This assertiveness training workshop consists of five weekly sessions aimed at helping participants develop assertive skills. The goals are to acquire assertion skills, provide a supportive group environment, and help participants understand internal conflicts regarding assertion. Each session includes exercises, role-plays, and discussion to distinguish assertion from aggression/non-assertion. Participants complete homework and pre/post evaluations assess skill development. Developing assertion involves learning skills and resolving personal beliefs that inhibit assertion. The first session establishes expectations, defines assertion, and identifies participants' value conflicts regarding their assertive rights.
This presentation was prepared for students at Massey University, New Zealand studying the paper: Introduction to Professional and Ethical Practice in different learning contexts.
1. The document summarizes the concept and process of debriefing as part of interactive training technologies. Debriefing allows participants to reflect on their experiences in a simulation and share ideas to improve learning.
2. Debriefing has several stages where participants discuss how they felt, what happened, whether they agree with outcomes, and how lessons apply to real life. Debriefing aims to clarify misunderstandings and reduce stress while improving observation skills.
3. Effective debriefing requires teachers to lead open discussion, stimulate critical thinking, and help participants connect lessons to real-world contexts. Video can also support reflection and analysis of a simulation experience.
21. Farmers field school (training of trainers to t and ffs)Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
The document provides guidance on effective reflective writing for a speech and language therapy (SLT) course. It explains that reflective writing should descriptively report a learning experience, analytically explain how the experience contributed to learning, and critically connect the experience to professional development. An example of effective reflective writing is provided that demonstrates these elements in analyzing a grade received. Tips are given for structuring reflections, relating experiences to competencies, and setting future learning goals.
The document provides an overview of various training methods that can be used including lectures, talks, demonstrations, discussions, case studies, role playing, simulations, brainstorming, and buzz groups. It describes the key aspects of each method, including when they should be used, their pros and cons, and provides examples of exercises using some of the methods. The goal is to help trainers understand different instructional approaches and how to select the most effective method for the given training situation.
This document provides information about assignments and writing workshops for a course on leading and organizing change. It includes:
1. Details of the three assignments - a report, chapter for a book, and reflective journal.
2. An overview of five writing workshops that will cover report structure, story structure, and reflective writing.
3. Examples and guidance for structuring a business report, including the main parts and formatting for elements like the executive summary, table of contents, and references.
This presentation was prepared for students at Massey University, New Zealand studying the paper: Introduction to Professional and Ethical Practice in different learning contexts.
1. The document summarizes the concept and process of debriefing as part of interactive training technologies. Debriefing allows participants to reflect on their experiences in a simulation and share ideas to improve learning.
2. Debriefing has several stages where participants discuss how they felt, what happened, whether they agree with outcomes, and how lessons apply to real life. Debriefing aims to clarify misunderstandings and reduce stress while improving observation skills.
3. Effective debriefing requires teachers to lead open discussion, stimulate critical thinking, and help participants connect lessons to real-world contexts. Video can also support reflection and analysis of a simulation experience.
21. Farmers field school (training of trainers to t and ffs)Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
The document provides guidance on effective reflective writing for a speech and language therapy (SLT) course. It explains that reflective writing should descriptively report a learning experience, analytically explain how the experience contributed to learning, and critically connect the experience to professional development. An example of effective reflective writing is provided that demonstrates these elements in analyzing a grade received. Tips are given for structuring reflections, relating experiences to competencies, and setting future learning goals.
The document provides an overview of various training methods that can be used including lectures, talks, demonstrations, discussions, case studies, role playing, simulations, brainstorming, and buzz groups. It describes the key aspects of each method, including when they should be used, their pros and cons, and provides examples of exercises using some of the methods. The goal is to help trainers understand different instructional approaches and how to select the most effective method for the given training situation.
This document provides information about assignments and writing workshops for a course on leading and organizing change. It includes:
1. Details of the three assignments - a report, chapter for a book, and reflective journal.
2. An overview of five writing workshops that will cover report structure, story structure, and reflective writing.
3. Examples and guidance for structuring a business report, including the main parts and formatting for elements like the executive summary, table of contents, and references.
Step 5 Training Materials - Facilitator GuidePMSD Roadmap
A set of guidance notes and session plans to help a facilitator lead a training workshop for practitioners on Engaging Key Actors.
All materials required for the workshop are linked to from within the guide.
The document summarizes a study analyzing reflections from learning advisors at Kanda University of International Studies in Japan. The study identified several important skills from Kelly's counseling framework, including goal-setting, guiding, questioning, and attending. It also found that advisors perceived negotiating meaning as an additional important skill. The analysis provided insights for advisors and those supporting them, highlighting skills that required focus like open-ended questioning and active listening.
The New Normal: Learning and Collaborating in a Virtual ClassroomChristopher King
The document discusses best practices for converting instructor-led training to virtual instructor-led training (VILT). It recommends conducting an upfront analysis to determine if objectives require in-person interaction. When designing VILT, it is important to consider pacing, chunking content, including different types of interactions, and tailoring the training to the virtual platform. Proper facilitation, use of a producer, and rehearsal are also key to success. The overall message is that virtual training requires thoughtful design but does not need to be overly complex.
This document provides guidance on training principles and best practices for cooperative education committees. Some key points:
- Cooperative education focuses on adult learners, uses participatory and dialogical approaches, and aims to empower members and drive positive change.
- Effective education committees conduct regular meetings, develop training materials, and program a variety of capability-building activities.
- Good facilitation and handling group dynamics are important for successful training. Techniques include identifying various participant "animal types" and addressing their behaviors.
- Recruitment of new members is a key responsibility, and committees should plan recruitment targets and activities to ensure sustainability.
The document provides guidance on how to conduct effective training sessions using active learning strategies rather than solely relying on lectures. It recommends introducing yourself and participants, stating the training goals and objectives. It then discusses various active learning techniques to engage participants, such as brainstorming, case studies, demonstrations, roleplaying and others. The document emphasizes creating a comfortable environment and knowing your audience and materials to conduct a successful training session.
Facilitation Training Materials - Developing Negotiation Skills HandoutPMSD Roadmap
A handout to be used with the Step 0 Facilitation Skills Training Materials, which can be found here: http://www.slideshare.net/pmsd-map/step0training-guide
The handout discusses developing effective interest-based negotiation skills, and should be used in the Facilitation Negotiation session.
Print 1 sheet between every 2 participants.
Group discussion is an important part of the selection process for educational institutions and companies. It assesses important soft skills like communication, leadership, problem solving, and teamwork. Educational institutions and organizations value these skills and seek candidates who can inspire teams and achieve objectives as a good team player. During group discussions, candidates are evaluated on their leadership, communication, interpersonal, persuasive, problem solving, and conceptualization skills. Discussions can be based on topics or cases, and topics may be factual, controversial, or abstract in nature. Participating in group discussions enhances learning, generates good exam questions, identifies weaknesses, and rectifies mistakes.
