Broad Capabilities - E3 Solutions About Us Our Partners Our Clients’ List
1 3 4 5 6
The Student Leadership Challenge® LifeWorksTM LeadershipWorksTM L.E.A.DTM
7 11 15 19
LearningKeysTM CareerKeysTM Communication101TM PresentationWorksTM TeachingKeysTM
25 29 31 33 35
r! ula p o P
iv lus Exc
A Holistic and Balanced Approach
broad capabilities E3 (Enabling, Empowering, Equipping) Solutions Todayâ€™s Challenges and Our Innovative Solutions We live in a world today that is driven by globalisation and technological advancements. It is an era in human history where we are buffeted by the most profound and challenging of changes in the way we live and work. As educators, parents, business leaders, there is an increasing urgency to prepare our children and equip them with the essential values and skills necessary for successful living in this new reality. For the last 15 years, Lifeskills Enrichment has provided individuals, educational institutions and organisations with innovative tools and solutions, enabling them to integrate excellence and ethics into their developmental strategies. Our aim is the unlocking of human potential so that people are not only ready to meet the multitude of challenges and opportunities before them but also thrive in todayâ€™s complex and fast-changing world.
Leader Development • • • • • • • • •
LeadershipWorksTM L.E.A.D.TM The Student Leadership Challenge Coaching with The Leadership Challenge Transformational Leadership – The Full Range Leadership Model Servant Leadership Emotionally Intelligent Leadership PresentationWorks P.O.E.M. – Project Planning and Management
Lifeskills Development • • • •
LifeWorksTM CareerKeysTM PersonalityKeysTM Communicating with Style
Learning Development •
Educators Development • • • • • •
TeachingKeysTM The 4-Dimensional Teacher The Leadership Challenge (Teacher’s Edition) Coaching for Real Change Coaching with The Leadership Challenge Professional Certification o
Certified Behavioural & Career Consultant (for DISC Personality, LearningKeys and CareerKeys)
LearningKeysTM - Personality Style - Learning Style - Thinking Style
Excel in your Project Work
Profiling Tools • • • • • • • • • • • • •
DISC Personality Profiling System LearningKeysTM PeopleKeys® Student Leadership Practices Inventory (SLPI) Adult Leadership Practices Inventory (LPI) Multifactor Leadership Questionnaire (MLQ) Report Leadership Benchmarking SystemTM Team Diagnostic Assessment TEAMS Profile Values Style Self-Directed Search (SDS) Online Profiling Administration Data Analysis & Custom Reports
About Us Your Trusted Partner in Education
Touching Lives, Moulding Future…this is what Lifeskills Enrichment has been passionately focussing on since the Company’s inception in 1996. Through our partnership with a wide spectrum of local schools and other educational institutions, our LifeskillsCLASSROOM Division has equipped myriads of young people and educators with critical skills for successful living. The bedrock of our work is the fundamental principle, “Touching and Transforming Lives through Teaching Time-Honoured Truths”. We believe that by empowering people with the right set of life values and skills, their lives will be positively and copiously transformed. Today, as a leading educational and training consultancy in Singapore, Lifeskills Enrichment continues to work with our clients to meet their most discerning developmental needs. Our comprehensive suite of training solutions and services are securely anchored on relevant and established research, and prudently formulated based on our vast experience of working with diverse groups and individuals. At Lifeskills Enrichment, we seek to understand the unique expectations and developmental context of every client and aim to select and customise programmes which best meets their needs.
Building Partnerships to Serve You Better Lifeskills Enrichment collaborates with reliable and competent training partners to bring to our clients the top-of-class, most current and relevant proprietary materials and resources, in order to meet their discerning and varying needs. As the result of our strong partnerships with these training partners, we have been appointed •
Master Training and Certification Centre (Asia) for the DISC Personality Profiling System
Accredited Facilitator for The Leadership Challenge model and The Full Range Leadership model
A holistic and balanced apProach the pillars of holistic development are:
Conduct refers to the observable behaviours of a person and the manner in which one carries himself or herself. It is important to inculcate good habits from a young age so that these behaviours become natural and consistent with time. m Fir
t ie n
Moral character on the other hand is a relational orientation. It enables us to treat others, and ourselves, with respect and care and to act with integrity in our ethical lives. It has the important function of moderating our performance goals to honour the interest of others.
ily Fam nce e pet
Performance character is a mastery orientation. It consists of character strengths that enable us to pursue our personal best – whether the outcome is realised or not.
At Lifeskills Enrichment, we see character education as an intentional integration of excellence and ethics in every context of a person’s life, and as consisting of two vital elements - Performance Character and Moral Character. A quest for excellence cannot be separate from the quest for ethics.
Instilling lifelong habits
Fit n e s s
Engineering an Internal Compass
Honing life skills and boosting knowledge base Competency is the capacity of a person to effectively perform a specific role or task within a particular environment. Any one competency can consist of a distinct combination of Knowledge, Skills and Abilities and can be developed through formal as well as informal education. Skills can be further sub-divided into three domains, namely: Cognitive, Affective and Psychomotor (Bloom’s Taxonomy). Through our comprehensive collection of solutions and programmes, Lifeskills Enrichment provides exceptional and extensive resources to increase students’ practical knowledge base and boost their proficiency in cognitive and affective skills.
Towards our end of nurturing complete and well-balanced individuals, Lifeskills Enrichment consciously directs students to apply their learning across seven segments of their lives: 1. 2. 3. 4. 5. 6. 7.
