilience programme and if any themes come up fill
up a feedback form (at the end of the pack) send to
[email protected] .
1. Present with passion
2. Be enthusiastic and supportive of the content
3. Listen and don’t talk too much yourself (the answer is in the
room!)
4. Be open and curious (ask open questions)
5. Read the Facilitator guide and allow enough time to be prepared to
facilitate the module.
8
MODULE 1: What is Resilience?
6.
MODULE 1: What is Resilience?
9
MODULE 1: What is Resilience?
PREPARATION
TOPIC
OUTCOME
MODULE
BACKGROUND
INFORMATION
MODULE
OVERVIEW
DETAILED INFORMATION
Give participants a better understanding of resilience
7.
Having a positive view of yourself is an important mind-set that
helps you improve your performance, achievements and quality of
life. It’s not about smiling and denying the negative aspects of
reality. It is an effective approach that improves your state of
mind, leading to improved thought patterns, more options and will
make a real difference in your life.
It is also a choice and a skill that can be learnt.
Resilience is the process of adapting well in the face of adversity,
trauma, tragedy, threats or even significant sources of stress-such
as family and relationship problems, serious health problems or
workplace and financial stressors
The group is given a short introduction to the concept of resilience
followed by discussion on an example of resilient behaviour within
their own experience. An overview of the Resilience programme will
be given and individuals asked to commit to participating.
PREPARE




Review this Facilitator Guidance
Copy and print the Attendance Sheet at the end of this module.
Think of your example of a situation in everyday life where you
or someone you know has demonstrated resilient behaviour. Try to
make it relevant to the environment and situations the group may
be familiar with.
You will use this to start off exercise 1
10
MODULE 1: What is Resilience?
WHAT IS RESILIENCE - EXECUTION
EXECUTION
START
2 minutes
INTRODUCE
RESILIENCE
HIGH LEVEL
GOALS
5 minutes
INTRODUCE
ACTION
THE
TOPIC
 Welcome everyone and explain how the module is structured
Key messages
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 toA 6series
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endto
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“Developing
a Zero Incident Industry.
MESSAGE : Start with the below one liner after that you can use
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8.
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Many factors contribute to resilience and studies show that the
primary factor is having caring and supportive relationships within
and outside the family.
Other factors which contribute to resilience include:
 The capacity to make realistic plans and carry them out
 Having a positive view of yourself with confidence in your
abilities and strengths
 The ability to communicate well
 Problem solving skills
 The capacity to manage strong feelings and impulses
11
MODULE 1: What is Resilience?
EXERCISE
RESILIENT
BEHAVIOUR






DISCUSSION
Ask participants to turn to page 7 in their guide and allow
time for them to review the module information.
Now share your example of you or someone you know
demonstrating resilience.
Divide the group into pairs
Ask each person give their own examples.
Discuss what resilience means in this situation.
Allow discussion for 5 minutes.
9.
Then bring everyone back into a single big group.
Start a discussion by asking the following questions:
 Have you thought about resilience before?
 Does it look like a concept that would be worth exploring
further?
 Did it reveal any surprises?
 Do you think that you are resilient?
EXERCISE
MESSAGE
We all have a unique opportunity to make personal choices and to
take accountability for the way in which we react to adverse
situations. However in order to perform our best in challenging
situations we need to have an awareness of how we respond to
adversity and the skills in self-management which will support a
positive outcome.
The Resilience sessions that we will be running aim to help to
develop an enhanced awareness of our own individual behaviour
patterns and to develop self-management skills. The focus is on
responding appropriately and positively to circumstances with an
emphasis on practical skills which can be used in real time on a
daily basis
Building resilience not only benefits your work environment but also
benefits your life outside of work and can positively influence all
aspects of your life including family and friends.
CLOSE


