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Resource Management
This module should occupy approximately 20 percent of total course time.
This module emphasises the fundamental importance of the skill of resource
management, which is the use of resources to satisfy needs in order to achieve
wellbeing. The concepts of wellbeing, needs and wants, resources, values, goal
setting, communication, decision making and personal management explored in
this module form the basis of study throughout the course.
Students apply the knowledge, understanding and skills developed in this module,
to practical situations in a variety of personal, family and community contexts. This
module provides introductory research experience in the design and conduct of
an interview.
Module focus
- Fundamental concepts of resource management
- Influences on resource management
- Effective resource management
Outcomes
A student:
P1.l describes the contribution an individual's experiences, values, attitudes and
beliefs make to
the development of goals
P1.2 proposes effective solutions to resource problems
P3.2 analyses the significance of gender in defining roles and relationships
P4.1 utilises research methodology appropriate to the study of social issues
P4.2 presents information in written, oral and graphic form
P5.1 applies management processes to maximise the efficient use of resources
P6.1 distinguishes those actions that enhance wellbeing.
[2]
Students learn about: Students learn to:
fundamental concepts of resource
management
wellbeing
defining wellbeing
factors affecting wellbeing
- emotional
- economic
- cultural
- physical
- spiritual
- social
individual and group
wellbeing
needs and wants
defining needs and wants
specific needs
- adequate standard of living
(food,
- clothing, shelter)
- health
- education
- employment
- safety and security
- sense of identity
Maslow's hierarchy
satisfaction of needs and wants
- goal setting
- enhancing wellbeing
explore the concept of
wellbeing by
considering the following
questions:
- what is the opposite to
wellbeing?
- how do people describe
wellbeing?
- why might there be different
understandings of wellbeing?
analyse the relationship
between the factors and
explain how they can impact
on wellbeing
discuss the effect that their
own
wellbeing can have on the
wellbeing of the groups to which
they belong
describe each of the specific
needs and compare the
significance of each to
different individuals
critique Maslow's hierarchy and
debate its relevance and
validity after considering
contemporary views on human
needs
outline a specific need that is
significant to them and explain
how goal setting can
contribute to the satisfaction of
that need
[3]
Students learn about: Students learn to:
resources
defining resources
specific resources
- human, eg energy,
knowledge, intelligence,
sight, language, skills and
abilities, motivation
- non-human, eg food,
clothing, money, electricity,
shelter
interchangeability of resources
resource sustainability (to
conserve a resource)
influences on resource
management
factors affecting resource
management
personal values and past
experiences
factors influencing availability
of and access to resources, eg
age, gender, disability, culture,
socioeconomic status
access to support
- informal, eg relatives, friends,
neighbours
- formal, eg government
agencies,
community organisations
describe a range of resources
and explain how they assist in
satisfying specific needs
propose how resources could
be
interchanged to enhance
wellbeing in a variety of
situations
outline strategies individuals
use to
conserve human and non-
human resources
explain how a combination of
factors can influence resource
management for a range of
individuals, including:
- a person with a disability
- a person who is homeless
- a 16-year-old male
- a retired aged person
describe how access to
support can contribute to the
satisfaction of specific needs in
a range of situations
[4]
personal management skills
planning and organisation
communication
- verbal and non-verbal
- assertive, aggressive, passive
- characteristic of effective
communication
decision making
- decision-making styles - impulsive,
intuitive, hesitant, confident,
rational
- factors influencing decision
making
problem solving
assess the extent to which
personal management skills
can influence resource
management
use scenarios to apply and
refine their personal
management skills to relevant
and contemporary challenges
identify and challenge gender
expectations in regard to
personal management skills.
effective resource management
strategies for effective resource
management
using interchangeable
resources
adopting sustainable
behaviours
accessing support
developing personal
management skills
engaging in education or
training
interviews as a primary research
method
constructing, conducting,
recording responses
- structured and unstructured
advantages and
disadvantages
propose and evaluate
strategies
individuals can adopt to
effectively
manage their resources in a
range of life contexts, eg
caring for a family member,
completing the HSC, seeking
employment
use interviews as a research
method by:
- designing an interview to
investigate how accessing
support can contribute to
effective resource
management
- conducting interviews and
recording responses
[5]
analysing research results - analysing the data to
determine the extent to
which accessing support
assists individuals to manage
their resources effectively.
