119467-3-1 SayPro Lesson HOW TO USE THIS GUIDE

119467-3-2 SayPro Lesson ICONS

119467-3-3 SayPro Lesson PROGRAMME OVERVIEW

119467-3-4 SayPro Lesson LEARNING ASSUMPTIONS

119467-3-5 SayPro Lesson HOW YOU WILL LEARN

119467-3-6 SayPro Lesson HOW YOU WILL BE ASSESSED

119467-3-7 SayPro Lesson FORMATIVE ASSESSMENT

119467-3-8 SayPro Lesson SUMMATIVE ASSESSMENT

119467-3-9 SayPro Lesson SECTION 1: ACCESS AND USE AVAILABLE LEARNING RESOURCES

119467-3-10 SayPro Lesson ACCESSING AND USING AVAILABLE LEARNING RESOURCES

119467-3-11 SayPro Lesson Definition of key terms

119467-3-12 SayPro Lesson IDENTIFYING RELEVANT LEARNING RESOURCES

119467-3-13 SayPro Lesson Resource centres

119467-3-14 SayPro Lesson Reasons for establishing resources centers

119467-3-15 SayPro Lesson USING LEARNING RESOURCES EFFECTIVELY

119467-3-16 SayPro Lesson Multimedia resources

119467-3-17 SayPro Lesson LEARNING MATERIALS AND ADULT LEARNING

119467-3-18 SayPro Lesson SECTION 2: USE LEARNING STRATEGIES

119467-3-19 SayPro Lesson USING LEARNING STRATEGIES

119467-3-20 SayPro Lesson SUMMARISING INFORMATION

119467-3-21 SayPro Lesson SELECTING AND APPLYING TECHNIQUES APPROPRIATELY

119467-3-22 SayPro Lesson Drawing Basic Mind Maps

119467-3-23 SayPro Lesson Using Mind Maps Effectively

119467-3-24 SayPro Lesson Why is note taking important?

119467-3-25 SayPro Lesson ASKING RELEVANT QUESTIONS

119467-3-26 SayPro Lesson Some examples of clarifying questions:

119467-3-27 SayPro Lesson READING, INTERPRETING AND ANALYSING TEXTS

119467-3-28 SayPro Lesson LISTENING, INTERPRETING AND ANALYSING SPOKEN INPUT

119467-3-29 SayPro Lesson LEARNING THROUGH COMMUNICATING WITH OTHERS

119467-3-30 SayPro Lesson Significance of Group Communication

119467-3-31 SayPro Lesson SECTION 3: MANAGE OCCUPATIONAL LEARNING MATERIALS

119467-3-32 SayPro Lesson MANAGING OCCUPATIONAL LEARNING MATERIALS

119467-3-33 SayPro Lesson ORGANISING OCCUPATIONAL LEARNING MATERIALS FOR EFFICIENT USE

119467-3-34 SayPro Lesson LAYOUT AND PRESENTATION OF LEARNING MATERIALS

119467-3-35 SayPro Lesson ENGAGING TECHNICAL LANGUAGE

119467-3-36 SayPro Lesson SECTION 4: CONDUCT BASIC RESEARCH AND ANALYSE AND PRESENT FINDINGS

119467-3-37 SayPro Lesson CONDUCTING BASIC RESEARCH, ANALYSIS AND PRESENTATION OF FINDINGS

119467-3-38 SayPro Lesson IDENTIFYING AND DEFINING APPROPRIATE OR RELEVANT TOPIC

119467-3-39 SayPro Lesson PLANNING AND APPROPRIATELY SEQUENCING RESEARCH STEPS

119467-3-40 SayPro Lesson Review the Literature

119467-3-41 SayPro Lesson APPLICATION OF RESEACH TECHNIQUES

119467-3-42 SayPro Lesson EVALUATING INFORMATION FOR RELEVANCE

119467-3-43 SayPro Lesson CLASSIFYING, CATEGORIZING AND SORTING INFORMATION

119467-3-44 SayPro Lesson Data Classification

119467-3-45 SayPro Lesson Types of Classification:

119467-3-46 SayPro Lesson ANALYSING AND PRESENTING RESEARCH FINDINGS

119467-3-48 SayPro Lesson Basic analysis of “qualitative” information

119467-3-49 SayPro Lesson Interpreting information

119467-3-50 SayPro Lesson REPORTING RESULTS

119467-3-51 SayPro Lesson Presenting Research Findings Using Appropriate Formats

119467-3-52 SayPro Lesson When to Use Tables and Figures

119467-3-53 SayPro Lesson Contents of a Research Report: an Example

119467-3-54 SayPro Lesson SECTION 5: FUNCTION IN A TEAM

119467-3-55 SayPro Lesson 5.FUNCTIONING IN A TEAM

119467-3-56 SayPro Lesson ACTIVE PARTICIPATION

119467-3-57 SayPro Lesson Learners Learn best when

119467-3-58 SayPro Lesson TEAM RESPONSIBILITIES

119467-3-59 SayPro Lesson GROUP AND INDIVIDUAL RESPONSIBILITIES

119467-3-60 SayPro Lesson APPLYING GROUP WORK CONVENTIONS

119467-3-61 SayPro Lesson CONFLICT MANAGEMENT

119467-3-62 SayPro Lesson HANDLING NEGATIVE CONFLICT

When negative conflict does occur there are five accepted methods for handling it: Direct Approach, Bargaining, Enforcement, Retreat, and De-emphasis (Nelson, 1995). Each can be used effectively in different circumstances. Direct Approach: This may be the best approach of all. It concentrates on the leader confronting the issue head-on. Though conflict is uncomfortable to deal with, it is best to look at issues objectively and to face them as they are. If criticism is used, it must be constructive to the recipients. This approach counts on the techniques of problem-solving and normally leaves everyone with a sense of resolution, because issues are brought to the surface and dealt with. Bargaining: This is an excellent technique when both parties have ideas on a solution yet cannot find common ground. Often a third party, such as a team leader, is needed to help find the compromise. Compromise involves give and take on both sides, however, and usually ends up with both walking away equally dissatisfied. Enforcement of Team Rules: Avoid using this method if possible; it can bring about hard feelings toward the leader and the team. This technique is only used when it is obvious that a member does not want to be a team player and refuses to work with the rest. If enforcement has to be used on an individual, it may be best for that person to find another team. Retreat: Only use this method when the problem isn’t real to begin with. By simply avoiding it or working around it, a leader can often delay long enough for the individual to cool off. When used in the right environment by an experienced leader this technique can help to prevent minor incidents that are the result of someone having a bad day from becoming real problems that should never have occurred. De-emphasis: This is a form of bargaining where the emphasis is on the areas of agreement. When parties realize that there are areas where they are in agreement, they can often begin to move in a new direction.

119467-3-64 SayPro Lesson TEAM WORK RESULTS

119467-3-65 SayPro Lesson SECTION 6: REFLECT ON HOW CHARACTERISTICS OF THE WORKPLACE AND OCCUPATIONAL CONTEXT AFFECT LEARNING

119467-3-67 SayPro Lesson CHARACTERISTICS OF THE WORKPLACE

119467-3-68 SayPro Lesson SECTOR AND ORGANISATION TYPE

119467-3-69 SayPro Lesson FEATURES OF THE OCCUPATIONAL ENVIRONMENT

119467-3-70 SayPro Lesson WAYS IN WHICH THESE FEATURES AFFECT THE LEARNING PROCESS