Teacher Character strengths

2011
05.23

A current research by Dr Suzy Green (Aust), shows that teachers’ job quality affects their overall life satisfaction; while it suggeststhat it may be useful to include a strengths assessment as part of the designing process of a high-quality work environment for teachers.

“Our main finding was that the degree to which they perceived their job as self-directed (job autonomy) and important to other people (task significance) could predict almost ¼ of their life satisfaction (23.9%). This finding suggests that teaching itself, as by nature it influences pupils, can enhance teachers’ happiness when teachers are provided with a say on the school curriculum, and are responsible for the way teaching is performed.”

“Our main finding was that teachers tended to exhibit more the so-called knowledge strengths (love of learning, curiosity and judgmental critical thinking) accompanied with fairness and kindness. Moreover, group’s signature strengths tended to associate substantially with teachers’ job autonomy and feedback from their job, and may even have a significant impact on both of them. Regarding teachers’ life satisfaction, although signature strengths were associated with it, it tended to relate more with some specific character strengths (hope, curiosity, zest and love).”

Retaining Top teachers

2011
05.20

Top teachers, not money, ‘the key to good schools’

Anna Patty

May 9, 2011

Sydney morning herald

Terry Moran … ‘I would put all my effort into how we find really bright young kids and develop them to be teachers.’ Photo: Melissa Adams

AUSTRALIA’S top public servant says the key to improving education standards is not in spreading more money on schools ”like Vegemite”. Rather, a targeted investment in teacher quality and innovative school leadership is needed.

The secretary of the Department of the Prime Minister and Cabinet, Terry Moran, said the focus should be on recruiting and investing in bright school graduates to become teachers and future school leaders.

An advocate of decentralising bureaucratic control of education and health services, Mr Moran said principals and teachers should be given greater autonomy to be more creative in the way they engaged students.

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”If I were king for a day … I would put all my effort into how we find really bright young kids and develop them to be teachers and keep them in that profession … and how we find really talented teachers who have the potential to be school leaders, invest in their development and pay them accordingly,” he said.

”That’s more important than spreading just more money all over a school system.”

In an address last week to the University of Sydney graduate school of government alumni on the role of the public service in driving reform, Mr Moran said top-performing nations such as Finland and Korea stood out in international comparisons of education because of their solid investment in teacher quality.

”To an extent, you can always use more money,” he said. ”But what makes a difference, what delivers really good results?

”The answer is, basically, a fair amount of independence at the school level, a lot of emphasis on the quality of leadership at the school and a lot of emphasis on the quality of teachers.”

Australia has fallen from second to ninth spot in reading behind Shanghai (1), Korea (2) and Finland (3) in OECD comparisons of 15-year-olds from 60 nations and six regional economies.

Mr Moran said Australia ”got it right” after World War II when talented students, often from regional or poor backgrounds, were recruited into teaching and awarded generous scholarships.

He said efficiency in education spending involved an investment in teacher quality.

”That’s efficient because you get really good results for the money you put in,” he said. ”Good teachers, great principals make great schools and give terrific opportunities to kids.”

In Finland, most teachers have a master’s degree and are highly paid and respected.

Angelo Gavrielatos, president of the Australian Education Union representing public school teachers, said greater investment in professional development was needed. He was critical of the plan by the Prime Minister, Julia Gillard, to give one in 10 high-performing teachers a one-off bonus payment of up to $8100.

”Of course we want quality teachers, but what we need is quality teaching,” he said. ”It’s a collegial effort to improve the performance of all teachers.”

The NSW Minister for Education, Adrian Piccoli, said the government was committed to giving principals greater autonomy. ”Principals are becoming more accountable and therefore need to have more control over the things that affect their school’s performance,” he said.

Read more: http://www.smh.com.au/national/education/top-teachers-not-money-the-key-to-good-schools-20110508-1eeb3.html#ixzz1LzshsY9Q

Happiness and its causes

2011
05.18

Check out two videos from the latest conference.

Featured Videos:

Could happiness be contagious? Dr James Fowler, leading authority on the power of social networks, speaks on his recent research highlighting the profound effect our friends, family, neighbours and even those we’ve never met have on our lives. 

Watch now!

Be inspired by the warmth, humour and wisdom of Petrea King, who, since recovering from leukaemia almost 30 years ago, has devoted her life to helping others meet life’s greatest challenges. 

Watch now!

