Interpersonal Skills

HUMBER COLLEGE OF APPLIED ARTS AND TECHNOLOGY GENERIC/EMPLOYABILITY SKILLS INTERPERSONAL SKILLS
Compiled by Grace Nostbakken
Copyright 2003 by Humber College of Applied Arts and Technology
ACKNOWLEDGEMENTS
Special thanks are due to the many faculty who generously gave their time and ideas to make both the process and products of this initiative useful and relevant to the Humber Community. Thanks to those who contributed in some or all of the following ways: Attending coordinator/faculty information and feedback meetings Contributing to focus group discussions Participating in Professional Development workshops Participating in Humber Showcase and other conferences Developing new courses to incorporate Generic Skills Editing and formatting the Resource Manuals Submitting Best Practices The engagement of the Humber community would not have been possible without the valuable communications link afforded by the generic Skills School Representatives. Thanks are due to these people: School of Applied Technology: School of Business: School of Creative and Performing Arts: School of Health Sciences: School of Hospitality, Recreation and Tourism: School of Information Technology School of Liberal Arts and Science School of Media Studies School of Social and Community Services Steve Bodsworth Khyati Antani, Jim Skinner Diana Belshaw, Antanas Sileika Audrey Taves Judy Hebner Shelly Cunnigham, Jeremy Frape Barbara Ritchie Nancy Rodrigues Grace Nostbakken
As well, the Implementation Team recognizes the invaluable support of Robert Gordon, Humber College President: Dr. Gordon struck the Generic Skills Task Force and the Implementation phase and has fully supported the initiative in its various stages. Joe Aversa, chair of the Generic Skills Task Force, and the members of the Task Force who provided the framework for the Implementation Team to move forward. Richard Hook, Humber College VP Academic, sponsor of the Generic Skills Initiative: Because of Dr. Hooks constant guidance, support, feedback and immense flexibility, this initiative has developed successfully in spirit and in action. The Deans who made Generic Skills a priority and who supported faculty and staff to work on the initiative.
Humber College Generic Skills
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Interpersonal Skills
HUMBER COLLEGE THE GENERIC/EMPLOYABILITY SKILLS INITIATIVE

Generic/Employability Skills are transferable skills that provide the foundation for a students academic, vocational and personal success. Humber Colleges Generic/Employability Skills Initiative has evolved over several years and has included the engagement of staff, faculty and administration from across the college. In 1995, Ontarios College Standards and Accreditation Council (CSAC) published a report outlining Generic Skills Learning Outcomes required for two and three year college programs. In l996, Humber president Dr. Robert Gordon struck a Task Force to further develop Generic/Employability Skills for Humber College. This Task Force, with college-wide representation, produced a report that identifies six major categories of Generic/Employability Skills and their related subsets. The major categories are Communications, Personal, Interpersonal, Thinking, Mathematics, and Computer Skills. After the Task Force completed its report, the Generic Skills Implementation Team was established. The major goal of the team was to work with college programs to help them ensure that Humbers graduates meet the learning outcomes for the six Generic/Employability Skills. The Implementation Teams Project Leaders have compiled resource manuals that identify the learning outcomes and specific instructional objectives for each learning outcome. The manuals also offer examples of techniques for teaching, reinforcing and evaluating the skills and samples of Best Practices. This information is valuable for faculty and administrators in new and established programs who are incorporating Generic Skills into the curriculum. Judy Clarke Generic/Employability Skills Coordinator Generic Skills Resource Manuals: Book 1A: Book 1B: Book 2: Book 3: Book 4: Book 5: Book 6: Communications Skills Writing Across the Curriculum (WAC) Personal Skills Interpersonal Skills Thinking Skills Mathematics Skills Computer Skills Barbara Ford Karen Golets Pancer Pat Hedley Grace Nostbakken Sheila Money Jim Watson Shelly Cunningham
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Table of Contents
Introduction ........................................................................................................................ 1 Interpersonal Skills ............................................................................................................ 2 3.1 3.2 3.3 Teamwork .................................................................................................. 2 Assertiveness............................................................................................... 4 Conflict Management................................................................................. .6
Teaching Strategies............................................................................................................. 8 Evaluation Strategies ........................................................................................................ 10 References......................................................................................................................... 11 Resources .......................................................................................................................... 12 Appendix A Appendix B Appendix C Appendix D Summary of Humber Colleges Interpersonal Skills ............................... 13 Teaching and Reinforcing Strategies ....................................................... 16 Evaluation Strategies................................................................................ 32 Tracking Strategies................................................................................... 46
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Introduction
Generic skills are transferable core skills, attitudes and behaviours that employers look for in new recruits and that they develop through training programs for current employees. These skills are developed in school and through a variety of life experiences outside school. The concept of generic/employability skills originated with educators, primarily those working on programs specifically designed to facilitate getting, keeping and progressing in a job. Generic/Employability skills often describe the preparation or foundation skills upon which a person must build job specific skills. Historically, assessments for employment have consisted of general ability and personal tests supplemented by job-specific assessments. In recent years, that picture has changed dramatically with ever growing numbers of employers assessing foundational skills prior to hiring. The best results in developing these skills seem to be achieved when generic skills are integrated with academic and vocational skill training, forming a set of basic skills. Then, students continue to develop these interpersonal skills through exposure to situations and people. This manual describes the interpersonal skills suggested in the literature as essential for successful employment and life. It defines the subsets of interpersonal skills that can be evaluated and offers some suggestions as to how you may choose to teach these skills or evaluate these skills.
Humber Colleges Generic/Employability Skills: Interpersonal Skills

