Professional Documents
Culture Documents
SELF-APPRAISAL:
Self evaluation process involved in determining the level of self efficacy.
A *Self-Appraisal* is a method in which the employee evaluates his own
performance and then discusses this with his manager. The method can be used
as an introduction phase of an Appraisal process. An advantage of doing so is
that it provides the employee with the opportunity to reflect on his own
performance and reasons behind it. It can be a good preparation for the appraisal
by the manager of the employee and can help to increase the size of the future-oriented
part of it.
Self-appraisal includes the following objects such as skills audit, evaluating selfmanagement, leadership and interpersonal skills.
1.1 SKILLS AUDIT:
Learning Objective:
After reading this section you will be able to know,
The meaning of skills audit.
Purpose and uses of skills audits.
Benefits and Techniques of Skills Audit
Process of skills audit
Principles of skills audit
organization,
Improving
learning
and
performance,
Existing members of your board may possess a range of skills or knowledge that
may never have been identified or called upon by the organisation. Prospective
new trustees can be recruited on the basis of what they can bring to the board,
complementing and enhancing what is already there and increasing the diversity
of both skills and perspectives.
The ideal trustee would have every desirable skill and quality, but in the real
world we each have only a selection. If we know what qualities we possess
ourselves, and what qualities others possess, we can pool our talents.
Benefits:
Acquisition and use of information that can be used for purposes such as
internal employee selection and placement.
c. Determine
development needs
and plan for training/
restructuring
as
recruitment
and
selection,
Skills Audit rate your overall skills development. The Continued Professional
Development helps you to plan for skills development during your career.
Skills are divided into five categories:
Handling information
- assess your ability to use relevant literature and to produce and interpret
data;
Communication skills
- assess your ability to communicate effectively in oral and written formats;
Improving learning and performance
- assess your development and ability to identify opportunities for further
skills development;
Planning and organization
- assess your ability to plan your research on a short-term and long-term
basis;
Working with others
- assess your ability to work as part of a team and to network with others.
Panel approach
b)
Consultant approach
c)
One-on-one approach
Individual
self-audit
Panel audit
Consultant
audit
One-onone audit
consultants This
is
similar
to
appraisal,
Matter Experts and HR and managers, and may except that an individual
experts. The skills audit review performance and is rated against a preform is completed through related documentation to defined
skills
matrix
profile.
the employee.
manager
The
will
discussion
employee
employees
hold
with
to
agree
a
the
on
GOAL
STEPS
Agreement on the objectives of the Discussion and agreement on project outcomes
skills
audit
outcomes
Investigation
and
to
the
expected
identify
competencies and
Workshop
with
key
people
to
confirm
key
Application
Feedback
profile
Prepare a skills gap analysis
Present the skills gap analysis to management and
training committee/shop stewards and discuss next
steps
Give feedback to individual staff members
Reporting
REVIEW QUESTIONS:
personal
autonomy.
The
goal
of
self-management
for
the
Components of self-management :
There are 3 components of self-management.
short time intervals. At first a teacher or supervisor may remind the student
every 10 or 15 minutes to observe his/her behavior. Later, a kitchen timer can be
used to present an auditory signal every 10 or 15 minutes to cue the person to
observe whether the target behavior occurred. An eventual goal may be to teach
the person to monitor his/her behavior without a prompt. For example, after
performing an undesirable behavior, he/she may become immediately aware of
what he/she is doing. Such awareness may then prompt the person to stop the
behavior before it escalates. Sometimes there is a reactivity effect in which the
undesirable behavior decreases merely because of the process of observation.
real world, it would be best to establish a token economy in which the person
receives tokens (e.g., coins, stars) for appropriate behavior, and then exchanges
them for a reward at a later time. Although tangible, external rewards are often
quite effective, it would be advantageous to have the person eventually rely on
internal rewards, such as knowing he/she performed well. Also, while
continuous reinforcement works well when new behaviors are being established
(e.g., learning not to be aggressive), the behaviors will be stronger if
reinforcement becomes intermittent.
To increase motivation
Self-management Strategies
self-monitoring
self-relaxation routines
self-delivered rewards
(self-delivered corrections)
Self-management Behaviors
Time management
Define and teach the routines
arrive on time
2. Speak up! No one can hear what youre thinking without you be
willing to stand up for it. Mind-reading is something most people cant
do.
3. Honor your own good word, and keep the promises you make. If
not, people eventually stop believing most of what you say, and your
words will no longer work for you.
6.
7.
Leadership theories
Over time, a number of theories of leadership have been proposed. Here are
some of the main ideas.
Trait Theory
Behavioral Theories
Role Theory
Participative Leadership
o
Situational Leadership
o
Contingency Theories
o
Transactional Leadership
o
Transformational Leadership
o
Trait theory:
Assumptions
People are born with inherited traits.
Some traits are particularly suited to leadership.
People who make good leaders have the right (or sufficient) combination
of traits.
Early research on leadership was based on the psychological focus of the day,
which was of people having inherited characteristics or traits. Attention was thus
put on discovering these traits, often by studying successful leaders, but with the
underlying assumption that if other people could also be found with these traits,
then they, too, could also become great leaders.
McCall and Lombardo (1983) researched both success and failure identified four
primary traits by which leaders could succeed or 'derail':
Leadership Styles
Leaders carry out their roles in a wide variety of styles, e.g., autocratic,
democratic, participatory, laissez-faire (hands off), etc. Often, the leadership style
depends on the situation, including the life cycle of the organization. The
following document provides brief overview of key styles, including autocratic,
laissez-faire and democratic style.
1. The Autocrat
The Laissez-Faire manager exercises little control over his group, leaving them to
sort out their roles and tackle their work, without participating in this process
himself. In general, this approach leaves the team floundering with little
direction or motivation.
Again, there are situations where the Laissez-Faire approach can be effective. The
Laissez-Faire technique is usually only appropriate when leading a team of
highly motivated and skilled people, who have produced excellent work in the
past. Once a leader has established that his team is confident, capable and
motivated, it is often best to step back and let them get on with the task, since
3. The Democrat
The democratic leader makes decisions by consulting his team, whilst still
maintaining control of the group. The democratic leader allows his team to
decide how the task will be tackled and who will perform which task.
The democratic leader can be seen in two lights:
A good democratic leader encourages participation and delegates wisely, but
never loses sight of the fact that he bears the crucial responsibility of leadership.
He values group discussion and input from his team and can be seen as drawing
from a pool of his team members' strong points in order to obtain the best
performance from his team. He motivates his team by empowering them to
direct themselves, and guides them with a loose reign.
Counseling
Problem-Solving
Evaluation
Sharing Leadership
Manager of Learning
INTERPERSONAL SKILLS
"Interpersonal skills" refers to mental and communicative algorithms applied
during social communications and interactions in order to reach certain effects
or results. The term "interpersonal skills" is used often in business contexts to
refer to the measure of a person's ability to operate within business organizations
through social communication and interactions. Interpersonal skills are how
people relate to one another.
As an illustration, it is generally understood that communicating respect for
other people or professionals within the workplace will enable one to reduce
conflict and increase participation or assistance in obtaining information or
completing tasks. For instance, in order to interrupt someone who is currently
preoccupied with a task in order to obtain information needed immediately, it is
recommended that a professional utilize a deferential approach with language
such as, "Excuse me, are you busy? I have an urgent matter to discuss with you if
you have the time at the moment." This allows the receiving professional to make
their own judgment regarding the importance of their current task versus
entering into a discussion with their colleague.
Leadership
The process of successfully influencing the activities of a group towards the
achievement of a common goal. A leader has the ability to influence others
through qualities such as personal charisma, expertise, command of language,
and the creation of mutual respect. As well as requiring strong Communication
Skills and Personal Skills, leadership uses the Background skills of mentoring,
decision making, delegation and motivating others.
Networking
The ability to actively seek, identify and create effective contacts with others, and
to maintain those contacts for mutual benefit. In addition to strong
Communication Skills and Personal Skills, Networking uses the Background
skills of network building and motivating others.
Teamwork
Involves working with others in a group towards a common goal. This requires
cooperating with others, being responsive to others' ideas, taking a collaborative
approach to learning, and taking a responsibility for developing and achieving
group goals. Teamwork uses the Background skills of collaboration, mentoring,
decision making and delegation.
Background Skills
Mentoring is:
any activity which has been specifically designed so that students work in
pairs or groups, and may be assessed as a group (referred to as formal
group work); or
When students come together naturally to help each other with their work
(referred to as informal group work).
Delegation is:
Taking responsibility for determining when to ask someone else to make a
decision or carry out a task (for example, figuring out what is a fair
distribution of the workload in a group project, and sharing responsibility
with others).
Collaboration is:
Working cooperatively and productively with other team members to
contribute to the outcomes of the team's work (for example, dividing the
workload and sharing the results of your own work with others in the
group, or assisting members of the group who are having difficulty
completing their tasks).
Network building is:
Creating contacts with other people and maintaining those contacts (for
example, meeting someone at a seminar with similar interests, and
swapping email addresses with them).
See it from their side. Empathy means being able to put yourself in someone
elses shoes and understand how they feel. Try to view situations and responses
from another persons perspective.
REVIEW QUESTIONS:
1. What is meant by leadership?
2.
development
is
our
conscious
self-improvement
and
self-
Intuition - Personal development means we learn to listen to the inner voice our inner pilot. The messages of our inner voice can only be heard with a silent
mind. This inner inspiration comes not from our ego, but our Soul.
Minimize Desires - When we live in the world of desires there is no end to our
desires. However, spiritual growth means we learn to reduce our desires. By
reducing our desires we discover that the source of abiding happiness is to be
found in a life of simplicity and not outer success.
To Live in the Heart - If we can live in the heart many of our problems will be
solved. When we live in the heart, we can spontaneously feel our oneness with
others.
Gratitude - Gratitude is to make a conscious appreciation of the Source of all
things. Without gratitude personal development is very limited
Enlarging our Sense of Self - Self-improvement is A continuous self-offering.
CAREER DEVELOPMENT:
In personal development, career development is:
"
economic, and chance factors that combine to influence the nature and
significance of work in the total lifespan of any given individual."
Lifelong psychological and behavioral processes as well as contextual influences
shaping ones career over the life span. As such, career development involves the
a time-consuming process
Assess - "Who am I?" If youve been thinking about your career path and know
you want a career change you may wonder: Where do I start? Typically, this
process starts with self-assessment. Understanding who you really are is critical
to effective career planning. Breaking this down can be helpful:
DEVELOPMENT PLAN:
Remember that your development plan is not only about developing yourself for
university and the workplace, its also about developing yourself for you.
A useful structure for the development plan could be:
CURRENT PERFORMANCE:
Activity:
You should also make a list of your personal achievements, that is, the success
areas of your life. There are all sorts of areas of personal achievement that we
tend to overlook. Think carefully about your achievements and list them
carefully for your folder. Examples could be looking after an elderly person,
decorating a room, repairing an item of equipment, playing for a sports team ,
solving a difficult problem, helping someone else, doing voluntary work,
keeping fit, receiving certificates, passing exams and so on.
There are all sorts of ways of recording information for providing evidence for
your individual development portfolio. Here are some examples:
Aims and objectives are the ends that you are trying to achieve. An aim is a
major end that you are trying to achieve, which can typically be broken down
into a number of objectives. For example, your aims and objectives might be
Activity
Set out a statement of your main aims for the next two years, and break
down the aims into educational, work-related and personal.
Now establish some targets for the next three months. At the end of each
three-month period you will need to establish new targets. In the course of
time you may also want to adjust your aims.
Targets are shorter-term challenges that help you to achieve your aims and
objectives. For example, short-term targets may relate to gaining scores of at least
60 percent on your next three pieces of work.
As part of the planning process you will establish plans which need to be
monitored. For example, if one of your targets is to carry out a confident
presentation to a group of fellow students or work colleagues when you will
need to establish dates:
Learning programme/activities
Means
Target
End
ACHIEVEMENT DATES:
Achievement dates are the dates at which you successfully achieve your targets.
Setting out achievement dates helps you to build confidence in your portfolio
building, because each achievement of a target will provide you with more
evidence of successful development.
The learning programme or activities are the means by which you achieve your
targets.
Some parts of the learning program or activities will be designed for our, for
example training activities at work and the structure of your Business Higher or
Foundation award. Other activities you may have to design yourself in order to
develop the capabilities that you are working towards. Do not expect to receive
all the required experiences provided for you on a plate. For example, if part of
research assignment involves collecting primary information, then you will need
to take the responsibility to arrange to go and interview relevant individuals
yourself. This self-management of learning is an essential part of your
development process.
ACTION PLANS:
There are a number of important reasons why you should plan, including:
A problem for many students is that while they have some idea about the
goal or target they are working towards they are not skilled at planning the
steps required to achieve this target. Action planning involves designing a
series of sequential steps that will enable you to meet targets.
T
A
R
G
E
T
ACTION STEPS
STARTING POINT
i.
ii.
iii.
iv.
4. Review of progress (when reviews will occur and who will be involved).
5. Evaluation of plan (when and how it will take place, how it can be improved).
Area for development - What do you want to plan? Set out your targets.
Review of progress
When and how will the progress of action steps and the plan be checked. In
writing out your plan you need to set dates for reviewing successful you have
been in carrying out the plan. For example, if you have eight weeks to complete
an assignment, you could review your progress after two weeks, four weeks and
six weeks. You will need to carry out this review with someone else. Two
students can review each others work for example.
It is helfpful to evaluate the success of your plan in order to help you to action
plan in the future. Make sure that your action steps are a clear and practical
rather than sketchy and vague. For example, reading four journal articles about
appraisal processes, and making detailed notes about salient points is a specific
and practical step. Doing some reading is vague.
Too often in the past students have found themselves with three or four
assignments to do at the same time and have left essential work to the last
minute. Action planning helps you to spread out your work over a period of
time.
Action planning is used widely in the work place. If you learn to construct
simple action plans now, you will have developed a useful life skill. Finally, never
write an action plan after completing an assignment.
REVIEW QUESTIONS:
Personal career portfolio Design : The Personal Portfolio is designed to: (1)
provide an information repository that can be used throughout your career; and
(2) help you better market yourself and set yourself apart from the mass of other
applicants for the positions you seek.
Task description
Suggested level: Years 7 to 10.
Teachers may introduce Year 7 students to the idea of portfolios. Each year
students can review and update their portfolio to include their skills
development and goal setting activities.
The purpose of the portfolio is to:
Dual Purpose
Organizational Tool
Assists in identifying important documents
Puts all information in one place
Tabs separate information by categories
Eye Pleasing
Place documents in sheet protectors
Pay close attention to detailmake it visually attractive
Professional
Keep it visually appropriate to your audience (not too cutsey)
Demonstrate your skills
Be Concise
More is not always better
Selections of best work
Pertinent information
Work In Progress
Assessments, test results (e.g. GRE scores), appraisals (e.g. 180 or 360
feedback), grade reports
Writing samples
Activities
Volunteer activities
Awards
Work-Related Activities
Resume
Before you begin to work on your Career Portfolio, it is important to spend time
thinking about what you like to do and exploring different career areas. The time
you spend now doing career exploration and assessment will help you decide
which businesses/colleges to apply to in the future. There are many tools and
activities that you can use to gather some information about yourselfyour
particular learning style, strengths, abilities.
Letter of introduction
A well-written introduction is an important requirement of the Career
Portfolio. This letter introduces you to prospective employers and colleges.
It should be both personal and informative and spotlight your best work.
Your career aspirations and goals.
The skills and abilities that would make you successful in a particular
career or at a particular college.
Career-Pursuit Information
This part of the portfolio gives businesses/colleges important information.
Resume
If you already have a resume, transfer the information it contains into the format
Presented here.
Letters of Recommendation
(1) Employment-related: A letter from a past employer evaluating your work
performance.
(2) Character-related: A letter from a person who has known you for more than
one year and can testify to your personal and/or academic attributes. It is
important that you be recommended as a good citizen and a responsible person.
Samples of work:
Possible examples of academic work:
REVIEW QUESTIONS:
The top of every CV should contain contact information. Your name is typically
centered, and may be set in larger and/or boldface type to attract attention.
Remember to:
Place your complete name, address and telephone number at the top of
the page. You may also want to include an e-mail address. Make sure that
the telephone number is the number at which you would like to be
contacted.
If you dont want your current employer to know youre looking for
another job, then do not put your current job phone number down as the
contact number.
After the contact information, you should strongly consider the following
headings:
Education
For each degree you have obtained, spell out the full name of the
degree (i.e. Bachelor of Science in Pharmacy Doctor of
Pharmacy) and the full name of the university. Then note the year
of graduation. If you are currently working on a degree, put the
word candidate after the name of the degree, spell out the full
name of the university, and note the expected year of graduation.