If you have any specific feedback for this module, please use the
feedback form at the end of this guide and send to us at
[email protected].
Close and thank everyone for their participation.
END OF MODULE
12
MODULE 2: TAKE DECISIVE ACTION
10.
MODULE 2: TAKE DECISIVE ACTION
13
MODULE 2: TAKE DECISIVE ACTION
PREPARATION
TOPIC
OUTCOME
DETAILED INFORMATION
The aim of this module is to get the participants more aware of how
they make decisions, what influences their decision making and how
to help improve decision making.
11.
MODULE
BACKGROUND
INFORMATION
Resilience Concept: Take Decisive
Action
MODULE
OVERVIEW
Taking decisive action moves an issue forward, and is positive and
action-oriented. It is linked to resilience because taking decisive
action is empowering, positive and allows a person to take control
of a situation instead of it controlling them.
 Decision making should be a
mixture of rational thought
and emotion.
 Taking decisive action is
important.
 Removing blockers to decision
making.
Behavioural Safety Concept:
Acting on Warning Signs
 Acting on warning signs
prevents accidents
 Mitigate culture of denial,
group think
 Reducing human factors risk
 Weighing up economic vs safety
risk
Understanding how you make decisions, and what may stop you taking
decisive action can be the first step towards developing strategies
to manage these blockers and enable you to; make the decision, take
action, and move forward. This can be an important factor in
improving resilience – gaining confidence in decisive action.
In Part One we look at the emotional brain and the rational brain
and how they work together to aid decision making.
In Part Two, we will take a closer look at what inhibits taking
decisive actions and overcoming these blockers.
PREPARE



Review this Facilitator Guidance
Copy and print the Attendance Sheet at the end of this guide.
Think of your example of a time when you had difficulty with a
decision and how you solved it. Try to make it relevant to the
environment and situations the group may be familiar with.
You will use this during exercise 2
14
MODULE 2: TAKE DECISIVE ACTION
EXECUTION
START
 Welcome everyone and explain how the module is structured
12.
 If possible, help to spread out the participants into groups of 4
to 6 to facilitate the discussions
 Record attendance using the Attendance Sheet.
HIGH LEVEL
GOALS
Discuss the high level goals of the module:
1. Appreciate the value of taking decisive action
2. Recognise the strategies that can be used to overcome blockers to
taking decisive action
Discuss the specific deliverables of the module:
 Each person creates a list of the blockers that prevent them from
taking decisive action and a strategy to overcome those blockers
INTRODUCE
THE TOPIC
Communicate the following points in your own words;
 Making decisions allows us to move issues forward and take
accountability.
 Some decisions we face are very complicated and acting decisively
is difficult.
 When making a decision we use emotional thinking and rational
thinking to come to a decision and it’s important to recognise
that we do this.
 Failing to make decisions and being indecisive can be frustrating
for the person making the decision and for those whom the
decision may affect.
 Working out what will happen if you do make the decision, but also
what will happen if you don’t make the decision, can help you
decide what may be the right decision to make.
 It may also help to find out why you are having difficulty with a
decision.
 Identifying what is blocking you can enable you to figure out how
to remove the blocker.
15
MODULE 2: TAKE DECISIVE ACTION
EXERCISE ONE
EMOTIONAL
AND RATIONAL
THINKING
 Ask participants to turn to page 11 in their guide.
 The important message here is that people use both their emotional
and their rational thinking when making decisions.
 The exercise asks people to list the reasons why they would buy a
specific product – a car, a new phone or some other everyday item.
 Participants should be split into groups of 4-6
 Ask the participants to choose either cars or phones, whatever you
think your audience would like best. Try to choose what would be
the most fun for your audience, and it doesn’t have to be the type
of item they would have most experience in purchasing.
 Pictures of the cars and phones are included, along with a small
amount of information about each product.
 Ask the participants to fill in the table in their guide listing
their decisions and decide if these are based on rational or
emotional reasons.
DISCUSSION
Then bring everyone back into a single big group.
13.
Start a discussion by asking the following questions:




EXERCISE
MESSAGE
Did all the groups have decisions that were made using emotional
and rational reasons?
What was the number of rational reasons given against the number
of emotional reasons?
When it came to making the decision, how many people chose what
they chose just because they liked it? (This can show the power of
emotional intelligence).
If there were blockers to decision making, what were they?
Decisions are made with both rational and emotional thought. And
both are very important.
It is OK to use your emotional brain when making decisions however
there may be better options especially when it comes to important
decisions such as safety.16
MODULE 2: TAKE DECISIVE ACTION
EXERCISE TWO
BLOCKERS AND
ENABLERS
 Ask participants to turn to page 13 in their guide.
 Share your prepared experience of a time when you had a
difficult decision to make and how you overcame the blockers
 Participants should split into groups of 4-6
 Each team should pick an example to use to complete the
exercise. Alternatively, they can think of their own personal
example from work or home.
 Participants should follow the instructions and fill out the
table (in their guide) individually before discussing their
examples with their group.
14.
DISCUSSION
Bring the participant’s focus back to you for a discussion with the
room.
Ask for a volunteer to share their example.
Start a discussion by asking the following questions:
 What were some of the blockers that people identified that
prevented them from taking decisive action?
What
were some of the strategies to overcome these blockers?

