MANAGEMENT SECTION ‘A’ STUDENT NAME ID NUMBER 1. EPHREM TILAHUN 1406506 2. ELSABETH MULATU 1406505 3. DAWIT ASRAT 4. BIRHANESH LEJORE 5. GEDION GIRMA 6. AJEBUSH TESFAYE 7. BEZAYIT TAWOKE 8. DAWIT SHOBISO 9. BIRTUKAN BIRHANU 10. ETAFERAW KEBEDE 1406493 1. Demonstrate and career development skill with example? What is Career Development skill? Career development is the series of activities in an on-going/lifelong process of developing one’s career which includes defining new goals regularly and acquiring skills to achieve them. Career development usually refers to managing one’s career in an intra-organizational or inter-organizational scenario. It involves training on new skills, moving to higher job responsibilities, making a career change within the same organization, moving to a different organization or starting one’s own business. Career development skill is directly linked to the goals and objectives set by an individual. It starts with self-actualization and self-assessment of one’s interests and capabilities. The interests are then matched with the available options. The individual needs to train himself to acquire the skills needed for the option or career path chosen by him. Finally, after acquiring the desired competency, he has to perform to achieve the goals and targets set by him. Career development skill is directly linked to an individual’s growth and satisfaction and hence should be managed by the individual and not left to the employer. Career development helps an individual grow not only professionally but also personally. Learning new skills like leadership, time management, good governance, communication management, team management etc. also help an employee develop and shape their career. 2. Define life skills in detail. life skills as, "the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life". life skills as “a behaviour change or behaviour development approach designed to address a balance of three areas: knowledge, attitude and skills”. Life skills are essentially those abilities that help promote mental well-being and competence in young people as they face the realities of life. Most development professionals agree that life skills are generally applied in the context of health and social events. They can be utilized in many content areas: prevention of drug use, sexual violence, teenage pregnancy, HIV/AIDS prevention and suicide prevention. The definition extends into consumer education, environmental education, peace education or education for development, livelihood and income generation, among others. In short, life skills empower young people to take positive action to protect themselves and promote health and positive social relationships. 3. Discuss the difference among Compliance, Obedience, and Conformity ? Compliance, obedience and conformity are the three forms of social influences processes which can affect the way an individual behaviour in a social setting, all the way from following fashions and unwritten social norms, to committing immoral acts just because the individual was ordered to do so by someone with an authority position. Compliance is when an individual gave in to an expressed request from another person or other people, whereas obedience refers to doing as told by someone and as for conformity is giving in to group pressure or going along with the majority. Conformity is peer pressure, the individual was not asked to do, he just do it to go along with everyone else because the individual wants to be accepted. Obedience on the other hand comes from authoritative people such as teachers and policemen. The individual obeys the instruction that came from these authoritative figures. This paper aims to look at the similarities and differences between the concepts of the three types of social influences. And also to look specifically at those factors that will affect each of the three. In conclusion, it was found that two of the forms of social influences are very similar to each other and almost to the stage of interchangeable, while the other stands alone with influencing factors that are different from the other two. Similarities and differences between the concepts of compliance, obedience and conformity Introduction Social influence is the process whereby one or more people presence, whether real or imaginary can affect thoughts, feeling and behavior of individual under extreme or no pressure at all or even persuasion. There are three areas of social influence, namely, conformity, compliance and obedience. This purpose of this paper is to compare and contrast the concepts of compliance, obedience and conformity and also to look at the factors that influence each one of them to see the differences and similarities between them. It seems that in conclusion, conformity stands apart from compliance and obedience, which share more similarities than differences. Compliance Compliance happened frequently in everyday life, for example, when an individual performed a task when asked to, this individual is complying with a request. The unwritten law of the group and members is to stick to the rules in order to be considered as being part of the group, this is considered the most important characteristic of compliance. Compliance refers to a form of social influence in which an individual gave in to expressed requests from another person or other people (Vaughan & Hogg, 2011). This is also known as social compliance. There were many research carried out to find out