Specialized Training/Certification
This
includes
CPR,
ACLS,
BCPS,
immunizations,
emergency
Use the full certification name and note the year the certification was
earned. You can include a short description of the certification if you feel it
is not self-explanatory.
Experience
Start
with
your
most
recent
experience
first
(reverse
chronological order).
Information to include:
Time interval employed (list start and stop month/year; use year only if
you held the job for more than a year)
Position title
Rotations are good to list when you dont have much else to place on the
CV. If youre more than a couple of years out from school, drop the
rotation information unless skills that you learned at a particular rotation
may play a direct role in the job you are applying for. Include the same
information as for a job; and avoid site-specific rotation descriptions (e.g.,
instead of white medicine, use the easy-to-understand adult internal
medicine). Spell out names and do not use abbreviations (for example,
heme/onc is wrong, Hematology/Oncology is correctalso be sure to spell
out terms like Medicine Service, and University Hospital and Medical
Center).
If you have experience teaching courses that you want to highlight, you
may include Teaching Experience as a third experience heading.
Presentations
Include the presentation title, name of group presented to, and year. The
location of the meeting (city and state) is optional.
Dont list contact names for the presentation, but have a copy of all
handouts from the presentations ready to present during an interview.
Publications
If you have more than four, divide them into peer-reviewed and non-peerreviewed.
Cite the published material using the official citation method noted in the
Uniform Requirements for References in Manuscripts submitted to
Biomedical Journals, except list all authors (not just the first three).
For awards, list title and year granted. You may describe the award briefly
if you think it will not be self-explanatory.
Professional Affiliations
Licensure
CV Presentation:
The quality and presentation of your CV is vital when selling yourself. The
appearance of your CV is an indication to a prospective employer of the type of
person that may be working in their environment. There is no exact format for
compiling a CV, but the following guideline is a sure fire way to avoid yours
being rejected.
Marital status
Description of health
Citizenship
Age
Irrelevant
awards,
publications,
scholarships,
associations,
and
memberships
Personal references
Travel history
Components of your name which you really never use (i.e. middle names)
12 point font size will be the easiest to read; do not use smaller than 10
point font
Use bullets to aid organization, but be careful not to overuse them. Too
many bullets lead to a cluttered appearance.
Grammer:
The standard grammar for a CV differs somewhat from everyday professional
writing. Some general points of difference are listed below:
Use past tense, even for descriptions of currently held positions, to
promote consistency.
For the most part, use short, simple phrases that begin with action verbs.
Closing thoughts:
Don't sell yourself short. This is by far the biggest mistake of all CVs. Your
experiences are worthy for review by hiring managers. Treat your resume
as an advertisement for you.
REVIEW QUESTIONS:
1. What is a CV and is it any different than a resume?
2. How should you organize your CV?
3. What things should you avoid putting on your CV?
4. How to present a CV?
5. What are the things to be considered for standard formatting and layout
in CV presentation?
6. What about grammar details to be cared in resume preperation?
UNIT 2
2. EVALUATE PROGRESS
Learning objectives:
Evaluating progress includes formal review of both use data and the activities
carried out as part of the action plan as compared to your performance goals.
Evaluation results and information gathered during the formal review process is
used by many organizations to create new action plans, identify best practices,
and set new performance goals.
Key steps involved include:
Measure results - Compare current performance to established goals.
Gather data and compare results to goals to determine accomplishments.
Key steps in measuring results include:
Gather tracking data
Benchmark
environmental performance
financial savings.
Objectives .
A goal or objective is a projected state of affairs that a person or a system plans
or intends to achievea personal or organizational desired end-point in some
sort of assumed development. Many people endeavor to reach goals within a
finite time by setting deadlines.
A desire or an intention becomes a goal if and only if\one activates an action for
achieving it.It is roughly similar to purpose or aim, the anticipated result which
guides action, or an end, which is an object, either a physical object or an abstract
object, that has intrinsic value.
Performance goals drive management activities and promote continuous
improvement. Setting clear and measurable goals is critical for understanding
intended results, developing effective strategies, and reaping financial gains.
After reviewing performance data, the next steps is to understand the factors
affecting the results as well as the additional benefits of the improved
performance.
This review should look at the effectiveness of your action plan. Where activities
and projects were successful, document best practices to share throughout the
organization. Where goals were not met, many organizations determine the
cause and decide what corrective or preventive actions should be taken.
Key steps in reviewing the action plan include:
Get feedback Solicit feedback and ideas on the plan from the team,
implementation staff, and other departments.
from
management
activities
such
as
employee
comfort,
Evaluate progress:
Why is it working?
If you get sidetracked from your goal, ask yourself the following questions:
How can I make the plan more enticing for me to follow without
compromising the entire plan?
Targets:
A Target is any entity whose existence is the object of goal accomplishment by another
entity's intended action results.
Make sure that your targets are SMART:
6. Specific: they are easy to understand
7. Measurable if possible ( that is, you can attach numbers to them)
8. Acheivable
9. Realistic
10. Time-related
Targets are shorter-term challenges that help you to achieve your aims and objectives. For
example, short-term targets may relate to gaining scores of at least 60 percent on your
next three pieces of work.
RESPONDING TO FEEDBACK (JOB):
Some feedback is easy to take. Someone makes an awesome suggestion that makes a ton
of sense or simply loves what you are doing and wants to tell you so. Some feedback isnt
as easy - someone doesnt like something youve done and wants to let you know about
it.
Responding to Feedback on the Job From time to time, your employer will want to
give you feedback on your progress and performance at work. Generally, you'll get a
"Great job!" But occasionally, your supervisor will let you know something didn't go
well. You may instinctively become defensive, feeling like you're being blamed. Stop!
Negative feedback can be a valuable opportunity to learn how to do things better next
time. Here's how to respond and benefit from it.
1. Listen to your employer's feedback. Pay attention to the content, not the tone. What's
the problem? What part did you play in it? Summarize what you hear your supervisor
saying to show that you understand what's being said, even if you don't agree with it. For
example: "You wanted me to contact John by the end of the day yesterday to make sure
he could come to tomorrow's meeting, and since I didn't contact him until this morning,
he no longer had room in his schedule and won't be able to make the meeting."
2. Acknowledge whatever part of the situation you're responsible for. This doesn't
mean taking on all the blame! But if an important phone call wasn't made, and it was
your job to make it, take responsibility for letting it slip through the cracks. For example,
you could say, "You're absolutely right, I should have let you know that I wasn't going to
be able to call John until this morning."
3. Offer your own perspective on the situation:
Discuss what you might do to prevent the problem from happening again.
4. Ask what else you might do to improve your performance. Listen and summarize
what your supervisor says to show that you understand. Take notes if you need help
remembering the conversation.
Where aims and visions are concerned virtually anything is possible - for an individual
person or an organization - provided the above goal planning criteria are used.
Here is a simple outline goal planning template and process, which can be used as the full
planning method for certain personal aims, or as an initial outline planning tool for the
most complex organizational vision.
Reasons for failure:
lack of. knowledge of the techniques and processes involved in problelI1 solving
Well-stated goals guide daily decision-making and are the basis for tracking and
measuring progress.
Measures:
Timescale:
1. Write down your aim or vision. Describe it. Clearly define it so that a stranger
could understand it and know what it means.
2. Attach some measures or parameters or standards (scale, values, comparative
references, etc) to prove that it is achieved.
3. Commit to a timescale - even if it is five or ten years away.
4. Then ask yourself and identify: What factors would directly cause the aim to be
achieved? Insert these below.
Finally, you should assess how effectively you are fulfilling all of your commitments at
all stages. Once you have developed an initial overview of your activities and tasks you
will need to reassess these as priorities and commitments change.
REVIEW QUESTIONS:
1) Define about the Evaluating progress.
2) Describe about objectives, Targets.
3) Explain the steps for responding to Feedback?
4) Describe about the Re-setting aims and Reasons for failure:
5) Describe about Goal planning template.
UNIT 3
Assertiveness Training
Basic or Advanced Assertiveness Courses and Classes offer key techniques to
deal with Bullying, Confrontations and Difficult People.
Business Networking Skills
Most people share an uneasiness of walking into a group of strangers and
socializing with charm and wit. Learn how to be more at ease in the networking
arena and build the kind of relationships that will develop your company and
take the sting out of events.
Communication Skills Training
The single most important skill you have to have in business is to be able to
communicate effectively with colleagues and customers. From making sure
you're understood to delivering difficult messages to handling conflict, just about
everyone could do with polishing their skills to become more effective
communicators.
Getting the job you want is a key career and potentially life-changing time.
Having some solid interview techniques and skills can make all the difference
between you getting what you want or you being disappointed because once
again, the interview didn't go as well as you wanted it to.
Personal Impact Training
Many of us aren't very adept at understanding the personal impact we make on
others. Here you get to look at what makes an impact and how you can make the
impression you want without compromising who you are.
Stress Management Training
Stress makes it difficult to see the wood for the trees. If you're under pressure or
you manage people who are, this program helps you create a balanced, effective
life style.
Work Life Balance
Two for the Price of one. Striking the right balance between Work and Home.
Transferable skills
Generic (or general) transferable skills are those skills, abilities and personal
attributes which you can use in a wide range of activities, both in and out of
employment, and that are not specific to the subject you studied.
There exist many transferable skills, but most can be summarized under four
main headings:
Communication and presentation skills (oral, written and graphic);
Teamwork or interpersonal skills (e.g. negotiating, listening, sharing,
empathizing);
Management or organizing and planning skills (including self management
skills such as integrity, honesty and ethical behavior); and Intellectual and
creative skills (such as problem solving and 'thinking beyond the square').
Skills that you have developed in a specific subject area at university (e.g.
sociology, psychology, archaeology) may be transferred from that context into
another (e.g. another topic or a community role or a employment-related task).
To be successful in the workplace, employees have to possess transferable skills.
Knowing about these skills will help teens and adults prepare to be successful in
the workplace. Transferable skills are a product of our talents, traits and
knowledge. These skills determine how you respond to new activities, work
situations or jobs.
Transferable skills are non-job specific skills that you have acquired during any
activity or life experiences. Student activities and experiences include campus
and community activities, class projects, and assignments, hobbies, athletic
activities, internships and summer part-time jobs.
Transferable skills fall into three (3) groups: Working with people, working with
things, and working with data/information. These terms are defined below:
Working with people skills happen when people sell, train, advice, and negotiate.
Working with things skills occur when people repair, operate machinery, sketch,
survey, or troubleshoot.
the
Problem
Environment-Generating
Alternative
Meaning of Problem:
Problem is a chance for you to do your best.
A problem is the difference between the actual state and desired state.
A problem is an opportunity for improvement.
Most people rush to find solution before knowing the real problem.
Most people spend more time and energy going around problems than in trying
to solve them. - Henry Ford
Problem solving:
Problem solving is a tool, a skill and a process. It is a tool because it can help you
to solve an immediate problem or to achieve a goal. It is a skill because once you
have learnt it you can use it repeatedly, like the ability to ride a bicycle, add
numbers or speak a language.
Its good to know that there are many powerful problem-solving tools that can
lend a hand helping you determine the nature of the issue youre dealing with,
generate good options, analyze risks and impacts, and, finally, select the best
solution.
This guide to problem solving is designed with exactly that in mind. It helps you
learn the key steps of problem solving, and it assists you in choosing some of the
best tools and approaches. Read on to discover more about some of the most
popular tools for problem solving, how to apply them with flexibility, and how
to use them to good effect.
Six Key Steps
Most problem solving boils down to six steps:
1. Defining the problem or problem analysis
2. Identifying success criteria
3. Understanding the problem environment
4. Generating alternative solutions
5. Analyzing risks, hidden assumptions, and unexpected impacts
6. Selecting the best solution
Step 1: Defining the Problem or Problem analysis
First it is need to check whether its worth spending time to solve this problem. Is
the problem significant and strategic? Will solving it add value to you, your
organization, or your customers? And if it should be solved, is it your
responsibility to do so? If not, consider leaving the problem unsolved or pass it
on to the person whose responsibility it is to deliver a solution.
If you decide to go ahead, then its often worth investing some time and effort in
fully understanding the problem. This is particularly the case when youre
dealing with problems that will take several months to solve. In this situation, its
worthwhile to determine before you start that youre solving the true problem
rather than just treating the symptoms of a deeper, underlying issue.
To do this, consider using the Five Whys technique, Cause and Effect Analysis, or
CATWOE. Of these three tools, Five Whys is the simplest and is ideal for smaller
problems. It can, however, lead you down a single path where you ignore other
options. Cause and Effect Analysis and CATWOE help you avoid this problem,
so theyre best for larger problems with greater potential impact.
Five Whys
This simple but effective tool prompts you to ask why the problem exists. After
that, you keep on asking why? to those answers until you uncover the real root
cause of the problem.
CATWOE
The CATWOE tool helps you look at the situation from a number of different
points of view from customer perspectives to environmental constraints so
that you can make sure that youre solving the right problem, and not just a
symptom of a larger problem.
Drill Down
This helps you break down a large and complex problem into its component
parts. By doing so, you can develop plans that deal with each of these parts. It
also shows you where you need to conduct more detailed research.
Critical Success Factors (CSFs) are the areas of your business or project that are
absolutely essential to its success. By identifying and communicating these CSFs,
you help ensure that your business or project is well focused and you can avoid
wasting effort and resources on less important areas.
Step 3: Understanding the Problem Environment
Sometimes people take this environmental analysis step intuitively. For smaller
problems, you may not need to go through any elaborate investigation to
understand your current situation. If, however, you want to make significant
changes or if you need to have a strong grasp of the big picture before moving
ahead, then this step is essential.
Perhaps the most useful tool for doing this is a SWOT Analysis. Used on a
personal, organizational, or competitive basis, this tool helps you identify the
strengths, weaknesses, opportunities, and threats that are related to the problem
at hand. By using this technique, you can think about these questions:
What strengths and opportunities can you build upon to come up with a
solution?
What weaknesses and threats do you need to keep in mind when you evaluate
and eventually choose a solution?
SWOT Analysis
SWOT Analysis is a simple but powerful framework for analyzing your
Strengths and Weaknesses, as well as the Opportunities and Threats that you face
in your specific situation. This helps you focus on your strengths, minimize
threats, and take the greatest possible advantage of the opportunities that are
available to you.
Porters Five Forces
This simple but powerful tool allows you to see where power lies in a business
situation. This is often fundamental to understanding what you can expect from
other people and organizations. Five Forces Analysis is based on an analysis of
supplier power, customer power, threat of substitution, ease of new entry, and
competitive rivalry. This tool is particularly useful because it helps you
understand both the strengths and weaknesses of your current competitive
position, as well as those of a strategic position youre looking to move into.
PEST Analysis
PEST Analysis is a simple but important and widely used tool that helps you
understand the big picture of the Political, Economic, Sociocultural, and
Technological environment in which youre operating. PEST is used by business
leaders worldwide to build their vision of the future. It can help you understand
some of the fundamental forces that could lie behind the problem youre
experiencing.
Value Chain Analysis
This helps you think about where you add value for your customers within your
business process. This way, you can understand whether there are issues at any
of these points. It can also help you spot situations where youre failing to deliver
what you customer wants and expects.
Flow Charts
Flow charts are easy-to-understand diagrams that show how steps in a process
fit together. They help you recognize and clarify the details of how things
currently work. This allows people to understand and discuss processes, and
identify any flaws within them.
Swim Lane Diagrams
These diagrams take flow charts a step further by allowing you to map
interactions in processes between departments and teams. Many problems are
caused by confusion and failure at the point of handover between different
groups of people. You can easily identify these possible points of failure with
Swim Lane Diagrams.
Once youve generated a set of ideas and potential solutions, you need to start
organizing these many ideas are likely to be different versions of the same basic
concept.
Risk Analysis. The basis of risk analysis is that risk = probability of event x cost
of event. With this tool, you first identify the potential risks of your solution.
Another useful tool is Failure Mode and Effects Analysis, or FMEA, which
helps you look at the possible points of failure in your solution. This helps you
systematically identify all the points at which a solution could fail. By looking at
a solution from this negative perspective, you can develop a solution that is
robust enough to succeed.
The Ladder of Inference provides a structured approach for (1) checking
whether your assumptions are correct and (2) ensuring that youve based your
proposed solution on correct logic and well-gathered data.
Finally, Impact Analysis helps you uncover the unexpected effects that changes
might have on your organization and the people involved. This helps you avoid
that dreadful, career-limiting situation in which the changes you champion make
the situation worse rather than better.
return. (For more complex or larger decisions, you may want to get the help of
your finance department or your accountant to ensure that the analysis is
comprehensive and correctly structured.)
