Support your selections with evidence from the case, the text, and/or weekly discussion. Remember that deciding on a course of action entails envisioning and planning the steps to success. Be sure to identify implementation steps for both possible solutions. Almost every situation presented with relation to group dynamics and behavior can have multiple avenues for remedy. It is important to develop the ability to critically evaluate more than one alternative and rationally identify pros and cons of each.
During this phase teams identify power and control issues, gain skills in communication, identify resources and express differences of ideas, feelings and opinions. Open communication should be emphasized during this stage. • Norming: The team has reached an understanding about how to resolve conflict, reach decisions, measure work completion, handle communication and manage meetings. During this stage, team members realize that
Component 3… Written Analysis of the Data… Describe the sample data appropriately. Make sure the statistic from Part 1 is clearly the most important part of this analysis. (But don’t forget other appropriate information.) Component 4… Looking towards the future. * Class Activity… Small Group Die Rolling * Use the results/ideas of the class activity to explain why you can’t yet answer the question you identified in your Unit 1 Project.
What’s analyzed? And how do we analyze with and without literary terms? 8) Overall, what do you want to make sure to take away from this model? 9) What questions do you have? Second, given your understanding of style commentary and relying heavily on the mentor text analysis, write a style commentary on EACH of the below extracts (THREE TOTAL).
With this group and from my understanding of where they are from reading the case, I would conclude that they are in the storming stage. The reason I came to the conclusion is because from the textbook’s definition of forming which is when “great deal of uncertainty about the group’s purpose, structure, and leadership” (Robbins 275) and from the case study it shows that all the parties do understand that they are part of the group and know what their purpose is, so they have completed that stage. Norming is the third stage and it is described as a stage where there is cohesiveness and a strong relationship between the group members. From what I have read in the case with the worries from the School district that the Woodson foundation will have all the power and the NCPIE believing that the school district is going to eat up all the money, there isn’t yet cohesiveness in the group. This is why I say they are in the storming stage, because even though they understand that they are a group, there is still conflict on how things should be done and who is to be in charge and
The Policy Process Part 1 LeTasia Robinson University of Phoenix HCS455 June 18, 2012 Pam Crocker The Policy Process Part 1 Policies are developed because a response needs to be made to the existence of a situation that is perceived to be a problem. The policy process refers to all of the specific decisions and events that are required for a policy to be proposed, considered, and finally either implemented and/or set aside. The policy process is an interactive process with multiple points of access that provides opportunities to influence the multiple decision makers involved in each stage (Abood, 2007). There are several steps involved in the policy making process. This paper will identify the first three steps that are involved in policy making process.
These procedures include auditing, report writing, total quality management and pay methods. Each of these areas will be analysed and reviewed in detail to highlight any current issues or possible future problems. The report’s main objective will be to suggest and implement solutions to these problems. References to study material will be used to further substantiate any findings. 1.
However, if Christine had knowledge of the stages of group development she could have made sure the team assembly to the stages was effective to achieve the overall goal in her leadership role. Problem Identification The problem identification has a primary and secondary source. The primary problem is Christine role as a leader. As a leader you must have an understanding of individual members in the teams in order to build the necessary supportive group performances needed. The secondary problem is social loafing behavior of the team member Mike.
M3 – Assess your communication and interpersonal skills in relation to each interaction. To assess means to give careful consideration to all the factors or events that apply and identify which are the most important and relevant with reasons for your views. D2 – Evaluate factors that influence the effectiveness of each interaction. Evaluate means to review the information and then bring it together to form a conclusion. Giving evidence to support each of your views or statements.
the cycle of learning to enable me to develop my own understanding and as a reflective practitioner I can link this with Schon’s (1983) concepts of reflecting in action and reflecting on action to help improve my actions and professional practice and show that I evaluate my experiences and integrate it to theory and knowledge in supervision (Aids to Practice cards, Values and Ethics, p112). The relevant skill to use with the case study service user is communication. I will start explaining its relevance by looking at why it is an important skill for all social workers to use in their practice. In Block 1 of K113 we heard a number of service users and practitioners talk about examples of good and bad social work. They highlighted that a good social worker makes you feel important, works in partnership with you, gains your confidence, is straight talking