Leadership, And, Risk And Facilitation

Leadership, And, Risk And Facilitation
Introduction
This essay will discussed the leadership practices such as power, risk and facilitation. The reason for this is because leadership is a multifaceted
occurrence which involved individual, social and organizational processes (Centre for leadership studies, 2004, research 1, p. 6). With these manners,
the public are enthused to achieve group objectives without being forced. In the next section, this paper will discuss how leadership is in fact a process
rather than a position which involved the whole society. The section will continue to confer how power is actually similar to the process of
leadership, it is fairly distributed to all parties and not only depending on the structural position. The second section will discuss leaders love to
take risks no matter the condition is. The last section will converse how facilitation plays a role in the leadership process especially in making
decisions and taking actions which both involve risk. This essay is structured this way because it is crucial to explain leadership as a process first as
it involves the interaction between leaders and members in making a move and the risk surrendering the power to make sense associated with it hence
it comes next and lastly, facilitation to help the whole process of leadership.
Leadership is a process rather than a position.
The title above grabs my attention the most during our first lecture. All this while I thought that leaders are the people formally positioned high up the
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Class Facilitation Assignment Analysis
We were assigned facilitation assignments during Week 6 on Performance improvement. I sent out an initial introduction note to the team during Week
3 of class. My goal was to have all text requirements one week prior to facilitation responsibilities. No response was received from team members at
that time. During week 5, Dr. Milman sent lecture notes and instructions to the team. The team members had changed since the initial email and so I
sent a new email to initiate the discussion of responsibilities. In a previous class facilitation assignment, I learned that facilitation is efficient if each
member is responsible for a question or sections. This prevents incidents of multiple responses and questions to individual classmates. In the

Facilitation Reflection
Introduction
Reflecting on my facilitation skills, I am not sure why I found the facilitation exercise so daunting. I have facilitated therapeutic recreation programs to
a senior population, many times without thinking or worrying about it. However, presenting in front of my TREC 3400 peers, I felt it was an
overwhelming task. I was very anxious even though I facilitated this activity many times.
Facilitating an intervention, during this course, have given me a better understanding of what is required to be a dynamic facilitator. In this paper, I will
look at how recognizing your emotions, your strengths, and your weaknesses can help maximize your facilitation techniques/skills to become a better
facilitator that provides successful and enjoyable programs to all participants. Intervention, Purpose, and Goal
I use the reminiscence facilitation technique to achieve the desired outcomes because reminiscence facilitates social interaction and evokes memories
(Dattilo & McKenney, 2016). The modality I choose was Penny Ante which is a fun game that encourages friendship and conversation.
The purpose of this activity is to provide seniors with mild dementia who live in a nursing home the opportunity to engage in a social activity that
encourages self–expression to reduce boredom. The goals and measurable objectives for the intervention are:
During the group discussion, the participant will demonstrate the ability of self–expression by recalling and sharing a personal memory

The Facilitation Project Analysis
Correspondingly, with the decriminalization of sex working programs and projects can be created in order to support disabled individuals further
with their sexual health and identity. With the use of programs, disabled people would not have to search independently for sexual services rather
they would be applied through therapy. However, programs through health care operations and therapy would require public funding. For instance,
The Facilitation project for people with disabilities is one program that aims to use the decriminalization of sex workers for beneficial therapeutic
means for patients with disabilities. The program overall goal and mandate is to work on disabled individuals self–esteem and body image issues
while providing education

Facilitation of Learning
ill look at how my role as a mentor can facilitate learning and promote effective assessment in practice and also explore my role to support the
students who are failing. The Nursing and Midwifery Council (NMC 2008a), defines "the role of a mentor as someone who facilitates learning,
supervises and assesses learners in practice setting." The mentor is a key support to students in practice, this is where students apply their knowledge,
learn key skills and achieve the required competence for registration. Mentors are accountable to the NMC for their decision that students are fit for
practice and that they have necessary knowledge, skills and competence to take on the role of registered nurse or midwife (NMC, 2008a). According to
Morton... Show more content on Helpwriting.net ...
An additional part of the mentor's role is that of accountability. When any work is delegated to a student who is not yet registered with the NMC, the
mentor is accountable. They must ensure that the individual who undertakes the work is able to do so in a competent manner and make sure that they
are given appropriate support and supervision. Stuart (2007) states that the areas a mentor is accountable for are

