personal professional effectiveness - course manual

8/7/2019 Personal Professional Effectiveness - Course Manual

1/21

IILM Institute for Higher Education

3, Lodhi Institutional Area

New Delhi 100 003

Course Manual

LDU Workshop Personal & Professional Effectiveness

Duration - 2.5 hours

PGP 2010-2012


2/21

Course Overview

Course Topics:

1) Understanding the concept of effectiveness2) Understanding negative thinking patterns3) Introduction and conduction of personal effectiveness scale4) Understanding the three dimensions of personal effectiveness

Learning Objectives:

After the completion of this module you should be able to:

Describe the concept of personal effectiveness Identify your own personal effectiveness Identify ways to increase your personal effectiveness

Slide 1

Slide 1: 10 mins.

Introduce the topic. Ask students what they understand by personal and professionaleffectiveness. Map their expectations.


3/21

Slide 2

Lea

After the comp

Slide 2:

Show the slide


4/21

Slide 3

Slide 3: 5 mins

Discuss what was done in the previous session.Ask how successfully were they able to implement their plan of action.Relate last session to this session.


5/21

Slide 4

Understan

Slide 4: 5 mins

Relate it to self awareness and effectiveness:


6/21

Slide 5

Common

Negativizing

Slide 5: 15 mins.

To introduce how negative thinking and mindsets become a road block to achieving personaland professional effectiveness, some of the most common ones used are: Negativizing Minimizing Magnifying Generalizing Blaming

NegativizingFiltering out positive aspects of a situation, while focusing only on negatives. The personignores all the

positive events that are happening (or have happened) but focuses primarily on the negative.They may concentrate on their own negative personal qualities or on negative experienceswhile ignoring their positive characteristics and experiences.

For example, a person may realistically recognize that their boss was not pleased with part of their work. At the same time they may not remember that this is the same boss who hasrecently given them a raise and praised their performance.

Example: This job is nothing but one headache after anotherAlternative: This job has many negative things about it, but then it has some positive onestoo. Like most things it is a mixture of good and bad

Generalizing


7/21

Generalizing from a single piece of information to all or most such things. To generalizeinstead of looking at each situation or circumstance accurately . The key element in thisunhelpful thinking style is to take one instance in the past or present, and to impose this on allcurrent or future situations.As e.g., This is just so typical! telling yourself that this is how things always are, or

everyones like that, or "things never turn out well for me". Making broad, generalised andglobal conclusions on the basis of only a little evidence can leave one thinking that things arereally uncontrollable, inevitable and out of one's hands. A sense of helplessness oftenaccompanies such overgeneralisations. Writers will often use overgeneralizations to take a single setback such as a bad review, arejection, a missed deadline, a poorly written piece or a miscommunication and turn it into amajor problem such as writers block. Example: People like her cant be trustedYou never listen to meHe always interrupts meI always mess upAlternative: I've messed up this time but I can learn from my mistake. Example: I had a bad week at work so I need to quit.Alternative: The last was not so interesting, but it does not mean that every day is the sameday.

Magnification or MinimizationMagnification involves mentally magnifying an event. An example would be getting a minor criticism from one's boss and then thinking,"He really chewed me out."

In this thinking style, individual magnify the positive attributes of other people and minimiseone's own positive attributes.

Minimizing involves diminishing the value or importance of something to less than itactually is.Example: I know my boss said most of my submission was great but he also said there were anumber of mistakes that had to be corrected...he must think Im really hopeless.Example: I wish I could be more like my friend, hes the most popular guy in the world andeveryone wants to be around him.Example: I guess Im somewhat likable, but I think I talk too much, I get really anxious

around others at times, and I hate that I dont have as much money as my friends. Thinkingthis way leaves little room to remember the fact that you are actually a likable person. BlamingAttributing responsibilities of events, specially negative ones, to someone else, even whensuch responsibilities rightfully belongs to the self. In this thinking style individual holds other people responsible for his/her pain, or take the other tack and blame him/herself for everyproblem. Blaming often involves making someone else responsible for choices and decisionsthat are actually one's own responsibility.

Example: My poor grades are a result of faculty's strict evaluation.

Alternative: It would have been nice if the evaluation was not so strict. However, I amresponsible for my poor grades.


8/21

Slide 6

Unhe

Slide 6: 10 mins.

