This document provides guidance on decision making skills for grades K-3. It discusses asking questions about whether a choice could get you in trouble, hurt yourself or others, or requires help. Easy and hard example choices are presented. It emphasizes that choices affect others, have consequences, and sometimes require correcting mistakes. The document concludes with setting goals and making choices to achieve them.
1) The document discusses how to provide positive and negative feedback to students. It outlines tips for giving each type of feedback effectively.
2) For positive feedback, the tips include giving it right away, evaluating if it should be public or private, ensuring the praise matches the effort, and providing frequent feedback on both big and small successes.
3) For negative feedback, the tips are to get your emotions under control first, give it privately, focus on the behavior not the person, give it right away, and allow the student to process and respond after delivering the feedback.
This document discusses career development and counseling. It defines a career as the long-term job or profession someone pursues. It outlines diagnostic tools used in career assessment like aptitude, personality, and psychometric tests. The five steps of career development are self-assessment, exploration, decision making, reality testing, and implementation. Career counseling is a holistic method to evaluate student interests and needs to suggest career paths. The five stages of career counseling are initiation, exploration, decision making, preparation, and implementation. The document also discusses the importance of face-to-face feedback and its role in motivation, performance improvement, problem solving, and continued learning.
Patient and Public Engagement - Training for Peer Interviewers workshop - Sam...Keith Meadows
Patient and public engagement in healthcare research is essential for a patient-centric approach for the delivery of quality of care. These slides are a sample from our Peer Interviewing Training Workshop.
This document discusses giving and receiving feedback. It covers:
1. The benefits of feedback such as improved performance and building better relationships.
2. Different learning styles like activists, reflectors, theorists and pragmatists and how these may impact receiving feedback.
3. Tips for both giving and receiving feedback effectively, including being specific, focusing on behavior not personality, and using active listening skills.
4. Potentially difficult scenarios for giving feedback and things to watch out for like biases. Regular practice is emphasized for developing feedback skills.
This document discusses creating respect in the workplace and preventing harassment. It provides reasons for promoting respect, such as reducing stress and improving productivity. Types of disrespect like rudeness, intimidation, and harassment are defined. Best practices for showing respect, such as thinking before speaking and using polite manners, are outlined. Steps for addressing disrespectful behaviors, such as talking to the person respectfully or involving a third party, are presented. The document concludes by asking the reader to consider plans and actions for promoting respect.
This document provides guidance on training trainers. It discusses choosing trainers based on their attitude, patience, and effort. It outlines a coaching model of explain, show, practice, and feedback. It emphasizes the importance of specific, clear feedback and consistency in training to set standards. Follow-up after training is key to ensure trainees understand expectations and can improve. The goal is to communicate standards effectively and provide ongoing support.
Most of the Managers fail to keep a blend of motivation and improvement while giving feedback to their team members. This presentation will help you give feedback effectively.
This document provides guidance on decision making skills for grades K-3. It discusses asking questions about whether a choice could get you in trouble, hurt yourself or others, or requires help. Easy and hard example choices are presented. It emphasizes that choices affect others, have consequences, and sometimes require correcting mistakes. The document concludes with setting goals and making choices to achieve them.
1) The document discusses how to provide positive and negative feedback to students. It outlines tips for giving each type of feedback effectively.
2) For positive feedback, the tips include giving it right away, evaluating if it should be public or private, ensuring the praise matches the effort, and providing frequent feedback on both big and small successes.
3) For negative feedback, the tips are to get your emotions under control first, give it privately, focus on the behavior not the person, give it right away, and allow the student to process and respond after delivering the feedback.
This document discusses career development and counseling. It defines a career as the long-term job or profession someone pursues. It outlines diagnostic tools used in career assessment like aptitude, personality, and psychometric tests. The five steps of career development are self-assessment, exploration, decision making, reality testing, and implementation. Career counseling is a holistic method to evaluate student interests and needs to suggest career paths. The five stages of career counseling are initiation, exploration, decision making, preparation, and implementation. The document also discusses the importance of face-to-face feedback and its role in motivation, performance improvement, problem solving, and continued learning.
Patient and Public Engagement - Training for Peer Interviewers workshop - Sam...Keith Meadows
Patient and public engagement in healthcare research is essential for a patient-centric approach for the delivery of quality of care. These slides are a sample from our Peer Interviewing Training Workshop.
This document discusses giving and receiving feedback. It covers:
1. The benefits of feedback such as improved performance and building better relationships.
2. Different learning styles like activists, reflectors, theorists and pragmatists and how these may impact receiving feedback.
3. Tips for both giving and receiving feedback effectively, including being specific, focusing on behavior not personality, and using active listening skills.
4. Potentially difficult scenarios for giving feedback and things to watch out for like biases. Regular practice is emphasized for developing feedback skills.