This document provides an overview and schedule for a project work (PW) course. It discusses the rationale and curriculum framework for PW and techniques for facilitating group learning. The course runs over 7 sessions, with sessions 1 and 6-7 being pre-practicum and post-practicum respectively. Sessions 2-5 involve combined classes and practicum. Students will be assessed through portfolio entries, a written assignment, and oral and written reports on their PW project. The document then covers the objectives and key strategies of PW, including learning outcomes and a 30-week timeline. It discusses assessment criteria and deliverables. The second part focuses on facilitation techniques like information sharing, active listening, perceptive questioning, summarizing,
This document provides a training session plan for an advanced club leadership training. It includes:
- An introduction noting the training will be 3 hours with 5 topics of 30 minutes each, including 3 core required topics and 2 optional topics.
- Details on the type of training activities to be used such as lectures, discussions, and activities.
- An outline for the first topic "The Past Six Months: My Leadership Experience" which reviews leadership goals and determines further actions needed.
- Instructions and questions for participants to reflect on their achievements, challenges, and lessons learned during a leadership role in the past 6 months.
Train The Trainer Power Point Presentationpreethi_madhan
This document provides guidance on various aspects of designing and delivering effective training, including needs assessment, objectives, content development, delivery methods, and evaluation. It discusses qualities of a good trainer, such as subject matter expertise, presentation skills, and the ability to engage trainees. Key steps in the training process are identified, such as analyzing training needs, designing the content and structure, developing materials, implementing the training, and evaluating outcomes. Factors that influence training design decisions are also addressed, such as the training goals, skills required, and learners' readiness.
The document provides information about an upcoming two-day train the trainer workshop. It includes an overview of the workshop contents and objectives, which are to introduce training concepts so participants can design effective training sessions. The workshop will cover topics like the learning cycle, what makes a successful trainer, and a four-step plan for preparing and delivering training. Trainees will practice their skills and have an on-the-job assessment following the course.
This document discusses principles of assessing oral language proficiency through speaking tests. It provides guidance on designing rubrics and checklists to evaluate students' speaking skills in interviews, retellings, and explanations of processes. Sample rubrics are included for assessing fluency, pronunciation, vocabulary and other elements in a retelling test. The document emphasizes testing what was taught, using criterion-referenced evaluations, and giving students feedback to improve.
This document discusses strategies for developing oral fluency in language learners. It defines oral fluency as the ability to express oneself intelligibly, reasonably accurately, and without too much hesitation. It recommends initially focusing on accuracy through drills and repetition, then shifting to focus on fluency through meaningful activities that encourage personal expression. Some problems with speaking that are addressed include inhibition, lack of vocabulary, and uneven participation. Suggested solutions involve grouping students, preparing topics, and minimizing correction to encourage communication.
Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones or e-readers. Handwritten text may also be produced using a graphite pencil or a pen. Short texts may be written or painted on an object.Often the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road. Short texts like these are sometimes referred to as environmental print.Sometimes text or images are in relief, with or without using a color contrast. Words or images can be carved in stone, wood, or metal; instructions can be printed in relief on the plastic housing of a home appliance, or myriad other examples
E moderation resource pack group d rounding up a course - copyKristin Walters
E-moderation course final group project (Group D) - pointers for assessing online learning in synchronous and asynchronous contexts, as well as activities ideas for the end of an online course .
This document provides an overview of the case method approach to teaching and learning. It discusses what a teaching case is, the benefits of the case method, how to analyze and prepare for a case study, how to participate effectively in case discussions, and how performance is typically assessed. The key aspects covered include using the case analysis framework to thoroughly examine a case prior to class, contributing constructively to case discussions by building on others' comments respectfully, and capturing learning through note-taking after sessions. Assessment may include in-class participation, written case analyses, and exam questions requiring case analyses. The overall goal is for students to develop skills like critical thinking by actively engaging with real-world business scenarios.
This document discusses various human resource management training methods, including both on-the-job and off-the-job methods. On-the-job methods discussed are coaching, mentoring, job rotation, job instructional technique, apprenticeship, and understudy. Off-the-job methods include lectures, vestibule training, simulation exercises, sensitivity training, and transactional analysis. Simulation exercises can involve management games, case studies, role playing, and in-basket training, while transactional analysis focuses on the child, parent, and adult states.
The document discusses different training methods used in businesses, dividing them into on-the-job and off-the-job methods. On-the-job methods include coaching, mentoring, job rotation, job instructional technique, apprenticeship, and understudy, which involve learning through observation and practice on actual jobs. Off-the-job methods such as lectures, vestibule training, simulation exercises, and sensitivity training are conducted separately from the work environment with a focus on learning rather than performance. Transactional analysis is also discussed as providing a method to analyze and understand others' behaviors in social interactions.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
Step 5 Training Materials - Facilitator GuidePMSD Roadmap
A set of guidance notes and session plans to help a facilitator lead a training workshop for practitioners on Engaging Key Actors.
All materials required for the workshop are linked to from within the guide.
The document summarizes a study analyzing reflections from learning advisors at Kanda University of International Studies in Japan. The study identified several important skills from Kelly's counseling framework, including goal-setting, guiding, questioning, and attending. It also found that advisors perceived negotiating meaning as an additional important skill. The analysis provided insights for advisors and those supporting them, highlighting skills that required focus like open-ended questioning and active listening.
The New Normal: Learning and Collaborating in a Virtual ClassroomChristopher King
The document discusses best practices for converting instructor-led training to virtual instructor-led training (VILT). It recommends conducting an upfront analysis to determine if objectives require in-person interaction. When designing VILT, it is important to consider pacing, chunking content, including different types of interactions, and tailoring the training to the virtual platform. Proper facilitation, use of a producer, and rehearsal are also key to success. The overall message is that virtual training requires thoughtful design but does not need to be overly complex.
This document provides guidance on training principles and best practices for cooperative education committees. Some key points:
- Cooperative education focuses on adult learners, uses participatory and dialogical approaches, and aims to empower members and drive positive change.
- Effective education committees conduct regular meetings, develop training materials, and program a variety of capability-building activities.
- Good facilitation and handling group dynamics are important for successful training. Techniques include identifying various participant "animal types" and addressing their behaviors.
- Recruitment of new members is a key responsibility, and committees should plan recruitment targets and activities to ensure sustainability.
The document provides guidance on how to conduct effective training sessions using active learning strategies rather than solely relying on lectures. It recommends introducing yourself and participants, stating the training goals and objectives. It then discusses various active learning techniques to engage participants, such as brainstorming, case studies, demonstrations, roleplaying and others. The document emphasizes creating a comfortable environment and knowing your audience and materials to conduct a successful training session.
