Page 1

Proposed Plan “ Competency based Personality Development program’’ A time tested and proven module for the development of teaching as a profession.

By :

NOREEN ZAHID MIRZA Educational Consultant

Created:

June 2001


Acknowledgements

It is gratifying to remember and thank those who have contributed, in their own ways , to this consolidated effort. My parents remain top of the list : My Father , Lt. Col.(DR) Mohammad Saleem served the last six years of his life with Fauji Foundation Medical Centre. Despite his failing health he raised the Nursing College, arranged logistics compiled the syllabus and breathed his last delivering a lecture in his office. He taught me lessons of Persistence and Commitment. My mother, Mrs. Jamila Saleem who was not only the visionary but the designer and organiser of The first “Fauji Foundation Vocational Training Centre� in 1975; now spread all over Pakistan; wrote the book which is being used as syllabus till today, succumbed to a heart attack in her office. She taught me how to take Initiatives, Plan Systematically and the value of Quality work. Above all she taught me how to be Confident. My brothers, sister and family members who taught how to Solve Problems and be Persuasive. I am deeply indebted to my Teachers who taught me how to Seek Information, utilise Opportunities, and Work Efficiently. My colleagues geared me towards continuous professional development and taught me apt lessons of Assertiveness. Among the myriad rewards of teaching career are the students who taught me to be Just, Responsible and Accountable. Above all I am grateful to my husband for his unfailing support and to my children who taught me to be a Mother.

COMPETENCY BASED PERSONALITY DEVELOPMENT PROGRAM INTRODUCTION:

Competency Development Program By Noreen Mirza

Page 2 of 20


Today we are standing at the brink of the “New Millennium”, a millennium of continuously changing priorities and demands. The practice of teaching will require the individuals to confront a host of challenges. Teachers will have to minister to the needs of young Students at the same time they will be working under the watchful eye of Administrators and Parents who often possess dramatically different expectations of what should be going on in school. Today, teachers prize their autonomy but bemoan their isolation. They often have to work without sufficient resources in surroundings that could hardly be characterised as conducive to learning. The point is not that teaching is more challenging than other professions. Every profession, of course, has its share of difficulties and frustrations. The point is simply that they will be more likely to deal with the challenges of teaching in an effective competitive manner, if the teacher is clear about why she is teaching. Those who understand their motives react to job difficulties by thinking about how to resolve or to cope with them. Those unsure of their motives may use job difficulties as an excuse for low quality teaching. BEHAVIOUR IS GUIDED BY MOTIVES The question “ why do we behave in the way we do? ” has always intrigued the minds of psychologists and sociologists. Teachers try to guess the answer to the same question as a result of student behaviour. But do we really know the answer?. The “ why ” of behaviour will only be answered by understanding the motives behind the action. In a given situation different persons will behave differently and the type of emerged behaviour will be determined only by keen observer and evaluator of motives. (Teacher) A state of need is a Motive, the action initiated is the emergent behaviour, a Motivated state of being, and the fulfilment of a need leads to Motivation. Investigating reasons why a person chooses a certain course of action, such as career - requires an understanding of the motivation theory.

MOTIVATION: Motivation - is a process governing individual choices among different forms of voluntary activities(e.g. teaching). A variety of motives are associated with the desire to teach (Motives for Teaching form-APPENDIX “A”). But

Competency Development Program By Noreen Mirza

Page 3 of 20


first we have to understand the hierarchical order of motives as proposed by eminent psychologists. This module has shown its utmost effectiveness in the field of Education. This theory of Motivation is based on a hierarchy of human needs. Needs range from physiological needs(food, air, water, warmth) and the need for security to higher needs, including acceptance, esteem and self actualisation (realisation of “what one is and can do). Higher needs are unlikely to be met until more basic needs have been satisfied. For some individuals Teaching may represent a source of job security, some teach to be loved and cared for - some to gain self esteem while some at higher level of needs teach for the sake of knowledge and self actualisation, which is actually the state of readiness for learning and self development.