PERMA – New Seligman theory

2011
05.16
FLOURISH: A NEW UNDERSTANDING OF HAPPINESS AND WELL-BEING
Martin Seligman is widely considered the father of Positive Psychology.
This is the scientific study of character strengths and virtues, and what goes into living a rich and fulfilling life.
According to Seligman’s new book Flourish: A Visionary New Understanding of Happiness and Well-being, a fulfilling life involves much more than just experiencing positive emotions.
In the book he has abbreviates his new theory on well-being as “PERMA.”
Each letter stands for:
P – Positive Emotions – experiencing joy and pleasure.
E – Engagement (or flow) – being consciously involved in our activities.
R – Relationships – having enjoyable and supportive interactions with others.
M – Meaning – creating a purposeful narrative about our lives.
A – Accomplishments – completing our goals and following our core values.

Check out his new book to find out more

What is Positive Education?

2011
04.24
Positive Education: An Overview
“Positive education is defined as education for both traditional skills and for happiness. The high prevalence worldwide of depression among young people, the small rise in life satisfaction, and the synergy between learning and positive emotion all argue that the skills for happiness should be taught in school. There is substantial evidence from well controlled studies that skills that increase resilience, positive emotion, engagement and meaning can be taught to schoolchildren.” From Positive education: Positive psychology and classroom interventions by Martin E.P. Seligman, Randal M. Ernst, Jane Gillham, Karen Reivich, and Mark Linkins
The aims of Positive Education are:
To increase the experience of positive emotions in our students;
To encourage students to engage their signature strengths for personal and community goals;
To engage students to live meaningful lives to find purpose and make a difference to our communities at large.
The implicit programme comprises seven over-arching topics that are explored from ELC to Year 12:
*emotion
*gratitude
*strengths
*creativity
*self-efficacy
*resilience
*mindfulness

The explicit Positive Psychology Programmes taught in Year 7 and Year 10, teach students the following skills – which have been developed through scientific study – to help them to tackle life’s challenges:
*Thinking and Explanatory Styles
*Thinking Traps
*Detecting Icebergs (Underlying and Surface Beliefs)
*Challenging Beliefs
*Putting It Into Perspective
*Real-time Resilience

Studies over the past 20 years suggest that these explicit Positive Psychology programmes to have the following impact on students:
*increased levels of creativity
*better critical thinking skills
*increased levels of positive emotion.
*positive effects on depressive symptoms
*improved explanatory style for negative events
*significant impacts on depression, anxiety, and adjustment disorders
Information has been Taken from Geelong Grammar Website

Positive Education: An Overview What is positive education?“Positive education is defined as education for both traditional skills and for happiness. The high prevalence worldwide of depression among young people, the small rise in life satisfaction, and the synergy between learning and positive emotion all argue that the skills for happiness should be taught in school. There is substantial evidence from well controlled studies that skills that increase resilience, positive emotion, engagement and meaning can be taught to schoolchildren.” From Positive education: Positive psychology and classroom interventions by Martin E.P. Seligman, Randal M. Ernst, Jane Gillham, Karen Reivich, and Mark Linkins
The aims of Positive Education are:
To increase the experience of positive emotions in our students;To encourage students to engage their signature strengths for personal and community goals;To engage students to live meaningful lives to find purpose and make a difference to our communities at large.The implicit programme comprises seven over-arching topics that are explored from ELC to Year 12:
emotiongratitudestrengthscreativityself-efficacyresiliencemindfulnessThe explicit Positive Psychology Programmes taught in Year 7 and Year 10, teach students the following skills – which have been developed through scientific study – to help them to tackle life’s challenges:
Thinking and Explanatory StylesThinking TrapsDetecting Icebergs (Underlying and Surface Beliefs)Challenging BeliefsPutting It Into PerspectiveReal-time ResilienceThe explicit programmes are taught by the Positive Education Department at Corio Campus of Geelong Grammar School, comprising 12 teachers drawn from over from six departments, including the Director of Learning; Director of Student Welfare; Senior Chaplain; International Baccalaureate and VCE Coordinators.

Studies over the past 20 years suggest that these explicit Positive Psychology programmes to have the following impact on students:
increased levels of creativitybetter critical thinking skillsincreased levels of positive emotion.positive effects on depressive symptomsimproved explanatory style for negative eventssignificant impacts on depression, anxiety, and adjustment disordersTaken from Geelong Grammar Website

Positive Education Case study in Sydney school

2011
04.22

Positive Education …what is it?

Check out what the people at North Sydney girls High are doing to bring some common sense back into schools

http://www.smh.com.au/nsw/great-expectations-to-help-each-other-20110419-1dni9.html

Daniela Falecki

4 keys to happiness revealed

2011
02.12

Universally, happiness is still a bit of a medical mystery. This topic has fascinated scientists and psychologists for many centuries dating back to ancient Greece. Many have tried to crack the happiness code but because we are all so unique and so many factors influence happiness; there is no sure path to happiness. While they may not have a happiness blueprint for every individual, scientists are peeling back the layers and finding some significant trends.