Do this activity in class. Ask students to recall their past experiences. Instructions: Students to be asked to identify a situation where they used each the thinkingstyle, with whom they used the same and for what purpose they used the style. Students arealso required to mention any improvement within their thinking pattern during theassignment. Assignment: Ask students to keep a record in their journal at least for two weeks.


9/21

Slide 7

Exerci

SLIDE 7: 10 mins.

Ask:How do you think these thoughts made him feel?Can you see where his thinking is distorted or inaccurate?What thoughts would you suggest he think instead?


10/21

Slide 8

Instructions:Read each stateme

Slide 8:

Self explanatory


11/21

Slide 9

I R S

*1

Slide 9:

Ask the students to draw this table in their notebook/ notepad.


12/21

Slide 10

1. I find it difficul

Slide 10:

Self explanatory


13/21

Slide 11

6. On hindsight,

Slide 11:

Self explanatory


14/21

Slide 12

11. If people criti

Slide 12:

Self explanatory


15/21

Slide 13

Reverse your grade

Slide 13: 10 mins

Instructions:1. Reverse your grades on those items marked with (*) as shown belowOriginal Response: 0 1 2 3 4Reversed Response: 4 3 2 1 0

Eg. If your response to statement 1 is 4, mark it now as 0 in the space provided.

2. For items without (*) the score is same as the response. Eg. If your response to statement 2is 4, mark it as 4 in the space provided.3. Total the grades in each of the three columns. The total score will range between 0 to 20. Classify the total in each column as low level or high level. Write L or H against each

column. If your score is 11 or less, write L. if your score is 12 and above write H. You will now be able to identify your level of effectiveness in the three dimensions: self disclosure, openness to feedback and perceptiveness.


16/21

Slide 14

Thperson

Self Disclo

Slide 14: 15 mins.Tell students that they have just taken personal effectiveness scale . To become effective as aperson, one should be high on all three dimensions. Also, there should be a balance betweenthe scores.

Dimensions Too high Too lowSelf disclosure Egocentric SecretiveOpenness to feedback Indecisive, unsure Inflexible, rigidperceptiveness Submissive Insensitive

Also discuss: When is self disclosure appropriate? How to give and receive feedback? How to become perceptive?


17/21

Slide 15

Fi

Slide 15: 15 mins.The fishbowl exercise is designed to help participants identify personal things that can beseen by others that they feel comfortable disclosing to others. This activity may be done insmall groups/ in front of the class

Inside the fishbowl is an assortment of small cards, each containing a topic. Students select acard and present a (1-2 minute) impromptu talk regarding an experience they have hadrelating to a topic. Students use many descriptors as possible to allow everyone to be able tounderstand and relate to the situation. Students should be expressive as they can be, telling astory, emphasizing their feelings and those of the other people involved in the story, as wellas their and others reactions to what was occurring. Students should include: A description of the players- all those involved in the situation. Information about the setting, atmosphere, surrounding and so on

Details about the situation as it occurred Thoughts and feelings they had about the experience as it unfolded Outcomes, including lessons learned, awareness gained, and others

Note- Students should pair up and take turns sharing stories as explained above- Your happiest/ saddest holiday memory Your most/ least enjoyable travel experience An accomplishment you worked hard to attain. A lesson you learned in childhood that remains with you to this day. A time when you felt angry/ happy/ embarrassed/ lucky A memorable experience from grade school What makes you frustrated/ angry/sad?


18/21

What makes you happy/elated/ motivated?


19/21

Slide 16

Op

Slide 16: 20 mins.Write every students name on a piece of paper separately (to make it more interesting ask thestudents to draw a t-shirt on a piece of paper, write their names on it and put it in thebox/bowl.) Let everyone pick up one name and then they write one negative and one positivefeedback about the person without writing their name.The trainer will collect all the chits and read out to the class. 1 st positive followed by negativeThe students have to be prepared for the negative feedback by telling them not to deny,blame, argue. Even if it is a perception of another person. Relate the activity to negativethinking styles and effectiveness.


20/21

Slide 17

Slide 17: 15 mins.How should students be sensitive to their classroom environment?Share examples of how the person was unable to understand the verbal or non verbal cues/message on same occasions.Discuss how we can become perceptive.


21/21

Slide 18

Slide 18: 5 mins.

Recapitulate Summarize Invite questions Give them the plan of action

personal professional effectiveness - course manual

Documents