You can use these ideas to overcome blockers (if not already
discussed)
Blocker is concern over what will go wrong if the decision is
incorrect:
1. List the things that could go wrong, and what you will have
in place to either:
2. Monitor for indications it is going off track so you can
mitigate early
Determine that the decision is wrong and change the decision
Blocker is that you don’t have enough information
1. Determine what information you do need and time frame to get
it so you can make the decision
2. Determine if you can make the decision despite the
uncertainty and what would be the risk of that
3. Determine the risk of not making the decision now but waiting
for the information
Blocker is you are worried about looking like an idiot if the
decision is wrong
1. Consider discussing the options with others, especially those
who may need to help you implement the results of the
decision, as that way you can test your ideas and also get
buy in from those who matter
2. Should asking others been seen as a sign of strength rather
than weakness? Will it actually build respect and trust?
After exercise, ask the participants to review “Blockers to making
Decisions and Ways of Managing These” – this is on page 17-18 of
their guide.
17
MODULE 2: TAKE DECISIVE ACTION
END OF
SESSION
SUMMARY
Communicate the following points in your own words;



Sometimes it is hard to make decisions.
We create blockers that prevent us making decisions
We can identify strategies to overcome the blockers

If you have any specific feedback for this module, please use
the feedback form at the end of this guide and send to us at
[email protected].
Close and thank everyone for their participation.
CLOSE

15.
END OF MODULE
18
MODULE 3: KEEP THINGS IN
PERSPECTIVE
16.
MODULE 3: KEEP THINGS IN PERSPECTIVE
19
MODULE 3: KEEP THINGS IN
PERSPECTIVE
PREPARATION
TOPIC
OUTCOME
DETAILED INFORMATION
Everyone on board has a role to play in an effective communications
processes, both as an individual and as part of a team.
17.
BACKGROUND
INFORMATION
Resilience Concept: Keeping
Things in Perspective
 Inner dialogue influences
individual’s perception of
events, + and –.
Individual
choice in response

to events.
Behavioural Safety Concept:
Communication and Engagement
 Translate high level messages.
 Actively seek information.
 Respond, participate, provide
feedback
MODULE
OVERVIEW
Our comfort zone is the area in which we operate and feel
comfortable. Sometimes we are pushed or push ourselves past our
comfort zone and this can feel uneasy. When this happens, putting
events into perspective can de-escalate the situation and even
broaden your comfort zone.
This starts with being less hard on ourselves and by becoming more
aware of how our inner dialogue can misinterpret situations which
influences our views and our mood-- think back to those childhood
cartoons where a devil would appear on one of Donald Duck’s
shoulders and an angel on the other.
Inner dialogue is linked to emotions and everyone can develop the
ability to influence this. In uncomfortable situations, influencing
your inner dialogue allows you to slow down your thinking and
creates room for making choices.
PREPARE




Review this Facilitator Guidance.
Copy and print the Attendance Sheet at the end of this module.
Familiarise yourself with the concept of the ladder of inference
(see page 21 for further information) and the Challenging
Questions (page 22)
Prepare a personal example of a time when your internal dialogue
escalated a situation. The example will be delivered in two parts:
1. How did you climb up the ladder of inference to reach
your conclusions?
2. How did you answer the challenging questions to deescalate the situation?
20
MODULE 3: KEEP THINGS IN
PERSPECTIVE
PREPARATION
KEY CONCEPT
THE LADDER OF
INFERENCE
DETAILED INFORMATION
What is it?
The ladder of influence is a way of describing how we get from a
fact to a decision or action. It can often be known as “jumping to
conclusions” and happens every day in a split second. The picture
shows each stage of this process
18.
How does it work?
Starting on the bottom rung, we have
reality and facts. From there we;
Experience these differently based on
our beliefs and previous experience.
 Interpret what this means.
 Apply our existing assumptions or
perspective, sometimes without
thinking.
 Draw conclusions based on these
interpreted facts.
 Develop further beliefs on these
conclusions.
 Take action on these conclusions
because they are based on what we
This can create a feedback loop.
Our beliefs have a big effect on
believe.
how we select some facts and choose to ignore others. Soon we are
jumping to conclusions by missing facts.