Although we live in an increasingly technological age, interpersonal skills still have great importance for any college graduate. Interpersonal skills enable us to become self-aware, to appreciate and value each others individuality, to co-operate and to resolve conflicts appropriately. 3.1 TEAMWORK
Learning Outcome Upon completion of this course, the student will be able to work effectively in a group or team setting. Explanation - Cooperating with others and working effectively in group situations are vital skills for a graduate of any program. This is true both for personal relationships with family or friends and work relationships in any job or career. Working under the direction of someone else, working alongside colleagues or peers and working in a leadership, supervisory or management position, all require effective interpersonal skills. These skills can mark the difference between success or failure in any work situation. In addition to its value as a work-related generic skill, co-operation can increase student responsibility for learning by holding the student accountable for contributing to group work or requiring the student to help others. Co-operation can enhance learning efficiency because team members are additional sources of information/instruction. Finally, co-operation can enhance motivation since team members are additional sources of motivation and team membership can increase commitment to a project and engagement in a task. (This specific learning outcome is also linked to the Generic/Employability Personal Skills and may be developed in partnership with some of the teaching and evaluation strategies for these skills. See corresponding manual.) Instructional Objectives The student will be able to 3.1.1 Recognize and respect peoples diversity and individual differences 3.1.2 Accept responsibility for his/her actions during group work 3.1.3 Plan and make decisions with others, utilizing various models of decision making 3.1.4 Lead or facilitate a group effectively. Sample Teaching Strategies 1. Select and use textbooks and other resources that recognize and respect diversity (e.g. of age, gender, culture, race, socioeconomic status, etc). Use guest speakers, films, videos, articles, etc. that present a range of perspectives.
2. Demonstrate and model respect for others and for others points of view. e.g. Instructor, without judgment, allows students to air ideas, disagreements and/or feelings about the instructors expectations for an assignment. 3. Present more than one view or perspective on issues; then invite students to participate in an open discussion of these differing viewpoints. 4. Assign group projects, presentations or assignments that have clear guidelines and expectations for working together cooperatively in pairs or small groups. e.g. Students in the school of Social and Community Services might plan a series of life-skills sessions appropriate for a teenage or adult population. Business students might put together a proposal for opening a small business, including such things as needs assessment, budget and organizational plan. 5. Teach and/or model effective leadership and teamwork styles. e.g. Students can observe a committee meeting or faculty meeting within the college to identify the styles that they see being used, such as consultative versus directive style or skills such as clarifying, summarizing or keeping to a time frame. 6. Give students opportunities to practice leadership skills. e.g. Students can be assigned to small ongoing work groups that they will remain in for several weeks or a semester during breakaway sessions. Discussion of text, lectures, presentations, etc. takes place within these groups with self and peerassessment at the end of each session. Alternatively, students can work in many different small groups to become used to working with peers with many styles. 7. Present students with problems, issues and simulations that require discussion and decision making. e.g. Health Sciences students might be given a values simulation in which the students have to decide which patients from a group of ten will be chosen first for a heart transplant. The group must reach a decision by consensus. (See Appendix B for more detailed examples.) Sample Evaluation Tools In projects, presentations and other assignments that require work in pairs or small groups, the instructor assesses both the content of what is produced and the effectiveness of the work as a group. Students abilities to meet deadlines and group expectations form part of the assessment. People can be held accountable by 1. A group mark rather than an individual mark or a combination of group and individual marks 2. Self-assessment forms 3. Peer-assessment forms 4. Assessment by instructor or practicum supervisor
5. 6. 7. 8.
Individual time logs Group-activity time logs Tracking sheets Clear time frame, specific due dates, clear marking scheme.
(See Appendix C for more detailed examples.) 3.2 ASSERTIVENESS
Learning Outcome Upon completion of this course, the student will be able to express himself/herself in a confident, non-threatening manner to advance personal or group goals. Explanation - Assertive behaviour involves expressing feelings, thoughts, opinions and preferences to another person in an honest and appropriate way that respects both the speaker and the other person. Assertiveness enables people to act in their own best interests, to stand up for themselves, to express honest thoughts and feelings comfortably and to exercise personal rights, without denying the rights of others. Graduates will be able to demonstrate behaviour that is direct, honest and self-affirming, but is not hurtful to others and is appropriate to the receiver and the situation. (This specific learning outcome is also linked to the generic/Employability Skills of Communication, Thinking and Personal skills and may be developed in partnership with some of the teaching and evaluation strategies for these skills. See corresponding manuals.) Instructional Objectives: The Student will be able to 3.2.1 Recognize, analyze and express his/her own values, beliefs, needs and behaviours 3.2.2 State the effects his/her values, beliefs, needs and behaviours have on his/her actions and decisions 3.2.3 Communicate positively and directly 3.2.4 Evaluate the behaviour of others and provide feedback in a constructive way. Sample Teaching Strategies Teach or present material through such methods as lecture, video, lab demonstration; then provide opportunities for students to work in pairs or small groups to discuss and apply what they have learned. For example, provide opportunities for 1. Question sheets on the course material presented, to be completed by each group 2. Case studies with accompanying questions
3. The viewing of recorded role plays, instructor role plays or student role plays and interviews. This can be done in groups or with a partner. e.g. View a role play of a job interview with feedback and discussion afterward or observe a demonstration of CPR and then practice CPR in pairs. 4. Presentations to peers in which students formulate and express their own beliefs and ideas to the rest of the class. e.g. Have a group of students research and present information on an assigned topic. The presenters not only learn the assigned information but also gain experience in teamwork (3.1), assertiveness (3.2) and conflict management (3.3). The listeners learn the information and also practise evaluating others by providing constructive feedback (3.2.4). (See Appendix B for more detailed examples.) Sample Evaluation Tools Some types of evaluation techniques might include: 1. Oral debriefing and group feedback 2. Mock tests (provided either by the presenters or by the instructor) to show the success or lack of success in presenting the material clearly and thoroughly 3. Written work in essay form that requires reflection and analysis of beliefs and ideas, along with a clear articulation of them 4. Peer-assessment, using a structured format, for students to assess peers and give both positive feedback and constructive criticism 5. Self-assessment, using a structured format, for students to assess their own work 6. Journals in which students are asked to reflect on such things as their practicum, course material, group work, etc. 7. Chapter summaries, film reviews. (See Appendix C for more detailed examples.)
3.3
CONFLICT MANAGEMENT
Learning Outcome Upon completion of this course, the student will be able to demonstrate the ability to resolve differing and/or opposing ideas and points of view. Explanation - Conflicts are a natural part of life. They are neither good nor bad but can have constructive or destructive outcomes, depending on how they are handled. If handled well, controversy and conflict can spark high-quality decision-making, increased productivity, better relationships and increased psychological health. Conflicts can help people focus on problems that need to be solved. Conflicts can energize, motivate, and help to clarify issues. Conflicts can arise when opinions, interests, needs or goals differ between individuals or groups. Interpersonal skills are needed to handle these effectively. This is true even in situations where no actual resolution to the conflict situation can be found. If resolvable or unresolvable conflicts are not handled effectively, they can cause great harm to both personal and work relationships. Conflicts can produce a stressful work environment that can lower morale, make productivity difficult and cause personal stress in individuals that can affect their psychological and physical well-being. Graduates will be able to identify conflict, bring conflict into the open in a positive manner and manage conflict constructively. Instructional Objectives The student will be able to 3.3.1 Identify different types of conflict. 3.3.2 State how the different types of conflict affect interpersonal and/or group relationships. 3.3.3 Manage conflicts, using effective listening, negotiating, collaborating, confronting and problem solving techniques. Sample Teaching Strategies 1. Lecture, video, case studies to teach different types of conflicts and their effective management 2. Faculty modeling of good conflict resolution on a day-to-day basis with individuals and the classroom group 3. Group assignments and projects that give students opportunities to negotiate, collaborate and problem-solve to complete the work. To do this successfully, students must work through any interpersonal difficulties or conflicts that arise. If called on by the group, the instructor can provide help in resolving any
interpersonal difficulties. Some brief examples follow: (a) A photography assignment is given to be completed in small groups. (b) Students bring in a newspaper article on a current issue pertinent to their program and as a group assess the validity of the articles content. (c) Students as a group prepare an application for a government grant that pertains to their area of study. 4. Role play and simulations such as (a) In a values exercise, the group must decide by consensus whether or not MPs should be able to vote themselves a raise. (b) Students are given program-related examples of employer/employee or employee/employee conflicts to role play and problem solve. 5. Formal/informal debates that give the debaters as well as their student audience practice in handling conflicting views in a positive manner. The structured debate format ensures that all viewpoints presented are listened to, carefully considered and given a clear response. Debate topics that are relevant to the specific course or program can be selected. (See Appendix B for more detailed examples.) Sample Evaluation Tools Evaluating students as a group (the same mark for everyone) encourages students to work together productively. This grading can be used for any suitable group project or assignment. Evaluating students on process (how they work together to complete the assigned work) as well as content (the quality of the work that they produce) also encourages the positive working out of interpersonal difficulties. Evaluating how students work together can be accomplished by individual-time sheets, group-time sheets, self-assessment forms, peer-assessment forms, faculty observation sheets, practicum supervisor evaluation sheets and tracking sheets. (See Appendix C for more detailed examples.)
Teaching Strategies
Since effective interpersonal skills are critical for success in both the working and personal lives of every student, it is vital that all programs include some teaching and reinforcement of these skills. Below is a list of suggested teaching strategies, which is not exhaustive, but is intended to stimulate thought on how interpersonal skills can be incorporated into courses or programs. Modeling The teacher carries out a task. Role Playing Students perform or observe a role play with reflection and discussion following. This activity can be done by viewing a recorded role-play or by having students engage in partner role-playing, rotating role playing and mock interviews, etc. Working in Pairs or Small Groups Having students collaborate on assigned work provides them with active practice in team-work, assertiveness and conflict management. These groupings can be used for such things as a discussion of a lecture or text, assignments, tests, self and peer assessments, projects and presentations. Observation Students observe others performing the skills in such things as technical operations, project demonstrations, labs and field placements. Record Keeping Time sheets, logs, self and peer-assessment forms and reports can be used to give students practice in identifying skills and articulating them for themselves and for their peers. This record keeping can help motivate students to practise skills and give responsible feedback to their peers. Simulations These are useful tools for experimental learning. For example, students may be asked to imagine themselves in a situation where they have to solve a dilemma or reach agreement on an issue by group consensus. Case Studies These can be used either for in-class simulations or for providing realistic contexts for written assignments or small group tasks that require decisionmaking and justification. Career Portfolio Students assemble a collection of career accomplishments, gained through their college courses, including things such as samples of work completed and skills demonstrated or documentation of practical experience gained.
Personal Portfolio Students assemble a record of their own development through things such as journal writing, reflection papers and documentation of experiences gained.
(See examples in Appendices B, C, and D.)
Evaluation Strategies
