...Describe and discuss social facilitation theory. Refer to empirical evidence in your answer Social facilitation is the tendency people have to perform better on tasks when in the presence of others than when alone. Social inhibition, on the other hand, is the tendency people have to perform worse on certain tasks when in the presence of others. When in the presence of other people, we automatically become alert, or aroused. The body’s usual response in such situations is called the dominant response. The dominant response refers to the response that is the most likely response in a given situation. It can be thought of as such: if you’re very good at a task e.g. kicking a ball, then most of the time, when you try to kick the ball, you will kick it well. This might be a result of having practised a lot. In any case, it is the response that you’d most expect the body to give. However, if you were asked to perform a task that you’re very bad at, such as juggling, then the most natural response for the body to give would be to perform badly, because you don’t know how to perform the task very well. In short, for a task that you’re good at, or one that you’ve practised a lot, you will be very good, and so the dominant response will be to perform the task well. For one that you’re not very good at, the dominant response will be to perform badly People are aroused as a result of being watched by others. Arousal brings out the dominant response in a person. Hence, if a person is...
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...According to Onganga, O O.The effectiveness and efficiency of Kenyan educational radio programs for teaching English in Standard 6 classes were assessed in a research project which was undertaken as part of a training program jointly organized by the African Curriculum Organization, the Kenya Institute of Education, the University of Nairobi, and the German Agency for Technical Cooperation. Additional study objectives were to determine the extent of radio program use and examine the problems associated with such use. Teachers of Standard 6 classes in 50 schools in the South Nyanza District who used the English language programs were asked to participate by responding to a questionnaire and by being observed during the presentation of a radio lesson. Data were gathered on such items as content coverage, relevance to pupil workbook, language level, enjoyment and interest, radio reception, dialog quality, support materials, distribution of audio equipment, and the classroom teacher’s part in the program presentation. Results indicate that classroom teachers leave the majority of teaching to the radio teacher, when they should be creating an environment to help students use radio instruction effectively and developing their own supplementary materials. It is recommended that programs be designed to stimulate exploratory and critical attitudes and to suggest projects. According to Baiyun Chen, Amy Sugar, and Sue Bauer (September/October 2012) in recent years, learning analytics...
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...Challenges of being an Planned Parenthood Advocate and Neutral Facilitator Lorraine Sardin BSHS/441 July 28, 2912 Stephanie Taylor Challenges of being an Advocate and Neutral Facilitator In this paper I will discuss in detail the legal challenges of dual relationships of ethical and moral challenges of advocating and mediating on a personal perspective of integration. Also to identify in this paper, individual approach to advocating and mediating within the Planned Parenthood Center’s site, and my personal philosophy. My personal perspective as a Clinician that offers mediator services like the services that is offered by the Planned Parenthood Agency. At this agency it is important for a mediator to have confidence in the services provided, and has no personal objections to issues like abortion. In order to be a nonbiased person mediating for two parties that may be involved with abortion or an individual, it would be important that the clinician has no conflicts of interest with the persons that decide to have the Abortion. An Abortion is a critical decision for a mother to make. In our country, there are that believe that Abortion is “MURDER” no matter what the situation. Mediation for Abortion, the mediator has to accept the mother’s decision no matter what their own personal beliefs are. Because with mediation it does not involve changing the client’s minds or making decisions for them; what it involves is facilitating communication...
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...performance. The problem for leadership is to combine the accomplishments of the groups in a way that weighs each group properly and recognizes each for its value. A role leadership could take on is to facilitate problem solving situations among the three groups with the common goal of seeing how each team can contribute to a problem and how their solutions can work together to make an even better decision. An impartial leader whose specialized skill is in facilitating groups, expressing the goals as a team, reviewing the performance as a team, will help draw each group into the team concept. 2.Should Google’s HR team members have been instructed ahead of time in the teamwork competencies in Table 11–3? Explain how it should have been done. Facilitation is the key role of HR in this case of highly specialized, highly effective groups and the table (11-3) is about bringing a team together, so the answer is yes, HR team members would benefit from this type of teamwork building. Effective work teams have a greater chance of success if they are nurtured and facilitated by the organization (Kreitner & Kinicki, 2013, p. 304) People are most effective when they know what is expected of them and those goals are specific....
