Professional Documents
Culture Documents
Sr. No
Table of Content
DAY 1
Page No
01.
Public Dealing
04-05
02.
Community Interaction
06-09
03.
10-19
05.
29-32
06.
Communication Skills
33-41
08.
52-66
09.
Official Co-ordination
67-76
10.
Students Affairs
77-82
DAY 1
PUBLIC DEALING
It is essential to know your public (people around you)
LEAD DONT BE LED 1. Keep your cool 2. Think how dependent they are 3. Push them into difficult decision making situations 4. Apply the SAP Rules 5. Support Appreciate Pamper There are either Easy People Or Difficult People
COMMUNITY INTERACTION
INTRODUCTION
Community interaction refers to the level of participation within a community of practice, either with other members or with the site itself. Community interaction can occur online or offline. Offline community interaction can occur in face-to-face community meetings, symposiums, phone calls, usability and requirements sessions, etc The role of a community support team is to foster and grow that interaction through any possible means. To be useful the community interaction obviously needs to be related to the purpose of why the community was formed in the first place.
DEFINITIONS
The Times sponsors political debates, economic summits, forums, leadership awards and other community-oriented initiatives. The Times also provides community support through Gannett Foundation grants and community partnerships Community interaction is the phrase used to refer to how people manage careers in a social context. It was introduced into what was - and still is - an ongoing debate.
On the community site phone calls Community member responding to a request for help from the support team
Community Member providing more information about him/herself o Filling in user profile information o Introduction to the community function. Adding Community events/functions, in which community members o Post announcements o Post conferences, symposiums, events
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Post/announce community developed projects Participate in community developed projects Finding community members to help with a problem o Find a member function o Post questions on discussions o Posting Job announcements Community members conducting a search for interaction occurring o Discussions o Reviews o By this member function showing where the member has participated
o o
Vendor or dedicated marketing resource Manager from community Engage members in participation: This is the final step, in which the members become active in the community. This implies a commitment on their part to aid in the community building process. Engagement is required for membership in the core community listing. Engagement can take on many forms, including:
y
y y
y y y
SME content reviews: Community identified subject matter experts (SMEs) can contribute significantly to the communitys success. By reviewing content for accuracy, completeness and validity, they ensure that only quality content is made available for others to use. Participation in usability studies: Getting potential or existing community members to participate in site usability studies is key to building a targeted online community. By providing an hour of their valuable time, community members are clearly demonstrating a commitment to the online communitys success. The use of their time should be maximized, to ensure that all essential usability comments are extracted. Providing and acting on contributions: (See section one description for details) Participation in community meetings: Community meetings provide a nonthreatening way to share knowledge. If the community support team captures this transfer, additional content can be created. Adding value the information that already exists: See section one description for details) Providing more information about themselves: (See section one description for details) Fulfilling community requests, including speaking engagements: If a community is truly attempting to grow, gaining community member participation in outreach events is critical. Nothing is more motivating as a sales pitch than having real world community member with no financial incentive making the pitch.
B. F. SKINNER
AKA Burrhus Fredric Skinner Born: 20-Mar-1904 Birthplace: Susquehanna, Died: 18-Aug-1990 Location of death: Cambridge Cause of death: Cancer - Leukemia Remains: Buried, Mount Auburn Cemetery, Cambridge, Occupation: Psychologist, Philosopher Nationality: United States Executive summary: Radical Behaviorism
B. F. Skinner was one of the most influential of American psychologists. A radical behaviorist, he developed the theory of operant conditioning -- the idea that behavior is determined by its consequences, be they reinforcements or punishments, which make it more or less likely that the behavior will occur again. His principles are still incorporated within treatments of phobias, addictive behaviors, and in the enhancement of classroom performance (as well as in computer-based self-instruction). Skinner believed that the only scientific approach to psychology was one that studied behaviors, not internal (subjective) mental processes. He denied the existence of a mind as a thing separate from the body, but he did not deny the existence of thoughts, which he regarded simply as private behaviors to be analyzed according to the same principle as publicly observed behaviors.
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Wife: Yvonne Blue (two daughters) Daughter: Julie Skinner Vargas (professor of Educational Psychology, West Virginia University) Daughter: Deborah Skinner Buzan (artist) University: BA English, Hamilton College University: MA Psychology, Harvard University (1930) University: PhD Psychology, Harvard University (1931) Author of books: The Behaviour of Organisms (1938, nonfiction) Walden Two (1948, fiction) Science and Human Behavior (1953, nonfiction) Verbal Behavior (1957, nonfiction) Beyond Freedom and Dignity (1971, nonfiction)
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JEAN PIAGET
Born: 9-Aug-1896 Birthplace: Neuchtel, Switzerland Died: 17-Sep-1980 Location of death: Geneva, Switzerland Remains: Buried, Cimetire des Plainpalais, Geneva, Switzerland Occupation: Psychologist Nationality: Switzerland Executive summary: Elaborated the stages of childhood Father: Arthur Piaget Mother: Rebecca Jackson Wife: Valentine Chtenay Daughter: Jacqueline Daughter: Lucienne Son: Laurent Jean Piaget was a Swiss biologist, philosopher, and psychologist best known for his work in the area of developmental psychology., Piaget divided cognitive growth and development into fixed stages. But Piaget's particular focus was on the intellectual or cognitive development of children and on the way in which their mind's processed and progressed in knowledge. Piaget's central thesis was that children (1) develop self-centric theories about their environment, and about objects or persons in that environment, and they grow; and (2) that children base these theories on their own personal experiences interacting with persons and objects in their environment; (3) that the child used "schemas" to master and gain information about the environment; and (4) that the sophistication of a child's cognitive structures increased as the child grew and developed, as did the child's
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"schemas". Schemas, which are the child's tool bag of actions and responses to make things happen
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JOHN DEWEY
Born: 20-Oct-1859 Birthplace: Burlington, Died: 1-Jun-1952 Location of death: New York City Remains: Buried, Dewey Memorial, Burlington, Occupation: Educator, Philosopher Nationality: United States Executive summary: Pragmatist philosopher, education reformer Father: (grocer) Wife: Alice Chipman Fenton (m. 1886, d., three sons, two daughters) Wife: Roberta Grant (two children adopted) University: University of Vermont (1879) University: PhD, Johns Hopkins University (1882-84) Professor: University of Michigan (188494 excluding 1888-89) Professor: University of Minnesota (1888-89) Professor: University of Chicago (1894-1904) Professor: Professor of Philosophy, Columbia University (1904-30)
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Author of books: Psychology (1887) The School and Society (1899) The Child and the Curriculum (1902) Ethics (1908, with James Tufts) Democracy and Education (1916) Reconstruction in Philosophy (1920) Human Nature and Conduct (1922) The Quest for Certainty (1929) Art as Experience (1934) Logic, the Theory of Inquiry (1938) Experience and Education (1938) Freedom and Culture (1939)
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ABRAHAM MASLOW
AKA Abraham Harold Maslow Born: 1-Apr-1908 Birthplace: Brooklyn, NY Died: 8-Jun-1970 Location of death: Menlo Park, Cause of death: Heart Failure Religion: Jewish Occupation: Psychologist Nationality: United States Executive summary: Hierarchy of Needs One of the founders of humanistic psychology, Abraham Maslow is best known for his theory of human motivation centered on self-actualization and the phrase "hierarchy of needs". He maintained that the basic human drive is for self-actualization, the need to fulfill ones full potential (a painter must paint in order to be truly happy, a potentially great teacher must teach, and so on).