This document discusses creating respect in the workplace and preventing harassment. It provides reasons for promoting respect, such as reducing stress and improving productivity. Types of disrespect like rudeness, intimidation, and harassment are defined. Best practices for showing respect, such as thinking before speaking and using polite manners, are outlined. Steps for addressing disrespectful behaviors, such as talking to the person respectfully or involving a third party, are presented. The document concludes by asking the reader to consider plans and actions for promoting respect.
This document provides guidance on training trainers. It discusses choosing trainers based on their attitude, patience, and effort. It outlines a coaching model of explain, show, practice, and feedback. It emphasizes the importance of specific, clear feedback and consistency in training to set standards. Follow-up after training is key to ensure trainees understand expectations and can improve. The goal is to communicate standards effectively and provide ongoing support.
Most of the Managers fail to keep a blend of motivation and improvement while giving feedback to their team members. This presentation will help you give feedback effectively.
This document discusses how to effectively receive and respond to feedback. It suggests asking for feedback from knowledgeable sources you trust in order to improve performance. When receiving feedback, listen without defending yourself, ask clarifying questions respectfully, and thank the person for their input. Taking time to consider feedback demonstrates it is being taken seriously. Regularly seeking and responding to feedback appropriately can lead to improved performance and relationships.
This document discusses feedback and provides tips for giving and receiving it. It defines feedback as information given about a person's performance by another to help them improve. There are two types of feedback - constructive feedback, which is helpful by identifying problems and solutions, and unhelpful feedback, which focuses on factors outside a person's control. While constructive feedback is most valuable, it can be difficult to give. The document then provides 10 rules for giving feedback effectively and tips for how to calmly and professionally receive both positive and negative feedback, focusing on improvement rather than taking it personally.
Interviewing candidates should research the company thoroughly, dress professionally, make eye contact and have a firm handshake with the interviewer. They should be prepared to answer difficult questions and find ways to connect with the interviewer. Candidates should ask their own questions to learn more about the position and company. Proper preparation through practice interviews can help candidates succeed.
1) The document describes a case study of Simone, a mature aged university student who wants to study for 1.5 hours per night between 6-7:30pm at least 4 times a week but is struggling to do so.
2) She has monitored her study behavior for a week and found she only studied for 10-24 minutes per session, often leaving the table distracted by other tasks like eating or making coffee.
3) The case study is being used to demonstrate how to help Simone improve her self-talk and acquire the desired study behavior using techniques like identifying unhelpful thoughts, triggers for distraction, and formulating more functional self-talk.
While it is impossible to predict which questions the interviewer will ask, it is always best practice for you – the interviewee – to be prepared. Here are a few smart approaches to answer some common interview questions.
Giving and receiving feedback helps improve performance and interactions with others. When giving feedback, do so constructively by focusing on positives and being timely. Address issues close to when they occurred. Both the giver and receiver should aim to make it a learning experience, not a criticism. The receiver should listen actively without rejecting the feedback, and ask questions to better understand and apply the feedback.
The document discusses giving and receiving feedback effectively. It recommends that when giving feedback, one should be specific, sensitive to the recipient's goals, timely, descriptive, and non-judgemental. When receiving feedback, the recipient should be open-minded, attentive, and avoid making excuses to disregard the feedback. Giving and receiving feedback are skills that improve with practice.
The document discusses communication skills and their importance. It notes that effective communication skills were cited as the most important factor for managers by recruiters. Many influential people achieved success through strong communication and persuasion abilities. The document then outlines some classroom policies for a course on communication skills, including requirements for attendance, assignments, grading breakdown, and basic skills that will be covered like speaking, listening, writing, and workplace communication.
Young people starting their careers can feel insecure and lack acceptance. Some solutions proposed to address this include asking employers for feedback, admitting when you don't know something and requesting guidance, and continuing education to build confidence and expertise with the goal of eventually starting your own business.
The document discusses how attitudes are formed and can be changed. It notes that people often have negative initial reactions and attitudes towards others or situations, like seeing a donkey as useless. However, with reflection people can recognize the good in others. It suggests reacting less and thinking more in order to avoid negative behaviors from one's attitude. The document advocates choosing a positive response through steps like focusing on solutions, showing gratitude, believing in oneself, and taking action to develop a more positive outlook.
Feedback is a dialogue that reflects how one's behavior or performance is perceived by others. It has become more common since WWII as democracy has spread. Providing feedback can increase awareness of how others view one's work, help with development, and foster collaboration. For feedback to be effective, companies must customize the process to their needs, provide context for results, and ensure it is used for individual growth rather than performance appraisal or politics. Overall, well-implemented feedback generates advantages around talent, effectiveness, and competitiveness.
This document discusses the importance of having a positive attitude. It defines attitude as one's disposition, opinion, or mental set that is reflected in facial expressions, body language, and mood. Having a positive attitude is essential for relating effectively to others, success in work and relationships, and making a good first impression. While some events are outside our control, we can control our attitude and frame of mind in responding to life's challenges. The document encourages maintaining a positive outlook each day and adjusting one's attitude for improved success both personally and professionally.