An example;
It can be simple things like, ‘Now where did I put my keys?’
Or it can be longer strings of thoughts that lead us to a
conclusion- which may or may not be correct;
Where are my binoculars? I always put them in the same place at
the end of my watch.
I bet the last watch keeper has moved them.
They are always losing their stuff and now my stuff too.
They have no respect for my things or me. I’m going to get in
trouble with the boss because of them.
Most of us will have experienced situations where we have become
frustrated and draw negative conclusions only to reflect back, with
a clearer and sometimes more positive point of view.
Oh, now I remember, I took them back with me after my last watch
to fix them.
21
MODULE 3: KEEP THINGS IN
PERSPECTIVE
PREPARATION
KEY CONCEPT
CHALLENGING
QUESTIONS
DETAILED INFORMATION
You can interrupt the climb up the ladder of inference, by asking
yourself some of these challenging questions;
19.
Look for Evidence
What’s the evidence for and against my thought?
Am I focusing on the negatives and ignoring other information?
Am I jumping to conclusions without looking at all the facts?
Search for Alternative Explanations
Are there any other possible explanations?
Is there another way of looking at this?
How would someone else think if they were in this situation?
Am I being too inflexible in my thinking?
Put Thoughts into Perspective
Is it as bad as I am making out? What is the worst that could happen?
How likely is it that the worst will happen?
Even if it did happen, would it really be that bad?
What could I do to get through it?
22
MODULE 3: KEEP THINGS IN
PERSPECTIVE
EXECUTION
START
 Welcome everyone and explain how the module is structured
20.
 As the participants arrive, when possible, help to spread out the
participants into groups of 4 to 6 to facilitate the
discussions.
 Record attendance using the Attendance Sheet at the end of this
guide
HIGH LEVEL
GOALS
At the end of this module, individuals understand the following:
 Be aware that inner dialogue can influence one’s perception of
events positively as well as negatively, and has a direct effect
on one’s response and mood.
 Realise that they have a choice in how to respond to events that
make them feel uncomfortable;
 Acknowledge that they have the ability to steer inner dialogue to
get the most out of positive situations and deal with
uncomfortable situations.
 Understand how this is applicable in translating high level
messages.
 Understand the importance of actively seeking information.
 Understand that having the right information and communicating
effectively has an important influence on safety behaviour.
INTRODUCE
THE TOPIC
 This module focuses on internal dialogue, becoming more aware of
it and its influence during times when we are put in
uncomfortable situations.
 We will learn some techniques to steer it in a
positive/productive direction.
 Our internal dialogue is made up of the thoughts that run through
our head throughout the day. For example: It can be simple
things like, ‘Now where did I put my keys?’
Or it can be longer strings of thoughts that lead us to a
conclusion- which may or may not be correct;
Where are my binoculars? I always put them in the same place at
the end of my watch.
I bet the last watch keeper has moved them.
They are always losing their stuff and now my stuff too.
They have no respect for my things or me. I’m going to get in
trouble with the boss because of them.
Most of us will have experienced situations where we have become
frustrated and draw negative conclusions only to reflect back, with
a clearer and sometimes more positive point of view.
Oh, now I remember, I took them back with me after my last watch
to fix them.
23