Faith Family Friends Fitness Finance Fun Firm
– – – – – – –
Personal Growth Priority Relationship Peer, People and Professional Relationships Physical, Mental and Emotional Fitness Planning of Finances Play and Enjoyment Phases of School and/or Work
Our partners Lifeskills Enrichment constantly explores opportunities to collaborate with reliable and competent business partners to bring to our clients the top-of-class, most current and relevant proprietary materials and resources, in order to meet their discerning needs. Here are a few of our esteemed partners:
The Institute for Motivational Living
PFEIFFER (an imprint of Wiley)
Talent Research Foundation
The Institute for Motivational Living, Inc. (USA) is the proven leader in the field of Behavioural Analysis. As one of the worldâ€™s largest publishers of the DISC Personality Profile and motivational resources, IML was established to help people communicate better and work together more effectively in team building, career planning, hiring, conflict resolutions, as well as in family, personal and marriage counselling, and much more.
Pfeiffer serves the professional development and hands-on resource needs of training and human resource practitioners and gives them products to do their jobs better. Pfeiffer delivers proven ideas and solutions from experts in HR development and HR management, and offers effective and customisable tools to improve workplace performance.
Talent Research Foundation is an organisation whose mission is to optimise human productivity through research, teaching and consulting.
Our clients’ list A selection of our Satisfied Clientele for the respective business divisions is listed below for your reference.
LifeskillsCLASSROOM Primary • • • • • • • •
CHIJ St Nicholas Girls’ School (Primary) Geylang Methodist School (Primary) Greenridge Primary School Maris Stella High School (Primary) Methodist Girls’ School (Primary) Paya Lebar Methodist Girls’ School (Primary) Rivervale Primary School Xing Hua Primary School
Secondary • • • • • • • • • • • • • •
Anglo-Chinese School (International) Anglo-Chinese School (Jakarta) Bedok Town Secondary School CHIJ Secondary (Toa Payoh) Clementi Town Secondary School Fairfield Methodist School (Secondary) Greenview Secondary School Methodist Girls’ School (Secondary) Nanyang Girls’ High School NUS High School Orchid Park Secondary School Paya Lebar Methodist Girls’ School (Secondary) Presbyterian High School Raffles Girls’ School
Tertiary/Varsity • • • • • •
Catholic Junior College ITE (Institute of Technical Education) Millenia Institute Singapore Polytechnic Temasek Polytechnic Victoria Junior College
LifeskillsCORPORATE • • • • • • • • • • • • • • • • • • • •
Baiduri Bank Berhad (Brunei) Beijing 101 Hair Consultants Inland Revenue Authority of Singapore (IRAS) IPP Financial Advisers Kaplan Financial Ministry of Education, Singapore National Healthcare Group National University Hospital Outward Bound School Parkway Holdings PSB Corporation Quantum Technologies (West Malaysia) Remnant Holdings SingTel Spring Singapore Sumitomo Trust & Banking Co. Surbana Corporation Thomson Reuters WBL Corporation (Wearnes) 3M Singapore
LifeskillsCOMMUNITY • • • • • • • • •
Chinese Development Assistance Council (CDAC) Fei Yue Community Services Girls’ Brigade SAF Counselling Centre St John’s Ambulance Brigade Singapore Youth for Christ Teen Challenge Touch Community Services Yong-En Care Services
The Student Leadership® Challenge The Student Leadership Challenge® A student version of The Leadership Challenge®, a leadership development by best-selling authors Jim Kouzes and Barry Posner. The programme equips youths with the knowledge and skills to transform values into actions, visions into realities, obstacles into innovations, separateness into solidarity, and risks into rewards. Through dialogue with others and action-oriented facilitation, they will leave energised, inspired, and with a clear plan to take their personal leadership to the next level. The Student Leadership Challenge® offers a comprehensive and practical means to help every young person make a positive impact wherever he/she is, and inspire excellence in his/her circle of influence.
REAL BENEFITS OF THE PROGRAMME At the end of the workshop, students will be better at: • Identifying their own leadership strengths and areas for improvement • Communicating fundamental values and benefits • Understanding and supporting their group/team’s culture, its strategic direction and their contribution to the group/team’s success • Inspiring others to share a common vision • Searching for opportunities to take the risks needed for growth • Building collaboration, teamwork and trust • Strengthening others’ abilities to excel • Recognising the accomplishments of others
Satisfied programme users Here are some schools which have used or are presently using The Student Leadership Challenge®: Jurong Secondary School Maris Stella High School (Primary) Methodist Girls’ School (Secondary) Raffles Girls’ School (Secondary) CHIJ Secondary (Toa Payoh)
key programme features Evidenced-Based And Time-Tested Leadership Model Backed by 25 years of original research with over 3 million leaders, this proven leadership model approaches leadership as a measurable, learnable and teachable set of behaviours. The Leadership Challenge model has been adopted and widely embraced by organisations of all shapes and sizes, with results that have been validated time and again over the past two decades. Hundreds of major corporations, hospitals, government organisations, schools and universities have used The Leadership Challenge® to make a difference to their organisations.
5 Undergirding Principles The Student Leadership Challenge® is designed based on 5 primary principles: 1. 2. 3. 4. 5.
Leadership development is self-development Leadership is everyone’s business Leadership is a relationship Leadership is learned Leaders make a difference
Multiple Modes For Enhanced Living Participants experience and apply The Five Practices of Exemplary Leadership® through video cases, workbook exercises, group problem-solving tasks, lectures, interactive activities and optional outdoor action learning.
The Leadership Practices Inventory (LPI) The Student Leadership Challenge® includes the leading industry 360-degree assessment tool. The Leadership Practices Inventory (LPI) helps leaders assess the extent to which they use The Five Exemplary Leadership Practices allowing for intentional improvements. Leaders will report frequency at which they engage in various leadership behaviours. Observers chosen from their leadership context will also give parallel reports based on their interactions with the leader. Consequently, participants receive valid and reliable feedback on how others perceive them as leaders, which will help him/her make specific and contructive changes to their leadership.