Organic Communication - Stop Blocking, Start ConnectingLee K. Broekman
What are the communication blockers? There are innumerable ways in which people hinder harmonious exchanges, but eight major blockers pose the greatest challenges and create the most drama. Many blockers are interrelated and are oftentimes offshoots that accompany these primary blockers: Fixing, comparing, multi-tasking, trivializing, analyzing, interrogating, chastising and over-sympathizing. Learn how each of these blockers, individually and simultaneously, enter our interpersonal communication and wreak havoc that is difficult to undo.
These are the slides from my workshop at IATEFL Glasgow 2017. If you visit my blog (www.teflgeek.net) you'll also find my notes and the handouts for the session.
This document discusses employee resistance to change and provides strategies for managing change. It finds that employees may resist change due to fear of the unknown, loss of control, competence or support systems. Specifically, it identifies that 40% of employees feel fearful and distrustful of changes while 30% feel uncertain. The document recommends that managers involve employees in discussions, acknowledge emotions, provide clear communication and objectives, and celebrate successes to help guide employees through the change process.
Effective leaders transform performance with well-delivered, effective feedback. Here are 7 steps from the coach's playbook so you too can give feedback that transforms performance and gets results.
This document discusses strategies for dealing with difficult library patrons. It begins by defining difficult patrons as those who complain, are dissatisfied with service, or feel they need to yell to be heard. It then examines different patron personalities and types of difficult patrons. The document outlines what patrons want from customer service and provides tips for communicating effectively with difficult patrons, such as focusing on solutions, sticking with challenges, and giving patrons a way to save face. It emphasizes preparing for difficult situations through policies, communication skills training, and staying responsive rather than reactionary.
Dealing with difficult people is only as stressful as you allow it to be. By discovering what makes them difficult we start understanding how to deal with them
Helping managers and supervisors have more effective performance related discussions with employees. The role of the coach. Includes scenarios to practice the skills learned in the training.
This document provides guidance on coping with job loss and developing an effective job search process. It discusses the typical emotional stages of job loss, including shock, denial, anger, bargaining, depression and acceptance. It emphasizes developing a growth mindset and healthy expectations. The document outlines seven effective habits for job seekers: being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand, synergizing, and sharpening the saw through self-renewal. It encourages writing an action plan with specific near-term, weekly and monthly goals to progress toward one's career objectives.
This document discusses how to effectively receive and respond to feedback. It suggests asking for feedback from knowledgeable sources you trust in order to improve performance. When receiving feedback, listen without defending yourself, ask clarifying questions respectfully, and thank the person for their input. Taking time to consider feedback demonstrates it is being taken seriously. Regularly seeking and responding to feedback appropriately can lead to improved performance and relationships.
This document discusses feedback and provides tips for giving and receiving it. It defines feedback as information given about a person's performance by another to help them improve. There are two types of feedback - constructive feedback, which is helpful by identifying problems and solutions, and unhelpful feedback, which focuses on factors outside a person's control. While constructive feedback is most valuable, it can be difficult to give. The document then provides 10 rules for giving feedback effectively and tips for how to calmly and professionally receive both positive and negative feedback, focusing on improvement rather than taking it personally.
Interviewing candidates should research the company thoroughly, dress professionally, make eye contact and have a firm handshake with the interviewer. They should be prepared to answer difficult questions and find ways to connect with the interviewer. Candidates should ask their own questions to learn more about the position and company. Proper preparation through practice interviews can help candidates succeed.
1) The document describes a case study of Simone, a mature aged university student who wants to study for 1.5 hours per night between 6-7:30pm at least 4 times a week but is struggling to do so.
2) She has monitored her study behavior for a week and found she only studied for 10-24 minutes per session, often leaving the table distracted by other tasks like eating or making coffee.
3) The case study is being used to demonstrate how to help Simone improve her self-talk and acquire the desired study behavior using techniques like identifying unhelpful thoughts, triggers for distraction, and formulating more functional self-talk.
While it is impossible to predict which questions the interviewer will ask, it is always best practice for you – the interviewee – to be prepared. Here are a few smart approaches to answer some common interview questions.
Giving and receiving feedback helps improve performance and interactions with others. When giving feedback, do so constructively by focusing on positives and being timely. Address issues close to when they occurred. Both the giver and receiver should aim to make it a learning experience, not a criticism. The receiver should listen actively without rejecting the feedback, and ask questions to better understand and apply the feedback.
The document discusses giving and receiving feedback effectively. It recommends that when giving feedback, one should be specific, sensitive to the recipient's goals, timely, descriptive, and non-judgemental. When receiving feedback, the recipient should be open-minded, attentive, and avoid making excuses to disregard the feedback. Giving and receiving feedback are skills that improve with practice.