Facilitation Training Materials - Developing Negotiation Skills HandoutPMSD Roadmap
A handout to be used with the Step 0 Facilitation Skills Training Materials, which can be found here: http://www.slideshare.net/pmsd-map/step0training-guide
The handout discusses developing effective interest-based negotiation skills, and should be used in the Facilitation Negotiation session.
Print 1 sheet between every 2 participants.
Group discussion is an important part of the selection process for educational institutions and companies. It assesses important soft skills like communication, leadership, problem solving, and teamwork. Educational institutions and organizations value these skills and seek candidates who can inspire teams and achieve objectives as a good team player. During group discussions, candidates are evaluated on their leadership, communication, interpersonal, persuasive, problem solving, and conceptualization skills. Discussions can be based on topics or cases, and topics may be factual, controversial, or abstract in nature. Participating in group discussions enhances learning, generates good exam questions, identifies weaknesses, and rectifies mistakes.
This document provides an overview and schedule for a project work (PW) course. It discusses the rationale and curriculum framework for PW and techniques for facilitating group learning. The course runs over 7 sessions, with sessions 1 and 6-7 being pre-practicum and post-practicum respectively. Sessions 2-5 involve combined classes and practicum. Students will be assessed through portfolio entries, a written assignment, and oral and written reports on their PW project. The document then covers the objectives and key strategies of PW, including learning outcomes and a 30-week timeline. It discusses assessment criteria and deliverables. The second part focuses on facilitation techniques like information sharing, active listening, perceptive questioning, summarizing,
This document provides a training session plan for an advanced club leadership training. It includes:
- An introduction noting the training will be 3 hours with 5 topics of 30 minutes each, including 3 core required topics and 2 optional topics.
- Details on the type of training activities to be used such as lectures, discussions, and activities.
- An outline for the first topic "The Past Six Months: My Leadership Experience" which reviews leadership goals and determines further actions needed.
- Instructions and questions for participants to reflect on their achievements, challenges, and lessons learned during a leadership role in the past 6 months.
Train The Trainer Power Point Presentationpreethi_madhan
This document provides guidance on various aspects of designing and delivering effective training, including needs assessment, objectives, content development, delivery methods, and evaluation. It discusses qualities of a good trainer, such as subject matter expertise, presentation skills, and the ability to engage trainees. Key steps in the training process are identified, such as analyzing training needs, designing the content and structure, developing materials, implementing the training, and evaluating outcomes. Factors that influence training design decisions are also addressed, such as the training goals, skills required, and learners' readiness.
The document provides information about an upcoming two-day train the trainer workshop. It includes an overview of the workshop contents and objectives, which are to introduce training concepts so participants can design effective training sessions. The workshop will cover topics like the learning cycle, what makes a successful trainer, and a four-step plan for preparing and delivering training. Trainees will practice their skills and have an on-the-job assessment following the course.
This document discusses principles of assessing oral language proficiency through speaking tests. It provides guidance on designing rubrics and checklists to evaluate students' speaking skills in interviews, retellings, and explanations of processes. Sample rubrics are included for assessing fluency, pronunciation, vocabulary and other elements in a retelling test. The document emphasizes testing what was taught, using criterion-referenced evaluations, and giving students feedback to improve.
This document discusses strategies for developing oral fluency in language learners. It defines oral fluency as the ability to express oneself intelligibly, reasonably accurately, and without too much hesitation. It recommends initially focusing on accuracy through drills and repetition, then shifting to focus on fluency through meaningful activities that encourage personal expression. Some problems with speaking that are addressed include inhibition, lack of vocabulary, and uneven participation. Suggested solutions involve grouping students, preparing topics, and minimizing correction to encourage communication.
Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones or e-readers. Handwritten text may also be produced using a graphite pencil or a pen. Short texts may be written or painted on an object.Often the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road. Short texts like these are sometimes referred to as environmental print.Sometimes text or images are in relief, with or without using a color contrast. Words or images can be carved in stone, wood, or metal; instructions can be printed in relief on the plastic housing of a home appliance, or myriad other examples
E moderation resource pack group d rounding up a course - copyKristin Walters
E-moderation course final group project (Group D) - pointers for assessing online learning in synchronous and asynchronous contexts, as well as activities ideas for the end of an online course .
This document provides an overview of the case method approach to teaching and learning. It discusses what a teaching case is, the benefits of the case method, how to analyze and prepare for a case study, how to participate effectively in case discussions, and how performance is typically assessed. The key aspects covered include using the case analysis framework to thoroughly examine a case prior to class, contributing constructively to case discussions by building on others' comments respectfully, and capturing learning through note-taking after sessions. Assessment may include in-class participation, written case analyses, and exam questions requiring case analyses. The overall goal is for students to develop skills like critical thinking by actively engaging with real-world business scenarios.
This document discusses various human resource management training methods, including both on-the-job and off-the-job methods. On-the-job methods discussed are coaching, mentoring, job rotation, job instructional technique, apprenticeship, and understudy. Off-the-job methods include lectures, vestibule training, simulation exercises, sensitivity training, and transactional analysis. Simulation exercises can involve management games, case studies, role playing, and in-basket training, while transactional analysis focuses on the child, parent, and adult states.
The document discusses different training methods used in businesses, dividing them into on-the-job and off-the-job methods. On-the-job methods include coaching, mentoring, job rotation, job instructional technique, apprenticeship, and understudy, which involve learning through observation and practice on actual jobs. Off-the-job methods such as lectures, vestibule training, simulation exercises, and sensitivity training are conducted separately from the work environment with a focus on learning rather than performance. Transactional analysis is also discussed as providing a method to analyze and understand others' behaviors in social interactions.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
The document discusses various methods for developing executives, including on-the-job techniques like coaching, role playing, management games, and sensitivity training. It also covers other methods such as in-basket exercises, simulation, programmed learning, vestibule training, syndicate method, lectures, panel discussions, brainstorming, and correspondence methods. The goal is to provide training opportunities to develop skills while minimizing time away from regular job duties.
Peer coaching to improve debriefing skills for simulation-based educationDebrief2Learn
This workshop presentation aims to:
1. Describe the elements of debriefing performance which can be explored when providing feedback on the quality of debriefing sessions.
2. Apply a faculty development tool designed to help with peer coaching and feedback.
3. Describe and implement a strategy for effective faculty development in a simulation program
1. The document discusses training delivery modes and methods recommended for competency-based training, including dualized mode training, modular/self-paced learning, peer teaching/mentoring, supervised industry training, and distance learning.
2. Various training methods are described, such as lectures, role playing, group discussion, case studies, demonstrations, and field trips. Factors like group size and the purpose of each method are provided.