Your Trusted Partner Lifeskills Enrichment is the most active Facilitator in Asia for “The Student Leadership Challenge®” and a Strategic Partner of Pfeiffer, the publisher of LPI and TLC Leadership resources and tools. We have the relevant experience and expertise to partner you in getting the most of “The Student Leadership Challenge®” for your school.
Leadership practices MODEL the Way
INSPIRE a Shared Vision
CHALLENGE the Process
ENABLE Others to Act
ENCOURAGE the Heart -9-
Specific commitments • Find your voice by clarifying your personal values • Set the example by aligning actions with shared values
• Envision the future by imagining exciting and ennobling possibilities • Enlist others in a common vision by appealing to shared aspirations • Search for opportunities by seeking innovative ways to change, grow and improve • Experiment and take risks by constantly generating small wins and learning from mistakes • Foster collaboration by promoting co-operative goals and building trust • Strengthen others by sharing power and discretion • Recognise contributions by showing appreciation for individual excellence • Celebrate the values and victories by creating a spirit of community
THE STUDENT LEADERSHIP CHALLENGE Five Practices for Exemplary Leaders James M. Kouzes, Barry Z. Posner Derived from Kouzes and Posner’s acclaimed book The Leadership Challenge, this is a concise, focused primer on the Five Practices of Exemplary Leadership for students. This resource: • Shows how to actively engage in the Five Practices of Exemplary Leadership • Includes reflective and critical thinking exercises • Can be used effectively with all students including upper-level high school students, college undergraduates, recent graduates, and young professionals • Is filled with illustrative on- and off-campus examples • Provides useful guidance on the instrument (Student LPI)
THE STUDENT LEADERSHIP PRACTICES INVENTORY ( Student LPI ) Online James M. Kouzes, Barry Z. Posner The Student LPI offers students a method for accurately assessing their leadership potential based on the Five Practices of Exemplary Leadership and: This resource: • • • • •
Helps students to determine actions that will improve their leadership skills Consists of Self and Observer questionnaires, and can be used by unlimited observers Offers a user-friendly interface on a web-based platform Contains feedback reports that are completely computer-generated Includes free downloadable PDFs of the Facilitator’s Guide, Student Workbook and Student Leadership Planner
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s k r o w e f i l Robust 4-Level Curriculum to Nurture Life Skills ensive LifeWorksâ„˘ is a holistic and compreh ents programme designed to help stud develop the fundamental skills for life effectiveness. The programme is h crafted and delivered in a manner whic is developmentally appropriate and s, pedagogically robust. Over 4 to 5 year age man students will learn to efficaciously d varie themselves, their relationships and life situations.
key programme features
Sound Curriculum Educationally And Developmentally S. Bruner) which revisits basic ideas
iculum (Jerome LifeWorksâ„˘ adopts a Spiralling Curr understanding until students develop a firm level of and skills repeatedly, reinforcing them h of dept and gradually attains is a rich breadth and competency. What the student is topic each re whe not developed in curricula knowledge and skills that are generally r. discrete and disjointed from each othe
Targeting Critical Life Skills
skills to ents with knowledge, attitudes and The programme aims to empower stud rs, establish , develop caring and concern for othe recognise and manage their emotions situations ble decisions, and handle challenging positive relationships, make responsi constructively and ethically.
Reliable And Research-Based Tools
a division of ntific tools produced by StudentKeys, LifeWorksâ„˘ utilises the following scie TM PeopleKeys and DISCInsights :
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tify and enhance assessment tools are designed to iden These short, accurate, self-scoring aim to help They . and career choices in students communication, learning, motivation, natural their ing life by identifying and encourag youths flourish in school, career and areas. personal strengths in several critical
Aligned with the Social Emotional Lea rning (SE
L) Framework As you can see from the appended LifeWorks™ Curriculum Framework, all 5 core competencies of the SEL Framework (as listed below) are deliberately targeted.
SA Responsible Decision-Making: Problem identification and situation analysis; problem solving; evaluation and reflection; personal, social and ethical responsibility Relationship Management: Communication, social engagement and relationship building; working co-operatively; negotiation, refusal and conflict management; help-seeking
Self-Awareness: Identifying and recognising emotions; accurate self-perception; recognising strengths, needs and values; self-effic acy
Self-Management: Impulse control and stress management; self-motivation and discipline; goal setting and organisational skills
Social Awareness: Perspective taking; empathy; difference recognition; respect for others
Real BENEFITS of the programme
1. For Students – Enhances students ’ capacity to effectively manage life situations and decreases risky behaviours 2. For Schools and Educators – Prov ides a supporting base for the deliv ery of a holistic education 3. For Parents – Augments parental efforts to bring up good and successf ul children
SATISFIED PROGRAMME USERS
Here are some schools which have
Greenview Secondary School JurongVille Secondary School Methodist Girls’ School (Secondary) Millenia Institute Presbyterian High School Teck Whye Secondary School
used or are presently using LifeWorks ™:
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k r o w e m a r F m u l u ic r Cur
are as follows: the 4-Level Programme for les du mo ble sa mi The custo
(Some customisable modules)
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derstanding To enhance students’ un s and gth en of their personality str ter relate bet m the motivations and help to their peers. ective Personal To equip students for Eff Management. al Strengths, • Discover your Natur ess Motivation and Uniquen ing Others ag ng Ma lf, Se g • Managin mmunication • Sharpening your Co and Relational Skills
S A SM RM c
students’ To identify and develop thinking styles & ng rni lea motivational, a strength-based so that they can adopt approach to learning. ke informed To assist students to ma their subject ect choices when they sel combination. The Personality Style Style The Perceptual Learning ely Fre - Learning ing Style • The Cognitive Think d ite lim Un - Thinking TM Action • LearningKeys in
m SA SM RD
Legend SA Self-Awareness SM Self-Management
ScA Social Awareness
Level 3 MotivationKeysTM To equip students in the areas of personal and inter-personal effect iveness. The areas of emphasis are Faith (Personal Growth), Family, Friend s and Firm. To enable students to bet ter manage stress, time, priorities an d inter-personal relationships. •