The document discusses communication skills and their importance. It notes that effective communication skills were cited as the most important factor for managers by recruiters. Many influential people achieved success through strong communication and persuasion abilities. The document then outlines some classroom policies for a course on communication skills, including requirements for attendance, assignments, grading breakdown, and basic skills that will be covered like speaking, listening, writing, and workplace communication.
Young people starting their careers can feel insecure and lack acceptance. Some solutions proposed to address this include asking employers for feedback, admitting when you don't know something and requesting guidance, and continuing education to build confidence and expertise with the goal of eventually starting your own business.
The document discusses how attitudes are formed and can be changed. It notes that people often have negative initial reactions and attitudes towards others or situations, like seeing a donkey as useless. However, with reflection people can recognize the good in others. It suggests reacting less and thinking more in order to avoid negative behaviors from one's attitude. The document advocates choosing a positive response through steps like focusing on solutions, showing gratitude, believing in oneself, and taking action to develop a more positive outlook.
Feedback is a dialogue that reflects how one's behavior or performance is perceived by others. It has become more common since WWII as democracy has spread. Providing feedback can increase awareness of how others view one's work, help with development, and foster collaboration. For feedback to be effective, companies must customize the process to their needs, provide context for results, and ensure it is used for individual growth rather than performance appraisal or politics. Overall, well-implemented feedback generates advantages around talent, effectiveness, and competitiveness.
This document discusses the importance of having a positive attitude. It defines attitude as one's disposition, opinion, or mental set that is reflected in facial expressions, body language, and mood. Having a positive attitude is essential for relating effectively to others, success in work and relationships, and making a good first impression. While some events are outside our control, we can control our attitude and frame of mind in responding to life's challenges. The document encourages maintaining a positive outlook each day and adjusting one's attitude for improved success both personally and professionally.
Organic Communication - Stop Blocking, Start ConnectingLee K. Broekman
What are the communication blockers? There are innumerable ways in which people hinder harmonious exchanges, but eight major blockers pose the greatest challenges and create the most drama. Many blockers are interrelated and are oftentimes offshoots that accompany these primary blockers: Fixing, comparing, multi-tasking, trivializing, analyzing, interrogating, chastising and over-sympathizing. Learn how each of these blockers, individually and simultaneously, enter our interpersonal communication and wreak havoc that is difficult to undo.
These are the slides from my workshop at IATEFL Glasgow 2017. If you visit my blog (www.teflgeek.net) you'll also find my notes and the handouts for the session.
This document discusses employee resistance to change and provides strategies for managing change. It finds that employees may resist change due to fear of the unknown, loss of control, competence or support systems. Specifically, it identifies that 40% of employees feel fearful and distrustful of changes while 30% feel uncertain. The document recommends that managers involve employees in discussions, acknowledge emotions, provide clear communication and objectives, and celebrate successes to help guide employees through the change process.
Effective leaders transform performance with well-delivered, effective feedback. Here are 7 steps from the coach's playbook so you too can give feedback that transforms performance and gets results.
This document discusses strategies for dealing with difficult library patrons. It begins by defining difficult patrons as those who complain, are dissatisfied with service, or feel they need to yell to be heard. It then examines different patron personalities and types of difficult patrons. The document outlines what patrons want from customer service and provides tips for communicating effectively with difficult patrons, such as focusing on solutions, sticking with challenges, and giving patrons a way to save face. It emphasizes preparing for difficult situations through policies, communication skills training, and staying responsive rather than reactionary.
Dealing with difficult people is only as stressful as you allow it to be. By discovering what makes them difficult we start understanding how to deal with them
Helping managers and supervisors have more effective performance related discussions with employees. The role of the coach. Includes scenarios to practice the skills learned in the training.
This document provides guidance on coping with job loss and developing an effective job search process. It discusses the typical emotional stages of job loss, including shock, denial, anger, bargaining, depression and acceptance. It emphasizes developing a growth mindset and healthy expectations. The document outlines seven effective habits for job seekers: being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand, synergizing, and sharpening the saw through self-renewal. It encourages writing an action plan with specific near-term, weekly and monthly goals to progress toward one's career objectives.
The document discusses effective coaching and feedback. It introduces the GROW model for coaching which has four stages: Goal, Reality, Options, and Will. The Goal stage involves setting a specific and measurable goal. Reality looks at the current situation. Options explores different routes to reach the goal. Will establishes commitment and a plan to overcome obstacles. The document also discusses different feedback tools like the feedback sandwich and Pendleton's model. It emphasizes focusing feedback on observable behaviors and their impact. Effective coaching helps individuals identify areas for improvement and make action plans to work towards their goals.
