13 k nng c bn cn thit thnh cng trong cng vic:

1. K nng hc v t hc (learning to learn)

2. K nng lng nghe (Listening skills)
+ Face the speaker. Sit up straight or lean forward slightly to show your attentiveness through
body language.
+ Maintain eye contact, to the degree that you all remain comfortable.
+ Minimize external distractions. Turn off the TV. Put down your book or magazine, and ask
the speaker and other listeners to do the same.
+ Respond appropriately to show that you understand. Murmur (uh-huh and um-hmm) and
nod. Raise your eyebrows. Say words such as Really, Interesting, as well as more direct
prompts: What did you do then? and What did she say?
+ Focus solely on what the speaker is saying. Try not to think about what you are going to
say next. The conversation will follow a logical flow after the speaker makes her point.
+ Minimize internal distractions. If your own thoughts keep horning in, simply let them go and
continuously re-focus your attention on the speaker, much as you would during meditation.
+ Keep an open mind. Wait until the speaker is finished before deciding that you disagree. Try
not to make assumptions about what the speaker is thinking.
+ Avoid letting the speaker know how you handled a similar situation. Unless they
specifically ask for advice, assume they just need to talk it out.
+ Even if the speaker is launching a complaint against you, wait until they finish to defend
yourself. The speaker will feel as though their point had been made. They wont feel the need to
repeat it, and youll know the whole argument before you respond. Research shows that, on
average, we can hear four times faster than we can talk, so we have the ability to sort ideas as
they come inand be ready for more.
+ Engage yourself. Ask questions for clarification, but, once again, wait until the speaker has
finished. That way, you wont interrupt their train of thought. After you ask questions, paraphrase
their point to make sure you didnt misunderstand. Start with: So youre saying
As you work on developing your listening skills, you may feel a bit panicky when there is a
natural pause in the conversation. What should you say next? Learn to settle into the silence and
use it to better understand all points of view.
Ironically, as your listening skills improve, so will your aptitude for conversation

3. K nng thuyt trnh (Oral communication skills)
Arrange a comfortable environment conducive to the purpose of the communication, for
example a warm and light room with minimal background noise.
Be prepared to listen.
Keep an open mind and concentrate on the main direction of the speaker's message.
Avoid distractions if at all possible.
Delay judgment until you have heard everything.
Be objective.
Do not be trying to think of your next question while the other person is giving information.
Do not dwell on one or two points at the expense of others.
The speaker should not be stereotyped. Try not to let prejudices associated with, for example,
gender, ethnicity, social class, appearance or dress interfere with what is being said.
Be sure of yourself. You should be confident before you start talking.
Make some mental notes first. You should be prepared about what you are going to talk
about. There must be a relation between your mind and your words. It would not look
good if you stop between a conversation and start to think.
Be concise and clear. Do not add irrelevant stuff in your speech.
try to add humor. But it should be up to the mark. Vulgar jokes can be a great turn off.
Relax. Your body language should be relaxed. You should not stiffen up. Do not speak in
hurry, as it will make the listener think that you are confused or you have cramped the
speech.
Make eye contact. It is so important. But if you are facing a crowd you should not look at
one for more than 5 seconds.
4. K nng gii quyt vn (Problem solving skills)

Alert people affected by the problem, if any. This gives them a stake in resolving
it.
As you work through possible solutions, keep these people informed of your
progress. This lets them know what to expect and when to expect it. Be as optimistic
as you can, but also as realistic as you can.