3. Guiding principles for selecting appropriate training methods are outlined, and a research on perceived effectiveness of different methods is summarized. Enactive learning strategies like role playing and self-experiential work are seen as most effective.
This document discusses learning and development in organizations. It begins by outlining learning objectives related to understanding learning organizations, the training process, training design methods, and evaluating training programs. It then defines key terms like education, learning, development and training. The rest of the document details various aspects of the training process including needs assessment, content design using the ADDIE model, delivery methods, and evaluation. It also discusses methods for developing learning organizations and management.
The document discusses training and development in organizations. It defines training and development, outlines different types of each including on-the-job and off-the-job methods, and describes benefits such as improved employee performance, satisfaction, and morale. The need for training is determined by comparing standard and actual performance to identify gaps that can be addressed.
This document describes three models for developing and conducting psychoeducational groups: experiential learning exercises, structured learning exercises, and patient education. Experiential learning exercises focus on interpersonal skills through activities like role plays. Structured learning exercises teach specific skills through demonstration and practice. Patient education uses a classroom format to transmit information through lectures, videos, and homework assignments. While presented separately, the models can be blended to provide interactive and informative psychoeducation.
The document discusses cooperative learning structures and activities that can be used when instructing students. It describes the Jigsaw technique, where students are assigned material in sections and form "expert groups" to learn their section before returning to teach their home group. Think-Pair-Share is also covered, where students individually think, discuss in pairs, and share with the group. Developing group guidelines and learning names are presented as ways to build community. The benefits of cooperative learning for developing social and teamwork skills are outlined.
teaching clinical skills in a classroom is essential, considering the fact that medical schools are getting larger and larger number of students. Patients, students, and teachers too are getting uncomfortable with having students practice skills for the first time using real patients. Hence the need for students first learning the skill in a classroom before applying the skills to real patients
Health Psychology: Clinical Supervision Course 3 Part Series Michael Changaris
Health Psychology Clinical Supervision
Rotation Course Syllabus
Supervision is a vital skill for psychologists and particularly health psychologists. To this end, IHPTP offers a supervision training track to ensure that graduates of the program can make powerful and lasting contributions to the field of psychology as a whole and health psychology.
Training in methods of supervision is sequential, cumulative, and graded in complexity. In the month-long orientation, interns are provided an introduction to the program's provision of supervision. This training includes expectations, roles, supervisor availability, types of supervision (in vivo, individual, group), the structure of supervision, how to use supervision effectively, and ethical and legal responsibilities. Interns will develop skills in how to fill out and use the required California Board of Psychology forms.
Interns will attend three yearly seminars that cover key domains of supervision, including legal and ethics overview, key supervision competencies, guidelines, relationships, professionalism, diversity, evaluation and feedback, and management of supervisees who do not meet performance competency standards. The seminars allow for discussion of previous supervision experiences and self-assessment about areas of needed development and supervision in the integrated health setting.
Based upon the 2008 book by Conyne, Crowell & Newmeyer, called Group Techniques: How to Use Them More Purposefully, the presentation introduces the PGTM model (Purposeful Group Techniques Model) for selecting group interventions. Group leaders are challenged to know just how to deal with each situation until they gain experience and a lot of practice! This model helps group leaders to decide what to do, and the book includes a large number of actual techniques collected in the appendix for ease of use.
This document provides an overview and curriculum for a module on motivation. The module aims to help students understand what motivates them and why motivation is important. It is divided into three parts: understanding the concept of motivation and its role, identifying factors that influence motivation, and recognizing personal motivation factors. Activities include group discussions, defining key terms, and creating a personal picture of motivators. The goal is for students to recognize motivation's importance and identify specific motivators for their training program.
A team is a small group of people with complementary skills committed to a common goal and mutual accountability. There are three main types of teams: self-managing work teams, cross-functional teams composed of different specialties, and virtual teams that conduct work electronically. Effective teams go through forming, storming, norming, and performing stages. Key aspects of improving teamwork include setting goals, valuing each member, facilitating communication, and providing coaching/training.
This document discusses training, learning, talent management, and development. It defines training as systematically developing knowledge, skills, and attitudes to perform tasks. Socialization refers to the process of adapting to a new job and involves feelings of anxiety during the first day. Effective training identifies skills needed, assesses current skills, identifies gaps, and provides a plan to improve performance through on-the-job and off-the-job methods like lectures, case studies, and coaching. Reinforcement and behavior modification aim to encourage desirable behaviors through positive and negative consequences.
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...Gerri Spinella
This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
Unit 4 training and development (CHAPTER 4 HUMAN RESOURCE MANAGEMENTMAHUA MUKHERJEE
CBCS CALCUTTA UNIVERSITY HUMAN RESOURCE MANAGEMENT TRAINING AND DEVELOPMENT
various types of training
concept of development
human resources development
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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.
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.
Film vocab for eal 3 students: Australia the movie
Latihan asertif 2
1. Assertiveness Training Workshop
TI 007 - Thematic
By
David J. Drum
The Clearinghouse for Structured/Thematic
Groups & Innovative Programs
The
Clearinghouse
Counseling & Mental Health Center
The University of Texas at Austin
100A W.Dean Keeton St.
1 University Station A3500
Austin, Texas 78712-0152
512-471-3515·Fax 512-471-8875
http://www.utexas.edu/student/cmhc
2. Assertiveness Training Workshop
Table of Contents
Assertiveness Training Workshop __________________________________________ 1
Introduction ___________________________________________________________ 1
Goals ______________________________________________________________________1
Group Design_______________________________________________________________1
Evaluation _________________________________________________________________2
Materials __________________________________________________________________2
Session 1 ______________________________________________________________ 3
Session 2 ______________________________________________________________ 7
Session 3 _____________________________________________________________ 11
Session 4 _____________________________________________________________ 14
Session 5 _____________________________________________________________ 16
Overview of Session 1___________________________________________________ 17
Overview of Session 2___________________________________________________ 19
Overview of Session 3___________________________________________________ 20
Appendix A: A Bill of Assertive Rights _____________________________________ 21
Appendix B: Rational Self-Analysis _______________________________________ 22
Appendix C: References _________________________________________________ 23
Appendix D: Evaluation Form ___________________________________________ 24
The Clearinghouse www.utexas.edu/student/cmhc/clearinghouse TI 007 Assertiveness Training
ii
3. Assertiveness Training Workshop
TI 007 – Thematic
By David J. Drum
Reformatted by the Clearinghouse 2002
Introduction
Wanting to be responsibly and effectively assertive is perhaps one of the most universally
recognized and desired needs that people have. In one respect our culture requires us to
constantly give feedback, receive feedback, and initiate interaction with others. In short,
this demands the ability to be appropriately assertive. However, in another respect our
cultural patterns prescribe certain behaviors or ways of relating to others, which seem to
conflict with the development of assertive skills. Since the need for a person to be able to
be assertive is high and the chances for complete acquisition of the skill are rather low, it
is not surprising that there has been overwhelming consumer response to participation in
assertion training programs.