The Expression Of Thoughts Of Self Harm By F4
This incident presents several demands for works and is complex as a result of what was disclosed by F4. The expression of thoughts of self–harm by
F4 put the facilitators in the very difficult position of having to not focus on an individual and to stay focused on the group as a whole. Though it is
assumed that this is a difficult task for social workers in a general sense, I am of the opinion that when a potentially serious and/or a complex issue
arise that it increases the difficulty. The group member that disclosed the thought of self–harm felt safe and connected, which is why she was able to
disclose such intimate thoughts with the group. The fact that F4 was able to share such information is a positive reflection on the mutual aid of this
group, though it may have been too much too soon or not appropriate, because of the nature of the disclosure. This is not to imply that it was easy for
her to disclose what she did and it clearly was not easy for the group to hear this information. The disclosure of thoughts of self–harm by F4, which she
felt was a result of the stress she was under, is the first demand for work to be examined. Self–harm is not to be confused with suicidal behavior;
"self–harmers say that inflicting pain on themselves does make them feel better and it is used to make life more manageable (Thornton, 2015, p.
189)." This disclosure is complex as she comfortable with disclosing the thought of using self–harm to cope with the stress, which is the intent

Social Facilitation Affects A Person's Performance
Valeria Oceguera
Social facilitation is when a person's performance is affected by the people around the performer and social loafing is when a group of people lack to
do work.
Some factors that affect group think is the leadership, members ideas and stress.
Group polarization is when low prejudice people come together their prejudice lowers even more and when high prejudice people come together their
prejudice increases.
Conformity is when social pressure is indirect or direct, compliance is the behavior that comes with being socially pressured, obedience is when a
person commands to other people.
The ash studies involved a group of people saying a different thing together then the only one who knew the right answer. In other words, the rest of the
group would say a number and the ... Show more content on Helpwriting.net ...
Deindividuation is when someone prefers to listen to other people about what they should do, then listen to themselves and look after themselves. An
example, would be choosing a college, if someone wants to go to a college he really likes and the parents say no because he has to go to another
college, this can be an example of deindividuation
Implicit personality theory is when is a false belief or assumption of people or behaviors. Three examples of situational cause is being late to class
because of the snow weater, tripping on the side of a curb in front of your house, getting into a car accident because of the snow. Three examples of
dispositional cause is sleeping in and being late to class, doing bad on a test because of not studying, tripping on your shoes because of walking really
fast.
The fundamental attribution error is when someone blames the person and not the situation and example would be getting into a car accident because
of the slippery road, the slippery road is the situation, not the

Why I Am An Effective Facilitator, And Compliment My Partner
October Reflection Up to this point in the course, there has been plenty of information to take in. Course material has been changed multiple times, and
getting used to the similarities and differences in partners has been challenging. Presentation skills have also needed to be emphasized in order to be an
effective facilitator, and compliment my partner in the best way possible. Discussed below are the obstacles in which I believe have come up
throughout the semester that should be addressed, as well as ways in which I have attempted to overcome those obstacles. The difficulty that I have
dealt with in this course is not necessarily concerned with presentation or knowledge of the material, but rather the organization and
miscommunication that comes along with it. I understand that from the start there has been plenty of barriers that we had to push through, both as
students and the professor, but nonetheless it hindered our ability to really take off on our own. Each time I attempted to sit down and learn the
course material, it would change all of a sudden. Not in terms of the material itself, but the way in which both the TAs and the professor wanted it to
be facilitated. This raises the second issue, and the one I found the most challenging. The miscommunication between the TAs themselves, as well as
the professor, and having Caroline and Bobby's presentation to top it all off. I felt that nobody was on the same page in terms of how they wanted
parts of the

