Life Competencies for Growth and Success

Devendra Agochiya has over three decades of rich and varied experience of working with national and international organizations engaged in the fields of youth and social development, training, empowerment and management. He has worked for about 12 years (1969–80), in senior professional positions, with an international NGO in New Delhi—International Youth Centre. He has worked for about 18 years with the Youth Affairs Division of the Commonwealth Secretariat—first as the Regional Director for Asia and then as Head of the Division based in London, the headquarters of the Secretariat. He has been actively associated with the planning and delivery of a wide range of training programmes for a variety of target groups, including policy makers, senior government and non-government officials, business executives and young people in India and other Commonwealth countries. He is presently working as a freelance consultant with a number of national and international agencies in training and development and related areas.

I have known Dr Agochiya for more than three decades. This Manual reflects his vast international experience as a trainer and an expert in youth empowerment, particularly in the field of life skills development. I am sure it will enhance the understanding and knowledge base of the facilitators in preparing youth to meet the challenges of life confidently.

• ForewordIntroductionLife Skills DefinedLife Skill EducationIntegrating Life Skills with Technical SkillsSkill and CompetencyUsing the ManualGeneral Guidelines for the TrainersSpecial Features of the ManualSection A – The ModulesModule 1 – Self-awareness, Self-confidence, and Self-esteemSelf-awarenessSelf-confidenceSelf-esteemSuggested Guidelines for the TrainersExercise 1Exercise 2Exercise 3Exercise 4Module 2 – Interpersonal CommunicationUnderstanding Interpersonal CommunicationWhat is Effective Communication?Skills in Interpersonal CommunicationBarriers to Effective CommunicationSuggested Guidelines for Conducting the SessionExercise 1Exercise 2Exercise 3Module 3 – Interpersonal RelationshipsUnderstanding Interpersonal RelationshipInterpersonal Relationship at WorkplacePersonal Qualities That Influence Interpersonal RelationshipsSkills in Interpersonal RelationshipSuggested Guidelines for Conducting the SessionExercise 1Exercise 2Exercise 3Exercise 4Module 4 – Conflict—Dimensions and ResolutionUnderstanding Conflict—Definition and MeaningIntrapersonal Conflict (Personal Dilemmas)Interpersonal Conflict and its DimensionsPreventing Interpersonal ConflictStyles for Management of Interpersonal ConflictsInterpersonal Conflict Resolution StrategiesSkills in Resolving Interpersonal ConflictResolving Interpersonal Conflict— Suggested StepsIntra-group ConflictsSources of Conflict in an OrganisationSuggested Guidelines for Conducting the SessionExercise 1Exercise 2Module 5 – Management of StressStress and PeopleInternal StressorsExternal StressorsCauses of Stress at WorkplaceGeneral Strategies to Manage StressThings You Can Do to Avoid or Manage StressSuggested Guidelines for Conducting the SessionExercise 1Exercise 2Exercise 3Module 6 – Positive ThinkingUnderstanding Positive ThinkingManifestations of Positive Thinking and AttitudeOn Way to Developing a Positive Attitude!Suggested Guidelines for Conducting the SessionExercise 1Exercise 2Module 7 – Critical Thinking and Creative ThinkingUnderstanding Critical ThinkingSome Prominent Features of Critical ThinkingWhat Critical Thinking is NotThree Parts of Critical ThinkingCritical Thinking—Its Application in Our Day-to-day LifeSkills in Critical ThinkingProfile of a Critical ThinkerUnderstanding Creative ThinkingCreative Thinking Versus Critical ThinkingImproving Your Creative AbilitiesCreative Thinking SkillsProfile of a Creative ThinkerSuggested Guidelines for Conducting the SessionExerciseMini-exercise 1Mini-exercise 2Mini-exercise 3Mini-exercise 4Module 8 – EmpathyUnderstanding EmpathyElements of EmpathyTypes of EmpathyUsing Empathy EffectivelySuggested Guidelines for Conducting the SessionExercise 1Exercise 2Module 9 – Problem Solving and Decision-makingUnderstanding Decision-makingUnderstanding Problem-solvingProcess of Problem-solving and Decision-makingDecision-making MethodsSteps in Problem-solving and Decision-makingParticipatory Decision-making—Core ValuesIndividual Decision-makingFactors That Influence Individual Decision-makingIndividual Decision-making Under Stress—StrategiesSuggested Guidelines for Conducting the SessionExercise 1Exercise 2Section B – Delivering an Effective Training ProgrammeI – Beginning an Active Training ProgrammeOpening the ProgrammeTasks for the TrainerII – Creating and Maintaining Learning EnvironmentElements of Healthy Learning EnvironmentYour Basic Tools for Creating Learning ClimateIII – Planning a Training Session—Writing a Session PlanWhat is a Session Plan?Why Do You Need a Session Plan?IV – Question–Response Approach— A Tool for Promoting ParticipationQuestions–Response Approach Can Be Helpful in Many WaysQuestion–Response Technique—Guidelines to Enhance its UsefulnessTrainers’ Inner Restraints with Respect to QuestionsQuestions about QuestionsV – Using Training Methods EffectivelyLectureGroup Discussion as a Method of TrainingBrainstormingCase Study MethodPreparing and Using Training Support MaterialsReferences