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Personal Success Strategies
Terms in this set (72)
Top 10 skills
3) Technical skills
4) Time management
6) Attention to details
7) Passion for animals
8) Physical stamina
10) Strong listening skills
These are the skills you acquire during any activity in your life, that can be applied at a later stage in new situations i.e. they can be transferred.
Transferrable skill cycle
Skills Acquisition > Skills Transfer > Skills Progression > Skills match
Stages of team development
• Stage 1: Forming
• Stage 2: Storming
• Stage 3: Norming
• Stage 4: Performing
Stage 1 of team development
• Team members are uncertain about roles and expectations
• Team members try to assess themselves and others
• Rely on strong, formal leadership
Guidelines: encouraging members to participate, share relevant information, provide structure, clarify task/role, encourage open, honest communication.
Stage 2 of team development.
• Members challenge each other and attempt to gain individually and influence
• Need to control and determine sense of direction
Guidelines: encourage to share ideas, how team will make decisions, provide methods to resolve conflicts, support communication and different points of view
Stage 3 of team development.
• Cohesive unit is formed
• Functional relationships are established
• Working collaboratively
Guideline: need to provide encouraging feedback
Stage 4 of team development
• Team members have learned how to work together
• Managing conflict
• Work towards producing results
• Acknowledge each member's contribution
• Develop members to their fullest potential
• Keep an ongoing assessment of the team
Effective Team member skills
• Listening: hear, interpret
• Questioning: interact, discuss and pose questions
• Persuading: exchanging, defending and rethinking ideas
• Respecting: respect the opinions of others
• Helping: offer assistance
• Sharing: offering ideas and reporting their findings to each other
• Participating: contributing to the project
• Talking "about" someone to another person instead of talking directly "to" them:
• Causes distrust among team members
• The final "message" received by another person, may not be the same as the intended message
• The "message" may be shared to more than the intended person
Foundation for all communication
Everyone has a basic right to be:
Understanding intensity of client's loss
1. Role that pet plays in their life
2. Emotional nature of the bond
3. Length of the relationship
Roles that pets can play (in a person's life)
5. Network support
7. Family member
Process for end of life discussion
• Review information
• Quality-of-life issues
• Help clients shift focus from quality-of-life to quality-of-death
• Validate difficulty in making the decision
Stages of grief
1. Initial awareness of loss
2. Coping with the loss
3. Saying good-bye
4. Painful awareness of loss
5. Recovering from loss
6. Personal growth through grief
Empathy 3-part process
1. Empathy is the ability to view a problem or situation from another person's position
2. Understand from their perspective
3. Reflect your understanding back to them
Euthanais communication do's
- Explain death appropriate to age and use appropriate language (e.g. body will stop working and will be dead)
-Extend the kindness of quickly moving clients and pet into exam/comfort room.
Offer time, if appropriate, for reminiscence about the pet.
- Thank staff (ahead of time) for their thoughtfulness in ensuring quiet respect is maintained throughout euthanasia time.
- Explain, in detail, sedation before administration, so owners that owners can be most fully informed.
- Always use IV catheters when clients will be present (unless IP)
- Take credit for sensitive point of care.
- Debrief, recognise, and practice what helps you process your own grief. Develop rituals that help validate what you're feeling.
- Take time to savour shared connections with other beings you encounter.
Euthanasia communication don'ts
- Say 'put to sleep' especially in front of children.
- Leave client in reception area.
- Be in a rush.
- Forget to tell staff that a euthanasia is being performed.
- Insist that each patient be sedated before euthanasia.
- Forget to use IV catheter if client is present
- Underestimate the long-lasting impact your presence and skill will have on clients.
- Ignore the 'fallout' euthanasia may have for you and your staff.
- Take life for granted, or move too quickly during such moments.
4 core communication skills
1) Non-verbal communication
2) Open-ended questions
3) Reflective listening
4) Empathy Statements
All behavioural signals between interacting individuals exclusive of verbal content. This includes body language, spatial relationships, paralanguage and autonomic responses (which are involuntary nonverbal responses and communicate underlying emotional responses).
How much communication is comprised of non-verbal communication?
Example of non-verbal communication
1. Pick up on the nonverbal cue (eg, client glancing at his or her watch).
2. Reflect back to the client what you see. Veterinarian: ''I notice you glancing at your watch.'' Client: ''Yes, I'm sorry. I'm in a hurry today. How long will this take?''
3. Factor the client's response into the next part of the interaction. Veterinarian: ''I'll finish up his physical exam in a few minutes, and I would like to talk to you about some approaches we might take to investigate this problem further. I am wondering whether your schedule permits this discussion today or whether we should book another appointment for later in the day or tomorrow.''
Examples of open ended questions
• ''Tell me about it from the beginning.''
• ''Tell me more about that. . .''
• ''What happened next?''
• ''What has been going on from when you first noticed the diarrhea up until now?''
• ''What are your thoughts on what might be causing his lameness?''
• ''How has Max been doing since our last appointment?''
Open ended questions
These encourage the person to elaborate or to tell a story without shaping or focusing the content.
This entails reflecting back in your own words the content or feelings behind the person's message. It demonstrates your interest in the client and your desire to understand what the client is saying
Examples of reflective listening
• ''So, you are saying that you're frustrated with his response to treatment.''
• ''It sounds like this is really distressing for you.''
• ''You are wondering if this surgery is a wise decision.''
• ''I hear you saying that you're not sure that relocating is the best idea.''
• ''I sense that you are feeling overwhelmed with making this decision.''
This involves viewing a situation from the client's perspective. Firstly appreciate another person's predicament or feelings. Secondly communicate that understanding back to the client in a supportive manner.
Examples of empathy statements
• ''I can see how hard it is to make this decision.''
• ''It must have been difficult for you raise this concern with me.''
• ''It sounds like you did all that you could for Molly.''
• ''It must have been scary to go through that alone.''
3 ways to build rapport
1) Introduce yourself
2) Make eye contact
3) Explain what you're doing
5 active listening techniques
1) Pay attention
2) Show that you're listening
3) Provide feedback
4) Defer judgement
5) Respond appropriately
4 best ways to send a non-verbal message
1) Body language
2) Tone of voice
3) Eye contact
4) Facial Expression
2 tips to ensure client receives correct message
1) Be fully present and believe in the message you are giving
2) Align body language with words
S - specific
M - measurable
A - attainable
R - relevant/rewarding
T - time bound
Important/Not urgent examples
Prevention & education
Not important/urgent examples
Most text messages
Not important/not urgent examples
The quality of behaving confidently and able to say in a direct way what you want or believe
Helpful assertive phrase
I would like....
I do not want....
I feel that I am not being heard
I feel disrespected
I need you to hear me
I need you to listen to me
It's not okay with me
Help me understand......
This is reasonable reflective thinking focused on deciding what to believe or do. It is best understood as the ability of thinkers to take charge of their own thinking.
Process of critical thinking
- formulate questions
- gather your information
- apply information
- consider implications
- explore other veiwpoints
Improving your critical thinking
Seek out ideas—old and new:
• Read books, periodicals, articles, etc.
• Experiment, brainstorm, have discussions, attend exhibits
• Dare to be different!
• Be open minded and flexible
Apply ideas to every facet of your life
Always ask, "How can this be done -better?"
Study innovation, change, and creativity
Be curious and observant
• Look at situation through the eyes of a child
• Keep asking, "why"
Ask good questions
• Constantly reflect on each aspect
• Who, what, where, when, why, how, if, etc.
Develop your reflective thinking skills
• Daydream about the situation
• Jump between logical, imaginative, and wild thinking
Build your knowledge and intuition base
• Learn how to research and visualize
• Find the time and place that help you think best
Decision making checklist
Do I have all the information I need?
Have I considered all possible solutions?
Will my decision help me meet my goals?
Does it violate any of my values?
Have I considered all the consequences?
Can I live with the consequences?
Learning from your decisions
1. What went well?
2. What did not go well?
3. What could be done differently?
Non-assertive communication styles
1) Passive communication
2) Aggressive communication
3) Passive-aggressive communication
• Indirect (may be dishonest)
• Little or no expression of needs, feelings, opinions, preferences
• Lack of respect for self
• Not taking responsibility for your part (giving all of the responsibility to the other person)
• Examples: putting others' needs first, behaving like a "doormat", hinting at what you want, avoiding interpersonal situations, always "being nice"
• Lack of respect for others
• Blaming others (not taking responsibility for your part)
• "You" statements
• Examples: threats, physical force, insults, finger pointing
• Indirect but with a conflicting nonverbal message
• Lack of respect for others
• Not taking responsibility for your part
• Confusing for the other person
• Examples: sarcasm, silent treatment, gossip (talking behind someone's back), compliment followed by a "dig"
Employment Standards Act 2000
Enforces employment Standards. Sets out the minimum standards that employers and employees must follow.
Employers are prohibited from penalizing employees in any way for exercising their ESA rights.
Ministry of Labour
Organisation that enforces Employment Standards Act:
• enforces the ESA and its regulations
• provides information and education to employers and employees, making it easier for people to understand and comply voluntarily
• investigates possible violations
• resolves complaints
The general minimum wage.
Most employees are entitled to be paid at least the minimum wage.
Hours of work and overtime
There are daily and weekly limits on hours of work, and rules around meal breaks, rest periods and overtime.
Daily maximum work hours.
Or the number of hours in an established regular workday, if it is longer than __ _____.
The only way the daily maximum can be exceeded is by an electronic or written agreement between the employee and employer.
Weekly maximum work hours.
The weekly maximum can be exceeded only if there is an electronic or written agreement between the employee and employer.
Ontario has a number of _____ _____ each year. Most employees are entitled to take these days off work and be paid _____ ______ pay.
Vacation time and pay
Most employees earn this after every 12 months of work. There are rules around the amount that an employee earns.
Leaves of absence
There are a number of job-protected _____ __ _____ in Ontario. Examples include pregnancy, parental and family caregiver leave.
Termination notice and pay
In most cases, employers must give advance written notice when terminating employment and/or termination pay instead of notice.
Minimum wage exceptions
• Student minimum wage: This rate applies to students under the age of 18 who work 28 hours a week or less when school is in session, or work during a school break or summer holidays
• Liquor servers minimum wage
• Hunting and Fishing guides
• Homeworkers wage
Amount of time off required each day
8 hours (between)
Amount of time off required between each shift. (This does not apply if the total time worked on both shifts is not more than 13 hours. e.g. split shift)
24 (and) 48
Employees must have ___ consecutive hours off work in each work week; or ___ consecutive hours off work in every period of two consecutive work weeks.
• Traits: Prefer facts and figures, logical, organized, neat, perfectionists, emotions kept inside, have few friends that are close
• Strengths: Attention to detail, calculating numbers, analysing details, following instructions, creating systems
• Challenges: Getting bogged down in detail, pessimistic, sensitive to criticism, ask too many questions, too blunt, worrying
• Traits: Prefer facts and figures, results and goal oriented, may appear tactless or abrupt, demanding of themselves and others, highly self critical, can under-communicate
• Strengths: Learn quickly, working under pressure, problem solving, providing situational help, planning, decision making, working alone, handling responsibility
• Challenges: display insensitivity to others' feelings, stubborn, uncompromising, not expressing appreciation, not using enough words, doing tasks too quickly
• Traits: People and friendships are important, methodical, high performers, like structure, avoid conflict, approachable, friendly, avoids risks
• Strengths: working consistently, serving others, being patient, listening, loyalty, record keeping, being flexible, reading others' moods
• Challenges: takes criticism personally, unassertive, people-pleasing, too easy-going, reacting slowly, indecisive, getting taken advantage of
• Traits: Outgoing, social, confident, decisive, stimulating, easily distracted, operate primarily on intuition, may get bored easily, thrive on people
• Strengths: imagination, resourcefulness, quick to learn when focused, motivating people, displaying sensitivity to others, artistic
• Challenges: Starting too many projects, exaggerating, unreliable, inconsistent, impulsive decision making, ignoring timelines, lacking focus
Communicate with owls
• Be organized, business-like
• Provide detailed information
• Clear, precise messages
• Provide evidence, pros and cons
Communicate with lions
• Be clear, specific, brief
• Stick to business
• Give them 'control', provide options
• Agree/disagree with facts, not the person
Communicate with retrievers
• Be informal
• Start with a personal comment
• Take time to socialize
• Listen, be responsive quickly
• Need data, facts
Communicate with dolphins
• Take time to build a relationship
• Be fast-moving, entertaining
• Leave time for socializing
• Talk about big ideas/concepts
• Ask for their opinion
• Will often rely on you to guide their decisions but don't force your ideas
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