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Wife: Bertha Goodman (his first cousin, two daughters) University: City College of New York University: Cornell University University: BA Psychology, University of Wisconsin (1930) University: MA Psychology, University of Wisconsin (1931) University: PhD Psychology, University of Wisconsin (1934) Professor: Psychology, Brooklyn College (1937-51) Professor: Psychology, Brandeis University (1951-69) Administrator: Chair, Dept. of Psychology, Brandeis University (195169)
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IVAN PAVLOV
AKA Ivan Petrovich Pavlov Born: 14-Sep-1849 Birthplace: Ryazan, Russia Died: 27-Feb-1936 Location of death: St. Petersburg, Russia Remains: Buried, St. Petersburg, Russia Occupation: Scientist, Doctor Nationality: Russia Executive summary: Conditioned reflexes
His most famous work was an accident of science -- he was studying the chemistry of saliva in dogs, but noted that when a bell was sounded at every feeding time the dogs would eventually begin to salivate at the sound of the bell even in the absence of food. Called the conditioned reflex (sometimes "conditioning" or the Pavlovian response), this finding showed that physiological responses are not limited to innate natural reflexes, such as being startled by loud noises or drawing back from a flame. These studies were conducted over several decades, and after the 1927 translation of his work into English Pavlov became one of the world's most famous scientists.
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Father: Peter Dmitrievich Pavlov (priest) Wife: Seraphima Vasilievna Karchevskaya Son: Wirchik Daughter: Vera Son: Victor Son: Vladimir Son: Vsevolod High School: Ryazan Theological Seminary, Ryazan, Russia (1870) Medical School: MD, Imperial Medical Academy, St. Petersburg (1879; thesis 1883) Scholar: Medicine, Military Medical Academy (1881-83) Professor: Professor of Physiology, Imperial Medical Academy, St. Petersburg (1890-1924) Professor: Pharmacology, Military Medical Academy (1890-95) Professor: Physiology, Military Medical Academy (1895-1925) Administrator: Director of Department of Physiology, Institute of Experimental Medicine (1924-36) Author of books: Lectures on the Work of the Digestive Glands (1897)
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DAY 2
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Leading is an ability to represent the group of persons to achieve a goal. It appears only when two or more persons interact with each other and to do some job. It is completely depends upon persons performance to make him a man of front position or a leader. It is the process of influencing other persons to work together in group and to achieve required goals.
Management is a part of leadership in which the achievement of the organizational goal is a supreme. There is a mutual relationship between leadership and management. It means that a manager should have leadership skills and leader should express management skills, management involves power by position and leadership involves power by influence. (Kathozai, M.A. 2005).
LEADER
Lead Develops Innovates An Original Originates Focus on People Long-Range perspective Inspires Trust Does the Right Things Challenge the Status que
MANAGER
Instruct Maintains Administer A copy Imitates Focus on Systems / Structure Short Range View Relies on Control Does things Right Accepts the Status que
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According to Pickthall, M. (1988) pointing to another verse of the Holy book: Say O Allah! Owner of Sovereignty: Thou give sovereignty unto which Thom wilt, and Thou withdrawest sovereignty from who thou wilt. In Thy hand is the good. Lot Thou art Able to do all things. According to Ali, A.Y. (1990) he does not cry with impatience against many things which give him pain and sorrow. He knows that God is in His World. And that God is good. God: Will is another name for Gods Plan. There is nothing arbitrary or haphazard. We do not see the whole plan or Will. But we have Faith. All is will be and must be right in the end.
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virtue of which he is set apart from ordinary people and treated as endowed with supernatural, superhuman or at least specifically exceptional powers or qualities. TRANSFORMATIONAL LEADERSHIP In transformational leadership the leaders motivate their followers to increase their own benefits for the betterment of the organization and they effect deeply and surprising on their followers. They focus on the coming damagers and followers individual needs. They help the followers to solve their problems and try to change their mind from the issues. They have cap ability to awake, motivate and encourage followers to work hard and to achieve the group goals. Transformational leaders guide and cooperate their followers to become innovative and creative.
LEVELS OF LEADERSHIP
Leadership can be categories into three levels:
y y y y y y
Macro planning and policy formation Approval of budgets programs. Initiating projects Controlling budgets Staffing Coordination / communicating
y y y y y y
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TOP LEVEL OF LEADERSHIP Macro planning is done at the top level of leadership some technicalities are sued while formulating any policy and planning. Basic criterion of this level is future programming. The leaders of this level are think tank that meditate about mega projects, financial management, staff requirement, coordination and control system and communication problems. MIDDLE LEVEL OF LEADERSHIP Micro planning is done at this level mostly, the leadership of this level make implementation on the preplanned policies from the top level leaders of this level are liable to inspect the wage salary system, persuade their subordinates, held meetings and smears to judge the quality and control of the organization. They make daily wise result according to which they implement their dictions. LOWER / SUPERVISORY LEVEL It is mini planning level at which section officers, superintendents, assistants, clerks, teachers and staff members are playing their role as leader. They formulate routine wise policy for the workers about their daily work.
y y y y y y y
LEADERSHIP PROCESS
Leadership is actually an authority gives to the leader that enables him to get submission and output from the followers. This authority or power may be; LEGITIMATE / POSITION POWER According to followers ideology, a leader has sovereignty to make his own rules and regulations. These rules and regulations can be applied in the opposition and favor of any person. He can give and take any of post from others. REWARD POWER Followers think that leader has supreme power to recompense the compliant as a reward of his submission according to the dictation of leader. COERCIVE POWER Followers believe that a ruler can adopt a repressive and compulsive behaviour to give punishment to followers, if they make any mistake. REFERENT POWER It is based on the belief of followers that the leader has some personality attributes and attractive qualities that attract the followers. The followers try to adopt these traits. EXPERT POWER Leaders opinion is taken as an expert opinion. Due to richness of knowledge, his opinion is valuable among the followers. PERSONAL POWER 25
It depends on the personal will of leader to establish a good relation with inferiors, high authorities, top management and legislators etc. (Shami, P.A., 2006).