Note: In many cases, the tools for teaching interpersonal skills also serve as the tools for evaluating them. Role Play Students observe a role play or interview and are asked to articulate in verbal or written form the issues raised or skills used. Work in pairs or small groups Assignments, tests, projects, presentations can be done in pairs or small groups. Criteria for marking will be based on both content and successful working together as a team. The evaluation strategies that follow provide suggestions for assessing the teamwork component. All those participating in each dyad or small group should receive the same mark. Individual observation sheets, time sheets, logs, self-assessment forms, reports These hold the student accountable (to self/peers/instructor), demonstrate the students understanding of team-work skills, assertiveness and conflict management and document those skills performed well by the student. Group time sheets, peer evaluation forms These hold the students accountable to each other and to the instructor, demonstrate the students knowledge of the skills and document the skills used by the group members. Observation/Assessment sheets for instructors These can be filled out during class seminars, discussions, group activities and presentations, etc. to document the use of skills and articulation of knowledge. Tracking sheets Students document and instructors sign that the tasks are completed. Portfolios Professional/personal: faculty sign as completed.
(See examples in Appendices B, C, D.)
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References
The College Standards and Accreditation Council. (January 1994). Guidelines to the development of standards of achievement through learning outcomes. The College Standards and Accreditation Council. (May 1996). Generic skills learning outcomes for two and three year programs in Ontario Colleges of Applied Arts and Technology. The College Standards and Accreditation Council. (May 1996). Generic skills standards for one-year post secondary programs in Ontarios Colleges of Applied Arts and Technology. Conference Board of Canada. Employability skills profile: What are employers looking for? www2.conferenceboard.ca/nbec/eprof-e.htm. Generic Skills Task Force report. (1998). Humber College of Applied Arts and Technology Johnson, D. W. and Johnson, F. P. (1997). Joining together: group theory and group skill, 6th edition. Toronto: Allyn and Bacon. Johnson, D. W. (1997). Reaching out: Interpersonal effectiveness and selfactualization, 6th edition. Toronto: Allyn and Bacon.
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Resources Available
Aubrey, Forrest. (1990). Time will tell: portfolio-assisted assessment of general Education. Washington, D. C:AAHE Assessment Forum. Bean, John C. (2001). Engaging ideas. Jossey-Bass, John Wiley and Sons, Inc. Beebe, Steven and Masterson. Communicating in small groups (6th edition). Wesley Longman Publishers. Beebe, Beebe, Redmond, Geerinck and Milstone. (2000). Interpersonal communication: relating to others. Allyn and Bacon Canada. Belanoff, Pat and Dickson, Marcia. (1991). Portfolios: process and product. Portsmouth, NH: Boynton/Cork Publishers. Cross, K. P. (2000). Collaborative learning 101: Cross Paper # 4. Mission Viejo, CA: League for Innovation in the Community College. Cross, K. P. (2002). The role of class discussion in the learning-centered classroom: Cross Paper # 6. League for Innovation in the Community College. Dubrin, Andrew J. and Geerinck, Terri. (2001) Human relations for career and personal success. Prentice Hall Toronto. Duncan, Sept and Wood. (1998). Everyday encounters: an introduction to interpersonal communication. ITP Nelson Canada. Herberg, Dorothy. Framework for cultural and racial diversity. Scholars Press. Johnson, D. W., and Johnson, R. T. (1991). Learning together and alone: cooperative, competitive, and individualistic learning. (3rd ed.) Englewood Cliffs, N. J., Prentice Hall. Khalsa, Sirinam S. (1996). Group exercises for enhancing social skills and self-esteem. Professional Resource Press, Sarasota, Florida. Macbeth, Fiona and Fine, Nic. Playing with fire: creative conflict resolution for young adults. New Society Publishers, 4527 Springfield Avenue, Philadelphia, PA, 19143. Slavin, R. E. Cooperative learning: theory, research, and practice.(1990) Englewood Cliffs, N. J.: Prentice Hall. Westra, Matthew. (1996). Active communication. Thomson Publishing Co.
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Appendix A A Summary of Humber Colleges Generic/Employability Skills: Interpersonal Skills
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The Interpersonal Skills as outlined in Humbers Generic/Employability Skills Task Force Report are listed in three subsets. To facilitate the identification of Interpersonal Skills for program application, a summary of the skills and associated learning outcomes and instructional objectives is listed below. A detailed explanation of the skills with examples and sample evaluation techniques is presented in the manual.
3. 1
TEAMWORK
Learning Outcome Upon completion of this course, the student will be able to work effectively in a group or team setting. Instructional Objectives The student will be able to 3.1.1 Recognize and respect peoples diversity and individual differences 3.1.2 Accept responsibility for his/her actions during group work 3.1.3 Plan and make decisions with others, utilizing various models of decision-making 3.1.4 Lead or facilitate a group effectively.
3.2
ASSERTIVENESS
Learning Outcome Upon completion of this course, the student will be able to express himself/herself in a confident, non-threatening manner in order to advance his/her personal or group goals. Instructional Objectives The student will be able to 3.2.1 Recognize, analyze and express his/her own values, beliefs, needs and behaviours 3.2.2 State the effects his/her values, beliefs, needs and behaviours have on his/her actions and decisions 3.2.3 Communicate positively and directly 3.2.4 Evaluate the behaviour of others and provide feedback in a constructive way.
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3.3
CONFLICT MANAGEMENT
Learning Outcome Upon completion of this course, the student will be able to resolve differing and/or opposing ideas and points of view. Instructional Objectives The student will be able to 3.3.1 Identify different types of conflict 3.3.2 State how different types of conflict affect interpersonal and/or group relationships 3.3.3 Manage conflict using effective listening, negotiating, collaborating, confronting and problem-solving techniques.
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Appendix B Teaching and Reinforcing Strategies
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
Therapeutic activity programming II: class presentation, CYW 202 ............... p. 17 Principles of management: management skills analysis, BMGT 201 .............. p. 19 Principles of management: major assignment, BMGT..................................... p. 20 Group dynamics: life skills presentation, CYW 507 ....................................... p. 23 Organizational behaviour: individual term paper on team dynamics and skills ............................................................................................................... p. 24 Strategic management: team operating plan, BMGT 500 ............................... p. 26 Guidance for writing the term paper on team dynamics and skills................... p. 27 Group dynamics: evaluation format of life skills program, CYW 507............ p. 28 Group dynamics: college committee assignment, CYW 507 .......................... p. 29 Group dynamics: group experience assignment, CYW 507............................ p. 30 Child and youth work methodology: teamwork, CYW 308 ............................ p. 31
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THERAPEUTIC ACTIVITY PROGRAMMING II CYW 202 CLASS PRESENTATION NOTE: This presentation is to be done in pairs and is worth 25% of your final mark. Dates of actual presentations will be determined in class.
Pairs of students plan, implement, and evaluate a 30 minute activity which is carried out in class with the balance of your classmates representing a group of children or adolescents. This is intended to give the students the opportunity to gain practical experience in activity leadership. The presenters are expected to assume the role of coleaders planning, delivering, and evaluating the activity together. All topics must be approved before the pre-plan is accepted. THE PRESENTATION WILL INCLUDE: Marks: 5% 1. Pre-planning (be sure to retain a copy of this for yourselves) - Due the class before the presentation and to include: 1. Date of the presentation 2. Activity name and brief description 3. Materials needed 4. Age group intended for 5. Goals 15% 2. Presentation must: 1. Be 30 minutes in length. 2. Be prepared for 12 to 18 participants - - this will depend on the class size and attendance for the given day. You may subdivide the group if necessary. 3. Have a recognizable beginning (Introduction) and ending (Closure) as well as appropriate support and direction throughout and include the supervision of clean up. 4. Reflect that the presenters are responsible for eliciting general feedback from the participants. ** Marks will be assigned for shared and equal leadership throughout the implementation. ** 5% 3. Self-Evaluation Is due the class following the presentation and includes: 1. Individual time logs and a joint self-evaluation including, the feedback received in class from the written critiques as well as your own ideas (the student critiques must be attached). 2. A review of what made the activity successful, indicating specifically what each of you did to contribute to its success. 3. An indication of what you would do differently next time and why. 4. The signature of both presenters.
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PARTICIPANT CRITIQUES: 1. 2. Each participant will complete a critique of the presentation, including both what went well and suggestions for improvements. Each is to include: the names of the presenters the title of the presentation date participants name These are to be handed directly to the instructor for signature prior to the end of class. These will be initialled and returned to the presenters that day so that they may be used in the self-evaluation phase of this assignment.
3.
OBSERVATION: 1. 2. Students may be responsible for filling the role of Observer during one group presentation over the course of the semester. The observer will be required to submit a written critique of the presentation.
NOTE: Attendance and Participation Mark for this course (a value of 15%) will be largely based on your involvement during these presentations. Every component of this assignment (pre-plan, presentations, and evaluation) is voucher free.
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PRINCIPLES OF MANAGEMENT BMGT 201 MANAGEMENT SKILLS ANALYSIS Throughout this semester, you have had to practise some of the functions and skills of management. For this assignment, you will analyze your performance in any of the areas of Planning Organizing Teamwork Communicating Controlling
You should choose to do this in relation to any of the following: (a) planning, organizing and controlling, using the objective setting exercise (b) planning, organizing and controlling in the major assignment (c) group dynamics, teamwork and communication in the major project Your assignment must be in appropriate business report format, and include a(n) Introduction a statement of the purpose of the report a description of the situation or facts Discussion Conclusion an analysis of the application of course concepts to the situation recommendations for personal use of course concepts recommendations for future course structure, format and/or assignments
Your grade will be based on evidence of understanding and application of course concepts and the thoughtful analysis of personal and professional use of management skills. Maximum length: 3 pages Due Date:
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PRINCIPLES OF MANAGEMENT MAJOR ASSIGNMENT The purpose of this assignment is to analyze management functions as they have been applied in a project in an actual organizational environment. Identify a business or institutional situation e.g. retail store, hospital, small business, etc. which has undertaken a project in the last six months to a year. This might be a small construction project, such as an office renovation; the acquisition of new machines or equipment; production of promotional materials; a special event; a staff training program; or any other organizational project which satisfies the criteria. The project must be broad enough to encompass all management functions with a clearly defined goal, start and end dates and budget information. The project you are studying should involve a minumum of five people and span at least a three to four month time period. The project should be self-contained so that you can easily find out about all aspects through interviewing one or two key people. The preliminary interview must be attended by all members of the group. Working in a group of 4 to 5, you will prepare a formal report, analyzing the four managerial functions performed in the execution of this project. The following are suggested headings for your report: I. INTRODUCTION Briefly describe the purpose of this report and the method you used to complete it. THE BUSINESS Give a brief description of the company, the nature of the business, its location, history and other relevant background information. THE PROJECT Give a brief description of the project which describes the nature, scope and parameters of the project. This must include a clear and definitive statement of the goal or objective of the project. II. DISCUSSION Describe the key planning aspects of the project. Your analysis should include a description of planning tools being used such as feasibility studies, budgets and schedules. Appendices may include actual planning documents or excerpts from these documents. Remember that many organizations will not reveal budget figures, so you may have to give your own estimates. Assess the plan and the planning process for the organizations project.