Allow some time for participants to review the information on
page 21 of their guide – this explains the Ladder of Inference.
MODULE 3: KEEP THINGS IN
PERSPECTIVE
EXERCISE
EXERCISE
EXAMPLE
 Ask the participants to turn to page 22 in their guide.
 Share your prepared experience of a time when you have been in
this kind of a situation.
 Draw attention to the picture of the ladder on page 23 of their
guide. Explain how your internal dialogue talked you up the
ladder.
 In this situation you allowed yourself to make assumptions one
after another, without allowing yourself the time to reflect and
draw a conclusion based on facts.
 Point out that different circumstances as well as one’s mood can
influence the internal dialogue and the speed that a person
climbs up the ladder. Maybe you were tired or feeling unwell.
Maybe you were upset because you had had a bad week.
 Now introduce the ‘Challenging Questions’ on page 24 of their
guide.
 Explain how you applied the relevant ‘Challenging Questions’ to
de-escalate the situation.
EXERCISE
 Ask the participants to think of a time at work or at home when
they have found themselves in a similar situation where their
inner dialogue has lead them to draw negative conclusions.
 Participants should think about what was the starting point (the
bottom of the ladder), what was the outcome (the arrival at the
top) and what were the steps in between. Allow 3-4 mins. The
examples can be recorded in their workbooks.
 Ask the participants to get into pairs and share their example
with a peer.
 Each pair should pick one of the examples and using the ladder of
inference template (page 23 of their guide), write in the
thoughts that escalated them up to the top.
DISCUSSION
Bring the participant’s focus back to you for a discussion with the
room.
 Draw attention to the Challenging Questions on page 24 of their
guide.
 Ask for a volunteer to share their example.
21.
Ask the group to discuss which Challenging questions they could use
to de-escalate the situation if they were in this position.
Ask the group if there is anything else they would do to prevent
their internal dialogue from taking a negative direction. How might
this help to improve safety on board?
EXERCISE
MESSAGE
If there is time remaining, ask for another example from the group.
Based on the outcome of your example, make it clear to the audience
that they have a choice whether or not they go in the direction
their internal monologue steers them.
CLOSE


If you have any specific feedback for this module, please use the
feedback form at the 24
end of this guide and send to us at
[email protected].
Close and thank everyone for their participation.
MODULE 4: CHANGE IS A PART OF
LIVING
MODULE 4: CHANGE IS A PART OF LIVING
25
MODULE 4: CHANGE IS A PART OF
LIVING
PREPARATION
TOPIC
OUTCOME
DETAILED INFORMATION
Effective individual and work team recognition of change, management
of change, implementation of change is essential to business success.
BACKGROUND
INFORMATION
Resilience Concept: Accepting
Change
 Change is often viewed as
uncomfortable or seen as a
threat.
 You are accountable for your
choice on how you respond to
change and how it impacts
others.
Behavioural Safety Concept: A
controversial PPE Policy Change –
Following the Rules
 Personal Proactive
Interventions
 Individual Consequences
 Personal Responsibility
MODULE
OVERVIEW
Change is inevitable. We start changing from the moment we are born
and continue to do so; and the world around us changes, both
predictably, and unpredictably. The world, our personal environment
and our lives, often change in ways over which we have no control
e.g. Volcanoes, snow and travel disruption. The impact of a change of
job can be huge and positive, negative, or both.
When experiencing change we can decide to see the possibilities that
lie within and we have a choice in the way we respond to change.
In this module participants experience the impact of their choice of
response to a change (in this session the change is a new idea) and
gives insight on the impact of the response on others and themselves.
PREPARE




Review this Facilitator Guidance.
Copy and print the Attendance Sheet at the end of this guide.
Please have one example of change that you can share with the
participants. You will use this as the introduction.
Familiarise yourself with the Exercise 2 Scenarios and questions
(see “Execution” on page 27). Participants will be given further
guidance in their guide on how to play their roles in the
exercise.
26
MODULE 4: CHANGE IS A PART OF
LIVING
EXECUTION
START
 Welcome everyone and explain how the module is structured
 If possible, help to spread out the participants into groups of 4
to 6 to facilitate the discussions
 Record attendance using the Attendance Sheet at the end of this
guide
HIGH LEVEL
GOALS
Discuss the high level goals of the module
Individuals can discuss and recognise that:
1. We have an innate tendency to see change as uncomfortable or a
threat
2. We can choose and are accountable for our personal response to
change. Our response has an impact on ourselves, others and on
safety.
Discuss the specific deliverables of the module:
 Each person participates and/or observes the role play and
reflects on their response to change and how it affects others.
 Each person reflects on how they naturally respond to change and
commits to recognising the choices they make in the future when
responding to change and how they affect others.
INTRODUCE
THE TOPIC
 Ask the group if anyone has ever been in the position where a
change appeared to be a major personal threat, but in the end had
no negative impact, or even a positive one? (Examples: a new job
on a different ship, departure of a crew member, a new
relationship)
Wait
for examples from the group. If there are none, move onto