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...Ten Tips When Facilitating Discussion During an active meeting, you want lots of group discussion. Your role is to facilitate the flow of comments from participants. Although it is not necessary to interject you comments after each participant speaks, periodically assisting the group with their contributions can be helpful. Here is a tenpoint facilitation menu to use as you lead group discussions. 1. Paraphrase. Paraphrase what a participant has said so that he or she feels understood and so that the other participants can hear a concise summary of what has been said. Say something like: “So, what you’re saying is that we need to go slowly in changing our organizational structure.” 2. Check for Meaning. Check your understanding of a participant’s statement or ask the participant clarify what he or she is saying. “Are you saying that this plan is not realistic? I’m not sure that I understand exactly what you mean.” 3. Give Positive Feedback. Compliment an interesting or insightful comment. “That’s a good point. I’m glad that you brought that to our attention.” 4. Expand. Elaborate on a participant’s contribution to the discussion with examples, or suggest a new way to view the problem. “Your comments provide an interesting point from the employee’s perspective. It could also be useful to consider how a manager would view the same situation.” 5. Increase the Pace. Energize a discussion by quickening the pace, using humor, or, if necessary, prodding the group for...
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...Ten Tips When Facilitating Discussion During an active meeting, you want lots of group discussion. Your role is to facilitate the flow of comments from participants. Although it is not necessary to interject you comments after each participant speaks, periodically assisting the group with their contributions can be helpful. Here is a ten- point facilitation menu to use as you lead group discussions. 1. Paraphrase. Paraphrase what a participant has said so that he or she feels understood and so that the other participants can hear a concise summary of what has been said. Say something like: “So, what you’re saying is that we need to go slowly in changing our organizational structure.” 2. Check for Meaning. Check your understanding of a participant’s statement or ask the participant clarify what he or she is saying. “Are you saying that this plan is not realistic? I’m not sure that I understand exactly what you mean.” 3. Give Positive Feedback. Compliment an interesting or insightful comment. “That’s a good point. I’m glad that you brought that to our attention.” 4. Expand. Elaborate on a participant’s contribution to the discussion with examples, or suggest a new way to view the problem. “Your comments provide an interesting point from the employee’s perspective. It could also be useful to consider how a manager would view the same situation.” 5. Increase the Pace. Energize a discussion by quickening the pace, using humor, or, if necessary, prodding...
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...There are many definitions of facilitation, and for me, Larkins (2014) is very simplistic: Group facilitation is an important management skill that can really help a team achieve their goals in the most effective and constructive manner. The role of the facilitator is to help the group make progress and find their own solution in the easiest and most effective way. I will be looking at two cases of group facilitation undertaken during our recent module. In the first case (Case A), as a group we were tasked to agree upon a plan for a fictional charity in order to ‘generate more income’. In the second case (Case B), the group were tasked to come up with a solution to a specific issue concerning a member (issuer) of the group. In both cases, my role was that of being a set member. There are many facets to the role of being a facilitator and the International Association of Facilitators (IAF, 2003) has six core competencies, namely: Create Collaborative Client Relationships Plan Appropriate Group Processes Create and Sustain a Participatory Environment Guide Group to Appropriate and Useful Outcomes Build and Maintain Professional Knowledge Model Positive Professional Attitude The plethora of literature on facilitation looks at how important the following are: building relationships between the facilitator and the group, appropriate planning, ensuring the right environment, specific outcomes and goals, maintaining professional knowledge as well as being in tune with your...
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...February 10, 2014 Chris Traeger City Planning Pawnee City Hall Pawnee, Indiana Dear Mr. Traeger, As my first term in office comes to a close, your support during this transitional period has been invaluable and deeply appreciated. Your encouraging words at my first forum were especially valued. The first term of holding an office position is an exciting yet turbulent time I have learned, facilitating positive change while gaining the community's trust has been an ongoing project I look forward to the progression of. When reviewing my year in office, I realize that it is of utmost importance to not only look at the positive changes, but also to look at areas for improvement. This is absolutely necessary in order to provide optimal results. I have a great respect for the individuals of Pawnee; I value their opinions and stand by my belief that they are crucial to the success of our city. However, I understand that my attempts to better Pawnee can be misconstrued and in turn frustrate citizens, seen in my first forum. I cannot reiterate enough how much I appreciate your trust in me wanting the best for Pawnee. While the first forum did provide me with insight from the public, I have learned how to better facilitate and direct a forum. With this in mind, I have decided holding a second forum is imperative to a more successful, positive collaboration with the citizens of Pawnee. Your presence at the first forum was wonderful, and if your schedule allows, you are...
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...E13 Early Childhood Literacy Assignment 04 Modeling, Providing and Facilitating Early Childhood Literacy “Many people believe that children learn to read and write in kindergarten or first grade; however, the foundation for literacy skills is laid years before children enter school. Emergent literacy, much like any other cognitive skill, begins at birth” (Zero to Three, 2014). Because literacy skills begin at birth, it is important that the adults in a child’s life are aware of how they can encourage and further the development of these skills. When working on literacy skills with young children, educators should act as a model, provider and facilitator. It is a common phrase that “children are like sponges,” meaning that children listen and watch everything that we do. What they see and hear from others around them is often portrayed in their play and their vocabulary. For this reason, it is important that teachers model attitudes and behaviors in speaking, listening, writing and reading (Machado, 2015). One way to model literacy with young children is to engage in conversation with them. According to Machado (2015), when adults engage in conversational exchanges with children they provide them with opportunities to draw conclusions, infer cause-and-effect, evaluate consequences, evaluate what is happening and much more. It is easy to respond to children’s comments with “I see” or “Wow, that’s great,” but when adults make these comments it ends the conversation, not encouraging...
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...11 Key Steps to a Successful Exercise Enclosed you will find everything needed to conduct a TTX that conforms to Federal Emergency Management Agency Homeland Security Exercise and Evaluation Program (HSEEP) standards. All recommended actions in this guide assume that you will begin planning three months or more before the desired TTX date. The purpose of the Business Continuity Plan (BCP) Test is to create an opportunity for businesses to identify and examine the issues and capability gaps they are likely to face in implementing their BCPs and in recovering from business operation disruptions. The BCP Test focuses on a facility’s recovery efforts following selected business disruptions intended to represent a broad spectrum of disruption threats: hurricane, earthquake, ice storm, and blackout. The intent is to improve the overall recovery capabilities and actions and the collective decisionmaking process. It is designed to be an open, thought-provoking exchange of ideas to help develop and expand existing knowledge of policies and procedures within the framework of BCP implementation. Step 1: Review Documents (Task should be accomplished three months or more prior to the actual TTX) Below is a list of supporting exercise documents provided in your TTX: • Exercise Planner Instructions – The instructions function as a guide for the exercise planner. This document provides step-by-step instructions on how to develop and execute the tabletop exercise. • Situation Manual...
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...Short Answer/Essay Questions Information Requirements Analysis 4/20/2014 SNHU Eddie Bailey A good questionnaire is one that enables collection of precise data in a well-timed manner. It facilitates the work of data gathering, data processing and the tabulation of data. It ensures that there is no collection of unneeded information. It permits complete and important analysis as well as purposeful utilization of the data composed. Random Sampling Advantages: Since it is done at chance, the whole process is evenhanded. This is good to use in less significant populations, of course it doesn't 100% protect from bias (depending on the question). But this option is a faster way of achieving information. Disadvantages: As I said before, depending on your question it cannot put a stop to bias. Also, if you are sampling information from a big population this will take too much time and patience. There is also no assurance that what these people say, represents what another group of people think. Non-Random Sampling Advantages: This is more precise because you are targeting a particular group, therefore your answers will be parallel to what the rest of the population (of this group) will answer. Disadvantages: This is more predisposed, because the individuals chosen are not at random. They also may not represent what another population thinks. According to Clark (2012) states that " Lead by Example; all facilitators must present an example to the participants...
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...What is Social Facilitation and why does it matter? Evidence reveals that, as a rule of thumb, social facilitation (Allport, 1924) occurs when the non-interactive presence of others, either as co-actors or passive spectators, facilitates simple responses and inhibits complex responses (Triplett, 1898; Zajonc, 1965). By way of example, an experienced knitter is more likely to find that both speed and accuracy are facilitated by the encouraging presence of co-actors. Conversely, novices may find a knitting group counter-productive due to inhibitory factors such as distraction and evaluation potential, and that initially they are better off alone. Heuristically, social facilitation effects (SFE) are thus determined by two moderating variables: task complexity and the form of social presence; either co-actors or passive spectators. In contrast to interactive group-behaviour, SFE will only occur if the other(s) present neither reinforce behaviour, give instruction, compete or set any form of performance standard. At first glance, this ‘phenomenon’ may appear axiomatic, particularly when contrasted with more complex interactive social influence. However, SFE represent the minimal conditions required for social influence, and thus constitute a ‘building block’ of social interaction. Notwithstanding, this comparatively simple formulation, SFE have proved hard to extrapolate for theoretical analysis and practical application, as ‘mere presence effects’ (Zajonc, 1965) tend to be...
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...Facilitation Technique for Public Consultation Training Curriculum Objective: 1. To understand the principles and basic attitude required to be a facilitator 2. To experience processes of group facilitation 3. To learn how to handle group discussions, including to cope with difficult situation during group facilitation Methods: * Lecture * Presentation * Role play * Self-learning * Field exercise Course content: 1. Building your confidence 2. Understanding your audience (adult learning style, mental model, getting your audience attention) 3. What makes good facilitator (effective communicator, the importance of feedback, and presenter) 4. Crafting your key messages 5. Group dynamics 6. Methods (lecture, brain storming, group discussions, plenary, nominal group) and techniques (the art of questioning, to lead a discussion, the art of listening, to summarize points) to facilitate community meeting 7. Managing conflict and your style 8. Mastering your facilitation tools 9. Preparing your community consultation meeting 10. Evaluating your community consultation meeting Daily schedule Time | Activities | Facilitator | Day 0 | 09.00 – 15.00 | * Facilitator preparation (training venue and material) * Others preparation related accommodations and participants | ... | Day 1 | 08.00 – 08.15 | * Opening * Expectation and Concern * Rules and Norms | DBM | 08.15 – 09...
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...Based on the previous theory, numerous benefits of teamwork can be underlined. One of the most important advantages that teamwork brings within an organisation is efficiency. According to Procter and Mueller (2000), it has been debated by supporters that it offers a more productive, creative, satisfying and empowering way of working. The efficiency of teamwork can also be highlighted from the book „Organizational Behaviour” by Daniel King and Scott Lawley, OUP 2013(page 165, Table 6.7), in which benefits like reduced dependency on particular individuals, faster decision making, increased time utilization and task requirements are considered benefits of teamwork. Another major benefit for companies which rely on teamwork is social facilitation (Norman Triplett, 1898). His theory points out that members who work within a group tend to become more productive, possiby due to competition within the group. Furthermore, this benefit can be pointed out by West (2004) which states that teamwork can create social bonds between members, thus giving greater camaraderie. However, Harkins...
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...work is accomplished. This stage is especially important for temporary teams, such as task forces, committees, etc.. Members have to be able to convene quickly, do their jobs on a tight schedule, and then adjourn, and be able to reconvene later if needed, which is a long-term test of team success. Reflecting on the case “The forgotten group member” the group is in the storming stage. Mike is considered the class clown of the group and he doesn’t seem to be taking the assignment seriously. Mike had a lot of excuses, such as not wanting to meet before class because he did not like to miss his favorite television show, meeting times conflicted with his work schedule, and that he was having problems with his girlfriend. . Social facilitation theory suggests that working in the presence of others...
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