Appreciation and concern excercise

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Organizational development
by Dolly oza.

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Appreciation and concern excercise

  1. 1. The Appreciations and concern Exercise<br />By. Dolly oza<br />
  2. 2. This intervention may be appropriate if interview data suggests that one of the deficiencies in the interactions of members of a group is lack of expression of appreciation, and that another deficiency is the avoidance of confronting concerns and irritations.<br />
  3. 3. Need for Appreciation and concern Excercise<br />It is used when data to suggest group members lack appreciation for fellow members and also group member to avoid confronting concerns and irritations.<br />
  4. 4. Carried out in different ways……<br /><ul><li>The facilitator asks each member of the group to write down one to three appreciation for each member of the group.
  5. 5. Each member is also asked to write down one or two minor irritations or concerns related to each person that may be interfering with communications, getting the work done effectively, and so on.
  6. 6. Along with the assignment, the facilitator may make some suggestions, such as;</li></ul>You be the judge of which concerns to raise?<br />Will be helpful to the relationship?<br />Will it be helpful to the group?<br />Can the person do anything about it?<br />Would it be better to talk privately with the person?<br />
  7. 7. <ul><li>On the positive side, sometimes raising concerns in a team setting can provide an opportunity for others to validate what is being perceived or to provide another perspective.
  8. 8. Someone is asked to volunteer to be the first person to listen to member of the group.
  9. 9. Each group member listens, in turn either through volunteering to be next or through simple procedure of rotating clockwise or counter wise from the first person. </li></li></ul><li>Another way………<br /><ul><li>Each member of the group put his or her name on the top of the sheet of flip-chart paper , and make two column headings </li></ul>“Appreciation” and “concern” Sheets are taped to the wall, wall with a marking pen each member writes appreciation and concern on each sheet .<br /><ul><li>Once the writing is finished a volunteer is asked to display his or her sheet and read the items aloud to the group.</li></li></ul><li><ul><li>This version is usually productive , but first version permits more face-to face interaction.</li></li></ul><li>Responsibility Charting:<br /><ul><li> In work teams, decisions are made, tasks are assigned, and individuals and small groups accomplish the tasks.</li></ul> <br /><ul><li>This process is easily described on paper, but in reality, a decision to have someone do something is somewhat more complex than it appears because multiple factors are in fact involved in even the simplest task assignment.</li></ul> <br /><ul><li>The person who does the work, one or more people who may approve or veto the work, and persons who may “contribute” in some way to the work while not being responsible for it all play a part in given task.</li></li></ul><li>Responsibility Charting<br /><ul><li>It is a technique that helps to clarify who is responsible for what on various decisions and actions. It is simple, relevant, and effective technique for improving team functioning.</li></ul> <br /><ul><li> The process, is one of assigning a behavior to each of the actors opposite each of the issues. There are four classes of behaviors:</li></ul> <br /><ul><li>Responsibility (R) – the responsibility to initiate action to ensure that the decision is carried out.</li></ul> <br />
  10. 10. <ul><li>Approval required, or the right to veto (A-V)- the particular item must be reviewed by the particular role occupant , and this person has the option of either vetoing or approving it.
  11. 11. Support (S) – providing logistical support and resources for the particular item.
  12. 12. Inform (I)- must be informed and, by inference, cannot influence.</li></li></ul><li><ul><li>Responsibility Charting is usually done in a work team context. Each decision or action is discussed and responsibility is assigned.
  13. 13. Some guidelines to conduct this intervention more effectively are:
  14. 14. Assign responsibility to only one person. That person initiates and then is responsible and accountable for the action.
  15. 15. Avoid having too many people with an approval-veto function on an item. This will slow down task accomplishment or will negate it altogether.</li></li></ul><li><ul><li>If one person has approval-veto involvement on most decisions, that person could become a bottleneck for getting things done.
  16. 16. The assignment functions to persons at times becomes difficult. For example, a person may want A-V on an item, but not really need it; a person may not want S responsibility on an item but should have it; or two persons each want R on a particular item but only one can have it.
  17. 17. The support function is critical. A person with a support role has to expend resources or produce something that is then used by the person responsible for the action. This support role and its specific demands must be clarified and clearly assigned.</li></li></ul><li>Thank you<br />

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