1 st Theme: People Skills

Transcription

1 1 st Theme: People Skills Learning And The Sometimes Supervisor 1. How Adults Learn AGENDA 1. How Adults Learn 2. Three Primary Learning Preferences 3. Evaluating THIS session and Ideas for YOUR work 4. Introduction to 4 Generations in the Workplace 5. Johari Window + Try Out Card In pairs, share a favorite learning experience that you have had in your life. Next, identify what your teacher did that made it so memorable. Reading: Chester, E. (n.d.). Table 1: Generational Comparison Chart Attitudes and Influences of Adolescence. Eric Chester Generation Why? References: Glenn, D. (2009). Matching Teaching Style to Learning Style May Not Help Students [Electronic version]. The Chronicle of Higher Education, Heath, C. and Heath, D. (2007). Made to Stick. New York: Random House Chester, E. (2005). Getting Them to Give a Damn. Chicago, IL: Dearborn Trade Publishing. Vella, J. (2002). Learning to Listen, Learning to Teach: the Power of Dialogue in Educating Adults. San Francisco, CA: Jossey-Bass 1

2 1. How Adults Learn continued Listen to this brief lecture from the box below. What are your questions? Cognitive / Affective / Psychomotor Head Heart Hand Ideas, Feelings, and Actions Cognitive, Affective, and Psychomotor Learning takes place across three domains: Ideas (cognitive), feelings (affective), and actions (psychomotor). Too often formal education focuses only on ideas. We know that effective learning requires more than just the study of ideas and the sharing of information. It also involves how we feel (affective) about the ideas and concepts we are learning, and what we can do with those ideas (psychomotor). The deepest learning takes place in the affective domain. Given the way our brains learn best, we need to purposefully and productively engage learners emotions, making the learning personally compelling, deeply felt and real. Ways we can do this include using music, drama, art games, and color to enhance learning. Remember, we almost always feel before we think! Adapted from Jane Vella, Training Through Dialogue (1995) In your same pairs, share examples of head, heart and hands learning from your story. We will hear a sample. Variations of sayings found in numerous cultures: Tell me and I may hear it, Show me and I may see it, Involve me and I will learn by doing it. 2

3 2. Three Primary Learning Preferences Visual - Auditory - Kinesthetic Read the description of the three Learning Preferences. Circle or underline what reminds you of yourself. VISUAL: Learning through seeing. Like to see pictures or diagrams. Like demonstrations and watching videos. Enjoy reading, watching television, going to movies. Would rather read than be read to. Remember people by sight, do not forget faces. Reveal emotions through facial expressions. Plan ahead, like to see overall big picture. Good recall and eye contact, prefer to be shown rather than told. "I SEE what you mean. I can PICTURE the equipment that we need." AUDITORY: Learning through hearing. Like to listen to debates, audiotapes, lectures, discussion and verbal instructions. Enjoy listening to radio, music, and debates, remember names, recall facts, have big vocabulary. Give verbal directions (go one block and turn left). Reveal emotions verbally through change in tone. Responds better when hearing information rather than reading. "That SOUNDS right. I HEAR you loud and clear." KINESTHETIC: Learning through doing. Like activities and direct involvement in tasks. Like to be "hands-on," moving, touching, and experiencing first hand. Enjoy active pursuits such as yoga, hiking, dancing, and biking. Remember things that happen. Give directions by leading the way. Reveal emotions through body language. Learn well by getting in there and doing it. Feel if something is right; rely on gut reaction. The details are FALLING into place. It is starting to FEEL right. 3

4 3. Evaluating OUR Session and ideas for YOUR work Praxis = action (learning) with reflection. In the large group, analyze our teaching efforts so far today by naming the strategies that you have seen us use to focus on learning rather than teaching. Individually, think about the work that you do. Write in the space below, the ways that you already focus on learning or learning preferences, And ideas you have to increase learning in the way you work with people. We ll share your examples. Domains of Learning: What KIND of Task is it? Cognitive (Knowledge) Affective (Feeling) Psychomotor (Skills) Learning Preferences: How Does the Student LEARN the Task? Visual Auditory Kinesthetic (Experiential) 4

5 4. Introduction to Four Generations in the Workplace Each table will get a set of cards with characteristics Generational Communication, by Sarah Gibson of Accent Business Communication. See how many characteristics you can put into the correct generation in the time provided. World War II Baby Boomer Generation X Millennial or Generation Y million million million million Work Life Balance Work Ethic Feedback Conflict Their Management Style Strengths as Employees Weaknesses as Employees Let s compare these characteristic with the ones on your reading list from Eric Chester, an authority on Generation WHY. 5

6 5. JOHARI WINDOW I can only change behavior of which I am aware. It is important to know ourselves before we try to understand others. University staff are role models for students so it is valuable to understand how others see us. Students often tell us that they learn as much or more from living and working on campus as they do in the classroom. The Johari Window is one way of thinking about those things that we are aware of in ourselves, and those things that we do not see or understand about ourselves. Known to Others Known To Self Public What we all know Unknown To Self My Blind Spots What others know And I do not Not know to Others Private What I know and others do not Unknown No one knows yet My Potential Created by Joseph Luft and Harry Ingham Your Turn Privately, write a few of your characteristics in the boxes that are Public, Private, and questions you have about what might be Blind Spots or Unknown. 6

7 Complete for Week 2: SASS Skills Inventory This form will help you think about how you interact with others. It can remain confidential. Read each item. Check the appropriate column for your skills at present. If some goals are not on the list, use the blank lines to add them. Circle one to three skills that you would like to improve in the next 8 weeks. Keep this inventory in your SASS Binder and bring it to class. We will share the items we want to improve and your progress. Need to Doing Need to do it all do it Express information, ideas, and suggestions: LESS right MORE 1. Am brief and concise; get to the point 2. Am clear and definite, not hesitant and apologetic 3. Talk in specifics, giving examples/details 4. Talk in generalities, principles, explanations 5. Express feelings. Let other know when: 6. I do not understand something they have said 7. I like something they have said or done 8. I disagree 9. I think they have changed subject or become irrelevant 10. I am irritated, hurt, embarrassed, or put down by something they have said or done 11. Understand information, ideas, and suggestions from others: 12. Listen to understand, rather than preparing my next remark 13. Help others participate in discussion 14. Before agreeing or disagreeing, check to make sure I understand what others mean 15. Summarize points of agreement and disagreement 16. Ask questions to get more information than "yes" or "no" 17. Check out with others what I think they feel rather than assuming I know 18. Respond to a person who is angry or hurt with me in a way that does not ignore his/her feelings 19. Respond to a person who is using inappropriate language 20. Survey a group to determine how much agreement exists (when making a group decision) 21. General interaction: 22. Talk in group discussions 23. Encourage others to let me know how my actions affect them 24. Cope with my own discomfort rather than respond to other person 25. Am able to stand silence with others 26. Am able to stand tension and conflict 27. Accept help from others 28. Offer help to others 29. Yield to others; give in to others 30. Stand up for myself 31. Stand up for others 32. 7