Asking a Coworker for Help

Six questions about when, who and how to ask a coworker for help on the job, each with three options.

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You don't know how to use the label printer. Who could you ask?

This pass0 correct · 0 cued · 0 incorrect · 0/6
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Session summary (SOAP)

Stays on this screen. Nothing is saved or sent.

Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.

How to run it

Read each scenario and the three options aloud. After the student chooses, role-play the best option with you as the coworker. Pay special attention to the fourth scenario, because asking for a second demonstration is the step many students skip. Then ask the student for a real task they would need help with and practise that request.

Cueing ladder

Start at the top. Add support one step at a time.

  1. Step 1IndependentPresent the item and wait 5 seconds of quiet before helping.Log as correct
  2. Step 2PromptAsk 'What's your first step?' or 'What would you say here?'Log as cued
  3. Step 3Two choicesOffer two responses and talk through which one fits the situation better.Log as cued
  4. Step 4ModelRole-play it yourself first, then the student tries it.Log as cued

Adjust it

Easier

Give the student a written script to read from during the role-play.

Harder

Drop the script, and play a less helpful partner who asks a follow-up question.

Matching IEP goal

Given a real-life scenario, Student will give a clear, appropriate response in 4 of 5 opportunities across 3 consecutive sessions, given no more than one prompt.

Send it home through the parent portal →

About this activity

Six scenarios about asking a coworker for help: not knowing how to use the label printer, waiting until a coworker is free, asking clearly, asking again when one demonstration was not enough, saying thanks, and what to do when someone is too busy. Each has three options. It is aimed at high school students in work-based learning or a first job, where asking for help is expected but rarely taught.

What to listen for

Watch for whether the student sees asking twice as a failure. A student who picks nod and pretend may be worried about looking unskilled, which is worth talking about directly. Listen in role-play for a specific request, naming the task, rather than a general I need help.

Carrying it home

Ask your teen about a time they needed help at school or work and what they did. Practise a few specific requests at home, such as asking you to show them how to use a new appliance. Notice and mention it when they ask a clear question in everyday life.

What's in this activity

  • You don't know how to use the label printer. Who could you ask?
    • A coworker who uses it every day
    • A customer
    • No one. Just guess.
  • Your coworker is helping a customer. When should you ask your question?
    • Right away while they are talking
    • After they finish with the customer
    • Never
  • Which is a clear way to ask for help?
    • Ugh. This is impossible.
    • Can you just do it for me?
    • Could you show me how to restock this shelf?
  • Your coworker shows you once and you still don't understand. What could you say?
    • Could you show me one more time? I want to get it right.
    • Nod and pretend you understand.
    • Give up on the task.
  • Your coworker helped you finish a task. What is a good thing to say?
    • Nothing
    • Thanks for the help.
    • You took a long time.
  • Your coworker says they are too busy to help right now. What could you do?
    • Keep asking until they help
    • Leave the task without telling anyone
    • Ask when a better time would be or ask someone else

Questions

Who is this for?
Students in grades 9 through 12 working on vocational communication, transition goals and requesting help.
Is asking for help twice a problem at work?
No. Most supervisors would far rather explain twice than have the task done wrong. Saying why you are asking again helps.
Is it free?
Yes. It plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.

Use this board with your caseload

With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.

Track progress free

Free for SLPs. No card, no trial clock.