A recent article by Jordan Baker in the Australian Women’s Weekly interviewed the experts in this field to reveal four key areas the happiest people are known to focus on.

LOVE

A long-term relationship is key. It helps create a lasting sense of well-being. A supportive partner helps you cope with life’s ups and downs. Married people tend to be less happy however if their partner is neurotic or doesn’t prioritise family.

CONTRIBUTE

The happiest people have meaning in their life. This might be attributed to religion, spirituality, volunteer work, parenting or a passion for work. “They tend to be much more appreciative and grateful,” says Dr Tim Sharp. People with lots of friends are also happier.

WORK

Despite how much many of us might moan about work it seems it is especially important in the happiness stakes. The long-term unemployed rank their happiness alongside losing a life partner. Working more or fewer hours than we would like also impacts on our happiness. Being underworked is worse than being overworked.

EXERCISE

People who make time to exercise regularly and have a healthy body-mass index are more likely to have a higher life satisfaction than those who don’t. Obese women are unhappier than those that don’t have a partner.

Written by Joel Tyack

Managing Director of Tyack Health

http://www.tyackhealth.com.au

Since 1968 Tyack Health has grown to be one of the most diverse Health and Medical centers Brisbane has to offer. With a full range of Medical, Allied Health and Alternative Medicine services available, we have grown to offer our patients a unique total health care approach.

7 tips to communicate with purpose

2011
02.10

Miscommunication happens all the time. It’s pretty amazing how easy it is to not understand each other. Sometimes, it’s unintentional. Sometimes, it’s deliberate. Sometimes, misunderstanding is a choice. For business success, avoiding miscommunication and choosing to communicate on purpose is key. Miscommunication costs your company time and money.

1. Start with your objective – What is it that you want to accomplish? If you have a clear idea of the results you want, keep your attention on that. Differences in or with people are less likely to get in the way if you keep the focus on the purpose of your communication.

2. Keep the language simple – Great communicators, people like Abraham Lincoln and Rabindranath Tagore, used simple language to reach people. Even the most difficult presentations can be expressed in plain language. Don’t make your words a barrier to understanding.

3. Have a logical organization – The old tell ‘em what you’re going to tell ‘em – tell ‘em – tell ‘em what you told ‘em really works. If you’re clear on the results you want to achieve and you organize material to make it stay in the minds of the audience you’ve got it made.

4. Break it down into easy pieces – Three points are usually sufficient to complete your message. One step is usually sufficient to get a project started. One to three action items for each team member can take a team a long way between status meetings.

5. Get them involved – Whether it’s online or an in person presentation, interaction helps to get the results you are after. Include exercises, activities, or questions. Don’t just deliver information to people. Your purpose in communicating is to make it stick.

6. Keep it short – A video explaining high density vertical bioreactors was only a few minutes long. A technical expert in a lab coat took viewers from zero knowledge about the topic to a pretty solid understanding of the technology in only a few minutes.

7. Verify that they “got it” – At the end of the presentation, use a group discussion and draw out the shy people or, if action is required, have each team member say what their action items are. Don’t underestimate the business value of clear, concise communication.

Conclusion: Your ability to get the results you want will depend, to a great degree on clear, concise communication by both parties.

Written by Joy Montgomery who converts business information into results-oriented presentations in a way that improves results – a friendly way. She puts you in a position to succeed with effective presentations.

Our 6 human needs and how to use them

2011
02.08

According to Tony Robbins, the Guru of Peak Performance Coaching, people all have 6 Basic Human Needs that need to be satisfied.

Although we might consider that such Needs are positive, there are situations when we can seek to attain these needs in a manner that leads to negative results both to ourselves and to those around us.

Let’s have a look at these Needs and consider how they can influence our life:

Need 1. Certainty/Comfort/Security

Positive aspects of this Need: You can create a safe and stable environment with enough predictability to leave you space for enjoying the rest of your life. Certainty can help you feel balanced, grounded, connected and secure. You can work towards having your comforts met, save money in the bank, and have stable relationships.

Negative aspects: You can be overly cautious, fearful of taking risks, paralyzed into indecision. People who are controlled by the need for Security will be more deeply affected by sudden changes, unforeseen events, real or perceived threats to their job, their livelihood, or their sense of self. Their fear will keep them from functioning in times of crisis or potentially cause them to react strongly to someone that they feel is threatening their sense of security.

