QUALITY OF SUBSTITUTE CARE
Teacher´s manual for the teaching material on substitute care
PART 5 SELF-MANAGEMENT
MANUAL FOR THE LECTURE
SELF-MANAGEMENT
SUBSTITUTE CARE PROJECT (1.10.2006-30.11.2008)
Concentrated on:
How to improve qualifications and skills of professionals who are working in
substitute care
Among other achievements produced:
The supplementary training programme for the training of children’s substitute care
service providers for each of the partner countries in their respective languages
The material package for the teachers implementing supplementary education in
the partner countries
Process:
Definition of good quality in substitute care,
what kind of knowledge and skills are demanded from professionals working in
good-quality substitute care and recommendations for vocational and professional
education were produced in collaboration with service providers, substitute care
workers and training organisations during the project.
This manual is intended for lecture ensemble on substitute care. Part 5 of this
ensemble deals with Development of the Work Community and Self-management
and the manual is for a lecture SELF-MANAGEMENT in part 5
The lecture material was produced in the participant countries
of SUBSTITUTE CARE PROJECT which are:
United Kingdom, Italy, Estonia and Finland
PART 5 on Development of the Work Community and Self-management -lectures
were made by Finnish professionals.
All the parts of the lecture ensemble on SUBSTITUTE CARE are:
1. Values and ethics
2. Professionalism
3. Intervention in the networks
4. Special needs of a child
5. DEVELOPMENT OF THE WORK COMMUNITY AND SELF-MANAGEMENT
Each part consists couple of lecture entities from different ankles on
substitute care.
GOALS FOR TEACHER´S MANUAL
- To unify teaching in the participant countries.
- To give the teachers the same guidelines how to make the material
on each subject work.
-To help students grasp the knowledge multifaceted while performing
the assignments with different learning methods.
The purpose of the manual is to give teachers different kinds of
methods to teach their students each subject. The tasks presented
here can be done selectively or all the tasks if time permits it.
Outcomes of the module SELF-MANAGEMENT
On completion of the programme students will have necessary knowledge
and skills in order to:
- recognise the significance of self-management as a precondition for the
development of the work community. The student will learn to use the
latest scientific and theoretic information in the development of his or her
work.
Slides: 1-9
INDIVIDUAL TASK:
- Students make their own two individual mind-maps and answer the
next questions:
1. What is self-management?
2. How can you lead yourself?
3. What in your life needs managing or leading?
TEACHER`S ROLE:
To ask the students what kind of things they included to their mind-maps
and why?
Slide: 5
INDIVIDUAL TASK:
1. Students read one book of the following theorists/ thinkers listed below:
S. Covey
R. Quinn
P. Russell
D. Chopra
J. Parikh
M. Chikzentmihalyi
2. Students write an essay about the books content which they read.
3. In class students explain to the other in small groups the basic ideas of and thoughts
about the book. Discussion and the essays can be also put to e-learning space and have
students discuss the book contents there.
TEACHER`S ROLE:
To provide list of books written by those theorists/ thinkers above.
Slides: 10-12
GROUP Task:
-Students discuss in small groups about and make a list of the question 1 answers
and a mind-map of the question 2 answers:
1. Why it is said that “you must know how to lead yourself before you can lead
other”. what does that mean?
2. What qualities make a good leader/ boss?
TEACHER´S ROLE:
Open the discussion for the whole class.
Slides: 14-16
INDIVIDUAL TASK:
-Students think within themselves their own thoughts about the following question:
1. What are the obstacles for chancing something about or within yourself and
about or within an organization?
GROUP TASK:
Students discuss their thoughts and ideas to the question above.
TEACHER´S ROLE:
Open the discussion for the whole class.
Slides: 14-16
INDIVIDUAL TASK:
Name one person you admire. Why is that?
1. Describe your idol?
- How he/she talks, sounds like when she/he talks, looks like?
- What is the first impression about him/her, do you think?
2. If you could be your idol for a day how would you have to change your own
ways of managing yourself?
TEACHER´S ROLE:
To link the descriptions of students´ idols to how people we admire manage
themselves and how people can differ in that style and ability?
Slides: 17-21
Johari´s window
KNOWN TO SELF
KNOWN TO OHTERS
OPEN
UNKNOWN TO OHTERS
HIDDEN
UNKNOWN TO SELF
BLIND
UNKNOW
INDIVIDUAL TASK:
Make your own
Johari´s window of
yourself.
To the boxes Blind
and Unknown
write thing that
might be included
there about
yourself. As
homework ask
someone close to
you about things
that are blind to
you and write them
down.
