This module focuses on developing self-management skills, especially for those who are self-employed. It aims to help students understand the meaning and benefits of self-management, identify relevant work-based skills, and recognize potential obstacles. The module contains four topics that are covered over five hours: positive effects of self-management, key self-management skills, challenges to self-management, and monitoring self-management skills. Activities include identifying personal top skills, discussing skills in pairs, and collecting cards with skills into a "Treasury Envelope" for future reference. The overall goal is for students to create an effective framework for applying self-management when working independently.
Here are the key events in the stanza:
- The soldier is introduced as a 'simple soldier boy'
- He grinned at life in empty joy, suggesting he found happiness even though it was superficial
- He slept soundly through the lonesome dark
- He whistled early with the lark
This shows he was keeping cheerful despite the difficult conditions, finding simple pleasures like whistling.
Q: How does this analysis help your understanding of the poem?
A:
Marking against the learning objective
provides formative feedback.
LO: To understand how Sassoon shows the depression of the soldier in ‘Suicide in the Trenches’.
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.
This document outlines the modules and objectives of a skills training course. The 15 modules cover topics like motivation, values, communication, problem solving, ethics, and career planning. Each module aims to provide students with specific skills, and modules are organized according to a systematic instructional design framework. A variety of teaching strategies like pre-instructional activities, content presentation, participation, assessment, and follow-through activities are suggested to deliver the instruction and reinforce learning. The overall goal is to help students develop both soft skills and self-management abilities relevant for work.
The document provides information about structuring a training process, including developing learning objectives and lesson plans. It includes an example lesson plan for a course on basic instruction skills for new trainers. The lesson plan covers developing learning objectives, explaining the components and structure of an effective lesson plan, and different training techniques. It aims to help participants understand how to develop well-structured training programs and teach them effectively.
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
The document discusses the qualities and skills of an effective trainer. It states that trainers should use language and a style of speech that is appropriate for their audience. They should have a comprehensive understanding of the subject, be willing to continually learn and update their skills, and have experience doing the job they are training. An effective trainer understands different learning styles, facilitates improvement, and helps both new and experienced trainees learn. They serve as a role model, have strong communication and listening skills, and enjoy helping others grow.
Indonesia Professional Development Center (IPDC) - a subsidiary of PT. IPDC Consulting & Advisory
IPDC was developed in 2000. Since then we grow becoming one of the leading and well-recognized training and people development firm in Indonesia. Presently, we are supported by dozens of experienced and skillful full-time staff to support our daily operation and more than 100 part-time experienced training facilitators and lead consultants. We are also supported by some of representatives staff at Bandung,, Jogyakarta and Denpasar.
At Indonesia Professional Development Center (IPDC), we offer over 350 different training programs year-round in each year. Individuals participating in these programs benefit from working with a cross-section of peers from different industries. They are also able to share common problems and experiences that enhance their learning and expand their know-how.
IPDC's programs are offered in various formats to suit individual schedules and needs, from intensive 2-4 day classroom sessions to a customized sessions. At IPDC, we believe that all learning should be of direct, practical business use, which is why we deliver everyday skills and processes that can be taken back to the workplace and applied immediately.
Contact Us at:
Rasuna Office Park 2/QO-08.
Jl. HR. Rasuna Said
Jakarta 12960 Indonesia
Ph (+6221) 8378 6465 ; 8378 6477 ; 8378 6389
Fax (+6221) 8378 6478
E-mail : training@ipdc.co.id; registration@ipdc.co.id
www.ipdc.co.id
Train the trainer what we are training and who we are trainingHarshVardhan1
This document discusses training styles and content analysis. It begins by noting the importance of understanding different learning styles when planning training. It then describes the three main learning styles - visual, auditory, and kinesthetic. The document outlines steps for analyzing training content, including gathering information, mind mapping concepts, determining logical sequencing, and prioritizing content. Overall, the document provides guidance on incorporating different learning styles into training design and conducting a thorough analysis of training content and objectives.
Here are the key events in the stanza:
- The soldier is introduced as a 'simple soldier boy'
- He grinned at life in empty joy, suggesting he found happiness even though it was superficial
- He slept soundly through the lonesome dark
- He whistled early with the lark
This shows he was keeping cheerful despite the difficult conditions, finding simple pleasures like whistling.
Q: How does this analysis help your understanding of the poem?
A:
Marking against the learning objective
provides formative feedback.
LO: To understand how Sassoon shows the depression of the soldier in ‘Suicide in the Trenches’.
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.
This document outlines the modules and objectives of a skills training course. The 15 modules cover topics like motivation, values, communication, problem solving, ethics, and career planning. Each module aims to provide students with specific skills, and modules are organized according to a systematic instructional design framework. A variety of teaching strategies like pre-instructional activities, content presentation, participation, assessment, and follow-through activities are suggested to deliver the instruction and reinforce learning. The overall goal is to help students develop both soft skills and self-management abilities relevant for work.
The document provides information about structuring a training process, including developing learning objectives and lesson plans. It includes an example lesson plan for a course on basic instruction skills for new trainers. The lesson plan covers developing learning objectives, explaining the components and structure of an effective lesson plan, and different training techniques. It aims to help participants understand how to develop well-structured training programs and teach them effectively.
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
The document discusses the qualities and skills of an effective trainer. It states that trainers should use language and a style of speech that is appropriate for their audience. They should have a comprehensive understanding of the subject, be willing to continually learn and update their skills, and have experience doing the job they are training. An effective trainer understands different learning styles, facilitates improvement, and helps both new and experienced trainees learn. They serve as a role model, have strong communication and listening skills, and enjoy helping others grow.
Indonesia Professional Development Center (IPDC) - a subsidiary of PT. IPDC Consulting & Advisory
IPDC was developed in 2000. Since then we grow becoming one of the leading and well-recognized training and people development firm in Indonesia. Presently, we are supported by dozens of experienced and skillful full-time staff to support our daily operation and more than 100 part-time experienced training facilitators and lead consultants. We are also supported by some of representatives staff at Bandung,, Jogyakarta and Denpasar.
At Indonesia Professional Development Center (IPDC), we offer over 350 different training programs year-round in each year. Individuals participating in these programs benefit from working with a cross-section of peers from different industries. They are also able to share common problems and experiences that enhance their learning and expand their know-how.
IPDC's programs are offered in various formats to suit individual schedules and needs, from intensive 2-4 day classroom sessions to a customized sessions. At IPDC, we believe that all learning should be of direct, practical business use, which is why we deliver everyday skills and processes that can be taken back to the workplace and applied immediately.
Contact Us at:
Rasuna Office Park 2/QO-08.