Need 2. Uncertainty/Variety/Adventure.

Positive aspects: Sense of higher self-confidence, independence, risk-taking, optimism, excitement, enthusiasm for living. People with a need for Adventure will be leading others to find new things to do, new places to visit, new markets to open, new products to sell, new ways of doing things and new experiences to live.

Negative aspects: Reckless regard for self and others, irresponsibility, too individualistic, judgmental of others who are less adventurous, may create crisis or drama inappropriately.

Need 3. Love/Connection

Positive aspects: Do we need to explain? We all know that love is the spice of life and when love becomes deep and meaningful it can be one of the most beautiful experiences in life. It can help to achieve all the other needs in one way or another. Love can help you to mature as a person and to become more responsible for others.

Negative aspects: When love becomes possessive; when people become dependent on the person they love, negative aspects can be experienced. The first love should be love for oneself because in the absence of this there can be no true love for others.

Need 4. Significance

Positive aspects: Significance can give you a sense of confidence, feel good factor about yourself, a sense that you have a meaningful place in life, a sense that you are important and it can help you to work towards creating significant achievements in life.

Negative aspects: You may look for significance in negative ways. You may try to bully others, seek power to control others in a negative way and nag others to gain their attention.

Need 5. Growth

Positive aspects: Unless you grow, you die. Growth can help you feel alive and stimulated. You can grow as a person and be a resource to others. Learning new things in life will expand your boundaries, knowledge and wisdom.

Negative aspects: You may become so engrossed in personal growth that you forget others including those dear to you.

Need 6. Contribution

Positive aspects: Contribution can help you to transcend yourself and this is the highest form of liberation and freedom. It shows that you are so fulfilled with yourself that you can stretch out to help others or work for a higher cause because you have an abundance mentality.

Negative aspects: If your contribution comes from a sense of proving yourself to be worthy rather than from a natural sense of giving it can backfire. Even though you may be contributing to others, you may still feel empty and unfulfilled because your first 4 needs still need to be satisfied.

Check out which needs most influence you and decide whether you need to tweak your behavior to live a life that is more fulfilling.

Written by Reggie Aquilina,  the Founder of Insight Zone Academy. He is a Life Coach and works in the field of Adult Learning and Development. He is actively involved in providing e-learning resources related to Life Coaching and he is the creator of the Life Coaching Home Study Course: The 10 Power Keys Program.

Be Happy

2011
02.05

According to research by Manchester Metropolitan University yesterday was the happiest day of the year. Hearing this I was somewhat amazed as I seem to recall writing in my last blog that only two weeks ago we were supposed to have survived the most miserable day of the year, with a combination of post festive blues and too much month left before the January pay cheques for this year were due. Apparently we each experience an average of ten major happy days every year but none is happier than January 31, or Happy Monday,’ said Dr David Holmes, senior psychologist at Manchester Metropolitan University.

Seemingly the combination of getting the first pay cheque of the year and booking your summer holiday helped make yesterday the highpoint of the year, according to University research. As I listened to the radio I could see the sense in that. Undoubtedly if you’ve been a bit strapped for cash and starved of decent weather for a while you are going to perk up if you can afford to book your summer escape to the sun. However what really interested me was the fact that we are experiencing so few happy days in the year.

An average of ten out of three hundred and sixty five days seemed to me a pretty miserable way to spend a year especially when you consider that includes our holidays and weekends when we are supposed to be relaxing and having fun. Now I don’t know all the reasons why these figures are so low but I do know that happiness is a state that we can choose rather then wait for someone to provide for us.

If you don’t believe me, try these simple tips to increase your happiness levels:

1) Use positive affirmations Tell yourself in the morning I’m going to have a great day today and repeat it to yourself

2) Eat breakfast – Dont rush out the door without eating. Make time to site and have some whole wheat toast or porridge to keep your blood sugar levels from dropping so you have the energy to face the day. Skipping meals can affect your moods.

3) Practice smiling -Smile at yourself in the mirror as you get ready to go out -smile in the car on the way to work -trust me it works.

4) Dance – Stick your fave high energy track on your MP3 player or radio and dance for 5 mins. This is great first thing in the morning to get you ready to face the day

5) Go for a walk at lunchtime -Exercise helps you produce serotonin your brains happy chemical and is great for clearing your head and helping you deal with stress.

6) Make time for you – Being happy is about finding balance in your life and taking time to appreciate your gifts. Spoil yourself on a regular basis whether its having a bubble bath while reading a good book or going for a massage schedule some me time regularly.