The document outlines a coaching model and process that contains 4 steps: Situation, Options, Action Plan, and Reinforcement. It describes the SOAR model and coaching skills like listening, questioning, providing feedback. It discusses directive vs non-directive coaching styles and provides tips for effective coaching conversations, such as listening more than talking and helping the employee create realistic and accountable action plans.
Sara Brueck Nichols presented on SMART goals and measurement. She discussed introducing goals by being specific, measurable, actionable, realistic and time-based. Examples were provided of turning general goals into SMART goals. Measurement was discussed as driving strategy, with the importance of having a single, well-defined objective and benchmark. Key aspects of survey design like keeping it short, asking the right question, avoiding bias and answer types were covered. The presentation concluded with discussing evaluating measurement and taking action based on results.
Top 20 HR Interview Questions and AnswersSimplilearn
This tutorial on Top 20 HR Interview Questions and Answers is focused on the most frequently asked question in the HR round. These tutorials help you crack any company's HR interview round and land your dream job. Here you can see the four sections under HR interview rounds and the questions under them. At the end of this video, you will be able to crack the HR round and get into your dream job.
In this video, we will see
00:00 Introduction
01:36 Tell me about yourself.
02:13 Why do you want to work for our company?
02:43 Why should we hire you?
03:10 Where do you see yourself in 5 years?
04:01 Tell me how you will handle it if a project's priorities are suddenly changed
04:33 How did you handle disagreements with your manager?
04:53 Tell me about a time when you displayed leadership skills
05:14 What was a time when you were happy with your work, and what was your reaction?
05:52 Consider the scenario: You win a million-dollar lottery. Would you still be working?
06:31 What would you do if you were working under a bad boss?
07:08 Will you lie for the company under any circumstances?
07:39 What would you prefer - being liked or being feared?
08:21 What do you think is better - being perfect and delivering late or being good and delivering on time?
08:58 Judy's mother had four children. The eldest was April, the second was May, and the third was June. What was the name of the fourth child?
09:25 How many times in a day does the clock's hand overlap?
09:54 You have only two vessels of 3l and 5l volume, and you are given an unending water supply. How can you get 4l of water by using these two vessels?
10:51 What do you expect?
11:18 What is your current salary?
11:41 What is your salary expectation?
12:03 How much should you be paid by looking at your qualifications?
✳️ Do you have any idea why the majority of applicants were turned down during the HR Interview Round? Every organization conducts interviews to assess candidates' technical and behavioral abilities to hire the best candidates.
✳️This round will also give you the opportunity to learn more about the company and the position you are interviewing for. Here the interviewer evaluates your communication, experience, education, and Overall skills in this round.
✳️Traditional HR Questions - In this section, you may get questions that are most common in any HR round
✳️Behavioral HR Interview Questions - the questions in this section are mostly based on specific scenarios, which would help the interviewer judge how well you handle various work situations, reflecting your skills, ability, and personality
🔥To get a more clear understanding of HR Interview Questions,
Please try to answer and share your responses to the following questions in the comment section.
How would you rate yourself on a scale of 1 to 10?
Tell me about a time when you wanted more from your performance.
What is your dream company like?
How long will you be working for us if you are hired?
What is an ideal work enviro
This document discusses coaching employees to improve performance. It begins by listing common reasons why employees may not do what managers want, such as not knowing what to do or how to do it. It then discusses how coaching focuses on future possibilities rather than past mistakes. The manager's role is to support the employee in achieving possibilities so both can succeed. It provides tips for analyzing performance issues, having discussions with employees, providing feedback, and addressing how feedback may be received poorly or defended against. The document emphasizes reinforcing positive behavior and describing issues factually to collaboratively set improvement plans.
How to Conquer Interviews - Top 10 QuestionsKeith Fechtman
You’ve Come to the Right Place
If you are wanting to improve your interview skills
If you want to improve your resume to stand out in a crowd
If you have an interview and want to perfect your skills
The document provides guidance on improving hiring processes by focusing less on technical skills and experience, and more on soft skills and cultural fit. It recommends reassessing job criteria to emphasize soft skills like adaptability, attitude, and interpersonal skills. It then outlines specific questions and assessments employers can use to evaluate candidates in these important areas, such as personality tests, behavioral interviews, and reference checks. The goal is to select candidates based on their likelihood of long-term success in the role and company culture.
Top 7 eco animal health group interview questions and answersRobbieFowler012
This document provides sample answers to common interview questions for a position at Eco Animal Health Group. It includes responses to questions about why the applicant wants to work there, what they know about the company, their career goals, strengths, expected tenure, personal connections to current employees, and why the company should hire them. The document emphasizes researching the company beforehand, relating qualifications to the job requirements, and providing concrete examples when discussing strengths, goals, and reasons for hiring. It also includes additional interview tips and links to resources on interview best practices.
