Trainer's Manual - English (UPDATED) 04/11

BUILDING

COMPETENCES FOR SUSTAINABLE LEARNING TRAINER MANUAL

BY:‌

CO-AUTHORS:‌ DR ISSA H. ALANSARI‌ DR FAISAL Y. ALANEZI‌ DR OMAR J. ELMOUSSA‌ MRS RANIA SINNO‌

INTRODUCTION

ACKNOWLEDGEMENT This programme for Building Competencies for Sustainable Learning is prepared by Prince Mohammad bin Fahd university (PMU) in line with its institutional commitment to serve the community and youth development .

BUILDING COMPETENCIES FOR SUSTAINABLE LEARNING| INTRODUCTION

INTRODUCTION

II. PROGRAMME LEARNING OUTCOMES

‌

By the end of the programme, participants will be able to demonstrate: 1.The usage of reasoning and critical thinking abilities. 2.Problem solving abilities while addressing and assessing academic, social and professional issues. 3.Knowledge, skills and attributes that allow them to work with different ethnic and cultural groups successfully. 4.The ability to generate creative ideas. 5.Knowledge, skills and attitudes for managing and leading people. 6.Traits of emotional intelligence.

7.The application of decision-making skills. 8.The ability to apply service orientation skills. 9.Attributes of cognitive flexible individuals. 10.Knowledge, skills and attributes of successful negotiators.

The teaching, learning and assessment model of the programme is premised on Vygotsky’s time-honored notion of Zone of Proximal Development (ZPD). Vygotsky’s ZPD refers to two learning dimensions: III. INSTRUCTIONAL FRAMEWORK‌ The first dimension refers to learners’ current academic level. The second dimension refers to where learners’ performance level should be by the end of the training programme. Vygotsky’s learning principle, Zone of Proximal Development, is the distance between the level of learners’ ability to understand and apply a competence and its affiliated skills and the level where the instructor needs them to be as determined by their ability to demonstrate their development of the required competencies collaboratively within a scaffolded, engaging and dynamic learning environment. Vygotsky’s Zone of Proximal Development necessitates a scaffolded learning environment that focuses on six elements: Analyzing trainees’ entry level to ensure that they have the required entry level. This is to be achieved through a pre-test.

BUILDING COMPETENCIES FOR SUSTAINABLE LEARNING| INTRODUCTION

INTRODUCTION

Designing teaching, learning and assessment strategies that take into consideration participants’ different learning styles. Developing instructional materials that instill in participants the required knowledge, skills and attitudes necessary for competence development. Implementing the instructional strategies within a dynamic and engaging learning environment. Assessing participants’ learning outcomes through in-class activities and group projects. Evaluating the programme through perception survey, focus group, interviews and analysis of participants’ end of workshops assignments and projects. IV. THE ADDIAE MODEL‌ The six elements of the instructional framework are acronymed as the ADDIAE model. The ADDIAE instructional model allows participants to:

the concepts, main principles, and characteristics of each competence and its affiliated skills.

LEARN

their understanding of each competence to real–life situations.

APPLY

their understanding of the competence and its affiliated skills through guided discussion and group projects.

DEMONSTRATE

ASSESS

their competence development trough self-reflection.

Figure 1: Learn, Apply, Demonstrate & Assess (LADA) Model

BUILDING COMPETENCIES FOR SUSTAINABLE LEARNING| INTRODUCTION

PROBLEM SOLVING

PROGRAMME ACTIVITIES‌ PROBLEM–SOLVING ACTIVITIES‌

Activity 1: Group 1

Source: Eskin, M. (2013) Components of problem solving, in Problem Solving Therapy in the Clinical Practice. London, UK: Elsevier; pp. 17–26.

Pages: 17-19

Topics:

What are the cognitive components of problem solving? Explain. (p.17) Do individuals have the ability to think about alternative solutions? Explain. (p.18) Do individuals have the ability to conceptualize step–by–step means to reach the target? Explain. (p.18) Do we have the ability to think about consequences? Explain. (p.19)

Activity 1: Group 2

Source: Eskin, M. (2013) Components of problem solving, in Problem Solving Therapy in the Clinical Practice. London, UK: Elsevier; pp. 17–26.