Managing Stress Befor e It Manages You • Time Management & Goal Setting • The THINKing Works hop From Self-Esteem To Significan ce
ScA SM RM
Level 4 CareerKeysTM To enhance students’ car eer awareness and to ass ist them in career explorati on and career planning . To help students make informed choices and set realistic goals so as to achieve their career goa ls. To guide each student to craft a Road Map for Academic and Occupati onal Success. • Know Your Strength s And Direction • Defining Your Perso nal Brand • Know Your Persona lity, Interest, Values, Talents & Abilities • Road Map To Succe ss
SA ScA RDm
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tm s k or Leadership W
h vital leadership skills Empowering every student wit
key programme features
Multi-Dimensional 4-Level Curriculum To Develop Leadership Skills ve LeadershipWorks™ is a comprehensi each build to gned curriculum desi student’s leadership capacity. Programmes are crafted and delivered lly in a manner which is developmenta st. robu cally gogi peda and appropriate ively Over 4 levels, students will progress ntial esse es, valu oring learn the anch ing knowledge and practical skills of lead ers. lead r othe g and nurturin
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ce And Impact Enlarging Circle Of Personal Influen within first and then reaching out the leader from LeadershipWorks™ aims to develop tion where rising up to the occasion and/or posi y tuall even and to the people around and the community. he/she is able to impact the public
Sound Curriculum Educationally And Developmentally (Jerome S. Bruner) which revisits g Curriculum LeadershipWorks™ adopts a Spirallin a firm orcing them until students develop reinf ly, ated repe s basic ideas and skill is a ins atta ually grad ent ncy. What the stud level of understanding and compete d in lope deve not rally gene are e and skills that rich breadth and depth of knowledg r. othe each from and disjointed curricula where each topic is discrete
Competencies Targeting Fundamental Leadership the knowledge, attitudes and
g students with The programme focuses on equippin responsible, leaders in their own rights who are me beco to them skills necessary for plete” “com a lop deve to is t uring. The inten resilient, confident, effective and nurt s. leadership skill leader rather than just disconnected
Aligned with the Social Emotional Learning (SEL) Framework
As you can see from the appended LeadershipWorks™ Curriculum Framew ork, all 5 core competencies of the SEL Framework (Self-Awareness, Self-Management, Social Awarene ss, Relationship Management and Responsible Decision-Making) are deliberately targeted.
Real BENEFITS of the programme 1. For Students – Strengthens students’ confidence, willingness and ability to lead in their arenas of influence 2. For Schools and Educators – Helps produce students who are able to lead and willing to serve within and without the school community 3. For Parents – Augments parental efforts to bring up good, self-assu red and independent children
SATISFIED PROGRAMME USERS
Here are some schools which have used or are presently using Leaders hipWorks™: Bishan Park Secondary School CHIJ St. Nicholas Girls’ School (Primary) Methodist Girls’ School (Primary) Methodist Girls’ School (Secondary) Presbyterian High School Woodlands Ring Secondary School Xing Hua Primary School
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tm s k Leadership Wor
k r o w e m a r F m u l u ic r r Cu
mme are as follows: les for the 4-Level Progra du mo ble sa mi sto cu e Th
(Some customisable modules)
SEL - 17 -
ciate that To help students appre is a key to personal responsibility . becoming a great leader
ing that To create an understand d that leadership everyone is a leader an eself. emerges from within on and help To develop self-discipline their lives of ip rsh students take owne things they the for le by being responsib . hip ers MUST do – Self-lead Leadership 101 Leadership Being vs. Leadership Doing r Leadership • Understanding You Style & Strengths irected Life • Developing A Goal-D
Level 2 Peer Leadership d and manage To equip students to lea 12 people). small teams (less than ing in the concept, To develop understand e of working importance and practic together as a team. confidence in To strengthen students’ leading small teams.
• Group Leadership A Leader • Essential Tasks Of nt • Conflict Manageme nal rso Pe erInt ive ect • Eff Communication Skills
Legend SA Self-Awareness SM Self-Management
Level 3 People Leadership To enhance students’ ab ility to manage inter-group, inter-organis ation and/or inter-school events. To build up Task and Pe ople Management Skills. To cultivate a positive an d innovative mindset for problem-sol ving.
• 5 Levels Of Leade rship • Project Planning & Management • Effective Thinking Habits
ScA RM RDm
ScA Social Awareness
Level 4 Public Leadership To challenge students to live out their leadership potential eve ry day. To empower students wit h influencing and mentoring skills. To enable and encourag e students to courageously cast vision for the next generation of leaders tha t is aligned with the school’s vision.
• Developing The Lea ders Around You • Becoming A Perso n Of Influence • Heart Of A Servant Leader
ScA RM RDm - 18 -
Helping student leaders
lead, equip, authorise and develop
rocess to the p d an s ll ki s r ou We got to put r learning test before and afte those leadership skills!
â€œ - 19 -
L.E.A.Dtm, helps schools empower their student leaders to become effective leaders in their differing spheres of influence. Student leaders enrolled in this school-wide programme will learn to Lead, Equip, Authorise and Develop themselves as well as those around them. The programme commences with The Transformational Leadership Camp and culminates with the Transformational Mentorship Camp. Between these 2 milestones, student leaders are provided with coaching sessions which aim to be catalysts for each individual’s growth as a leader. Over the same period, trained coaches from Lifeskills Enrichment will also partner with schools to provide mentoring for student leaders as they plan and execute selected school-based events or
student-led events and activities. Unlike generic leadership training programmes which are often highly theoretical and disconnected from the practical context of tm leadership, L.E.A.D is a minds-on and hands-on programme where learning extends into the very context where they serve and lead. Situated learning supported with relevant coaching will not only help student leaders run effective activities but will expand their leadership capital. L.E.A.Dtm aims to first develop student leaders from within, then growing their leadership influence on the people around them and eventually extending and heightening the leaders’ impact to the greater community. Through L.E.A.Dtm , Lifeskills Enrichment aims to help participating schools broaden and deepen their leadership base.