Goals
This assertiveness workshop is designed to:
1. Help participants acquire the skills basic to effective and responsible assertion.
2. Provide a positive group atmosphere in which participants will feel relatively
comfortable in trying out new behavior.
3. Aid participants in developing some understanding of the internal value conflicts they
experience when being assertive.
Group Design
The workshop is designed as an intensive assertive training experience and consists of
five 2-hour sessions held weekly. The ideal number of group participants is 10 (plus cofacilitators) and should be composed of both sexes if possible. It is important that the cofacilitators are good assertive role models, and it is desirable to have both a male and a
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4. female in the training roles. While it is not absolutely essential to conduct pre-group
screening interviews, it is desirable to do so for the following reasons:
1.To develop a sense of commitment to the workshop.
2. To clarify expectations.
3. To explain group format and procedures.
4. To screen out individuals for whom the workshop is inappropriate.
Evaluation
The model of assertiveness training presented in this manual includes a pre- and post-test
design. Currently there exist several useful self-report paper and pencil measures of
assertiveness, such as the Rathus Assertiveness Schedule (Rathus, 1973), Assertion
Inventory (Gambill & Rickey, 1975), College Self-Expression Scale (Galassi, et al, 1974),
Adult Self-Expression Scale (Gay et al, 1975), and Assertiveness Inventory (Wolfe &
Lazarus, 1966). Evaluation of the effectiveness of assertiveness workshops is not limited
to the use of self-report devices. Another method of assessing the effectiveness of
assertive training programs is to use an approach suggested by Eisler, et al (1973, 1975),
which involves scoring and rating videotaped role plays prior to and after completion of
assertion training.
Materials
Since the five sessions involve didactic input as well as experiential activities, a number
of handout sheets are used. In addition, the facilitators actively suggest that each
participant read at least one book dealing with the topic of assertiveness. To encourage
the participants to become involved in reading and learning about assertive behavior, it is
helpful to display or pass around copies of various books on assertiveness and to give a
short overview of each.
The use of videotape equipment is recommended because it can be very helpful when
teaching non-verbal assertion skills. Despite the recommended use of videotape, this
model can be effectively taught without videotape equipment. When videotape is
employed, it should not be used during the first two sessions since it tends temporarily to
raise the anxiety level of the participants.
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5. Session 1
Objectives:
1. To establish the assertion skills baseline for each participant.
2. To give information in order to reduce participants’ anxiety about the workshop.
3. To begin to develop a sense of cohesiveness and a positive group atmosphere.
4. To develop a clear understanding of the differences between assertion, aggression and
non-assertion.
5. To help participants become aware of the influence that value conflicts and other
internal processes have on inhibiting assertive behavior.
6. To internalize responsibility for being assertive, aggressive or non-assertive.
7. To use the homework assignment as a means of establishing a contract with each
participant.
Introduction:
1. Leaders provide a general overview of group format and procedures. They also reveal
the extent to which role-playing, lecturettes, and homework assignments, etc., are
employed.
2. Leaders administer pretest and explain rationale for its use.
3. Leaders respond to any questions participants raise about the group.
Ice Breaker Exercise:
1. Leader instructs each participant to pair up with someone else and describe the hopes
and fears each has (1) about being in this workshop in particular and (2) about being
assertive in general. Each participant is told that he or she will be responsible for
describing to the group his or her partner’s expressed hopes and fears.
2. After about 5 to 7minutes, the leader selects a member of the first dyad and asks that
person to share what was learned about the partner. Do this until each participant has had
a turn.
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6. Distribute Session 1 Outline
Leaders now distribute the Session 1 Outline. The outline summarizes key assertive
principles to be discussed during the first session, defines assertiveness, and describes the
homework assignments to be completed before Session 2.
Definition of Assertive Behavior by Leaders:
1. Present a clear, concise definition of assertive behavior.
2. Clarify and draw distinctions between assertive behavior and aggressiveness.
3. Explain the differences between non-assertive, aggressive, and assertive behavior.
4. Describe how being assertive requires being honest and involves respect for the other
person.
5. Discuss each participant’s reaction to the distinctions between non-assertive,
aggressive, and assertive behavior.
6. Next the leader places a line on the chalkboard and places the word non-assertive at
one end and aggressive at the other. The word assertive is then placed in the middle and
the participants are asked to list adjectives that describe people who are non-assertive,
assertive, or aggressive.
Non-Assertive
Assertive
Aggressive
Finally, one of the leaders asks each participant to go to the chalkboard and place an X on
the line somewhere between non-assertive and aggressive, which would characterize how
they view themselves.
7. Leaders role-play a specific encounter three different ways: assertive, aggressive, and
non-assertive responses.
Leaders ask participants to observe all three role-plays and have them identify which one
illustrated an aggressive, assertive or non-assertive response to the situation.
Developing Assertion Skills and Understanding Value Conflicts
1. Leaders explain that becoming assertive involves both:
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7. a. The acquisition or strengthening of certain key skills.
b. The clarification and resolution of personal beliefs and values that currently
inhibit them from being assertive.
2. Leaders initiate discussion about how we are conditioned in many situations to believe
that being non-assertive is a socially desirable behavior.
Clarifying Value Conflicts
1. Leaders present 10 principles of the Bill of Rights (Smith, 1975) as found in Appendix
A, and describe the early childhood belief corresponding to each of the 10 principles.
2. Leaders encourage participants to react and respond to any principle(s) in the Bill of
Rights with which they have reservations or disagree. Leaders should encourage
discussion by using active listening techniques to clarify and amplify participants’
reactions.
3. Illustrate the various conflicts that participants have revealed through their reactions to
the Bill of Rights. Use the triangle conflict model to clarify value conflicts.
Goal
Desired Image
Self View
Leaders indicate how being assertive usually involves internal conflict between values of
different strength. (Example: A person might wish to return a defective appliance, but
also wants to maintain an image with others as someone who never makes waves or
complains.)
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8. 4. Highlight how the internal conflicts (value clashes) that most people experience often
prevent them from being assertive. Help participants learn to take responsibility for being
assertive, aggressive or non-assertive.
5. Assertion is a right not an obligation. Whenever we are involved in a situation in which
we could be assertive, we face a choice: assert, pull back, or be aggressive. We are not
required to be assertive in any situation. How we behave is our choice. Since we choose a
certain course of action, we are the only ones who should legitimately take responsibility
for that choice. Our choices should not become others’ responsibilities.