Jl. HR. Rasuna Said
Jakarta 12960 Indonesia
Ph (+6221) 8378 6465 ; 8378 6477 ; 8378 6389
Fax (+6221) 8378 6478
E-mail : training@ipdc.co.id; registration@ipdc.co.id
www.ipdc.co.id
Train the trainer what we are training and who we are trainingHarshVardhan1
This document discusses training styles and content analysis. It begins by noting the importance of understanding different learning styles when planning training. It then describes the three main learning styles - visual, auditory, and kinesthetic. The document outlines steps for analyzing training content, including gathering information, mind mapping concepts, determining logical sequencing, and prioritizing content. Overall, the document provides guidance on incorporating different learning styles into training design and conducting a thorough analysis of training content and objectives.
The document provides an overview of a teacher training workshop covering several topics:
1. The workshop introduces an alternative education system focused on nurturing student talent, innovation, creativity and skills through subjects, labs and teaching methods.
2. Key components of the new system include labs in Islam, English, STEM and character development as well as semester and outcome-based models.
3. Character development, English language skills and outcome-based education are emphasized as important parts of the new system.
The document provides guidance on training others effectively. It discusses:
1) The key aspects of being a trainer including having subject matter expertise, strong presentation skills, and the ability to engage learners.
2) How to design effective training through needs assessments, setting objectives, and using instructional design principles to structure content and activities.
3) Best practices for delivering training such as using various teaching methods, rehearsing, and focusing on practical applications over just information sharing.
The document discusses training in organizations and provides guidance on conducting effective training programs. It outlines that training can shorten learning times, reduce costs, and improve performance. It also emphasizes analyzing needs, developing well-planned training programs with clear objectives, and evaluating programs to ensure benefits are achieved. Effective training methods include participatory learning, applying concepts to real work, and getting feedback to promote behavior and attitude change.
In the context of supporting civil society organisations working in the field of the democratic transition in Tunisia, Democracy Reporting International, in partnership with inProgress, produced a practical guide covering the techniques and training of adults. Members of civil society organisations are often requested to give trainings, provide knowledge, or strengthen competencies in various fields. These fields include, among others, civics, electoral observation, and legal reforms, including those linked to the setting up of a new Tunisian Constitution.
Teaching others new aptitudes, methods, or procedures requires that the trainer to be aware of different parameters in order to ensure the best learning methodology. Identifying learning needs beforehand, determining the training objective, or managing the audience are some of the essential elements that must be taken into account.
Therefore, this guide emphasizes the elements on which learning efficacy and teaching competencies depend. It enables trainers to use learning principles intended for adults and to acquire a guiding pedagogy and interactive methods in line with active communication principles, while creating a positive environment to optimise the learning process.
Collaborating with inProgress, DRI has provided this practical guide to accompany the trainers through all the steps of the training process, from conception to setting up and follow-up of trainings.
This manual has been developed on the basis of three Training of Trainers courses, which were conducted in Tunis, Tunisia between October 2013 and January 2014.
The document provides guidance for trainers on how to conduct effective training sessions. It defines training and outlines the objectives, responsibilities and characteristics of a good trainer. It discusses the importance of training for both employees and organizations. The document recommends using a four step training method including preparation, demonstration, practice and follow up. It also provides tips on different training methods, code of conduct, joining instructions and necessary equipment. The overall document serves as a reference for trainers on best practices for planning and delivering training.
The document provides information on a training workshop including the trainer's background and objectives of the training. It discusses principles of learning, such as using different learning styles and motivating learners. Various classroom setups are presented and training techniques like brainstorming, group work, and roleplaying are described to engage participants and promote effective learning.
1 Detailing Our Professional Roles, Duties, And ResponsibilitiesDerek Nicoll
This document outlines the roles and responsibilities of various professional roles at a university, including lecturers, year leaders, and principal lecturers. Lecturers are responsible for teaching classes, preparing course materials, assessing student work, and maintaining student records. Year leaders compile student attendance and performance reports and provide academic counseling. Principal lecturers ensure curriculum and learning objectives are being met within academic streams and specializations. All roles work together to support students and achieve the university's objectives.
Participatory Training Methods By Dr Subin MohanKVASU
The document discusses various participatory training methods including lectures, case studies, role plays, simulations, instruments, and learning games. It provides details on how to conduct each method, what they involve, and their advantages. These include using lectures to introduce new concepts, case studies for group analysis and reflection, role plays to generate awareness and practice skills, and simulations for learning in realistic situations.
This document provides materials for a Career Guidance Program module for Grade 12 students. The module aims to help students create a Lifelong Learning Plan and express their passion for their chosen career. It includes activities and worksheets to guide students through identifying learning goals and gaps, and developing a plan to continuously pursue education and skills to advance in their career. The document provides examples and templates to help students conduct a career gap analysis and draft objectives, learning strategies, timelines and verification methods for their Lifelong Learning Plan. It also includes a reflection activity where students write their own career philosophy and put together an airplane puzzle to symbolize their career taking off.
Lesson plan presentation skills 30th septILRI-Jmaru
The document provides a session plan for a presentation skills workshop. The workshop aims to [1] identify the characteristics of effective presenters, [2] teach the key ingredients of successful presentations, and [3] increase participants' comfort and effectiveness in giving presentations. The plan outlines the activities, timing, facilitator roles, and learner activities for the workshop. It includes introductory exercises, teaching presentation best practices, skills demonstrations, participant presentations with feedback, and an evaluation.
The document discusses the key differences between pedagogy (teaching children) and andragogy (teaching adults). It notes that adults are motivated to learn based on their self-concept as independent learners, their life experiences, readiness to learn things that help them in real life situations, and orientation to problem-centered learning. In contrast, children learn what teachers teach to pass exams and have less valuable life experiences. The document also outlines the main components of a training cycle including needs analysis, planning, delivery, and evaluation. It describes various training techniques and principles for effective learning such as RAMP 2 FAME which emphasizes feedback, active learning, and repetition.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
This document provides an overview of a training session for trainers on how to conduct effective training sessions. The training covers structuring sessions, adult learning principles, and presentation skills. Specifically, it discusses how to structure a session with an introduction, main presentation, and summary. It also covers how to engage learners, prevent overload, and use voice, body language, language and demonstrations effectively when presenting.
Introduction to the Training of Trainers finalAdugna Bekele
The document provides guidance for training trainers on capacity building. It outlines the objectives and agenda of the training, which includes understanding capacity building, developing assessments, planning and delivering training, monitoring and evaluation, and designing effective study tours and needs assessments. The training will cover topics such as introductions to training, capacity building, planning training programs, training needs assessments, delivering training, evaluating training, and developing action plans.
The document outlines the major competencies required of trainers which include presentation skills, business skills, and content development skills. It then discusses technical competencies such as understanding adult learning, career development theories, and computer competence. Business competencies involve budgeting, understanding organization behavior, and organization development theories. Interpersonal competencies include coaching, feedback, group processes, and relationship building. Intellectual competencies are data reduction, information search, and visioning. The document also compares direct and indirect influences of trainer statements and outlines the unique roles of a trainer.
This document provides an overview of a training session on train-the-trainer tips and tricks. It includes information on preparing for the class such as setting expectations and defining objectives. It also discusses presentation techniques, the instructor's role as a facilitator, and introducing activities into the classroom. The document outlines adult learning principles like different learning styles and how adults learn best through hands-on activities and practical application. It emphasizes creating an engaging learning environment that incorporates participation, relevance, and the opportunity for learners to apply and practice new concepts.