Facilitation Action Plan
During class thirteen we began by talking about facilitators. As a facilitator you want to start off with an icebreaker and go from there. If the group is
large, you can invite a colleague in order to co facilitate. Another tool that facilitator's use is flip charts to allow the parties to see the direction that the
facilitation is going. When preparing for a facilitation a facilitator should use note cards or have the parties write on posted notes. Aside from
preparation, knowing how to manage the facilitation is important. Knowing who the people that are going to be at the table is helpful to conducting a
successful facilitation. Even though the people with the most influence will be at the table with the facilitator; people may still be ... Show more content
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The event which we had to reenact involved a well–established neighborhood and a church working with mentally ill patients. The church wanted to
allow the facility to keep the mentally ill patients at the church for the majority of the day. The problem the neighborhood had with this plan was that
the crime rate had already increased and now these patients increase it further. If the facility for the mentally ill did not monitor them well enough
they could then roam the neighborhood unsupervised. Our professor's goal for the opposing groups was to come to a common ground in regards to
allowing the mentally ill patients to stay at the church. As part of the facilitation our professor created an agenda on the board for the class where we
would talk about interest, individual positions. Secondly, our professor explained the ground rules one rule being to wait to be recognized. We also
could not talk to the press about the events occurring within the facilitation. Next each person in my group explained their relation to the neighborhood.
While my partners were explaining their expectations the professor was charting our comments on the agenda written on the white board. After we
finished introducing who we were, we then moved on to explaining our positions. Some of the positions for the neighborhood included our worry about
loud music and a crime increase due to the mentally ill facility. Afterwards our professor explained for the neighborhood our main interest was the
safety of the neighborhood. On the other hand the interest of the church was the inclusion of the mentally ill. Throughout the rest the facilitation both
groups asked each other pertaining the objections from each side. The church wanted to allow the mentally ill to stay at the church; while the
neighborhood was unsure if was a good idea. Lastly, after we exchanged questions we then explained our

Australian Waterways Facilitation
Today, this briefing note is put to you the 'National Taskforce on Environmental Science and Sustainable Development' in response to Urbanisation and
its effects on Australias' waterways. This is fast becoming a critical environmental issue affecting Australia.
It has long been known that plants act as a natural filter of water, removing all the properties that would harm the creatures that ingest it. A key issue
facing developers today is an expanding population. With expanding urban sprawl vastly affecting the green space urban development, strategies
continue to focus on removing the encroachment of land as a development strategy and going 'up'. This essay will focus on the eutrophication of
waterways within Australia and in ... Show more content on Helpwriting.net ...
Ammonium is the form of nitrogen taken up most readily by phytoplankton because nitrate must first be reduced to ammonia before it is assimilated as
amino acids in organisms (Geoscience Australia, 2013). The excessive level of certain nutrients in waterways is often linked to human activities.
A comprehensive investigation on how nutrients in waterways were increasing, was undertaken by a body of individual scientists and their findings
were as follows;
–Run–off from agricultural areas;
–Storm water and wastewater;
–Turbidity and nutrient levels occur within Australia's river systems, generally coincide in Australia's river systems. A large proportion of the
suspended sediment in Australian rivers results from vegetation removal, leading to gully and stream bank erosion and sheetwash. Phosphorus is
overwhelmingly associated with such particulate loads (The National Land and Water Resources Audit, 2002).
–Dentrification is a major sink for inorganic nitrogen in estuaries. Nitrogen loss due to denitrification can exceed 50% of the total nitrogen input, and is
probably the main reason why nitrogen can sometimes be the limiting nutrient in estuaries (Berelson, W.M., Heggie, D., Longmore, A., Kilgore, T.,
Nickolson, G., Skyring, G. 1998).
–Water column phosphorus concentrations have also been shown to increase under anoxic conditions (Webb, K.L. and D'Elia, C.F. 1980). This is
because some of the iron oxyhydroxides that