7) Keep connected-Studies have shown that people with a good social network are generally happier and healthier then those who don’t. Invest in your friendships and keep in touch with your mates even if you live far away from each other or have schedules that are busy phone them or Skype them and try to always have a social occasion on your calender to look forward to.

8) Get a hobby- I’m always struck by the fact that as kids we seem to have lots of hobbies horse-riding, go kart racing,rollerblading,stamp collecting but as we mature into adults we drop them in favour of work and more work. Hobbies are fun, creative and a great way to relax. I have never heard an elderly person express the wish that they had spent more time in the office or doing housework! So if you have always fancied learning to make gourmet food,or want to learn to ice skate do it and have fun.

Written by Elaine Gleeson

http://www.ElaineGleeson.com

Secrets to Success – 12 tips

2011
02.04
I bet we’ve all wondered why some people are so successful, and asked what do they have that we don’t? When people talk about the secret to success, it’s almost like they are saying there is this hidden formula to which if you could just find out what it was, you would all of a sudden be as successful. If there was such a thing, surely we would all be doing it?!
With this in mind, I found myself researching the secret to success, looking at a range of successful people, to find out what it is that makes them so successful.
Most highly successful people were not born with that ’special something’ that gave them the key to success. In fact, I noticed that a lot of successful people had a tough start in life, left school with no qualifications and were not born into wealthy successful families.
Those people have acquired certain characteristics and learned valuable lessons to get them to that level of success and in general, the fact that they did not have the best start is the drive they needed.
As a result of my research, I am going to summarise the key things I found successful people to have:
1. -Persistence
2. -Determination
3. -Positive attitude
4. -Patience
5. -Passion
6. -Innovation
7. -Hard work ethic
8. -Resilience
9. -Forward thinking
10. -Proactive
11. -Belief
12. -Learning
To illustrate this I will discuss some highly successful people who have all the above characteristics and how they differ from the rest of us! These people have some, if not, all of the above characteristics;
Richard Branson – Probably the best words to describe him are resilience and persistence. When his business was failing he picked himself up and carried on. Of course he had other characteristics which helped, but these were important for him to pick himself up, dust himself down and carry on. He famously says that his failings were the making of him, learning from those lessons were vital for him to be the success he is today.
James Dyson – Determination, passion and persistence best describe James. It took eight years and 5,127 prototypes before his famous ‘Dyson’ vacuum cleaner took off. Belief in his innovation plus passion and hard work gave him the drive to persist. I’m guessing most people would have given up a lot sooner and that is, potentially his secret. The Dyson vacuum cleaner is one of the best innovations of the last decade, if James had given up, his idea would have been wasted.
JK Rowling – She became one of the richest women in the world in a short space of time, writing her famous ‘Harry Potter’ books. She was living on benefits and suffering with depression when she embarked on her journey to success. Perhaps her situation was the drive she needed? It just shows we should never be a victim of circumstance, use your shortcomings as the motivation to succeed.
Of course these people had something unique to offer, but if they didn’t truly believe in themselves and what they had to offer we may never have heard of them. The smallest idea could make you a big success. Don’t get me wrong these examples are rare, not every successful person achieves such a high level of success. These people more than likely had doubts along the way and had obstacles to overcome, but they never gave up.
It just shows that there is no secret, it is just about having a vision, the above characteristics and acting upon them.
Persistence seems to be a trait that successful people have in common, like the famous saying goes ‘when the going gets tough, the tough get going’!
Apple Guru Steve Jobs has made a huge impact on the world with his innovations. Steve’s rules for success:
* Do what you love
* Be different
* Do your best
* Make a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats)
* Start small, think big
* Strive to be a market leader
* Focus on the outcome
* Ask for feedback
* Innovate
* Learn from failures
* Learn Continuously
If you are curious about this subject, and want to know more, a great book to read is ‘The Secret’ by Rhonda Byrne. You can read reviews and buy the book at
http://www.insp1re.com/product_view.php?pcatid=1
Do you think there is a ’secret’ to success?
What do you think it takes to be successful?
Best wishes,
Cassie.
For more motivational tools visit me at http://www.insp1re.com …your daily boost of inspiration!

