Yoga in Training: Use and Relevance - Coursework Example

Contents Contents 1 Introduction 2 Abstract: 3 Yoga: Use and Relevance 4 Yoga, in the modern parlance refers to the application of yoga-darsana to daily life through both the adoption of a particular attitude, or “somatic mode of attention toward a given set of practices: this would include the right to focus one’s concentration on the activity in question not allowing the mind to stray, not worrying about external perceptions of the action, but only about the process of carrying it out. One needs to take yoga as a general term, specifying only if reference to particular aspects of the tradition is meant. Yoga and the Vedantic tradition have been projected as India’s gift to the West. Yoga, one could understand, as an attitude of modernity-a society’s way of relating to the world. Modernity in turn is a critical mode of engagement in the world-a project-that assumed unlimited progress is possible and desirable. The fact underlying this progress is the health of the mind and body, which could be attained by yoga. 4 Aims 4 The Learner 4 Method: 5 Lecture (20 minutes) 5 Visual Aids (10 mins) 5 Discussion: (10 mins) 6 The trainer will encourage participants to provide examples of problems as they envisage them. Use of a recorder will ensure that there is a track of the exact words that were used by the participants. The discussion would take the shape of a process of appreciative inquiry, wherein the participants would be required to enlist their merits that would warrant a success with, and their problems that could form hindrances to, their adoption of yoga in their everyday lives. Most training programmers at the beginning tend to tilt toward the watching style of information divergence and assimilation. While necessary, this could turn out to be dangerous given the fact that models tend to be based on a watching as opposed to a doing climate. The idea, therefore should be that as the programme progresses through the hour, it should be getting easier troy use the more active or the ‘doing’ style (Charatova and Veer, 2006). 6 Skill Perfection session: (25 mins) 7 The final thread to the programme would be the implementation of the skill perfection session, in essence an extension of the repetition or the discussion session. The idea is the improvement of the overall skill set. The idea here is to help the workers gain practicable knowledge of the skill that has been acquired, through implementation in practice that which has been taught in theory. This session, as all of the skills training sessions, should be modified and made culturally appropriate by working with language and cross-cultural trainers. As skills permit, participants will be introduced to the poses of yoga or the asanas, ensuring that they adopt the correct styles of meditation. The practice sections can take place throughout training; all of the practice should not directly follow the instruction. As skills permit, the trainer will revisit parts of the session, teaching the structures of yoga implementation and doing practical effort. 7 Conclusion: 8 Reference 9 Introduction Training is an essential element of the success or the failure of modern organization, in terms of the fact that modern organizations often have to compete with each other on the basis of their capabilities. (Bohlander and Snell, 2009) state that the core sets of knowledge and expertise that give them an edge over their competitors, training is crucial in this respect because of the fact that it plays a central role in nurturing and strengthening the competencies of a firm and in this way has become part of the backbone of strategic management. In addition to this, there are rapidly changing technological advancements that companies would have to deal with on a day-to-day basis, which would require employees to continuously hone their knowledge, skills and abilities (KSAs) through the process of continuous learning. The following report seeks to understand the various aspects of the training variable and its importance in a world that is increasingly competitive.  Abstract:   The following report will outline a training session plan outlay that will seek to show a class the training processes that go behind a doing yoga. At the end of the exercise, the participants of the training process will be able to: 1.      Identify uses of yoga and enumerate its advantages 2.      Know how to work the exercise works so that they are able to derive maximum benefit 3.      Explain performance characteristics of different yoga positions 4.      Explore a yoga session done correctly To this end, the session planned over activities spanning an entire day will make use of activities such as a skill orientation session, a structured discussion, along with an unstructured session wherein the process will be demonstrated. The training will take the shape of a medium structure process-the focus of the programme will be on unstructured discussions and role pay along with an emphasis on structured experiences. Yoga: Use and Relevance Yoga, in the modern parlance refers to the application of yoga-darsana to daily life through both the adoption of a particular attitude, or “somatic mode of attention toward a given set of practices: this would include the right to focus one’s concentration on the activity in question not allowing the mind to stray, not worrying about external perceptions of the action, but only about the process of carrying it out. One needs to take yoga as a general term, specifying only if reference to particular aspects of the tradition is meant. Yoga and the Vedantic tradition have been projected as India’s gift to the West. Yoga, one could understand, as an attitude of modernity-a society’s way of relating to the world. Modernity in turn is a critical mode of engagement in the world-a project-that assumed unlimited progress is possible and desirable. The fact underlying this progress is the health of the mind and body, which could be attained by yoga. Aims The process of training will outline, first and foremost the benefits of yoga to the mind and the body-treating yoga not just as a manner of keeping bodily fit but also ensuring that the mind is kept healthy and alive. At the end of the session, the participants will be able to understand the fact that yoga is not just about bodily fitness but also about having a modern mind. Also, at the end of the hour, they will be able to execute the standard poses of the yogasan. The Learner The training programme will function on the basic assumption that the an average person, with usual to average information about the things that yoga entails. They have no prior experience of yoga and its underlying philosophy and are mostly clueless of the technique. Keeping this is mind the programme will be largely be structured along the prerogatives of the teacher. Motivation will come from a best learner award that would give the winner an award. Method: According to Delahaye and Smith, (1998) if the learning outcome is at the desired beginning of the hierarchy of management competencies (i.e. basic facts, or facts or knowledge of technical nature-such as the acquisition of skill sets related to deployment of a yoga session), then a lecture theory or skill sessions are appropriate, given especially the fact that these come under the heading of a single-issue fact. Lecture (20 minutes) First session: Morning-Overview: a lecture would be organized first thing as part of the process which would aim at providing the participants a basic insight into the manner of functioning yoga positions. Training is a round procedure-one that has its beginnings in the requirements of identification, and has its ending after the fulfillment of numerous steps that lead to the ultimate assessment of the training process (Halim and Ali, 2008). This lecture will be the starting point of the process. The lecture will focus on outlining the essential elements characterizing yoga-the spiritual elements and the peace of mind that yoga propagates. The teacher here will introduce students to a host of yoga styles, including Ashtanga, kundalini and Desikachar. Visual Aids (10 mins) Visual aids would be used for the training session; these should be based on the message that the participants are to get (Klatt, 1999). An average class is said to comprise of 15-20 people. This facilitates the use of a visual aid. A flipchart will be used-the biggest advantage that a flipchart affords is that it is useful for building models. The flipchart easel will be placed close to the participants and simple printed out visual and diagrams will be used in the demonstration of yoga positions. Visual aids will demonstrate toi the students the basic asanas, pranayama, and meditation poses. The course will also aim at an integration of basic yoga will modern science. This assimilation is possible through the use of research based diagrams on the manner in which weight loss and health upkeep through metabolism monitoring is mentored through the use of yoga. Discussion: (10 mins) The trainer will encourage participants to provide examples of problems as they envisage them. Use of a recorder will ensure that there is a track of the exact words that were used by the participants. The discussion would take the shape of a process of appreciative inquiry, wherein the participants would be required to enlist their merits that would warrant a success with, and their problems that could form hindrances to, their adoption of yoga in their everyday lives. Most training programmers at the beginning tend to tilt toward the watching style of information divergence and assimilation. While necessary, this could turn out to be dangerous given the fact that models tend to be based on a watching as opposed to a doing climate. The idea, therefore should be that as the programme progresses through the hour, it should be getting easier troy use the more active or the ‘doing’ style (Charatova and Veer, 2006). Skill Perfection session: (25 mins) The final thread to the programme would be the implementation of the skill perfection session, in essence an extension of the repetition or the discussion session. The idea is the improvement of the overall skill set. The idea here is to help the workers gain practicable knowledge of the skill that has been acquired, through implementation in practice that which has been taught in theory. This session, as all of the skills training sessions, should be modified and made culturally appropriate by working with language and cross-cultural trainers. As skills permit, participants will be introduced to the poses of yoga or the asanas, ensuring that they adopt the correct styles of meditation. The practice sections can take place throughout training; all of the practice should not directly follow the instruction. As skills permit, the trainer will revisit parts of the session, teaching the structures of yoga implementation and doing practical effort. Conclusion:  In conclusion, therefore one could reiterate the fact that training as a process is irreplaceable in terms of its importance (Jackson, Schuller and Werner, 2008). Here the trainer needs to know the skills that are needed for a particular activity. Training therefore is a process that aids people in becoming qualified and proficient individuals that helps in the long term and short term fulfillment of personal targets. While in its popular usage, especially current in the West, the term yoga has come to be associated more or less exclusively with the physical postures (asana) and the regulation of breathing (pranayama), the process itself in reality could function as a way of life bringing peace to an individual increasing his concentration capacity and aid individual progress. It is the process of teaching, informing, or educating people so that (1) they may become as well qualified as possible to do their job, and (2) they become qualified to perform in positions of greater difficulty and responsibility.  Reference Bohlander, G., W., and Snell S., (2009). Managing human resources. Cengage Brain. P336  Strauss, S., (2005). Positioning yoga: balancing acts across cultures. Berg Publishing. Pp17-21 Charvatova, D., and Veer, C., G., (2006). Communication and Human Resource Management and its Compliance with Culture. International Journal of Social Science. 1(1).  pp14-18  Jackson, S., E., Schuller, R., S., and Werner, S, (2008). Managing Human Resources. Cengage Brain, p276  Halim, A., and Ali, M., M., (2008). Training and professional development. Retrived February 10, 2010,   Radhakrishna S.Int J Yoga. 2010 Jan;3(1):26-30. Kaley-Isley LC, Peterson J, Fischer C, Peterson E.Psychiatry (Edgmont). 2010 Aug;7(8):20-32. Ross A, Thomas S.J Altern Complement Med. 2010 Jan;16(1):3-12. Review. Swami G, Singh S, Singh KP, Gupta M. Indian J Physiol Pharmacol. 2010 Jan-Mar;54(1):51-6. Kuntsevich V, Bushell WC, Theise ND.Mt Sinai J Med. 2010 Sep-Oct;77(5):559-69. Read More