Rehab Facilitation Center
What do you want to be when you grow up? Common responses might include baseball player, firefighter, superhero, or princess. So naturally,
adults tend to be a little surprised to hear my response clinical social worker. But the truth is, I personally had no desire to be a princess. I felt that
God had placed a different calling on my life: social work and counseling. Working closely with at–risk teens, battered women, and women in Rehab
Facilitation Centers, I have seen brokenness and this has become the foundation of my life goal. For example, many of my peers do not understand the
trauma and stress of a broken life, so they make unwise choices such as unprotected sex, unhealthy relationships, drugs and alcohol abuse. I am
constantly reaching out to other students and helping them with their problems. I help because I know where those broken decisions lead. Witnessing
my mom getting beat and constantly cheated on by a man with low self–esteem and commitment issues, my mom, who was also molested and married
with... Show more content on Helpwriting.net ...
She talked about how children came broken into her home, and it was her job to help repair their hearts. Her book details how she handled
difficult situations, showed love to kids who felt unloved and demonstrated selflessness by always putting children's needs before her own. I sat
there amazed reading her book one night; I began to pray, "Create that kind of heart in me, God. Show me how to take who I am, who I want to be,
and what I can do, and use it for a purpose greater than myself." After finishing the book, I had never been surer of my purpose and what I am
supposed to do in this life. I want to show children who are broken and feel unloved they're special and tell them about a God who loves them more
than they could ever imagine. I want to make it my goal that not one single child leaves my home without knowing hope for their

Group Work Therapy ( Gwt ), Al Anon And Alcoholics...
For this reflection, the chosen groups that were observed were Group Work Therapy (GWT), Al–Anon and Alcoholics Anonymous (AA). GWT is a
course that covers the basic fundamental of group practice and direction as well as procedure and systems regularly used to facilitate group therapy
discussions. This is an online course that meet on a regular basis, there has been two scheduled live sessions, one on 9/6 and 10/18, that were
observed for this reflection. There are 13 participates in the group, some of which did not participate in the live meeting on the 10/18th. AL–Anon is a
group that was formed to help the families effected by alcoholism (Van Wormer, K. & Davis, D.R. 2013). In Ohio, there are groups that meet on a
daily basis from 6am until midnight. You can find an Al–Anon meeting in many neighborhoods throughout Cincinnati. For the purpose of this
reflection, the group was observed twice on a Monday night and a Wednesday night at the same location on October 3rd and October 5th. There were
roughly 20–30 participants in the group on both nights and the facilitator was different each night observed. The theme of the meetings on those nights
was covering steps 10 and 12 of the 12 step program. The group would break into small groups, so for the purpose of this reflection, the beginners
group was observed. The facilitator stated that he was giving the guy that usually facilitate a break. So the assumption is, that there is a guy that usually
conducts the meetings but

Group Facilitation Reflection
Group Facilitation #2 Reflection Through leading our first group session about self–care, Amanda and I gained valuable group facilitation experience
that was helpful in leading our second session. Our second group facilitation had many strengths, including the fact that we moved closer to the
working stage and helped members to explore guilt related to self–care, a common theme in the group. However, although the group went well overall,
there are still ways that we could improve, such as using certain techniques to "go deeper" and better managing time. One strength of our group
facilitation is that we moved closer to the working stage of the group. Because of limited time, we were not able to fully achieve all characteristics of
the working stage, but our session did exemplify several characteristics of the working stage, as outlined by Corey,... Show more content on
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Because we saw these themes emerge in the first session, we were able to facilitate a discussion in which group members shared self–care success
from the previous weeks as well as challenges, feelings of guilt, and ways they had felt "stuck". During this processing, many members connected their
feelings of guilt with cultural and societal expectations. This processing seemed to provide group members with a sense of universality regarding
cultural expectations, which can be an important part of the therapeutic process. In addition, when we had members create a self–care plan, we
included a section for them to brainstorm challenges related to self–care and ways to overcome these challenges. Then, we processed these challenges
and potential solutions and supports. I believe that this helped members to explore some of the guilt they felt surrounding self–care and examine
strategies they could use to become "unstuck" in their self–care