Define the problem clearly. Avoid making snap judgments based on a few
symptoms but look for root causes whenever possible. Poor performance may not be
caused by an individual's lack of skills but by ineffective communication of
expectations and insufficient training in how to meet those expectations.
Defining the problem clearly may require looking at it from several angles and
perspectives, not just one or two. This will avoid identifying a prospective solution as
a problem.
Choose a problem-solving strategy. The approach to solving the problem, once it
has been defined, can be handled through a number of methods, some of which are
listed below:
Brainstorming is the generation and recording of ideas as they occur to you, either
alone or in a group. You do this for a set period of time, then go through the list of
solutions to evaluate their suitability.
Appreciative inquiry develops solutions by analyzing what's currently going right and
determining whether it can be applied to solve the problem at hand.
Design thinking means thinking like a product designer, observing how people
interact with a product or service and noting what problems they are having with it.
In some cases, a combination of strategies may be the best approach to solving a
problem.
Gather information. Coupled with clearly defining a problem is gathering
information about it. This may meaning consulting with people closer to certain
aspects of the problem to get a proper grasp of its scope, or researching similar
situations elsewhere to see what the root causes of those problems were and how
they were resolved, if at all.
Gathering information is also essential in directing a seemingly undirected problem-
solving strategy such as brainstorming. An informed mind can generate better, more
appropriate solutions than an uninformed mind.
Analyze the information. The information needs to be analyzed for its relevance to
the problem and its importance. The most critical, or key, information should be
drawn upon in formulating a solution, while the remaining information may be need
to ranked for its importance and relevance.
Sometimes, information needs to be organized graphically to be useful, using tools
such as flow charts, system diagrams, cause-and-effect diagrams or other such
devices.
Develop possible solutions based on the information you've collected and your
strategy.

Evaluate the solutions generated. Just as it was necessary to analyze the information
found for its relevance to the problem, prospective solutions must be analyzed for their
suitability to determine which is best to handle the problem. In some cases, this means
constructing prototypes and testing them; in other cases, this may mean using computer
simulations or "thought experiments" to analyze the consequences of using that solution.

Implement your solution. Once the best solution is determined, put it into practice. This
may be done on a limited scale at first to verify that the solution is indeed the best, or it may
be implemented system-wide if the need for it is critical.
Get feedback. While this step should be implemented while testing prospective solutions, it
is also helpful to continue getting feedback to verify that the best solution will perform as
expected and to find ways to adjust it if it isn't.

5. K nng t duy sng to (Creative thinking skills)
1. Suspending advocacy of your own idea to push for another persons concept.
Its helpful to be able to come into a creative situation and demonstrate your willingness to champion
another persons idea. It can open the way to getting others to support your thinking, as well.
2. Putting your own idea to the same test you apply to an idea from someone else.
When it comes to your own ideas, its easy to be a hypocrite and apply all kinds of hurdles to other
ideas while letting your own thinking slide by unchallenged in your own mind. Just one thing to
remember: dont become somebody known for doing this!
3. Combining two different ideas and making them better (not muddled) as one idea.
Often (maybe almost always) compromising on creative ideas leads to something nobody likes,
recognizes, or thinks satisfies the original objective. Being able to dissect ideas to pull out highlights
and put them together as something new, however, is entirely different, and a great skill to have.
4. Letting someone else take ownership of your idea in order to build support for it.
This skill really tests whether you believe so strongly in an idea youre willing to let someone else step
up and take it on as their own idea to see it prevail. The key to seeing your idea win out can be letting
somebody else be the vocal proponent for it.
5. Displaying the patience to wait for someone else to say what needs to be said so all you
have to do is agree.
Its tempting to jump in right away and make all the points you feel necessary in a creative discussion
before anyone else talks. At times though, patience and silence are called for when it becomes clear
someone can and will express your perspective and can do it more appropriately than you can.
6. Sticking to your guns amid challenges to a creative idea which makes solid strategic sense.
There are many creative ideas which, while being really cool, have nothing to do with what youre
trying to achieve and how you should be achieving it. When confronted with others who are
passionately arguing for highly creative yet hardly strategic concepts, make and remake your case if
the idea youre advocating is on the mark strategically.
7. Always looking for new creative skills to develop in yourself and those around you.
Not only do you want to make yourself stronger creatively at every juncture, its in your best interests
to help improve the creative performance of your overall team. Creative meetings are a great
opportunity to spot gaps others labor under as well as seeing your own creative shortcomings.
Inventory what you saw (or didnt see) after a creative meeting and get to work filling the gaps.

