Interpersonal Skills Training in H.E.: chapters

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Interpersonal Skills Training: the basics

introduction

how to use this chapter

we have our tutoring skills

skills of running an individual tutorial

skills of running a group tutorial

conclusion

the structure of training

beginnings

exposition of a model

modelling

discrimination

practising elements

practising wholes

practising standard situations

practising difficult situations

real life practice

reflection on real life practice

problem-solving of difficult situations (critical incident analysis)

here-and-now situations

self, peer and teacher assessment and accreditation

learning contracts and support systems: follow up

experiential learning

structure of experiential learning: its systematic nature

potential for change from actual experience

resistance to change

right attitudes to learning and the learner

the support process for the learner

support skills for the tutor/counsellor/peer

the contract for experiential learning

skills needed to conduct interpersonal skills training

your own interpersonal skills

empathy, genuineness and caring

presence, lightness and focus

linking experience to learning

the tempo of structured experiences

recognition of challenge levels and readiness

your own personal development

caveats about offering training to students

experience your model-in-action

go wider

specific training for activities and experiential debrief

supervision and counselling

training in how to offer a training

prior experience of the model of choice

provide a model course

leading all activities/development of all skills

tricky situations: trainer-defined

tricky situations: participants' fears

self-assessment

peer-assessment and accreditation

follow-up

sources of teachers

adult education etc

students' union

in system

out of system

overview: models for students' learning

the importance of a model

shared culture

value to students/proof of value

made visible; researchable and verifiable

systematic exploration

invitation to peer experiential research

quantifiable and assessable (self/peer/tutor)

processes for student learning

systematic applied science

validity in structures

student acceptance

generic/general models

communication basics

sending a message

received as intended or not

sending messages not specifically intended or even unintended

signal to noise

listening as the first consideration

distortion in the receiver

when your intended primary message and accompanying secondary messages are received as intended without distortion

learning activities

channels of communication

basics

the role and form of training about the channels of communication

practical training activities

listening skills

the heart of the skill

listening skills training

empathy*#

summarising/reflecting*#

peer feedback skills as a vital, generic component of the process of training

what feedback is

training to give feedback

assertiveness

value and generalisability of the model

need for assertiveness

basic introduction

rehearsal for professional life

training for assertiveness training skills

bibliography for assertiveness*#

Transactional Analysis

being rewritten

mediation*#

approaches to conflict resolution

Other models*

studentship models

group membership skills

study related skills

experiential and interpersonal skills training group membership skills

student peer group*

team/project group membership/leadership skills

self and peer assessment skills

value of this approach

procedural steps in self and peer assessment

peer mentor and peer teaching models*

profession-defined interpersonal skills

models in use

need for each profession's analysis of strategy and intervention*#

examples from the professions*

six category intervention analysis

value of the model

form of a course

the six categories, intentions and values

rehearsal for professional life

training for six category intervention analysis

bibliography for six category intervention analysis

Gerard Egan's Problem-solving model*#

models for teachers and teaching

6 Category Intervention Analysis*#

general model for tutoring

intentionality and flexibility its key values

as excellent model for one-to-one experiential debrief

feedback: models and training

general models*

I see me-in-you

Johari Window/limitations in feedback

the window of opportunity

models within models; e.g., 6CIA, Assertiveness

Six Dimensions of Facilitator Style*#

model for group/team/departmental leadership

model for leading interpersonal skills training groups

Assertiveness Training*#

vital need to give staff the same model/skills

self and peer assessment*#

job-related development*

general professional development of teaching staff

management development

organisation/department/team development activities

tools

how can I say that this is training?

osmosis

natural review

self-directed use of models with tutorials

models, natural experience and review

peer experiential research

models, systematic practice and review

applications in the world of work

value of tools and structures*

limitations of tools and structures

meta structure of student immersion, inquiry and reflection

self-assessment lists and scales*

structured experiences/exercises*

specific value/limitations

generic skills practice

highlighting specifics

video feedback

serious caveats

range of approaches

modelling*

demonstrations

video modelling

projects*

review experience

write about it

rehearsal/role plays/simulations/case studies

methods defined

rehearsal and role-taking as vital to skill learning

sufficiency of debrief needed for full value

de-role-ing

problems of acceptance*#

peer observation*#

group-on-group

triads with 3rd member observation mission/brief

critical incident analysis

psychodramatic strategies

light facilitation arising out of awakening

light facilitation arising out of role reversal

enacting plays of student past experience

rehearsing plays of student fears

some techniques of value in psychodrama

here-and-now methods*

student real-life projects

processing immediate experience

support systems

the whole organisation*

top-down validation (VC's; Senate; hod's)

get to grips with self-exposure

course points/accumulation of credits

caveats if any level does not support X

peer groups in training*

training in support skills

Student Union counsellors*#

College Counsellors*#

role in debriefing

potential oversight roles

potential consultancy

students with deeper seated problems of change

recognise the impact of the training process

refer if intensive debrief is needed

the general nature of the inner world and distress

personal development opportunities to be made available

co-counselling

peer support groups*

gestalt*

counselling*

structured personal development groups*

local supervisors group*

staff peer support

peer training/development

self and peer assessment

buddy support/supervision

membership of Societies/Associations*

sources*

university associates

the models and the people (A.T., T.A., 6CIA etc.)

networks and Human Resource Development support systems

group relations training association

internet

others

accreditation*

each model has own accreditation system

(research) TA. AT, others

university supervisory group

care re membership

self and peer accreditation

training centre accreditation

self accreditation

self-accreditation accepted

self-accreditation with internal vetting or via consultant


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