6. Explain and discuss Rational-Emotive Therapy concepts (see Appendix B) to indicate
the inner, unheard dialogue that often occurs when we suddenly face a situation in which
we might be assertive.
Specifically, illustrate “making something awful” (“awfulizing”), “catastrophizing,” and
“what if” thoughts that people typically generate.
Termination of Session 1 and Homework Assignments
1. Present an overview of the key concepts discussed during Session 1.
2. Self-disclose your reasons for leading assertion training groups.
3. Ask each participant to complete the following homework assignments before Session
2:
a. Monitor yourself in various situations (work, class, social, and intimate
relationships, etc.) and develop an awareness of how often you respond
assertively or aggressively.
b. Identify which; if any, of the principles of the Bill of Assertive Rights you find
difficult or impossible to implement.
c. Write up a contract that states the goals you wish to accomplish before the end
of the final session of the workshop. State each goal as specifically as possible
and where appropriate, give an example.
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9. Session 2
Objectives:
1. To continue to build a sense of group cohesiveness and mutual trust.
2. To develop an awareness of the sequence of thoughts and actions involved in making
an assertive response.
3. To help participants realize that assertive skills can be used to move closer to someone
as well as to protect against or obtain objective goals.
4. To explain the key behavioral components of an assertive response.
5. To provide important attitudinal and cognitive guidelines for assertive responses.
Introduction:
1. Discussion of homework assignments and sharing of past week’s experiences.
2. Collect each participant’s contract and indicate that it will be returned next week.
3. Overview of the principles covered in Session 1 and distribution of the handout for
Session 2.
Sequence of an Effective Assertive Response
1. Leaders describe the ideal chain of events, which, if followed, often leads to clear,
honest, effective assertive behavior. (Note: concepts presented here are covered in the
Overview.)
2. Assertive Response Sequence
a. The first step in the sequence is the “activating event,” i.e. the situation or event
that is causing the person to want to be assertive.
b. Before the person attempts to “blurt out” an assertive response, he or she
should “look inside” (Step 2) to become aware of the feelings (anger, hostility,
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10. fear, caring, sorrow, defensiveness, etc.) and thoughts (irrational thoughts, “what
if’s,” imagined consequences, etc.) he or she is experiencing.
c. After an individual understands the thoughts and feelings that are cascading
within, he or she should try to identify some personal goals (Step 3) for being
assertive in that particular situation. The more clearly a person understands his or
her goal(s) the better the person will be able to act instead of react.
d. If possible, the person should attempt to achieve only one goal at a time. Often
people try to achieve several goals simultaneously in a single assertive response.
For example, a person might have the goal of expressing anger and
disappointment, as well as receiving money back for a defective piece of
merchandise. Compound assertive responses are difficult to formulate and often
deepen frustration and hostility; therefore, Step 4 in the sequence is to identify
and state the most important goal. Once having achieved the goal, the person can
then attempt to satisfy the other less central goals.
3. Practice the Assertive Response Sequence: The leader asks each participant to imagine
a situation in which they would like to be more assertive and mentally project into the
situation. Ask each participant to visualize the activating event, become aware of his or
her thoughts and feelings, identify the key goal, and formulate a clear assertive response.
Have each participant describe his or her assertive response sequence and discuss the
process.
Categories of Assertive Responses Lecturette
1. Leaders present a lecturette describing the three categories or reasons for being
assertive as developed by Printz (1975).
a. Objective Approach Assertion is assertive behavior utilized in the pursuit of a
movement toward an objective goal (e.g., asking for a pay raise, asking to borrow
an object from a friend, getting past rude secretaries or clerks to settle a matter,
etc.).
b. Subjective Approach Assertion is assertive behavior utilized to approach
another person for reasons of interpersonal attraction or any subjective
communication to another person (e.g., getting beyond superficial acquaintances
to actual friendships, communicating interpersonal feelings, etc.).
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11. c. Defensive Assertion is assertive behavior used to maintain one's individual
rights and personal dignity: In essence, one is “defending” one's life-space.
2. Leaders highlight the fact that a significant proportion of assertive responses are aimed
at reducing interpersonal distance and increasing intimacy.
3. Leaders answer questions and discuss participants’ reactions to above categories.
Assertion Skills – Behavioral Components
1. Leaders explain and role-play examples of the non-verbal components of an assertive
response.
a. Eye contact – Discuss the use of eye contact to engage another person.
b. Body language – Highlight the importance of effective body posture, use of
gestures, and facial expression in communicating messages.
2. Have the participants form dyads and discuss any topic. Tell the participants that at the
beginning they are not to make eye contact and are to restrict all body language cues.
After about 2 minutes, ask them to slowly make eye contact and begin to bring their body
into use in communicating their message.
Terminate the activity and discuss.
Assertion Skills – Attitudinal and Cognitive Guidelines
1. Leaders explain and role-play where appropriate examples of the following attitudinal
and cognitive guidelines.
a. Self–Inquire: Stress the importance of looking inward to identify feelings and
thoughts before being assertive.
b. Use “I” Statements: “I” statements minimize defensiveness and reduce the
likelihood of escalating negative feelings. Contrast the positive outcomes usually
associated with “I” statements with the negative, usually non-productive results
generated by “you” statements.
c. Be goal-directed: It is critical to know the goal of being assertive in a particular
situation so that an individual can focus clearly on goal relevant behaviors and not
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12. be distracted by irrelevant information, attitudes, opinions, etc. Do not attempt to
achieve multiple goals in a single assertive response if possible.
d. Assert without long delays: It is best for a person to assert as soon as he or she
is aware of both desire and goal. The longer a person delays, the more likely she
or he is to not assert or to allow intervening influences to weaken the intended
message.
e. Be persistent: Stress the difference between being persistent and insisting on
something. Many times it is necessary to restate and understands what is being
communicated.
Practice in Identifying Behavioral, Attitudinal, and Cognitive Attributes
1. Leaders role-play a series of four short encounters that all demonstrate a deficiency in
a specific assertive component or guideline. Ask the participants to identify and describe
the problem and then suggest how it could have been improved.
2. Ask the participants to form dyads and devise a role-play situation to perform for the
group. The role-play should illustrate a specific deficiency, and the group’s task is to
discover the error.
Termination of Session 2 and Assignment of Homework
1. Summarize principles covered during this session and discuss any questions or issues
raised.
2. Make the following homework assignments:
a. Observe yourself in front of the mirror for 10 minutes. While observing, be sure
to talk in order to provide a clear impression of how you appear to others.
b. In your interactions with others during the week, attempt at least one of the
three kinds of assertive responses: (1) defensive assertion, (2) objective approach
assertion, and (3) subjective approach assertion.