Pages: 19-22

Topics:

Do we have the ability to think about cause and effect in social situations? Explain. (p. 19) Do we have the ability to take perspective? Explain. (p.19) What are the metacognitive components of problem solving? Explain. (pp. 20–21) What are the motivational components of problem solving? Explain. (pp. 21–22)

Activity 1: Group 3

Source: Eskin, M. (2013) Components of problem solving, in Problem Solving Therapy in the Clinical Practice. London, UK: Elsevier; pp. 17–26.

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER ONE

PROBLEM SOLVING

Pages: 22–26

Does an individual have to take an interest in the problem situation? Explain. (p. 22) What is self–efficacy? Explain. (pp. 23–24) What are the four sources of self–efficacy? Explain. (p. 24) What is attribution and what kind of process is it? Explain. (pp. 25–26) Topics: Activity 1: Group 4 Source: Eskin, M. (2013) Theoretical approaches to problem solving, in Problem Solving Therapy in the Clinical Practice. London, UK: Elsevier; pp. 29–47. Activity 1: Group 5 Source: Eskin, M. (2013) Theoretical approaches to problem solving, in Problem Solving Therapy in the Clinical Practice. London, UK: Elsevier; pp. 29–47. What are some theoretical approaches to problem solving? Explain. (pp. 29–30) What is the social problem–solving process model? Explain. (pp. 30–31) What is problem orientation? Explain. (pp. 31–34) What are the problem–solving styles? Explain.(pp. 34–38) Topics: Pages: 29–38

Pages: 40–45

What is the information–processing model of problem solving? Explain. (p. 40) What is encoding? Explain. (pp. 41–43) How is goal setting involved in problem solving? Explain. (pp. 43–44) What is planning and pattern matching? Explain. (pp. 44–45) Topics:

Activity 2: Group 1 Source: Eskin, M. (2013) Theoretical approaches to problem solving, in Problem Solving Therapy in the Clinical Practice. London, UK: Elsevier; pp. 29–47.

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER ONE

CRITICAL THINKING

CRITICAL THINKING ACTIVITIES‌

Activity 1: Group 1

Source: Kenton, B. and Yarnall, J. (2005) Developing your thinking style, in HR: The Business Partner: Furthering the Journey, 2 edn. New York, NY: Routledge; pp. 110–120. nd

Pages: 110–114

Topics: What is rational thinking?Explain. (pp. 110–111) For a senior business partner in a large public sector organization, what would be a rational approach for staff recruitment and retention? Explain. (p. 111) What is creative thinking? Explain. (pp. 112–114) In what ways can business partners in an organization manifest creative thinking interventions? Explain. (p. 114)

Activity 1: Group 2

Source: Kenton,B. and Yarnall,J. (2005) Developing your thinking style, in HR: The Business Partner: Furthering the Journey, 2 edn. NewYork, NY: Routledge; pp.110–120. nd

Pages: 115–120

What is strategic thinking? Explain. (pp. 115–116) What is the difference between strategic thinking and operational thinking? Explain. (p. 116) How might strategic thinking have helped in the current financial crisis? Explain. (p. 119) How can you develop your strategic thinking ability? Explain. (pp. 119–120) Topics:

Activity 1: Group 3

Source: Fung, D.C.L. and Liang, T.W. (2018) Fostering Critical Thinking Through Collaborative Group Work: Insights from Hong Kong. Gateway East, Singapore: Springer; pp. 6–22.