what really influence compliance. There are five factors or strategies that influence compliance (Jones & Pittman, 1982). One of the factors, intimidation, is to generate fear in order to let the other to think that you are dangerous. The second factor is known as exemplification, in which an individual attempt to make others to look upon him as a morally respectable person. The third factor is known as supplication in which an individual make others believe that he is pitiful, helpless and needy. The fourth factor is self-promotion, in which an individual attempted to generate respect and confidence by convincing others that he is competent. Ingratiation is the last factor whereby an individual will attempt to get others to like him before subsequently making request for others to comply with him. Another strategy that increases compliance is the use of multiple requests instead of a single request. 4.Describe furniture of life skills 1. Stress management 2. Emotional regulation 3. Positive thinking 4. Self-esteem Interpersonal Skills 5. Empathy 6. Listening skills 7. Interpersonal effectiveness 8. Handling disputes 9. Managing relation- ships 10. Confident communication Thinking Skills 11. Goal setting 12. Decision making 13. Problem solving 14. Critical and creative thinking 15. Executive function skills 16. Resilience (bouncing back from adversity) 5 . Discuss the core areas in which competency are essential for effective interpersonal interactions? Communication can be difficult. It is especially difficult when one or both people in an interaction aren’t adept at communicating. Few of us are taught how to communicate effectively with co-workers, customers, family, or people we happen to meet daily. 1. Empathy. An emotional connection with another person, without feeling sorry for them. Genuine empathy includes what Aristotle referred to as logic, emotion, and goodwill. It is not just putting yourself in someone else’s shoes. It means I know I disagree with you, but I can understand where you are coming from. Reciprocity is not expected. 2. Appropriate Self-Disclosure. Sharing personal information with others. Self-disclosure belongs to no one but ourselves. It is a person’s right and responsibility to self-disclose. No one has the right to make you self-disclose – it is a voluntary act. There is a relationship between the length of the relationship and the depth of disclosure. 3. I own my feelings and thoughts. It is one’s job to speak for oneself. Using “I” allows us to communicate the things we want, feel, and believe. It is “I” language vs. “You” language. “I am unable to help when I am being yelled at” versus “If you yell at me again you will make me hang up the phone”. It is not blaming. 4. I have descriptiveness. How I give and receive feedback. Includes empathy, appropriate self-disclosure, and owning one’s thoughts and feelings.. Carrying my end of a conversation. Using specific, concrete, and descriptive statements versus vague, abstract, and evaluative messages. If you say, “You have a ‘bad attitude’” – ask yourself what does ‘bad attitude’ means. 5. Behavior Flexibility/Adaptability. Adapting to the context a person is in. Diagnosis– ability to understand our own interpersonal context and the other person’s. Affectation– capacity to act on the understanding of the context. . . 6.Identify components of life skills ? Components of life skill Critical thinking – thinking more effectively within curricular subject areas, understanding the reasoning employed, assessing independently and appropriately, and solving problems effectively. It involves, as well, improved thinking skills in dealing with real life problems in assessing information and arguments in social contexts and making life decisions. Self-confidence – is the degree to which one can rely on his/her ability to perform certain behavior alone or in public. It is individual‘s trust in his or her own abilities, capacities, and judgments, or belief that he or she can successfully face day-to-day challenges and demands (Psychology Dictionary Online). Self-awareness – knowledge and understanding of one‘s strengthens and weaknesses. Self-awareness involves monitoring our inner worlds, thoughts, emotions, and beliefs. It is important, because it is a major mechanism influencing personal development. Self-esteem – the degree to which we perceive ourselves positively or negatively; our overall attitude toward ourselves, which can be measured explicitly or implicitly. Decision-making – Processes involved in combining and integrating available information to choose, implement and evaluate one out of several possible courses of actions. Interpersonal relationships – the relationships a person have with others persons. They are social associations, connections, or affiliations between two or more people having various levels of intimacy and sharing, and implying the discovery or establishment of common ground. Reflective communication – attending communications with thoughtful and due attention to reflect on one‘s own thinking, behaviors and interaction with others. Peer pressure resistance – individual‘s abilities and skills to confront negative influences from his/her group members. Knowing rights and duties – One‘s knowledge and understanding of rights and duties of ind ividuals, groups, institutions and nations allowed to do or not to do by law and/or a culture. Problem solving – the process of identifying a discrepancy between an actual and desired state of affairs, difficulties, obstacles and complex issues and then taking action to resolve the deficiency or take advantage of the opportunity. 