This document outlines tips and strategies for interview skills. It discusses preparing for different types of interviews, common interview questions, how to introduce yourself, and how to answer situational questions. The document also provides guidance on interview attire, beginning the interview, dealing with flirting, ending questions, and following up after the interview. The goal is to help candidates effectively showcase their qualifications and pass the job interview.
Interview Preparation By- Rahul Thakur
Gain an insight about the interview process, types of interviews, interview preparation, types of questions asked, top & frequently asked questions and how to crack them, smart ways to apply for jobs, tools for successful interview, common mistakes in an interview, smart tips by - Rahul Thakur
This document provides guidance on techniques for giving effective feedback. It discusses the goals of feedback, which include improving performance, clarifying expectations, increasing learning, and stopping unwanted behaviors. Guidelines are presented for providing feedback, such as making it direct, expressing concern and appreciation, and focusing on improvement rather than being personal or hostile. Specific principles are outlined, like delivering feedback privately and making it descriptive rather than judgmental. The benefits of receiving positive and constructive feedback are explained. Techniques are suggested for giving feedback, such as addressing specific behaviors, speaking at the task level, and making it a dialogue. Constructive feedback is defined as being useful, meaningful, impactful, and easy to understand. Reasons why people may avoid giving feedback
The document provides an overview of the typical interview process for IT companies in India. It discusses the different rounds candidates may face, including written tests, technical interviews, and HR interviews. It then gives details on the types of questions commonly asked in various rounds. For technical interviews, sample questions are provided on topics like C++, Java, databases, operating systems, and the candidate's final year project. Sample HR questions are also outlined that assess personality traits, strengths, weaknesses, work experience, and goals. Overall strategies for answering different question types successfully and making a positive impression on interviewers are discussed.
This document discusses how to encourage a feedback culture in the workplace. It defines feedback as information provided about an individual's performance that can be used to improve. Feedback is important for personal and professional development as it helps people identify their strengths and weaknesses and understand how their actions impact others. There are different types of feedback and it should be given regularly to promote individual, team, and organizational development. When giving feedback, it is important to be timely, specific, balanced, and actionable in order to help the recipient improve constructively.
The document outlines a 5-step process for making great decisions: 1) give thought to the situation, 2) review all choices, 3) evaluate the consequences of each choice, 4) assess and choose the best choice, and 5) think about and evaluate the results. Each step is then further explained, with step 3 providing a "HELP" strategy to consider whether options are healthful, ethical, legal, and have parent approval. The document stresses that there may be multiple good choices and the best choice is personal. It also prompts reflection on influences on decisions and keeping negatives out.
Interview preparation_IP 1 By Rahul ThakurRahul Thakur
Interview Preparation By- Rahul Thakur
Gain an insight about the interview process, types of interviews, interview preparation, types of questions asked, top & frequently asked questions and how to crack them, smart ways to apply for jobs, tools for successful interview, common mistakes in an interview, smart tips by - Rahul Thakur
The document summarizes 5 common performance management scenarios managers may encounter and provides guidance on how to effectively handle each situation. The scenarios covered include: 1) Counseling an employee whose work is slipping, 2) Providing fair feedback during an annual performance review when an employee disagrees, 3) Coaching and mentoring a disengaged long-term employee, 4) Resolving a conflict between a manager and employee, and 5) Conducting the termination meeting when firing an underperforming employee. The document emphasizes the importance of documentation, communication, addressing issues promptly, and treating employees professionally and fairly.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
6. 6
Management Trinity
Essentials
Praise and Punishment
Feedback A to Z
4 Simple Steps
Feedbackable Behaviors
PIPCIP
Pre-feedback Check-up Questions
Q&A
01
02
03
04
05
06
07
7. 7
Feedback | Essentials
Feedback
• Results = aggregated behavior of your directs + you.
• No arguing. No threatening. Not saying someone is
bad, someone is wrong.
• Focus on future!
• The goal of feedback is to encourage effective
future behavior.
• Positive and negative feedback should sound the
same.
• Second and third same feedback sounds the same.
• There’s no need to wait to give a feedback. Give
feedback about small things.
8. 8
Management Trinity
Essentials
Praise and Punishment
Feedback A to Z
4 Simple Steps
Feedbackable Behaviors
PIPCIP
Pre-feedback Check-up Questions
Q&A
01
02
03
04
05
06
07
9. 9
Feedback | Praise and Punishment
Feedback
Punishment causes future avoidance of
punishment.
Praise is as ineffective as punishment:
• It’s not specific.
• Can be misinterpreted.
• Cannot be reproduced.
Happy employees are not more
productive than unhappy employees.
Productive employees are happier than
unproductive.
10. 10
Management Trinity
Essentials
Praise and Punishment
Feedback A to Z
4 Simple Steps
Feedbackable Behaviors
PIPCIP
Pre-feedback Check-up Questions
Q&A
01
02
03
04
05
06
07
11. 11
Feedback | Step 1: Can I give you a feedback?