Employability for disengaged young people

2010
11.06
Employability is certainly a buzz word today, and at a time where unemployment rates are twice as high among young people than in the adult population we need to take notice. Essentially employability depends on a number of elements not limited to:
• Your assets in terms of the knowledge and skills (particularly transferable) that you possess.
• The way in which you use those assets and skills.
• The way in which you present these assets and skills to your prospective employers.
Even young people ’successfully’ completing school and university are being found wanting when it comes to many of these transferable skills. Skills such as self reliance; self awareness and the ability to self promote, possess a positive ‘can do’ attitude, people skills; including the ability to communicate effectively with people at many levels and work effectively as a team, functional skills; particularly problem solving, numeracy, written communication and IT skills.
Prospective employers are faced with more and more young people who are leaving school and education unprepared for the world of work that lies ahead of them.
This is perhaps even more poignant for those young people who haven’t completed education and have become disengaged. In 2007/2008 there were 8, 130 permanent exclusions in Primary and Secondary Schools across the UK (DCSF). Whilst this was a decrease from the year before, it still represents 11 pupils in every 1000. So what happens to those young people who have become apathetic, even depressed about their future? Are we doing enough to give these young people the tools they need to succeed in life; the opportunities to have a successful and fulfilling career despite failing in education (Or perhaps I should say education failing them!)?
It is a sad truth that many young people experience low aspirations, low self esteem and poor motivation which effectively means they are likely considered unemployable to many. Clearly these obstacles must be addressed if our young people are to engage in developing the communication and employability skills necessary for success. Many practitioners at schools, colleges, training providers and youth organisations are faced with these challenges every working day. So how do we go about transforming low self esteem, improving motivation, raising aspirations and thus improving the employability potential amongst our young people? How can we ensure that young people can begin to live with purpose and positivity and therefore have a lasting foundation of personal power and employability? Furthermore how can we achieve this in a way that young people feel empowered and inspired to change from within?
There are many initiatives and programmes out there to improve employability. The most successful are those that don’t stop at providing traditional knowledge and skills but also focus on the transferrable personal social attitudes, values and skills required for success.
Here are my 5 top tips for practitioners wanting to improve employability among disengaged Young People:
1. Do something different
The disengaged young person is in this situation for a reason. What they need is something different, something fresh, relevant; something that will motivate and inspire. Creative lesson plans that are interactive, stimulating, involve them and respect all learning styles are going to go a long way to achieving this.
2. Inspire them
Find out what makes them tick, you may have to dig deep as they may well not have a clue themselves. Find creative ways to discover what they are passionate about and show them that it is achievable. Build self esteem to create a foundation where they can recognise that they set the ceiling on their achievements and that the one common denominator in any measure of success is themselves. Show them that anything is possible. Share success stories from others in their position; let them see and know that they can achieve their dreams and aspirations.
3. Listen to them
By engineering an environment of respect, where young people feel genuinely listened to; this will ensure they feel comfortable to allow their voice to be heard; a necessary process for re-engaging those who have become alienated from the process of achievement, personal development and learning. It is so important to listen and understand your learners. Make yourself available to them when they need you, so they know they have a strong support system around them. Nurturing their need for belonging through respect and acceptance will go a long way to re-engaging and keeping them engaged for a long time to come!
4. Believe in them
One thing is for sure they need a huge dose of self belief and as a practitioner working with young people that has to start with me – that means me not buying into any of their negative self-talk, it means me looking past their learned behaviours. Holding a positive vision for each and every young person has got to be the starting premise for change to happen. Next we need to find creative ways for them to challenge their self image themselves, so they can begin to see what we see! Follow this through with praise and acknowledgment for the effort and changes that they are making!
5. Have fun and make it fun!
Don’t take yourself too seriously; remember you are working with young people! They will appreciate your humour and candidness. One of the essential needs we require to be met as a human being is to experience fun. When this need is met by our direct learning experience we are assured of their attention and their engagement. Create a strong bond with them and build up trust. Don’t ever give up, no matter how challenging it may be.
Working with disengaged youth can be challenging, enlightening, inspiring, exciting and incredibly fulfilling… I for one highly recommend it!
©July 2010 Glenn Perry, United Kingdom