This document discusses using short writing assignments to actively engage students in learning course material. It describes four types of writing assignments that can be used in any classroom: the one minute paper, muddiest/clearest point, daily journal or log, and summary of a summary. These assignments encourage student learning and information retention by having them write brief responses about what they are understanding or finding confusing from class lessons. The writing also allows instructors to evaluate student understanding and provide help to students on concepts that need more explanation.
The document provides guidance on how to design and deliver effective training. It discusses analyzing course material and learner information, establishing credibility as an instructor, managing the learning environment, using appropriate instructional methods, and evaluating learner performance. The design methodology involves envisioning the purpose of the training, analyzing the audience and tasks, defining objectives at the terminal, module, and session levels, and planning content and delivery. Learner behaviors and styles are also addressed to engage all participants. The goal is to equip trainers with best practices for creating and conducting impactful training programs.
This ePortfolio documents Shavon Terrell's work in the Successful Teaching Online Mentoring Program (STOMP) at Harper College. It includes a community-building activity, time management tips, and a final project demonstrating backwards design principles. For the final project, Shavon created an assessment, rubric, and lesson plan aligned to learning outcomes for a Human Resources Management course. The lesson focuses on the SHRM competency model and has students identify their strengths/weaknesses, share best practices, and reflect on their learning experience.
UNDERSTANDING BY DESIGN. module 5.. aj. :)Jinwei Segundo
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
Executive learners are independent learners who are knowledgeable about their strengths and challenges, understand tasks to be accomplished, have a repertoire of learning strategies, and have help-seeking behaviors. Teachers can guide students to become executive learners by choosing strategies carefully, presenting content and strategies concurrently, teaching strategies in stages from awareness to skill, and making strategy discussion a regular part of class routines. Developing independence requires teaching students personal responsibility through self-monitoring with tools like MARKER and organizational systems like time management. Memory can be enhanced through techniques like distributed practice, overlearning, and mnemonic devices like acronyms, acrostics, and keyword strategies.
The document provides an overview of a teacher training workshop covering several topics:
1. The workshop introduces an alternative education system focused on nurturing student talent, innovation, creativity and skills through subjects, labs and teaching methods.
2. Key components of the new system include labs in Islam, English, STEM and character development as well as semester and outcome-based models.
3. Character development, English language skills and outcome-based education are emphasized as important parts of the new system.
The document provides guidance on training others effectively. It discusses:
1) The key aspects of being a trainer including having subject matter expertise, strong presentation skills, and the ability to engage learners.
2) How to design effective training through needs assessments, setting objectives, and using instructional design principles to structure content and activities.
3) Best practices for delivering training such as using various teaching methods, rehearsing, and focusing on practical applications over just information sharing.
The document discusses training in organizations and provides guidance on conducting effective training programs. It outlines that training can shorten learning times, reduce costs, and improve performance. It also emphasizes analyzing needs, developing well-planned training programs with clear objectives, and evaluating programs to ensure benefits are achieved. Effective training methods include participatory learning, applying concepts to real work, and getting feedback to promote behavior and attitude change.
In the context of supporting civil society organisations working in the field of the democratic transition in Tunisia, Democracy Reporting International, in partnership with inProgress, produced a practical guide covering the techniques and training of adults. Members of civil society organisations are often requested to give trainings, provide knowledge, or strengthen competencies in various fields. These fields include, among others, civics, electoral observation, and legal reforms, including those linked to the setting up of a new Tunisian Constitution.
Teaching others new aptitudes, methods, or procedures requires that the trainer to be aware of different parameters in order to ensure the best learning methodology. Identifying learning needs beforehand, determining the training objective, or managing the audience are some of the essential elements that must be taken into account.
Therefore, this guide emphasizes the elements on which learning efficacy and teaching competencies depend. It enables trainers to use learning principles intended for adults and to acquire a guiding pedagogy and interactive methods in line with active communication principles, while creating a positive environment to optimise the learning process.
Collaborating with inProgress, DRI has provided this practical guide to accompany the trainers through all the steps of the training process, from conception to setting up and follow-up of trainings.
This manual has been developed on the basis of three Training of Trainers courses, which were conducted in Tunis, Tunisia between October 2013 and January 2014.
The document provides guidance for trainers on how to conduct effective training sessions. It defines training and outlines the objectives, responsibilities and characteristics of a good trainer. It discusses the importance of training for both employees and organizations. The document recommends using a four step training method including preparation, demonstration, practice and follow up. It also provides tips on different training methods, code of conduct, joining instructions and necessary equipment. The overall document serves as a reference for trainers on best practices for planning and delivering training.
The document provides information on a training workshop including the trainer's background and objectives of the training. It discusses principles of learning, such as using different learning styles and motivating learners. Various classroom setups are presented and training techniques like brainstorming, group work, and roleplaying are described to engage participants and promote effective learning.
1 Detailing Our Professional Roles, Duties, And ResponsibilitiesDerek Nicoll
This document outlines the roles and responsibilities of various professional roles at a university, including lecturers, year leaders, and principal lecturers. Lecturers are responsible for teaching classes, preparing course materials, assessing student work, and maintaining student records. Year leaders compile student attendance and performance reports and provide academic counseling. Principal lecturers ensure curriculum and learning objectives are being met within academic streams and specializations. All roles work together to support students and achieve the university's objectives.
Participatory Training Methods By Dr Subin MohanKVASU
The document discusses various participatory training methods including lectures, case studies, role plays, simulations, instruments, and learning games. It provides details on how to conduct each method, what they involve, and their advantages. These include using lectures to introduce new concepts, case studies for group analysis and reflection, role plays to generate awareness and practice skills, and simulations for learning in realistic situations.
This document provides materials for a Career Guidance Program module for Grade 12 students. The module aims to help students create a Lifelong Learning Plan and express their passion for their chosen career. It includes activities and worksheets to guide students through identifying learning goals and gaps, and developing a plan to continuously pursue education and skills to advance in their career. The document provides examples and templates to help students conduct a career gap analysis and draft objectives, learning strategies, timelines and verification methods for their Lifelong Learning Plan. It also includes a reflection activity where students write their own career philosophy and put together an airplane puzzle to symbolize their career taking off.
Lesson plan presentation skills 30th septILRI-Jmaru
The document provides a session plan for a presentation skills workshop. The workshop aims to [1] identify the characteristics of effective presenters, [2] teach the key ingredients of successful presentations, and [3] increase participants' comfort and effectiveness in giving presentations. The plan outlines the activities, timing, facilitator roles, and learner activities for the workshop. It includes introductory exercises, teaching presentation best practices, skills demonstrations, participant presentations with feedback, and an evaluation.