Feedback
• It’s great when they say “no”.
They trust you honoring their
response.
• Who controls your direct’s
behavior?
• One week is a long as you
should go.
• If you feel “yes, but...” –
perceive it as “no”.
12. 12
Feedback | Step 2: When you do X…
Feedback
• Don’t start with “I noticed”, “I
think”, “I feel”…
• Describe the behavior - not
the attitude.
13. 13
Feedback | Feedbackable Behaviors
Feedback
• the words you say
• how you say those words
• your facial expressions
• your body language
• your work product
14. 14
Feedback | Step 3: …here’s what happens
Feedback
• Outcome should be sizable to
the behavior.
• If you don’t know the outcome,
describe the impact on yourself.
• If you do the feedback perfectly
right, only step 3 is when the
direct knows whether the
feedback is positive or negative.
15. 15
Feedback | Step 4
Feedback
• if positive: “Thank you!” and/or
“Keep it up!”
• if negative: “Will you change
that?”
• You want to get their
commitment.
16. 16
Management Trinity
Essentials
Praise and Punishment
Feedback A to Z
4 Simple Steps
Feedbackable Behaviors
PIPCIP
Pre-feedback Check-up Questions
Q&A
01
02
03
04
05
06
07
18. 18
Management Trinity
Essentials
Praise and Punishment
Feedback A to Z
4 Simple Steps
Feedbackable Behaviors
PIPCIP
Pre-feedback Check-up Questions
Q&A
01
02
03
04
05
06
07
19. 19
Feedback | Pre-feedback Check-up Questions
Feedback
• Am I angry?
• Do I want to remind or punish?
• Can I let it go?
Don’t let the immediacy violate the purpose.
20. 20
Management Trinity
Essentials
Praise and Punishment
Feedback A to Z
4 Simple Steps
Feedbackable Behaviors
PIPCIP
Pre-feedback Check-up Questions
Q&A
01
02
03
04
05
06
07
21. 21
Feedback | Q&A
Feedback
Subordinate: “I don’t have time to do this.”
Manager: “I’m not asking to do more. I’m
asking to do this differently.”
Subordinate: “Great idea! I’ll think about it.”
Manager: “I’m not asking to think about it.
I’m asking to do this differently. I can’t see
you thinking - I can see you changing your
behavior.”
Q: What if they commit, but then do nothing?
A: Give the same feedback 3-4-5 more
times… Then give them feedback about not
following commitments and not willing to
change.
Steering wheel analogy: in 90 seconds you will be off the road.
Autopilot works the same way. Immediately! Why waste the gas?
Managers usually think about feedback… usually about negative feedback
Don’t want to hurt feelings…Don’t do.
Some managers don’t give feedback because they are afraid to make their directs unhappy by giving a negative feedback.
Managers avoid this responsibility because they are afraid.
2. Do in a heartbeat. Takes stuff off their mind. But not effective.
Unlike some other skills, feedback is something EVERY manager can do. MUST do!
Feedback - the way to talk to directs about their performance.
Question to the audience: who wants to know, to hear how they are doing regularly? Do your directs want to hear the same about themselves?
Managers! You are paid for the performance of your directs.
Your directs are more likely to deliver effective behavior when they are getting frequent feedback on what they are doing.
Manager’s job is to achieve results. Results = aggregated behavior of directs + you. So go and talk to your directs about their behavior.
No arguing. No threatening. Not saying someone is bad, someone is wrong. Not attacking anyone personally.
Casual, relaxed - great! Everything you can do to remove the distance. Friendly. Professional.
“You attacked me!” - False! Work is not you! There’s no one in the world for whom their work is them. You might feel that way, but that doesn’t make it so. Your work exists outside of you.
Mistake: focusing on what happened (on the past)
What words can you say? How creatively, effectively, loudly, damagingly, viciously, nicely, sweetly… in what possible way can you deliver a discussion with Mike about what he did this morning, that will change what happened this morning? There’s nothing you can do!
The goal of feedback: encourage effective future behavior.
You cannot encourage the past. Feedback is all about the future. Hence the intonation: you need to picture your direct doing things right next time.If you cannot picture that - get rid of that direct.
If someone made a mistake, we’re fine with that. If you are angry about mistake - you are angry about the difference between the mistake and a positive outcome. Don’t remind your directs about their mistakes.
Everybody wants to know sooner. If anyone doesn’t, just wait for a few years - the life will punch you in the nose.
1. Punishment is GROSSLY ineffective. Punishment causes future avoidance of punishment. It doesn’t prevent from the repeating behavior.
2. Praise is as ineffective as punishment. Why would you want a direct to know what they did was good?
2.1 Want them to feel good. It’s not specific. Can be misinterpreted. Cannot be reproduced. You don’t seem to know what exactly they did to get good results - so they don’t know what to reproduce.
Happy employees are not more productive than unhappy employees.