Employability skills explained

2010
11.04
In 2010, the work world will be even more global. If your job is not one that requires you to physically be in one place, you will becompeting with bright and hungry workers in India, China, Korea and other developing nations around the globe.
Competing in the new environment will require higher levels of competence and necessitate looking straight ahead, not constantly glancing rearview mirror for warm fuzzy feelings about what you have achieved in the past.
Here are 10 skills to acquire and refine that will increase your professional confidence level and make you more employable in the year 2010:
1. Constantly adapt to technology.
Dependency on technology in the future will increase, not decrease. Spend time learning new computer programs but more importantly, make applications to your daily routine and strive to use technology as an enabler of productivity, not as a neat new toy with tons of cute features that you don’t use. To decide if the new gadget is worth the time, ask yourself, “Does this make time or waste time?”
2. Embrace diversity.
Get comfortable with other ethnic cultures, religions and customs. Be curious about what makes people from other cultures tick. Learn a little about the customs and attitudes that belong to workers from other countries. The time will be well spent as you begin to relate human to human, not human to inhabitant of another country.
3. Be a life-long learner.
When you finished your last college course did you utter a sigh of relief and mumble something like, “Whew, glad I’m finished with my education!” Surprise…the new century will require you to be a continuous learner. Be prepared to reinvent yourself, the pool of information in your brain and your work-related skills every 4-5 years.
4. Practice impeccable integrity.
Employers need to feel your spirit and have the quiet assurance that you are honest. Even one person in an organization who takes advantage of company assets for personal gain causes untold rules and regulations. Taking integrity beyond just simple honesty, however, means that when you commit to a deadline, you are fully committed to producing results, not excuses.
5. Be a self-starter.
Fire yourself up or look forward to being the first to go when bottom lines dip into the red, a recession lurks around the corner or the next merger takes place. Those who learn to work on the optimistic side of life not the pessimistic side of life, are more valuable to the organization as they create a positive work environment that produces higher productivity.
6. Demonstrate personal discipline.
Employers want to hire people who have disciplined work habits and disciplined thinking. The more disciplined the worker, the less time managers must spend rethinking, retracing and reworking…basically worrying if you will be reliable. When you demonstrate personal discipline, you and your manager can spend more time on solving problems and moving the company forward.
7. Prioritize and evaluate daily.
Two of the biggest time wasters in the world are not knowing where to start when you get to work in the morning and working on low priority items. To compete in the global work environment takes meticulous prioritization of tasks and the ability to identify the highest priority item that you tackle first every morning.
8. Be adaptable.
To stave off obsolescence, organizations must constantly change and regularly introduce change initiatives. Often employee resistance derails plans for updating processes and procedures and stalls company progress. To increase employability in 2010, learn to be part of the solution, not part of the problem. Ask tough questions that define the future and actively look for ways to support the new change initiatives.
9. Think creatively and innovatively.
Contributing to your organization in 2010 demands thinking outside of the box and looking for creative ways to solve nagging problems, increase productivity or produce a new product or service. When a challenge presents itself, be the first to offer a new viewpoint, discover an alternative or recommend another course of action. Your ideas combined with the creative ideas from other employees will help your organization renew itself as necessary to be competitive in the 21st Century.
10. Have a Can-Do attitude.
Immerse yourself in all the available positive mental attitude material you can find. Negatives are thrown at you the entire day from the news, next door neighbors and the nerd in the next cubicle. Teams face hurdles to productivity which causes dissention among members. Management faces stockholder dissatisfaction and product deadlines. To compound the problem, your mind naturally generates negative thoughts before positive thoughts. You have to train your mind to see the positive, to find the positive and to see the opportunity lurking in the obstacle. If you can master the positive can-do attitude, you will add value to every thing you touch and be more employable in an increasing negative world.
Some of these skills will be relatively simple and others may be difficult for you to implement. As you improve in each area mentioned above, however, you will increase in confidence and competence and create an environment where you add value to the organization and a need for your personal services. You will have greater job stability.

By  Karla Brandau

Communication skills and questions

2010
11.02
Every Interview has Communication Questions
Communication skills is an essential competence required in almost all jobs today, and you’ll almost certainly be asked communication questions in an interview.  In an interview you’ll need to be able to demonstrate that you have the experience to communicate clearly whether you’re speaking or writing, and in more senior positions it’s essential to show that you can interact and influence others.  A common job interview mistake is to think that how you communicate in the interview itself will be enough to demonstrate your ability to communicate. It isn’t!
How to answer Communication Questions: Three Steps to Follow
There are three steps to follow which will help you be better prepared to answer communication interview questions:
Look at the questions below. Highlight the communication questions which are more likely to  apply to the job you’re applying for.
Draw on your experiences at work and come up with at least two anecdotes to support each question. The two examples should be contrasting to show the depth of your communication skills.
Practise answering each communication question by drawing on your examples from work or your experiences outside work.  Keep your anecdote relevant.
The STAR acronym may help to keep you focused.