The amount of time you invest in this will depend on how important the decision
is. For high-impact decisions, you may also want to use Six Thinking Hats to
ensure that youve considered all points of view in a balanced way.
Typically, there are a number of factors that need to be taken into account when
youre choosing between several alternatives: cost, impact, timing, and so on.
Grid Analysis is a powerful tool for assessing the relative importance of each
and helping you identify the best solution.
With all of those preliminary concerns addressed, its now a much simpler matter
of evaluating the merits of each solution and choosing the best one. However,
who should be involved in the decision? The Vroom-Yetto-Jago Decision Model
gives you a useful (if slightly theoretical) guide for deciding whether you should
choose a solution yourself or involve others.
If you need the input of many other people, then techniques like Multi-Voting
and Nominal Group Technique can help you make sure that everyone feels
theyve had fair input into the final decision.
The six-step problem-solving process is a useful starting point for most
problems, and it can be adopted according to the circumstances. Each is powerful
in its own way and when applied to a particular type of situation so its well
worth exploring them and learning to use them.
REVIEW QUESTIONS:
3.2 BRAINSTORMING:
Learning Objective:
Brainstorming An overview:
Generating many radical and useful ideas
Brainstorming is a useful and popular tool that you can use to develop highly
creative solutions to a problem. It is particularly helpful when you need to break
out of stale, established patterns of thinking, so that you can develop new ways
of looking at things. This can be when you need to develop new opportunities,
where you want to improve the service that you offer, or when existing
approaches just aren't giving you the results you want.
Used with your team, it helps you bring the experience of all team members into
play during problem solving. This increases the richness of solutions explored
(meaning that you can find better solutions to the problems you face, and make
better decisions.) It can also help you get buy in from team members for the
solution chosen - after all, they have helped create that solution.
Group Brainstorming
Group brainstorming can be very effective as it uses the experience and creativity
of all members of the group. When individual members reach their limit on an
idea, another member's creativity and experience can take the idea to the next
stage. Therefore, group brainstorming tends to develop ideas in more depth than
individual brainstorming.
Brainstorming in a group can be risky for individuals. Valuable but strange
suggestions may appear stupid at first sight. Because of this, you need to chair
sessions tightly so that uncreative people do not crush these ideas and leave
group members feeling humiliated.
How to Use the Tool:
To run a group brainstorming session effectively, do the following:
Define the problem you want solved clearly, and lay out any criteria to be
met.
Keep the session focused on the problem.
Ensure that no one criticizes or evaluates ideas during the session. Criticism
introduces an element of risk for group members when putting forward
an idea. This stifles creativity and cripples the free running nature of a
good brainstorming session.
Encourage an enthusiastic, uncritical attitude among members of the group.
Try to get everyone to contribute and develop ideas, including the quietest
members of the group.
Let people have fun brainstorming. Encourage them to come up with as
many ideas as possible, from solidly practical ones to wildly impractical
ones. Welcome creativity.
Ensure that no train of thought is followed for too long.
REVIEW QUESTIONS:
Define Brainstorming.
What is meant by Brainstorming and Lateral Thinking?
What is Group Brainstorming?
How to Use the Tool?
Learning Objective:
After reading this section you will be able to know,
The concept of mind map and its origin
The applications of mind map
The guidelines of Mind map
The Strengths of Mind Mapping.
Mind mapping diagram for a business scenario.
A mind map is a diagram used to represent words, ideas, tasks or other items
linked to and arranged radically around a central key word or idea. It is used to
generate, visualize, structure and classify ideas, and as an aid in study,
organization, problem solving, decision making, and writing. Mind maps have
been used for centuries, for learning, brainstorming, memory, visual thinking,
and problem solving by educators, engineers, psychologists and people in
general.
Mind maps were developed in the late 60s by Tony Buzan, a British psychologist
and a business creativity guru, as a way of helping students make notes that
used only key words and images. They are much quicker to make, and because
of their visual quality much easier to remember and review. He made the
modern Mind Map popular in the 60s.
Mind Maps are useful for:
Summarizing information.
Consolidating information from different research sources.
Keep the Mind Map clear by using radial hierarchy, numerical order or
outlines to embrace your branches.
REVIEW QUESTIONS:
What is mind mapping?
What are the applications of mind map
What are the guidelines to be followed while Mind mapping?
Explain the Strengths of Mind Mapping.
Give a Mind mapping example with a diagram.
Learning Objective:
After reading this section you will be able to know,
The process of Generating solutions.
The approaches to generate solutions (Bottom-up) or (top-down).
The origin of solutions (where the solutions would come from).
Generating solutions process is all about finding various ways to remove the
causes of the problem, thus, effectively solving it. The earlier processes of
innovative problem solving, whether framing or diagnosis, are just preparations
for the stage of generating solutions to the original problem. It is at this process
where the intuition is the most crucial. We might have creative leap in seeing
solution without going through all the earlier processes.
The process consists of answering the following questions;
Is the problem a routine/standard, unique or the combination of both?
Can we solve it intuitively right away? (Top-down)
Can we solve parts of the problem and aggregate them? (Bottom-up)
What are the solutions?
If you answer yes to the top-down question. That would mean you intuitively
grasp the solution to the problem as a whole. Most of the time, its because you
could see the pattern that the problem is a generic one that can apply other
known generic solutions to it. You might also find proper analogy that
transforms solution from one area to your target problems area. You could easily
search the boxes f or solutions.
On a rare occasion, your intuition work out magic. You might very well develop
original solution to the problem intuitively. The remaining work is to provide
details in solving various parts of the problem. Therefore, it is called top-down
approach.
REVIEW QUESTIONS:
What are the solutions?
Explain the process of generating solutions.
What is Bottom-up approach for generating solution?
What is Top-down approach for generating solution?
Where the solutions would come from?
Learning Objective:
After reading this section you will be able to know,
The Process of choosing solution.
To make the right choices by selecting the proper solution to solve the
problem.
The Pros-Cons analysis Technique for choosing solution.
The approaches considered for choosing solution Analysis Intuition.
This is the stage at which you evaluate the possible solutions and select that
which will be most effective in solving the problem. It's a process of. Decision
making based on a comparison of the potential outcome of alternative solutions.
This involves
identifying all the features of an ideal solution, including the constraints it
has to meet
eliminating solutions which do not meet the constraints
evaluating the remaining solutions against the outcome required
assessing the risks associated with the 'best' solution
making the decision to implement this solution
A problem is only solved when a solution has been implemented. In some
situations, before this can take place, you need to gain acceptance of the solution
by other people, or get their authority to implement it. This may involve various
strategies of persuasion.
Learning how to make the right choices is all about selecting the proper solution
to solve the problem. It consists of finding the best-fitting solution for solving the
problem. In doing so, we must compare each solution against the other. Then, we
can select the one that yields the best combination of benefits and risks. Former
CIA analyst, Morgan D. Jones has developed a choice-making technique that has
been proven to be very useful in making the best choices between various
alternatives. The technique is called Pros-Cons-Fixes (PCF).
the Cons in each solution can actually help modify and improve that particular
solution. By neutralizing as many Cons as possible, we are able to think of what
can be done or what measure can be taken, to either convert each Con into a Pro
or to neutralize the various Cons.
Choose an Alternative:
Individuals need to give their opinions and not be intimidated by personnel they
perceive to have more power. They should not be afraid that they may be
ridiculed if a decision turns out not to be the correct one. If this process is not
followed, decisions can go wrong even though they may have been viable
solutions.
Evaluating information using analysis. Analysis is putting the facts in order and
making a decision based on the importance of each fact. Intuition is reviewing
the same facts and trying to see a pattern. An analytical approach is better in a
non-time critical situation when a large quantity of data is available with an
inexperienced decision-maker. During an analytical decision process, keep it as
Simple as possible. Simplify the decision process by gradually eliminating
decision criteria and alternatives.
REVIEW QUESTIONS:
Believe it or not, everyone has substantial creative ability. Just look at how
creative children are. In adults, creativity has too often been suppressed through
education, but it is still there and can be reawakened. Often all that's needed to
be creative is to make a commitment to creativity and to take the time for it.
An Attitude. Creativity is also an attitude: the ability to accept change and
newness, a willingness to play with ideas and possibilities, a flexibility of
outlook, the habit of enjoying the good, while looking for ways to improve it. We
are socialized into accepting only a small number of permitted or normal things,
like chocolate-covered strawberries, for example. The creative person realizes
that there are other possibilities, like peanut butter and banana sandwiches, or
chocolate-covered prunes.
A Process. Creative people work hard and continually to improve ideas and
solutions, by making gradual alterations and refinements to their works.
Contrary to the mythology surrounding creativity, very, very few works of
creative excellence are produced with a single stroke of brilliance or in a frenzy
of rapid activity. Much closer to the real truth are the stories of companies who
had to take the invention away from the inventor in order to market it because
the inventor would have kept on tweaking it and fiddling with it, always trying
to make it a little better.
The creative person knows that there is always room for improvement.
The Importance of Creative Thinking
Creative thinking can make you millions!
Creative thinking is usually discouraged in children.
Most people are not very creative, but they can be!
Creative Thinking
suspended judgment
generative
diffuse
divergent
subjective
lateral
an answer
possibility
right brain
visual
associative
richness, novelty
In an activity like problem solving, both kinds of thinking are important to us.
First, we must analyze the problem; then we must generate possible solutions;
next we must choose and implement the best solution; and finally, we must
evaluate the effectiveness of the solution. As you can see, this process reveals an
alternation between the two kinds of thinking, critical and creative. In practice,
both kinds of thinking operate together much of the time and are not really
independent of each other.
Creativity techniques are methods that encourage original thoughts and
divergent thinking. Some techniques require groups of two or more people while
other techniques can be accomplished alone. These methods include word
games, written exercises and different types of improvisation. Creativity
techniques can be used to develop new materials for artistic purposes or to solve
problems.
Most creativity techniques use associations between the goal (or the problem),
the current state (which may be an imperfect solution to the problem), and some
stimulus (possibly selected randomly).
Characteristics of the Creative Person
curious
seeks problems
enjoys challenge
optimistic
able to suspend judgment
comfortable with imagination
sees problems as opportunities
sees problems as interesting
problems are emotionally acceptable
challenges assumptions
Doesnt give up easily: perseveres, works hard
Creative Methods
Several methods have been identified for producing creative results. Here are the
five classic ones:
For example, someone noticed that a lot of people on dates went first to dinner
and then to the theater. Why not combine these two events into one? Thus, the
dinner theater, where people go first to eat and then to see a play or other
entertainment.
For example, a paperclip can be used as a tiny screwdriver if filed down; paint
can be used as a kind of glue to prevent screws from loosening in machinery;
dishwashing detergents can be used to remove the DNA from bacteria in a lab;
general purpose spray cleaners can be used to kill ants.
Changing direction. Many creative breakthroughs occur when attention is
shifted from one angle of a problem to another. This is sometimes called creative
insight.
A classic example is that of the highway department trying to keep kids from
skateboarding in a concrete-lined drainage ditch. The highway department put
up a fence to keep the kids out; the kids went around it. The department then put
up a longer fence; the kids cut a hole in it. The department then put up a stronger
fence; it, too, was cut. The department then put a threatening sign on the fence; it
was ignored.
This example reveals a critical truth in problem solving: the goal is to solve the
problem, not to implement a particular solution. When one solution path is not
working, shift to another. There is no commitment to a particular path, only to a
particular goal. Path fixation can sometimes be a problem for those who do not
understand this; they become overcommitted to a path that does not work and
only frustration results.
In problem-solving contexts, the random word creativity technique is perhaps
the simplest method. A person confronted with a problem is presented with a
randomly generated word, in the hopes of a solution arising from any
associations between the word and the problem. A random image, sound, or
Learning Objective:
After reading this section you will be able to know,
The concept of Verbal Communication.
The importance of verbal communication.
Ways to acquire better verbal communication.
Steps to improve your verbal communication.
The types of verbal communication.
Verbal Communication
Verbal communication can be defined as communicating your thoughts through
words. Such thoughts may be ideas, opinions, directions, dissatisfaction,
objections, your emotions and pleasures.
Good verbal communication - Importance
When it comes to business, verbal communication is very important for the
reason being that you are dealing with a variety of people through out the day.
Now take for example the way you converse with a family member or friend
around your same age, you interact with them with a lot of confidence, there is
without doubt that verbal communication is expressed with much ease, and
perhaps you may speak differently from the way you speak with a person related
to business.
Imagine if you expressed yourself the same way with a customer who has
different culture, is much older than you and have many years of experience in
his field. Most likely your thoughts will be difficult to express. Thus it is
necessary to have proper skill when using verbal communication while dealing
with different people.
you are using, it is without question you will notice the audience lose focused
attention to what you are saying , so then you must be flexible and change the
way you are expressing your thoughts by using words that are more
comprehendible to the audience.
Besides attending a class that teaches business communication, you may also
want to consider working in a job-field that involves working with strangers,
such job can be a form of practice to gain confidence in yourself and help reduce
shyness and intimidation.
Another form of practice can be talking to older relatives and friends, about a
topic that involves expressing emotions and strong opinions or a discussion that
may concern experiences. Such communication helps you to accumulate skills to
express yourself in a more formal and proper manner.
When practicing with your relatives or friends it is important for you to back up
your opinions or statements with facts. In order to have references about your
subject it is suggested to read and study about it. Like for example, if you where
to discuss the issue that we are all facing today such as the world's economy for
instance, and then you may obtain the facts from the news paper, the news,
Internet, and you can even get it from books.
Thinking, preparing and imagining the most desirable outcome in your mind
allow you to practice your presentation and getting them right.
Reduce your usage of verbal pauses.
Have you ever listened to how you speak and render your conversations? If you
haven't and are unaware, request for someone to do so. How many times did you
stop your sentences and added an "ah", "um" or "well"? You can also record your
verbal communication and listen back to your style of speaking.
Avoid careless language.
Use your phrases with care. Talk and write in ways that allow for accurate
description of your experience, thoughts or ideas. Don't expect people to assume
and guess what you are trying to say. Speak with specificity by avoiding words
like always, never, every, or all.
2. Discussion focuses on decisions and actions. I may still want to see my view
prevail, but theres some concession to listen to others viewpoints, exchange
facts and opinions and perhaps even alter my position as a result. In terms of our
conversational continuum, polite discussion is different to skillful discussion.
Polite discussion is really a veiled version of debate. Its polite only insofar as
conflict, controversy and hard-to-handle issues are kept concealed under the
surface. Polite discussion is actually anything but. Its riddled with hidden
agendas, corridor talk, secret lobbying, dissembling, manipulation, factionalism
and thinly veiled competition.
3. Dialogue is designed to promote a free-flowing interchange of ideas and create
an open, equal and collaborative conversational climate. In dialogue:
The point of the conversation is to share perspectives and understandings;
People talk together to find meanings and develop new ideas and concepts feeding off each others contributions;
The purpose is to go past the understanding of individual team members - to
explore issues creatively from many points of view.
REVIEW QUESTIONS:
Listening helps one obtain adequate data to solve problems. Listening motivates
the speaker or the complaining employee or the deliberating subordinate.
Listening improves or lifts up the image of the listener, especially the manager.
Listening makes one a leader, an efficient mediator and a deft trouble-shooter.
Now what we have to master is the listening, since there are a lot of good things
supporting good listening.
Elements of listening
Attentiveness to speaker
Eye contact
Paying attention
Listening to yourself
Feedback
Body language
Change in pattern
Prof.Asha Kaul (2004, pp.45-46) has identified three essentials for good listening.
They are 1) positive attitude 2) concentration 3) interaction by question-answer
sequence. (Positive attitude towards the speaker or the situation keeps the
listener's mind open and thus the message gets imbibed. Secondly, careful
listening with concentration and evaluating of the speaker's point of view helps
one get the best of the listening. Thirdly, interaction with the speaker by posing
honest questions on un-clarified issues would promote effectiveness of listening.
misses the best points. Positive attitude is springboard for subsequent successes
in the listening process.
Taking Notes
The best method to being on the track of the presentation is taking notes on key
ideas, supporting facts and major sub-topics. Note taking keeps one within the
structure of the presentation. Besides this, the listener who is taking notes is an
encouraging scene for the speaker to give his best.
REVIEW QUESTIONS:
Explain the concept of listening.
Explain the need for listening.
Describe the listening process.
What are the elements of listening?
Explain about the Listening strategies.
Explain the Commandments of listening.
Meaning of respect:
Respect is a beautiful thing. We should respect each other, because if we want to
be respected we have to respect others. Students should respect Teachers to be
respected. Respect is also dignity between human beings and it involves
esteem. Respect is to make room for others who express their opinions without
discrimination or punishment; it is not to mistreat people, animals, nature, etc.,
simply because we believe some are better.