Developmental Plan And Approach
L.E.A.D™ is anchored on the established wisdom that personal growth is the best facilitator by real-life experiential learning and guidance from supportive mentors and coaches. Student leaders will not only undergo theoretical and practical training modules during 2 separate camps but will also be mentored by trained coaches from Lifeskills Enrichment over the entire programme period. (The learning modules for the 2 camps can be found at the end of this programme description.)
l na o i t rma o sf n tra START leadership d n camp ns o si s se g n hi c coa l na o i t rma o sf n tra END mentorship d n camp for capmlpasnniorngevents deforbricaefmipnsg orsesesiveonnsts conducted
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key programme Features L.E.A.D™ begins with the Transformational Leadership Camp (3D2N) which aims to build student leaders’ understanding of their current leaders hip strengths and limitations. Over the duration of the programme, Lifeskills Enrichment will also provide Leadership Coaching for student leaders. Competent coaches will employ the best from Solution Focused Coaching (SFC), an approach which is solution-based and future-oriented, to support the development of leadership character and capacities. Coaches from Lifeskills Enrichment will also provide Events-based Guidance to guide student leaders as they plan for and execute selected school-b ased or student-led events and activities. Much care will be exercised to avoid taking over ownership and the actual management of the event or activity. Working with school staff, our experienced coaches will provide pre and post event consultations with the intent of not only helping student leaders improve event outcomes but more importantly, to help them grow as managers and leaders. The programme comes to a close with The Transformational Mentor ship Camp (3D2N) which aims to deepen leaders’ understanding of leadership
and enhance their skills-set so as to prepare them for a higher level of responsibility and a greater scope of duties. A key objective of the camp is to assist senior student leaders in identifying and grooming their underst udies. This camp should preferably be held at the end of the school year, just before the process of selecting and grooming the new echelon of leaders commences.
The Student Leadership Practices Inventory (SLPI)
TSLC utilises the leading industry 360-degree assessment tool, The Student Leadership Practices Inventor y (SLPI), to help leaders assess the extent to which they use the Five Exemplary Leadership Practices hence alllowing for intentional improvements.
Based on our substantial experience of working with schools, we believe that a full-year programme harnesses the best results. This allows ample time for building a strong leadership culture and for matured and effective coaching relationships to be established.
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MEASURABLE DEVELOPMENT OUTCOMES
Through the learning process, we will assist to quantify the leadership development of the leaders through a Pre & Post Evaluation of their Leadership Traits Progression. Through systematic guidance and assessment, coupled with conscie
ntious goal-setting using to move successfully
Leadership Development Action Plans, we will enable student leaders
from established intentions towards their preferred outcomes.
Real BENEFITS of the programme 1. For Students – Enhances student leaders’ motivation and capacity to excel in their leadership positions in school 2. For Schools and Educators – A continuous pipeline of student leaders who are committed to and competent in leading their peers and serving the community 3. For Parents – Complements parental efforts to bring up good kids who are contributing members of society characteristics of a leader and helps individuals discover how they measure up in their own eyes and as perceived by others
SATISFIED PROGRAMME USERS
Here are some schools which have used or are presently using L.E.A.D™
Bedok Town Secondary School Hong Kah Secondary School Methodist Girls’ School (Secondary) Paya Lebar Methodist Girls’ School (Secondary) Victoria Junior College Woodlands Ring Secondary School
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Transformational Leadership Camp Modules who
junior student leaders
senior student leaders
Transformational Leadership (1)
Transformational Leadership (2)
(Some customiSable modules)
To help leaders assess their current leadership strengths and limitations by creating personalised Leadership Development Profiles.
Help leaders re-assess their leadership strengths and limitations, and evaluate their personal growth after one year of leadership development.
To create leaders’ awareness of the key aspects of becoming a transformational leader.
To heighten leaders’ appreciation of the value and challenges of becoming a transformational leader.
To impart practical skills on for developing Transformational Leadership Traits.
To impart practical skills on for developing Transformational Leadership Traits.
• • •
The Leadership Challenge in Action - Leadership Practice Focus: Model the Way Inspire a Shared Vision Challenge the Process Enable Others to Act Encourage the Heart
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Leadership 101 Fundamentals of The Leadership Challenge Understanding the Student Leadership Practices Inventory (SLPI) Report
Recap on The Leadership Challenge model - Fundamentals of The Leadership Challenge model • SLPI Profiling - How have I improved in becoming a transformational leader?
POEM Way of Effective Project Management - Planning Phase - Organising Phase - Executing Phase - Monitoring Phase
3D2N L.E.A.D tm Transformational Mentorship Camp Modules who
1st year student leaders
2nd year student leaders
3rd year student leaders
Becoming A Person Of Influence
Core Of A Leading Leader
Developing The Leaders Around You
To equip newly appointed leaders for the commencement of their leadership journey.
To help leaders channel their intrinsic values and motivation towards serving the school as a leader.
To impart skills related to the principle of “Leadership is Influence”.
To help leaders develop their personal vision and mission statements in alignment with their school’s mission, vision and values.