STAR – For Answering Competence Based Questions
The STAR system is a highly recommended as a way of responding to structured interview questions common in competency based interviews.
  • Describe the Situation you were in
  • Outline the Task that was involved
  • Describe the Action you took (remember to use ‘I did this’ rather than ‘we’)
  • Explain the Result
Ten Interview Questions Testing Your Communication Competence
All the questions below are testing your ability to communicate effectively, listen sensitively, adapt the style and content of your communication to different audiences, and foster effective communication with others.
Tell us about a situation where your communication skills made a difference?
Describe a time when you had to win someone over, who was unresponsive to what you had to say?
Describe a situation where you were able to influence others on an important issue. What approaches or strategies did you use?
Describe a situation where you had to explain something complex at work. What approach did you follow and how well did it work?
Describe a time when you had to communicate to someone knowing that you were right and that they were wrong?
Give us an example where your listening skills proved crucial to an outcome?
Can you write? What makes you think that you are good at it?
How do you prepare for an important meeting?
Tell us about a situation when you failed to communicate appropriately?
How and when have you varied your communication approach according to the person you were addressing?

Every Interview has Communication Questions
Communication skills is an essential competence required in almost all jobs today, and you’ll almost certainly be asked communication questions in an interview.  In an interview you’ll need to be able to demonstrate that you have the experience to communicate clearly whether you’re speaking or writing, and in more senior positions it’s essential to show that you can interact and influence others.  A common job interview mistake is to think that how you communicate in the interview itself will be enough to demonstrate your ability to communicate. It isn’t!
How to answer Communication Questions: Three Steps to Follow
There are three steps to follow which will help you be better prepared to answer communication interview questions:
Look at the questions below. Highlight the communication questions which are more likely to  apply to the job you’re applying for.Draw on your experiences at work and come up with at least two anecdotes to support each question. The two examples should be contrasting to show the depth of your communication skills.Practise answering each communication question by drawing on your examples from work or your experiences outside work.  Keep your anecdote relevant. The STAR acronym may help to keep you focused.STAR – For Answering Competence Based Questions
The STAR system is a highly recommended as a way of responding to structured interview questions common in competency based interviews.
Describe the Situation you were inOutline the Task that was involvedDescribe the Action you took (remember to use ‘I did this’ rather than ‘we’)Explain the ResultTen Interview Questions Testing Your Communication Competence All the questions below are testing your ability to communicate effectively, listen sensitively, adapt the style and content of your communication to different audiences, and foster effective communication with others.
Tell us about a situation where your communication skills made a difference?Describe a time when you had to win someone over, who was unresponsive to what you had to say?Describe a situation where you were able to influence others on an important issue. What approaches or strategies did you use?Describe a situation where you had to explain something complex at work. What approach did you follow and how well did it work?Describe a time when you had to communicate to someone knowing that you were right and that they were wrong?Give us an example where your listening skills proved crucial to an outcome?Can you write? What makes you think that you are good at it?How do you prepare for an important meeting?Tell us about a situation when you failed to communicate appropriately?How and when have you varied your communication approach according to the person you were addressing?

By Elizabeth Conley

Goal Setting tips

2010
10.29

Do you have a list of unmet goals that you wish you could finally meet? If you are like most people, you have great ideas for goals that you can set, but following through is sometimes difficult. Why do we seat goals that we fail to keep? Many times it is because we either set unrealistic goals, or we become distracted along the road to reaching our goals. Most folks would like to fulfill the goals they set for themselves. It is good to get one that you can fulfill as you will experience a sense of success and have a feeling of command over the course in your life. When you set up objectives, you must do it appropriately. There are a variety of goal setting flaws that are done you’ll want to avoid making.

Obscure goals generally do not work well. You’ll need ones which are on target and crystal clear in order to know for a fact when you fulfill them. Dropping weight is not a specific objective. Losing 10 lbs is one. You will know the actual moment when the goal is fulfilled.

Before you set (and fail to keep) another goal, follow these steps so you can finally reach your goals.

1. The first step in effectively setting and meeting your goals is focusing your attention and deciding what your goals are. If you aren’t sure what kind of goals you want to make, sometimes it is a good idea to ask yourself what kind of goal you don’t want to make. Once you figure that out, you can simply do the opposite.

2. Do you ever get bored with your goals? Chances are boredom is one of the main reasons that you’ve given up on your goals. One great way to avoid goal-setting-boredom without giving up on your goals is to set smaller goals along the way to your main goals. This will help you to feel accomplished because you will constantly be reaching your goals, and you won’t feel that you are simply treading water.

3. One of the easiest ways to set and keep goals is to have an accountability partner who will help keep you on track. Your accountability partner can help to remind you of your goals, and give you advice on how to stay on the right path. It is important to remember, however, that your accountability partner is not supposed to coerce you into meeting your goals. Instead, they should simply hold your hand along the goal setting road.

These tips should help. Best of luck in your goal-setting endeavor.

By Sally Mcknight