Lead By Example
You do not have to wait for your superiors to realize that respect in the
workplace is an important value. You can start doing so this is lead by example.
Make it clear that you do not tolerate disrespect at the workplace. Reprimand
anyone showing disrespect to others immediately. When others see you showing
respect to your colleagues, they will do the same too. The workplace
environment will indeed be different.
Document the Aggressive Behaviors
There are arrogant people in any organization who look down upon others. They
feel that their positions allow them to behave aggressively toward their
subordinates. If you should meet such people, you can document what they say.
Carry with you a voice recorder. When you are verbally abused, record what is
said by that superior. You need to report to the HR department immediately.
Produce the evidence when you are asked to. When the case involve
discrimination against beliefs, racial and sexual, get legal counsels immediately.
uncivil behaviors are handled properly. If not, there will be a sharp fall in
productivity. Nobody will want to work in such an unpleasant environment
again.
Only people who respect others and insist on doing so will find themselves being
labeled as effective individuals. Keep your job and sanity. Show others the
respect they deserve.
REVIEW QUESTIONS:
Introduction Interview
The different types of interviews.
The Types of difficult Interviews
Handling different kind of candidates
Conducting the Interview sequence of questions
Gathering Information
Opening and Closing an Interview
Evaluation of candidates
Effective communication techniques
Introduction
Interviews are particularly useful for getting the story behind a participant's
experiences. The interviewer can pursue in-depth information around a topic.
Interviews may be useful as follow-up to certain respondents to questionnaires,
e.g., to further investigate their responses. Usually open-ended questions are
asked during interviews.
Telephone Interviews
The telephone interview is the most common way to perform an initial
screening interview. This helps the interviewer and the candidate get a general
sense if they are mutually interested in pursuing discussion beyond the first
interview. This type of interviewing also saves time and money. They may be
tape recorded for the review of other interviewers. The goal, for the candidate
during the phone interview, is to arrange a face to face meeting.
Computer Interviews
The computer interview involves answering a series of multiple-choice
questions for a potential job interview or simply for the submission of a resume.
Some of these interviews are done through the telephone or by accessing a web
site. One type is done with pushing the appropriate buttons on the telephone for
the answer you are submitting. Wal-Mart uses this method for screening cashiers,
stockers, and customer service representatives.
Another type of computer interviews provided by accessing a website while
using a computer keyboard and a mouse. Lowes Home Improvement uses this
type of screening. Some of the questions on both of these types of interviews are
related to ethics. As an example, If you see a fellow co-worker take a candy bar
and eat it, do you a. Confront co-worker, b. Tell the supervisor, c. Do nothing."
Video Interviews
Videophone and Video Conferencing interviews provide the transfer of audio
and video between remote sites. More than half of the largest U.S. companies
already utilize videoconferencing. It is a convenient communication method and
an alternative to the more costly face-to-face meetings. Anyone, anywhere in the
world can perform videoconferencing with the use of a microphone, camera and
compatible software. Videoconferencing is available on the Internet. Its continual
drop in cost is making it a popular resource for businesses as well as for home
use.
Peer interviewing - Where coworkers interview potential new hires - offers you
the chance to create a great team. In peer interviewing, members of a work group
help choose new employees. Traditionally, employers relied on supervisors to
screen candidates. But, nowadays, supervisors, peers and even subordinates may
take part in the interview process. Peer interviewing can be a valuable interview
technique, under the right circumstances
Conducting the Interview
Opening an Interview
While opening an interview, your purpose is to put both you and candidate at
ease, and set the stage for an open conversation
There are 3 steps you should complete when opening the interview:
Build rapport
State the agenda
Ask for acceptance
Gathering Information
Gathering Information represents 70 to 80 percent of the interview
There are 3 steps you should complete when gathering information from the
interviewee:
Ask lead questions
Ask follow-up questions
Transition to the next subject
Closing an Interview
The close of the interview is used to indicate to the candidate that the
information gathering portion is complete and the interview is about to
wind down.
Evaluation of candidates
Manage your bias
Interviewer should be very careful to identify and overcome any biases
Bias is a form of extreme generalization. You may generalize that a candidate
lacks written communication skills because of last two people hired from the
same college had poor written communication skills
Analyze candidates resume before the interview and frame the lead
questions.
REVIEW QUESTIONS:
What is an Interview?
What are the different types of Interviews?
How to handle difficult interviews?
How to handle different kind of candidates?
How to Conduct the Interview?
How to Gather Information for an interview?
What is video and Computer interviews?
How to Open and Close an Interview?
How to evaluate the interview candidates?
What are the effective communication techniques?
3.11 NEGOTIATION:
Learning Objective:
After reading this section you will be able to know,
Introduction about Negotiation.
The Negotiation Techniques.
Types of negotiation in organizations - Day-to-day / Managerial
Negotiations - Commercial Negotiations - Legal Negotiations
Necessity of negotiation.
that
involves
communication,
sales,
marketing,
psychology,
There are minimum two parties involved in the negotiation process. There
exists some common interest, either in the subject matter of the
During the process, the ideal outcome proves unattainable but parties retain
their hope of an acceptable final agreement.
Each party has some influence or power real or assumed over the
others ability to act.
Negotiation Techniques:
1. Prepare, prepare, prepare. Enter a negotiation without proper preparation
and you've already lost. Start with yourself. Make sure you are clear on
what you really want out of the arrangement. Research the other side to
better understand their needs as well as their strengths and weaknesses.
Enlist help from experts, such as an accountant, attorney or tech guru.
3. Leave behind your ego. The best negotiators either don't care or don't
show they care about who gets credit for a successful deal. Their talent is in
making the other side feel like the final agreement was all their idea.
4. Ramp up your listening skills. The best negotiators are often quiet
listeners who patiently let others have the floor while they make their
case. They never interrupt. Encourage the other side to talk first. That
helps set up one of negotiation's oldest maxims: Whoever mentions
numbers first, loses. While that's not always true, it's generally better to sit
tight and let the other side go first. Even if they don't mention numbers, it
gives you a chance to ask what they are thinking.
5. If you don't ask, you don't get. Another tenet of negotiating is "Go high,
or go home." As part of your preparation, define your highest justifiable
price. As long as you can argue convincingly, don't be afraid to aim high.
But no ultimatums, please. Take-it-or-leave-it offers are usually out of
place.
never take their first offer. Even if it's better than you'd hoped for, practice
your best look of disappointment and politely decline. You never know
what else you can get.
7. Offer and expect commitment. The glue that keeps deals from unraveling
is an unshakable commitment to deliver. You should offer this comfort
level to others. Likewise, avoid deals where the other side does not
demonstrate commitment.
8. Don't absorb their problems. In most negotiations, you will hear all of the
other side's problems and reasons they can't give you what you want.
They want their problems to become yours, but don't let them. Instead,
deal with each as they come up and try to solve them. If their "budget" is
too low, for example, maybe there are other places that money could come
from.
10. Close with confirmation. At the close of any meeting even if no final
deal is struck recaps the points covered and any areas of agreement.
Make sure everyone confirms. Follow-up with appropriate letters or
emails. Do not leave behind loose ends.
Types of negotiation in organizations
Depending upon the situation and time, the way the negotiations are to be
conducted differs. The skill of negotiations depends and differs widely from one
situation to the other. Basically the types can be divided into three broad
categories.
Types
Parties
Examples
Involved
1. Different levels of
Day-to-day/
Managerial
Negotiations
Management
2. In between colleagues
3. Trade unions
4. Legal advisers
Management
Commercial
Suppliers
Negotiations
Government
1. Striking a contract
with the customer.
2. Negotiations for the
price and quality of
goods to be
Customers
Trade unions
Legal advisors
purchased.
3. Negotiations with
financial institutions
as regarding the
Public
availability of
capital.
Legal Negotiations
1. Government
2. Management
3. Customers
national
government.
3.12 PERSUASION:
Learning Objective:
After reading this section you will be able to know,
Persuasion:
Persuasion is a form of social influence. It is the process of guiding people and
oneself toward the adoption of an idea, attitude, or action by rational and
symbolic (though not always logical) means. It is strategy of problem-solving
relying on "appeals" rather than coercion. According to Aristotle, "Rhetoric is the
art of discovering, in a particular case, the available means of persuasion."
Persuasive technology:
Persuasive technology is broadly defined as technology that is designed to
change attitudes or behaviors of the users through persuasion and social
influence, but not through coercion (Fogg 2002). Such technologies are regularly
used in sales, diplomacy, politics, religion, military training, public health, and
management, and may potentially be used in any area of human-human or
human-computer
interaction.
Most
self-identified
persuasive
technology
In this kind of setting, it is possible for you and the other person to reach a
compromise that would bring the best probable value for both of you. You may
even want to change your stance while you're at it. In short, person-to-person
conversations are so open and flexible that it allows not just you to change
course, but also allow you to alter another person's mindset.
For most people, one of the most effective ways of getting what you want is
communication. Many people are using this method in the marketing and sales
world
along
with
their
own
personal
relationships.
Persuasion
with
communication has been around for many years. It is has also evolved over the
past centuries and has become more effective for careers and relationships as
well.
Using verbal communication is one of the best ways to get your point across no
matter what it is. You want to make sure that you are using the right methods to
get people aware of what you are after and how you can get it. Making it clear
why something is so important to you and why it would be a great addition to
your relationship. You will want to talk it over well so that you can get the
proposal
out
on
the
table
for
both
people
to
understand.
A negotiation is a process that can be made into three very important steps.
These steps are very crucial in many of the marketing and sales careers in the
world today. Not only is it important in the world of marketing it is important in
any relationship as well. It is important to use these negotiation skills we have
learned
in
many
of
the
relationships
that
we
have
today.
Not only are they important in the world of love relationships it is also a very
good method for friendships and family relations as well. You have to plan and
prepare for this method of persuasive technique. You need to make sure that you
are completely prepared so that you are giving the full method of negotiation.
You need to learn about the other person's negotiation style and you need to be
ready to take your position. You need to ensure that you have a smooth
negotiation. You need to be prepared with your proposals when you are
discussing any topic with a business partner or in a relationship.
After the negotiation - You will want to make sure that you are recapping the
conversation that you are using for the negotiation with your partner or special
person in your life. You want to make sure that you do this so that you may get a
better outcome from the persuasive technique. You will want to take the time to
review each of the elements and maybe the next time you can make some
improvements to your negotiation techniques.
Method of Influence - The method of influence is another way to get what you
The persuasive techniques are used in more and more relationships today and in
some cases, they work easier than others. It is important to remember no matter
what you are trying to do, you need to be truthful to the person or people that
you are trying to persuade. There is no reason to lie or manipulate anyone to do
anything. With these powerful methods of science, you can get what you want
from any relationship honestly.
Principles
According to Robert Cialdini in his book on persuasion, he defined six
"weapons of influence".
Social Proof - People will do things that they see other people are doing.
For example, in one experiment, one or more confederates would look up
into the sky; bystanders would then look up into the sky to see what they
were seeing. At one point this experiment aborted, as so many people
were looking up that they stopped traffic. See conformity, and the Asch
conformity experiments.
Authority - People will tend to obey authority figures, even if they are
asked to perform objectionable acts. Cialdini cites incidents, such as the
Milgram experiments in the early 1960s and the My Lai massacre.
Liking - People are easily persuaded by other people whom they like.
Cialdini cites the marketing of Tupperware in what might now be called
viral marketing. People were more likely to buy if they liked the person
selling it to them. Some of the many biases favoring more attractive
people are discussed, but generally more aesthetically pleasing people
tend to use this influence excellently over others. See physical
attractiveness stereotype.
REVIEW QUESTIONS:
1. Explain the concept of persuasion.
2. Persuasion Tactics Short note.
3. Explain the role of negotiation in persuasive technique.
4. What is meant by the method of Influence?
5. Explain the principles of persuasion?
Learning Objective:
After reading this section you will be able to know,
The concept of Presentation.
Presentation program.
Ways to improve presentation.
Handling presentation Start and close.
Skills required for effective presentation.
The basic guidelines for a presentation
Communication is one of the most important, yet basic, tools a human being
should master. Your ability to communicate will determine your success.
Presentation is one of the communication skills any leaders must have.
Presentation is the process of showing and explaining the content of a topic to
an audience. A presentation program, such as OpenOffice.org Impress, Apple
Keynote or Microsoft PowerPoint, is often used to generate the presentation
content.
Presentation program:
A presentation program is a computer software package used to display
information, normally in the form of a slide show. It typically includes three
major functions: an editor that allows text to be inserted and formatted, a method
7. Tape your presentation (videotape is best) and ask others to critique your
presentation. Watch yourself and learn to look for subtle body language
clues to your confidence or insecurity.
8. Talk to people you respect about how they learned to speak well. Ask
them to coach you (if that is appropriate) or try to find someone you
admire who will work with you.
9. When you are confident, relaxed and enthusiastic about your topic, that
comes through strongly to your audience. Remember how much comes
through non-verbal clues.
10. Ask for feedback from your audience about your presentation and pay
attention to what they say.
11. In workshops, ask the participants to introduce themselves, state why they
are there and what they hope to gain from the presentation. (This is most
appropriate if you are making a speech or giving a class to strangers).
Based on the participants' needs and expectations, you may adjust your
presentation as you go through it.
12. In a management presentation especially (e.g., to present your new budget
or present sales information), stop occasionally to ask if people
understand what you have said.
13. If you have an executive coach (or someone who can play that role), have
them sit in on your presentations and help you pick up clues from the
group. (We did this very effectively with one of our clients who had been
Summarizing
Close it right
Continuous improvement
Note that meeting management skills are often helpful in designing an effective
presentation. Also note that the following guidelines are intended for general
presentations, not for training sessions where your presentation is to help
learners to gain specific knowledge, skills or attitudes in order to improve their
performance on a task or job.
Structuring the presentation
2 to 2.5 mins--- opening/beginning
20 to 21 mins--- middle section
summaries- Recaps
the 4 Ps
Position
Possibilities
Problem
Proposals
too fast
jargon
and content
Complicated
Not
or ambiguous language
questioning
Physical
Effective Delivery
Be
active - move
Be
Variations
Be
natural
Be
2. Be really clear about who your audience is and about why is it important for
them to be in the meeting. Members of your audience will want to know right
away why they were the ones chosen to be in your presentation. Be sure that
your presentation makes this clear to them right away. This will help you clarify
your invitation list and design your invitation to them.
3. List the major points of information that you want to convey to your audience.
When you're done making that list, then ask yourself, "If everyone in the
audience understands all of those points, then will I have achieved the goal that I
set for this meeting?"
4. Be clear about the tone that you want to set for your presentation, for example,
hopefulness, celebration, warning, teamwork, etc. Consciously identifying the
tone to yourself can help you cultivate that mood to your audience.
5. Design a brief opening (about 5-10% of your total time presentation time) that
3.14 ASSERTIVENESS:
Learning Objective:
After reading this section you will be able to know,
The concept of Assertiveness.
The various Techniques of Assertiveness.
The Importance of Assertiveness.
Specific Techniques for Assertiveness.
The nature of Assertive behavior.
Assertiveness Introduction:
Assertiveness is a trait taught by many personal development experts and
psychotherapists and the subject of many popular self-help books. It is linked to
self-esteem and considered an important communication skill.
Definition:
I want to
Would you?
It can be helpful to explain exactly what you mean and exactly what you dont
mean, such as I dont want to break up over this, but Id like to talk it through
and see if we can prevent it from happening again.
Be direct. Deliver your message to the person for whom it is intended. If you
want to tell Jane something, tell Jane; do not tell everyone except Jane; do not tell
a group, of which Jane happens to be a member.
2. Own your message. Acknowledge that your message comes from your
frame of reference, your conception of good vs. bad or right vs. wrong,
your perceptions. You can acknowledge ownership with personalized
(I) statements such as I dont agree with you (as compared to Youre
wrong) or Id like you to mow the lawn (as compared to You really
should mow the lawn, you know). Suggesting that someone is wrong or
bad and should change for his or her own benefit when, in fact, it would
please you will only foster resentment and resistance rather than
understanding and cooperation.
3. Ask for feedback. Am I being clear? How do you see this situation?
What do you want to do? Asking for feedback can encourage others to
correct any misperceptions you may have as well as help others realize
that you are expressing an opinion, feeling, or desire rather than a
demand. Encourage others to be clear, direct, and specific in their
feedback to you.
Questioning rules or traditions that don't make sense or don't seem fair
REVIEW QUESTIONS:
Key areas
Overview:
Managing Yourself
Your Time
Getting Results
The first 4 all interconnect and interact to generate the fifth - results
Fourth generation: being efficient and proactive using any of the above
tools places goals and roles as the controlling element of the system and
favors importance over urgency.