Productive employees are happier than unproductive.
Productivity drives happiness, not the other way around.
Productivity is the measure of results = behavior. Focus on behavior, not praise!
2.2 Want them to repeat that performance. - So why don’t you talk to them about repeating?! Be explicit!
Some managers believe that shame encourages better performance in future.
Avoiding terrible performance is not the same as achieving positive performance.
When you give negative feedback - smile. It won’t allow you to deliver shame.
A question:
Can I give you a feedback?
May I give you a feedback?
Can we talk about that?
Can we talk about what just happened?
Can I share something with you?
Can I make an observation?
It’s great when they say “no”. They trust you honoring their response.
Never ask your directs a question, whose answer you do not intend to honor.
By the question you imply the answer matters.
If you ever asked your directs on a meeting: “What do you think?” - and no one responded…
They don’t laugh at your jokes because they are funny, they laugh because they’re yours.
The reason of the question is in the reason of the feedback: encouraging their effective future behavior
Who controls your directs behavior? You don’t control it. Control is an illusion. Your directs do.
What good would that do if they are not listening?
For communication to happen, they have to listen. There’re multitude of reasons to be distracted. They will all stand between you and the message you want to deliver. The communication won’t happen.
Feedback is not a big deal! Steering wheel analogy: you can skip one or two.
Is it important to have a conversation? Or for the future behavior to be corrected? Purpose!
1 week is a long as you should go. 99% of what people do is applicable for feedback.
While giving feedback don’t mention something that happened more than a week ago.
Answer: “No” - just go away. Honor the “No”
In 95% of the cases people will come at your desk themselves later to ask what that feedback was about.
If you feel “yes, but...” - perceive it as “no”. If the feedback is positive now - it’s great!
We describe what the direct did. Behavior - not the attitude.
“You behave like a jerk...”, “When you are angry...” - no way! It might be true, but not effective.
We don’t pay for “why”, we pay for the outcome.
The best 2 words: “when you...”
“I noticed”, “I think”, “I feel” - wrong, because it’s your interpretation. The direct begins to make YOU the problem.
We are not trying to avoid hurting their feelings. Organizational behavior is built on healthy psychology.
We don’t talk about their motivation, about their intentions, we talk about what they did.
verifiable on a videotape
5 behaviors:
the words you say
- I will do this
- I think I probably will do this
how you say those words
- I didn’t say you had an attitude problem
- I didn’t say you had an attitude problem
- I didn’t say you had an attitude problem
your facial expressions
your body language
your work product
- quantity
- quality
- meeting a specific standard
- timeliness
- every document
“we did this, and here’s the outcome”
As a manager you speak on behalf of the company. No company is being paid for intent.
Faster is better! Drop in the ocean.
Outcome should be sizable to the behavior. Companies don’t become less profitable because of someone arriving late to meetings.
If you don’t know the outcome, describe the impact on yourself. You can describe how you feel here.
If you do the feedback perfectly right, only step 3 is when the direct knows whether the feedback is positive or negative.
Affirming and adjusting feedback. When the language has to murdered to make the point, the point is what ought to be murdered.
If positive: “Thank you!” and/or “Keep it up!”
If negative: 1. recommended - “Will you change that?”/”Could you change that?”/”Can you do that differently?”
we want to get their commitment
less than 1% will respond “no” - “I can’t believe you said no. Let’s discuss this later.”
2. “What could you do differently (next time)?”
If they are not comfortable, relaxed - it shuts down their ability to be creative.
Public criticism doesn’t work. Let’s make it private then!
Praise is the opposite to criticism. Let’s make it public!
~50% of your team don’t like being called out in front of the team
focus on awardee, not the audience
The big problem with criticism is criticism. Public or private doesn’t matter. It’s focused on the past failure.
3 questions to yourself before giving feedback:
Am I angry?
If yes, don’t give feedback. You’re not in a delivering state of mind. You cannot act yourself out of it. It’s now about yourself. It’s OK to be angry, it’s not OK to express your anger.
Do I want to remind or punish?
If either of these, don’t give feedback. Punishment/reminder is not the purpose of the feedback. You are giving additional mental images of failure, you need to wash that clean instead.
You can take more than you give, but only for a little while until they run you out of town.
Can I let it go?
If you can’t - don’t give feedback. Don’t confuse giving feedback quickly with the urge to do so. If we’re in a rush, we’re not in the right mindset
If you passed the check - go ahead.
If you failed - delay or defer. Quickly is better, but a few hours won’t hurt. Don’t let the immediacy violate the purpose.
If they repeat the behavior - that’s another chance to give feedback. If they don’t - great, credit yourself for encouraging more efficient behavior by simply thinking of it.
If you always fail the check, you need to change your job.
If employee says something you think is designed to get under your skin, the best way to respond is to not let it get under my skin.
Managers being angry is just a terribly ineffective state of mind.