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]]> http://preppedu4u.wordpress.com/2009/10/13/home-page/feed/ 0 preppedu4u ABC2300W ABC2300E ABC2300L ABC2300C ABC2300O ABC2300M ABC2300E ABC2300T ABC2300O ABC2300P ABC2300R ABC2300E ABC2300P ABC2300P ABC2300E ABC2300D ABC2300U 4 ABC2300U Slide1 http://preppedu4u.wordpress.com/2009/10/11/lessons-2/ http://preppedu4u.wordpress.com/2009/10/11/lessons-2/#comments Sun, 11 Oct 2009 14:53:30 +0000 preppedu4u http://preppedu4u.wordpress.com/?p=169 ]]>

LESSON 3- GROUP COMMUNICATION

PART 1

What is Group Communication?

Small-group Communication refers to the nature of communication that occurs in groups that are between 3 and 12 to 20 individuals. Small group communication generally takes place in a context that mixes interpersonal communication interactions with social clustering. This type of group communication is usually suitable for an organization, group discussion or even presentation. A big-group communication refers to more that 15-20 persons, in the nature of communication.

What are the characteristics of group communication?

First, group discussion tends to shift back and forth relatively quickly between the discussion of the group task and discussion relevant to the relationship among the members. He believed that this shifting was the product of an implicit attempt to balance the demands of task completion and group cohesion, under the presumption that conflict generated during task discussion causes stress among members, which must released through positive relational talk.

Second, task group discussion shifts from an emphasis on opinion exchange, through an attentiveness to values underlying the decision, to making the decision. This implication that group discussion goes through the same series of stages in the same order for any decision-making group is known as the linear phase model.

Third, the most talkative member of a group tends to make between 40 and 50 percent of the comments and the second most talkative member between 25 and 30, no matter the size of the group. As a consequence, large groups tend to be dominated by one or two members to the detriment of the others.

Communication Modes

There are three modes of communication. These include:

• Causal mode - maintains causal order between messages.
• Agreed mode - messages are delivered in the same order at all processes. This order is consistent with causal order.
• Safe mode - delivers messages only if all other group members’ machines received the message.

Causal mode: This communication mode guarantees that the message order preserves the happens-before relation. It means that single source messages are always delivered in the order in which they were sent, and that a response to a message is never delivered before the message that caused it.

Agreed mode: This is a total order communication mode. It guarantees that all messages are delivered in the same order to all group members. The total order created preserves causality, but agreed messages may be delayed longer than causal messages.

Safe mode: This communication mode delivers a message only after its reception is acknowledged by the low levels of the system (i.e. by the communication module in each Transis daemon) at all the destination (group’s) machines. It causes the greatest delay in delivering messages.

Factors Influencing Group Communication

Group Size

The optimum size for a group depends on the nature of its task. On one hand, enough members are needed to provide diversity of specialization and interest. On the other, if the group becomes too large, participation will be stifled. As group members are added, the potential for new combinations of ideas increases significantly. However, there comes a point of diminishing returns as each new member simply limits the amount of speaking time available to other members.

Usually, groups smaller than five feel they lack enough diversity. Once the group has grown beyond seven or eight, the more reticent members may stop contributing. In groups of 15 or more, the forceful members often monopolize the discussion. Two or three members may do all the talking. The other members’ ideas may never surface.

When the group is large, it is helpful to break it down into smaller groups for discussion. After the smaller groups have discussed matters, ideas generated in the smaller groups can be brought before the whole group for consideration.

Physical Arrangements

Studies observing numerous small groups have demonstrated a strong relationship between physical arrangements and communication interaction. They have shown interpersonal communication is enhanced by comfortable surroundings. In a classic study done by Maslow and Mintz (1956) examined the influence of meeting places on group productivity. They selected two different meeting rooms: an ugly room such as a janitor’s store room, and a beautiful room with carpets and drapes. The ugly room was described as producing fatigue, headaches, irritability and hostility. The beautiful room produced feelings of enjoyment, importance and a desire to continue the group activity.

Where people sit also has an influence on how they interact. Kenneth Short reports that in any group with a designated leader, tension will develop between the leader and the person sitting directly across. The person directly across will either lead support for the leader, lead the opposition, or withdraw from the discussion, leaving a curious leadership vacuum. Further, the person to each of these leaders’ right will offer the greatest support for the leader, and the person to their left will offer the next greatest support. You may want to look for this phenomenon in your meetings. By seating known adversaries side by side instead of across from each other, you may be able to reduce group tension.