Some of the recent general arguments related to "time" and "management" point
out that the term "time management" is misleading and that the concept should
actually imply that it is "the management of our own activities, to make sure that
they are accomplished within the available or allocated time, which is an
unmanageable continuous resource".
4. Do a "to do" list for your day. Do it at the end of the previous day. Mark items
as "A" and "B" in priority. Set aside two hours right away each day to do the
important "A" items and then do the "B" items in the afternoon. Let your
answering
machine
take
your
calls
during
your
"A"
time.
5. At the end of your day, spend five minutes cleaning up your space. Use this
time, too, to organize your space, including your desktop. That'll give you a clean
start for the next day.
6. Learn the difference between "Where can I help?" and "Where am I really
needed?" Experienced leaders learn that the last question is much more
important than the former.
7. Learn the difference between "Do I need to do this now?" and "Do I need to do
this at all?" Experienced leaders learn how to quickly answer this question when
faced with a new task.
9. If you are CEO in a corporation, then ask your Board for help. They are
responsible to supervise you, as a CEO. Although the Board should not be micromanaging you, that is, involved in the day-to-day activities of the corporation,
they still might have some ideas to help you with your time management.
Remember, too, that good time management comes from good planning, and the
Board is responsible to oversee development of major plans. Thus, the Board
may be able to help you by doing a better themselves in their responsibilities as
planners for the organization.
10. Use a "Do Not Disturb" sign! During the early part of the day, when you're
attending to your important items (your "A" list), hang this sign on the doorknob
outside your door.
11. Sort your mail into categories including "read now", "handle now" and "read
later". You'll quickly get a knack for sorting through your mail. You'll also notice
that much of what you think you need to read later wasn't really all that
important anyway.
12.
Read
your
at
the
same
time
each
day.
That way, you'll likely get to your mail on a regular basis and won't become
distracted into any certain piece of mail that ends up taking too much of your
time.
13.
Have a
place for
everything
and
put everything in
its
place.
That way, you'll know where to find it when you need it. Another important
outcome is that your people will see that you are somewhat organized, rather
than out of control.
15. Learn good meeting management skills. Meetings can become a terrible
waste of time.
REVIEW QUESTIONS:
Learning objectives:
Prioritizing
When you are faced with many different demands on your time it is essential
that you are able to prioritize your workload. There are many different factors
affecting individual priorities, including:
Sometimes we have to reprioritize things that are under our direct control, which
is relatively simple compared to re-prioritizing things that involve other decision
makers.
A trick is always to de-personalise the activity. Dont think in terms of I
want/they want, but in terms of what is best for the business. By doing this you
may even be able to see their point of view.
Important
NonImportant
Urgent
Important/Urgent
Non-Urgent
Important/Non- Urgent
Non-Important/Urgent
Non-Important/Non-Urgent
Important = value/result
Urgent = time/deadlines
Alternatives to Prioritizing:
ABC analysis
A technique that has been used in business management for a long time is the
categorization of large data into groups. These groups are often marked A, B,
and Chence the name. Activities are ranked upon these general criteria:
Pareto analysis
This is the idea that 80% of tasks can be completed in 20% of the disposable time.
The remaining 20% of tasks will take up 80% of the time. This principle is used to
sort tasks into two parts. According to this form of Pareto analysis it is
recommended that tasks that fall into the first category be assigned a higher
priority.
The 80-20-rule can also be applied to increase productivity: it is assumed that
80% of the productivity can be achieved by doing 20% of the tasks. If
productivity is the aim of time management, then these tasks should be
prioritized higher.
Fit
POSEC method
REVIEW QUESTIONS:
It is a direct link between the work the employee performs and the
faculty/centre's operational plan and ECU's strategic priorities.
Setting SMART work objectives allows you to understand exactly where your
role fits within the University and what your responsibilities are. You gain a
better understanding of the value and contributions you bring to the University.
SMART work objectives focus on outcomes rather than activities and allow you
to measure your own success.
With clear work objectives in mind, you are in a better position to review and
revise these objectives as work demands change during the MPS cycle. SMART
work objectives also enable your supervisor to focus your MPS discussion on
measurable performance outcomes and facilitate the discussion of your
development and career plans as part of the meeting. You can also seek ways to
improve effectiveness, efficiencies and outcomes of the faculty/centre and to the
overall performance outcomes of the University.
What is SMART?
Specific
Measurable
Achievable
Realistic
Timely
Staff is strongly encouraged to be familiar with and utilise the SMART principles
when setting their work objectives, indicators and targets. As a guide, consider
the following statements:
Specific
Measurable
Achievable
Realistic
Timely
Conditions - Sets the situation and/or environment in which the staff member is
required to work within, eg OS&H and other University related legislation.
Have they been agreed with the manager and linked to the
performance appraisal system?
Do you know what it will look like when you have achieved the
goal (visualization)?
What will the reward be once the goals have been achieved?
REVIEW QUESTIONS:
1) What is a Work Objective?
2) Why to Set Work Objectives?
3) What is SMART?
4) What are the Key Components of a Work Objective?
5) What are the Goal types in business management:
6) Explain the principles to be considered for work objectives.
7) Describe the checklist for Goals.
Learning objectives:
us these hours in sequence, they are neither repeatable nor refundable, and He is
not partial to either the rich or to the poor, to the young or to the old.
All of us 24 hours a day and we should plan these 24 hours. Planning our time
allows us to spread our work, avoid a "Traffic jam" of work and cope with the
work stress.
Many deadlines for work occur at the same time and unless we plan ahead, we
will find it impossible to manage. To meet the demands of work we need to
spread our workload over the allotted time. Work out what needs to be done and
when. Work out how to use available time as efficiently as possible.
Time Wasters
Incomplete information
Interruption
4. Delegate effectively
5. Effective Meetings
6. Be decisive.
Evaluate, assess the risks and decide the next course of action.
7. Do it now. Don't procrastinate; break up tasks so they are achievable.
8. Give realistic promises.
9. Learn to say 'No'. Direct people to owner of a problem or explain why you
are not dealing with it.
10. Avoid perfectionism. Seek a quality solution (fit for purpose) which is cost
effective.
11. Avoid clutter. Act - Bin - Refer - File. Only file if you need the information
and it is not readily available elsewhere.
12. Consolidate your time. Large size bites are excellent, hourly chunks are
ideal.
13. Control interruptions/ distractions. Find somewhere where you can think
and plan.
14. Orange time (marginal time) should be used wisely. Remember relaxation
and breaks are essential but this time could also be used for thinking and
planning. The choice is yours.
15. Don't spend endless time reordering 'to do lists'. When a task is complete
just cross it out.
16. Look at your aims/ responsibilities and identify your key goals (10 max.).
Set performance objectives for each key goal e.g.:
o
Quality - right - error free services & goods - fit for purpose.
Cost - value
People.
Method.
Materials.
Delivery
When.
time now, the investment pays off later since we free our time to perform higherpayoff activities. The goal is to look for ways a person can save and invest time.
Task list
A task list (also to-do list) is a list of tasks to be completed, such as chores or steps
toward completing a project. It is an inventory tool which serves as an alternative
or supplement to memory.
Task lists are used in self-management, grocery lists, business management,
project management, and software development. It may involve more than one
list.
When you accomplish one of the items on a task list, you check it off or cross it off.
The traditional method is to write these on a piece of paper with a pen or pencil,
usually on a note pad or clip-board. Numerous digital equivalents are now
available, including PIM (Personal information management) applications and
most PDAs. There are also several web-based task list applications, many of
which are free.
'MISER' concept' - For effective use of time.
(As mentioned by Mr. Promod Batra in his book 'Be a Winner Every time')can be
used to manage the time effectively. It is a way to reduce the time taken to
complete any task.
M => Stands for 'Merge'. Can I merge it with some other activity? Meaning there
by doing more than one task at a time reduces the time taken to complete the
tasks separately.
I => Stands for 'Improving'. Can I improve it? And most of the time we can, if we
have a working attitude of 5 to 9 instead of 9 to 5.
E => Stands for 'Eliminating'. Many things we do. We do not need to do them in
the first place.
R => Stands for 'Reducing' the activity. This is where your experience, exposure
and wisdom will help you.
REVIEW QUESTIONS:
1. Explain the importance of time.
2. How can we use time?
3. What are the Time wasters components?
4. Explain about the Steps to be considered for managing the time
effectively.
5. 'MISER' concept Role in time utilization.
External Appointments
The next stage of Personal Time Management is to start taking control of your
time. The first problem is appointments. Start with a simple appointments diary.
In this book you will have (or at least should have) a complete list of all your
known appointments for the foreseeable future. If you have omitted your regular
ones (since you remember them anyway) add them now.
Your appointments constitute your interaction with other people; they are the
agreed interface between your activities and those of others; they are determined
by external obligation. They often fill the diary. Now, be ruthless and eliminate
the unnecessary. There may be committees where you can not productively
contribute or where a subordinate might be (better) able to participate. There
may be long lunches which could be better run as short conference calls. There
may be interviews which last three times as long as necessary because they are
scheduled for a whole hour. Eliminate the wastage starting today.
The next stage is to add to your diary lists of other, personal activity which will
enhance your use of the available time. Consider: what is the most important
type of activity to add to your diary? No: - stop reading for a moment and really,
consider.
The single most important type of activity is those which will save you time:
allocate time to save time, a stitch in time saves days. And most importantly of
all, always allocate time to time management: at least five minutes each and
every day.
For each appointment left in the diary, consider what actions you might take to
ensure that no time is wasted: plan to avoid work by being prepared. Thus, if you
are going to a meeting where you will be asked to comment on some report,
allocate time to read it so avoiding delays in the meeting and increasing your
chances of making the right decision the first time. Consider what actions need to
be done before AND what actions must be done to follow-up.
Four quadrants
Then assign priorities to each task on your To Do list using the Four Quadrant
approach:
1
2
3
4
Quadrants 1, 3 and 4 are where a lot of people spend their worrying lives!
Quadrant 1 activities are needed to achieve immediate results
Quadrants 2 are where you plan and is a place from where you can reduce
pressure on Quadrants 1 and 3.
Quadrant 2 activities impede results.
Quadrant 4 activities are wasted time.
Meeting management tends to be a set of skills often overlooked by leaders and
managers. The following information is a rather "Cadillac" version of meeting
management suggestions. The reader might pick which suggestions best fits the
particular culture of their own organization. Keep in mind that meetings are very
expensive activities when one considers the cost of labor for the meeting and
how much can or cannot get done in them. So take meeting management very
seriously.
there are certain basics that are common to various types of meetings. These
basics are described below.
Selecting Participants
The decision about who is to attend depends on what you want to accomplish
in the meeting. This may seem too obvious to state, but it's surprising how many
meetings occur without the right people there.
Don't depend on your own judgment about who should come. Ask several other
people for their opinion as well.
If possible, call each person to tell them about the meeting, it's overall purpose
and why their attendance is important.
Follow-up your call with a meeting notice, including the purpose of the meeting,
where it will be held and when, the list of participants and whom to contact if
they have questions.
Developing Agendas
Develop the agenda together with key participants in the meeting. Think of
what overall outcome you want from the meeting and what activities need to
occur to reach that outcome. The agenda should be organized so that these
activities are conducted during the meeting.
Design the agenda so that participants get involved early by having something
for them to do right away and so they come on time.
Next to each major topic, include the type of action needed, the type of output
expected (decision, vote, action assigned to someone), and time estimates for
addressing each topic
Ask participants if they'll commit to the agenda.
Keep the agenda posted at all times.
Opening Meetings
Always start on time; this respects those who showed up on time and reminds
late-comers that the scheduling is serious.
Welcome attendees and thank them for their time.
Review the agenda at the beginning of each meeting, giving participants a
chance to understand all proposed major topics, change them and accept them.
Note that a meeting recorder if used will take minutes and provide them back
to each participant shortly after the meeting.
Model the kind of energy and participant needed by meeting participants.
Clarify your role(s) in the meeting.
Establishing Ground Rules for Meetings
You don't need to develop new ground rules each time you have a meeting,
surely. However, it pays to have a few basic ground rules that can be used for
most of your meetings. These ground rules cultivate the basic ingredients needed
for a successful meeting.
Four powerful ground rules are: participate, get focus, maintain momentum and
reach closure. (You may want a ground rule about confidentiality.)
List your primary ground rules on the agenda.
If you have new attendees who are not used to your meetings, you might review
each ground rule.
Keep the ground rules posted at all times.
Leave 5-10 minutes at the end of the meeting to evaluate the meeting; don't skip
this portion of the meeting.
Have each member rank the meeting from 1-5, with 5 as the highest, and have
each member explain their ranking
Have the chief executive rank the meeting last.
It may help to gauge your activities and tasks on a table such as the
urgency/important grid in the next column. Where does each task fit? Is it urgent
and important? Or is it important but not urgent? Now apply this to your
planning sheets, tackling urgent and important things first and allocating time
ahead for important but non-urgent work.
REVIEW QUESTIONS:
about
suggestions
for
conducting
Appointments:
Explain about the Meeting Process and prioritizing time.
meeting
and
Key strategies:
Well look next at some key strategies that might help:
time planning
managing information
meeting deadlines
Time planning
Many people find it difficult to work steadily. Its all too easy to leave things to
the last minute, but its much better to work at a steady rate youre less stressed,
you learn more effectively, and youll get better marks. It helps to use your diary
or calendar to write up a weekly timetable. Include your unit and your personal
activities, and set aside regular study times each week. You could also keep a To
do list. Remember its not enough to set a regular schedule, you need to stick to
it!
Managing information
Its important to think about how best to organize your information. Gather
papers and handouts into folders, using dividers to separate topics or
assessments. Digital information should also be organized into folders and files
clearly named so theyre easy to retrieve. It should also be backed up! Try to file
information as soon as you get it. Dont wait until you have a big pile of books
and papers - its easy to forget what that scribbled note means, or where that
quote came from.
Meeting deadlines
Note all your deadlines in your diary and work out how much time you need to
complete each assignment. To help plan, work back from the deadline. Block out
time in your diary for each assignment. Make sure you allow time for
preparation such as research and editing. Then build in extra time so you dont
need to rush if something else comes up. In general, try to deal with the largest
tasks first, then move on to the smaller ones.
Time Logs
Quality Time
Managing Documents
Managing
Interruptions
Managing Workspace
Managing your Phone
A time-log is
By logging activities and the time taken to complete them, the time-log
provides useful information that can identify
Level of interruption
Quality time is where you can plan to do the most important high priority
tasks
Document handling can steal a vast quantity of time from our working
day
Have a good system for handling your documents that allows you to:
Managing interruptions
Tell people that you are busy, explain why and arrange to
contact them at a more suitable time
How our workspace is organized has an impact on how efficient we are try the following to improve efficiency
Managing workspace
How our workspace is organized has an impact on how efficient we are try the following to improve efficiency
The telephone can be responsible for eating vast quantities of time control the phone by using:
REVIEW QUESTIONS:
Daily planner:
This sheet will highlight strategies for using a day planner effectively, planning
effectively, and following through on commitments.*
The planner coach should be a person who will focus on the positive, praising
successes and cheering you on to the next step, and not a person who will
criticize failures or imperfect achievement of any of the steps.
1. Select a compatible day planner as your only planning calendar.
At a minimum, a day planner is a device that includes a calendar, space to write
"to-do" lists, and space to write telephone numbers, addresses, and other basic
identifying/reference information. It can be a paper-and-pencil model, as with
Franklin Planner, Day Timer, or Planner Pad brands. It can be a fancy electronic
organizer such as a Palm Pilot, or it can be time management software on a
laptop or desktop computer. Electronic organizers have a number of advantages.
They are compact; they provide audible reminders that can serve as memory
management aides; they can sort, organize, and store more information more
efficiently than paper and pencil planners; and they can easily exchange
information with office and home computers.
Your day planner should be the only planning calendar for everything you do
(i.e., work, home, personal). Using separate calendars at home and at the office
may become confusing and overwhelming; you will inevitably forget to transfer
entries from one calendar to the other and miss appointments or important
commitments.
2. Find a single, accessible place to keep the day planner.
After selecting a planner, the next step is to start keeping it in a single, accessible
location at home and at work, so you will always know where to find it. The
location should be clearly visible from a distance, even in a cluttered room or on
once in the middle of the day to make any mid-course corrections and refresh
your memory about the remaining day's events, and once in the evening, to
plan/review the next day's events.
There are several ways to remember to check your planner. First, alarm wrist
watches or alarms for an electronic planner can be set to go off at regular
intervals when you wish to check your planner. Second, you could associate
checking your planner with habitual activities that are done at approximately the
same time each day, e.g,. eating meals, getting dressed in the morning or ready
for bed at night, or entering or exiting the office. Third, leaving reminder notes in
strategic locations (on the desk in the office, on the mirror in the bathroom, on
the dashboard or door handle of the car) can be helpful in reminding you to look
at the planner.