My Experience With Facilitation, Mediation, And Intervention
Continuing off my previous reflection of conflict, my introverted ness and aversion towards conflict I believe also limited my experience with
intervention, as nothing specific comes to mind when thinking of powerful experiences of intervention. But, as I grow along with my awareness, so
has my experience with facilitation. In regards to relating facilitation, mediation, and intervention, I know there can be debates on definitions and there
are difference, but for the most part focuses around the same core standards. Anyways, before answering the question, "As a peacemaker, what do you
believe to be your ethical approach around intervention?" I must analyze my conceptions of intervention and its relationship with ethics. The question
can sound

Essay The Forgotten Group Member
CASE STUDY
The Forgotten Group Member
GM591 Leadership and Organizational Behavior
Sunday, March 18, 2012
The case study of The Forgotten Group Member demonstrations in what manner teams separate due to an absence of communication. The case
verifies that knowing how to lead a team is just as significant as being a part of the team. It is imperative to understand that not only does a leader
have the responsibility to lead the team but the members have a responsibility to partake in order for the team effectively complete an assignment.
Part I: Group Development
Teams pass through numerous stages for example the forming, storming, norming, performing and adjourning stages. This particular case places the
team within the storming ... Show more content on Helpwriting.net ...
Based off his action, not attending team meetings and providing brief notes, Mike has become the social loafer of the team. Social loafers can be
described as team members who work less and put less effort into the team assignment, than he or she would do if he or she had to complete the
assignment alone. The key issues' facing Christine is not only Mike's social loafing but the lack of communication on her behalf to inform Mike of his
lack of participation.
By understanding the stages of group development, Christine should have redefined her team roles so that social loafers are more visible and peer
pressures are more likely. This in turn will lead to yet another theory concept known as Social facilitation. Social facilitation occurs when the behavior
of team participants are influenced positively by the presence of others in a team. According to our text, Social facilitation theory suggests that working
in the presence of others creates an emotional arousal or excitement that stimulates behavior and therefore affects performance. When Christine
recognized Mike as the "clown" of the group she should have relied on his strengths to embrace the audience. Perhaps assigning him the task of
presenting the power point slides for their team presentation.
Part III: Retrospective Evaluation
Since this a difficult situation to solve and each

Self-Analysis on Practicing Facilitation Skills and...
Title of the essay: Self–analysis on practicing facilitation skills and ethical principles in youth work/trainings
Structure:
1. Facilitation Skills
Activity preparation
To 'facilitate' means literally to make easier. At the beginning however, group participants needs to see my role as afacilitator more clearly.
I believe that when I have a good performance during activity facilitation it's because my pre preparation for the activity. It may be a boring and tiring
process but it necessary and from crucial importance to pass this step. Because when i study topic of the activity it push me to reflect about it, and
carefully understand the activity flowing i wish to implement.
As the student with whom I work group ... Show more content on Helpwriting.net ...
I try to listen very careful the group reflection and whenever i feel that we are going out of the training purpose i react and Direct discussion towards
relevant topic.
Keep an open mind:
I stay open to every new thing during the training because i believe that learning is a process and i can always learn something new even from the
people that are not trainers. When i go into a training session with that attitude, I find that there can be an amazing two–way flow of information
between the trainer and trainees. I enjoy it and try learning from it.
Flexible:
In non formal education things can't progress in according to previous planning and preparation. I always take care about people mood and when i
feel and see that people are not paying attention to the topic i give a break or use some energizer that can be proposed from me or participants. Even
if necessarily finish the session before the planed time.