To impart important and time-tested principles of leadership to enhance students’ leadership capabilities. To equip leaders with the core skills to develop the next generation of leaders. To strengthen awareness of the importance of nurturing the future generation of leaders and succession planning.
how (Some customiSable modules)
Becoming A Person Of INFLUENCE - Integrity with People - Nurtures Other People - Faith in People - Listens to People - Understands People - Connects with People - Empowers People
Review Of Transformational Leadership Development Plan • 4 Phases Of Leadership - Limited Leader - Latent Leader - Learned Leader - Leading Leader - Phases of Leadership Matrix
Review Of Transformational Leadership Development Plan • Principles Of Effective Leadership - Navigation - Empowerment - Reproduction - Victory - Sacrifice
The Core Of A Leading Leader - Motivation - Direction - Action
Developing The Leaders Around You - Identify, Nurture, Equip potential leaders
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tm ys e K Learning
help -based programme to th ng re st ive at ov inn An d identify, appreciate an students & teachers s ts’ learning strength capitalise on studen
The New Paradigm of Learning:
LearningKeysTM, is a simple, yet profound programme focusing upon personal “strengths”, then applying that information to everyday communicating and learning situations. This innovative approach to unlocking people’s potential is commonly called a “strength-based” approach. Students who can recognise their strengths early on will be better prepared to make life’s most critical decisions.
Everyone CAN learn but
everyone learns in a different way. The main function of the human brain is to learn and human beings can increase their skills and knowledge with appropriate learning. In fact, given the amazing brain power every human being has, learning ought to be fun, easy, without stress and have long-lasting effects. Students learn at different rates, using different styles, and expressing different needs. The key to successful learning is knowing one’s unique personal learning style, accepting one’ strengths as well as one’s weaknesses, and matching personal learning preferences as much as possible in any leaning situation. That is how one can also develop a love for learning. LearningKeysTM represents a series of customisable workshops and online profiles designed to motivate and empower students to reach their potential by identifying and enhancing personal motivation, communication, learning and thinking in students.
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Key programme BENEFITS
phowienrfocermaweivtreiinocngeive IDEAL LEARNING STATE p r oce s si n g p e r f o rmi n g THINKING prhowoceswes PERSONALI T Y how we are motivated STYLE STYLE LEARNING STYLE •
The goal of this programme is to help students succeed in school, career, and life by identifying and encouraging their natural personal strengths in several critical areas, namely:
Personality Style – Discover how they are motivated, their behavioural strengths and how they can better communicate and relate to people by gaining an appreciation of diversity. Learning Style - Identify their perceptual learning preferences and develop learning strategies to increase their learning potential. Thinking Style - Identify their preferred pattern of cognitive processing in thinking, and how they absorb and process information. This will help enhance their learning experience in various learning environments. - 26 -
What Students Will Learn • • • •
Discover and encourage the use of personal strengths A simple, easy-to-understand process for people-skill and communication development Understanding what motivates you Enhances your understanding of diversity and appreciation of unique differences in others • How to adapt to new learning situations • Characteristics that improve study habits and grades • How to blend your style to different teaching style • Increase your learning potential and design your perfect learning and studying environment • Identify your preferred pattern of cognitive processing in thinking, and how you absorb and process information • Recognise the preferences, strengths and limits of your own thinking style • How to capitalise on learning strengths and implement strategies to help you compensate for limitations • Learn how you work in a group, work alone and improve where your thinking is limited
Real Benefits of the Programme Through the workshop, students will: 1. Become more aware of their natural strengths, learning, thinking and motivation strengths 2. Identify their communication styles and enhance their communication 3. Recognise their personal learning styles and enhance learning 4. Recognise their personal thinking styles and enhance thinking 5. Uncover their personal motivational needs and enhance motivation 6. Develop effective study, test-taking skills 7. Learn to appreciate diversity 8. Learn to build more productive teams
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Yes, i did it!
d! ly recommende h ig h … h c u m ry rkshop ve Enjoyed the wo n. ry beneficial and fu The workshop is ve The trainers were fantastic!
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tm ys e Careerk
KEY PROGRAMME FEATURES
aims to help students construct their personal roadmap to career success. This is done through the use of self-assessment instruments and interactive exercises to uncover their personal distinctiveness in terms of personality strengths, values, talents and abilities, and interests.
TM 2 notable career The theoretical orientation of the CareerKeys programme is based on cept Theory and Self-Con mental Develop Super’s Donald development theories, namely Choice. John Holland’s Theory of Career
the emphasis Donald Super’s greatest contribution to career development has been that self-concept belief the of and cept self-con of ment on the importance of the develop development career such, As ce. experien of result a as s changes over time and develop is lifelong. choices are John Holland’s theory explains work-related behaviour such as which career lity type persona same the of people how tion, satisfac likely to lead to job success and how and type, their fits that ent environm work a working together in a job can create express and abilities and skills their use can they where people search for environments ed research widely most and best the of one is model their values and attitudes. This theory on career. to them To engage the students on their career exploration and planning, we pose . journeys al individu their on sts three questions which act as guidepo
– Where Am I?
Where your talent and the needs of the world the world cross, there lies your vocation.
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(Identifying Personal Strengths & Direction)
understand Student participants are given a preliminary assessment to help them knowing their and heading where they are currently. By having a sense of where they are le achievab and natural strengths will enable students to eventually create a concrete ’ students heighten to is career progression plan. The aim of this programme component and nal educatio their as sense of self-awareness in terms of personal strengths as well occupational aspirations.
– Who Am I?
(Defining Your Personal Brand)
of One needs to have clarity about their own Personal Brand which consists Lifeskills path. career their chart to order in qualities his/her identity and unique l Brand Enrichment will engage students to uncover and appreciate their Persona internal the discover also will They fit. career ideal in the expedition to find the motivators that direct their personal decisions. to Student participants will apply their understanding of personality styles like tools using done be will This ces. preferen find careers which match their Values k, Workboo Choice Career the System, DISCInsights™ Personality Clarification exercises and the Ministry of Education’s eCareers portal.
– How Do I Proceed?