The Pursuit of Happyness is a 2006 American biographical drama film based on Chris Gardner's nearly one-year struggle with homelessness. Directed by Gabriele Muccino, the film features Will Smith as Gardner, an on-and-off-homeless salesman. Smith's son Jaden Smith co-stars, making his film debut as Gardner's son, Christopher Jr.
Watch the DVD Pursuit of Happiness and complete the following table below, by outlining the wellbeing of the Will Smith as Gardner and his son,
Christopher Jr. Also discuss the impact this has on the groups he belong to; his family and work
Needs and Wants
When needs are satisfied. We are more likely to be able to access the things we
want.
1. Highlight the following examples by identifying the needs and wants in
each
When an individual has an education (a need or want/s) they have a higher
chance of getting into university or TAFE or getting a high paid job (a need or
want/s )
When a person has high self-esteem (a need or want/s), they are more likely to
have confidence to develop new friendships or sustain a long term relationship
(a need or want/s)
2. Compile a list of your needs and a list of your wants. Now propose similar
lists for a 75-year-old mal
Me 75 Year old Male
Need
Want
For example: When a person has employment (a need) they are more likely to be able to
afford things such as their own car, house or an overseas holiday (wants).
[8]
SPECIFIC NEEDS
SYLLABUS LINK ACTIVITY: Read through the definitions on each specific need below. Discuss
in pairs what the specific needs of 3 different people would be and summarise in the table below.
Specific
Needs
(BELOW)
Definition
Refer to text
Lawyer Homeless
Man
Child with a
physical disability
Ad
eq
ua
te
sta
nd
ard
of
liv
ing
He
alth
Ed
uc
atio
n
Em
plo
ym
en
t
Sa
fety
an
d
Se
cu
rity
Se
nse
of
ide
ntity
[9]
Extension Task
Use the word list below to find the answer to the clues relating to the
classification of needs. Circle the corresponding word in the word puzzle.
CLUES:
1. These needs are essential to survival and overall wellbeing: …………………
2. These are the biological needs essential to life, health and wellbeing:
…………………………
3. Interaction with others is important to a person’s ……………………………
wellbeing.
4. These needs shape the way an individual develops identity and the way
they see the world: ……………………………………..
5. Needs that are regarded as those which are not essential to survival and
can be classified as wants rather than needs. They are? ……………………
6. The needs which relate to the stability of the psychological status of a
person can be classified as …………………………….. needs.
7. These needs influence a person to behave in a particular way in society
through their experiences and interaction with family and community.
…………………………………………
S P I R I T U A L Q H P
E M O T I O N Z A W G L
C V C X T R E W I W B K
O N B M G T Y U C E N T
N O P S F D H J O Z J R
D U T Y L A C I S Y H P
A Y T U U I O P L K J H
R U I R L A R U T L U C
Y R A M I R P E E D F G
F T I L A N O I T O M E
Primary, spiritual, emotional, cultural, physical, social, secondary
[10]
SATISFACTION OF NEEDS AND WANTS
Textbook Summary (p.10) ________________________________________________________________________
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There are various factors which can influence the satisfaction of needs
including:
Gender - males and female fulfil needs in different ways. For example, males
may find it more difficult to satisfy their emotional needs than females.
Example:
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Education - Education can be positive or negative influence in the satisfaction
of needs and wants.
Example:
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[11]
Economic status - Economic status can limit the accessibility to basic
physiological needs or wants which are significant to the development of a
person's self-esteem, safety and security and can impact on their overall
wellbeing. Individuals may be limited (through their financial status) to fulfil
their basic needs and wants.
Example:
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Culture - an individual's values and beliefs will affect the satisfaction of needs
and wants.
Example:
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Geographic location - Someone living in an isolated area, or living with a
disability, may have limited access and opportunity to fulfil their needs and
wants.
Example:
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[12]
GOAL SETTING Goal setting is important for the satisfaction of needs and wants. Goals are what people aim
for in life.
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Short Term
GoalsMedium
Term GoalsLong Term
Goals
[13]
The Smart goal-setting technique
SYLLBUS LINK ACTIVITY: Examine each of the specific needs by providing an example that is significant to you,
develop goals that can contribute to satisfying needs and explain how this will enhance wellbeing.
