With the work place so focused on interpersonal skills, should I raise my children accordingly?
I don’t see interpersonal skills being any less important in the future.
I also don’t see a reason to raise my son to be the "bread winner" and not learn how to be a father and visa versa with my daughter…
I totally agree with you. As you are learning right now the traditional roles of men and women are a thing of the past. Our daughters need to learn how to be the bread winner too and our boys need to learn how to do laundry, cook a meal and raise a child. Things are never going back to the days of Leave it to Beaver so we need to raise our children to be and do whatever needs to be done.
I also think that interpersonal skills are incredibly important in every area of your life, both at work and in our personal lives. There are very few jobs where we work entirely alone without ever talking to anyone so having the ability to communicate well, put people at ease and develop relationships with people is huge in pretty much any type of work that I can think of.
These skills are also very important in our personal lives. Developing relationships with friends and family can bring a great deal of job to our life. I’m sure you can see how a lack of communication can damage a personal relationship. I have to say that it seems that you must be a great dad. Not all men think about things like this when raising their children. I really admire a man that thinks about what exactly they can teach their children to help them in life.
Top Transferable Skills Web Sites
To be successful in the workplace, employees have to possess transferable skills. Knowing about these skills will help teens and adults prepare to be successful in the workplace. Transferable skills are a product of our talents, traits and knowledge. These skills determine how you respond to new activities, work situations or jobs.
Transferable skills are non-job specific skills that you have acquired during any activity or life experiences. Student activities and experiences include campus and community activities, class projects, and assignments, hobbies, athletic activities, internships and summer part-time jobs.
Transferable skills fall into three (3) groups: Working with people, working with things, and working with data/information. These terms are defined below:
Working with people skills happen when people sell, train, advise, and negotiate.
Working with things skills occur when people repair, operate machinery, sketch, survey, or troubleshoot.
Working with data/information skills involve budgeting, researching, and analyzing.
The Secretary’s Commission on Achieving Necessary Skills (SCANS) is a model for transferable skills resources and web sites. In 1990, a commission of schools, government, unions, and corporations developed five SCAN competencies and three SCAN foundation skills. The Five Competencies are: Resources, information, interpersonal, systems, and technology.
The meanings of the competencies are:
Resources competencies describe the allocation of time, money, material resources, facility resources, and human resources.
Information competencies involve acquiring, evaluating, organizing, maintaining, interpreting, communicating and processing information.
Interpersonal competencies include team participation, teaching, customer services, leadership, negotiation, and cultural diversity.
Systems competencies work with understanding systems, performance monitoring, and systems designs.
Technology competencies involve the selection, application, maintenance, and troubleshooting of technology.
Besides competencies, there are three (3) Foundation Skills: Basic, thinking, and personal qualities. The terms are explained below.
Basic skills involve reading, writing, arithmetic, mathematics, listening, and speaking.
Thinking skills include creative thinking, decision making, problem solving, seeing things in the mind’s eye, knowing how to learn, and reasoning.
Personal qualities are responsibility, self esteem, sociability, self-management, and integrity/honesty
Universities and professional organizations, such as California State University, Rochester Institute of Technology, Carnegie Mellon University, Quintessential Careers, and the National Association of Colleges and Employers (NACE) agree these transferable skills are important. These organizations have created transferable skills surveys, exercises, and web sites.