6. Use the day planner as your calendar for everything.
You are now ready to use your planner as a calendar. On scrap paper, make a list
of all appointments scheduled at any time in the future. Then, write these
appointments in the appropriate time slots on the pages of the planner for the
particular days and months. Review the scheduled appointments for that day
each time you check the planner. During the day, write in any additional
appointments as soon as you schedule them.
Using different color pens for writing different types of things on your calendar
(e.g., red for appointments, blue for work activities, and green for family events)
permits you to recognize different types of events as your eye scans the page. For
a very busy family, use different colors for each family member's activities.
7. Use your planner as a "brain dump" to capture your ideas.
Adults with AD/HD experience a constant stream of ideas flooding their minds.
They often become frustrated because they cannot remember these ideas when
they need them. Using the day planner as a "brain dump" avoids this dilemma.
With your planner with you at all times, practice writing down any ideas you
want to capture as they occur to you. Write these down either on blank, lined
planner pages or in the section of the planner for that day's "to do" list. If you
find that many of your important ideas come at times when it is impossible to
write them down (e.g., in the shower, while driving), consider carrying a small,
digital recorder. Dictate your ideas into the recorder and transcribe them to your
planner later that day. Some hand-held computers and pocket PCs may have
built-in digital recorders.
8. Construct a daily "to do" list and refer to it often.
Only after you experience success using your planner as a calendar should you
start making a daily "to do" list. Most planners have a place adjoining the
calendar for each day for "to do" lists. During the first review of your planner in
the morning, make a list of everything that needs to get done that day. Use your
"brain dump" notes to help you make the list. Keep the list relatively short, e.g.,
5-8 items, so that you can experience success completing all of the items. Be
realistic about what can be accomplished in one day, and remember to schedule
some "me time," by listing a personal activity or time as one item. List specific
actions, rather than vague concepts. For example, "buy my wife flowers" would
be a more specific item than "be nice to my wife."
Examine the list and assign the items to particular dates and times in the day
planner. Try to complete them as scheduled, referring to the list often. Check off
any completed items and review remaining uncompleted items.
At the end of the day, examine the list. Congratulate yourself if you completed all
of the items on the list. Do not berate yourself if you did not complete all of the
items. If there were only a few unfinished items, move them forward to the next
day's list. However, if you have many unfinished items, consider whether you
have unrealistic expectations for how much can be done. Analyze the
uncompleted items and what got in the way of completing everything on your
list (phone calls, other interruptions, not enough time, not having everything you
need to accomplish the task, unexpected crises). Thinking in these terms will
help you become more realistic about what can be accomplished in a day. Either
scale back expectations or find other approaches to completing tasks, such as
delegating, streamlining, or eliminating tasks.
9. Prioritize your "to-do" list and act in accordance with your priorities.
There are many ways to prioritize a "to do" list. One way is to number all of the
items on the list in order of decreasing priority. Another way is to classify items
into one of three categories: "Essential," "Important," and "Do only if I have extra
time." Pick the method that best fits your style, and begin prioritizing your daily
"to do" list.
As you go through the day, perform the items on the "to do" list in order of
decreasing priority. Adults with AD/HD are often tempted to ignore the
priorities and may need strategies to keep themselves on track. Set the alarms on
your wristwatch, electronic planner, computer task management software, or
beeper to go off at regular intervals as a signal to check whether you are on task
following your priorities. Use self-talks to help avoid distractions. Train yourself
to repeat reminders such as "I have to keep from getting distracted," "I have to
stick with my priorities," and "Don't switch now, I am almost done." Also, make
sure that you are taking an effective dose of medication that lasts throughout the
day. See the What We Know sheet on medication for more information about
determining an effective dose.
10. Conduct a daily planning session.
By the time you have completed the first eight steps, you will be conducting "ad
hoc" daily planning sessions where you construct and prioritize your daily "to
do" list. It is time to formalize this process as "the daily planning session."
Consider the time for constructing and prioritizing lists as a daily planning
session. The goal of this session is to plan the upcoming day's activities and
develop a plan of attack to carry them out. In addition to listing priorities and
reviewing schedules, the planning session is the time to consider exactly how
each task will be accomplished. What materials will be needed?
What
11. Generate a list of long-term goals and break the long-term goals into small,
manageable chunks, allocating these chunks to monthly and weekly planning
sessions.
First, generate a list of all long-term goals. These are broad goals to be
accomplished over many months and years. Then, take one goal at a time and
break it down into small chunks or sub-goals that might be accomplished on a
monthly basis. Assign one sub-goal to each month of the year. At the beginning
of the month, conduct a monthly planning session where you decide how to
accomplish the sub-goal over the course of the month. Assign various tasks to
each week of the month. At the beginning of each week, conduct a weekly
planning session where you decide how to assign aspects of that week's sub-goal
to the daily task lists for the entire week. During each daily planning session,
plan the details of the assigned task that will be performed that day.
Discovery learning:
Discovery learning takes place most notably in problem solving situations where
the learner draws on his own experience and prior knowledge to discover the
truths that are to be learned. It is a personal, internal, constructivist learning
environment. Bruner wrote "Emphasis on discovery in learning has precisely
the effect on the learner of leading him to be a constructionist, to organize
what he is encountering in a manner not only designed to discover regularity
and relatedness, but also to avoid the kind of information drift that fails to
keep account of the uses to which information might have to be put."
REVIEW QUESTIONS:
1. Explain the concept of time for learning.
2. Describe the approaches to be handled for effective time management.
3. Explain the importance of daily planner sheet in learning for managing
the time effectively.
4. Explain the need of To-do list in time for learning.
5. Why planner coach is need to provide support and encouragement for
your efforts for time management?
6. What is discovery learning?
Learning objectives:
The importance is to estimate the time that will be taken for certain tasks in order
to plan projects and the overall use of your time. Some activities can be broken
down into sub-components: we call these partitionable tasks. With partionable
tasks it is possible to break up the total time allocated to the projects in to
segments.
Fred Brooks, in his book The Mythical Man-month, talks about the concept of
Partitionable tasks. A fully partitionable task is one that reduces in duration as
more resources are put on it as long as the work does not require any
communications among the workers. For example, think of painting a room. A
single painter can paint all four walls and the ceiling in 20 hours if he averages
four hours per surface. However, if we put five painters in the room, each
painting the surface, then we can finish the job in four hours.
The opposite type of task is a task that is non-partitionable. This task will take
the same amount of time no matter how many people are working on it. For
example, think of testing a software string. The test does not go any faster if we
put more testers on it.
Estimating
Types of Estimates
Importance of Estimation:
Estimates are needed to determine how long the project should take and
its cost.
Once you have a set of goals, it is useful to decompose the goals into manageable
steps or sub-goals. Decomposing your goals makes it possible to tackle them one
small step at a time and to reduce procrastination. Consider for instance the goal
of obtaining your degree. This goal can be broken down into four sub-goals. Each
sub-goal is the successful completion of one year of your program. These subgoals can be further broken down into individual courses within each year. The
courses can be broken down into tests, exams, term papers and such within the
course, or into the 13 weeks of classes in each term. Each week can be further
subdivided into days, and each day can be thought of in terms of the hours and
minutes you'll spend in your classes and doing homework for today.
While it may seem challenging to take in the whole scope of that convergent
goal, thinking of your goals in this way helps to reinforce the idea that there is a
connected path linking what actions you take today and the successful
completion of your goals. Seeing these connections can help you monitor your
own progress and detect whether you are on track or not. Take some time now to
think through the goals you've set and to break them down into their smaller
constituent parts.
Estimating Time Accurately - IT Scenario
Time estimates are important as inputs into other techniques used to organize
and structure all projects. Using good time estimation techniques may reduce
large projects to a series of smaller projects. Accurate time estimation is a skill
essential for good project management.
This section discusses how to estimate time on small projects. Time estimates are
important inputs into the other techniques used to organize and structure
medium and large sized projects (Gantt charts and Critical Path Analysis). Both
of these techniques reduce large projects down into a set of small projects.
Gantt Charts
Planning and Scheduling Complex Projects
Gantt Charts (Gant Charts) are useful tools for analyzing and planning more
complex projects. They:
Give you a basis for scheduling when these tasks will be carried out
Help you to work out the critical path for a project where you must
complete it by a particular date.
When a project is under way, Gantt Charts help you to monitor whether the
project is on schedule. If it is not, it allows you to pinpoint the remedial action
necessary to put it back on schedule.
Gantt charts are useful tools for planning and scheduling projects. They allow
you to assess how long a project should take, determine the resources needed,
and lay out the order in which tasks need to be carried out. They are useful in
managing the dependencies between tasks.
When a project is under way, Gantt charts are useful for monitoring its progress.
You can immediately see what should have been achieved at a point in time, and
can therefore take remedial action to bring the project back on course. This can be
essential for the successful and profitable implementation of the project.
Critical Path Analysis
Critical Path Analysis is an effective and powerful method of assessing:
Task priorities.
An effective Critical Path Analysis can make the difference between success and
failure on complex projects. It can be very useful for assessing the importance of
problems faced during the implementation of the plan.
CPM Diagram:
Use the formula below to calculate the time to use for each project stage:
PERT is a variant of Critical Path Analysis that takes a more skeptical view of the
time needed to complete each project stage. This helps to bias time estimates
away from the unrealistically short time-scales normally assumed.
Other high urgency tasks to be carried out which will have priority over
this one
Internal meetings
Breakdowns in equipment
Interruptions
These factors may double (or more than double) the length of time needed to
complete a project. If the accuracy of time estimates is critical, you may find it
effective to develop a systematic approach to including these factors. If possible,
base this on past experience.
Key points:
You can lose a great deal of credibility by underestimating the length of time
needed to implement a project. If you underestimate time, not only do you miss
deadlines, you also put other project workers under unnecessary stress. Projects
will become seriously unprofitable, and other tasks cannot be started.
The first step towards making good time estimates is to fully understand the
problem to be solved. You can then prepare a detailed list of tasks that must be
achieved. This list should include all the administrative tasks and meetings you
need to carry out as well as the work itself. Finally, allow time for all the expected
and unexpected disruptions and delays to work that will inevitably happen.
REVIEW QUESTIONS:
UNIT 4
own time effectively are effective self-managed learners can manage projects
independently and so on.
An important outcome of professional development therefore is that individuals
demonstrate self-managed learning either in relation to workplace learning or
university/college based learning. A good opportunity for students to
demonstrate they can self-manage their learning is in their research projects.
TARGETS:
In establishing targets it is important that students are able to establish for
themselves the aims and requirements of the learning that they are undertaking.
Grade level learning targets are what students should know, understand or be
able to do at the end of the grade level. They are the basic foundation for the
next grade level and contribute to the achievement of the district learning goals.
AIMS, REQUIREMENTS AND PREFERENCES:
Students should be able t o establish the ends that they are trying at achieve and
the requirements that the Piece of work will need to fulfill in order to achieve the
stated aims. For example, if you have decided that you want to use a workrelated spreadsheet application, then you will need to be able to establish an aim,
that is, what level of competence in the use of the package will be appropriate if
successful learning is to take place? You will then need to set out what is
required to learner how to use the package, that is, how you will access the
training opportunities, resources, and how you will priorities the use of time in
order to be successful. What will you use the package forbearing in mind that
you are seeking to develop a cross-transferable skill? An important aspect of
Wood, 1990) classify goals as either ego- or task- involved (Eccles & Wigfield,
2002). Dweck and colleagues (see Dweck, 1999) distinguish between performance
(such as ego-involved goals) and learning goals (such as task-involved goals).
Ames (1992) refers to performance and mastery goals. A performance goal orientation
is characterized by self-questions such as Will I look smart? and/or Can I outperform others? which reflect a concern for personal ability, a normative social
comparison with others, preoccupation with the perception of others, a desire for
public recognition for performance, a need to avoid looking incompetent, and
outperforming others as a means to aggrandize ones ability status at the
expense of peers(Covington, 2000, p. 174). In contrast, a student with a learning
goal orientation would more likely ask the questions How can I do this task?
and What will I learn? The learning goal orientation reflects a focus on task
completion and understanding, learning, mastery, solving problems, developing
new skills, and an appreciation for what one learns (Covington, 2000; Eccles &
Wigfield, 2002; Linnenbrink & Pintrich, 2002b; Skaalvik & Skaalvik, 2002).
Personal Achievement: Working Toward Your Goals
Increasing our personal achievement is something that most of us strive for in
our lives. The wish to improve our lives in some way is something that we all
share. We have the desire but we are not always sure what steps to take to lead
us to increase our personal achievement.
A person has a clear and defined direction that they would like to go in and can
then follow that direction.
Behavior can be modified in order to achieve a goal - something which can be
difficult to do if a person is not 100% aware of why they are doing something.
Having a goal to aim for can help people who find it hard to stay on task to see
the bigger picture.
Goals can be set for any aspect of life, if you want to think more positive about
something - make it one of your goals.
When you have achieved a goal you can feel a sense of achievement and might
want to reward yourself accordingly - and believe that you actually deserve your
reward when you get it.
These are just a few of the many different benefits that a person will find when
they begin setting goals for their own personal achievement. Isn't it time you
start reaching your goals and have success in life?
IDENTIFICATION OF WHAT HAS TO BE LEARNT:
Learning needs:
Section 1: Why is it important to identify learning needs?
Section 2: How can we identify what our learners already know?
Section 3: Who can we work with to discover learning needs?
Section 4: How do we know what our learners want to learn?
Section 5: How can we identify and prioritize community problems and needs?
Section 6: How can we benefit from finding out about learning needs?
Learning will be most effective when people have an opportunity to learn things
that relate to their lives and their needs. People want to improve their lives and
the lives of their families. So their interests will be dominated by their own and
their family needs.
Sometimes people do not always see the linkage between learning and their
needs. Our role is to help learners make this connection. This will be easier if we
relate learning to prior experience and current relevance. Examination of
learning needs helps us to facilitate purposeful and useful learning. It also helps
us to identify the level of our learners literacy and numeracy skills, thus
allowing us to adapt curriculum, select relevant learning materials and to plan
appropriate learning activities.
Identification of learning needs also helps us in our future planning. Knowing
about an individual learners needs, we can plan specific reading, writing,
numeracy and life skill activities for that learner.
Activity:
Identify learning targets for a piece of self-managed learning which is relevant to
your course or to work. For example, you may want to learn some standard
problem-solving techniques, how to search the World Wide Web or how to build
a website.
Set out the following:
1. The aims and requirements of the learning project.
2. Your personal preferences: What it is you want to learn and why.
3. The goals that you will need to achieve to succeed in your learning project.
If you achieved the goal too easily, make your next goals harder.
If the goal took a dispiriting length of time to achieve, make the next goals
a little easier.
If you learned something that would lead you to change other goals, do
so.
If you noticed a deficit in your skills despite achieving the goal, decide
whether to set goals to fix this.
Failure to meet goals does not matter much, as long as you learn from it. Feed
lessons learned back into your goal setting program. Remember too that your
goals will change as time goes on. Adjust them regularly to reflect growth in
your knowledge and experience, and if goals do not hold any attraction any
longer, then let them go.
Pathways for achievement on dates:
The achievement of excellence is an aspiration for all educational communities.
We know that all children and students, given the appropriate time and support,
can achieve academic and social success. It is up to us to ensure that, regardless
of individual circumstance, they all receive the support they require to achieve
the highest standards possible.
For some students the traditional pathways do not meet their specific needs and
they can become at risk of not completing their schooling. Therefore all students
should have an individually designed learning plan, including curriculum
redesign, and pathways that link to their strengths and needs, aligning this to
community and industry requirements as appropriate.
Education Strategy
The department will also implement the strategy in order to provide a cocoordinated approach to address the existing educational gap between
Aboriginal and non-Aboriginal students in literacy, numeracy, and school
completion rates.
Internationalization of education
Through strengthening international co-operation and diplomatic relations,
forming networks for trade and investment, and developing employment skills
for an emerging global workforce, we are broadening and enriching the
experiences, opportunities and outlook of individuals across all sites.
REVIEW QUESTIONS:
What is self-managed learning?
Explain about Targets, aims and requirements in learning.
What are the issues in Independent learning?
Explain about the learning needs.
What is learning and Performance goal orientation?
Dates for achieving the goal.
How to review the goal plans?
Methods for visual learners include ensuring that students can see words written
down, using pictures when describing things, drawing time lines for events in
history,
writing
assignments
on
the
board,
using
overhead
having field trips. By using a variety of teaching methods from each of these
categories, teachers are able to accommodate different learning styles.
Eight Styles of Learning:
Linguistic Learner
Logical/Mathematical Learner
likes to: do experiments, figure things out, work with numbers, ask
questions and explore patterns and relationships.