7.The Similarities And Differences Between Interpersonal Communication Introduction The words interpersonal and intrapersonal are mostly used interchangeably by people. The main difference between these communications is Interpersonal deals with the communication used by a person to communicate effectively with others (public speaking), while Intrapersonal refers to communicating with own inner thoughts internally. Every individual has their own ideas, feelings, experiences, and understandings. Communication is the only process through which a person expresses these events to the other person. In order to develop a good bond, enhance social skills, and soft skills a well-groomed communication is required. Every attribute to enhance communication skills will lift up the standards in work life. Difference Between Interpersonal and Intrapersonal Communication Intraperosnal parameters Interpersonal Communication Objective Exchange of information, To communicate with ideas and experiences oneself, i.e., the between two or more communication that occurs persons. in our mind. Occurs during meetings and Occurrence daily conversations with peers. Media Persons Communication Occurs during thinking and analyzing situations. It requires verbal and non- A person’s internal senses verbal media to express are the only media, ideas. involved. Two or more One parameters Interpersonal Communication Intraperosnal Communication involved Flow Information flows from one person to another. Information never goes beyond the mind of a person. Classified into four main Types forms of communication: Verbal, non-verbal, listening & No classification writing. Concerned Exchange of information, with ideas, and experiences. Visibility It is visible in nature. Thinking & Analysis It is not visible in nature. What is Interpersonal Communication The communication between two or more persons to exchange information, ideas, and experiences is known as Interpersonal communication. There are various media involved to express one’s ideas, but most basic are verbal and non-verbal communication. Interpersonal communication skills are seen in group discussions, dialog, debates, public speaking, and daily life conversations. In any organization or business domain, the vital role is played by the effectiveness of quality information exchanged among the working crew. Three major important steps involved to attain this effectiveness are 1. Initiating 2. Attending 3. Responding A person initiates the conversation and the rest of them attend to him, understand carefully, and ultimately some of them respond to the ideas put forward. This is the basic procedure of interpersonal communication. There are various factors that highly influence interpersonal communication. The most important one of them is the experience as a communicator, which influences the ability to communicate effectively. If anyone lacks confidence or experience, they may hesitate to get involved in the conversation and may not be able to put forward the ideas. A person to excel in interpersonal communication, one should be very much focused on some of the elements, such as proper attitude, good outlook, well-groomed language, appropriate usage of non-verbal communication (gestures, symbols), active listening, asking questions, consistency, proper intonation, eye contact, and posture. Also Read: What is Interpersonal Communication? What is Intrapersonal Communication The basic function of a person is communicating with self that involves thinking, analyzing, interpreting, assessing, contemplating, feeling, etc., is termed as intrapersonal communication. It deals immensely with the emotions of a person which is never known to the people who are sitting along with him. This is quite different from interpersonal communication, as it’s completely invisible. Intrapersonal communication basically takes place in mind as the conversation of a person is with self. This is commonly known as self-talk as here both the sender and receiver of a message are the same person. Subconsciously many ideas and thoughts are passing through the mind, an attempt to understand them is also a vital aspect of intrapersonal communication. Many psychological surveys and outputs have concluded that a very important and strong bond exists between interpersonal and intrapersonal communication. Very good intrapersonal communication makes a person to be highly effective in interpersonal communication. This impact makes intrapersonal communication a vital element of all types of communication. There are various intrapersonal skills that influence intrapersonal communication. Some skills that influence intrapersonal communication are 1. 2. 3. 4. 