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ORGANIZING Provide an organization chart for the project personnel (not the entire organization). You may wish to show how the two charts are related. Describe the various roles and tasks which have been assigned to the project members. Assess the organizing process for the organizations project. LEADING Describe how the project leaders and members motivate, communicate and lead. Are there any specific aspects of leading in place for the project, such as standard reporting forms, bulletins, presentations, and bonuses or other reward features? Describe the leadership style of the project leader. Assess the leading aspects of the organizations project. CONTROLLING Describe the control features of the project. (You may not be able to obtain budget information). Are there planning, concurrent or feedback controls in place? How was the progress of the project monitored and corrected? Assess the controlling aspects of the organizations project. III. SUMMARY AND CONCLUSION/RECOMMENDATIONS Summarize the major points you have made regarding the planning, organizing, leading and control aspects of the organizations project. Your evaluation should include any recommendations you would make to the organization regarding the project management. Project Format The assignment must conform to accepted business standards of spelling, grammar, punctuation and format. The report must be word processed. Include the name of the organization, the name of the contact(s), with title, and phone or FAX number. Include the contacts business card if available. The report should be a maximum of ten pages plus appendices. Due Date: The completed assignment must be signed by all group members prior to submission.
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PRINCIPLES OF MANAGEMENT MAJOR ASSIGNMENT ASSIGNMENT PLAN The purpose of this assignment is to help you to begin planning your major assignment for Principles of Management and to aid you in using the planning tools outlined in this course. You will also use this plan as an organizing mechanism, to ensure that all group members understand their roles and duties, and as a control tool, to ensure that you are keeping on target with your work. 1. Company Name Identify the company you will approach for your research. 2. Company Project Very briefly, describe the project you will analyze for this assignment. Make sure it meets the criteria given in the original assignment outline. Include a statement of the objective of the project. 3. Group Members and Organization Your group will consist of 4 to 5 members. Designate one member as group leader. The leader will be responsible for assigning tasks, directing the project, coordinating the members and making sure that deadlines are met. Depict your group structure in a simple organization chart. Write a very brief job description for each group member. 4. Gantt Chart Prepare a Gantt Chart for this assignment. The chart will show all the activities to be completed on the vertical axis, and the time allocated for each activity on the horizontal axis. Identify on the Gantt Chart which group member is responsible for each activity. (This may be indicated through the use of different colours.) 5. Control Mechanisms Describe the control mechanisms you have put in place to guide the behaviour of group members. State clearly the expectations for group members in terms of communication, attending meetings, meeting deadlines, making contributions, etc. What are the penalties for non-compliance? How will your group assign the final grade for the assignment? Due Date: This assignment must be signed by all group members prior to submission.
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EVALUATION PROCESS AND ASSIGNMENTS 1. Life Skills Presentation Individual Dates a. 30% of final grade
Each group (2 or 3 students) will prepare and present a 30 minute in-class Life Skills presentation appropriate for adolescents between the ages of 16 to 20 years on either a birth control method or a STD. The groups goal is to follow the format of a life skills program, be informative, interesting, creative, enthusiastic, and age appropriate (16 years to 20 years). The presentation should initially be prepared for their peers in Human Sexuality class. After presenting and critiquing the presentation in class, the students will then be required to present the improved workshop to a group of clients at Youth Without Shelter the following week. One week after your group presents at Youth Without Shelter, each individual student will hand in a detailed Time Journal and a four paged typed evaluation on your Life Skill program.
b. c.
d.
Written Evaluation Should Include: 1. 2. 3. 4. 5. What did you learn from this experience in class and at the shelter? How will this experience and knowledge help you in the CYW field? What were the strengths of preparing and presenting? What changes would you make if you could do it again? What techniques did you use that added to the success of your program at the shelter?
Time Journal Should Include: 1. 2. 3. Date Specific amount of time spent Summary of what you did during this time of preparation.
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ORGANIZATIONAL BEHAVIOUR INDIVIDUAL TERM PAPER ON TEAM DYNAMICS AND SKILLS Value ______________________________Due Date __________________________________ The primary purpose of the individual term paper is to apply course learning to the interactions of your team. A secondary purpose is to reinforce the learning of team skills. It is assumed that the participants, through their interactions and the writing of this paper, will enhance their own individual effectiveness in team skills and learn something about coaching others who are attempting to do the same. The Journal Each of you has been a team member, but you have also been a participant/observer of the interaction dynamics as your group evolved. The first requirement was to keep a journal of your observations on each meeting of the members. Both your class exercises and your outside meetings were good sources. Your journal will provide the raw data from which you will make your analysis for your term paper. What observations you make are completely up to you. During your initial meetings, you will have studied only a few concepts that you can practice applying; as the course progresses you will have more and more tools with which to work. This is excellent, since starting with the possibly disorganized behaviours of your self-directed team should make you more aware of the need for the tools and skills to shape the group into greater effectiveness and operating proficiency. The following are the learning and concept areas you use as the basis for observations and journal entries. 1. Your perceptions and feelings about group members and the influence of these perceptions on your behaviour. You described your initial impressions of each person. What impact was each having on the team, and what impact was the team having on that person? Your effectiveness in the group; your feeling about this; your attempts to develop areas of your effectiveness. How group norms develop. Norms are shared expectations of how we should, ought, must, or should not, ought not, or must not behave. They develop toward every aspect of the teams interactions as members work together, and they will be very numerous by the end of the course. Many are spontaneous, and you were probably not aware they were developing. They arose from several sources: the situation; the personality and needs of the members; and the culture which encompasses values, folkways, mores, and traditions of the society represented by your college. Norms are important because they become determinants of behaviour; the group accepts those who conform and rejects those who tend to deviate. They are highly important in this course because teams can develop and control their own norms in order to improve their effectiveness. Norms exist informally in small groups; in fact, members are often not even aware of their existence. As groups increase in size beyond 15 to 20 members, it usually becomes necessary for informal norms to be stated formally as rules and regulations to control behaviour.
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2. 3.
4. 5.
How task, social-emotional, and individual roles develop. Substructuring in groups: dyads, triads, singletons, and so on. This is often a very subtle process that sometimes goes on beneath the level of awareness. Substructuring always exists. For instance, the first time your team met, you automatically felt closer to one or more members than to others. This tended to make you more open to their ideas and possibly more supportive of them. If you observed the interactions in your team, you became more aware of this process and the influence it was having on the group. These dyads and triads may be enduring or only short-lived and may change throughout the course. How group skills develop in areas such as communication, problem solving, and decision making. How course concepts, such as communication, perceptual differences, motivation/frustration, leadership styles (team styles), and group-think apply. How leadership processes developed in your team.
6. 7. 8.
Some Factors Considered in Grading the Papers First some cautions. Do not include your journal; your paper is an analysis of the journal and other observations you consider important. Do not describe every exercise; the instructor is already familiar with them. Do not drag out the paper in order to fill as many pages as possible a practice that could lower the evaluation. What I look for is quality such as the following: 1. Intensive Application of Course Concepts. For instance, in writing on subgrouping, diagrams can be drawn to show the relationship that occurred. The diagramming may show how subgrouping changed over time. What caused the subgrouping to occur, in your estimation? What was the effect on the group action? If negative, was any effort made to change it? 2. Illustrations from Exercises to Support Your Conclusions. For instance, During the group problem-solving exercise, Mary and John were so strong in insisting on their answers that their view prevailed. Unfortunately, their suggestions proved to be wrong, and our team scored lowest in the class. Two other members of our group had better answers, but their input was never solicited. During the next exercise, we made sure we got input from everyone before reaching a decision. Extensive Application. To what degree did the paper cover a wide range of course concepts? This concerns the thoroughness of the paper.
3.
In addition, I do get an impression as to whether or not real learning seems to have taken place as I read through the paper. This is a qualitative judgment factor with which instructors are always confronted. Hopefully, everyone will be thinking of her or his own growth in the skills and understanding areas, and this will be reflected in the discussion.
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STRATEGIC MANAGEMENT BMGT 500 TEAM OPERATING PLAN 1. Team Membership and Organization Your team will consist of five to six members. Ideally, your team will include gender and ethnic diversity, as well as a range of knowledge in the areas of Marketing, Human Resources, Finance and Operations. Your team will require computer software skills for case study analysis, writing reports and class presentation. Designate one member as a team leader. The leader will be responsible for assigning tasks, directing the work, coordinating the members and making sure that deadlines are met. 2. Statement of Goals of the Team Formulate a statement describing the common goals shared by the team members. What are the desired outcomes for this team? This may refer to the completion of assigned projects and tasks and group maintenance issues. 3. Expectations for Team Members State clearly the expectations for team members in terms of communication, attendance at meetings, meeting schedules, adherence to deadlines, contributions to the team, etc. Agree on the rules for member behaviour. 4. Rewards and Penalties Describe how rule violations will be handled. What are the consequences of noncompliance with agreed-upon behaviours? How will the team recognize outstanding contributions? How will group members receive individual grades? Due Date: This assignment must be signed and dated by each team member prior to submission.
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GUIDANCE FOR WRITING THE TERM PAPER ON TEAM DYANMICS AND SKILLS Considerable leeway can be used in approaching this paper. Individuals will derive quite different, but overlapping, learning experiences from the team activity. Your term paper will show what was most meaningful to you. The team experience itself and the writing of this paper can be most rewarding for many participants. Excellent, insightful papers can be produced from the following points of view. 1. The Application of Small Group Theory and Concepts to the Group. This analysis can be made very systematically and extensively, with certain selected areas being dealt with more intensively. All writers should keep this vewpoint in mind, although they may wish to weave these applications into a special focus on self, others, or interactions. Focus on Self. How you felt about what was happening in the group. What impact the group had on you. What you learned about your own behaviour. What influence you had on the group. Focus on Others. The impact of each individual on the group and the group on him or her, and how you felt about it. Focus on Interactions. The interactions and relationships between members of the group, what effect these had on the group, and how you felt about it.
2.
3. 4.
In addition, all participants are requested to write on the following question: If this group were to continue, what could you do to improve your own effectiveness? (Be specific.)
Assignment 1 Objectives
In addition, you should assess your performance in relation to your original plan. 1. 2. 3. 4. Describe which part of your plan was most useful and why. Describe which part of your plan was of least value. What did you learn from any mistakes uncovered? How would you have prepared goals, objectives and strategies if you knew then what you know now? Describe how you will apply what you have learned about planning to planning your goals, objectives and strategies as a manager and as an employee.
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EVALUATION FORMAT OF LIFE SKILLS PROGRAM A. In-Class Presentation (13 marks) 1. 2. 3. 4. 5. How the group presented interesting, creative (2 marks) Organizational skills equal involvement of group members, appropriate use of time (2 marks) Age appropriate (2 marks) Accurate and relevant information (3 marks) Class involvement (2 marks) Discussions Activities Questions Format of program (introduction, content, summary, conclusion) (2 marks)
6. B.
Field Presentations (10 marks) Creative, flexible to clients needs, interesting, appropriate use of time, effective pre-planning and organization with agency, evaluation for clients to complete and to be handed in with a time journal and written evaluation.
C.
Time Journal (2 marks) and Typed Evaluation (5 marks)
WEEKLY CRITIQUES 25% of Final Grade