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER TWO

CRITICAL THINKING

Pages: 6–22

Why has critical thinking become increasingly popular in the education arena? Explain. (p. 6) What is the significance of critical thinking and group work? Explain. (p. 7) What is critical thinking? Explain. (pp. 16–17) What are the approaches to teaching critical thinking? Explain. (pp. 21–22) Topics: Activity 1: Group 4 Source: Kallet, M. (2014) Think Smarter: Critical Thinking to Improve Problem–Solving and Decision–Making Skills. Hoboken, NJ: John Wiley & Sons, Inc.; pp. 3–19. What is critical thinking process? Explain. (pp. 3–5) What are the benefits of critical thinking? Explain. (p. 7) How does critical thinking enable you to look at issues differently? Explain. (p. 8) How does critical thinking prevent a distorted picture? Explain. (pp. 8–9) Topics: Activity 1: Group 5 Source: Kallet, M. (2014) Think Smarter: Critical Thinking to Improve Problem–Solving and Decision–Making Skills. Hoboken, NJ: John Wiley & Sons, Inc.; pp. 3–19. How does critical thinking give you a framework to think in? Explain. (p. 9) When might you use critical thinking? Explain. (p. 10) What business functions can benefit from critical thinking? (pp. 11–12) What are some specific business issues and goals for which critical thinking should be used? (pp. 12–14) What are some specific day–to–day activities for which critical thinking can be helpful? (pp. 14–15) Topics: Pages: 9–15 Pages: 3-9

Activity 2: Group 1

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER TWO

CREATIVITY

CREATIVITY ACTIVITIES‌

Activity 1: Group 1

Source: VanGundy, A.B. (2005) 101 Activities for Teaching Creativity and Problem Solving. San Francisco, CA: Pfeiffer; pp. 4–19.

Pages: Chapter 1 (pp. 4–7)

Topics:

Why do we use creativity techniques? Explain. (p. 4) How do you generate creative ideas? Explain. (p. 4)

Why should you have creativity training in organizations? Explain. (pp. 4–5) What are some individual activities for creativity and problem solving? (p. 6) What are some group activities for creativity and problem solving? (pp. 6–7)

Activity 1: Group 2

Source: VanGundy, A.B. (2005) 101 Activities for Teaching Creativity and Problem Solving. San Francisco, CA: Pfeiffer; pp. 4–19.

Pages: Chapter 2 (pp. 12–19)

Topics:

Why is separating idea generation from evaluation the most important creative thinking principle? Explain. (p. 12) Why is testing assumptions the second most important creative thinking principle? Explain. (pp. 12–13) Why is avoiding patterned thinking an important creative thinking principle? Explain. (pp. 15–16). Why is creating new perspectives an important creative thinking principle? Explain. (pp. 16–17) Why is minimizing negative thinking an important creative thinking principle? Explain. (pp. 15–16) Why is taking prudent risks an important creative thinking principle? Explain. (pp. 18–19)

Activity 1: Group 3

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER THREE

CREATIVITY

Source: Sloane, P. (2007) The Innovative Leader: How to Inspire Your Team and Drive Creativity. London, UK: Kogan Page; pp. 5–176.

Pages: 5–10 Pages: 5–10

Why should leaders have a vision for change? Explain. (pp. 5–6) Why should leaders issue a decree of innovation? Explain. (p. 7) Why should leaders set drastic expectations? Explain. (p. 8) Why should leaders fight the fear of change? Explain.(pp. 9–10) Topics:

Activity 1: Group 4 Source: Sloane, P. (2007) The Innovative Leader: How to Inspire Your Team and Drive Creativity. London, UK: Kogan Page; pp. 5–176.

Pages: 11–16

Topics:

Why should leaders tell stories? Explain.(pp. 11–12) Why should leaders set goals for innovations? Explain.(pp. 13–14) Why should leaders get rid of the cynics? Explain. (p. 15) Why should leaders throw down a challenge? Explain.(p. 16)

Activity 1: Group 5 Source: Sloane, P. (2007) The Innovative Leader:How to Inspire Your Team and Drive Creativity. London, UK: Kogan Page; pp. 5–176.

Pages: 17–25

Why should leaders encourage dissent? Explain. (pp. 17–18) Why should leaders think like a venture capitalist? Explain. (pp. 20–21) Why should leaders break down internal barriers? Explain. (pp. 22–23) Why should leaders destroy the hierarchy? Explain.(pp. 24–25) Topics:

Activity 2: Group 1

Source: Sloane, P. (2007) The Innovative Leader:How to Inspire Your Team and Drive Creativity. London, UK: Kogan Page; pp. 5–176.

