Task 6 Iop

TASK – 6:
TITLE : COMPETENCIES AND ACTIVITIES
DATE : 2nd Mar 2023
Submitted by SUSRUTHAN G
COMPETENCY: COLLABORATION
BEHAVIOURAL INDICATORS:
 Treats others with respect.

 Builds productive and working relationships.
 Cooperates and coordinating with colleagues.
 Resolves conflicts among team members.
 Balances his/her goals and team goals
ACTIVITIES:
Group Games: Games can be very effective in motivating learners, and in revising
or consolidating curriculum content. They also practice the language of turn-
taking and negotiating. Bingo is a popular game included in several of the
resources on this site, e.g. food bingo. A quick nougats and crosses game can be
produced for any topic on a whiteboard, i.e. a 3x3 grid with answers in each
square. Split the class into two teams, and teams discuss possible questions to
match the answers. There are likely to be a range of possible correct questions. In
this example a question to which the correct answer is ‘protein’ could be ‘What
do you find in fish, nuts and meat?’ or ‘What do we need to build and repair
tissue?’
Barrier games: In a barrier game Learner A and Learner B sit with a barrier
between them and are required to convey information to each other, for example
while looking at different text or images. A book or file propped on its side can be
used as a barrier. E.g. Charles Dickens barrier game.
Rainbowing: This is a form of jigsaw activity where each member of a working

group is given a different colour. When the group task is complete the learners
form new groups according to their colours. Within the colour groups, they
compare findings, discuss what they have achieved, or carry out another task that
they all need to contribute to, e.g. completing a grid.
Evaluation: Collaboration Self-Assessment Tool of St. Cloud State University.

COMPETENCY: COMMUNICATION
 Shares information with others clearly and constructively.

 Demonstrates effective written and oral communication (information) in
form of reports and presentations.
 Bulids the communications to diverse audiences
 Actively listens, Actively seeks others’ perspectives to ensure inclusiveness
and understanding.
 provides constructive feedback, and demonstrates respect for differing
views.
ACTIVITIES:
Storytelling with CCSG is an engaging way to convey information; when it’s

positive information, narratives are also highly effective means of motivating and
inspiring others (Tomasulo & Pawelski, 2012). Appreciative Inquiry, for example, is
one type of positive psychology intervention that uses storytelling in a compelling
way, as a means to share hopes and build on our shared strengths.
Through this exercise, we can practice structuring our narratives—essentially we’ll

have one ‘information delivery’ tool to draw on when we feel it might help (like
the doctors we looked at earlier). CCSG is a structure, and it involves:
C: Characters
C: Conflict
S: Struggle
G: Goal
To use the structure as an exercise, participants simply relate a narrative using

CCSG. For example, one team member might describe a past success of the group
or team, where their collective strengths helped them succeed. The Characters
would then be whoever was involved, the Conflict may be a challenge the team
faced (a new growth opportunity, perhaps).
The Struggle might be something like geographical distance between team
members, and the Goal would be just that: their objective or success.
Evaluation : The Verbal aptitude sub-test of DAT Battery.
COMPETENCY: RESULTS-OREINTATION
BEHAVIOURAL INDICATORS
 Works to improve job performance outside of work

 Praises the work of others
 Shows a desire to improve and advance
 Find and Delegate right people for each work.
 Review processes to see if work can be.
ACTIVITIES:
Auerbach GOOD coaching model:
Goals – define the most important goals a client wants to work toward
Options – explore option is available to help them move forward
Obstacles – name obstacles that might get in the way of progress
Do – specify what is the client going to do specifically and by when
To expand on these steps of the GOOD model, here are questions you can ask at
each stage and all while practicing empathy, active listening, and providing
support.
Goal phase:
 What is a goal you want to focus on?

 When you are successful with this goal, what will it look like?
 What makes this goal important to you?
 How does this goal fit into your vision?
 When you reach your desired outcome, how would you like to feel?
 What type of change would make your life even better?
Options phase:
 What is some way your goal could be accomplished?

 Tell me about a time you accomplished something similar?
 What ways have you seen others approach such a task?
 What action can you take to achieve your goal?
 If you choose not to take some of the actions, what will be the impact?
Obstacles phase:
 What could get in the way of you moving forward with pursuing your goal?
 What external challenges might interfere?
 What internal challenges might get in the way?
 Who can you get support from?
Do phase:
 What strategies are you willing to employ to reach your objective?

 What specifically are you going to do, and when?
 How will you know you’re making progress?
 What is the most immediate action you can take, and when?
 How long will it take, and when will you complete it?
Evaluation : Diener’s Work-style scale questionnaire
COMPETENCY: SENSITIVITY & DIVERSITY
 Demonstrates fairness, respect, empathy to all the colleagues.