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13. Session 3
Objectives:
1. To begin to increase the participants’ level of assertive skills under low threat
conditions.
2. To involve all group members in the process of learning to discriminate (feedback
role) effective assertive response.
3. To have each group member become involved in communicating (role-play) an
effective assertive response.
4. To utilize peer feedback as much as possible to energize skill acquisition.
5. To reinforce and encourage participants to keep trying to become more assertive.
Introduction:
1. Discussion of homework assignments, returning contracts, and sharing of past week’s
experiences.
2. Overview of the principles covered in Sessions 1 and 2 and distribution of handout for
Session 3.
Developing Assertion Skills – General Information
1. Leaders indicate to participants that most of the remaining group time will be devoted
to developing and refining assertion skills.
2. Describe the participants’ roles and responsibilities in giving honest and clear feedback
to each other. Give a short lecturette on how to give feedback.
3. Stress the need for feedback with regard to possible values conflicts, as well as nonverbal skills and attitudinal and cognitive difficulties revealed by the role-plays.
Emphasize the importance of positive as well as negative feedback.
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14. Assertion Skills Practice – Leader Contrived Situations
Note: The leaders will have to develop details for each of these situations before the
session.
1. One of the leaders selects the first situation from the Practice Situations list on the
handout for Session 3. Then the leader selects the person to his or her right and asks that
person to role-play the situation selected.
2. Next the leader describes the situation more fully and indicates the goal to be achieved.
He or she then instructs the participant to assert as effectively as possible, emphasizing
the guidelines presented in the workshop during Session 2. The remaining participants
are assigned the responsibility of giving feedback.
3. The leader then initiates the role-play in as realistic a manner as possible, being careful
not to “stimulus flood” the participant who is attempting to assert. The role-play should
be terminated after 2 to 3 minutes if the person has not been able to be assertive.
4. Feedback is encouraged first from the individual who role-played, then the other group
members, and finally the leaders.
5. The sequence outlined below in steps 1, 2, 3, 4 above is repeated until all group
members have had a chance to role-play one of the contrived, low threat situations.
Identification and Discussion of the Strength and Weaknesses Uncovered by the RolePlays
1. During the role-plays, the leaders catalogue and conceptualize the basic difficulties
encountered by most group members as they attempted to role-play.
2. Leaders should be sure to give feedback that helps identify values or role conflict as
well as behavioral and attitudinal skillfulness.
3. Leaders comment on how effectively the participants utilized the attitudinal and
cognitive assertion principles.
4. The leader’s goal is to give general feedback to the group, as opposed to specific
feedback to individuals. Also, the leaders are trying to encourage participants and
promote a “can do” attitude.
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15. Homework Assignments
1. Instruct participants to try to be more assertive in situations they encounter during the
week. Ask them to keep track of situations in which they attempted to be more assertive
than before.
2. Ask participants to describe in writing two situations in which they have been unable
to be assertive but would like to be. Have them specify their goals and the imagined
consequences of being assertive in each situation.
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16. Session 4
Objectives:
1. To increase the relevance of the role-play experiences by using real life problems.
2. To practice being assertive under higher level anxiety conditions.
3. To further skill development.
4. To continue to identify value and role conflicts that inhibit assertive behavior.
5. To utilize peer feedback as much as possible to energize skill acquisition.
Introduction:
1. Discussion of homework assignments and clarification of the two life situations in
which each participant would like to become more assertive.
2. Sharing of the successes and failures encountered during the week as participants tried
to be assertive.
Assertion Skills Practice Role Play – Personal Life Situations
1. The leaders ask the participants to think of one of the life situations in which they
would like to be more assertive and then to be able to describe it in enough detail to allow
realistic role-playing. Ideally, each participant should contribute a life situation example
to this role play. The leaders ask the participant to identify his or her goal, label what he
or she would feel like in the situation, and describe the probable behavior of the person
being asserted to.
2. One of the leaders then takes the role of the person being asserted to and asks for two
other group participants to each try to give an effective assertive response. Then the
participant who originally stated the problem tries to make an assertive response. Each
role-play should last no more than approximately three minutes.
3. The remaining members of the group are asked to give feedback to all three
participants involved in the role-play. Again, feedback should center on unearthing
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17. values and role conflicts. as well as the basic components of good assertive behavior. It
may be useful to refer back to the “triangular conflict” model discussed in Session 1.
4. If some group members have not been participating in giving feedback to others, it
may be necessary to assign specific feedback tasks. If this situation occurs, it would be
possible for example, to assign some participants responsibility for giving feedback about
non-verbal behavior, values conflicts, timing, good directedness, persistence, the Bill of
Rights, etc.
5. After the final role-play, the leaders provide feedback about overall group progress and
offer suggestions for the group when appropriate. Leaders might also offer concrete
suggestions or describe techniques to individuals who seem to be unable to progress for
one reason or another.
Homework Assignments
1. Before Session 5, each participant is asked to deal assertively with the life situation
they role-played in the group during Session 4.
2. Each participant is given an individual assignment that focuses on helping that person
overcome a specific problem the leaders have observed.
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18. Session 5
Objectives:
1. To identify specific problems or difficulties individuals are expressing and practice
skills that help overcome the barriers.
2. To solidify skill development and increase awareness of internal factors that may still
be inhibiting individuals from asserting.
3. To give an overview of the progress of the group over the span of the workshop.
4. To evaluate individual growth, program accomplishment, and leader effectiveness.
Introduction:
1. Review and share experiences participants encountered during the week. Leaders
should use active listening skills to tease out any special problems that could be worked
on during the final session.
2. Each leader describes his or her viewpoint on the progress of the group.
Practicing Assertion Skills – Personal Life Situations
1. The same procedures as outlined in Session 4, Assertion Skills Practice Role Play –
Personal Life Situations, are followed, except that group members play the role of the
person to whom the assertive response is being directed as well as play the asserter’s role.
2. The leaders do not become involved in the role-plays except to give feedback.
General Group Discussion
1. The leaders facilitate a free-flowing discussion dealing with whatever assertion related
issues participants wish to raise.
2. Leaders solicit feedback about the overall workshop effectiveness (Evaluation Form,
Appendix D) and arrange for a follow-up session approximately one month later.
Evaluation: Post-test is administered.
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19. Overview of Session 1
Definition of Terms:
1. Assertion: Standing up for oneself in such a way that one does not violate the basic
rights of another person. It’s a direct, honest and appropriate expression of one’s feelings
and opinions.
2. Aggression: Standing up for oneself in such a way that the rights of the other person
are violated in the process. It’s an attempt to humiliate or put down the other person.
3. Non-assertion: Failing to stand up for oneself, or standing up for oneself in such an
ineffectual manner that one’s right are easily violated.