Member status and eye contact are key considerations in seating arrangements. Where a person sits indicates his or her status in the group. Those who sit at the head of rectangular tables are most often chosen for leadership. People talk much more freely if they have eye contact with other members. Those who sit at the corners of tables have the least eye contact and tend to contribute the least.

Communication Networks

Groups tend to develop communication networks among members and leaders that influence who talks to whom. For the group to function effectively, information should move through the network so the needed information reaches the right person at the right time. A good network ensures that information is available when needed and that the network does not become overloaded with irrelevant information.

A well-known example is the military “chain of command” in which information moves down the line from superior to subordinate. A real problem with the chain of command network is trying to get accurate information back up the line. More common networks are the “wheel” and “web” or variations of these networks.

In the wheel network, the leader is the central communicator. All communication flows into the leader and the leader sends messages back to others in the network. The advantage of this network is that the leader is on top of everything and can more easily control the group. This is also a disadvantage because most members don’t like to feel controlled. Another disadvantage is that important information may be lost or filtered out due to overload on the leader. This network slows the transmission of information to the needed, parties, which may slow down problem solving or result in missed opportunities.

The web network is a more open communication system in which members are encouraged to communicate directly with each other as well as the leader. Information gets relayed more rapidly, members feel they have a greater influence in the group, and more ideas are likely to be generated through the increased interaction.

Psychological Factors

Each group develops its own ways of handling information. These include the method for making decisions-determining what information is needed to make decisions, how that information is gained and shared, who makes the decisions, and how decisions are implemented. Attitudes of group members and leaders influence these processes. To what extent do they listen to each other? Which topics are or are not acceptable for discussion? What information is expressed openly? What is suppressed? Who controls the flow of information?

In most groups, interaction is not free and equal; there is more interaction between some members than others. Lack of participation by members may be due to the presence of higher status authority figures, poor self-image, or to excessive speaking by a few, which leaves no time for the rest to contribute. The underlying dilemma in group participation is that not everyone’s needs or goals can be met. Phillip Hanson points out, “The basic universal concern is about whose needs are being met – How much for me and how much for you?”

If we are to maximize group participation, it is important from the beginning to establish a climate that allows everyone to participate. Anything that suggests some members’ ideas are unworthy damages the chance for balanced participation.

Members may be reluctant to contribute for several reasons. The quiet person may be self-critical, succeeding in destroying his or her ideas before presenting them. Then the self-critic doesn’t have to open up and be exposed to criticism from others. The member who does not feel fully accepted by the group may restrain his or her output until he or she feels more secure. Another member may hesitate to speak unless she knows that what she wants to say is important enough for the group to consider.

One who is sensitive may read hostility into the simplest expression of criticism and adopt the role of chronic dissenter, objecting to everything, anticipating rejection and feeling the need to strike back at the group.

Members may be prevented from participation because a few others dominate the discussion. Excessive verbal domination by a few is likely to evoke hostility and loss of morale in the many. Groups may suffer along silently for years, enduring such domination. The larger the group or the more dominant a few, the more the others are denied speaking time.

Finally, member listening skills have an impact on the effectiveness of group communication. if we are busy rehearsing our own statements while another is talking, we are likely to consider his remarks more of a distraction than a help

RESOURCES-

t

http://extn.msu.montana.edu/communitydevelopment/groupcommunication.html,

http://www.cs.huji.ac.il/labs/transis/lab-projects/guide/chap2.html &

http://www.mhhe.com/socscience/comm/group/students/theory.htm

http://en.wikipedia.org/wiki/Small-group_communication

]]> http://preppedu4u.wordpress.com/2009/10/11/lessons-2/feed/ 0 preppedu4u welcome12 1459055735_3480b4050e communication Slide11 Slide12 Slide13 comm thankyou_md_wht http://preppedu4u.wordpress.com/2009/10/11/lessons/ http://preppedu4u.wordpress.com/2009/10/11/lessons/#comments Sun, 11 Oct 2009 14:40:29 +0000 preppedu4u http://preppedu4u.wordpress.com/?p=163 ]]>

LESSON 2- INTERVIEWING SKILLS

A. The Eight Types of Interview Questions
Interviewing is not a science. Nor is it an art form. It is simply an imperfect form of human communication designed to increase the predictive validity of potential employer-employee relationships. And it is very imperfect.

There are basically eight types of questions you may face during the course of an interview:

1. Credential verification questions
   This type of question includes “What was your GPA?” and “How long were you at . . .” Its purpose is to place objective measurements on features of your background.
2. Experience verification questions
   This type of question includes “What did you learn in that class?” and “What were your responsibilities in that position?” Its purpose is to subjectively evaluate features of your background.
3. Opinion questions
   This type of question includes “What would you do in this situation?” and “What are your strengths and weaknesses?” Their purpose is to subjectively analyze how you would respond in a series of scenarios. The reality is that “Tape #143” in your brain typically kicks in (“I know the answer to that one!”) and plays back the pre-programmed answer.
4. Dumb questions
   This type of question includes “What kind of animal would you like to be?” and “What color best describes you?” Their purpose is to get past your pre-programmed answers to find out if you are capable of an original thought. There is not necessarily a right or wrong answer, since it is used primarily to test your ability to think on your feet.
5. Math questions
   This type of question includes “What is 1000 divided by 73?” to “How many ping pong balls could fit in a Volkswagen?” Its purpose is to evaluate not only your mental math calculation skills, but also your creative ability in formulating the mathematical formula for providing an answer (or estimate, as can often be the case).
6. Case questions
   This type of question includes problem-solving questions ranging from: “How many gas stations are there in Europe?” to “What is your estimate of the global online retail market for books?” Its purpose is to evaluate your problem-solving abilities and how you would analyze and work through potential case situations.
7. Behavioral questions
   This type of question includes “Can you give me a specific example of how you did that?” and “What were the steps you followed to accomplish that task?” Its purpose is to anticipate future behaviors based upon past behaviors.
8. Competency questions
   This type of question includes “Can you give me a specific example of your leadership skills?” or “Explain a way in which you sought a creative solution to a problem.” Its purpose is to align your past behaviors with specific competencies which are required for the position.

It is interesting to note that the first four types of interview questions listed have a predictive validity for on the job success of just 10 percent. And 10 percent predictive validity is the same level that is generated from a simple resume review. Math questions increase the predictive validity to 15 percent (since it tests intelligence, commonly a key competency for most positions) and case questions raise the predictive validity to 25 percent (and slightly higher for consulting positions). Behavioral and competency interviewing, on the other hand, yield a predictive validity of 55 percent. Interestingly, the first four question types are still the favored approach by most untrained interviewers, simply due to lack of experience. Behavioral and competency interviewing is gaining greater acceptance by trained interviewers because past performance is the most reliable indicator of future results, especially when it is tied to the specific competencies for the position.

B. The Competency Answering Technique

Competency interviewing can often be the most difficult type of interviewing, both for the interviewer and the interviewee. For the interviewer, it requires understanding the competencies required for success in the position, which often can include a detailed analysis of the position as well as current employees who have succeeded in the position (and their common competencies). Yet when performed accurately, it can produce highly successful results.

An example of a competency is intelligence. The specific competency for a position may require someone with a minimum intelligence level. Competency-based questions which can probe this competency could include:

• “What were your SAT (or ACT) scores?” (since the SAT and ACT provide a general guideline to IQ and general intelligence.
• “Give an example of how you learn new things.” (which will give the interviewer an opportunity to drill down on any specifics to better understand your learning style and approach)
• “What is your IQ?” (yes, they might actually ask that question and yes, in general, they can)

These are just a few sample questions on one specific competency (intelligence). Other competencies which may be measured may include creativity, analytical reasoning, strategic skills, tactical skills, risk taking, integrity, drive, organizational skills, teamwork, willingness to change, enthusiasm, ambition and life balance, just to name a few. A fully developed competency model may have as many as 30-50 different competencies that are being evaluated. And yes, it can produce a more grueling interview process.

For the interviewee, it may not be readily apparent that the interviewer is evaluating you on a competency-based model. And even if you are aware of a competency question, you likely will not know what the requirements are for the competency for the position. Successful competency interviewing focuses on those key competencies which are critical to success in the position.

So how do you answer competency questions? First is by understanding the key competencies for the position. When you have the opportunity to ask a question in a competency interview (or almost any in-depth interview, for that matter), it should be this one:

• “What do you consider to be the top three key competencies for this position?”

Or, stated in another format:

• “What do you consider to be the top three critical success factors for this position?”

Either question will drill to what the interviewer considers to be the key competencies for the position. It will then be your responsibility to answer how you fit each one of these competencies. There are three approaches you can use to align your background to these competencies:

1. Provide your competencies in summary format as a follow-up response to their reply.
2. Answer each of the competencies in your later interview question responses.
3. Post interview in your thank you letter.

You must be ready to align your background with these competencies in order to win the position. Don’t worry though, since almost none of your competition will be taking this extra step. Just by making a sincere and focused effort, you will set yourself far apart from the field.

P.S. Do not be surprised when you get a different answer to this question from each interviewer. Seldom is an employer so well organized and process driven that all of the interviewers are in complete synch on the top three competencies needed for each position. But use that diversity of opinion as an opportunity to emphasize those aspects of your background which are the most important for each individual interviewer.

D. The Three-Step Interview Process

In its most simple form, the interview consists of three distinct steps.

1. Establish rapport
2. Gather information
3. Close

It is vitally important to understand these basic steps in order to be successful in your interviewing. Each step carries with it a different focus and emphasis. Each step has its own protocol and requirements. And successful completion of each step is critical if you are to go on to the next step in the process, whether another interview or the actual job offer.

It is important to note that there is a dual responsibility for successful completion of each of these steps. The employer has a responsibility to follow through in each step, yet you have a greater responsibility. If the employer fails in his responsibility, the company will potentially fail to hire a qualified candidate. But if you consistently fail in your responsibility, you will fail to be hired. So you need to take personal responsibility for your side of the interview process.

The establishing rapport step is where the vital first impressions are formed. Some employers will claim to be able to make a decision about a candidate in thirty seconds or less. The truth is that you will set the tone for the interview through your physical appearance and initial responses. If you start off poorly, you can recover, but only through a herculean effort. Your personal appearance speaks volumes before you ever utter a word.

Many interviewers are analyzing you in reference to the company culture. Does this person fit in? Would this person represent our company well? Would others believe I made a good selection in recommending this person? And the small talk is actually big talk, since it will greatly affect how you are perceived in the eyes of the interviewer. It is not necessarily the words you say, but how you say them.

Your verbal articulation and vocabulary will be noted, especially any variance, positive or negative, from the standard. If you have done your interview homework and have fully researched the company, the words will flow smoothly. If not, it will show. This is where your passion, your positive attitude, and your confidence will establish the tone for the interview. And this is the step during which you have the opportunity to make your personal connection with the interviewer.

In the gathering information step, the employer will be asking questions and matching your answers against their critical success factors. Some of the questions will be closed ended, such as “What was your GPA?” Others will be open ended behavioral questions, such as “Can you give me an example of a time when you had to make an unpopular decision?” While preparation is important, your honesty and sincerity in answering should be evident. Most interviewers are keenly aware of when interviewees are being less than honest. Or simply making things up. How? Through threat of reference check questions. “That’s an interesting story. Is Jane Jones one of your references?” You reply, “Um, no . . .” as you wait for the inevitable “Do you mind adding her as a reference?” question, shift your eyes, and squirm in your seat. You are dead and you know it. So keep it honest.

The questions in this step will usually be probing questions which drill deep into your background, attempting to get past the interview veneer. Although you may have presold the interviewer in the establishing rapport stage, you will need to solidify the employer’s view in this stage. The outward questions are designed to answer the inner doubts. You will be judged on attitude (is she always this pleasant or is there someone evil lurking beneath the surface?), work ethic (will he really work hard or is he just looking for a cushy job?), intelligence (does she really understand the industry concepts or is she reaching?), and honesty (is he really this good or is he just acting?).

You will be subject to the individual whims of each individual interviewer. The only individuals who have truly been trained to interview (Human Resources) usually do not make the hiring decision. So the Hiring Manager interview is usually less structured and more subjective. And in the end, an imperfect decision will be formed from an imperfect interview process. If you have not sold the interviewer by the end of this step, you will have great difficulty in resurrecting.

In the close step, the interviewer will set the hook for the next step. If you have succeeded to this point, the conversation will center on the interviewer selling you on the company and the next steps in the hiring process. If you have failed to this point, the conversation will center on the football team, the weather, or any other neutral subject that provides for a clean disengages. If your interview was successful, there will usually be an indication of future steps. You may be given further company information which is reserved for only the select few.

No matter what your view of the interview to this point, it is important to personally close the interview by establishing continuity of the process. Understand what the next step will be. “We will be reviewing all of the candidates and getting back to you” is not necessarily a shut-out, although it is the typical response when there is no interest. Make certain you understand the next steps and be prepared to follow up on your side. Always pursue each interview as if it were your last. You can always back away from it later if you truly have no interest, but you cannot back away from a company that you failed to impress.

Understanding the basic steps of the interview is only the starting point. You need to be fully prepared for different personality styles, different interview styles, and different questions. You need to master your ability to present the very best you.

Negative Attitude vs. Positive Attitude?

E. Top Ten Critical Success Factors

With all the different questions being referenced, you may wonder what exactly the employer is seeking. And I will tell you.

Following is the list of the top ten critical success factors that nearly every employer is seeking:

1. Positive attitude toward work
2. Proficiency in field of study
3. Communication skills (oral and written)
4. Interpersonal skills
5. Confidence (are you confident to click this?)
6. Critical thinking and problem-solving skills
7. Flexibility
8. Self-motivation
9. Leadership
10. Teamwork

Show your competence in as many of these critical success factors as possible and you will rise above the competition.

This information is taken from-

http://www.collegegrad.com/jobsearch/Mastering-the-Interview/The-Eight-Types-of-Interview-Questions/

http://www.positivityblog.com/index.php/2007/11/12/how-to-overcome-nervousness/

LESSON 1- SELF-IMAGE

The benefits from a well-constructed self-image.

1. The self-image is one of the mind’s “defaults. .” When we are guided by intuition, we recognize the uniqueness of each situation, and so we respond to those dynamics. However, sometimes we are not aware of our intuition, and so the mind automatically reverts to various defaults to gain information by which it can plan a course of action; for example, the mind looks at the self-image to discern, “Who am I, and how would that type of person respond in this situation?” Then, if our stereotyped self-image says that we are (for example) honest, our automatic response will tend to be characterized by honesty.

2.

tA well-constructed self-image is an accurate presentation of our capabilities; hus, it provides a fairly reliable guide as to our possible success in endeavors which require those capabilities. For example, we might have an image of ourselves as “intelligent,” and we truly have superior intelligence to back up that image; in contrast, a faulty self-image might claim that we are intelligent even though we are not, and so we enter situations which require superior intelligence, and we fail.

3. A well-constructed self-image is inclusive; it allows us to be and do whatever is necessary. In contrast, if our self-image is restricted, we are restricted; for example, if the self-image says that we are timid, we will be less-able to call on our capacity for courage when a circumstance requires courage. But if our self-image is inclusive, we acknowledge that we tend to be timid, but that we contain all potentials and all “opposites,” including courage. Instead of limiting ourselves to one side of a duality (e.g., timidity or courage, extraversion or introversion), we can have a self-image which permits both sides of dualities; for example, we can say that we are flexible, creative, adaptive, spontaneous, and intuitive — thus allowing ourselves to go toward either duality in any situation. Of course, every adjective has an opposite; thus, for example, if we define ourselves as “flexible,” we might expect this description to grant us considerable freedom for action — but there will be times when we need to be non-flexible, i.e., determined. This dualism means that any self-image is only half-correct; there are occasions when we are (and need to be) flexible, and there are occasions when we are (and need to be) determined. Thus, when we are working to improve our self-image, we remember that it is only a default (and it is always limiting); in the long run, our goal is to be more aware of our intuition, so that we do not need this default, and instead we transcend it.

4.

A well-constructed self-image grants consistency. Although we want freedom to act in whichever way we are directed by intuition, we have tendencies to respond in one way or another, e.g., patiently or impatiently. This consistency is useful in predicting our possible response to an upcoming situation; for example, we (and other people) know that we will respond with impatience to that situation, so we will prepare for that response.

5. A well-constructed self-image allows us to have self-esteem. Self-esteem is based on our opinion and feeling toward our self-image; for example, if we create a self-image which we deem worthy of approval, we have self-esteem.

6. A well-constructed self-image allows us to love ourselves. We have created a “loveable” image which permits the flow of life-energy through us; we don’t “dam” the energy by “damning” ourselves.

We develop our self-image by identifying particular traits as “us.” This identification process occurs in various ways:

1. Observations of ourselves. For example, when we see ourselves being angry, we might conclude, “I am a angry person.” Particularly when we are young, we might build our self-image by identifying with role models, heroes, parents, and other people whom we want to emulate. But as we grow as adults, we see our innate qualities, and we discard the ones that we have adopted from outside.
2. Observations of people’s response to us. Because part of ourselves is the “social” aspect, a part of our self-image pertains to our place in society. Does our self-image say that we are attractive, friendly, and popular? This might seem to depend on the responses we have received from our parents, friends, and other people. But it truly depends on our interpretation of those responses; for example, if our parents abused us, our interpretation was (1) that we were a “bad child” or (2) that we are all right, but our parents were abusive. The people whom we select to be our friends are those who confirm our self-image, whether that self-image is affirmative or derogatory; for example, if we believe that we are not intelligent, we are most comfortable with a person who treats us as a simpleton. … External. Self-image is the collection of traits which we believe are being perceived by other people; for example, if we believe that people perceive us as interesting, then our self-image can accept this input, and so we tend to believe that we are interesting. (However, our belief might be incorrect; for example, our self-image might say that we are interesting while other people believe that we are boring.) The self-image can extend outward to include our possessions; thus, our self-image can include the image of our business, our home, our car, etc.

Techniques for developing the self-image.

1. We base our self-image on reality. Our self-image is the simple, neutral perception of the “facts” regarding us. But surely some of our perceptions are inaccurate; we need to test them and perhaps revise them — maybe improving an unpleasant image, or deflating some grandiose notions. When our self-image is founded on our actual characteristics, we gain in these ways:
   • We feel comfortable and fulfilled being the person we portray.
   • We function more effectively because we know the strengths that can be acted from and we know the weaknesses that must be worked around. We know our limits and our abilities, so our goals are neither too ambitious (and therefore likely to unattainable) or too meager (therefore depriving us of greater possible returns).
   • We are not worried that a phony role will be “found out.” A phony is neither liked nor trusted.
   • We have less of a craving for people’s approval. With an honest self-image, we know our good points (regardless of people’s confirmation), and we can accept our faults without shame or denial.
   • We benefit from society’s feedback; it affirms our identity as a genuine person, rather than contradicting and thus disturbing us. For example, if we have an incorrect self-image as a generous person, but people dislike us for our actual stinginess, we are likely to become confused and angry.

1. We realize that we are not our behaviors or our thoughts. Throughout a lifetime (or in a single day), we might see ourselves acting both (Your photo is here. Please click here) angry and calm, worried and confident, loving and cruel, and so on. Our self-image is not so flexible (or vulnerable) that it can redefine itself every time we think or act in a different way. Although we might recognize certain consistencies and patterns, we need to take our self-image lightly, remembering that whatever labels we put on ourselves are only partially true; our behaviors and thoughts are occasionally manifesting the opposite of those labels.
2. We notice the ways in which our life develops from our self-image. To an extent, our self-image determines the character of our actions, feelings, and thoughts, because we unconsciously refer to it constantly: “What would I do in this situation?” For example, if we have established a self-image of “a peaceful person”, we automatically tend toward peaceful behavior; we spontaneously actualize our self-image. The process builds on itself as a “self-fulfilling prophecy”; for example, if our self-image says that we have a friendly personality, we behave in a friendly manner, and then people respond to us as they would respond to a “friendly person”, and thus our self-concept is confirmed and solidified. The self-image is powerful enough to contradict our conscious will; for example, if our body image (a segment of the overall self-image) says that we are overweight, our mind will direct our behavior to consummate that idea despite any superficial effort at dieting.
3. We can change our self-image. We do this by highlighting the times when we are acting out our desired self-image, and merely glancing at the occasions when we are acting out the opposite (while still acknowledging, out of respect for reality, that opposite). We already do this “selective awareness” (selecting that which we notice) — mostly on an unconscious level — every time we encounter a situation which confirms or disputes our self-image; for example, we notice and remember more vividly our moments of anger if we believe that we are an angry person. Now we can use selective awareness consciously and purposefully. After we propose a new self-image in our minds, the process of selective awareness automatically seeks to “prove” the image’s validity by interpreting events (and then highlighting or disregarding them) in such a way that the image is confirmed; to create a new, constructive “complex” regarding our identity, we acknowledge all parts of the events — the visual images, the emotions, the feelings, the physical action, and so on. In the examples below, we are dismantling our self-image as an “angry” person and replacing it with the more-realistic idea that we experience all emotional states (including calmness):
   • We can isolate the times when we behave in an angry way, but say that they are not necessarily part of a pattern: “I am angry right now, but I am calm at other times.”
   • We can reinterpret the situation so that it isn’t taken as a representation of our identity at all: “I feel anger right now; emotions come and go, and they are not who I am.”
   • We can re-define the trait. Any of our characteristics and actions can be labeled in various ways. For example, by analyzing our labels (without changing ourselves at all), we might realize that we some of our actions that we formerly labeled “angry” were actually expressions of qualities such as assertiveness and firmness.
   • We can take notice of the times of the time when we display the opposite of the undesired behavior: “I am calm right now; I am generally a calm person, though I feel anger occasionally.”
   • We can create situations where the desired behavior is likely to occur: “I’m glad that I came to the park; I am calm among the beautiful trees and sky.”
   • We can do actions which physically represent the state of mind (and self-image) that we want: “I am lying in a hammock; that is something that would be done by a person who is relaxed and calm.”
   • We can review our memories to “re-remember” them in such a way that they now confirm our new self-image. We do this by using the previous ideas in this list and applying them to past events; for example, “I argued with John yesterday, but I am generally a calm person.
5. We know our real “self” beyond our self-image. Carl Jung wrote about the differences between the self and the persona (the assortment of roles we play in society). The persona is necessary for our social functioning, but we feel unfulfilled and unconnected when we live exclusively on that superficial level, and when we see only the personas of other people without recognizing the individuals behind their masks. (For example, that is not an angry person; it is a person who is feeling and acting angry.

Important message!

So, wherever and whenever you walk, you leave people an impression. The first 15 seconds are very crucial and gives impact about their perception towards you. Your self-image must be delegated well. You should now, start groom, dress accordingly, boost your self-confidence and walk! Good luck!

Resources

http://www.more-selfesteem.com

http://www.trans4mind.com/jamesharveystout/self-ima.htm

Lesson Plan

Introduction: Do you know how important for us to have an interpersonal skills? It is very crucial for us to master it especially when we are dealing with people. This is because the appearance or self-image, confidence, and communication skills are concerned when we deal with them. How you present yourself in front of them or even how you speak or talk to them. It is not only important for a communication purpose but for marketability too. I believe that we need to do something about ourselves to make ourselves better in many aspects. That is why this lesson is developed for you. I’m focusing on the self-image, interviewing skills and group communication. This lesson is for those who is their final year or will be graduating. Prepare yourself to the real world.

Topic: Developing Your Interpersonal Skills

Objectives of Lesson:

1) Lesson 1- To share the notion of the group communication, the position in group communication and what the contents of group communication are.

2) Lesson 2- To give an exposure to those who is currently preparing themselves to job marketability- emphasized on the tips of attending interview, answering questions and also to overcome the nervous.

3) Lesson 3- To give information about few skills which readers should know to enhance their interpersonal skills especially for their self-image and appearance and also its importance.

Target Group: Those who wants to graduate/ in their final year.

Age: 18 and Above

Education Level: Tertiary Education Level

Activities:

Lesson 1: Group Communication

Lesson 2: Interviewing Skills

Lesson 3: Self-image

There are videos provided for the users to watch as their activities of lessons. This is to apply the theory into practice. So that, the students will get to know better when they watch the videos in terms of:

1. To prepare themselves before interview

2. How to sell themselves

3. How to answer the questions

4. How to dress accordingly in interview

5. How to make a good first impression

6. How to stay calm

7. Etc.

· All the videos are uploaded in Youtube.com by Expertvillage.

Quizzes: Using the Hotpotatoe Software. Uploaded in http://www.maele.net

In this era, it is very vital for us to master our interpersonal skills. The importance of it is undeniable especially when we deal with communication and in this context, to prepare ourselves for marketability.

Before we go further, do you know what is ‘Communication’, ‘Interpersonal’ and what is ‘Skill’? Communication is defined as the practice of producing meanings, and the ways in which systems of meaning are negotiated by participants in a culture. (Syirato & Yell: 2000) According to Barker (1984), communication is a process interrelated elements working together to achieve the outcome or goal.

Communication includes verbal and non- verbal symbols. Verbal comm.- symbols that have universal meanings for all involved in the process. These spoken or written symbols are known as language. Symbols or other than written or spoken words are known as nonverbal symbols. These include gestures, body actions etc.”