Specific Need Example Goals that contribute to the
satisfaction of needs
How can this enhance wellbeing
Adequate
standard of
living
Having a balance diet Consuming 2 serves of fruit and 5
serves of vegetables each day
Drinking 8 glasses of water per
day
Physically – will look better and
reduce the chance of heart
disease and diabetes
Emotionally will feel better and be
more productive
Health
Education
Employment
Safety and
Security
Sense of Identity
ENHANCING WELLBEING
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[16]
RESOURCES
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[17]
Specific Resources
Human Resources Non-Human Resources
The skills, abilities or talents of people,
including:
Non-human resources that are
tangible or touchable objects, such
as:
Formal Resources Informal Resources
Formal resources that are organised
and established by the community.
They usually have set hours of
operation and a formal system of
leadership. Examples include:
Informal resources are people or
things that are available and/or
accessed in an informal way, such as:
Economic Resources Non-Economic Resources
Financial resources that can be used
to achieve economic gain or goals.
They include:
Non-financial resources that have no
relationship to money. Examples
include:
[18]
[19]
SYLLABUS LINK ACTIVITY
1. Using the table below, classify these resources into the correct category (some may be
in more than one category):
Human Non-
Human
Formal Informal Economic Non-
Economic
2. Explain how human resources can be developed.
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3. Explain how the internet could be used as either an economic or a non-economic
resource.
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hospital, creativity, employment agency, ambition, drum kit, TAFE,
college, house, car, soil, credit, conversation with a friend, motel,
neighbour helping with your garden, mobile phone, university
degree, iPod, musical skills, court system, library, salary, teacher.
[20]
INTERCHANGIBILITY AND SUSTAINABILITY OF
RESOURCES
Interchangeable resources are resources that have alternative uses so individuals
must make decisions on the best use of resources. For example, money could be
used immediately to buy clothes or shoes or saved and used to purchase a car
in the future.
To satisfy our needs and wants we sometimes ‘may’ interchange resources. This
means that we change one resource that we may have in excess to obtain more
of those in short supply. This will then provide a good overall balance of resources.
For example, a dual income family may use the internet to shop for food and
have them delivered to the house. This is because they are short of time (one
resource) but have enough money (another resource) to pay the extra delivery
fees. Alternatively, a family that has less income due to lack of employment, may
elect to buy food in bulk and cook all meals at home because they have plenty
of time (resource) but not much money (another resource).
Activity: Complete the following table and explain how resources can be
interchangeable to enhance wellbeing. Propose TWO more examples of how
resources can be interchangeable and explain how this will enhance wellbeing.
Example of
Resource
How will this enhance wellbeing?
Doing chores around
the house in exchange
for money.
Behaving good so you
can receive a merit
award.
[21]
A sustainable resource is a resource that can be continuously replenished, or
there is an endless amount of it that can be captured or harnessed and useful
towards providing energy without there being a decrease in supply.
Sustainability can relate to recycling and conservation. To ensure the health
and survival of the environment for current and future generations, natural
resources must be used very carefully. Most councils have introduced a
recycling program so that products can be recycled rather than disposed of
in the garbage. If enough people do this, it will have a cumulative effect on
the physical environment by conserving resources such as forests.
For example:
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________
SYLLABUS LINK ACTIVITY:
1. Outline various community campaigns that encourage the sustainability
of resources (for example, Earth Hour).
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2. Complete the following table to outline the different strategies individuals
could use to conserve human and non-human resources.
Human Resources Strategies to conserve resources
Intelligence
Skills in first aid
Non-human Resources Strategies to conserve resources
Water
Money
[22]
1. What resources has Deborah used that are interchangeable?
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________________________________________________________________________
2. Identify ONE sustainable behaviour that is effective for managing resources
in this situation.
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3. Where does Deborah access her support?