Spatial Learner
likes to: draw, build, design and create things, daydream, look at
pictures/slides, watch movies and play with machines.
learns best by: visualizing, dreaming, using the mind's eye and working
with colors/pictures.
Musical Learner
likes to: sing, hum tunes, listen to music, play an instrument and respond
to music.
Bodily/Kinesthetic Learner
likes to: move around, touch and talk and use body language.
learns best by: touching, moving, interacting with space and processing
knowledge through bodily sensations.
Naturalistic Learner
Interpersonal Learner
likes to: have lots of friends, talk to people and join groups.
is
good
at:
understanding
people,
leading
others,
organizing,
Intrapersonal Learner
REVIEW QUESTIONS:
1) What is learning?
2) Define learning style.
3) What are the uses of learning styles?
4) What are the different kinds of learning styles?
4.3 ACTIVIST:
Learning objectives:
After reading this section you can able to know,
The concept of Activists.
Overview of Activism.
Types of activism
Transformational activism
The word "activism" is often used synonymously with protest or dissent, but
activism can stem from any number of political orientations and take a wide
range of forms, from writing letters to newspapers or politicians, political
campaigning, economic activism (such as boycotts or preferentially patronizing
preferred businesses), rallies, blogging and street marches, strikes, both work
stoppages and hunger strikes, or even guerrilla tactics.
In some cases, activism has nothing to do with protest or confrontation: for
instance, some religious, feminist or vegetarian/vegan activists try to persuade
people to change their behavior directly, rather than persuade governments to
change laws. The cooperative movement seeks to build new institutions which
conform to cooperative principles, and generally does not lobby or protest
politically.
Types of activism
Civil disobedience
Community building
Activism industry
Conflict transformation
Cooperative movement
Craftivism
Voluntary simplicity
Economic activism
o
Boycott
Media activism
Culture jamming
Hacktivism
Internet activism
Propaganda
o
Guerrilla communication
Protest
o
Demonstration
Direct action
Protest songs
Strike action
Youth activism
o
Student activism
Youth-led media
Transformational activism
Transformational activism is the idea that people need to transform on the inside
as well on the outside in order to create any meaningful change in the world.
One example of transformational activism is peacekeeping which, as defined by
the United Nations, is "a way to help countries torn by conflict creating
conditions for sustainable peace." Peacekeepers monitor and observe peace
processes in post-conflict areas and assist ex-combatants in implementing the
peace agreements they may have signed. Such assistance comes in many forms,
including confidence-building measures, power-sharing arrangements, electoral
support, strengthening the rule of law, and economic and social development.
Accordingly UN peacekeepers (often referred to as Blue Helmets because of their
light blue helmets) can include soldiers, civilian police officers, and other civilian
personnel.
they feel is true power. They may discover that real power is seeing the deep
connection of everyone with each other and of being able to tap that place. In this
case power is not power over someone, but rather power to unleash collective
creativity in creating a new society.
Transformational activism is about looking for the common values underneath,
and then working from there so that both parties are able to get what they want.
In the process one or both parties may find their inner landscape and paradigms
changing. Transformational open-sourced activism is the idea that you can tap
into the power of mass collaboration and collective creativity in a way that
transforms the people involved into more loving, peaceful, compassionate states.
REVIEW QUESTIONS:
1) The concept of Activists.
2) Overview of Activism.
3) Types of activism
4) Transformational activism
4.4 PRAGMATIST:
Learning objectives:
After reading this section you can able to know,
The concept of Pragmatist.
The concept of Pragmatism.
of
pragmatism
include
anti-Cartesian,
radical
empiricism,
Aspects of Pragmatism:
Radical empiricism is a pragmatist doctrine put forth by William James. It
asserts that experience includes both particulars and relations between those
particulars, and that therefore both deserve a place in our explanations. In
concrete terms: any philosophical worldview is flawed if it stops at the physical
level and fails to explain how meaning, values and intentionality can arise from
that.
Radical empiricism is a postulate, a statement of fact and a conclusion, says
James in The Meaning of Truth. The postulate is that "the only things that shall be
debatable among philosophers shall be things definable in terms drawn from
experience". The fact is that our experience contains disconnected entities as well
as various types of connections; it is full of meaning and values. The conclusion
is that our worldview does not need "extraneous trans-empirical connective
support, but possesses in its own right a concatenated or continuous structure."
Instrumentalism is the view that concepts and theories are useful instruments
whose worth is measured not by whether the concepts and theories are true or
false (or correctly depict reality), but by how effective they are in explaining and
predicting phenomena. Instrumentalism relates closely to pragmatism, especially
in the work of John Dewey and his student Addison Webster Moore. This
methodological viewpoint often contrasts with scientific realism, which defines
theories as specially being more or less true. However, instrumentalism is more
of a pragmatic approach to science, information and theories than an ontological
statement. Often instrumentalists (like pragmatists) have been accused of being
relativists, even though many instrumentalists are also believers in sturdy
objective realism.
whether or not P." Thus, we may speak of anti-realism with respect to other
minds, the past, the future, universals, mathematical entities (such as natural
numbers), moral categories, the material world, or even thought. The two
construal are clearly distinct and often confused. For example, an "anti-realist"
who denies that other minds exist (i. e., a solipsist) is quite different from an
"anti-realist" who claims that there is no fact of the matter as to whether or not
there are unobservable other minds (i. e., a logical behaviorist.
REVIEW QUESTIONS:
Theories.
I. Behavioralist
II. Constructivist
III. Post-modern
IV. Adult Learning
stimulus a warning light, horn, buzzer, bell, or the like. These procedures are
taught and reinforced with rote drills and successfully passing the tests is the
reinforcement. The second portion of the procedure, which may be viewed as
diagnostic action is performed with mandatory reference to checklists and other
reference material and depends on what may be viewed as higher level learning
and understanding of aircraft systems and performance characteristics.
Behavioral theory and training is a key component of animal training and skill
training in humans. Teaching animals to sit for a kibble is very similar to
clapping and hugging your child for their first steps or bike ride. Slot machines
are based on intermittent reinforcement, which in turn leads gamblers to put
more quarters in the machine to be reinforced by the ching ching of winning.
II. Constructivism:
Constructivism is a new learning theory that attempts to explain how adult
learners learn by constructing knowledge for themselves. This section will
explore the constructivist learning theory by defining constructivism, providing
varying views of constructivism, and illustrating how constructivism relates to
independent learning and higher education.
View Point
Two viewpoints of constructivist theories exist. They include the individual
constructivist view and the social constructivist view. The individualist
constructivist view understands learning to be an intrinsically personal process
whereby meaning is made by the individual and is dependent upon the
individuals previous and current knowledge structure (p. 261) and as a result
can be considered an internal cognitive activity (p. 262). The social
III.Post Modern:
Postmodernism, by the nature of the movement itself, is not easy to define. To
understand postmodernism in the context of adult learning, it may be beneficial
to first understand that the postmodern movement is much larger than adult
learning. It is inclusive of a wide variety of disciplines and areas of study
including art, architecture, music, film, literature, sociology, communications,
fashion, technology, and education (Klages, 2003). Because postmodernism is as
much a philosophical movement as it is a learning theory, it is impossible to
discuss the movement without also discussing the underlying philosophy and
ubiquity of the postmodern movement.
Post-modernism differs from most approaches to learning in two fundamental
ways. The first is that rationality and logic are not important to attaining
knowledge. The second is that knowledge can be contradictory. Because of the
contextual nature of knowledge, individuals can hold two completely
incongruent views of one subject at the same time (Kilgore, 2001).The
postmodern approach to learning is founded upon the assertion that there is not
one kind of learner, not one particular goal for learning, not one way in which
learning takes place, nor one particular environment where learning occurs
(Kilgore, 2001).
Hence, knowledge can shift as quickly as the context shifts, the perspective of the
knower shifts, or as events overtake us.
Andragogy
Andragogy, (andr - 'man'), contrasted with pedagogy, means "the art and science
of helping adults learn" (Knowles, 1980, p. 43). Knowles labeled andragogy as
an emerging technology which facilitates the development and implementation
of learning activities for adults. This emerging technology is based on five
andragogical assumptions of the adult learner:
I.6 REFLECTOR:
Learning objective:
After reading this section you can know about,
Transfer,
Translation,
Inferencing,
Note-taking,
Reflectors are those who like learning by obseving others and think before
taking actions.
Reflectors like to stand back and look at a situation from different
perspectives. They like to collect data and think about it carefully before
coming to any conclusions. They enjoy observing others and will listen to
their views before offering their own.
Reflectors like to stand back to ponder experiences and observe them from
many different perspectives. They collect data, both first hand and from
others, and prefer to think about it thoroughly before coming to a conclusion.
The thorough collection and analysis of data about experiences and events is
what counts so they tend to postpone reaching definitive conclusions for as
long as possible. Their philosophy is to be cautious. They are thoughtful
people who like to consider all possible angles and implications before
making a move. They prefer to take a back seat in meetings and discussions.
They enjoy observing other people in action. They listen to others and get the
drift of the discussion before making their own points. They tend to adopt a
low profile and have a slightly distant, tolerant unruffled air about them.
When they act it is part of a wide picture which includes the past as well as
the present and others observations as well as their own.
you can use this knowledge to skim (read very quickly, by missing out nonimportant information, to understand the general topic) a text because you
know that you only have to read the introduction and conclusion of both the
whole text and the paragraphs.
Inferencing: You can also use the strategy of reading a newspaper story in
your own language first for prediction. You can predict the contents of the
same story in an English newspaper. Reading to confirm your predictions is
easier than reading with no background information. Click here for more
information on reading newspapers.
they have the opportunity to review what has happened and think about
what they have learned
Reflectors learn least from, and may react against, activities where:
they are asked for an instant reaction, or off the cuff thoughts
REVIEW QUESTIONS:
1) Define reflector.
2) What is reflector behavior during learning and against learning?
3) Explain the Strategies considered in reflector learning.
4) Write a short note on the following reflector strategies - Advance
Organization, Self-management, Self-evaluation, Grouping, Asking
questions for clarification, Transfer, Translation, Inferencing, Notetaking, Deduction and Re-combination.
I.7 KOLBS LEARNING CYCLE:
Learning objective:
of
activity)
and
reflective
observation
(RO)
and
active
Development stages:
Kolb explains that different people naturally prefer a certain single different
learning style. Various factors influence a person's preferred style: notably in his
experiential learning theory model (ELT) Kolb defined three stages of a person's
development, and suggests that our propensity to reconcile and successfully
integrate the four different learning styles improves as we mature through our
development stages. The development stages that Kolb identified are:
make, which Kolb presented as lines of axis, each with 'conflicting' modes at
either end:
REVIEW QUESTIONS:
Step 1 set clear and attainable goals. Set goals that inspire you. Continuously
measure the success of your goals to keep yourself motivated.
Step 2 Understand why the course or training program is important to you.
Discover the advantages of learning as a means to better yourself by applying
what you have learned to your job, home life, or activities at which you
participate.
Step 3 Tell other people about your study goals. Telling others will increase
the odds that you will succeed to look good in front of your peers, while at the
same time receive encouragement from them.
Step 4 Understand and prepare for the difficulties of studying. Your job or
family may make you fell like you don't have time to participate in training. Talk
to your family members to explain to them your goal and desire to learn. There is
great benefit in family support.
Step 5 Use all the learning tools available to you. Check to see if your
employer has a mentoring program or education assistance program. Take
advantage of your local library. And of course, theres the Internet.
Step 6 Create a schedule. Plan in advance when and where you will study and
stick to the schedule. This is particularly useful for web based training or when
using material borrowed from the library.
Step 7 Make learning a priority. After setting your goals and creating your
schedule, stick with it!
Step 8 Learn from others. Network with students or friends who share your
goals. Become a mentor or protg is an excellent way to learn from others.
REVIEW QUESTIONS:
1) Explain the concept of effective learning
2) What are the ways for learning effectively?
Learning objectives:
After reading this section you can able to know,
The concept of effective learning.
Assessment questions and its importance.
Types of Personality Assessment Tests.
Certainly, we informally evaluate others personality all the time, but the clinical
assessment of personality using psychometrically robust tools is an important
component of the professional practice of psychology.
"Be not afraid of greatness. Some are born great, some achieve greatness, and
some have greatness thrust upon them." William Shakespeare, Twelfth Night.
Many people never really aspire to being their own boss, and are really quite
happy in employment until a certain event makes them consider the possibility
of running their own company or being self-employed. In other words, they
could be about to have greatness forced upon them. Preparation for them is even
more important.
It could be redundancy, a colleagues own successes running his own ship, or a
change of manager. On the other hand, it could simply be boredom and the
desire for new challenges or serious wealth.
However, when you first applied for your current job, you were screened and
interviewed by a manager. Now, on your own, you are the one who has to decide
your own suitability for the task ahead. You need to be completely honest about
your own abilities and your weaknesses.
This is not an easy process for most people, so heres a list of questions you
should ask yourself:
1. Are you persistent and determined? Can you set your objectives and
follow your chosen business plan until they are achieved, come hell or
high water?
2. Can you remain positive in periods of adversity? Can you remain sociable
and business-like with clients and suppliers when the business is not
going as well as it should?
3. Can you cope with the hours required? On average new business owners
work 60 hours a week. Some, of course, work even more than this thats
why its an average.
4. The reverse of this is can you cope with not having any free time? And
having to deal with the priorities of the business at any time, however
inconvenient it might be?
5. Will your loved ones understand that your business, at least sometimes,
has to come first? Will your relationship or marriage survive?
6. Can you work on your own for long periods, away from the sociable
atmosphere of an office or other workplace?
7. Away from hierarchy and rigid work arrangements, can you be selfdisciplined? Are you self-reliant, and can you inspire and enthuse
yourself?
8. You probably feel confident in your abilities in your existing role. But can
you go back, mentally, to square one and be prepared to learn as much as
possible?
9. You may be thinking that running your own business will lead to
freedom. But you will be in the grip of your creditors the bank, usually
until you have repaid any loan. Can you deal with this?
10. You may be used to receiving a weekly or monthly pay cheque of a fixed
or minimum value. Will you be driven mad if you cannot completely
predict your financial fortunes from one day to another?
11. All of the above, together, mean only one thing: stress. Well, hopefully two
things stress and money. The money, though, will come later. The stress
will have to be dealt with now. Do you thrive or suffer under pressure?
You are either inhuman or lying if you have answered yes to all of the above
without any qualms whatsoever. Everyone will have their doubts if they read
through the above list.
The point is to recognise that you will have these pressures and weakness and to
identify whether you have the strength within you to live with or mitigate them.
Eventually if the business is successful these pressures will subside. And, of
course, they will vary from job to job. A first-time freelance journalist or
accountant will, by the nature of their work, be far less prone to some of these
issues than someone starting up a restaurant.
Nevertheless, if you read through the list and see it as a challenge, youre
undoubtedly a born entrepreneur youll be motivated by the idea of achieving
something in the face of all those pressures.
On the other hand, some people have aimed at that sort of achievement from an
early age. For one in five British schoolchildren, running their own business is
already a dream. Many will go into a career, or pursue a university degree, with
the sole aim of one day being in charge of their own affairs. They will probably,
from day one, be acquiring the skills and knowledge, whether theyre in the field
of motor mechanics or accountancy, so that the dream can one day become
reality.
Given the myriad reasons that a client might be seen for personality assessment,
it should not be surprising that there are a number of diff erent forms of tests
available. Traditionally, tests have fallen into one of two categories:
Projective and objective tests. However, there is a movement in the assessment
field to replace these terms with the more accurate labels, performance- based and
self-report,
respectively.
Furthermore,
with
increasing
innovation
and
Personal skills:
Employers are looking for workers who have that special something: the skills,
tendencies
and
attributes
that
help
to
keep
productivityand
profitsup. What are they? Businesses are looking for employees with strong
"personal" skills, according to ACT research. Keep these in mind, because
employers certainly are.
Carefulness: Do you have a tendency to think and plan carefully before acting?
This helps with reducing the chance for costly errors, as well as keeping a steady
workflow going.
Discipline: This includes the ability to keep on task and complete projects
without becoming distracted or bored.
Drive: Businesses want employees who have high aspiration levels and work
hard to achieve goals.
Influence: Groups need strong leaders to guide the way. Influence includes a
Order: "Where did I put that?" A tendency to be well organized helps employees
to work without major distractions or "roadblocks."
Safe work behaviors: Employers want people who avoid work-related accidents
and unnecessary risk-taking in a work environment.
Savvy: This isn't just about job knowledge, but knowledge of coworkers and the
working environment. It includes a tendency to read other people's motives from
observed behavior and use this information to guide one's thinking and action.
Sociability: How much you enjoy interacting with coworkers affects how well
you work with them.