‘Interpersonal’ is an adjective which is related to relationships between people while ‘Skill’ is defined as an ability to do something well.

This website serves you information about how to enhance your interpersonal skills especially your appearance and communication skills. To brief, this website is developed for those who is now preparing themselves to the career world but the information and tips given are also can be implemented and used by others to enriched their knowledge .

The topics that are introduced are Self-Image (Lesson 1), Interviewing Skills (Lesson 2) and Group Communication (Lesson 3). After you had obtained or retrieved the information, you can try to test your understanding about the knowledge you have just gained by doing the quizzes that I provide. I also provide you clips and songs that are related to our syllabus. As an acknowledgement, I serve you the list of references that I used for this website and also a list of websites that you can go to get further info.

THIS S THE AUTHOR OF THIS LESSON.

Personal Profile

Name: Intan Norjahan binti Azman

Life vision: Discipline and determination are the secret keys to success.

Date of Birthday: 9^th March 1986

Place of Birth: Malacca

Marital Status: Single

Race: Muslim

Ethnic: Malay

Hobby: Proper socialization and blogging

Ambition: Success entrepreneur

E-mail address: bittersweet_rosetta@yahoo.com

Education Background

2003: SPM, Sek. Menengah Dato’ Haji Abd. Samad

2005: STPM, High School of Port Dickson

2006-2009: Degree: Bach. Arts in English Language Studies, Universiti Kebangsaan Malaysia

2009-2011: Now pursuing Master Arts in English Language Studies, Universiti Kebangsaan Malaysia

Faculty: Social Sciences and Humanities

LESSON 1 TO 3

Lesson 1- Group Communication

In this lesson, some of the subtopics are:

1. Group communication

2. Leadership

3. Decision making

4. Effective group communication

5. Type of group organization

6. Communication

7. Non Verbal communication

Lesson 2- Interviewing Skills

I am emphasizing 5 sub-topics for this lesson. They are;

1. The Eight Types of Interview Questions

2. The Competency Answering Technique

3. How to Never Be Nervous Again

4. The Three-Step Interview Process

5. Top Ten Critical Success Factors

Lesson 3- Self- Image

Self image is how you see yourself. This may be how you see yourself physically or your opinion of who and what you are which is normally called self-concept. It is important as it affects your self esteem and confidence.

Self image includes:

• What you think you look like ?

• How you see your personality

• What kind of person you think you are?

• What you believe others think of you?

• How much you like yourself or you think others like you?

• The status you feel you have

Your activity today is to watch a sample of interviews. You can choose any of them according to your wish. Click at the topic and you will be directed to the video.

• To prepare themselves before interview

• How to sell themselves

• How to answer the questions

• How to dress accordingly in interview

• How to make a good first impression

• Etc.

I PROVIDE YOU FEW VIDEOS RELATED TO THE TOPIC OF OUR LESSONS. THE VIDEOS TAKEN ARE UPLOADED BY EXPERTVILLAGE IN WWW.YOUTUBE.COM.

I also provided you the urls for you to go later and watch the videos in case of your time constrains.

http://www.youtube.com/watch?v=E1cRwe6M8x0

http://www.youtube.com/watch?v=xfdDqMI6dio

http://www.youtube.com/watch?v=rr7_D0kyAX8

http://www.youtube.com/watch?v=ECaL-MDhPoc

http://www.youtube.com/watch?v=tmTNs8gJ37c

http://www.youtube.com/watch?v=3bBm1G1bfWQ

http://www.youtube.com/watch?v=cCQdloL8HV0

http://www.youtube.com/watch?v=dDTci_o-zLU

http://www.youtube.com/watch?v=gtCz0WaALoU

ALL THE VIDEOS AND LINKS ARE TAKEN FROM HTTP://WWW.YOUTUBE.COM. THE VIDEOS ARE UPLOADED BY EXPERTVILLAGE CHANNELS.

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This page will direct you to:
http://www.maele.net

You can do your exercises in the Hotpotatoe software provided. This is an interesting part where you can test/ evaluate the knowledge that you have just obtained. Good Luck!

INTERESTING AND EXCITING EXERCISES FOR YOU TO DO!

The quiz will be testing your understanding on the three topics that you have learned. The formats are objectives, crosswords and matching.

http://www.maele.net