________________________________________________________________________
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Mum swots up for a new life Back in class with the kids by Sarah Price
A FORMER SECURITY guard and mother of two teenagers has returned to high school in
the hope of securing a career in forensic science. Deborah Moore, 39, is one of almost
68 000 students sitting the Higher School Certificate’s English exam tomorrow. Cheering
her on are her two children, daughter Jesse, 17—a Year 11 student who attends
Illawarra Senior College alongside her Year 12 mum —and son Dylan, 15. Ms Moore,
who left school after Year 10, said her return to high school had been „absolutely
fantastic‟. „The first time I was at school I absolutely hated it with a passion,‟ she said,
but now she was „ready for a challenge‟. It’s probably not as hard as it should have
been because of the fact Jesse and Dylan was so supportive and such amazing kids.
They’ve just always cheered me on from the sidelines, saying “Good on you, Mum.” The
teenagers help with the vacuuming, the dishes and cook for themselves, if their mother
has too much study to do. While Ms Moore and Jesse do not share any classes, they
spend lunchtimes together and have some of the same teachers. „Oddly, she has a
history teacher that I had in the 1980s,‟ Ms Moore said. „We hang out together. There’s
such a diverse range of ages up there, nobody holds it against anyone. It’s such a nice
atmosphere.‟
Jesse said she loved having her mum at the same school and would miss her next year.
It’s pretty much just like being at home,‟ she said. „We hang out all the time.‟ Ms Moore
hopes to gain the marks for entry to a forensic science degree at the University of
Western Sydney.
Ms Moore is also a talented artist, who has had a solo exhibition, entered the Archibald
Prize and designed an album cover for a Melbourne musician. Her other achievements
include qualifying for a black belt in combative kickboxing and playing bass guitar in a
band.
The Sun-Herald,
19 October 2008
[23]
INFLUENCES ON RESOURCE MANAGEMENT
- Page14 -
Personal Values
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1. List 5 personal values that you consider important, then number them in a
priority order. Refer to page 15 of the text to assist you.
i. ___________________________
ii. ___________________________
iii. ___________________________
iv. ___________________________
v. ___________________________
[24]
2. Identify the possible values that may have influenced the following decisions.
Aaron has decided to work as a volunteer in Central Africa.
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Alison has changed her work pattern from full-time to part-time so that she
can help look after her grandson.
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Past Experiences
Our past experiences have influence on resource management because we
have learnt from the outcomes of those prior experiences. For instance, a
teenager who is badly sunburnt may choose to use sunscreen and cover up the
next time the beach is visited. Both positive and negative experiences can be
used to assist with resource management.
Explain how personal values and past experiences can influence resource
management. Give examples.
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[25]
SYLLABUS LINK ACTIVITY
1. Read the scenarios below and list the factors (GAS CD) that influence the
availability and access to resources.
[26]
2. Highlight an individual from the list.
For the individual that you have
selected identify how each factor
influences that availability and
access to resources.
Factor How the factor affects the availability and
access to resources.
Gender
Age
Socio-economic
status
Culture
Disability
3. Using the Venn diagram below, compare and contrast your individual to
that of another person in the class.
- A person with a disability
- A person who is homeless
- A 16 year-old male
- A retired person
[27]
ACCESS TO SUPPORT
Support networks provide assistance for individuals, families and community
groups. They can be formal or informal. Formal and informal support networks are
essential to families in managing their multiple role expectations. (pp.17-18)
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[28]
1. What are the benefits of informal and formal support?
Benefits of informal support Benefits of formal support
2. Research the different types of formal and informal support and explain
how each can contribute to the satisfaction of needs for the individuals
listed.
Individual
Example of
formal
support
How this support can
contribution to the
satisfaction of needs
Example
of
informal
support
How this support can
contribution to the
satisfaction of needs
A family
with a
newborn
and a 3
year-old
A frail
aged
person with
in their
family
home
A single
parent with
2 high
school
aged
children
[29]
PERSONAL MANAGEMENT SKILLS
Management is an ongoing process used by individuals, families, groups and
the wider ________________.
It is a process that helps people to achieve their set ___________, effectively
utilise resources and contribute to improving the ____________ of life.
Management:
involves using what ______________ have to get what people want
It is about making things happen rather then ________________ things
happen
It is an acquired skill, therefore the more you make ____________ and act
on them to achieve your goals, the better you will become at managing.
Management components are interrelated. Goals are set, and these goals are
__________________ by the resources available and the _____________ held by the
people involved. To reach these goals decisions have to be made and
communication needs to occur. The aim of the process is to satisfy needs and
wants so that a person's ______________________ can be enhanced.