The document discusses the key differences between pedagogy (teaching children) and andragogy (teaching adults). It notes that adults are motivated to learn based on their self-concept as independent learners, their life experiences, readiness to learn things that help them in real life situations, and orientation to problem-centered learning. In contrast, children learn what teachers teach to pass exams and have less valuable life experiences. The document also outlines the main components of a training cycle including needs analysis, planning, delivery, and evaluation. It describes various training techniques and principles for effective learning such as RAMP 2 FAME which emphasizes feedback, active learning, and repetition.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
This document provides an overview of a training session for trainers on how to conduct effective training sessions. The training covers structuring sessions, adult learning principles, and presentation skills. Specifically, it discusses how to structure a session with an introduction, main presentation, and summary. It also covers how to engage learners, prevent overload, and use voice, body language, language and demonstrations effectively when presenting.
Introduction to the Training of Trainers finalAdugna Bekele
The document provides guidance for training trainers on capacity building. It outlines the objectives and agenda of the training, which includes understanding capacity building, developing assessments, planning and delivering training, monitoring and evaluation, and designing effective study tours and needs assessments. The training will cover topics such as introductions to training, capacity building, planning training programs, training needs assessments, delivering training, evaluating training, and developing action plans.
The document outlines the major competencies required of trainers which include presentation skills, business skills, and content development skills. It then discusses technical competencies such as understanding adult learning, career development theories, and computer competence. Business competencies involve budgeting, understanding organization behavior, and organization development theories. Interpersonal competencies include coaching, feedback, group processes, and relationship building. Intellectual competencies are data reduction, information search, and visioning. The document also compares direct and indirect influences of trainer statements and outlines the unique roles of a trainer.
This document provides an overview of a training session on train-the-trainer tips and tricks. It includes information on preparing for the class such as setting expectations and defining objectives. It also discusses presentation techniques, the instructor's role as a facilitator, and introducing activities into the classroom. The document outlines adult learning principles like different learning styles and how adults learn best through hands-on activities and practical application. It emphasizes creating an engaging learning environment that incorporates participation, relevance, and the opportunity for learners to apply and practice new concepts.
This document discusses using short writing assignments to actively engage students in learning course material. It describes four types of writing assignments that can be used in any classroom: the one minute paper, muddiest/clearest point, daily journal or log, and summary of a summary. These assignments encourage student learning and information retention by having them write brief responses about what they are understanding or finding confusing from class lessons. The writing also allows instructors to evaluate student understanding and provide help to students on concepts that need more explanation.
The document provides guidance on how to design and deliver effective training. It discusses analyzing course material and learner information, establishing credibility as an instructor, managing the learning environment, using appropriate instructional methods, and evaluating learner performance. The design methodology involves envisioning the purpose of the training, analyzing the audience and tasks, defining objectives at the terminal, module, and session levels, and planning content and delivery. Learner behaviors and styles are also addressed to engage all participants. The goal is to equip trainers with best practices for creating and conducting impactful training programs.
This ePortfolio documents Shavon Terrell's work in the Successful Teaching Online Mentoring Program (STOMP) at Harper College. It includes a community-building activity, time management tips, and a final project demonstrating backwards design principles. For the final project, Shavon created an assessment, rubric, and lesson plan aligned to learning outcomes for a Human Resources Management course. The lesson focuses on the SHRM competency model and has students identify their strengths/weaknesses, share best practices, and reflect on their learning experience.
UNDERSTANDING BY DESIGN. module 5.. aj. :)Jinwei Segundo
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
Executive learners are independent learners who are knowledgeable about their strengths and challenges, understand tasks to be accomplished, have a repertoire of learning strategies, and have help-seeking behaviors. Teachers can guide students to become executive learners by choosing strategies carefully, presenting content and strategies concurrently, teaching strategies in stages from awareness to skill, and making strategy discussion a regular part of class routines. Developing independence requires teaching students personal responsibility through self-monitoring with tools like MARKER and organizational systems like time management. Memory can be enhanced through techniques like distributed practice, overlearning, and mnemonic devices like acronyms, acrostics, and keyword strategies.
The document outlines the key components of an effective lesson plan: objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It discusses each component in detail, emphasizing the importance of objectives that address different learning domains, modeling concepts for students, checking for understanding using Bloom's Taxonomy, providing guided practice and feedback, and conducting assessments to improve teaching. The overall message is that effective planning and teaching incorporates all these elements to help students learn.
1 Detailing Our Professional Roles, Duties, And ResponsibilitiesDerek Nicoll
This document outlines the roles and responsibilities of various professional roles at a university, including lecturers, year leaders, and principal lecturers. Lecturers are responsible for conducting classes, preparing course materials, assessing student work, and maintaining student records. Year leaders compile reports on student attendance and performance and provide academic counseling. Principal lecturers ensure learning objectives are met across subject streams and years, monitor curriculum, and coordinate projects and exhibitions. All roles work to provide quality education to help students succeed.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Module 15 career planning and portfolio developmentJigba
This document outlines a module on career planning and portfolio development. The module aims to help students understand career planning, the job application process, and developing a portfolio. It is 10 hours long and covers topics like career planning basics, applying for jobs, interview skills, and maintaining employment. Students will complete worksheets on their skills and attributes. They will also develop the framework for a personal portfolio to organize their experience and qualifications. The goal is for students to have the skills needed to pursue jobs or contracts after completing the program.
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.
This document discusses instructional objectives and learning outcomes. It defines objectives as specific, measurable behaviors that students will exhibit after instruction. Objectives provide direction for instruction and assessment. Learning outcomes describe the knowledge, skills, and expertise learners will gain. The document outlines different types of objectives and outcomes and provides tips for writing objectives and outcomes, including using action verbs and focusing on observable behaviors.
This document provides guidance on planning effective training programs. It discusses assessing needs, designing objectives and outcomes, developing content and activities, implementing engagement strategies, and evaluating impact. Key points include:
- Training objectives should be specific, measurable, achievable, realistic and time-bound (SMART) to clearly define expected outcomes.
- Needs assessment identifies gaps in knowledge and skills to address. Pre- and post-training evaluations measure effectiveness.
- Lesson plans map the design, including introduction, activities, and assessment of learning objectives.
- Engaging learners through interaction, examples, and questioning helps apply material in a job context. Feedback further improves training quality.
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
This document discusses using a learning by teaching approach to teach collaboration skills in an e-learning environment. It first defines collaboration skills as behaviors that help people work together effectively, including participation, perspective taking, and social regulation. It then questions whether collaboration skills can be taught and assessed through e-learning tools and if learning by teaching is an appropriate method. Some advantages of the learning by teaching approach are that it motivates students and helps them gain skills like teamwork, though it requires more time and effort from both students and teachers. The challenge is how to design an e-learning environment that teaches collaboration skills through this approach.
The document discusses an online assessment tool called ComPAS Now that measures teacher competencies required for effective teaching. It aims to identify and measure a teacher's passion for teaching by assessing competencies like curriculum planning, presentation skills, student facilitation, creativity, and more. Teachers take a 20-30 minute online test assessing life situations, and ComPAS matches the patterns to competencies defined for teaching. A individual report is generated, and management receives an aggregated report for further training planning. Sample training agendas are also provided focusing on skills like classroom communication, discipline, emotion handling, and success anchoring.