Each student will be asked to submit a one page written evaluation discussing the (a) (b) (c) (d) (e) (f) strength of presentation recommended changes age appropriateness of the presentation explain class involvement what you learned format of life skills presentation
This evaluation will be handed in at the end of each presentation. Students will be given 20 minutes in class to complete this evaluation.
EXAMS
Midterm Test Final Test 20% of Final Grade 25% of Final Grade
Only the final exam will be written in pairs during class time.
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COLLEGE COMMITTEE ASSIGNMENT CYW 507 Due: Individual dates this paper is due one week after the student has attended the meeting. Mark: 20% of Final Grade Students are required to attend and observe one Humber College committee meeting. The purpose of this experience is to observe and note: MARKS 1. 2. 3. 4. 5. The skills demonstrated by the leader The dynamics among the group members The roles individual group members demonstrated (label and describe) The type of group Whether the group accomplished their objectives for that meeting (explain). 4 4 4 1 2
To further illustrate your points, examples should be included. This paper should be a minimum of 2 typed pages. The students role while attending these meetings is strictly as an observer. The student is required to respect that all information shared during that particular meeting is to be kept confidential. Severe consequences will be given to the student if confidentiality is broken, i.e. fail the course, be withdrawn from the program. Specific information on meetings, dates, and times will be given during the first week of class.
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GROUP EXPERIENCE ASSIGNMENT CYW 507
For: Due: The journals are due during the class which follows each weekly group session. Worth: Total of first and second entries submitted worth 25% of final grade. Each student will be assigned to a group, consisting of no more than 10 students, who will meet once a week in class for one hour. The objective of the group is to address and deal with issues identified by the group. Each session will be lead by one of the group members who will also be in charge of the agenda for that session. The groups in the Fall semester will begin September 30th and end December 2nd. The groups in the Winter semester will begin the week of January 31st and end the week of April 10th. Each confidential journal entry should MARKS 1. 2. 3. 4. 5. Document members present for each session (lateness should be noted) Label the dynamics observed within the group on that day Discuss your role as leader or participant in the group Label the skills demonstrated by the leader Include recommendations for more productive growth within the group 5 3 3 3 1
To illustrate your points, examples should be included. Each entry should not exceed two (2) typed pages and will be considered confidential. What to do if absent from group? Note in journal that you were absent Students not attending the group will not receive a grade for handing in a write up. (This will be considered plagiarism and/or cheating and be treated as such.)
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TEAMWORK CYW 308 In one class, the class discusses the various aspects of a healthy treatment environment, including what makes a healthy staff team. They are then asked to brainstorm qualities or characteristics of an effective team member. Role plays are conducted to demonstrate effective and ineffective behaviours in connection with teamwork. At this point, the students are put into groups, with which they remain for all class activities for at least a one month period. Every time they complete a small group activity in class, they work with that group. They are expected to identify from the list of characteristics of effective team members the characteristics that they can work on, and to evaluate their progress in those goals each time they meet. After one month or so, they are asked to do an overall evaluation of their teamwork skills, and then the groups are reconstituted, to provide for varied contacts and experiences. The students receive participation marks for the summmaries they submit, and they are penalized if they do not include a focus on their work together as a team.
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Appendix C Evaluation Strategies:
1. 2. 3. 4. 5. 6. 7. 8.
Basic Nursing Program, semester 1 evaluation form.........................................p. 33 Basic Nursing Program, semester 2 evaluation form.........................................p. 34 Child and Youth Worker: integrative seminar evaluation form .......................p. 35 Linkages Ad Agency Competition evaluation form ..........................................p. 37 Linkages Ad Agency Competition peer evaluation form ..................................p. 39 Human Growth and Development II group presentation evaluation forms.......p. 40 Child and Youth Work Methodology: teamwork skills evaluation form ..........p. 44 Peer evaluation form ..........................................................................................p. 45
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HUMBER COLLEGE OF APPLIED ARTS and TECHNOLOGY SEMESTER 1 CLASS/LAB EVALUATION SCHOOL OF HEALTH SCIENCES NURSING___________PRACTICAL NURSING________ _ NURSING PRACTICE 1/SECTION ____________________ STUDENT'S NAME: ______________________________ DATES: _____________ TO ______________ PROFESSOR/CLINICAL FACILITATOR: __________________________________________________ DAY(S) ABSENT: WK 1-8___________ WEEK 9-16 ______________ TOTAL ____________________ KEY: S = SATISFACTORY
DATE LABS
NI = NEEDS IMPROVEMENT
S
1. PRESENT 2. PUNCTUAL 3. ABSENT 4. ASSIGNMENT SUBMITTED ON TIME 5. ASSIGNMENTS COMPLETE 6. USES EFFECTIVE INTERPERSONAL SKILLS 7. DEMONSTRATES A POSITIVE ATTITUDE 8. ACTIVELY PARTICIPATES IN LEARNING/EVALUATION 9. DEMONSTRATES LEGAL, ETHICAL & PROFESSIONAL BEHAVIOUR 10. PREPARES FOR CLASS LABS 11. POST TEST SCORES STUDENT INITIALS: DATE:
NI S
NI S
NI S
NI S
NI S
NI S
NI
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HUMBER COLLEGE Of APPLIED ARTS and TECHNOLOGY SEMESTER 2 SCHOOL OF HEALTH SCIENCES BASIC NURSING PROGRAM - YEAR 1 STUDENT'S NAME: __________________________ CLINICAL AGENCY: _________________________ DAY(S) ABSENT: ___________ TOTAL _________ KEY: S = SATISFACTORY
DATE
NURSING PRACTICE 201 SECTION _______MIDTERM/FINAL ______ DATES: _______________TO _____________ UNIT/DEPT.: __________________________ REASONS: ____________________________ NI = NEEDS IMPROVEMENT
LEARNING OUTCOMES
1. ASSESSMENT
completes: Step I completes: Step II
NI S
NI S
NI S
NI S
NI S
NI S
NI
2. PLANNING
prioritizes problems independently plans nursing care independently
3. IMPLEMENTATION
selects and uses appropriate interventions independently (5b) takes rationale for interventions performs technical skills health teaching identifies and uses therapeutic communication
4. EVALUATION
evaluates effectiveness of care initiates revisions to the plan of care
5. INTERPERSONAL RELATIONS
uses effective verbal/non-verbal communication identifies effect of own behaviour on others demonstrates a positive attitude participates as a team member uses conflict resolution to resolve issues (5b)
6. SELF DIRECTION
6.1 & 6.2 prepares for clinical practice problem solves independently 6.3 participates in own learning 6.4 participates in evaluating process 6.5 assumes responsibility for written assignment
7. LEGAL, ETHICAL AND PROFESSIONAL RESPONSIBILITIES