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER THREE

CO-ORDINATING WITH OTHERS

CO-ORDINATING WITH OTHERS ACTIVITIES‌

Activity 1: Group 1

Source: Godé, C. (2016). Team Coordination in Extreme Environments: Work Practices and Technological Uses under Uncertainty. Hoboken, NJ: Wiley; pp. ix-27.

Pages: ix-6

Topics:

What is the definition of co-ordination in teams? (p. ix in the introduction) What is an extreme environment and what isit all about? Explain. (pp. 1-2) What are some of the variousmanagement situations in the extreme environment? Explain. (pp. 2-3) What are some of the routines,crisis and unexpected situations in an extreme environment? Explain. (pp. 3-4)

Activity 1: Group 2

Source: Godé, C. (2016). Team Coordination in Extreme Environments: Work Practices and Technological Uses under Uncertainty. Hoboken, NJ: Wiley; pp. ix-27.

Pages: 12-19

Topics:

During co-ordination in the extreme environment, how do you shift from one management situation to another? Explain. (pp. 12-13) What are some main perspectives or classical theories of co-ordination? (p. 15) What is the contingent view on co-ordination? Explain. (pp. 16-17) What are some mechanisms, means and tools of co-ordination? Explain. (pp. 7-19)

Activity 1: Group 3

Source: Godé, C. (2016). Team Coordination in Extreme Environments: Work Practices and Technological Uses under Uncertainty. Hoboken, NJ: Wiley; pp. ix-27.

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER FOUR

CO-ORDINATING WITH OTHERS

Activity 1: Group 4 Source: Maslin, Z.B. (1991) Coordinating, in Management in Occupational Therapy. Therapy in Practice Series, Vol. 24. Boston, MA: Springer; pp. 131-140. What is the notion of co-ordination solution? Explain. (pp. 19-20) What are the four main limitations of the classical perspective on co-ordination? Explain. (pp. 20-22) What is “practice-based” co-ordination? Explain. (pp. 22-25) What contribution does the practical perspective bring to the study of team co- ordination? Explain. (pp. 25-27) Topics: Pages: 19-27

Pages: 131-134

What does co-ordinating entail? Explain. (p. 131) What are some factors that affect co-ordination? Explain. (pp. 131-132) How does motivation affect co-ordination? Explain. (pp. 132-133) What is theory x and theory y? Explain. (pp. 133-134) Topics:

Activity 1: Group 5 Source: Maslin, Z.B. (1991) Coordinating, in Management in Occupational Therapy. Therapy in Practice Series, Vol. 24. Boston, MA: Springer; pp. 131-140.

Pages: 134-137

Who is expected to do the job of co-ordinating? Explain. (p. 134) What is leadership? Explain. (p. 134) According to the author of the chapter, what are the types of leaders? Explain. (pp. 135- 136) What makes a leadereffective? Explain. (pp. 136-137) Topics:

Activity 2: Group 1

Source: Maslin, Z.B. (1991) Coordinating, in Management in Occupational Therapy. Therapy in Practice Series, Vol. 24. Boston, MA: Springer; pp. 131-140.

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER FOUR

PEOPLE MANAGEMENT

PEOPLE MANAGEMENT ACTIVTIES‌

Activity 1: Group 1

Source: Wellington, P. (2011) Effective People Management: Improve Performance, Delegate More Effectively, Handle Poor Performance and Manage Conflict. London, UK: Kogan Page; pp. 1-211.

Pages: 1-5

Topics:

What is the purpose of leadership? Explain. (p. 1) What are the implications of being a leader?Explain. (p. 2) What is the role of leadersin an organization? Explain. (pp. 3-4) What are the organizational values that guide leaders’ daily actions? Explain. (pp. 4-5)

Activity 1: Group 2

Source: Wellington, P. (2011) Effective People Management: Improve Performance, Delegate More Effectively, HandlePoor Performance and Manage Conflict. London, UK: Kogan Page; pp. 1-211.