The document discusses differentiated instruction and provides several strategies teachers can use to differentiate:
1. Differentiating content by pre-testing students and allowing those who understand concepts to work ahead or in independent projects while re-teaching struggling students.
2. Differentiating activities and processes by varying graphic organizers, tasks, and complexity based on student ability and readiness levels.
3. Differentiating products by allowing students to demonstrate mastery through work with varying complexity and expectations based on their levels.
4. Differentiating instruction further through accommodating individual learning styles, interests, preferred environments, and using strategies like peer teaching, reading buddies, independent study, and learning centers.
The document discusses differentiated instruction and provides several strategies teachers can use to differentiate:
1. Differentiating content by pre-testing students and allowing those who understand concepts to work ahead or in independent projects while re-teaching struggling students.
2. Differentiating activities and processes by varying graphic organizers, tasks, and complexity based on student ability and readiness levels.
3. Differentiating products by allowing students to demonstrate mastery through work with varying complexity and expectations based on their levels.
4. Differentiating instruction further through accommodating individual learning styles, interests, preferred environments, and using strategies like peer teaching, reading buddies, independent study, and learning centers.
The document discusses differentiated instruction and provides several strategies teachers can use to differentiate:
1. Differentiating content by pre-testing students and allowing those who understand concepts to work ahead or in independent projects while re-teaching struggling students.
2. Differentiating activities and processes by varying graphic organizers, tasks, and complexity based on student ability and readiness levels.
3. Differentiating products by allowing students to demonstrate mastery through work with varying complexity and expectations based on their levels.
4. Differentiating instruction further through accommodating individual learning styles, interests, preferred environments, and using strategies like peer teaching, reading buddies, independent study, and learning centers.
The document discusses planning for effective learning and teaching in schools. It covers several key areas of the planning process including:
1) The importance of planning learning objectives and outcomes that are focused and can be assessed.
2) Different levels of planning from long-term curriculum plans down to individual lesson plans.
3) Factors that influence how students learn best such as their preferred learning styles and structuring the learning process.
4) Components of effective lesson planning including objectives, activities for different learning needs, and assessment of learning.
This document provides an overview of a communication and leadership course, including instructor information, course description and objectives, required reading, session themes and objectives, evaluation criteria, and honor code. The key points are:
1. The course examines theories and skills for developing effective communication and leadership, and includes opportunities to evaluate leaders in various contexts.
2. There are 14 sessions with themes like self-awareness, organizational leadership, and living a meaningful life. Students are assessed on projects, blog posts, and a final essay on self-awareness.
3. Students must abide by the honor code and pledge all work as their own original effort. Completing the course aims to help students improve their leadership abilities
10 Innovative Formative Assessment Examples for TeachersJessica Salatambos
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This contract establishes an employment relationship between an employee and employer. It outlines the job title and duties of the employee, the duration of employment, compensation and benefits to be provided, confidentiality terms, and conditions for termination. Key details include the employee's job as [TITLE], a salary of [AMOUNT], health insurance and vacation benefits, confidentiality of trade secrets, and requirements for advance notice of resignation or termination by either party.
This document is the quality management system manual for XYZ. It describes the quality management system which complies with ISO 9001:2008. The manual includes sections on scope, exclusions, documentation requirements, management responsibility, and other quality system processes. It provides the table of contents and outlines the organization and control of the quality management system documents.
This company is committed to meeting customer requirements and satisfaction by providing high quality services and products. They will maintain an effective quality management system by motivating employees and continually improving the system. The policy is signed, showing approval.
This document contains various quality management forms used by an organization including forms related to employees, training, non-conformances, inquiries and orders, quotations, customer feedback, purchase orders, suppliers, manufacturing, inspection, calibration, and instruments. The forms provide templates for collecting information on topics such as employee details, training plans, non-conformity reports, purchase orders, supplier registration, inspection reports, calibration plans, and lists of machines and instruments.
Larry Page and Sergey Brin developed the idea for Google while PhD students at Stanford. Their search engine examined link relationships between web pages rather than just keywords. Google now dominates search and has over $66 billion in annual sales, with Page and Brin each worth almost $30 billion. Mark Zuckerberg launched Facebook from his "hot or not" website at Harvard and within a decade turned it into a $250 billion company, making him worth over $35 billion.
Module 13 developing business relationships power pointJigba
This document provides guidance on developing professional relationships. It discusses leaving personal baggage behind, understanding customer culture, and focusing on attributes that build solid relationships. Core principles like assessing, planning, implementing and evaluating are presented as anchors for building relationships and customer service strategies. Relationship mind mapping and practicing introductions and small talk are recommended for personal development in pursuing productive professional relationships.
The document provides an overview of Module 13 on customer service standards, which aims to help students develop knowledge of professionalism in meeting customer needs and expectations. The module covers topics like defining customer service, developing business relationships, understanding customer expectations, and presenting a suitable personal image. Upon completing the module, students should be able to cultivate professional relationships with customers and make effective decisions that present them as competent braille transcribers.
This document discusses customer service and provides guidance on defining and implementing good customer service practices. It covers:
- Customer service is an attitude, not a department.
- Unhappy customers online can negatively impact a business more than unhappy offline customers.
- Sample definitions of customer service focus on meeting customer needs, providing agreed services, and having a positive attitude.
- Good customer skills include product knowledge, communication, problem-solving, professionalism, and being goal-oriented. When handling complaints, it's important to listen, validate, and work toward solutions while staying calm and positive.
This document discusses ethical behaviors and provides definitions and examples. It defines ethical behavior as actions that are morally right and consistent with generally accepted principles of good conduct. Unethical behaviors are given as the opposite and include examples like dishonesty, discrimination, and fraud. Building a reputation of ethical behaviors can benefit a business by reducing risks. The document prompts reflection on what ethical behaviors mean personally and which ones someone wants to demonstrate.
The module explores ethical behavior and professional ethics for a home-based business practice as a braille transcriber. It contains five lessons over 4.5 hours covering the concepts of ethical and unethical behaviors, maintaining confidentiality and integrity, and identifying personal working standards. The key takeaway is emphasizing ethical behavior as a microenterprise home-based business. Activities include reviewing the Braillist's Pledge of Professional Ethics, discussing scenarios involving ethical dilemmas, and developing a personal code of ethical behaviors and standards. The goal is for students to understand ethics concepts and apply them to their work.
This document provides an overview of a problem solving module, including its objectives, topics, activities, and scenarios. The module aims to teach students to recognize problems, develop problem solving plans, and evaluate outcomes. It covers defining problems, learning problem solving models, and applying the models to real life scenarios. Students practice with problem solving worksheets and roleplaying scenarios to develop their skills. The instructor materials provide guidance on preparing and delivering the various module elements.