REVIEW QUESTIONS:
Learning objectives:
After reading this section you can able to know,
Planning for effective learning.
Phases in Learning.
Personal Learning plan.
Planning:
about the activities required to create a desired goal on some scale. As such, it
is a fundamental property of intelligent behavior. This thought process is
essential to the creation and refinement of a plan, or integration of it with
other plans, that is, it combines forecasting of developments with the
preparation of scenarios of how to react to them.
Effective learning often requires more than just making multiple connections
of new ideas to old ones; it sometimes requires that people restructure their
thinking radically. That is, to incorporate some new idea, learners must
change the connections among the things they already know, or even discard
some long-held beliefs about the world. The alternatives to the necessary
restructuring are to distort the new information to fit their old ideas or to
reject the new information entirely.
Students come to school with their own ideas, some correct and some not,
about almost every topic they are likely to encounter. If their intuition and
misconceptions are ignored or dismissed out of hand, their original beliefs are
likely to win out in the long run, even though they may give the test answers
their teachers want. Mere contradiction is not sufficient; students must be
encouraged to develop new views by seeing how such views help them make
better sense of the world.
Learning is:
An activity of construction, not one of reception
Handled with others, or (even when alone) in the context of others
driven by learner's agency (intentions and choices).
Effective learning is all of these at their best, plus the monitoring and review
of whether approaches and strategies are proving effective for the particular
goals and context. How can you help learners become more effective at
checking whether their strategies are effective?
Phases in Learning:
When planning teaching for learning, our task as teachers, is to focus on the
experience for learners, rather than on what we are going to say and do.
Learners go through four phases:
Do
Active
Collaborative
Learner
Learning
learning
learning
responsibili
Tasks are
Tasks in small
ty
Learners
learning
Learners
designed for
groups connect
exercise
are
learner
to create a
choice and
encouraged
about
Review
activity, using
larger whole
plan their
to notice
or creating
(by roles or by
approaches
aspects of
materials,
parts)
their
texts,
learning as
performances
they engage
Learners stop
Learners bring
Learners
in tasks
Learners
to notice what
ideas together
monitor
describe
happened,
and review
their
what they
what was
progress and
notice and
important,
has operated
review their
review their
plans
learning
(goals,
strategies,
feelings,
outcome,
Learn
Apply
New insights
Explanations of
Factors
context)
Richer
and
topic and of
affecting
conceptions
understanding
progress are
of learning
s are made
functioned are
identified
are voiced
explicit
voiced across
and new
and further
the group
strategies
reflective
devised
inquiry is
Future action
Future
Plans are
encouraged
Learners
is planned in
possibilities for
revised to
plan to
light of new
group and
accommodat
notice more
understanding
community
e recent
and to
. Transferring
learning are
learning
experiment
that
considered
with their
understanding
approaches
to other
to learning
situations is
examined
Name.....................................................................................................................................
Subject...................................................................................................................................
Aims
This plan is to help me learn the following:
Deadline
I will complete this work by:
Organisation of work
I will be working (tick):
On my own
With a partner
In a group
In a combination of these ways
Resources
I will be using:
Work
I have to produce:
Assessment
I will be assessed by:
Other things to remember
REVIEW QUESTIONS:
Learning objectives:
After reading this section you can able to know,
The concept of learning organization.
The importance of learning organization.
Characteristics.
The organizations that will truly excel in the future will be the organizations
that discover how to tap peoples commitment and capacity to learn at all
levels in an organization. Peter Senge
The rate at which organizations learn may become the only sustainable
source of competitive advantage. - Peter Drucker
The need for learning organizations is due to the world becoming more
complex, dynamic and globally competitive. Gary Ahlquist
Learning organization:
Competitive
advantage
is
created
through
information-based
organizations
Four Critical Areas:
EVALUATION:
Evaluation - The process of determining the worth or significance of an
activity, policy, or program.
An assessment, as systematic and objective as possible, of a planned,
ongoing, or completed intervention.
Kinds of Evaluations
Formative focus on improved performance before and during
Implementation (project, program or policy)
Summative - focus on outcomes (consequences)
Prospective answer questions
Is this program/project/policy worth evaluating?
Will the gains be worth the effort/resources expended?
Purpose of evaluation:
Ethical
Managerial
Decisional
Educative and Motivational
Uses of Evaluations:
Give feedback on the performance of policies, programs, and projects
Make policies, programs, and projects accountable for how they use
public funds
Evaluation
Development Evaluation:
A sub-discipline of classical evaluation
Uses a variety of methodologies and practices
Mixed methodologies work best
Independent evaluation:
an evaluation carried out by entities and persons free of the control of
those responsible for the design and implementation of the evaluation
the credibility of an evaluation depends in part on how independently it
has been carried out
REVIEW QUESTIONS:
Online ethnography
Online interviews
Online questionnaires
Web-based experiments
Internet research is the practice of using the Internet, especially the World Wide
Web, for research. To the extent that the Internet is widely and readily accessible
to hundreds of millions of people in many parts of the world, it can provide
practically instant information on most topics, and is having a profound impact
on the way in which ideas are formed and knowledge is created.
Research is a broad term. Here, it is used to mean "looking something up (on the
Web)". It includes any activity where a topic is identified, and an effort is made to
actively gather information for the purpose of furthering understanding.
Common applications of Internet research include personal research on a
particular subject (something mentioned on the news, a health problem, etc),
students doing research for academic projects and papers, and journalists and
other writers researching stories. It should be distinguished from scientific
research - research following a defined and rigorous process - carried out on the
Internet; from straightforward finding of specific info, like locating a name or
phone number; and from research about the Internet.
Further difficulties in internet research center around search tool bias and
whether the searcher has sufficient skill to draw meaningful results from the
abundance of material typically available. The first resources retrieved may not
be the most suitable resources to answer a particular question. For example,
prominence is often a factor used in structuring internet search results but
prominent information often gives a biased view of controversial issues.
It should be noted that thousands of books and other print publications have
been made available online that would be extremely difficult to locate otherwise,
including out-of-print books, and classic literature and textbooks that would be
much less accessible in their printed form.
are
"online
ethnography"
(see,
e.g.,
Correll
1995),"virtual
An online focus group is one type of focus group, and is a sub-set of online
research methods. A moderator invites prescreened, qualified respondents who
represent the target of interest to log on to conferencing software at a prearranged time and to take part in an online focus group. Some researchers will
offer incentives for participating (see onlinecashfind.com ) but this raises a
number of ethical questions. Discussions generally last one hour to 90 minutes.
The moderator guides the discussion using a combination of predetermined
questions and unscripted probes. In the best discussions, as with face to face
groups, respondents interact with each other as well as the moderator in real
time to generate deeper insights about the topic. Online focus groups are
Clinical trials are conducted to allow safety and efficacy data to be collected for
new drugs or devices. These trials can only take place once satisfactory
information has been gathered on the quality of the product and its non-clinical
safety, and Health Authority/Ethics Committee approval is granted in the
country where the trial is taking place. Depending on the type of product and the
stage of its development, investigators enroll healthy volunteers and/or patients
into small pilot studies initially, followed by larger scale studies in patients that
often compare the new product with the currently prescribed treatment. As
positive safety and efficacy data are gathered, the number of patients is typically
increased. Clinical trials can vary in size from a single center in one country to
multicenter trials in multiple countries.
content
including
games,
office
applications
and
scientific
Streaming media
Many existing radio and television broadcasters provide Internet "feeds" of their
live audio and video streams (for example, the BBC). They may also allow timeshift viewing or listening such as Preview, Classic Clips and Listen Again
features. These providers have been joined by a range of pure Internet
"broadcasters" who never had on-air licenses. This means that an Internetconnected device, such as a computer or something more specific, can be used to
access on-line media in much the same way as was previously possible only with
a television or radio receiver.
telephone. The benefit is that, as the Internet carries the voice traffic, VoIP can be
free or cost much less than a traditional telephone call, especially over long
distances and especially for those with always-on Internet connections such as
cable or ADSL.
VoIP is maturing into a competitive alternative to traditional telephone service.
Interoperability between different providers has improved and the ability to call
or receive a call from a traditional telephone is available. Simple, inexpensive
VoIP network adapters are available that eliminate the need for a personal
computer.
Internet by region
Common methods of home access include dial-up, landline broadband (over
coaxial cable, fiber optic or copper wires), Wi-Fi, satellite and 3G technology cell
phones. Public places to use the Internet include libraries and Internet cafes,
where computers with Internet connections are available. There are also Internet
access points in many public places such as airport halls and coffee shops, in
some cases just for brief use while standing. Various terms are used, such as
"public Internet kiosk", "public access terminal", and "Web payphone". Many
hotels now also have public terminals, though these are usually fee-based. These
terminals are widely accessed for various usage like ticket booking, bank deposit,
online payment etc. Wi-Fi provides wireless access to computer networks, and
therefore can do so to the Internet itself. Hotspots providing such access include
Wi-Fi cafes, where would-be users need to bring their own wireless-enabled
devices such as a laptop or PDA. These services may be free to all, free to
customers only, or fee-based. A hotspot need not be limited to a confined
location.
Leisure activities
The Internet has been a major source of leisure since before the World Wide Web,
with entertaining social experiments such as MUDs and MOOs being conducted
on university servers, and humor-related Usenet groups receiving much of the
main traffic. Today, many Internet forums have sections devoted to games and
funny videos; short cartoons in the form of Flash movies are also popular. Over 6
million people use blogs or message boards as a means of communication and
for the sharing of ideas. The pornography and gambling industries have both
taken full advantage of the World Wide Web, and often provide a significant
source of advertising revenue for other websites. Although many governments
have attempted to put restrictions on both industries' use of the Internet, this has
generally failed to stop their widespread popularity.
People use chat, messaging and e-mail to make and stay in touch with friends
worldwide, sometimes in the same way as some previously had pen pals. Social
networking websites like My space, Face book and many others like them also
put and keep people in contact for their enjoyment.
Improve effectiveness and enjoyment of lessons with these bulletin board ideas
and examples. They'll make your classroom visually appealing and stimulating
to your students. Below, you'll find bulletin boards for a wide range of topics,
from cookies and ecology to measurement and diversity! Whether you teach
science, reading, art, or social studies, you're sure to find the perfect bulletin
board to fit your current theme or topic of discussion.
Techniques:
Several important techniques for production and use of displays, handouts, and
worksheets
(Step 1)
are
related
to
the
order
in
the
table
below:
Idea
(Step 2)
Production
(Step 3)
Display
Use
and
Consider using directional device such as lines, arrows, call outs, and/or
numbers to emphasize the important points. (Emphasis)
Use shape, texture, and form, to create unity and emphasis in the display.
(Unity)
Mount materials at eye level; consider the types of students who will use
the display.
Use big and neatly look captions (including heads and sub-heads)
prepared using freehand letterings, or computer.
To establish correct size and layout, design the board on paper in the same
proportions as the actual board as an aid in putting it up.
Preparing Materials:
Use simple letters, nothing fancy (You are required to design your own
letters).
Laminate and mount the items used in displays for longer life and
durability.
Often the bulletin board that is designed and used to assist the presenter and
then remains up as a reference for the students as they work through a unit of
study.
The followings are for teachers who need to plan and use the bulletin board for
various teaching strategies to adhere to:
The bulletin board that is intended for independent study must have
the basic characteristics of any self instructional media. It must present
information, require a response and provide feedback without the
physical presence of the instructor.
The bulletin board that is designed for drill and practice can be a large
electric board. This type of display will allow your students to master
information they have already learned.
After all, the main function of the bulletin board is the transmission of
information in a presentation mode.
There are many uses for BBSes. You can use them like a regular (cork) bulletin
board. You can use them to post jokes, notices, news flashes, and so on... You can
also use them much the same way that you would use a CB. People can hold a
"conversation" over the computer by sending messages back and forth just by
typing the sentences into the computer, and posting them on a BBS. BBSes can
also be used to send and receive private messages. You can use a BBS to gather
information about a certain topic, as well as ask other people to help you with
something. A lot of people exchange files and programs, and play games with
people through the computer. You can also use BBSes to buy and sell things.
Government
Offices,
Travel
Agencies,
Banks,
and
Sales
Organizations are among the different types of businesses that frequently use
BBSes to do business.
NEWSGROUPS:
Although most of the hype and attention that the Internet gets today is about ecommerce and business, there are two main reasons that most of us use it:
communication and information. We rely on the Internet to send e-mail and
instant messages, and search through the World Wide Web to find information
for work or play. One source of both information and communication is
newsgroups. A newsgroup is a continuous public discussion about a particular
topic. You can join a newsgroup at any time to become part of a huge
conversation between hundreds or even thousands of people
Types of newsgroups
REVIEW QUESTIONS:
1) Explain about online research methods.
2) What are the types of online research methods?
3) Describe the uses of online research.
4) Explain about the common uses of internet.
5) Describe the bulletin board concept and its importance.
6) Explain the uses of bulletin board in online.
7) What is meant by newsgroup?
8) Explain the types of newsgroup.
9) How the newsgroups works?
Disappointment.
Dealing with disappointment
to work out ways of making better links between assessment and learning.
Planning:
Set learning and performance goals for set periods such as terms,
semesters and the year.
Use a weekly and yearly planner to show when assignments are due.
First, the analogue of 'assessment being the engine that drives learning' was
explored with the audience, some of the symptoms of engine-failure being
pictured as follows.
less training (less time and energy - and funding - for educational
development)
The 'ripples on the pond' model of learning, developed by the presenter, was
discussed with the aid of the diagram below.
It is
Activity diary
Behavior change was measured using a concurrent activity diary, and provided
in paper or electronic format. Participants were asked to record only those
activities that related to evidence-based practice, such as searching, reading
research-related articles, critical appraisal and teaching others about evidencebased practice.
The following information was recorded in columns in participants' diaries, then
subsequently analyzed: date and nature of activity; what prompted the activity;
start and finish times; whether the activity was conducted alone or not; if and
how practice changed as a result of engaging in the activity
Written assignment
Engagement in the first three steps of the process of evidence-based practice
(writing a focused question, searching for evidence, and critically appraising the
evidence). This outcome was recorded as completed/not completed.
Physical Activity
The learning you acquired from experiences related to your caring role may
enable you to receive credit for life achievement. Credit for life achievement has
been granted for learning associated with experiences in community service,
establishment of a business, hobbies, involvement in the arts, job training
programs, non-credit adult education courses, paraprofessional work, politics,
professional work, self-initiated learning projects, travel, and volunteer service.
Excellence in Learning: Provision, Achievement and Pathways
Disappointment:
Dealing with It
Here are some steps we all can take to deal with disappointment more
productively and successfully.
Get over yourself. The biggest obstacle you may need to get past is yourself. In
my case the tractor didnt care about my big day. Things happen. The sooner we
get the focus off of ourselves ending our mental pity party and onto the
situation at hand, the better off we will be.
Get all you can. Chances are your disappointment isnt the complete picture.
Dont throw away the good in the situation by focusing only on the bad. In my
case I still was able to share my tractor, talk about American Agriculture, enjoy a
great day and participate in the parade. If I let my disappointment over-run me, I
wouldnt have recognized all of the value that was there. The same will be true
for you.
Get past it. At some point (probably sooner than later) you need to let it go. Stop
thinking and worrying about it. Let it go and move on. Making light of the
situation may help too. I told people on the parade route and afterwards that we
were conserving gas by towing my tractor!
Get focused on learning. Disappointments will come; and once they have
arrived, it is too late to prevent them. The previous suggestions are all about
dealing with the disappointment in the moment. This suggestion focuses on
getting proactive for the next time. Ask yourself questions like: What could I
have done differently? What would have prevented this situation? Why was I so
disappointed? What would I do differently next time? These are valuable
learning questions.
My tractor still sits proudly at the Fairgrounds the next day. Ill replace the
battery and check some other things, and hopefully it will be ready to go in one
more parade before we take it for further electrical repair. Each time I drive this
tractor in a crowd, Ill remember driving it in silence through downtown
Indianapolis and across the Fairground. But Ill remember the lessons more than
the disappointment because I used the suggestions Ive shared with you.
These five suggestions will help you deal with your next disappointment
whether it is in your professional or personal life more effectively and
productively.
Dealing with disappointment
When things don't turn out the way you hoped, it may seem like the end of the
world. Here are some things you can do to keep disappointment from getting
you down.
Stop. Calm Down. Give yourself some time. Things might not seem nearly so
bad tomorrow.
Get your feelings out in a way that doesn't hurt you or anybody else.
Talk about it with your parents or a good friend.
Ask yourself if this is really worth getting angry or upset about.
Think about what you can learn from the experience and how you can do
better next time.
Don't judge yourself. Failing at something does not mean that you are a
failure.
REVIEW QUESTIONS: