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Personal Potential. A dynamic soft skills diagnostic programme, qualification and CPD package:. Facilitation Skills Training and K2P Resources (plus Activities Manual). A dynamic soft skills diagnostic programme, qualification and CPD package:.
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A dynamic soft skills diagnostic programme, qualification and CPD package: Facilitation Skills Training and K2P Resources (plus Activities Manual)
A dynamic soft skills diagnostic programme, qualification and CPD package: Assesses 5 key areas in emotional intelligence, developing core team values
Readiness for Learning • Social Emotional Learning • Motivation • Attention • Resilience & achieving goals • Self-discipline & drive • Collaboration & Teamwork
Unit Groups • Dealing with Challenge • Trust in Other • Working with Others • Communication Skills • Learning & Exploring Skills Visit: Personal Potential
Next Steps Changing Behaviour & Psychology of Learning Moving from Recognising to “Directing Personal Potential”
Next Steps The value of the Personal Potential Award is obvious to those who are involved in the delivery. It offers learners the opportunity to explore their view of themselves and challenges them to leave some of those that are holding them back behind as well as celebrate those they rediscover. A common factor with those who have faced the challenges of formal education and not succeeded is a mistrust of education and a fixed mindset. The Personal Potential Award does much to dispel both the fear and the mindset. From the learner’s perspective we can ask “Having not experienced success in education earlier why should this experience be any different?”
Next Steps The structure and process involved in the Award will inevitably dismiss past experiences The purpose of PP is to provide a language to both challenge and explore past learning experiences as well as to develop ways of coping with future ones. Establishing a baseline of where we are often is the best way to start a re generation process, of moving on. PP challenges limiting self-beliefs by exploring our learning maps, what it is we think we can and can-not learn. We build these maps as we encounter learning experiences and evaluate our successes often through the strength of emotions rather than objective reflection. A negative learning experience can set up road blocks and traffic lights set to red unless the teacher deals with it appropriately. The journey that is the Personal Potential Award provides a safe environment in which to explore past experiences without recreating the high risk situation or exposing the learner to being labelled.
Great Value • Staff CPD & on- going support • Early achievement for learners Links to • Personal Learning Thinking Skills • Skills for Employment and Further Learning • Exploring Work Skills • Developing Work Skills
FACILIS - Latin ‘The act of making something simple’ Definition ‘Afacilitator is someone who helps a group of people understand their common objectives and assists them to plan how to achieve these objectives; in doing so, the facilitator remains "neutral" meaning he/she does not take a particular position in the process.’
Experiential Learning The Difference between TEACHING and FACILITATING Teaching and Facilitating are both complex professions that require enormous amounts of preparation in order to be effective in the learning environment and context. There is an old saying that ‘facilitators can be teachers but not all teachers can be facilitators.’ Teachers convey knowledge and give information to their students. Facilitators provide knowledge but also help the students to learn by understanding the processes behind the knowledge and the facts. Facilitators teach by leading, showing the way, and using experiential techniques to bring alive the learning process. The student must be more actively involved and focussed to develop transferable lifelong learning. All PP activities are open-ended; there are not necessarily any rights or wrong outcomes, just the process which can always be improved. Initial and formative assessment will be ongoing throughout the review and feedback sessions and will guide the process in order to develop improved knowledge, understanding and performance.
Transference Students will now be aware of the necessity to improve/develop the ‘soft skills’ in order to improve performance throughout the activity. In review/feedback they will have firmly placed foundations for learning and will be armed with the knowledge and understanding of how to become a more effective team member. It is important for the participants to discuss/consider ‘transference’ of these soft skills to other learning environments relevant to themselves and/or the team.
