EXERCISE 13.2
Flexibility
No More Shutdowns
Purpose
To discover how to be more productive, flexible, and resilient by using positive statements to counter destructive self-talk and free our attention from disturbing, negative thoughts.
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32 to 42 minutes
Individuals and team members will practice observing their negative, limiting thoughts and learn to substitute more positive ones. As they notice the difference from using the more flexible statement, they will be motivated to give themselves the type of messages that will increase their flexibility. Team members will observe how negative self-talk influences others, thus decreasing flexibility and the power to deal effectively with change. They will list the negative, fearful messages they hear themselves saying and will practice countering them by substituting more positive phrases.
Outcomes
- Learn how the way we think about an issue impacts us, and particularly focus on the consequences of flexible thinking
- Discover the value of clarifying statements and requests before jumping to “No!” or “It won’t work!” and similar comments that shutdown options for resourceful responses
Audience
- Intact team
- Unaffiliated group
- Individual working with a coach
Facilitator Competencies 
Moderate
Materials
- List of negative thoughts and positive counters. You may use the No More Shutdowns Handout or create your own list to meet the specifics of your individual’s or team’s situation
- Paper and pens
Time Matrix
| Activity | Estimated Time |
| Brief introduction of flexibility | 5 minutes |
| Participants read and discuss the concept of positive “can do” thoughts; make a commitment to change | 7 minutes |
| Individually, or in pairs, practice the different negative messages followed by the positive messages | 10–15 minutes |
| Discuss and apply to real-life examples | 10–15 minutes |
| (Optional) Set a strategy for repeating the process on their own and then reporting back if possible | Up to the discretion of the trainer |
| Total Time | 32 to 42 minutes |
Instructions
1. Give a brief introduction to the topic of flexibility. Refer to the discussion in Part Two of this book on flexibility for guidance.
2. Distribute the No More Shutdowns Handout (or your own list) and pens. Explain that the participants will be working with the statements in the handout, first making a negative comment that will then be followed by a positive comment intended to open up possibilities.
3. Ask the participants to form pairs.
4. Tell participants to begin practicing the statements with their partners, noticing how they feel when they say or receive shutdown statements, as compared to opening statements of possibilities.
5. After ten to fifteen minutes, reconvene the entire group and debrief with a focus on what occurred and why. Notice multiple areas of response. How did it feel to say no, or to hear no? How did it feel when new possibilities were invited using the positive statement? Connect feelings with the meanings.
6. Lead the group or individual in a discussion about how to apply this learning in the workplace.
Moving from Shutdown (SD) to Possibility (P)
Four areas of comments are listed in the following chart. Expand the categories or add new ones as meets your needs.
| Change | |
| SD | I’ve always done it this way and it keeps me safe. I don’t want to change. |
| (Shutdown) | |
| P | I think I’ll explore how well this is thought out. Perhaps I should give it a chance. |
| (Possibility) | |
| SD | Every reorganization we’ve tried has been meaningless. This will be just the same, so I’m not going to try. |
| P | I know they have worked hard on this reorganization, so, while I’m skeptical, I’ll give it a chance. (Bonus: I’ll help them be successful by using my skills.) |
| About Me | |
| SD | It seems like I never finish my work as it is; there’s no way I can join the office softball team. |
| P | I’ve heard that getting exercise helps people do their work faster. I’ll join the team for the six-week season and give it a try. |
| Others | |
| SD | Sally is always making big changes; she must never get her work done. |
| P | I’m curious about all those changes Sally makes. I’m going to ask her how that helps her get her work done. |
| Work | |
| SD | When I go to work, I have to follow my routine to get my work done. Otherwise, I’m derailed and the day is pointless. |
| P | I like to follow my routine at work. But some of what is on my plate just isn’t getting done. I need some new tools or strategies. What have I got to lose looking in a new direction? |
| SD | All these changes hurt my friends; no one is looking after their interests. |
| P | I wonder what these changes will mean for my friends and others here? I’m going to help everyone consider what is happening very seriously. |
| SD | I just know they haven’t considered all the facts in developing this new plan. I oppose it. |
| P | I’ll give this a chance and along the way find out what data they have looked at. Maybe I can help them consider all the critical factors. |