7.1 practices within legal requirements 7.2 practices within ethical boundaries 7.3 demonstrates professional nursing behaviour
STUDENT INITIALS: DATE:
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C.Y.W: INTEGRATIVE SEMINAR EVALUATION FORM NAME: Final Grade Midterm Grade
LEVEL GRADE SKILL
I 50 - 59% Fail Does not do this in Integrative Seminar
II Pass 60 -69% Can do this task with encouragement
III 70 -79% Can do this task with minimal or no encouragement
IV 80 - 89% Can do this task with ease and Flexibility
V 90% and Above Acts as a role model, mentor, leads or facilitates process, able to integrate theory and practice
INTRODUCTORY: I. Contributes regularly to seminar discussion by volunteering responses to issues discussed. Level: # Range: Low/Mid/High 2. Communicates his/her ideas clearly. Level: # Range: Low/Mid/High
3.
Demonstrates effective active listening skills. Level: # Range: Low/Mid/High
4.
Actively seeks feedback from his/her peers (in a non-defensive manner). Level: # Range: Low/Mid/High
5.
Demonstrates progress in seminar goals. Level: # Range: Lo/Mid/High
35
INTERMEDIATE: 6. Uses theoretical knowledge gained in other CYW courses to process seminar issues. Level: # Range: Low/Mid/High
7. Explores a variety of strategies to deal with different issues and situations. Level: # Range: Low/Mid/High 8. Demonstrates an ability to understand and elicit the feelings of his /her peers by use of reflection, paraphrasing, encouragement, and asking questions. Level: # Range: Low/Mid/High
9.
Engages in problem solving processes by identifying underlying issues. Level: # Range: Low/Mid/High
10.
Demonstrates self-awareness by identifying personal patterns of behaviour. Level: # Range: Low/Mid/High
11.
Displays assertiveness skills in working through differences of opinion. Level: # Range: Low/Mid/High
NOTE: The following behaviours will be used to measure the learning outcomes demonstrated by participants in Integrative Seminar class: supporting, questioning, sharing, challenging, updating, follow-up, active listening, empathy, assertiveness, self awareness, problem solving, and effective communication.
36
Linkages Ad Agency Competition Product:

Team:
Creative brief Out of 10 Media direction Out of 10 Ad Client campaign present Out of 20 Out of 20 Leave behind Out of 20
Evaluation Form Evaluator:
Winning team 5 marks
Peer eval. Out of 15
Total Out of 100 Name of team member
Team:
Creative brief Out of 10 Media direction Out of 10 Ad Client campaign present Out of 20 Out of 20 Leave behind Out of 20 Winning team 5 marks Peer eval. Out of 15 Total Out of 100 Name of team member
Team:
Creative brief out of 10 Media direction Out of 10 Ad Client campaign present Out of 20 Out of 20 Leave behind Out of 20 Winning team 5 marks Peer eval. Out of 15 Total Out of 100 Name of team member
Team:
Creative brief Out of 10 Media direction Out of 10 Ad Client campaign present Out of 20 Out of 20 Leave behind Out of 20 Winning team 5 marks Peer eval. Out of 15 Total Out of 100 Name of team member
37
Linkages Ad Agency Competition Team Name: _______________________________ Evaluation Form Evaluators Name:__________________________
Marking System: 5-Excellent 4-Good 3-Average 2-Fair 1-Poor
Advertising Campaign
(out of 25)
Comments:
Campaign is on strategy: /out of 5
Appeals to target market: /out of 5
Solves the problem: /out of 5
Level of creativity: /out of 5
Degree of Clarity: /out of 5
Presentation:
(out of 15)
Clear and concise: /out of 5
Convincing: /out of 5
Answered questions: /out of 5
Total:
/out of 40
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Linkages Ad Agency Competition Peer Evaluation Form
Team Name: Evaluator's Name:
When evaluating your team members, please - be honest, be fair. All comments will be kept strictly confidential.
(When marking out of 15: 0=0%, 1=7%, 2=13%, 3=20%, 4=27%, 5=33%, 6=40%, 7=47%, 8=53%, 9=60%, 10=67%, 11=73%, 12=80%, 13=87%, 14=93%, 15=100%)
1. Team member's name:
Mark:
/15
Comments:
2. Team member's name: Comments:
Mark:
/15
Mark:
/15
Mark:
/15
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HUMAN GROWTH AND DEVELOPMENT II
Group Presentation Group Evaluation Documentation Time log and group evaluation to be completed by the group and signed by all group members. Individual evaluation to be completed by each group member and signed by all group members. Package of group and individual evaluations to be handed in together one week after the presentation.
40
HUMAN GROWTH AND DEVELOPMENT: TIME LOG OF GROUP ACTIVITIES TOPIC: DATE OF PRESENTATION: Date Activity GROUP MEMBERS: Attendance Comments
Signatures:
41
Please rate yourself and the members of your group on the following scale: All group members must sign this evaluation when complete. Overall Shared equal Identified Name Contributed Kept the responsibilities grade problems group to overall /4 of task focused on in group functioning of the group task
Consistently Somewhat Rarely Never Consistently Somewhat Rarely Never Consistently Somewhat Rarely Never Consistently Somewhat Rarely Never Consistently Somewhat Rarely Never Consistently Somewhat Rarely Never Group Signatures:
INDIVIDUAL SIGNATURE
42
HUMAN GROWTH AND DEVELOPMENT: GROUP EVALUATION (To be completed by individual group members and signed by ALL) TOPIC: DATE OF PRESENTATION: GENERAL DESCRIPTION OF GROUP PROCESS: OUR GROUP FUNCTIONED: NAME:
THIS WAS BECAUSE:
MY CONTRIBUTION TO THIS WAS:
I HELPED THE GROUP BY:
IN THE NEXT GROUP I WORK WITH I WILL TRY AND :
I WOULD/WOULD NOT ENJOY WORKING WITH THIS GROUP AGAIN:
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CHILD AND YOUTH WORK METHODOLOGY TEAMWORK SKILLS EVALUATION PLEASE COMPLETE ANSWERS TO THE FOLLOWING QUESTIONS BASED ON FEEDBACK FROM AND DISCUSSION WITH YOUR GROUP MEMBERS 1. Which of the task roles have you had an opportunity to take in this group? (facilitator, timekeeper, minute taker, presenter, participant, other)
2. Which of the roles did you find easier? Harder?
3. What was your original teamwork skill goal, identified early in the semester? Have you reached it? Why do you feel you have or havent?
4. Which teamwork skills have you used in this group?
5. What has been difficult for you in this group? Which skills could you have used more of?
6. What goal would you like to set for your future group involvement?
7. What impact have you had on this group?
44
PEER EVALUATION CASE STUDY:____________________________ DATE: _______________________ YOU NAME: _____________________________ Using a scale of 0 to 5, rate each of the members of your case study group on the items listed in the table below. 0 = very low, negative contribution 5 = very high, outstanding contribution
Group Members
Preparation (thoroughness, quality) Contribution to discussion Contibution to written work Reliability (attendance, punctuality) Leadership Additional Comments:
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Appendix D Tracking Strategies (Portfolios, Time Logs, Tracking Sheets)
1. 2.
Child and Youth Worker portfoliop. 47 Introduction to Business career portfolio..p. 48
46
CHILD AND YOUTH WORKER PORTFOLIO The following assignments are part of an ongoing portfolio to be retained throughout your 3 years in the Child and Yoth Worker Program. All assignments must be typed and kept in the expandable folder which can be purchased through the CYW program. The finished product will be a complete document and summary of your unique learning as a Child and Youth Worker student. Your final assignment will be the presentation of your completed portfolio to your College and Agency Supervisors during your last field work meeting. The following is a list of the assignments that are to be included in your portfolio. Refer to specific course outlines for details on each of these assignments. It is the students responsibility to hand in this form for facultys signature with each of the required assignments. Failure to do so will result in the paper not being graded until the sheet is received. For fieldwork penalties regarding missing signature sheet, refer to Fieldwork Course Outline. Note: for students seeking assistance about how to write a portfolio, an outline is available for loan from the office. YEAR 1st yr. COURSE Intro. to Professional Skills ASSIGNMENT Selfevaluation Paper Study Skills Paper Communication Assessment Problem Solving Paper Field Work I 2nd yr. Methodology Field Work II 3rd yr. Treatment Philosophy Field Work III Personal Portfolio Skills Assessment I Selfassessment Paper Personal Portfolio Skills Assessment II Personal Treatment Philosophy Personal Portfolio Presentation FACULTY SIGNATURE
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INTRODUCTION TO BUSINESS CAREER PORTFOLIO ASSIGNMENT THE CAREER RESEARCH REPORT Your career research report will be an informal report including a cover page and specific headings for each component you have researched. You will do research to find the following: PART A - - CAREER RESEARCH 1. A description of the industry or service of your choice. (Think about the explicit type of area that would suit your personality, your skills and your interests.) Do not, at this time, name a specific company. 2. A description of the company of your choice (Think about a specific company where you would like to be employed after graduation). What is the company mission, what does the company do (Is it a service firm, a manufacturing firm, an agency, etc.?), where is it located, how many employees does it have, who are its competitors, when was it incorporated, is it a public company or private company, who are on the Board of Directors? Add any other pertinent information. 3. A description of the position of your choice. What would be the title of your job, what would your responsibilities be, to whom would you report, what other positions would interface with yours, what salary range is offered at this time? Add any other pertinent information. 4. Evidence to support the research data from the Internet and print-basedsources. PART B - - PERSONAL PORTFOLIO 1. A resume (no more than two pages long ) to follow standard procedures. An excellent source is a book entitled: What Colour is Your Parachute? 2. A description of your existing employability skills - the skills you outline in your resume will pertain to the specific job you are applying for in (3) above. The description of your existing skills IS A SEPARATE ENTITY from your resume. 3. A description of the additional employability skills you will need to acquire to be competitive in obtaining your chosen position - - THINK OF THE YEARS YOU WILL BE AT HUMBER AND WHAT SKILLS YOU BELIEVE YOU WILL HAVE ACQUIRED WHEN YOU GRADUATE.
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CAREER PORTFOLIO ASSIGNMENT
PAGE TWO
4. A Mission Statement of your academic, business and personal goals. Remember that Mission Statement refers to your purpose in relation to all three types of goals. Ensure that you have a paragraph for each specific goal. LENGTH: - seven-eight pages which should be double-spaced. English standards must be met. Resume should have ABSOLUTELY NOT ONE ERROR or else it will not be acceptable. The following should be the format you use in order to complete your report on your career assignment. Please note that the headings should be as follows: PART A CAREER RESEARCH (Please use the same headings as you see below from now on.) 1. Description of the Industry of your Choice: (Remember, be as specific as you possibly can and explain why you have made the choice you have.) You can use a numbering system such as (a), (b), (c), or (i), (ii) or (iii). For each point you make, use a specific numbering system. 2. Description of the Company of your Choice: Outline each specific response as requested in page one. You can use a numbering system such as (a), (b), or (i), or (ii) to answer the questions posed in the assignment. 3. Description of the Position of your Choice: As stated in (2) above, you can use a numbering system exactly as stated to answer the questions. 4. Evidence to Support the Research Include an appendix to your report which contains an outline of the research data you used to make a decision about your future career .
49
CAREER PORTFOLIO ASSIGNMENT PART B PERSONAL PORTFOLIO
PAGE THREE
1. Your resume should be as stated in the instructions on page one. You can also refer to the information that was shrink wrapped with your text book. No resume should EVER have an error so you have to be extra-careful in your proof-reading to ensure that your resume is absolutely perfect. Apart from using the spelling and grammar check on your computer, you should also ask friends and family to proofread your final resume. 2. Use the same numbering system and heading of DESCRIPTION OF EXISTING EMPLOYABILITY SKILLS we discussed previously in regard to listing your employability skills. Refer to the newspaper to see what is being requested in relation to specific jobs. For example: interpersonal skills (What does that actually mean? Please describe); communication skills (Does that mean written, verbal or listening?), computer skills (What software systems can you use?). 3. Again, utilizing the newspaper, what employability skills will you need to be competitive in obtaining your chosen position? What does the preferred job need in order for you to be successful? Again, use the same numbering system and appropriate headings we discussed so that you can list the skills you will need to be competitive. 4. A mission statement means that you will be outlining your goals, objectives and philosophical attitude regarding your academic goals to Humber. For example, ask yourself: Do you want to be an Honours Student? Do you want to go from being a 60% student to a 70% student? What do you want to learn at Humber? How will you measure yourself in regard to your goals? Do you want to be a part of the Humber Students Federation, the socal aspects of Humber, or have any other voluntary relationship with the College? IF YOU HAVE ANY QUESTIONS OR IF YOU WISH TO MEET WITH ME TO DISCUSS YOUR PORTFOLIO, PLEASE ARRANGE AN APPOINTMENT WITH ME TO GO OVER YOUR REPORT AFTER YOU HAVE COMPLETED YOUR FIRST DRAFT. PLEASE REMEMBER THAT THERE ARE SPECIFIC RULES ABOUT YOUR ENGLISH, GRAMMAR AND COMPOSITION. ASSIGNMENT MUST BE HANDED IN AT THE BEGINNING OF CLASS DURING THE FIRST FIVE MINUTES. ANY PORTFOLIO RECEIVED AFTER THE FIRST FIVE MINUTES WILL INCUR A PENALTY OF TEN PERCENT. ANY ASSIGNMENT RECEIVED ONE DAY LATE WILL INCUR A TWENTY PERCENT PENALTY.
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HUMBER COLLEGE OF APPLIED ARTS AND TECHNOLOGY GENERIC/EMPLOYABILITY SKILLS INTERPERSONAL SKILLS