Pages: 5-12

Topics:

What are the core values of the CEO of Zappos Shoes? (pp. 5-6) What competencies must leaders be expected to demonstrate? Explain. (pp. 6-9) What are the important factors in the science of leadership? Explain. (pp. 9-10) What are the major leadership styles? Explain each one. (pp. 10-12)

Activity 1: Group 3

Source: Wellington, P. (2011) Effective People Management: Improve Performance, Delegate More Effectively, HandlePoor Performance and Manage Conflict. London, UK: Kogan Page; pp. 1-211.

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER FIVE

PEOPLE MANAGEMENT

Activity 1: Group 4 Source: Wellington, P. (2011) Effective People Management: Improve Performance, Delegate More Effectively, HandlePoor Performance and Manage Conflict. London, UK: Kogan Page; pp. 1-211. What forces influence which leadership style is to be used? Explain. (p. 13) What is the difference between negative and positive leadership styles? Explain. (p. 13) What might people rely on to impose their authority? Explain. (pp. 14-15) What are the sources that power stem from? Explain. (pp. 15-16) Topics: Pages: 13-16 Activity 1: Group 5 Source: Wellington, P. (2011) Effective People Management: Improve Performance, Delegate More Effectively, HandlePoor Performance and Manage Conflict. London, UK: Kogan Page; pp. 1-211. In what ways can team members share power? Explain. (pp. 16-17) What are the different types of authority? Explain. (pp. 17-18) What does it mean to delegate? Explain. (pp. 18-19) What is the difference between a manager and a leader? Explain. (pp. 19-20) Topics: Pages: 16-20 What makes an effective leader? Explain. (pp. 21-22) What is the role and responsibilities of a manager? Explain. (pp. 32-34) What does it take to create a positive team culture and environment? Explain. (pp. 34- 35) How can you know your team and ensure communication flows? Explain. (pp. 35-37) Topics: Pages: 21-37

Activity 2: Group 1

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER FIVE

JUDGEMENT AND DECISION-MAKING

JUDGEMENT AND DECISION-MAKING ACTIVITIES‌

Activity 1: Group 1

Source: Bhushan, N. and Rai, K. (2004) Strategic Decision Making: Applying the Analytic Hierarchy Process. London, UK: Springer; pp. 5-29.

Pages: 5-9

Topics:

What is strategic decision-making? Explain. (p. 5) What critical problems are involved in the strategic decision-making (SDM) process? Explain. (p. 5) What features should be present in a framework for SDM? Explain. (pp. 5-6) What are some commonly used decision analysis tools? (pp. 6-9)

Activity 1: Group 2

Source: Bhushan, N. and Rai, K. (2004) Strategic Decision Making: Applying the Analytic Hierarchy Process. London, UK: Springer; pp. 5-29.

Pages: 9-17

Topics:

What are some characteristics of a formal strategic decision-making framework? Explain. (pp. 9-10) What are some formal decision-making techniques? Explain. (pp. 12-13) What is the analytic hierarchy process (AHP)? Explain. (p. 15) What are the steps involved in the analytic hierarchy process (AHP)? Explain. (pp. 15- 17)

Activity 1: Group 3

Source: Bhushan, N. and Rai, K. (2004) Strategic Decision Making: Applying the Analytic Hierarchy Process. London, UK: Springer; pp. 5-29.