The National Association of Colleges and Employers (NACE) is a professional association connects more than 5,200 college career services professionals at nearly 2,000 college and universities nationwide, and more than 3,000 HR/staffing professionals focused on college relations and recruiting. NACE has compiled the twenty (20) top personal qualities/skills that employers requested the most:
1. Analytical skills
2. Communication Skills
3. Computer skills
4. Creativity
5. Detail-oriented
6. Entrepreneurial skills/risk-taker
7. Flexibility/adaptability
8. Friendly/outgoing personality
9. Honesty/integrity
10. interpersonal skills (relates well to others)
11. Leadership and management skills
12. Motivation/initiative
13. Organizational and time management skills
14. Real Life Experiences
15. Self-confidence
16. Strong work ethic
17. Tactfulness
18. Teamwork skills (works well with others)
19. Technical Skills
20. Well-mannered/polite
Communication skills are the most popular skills listed on the web sites. Communication deals with speaking effectively, writing concisely, listening attentively, and other abilities that result in the expression, transmission and interpretation of knowledge and ideas. Communication skills help you communicate what you know. Examples of communication skills include:
Collaborating
Forecasting
Negotiating
Projecting
Publicized
Selling ideas, products or services
Speaking
Translating
Writing
Communication skills are involved in the other skills, such as organizational management, human relations, program administration, research & planning. Organization, management, leadership, and human relations skills are the ability to supervise, direct and guide individuals and groups in the completion of tasks and fulfillment of goals. Organization, management and leadership skills consist of:
Making decisions
Assuming and delegating responsibility
Organizing people and tasks
Negotiating agreements
Management and administrative skills organize and coordinate people, projects and events. As a manager, you handle multiple tasks, set priorities, and adapt to changing conditions and work assignments. As leaders, you use skills to motivate individuals and groups to assess, perform, set goals, evaluate, and follow through situations effectively.
Managers and leaders use human relations skills. Human relations, interpersonal, or people skills, develop rapport, negotiate, and help people overcome their differences.
In addition to human relations skills, managers and leaders need planning and reasoning skills. Program administration, research and planning are essential when you gather information, analyze data, present ideas, and generate solutions.
Analyzing, planning, and reasoning skills are used in the field of research. Research skills help you search for specific knowledge, determine future needs, investigate and record findings, find answers, and evaluate strategies.
Besides planning and reasoning skills, problem solving and creativity activities involve the ability to find solutions to problems using experiences, information, and available resources. Problem solving and goal setting involve assessing a situation, gathering information, identifying key issues, anticipating problems, and generating multiple solutions.
Transferable skills are also called Soft Skills. Simon Fraser University, a leader in management education, lists the ten (10) soft skills:
1. Adaptability
2. Communication
3. Dedication
4. Dependability
5. Energy
6. Flexibility
7. Hard-working
8. Honesty
9. Integrity
10. leadership
There are free surveys, activities, and exercises that help identify your transferable skills. Examples of resources include:
Identify Transferable Skills Exercise
Identifying Transferable Skills in Career Planning
Identify Your Transferable Skills Survey
Transferable Skills Checklist
Transferable Skills Exercise
Transferable Skills Guidebook
Transferable Skills Survey
Resources:
Binghamton University, State University of New York, Career Development Center, LSG 500, PO Box 6000, Binghamton, New York, 13902-6000, 607-777-2400
Career Center California State University, Chico Chico, CA 95929-0700, (530) 898-5253
Career Center, Student Affairs, Carnegie Mellon University 5000 Forbes Avenue, Pittsburgh, PA 15213
Identify Transferable Skills Exercise. Career Development Services, A Division of Undergraduate Studies, Auburn University, 303 Mary Martin Hall, Auburn, Alabama 36849, (334) 844:4744
Identifying Transferable Skills in Career Planning. William E. Simon Graduate School of Business Administration, University of Rochester, Rochester, NY 14627:0107
Identify Your Transferable Skills. Career Center University of South Carolina H. WILLIAM CLOSE (BA) BLDG., 6th FL.