(Goal Setting & Action Planning)
After achieving enhanced clarity regarding their personal branding and direction, our trainers will guide students to make coherent and feasible action plans towards fulfilling their career goals. They will then work out the academic grades required to attain their self-set goals.
one’s ideal work requires an individual to consider 4 domains:
values taleskiandlnlsts interests
The CareerKeys™ programme employs an all-embracing approach which to enhances students’ awareness in all 4 domains in order to help them future. their g regardin s decision d balance and make well-considered
Real BENEFITS of the programme Through the workshop, students will: 1. Become more aware of their personal strengths and learn to manage their weaknesses 2. Develop a balanced self-image and a greater awareness of others 3. Discover and appreciate personality strengths, multiple talents, work and intrinsic values, interests, abilities 4. Learn how to effectively consider personal strengths and academic abilities in career selection 5. Strengthen and deepen their understanding of career choices and study options in the horizon 6. Set achieveable academic targets so as to realise their career choices
IDEAL WORK ENVIRONMENT
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tm 1 0 n1 Communicatio
ns with family and friends Enabling skillful communicatio TM Communication101
will help students master the communication capabilities required in their daily lives and demanded in their future workplaces. Programme participants will leave the programme with more confidence and an expanded toolkit to help them transform the way they relate to people around them.
successful communication forms the basis for Almost everyone agrees that effective rly, clea ionships. The ability to communicate living and strong inter-personal relat society sful e crucial given the fast-paced and stres confidently and positively is even mor that we live in today.
e nce students’ communication and henc This programme is tailored to enha onal ntial and strengthening their interpers maximising their developmental pote relationships.
Participating Students Will Be Able
ication and finer points of effective commun • Appreciate both the fundamental ication mun com al -verb of both verbal and non • Understand the crucial aspects and ol scho in e, hom ances relationships at • Deliver communication that enh elsewhere
Methodology This programme is delivered through the innovative use of short teaching, self-discovery tools, triad practice of skills, group exercises and role-play, so as to maximise time used and learning retention.
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Key Programme Topics Communications Basics • • • •
Why communication matters What can be achieved through effective communication Avoiding pitfalls Leveraging your communication style
Communicating With Your Head • • •
The Intent – Knowing what you want to communicate and achieve The Means – Deciding on how to communicate clearly and effectively The Perspective – Seeing from other points of view
Communicating With Your Body • •
Maintaining appropriate eye contact Facial expressions – Exuding confidence, empathy and warmth
The B.L.E.S.S. Model – Key Components Of Effective Communication • • • • •
Body language Listening skills Eye contact Smile Speaking with confidence
Family Communications • • • •
Using the Family Communication Diagnostic Instrument Listening actively - Seeking to first understand Reducing assumptions and increasing understanding Managing personal emotions and priorities
Friendship Communications • •
Keys to establishing and maintaining friendships Upping your Friendship Quotient - Being the friend you want to have
Communicating With Your Heart • • •
Building emotional rapport Managing personal anxieties Active listening
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tm s k Presentation Wor
-speaking and presentations Enabling effective training, public
PresentationWorksTM is designed to help students develop and enhance their presentation, training and public-speaking capabilities. Graduates of the programme will learn to present, train and speak with purpose, passion, presence and poise.
in control of the Good trainers and presenters exude confidence and always seem to be g whether engagin and positive situation at hand. They also come across as clear, relaxed, small intimate with ces they are facilitating a training activity, sharing valuable experien e. groups or delivering a speech to a large and foreign audienc
Programme Goal formulated PresentationWorksTM is an integrated and interactive programme uniquely l practica varied in ly effective to empower students to speak, present and train situations.
Participating Students Will Be Able To
• Appreciate both the basics and intricacies of effective communication and public-speaking • Prepare and deliver successful presentations • Facilitate engaging training and other learning activities
Methodology like short This programme is delivered through the use of varied instructional means so as to role-play and activities tive participa group tools, y lectures, personal discover experiential, maximise learning. The learning environment is intended to be highly fun. and interactive, informal
Programme Structure stages (P.D.A.) for TM The PresentationWorks programme is structured based on the 3 key delivering any speech, presentation or training session: • Preparation • Delivery • Analysis & Review
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Key Programme Topics Stage 1 - “P” or Preparation
Stage 2 - “D” or Delivery
Module 1: Preparing Your Lesson Plan
Module 5: Opening A Session
• General Outline • Headlines – Tell them what you are going to tell them • Body – Tell them what you are telling them • Summary ��� Tell them what you have told them
Module 2: Managing Logistics • Room arrangements & Seating Styles • Training Aids & Tools • Mood & Energy Management
Module 3: Running Rehearsals • Knowing what and how to rehearse • Grooming, dressing and general appearance • Knowing your personal style • Overcoming stage anxiety
Module 4: Knowing Your Audience • The issues of age, educational background, sex and interests – Engaging appropriately and effectively
• Greetings & Introductions • Practical tips for kick off (quotes, jokes, ice-breakers, etc..)
Module 6: Training Methods & Techniques – When And How • • • • • • • • • •
Stage 3 - “A” or Analysis & Review Module 9: Effective Evaluation • • • •
Obtaining useful feedback Formal vs. Informal Evaluation Personal Reflections Future Planning
The Lecture Stories & Illustrations Visual Aids Questions & Answers The Demo/Practice Discussion & Plenary Brainstorming Simulation, Role-Play & Role-Practice Case Study Games/Structured Exercises
Module 7: The E.N.G.A.G.E Model For Effective Public-Speaking • • • • • •
Enthusiasm Non-Verbal Communication General Atmosphere Atmosphere Giving Compliments Entertain with humour, laughter
Module 8: Classroom Management • Engaging and motivating the audience • Mannerisms to avoid • Handling difficult audiences
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h approac A new d onalise to Pers , Dynamic d n a g in Learn d h-Base Strengt g Teachin
TeachingKeysTM - Optimising Your Natural Teaching Strengths Programme focuses on a strategy of selfdiscovery first, teaching methodologies second. It offers an innovative strengthbased approach that enables teachers to identify, appreciate and capitalise on their natural learning and teaching strengths to facilitate learning in a classroom of pupils with diverse learning style preferences.