EXTERNAL - INTERNAL MOTIVES: The module presented clearly shows that path towards “self actualisation”; expressed in very simple words as a need “to know, what one is and can do” will evolve into a teacher when all her/his basic needs have been fulfilled.

Competency Development Program By Noreen Mirza

Page 4 of 20


Beyond this stage The guiding motives will be interval ones which do not need external rewards to arouse “readiness for Learning” and job satisfaction. Another proposed Theory of “work Motivation” distinguishes sources of job satisfaction and dissatisfaction. The argument is that eliminating sources of dissatisfaction such as low salary or lack of growth opportunities will not necessarily ensure job satisfaction. There are basically five(5) motivators 1. Achievement 2. Recognition 3. Quality of Work 4. Responsibility 5. Advancement We have to determine to what extent does teaching provide opportunities for individuals to experience these motivators? For individual whose basic needs are satisfied and enjoys job satisfaction can now be guided by “Internal motives” and to attain this level of motivation Specialised Teachers Training is required where they are made to realise the significance of teaching as a professional the internal motives are : 1. Interest 2. Curiosity 3. Competence A Teacher who is highly motivated, only will demonstrate an element of Interest in environment and resources, will be curious, will ask questions, enquire and seek information and exhibit competence, when these motives are fulfilled they lead towards attaining “sense of achievement” DIFFERENCE QUALITIES

BETWEEN

COMPETENCY–SKILL-CHARACTER

I would like to clarify the difference between the above mentioned in very simple and brief terms, before I go on. Competency: Is a state of need - A need to deal / cope effectively and control the environment (details given further). Skill: The ability to do something well. Skill in this particular context applies more to technical aspects like: carpentry skills, masonry skills, educational aspects like language skills, mathematical skills, management skills like communication skills and decision making skills.

Competency Development Program By Noreen Mirza

Page 5 of 20


Character Qualities: Some inborn and some learnt, these are qualities of character like justice, responsibility, caring, patriotism, honesty etc. All three of these terms are a shade different from each other but important for every teacher to develop. In this proposal I will only elaborate on Competence which is an intrinsic need. It is defined as the need to deal / cope effectively with the environment. In response to this need an infant grasps, walks, a young child attains better grades, and a Teacher works for self improvement without an external reward. IMPORTANT NOTE General competencies of a teacher could be a innumerable but after many years of research by psychologists a module of thirteen competence was proposed. I studied and adapted the module to suit the prevailing system of Education in Pakistan, used it to support the Teacher Training Course, where only subject teaching was carried out. Finally it emerged as the most important feature of the core curriculum and continuously has shown excellent results since last ten(10) years. LIST OF THE THIRTEEN COMPETENCIES 1. Taking Initiatives. 2. Identifying Opportunity and acting on it. 3. Seeking Information. 4. Planning systematically / goal setting. 5. Producing High Quality Work. 6. Solving Problem. 7. Working Efficiently. 8. Developing Self Confidence. 9. Being Persistent. 10. Using Persuasion. 11. Employing Influencing Strategies. 12. Showing Commitments. 13. Being Assertive. THE PERSONALITY DEVELOPMENT PROGRAM FOR TEACHERS NOTE: Each competency will be discussed under the following headings - WHY - PROPOSAL - BENEFITS

Competency Development Program By Noreen Mirza

Page 6 of 20


AIMS AND OBJECTIVES After Training the teachers will be able to: 1. Identify the competencies in their own self. 2. Develop faith and confidence in their identified competencies. 3. Enhance the identified and bring forth the hidden competencies in the required situations. 1.

TAKING INITIATIVES :

WHY: 1.