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER SIX

JUDGEMENT AND DECISION-MAKING

Activity 1: Group 4 Source: Bhushan, N. and Rai, K. (2004) Strategic DecisionMaking: Applying the Analytic Hierarchy Process. London, UK: Springer; pp. 5-29. What are the four perspectives of the balanced scorecard (BSC) strategy? (pp. 25-26) How is BSC different from the traditional performance management system? (p. 26) What are the six steps that describe a framework to align initiatives with enterprise vision? Explain. (pp. 26-29) How do you achieve consensus and prioritization issues in initiative management with the AHP (analytic hierarchy process)? Explain. (p. 29) Topics: Pages: 25-29 Activity 1: Group 5 Source: Bazerman, M.H. and Moore, D.A. (2002) Judgment in Managerial Decision Making. New York, NY: Wiley; pp. 1-164. What are the seven pillars of the AHP (analytic hierarchyprocess)? (p. 17) What are the three major concepts behind the AHP? Explain. (p. 19) How has AHP been applied in a varietyof decision-making scenarios? Explain (pp. 19- 20) What are some of the pitfalls,modifications and extensions of the AHP? Explain (p. 20) Topics: Pages: 17-20

Pages: 1-5

Topics:

What does the term judgment refer to? Explain. (p. 1) What are the six steps you should take when applyinga “rational” decision-making process to each scenario? Explain. (p. 2)

What is system 1 and system 2 thinking? Explain. (pp. 3-4) What does the term rationality refer to? Explain. (pp. 4-5)

Activity 2: Group 1

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER SIX

SERVICE ORIENTATION

SERVICE ORIENTATION ACTIVITIES‌

Activity 1: Group 1

Source: Allen, P. (2009) Service Orientation Winning Strategies and Best Practices. New York: Cambridge University Press; pp. 3-130.

Pages: 3-7

Topics:

What is service orientation? Explain. (p. 3) What is service-oriented architecture (SOA)? Explain. (pp. 3-4) Why is IT an “economic imperative” in service orientation? Explain. (pp. 4-5) Why is it imperative to be competitive in service orientation? Explain. (pp. 5-7)

Activity 1: Group 2

Source: Allen, P. (2009) Service Orientation Winning Strategies and Best Practices. New York: Cambridge University Press; pp. 3-130.

Pages: 7-10

Topics:

What is a “legacy jungle” in service orientation? Explain. (pp. 7-8) What is a service? Explain. (p. 9) What is an interface? Explain. (p. 9)

What is a business process? Explain. (p. 9) What is a software service? Explain. (p. 10)

Activity 1: Group 3

Source: Allen, P. (2009) Service Orientation Winning Strategies and Best Practices. New York: Cambridge University Press; pp. 3-130.

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER SEVEN

SERVICE ORIENTATION

Activity 1: Group 4 Source: Allen, P. (2009) Service Orientation Winning Strategies and Best Practices. New York: Cambridge University Press; pp. 3-130. Why are integration and federation important in a service-oriented approach? Explain. (pp. 14-15) Why should there be businessprocess improvement in a service-oriented approach? Explain. (pp. 15-16) Why do you need to consider application design and development in a service-oriented approach? Explain. (p. 16) What is involved in software operations in a service-oriented approach? Explain. (pp. 16-17) Topics: Pages: 14-17 Activity 1: Group 5 Source: Allen, P. (2009) Service Orientation Winning Strategies and Best Practices. New York: Cambridge University Press; pp. 3-130. What is a service-level agreement? Explain. (p. 12) What are suppliers and providers? Explain.(pp. 12-13) What is the distinction between customers and users? Explain. (p. 13) What three areas are involved in the overall approach to service orientation? (p. 13) Topics: Pages: 12-13

Pages: 17-21

Topics:

What are the three key elements that are needed in service orientation? Explain. (pp. 17-18) What is the pivotal role of SOA (Service-Oriented Architecture)? Explain. (pp. 18-19) How should you answer business questions from a CEO on technology and change for service orientation? Explain. (pp. 20-21) How does a service-oriented approach ensure governance? Explain. (p. 21)

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER SEVEN

EMOTIONAL INTELLIGENCE

EMOTIONAL INTELLIGENCE ACTIVITIES‌

Activity 1: Group 1

Source: Chakraborty, A. and Konar, A. (2009) Emotional Intelligence: A Cybernetic Approach. Switzerland: Springer; pp. 2-9.