Compiled by Grace Nostbakken

Copyright 2003 by Humber College of Applied Arts and Technology

Humber College Generic Skills

HUMBER COLLEGE THE GENERIC/EMPLOYABILITY SKILLS INITIATIVE

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber Colleges Generic/Employability Skills: Interpersonal Skills

Humber College Generic Skills

Humber College Generic Skills

(See Appendix C for more detailed examples.) 3.2 ASSERTIVENESS

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

(See examples in Appendices B, C, and D.)

Humber College Generic Skills

(See examples in Appendices B, C, D.)

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Appendix A A Summary of Humber Colleges Generic/Employability Skills: Interpersonal Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Appendix B Teaching and Reinforcing Strategies

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Time Journal (2 marks) and Typed Evaluation (5 marks)

WEEKLY CRITIQUES 25% of Final Grade

Humber College Generic Skills

Humber College Generic Skills

GROUP EXPERIENCE ASSIGNMENT CYW 507

Humber College Generic Skills

Humber College Generic Skills

Appendix C Evaluation Strategies:

Humber College Generic Skills

Humber College Generic Skills

7. LEGAL, ETHICAL AND PROFESSIONAL RESPONSIBILITIES

STUDENT INITIALS: DATE:

Humber College Generic Skills

LEVEL GRADE SKILL

I 50 - 59% Fail Does not do this in Integrative Seminar

II Pass 60 -69% Can do this task with encouragement

III 70 -79% Can do this task with minimal or no encouragement

IV 80 - 89% Can do this task with ease and Flexibility

Demonstrates effective active listening skills. Level: # Range: Low/Mid/High

Demonstrates progress in seminar goals. Level: # Range: Lo/Mid/High

Humber College Generic Skills

Demonstrates self-awareness by identifying personal patterns of behaviour. Level: # Range: Low/Mid/High

Humber College Generic Skills

Linkages Ad Agency Competition Product:

Evaluation Form Evaluator: