SESKAT

KA220-ADU-968E52D2 Cooperation Partnership in Adult Education

Project duration: 21 months

Timeline: 01.03.2022 – 01.12.2023

Field addressed:

Social-emotional skills for trainers

SESKAT

is an ERASMUS+ project that aims to analyse and provide training in emotional intelligence for a new generation of facilitators, ultimately improving the quality of training and its impact on learners.

Need behind the project

SESKAT was born out of the growing recognition of the need for emotional management in education, particularly in the field of emotional intelligence (EI).

Emotional education is a new teaching concept that focuses on students’ emotions as a complement to intellectual content. Emotions play a significant role in cognitive processes, including attention, learning, memory, reasoning and problem solving. Emotions have a strong influence on attention and executive control, which are essential for learning.

While EI training is commonly included in teacher training, it is often neglected in adult training. Trainers and facilitators also need to be trained in emotional competence to improve learning.

This project aims to address this gap and focuses on adult trainers as well as participants in adult training programmes.

The aim of the project is to improve emotional competences such as empathy, flexibility, tolerance, self-esteem and emotional stability in both trainers and learners. By understanding and developing emotional intelligence, facilitators can increase their effectiveness in the labour market and better support the personal and professional growth of beneficiaries.

Through SESKAT, we support the improvement of education by providing an additional set of skills and resources designed to increase facilitators’ performance through contact with Emotional Intelligence.

Objectives

5

Highlighting the importance of emotional intelligence and social skills (creativity, empathy, cognitive flexibility, teamwork…) in the new economic environment and globalised world;

5

awareness of the importance of emotional intelligence in adult education;

5

identify the most important emotions involved in the training process and how these emotions affect the daily performance of trainers;

5

identifying the risks and opportunities of these emotions in the training process;

5

better managing your own emotions;

5

promoting the benefits of emotional education for adult educators;

5

improving the level of adult education;

5

promoting exchanges between adult educators and trainers, both regionally and between countries.

Results

Social-emotional skills map

We conducted a study and identified the 12 most important social-emotional skills that play a key role in adult learning.

 

Effective communication

Effective communication skills are necessary in the process of exchanging ideas, thoughts, knowledge and information so that the goal or intention is achieved in the best possible way. When we communicate effectively, both sender and receiver feel happy and satisfied.

Adaptability/ Flexibility

Being flexible plays an important role in developing emotional intelligence. Learn how to adapt to new conditions and be willing to change or compromise depending on the situation while staying true to your core values.

Conflict resolution

This skill is essential when you are in a learning process involving a group of people, whether you are a participant or a trainer. Conflict and controversy are not useful interactive structures for training and learning processes. It is therefore of fundamental importance to be able to recognise the dynamics of a conflict and use the most appropriate strategies to intervene.

Leadership

In particular, we refer to a social-emotional leadership style. Trainers with this skill can recognise and understand self-awareness and social awareness. They like to build positive relationships between their learners and promote an empathetic and compassionate culture. They make responsible decisions that work to continually move forward at a positive and productive pace, never underestimating the power of human connection. Leaders create environments that welcome differences, opinions and experiences.

Resilience

Resilience plays a crucial role in teaching and adult education. Excellent trainers have the ability to thrive in difficult circumstances, are skilled in behaviour management and able to empathise with difficult students. The good news is that, unlike common belief, resilience can be learned, cultivated and practiced.

Managing your own emotions

The ability to recognise one's own emotions and be able to manage them is crucial for adult education trainers. Only a trainer who can manage their emotions effectively will be able to create a non-judgmental and friendly, yet professional atmosphere.

Group management

An excellent trainer has the ability to coordinate a group of individuals to perform certain tasks that will aid the learning process. Managing people involves teamwork, communication, goal setting and performance evaluation. Furthermore, a trainer who has excellent people management skills will be able to identify problems and resolve conflicts within a group. Educators are responsible for providing overall direction and assistance to group members.

Motivation

Motivation can be very fluctuating and uncontrollable, so a good trainer knows firstly how to assess and control their own motivation and secondly how to maintain or increase people's interest in the subject being taught.

Confidence and self-esteem

Formatorii în educația adulților trebuie să își cultive stima de sine și încrederea în ei înșiși pentru a putea transmite mesajul lor în mod convingător. Un formator care are încredere în cunoștințele și abilitățile sale va fi cu adevărat ascultat și, totodată, eficient. O încredere în sine ridicată îi permite formatorului să creeze o atmosferă care favorizează concentrarea și învățarea.

Managing frustration

Frustration is the feeling of being upset or annoyed as a result of not being able to change or achieve something you want, such as a training goal. The way we experience and express frustration is different and very personal, which is why it is crucial for trainers and facilitators to recognise their own and others' states of frustration and be able to act or intervene appropriately with their learners' best interests in mind.

Knowing and managing learning styles

There are 4 main learning styles, and each class has different learners, each with a unique combination of these styles. There are those who prefer to see how it's done and learn best through visual representations. Then there are auditory learners, who learn best by listening and usually prefer verbal conversations and instructions. Learners who learn through reading and writing benefit most from the presentation of a written text, and ultimately kinaesthetic learners enjoy being active, engaging all the senses. And in addition to these 4 styles, there are 8 others in which we process information. So excellent trainers are aware that they must use their methods effectively to meet the needs of all learners in the room, regardless of their learning styles.

Ability to keep learners active and engaged

On the one hand, engaging others refers to the ability to read their expectations, culture and relational interest. On the other hand, it is the ability to use that information to effectively lead individuals or learning groups through a learning process in which they are involved in co-creating knowledge. Trainers who have the ability to involve others will accelerate the educational process for all involved.

Based on these 12 social-emotional skills, we have created a self-assessment tool available to trainers who want to find out what they need to improve in order to increase the quality of the courses they deliver. After applying this tool you will find out what you still need to work on, both intrapersonally and interpersonally.

Platform eLearning

Once you have checked what you still need to improve, you can create an account in the learning platform, where you can deepen your understanding of Social Emotional Intelligence.

We have developed 3 learning modules for each of the 12 skills. So you have 36 resources with video lessons, quizzes and sets of excercises that help you apply what you learn.

PROJECT COORDINATED BY:

PARTNERS:

FINANCING

The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.[Project No 2020-1-DE04-KA227-YOU-020818]