From Jakubowski – Spector (1974)
Becoming Assertive Requires:
1. Developing or refining specific verbal and non-verbal skills.
2. Resolving or understanding the values and beliefs you hold which influence you to be
either non-assertive or aggressive under certain conditions.
Conflict and Being Assertive
Goal
Conflict
Desired Image
Self View
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20. Homework Assignments
1. Monitor yourself in various situations (work, class, social and intimate relationships,
etc.) and develop an awareness of how often you respond assertively, non-assertively or
aggressively.
2. Identify which, if any, of the principles of the Bill of Assertive Rights (Appendix A)
you find difficult or impossible to implement.
3. Write up a contract, which states the goals you wish to accomplish before the end of
the final session of the workshop. State each goal as specifically as possible; where
appropriate, give an example.
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21. Overview of Session 2
Assertive Response Sequence (4 Steps)
1. Activating event.
2. Look inside to identify thoughts and feelings.
3. Identify goals in order to “act” instead of “react.”
4. Achieve one goal at a time.
Reasons for Being Assertive (Printz, 1975)
1. Objective approach assertion
2. Subjective approach assertion
3. Defensive assertion
Assertion Skills
1. Behavioral Components
• eye contact
• body language
2. Attitudinal and Cognitive Guidelines
• self-inquire
• ”I” statements
• goal-directedness
• timing
• persistence
Homework Assignments
1. Observe yourself in front of a mirror for 10 minutes. While observing, be sure to speak
out loud in order to provide a clear impression of how you appear to others.
2. In your interactions with others, attempt at least one defensive approach, one objective
approach, and one subjective approach assertion during the week.
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22. Overview of Session 3
Practice Situations for Role Play
1. Person borrows newspaper.
2. Person takes seat you are saving.
3. Clerk demands reason you are returning item.
4. You are short-changed in the restaurant.
5. Person changes T.V. station in public lounge.
6. You receive wrong order in restaurant.
7. Someone cuts in line for a ticket or supermarket.
8. When checking into a hotel, you find a higher rate than promised.
9. When buying tires, you notice the mechanic putting the white walls on the inside.
10. Saying “no” to door-to-door salesman.
11. Giving a compliment to someone who is shy and doesn’t accept compliments well.
Homework Assignments
1. Be more assertive in dealing with situations you encounter during the week. Keep track
of situations in which you attempted to be more assertive than before.
2. Describe in writing two situations in which you have been unable to be assertive but
would like to be. Specify your goals and the imagined consequences of being assertive in
each situation.
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23. Appendix A: A Bill of Assertive Rights
1. You have the right to judge your own behavior, thoughts, emotions, and to take the
responsibility for their initiation and their consequences upon yourself.
2. You have the right to offer no reasons or excuses justifying your behavior.
3. You have the right to judge if you are responsible for finding solutions to other
people’s problems.
4. You have the right to change your mind.
5. You have the right to make mistakes – and be responsible for them.
6. You have the right to say, “I don’t know.”
7. You have the right to be independent of the good will of others before coping with
them.
8. You have the right to be illogical in making decisions.
9. You have the right to say, “I don’t understand.”
10. You have the right to say, “I don’t care.”
11. You have the right to express positive feelings towards others.
12. You have the right to be non-assertive in chosen situations and to feel good about
yourself.
Adapted from Smith (1975)
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24. Appendix B: Rational Self-Analysis
A. Activating Event (situation about which you became overly upset, anxious,
depressed, etc.)
B. Beliefs (rational and irrational thoughts, ideas, and beliefs about this activating event)
C. Consequences (the emotions and actions resulting from your irrational beliefs)
D. Disputing (questioning or challenging you can use to change your irrational beliefs)
E. Effect (new coping statements and thoughts you obtained from disputing your
irrational beliefs)
From Ellis (1973)
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25. Appendix C: References
1. Eisler, R., Hersen, J., Miller, P. and Blanchard, E. “Situational Determinants of Assertive
Behavior.” Journal of Consulting and Clinical Psychology. 1975, Vol. 43, pp. 330-340.
2. Eisler, R., Miller, P. and Hersen, M. “Components of Assertive Behavior.” Journal of
Clinical Psychology. 1973, Vol. 29, pp. 295-299.
3. Galassi, J.P. et al. College Self-Expression Scale. Behavior Therapy. 1974, Vol. 5, pp.
165-171.
4. Gambrill, E. and Rickey, C. Assertion Inventory. Behavior Therapy. 1975, Vol. 6, pp.
550-561.
5. Gay, M. et al. Adult Self-Expression Scale. Journal of Counseling Psychology. 1975,
Vol. 22, pp. 340-344.
6. Rathus, S.A. Rathus Assertiveness Schedule (1973). Behavior Therapy. 1973, Vol. 4, pp.
398-406.
7. Wolpe, J. and Lazarus, A. Assertiveness Inventory. Behavior Therapy Techniques. New
York: Pergamon Press, 1966.
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26. Appendix D: Evaluation Form
Assertiveness Training Workshop
1. Rate how effective the workshop was in helping you to achieve the following goals by
circling the appropriate number:
Not
Effective
Very Effective
Increasing your awareness of
assertiveness
1
2
3
4
5
Helping you learn to distinguish
between assertiveness,
aggressiveness and nonassertiveness
1
2
3
4
5
Identifying specific skills you
needed to improve
1
2
3
4
5
Improving your ability to be
effectively assertive
1
2
3
4
5
Other (specify)
1
2
3
4
5
__________________________
__________________________
________________________
2. Rate how helpful the following components of the workshop were to you:
Not
Helpful
Very
Helpful
Information about the basic components
of assertive behavior
1
2
3
4
5
Discussion of homework assignments
1
2
3
4
5
Role-playing assertive situations
1
2
3
4
5
1
2
3
4
5
Other (specify) ___________________
________________________________
_______________________________
The Clearinghouse www.utexas.edu/student/cmhc/clearinghouse TI 007 Assertiveness Training
24
27. 3. How would you rate your overall experience in the program?
Not Negative
Very Positive
1
2
3
4
5
4. How regularly did you do the homework assignments?
Very
Not Regularly
Regularly
1
2
3
4
5
5. Would you recommend the program to a friend?
No ____
Not Sure ____
Yes ____
6. How effective was (were) your group leader(s) in helping you to achieve the goals of
the program?
Not Effective
Very Effective
Leader 1
1
2
3
4
5
Leader 2
1
2
3
4
5
7. Rate how sensitive the group leader(s) was (were) to your concerns:
Not Sensitive
Very Sensitive
Leader 1
1
2
3
4
5
Leader 2
1
2
3
4
5
8. How could the program have been improved to meet your needs more effectively?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The Clearinghouse www.utexas.edu/student/cmhc/clearinghouse TI 007 Assertiveness Training
25