Life Competencies for Growth and Success

A Trainer’s Manual
1. Auflage 2018
ISBN: 978-93-5280-526-6
Verlag: SAGE Publications

Buch, Englisch, 436 Seiten, Format (B × H): 159 mm x 241 mm, Gewicht: 524 g

LIFE COMPETENCIES FOR GROWTH AND SUCCESS is a complete guide for trainers engaged in promoting life skills training and education. In today’s complex world, life competencies play a very important role in shaping the personality of individuals, in helping them establish their self-identity and in preparing them to face the myriad challenges of life more effectively. This will coalesce into producing more conscientious, responsible and productive members of society.

This Trainer’s Manual can be used for training diverse groups of participants—those working with business firms or in the social development sector, young entrepreneurs, job aspirants, young executives looking for career-promoting and growth-oriented training opportunities, and technical or vocational trainees at different technical institutes under the skill-development programme of the Government of India. The Manual will also serve as a useful guide for self-improvement and self-training by all those who may not have access to formal training opportunities. The modular approach followed in the Manual will help trainers and training institutes in designing custom-made programmes for their groups.

Autoren/Hrsg.

Agochiya, Devendra

Fachgebiete

• Wirtschaftswissenschaften Betriebswirtschaft Betriebswirtschaft: Theorie & Allgemeines

Inhaltsverzeichnis

Foreword
Introduction
Life Skills Defined
Life Skill Education
Integrating Life Skills with Technical Skills
Skill and Competency
Using the Manual
General Guidelines for the Trainers
Special Features of the Manual
Section A – The Modules
Module 1 – Self-awareness, Self-confidence, and Self-esteem
Self-awareness
Self-confidence
Self-esteem
Suggested Guidelines for the Trainers
Exercise 1
Exercise 2
Exercise 3
Exercise 4
Module 2 – Interpersonal Communication
Understanding Interpersonal Communication
What is Effective Communication?
Skills in Interpersonal Communication
Barriers to Effective Communication
Suggested Guidelines for Conducting the Session
Exercise 1
Exercise 2
Exercise 3
Module 3 – Interpersonal Relationships
Understanding Interpersonal Relationship
Interpersonal Relationship at Workplace
Personal Qualities That Influence Interpersonal Relationships
Skills in Interpersonal Relationship
Suggested Guidelines for Conducting the Session
Exercise 1
Exercise 2
Exercise 3
Exercise 4
Module 4 – Conflict—Dimensions and Resolution
Understanding Conflict—Definition and Meaning
Intrapersonal Conflict (Personal Dilemmas)
Interpersonal Conflict and its Dimensions
Preventing Interpersonal Conflict
Styles for Management of Interpersonal Conflicts
Interpersonal Conflict Resolution Strategies
Skills in Resolving Interpersonal Conflict
Resolving Interpersonal Conflict— Suggested Steps
Intra-group Conflicts
Sources of Conflict in an Organisation
Suggested Guidelines for Conducting the Session
Exercise 1
Exercise 2
Module 5 – Management of Stress
Stress and People
Internal Stressors
External Stressors
Causes of Stress at Workplace
General Strategies to Manage Stress
Things You Can Do to Avoid or Manage Stress
Suggested Guidelines for Conducting the Session
Exercise 1
Exercise 2
Exercise 3
Module 6 – Positive Thinking
Understanding Positive Thinking
Manifestations of Positive Thinking and Attitude
On Way to Developing a Positive Attitude!
Suggested Guidelines for Conducting the Session
Exercise 1
Exercise 2
Module 7 – Critical Thinking and Creative Thinking
Understanding Critical Thinking
Some Prominent Features of Critical Thinking
What Critical Thinking is Not
Three Parts of Critical Thinking
Critical Thinking—Its Application in Our Day-to-day Life
Skills in Critical Thinking
Profile of a Critical Thinker
Understanding Creative Thinking
Creative Thinking Versus Critical Thinking
Improving Your Creative Abilities
Creative Thinking Skills
Profile of a Creative Thinker
Suggested Guidelines for Conducting the Session
Exercise
Mini-exercise 1
Mini-exercise 2
Mini-exercise 3
Mini-exercise 4
Module 8 – Empathy
Understanding Empathy
Elements of Empathy
Types of Empathy
Using Empathy Effectively
Suggested Guidelines for Conducting the Session
Exercise 1
Exercise 2
Module 9 – Problem Solving and Decision-making
Understanding Decision-making
Understanding Problem-solving
Process of Problem-solving and Decision-making
Decision-making Methods
Steps in Problem-solving and Decision-making
Participatory Decision-making—Core Values
Individual Decision-making
Factors That Influence Individual Decision-making
Individual Decision-making Under Stress—Strategies
Suggested Guidelines for Conducting the Session
Exercise 1
Exercise 2
Section B – Delivering an Effective Training Programme
I – Beginning an Active Training Programme
Opening the Programme
Tasks for the Trainer
II – Creating and Maintaining Learning Environment
Elements of Healthy Learning Environment
Your Basic Tools for Creating Learning Climate
III – Planning a Training Session—Writing a Session Plan
What is a Session Plan?
Why Do You Need a Session Plan?
IV – Question–Response Approach— A Tool for Promoting Participation
Questions–Response Approach Can Be Helpful in Many Ways
Question–Response Technique—Guidelines to Enhance its Usefulness
Trainers’ Inner Restraints with Respect to Questions
Questions about Questions
V – Using Training Methods Effectively
Lecture
Group Discussion as a Method of Training
Brainstorming
Case Study Method
Preparing and Using Training Support Materials
References

Über Autor(innen)

Agochiya, Devendra
Devendra Agochiya has over three decades of rich and varied experience of working with national and international organizations engaged in the fields of youth and social development, training, empowerment and management. He has worked for about 12 years (1969–80), in senior professional positions, with an international NGO in New Delhi—International Youth Centre. He has worked for about 18 years with the Youth Affairs Division of the Commonwealth Secretariat—first as the Regional Director for Asia and then as Head of the Division based in London, the headquarters of the Secretariat. He has been actively associated with the planning and delivery of a wide range of training programmes for a variety of target groups, including policy makers, senior government and non-government officials, business executives and young people in India and other Commonwealth countries. He is presently working as a freelance consultant with a number of national and international agencies in training and development and related areas.