This module focuses on developing critical thinking skills. It includes lessons on defining critical thinking, assessing personal skill levels, observing critical thinking in others, and improving skills. Students learn to analyze information, evaluate circumstances, and develop the ability to critically assess data outside of their own perspectives. The goals are to promote accurate understanding of situations and enhance performance through strengthened critical evaluation.
The document outlines Module 9 of a time management training program. The module aims to help students understand the importance of managing time efficiently when running a home-based business. It covers assessing personal time use, organizing time using a time log, and learning time management strategies. The module is split into three lessons over 2 hours and 45 minutes. Students will complete time logs and assessments, discuss challenges, and learn techniques to organize their time after completing the braille transcriber training program.
Module 8 focuses on organization strategies and techniques. It aims to help students understand the importance of applying organization based on their personal preferences and patterns. The module contains three topics: 1) Understanding personal organization preferences and patterns, 2) Identifying organization methods that support preferences and patterns, and 3) Building a toolkit of organization strategies and techniques for starting a business. The goal is for students to leave with small, manageable organization changes that fit their natural styles.
This module focuses on prioritization strategies. It contains four topics to be covered in three hours: prioritization scenarios, the "who, what, when, where, why, and how" strategy, understanding personal work styles, and prioritization methods. Students will work through scenarios in groups, learn the six elements of prioritization, reflect on their own work styles, and review various prioritization techniques. The goal is for students to recognize essential and non-essential tasks and develop methods for addressing non-essential tasks to avoid missed deadlines.
The document outlines a soft skills module on goal orientation. The module has four lessons over 3.5 hours aimed at helping students identify goal-oriented behaviors, understand how to set realistic goals, create a goal-based plan, and monitor/evaluate progress. Key topics include goal setting tips, creating a vision board, and using handouts to facilitate goal writing and evaluation. The overarching goals are for students to understand the importance of goal orientation and be able to develop measurable goals and plans.
This document provides an overview of Module 5 which focuses on effective communication skills, including listening, speaking, writing, and interpreting. The module aims to equip students with practical communication abilities that can help them as braille transcribers and small business owners. It consists of six lessons over eight hours covering topics such as active listening, speaking clearly, understanding non-verbal cues, interpreting written information, and writing skills. Activities are designed to be hands-on and allow students to practice their communication skills.
This module focuses on expanding cognitive skills for starting a microenterprise business. It includes 3 lessons over 4 hours: (1) understanding divergent and convergent thinking through brainstorming exercises; (2) using critical, creative, and intuitive skills to analyze self and business venture choices; (3) objectively discussing the positives and negatives of a home-based business. The goal is for students to apply cognitive skills in exploring home-based business opportunities.
This module focuses on learning styles and helping students understand their own preferred learning styles. It includes four main objectives: 1) Know personal preferred learning and working styles, 2) Understand and articulate strengths and attributes, 3) Identify compensation methods for non-preferred styles. The module involves students completing several learning style assessments, creating a personal learning styles profile, discussing styles with peers, and keeping a learning journal. The goal is for students to better understand how to apply their preferred styles and compensate when needed.
This document outlines a module on framing and internalizing personal values. The module aims to help students understand their values in three areas: personal, work, and relationships with others. Activities include sorting value cards into categories, prioritizing core values, and discussing how values influence choices. The module is designed to help students identify their most important values and how these will guide decisions, especially regarding work.
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This presentation is a curated compilation of PowerPoint diagrams and templates designed to illustrate 20 different digital transformation frameworks and models. These frameworks are based on recent industry trends and best practices, ensuring that the content remains relevant and up-to-date.
Key highlights include Microsoft's Digital Transformation Framework, which focuses on driving innovation and efficiency, and McKinsey's Ten Guiding Principles, which provide strategic insights for successful digital transformation. Additionally, Forrester's framework emphasizes enhancing customer experiences and modernizing IT infrastructure, while IDC's MaturityScape helps assess and develop organizational digital maturity. MIT's framework explores cutting-edge strategies for achieving digital success.
These materials are perfect for enhancing your business or classroom presentations, offering visual aids to supplement your insights. Please note that while comprehensive, these slides are intended as supplementary resources and may not be complete for standalone instructional purposes.
Frameworks/Models included:
Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
The BCG Strategy Palette
McKinsey’s Digital Transformation Framework
Digital Transformation Compass
Four Levels of Digital Maturity
Design Thinking Framework
Business Model Canvas
Customer Journey Map
Garments ERP Software in Bangladesh _ Pridesys IT Ltd.pdfPridesys IT Ltd.
Pridesys Garments ERP is one of the leading ERP solution provider, especially for Garments industries which is integrated with
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This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
1. Stanford’s Design Thinking
2. IDEO’s Human-Centered Design
3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
7. McKinsey’s Three Horizons of Growth
8. Customer Journey Map
9. Christensen’s Disruptive Innovation Theory
10. Blue Ocean Strategy
11. Strategyn’s Jobs-To-Be-Done (JTBD) Framework with Job Map
12. Design Sprint Framework
13. The Double Diamond
14. Lean Six Sigma DMAIC
15. TRIZ Problem-Solving Framework
16. Edward de Bono’s Six Thinking Hats
17. Stage-Gate Model
18. Toyota’s Six Steps of Kaizen
19. Microsoft’s Digital Transformation Framework
20. Design for Six Sigma (DFSS)
To download this presentation, visit:
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Anny Serafina Love - Letter of Recommendation by Kellen Harkins, MS.AnnySerafinaLove
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2. Module # 14 – Managing Me
Soft Skills Module 14
Managing Me
Summary
Goal: Instructor:
Acquire an understanding of self-
management skills, particularly related to
the workplace when self-employed. Delivery Method(s):
SMART Objectives: Activities and discussion with self-
Specific, Measurable, Achievable, Realistic, and exploration
Time-sensitive
By the end of this module, students should be able
to:
Length:
SS14.1 Understand the meaning and
positive effects of self-management Four Topics
especially when self-employed.
Total Length: 5 hours
SS14.2 Identify work-based self-
management skills.
Any Applicable Business and/or Soft
Skills?
SS14.3 Recognize what can get in the way
of self-management. Business Skills:
• Exploring Business as an
SS14.4 Identify methods and techniques Opportunity
to monitor and self-evaluate self- • Sharpen Your Entrepreneurial Skills
management skills. • Professionalism Pays
• Working/Living in the Same Space
• Plan as You Expand - Keeping
Tabs on Cash
Corresponding NLS Lesson #?
Take Away Message(s):
By the end of this module, students will be able to produce an effective personal
4. Module # 14 – Managing Me
Instructor Preparation
Title of Module: Managing Me
Instructor:
The following introduction may be useful to set the stage for discussion and application
as students think about and plan for community integration and self-employment.
Several activities may be needed in order to frame the instruction for this module. There
may be value in helping students understand the differences of their community
environment (or the community they will be released to) prior to incarceration and after
release.
This might be done through a few short pre-activities that focus on comparison – a
snapshot of “prior to incarceration” and now or “after incarceration.” This can be
accomplished by having students compare newspaper and magazine articles,
advertising, pictures, movies, documentaries and/or products/services in a “then and
now” type of structure. To access, download/print from the internet. Investigation can
include differences in language/vocabulary as well as methods of interaction and
interface. The point is to engage students in a comparison of before and after so they
begin to conceptualize what might get in the way of their ability to self-manage.
Other discussions may include descriptions of what students did when they had time to
recreate or how they spent free-time and what they might do after release.
Agenda – topics to be covered in the module and length of each item
Topic: Managing Me Allotted Time: 5 hours
A. Positive Effects of Self-Management (1 hour)
B. Work-Based Self-Management Skills (2 hours)
C. Recognizing What Can Obstruct Self-
Management (1 hour)
5. D. Methods and Techniques to Monitor Self-Management Skills (1 hour)
Materials & Supplies – items needed in order to carry out the agenda and classroom activities
1. Handouts: Scenarios for Role-Play (14.C.1), Steps to Effective Self-Management
(14.C.2), Self-Management Skills List (14.D.1), Excel Graphic – Goals (14.D.2),
Self-Monitoring & Evaluation (14.D.3)
6. Module # 14 – Managing Me
2. Students will need their notebooks and journals for Lesson B
3. One envelope and six 3 x 5-index cards for each student
4. Access to other Soft Skills Modules including Module 6- Goal Orientation
handouts (6.B.1, 6.C.1, 6.C.2, and 6.C.3)
Classroom Preparation – steps to follow when setting up the learning environment
1. Flip chart/pad with markers or board/markers for instructor
2. Classroom configuration conducive to group discussion, interation and role-play
3. Computers for students with access to Excel flow chart software or Word Smart Art
7.
8. Module # 14 – Managing Me
Curriculum Content
A. Positive Effects of Self-Management (1 hour)
Objective SS14.1: Understand the meaning and positive effects of self-
management especially when self-employed.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Facilitate a whole-class discussion about self-management by asking the
following questions; allow time for discussion for each question.
Potential Questions:
What does the term self-management mean?
What does it mean personally to you to self-manage?
How do you see it as important, especially if you are self-employed?
What do you see as the positive results of being able to self-manage?
What are the negative effects if you are not able to self-manage?
Where do self-management skills come from?
Guide and help students arrive at conclusions/responses that reflect the following (in
their own words):
Self-management skills are the skills found in initiative, drive, determination,
perseverance, resilience and self-efficacy.
Self-management involves identification and regular practice of day-to-day tasks
and behaviors one engages in to control or reduce negative impacts.
Self-management takes place when the student engages in specific
behaviors that promote a positive direction (a part or all of the job/work is
completed; a new customer is served well, etc.).
9. Self-management refers to students’ abilities, regardless of how acquired, to
manage that which might interfere with product/service completion.
Summarize by highlighting the positive elements of what students have said.
10. Module # 14 – Managing Me
B. Work-Based Self-Management Skills (2 hours)
Objective SS14.2: Identify work-based self-management skills.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Introduce the skills element of self-management skills by weaving the statements and
concepts from the Lesson A together with a definition and description.
Self-management skills are those abilities that let students experience a higher level
of effectiveness and productivity when they are performing routine work tasks.
In a microenterprise environment self-management refers to techniques, skills, and
strategies that one puts in place to effectively and efficiently direct their activities
toward completion if the goal. That might involve goal setting, decision making,
identifying a clear focus, work/task planning, scheduling and tracking of tasks to
complete work efficiently and on time, self-evaluation, self-intervention, and self-
development.
Explain to students these are commonly known as executive functions or higher order
thinking skills and they are critical to the processes of completing the work, especially in
a microenterprise situation where there is no one to keep the students on track or
support the processes of getting work done.
Well-developed self-management skills will help keep the business and the work
flowing. Some examples might include the ability to manage life style changes inherent
in moving into a community after incarceration, monitoring time and tasks as a sole
proprietor, handling cash flow and money, etc.
Throughout the class, the following soft skills or executive functions have been
addressed:
Motivation
Values
Learning to Learn
Cognitive Skills and Thinking
Communication Skills (Listening, Speaking, Writing, Interpreting)
11. Goal Orientation
Prioritization
Organization Strategies
Time Management
Critical Thinking
Problem Solving
Ethical Behavior
Customer Service and Professionalism
12. Module # 14 – Managing Me
Ask students to go back through their notebook/journals and think about the skills they
have learned or enhanced. As they review everything, they should identify their top five
or six self-management skills.
Have students write the top five or six self-management skills in their journal and
describe what about each skill selected is important in regards to self-management.
NOTE: The instructor should write the definition of self-management skills on the
board/flip chart and may need to remind students of the definition as they are
reviewing their notebooks/journals.
Treasury Envelope
This activity helps develop and/or solidify each student’s self-management skills and
creates a “Treasury Envelope” for use/review after release. The goal is to explore each
other’s self-management abilities, techniques, skills, and strategies as well as build
self-esteem as students share their strengths and find out more about their top self-
management skills.
Start by explaining that self-management skills are extremely important and each
student could fill an envelope full with their knowledge, skills, and abilities. However,
some abilities, techniques, skills, and strategies are highly important in examining
personal self-management; they are the five or six skills the student has self-identified.
That is what we want to put in our “Treasury Envelope” – the top self-management
skills.
Distribute six 3 x 5 cards to each student. Ask students to write their first name on each
of the cards and below their name list one of their selected top self-management skills
(each student should have five or six cards with their name and one self-management
skill listed – a different skill per card).
When students complete the cards, have them stick the cards on a flip chart or board.
Pair students with someone who has the same or similar self-management skill and
direct the pairs to have a conversation about the similarities and differences of their
skill. During this time, students should write key words generated from the discussion
13. to more clearly define their selected skill.
Give pairs about ten minutes (five minutes for each student in the pair). When time is
up have students put the card in their “Treasury Envelope.”
Repeat the activity until five or six rounds have occurred or there are no more matches.
If there are no more matches but a number of cards are still on the flipchart or board,
match students with someone they have not paired with and have them each describe
14. Module # 14 – Managing Me
what the skill, in terms of self-management, means to them and why it is important.
Remind students to put each card in their “Treasury Envelope” prior to moving to the
next discussion.
During the discussions, students will learn new things about each other as well as
become more conversant in their strengths.
NOTE: Depending on the number of students in the class, the instructor may wish to
limit the number of rounds by having students only place the top two or three self-
management skills on the flipchart.
At the end of the activity suggest that after they have begun their microenterprise they
open their “Treasury Envelope” and read their cards and notes every time they need
encouragement or support on tasks.
C. Recognizing What Can Obstruct Self-Management (1 hour)
Objective SS14.3: Recognize what can get in the way of self-management.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Now that students have addressed their top self-management skills/attributes, it is time
to identify what can interfere with effective self-management.
This activity can be done in teams of two or three students as well as individually.