To paraphrase Dwight D. Eisenhower, "Planning is essential, plans are useless". That's the last thing I say to myself when I'm standing in front of a
group holding an agenda.
Evaluation:
I believe that this method is very important for further development of every trainer. Evaluation information makes me have a clear insight on how
participants perceive me or my training methods. Information I gain upon evaluation are the valuable resource for the advancement of

Group Reflection
Knowing how to facilitate a group is a vital skill for social workers to have, as there are very few branches of social work that will not require the
skills to be used at some point. Throughout the course of the semester, Social Work With Groups has taught us how to lead groups through the use of
theory and practice. For the practical element of the class, we were given the opportunity to facilitate a group on the topic of stress for university
students. My partners, Ashley and Megan, and I decided that we wanted to focus our specific group on healthy living and its relationship with stress.
We all chose different aspects of healthy living for each of us to facilitate. We led our group on Monday, November 13th. While I feel that my
facilitation did not go as well as I had hoped, I learned a lot from my experience of facilitating, participating and observing, from the material
provided in the course, and now I am able to understand the implications of what I have learned on my future as a social worker. To prepare for our
facilitation, my group met multiple times. We used the allotted times provided for us at the end of classes on Mondays to discuss our plan. I attended
every one of those meetings except Monday, October 23rd, when I was absent from class. Additionally, we met once outside of class, on Friday,
November 10th. We used this last meeting to go over final details and make sure that our individual sections would work together congruently. Early on
in the process

Adult Learning Theories and Faculty Advisor
To implement an adequate period of instruction into which a student will take the information retained, critically think of how it can be applied, and
implement it in some fashion towards any aspect of their applicable task at hand, is solely the responsibility of the facilitator for that information and
how it was delivered. Knowing this, the aspects of understanding different adult learning theories is critical. As a Faculty Advisor behaviorism will be
one of the theories that I will implement into all lessons. Behavioral theories define learning as a "semi–permanent change in behavior" (Culatta 2011).
With that, a facilitator must take both classical and operant condioning into practical consideration focusing to encourage learning vise trying to control
classroom behavior. "Behavioristic teachers see people as a collection of habits" (Watson 1930). Implementing practical applications as in class
activities over the material covered will facilitate a repetitious manner in which the student can process the new information and form redundancy. This
will facilitate placing new information into long term memory. Wilhelm Wundt maintained that the "study of consciousness was the primary object of
psychology" (Skinner, 1976). Educational psychologists have established through exploration different domains in which a person process learning;
motor skills, verbal information, intellectual skills, cognitive strategies, and attitudes. As a facilitator, capitalizing on the

Social Loafing Essay examples
What is Social Loafing? Social Loafing is something everyone has experienced. Most likely if you do not like group work this is one of the main
reasons why. "Social loading describes the tendency of individuals to put forth less effort when they are part of a group. Because all members of the
group are pooling their effort to achieve a common goal each member of the group contributes less than they would if they were individually
responsible" (Cherry). This challenges the common belief that group work will be more productive. In 1913 a researcher named Ringelmann designed
an experiment involving rope pulling to test the effect of social loafing. His experiment found that when an individual was put in a group his or her
effort was less. ... Show more content on Helpwriting.net ...
Having tasks that are too difficult or are unfamiliar are likely to incite social loafing because they group member lacks the ability or courage to
provide input. Robbins and Judge (2011) theorize that another cause of social loafing is an uneven equity. When two people are putting in
different levels of input and receiving the same level of output the larger contributor will adjust their input to reduce cognitive dissonance. Another
reason they believe is "dispersion of responsibility" group members cannot be held responsible because tasks and roles are not clearly assigned.
(Robbins & Judge, 2011). In research by Worchel and others (1998) it was found that groups with friends or familiar members are far less likely to
loaf when compared with groups made up of strangers (Worchel, Rothgerber, Day, Hart, & Butemeyer, 1998) Most people have been in a group
made up of friends and colleges they are familiar with and seen that in these types of groups social loafing is drastically reduced.
Gender and Cultural Difference Karau and Williams explain there are several outlying factors that affect social loafing such as, gender, culture, and
individual/collective rating. Women are less likely than men to social loaf because of the higher importance placed on being part of or fitting in a
group while men usually place more value on individual performance. In a study of Japanese people "about 20% of men and 60% of women" did not
social loaf (Kugihara, 1999)