5. Ability to understand Manage the flow of thoughts Being aware of own thought process Self-esteem Ability to analyze the situation 6. Understanding and managing emotions 7. Self-discipline 8. Self-confidence 9. Being able to stop overthinking 10. Self-motivation 11. Patience The best way to achieve good intrapersonal communication is by spending a good amount of time with yourself. Every individual should find some free time and try to listen to inner thoughts. The unique way of getting this time is to relax and recharge at regular intervals. People involve in various activities to relax, such as; reading books, going for an evening walk, watching movies, exploring art and culture. Similarities Between Interpersonal and Intrapersonal Communication Similarities between interpersonal and intrapersonal communication are listed below, Both are highly important for the self-growth of an individual. Both of the communications are influencing in nature. Interpersonal and intrapersonal communications impact each other indirectly. Both of the communications occur regularly in daily life. Both require a certain set of skills to improve and groom in order to enhance. Key Differences Between Interpersonal and Intrapersonal Communication The key differences between interpersonal and intrapersonal communication are listed below, 1. Interpersonal communication takes place with people around while intrapersonal communication is self-talk. 2. Intrapersonal occurs continuously as its related thoughts and feelings, the human tendency of mind never stops thinking and analyzing but interpersonal occurs regularly as per requirement. 3. Only personal senses are involved in intrapersonal but in interpersonal, a certain medium and proper method are required to pass the information. 4. Good communication skills are required to be outstanding at interpersonal communication while a better understanding of thoughts is important in intrapersonal. 5. Intrapersonal communication builds a person internally strong and interpersonal communication provides a chance to reflect confidence. Conclusion Communication is a vital aspect of every organization and every individual person. It can make a person or organization an outstanding performer and it can similarly break a person or organization to the unexpected critical level. Interpersonal and Intrapersonal communications are the building blocks of the effective communication that takes place at every organization or business domain. So maintaining a well balanced and properly assessed mode of communication is highly required 8.Give illustrative example of life skills and analyse its feautres What is Basic Life Skills? Life skills are defined as “a group of psychosocial competencies and interpersonal skills that help people make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathize with others, and cope with and manage their lives in a healthy and productive manner. Life skills may be directed toward personal actions or actions toward others, as well as toward actions to change the surrounding environment to make it conducive to health.” according to World Health Organization (WHO). Bearing the WHO definition in mind, the Basic Life Skills curriculum offers youth the emotional, social and intellectual tools needed to achieve success in life – on a personal level, an interpersonal level, and within their community and work places. Who Developed Basic Life Skills Curriculum? It was developed by UNICEF in close collaboration with the Ministry of Youth and Sport of Azerbaijan to provide youth with new knowledge and the opportunity to apply novel skills in a safe environ- ment for the successful transitioning to the adulthood. “The training course has taught me the importance of finding a job I will really enjoy doing and to enjoy every moment of my life.” - Gulchin Mahmudlu (one of more than 200 students aged 12-24 years old who par- ticipated in the piloting course) 1 Why Is Basic Life Skills Important? The Basic Life skills provides readily available tools to deal with challenges/demands of daily lives the youth face, from managing their emotions to make an informed decision. It also helps develop chil- dren’s personality, talents, and mental and physical abilities, and real- ize their true potential through learning to know oneself and others, and make effective decisions to live harmonically together in the soci- ety. The Education for All (2000) included life skills among the essen- tial learning tool for survival, capacity development and quality life. It also documented that all young people and adults have the “human right to benefit from an education that includes learning to know, to do, to live together.” recognizing the importance of living together as much as acquiring knowledge from an academic environment. What Is Basic Life Skills For? • Objective: Young generations develop attitudes and beliefs in a positive manner so that they contribute to Azerbaijani society and achieve success as they transition to adulthood, and the work world. • Target audience: The life skills lesson package is intended to apply to young generation aged 10 to 24 years old who come to Youth Houses aiming to creating a healthy condition to support and ad vancement of youth initiatives. • Expected outcome: Through life skills education, young genera- tions are equipped with foundational skills necessary for transi- tioning to productive adulthood; manage stress; learn to deal with difficult emotions; practice positivism; improve self-esteem; feel empathy; learn to listen to others carefully; learn to set personal boundary; handle dispute well; find balance between priorities and demands; communicate confidently; set goals; make deci- sions; solve problems; think critically and creatively; use executive functional skills; and learn to bounce back from adversity. “I see these young people excited to have the opportunity to learn about topics that are traditionally not covered in for- mal academic settings.” Michelle May (UNICEF International consult- ant) “A joint initiative between the Government and the United Nations that aims to revitalize