Review a format for self-management improvement:
Define behavior
Identify impact of behavior
Give each team (or individual student) a behavior that needs to be changed to an
effective self-management technique, skill, or strategy.
Have teams (or the individual student) role-play the behavior that needs to be changed
making sure:
the behavior and impact on work tasks are clearly displayed, and
15. the solution or intervention leading to effective self-management is
presented.
The instructor should see the following in each role-play:
Behavior defined
Behavior impact
Emphasis or rationale for changing the behavior
16. Module # 14 – Managing Me
An initial goal statement
After each role-play, students watching should be prepared to give two to three
positives about the role-play and then add any ideas or thoughts that would add to the
concept of effective self-management skills.
Behavior-based areas that can get in the way of effective self-management are listed
on the Scenarios for Role-Play (14.C.1) worksheet. Feel free to add others as
needed.
Close the lesson with a review of the following steps that will promote effective self-
management using the Steps to Effective Self-Management (14.C.2) handout:
Isolate and define the undesired behavior.
Identify the impact of the behavior.
State the emphasis or rationale for changing the behavior.
Spot when the behavior occurs; assess impact on work tasks.
Write a goal statement (use Goal Orientation module #6).
Will the solution or intervention lead to more effective self-management?
D. Methods and Techniques to Monitor Self-Management Skills (1 hour)
Objective SS14.4: Identify methods and techniques to monitor and self-evaluate self-
management skills.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Instructor should facilitate the following discussion:
What does the term self-evaluation mean?
What does it mean to monitor and evaluate self-management skills?
Have students look over the Self-Management Skills List (14.D.1) and
identify three skills they feel would be important to monitor and self-evaluate as a
17. sole proprietor microenterprise business.
Using the handouts in Soft Skills Module 6 - Goal Orientation (6.B.1, 6.C.1, 6.C.2,
and 6.C.3) have students identify steps they will use to monitor and self-evaluate
each of the three self-management skills chosen.
18. Module # 14 – Managing Me
Finally have each student do a flow chart using Excel of their monitoring and self-
evaluation steps as a visual graphic to help keep them on track. Students should follow
the template provided on the Excel Graphic – Goals (14.D.2) handout. Students
can also use the SMARTS strategy to assist from the Self-Monitoring & Evaluation
(14.D.3) handout.
19.
20. Module # 14 – Managing Me
Module 14
Managing Me Handouts
21. Module # 14 – Managing Me
Scenarios for Role-Play (14.C.1)
The following worksheet outlines behavior-based areas that can get in the way of
effective self-management. Use for team/student role-plays:
Impulsivity – You accepted several jobs all due by the middle of the week. You did not
pay attention to the due dates, just the money that you would make if you took all the
work. Now you are in a pickle and have to work the next three days and nights as well
as the weekend to make all the deadlines. You know you made decisions to accept
the work rather impulsively and want to change that behavior… What is your solution?
Social networking – You are working on a job that is due by tomorrow at 3:00 pm. It is
11:00 am and you are sort of behind, but you decide to take a break and catch up with
your friends on face book. The next thing you know it is 7:00 pm and you have not
worked on the job, still due tomorrow. You think to yourself – this social networking is
addictive and when I start, I cannot stop – I need to change this behavior… What is
your solution?
Computer gaming – You have phone calls to return to potential customers; in fact some
of these phone calls are several days old. You want to return them but you started an
internet game and you are stuck on level 7. Just as soon as you beat that level, you will
return the calls. Later in the evening, you contemplate that the behavior of playing the
internet games instead of doing work is taking over. You decide you want to change the
behavior… What do you do?
Stress and anxiety – You have been asked to produce some work that is complex
22. and involves a lot of graphic design. You are worried about doing it right as you know
it could lead to other opportunities. However, the stress and anxiety you are feeling is
getting in the way of getting the work done. You started, but now you feel stuck, not
sure how to proceed. You want to change the behavior… What do you do?
14.C.1
23. Module # 14 – Managing Me
Emotional reactions – Lately you find yourself somewhat impulsive and
unorganized. You are not sleeping well and you are having difficulty concentrating
on your work. This appears to be leading to a constant feeling of being out of control
of your emotions. You decide you want to change the behavior… What do you do?
Self-assessment – You have been working by yourself now for six months. You have
worked really hard, put loads of effort into getting your business up and running, and
have made every deadline. The problem is that you have not been getting any feedback
from your customers. Feedback is important; how do you know whether you are doing
things according to the customer needs/wants. You want to change the behavior…
What do you do?
Predicaments and quandaries – You have been having difficulties with a couple
customers. You produce what they want, or at least what you think they want from what
they have asked for, but when you deliver the finished product they are not happy and
they tell you so. You immediate reaction is to get upset and blame them for not being
clear. You want to change the behavior… What do you do?
Cannot say no – Lately you have been feeling overwhelmed, overtired, and behind both
family and work wise as well as personally. You have been trying to evaluate why this
feeling is constantly present and have come to believe that it may be because you
cannot say no to a request for work, someone’s need for help or an invite for some fun.
You recognize that this feeling has been present for a while and is substantially
affecting your work. You want to change the behavior… What do you do?
25. Module # 14 – Managing Me
Steps that Promote
Effective
Self-Management (14.C.2)
Isolate & define undesired
behavior
Identify impact of behavior
State emphasis/rationale for
changing behavior
Spot when behavior occurs
Assess impact on work tasks
Write goal statement
26. Use Goal Orientation Module 6
Will solution or intervention lead
to more effective self-
management?
14.C.2
27. Module # 14 – Managing Me
Self-Management Skills List (14.D.1)
Based on what you know about yourself, select three self-management skills for
improvement.
Can make important decisions Can meet deadlines/timelines
independently
Get along with customers Work under stress/pressure
Precise Motivated
Flexible Positive attitude
Careful Dedicated
Certain Thorough
Dependable Imaginative
Committed to highest quality of Responsible
work
Efficient Energetic
Enthusiastic Good sense of humor
Loyal Mood
Neat Organized
Persistent Prompt
Swift learner Accountable
Follows directions Works quickly
Uses initiative
14.D.1
28.
29. Module # 14 – Managing Me
Excel Graphic – Goals (14.D.2)
GOA
L
Objectives Considerations
Evaluation
Timeframe
Goal Achieved
Write the Outline Steps Accountability
Goal to Achieve
Success
Described
Stumbling
Blocks
31. Module # 14 – Managing Me
Self-Monitoring & Evaluation (14.D.3)
Specific
Am I being specific about the self-management skill I want to improve?
Measurable
Have I identified clear steps that I can monitor and check off ?
Have I set the times for measuring and reflection?
Action Oriented
How will I track my progress?
Realistic
Am I committed to working on this self-management skill?
Is this approach realistic?
Timeframe
Have I identified an adequate amount of time to improve this self-management
skill?
Stumbling blocks
32. What things might get in the way of improvement?
Are there things I should pay attention to in order continue to improve?
14.D.3