In this “digital age”, it is critical that we equip our children with the new age skills of collaboration, empathy, compassion, resilience and information synthesizing to sustain themselves and thrive in these stressful times. The twentieth century demanded that learners equip themselves with information, memorize data and engage as knowledge seekers. Our classrooms were specifically designed to achieve the same.
The twenty first century learner needs to be equipped with the skills of understanding, analysis and application of data and information. They need to understand global scenarios, think, envision, and act globally. They also need to connect and work beyond the boundaries of their comfort zone. Re-structuring our classrooms to meet these new challenges, providing for more learner engagements and equipping them to acquire and apply the new age skills are all the necessities of the digital age. The emotional, cultural and traditionalist lens of parenting has to give way to practices of the science of parenting. Understanding the developmental needs and phases of children, respecting their identity and space, helping them build opinions, analyze and apply information and knowledge, create bountiful networks of humans who collaborate, support and empower to problem solve are the scientific facets of parenting.
The twenty first century work place demands a totally new set of skills and practices to thrive in an ever evolving work environment. The new work place requires collaboration skills over individual performance. The new work place is highly dynamic and ever evolving.
The Twenty First Century Global Citizen Training Programme (TFCGCP) unfolded
Tailormade Training Programs for Institutions–Early adolescence to early youth (ages 10 – 25)
This training provides a platform wherein students from early adolescence to early youth (ages 10 – 25) can have those conversations. These students in fact belong to “Generation Z” and “Generation Alpha”. These generations are experiencing a strong intergenerational disconnect. The intergenerational conflicts are normally fuelled by the rigid and moralistic “code of conduct” that the younger generations are subjected to by the older generations. Applying the science of “Developmental Psychology” these conflicts are to be studied in detail and interventions are to be put in place that will help bridge this intergenerational gap. Interventions work best, when they are implemented in an environment of mutual trust, and seamless collaboration. The interventions always attain the specified outcomes when there are empathetic and compassionate conversations guided by the smooth to and fro flow of information among all the stakeholders. Conversations are always easy and meaningful when you get to listen to, understand and empathize with the other’s perspective. Conversations that are driven by curiosity, openness, and inclusiveness naturally lead to pragmatic and innovative interventions. It is based on these scientific principles that the programme unfolds. This is a process oriented, phase by phase approach that connects with the different stakeholders(Faculties & Parents) at each phase of the programme.
Training Programs for Organizations
Why ESDP (Employee Skill Development Program) – What necessitated this training program?
The new work place requires collaboration skills over individual performance. The new work place is highly dynamic and ever evolving.The early youth need more support in building and practicing skills of collaboration, resilience, emapthy and comapssion. Instilling in them a sense of curiosity and the willingness to experiment can take away the burden of performance and help them become enthusiastic and motivated at the workplace. Understanding and practicing constructive criticism and positive reinforcement can go a long way in building an engaging work collaborative, and warm workplace relationships.
Necessity of Leads Empowerment & Mentoring Training Program
Objective
By genuinely understanding and addressing their team’s emotional needs, the leads can create a culture of trust, collaboration, and well-being. Emotional intelligence (EQ) is the ability to recognize, understand and deal skillfully with one’s own emotions and the emotions of others. The Program intends to empower the “Leads” to identify, understand, analyze and document the professional and personal stressors that hamper the smooth workspace engagement. It provides the Leads an opportunity to work on those individual stressors with a personalized intervention strategy that involves monthly reviews and progress evaluation. The program also envisions to equip all “Leads” to be empowered to take these interventions forward without external help after undergoing the Mentorship program for six months.
EQ-oriented leaders focus on supporting their team and approach leading with selflessness and humility, prioritizing the success of others over personal recognition.
Creating Respectful Engagements in the workspace
The unhealthy competition and over focus on individual performance in their academic institutions stresses out most of the learners and this leads to many unhealthy habits among early youth. Most institutions also failed to recognize the demands of the twenty first century work place . Loss of trust and support from the immediate environment leading to high levels of conflict in relationships and this is leading to violent behavior among students and disconnect within stakeholder groups. As the disconnect widens the youth have become highly impulsive and emotionally volatile – which is leading to a condition wherein many of them are struggling with team work, fail to meet deadlines, are unable to undertake responsibilities and their attrition rate in the workplace is very high.
Awareness and understanding goes a long way in equipping every employee with the skill of “help seeking” in times of distress, helps change the taboo associated with mental health and become supportive and responsive to the needs of others.
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