your personal example.
 Share a personal example of change.
27
MODULE 4: CHANGE IS A PART OF
LIVING
EXERCISE ONE
EXERCISE
Change Can be Uncomfortable
 Ask the group to make themselves comfortable in their chair
 Ask the group to now cross their arms.
 Note how a proportion cross left over right.
 Now ask people to cross their arms the other way.
DISCUSSION
Start a discussion by asking some of the following questions:
 Is that change from your usual position uncomfortable?
 How does it make you feel?
 Do other people in the room look comfortable?
 Are you showing resistance to change?
28
MODULE 4: CHANGE IS A PART OF
LIVING
EXERCISE TWO
EXERCISE
Ask the team to divide into groups of three or more (between three
and five is best)
 Ask each group to choose a scenario or make up a change scenario
themselves
 Each person should be assigned as Person 1, 2 or 3.
 Where there are more than 3 persons per group, the extra people
acts as observer/audience.
There are three different “Briefing Notes” included on pages 28-30 in
the guide. Ask the participants to read the appropriate briefing note
for their role.
SCENARIO 1




SCENARIO 2




Proposed change to PPE policy.
Person 1 doesn’t like wearing a hard hat all the time and would
like to change the policy. Person 1 will make the case for change.
Person 2 will make the case for leaving things as they are.
Person 3 will be supportive and curious without agreeing to the
change.
Proposed change to replacing the Ship’s
Person 1 believes cooking on board is a
incidents and would like to replace the
microwave meals. Person 1 will make the
Person 2 will make the case for leaving
Person 3 will be supportive and curious
change.
Cook with a microwave.
major source of HSSE
Ship’s cook by using
case for change.
things as they are.
without agreeing to the
Ask the groups to bring their role plays to an end.
 Ask each participant to answer the questions on page 31 of their
guide.
DISCUSSION
Bring the room’s attention back to you and start the discussion using
the questions;
 A team member proposed an idea that created change. How did it
look, feel, and sound when it was opposed? Did that have an impact
on your state of mind and how you continued the discussion?
 Are you significantly more likely to come forward with a
suggestion for change if ideas are routinely opposed or if they
are supported?

The person opposing the idea was negative and focused mainly on
personal comments, not the idea itself. How did that impact how
you felt and your state of mind? Would these actions impact the
way you would be likely to interact with them in the future?
 If you had flu and your state of mind was low, would it be a good
idea to make major decisions?
Can you choose to delay your
29
decision until you feel better? If not you, who does choose your
time of reaction?
MODULE 4: CHANGE IS A PART OF
LIVING
EXERCISE TWO
END OF
SESSION
SUMMARY
Communicate the following using your own words;



Change happens all the time and it is important to prepare
ourselves for this
We may not have an influence over the change but we can
influence how we react to it.
Taking a positive attitude towards change allows you to see new
opportunities and make decisions on how you can react to the
change.
At times of change there can be lapses in safety as we may be
distracted by the changes and not concentrate on the important
things which keep us safe. It’s important to be aware of this
and remain vigilant about safety.
CLOSE


If you have any specific feedback for this module, please use
the feedback form at the end of this guide and send to us at
[email protected].
Close and thank everyone for their participation.
END OF MODULE
30
MODULE 5: TAKE CARE OF YOURSELF
MODULE 5: TAKE CARE OF YOURSELF
31
MODULE 5: TAKE CARE OF YOURSELF
PREPARATION
TOPIC
OUTCOME
DETAILED INFORMATION
Taking care of ourselves is important in every aspect of our life.
Enhancing individual and team decision making skills.
MODULE
BACKGROUND
INFORMATION
Taking better care of ourselves involves making some changes, with
goal setting being the first. Once we have set a goal, we need to
then move towards it. How often do we make a New Year’s resolution,
only to give up on it
MODULE
OVERVIEW
Taking care of ourselves is about ensuring that we give ourselves the
best opportunity we can to maintain our health, creative energy,
network of family and friends, and the smartest skills, in order to
cope with everyday challenges and changes.
When we take care of ourselves, we can improve our work productivity
and safety, we can perceive more fulfillments from work, and our
relationships with family and friends can be improved. And all of
this helps in keeping our mind and body primed to deal with
challenging situations.
PREPARE