the Youth Houses’ platform through the delivery of an inte- grated package of services in the heart of the community.” Aida Ailarova (Youth and Adolescent Develop- ment Specialist at UNICEF Azer- baijan) 2 Basic Life Skills Curriculum for Youth The Basic Life Skills curriculum for the youth are based in evidence-based psychosocial methodology including cognitive-behavioral therapy, mindfulness and resilience-building activities. These skills can help youth better understand themselves, get along with others, and gain tools to cope with life’s inev- itable difficulties. Self-awareness 1. Stress management 2. Emotional regulation 3. Positive thinking 4. Self-esteem Interpersonal Skills 5. Empathy 6. Listening skills 7. Interpersonal effectiveness 8. Handling disputes 9. Managing relation- ships 10. Confident communication Thinking Skills 11. Goal setting 12. Decision making 13. Problem solving 14. Critical and creative thinking 15. Executive function skills 16. Resilience (bouncing back from ad- versity) Total 16 topics are covered. Ideally, 2 lessons will be covered in a week in a 8week session. Each lesson is designed to be delivered for 90 mins for discussion, activities, and group work. However, it is up to Youth House to choose how to deliver the lessons. • Self-awareness — knowing and living with oneself: This theme covers topics that foster the stu- dent’s relationship and under- standing of themselves including their thoughts, feelings and behav- iors. • Interpersonal Skills — knowing and living with others: The lessons in this theme explore how to es- tablish healthy, respectful relation- ships; lessons highlight the use of non-violent communication, assertiveness and dispute resolution. • Thinking Skills — making effective decisions: The skills taught in this theme include concrete ways of thinking and executing tasks so that youth will make effective decisions, set relevant goals, and be informed consumers of information. Progress of Basic Life Skills Curriculum for Youth As a result of successful testing through the two pilot Youth Houses – in BakuBinagadi and Minga- chevir, the UNICEF-developed Basic Life Skills programme was expanded to one more Youth House sup- ported by the Ministry of Youth and Sports, as well as three Career Centres supported by the Youth Foundation. In parallel, negotiations are held with the Ministry of Education with regards to possible inclusion of the BLS programme into the formal education curriculum. 9. Explain techniques of overcoming risky behavior Interventions that may help people to manage risky behaviour include: • Working with the person to explore the values, beliefs, attitudes and experiences that may underpin their behaviors. • Working to improve self-esteem and self-efficacy, giving people more control over the choices they make. • Helping the person develop a positive, future-oriented focus, and recognition of the extent to which risky behaviour undermine futureoriented hopes and goals. • Encouraging them to join a support group to share experiences and coping strategies with people in a similar situation. This could be a group that meets in person, or an online / virtual group. • Helping them find ways to channel their energy into constructive activities. 10. What is important of diversity in teaching learning process ? Discuss the pros and cons of diversity. uniform teaching procedures rarely match student’s abilities and different learning styles. They are also insensitive toward kids from various ethnic, linguistic, and social backgrounds. The only way to make diverse education work is to introduce more flexibility in the classroom. Teachers and staff should be provided with enough resources to craft an individualized set of learning opportunities for each child. This can be done by applying adaptive technologies, differentiated instruction, or thoughtful curriculum alignment. Con. Social Alienation Out-group prejudice is an evolutionary functional aspect of human perception. It is one of the inherent mechanisms of a protective outlook. Therefore, there is nothing wrong that some young people may feel uncomfortable when faced with a diverse student body. However, if not handled properly, this can escalate into in-group favoritism, discrimination, and class segregation. Students tend to form groups along the lines of race, ethnicity, gender, or economic status. The biases they have toward others may lead to challenging behaviors and actions in the classroom. For one thing, it can disrupt the process of collaborative learning. When individuals are not willing to mingle with others, they are not able to fully participate in group projects or reap the benefits of teamwork. That means teachers must encourage kids to include all of their peers in common activities. Educators also must be ready to resolve interpersonal conflicts and respond to inappropriate comments. Students tend to form groups along the lines of race, ethnicity, gender, or economic status. The biases they have toward others may lead to challenging behaviors and actions in the classroom. For one thing, it can disrupt the process of collaborative learning. When individuals are not willing to mingle with others, they are not able to fully participate in group projects or reap the benefits of teamwork. That means teachers must encourage kids to include all of their peers in common activities. Educators also must be ready to resolve interpersonal conflicts and respond to inappropriate comments.