Luther and Gullick in 1961 suggested the most popular model is POSDCORB, representing the following seven Leadership process: Planning Directing Organizing Coordinating (CO) Staffing Reporting Budgeting
LEADERSHIP ROLE
There are following major roles of leadership:
Conflict Management Motivation Leadership ole Stress Management Team Management Quality Management Change Management Co mmunicat ion Resources Management Knowledge Management Time Manage ment
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LEADERSHIP SKILLS
There are three basic levels of expertise required for educational leader:
Technical Skills
Human Skills
Conceptual Skills
TECHNICAL SKILL Ability to use knowledge, methods, techniques, and equipment necessary for the performance of specific tasks; acquired from experience, education, and training HUMAN SKILL Ability and judgment in working with and through people, including an understanding of motivation and an application of effective leadership. CONCEPTUAL SKILL Ability to understand the complexities of the overall organization and where ones own operation fits into the organization
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There are five Major skills required for efficient educational manager:
Moral Since of Judgment Morale skills Occupational Knowledge Technical Knowledge Manipulative skills
ROLE OF SCHOOL HEAD AS ACADEMIC LEADER
The school head has the liabilities to conduct the process of education, to facilitate the educational leadership, to develop staff and to enhance community applications. But involvement of all devotes is necessary in this regard. The efficiency of his leadership should be in such a strategic fusion that under the effect of which, a school can be converted into learning society. He should have the duty to guide and provide proper guidance to the teacher and students. An effective policy, reviewing of course work and assessment of teachers efficiency demand proper direction and team work. In this paradigm, a role of school teacher requires his perception and discerning ability, sensibility and foresight, effulgence and conceivability and his concentration and devotion to his work.
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SCHOOL MANAGEMENT
OBJECTIVE:
After completing this session participants will feel comfortable. 2. To provide and ensure equal educational opportunities to all citizens. 3. To create interest and love for learning and discipline among the participants. 4. T o find awareness of various resources of management. 5. Executing their duties as school managers and giving their inputs in the functioning of the school they represent
CONCEPT OF MANAGEMENT
1. It is economical, efficient use of time money and material. 2. It is the process by when managers can change the behavior of co-workers to achieve the objectives of organization.
THEORIES OF MANAGEMENT
There are number of theories in this filed. These various ideas lead us to successful running of organization/ institutions/ schools. These are as follows 1. Administrative management theory 2. Scientific management theory 3. Behavioral management theory 4. Quantitative management theory 5. System theory 29
6. Contingency theory
1. FINANCIAL MANAGEMENT
1. To make the school a growing entity, it needs to be ensured that the resources of institution go on growing to coop with. The management needs of growing institution following are possible sources
1. Fees charged from the students need to remain in limit that as average individual
2. can afford the education of this kinds. Endowment fund [in case of an organization running a school or a school chain] the management can/or at least must afford to some amount and invest in to same profiteering business. So that, a reasonable amount is received to runs a particulars of school. Extra education activities, Some other means can also be identified for this purpose.
3. 4. 5.
2. HUMAN
RESOURCE MANAGEMENT
This deals with the application of service of such persons who can work in multipal areas such as 30
y y
A science teacher can be applied to teach Mathematics as well. A young smart language teacher can serve as physical education teacher during Break and zero period etc.
3 PHYSICAL
RESOURCES MANAGEMENT
` Better school management can manage to pool up available resources with other schools /Chains to that they can arrange for better equipment at a central place all sharing institution Include following physical resources: The school building size, shape, design, construction and maintenance, school library, Laboratories, play ground, school environment etc.
4. TIME
MANAGEMENT
y y A skill to draw a time table Teachers can be applied to ensure maximum number of activities within minimum Possible time
6. CONDUCTING
PRINCIPLES
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7. GENERAL o o o o o o o o o o o o o
RULES
Optional subjects must be entertained according to the nature of school Special subject in special room Special trend of teachers Length of education year Length of educational day Length of the period Length of the recess Number of subjects Local environment and season Number of periods Number of teachers Number of sections Building of school
ACTIVITY
Participants will be divided in to four groups 1. 2. 3. 4. First group will be suggest maximum number of found generation methods and then share their findings 2nd group will suggest means and ways to best use of human resources available within school in various fields. Their suggestion then will be counter discussed. 3rd group will make a list of possible equipment which can be shared among schools and will also suggest the ways how to use then commonly Forth group of participants will develop time table 1-8 [double section]
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COMMUNICATION SKILLS
INTRODUCTION
Following the spirit of two-way Communication we have tried to make this written text communicate with you so that it may in turn enable you to communicate with your
respective audience. Irrespective of your area of expertise, you all know that effective communication is all about conveying your messages to other people Its clearly also and about Communication is a two-way process of reaching mutual understanding, in which participants not only exchange (encodedecode) information but also create and share meaning. Communication is a key element involved in teaching process. The basic aim of this module is to share the KSA, viz; Knowledge, Skills and Abilities necessary for effective Communication so that teachers can use them in a class setting and environment.
unambiguously.
receiving information that others are sending to you, with as little distortion as possible.
Communication is a matter of effectiveness, which is dependent on the interlocutors communication competency. In other words its effectiveness is dependent on ones competency in the communication skills. Doing this involves intent and effort from both the sender of the message and the receiver. It's a process that can be fraught with error, with messages muddled i.e., mixed up by the sender, or misinterpreted by the recipient. This is avoidable but if this isn't detected, it can cause tremendous confusion, wasted effort and missed opportunity.
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Who you are gets expressed so loudly that no one hears what you say
Of all the things you wear ;Your expression is the most important.
Can you describe the expressions of this child?
What is communication?
As seen above Understanding is the essence of communication. This only happens when there is intention of understanding and being understood by those involved in a communication situation. Interaction with the purpose of sharing involves the exchange of the signs and symbols i.e., words. In a given communicative context the absence of them also still communicates the absence of the ingredients of communication viz; the intention, the skills or presence of barriers.
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Communication takes place when we are supposedly at the same level of understanding and comprehension as other interlocutors. Communication is therefore not what is said whether verbal or non-verbal, but what is understood. We have discussed earlier that understanding is influenced by perceptions and perceptions evolve over a period of time and color our understanding. We all have individualistic perceptions and therefore understanding would need a conscious and deliberate effort by us and cannot be left to chance, expecting it to happen by itself. Ask yourself how consciously you listen to others when they are speaking or for that matter how conscious you are when speaking, about how many appear to be understanding. Interestingly, communication, which is generally relegated to as basics considering it an ordinary human faculty is not that basic after all. It is therefore that communication can be learnt and should be learnt.
TYPES OF COMMUNICATION
There are 3 major parts in any communication which is body language, voice, tonality and words.
According to the research (Mehrabian and Ferris,), 55% of impact is determined by body language--postures, gestures, and eye contact, 38% by the tone of voice, and 7% by the content or the words used in the communication process. Although the exact % of influence may differ from variables such as the listener and the speaker, communication as a whole strives (try hard) for the same goal and thus, in some cases, can be universal.
LANGUAGE
A language is a syntactically organized system of signals, such as voice sounds, intonations (the rise and fall of the voice) or pitch, gestures or written symbols which communicate thoughts or feelings. If a language is about communicating with signals, voice, sounds, gestures, or written symbols, can animal communications be considered as a language? Animals do not have a written form of a language, but use a language to communicate with each another. In that sense, an animal communication can be considered as a separated language.
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Human spoken and written languages can be described as a system of symbols (sometimes known as lexemes) and the grammars (rules) by which the symbols are manipulated (skilful control). The word "language" is also used to refer to common properties of languages. Language learning is normal in human childhood. Most human languages use patterns of sound or gesture for symbols which enable communication with others around them. There are thousands of human languages, and these seem to share certain properties, even though many shared properties have exceptions.
DIALOGUE
A dialogue is a reciprocal conversation between two or more entities. The etymological origins of the word (in Greek (di, through) + (logos, word, speech) concepts like flowingthrough meaning) do not necessarily convey the way in which people have come to use the word, with some confusion between the prefix (di-, through) and the prefix (di-, two) leading to the assumption that a dialogue is necessarily between only two parties.
COMMUNICATION PROCESS
Stimulus
Encoding Understanding Decoding
Stimulus is the originating point. It is anything that creates the urge to communicate. The stronger the stimulus the gather the need to communicate the greater the need to communicate the more the need for effective communication
COMMUNICATION BARRIERS
1. Barriers to communication 2. Psychological barriers Approaches to teaching Designing learning
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Activity-1: Start the session with previous session review so the participants can recall the concepts learned earlier. Activity -2: Again use the ice breaking activity by opening the current sessions by asking that what kind of hindrance they come across while a communication exchange process. This would serve the module leader/trainer to help understand the trainees the significance of the session Activity -3: Introduce the barriers to communication by using the PowerPoint slides Activity-4: Present through lecturing and generating group discussion on topics mentioned earlier. Activity -5: Present the psychological block activity to the trainees Activity -6: Invite the participants to share as to how their awareness to the session has affected their learning of communication
PHYSIOLOGICAL BARRIERS
Physiological barriers may result from individuals' personal discomfort, caused, for example, by ill health, poor eye sight or hearing difficulties.
PHYSICAL BARRIERS
Physical barriers in the workplace include:
y y y
marked out territories, empires and fiefdoms into which strangers are not allowed closed office doors, barrier screens, separate areas for people of different status large working areas or working in one unit that is physically separate from others.
Research shows that one of the most important factors in building cohesive teams is proximity. As long as people still have a personal space that they can call their own, nearness to others aids communication because it helps us get to know one another.
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CULTURAL BARRIERS
When we join a group and wish to remain in it, sooner or later we need to adopt the behavior patterns of the group. These are the behaviors that the group accepts as signs of belonging. The group rewards such behavior through acts of recognition, approval and inclusion. In groups which are happy to accept you, and where you are happy to conform, there is a mutuality of interest and a high level of win-win contact. Where, however, there are barriers to your membership of a group, a high level of gameplaying replaces good communication.
LANGUAGE BARRIERS
Language that describes what we want to say in our terms may present barriers to others who are not familiar with our expressions, buzz-words and jargon. When we couch our communication in such language, it is a way of excluding others. In a global setting the greatest compliment we can pay another person is to talk in their language.
GENDER BARRIERS
There are distinct differences between the speech patterns in a man and those in a woman. Global studies suggest that a woman speaks between 22,000 and 25,000 words a day whereas a man speaks between 7,000 and 10,000. In childhood, girls speak earlier than boys and at the age of three, have a vocabulary twice that of boys.
The reason for this lies in the wiring of a man's and woman's brains. When a man talks, his speech is located in the left side of the brain but in no specific area. When a woman talks, the speech is located in both hemispheres and in two specific locations. Scientifically speaking a man talks in a linear, logical and compartmentalized way, features of left-brain thinking; whereas a woman talks more freely mixing logic and emotion, features of both sides of the brain. It also explains why women talk for much longer than men each day.
INTERPERSONAL BARRIERS
There are six levels at which people can distance themselves from one another: 1. Withdrawal is an absence of interpersonal contact. It is both refusal to be in touch and time alone. 2. Rituals are meaningless, repetitive routines devoid of real contact. 3. Pastimes fill up time with others in social but superficial activities. 4. Working activities are those tasks which follow the rules and procedures of contact but no more.
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5. Games are subtle, manipulative interactions which are about winning and losing. 6. Closeness is the aim of interpersonal contact where there is a high level of honesty and acceptance of yourself and others
EXPERIENTIAL BARRIERS
The difficulty in understanding things not personally experienced.
EMOTIONAL BARRIERS
One of the chief barriers to open and free communications is the emotional barrier. It is comprised mainly of fear, mistrust and suspicion. The roots of our emotional mistrust of others lie in our childhood and infancy when we were taught to be careful what we said to others. "Mind your P's and Q's"; "Don't speak until you're spoken to"; "Children should be seen and not heard". As a result many people hold back from communicating their thoughts and feelings to others. They feel vulnerable. While some caution may be wise in certain relationships, excessive fear of what others might think of us can stunt our development as effective communicators and our ability to form meaningful relationships.
Emotions influence both what is said and what is heard.
PAST EXPERIENCE
Past distorts present expectations
1.Individuals strategy for poor self esteem 2. Promote ulterior motives and needs
SUMMARY
Barriers to communication for one reason or the other often get neglected by the teachers. They are primarily not aware of the barriers to their own communication in their own work environment and more so in their academic setting thereby creating distorted communication or at worst total communication break down with the students. The transmission of knowledge that our exam focused academic system usually requires do not leave any room for inter-personal and intra-personal barriers to communication as discussed above. The different barriers to communication discussed in the session have been identified and selected due to their potent role and significance in the academic settings.
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DAY 3
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RECORD KEEPING
DEFINITION & EXPLANATION
Record keeping is the procedure of saving the history of an individual or an organizations actions, decisions and future planning. All of the business systems that an institution relies on should be capable of making and keeping full and accurate records and routinely performing fundamental recordkeeping processes on a continual basis either individually or through linked operations so that the full range of the agencys business activities are properly documented. These systems do not have to be dedicated recordkeeping systems. They can be business systems (such as database applications or web content managers) that incorporate the functionality required to keep records. They do not need to be large or centralized or accessible by everyone in the agency, but their recordkeeping role must be identified and administered appropriately. In order to be full and accurate, records must be authentic, reliable, complete, unaltered and useable and the systems that support them must be able to protect their integrity over time. These terms have particular meanings for system design purposes.
supporting care and communications making continuity of services easier providing documentary evidence of services delivered promoting better communication and sharing of information between members of the multi-professional team helping to identify risks, and enabling early detection of complications supporting audit, research, allocation of resources and performance planning helping to address complaints or legal processes
Activity: What in your opinion can be the benefits of record keeping? WHAT THINGS CAN BE KEPT IN RECORD?
The principles of good record keeping apply to all types of records, regardless of how they are held. These can include: Handwritten clinical notes Emails Letters to and from other professionals Laboratory reports
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X-rays Printouts from monitoring equipment Incident reports and statements Photographs Videos Tape-recordings of telephone conversations Text messages
CONFIDEN
CONFIDENTIALITY
12) You need to be fully aware of the legal requirements and guidance regarding confidentiality, and ensure your practice is in line with national and local policies. 13) You should be aware of the rules governing confidentiality in respect of the supply and use of data for secondary purposes. 14) You should follow local policy and guidelines when using records for research purposes. 15) You should not discuss the people in your care in places where you might be overheard. Nor should you leave records, either on paper or on computer screens, where they might be seen by unauthorized staff or members of the public. 16) You should not take or keep photographs of any person, or their family that are not officially relevant.
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ACCESS
17) People in your care have a right to ask to see their own records. You should be aware of your local policy and be able to explain it to the person. 18) People in your care have the right to ask for their information to be withheld from you or other professionals. You must respect that right unless withholding such information would cause serious harm to that person or others. 19) If you have any problems relating to access or record keeping, such as missing records or problems accessing records, and you cannot sort out the problem yourself, you should report the matter to someone in authority. You should keep a record that you have done so. 20) You should not access the records of any person, or their family, to find out personal information that is not relevant to their care.
DISCLOSURE
21) Information that can identify a person in your care must not be used or disclosed for purposes other than as per rules of the organization. However, you can release this information if the law requires it, or where there is a wider public interest. 22) Under common law, you are allowed to disclose information if it will help to prevent, detect, investigate or punish serious crime or if it will prevent abuse or serious harm to others.
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28) By auditing records and acting on the results, you can assess the standard of the record keeping and communications. This will allow you to identify any areas where improvements might be made.
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Professional development is about being aware of the decisions that you make, the way you think about, and the way you handle different situations. The concept behind professional development is the idea that you have untapped potential, and to not settle with what you have if you want more out of life. Professional development is a process of continually progressing and refining your character and qualities as a parent, a teacher, a secretary, a doctor, a lawyer- as whatever or whoever you are. It is about life-long learning and growing as an individual
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Professional development refers to skills and knowledge attained for both personal development and career advancement. Professional development encompasses all types of facilitated learning opportunities; ranging from college degrees to formal coursework, conferences and informal learning opportunities. It has been described as intensive and collaborative, ideally incorporating an evaluative stage. Teacher development is the professional growth a teacher achieves as a result of
gaining increased experience and examining his or her own teaching systematically (Glatton 1995, p41). For years the only professional development available to teachers was staff development or in service training usually consisting of workshops or short term courses that would offer teachers new information on a particular aspect of their work. The long term process that includes regular opportunities and experiences planned systematically to promote growth and development in the profession. This has been a dramatic shift which is termed as new image of teacher learning a new model of teacher education.
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4) Teachers professional development is intimately related to school reform as professional development is a process of culture building and not a mere skill training which is affected by the coherence of the school programmed. If a teacher professional development program is not supported by the school or curricular reforms is not effective. 5) A teacher is considered as a reflective practitioner, someone who enters the profession with a certain knowledge base and who will acquire new knowledge and experience based on his prior knowledge. In this way he /she will be able to develop new pedagogical theories and practices. 6) Professional development is considered as a collaborative process based on meaningful interactions not only among teachers themselves but also among teachers, administrators, parents and other community members. 7) Professional development may look very different in different in diverse settings. No development model is better than any other as each may work better in some situations but not in all. This is due to teacher. Learner and environmental variables.
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resource departments. Professional development on the job may develop or enhance process skills, sometimes referred to as leadership skills, as well as task skills Some examples for process skills are 'effectiveness skills', 'team functioning skills', and 'systems thinking skills'. Professional development opportunities can range from a single workshop to a semester-long academic course, to services offered by a medley(mixture) of different professional development providers and varying widely with respect to the philosophy, content, and format of the learning experiences. Some examples of approaches to professional development include.
Case Study Method - The case method is a teaching approach that consists in
presenting the students with a case, putting them in the role of a decision maker facing a problem. Consultation - to assist an individual or group of individuals to clarify and address immediate concerns by following a systematic problem-solving process. Coaching - to enhance a persons competencies in a specific skill area by providing a process of observation, reflection, and action. Communities of Practice - to improve professional practice by engaging in shared inquiry and learning with people who have a common goal Lesson Study - to solve practical dilemmas related to intervention or instruction through participation with other professionals in systematically examining practice.
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y y y y
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1) 2) 3) 4) 5) 6) 7)
Goals , objectives and purposes of professional development The context in which the professional development is to take place The personal and professional characteristics of the participants of the system Models, techniques and procedures to be implemented The costs and benefits of the professional development A determination of who is to make which decisions A process to evaluate and assess the effectiveness of the professional development on the different constituencies 8) A determination of the infrastructure support for professional development
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There have been a number of models that have been developed and implemented in different countries to promote and support teachers. It is out of the scope of the present lecture to discuss all the models but only a brief survey of these models can be carried out here. For clarity, the models have been divided into two groups.
Group 1
1. 2. 3. 4. 5. 6. professional development school model university-school model Inter-institutional collaboration School networks Teachers networks Distance education
Group II
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Supervision in the classroom: traditional and clinical supervision Performance assessment of the students Workshops, seminars, conferences and courses Case-based professional development Self-directed development Cooperative or collegial development Increasing teachers participation in the new role Skills development model Reflective model: teacher as a reflective practitioner Project based-model Portfolios Action research Teachers narratives The generational model, the cascade model, or the training-of-trainers model Coaching /monitoring
VARIABLES CONTRIBUTING TO THE SUCCESS OF TEACHERS PROFESSIONAL DEVELOPMENT a) b) c) d) e) f) To recognize change as being both individual and organizational process To think big, but start small To work in team to maintain support To include procedures for feedback on results To provide continuous follow-up, support, and pressure; To integrate programs
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Activity: What in your opinion can help develop teachers professionally? WHY TEACHER PROFESSIONAL DEVELOPMENT?
Besides individual satisfaction or financial benefits that teachers may obtain, the process of professional development has a significant positive impact on teachers beliefs and practices, students learning and the implementation of the educational reforms.
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Initial Professional Development (IPD) is defined by the UK Initial Professional Development Forum a period of development during which an individual acquires a level of competence necessary in order to operate as an autonomous professional". The Institute of Mathematics and its Applications defines IPD as "a pattern of learning undertaken by a graduate mathematician to develop the range of skills and competencies needed to achieve professional status".
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4) Second divergent period (19-30 years). A time of self assessment, relaxation and new awareness of greater relational distance from their students. Other teachers however, enter a stage where they criticize the system, the administration, their colleagues or even the profession. 5) Disengagement (41-50 years experience). Gradual separation from the profession. It is a time of reflection and serenity, for others, a time of bitterness!
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Activity: Develop a model of your own of the stages of teachers professional development. GOALS OF THE PROFESSIONAL DEVELOPERS
I. Move away from past models of professional development (where it took place only on in-service days, weekends, or during the summer) to new models that embed professional development into the daily lives of teachers. Restructure teachers' work to create the mental space necessary for ongoing professional development. Assess how current professional development resources are being used and design strategies for securing additional resources as needed or for reallocating them. Develop strategies for informing and convincing the public and policymakers that professional development not only is critical but also is as much a part of teachers' work as instruction. Involve the school board, central office administrators, and school staff members as a study group. This group can review the literature that suggests a need for additional time for professional development and consider alternative ways in which that time will be used. Discuss the elements of high-quality professional development and review descriptions and examples of professional development programs.
II.
III.
IV.
V.
VI.
VII.
Study example plans for finding time for professional development from states, districts, and schools. Explore methods for creating time for professional development and brainstorm alternative methods for the school. Link school and individual improvement goals with purposes and use of the time created for professional development. Plan for how the time will be used. Develop a plan for implementing more time for professional development that includes communicating with parents and the community to ensure their support. Assess professional development programs to ensure they are building bridges between where educators are now and where they need to be to meet the needs of their students.
VIII.
IX.
X.
XI.
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OFFICIAL COORDINATION
COLLINS DICTIONARY PROVIDES US THE FOLLOWING DEFINITIONS OF BOTH THE WORDS:
OFFICIAL [E'fISEl] adjective 1 of or relating to an office, its administration, or its duration 2 sanctioned by, recognized by, or derived from authority an official statement 3 appointed by authority, esp. for some special duty 4 having a formal ceremonial character an official dinner noun 5 a person who holds a position in an organization, government department, etc., esp. a subordinate position of*facially adverb Coordination or co-ordination [kEU,O:dI'neISEn] noun a balanced and effective interaction of movement, actions, etc. [C17: from Late Latin coordination, from Latin ordination an arranging.
WHAT IS COORDINATION?
The dictionary definition of coordination is the act of working together harmoniously. A more specific definition the act of managing interdependencies between activities performed to achieve a goal. When we watch a winning basketball team, or when we see a smoothly functioning assembly line we may notice how well coordinated the actions of a group of people seem to be. So, in this sense, we may define coordination as: 1) An act of linking the efforts of the different department in an organization in a logical manner in order to achieve a common goal. OR 2) The act of working together harmoniously. Or the act of managing interdependencies between activities performed to achieve a goal. When multiple actors pursue goals together, they have to do things to organize themselves that a single actor pursuing the same goals would not have to do. We call these extra organizing activities coordination. More precisely, we define coordination as the additional information processing performed when multiple, connected actors pursue goals that a single actor pursuing the same goals would not perform. Often, however, good coordination is nearly invisible, and we sometimes notice coordination most clearly when it is lacking. When we spend hours waiting on an airport
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runway because the airline cant find a gate for our plane, when the hotel room we thought had been reserved for us is sold out, or when a company fails repeatedly to capitalize on innovative ideas its researchers develop we may become very aware of the effects of poor coordination.
WHY DO WE COORDINATE?
As is obvious from the previously discussed definitions of the term coordination that we coordinate to pursue a common goal, and therefore, the achievement of the common goal has shared benefits for all the members of the group.
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COMPONENTS OF COORDINATION
Briefly, the definition of coordination implies the following components: (1) a set of (two or more) actors (2) who perform tasks (3) in order to achieve goals Components of coordination, according to our broad definition of coordination i.e. the act of working together harmoniously What does this broad definition of coordination imply? First of all, what does the word work imply? Dictionary defines work as physical or mental effort or activity directed toward the production or accomplishment of something. Thus there must be one or more actors, performing some activities which are directed toward some ends. In what follows, we will sometimes refer to the ends toward which the activities are directed as goals. By using the word harmoniously, the definition implies that the activities are not independent. Instead, they must be performed in a way that helps create pleasing and avoids displeasing outcomes, that is, that achieves the goals. We will refer to these goal-relevant relationships between the activities as interdependencies. These components and the coordination processes associated with them are summarized in Table. Table 1; Components of coordination Components of coordination Goals Activities Actors Associated coordination processes Identifying goals Mapping goals to activities (e.g., goat decomposition) Selecting actors Assigning activities to actors Managing interdependencies
Interdependencies
For example, an automobile manufacturing company might be thought of as having a set of goals (e.g., producing several different lines of automobiles) and a set of actors (people and machines) who perform the tasks that achieve these goals. Coordination is in 'the eye of the beholder." It is important to realize that the components of coordination are analytic concepts imposed by an observer. Thus, it is possible to analyze the same physical actions in different ways for different purposes. For instance, we might sometimes regard each person in a work group as a separate actor while at other times; we might regard the whole group as a single actor. Sometimes, we might even regard different parts of the brain of a single person as separate actors (e.g., Minsky, 1987). Similarly, in order to analyze coordination, an observer must have some idea of what goal the activities help achieve. The actors themselves, however, may not all have the
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same goals or even have any explicit goals at all. For instance, in a market, we might regard the goal to be achieved as one of optimally allocating resources to maximize consumer utilities. Even though no single individual has this goal, an observer might evaluate market coordination in terms of how well it achieved this goal. One very important case of this occurs when the actors have conflicting goals, but we choose to analyze the results of their behavior in terms of how well it achieves some goals in which we are interested. For instance, even though two designers on a project team may have strongly opposing views about how a product should be designed, we can evaluate their collective behavior in terms of the quality of the final design. Another important example of conflicting goals occurs in market transactions: All the participants in a market might have the goal of maximizing their own benefits, but we, as observers, can evaluate the market as a coordination mechanism in terms of how well it achieves some global goal such as allocating economic resources to maximize consumer utilities. In practice, situations in which actors have at least partly conflicting goals are nearly universal, and mixtures of cooperation and conflict are quite common. When we analyze the coordination in these situations, we must (at least implicitly) evaluate the actors collective behavior in terms of how well it achieves some overall goals (which may or may not be held by the actors themselves).