Review this Facilitator Guidance
Copy and print the Attendance Sheet at the end of this guide.
Think of one goal or desired outcome which relates to the module
topic that you do not mind sharing with the participants. You will
use this during exercise 2.
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MODULE 5: TAKE CARE OF YOURSELF
EXECUTION
START
 Welcome everyone and explain how the module is structured
 If possible, help to spread out the participants into groups of 4
to 6 to facilitate the discussions

HIGH LEVEL
GOALS
Record attendance using the Attendance Sheet.
Discuss the high level goals of the module:
 Be aware that paying attention to one’s own physical, mental
and spiritual needs and feelings and achieving a work / life
balance is important in keeping the mind and body primed to
deal with challenging situations
Discuss the specific deliverables of the module:
 Each person evaluates how well he/she is taking care of
him/herself, using this as a basis in formulating a goal
towards better self-caring
INTRODUCE
THE TOPIC
Communicate the following in your own words;
 When we are physically fit, have enough sleep and are eating well
we are not as likely to fall into unhealthy patterns during
challenging times.
 Our physical resilience and our emotional resilience are
interconnected and it’s important to grow and maintain both.
 It’s important to let our brains rest- this can be something like
meditation and can also be something as simple as daydreaming.
 While ‘at rest’ the brain is able to process experiences.
 This processing of experiences helps to improve our ability to
solve and respond to challenges in the future.
 When we look after and care about ourselves, we demonstrate better
safety behaviours and choices. This benefits ourselves but also
our family, the crew and others.
33
MODULE 5: TAKE CARE OF YOURSELF
EXERCISE ONE
EXERCISE 1
Ask participants to turn to page 34 in their guide. Read this Spanish
Proverb:
‘A man too busy to take care of his health is like a mechanic too
busy to take care of his tools.’
DISCUSSION
Start a discussion by asking the following questions:
 What does taking care of yourself mean to you? Taking care of
family? Taking care of your team?
Why
is taking care of yourself important for your home life? Your

life at work?
EXERCISE
MESSAGE
 Taking care of yourself puts your mind and body in a better
position to cope and deal with the life challenges.
It
is about taking care of your body allowing it to recharge and

recover, spending time with loved ones, allowing yourself to
engage in pleasurable activities and recognising and paying heed
to your mental, emotional and spiritual needs and feelings.
34
EXERCISE TWO
EXERCISE 2
Ask participants to turn to page 35 in their guide and
complete the questions and think of a personal goal on the
following page. Allow 5 mins to complete.
DISCUSSION
Ask participants to discuss in groups which ones they think
are most important to them. Which ones are they currently
not happy with and what can they do to change them



END OF
SESSION
SUMMARY
Did it make people stop to think and evaluate how much
attention and importance they have placed in taking care
of themselves?
Did it help them to identify and prioritise changes that
need to be made in order to achieve a better state of
taking care of themselves?
Are they ready to commit towards better caring of
themselves – if so, ask them to identify their own
personal goal and document this on page 36 of their guide.
Communicate the following in your own words;



It is important to reflect how well-placed our priorities
have been on caring for ourselves.
Self-evaluation is an important initial step in
formulating goal towards improvement.
Make taking care of yourself a priority, as only you can
take control of your welfare and you are definitely worth
it.
CLOSE


If you have any specific feedback for this module, please
use the feedback form at the end of this guide and send to
us at [email protected].
Close and thank everyone for their participation.
END OF MODULE
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36
MODULE ATTENDANCE SHEET
MODULE: ………………………………………………………..
DATE: …………………………………………………………….
FACILITATOR: ……………………………………………………
ATTENDEES:
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FEEDBACK FORM
Module name __________________________
Please take the time to fill in this feedback form at the end of the module.
WHAT DID YOU LIKE ABOUT THIS MODULE?
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WHICH PART OF THE MODULE DID THE GROUP ENJOY MOST?
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WHAT PART OF THE MODULE DIDN’T WORK SO WELL?
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WHAT WILL YOU CHANGE FOR THE NEXT TIME YOU FACILITATE A MODULE?
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THANKS FOR YOUR FEEDBACK!
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