Pages: 2-9

Topics:

What is Emotional Intelligence (EI)? (p. 2) What are the typical characteristics of emotion? (pp. 4-5) What are the basic components of emotion? (pp. 5-7) How can you regulate and control emotion? (pp. 8-9)

Activity 1: Group 2

Source: Higgs, M. and Dulewicz, V. (2016) Leading with Emotional Intelligence. Switzerland: Palgrave Macmillan; pp. 19-29.

Pages: 19-29

Topics:

What are the benefits of focusing on Emotional Intelligence (EI)? (p. 19) What is the definition of Emotional Intelligence? (p. 20) What is Emotional Intelligence (EI) about? (p. 20)

What are the three distinctive categories that Mayer and Stevens identified and that people may be grouped into for attending to and dealing with their emotions? (p. 23) What are the seven elements of Emotional Intelligence? (pp. 28-29)

Activity 1: Group 3

Source: Stough, C., Saklofske, D.H. and Parker, J.D.A. (eds.). (2009) Assessing Emotional Intelligence: Theory Research, and Applications. New York: Springer; pp. 44-108.

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER EIGHT

EMOTIONAL INTELLIGENCE

Pages: 44-46

Topics:

What does the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT) measure? (p. 44)

What does the first branch of the MSCEIT measure? Explain (p. 44) What does the second branch of the MSCEIT measure? Explain (p. 45) What does the third branch of the MSCEIT measure? Explain (p. 45) What does the fourth branch of the MSCEIT measure? Explain (p. 46)

Activity 1: Group 4 Source: Stough, C., Saklofske, D.H. and Parker, J.D.A. (eds.). (2009) Assessing Emotional Intelligence: Theory Research, and Applications. New York: Springer; pp. 44-108.

Pages: 103-108

Why is the Genos Emotional Intelligence Inventory or Genos EI used in the workplace and what is it? Explain. (p. 103) What are the five categories of emotional knowledge? List and explain. (p. 107) What is Emotional Self-Awareness? (p. 108) What is Emotional Expression? (p. 108) What is Emotional Awareness of Others? (p. 108) Topics: Activity 1: Group 5 Source: Stough, C., Saklofske, D.H. and Parker, J.D.A. (eds.). (2009) Assessing Emotional Intelligence: Theory Research, and Applications. New York: Springer; pp. 44-108.

Pages: 108

What is Emotional Reasoning? (p. 108) What is Emotional Self-Management? (p. 108) What is Emotional Management of Others? (p. 108) What is Emotional Self-Control? (p. 108) Topics:

Activity 2: Group 1

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER EIGHT

NEGOTIATION

NEGOTIATION ACTIVITIES‌

Activity 1: Group 1

Source: Shonk, K. and Susskind, L. (2019) Managing multiparty negotiations, Harvard Law School. Program on Negotiation (PON). Available at: https://www.pon.harvard.edu/freemium/managing-multiparty-negotiations/(accessed 9 June 2021).

Pages: 4-5

Topics:

What are the three issues in particular that make the multiparty negotiations more complex? (p. 4)

Why should you choose coalitions wisely in negotiation? (p. 4) Why is vetting potential partners in negotiation important? (p. 5) What types of coalitions are there in negotiation? (p. 5)

Activity 1: Group 2

Pages: 5-10

Topics:

How do you manage the process of negotiation? Explain. (pp. 5-7) How do you calculate dynamic BATNAs (best alternative to a negotiated agreement)? Explain. (pp. 7-8) In multiparty negotiations, how do you set the right process? Explain. (pp. 9-10) How do you hold a negotiation? Explain. (p. 10)

Activity 1: Group 3

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER NINE

NEGOTIATION

In negotiation, why do you borrow innovative deal terms? Explain. (p. 10) What are Robert’s Rules of Order? Explain. (p. 12) What is the decision-making tool that generates more legitimacy for a group recommendation? Explain. (p. 13) How do you convene the group in consensus building? Explain. (pp. 13-14) Topics: Pages: 10-14 Activity 1: Group 4 Source: Shonk, K. and Susskind, L. (2019) Managing multiparty negotiations, Harvard Law School. Program on Negotiation (PON). Available at: https://www.pon.harvard.edu/freemium/managing-multiparty-negotiations/ (accessed 9 June2021). How do you clarify responsibilities in consensus building? Explain. (pp. 14-15) How do you deliberate and brainstorm in consensus building? Explain. (p. 15) How do you reach a decision in consensus building? Explain. (p. 16) How do you implement the decision in consensus building? Explain. (pp. 16-17) Topics: Pages: 14-17 Activity 1: Group 5 Source: Susskind, L., Diekmann, K.A., Galinsky, A.D., Sebenius, J.K. et al. (2019) Getting the deal done, Harvard Law School. Program on Negotiation (PON). Available at: https://www.pon.harvard.edu/freemium/getting-the-deal-done/(accessed 9 June 2021). What makes someone a good negotiation coach? Explain. (pp. 4-5) How can “consider the opposite” impact your negotiations? Explain. (p. 5) When preparing to negotiate, why should you remove your opponent’s personality from the equation? Explain. (p. 6) When negotiating, why should you align your behavior with your forecasts? Explain. (p.6) Topics: Pages: 4-6

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER NINE

COGNITIVE FLEXIBILITY

COGNITIVE FLEXIBILITY ACTIVITIES‌

Activity 1: Group 1

Source: Fröding, B. and Osika, W. (2015) Cognitive Flexibility, in Neuroenhancement: How mental training and meditation can promote epistemic virtue. Cham, Switzerland: Springer; pp. 63-72.

Pages: 63-68

Topics:

What is cognitive flexibility? (pp. 64-65) How does cognitive flexibility relate to meditation? (p. 63) Why is it good to be more cognitively flexible? (p. 66) Can improved cognitive flexibility translate to better decision-making? (pp. 67-68)

Activity 1: Group 2

Source: Fröding, B. and Osika, W. (2015) Cognitive Flexibility, in Neuroenhancement: How mental training and meditation can promote epistemic virtue. Cham, Switzerland: Springer; pp. 63-72.

Pages: 69-72

Topics:

What is cognitive bias? (p. 69) Can cognitive bias have a detrimental effecton the quality of our decision-making? (p. 70) Does improved cognitive capacity lead people to make morally better decisions? (p. 71) What do meditators achievewith an increased capacity of cognitive flexibility? (p. 72)

Activity 1: Group 3

Source: Boy, G.A. (2016) Flexibility, in Tangible Interactive Systems. Cham, Switzerland: Springer; pp. 107-127.

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER TEN

COGNITIVE FLEXIBILITY

Pages: 107-108

Topics:

What are the various ways through which flexibility can be interpreted? Explain. (p. 107) In flexibility in human-centered design (HCD), what is the distinction between task and

activity? and why is it important? Explain. (p. 108) Why is participatory design powerful? (p. 108) What are the three levels of situation awareness? (p. 108)

Activity 1: Group 4

Source: Boy, G.A. (2016) Flexibility, in Tangible Interactive Systems. Cham, Switzerland: Springer; pp. 107-127.

Pages: 109-111

Topics:

What are the rules that human-centered design (HCD)promotes leadership basedon? (p. 109) What is adaptation? and why is adaption important in system design? (p. 109) What is authority, in terms of control and accountability? Explain. (p. 110) Why should TIS (tangible interactive systems) designers think in terms of authority? (p. 111)

Activity 1: Group 5

Source: Boy, G.A. (2016) Flexibility, in Tangible Interactive Systems. Cham, Switzerland: Springer; pp. 107-127.

Pages: 115-119

Topics:

The TOP model is used to make sure of three criteria, what are they? (Bottom of pp. 115- 116) What is automation and why doesit lead to rigidity? (p. 116) Why do we automate? (p. 116)

Why can automation generate issues? Explain (pp. 116-117) Why should autonomy lead to flexibility? Explain (pp. 118-119)

DEVELOPING GLOBAL COMPETENCIES FOR LIFELONG LEARNING | CHAPTER TEN

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