All through our Education system students are not encouraged to take initiatives. They are made to rely on spoon feeding. 2. External Factors: Social cultural set up and community resist initiatives in Teachers. 3. Internal factors: Family, colleagues and Heads of the Institutions do not encourage the same. PROPOSAL: 1. Encourage, complete and responsible participation of teachers in co-curricular activities. 2. An “Open door� policy in schools by the Heads of the Institutions. 3. Active participation of Teachers body in decisions making for school system through brain storming sessions. 4. Encourage new ideas and creativity. 5. A specially designed activity using simple coloured cards is used to highlight the competency of taking initiatives and persistence. BENEFITS: Development of this competency enables teachers to go beyond job requirements and demand of situation. they do things before being asked or forced by events. 2.

IDENTIFY OPPORTUNITY AND ACTING ON IT:

WHY: 1.

Opportunities never knock at the door; nevertheless they are abundant in the environment.

Competency Development Program By Noreen Mirza

Page 7 of 20


2. 3. PROPOSAL: 1. 2. 3.

Our teachers lack the competency to identify an existing opportunity and using it at the right time. There is always a complaint of less resources and means. Conduct brain storming sessions on resources available in the community, list displayed on notice boards. Keeping abreast by following newspaper and taking part in activities in the town, city or country. A specially designed game is played in the classroom to highlight the importance of opportunities and their use at the right time.

BENEFITS: Development of this competency enables teachers to obtain financing equipment, work space and other assistance to schools. 3.

SEEKING INFORMATION :

WHY: 1. 2. 3.

PROPOSAL: 1. 2. 3. 4.

Today is a time of information explosion, media (print and electronic) is playing a vital role for the purpose. Today’s child is more well informed than the teacher. Today’s Teacher is not geared towards seeking latest information.

Teachers must upgrade their knowledge, read more. Special activities are geared so that teachers have to gather information on current issues from media, consult experts in a targeted time period. Research projects from every day life are given to teachers. Specially designed role play is used to conduct an information seeking session.

BENEFITS: Teachers do personal research, use contacts for net working. Students respect well informed teachers.

Competency Development Program By Noreen Mirza

Page 8 of 20


4. PLANNING SYSTEMATICALLY / GOAL SETTING : WHY: 1. No long terms goals for curriculum implementation are set, thus no short terms goal are identified. 2. Lesson plan are not written properly and regularly. 3. Most teachers work with an ad hoc concept. PROPOSAL: 1. 2. 3. 4. 5.

Teachers are made to write down daily / weekly / monthly and yearly plans. A regular appraisal of the plans is done by the Head of the Institution. Activity based session held to learn to plan systematically, dividing a bigger goal into smaller tasks and the importance of sequencing and prioritising highlighted. A simple activity like “making tea” needs more than twenty seven tasks. A specially designed goal setting and hypothesising game played to signify the importance of “moderate goal setting”.

BENEFITS: Teachers learn to handle bigger goals and year long program by dividing into smaller tasks and become more realistic in setting goals, thus become better achievers. 5.

PRODUCING HIGH QUALITY WORK :

WHY:

1. 2. 3.

PROPOSAL: 1.

Teachers remain in the syllabus frame work. High quality is never explained before being demanded by the seniors. We are used to take “short cuts”. Explain clearly the domain and perimeters of Quality Work.

Competency Development Program By Noreen Mirza

Page 9 of 20


2. 3.

Through practical, exercises and games where origami is used the “below standard” pieces are rejected to highlight the importance of Quality. Continuous self appraisal done by the teachers themselves.

BENEFITS: The teachers try to do better than existing standards, comparison of other’s and own work become a regular feature and they develop an attitude towards attaining excellence. 6.

SOLVING PROBLEM :

WHY: 1. 2. 3. PROPOSAL: 1.

2.

Teacher lose heart very quickly and get discouraged in the face of new situations and difficulties. Mostly teachers are housewives and they are not trained to solve professional problems. Generally we complain a lot instead of addressing a problem. Special teaching session / workshops are conducted where some general problems are posed. Participants try and come up with solutions. Thus gearing the thought process towards problem solving. Heads encourage suggestions / solutions rather than giving an ear to problems all the time.

