[PDF] CG (rig 063. IDENTIFIUS% Life Skills: A Course in

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ED

112.290CG(rig,063.

AUTHOR

Geoffrione.B.; Comeau, L.

TITLEDynamique de la Vie: Litre du Mdnbur (Dynamics

Living: Coaching Manual).

INSTITUTIONSaskatchewan NewStart,',Inc., Prjame'Albert.

PUB DATE

72
NOTE590p.; In French; lengthyinforxatiielabstract in English; Translator and abstrActor is Howard P.41vir; For related document, see BD 087852

EDRS. PRICE

OF-$1,08 HC-$29.83 Plus Postage

DESCRIPTORSquiriculam,"Guides; Educational Development; *Foreign. Culture; French; Group Dynamics; *Guidance;Instructional Materials; Leadership Qualities; *Leadership Training; *Problem Solving; *Skill DevelopmentIDENTIFIUS%*Saskatchewan (Prince Albert)

ABSTRACT

This French-language guide, based on an English

language version, provides day-by-day activities to beimplemented in the classroom and the guidance office, specifically to develgp leadership in bOth,French-speaking students andteachers. Thecourse is intenaed to provide life skill training, in French, for French-speaking students. Leadershipis analyzed onfive dimensions: (1) stimulus,. (2) response, (3) research,(4) application, and (5) evaluation. Evaluation is approached in several ways:(1) as a peisonal Adgment; (2) as quantitative measurement; (3) as the efficient executing of performance objectives; and (4) as a continuously, evolving prdcess. A problem solvingself inventory with suggestions for application in a wide, variety of situations is included. (Author /JS) *et Documents acquired by ERIC include marl),informal unpublished* * materials. not available from other sources.ERIC makes every effort * * to obtain the best copy available.Neveitheless, items of marginal*? * reproducibility are often encodntered and this affects the quality ,* * of the microfiche and hardcopyreproductions ERIC makes available* * via the ERIC Document Reproduction

Service (EDBS). EDR'is not*,

* responsible for the quality of original document. Reproductions * * supplied by EDRS are the best that can bemade from theoriginal.*

Dyna mique

de la vie

Livre dumeneur

l!lb 0 0 i.

DEPARTMENT OF HEALTH,

EDUCATION 0 WELFARE

NATIONAL INSTITUTE OF

EDUCATION4 DOCUMENT HAS BEEN REPROEXACTLY AS RECEIVED FROM > IT POINTS OF VIEW

Ok OPINIONS4'=RSON OR ORG4NIZATION ORIGIN

S1ATED DO NOT NECESSARILY REP.RE

SEN" OFFICIAL NATIONAL INSTITUTEOF

ED .ATION POSITION OR POLICY-PERMISsiON

DErRoDlY.ETHis

RIGHTED MATERIAL. HAS BEEF DHANTED By

TO TRIO AND ORGANIZATION';

RATING

UNDER AGREEMENTS WITH THE NATIoSIAI. IN.

STITUTE OF EDUCATION

FURTHE p REPRO

RUCTION OUTSIDE THEERIE, SsTEM RF.

QUIRES PERMISSION OF THE ..,r;opyRIGHT

OWNER 1

TITLE OF

ABSTRACT (in En9 Ish)

Leadership, Group Dynamics, Problem

Solving,

A DYNAMIC APPROACH

AUTHOR OF ABSTRACT

Howard P. ALV I R, Ph.D.,

27 'Norwood, Street

A I bany, New York

-I2203

OR I GI NAL .71 TLE (

n French)

Dynami que de la vi e

LI VRE DU MENEUR

(LEADERSHIP GUIDE)

ORIGINAL SOURCEand. Life Ski I Is:

Saskatchewan Newstart

I ncorpo

Prince

nceoAl bertSaskatchewan,

A ROSE BY ANY OTHER NAME

-:1rdinarily, the French word for leadership is LEADERSHIP. This book, in Order to, try4 new angle, has substituted-MENEUR for the English, word leadership

Not everyone will acceptit.

This booklet is a day by 6y

guide on practical classroom and guidance office' activities that can-develop leadership in both students and teachers.

A GOITSE IN APPLIED PROBLEM SOLVING

In English speaking prOvinces, it.is important to provide life skill tra inirgin French fer French speaking students:' This is precisely what is provided by this document. This approach to bilingual education is characterized by a careful integration of life skills and applied problem solving into a school framework. In addition,to providing a complete guidance kit, this material provides a miniature course in LEADERSHIP. 0 a

AN. OPERATIONAL DFFINITIONOF'LEADERSHIP

Leadership is analyzed,into five, dimensions:

1.

Stimulus

2.

Response

3.Research

'4.

Application.

S.Evaluation

From this analysis, it is obvious that the leader is the individual who provides the right stimulus to evoke the right response from the right person,in accord with the right information after the\right.research and tiesthe whole thing together by the right-evaluation before recommencing the leadership cycle Thus* a leader will use many different - stimuli in odder to provoke the, 0 proper responSe in the right person:a problem, a film, a case study,.an lance, delegation, judgment, or even non-directive inspiring word, therapy.

The leader

must evoke the proper response in the right person:sometimes,' will be active; at other times, the respondent will be passive; times, the, respondent will be creative

Tovative, and I!aginative.

o The leader must base the relationship on stimulus and respons to right information achieved through the right type of research.

This Implies morethe respondent

at other than bibliographic research and invo1ve6 going to the.indiViduals direCtly concerned during face to face contacts w ist41

I earners.

The leader is more-than theoretically concerned with research. The leader must consider the perception of the person being lead every step of the way. This necessitates the creation oe the most effective leadership mechanicism in the most appropriate affective climate. tJ

The leader's role in evaluating is impottant.

The)leader's role in

evaluating is based upon the Philosophy evaluation conceived by the. leader. Going through the contents of the'book, several approaches to _eValuation emerge. Each of these approaches may be summarized by the following_ forMulae : (4): gVAL-=;.EVOL

In the first forMula, E = PJ, evaluation 'is

conceived as a fOrm of personal judgment. This type cf evaluation is easy to make and accurate as long as the judge iSHowever, this=equation of evaluation with personal judgment leaves open the door for wide divergence of opinions on certain crucial issues.

After ail,- an.issue is defined as a question on

which1 unbiased judges seem,to have divergent, opinions.

In the formula

E = M, evaluation is equated with measurement..This means counting,, adding up statistics, and applying various probability.' analyseS. The numbers game isa good way to cOunt and measure: Howevr., tthere are certain problems that are notcompletely amenable to the slide- rule or the calculator.

The introduction of cdmputerized analysis only.

complicates the error if evaluation as measurement is inappropriate in given evaluation circumstance.

The formula,

=E?, implies'that evaluation is basicallya determination of a question of how wel113erfOrmance is congruent with prestated Objectives.

This type of eval'uat'ion is.appropriate in those

-situations 'when objectives'Can be prestated in a satisfactory manner.7:

On the other hand, there are situations when

kdifferent form of.evaluation must be used. It is precisely the role of leader to make these individual judgments in individual circumstances. The previous five dimensions ofetimutus, response, researal, implementation, and-evaluation point up the diMensions!of:the leader.It 1 .can be ascerion that the leader mUst haVe perSonal Characteristicsto beck up each of'these dimensions.

This is where APPLIED PROBLEM SOLVING

comes in Since problem solving. by the leader must be done in a groupthisLopens the door to GROUP DYNAMICS. Since evaluation must consider highly specific technical problems in the perspective of human applications, the road is open to LIFE SKILLS.

Another formula for evaluation presents itself.

The formula, EVAL = EVOL, is...intended to imply that evaluation through the intermediate area of leadership, group dynamics, problem solving, and life skills becomes the dynamic process of evolution. This definition points to the ability of the leader to incorporate unforeseen and almost unforeseeable circumstances into the character of the leadership gi 'en. The preceeding four dRfinitions of evaluation are gathered from the text at large. Thetext.provides a 'certain number of ex rcises that give practice '- in lifd Skill:

As the reader goes through the book, it

ight beyaluable to keep theeOfdur coneeptualizations in mind everyti e evaluation-7enterthe' picture.

Similarly,

4rytimea specific trainingLxerciseis undertakenthe

reader should bp aware of whether stimuluS, rettpo se, research, implemdntation, evaluation is under consideration. V.'.

The :bOok is E31.

It contains a lot of/Miateal.Beforehereader.

gets to the end-on page 569 ,tbeie. is a Iarg.eil3untintegration to.j) achieved.

READING THE LAST 'PAGE OF A MYSTERY

STORY FIRST

A The 8usy reader will probably want to come up with several practical implications of this book before taking the time to go through all the details.

0Such a reader' is referred to page 568.This poses the challenge of

equating self-eValuation with the npinionS Of cOnfeers and,peerS, .The first question for:the sell-evaluatortO ask is"AMA able to solve my problems'in general?":-

0.If the .se f-evaluator feels capable tO attack most general

.SolvingS& ions, the self- evaluator will Chqoae the two squares of the ho±lzon, 1 lineproblem on top If. the Self-evaluator feelS.untapablein general of sOlVini most problems,-4the self-evaluator.Will choose the two squares on the -bottom,,. of the center horizontal lind. ,The, next question fortheselfevaluator to ask i f e solve the front of me at the present moment?"

If Ihetself-evaluator feels capable

of solving this patticuia problem

2-the self-evaluator chboses the two squares to the. right

.central vertical line. If the self-evaluatdr feels uncapable of solving the specific problem'of the ,1 understudy, the self-evaluator selects the two SqUareS to the 1ft'of the ' central vertical ,line. Whereever the self-evaluator has found two squares indicated as a result of the preceding two analyses the self-evaluator finds himself in one of the four sectors created by the intersection of the horizontal and vertical line. Obviously,; -the reader will want to knOw What this eans._ yage 567 provides the ansWer.

In addition, page 567is theeself-evaluatgr.how'to apply this materialto a wide variety of situations.

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