Slides: 22-23
INDIVIDUAL TASK:
Students describe themselves, when they answer the question:
1. What is your self-image of yourself as
an employee
a person in a social situation
a team leader
bring out your positive traits and restrictions as well think of ways to remove
the restrictions.
PAIR TASK:
Students discuss the task with a pair.
Slides: 24-26
TASK FOR THE WHOLE CLASS:
TEACHER`S ROLE:
1. To conduct the following visualization exercise:
- sit with your back straight
- take deep breaths
- relax
- see the situation the way you would like it to come true
- see the situation in the present
- sense the situation not only with sight but also by hearing the sounds, smelling
the smells, feeling the touch, tasting the taste, etc.
- experience the situation vividly
-repeat the successful imagery multiple times
CONTINUES
Slides: 24-26
TASK FOR THE WHOLE CLASS:
- see yourself in a work situation, see yourself dealing well with an issue
- see yourself in social interaction
- see yourself as a team leader
2. Have the students discuss the exercise with a pair. How did they experience it.
Slides: 27-30
INDIVIDUAL TASK:
Students make lists of things what comes to mind about the following:
what are your beliefs about
- yourself
- employees
- your organisation
- rivals
- partners
- clients
TEACHER`S ROLE:
To discuss with class how beliefs affect our behaviour and self-management.
Slides: 31-37
INDIVIDUAL TASK
1. Students think about some goal they want to achieve in the near future.
2. They make a plan how they would achieve it by:
- cutting into several smaller objectives
- writing down the objectives
- setting a date for each small objectives to be achieved
- evaluating the intermediary objectives
- applying to a concrete level
AND FINALLY
-Asking themselves – is this taking me towards the goal or away from it?
CONTINUES
Slides: 31-37
MAKE SURE YOUR objectives are:
specific
attainable
measurable
measurable
agreed
scheduled
realistic
exact
time phased
written down
positively stated
understood
relevant
ethical
challenging
legal
environmentally sound
appropriate
recorded
PAIR TASK:
- Student evaluate each-others objectives and plan taking turns explaining their
own plan and evaluating the others plan and objectives.
Slides: 40-49 PAIR TASK:
Students think: How can you manage your time? How to be efficient? They put all
this weeks tasks and chores to the chart below and then discuss it with your pair.
important
a task to be done
a critical task
yes
no
waste of time
a secondary task
yes
no
urgent
Slides: 50-54
GROUP TASK:
Discuss the following in small groups:
1. How does a leader who controls everything differ in behavior of the leader who
has less controlling and more responsibility given to the staff?
2. How do their styles affect your work as an ordinary worker?
3. What do you need from the leader/ boss to give the work your best?
TEACHER´S ROLE:
Open the discussion for the whole class.
Slides: 59-61
INDIVIDUAL TASK:
- Students think how emotions affect their behavior and how emotions
are faced in the work place by others.
HOMEWORK: emotions are contageous, so students task is to try and
face people with happiness and excitement, smile, talk about positive
things, see what kind of impression you make AND
also try the opposite.
NEXT CLASS:
TEACHER´S ROLE:
Open the discussion for the whole class.
CREATE YOUR OWN Security zone / comfort zone
panic zone
stretch zone
comfort zone
INDIVIDUAL TASK:
Students add to the
zones what do they need
to feel comfortable, in what
kind of situations they have
to stretch they feeling of
comfortableness and when
do they feel panic.
GROUP TASK:
Students discuss about
their comfort zone and
is there variations between
cultures or areas in one
country how people differ in
Comfort zones?
Slides: 65-66
Discussion in the class after group task
Slides: 67-75
GROUP TASK:
Students discuss about: What does one, two triple loop learning means?
Their task is to give 3 examples of each one, two and triple loop learning?
Examples are gathered to the classroom board.
Slides: 78
INDIVIDUAL TASK:
Students think on their own about: What would have to happen so that interaction
between staff, transfer of skills etc. would improve in your organisation?
PAIR TASK:
Student discuss about their thoughts in pairs
CONTINUES
Slides: 78
TASK FOR THE CLASS:
Let’s assume a ”miracle” has taken place in your organization, resulting in great
transfer of skills, interaction between staff etc.
What has happened? How do you feel?
What does the situation look like now?
How do you notice there has been a change for the better?
What kind of improvement do you notice in your own behavior?
What small hints of going towards a miracle have you noticed in your organization?
TEACHER´S ROLE:
Open the discussion for the whole class.
ADDITIONAL TASK
Themes to be discussed in groups:
1. self-management
- which are your strengths and how you could better show them at your work?
- what is your comfort zone and how could you enlarge it?
- how could you help children to develop their self-management skills?
TEACHER´S ROLE:
Open the discussion for the whole class.