6. K nng qun l bn thn v tinh thn t tn (Self esteem)
Self-esteem answers the question, How do I feel about who I am? We learn self-
esteem in our family of origin; we do not inherit it.
Global self-esteem (about who we are) is normally constant. Situational self-
esteem (about what we do) fluctuates, depending on circumstances, roles, and
events. Situational self-esteem can be high at one moment (e.g., at work) and low
the next (e.g., at home).
Low self-esteem is a negative evaluation of oneself. This type of evaluation usually
occurs when some circumstance we encounter in our life touches on our
sensitivities. We personalize the incident and experience physical, emotional, and
cognitive arousal. This is so alarming and confusing that we respond by acting in a
self-defeating or self-destructive manner. When that happens, our actions tend to
be automatic and impulse-driven; we feel upset or emotionally blocked; our
thinking narrows; our self-care deteriorates; we lose our sense of self; we focus on
being in control and become self-absorbed.
Global self-esteem is not set in stone. Raising it is possible, but not easy. Global
self-esteem grows as we face our fears and learn from our experiences. Some of
this work may require the aid of a psychotherapist. In the meantime, here is what
you can do:
Get sober. Get help through 12-step groups to stop self-destructive
behaviors. Addictions block learning and drag down our mood. Identify
them and replace them with self-care.
Practice self-care. Make new lifestyle choices by joining self-help groups
and practicing positive health care.
Identify triggers to low self-esteem. We personalize stressful events (e.g.,
criticism) by inferring a negative meaning about ourselves. A self-defeating
action often follows. Each event can, instead, be a chance to learn about
ourselves, if we face our fear of doing so and the negative beliefs about
ourselves that sustain the negative meanings.
Slow down personalizing. Target personalizing to slow impulsive
responses. You can begin to interfere with these automatic overreactions by
using relaxation and stress management techniques. These techniques are
directed at self-soothing the arousal. This allows us to interrupt the
otherwise inevitable automatic reaction and put into play a way to begin to
face the unacknowledged fears at the root of low self-esteem.
Stop and take notice. Pay attention to the familiarity of the impulse. Our
tendency is to overreact in the same way to the same incident. Awareness of
the similarity can be the cue to slow our reactivity.
Acknowledge reaction. Verbalize, Here I go again (describe action,
feeling, thought) . . . Actively do something with the awareness rather than
passively note it. The result is to slow the impulse and give ourselves a
choice about how we want to respond.
Choose response. Hold self-defeating impulses. Act in a self-caring and
effective way. By choosing to act in a more functional way, we take a step
toward facing our fears.
Accept impulse. Be able to state the benefit (e.g., protection) of
overreaction. We wont be able to do this at first, but as we become more
effective, we will begin to appreciate what our self-defeating impulse had
been doing for us.
Develop skills. We can provide for our own safety, engender hope, tolerate
confusion, and raise self-esteem by learning and using these essential life
skills:
o Experience feelings. Feel feelings in your body and identify your
needs. When we do not respect our feelings, we are left to rely on
what others want and believe.
o Optional thinking. End either/or thinking. Think in shades of gray
and learn to reframe meanings. By giving ourselves options, we open
ourselves to new possibilities about how to think about our dilemmas.
o Detachment. End all abuse; say no to misrepresentations and
assumptions. By maintaining personal boundaries, we discourage
abuse by others and assert our separateness.
o Assertion. Voice what you see, feel, and want by making I
statements. By expressing our thoughts, feelings, and desires in a
direct and honest manner, we show that we are in charge of our lives.
o Receptivity. End self-absorption; listen to others words and
meanings to restate them. In this way, we act with awareness of our
contribution to events as well as empathize with the needs of others.

7. K nng t mc tiu/ to ng lc lm vic (Goal setting/ motivation skills)
Many people feel as if they're adrift in the world. They work hard, but they don't seem to get anywhere worthwhile.
A key reason that they feel this way is that they haven't spent enough time thinking about what they want from life, and
haven't set themselves formal goals. After all, would you set out on a major journey with no real idea of your destination?
Probably not!
Goal setting is a powerful process for thinking about your ideal future, and for motivating yourself to turn your vision of this
future into reality.
The process of setting goals helps you choose where you want to go in life. By knowing precisely what you want to achieve,
you know where you have to concentrate your efforts. You'll also quickly spot the distractions that can, so easily, lead you
astray.
Why Set Goals?
Goal setting is used by top-level athletes, successful business-people and achievers in all fields. Setting goals gives you long-
term vision and short-termmotivation . It focuses your acquisition of knowledge, and helps you to organize your time and
your resources so that you can make the very most of your life.
By setting sharp, clearly defined goals, you can measure and take pride in the achievement of those goals, and you'll see
forward progress in what might previously have seemed a long pointless grind. You will also raise your self-confidence , as
you recognize your own ability and competence in achieving the goals that you've set.
Starting to Set Personal Goals
You set your goals on a number of levels:
First you create your "big picture" of what you want to do with your life (or over, say, the next 10 years), and
identify the large-scale goals that you want to achieve.
Then, you break these down into the smaller and smaller targets that you must hit to reach your lifetime goals.
Finally, once you have your plan, you start working on it to achieve these goals.
This is why we start the process of goal setting by looking at your lifetime goals. Then, we work down to the things that you
can do in, say, the next five years, then next year, next month, next week, and today, to start moving towards them.
Step 1: Setting Lifetime Goals
The first step in setting personal goals is to consider what you want to achieve in your lifetime (or at least, by a significant
and distant age in the future). Setting lifetime goals gives you the overall perspective that shapes all other aspects of your
decision making.
To give a broad, balanced coverage of all important areas in your life, try to set goals in some of the following categories (or
in other categories of your own, where these are important to you):
Career What level do you want to reach in your career, or what do you want to achieve?
Financial How much do you want to earn, by what stage? How is this related to your career goals?
Education Is there any knowledge you want to acquire in particular? What information and skills will you need to
have in order to achieve other goals?
Family Do you want to be a parent? If so, how are you going to be a good parent? How do you want to be seen by
a partner or by members of your extended family?
Artistic Do you want to achieve any artistic goals?
Attitude Is any part of your mindset holding you back? Is there any part of the way that you behave that upsets
you? (If so, set a goal to improve your behavior or find a solution to the problem.)
Physical Are there any athletic goals that you want to achieve, or do you want good health deep into old age?
What steps are you going to take to achieve this?
Pleasure How do you want to enjoy yourself? (You should ensure that some of your life is for you!)
Public Service Do you want to make the world a better place? If so, how?
Spend some time brainstorming these things, and then select one or more goals in each category that best reflect what you
want to do. Then consider trimming again so that you have a small number of really significant goals that you can focus on.
As you do this, make sure that the goals that you have set are ones that you genuinely want to achieve, not ones that your
parents, family, or employers might want. (If you have a partner, you probably want to consider what he or she wants
however, make sure that you also remain true to yourself!)
Tip:
You may also want to read our article on Personal Mission Statements . Crafting a personal mission statement can help
bring your most important goals into sharp focus.
Step 2: Setting Smaller Goals
Once you have set your lifetime goals, set a five-year plan of smaller goals that you need to complete if you are to reach your
lifetime plan.
Then create a one-year plan, six-month plan, and a one-month plan of progressively smaller goals that you should reach to
achieve your lifetime goals. Each of these should be based on the previous plan.
Then create a daily To-Do List of things that you should do today to work towards your lifetime goals.
At an early stage, your smaller goals might be to read books and gather information on the achievement of your higher level
goals. This will help you to improve the quality and realism of your goal setting.
Finally review your plans, and make sure that they fit the way in which you want to live your life.
Tip:
If you feel that you're not paying enough attention to certain areas of your life, you'll find our articles on The Wheel of
Life and the Life/Career Rainbow useful.
Staying on Course
Once you've decided on your first set of goals, keep the process going by reviewing and updating your To-Do List on a daily
basis.
Periodically review the longer term plans, and modify them to reflect your changing priorities and experience. (A good way
of doing this is to schedule regular, repeating reviews using a computer-based diary.)
SMART Goals
A useful way of making goals more powerful is to use the SMART mnemonic. While there are plenty of variants (some of
which we've included in parenthesis), SMART usually stands for:
S Specific (or Significant).
M Measurable (or Meaningful).
A Attainable (or Action-Oriented).
R Relevant (or Rewarding).
T Time-bound (or Trackable).
For example, instead of having "to sail around the world" as a goal, it's more powerful to say "To have completed my trip
around the world by December 31, 2015." Obviously, this will only be attainable if a lot of preparation has been completed
beforehand!
Further Goal Setting Tips
The following broad guidelines will help you to set effective, achievable goals:
State each goal as a positive statement Express your goals positively "Execute this technique well" is a much
better goal than "Don't make this stupid mistake."
Be precise: Set precise goals, putting in dates, times and amounts so that you can measure achievement. If you do
this, you'll know exactly when you have achieved the goal, and can take complete satisfaction from having achieved
it.
Set priorities When you have several goals, give each a priority. This helps you to avoid feeling overwhelmed by
having too many goals, and helps to direct your attention to the most important ones.
Write goals down This crystallizes them and gives them more force.
Keep operational goals small Keep the low-level goals that you're working towards small and achievable. If a
goal is too large, then it can seem that you are not making progress towards it. Keeping goals small and incremental
gives more opportunities for reward.
Set performance goals, not outcome goals You should take care to set goals over which you have as much
control as possible. It can be quite dispiriting to fail to achieve a personal goal for reasons beyond your control!
In business, these reasons could be bad business environments or unexpected effects of government policy. In sport,
they could include poor judging, bad weather, injury, or just plain bad luck.
If you base your goals on personal performance, then you can keep control over the achievement of your goals, and
draw satisfaction from them.
Set realistic goals It's important to set goals that you can achieve. All sorts of people (for example, employers,
parents, media, or society) can set unrealistic goals for you. They will often do this in ignorance of your own desires
and ambitions.
It's also possible to set goals that are too difficult because you might not appreciate either the obstacles in the way,
or understand quite how much skill you need to develop to achieve a particular level of performance.
Achieving Goals
When you've achieved a goal, take the time to enjoy the satisfaction of having done so. Absorb the implications of the goal
achievement, and observe the progress that you've made towards other goals.
If the goal was a significant one, reward yourself appropriately. All of this helps you build the self-confidence you deserve.
With the experience of having achieved this goal, review the rest of your goal plans:
If you achieved the goal too easily, make your next goal harder.
If the goal took a dispiriting length of time to achieve, make the next goal a little easier.
If you learned something that would lead you to change other goals, do so.
If you noticed a deficit in your skills despite achieving the goal, decide whether to set goals to fix this.
Tip 1:
Our article, Golden Rules of Goal Setting , will show you how to set yourself up for success when it comes to your goals.
If you're still having trouble, you might also want to try Backward Goal Setting .
Tip 2:
It's important to remember that failing to meet goals does not matter much, just as long as you learn from the experience.
Feed lessons learned back into your goal setting. Remember too that your goals will change as time goes on. Adjust them
regularly to reflect growth in your knowledge and experience, and if goals do not hold any attraction any longer, consider
letting them go.
Goal Setting Example
For her New Year's Resolution, Susan has decided to think about what she really wants to do with her life.
Her lifetime goals are as follows:
Career "To be managing editor of the magazine that I work for."
Artistic "To keep working on my illustration skills. Ultimately I want to have my own show in our downtown
gallery."
Physical "To run a marathon."
Now that Susan has listed her lifetime goals, she then breaks down each one into smaller, more manageable goals.
Let's take a closer look at how she might break down her lifetime career goal becoming managing editor of her magazine:
Five-year goal: "Become deputy editor."
One-year goal: "Volunteer for projects that the current Managing Editor is heading up."
Six-month goal: "Go back to school and finish my journalism degree."
One-month goal: "Talk to the current managing editor to determine what skills are needed to do the job."
One-week goal: "Book the meeting with the Managing Editor."
As you can see from this example, breaking big goals down into smaller, more manageable goals makes it far easier to see
how the goal will get accomplished.
Tip:
A good way of getting going with this is to use the Mind Tools Life Plan Workbook. Supported by worksheets and advice,
this guides you through a simple 5-step process for setting your life goals, and for organizing yourself for success.
Key Points
Goal setting is an important method of:
Deciding what you want to achieve in your life.
Separating what's important from what's irrelevant, or a distraction.
Motivating yourself.
Building your self-confidence, based on successful achievement of goals.
Set your lifetime goals first. Then, set a five-year plan of smaller goals that you need to complete if you are to reach your
lifetime plan. Keep the process going by regularly reviewing and updating your goals. And remember to take time to enjoy
the satisfaction of achieving your goals when you do so.
If you don't already set goals, do so, starting now. As you make this technique part of your life, you'll find your career
accelerating, and you'll wonder how you did without it!

8. K nng pht trin c nhn v s nghip (Personal and career development skills)
personal Skills
Personal skills are those concerned with how people manage and express themselves. They are
revealed in those attitudes and behaviours people bring to their work, study and daily activities.
Personal management skills include:
positive attitudes and behaviours (e.g. taking initiative and doing your fair share of the work)
strong sense of responsibility (e.g. setting goals and priorities; fulfills obligations; can be relied
upon)
adaptability (e.g. carrying out multiple tasks or projects; being innovative and resourceful; being
open and responsive to change)
an interest in lifelong learning
Examples of Personal Skills:
Learning skills Seeks and willingly takes opportunities to learn. Shows interest in
personal learning and development. Looks for feedback to
improve understanding.
Adaptability Adapts easily to new challenges and shows openness to new
ways of doing things.
Effective at changing plans or actions to deal with changing
situations.
Goal setting Shows the ability to make a decision about what is wanted, and
determine when it is to be achieved. Stays committed to the goal,
and deals with setbacks realistically.
Initiative Demonstrates ability to take the initiative in a situation. Shows
inclination to find opportunities to make decisions or influence
events.
Independence Able to perform tasks effectively with minimum help or approval,
or without direct supervision.
Motivation Shows the drive to succeed and excel at tasks. Shows confidence
in abilities and expects to succeed at all tasks agreed on.
Dependability Is reliable, responsible and dependable in fulfilling duties.
Carefully checks work to ensure all details have been considered.
Professionalism Remains calm and self-controlled under stressful situations.
Works to deliver the best interests of the organisation at all times,
and maintains appropriate dress code.


9. K nng giao tip ng x v to lp quan h (Interpersonal skills)
A List of Interpersonal Skills Includes:
Verbal Communication - What we say and how we say it.
Non-Verbal Communication - What we communicate without words, body language is an
example.
Listening Skills - How we interpret both the verbal and non-verbal messages sent by others.
Negotiation - Working with others to find a mutually agreeable outcome.
Problem Solving - Working with others to identify, define and solve problems.
Decision Making Exploring and analysing options to make sound decisions.
Assertiveness Communicating our values, ideas, beliefs, opinions, needs and wants fr

Find out how to improve and develop your interpersonal skills including:
Learn to Listen
Listening is not the same as hearing. Take time to listen carefully to what others are saying
through both their verbal and non-verbal communication. Visit our Listening Skills page to learn
more.
Choose Your Words
Be aware of the words you are using when talking to others. Could you be misunderstood or
confuse the issue? Practise clarity and learn to seek feedback to ensure your message has
been understood.
Encourage others to engage in communication and use appropriate questioning to develop your
understanding. Our page: Verbal Communication, introduces the subject, you may also be
interested in Effective Speech for tips on how to use your voice to full effect
and Questioning which can help you encourage communication in others and clarify what they
have said.
Understand Why Communication Fails
Communication is rarely perfect and can fail for a number of reasons. Learn about the
various barriers to good communication so you can be aware of - and reduce the likelihood of -
ineffective interpersonal communication and misunderstandings. See our page: Barriers to
Communication for more information. Our page Communicating in Difficult Situations offers
further ideas to help you to get your message across when stress levels or other emotions are
running high.
Relax
When we are nervous we tend to talk more quickly and therefore less clearly. Being tense
is also evident in our body language and other non-verbal communication. Instead, try to stay
calm, make eye contact and smile. Let your confidence shine.
Learn to take time to relax, see our section: Relaxation Techniques. Further relevant pages
include: Dealing with Stress and Coping with Presentation Nerves.
Clarify
Show an interest in the people you talk to. Ask questions and seek clarification on any points that
could be easily misunderstood. (See Reflection and Clarification).
Be Positive
Try to remain positive and cheerful. People are much more likely to be drawn to you if you can
maintain a positive attitude. More on Personal Presentation and Building Confidence.
Empathise
Understand that other people may have different points of view. Try to see things from their
perspective. You may learn something whilst gaining the respect and trust of others. More
on Active Listening and read our article: What is Empathy?.
Understand Stress
Learn to recognise, manage and reduce stress in yourself and others . Although stress is not
always bad, it can have a detrimental effect on your interpersonal communication. Learning how
to recognise and manage stress, in yourself and others, is an important personal skill.
See our section on stress and stress management, start with: Stress: Symptoms and Triggers.
Learn to be Assertive
You should aim to be neither passive nor aggressive. Being assertive is about expressing your
feelings and beliefs in a way that others can understand and respect. Assertiveness is
fundamental to successful negotiation.
Learn more about Assertiveness | Negotiation and Improving Self-Esteem.
Reflect and Improve
Think about previous conversations and other interpersonal interactions; learn from your
mistakes and successes. Always keep a positive attitude but realise that you can always
improve our communication skills.
See: Improving Communication Skills.
Negotiate
Learn how to effectively negotiate with others paving the way to mutual respect, trust and lasting
interpersonal relations.
See our pages: Negotiation Skills and Building Rapport.
Working in Groups
We often find ourselves in group situations, professionally and socially. Learn all about the
different types of groups and teams.
See our pages: What are Groups and Group and Team Roles.


10. K nng lm vic ng i (Teamwork)

. Listening:
The students in this team listen to each other's ideas. You will observe the students
"piggy-backing" (or building) off each other's ideas.
2. Questioning:
The students in this team question each other. You will observe the students
interacting, discussing, and posing questions to all members of the team.
3. Persuading:
The students in this team use persuasion. You will observe the students
exchanging, defending, and rethinking ideas.
4. Respecting:
The students in this team respect the opinions of others. You will observe the
students encouraging and supporting the ideas and efforts of others.
5. Helping:
The students in this team help each other. You will observe the students offering
assistance to each other.
6. Sharing:
The students in this team share. You will observe the students offering ideas and
reporting their findings to each other.
7. Participating:
The students in this team participate. You will observe each student contributing to
the project.
11. K nng m phn (Negotiation skills)
12. K nng t chc cng vic hiu qu (Organizational effectiveness)
13. K nng lnh o bn thn (Leadership skills)