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tm ys e K Teaching
s ral Teaching Strength Optimising Your Natu hs” as a Many educational institutions as well as corporations are embracing “strengt is in many emphas The . concept to fuel “ownership” of individual and corporate success als individu give then hs;” institutions today is to identify student and employee “strengt ve innovati This urs. endeavo opportunities to confirm their strengths through work or class h. approac ” h-based approach to empowering people is commonly called a “strengt alised Educators, as well as students, have much to learn from appreciating individu natural (i.e. s strength strengths. Teachers who teach to student’s individual learning ion and learning preferences), may find that students are retaining more new informat to students find also may s increasing their understanding of the subject matter. Teacher opposed as next the to year one be more motivated to achieve and more apt to move from to dropping out.
key programme Features TeachingKeysTM - How It Enhances Learning In The Classroom
students subject personastylleity style thistylnkineg speaker lestylarnineg
g a teacher to TeachingKeysTM has three components that are essential in enablin g strengths. It identify, appreciate and capitalise on their natural learning and teachin how he/she can includes profiling exercises that identify the individual’s “style” and maximise strengths and manage limitations.
Personality Style (Communication And Motivation Preferences) The DISC Personality System is the universal language of behaviour. DISC is the four-quadrant behavioural model based on the work of William Moulton Marston Ph.D. (1893 - 1947) that examines the behaviour of individuals in their environment or within a specific situation. Knowing the Personality Styles will enable you to understand a person’s motivation, strengths and weaknesses. Teachers can use the knowledge of Personality Styles to better understand and relate to their students, manage the classroom and motivate students in their goal setting and overcoming obstacles to their goals.
Perceptual Learning Style (Learning Preferences)
Cognitive Thinking Style (Thinking Preferences)
The Perceptual Learning Style assessment identifies an individual’s preferred channels to receive and absorb new information into the body. The instrument focuses upon the three most widely accepted sensory channels, eyes (visual), ears (auditor y), and hands/doing (kinesthetic/tactile). This system is commonly referred to as AVK. The AVK methodology has its origins in theories like Neuro-Linguistic Programming (NLP) and Multiple Intelligences.
TThe Cognitive Learning Style assessment identifies an individual’s preferred pattern of cognitive processing in thinking once information enters the body through the sensory modalities. Once the new stimuli have entered the body, the mind must try to make sense of it, interact with it, and sort it out. The LITE method isolates four main styles of cognitive processing - L (Literal), I (Intuitive), T (Theoretical), and E (Experiential). These terms focus upon the way a person recognises new information and the way a person categorises the information. The Cognitive Thinking Style and LITE model is based upon a compendium of different works, models and theories by different authors.
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“Learning will take place to the extent that the unique learning styles of the students and the unique teaching style of the gifted teacher are engaged.”
~ Arthur F. Miller Jr.
g Author of The Power of Uniqueness-Why You Can’t Be Anythin You Want to Be ~
Real BENEFITS of the programme
At the end of the workshop, the teacher-participants should be able to: 1. Identify their natural learning and teaching strengths 2. Make use of their natural teaching strengths to adapt to different teaching styles in different learning situations s that 3. Capitalise on their natural teaching strengths and implement strategie compensate for limitations s that 4. Capitalise on their preferred teaching styles to develop teaching strategie styles learning d preferre diverse with learners of ces enhance the learning experien
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What You Will Learn Module 1: My Personal-Best Teaching Experience
Module 5: Cognitive Thinking Style
• Personal-Best Story • Practices of Effective Teachers TM • Principles Behind TeachingKeys
• Unpacking Your Cognitive Thinking Style Report • Identify your preferred pattern of cognitive processing in thinking, and how you absorb and process information • Characteristics of the Thinking Styles • Learn where Your Thinking Excels, Learn how you work in a group, work alone and improve where your thinking is
Module 2: New Paradigm Of Learning And Teaching • Debunking Myths and Challenging Current Beliefs on Learning and Teaching • Research Findings on Learning Style • Preparing students for the 21st Century - The New Paradigm in Teaching and Learning
Module 3: Teaching With Style • The 5 Possible Causes of Why Learning is not Taking Place in Your Class • Universal Principles of Effective Teaching With Styles • Impact of Internal Beliefs and External Behaviours on Learning
Module 4: TeachingKeysTM System • TeachingKeysTM – How It Can Increase Your Effectiveness as a Learner and a Teacher TM • Understanding the 3 Components of TeachingKeys – Personality Style (DISC), Perceptual Learning Style (AVK) and Cognitive Thinking Style (LITE) TM • Theoretical Background of each TeachingKeys Components • The 4S’s Relationship in Teaching – Linking to DISC, AVK and LITE
limited • Understanding How to Approach a Subject
Module 6: Perceptual Learning Style • • • •
Unpacking Your Perceptual Learning Style Report Strengths & Limitations of each Learning Style How to Enhance Learning in the Classroom Pedagogies And Learning Styles
Module 7: Personality Style • • • • •
Unpacking Your Personality Style Report Strengths & Limitations of each Personality Style 3 Keys to Positive Teacher-Student Relationship 4 Proven Behavioural Tools for Teaching With Style Understand how your Personality Style & Motivational Needs relate to Classroom Management
Module 8: Optimising Your Teaching Style TM • Integrating the TeachingKeys Components Abilities and Styles t • Catering to Differen Teacher • What Makes a Great
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Lifeskills Enrichment Pte Ltd T (65) 6346 1455 F (65) 6344 2406 firstname.lastname@example.org www.lifeskills-enrichment.com.sg