BENEFITS: A problem solving attitude develops in the trained teachers. Some times very innovative solution are generated when the approach is to “solve the problem”.

7.

WORKING EFFICIENTLY : (Working faster, cheaper and better)

WHY: 1.

We need efficient teachers because as mentioned in the beginning we have limited resources especially in the rural areas.

Competency Development Program By Noreen Mirza

Page 10 of 20


2. 3. 4. PROPOSAL: 1. 2. 3.

Environments are not conducive to learning. Funds are not ample.(rural areas) Our world has emerged as a “Global village” with instant means of communication. Raise small school libraries with the help of students and community. (Collect old books, magazines, newspapers) Resourceful community members can be asked for help. Useful resources identified and then approached. e.g. Own Experience : Doctors receive hundreds of medical promotional printed materials, which they throw away without regard. I have very effectively used them in the classroom teaching for different subjects and developed very beautiful and meaningful visual boards.

BENEFITS: A force of teachers emerge less complaining and trying to work faster with fewer resources, still doing better then before, and striving for new information. 8.

DEVELOPING SELF CONFIDENCE :

WHY: 1. 2. 3. 3.

Generally the status of Teacher is low thus she/he lacks confidence. Many a times they do not know their own abilities. Teachers stick to old methods just for the fear of taking a risk, of doing anything new. “I can’t do it”... “it seems too difficult” is what we often hear.

PROPOSAL:

Competency Development Program By Noreen Mirza

Page 11 of 20


1. 2. 3. 4. 5. 6.

Slightly difficult and newer tasks are given to teachers to improve their self image. Short Oral Presentations on latest issues are presented by teachers during morning assembly. Specially designed role play activities are conducted. Teach teachers to say “I can do it!” (Some how) “Skill finding” sessions are conducted. Encouragement - raises self confidence very quickly.

BENEFITS: The teachers trained thus emerge full of confidence, are in charge of situations, sure of themselves and overall image (status) of a Teacher improves. As a result we have confident students and better schools. Reaching Total Quality Management (TQM).

9.

BEING PERSISTENT :

WHY: 1. 2. 3. PROPOSAL: 1. 2. 3. 4.

Teachers shy away while facing obstacles. No long term planning is available in schools. Teachers consider “Teaching Profession” an ad hoc arrangement or a good pass time. Situations are geared up to pose obstacles and let teachers know that the persistent ones will win. A specially designed game using coloured cards is played to gauge the level of persistence in one self. Try, Try and Try again policy is highlighted. Some good videos (historical) can be shown.

BENEFITS: After training, the teachers take repeated actions to overcome problems, and the significance of “Teaching as a Profession” is highlighted, they develop the courage to face problems.

10.

USING PERSUASION :

Competency Development Program By Noreen Mirza

Page 12 of 20


WHY: 1.

PROPOSAL: 1. 2.

Teachers have to persuade different people in different situations: a. Principal and Administrators in staff meetings. b. Parents in Parent - teacher meetings. c. Colleagues in every day life. Three - five minutes talk on a given topic is made regularly by teachers, the purpose is to convince and persuade. Pseudo situations needing persuasion i.e. parent - teacher meeting, Administrator - Staff meetings are arranged and remain a regular feature of Teacher Training Program.

BENEFITS: Teachers thus trained have less of complaints show productive work, and better results, develop a congenial atmosphere more conducive to learning and development. 11.

EMPLOYING INFLUENCING STRATEGIES :

WHY: 1. 2. 3. 4. PROPOSAL: 1. 2. 3.

Teachers have to deal with seniors, colleagues, juniors and parents. In our system ‘names’ ‘positions’ matter a lot. An ill - informed teacher cannot influence a child thus no learning takes place. Teachers very seldom carry lesson plans with them. There is no harm naming and utilising the facilities of influential people (for genuine purposes of course). Teachers are made to write comprehensive lesson plans and teaching accordingly in the class. “Charisma” is developed in teachers by their dress, language and conduct code (defined).

Competency Development Program By Noreen Mirza

Page 13 of 20


BENEFITS: Charismatic teachers emerge, who are looked up to as role models by students. A well informed teacher, especially about historical heroes is a very positive influence on students; they start saying “I want to be Mohd. Bin Qasim and Tariq Bin Ziyad” rather than some pseudo heroes of show Biz. 12.

SHOWING COMMITMENT :

WHY: 1. 2. 3. 4. PROPOSAL: 1. is 2. 3. 4. 5.

Teachers lack commitment which should be the mark of a “Professional Teacher”. Teaching is taken to be an easy 8 AM - 2 PM job. A profession preferred because a lot of holidays are in focus. Mostly teaching is taken up not by choice but by compulsion. Teaching as a Profession with its time and effort demands highlighted at the time of selection. Motive of joining the profession is evaluated. A regular award system (may be a simple badge) is given for showing commitment. Different extra teaching responsibilities are entrusted to the teachers. A sense of Belongingness is given to the teacher by introducing Institutional name tags etc. Own Experience: I designed name tags saying _________ I am Proud to be a TEACHER

BENEFIT: Teachers are trained to place highest priority to get the allocated job done in time; they make special and even personal sacrifices

Competency Development Program By Noreen Mirza

Page 14 of 20


for the purpose. School system is more stable and results improve. 13.

BEING ASSERTIVE:

WHY: 1. 2. 3. 4. PROPOSAL: 1.

2. 3. 4.

Mostly teachers are women and because of typical social / cultural up bringing lack assertiveness. The “yes Sir” and “yes Madam” culture never lets this competency develop. To face seniors / colleagues / parents and even students one has to be firm (assertive). Less assertive people end up in stress and depressions and end up being low performers. Role plays of pseudo situations where a difference of opinion is posed are conducted where sentences like: “ Excuse me, but I think.....” “ I am sorry I am a bit busy today ....” “ In my opinion .....” “ I am afraid…….” “ I feel the right approach is ......” etc. are used to develop assertiveness. Difference between aggression-assertiveness-submission is highlighted. Teachers are involved in school matters by holding special staff meetings. Sports play an important role in emerging assertive individuals.

BENEFITS: After training we have more balanced, emotionally stable, firm and clear - minded teachers. They are able to stand for their rights, to say ‘No’ where required in a congenial manner, can handle difference of opinion in a better way. And finally we have a happy healthy team not under mental stress or suffering from depression.

MOTIVATIONAL PROGRAM:

Competency Development Program By Noreen Mirza

Page 15 of 20


A Holistic approach has to be taken to implement this program - competency cards as motivators are given to teachers every month. At the end of the year the ones with maximum cards can win a prize and is asked to read out situations for which she/he got the card to motivate others. A competency “self assessment” exercise is used to identify the extent of a competency in one self, and regular repetition of the same shows areas of improvement clearly. (Attached a APPENDIX B) SUMMERY : On the whole this program, if implemented properly and carefully can bring dramatic changes in the Education system. Changes do not come in a day and implementing new ideas is not easy, because of many reasons. Nevertheless initiative has to be taken, required information gathered and opportunities identified and reasonable goals set after careful planning. A demand for high quality work and Efficiency be prominent. Problems solved by being confident and persistent, using persuasion and influencing strategies, following the route of commitment and assertiveness it will definitely prove to be a resounding success. Thus if we start today by 2010 InshaAllah we will achieve the slogan “Building Pakistan’s Schools ’’. EPILOGUE- THE NEW DIMENSION : As I proposed in the TAPS conference held on 3rd –4th May 1999 in Group I “Teachers as the prime agent of change’’, that the whole outlook of Educational framework has changed. Psychologists are now talking of EQ (emotional quotient) rather than IQ (intelligence quotient) as the basic quotient for measuring. It has been proved and latest research indicates already that people with high EQ will succeed in life. In developed countries they are already forming program and inculcating the development of EQ in their core curriculum. In very simple terms a comparison is made of an high IQ person, who know All, has lots of degrees to her /his credit, with a high EQ person who is socially more mature, has “emotional stability” and works with EQM (Emotional Quality Management). Research has clearly shown that the latter has more chances of success than the former who only thrives on “I know all

Competency Development Program By Noreen Mirza

Page 16 of 20


’’ and is unapproachable and antisocial. These days I am reading and collecting more information on this latest topic. May be it will be of help later. APOLOGIES AND THANKS : I have tried to put forth my point of view and the comprehensive program in a concise and simple manner. It is a very vast topic and to sum it up in a few pages giving an out line of the historical perspective and focusing on the practical aspect was my purpose. If I have not been able to convey my point of view anywhere - my apologies for that. Finally I would like to congratulate and thank the government to have given a chance to all of us to participate actively in the vision 2010 program. I personally thank Mr. Ahsan Iqbal for his regard and interest that he has shown in my proposal, I being allowed to speak in the huge galaxy of Educationists. Nonetheless if I can be of any service to my country I think that it will a “ life time Achievement ’’ for me. I am proud to be a Teacher, a Pakistani Pakistan Paindabad ___ .

Competency Development Program By Noreen Mirza

Page 17 of 20


APPENDIX A SELF ASSESSMENT MOTIVES FOR TEACHING Using the following scale, place a number from 1 to 5 by each item below, thereby indicating the strength of your motives for pursuing teaching. 5 = critically important 4 = very important 3 = important 2 = not very important 1 = not important at all RATING ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

Competency Development Program By Noreen Mirza

MOTIVE FOR TEACHING Opportunity for self growth Job security Value of education to society Long summer vacation Desire to teach young children Interest in particular subject matter Influence of family Influence of teacher(s) Salary and benefits Stepping-stone to another job Recognition Some thing to do instead of sitting at home Other motives( please specify)

Page 18 of 20


PS :

I have used this form regularly and found it to be a true indicator of real motives for teaching.

APPENDIX B SELF ASSESSMENT RATING OF COMPETENCIES

Using the following scale, circle a number from 1 to 10 by each item below, thereby indicating the extent of the particular competency exhibited by you. 10 = extra ordinary 6 to 9 = average to above average 1 to 5 = very low to average 0 = non existent 1.

COMPETENCIES Taking Initiatives.

RATING 0—1—2—3—4—5—6—7—8—9—10

2.

Identifying Opportunity and acting on it.

0—1—2—3—4—5—6—7—8—9—10

3.

Seeking Information.

0—1—2—3—4—5—6—7—8—9—10

4.

Planning Systematically / goal setting.

0—1—2—3—4—5—6—7—8—9—10

5.

Producing High Quality Work.

0—1—2—3—4—5—6—7—8—9—10

6.

Solving Problem.

0—1—2—3—4—5—6—7—8—9—10

7.

Working Efficiently.

0—1—2—3—4—5—6—7—8—9—10

8.

Developing Self Confidence.

0—1—2—3—4—5—6—7—8—9—10

9.

Being Persistent.

0—1—2—3—4—5—6—7—8—9—10

10.

Using Persuasion.

0—1—2—3—4—5—6—7—8—9—10

11.

Employing Influencing Strategies.

0—1—2—3—4—5—6—7—8—9—10

12.

Showing Commitments.

0—1—2—3—4—5—6—7—8—9—10

13.

Being Assertive.

0—1—2—3—4—5—6—7—8—9—10

Competency Development Program By Noreen Mirza

Page 19 of 20


Final Words: I have used this form regularly and found it to be a highly effective self assessment / self development exercise to identify the in build competencies for quality teaching.

Competency Development Program By Noreen Mirza

Page 20 of 20


competency development program  

Explanaion of compeencies

Advertisement
Read more
Read more
Similar to
Popular now
Just for you