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Even though the strongest dependencies appear to be downward through these layers, there are also times when one layer will use processes from the layers above it. For instance, a group may sometimes use decision-making processes to extend the common language it uses to communicate, or a group may use coordination processes to assign decision-making activities to actors. Processes underlying coordination
Components goals, activities, actors Resources Interdependencies goals, actors, alternative evaluations, choices
Examples of Generic Process identifying goals, ordering activities, assigning activities to actors, allocating resources, synchronizing Activities proposing alternatives, evaluating alternatives, making choices (e.g., by authority, consensus, or voting) establishing common languages selecting receiver, transporting messages seeing same physical objects, accessing shared databases
Coordination is distinguished from production. Even if all three of the above components are present, not all activities in a situation are coordination. We divide the goal-relevant tasks into two categories: coordination tasks and production tasks. Coordination tasks are the information processing tasks that are performed because more than one actor is involved. Production tasks are all the other tasks that are performed in order to achieve the goals (e.g., Jonscher, 1982, 1983). For instance, in a computer system solving a mathematical optimization problem using parallel processing, the mathematical computations that are necessary to solve the problem are the production tasks, while the other computing and communications activities--assigning and transmitting subparts of the problem to different processors--are the coordination tasks. As another example, in an automobile manufacturing company, we can view the physical fabrication and assembly of automobiles as production tasks and all the other communication and decision-making necessary to produce automobiles as coordination tasks. In this sense, 'coordination" is roughly synonymous with "management." Coordination, however, has several advantages as an analytic concept here. For instance: (1) It gives a powerful "analytic grip" by immediately implying components such as goals and multiple actors, and (2) It encompasses an intellectually coherent set of phenomena that appear in many domains (e.g., markets, committees, and computers), not just hierarchical organizations.
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COORDINATION THEORY
We define coordination theory as a body of principles about how activities can be coordinated, that is, about how actors can work together harmoniously. It is important to realize that there is not yet a coherent body of theory in this domain. However, there are theories, concepts, and results from many different fields that could both contribute to and benefit from the development of such general theories. A test of the generality of a concept or principle is whether it can apply to more than one kind of actor. Some of the principles of coordination theory should be general enough to apply to a wide variety of different kinds of actors, including: organizations, individual people, computer processors, and parts of individual brains. It seems likely that this kind of general theory of coordination can both draw upon, and contribute to, work in many different fields, including: economics, computer science, sociology, social psychology, linguistics, organization theory, and management information systems. Coordination theory will, therefore, be like other interdisciplinary fields that arise from the recognition of commonalities in problems that have previously been considered separately in a number of different fields.
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PROBLEMS IN COORDINATION
In coordination theory (see Figure 2), the common problems have to do with coordination: H::Mow can overall goals be subdivided into tasks? How can tasks be assigned to groups or to individual actors? How can resources be allocated among different actors? How can information be shared among different actors to help achieve the overall goals? How can the different knowledge and conflicting preferences of different actors be combined to arrive at overall goals? In fact, we can view coordination itself as another prototypical example of intelligent behavior, like learning, planning etc. By shifting our focus to the coordination of multiple actors, new problems come into view. For instance: What forms of coordination allow a group of actors to perform more intelligently than any of its individual members? How can multiple actors jointly construct robust plans for their cooperative behavior? How can groups of actors coordinate joint decision-making? How can groups of actors learn new concepts? (a) More adaptive organizations. We have already mentioned how rapid technological change and global interdependencies are creating increasingly turbulent environments to which organizations must adapt. It is clear that new information technologies--like many previous communication technologies (such as telephone, television, and the printing press)--have the potential to help this problem by transferring information more rapidly and less expensively. Unlike previous communication technologies, however, the new computer-based technologies also have the potential to transfer information more selectively. Thus, as we will see in the next section, new coordination technologies have the potential to help reduce information overload by directing information more accurately to people who want to know it without overloading others. Ultimately, these new coordination technologies may help speed up the "information metabolism" of organizations--the speed with which organizations can take in information, move it around, digest it, and respond to it.
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(b) More adhocracies. Another possibility suggested by some of our models (Malone & Smith, in press) is that the widespread use of information technology can facilitate what some observers (e.g., Mintzberg, 1979; Toffler, 1970) have called "adhocracies." Adhocracies are rapidly changing organizations with shifting project teams, often highly decentralized networks of autonomous entrepreneurial groups. Electronic media, such as electronic mail, computer conferencing, and electronic bulletin boards, may help bring together and then coordinate the people with diverse knowledge and skills that are needed for the seteams.
(c) More use of markets. A final possibility suggested by our models (Malone, Yates, & Benjamin, 1987) is that by reducing the costs of coordination, information technology may lead to an overall shift toward proportionately more use of markets--rather than internal decisions within firms--to coordinate economic activity. Since, market transactions may often have higher coordination costs than internal coordination (Williamson, 1981; Malone, 1987), an overall reduction in the "unit costs" of coordination should reduce the importance of the dimension on which markets have a disadvantage. This, in turn, should lead to markets becoming more desirable in situations where internal transactions were previously favored and thus to (i) more "buying" rather than "making", (ii) less vertical integration, and (iii) smaller firms. These theoretically motivated predictions are, of course, testable hypotheses, and one item on the research agenda of this new area could be to empirically test whether the predictions are already coming true.
As these last examples suggest, one of the most intriguing questions that coordination theory may help answer is what new kinds of coordination structures will be desirable in the electronically connected world of the near future. What are the organizational equivalents of suburbs and shopping malls that information technology may make possible? Which of these new possibilities are likely to be satisfying places to work and which ones aren't? To understand these new possibilities will require major extensions or reformulations of our current theories of organizations, markets, and management. The coordination theory perspective we have described seems likely to be able to contribute significantly to this endeavor.
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Activity: In your opinion, what can be the problems of coordination? WHAT IS COORDINATION TECHNOLOGY?
We define coordination technology as any use of technology, especially computer and communications technology, to help people coordinate their activities. Coordination technology may include tools to help display, manipulate, and route information in meetings, either face-to-face meetings or meetings of people at a distance from each other. Coordination technology also includes many kinds of delayed communication for tasks such as tracking commitments people have made to each other, project management and meeting scheduling. Clearly many different kinds of media can be used in coordination technology including video audio, graphics, and text.
Conclusion
In a nutshell, it is important that coordination in the life blood of any organization to if they are to achieve its goals.
Activity: What role can modern technology play in the process of coordination?
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STUDENTS AFFAIR
HISTORY
Student affairs beginnings have been traced back to Athenian education and universities in the Middle Ages, but it is largely an American phenomenon. As the number of land-grant institutions increased, enrollment expanded, student populations began to include women, the idea of vocationalism began to influence academics and the institution's president began to be viewed as the chief moral front. With these changes it became apparent that additional staff members were needed to allow the president to respond to the issues of finance and faculty recruitment. The Student Personnel Points of View, written in 1937 and 1949, further developed the area of student affairs. In the 1970s the landscape of student affairs began to change when the voting age was lowered and 18 year olds were granted adult status in the eyes of the law.
INTRODUCTION STUDENT A person engaged in study; one who is devoted to learning; a learner; a pupil; a scholar; especially, one who attends a school, or who seeks knowledge from professional teachers or from books; as, the students of an academy, a college, or a university; a medical student; a hard student. Or One who y y y Studies or examines in any manner; An attentive and systematic observer; A student of human nature or of physical nature.
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AFFAIR MEANING Anything done or to be done; anything requiring action or effort; business; concern: an affair of great importance. Or Matters of commercial, public interest, concern, the transactions of public or private business or finance an event, a performance, a particular action, operation or proceeding DEFINITION According to Franklin D. Roosevelt The general state of things; the combination of circumstances at a given time may be known as affair STUDENT AFFAIRS Student affairs are also known as student life or student affairs practitioners staff provides services and support for students at institutions to enhance student growth and development. A Division of Student Affairs is often the Vice Principal or Principal and reports directly to the president of the institution.
Creating learning environments and learning experiences for students has always been at the heart of student affairs work. The Student Learning Imperative (American College Personnel Association, 1994) asked us to embrace the current challenges as an opportunity to affirm our commitment to student learning and development. As a first step in that direction, the Student Learning Imperative articulated the need for an emphasis on student learning and the value of student affairs educators working collaboratively with students, faculty, academic administrators, and others. The next step is identifying practices that will move our profession forward in its focus on learning and guide us in meeting the challenges with which we are confronted. For this purpose, we have identified principles to guide the daily practice of student affairs work.
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THEORETICAL FOUNDATIONS
Student Affairs Personnel or College Student Personnel CSP graduate programs may include classes in psychology, business, law, communication, inter and intra-personal counseling, higher education, and group dynamics. These help to form a foundation for creating relationships with students, faculty, staff and parents. CSP programs tend to be found in departments of leadership, counseling, psychology and education. Traditionally these programs have an emphasis in administration, student development theory or counseling.
29. College/Student Union or Student Centers, 30. Counseling Services for students, faculty and staff, accredited counseling staff 31. Dining and Food Services 32. Disability Support Services 33. Fund Raising and Fund Development 34. Health Services provides individual medical and/or mental health care, 35. Judicial Affairs enforces community standards and campus codes of conduct, 36. Leadership Programs provides leadership opportunities, 37. Recreation and Fitness Programs or Campus Recreation, 38. Spirituality, Faith or Religious Services usually at private institutions regardless of institutions affiliation 39. Student Activities or Student Involvement provides co-curricular programming on campus.
ACTIVITY NO.1 Case study and observation sharing by making pairs of participants and giving them two areas to discuss
College student affairs professionals provide services and develop programs that affect all aspects of students' lives inside and outside the classroom. For example, student affairs practitioners work to: y y y Improve the quality of campus life Enhance student learning Attract and retain qualified students
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y y y y y
Provide students with satisfactory housing, health services, and recreational facilities Coordinate student activities Manage financial aid programs Help students make career decisions Meet the needs of commuter and nontraditional students
In 1986 in the wake of reports critical of undergraduate education, the Lilly Endowment and the Johnson Foundation sponsored an effort by higher education leaders to identify the most effective approaches to educating undergraduates. From this discussion, Chickering and Gamson (1987) developed seven principles of good practice in undergraduate education: y y y y y y y student-faculty contact, cooperation among students, active learning, prompt feedback, time on task, high expectations, and Respect for diverse talents and ways of learning.
These principles established a concise statement of behaviors associated with high quality undergraduate education that practitioners, scholars, and the general public could understand and use. Student affairs lack a comparable statement of good practice. If we are to collaborate with others in higher education to advance student learning, we need clear and concise guidelines for how to proceed. This document -- Principles of Good Practice for Student Affairs -- is intended to provide those guidelines. Some of the principles identified for good student affairs practice are similar to those proposed by Chickering and Gamson (1987). The two sets of principles share a commitment to student learning, but the primary audiences for each document and the scope of learning activities addressed are different. ACTIVITY NO.1 Group discussion on the topic of principles of student affairs
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CONCLUDING THOUGHTS
The Principles of Good Practice for Student Affairs is intended to guide student affairs practice. The principles are grounded in the research on college students, experiences with effective educational institutions, and the historical commitment of student affairs to students and their learning. Ongoing discussions and research on the principles will further develop our understanding of good practice in student affairs. These principles should not limit or restrain other proven means to enrich the education of students. They are intended not as an end in themselves, but as a means to our common goal: achieving the educational missions of our institutions by focusing on student learning. Inventories for Use with the "Principles of Good Practice for Student Affairs" For each principle presented below is an inventory of items that pertain to that principle. These inventories are designed to help student affairs professionals examine their individual and institutional mission, goals, policies and practices to determine their level of consistency with the identified Principles of Good Practice. Each Inventory can be used to assist student affairs professionals and other members of the campus community to review current activities and to identify new initiatives they might wish to pursue. An inventory accompanies each of the seven principles: Active Learning, Value and Ethical Standards, High Expectations, Systematic Inquiry, Effective Utilization of Resources, Educational Partnerships, and Supportive and Inclusive Communities. The inventory items that correspond with each principle address policies, practices, institutional culture, norms and expectations that support good practice in student affairs administration. Each inventory can be useful to all campus staff and faculty members who are interested in providing quality services to students and promoting student learning. The inventories were created to enhance and improve student affairs activities on campuses, not to evaluate current practices. These are to be used as a method of awareness and insight to create opportunities for "program" development, offer ideas or support current activities. Each inventory will be best used as a basis for interpretation and improvement of current methods, not as a basis for judgment about performance, summative evaluation or self-justification.
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