Tag: Group

Group, organization, or social setting of gaining power and influence

Posted on | by Brian Leakey | Leave a Comment on Group, organization, or social setting of gaining power and influence

 

Part 1: During the semester, select a group, organization, or social setting and develop a goal of gaining power and influence. After selecting the group, set a measurable objective to accomplish by gaining power and influence (i.e., what will it look like if you succeed?). Next, use as many skills and tactics from the class as you can (including at least one that you rarely use and are uncomfortable with) to achieve your objective. In your paper, describe your objective as well as your thoughts and feelings prior to, during, and after your attempt to use these tactics to gain power and influence. Describe whether you were successful or not (either way is fine, so long as you learned from the experience). Summarize what you learned from your experience.

Part 2: Future Planning. Using both (1) your above experience and (2) the ideas and concepts from the class, write out a strategic plan for yourself as to how you will use the material to build your own path to power for your purpose. Some guiding thoughts: Examples could include what you will do specifically as part of your job finding process? What are you going to do as you enter your new organization? Are their places you want to build influence to change the status quo? In other words, how do you plan to put the ideas and concepts to work for you in your own life? Which ideas or concepts are you deliberately choosing NOT to put into practice, and why?

The organization that I selected is my major’s student association. I am the Vice President of the “student and alumni relation” in my student association. My major is “Social Entrepreneurship”.

 

Group, organization, or social setting and develop a goal of gaining power and influence

Posted on | by Brian Leakey | Leave a Comment on Group, organization, or social setting and develop a goal of gaining power and influence

 

select a group, organization, or social setting and develop a goal of gaining power and influence. After selecting the group, set a measurable objective to accomplish by gaining power and influence (i.e., what will it look like if you succeed?). Next, use as many skills and tactics from the class as you can (including at least one that you rarely use and are uncomfortable with) to achieve your objective. In your paper, describe your objective as well as your thoughts and feelings prior to, during, and after your attempt to use these tactics to gain power and influence. Describe whether you were successful or not (either way is fine, so long as you learned from the experience). Summarize what you learned from your experience.

Part 2: Future Planning. Using both (1) your above experience and (2) the ideas and concepts from the class, write out a strategic plan for yourself as to how you will use the material to build your own path to power for your purpose. Some guiding thoughts: Examples could include what you will do specifically as part of your job finding process? What are you going to do as you enter your new organization? Are their places you want to build influence to change the status quo? In other words, how do you plan to put the ideas and concepts to work for you in your own life? Which ideas or concepts are you deliberately choosing NOT to put into practice, and why?

Solving an interpersonal, group, or organizational conflict

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Identify a recent interpersonal, group, or organizational conflict that you were involved in and was later resolved. Select five of the topics listed below and discuss how they apply to your chosen conflict. You must use a minimum of five resources to help support your discussion of these topics. Be sure to focus on communication techniques that were used during the conflict management process. Argue whether the resolution to this conflict was a “best practices” approach to resolving this conflict.

Solving an interpersonal, group, or organizational conflict

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Identify a recent interpersonal, group, or organizational conflict that you were involved in and was later resolved. Select five of the topics listed below and discuss how they apply to your chosen conflict. You must use a minimum of five resources to help support your discussion of these topics. Be sure to focus on communication techniques that were used during the conflict management process. Argue whether the resolution to this conflict was a “best practices” approach to resolving this conflict.

Solving an interpersonal, group, or organizational conflict

Posted on | by

Identify a recent interpersonal, group, or organizational conflict that you were involved in and was later resolved. Select five of the topics listed below and discuss how they apply to your chosen conflict. You must use a minimum of five resources to help support your discussion of these topics. Be sure to focus on communication techniques that were used during the conflict management process. Argue whether the resolution to this conflict was a “best practices” approach to resolving this conflict.

Assessment plan of a family, group, or agency

Posted on | by Brian Leakey

A comprehensive assessment plan of a family, group, or agency with whom the student is working in field placement.

  1. What is the individual (family or group) like?
     Describe age, ethnicity, socio-economic-status, and other variables that you think are important; such as occupation, sexual orientation, gender expression, etc.
    How did the individual (family or group) come to your agency for services?
     Are services voluntary? Are services mandated? By whom?
    Are there limitations that affect the individual (family or group) from attending services – such as physical disability, developmental or intellectual disability, any other variable?
  2. What resources are available to the individual (family or group)?
     Is the individual (family or group) capable of meeting the needs/requirements of services?
     Does the individual (or family or group members) have a stable home?
     Is the individual (family or group members) capable of performing activities of daily living?
     Does the individual (family or group members) have health insurance?
    What neighborhood or community resources are available to the individual, family, or group members?
     Is the individual (family or group members) connected to friends, neighbors, church, or community?
    Integrative Assessment Part Two:
  3. What are the individual’s (family’s or group member’s) educational backgrounds, lifestyles, and beliefs?
     What is the level of education of the individual (family or group members)?
     Does this individual (family or group members) have basic linguistic and literacy skills?
     Are their barriers to communication?
     What is the individual’s (family’s or group members) lifestyle and cultural background?
     Does the individual (or any family or group member) have beliefs that are alternative, folk-based, or otherwise outside of the normative dominant culture?
     Are their potential conflicts between you, the agency and the individual’s (or family or group members) belief systems?
     Is the individual (family or group members) able to take in new information easily?
     Is the individual (or family or group member) overwhelmed as a result of the need for services and new information?

Assessment plan of a family, group, or agency

Posted on | by Brian Leakey

A comprehensive assessment plan of a family, group, or agency with whom the student is working in field placement.

  1. What is the individual (family or group) like?
     Describe age, ethnicity, socio-economic-status, and other variables that you think are important; such as occupation, sexual orientation, gender expression, etc.
    How did the individual (family or group) come to your agency for services?
     Are services voluntary? Are services mandated? By whom?
    Are there limitations that affect the individual (family or group) from attending services – such as physical disability, developmental or intellectual disability, any other variable?
  2. What resources are available to the individual (family or group)?
     Is the individual (family or group) capable of meeting the needs/requirements of services?
     Does the individual (or family or group members) have a stable home?
     Is the individual (family or group members) capable of performing activities of daily living?
     Does the individual (family or group members) have health insurance?
    What neighborhood or community resources are available to the individual, family, or group members?
     Is the individual (family or group members) connected to friends, neighbors, church, or community?
    Integrative Assessment Part Two:
  3. What are the individual’s (family’s or group member’s) educational backgrounds, lifestyles, and beliefs?
     What is the level of education of the individual (family or group members)?
     Does this individual (family or group members) have basic linguistic and literacy skills?
     Are their barriers to communication?
     What is the individual’s (family’s or group members) lifestyle and cultural background?
     Does the individual (or any family or group member) have beliefs that are alternative, folk-based, or otherwise outside of the normative dominant culture?
     Are their potential conflicts between you, the agency and the individual’s (or family or group members) belief systems?
     Is the individual (family or group members) able to take in new information easily?
     Is the individual (or family or group member) overwhelmed as a result of the need for services and new information?

Assessment plan of a family, group, or agency

Posted on | by Brian Leakey

A comprehensive assessment plan of a family, group, or agency with whom the student is working in field placement.

  1. What is the individual (family or group) like?
     Describe age, ethnicity, socio-economic-status, and other variables that you think are important; such as occupation, sexual orientation, gender expression, etc.
    How did the individual (family or group) come to your agency for services?
     Are services voluntary? Are services mandated? By whom?
    Are there limitations that affect the individual (family or group) from attending services – such as physical disability, developmental or intellectual disability, any other variable?
  2. What resources are available to the individual (family or group)?
     Is the individual (family or group) capable of meeting the needs/requirements of services?
     Does the individual (or family or group members) have a stable home?
     Is the individual (family or group members) capable of performing activities of daily living?
     Does the individual (family or group members) have health insurance?
    What neighborhood or community resources are available to the individual, family, or group members?
     Is the individual (family or group members) connected to friends, neighbors, church, or community?
    Integrative Assessment Part Two:
  3. What are the individual’s (family’s or group member’s) educational backgrounds, lifestyles, and beliefs?
     What is the level of education of the individual (family or group members)?
     Does this individual (family or group members) have basic linguistic and literacy skills?
     Are their barriers to communication?
     What is the individual’s (family’s or group members) lifestyle and cultural background?
     Does the individual (or any family or group member) have beliefs that are alternative, folk-based, or otherwise outside of the normative dominant culture?
     Are their potential conflicts between you, the agency and the individual’s (or family or group members) belief systems?
     Is the individual (family or group members) able to take in new information easily?
     Is the individual (or family or group member) overwhelmed as a result of the need for services and new information?