 Bulids climate and culture in which each person is accepted.
 Give the equal opportunity to grow and develop within organization
 Cooperate with colleagues despite of differences in any form.
 Promote diversity and inclusion in dealings with and on behalf of the
organization.
ACTIVITIES :
Word Association Word Clouds
Word of association Clouds is an interesting remote diversity team-building
activity for huge groups. To begin, have teammates fill out a questionnaire or
survey with the word that best describes various themes or the first word that
comes to mind. Themes can include anything starting from food, dress, family,
clothes, friends and others.
When the responses are in, enter them into a word cloud generator. Words that
are mentioned more frequently will have a larger font size and vice versa. This
activity can demonstrate the group's diversity of ideas while also exposing
similarities. Make sure to post or share the outcome with participants, preferably
in a communication-friendly format.
Pair And Share

Pair and shares are virtual diversity team-building activities that include
coworkers conversing with one another. To complete this task, divide teammates
into pairs or small groups using Zoom's breakout room feature.
Then, challenge team members to find 1 to 4 things they all have in common and
1 to 4 things that are not common to them.
This exercise highlights team members' similarities and differences and assists
them in finding common ground. It also aids in developing connections, which is
an essential component of teamwork and is especially critical in remote offices
when coworkers interact less frequently.
Evaluation: Employee Survey: Diversity, Equity and Inclusion by SHRM
COMPETENCY: ATTENTION TO DETAIL
 Get the complete details respect to task.

 Understand what is needed to be done completely.
 Get the both Birds eye view (big picture) and worm eye view (micro level)
 Attend the minute details but with respect to deadlines.
 Review and confirm the task multiple times.
ACTIVITIES:
The Coin Game

Parents like this game because it improves memory and sequencing, as well as
attention and concentration. And kids enjoy it because it’s fast-paced and
fun.First, you will need a small pile of assorted coins, a cardboard sheet to cover
them, and a stopwatch or timer (there are lots of free timer apps available for
your phone). Choose five of the coins from the pile (for this example, we’ll say
three pennies and two nickels) and put them into a sequence. Then, cover the
coins with the cardboard. Start the timer, and then ask them to make the same
pattern using the coins from the pile. When they are finished, mark the time with
the timer and remove the cardboard cover. Write down the time it takes them to
complete the pattern and whether or not they are correct. If your child doesn’t
complete it correctly, have them keep trying until they can do it. You can increase
the difficulty of the patterns as you go and include pennies, nickels, dimes,
quarters, and half dollars. You’ll see your child’s concentration and sequencing
improve the more they play, which is a great reward for both of you.
Puzzle Games
Puzzle games are very good for kids with ADHD or learning disabilities because
they help build that brain muscle we were talking about, as do all these exercises.
There are maze games (like Perplexus) where players must maneuver a small
marble around challenging barriers inside a transparent ball, for example. You can
vary the challenges to provide a variety of games.
Paddle Ball
Did you ever play with one of these as a kid? I did as a child and a young teen and
really enjoyed it. Basically, it’s a wooden paddle with a rubber ball attached to it
with a rubber band. The equipment should easy to find at a toy store or drug
store. Puzzle Games
Puzzle games are very good for kids with ADHD or learning disabilities because
they help build that brain muscle we were talking about, as do all these exercises.
There are maze games (like Perplexus) where players must maneuver a small
marble around challenging barriers inside a transparent ball, for example. You can
vary the challenges to provide a variety of games.
Paddle Ball
Did you ever play with one of these as a kid? I did as a child and a young teen and
really enjoyed it. Basically, it’s a wooden paddle with a rubber ball attached to it
with a rubber band. The equipment should easy to find at a toy store or drug
store. Best to start with bouncing the ball downward and when that is mastered,
switch to bouncing it upward. Keep track of how long your child can keep the ball
bouncing. Encourage increasing the amount of time. For older kids, you might
want to talk about what it would take to set a record to motivate them.
Evaluation: Direct interview and Stress interview.

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TASK – 6:

TITLE : COMPETENCIES AND ACTIVITIES

DATE : 2nd Mar 2023

 Treats others with respect.

Rainbowing: This is a form of jigsaw activity where each member of a working

Evaluation: Collaboration Self-Assessment Tool of St. Cloud State University.

 Shares information with others clearly and constructively.

Storytelling with CCSG is an engaging way to convey information; when it’s

Through this exercise, we can practice structuring our narratives—essentially we’ll

To use the structure as an exercise, participants simply relate a narrative using

Evaluation : The Verbal aptitude sub-test of DAT Battery.

 Works to improve job performance outside of work

Auerbach GOOD coaching model:

Options – explore option is available to help them move forward

Obstacles – name obstacles that might get in the way of progress

Do – specify what is the client going to do specifically and by when

 What is a goal you want to focus on?

 What is some way your goal could be accomplished?

 What strategies are you willing to employ to reach your objective?

Evaluation : Diener’s Work-style scale questionnaire

COMPETENCY: SENSITIVITY & DIVERSITY

 Demonstrates fairness, respect, empathy to all the colleagues.

Pair And Share

Evaluation: Employee Survey: Diversity, Equity and Inclusion by SHRM

COMPETENCY: ATTENTION TO DETAIL

 Get the complete details respect to task.

The Coin Game

Evaluation: Direct interview and Stress interview.

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