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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