Job Outlook 2007, What employers want (and you need to have), National Association of Colleges and Employers, 62 Highland Avenue, Bethlehem, PA 18017-9085, 800/544-5272
Quintessential Careers, DeLand, FL 32720
Rochester Institute of Technology, Office of Cooperative Education and Career Services, 57 Lomb Memorial Drive, Rochester, NY 14623, 585.475.2301
Transferable Skills Checklist. Missouri State University, Career Center, Carrington 309, Glass 103, 901 S. National, Springfield, Missouri 65897, 877:836:JOBS
Transferable Skills Exercise. Wisconsin Job Center, 201 E. Washington Avenue, Madison WI 53702
Transferable Skills Guidebook. Simon Fraser University (SFU) BUSINESS, Career Management Centre, 2361, 8888 University Drive, Burnaby, British Columbia, Canada, V5A 1S6
Transferable Skills Survey. Career Services, University of Minnesota Duluth, 22 Solon Campus Center, 1117 University Drive, Duluth, MN 55812:3000
University of Alabama Career Center, 330 Ferguson, 205:348:5848
USC Career Planning & Placement Center, 3601 Trousdale Parkway, Student Union 110, Los Angeles, CA 90089:4897, (213) 740:9111
Mary Askew
http://www.articlesbase.com/careers-articles/top-transferable-skills-web-sites-209509.html
People Skills Training: Are You Getting A Return On Your Investment?
One of the reasons I got involved in multi-source (360-degree) feedback technology over ten years ago was the frustration I experienced as a management consultant. A typical assignment had me creating and presenting a customized leadership development program. I worked hard on these projects, conducted some first-rate training and was well paid for my efforts. The problem was, while the courses were well received, they had little or no impact. In a few weeks, most participants returned to their comfortable but ineffective habits. At first I blamed myself. Over time, however, I discovered that the problem wasn’t me. It had to do with the very nature of “soft skills.”
Hard skills vs. soft skills
In the world of work, “hard skills” are technical or administrative procedures related to an organization’s core business. Examples include machine operation, computer protocols, safety standards, financial procedures and sales administration. These skills are typically easy to observe, quantify and measure. They’re also easy to train, because most of the time the skill sets are brand new to the learner and no unlearning is involved.
By contrast, “soft skills” (also called “people skills”) are typically hard to observe, quantify and measure. People skills are needed for everyday life as much as they’re needed for work. They have to do with how people relate to each other: communicating, listening, engaging in dialogue, giving feedback, cooperating as a team member, solving problems, contributing in meetings and resolving conflict. Leaders at all levels rely heavily on people skills, too: setting an example, teambuilding, facilitating meetings, encouraging innovation, solving problems, making decisions, planning, delegating, observing, instructing, coaching, encouraging and motivating.
Obviously, people come to organizations with interpersonal behavior patterns already thoroughly ingrained, and they weren’t learned in a classroom. Instead, individuals learn how to deal with relationships and other life challenges “on the street” at a very early age. They observe how the people around them do things, they experiment, and they stick with what works for them. So everyone ends up with a unique portfolio of people skills; some behaviors may be effective, but others cause problems. By the time employees get to a training room, they’ve already worked hard for decades to reinforce the way they deal with people.
Like all behavior patterns, interpersonal skills are “hard-wired” in the neuronal pathways of the cerebral cortex. This means that at some point a behavior was repeated often enough that neurons grew dendrites that reached out to other neurons to make the connections needed to make behavior pattern automatic. A myelin sheath coated the cells like electric wire insulation, making the connection extremely efficient. The end result: these ways of behaving now feel natural, easy and comfortable.
The bottom line
Introducing a new interpersonal skill is extremely difficult, because it means replacing the old skill. The brain may be an information processor, but it doesn’t work like a digital computer. There is no “delete” key for unwanted programs. Behavior patterns are physically established at the brain cell level. Any new pattern, even one that makes sense, even one that is desired and expected, will seem extremely awkward. The only way to replace an old pattern will be to establish a new one that gets better results. If this new pattern proves to be more satisfying than the old pattern, and if there’s an adequate period of reinforcement, there’s a chance that new connections will establish themselves. If the new pathway is a superhighway, it can become the preferred conduit, and over time even a familiar path associated with lots of memories will eventually fall into disuse, just like old Route 66.
Ensuring success
Without this reinforcement, however, the pathways will not establish themselves, and most people will predictably fall back on the old, comfortable patterns they grew up with. Unfortunately, this disappointing scenario happens more often than not. An organization invests heavily in a people skills training program, no plan for reinforcement is in place, and the intervention fails to have the hoped-for result. There is virtually no return on the investment. The money is mostly wasted.
This is why a program of lectures, group exercises and handouts-even a week-long course personally conducted by a world-famous celebrity author-cannot by itself provide enough reinforcement to establish the new pathways needed to change ingrained behavior patterns. Without reinforcement, even people who want to change are likely to return to their comfortable patterns, and so dysfunctional behaviors remain the same. If this happens too often, employees may come to feel cynical about people skills programs.
Frequent reinforcement
What an understanding of the brain teaches us about learning is that the only thing that can create permanent behavioral change is frequent reinforcement over the long term. If someone who truly desires to change an interpersonal behavior is supported by a knowledgeable coach’s ongoing encouragement, new patterns can be established. The most useful perspective on people skills training is that it’s an essential first step-a necessary “introduction” to the right way of doing things. After that, ongoing reinforcement of desired behaviors has to be there. When a newly trained individual returns to a workplace, he or she needs knowledgeable coworkers to give ongoing feedback, guidance and encouragement.
A proven solution is the top-down approach
If executives start by working on their own people skills, then they can establish the right expectations and coach their managers. An organization can employ executive coaches to ensure frequent feedback, encouragement and reinforcement. Managers can then coach their supervisors, who can coach their team members.
To provide the desired motivation and accountability, it’s a good idea to assess people skills in advance of the training. By far, the easiest, most practical and effective way to do this is 360-degree feedback, which was designed to provide a reasonably objective assessment of skills that are otherwise hard to observe, quantify and measure. Identifying the weak skill areas has two huge benefits. For one thing, training programs can be focused on the areas of highest need, making the best use of limited training funds. Second, attendees will have a powerful motivation to change: the weak areas have been spotlighted, and a repeat assessment can be administered in the future to evaluate improvement.
People can learn how to work well together
With an environment of support, encouragement and reinforcement, an organization can achieve the desired return on a considerable investment in people skills training. But executives really have to want it to make the right kind of investment. There’s no magic pill-no short cut. It’s like losing weight. If you really want to keep the pounds off, you have to establish new eating and exercise habits. If you want lasting changes in your organization, you have to be willing to pay the price.
How to Get ROI on People Skills Training:
- Use multi-source feedback technology to spotlight needs
- Repeat multi-source feedback assessment to motivate and measure improvement
- Create a plan of follow-up reinforcement
- Define expectations for desired behaviors
- Develop skills top-down to empower reinforcement
- Include special focus on feedback and encouragement skills
- Employ executive coaches to reinforce skills
Copyright © 2007, Performance Support Systems, Inc. All rights reserved.
Dennis E. Coates
http://www.articlesbase.com/business-articles/people-skills-training-are-you-getting-a-return-on-your-investment-131194.html
Discuss the interpersonal skills necessary to build rapport in the early stages of case management?
Discuss the interpersonal skills necessary to build rapport in the early stages of case management.
Discuss the components of an intervention plan and the elements that must be considered in the plan design.
Explain the role of acting on behalf of clients who are unable or unwilling to act on their own behalf
Open ended respectful questions to gather information.
Closed respectful questions to focus.
Follow the law.
Best Wishes.
Mars Mission.
14th Year Psychology / Counselling Student.
4th Hypnotism Student.
32 Years Qualified Automotive Technician.
Communications Skills in Interpersonal Relations
Communications Skills in Interpersonal Relations
Duration : 0:1:22
what is the best way to improve communication and interpersonal skills?
what can i do inorder to be an excellent communicator
Really listen to what people are saying. Try to find out the reasons they feel the way they do. The reason will often be because of a life experience, where they were raised, educational level, family dynamic in their family. Everyone likes to talk about themselves so you’ll be popular just listening–but if you really hear and put things together, you can use the information to convince them to whatever viewpoint you’re supporting. You will want to be somewhat educated yourself as far as speaking–ain’t is a word used by uneducated people who don’t know which verb to use–so don’t let people think you’re uneducated. Also, learn how to spell when communicating if that is the medium you’re using–you don’t want people to think you’re stupid and don’t know how to spell. If you can’t spell or speak, why would anyone want to be in business, or take your advice. People that are family and you’ve known forever will love you no matter what. However, people who are strangers, you need to create an impression quick.
Can I solve my interpersonal skills now?
After many years of problems with people at work, I would like to sort this problem out for GOOD. When I look back, I have no real career. I have just resigned from my job and I don’t have enough skills and experience to work for myself. I would like to work on this problem NOW to have a decent and stable professional life. I am ambitious and strong minded.
My previous company would like me back ( I am guessing the price to pay!). But I am not sure to face my laughing enemies at work. Please help.
Now what do you mean by problems at work ? what are your interpersonal skills problems ? You need to tell us those first.
I will say though, if you were feeling bullied, like you didn’t fit in etc etc Its a problem that usually stems from the fact that you never felt accepted and valued by one or both parents. This leads to a weak core, low self-esteem & over-sensitivity.
My main suggestion, if that is the case, is to avoid introspection. Instead get books on building self acceptance. If you have a faith look and hold to that – Gods love for you.
Interpersonal Skills: What are They and Why are They Important in Hvac?
The technical knowledge you learn in HVAC school will be vital to your career success in HVAC maintenance and repair. The most important qualities you can bring to your job are technical skills and the ability to complete tasks well. However, also important is your ability to develop your interpersonal skills. Without these skills, technical skills can only get you so far. Think of professional athletes. Even when they are the best quarterback or best hitter, if no one wants to play with them, they’re not going to see the degree of personal success that they might if they took the time to get along with other people. Career success is about finding a balance between technical and interpersonal skills.
So what are interpersonal skills? Interpersonal skill is the art of dealing with people. Between co-workers and clients, a great HVAC technician has the ability to communicate well with people and interact in a positive manner. When you go to technical school to learn about the finer points of the heating and air conditioning industry, you will also learn how to interact well with the people you meet throughout your professional career.
Interaction with customers
When you interact with customers, your attitude is the key to a successful business relationship. This doesn’t mean you have to be outgoing all the time in your work. This simply means that your customer should find you pleasant. The goal for interacting with clients is to keep them happy so they will continue their business with you in the future and recommend you to their friends and family when they are in need of an HVAC maintenance and repair technician. If you are irritable or inattentive to your clients, they will be much less likely to call you again for maintenance or repair in the future. Show your clients that you are doing your best and are interested in making sure that they are satisfied with your work. That extra bit of attention will go a long way with your clients. A smile won’t kill you either. Not all of us are born comedians, but a joke here and there will make your customers a lot more comfortable with you as well. It’s already a bit awkward for them to let a stranger in to their houses, so show them that you are there to help them.
When you talk with your clients, make sure you keep your promises to them. When you tell a customer that you will have a part you need to fix their HVAC unit in by the end of next week, make sure that you are able to keep that promise. If you can’t, call them and keep them in the loop as to what you are doing. Don’t let your clients feel neglected. Try not to make too many promises in your work though, especially when you are not sure if you can keep that commitment. As we all do when we get busy, the tendency to forget is always a possibility. Be honest and truthful with your clients, but don’t kill yourself trying to keep difficult promises to them, even if your customer is pushy.
Kristin Kronstain
Interpersonal skills pair assignment, By Monique Bailey and Jessica Mumby.wmv
John Heron’s intervention – Supportive and Prescriptive
Duration : 0:7:24