Why do we need to develop our skills in
personal management?
____________________________________
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Quality actions Community goals
People letting prioritised wellbeing
[30]
PLANNING AND ORGANISATION
Make summary notes from textbook (pp.20) to further your understanding of
planning and organisation.
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[31]
MANAGEMENT MODELS
Planning, Organising, Implementing and Evaluating (POIE)
A commonly used management process involves 4 steps, these can be
interdependent and do not always occur in the same order.
Planning involves setting, clarifying and __________________ goals,
considering resources and establishing standards to measure goal attainment.
Decisions must be made with regard to each of these. ____________________ can
be very simple or very complex depending on goals. It should be flexible,
realistic and, if working with others, cooperative.
Organising involves the selection of a course of _____________ (the who,
what, where, when and how of management). During this stage, original plans
may have to be revised. E.g. there may be insufficient resources. It may be
necessary to clarify _______________ and values before the plan can proceed.
Implementing involves putting the ___________ into action and seeing
whether goals are reached. Modification may be needed. In some
circumstances the plan may not be implemented or postponed. E.g. a couple
traveling just prior to an airline collapsing would have paid for their tickets and
accommodation and made touring arrangements and even packed their
bags.
Evaluating is the _____________________ of the process and occurs at every
stage of the management process. It involves examining what has happened
and assessing whether the outcomes satisfy the original goal. This stage allows
Word Bank:
evaluation, community, planning, goals, quality, people, improvements,
plan, letting, customer, decisions, assessment, influenced, values, superior,
satisfaction, wellbeing, prioritising, goals, action, impulsive, problems
[32]
you to discover if the outcomes have reached or varied from the desired goal.
It allows for consideration of possible _____________________ for the future.
APPLYING MANAGEMENT SKILLS IN DIFFERENT CONTEXTS
Individuals may develop a budget to manage their financial resources. Peers or
friends might apply the management process to solve a problem about where
to go on a Saturday night. A family could use the process to help adjust to
change, such as when a mother with teenagers becomes unexpectedly
pregnant. A school might develop a new curriculum to take advantage of new
educational technologies. A workplace could apply management skills to
satisfy needs and wants of employees seeking more family-friendly policies. A
community may use management skills to solve the problem of a building
company that wants to construct units on land that local residents want kept as
a park.
ActivitY
Todd is a 17 yr old yr 12 student at a local high school. On completion of high
school he wants to go to university to study marine science. Todd and some
of his friends wish to go on a cruise after the HSC. Todd plays rugby league
and has aspirations to play at a higher level. He trains regularly and works
part time at a local supermarket. Todd’s parents are both school teachers
and he has a 19 yr old brother who attends university part -time and works
part-time at a motel. His sister is in yr 9.
a. In relation to Todd’s ambition to attend university, discuss how the
following could influence the management process:
i. Resources available
ii. Values held and their priority
iii. Goal priorities
b. Describe in some detail some management strategies to help Todd
reach his goals
[33]
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[34]
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MANAGEMENT MODELS
Covey’s Time Management Matrix
As shown in the textbook on page 21, Dr Stephen Covey has developed a matrix
to help people prioritise and plan tasks.
1. Identify the purpose of this matrix and explain how it can assist people in
focusing on what is important and what is not a priority.
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[35]
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2. Consider the following lists of tasks. Identify which part of the matrix each
tasks belongs to.
Important and Urgent
DO NOW!
Important, Not Urgent
PLAN, DO NEXT!
Not Important, but Urgent
MANAGE
Not Important, Not Urgent
AVOID
Buy milk (none in the fridge)
Add music to your phone
Finish maths homework, due tomorrow
Check Facebook
Cannot do English essay, call a friend
Message your Mum for driving lessons before the end of the week
[36]
Try to swap a shift at work
Pay for an excursion
Buy another pair of shoes
COMMUNICATION
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Communication has 4 main components:
1. The sender (the source):
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2. The receiver (destination)
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3. The message
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4. The medium
[37]
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TYPES OF COMMUNICATION
Types of Communication: Communication can be verbal or non-verbal.
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Type of Non-
Verbal
Communication
Example Message
Gestures
Facial expressions
Eye Contact
Posture
Body Movement
[38]
Proximity to others
Match Column A to the type of communication indicated in Column B.
Column A Column B
An exchange of messages from one person to another
through writing or speech / language
Assertive
Exchanging thoughts and messages with others in a non-
threatening and respectful manner
Non- verbal
Exchanging thoughts and messages in a threatening manner
without regard for others’ feelings or opinions
Verbal
A form of communication without using speech, includes the
use of gestures and facial expression.
Passive
Communicating with lack of confidence and initiative, often
avoiding decision making and commitment to discussion
Aggressive
Communication can also be classified as assertive, aggressive or passive. A
skilled communicator will know which style of communication is best suited
to the receiver, taking into account the medium and the environment.
Style Characteristics Outcomes
[39]
Styles of Communication
[40]
Activity
1. How would you react to this?
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2. After analysing the table ‘Styles of Communication’ and watching role
plays write down how people would react passively, assertively or
aggressively.
A friend was having trouble with an assessment task. They have a
look at yours. Your friend copies your assessment and you both
receive zero.
[41]
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CHARACTERISTICS OF EFFECTIVE
COMMUNICATION Effective communication is said to occur when the message is received and
understood. Bad communication results in wrong or misunderstood messages
getting through.
Good communication skills aid the learning process, help you to make
friendships and sustain relationships with your friends, family and peers. They
allow you to express your needs and emotions, and to discuss ideas and
opinions.
Activity:
a) List 5 advantages of good communication. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
[42]
b) List 5 ways of improving your communication skills.
_____________________________________________________________________
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_____________
Effective communication involves the active participation of two parties: the
sender and the receiver.
1. The Sender:
a) Speaks or sends the message _______________
b) Allows the other person to respond or _________________
c) Relays a sincere _________________________
d) Observes the reactions of the receiver to see if message has been
understood __________________
2. The Receiver:
a) Listens carefully to the __________________
b) Faces the person ______________ the message
c) Maintains ___________ contact
d) Watch carefully for ________-verbal messages
e) asks _____________ if not understood
f) Gives sender signals that message was _________________
g) Resists ___________________
[43]
h) Does not __________________
Effective
Communication
Ineffective Communication
Word bank:
questions, clearly, speaker, distractions, message, sending, non,
talk, correctly, eye, received, interrupt
[44]
Inappropriate methods of communication
MR BEAN EPISODE
[45]
Watch an episode of Mr Bean and answer the following questions.
1. Make notes on the verbal and non-verbal cues Mr Bean uses in the
episode.
Verbal Cues Non-Verbal Cues
2. Do you believe Mr Beans Character is assertive, aggressive or passive?
Justify your answer. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Create a list of characteristics of effective communication Mr Bean
displays.
[46]
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________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__
GENDER AND COMMUNICATION
There is a belief that males and females communicate differently. The
differences are believed to be developed through the socialisation process -
how males and females interact with others in their family and community.
[47]
Females are sometimes seen as more
passive communicators who wait for
others to meet their needs. On the
other hand, men are seen as having
more confidence and can use
assertive communication effectively.
Females use communication to build
intimacy and connection while men
use it to establish power and
exchange information.
Activity: Agree or disagree
Refer to page 26 of the textbook, read the opinions outlined in the table. Discuss
these ideas as a class.
- Do you consider these findings stereotypical or true?
- Who feels that they have communication patterns similar to the traits of the
opposite gender?
What is your Style of Communication?
Answer this quiz honestly by yourself to find which type of communicator you
are. Circle the answer that best describes you.
1 I rarely speak up in a group situation Yes No
2 I usually take a neutral stand in discussions Yes No
3 I verbally agree with others despite my true feelings Yes No
[48]
4 I have a subdued voice and reduce eye contact to avoid
attracting attention to myself during conversation
Yes No
5 I interrupt others when they are speaking Yes No
6 I try to make others share the same viewpoint as me Yes No
7 I speak loudly and accuse or find fault with others Yes No
8 I try to make decisions for others Yes No
9 I allow others to complete their thoughts before I speak Yes No
10 I spontaneously and naturally enter a conversation using
a moderate tone and volume of voice
Yes No
11 I make my own decisions based on my personal values Yes No
12 I consider myself to be strong and capable and equal to
others
Yes No
If you ticked yes to more than TWO boxes in any particular shaded area (1-4)
(5 - 8) (9- 12) of the quiz, then your min communication style is:-
You are a passive communicator (1 - 4)
You are an aggressive communicator (5 – 8)
You are an assertive communicator (9 – 12)
Why do you think this is your communication style? ___________________________________________________________________
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DECISION MAKING
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[49]
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DECISION MAKING STYLES
[50]
Read through the definition of each decision making style and think of an
example.
Decision Making Styles Example Confident Decision maker - believes in and trusts
their ability to make decision. They feel competent
to make a wise choice between alternatives. They
feel satisfied
Intuitive decision maker - bases their decisions on
their gut feeling. It very much depends on how they
feel about a particular alternative. They make a
decision without much reasoning. They base their
decision on their inner feelings, but do spend time
making decisions.
Impulsive decision maker - rushes into making a
decision without giving it too much thought about
the alternatives and outcomes. The decision is
made hastily and insufficient information is
collected.
Rational decision maker - collects sufficient
information and carefully considers the possible
outcomes of each alternative. They recognise that
values and emotions can affect decision-making
and therefore try to avoid this influence. Rational
decision makers gather information, speak to
people, investigate available options and then
consider which the best option is.
Hesitant decision maker - delays making a
decision. They are indecisive about which
alternative is best and procrastinates about making
the choice. They probably leave the decision for a
while, think about it some more and continue to
ponder over the alternatives. In some cases the
hesitant decision maker may decide not to make a
decision at all because it is so hand to decide.
Questions:
[51]
1. Select words from the list below to unjumble the words revealing
individual decision making styles.
impulsive, intuitive, rational, hesitant, confident
a. tanlaoir ______________________
b. tutveinii ______________________
c. stihetna ______________________
d. pluvsimie ______________________
e. deficnont ______________________
2. Complete the chart below identifying the various decision making styles
employed. There may be more than one statement that relates to each
style.
Statement Decision Making Style
Making a hurried or rash decision
To make a decision depending on how a person
feels about the problem
Having difficulty making a decision
To make a decision without much thought about
consequences
Indecisive over a decision until all options are
considered
Feels certainty in the decision that has been
made
Considers all alternatives and consequences
before making a decision
Making a decision based on facts and information
rather than impulses
Happy about making a decision based on
choices
FACTORS AFFECTING DECISION MAKING
[52]
1. Access to Resources
The alternatives you have for a decision may be affected by the resources you
have available to you. If you had to decide where to go for the holidays how
would access to resources affect this decision?
Think about the options/alternatives you have and the resources you might
need for each.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Complexity of the problem
Complex problems usually take more time to resolve and greater consideration
of each alternative has to be given. More complex decisions have a greater
impact on people and may affect others goals and resources.
Think of a situation where the complexity of the problem would affect the
decision and explain.
_____________________________________________________________________________
_____________________________________________________________________________
3. Past experience and personal values
The experiences people have had rend to influence the decisions they make.
Learn from your mistakes etc.
Give an example where past experiences of a person may affect decision
making.
_____________________________________________________________________________
_____________________________________________________________________________
Values influence the decisions people make. The things they value most will
affect the final decision.
[53]
Give an example where your values have affected a decision you have had to
make before.
_____________________________________________________________________________
_____________________________________________________________________________
4. Attitudes to change.
Change is part of life and can have both positive and negative outcomes.
Some individuals cope with change better than others. Those who do not like
change and do not cope with it well may make decisions that avoid change.
This can have a negative outcome if the choice of alternatives was not the best
choice. What circumstances can you think of where change might affect a
person's decision?
List at least 3 and explain how change would affect the decision.
_____________________________________________________________________________
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_____________________________________________________________________________
5. Sociocultural Factors.
A person’s sociocultural background can impact on decision-making. Cultural
aspects such as gender, family position, education level and socioeconomic
status can influence an individual’s willingness, ability and confidence to express
their needs in relation to decision making.
Give an example of sociocultural factors influence decision making.
_____________________________________________________________________________
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PROBLEM SOLVING
[54]
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STAGES OF PROBLEM SOLVING
[55]
Summarise the steps of decision making from the textbook (pp 29-30).
[56]
PROBLEM SOLVING
ACTIVITIES
Read the following scenarios and explain how you would solve the following
problems, taking into consideration planning and organisation, communication
and decision making.
Situation 1
Sharon who has just finished the first term of year 12 has been offered an
apprenticeship as a hairdresser. She finds herself confused.
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Situation 2
John and Sam had their hearts set on going to QLD for 'schoolies' week. They both
worked hard all year at school and saved money from their casual jobs to pay for
the trip. Two weeks prior to leaving, John receives a phone call to say their
apartment had been double booked and their deposit had been refunded in
the mail. All other apartments in the area are fully booked.
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[57]
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EFFECTIVE RESOURCE MANAGEMENT STRATEGIES FOR EFFECTIVE RESOURCCE MANAGEMENT
The effective management of resources is extremely important for individuals,
groups and communities. Effective management of resources ultimately
assists individuals, groups and communities to achieve their goals, to satisfy
their needs and wants and to attain optimal wellbeing.
Strategies for Effective Resource management
Strategies Description / Examples
Using
interchangeable
resources
Adopting sustainable
behaviours
Accessing support
Developing personal
management skills
[58]
Engaging in
education or training
EFFECTIVE RESOURCE MANAGEMENT STRATEGIES
Activity: Complete the following table below, by outlining strategies needed in order to manage available resources effectively in
the different life context, using the heading provided. The first scenario has been completed for you to use as a guide.
Scenario Using
interchangeable
resources
Using skills and
resources that you
already have in order
to achieve a need or
want
Adopting sustainable
behaviours
Using skills or
resources that will
ensure needs or
wants are effectively
achieved
Accessing support
This can be in the
form of either formal
or informal support
networks.
Developing personal
management skills
Effectively prioritising
resources or skills to
ensure goals are
achieved
Engaging in
education or training
Using resources or
educational and
training institutes to
develop or improve
skills
Caring for a family
member who has
been confined to a
wheelchair
Using money for
paid care
Asking a family
member or friend to
go food shopping for
you and in return you
will look after their kids
or help around the
house
Routines
Weekly schedules
Invest in assistive
technology
Install handrails,
ramps and seats in
showers
Accessing respite
care
Asking Other family
members,
neighbours.
Utlising support
networks i.e. disability
Australia
Developing time
management plans
such as:
o Budgets.
o Goal setting.
o Time out for self
o Chores charts
Learning about the
disability
Developing better
ways to manage the
changes
Learning
techniques for
adequately caring for
the family member as
well as yourself and
others
Getting your driver’s
licence
[60]
Scenario Using
interchangeable
resources
Adopting sustainable
behaviours
Accessing support
Developing personal
management skills
Engaging in
education or training
Becoming a teenage
parent
Saving your money
to purchase a car
INTERVIEWS AS A RESEARCH METHOD CONSTRUCTING,CONDUCTING AND RECORDING RESPONSES
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[62]
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[63]
Research Activities: Use the internet to research the following about interviews:
1. What is the purpose of using interviews as a research method?
_____________________________________________________________________________
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_____________________________________________________________________________
_____________________________________________________________________________
2. Outline the characteristics of a structured and instructed interview.
Structured Interview Unstructured Interview
3. Discuss the advantages and disadvantages of the interview process.
Type of Interview Advantages Disadvantages
Structured
Interview
Unstructured
Interview
[64]
4. Select a television or iMedia interview to observe and answer the
following questions. Suitable examples include Enough Rope (interviews
by Andrew Denton) or 60 Minutes.
Watch the interview and discuss the following:
a) Is the interview structured or unstructured? How do you know?
_______________________________________________________________________
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_______________________________________________________________________
b) Outline the preparation that would have been carried out prior to the
interview.
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_______________________________________________________________________
c) Describe the communication techniques used by the interviewer to
enhance the experience for the interviewee.
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_______________________________________________________________________
5. Identify various methods that would be appropriate in recording interview
responses.
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[65]
6. Write a set of interview questions (at least 5 questions)to ask someone
about their future goals and what support they would require to help
achieve them.
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7. Interview two people in the class and record responses using either voice
recorder or taking notes.
8. In the Venn diagram compare the similarities and differences.
[66]