Victim Facilitation Essay
Victim facilitation, Precipitation and Provocation.
Victimology is the study of victims, and the role victim plays in a criminal act. It encompasses the concept of victim facilitation, victim precipitation,
and victim provocation. The concepts are used to avert blame on the victim and to understand the interaction between victims and offenders(McEvoy
and Kirsten, p.534). Moreover, victimology also focuses on the connections between victims and other social groups such as medias and other
institutions.
Victim facilitation is a situation where the victim unknowingly, or carelessly or negligently and inadvertently makes it easier for a crime to take place.
Victim facilitation focuses on the activities and how they make victims susceptible to becoming a victim of criminal acts. It includes victim negligence
and ineptitude as the cause of the crimes committed against them. For example, if a victim leaves his or her house's door open and a burglar enters and
steals items then he or she facilitates that crime.
The facilitation study thus looks at the aspects of victims that make them vulnerable to being a victim of the offence. That victim increases their risks
of being victims of crimes through thoughtlessness and ... Show more content on Helpwriting.net ...
In addition, the article documents study results on a survey conducted from data taken from police arrest and gathered from correctional facilities. Also,
the study attempts to determine the active role victims play in evolution and examination of violent incidents. Data collected from this study help in
developing a richer understanding of a criminal act by providing situational and contextual factors. Further,the study also examines the role victim
precipitation plays in the arrest for intimate partner

Social Loafing Essay
Social Loafing
A major component of Social Psychological research is based on social loafing. Social loafing can result in diverse possibilities and also not only
affects the individual who is conducting the social phenomenon but also group members are subjected to exposure. Discussion regarding the reasons of
social loafing as an occurrence will be based primarily on evidence from literature regarding the specific component, envy. Possibilities of outcomes
range from members being awarded unfair workloads or dissatisfaction, to group performance being decreased. Theories that support some of these and
other notions will become evident after the recognition of previous research findings. ... Show more content on Helpwriting.net ...
The discovery of envy as a component has allowed further analysis in determining explanation for social loafing. According to Reber ad Reber,
(2001:244) envy 'is based on a resentful acknowledgement of those who are more fortunate persons'. Envy can be provoked numerous ways but
social comparison is essentially the prompt for this incidence. The phenomenon of envy is usually due to the resentment of personal qualities in
correspondence to the Cinderella myth (Ulanov & Ulanov, 1983. As cited in Duffy & Shaw, 2000). Acknowledgement of superior achievements of a
work colleague could merely be adequate to trigger the reaction of envy (Tesser & Campbell, 1990. As cited in Duffy & Shaw). As could the
recognition of lack of sporting abilities compared to other team members be enough to influence or generate this reaction.
Traditional workplace settings are believed to be the ideal location for envy to arise due to the tendency for individuals to work closely together
(Vecchio, (1995). As cited in Duffy & Shaw, (2000).
Tesser and Campbell (1990). As cited in Duffy & Shaw, (2000) suggest on the occurrence that individuals work together or in groups they are prone to
engage in a form of behavior that is not

Group Facilitation Self-Evaluation
Group Facilitation Self–Evaluation As a group, our goal as facilitators was to help the individuals attending the group with coping skills and to help
them find support while exploring the grieving process. Overall, I would rate my personal success in the facilitation as a seven or an eight. Although
I feel like I was an active facilitator, there is always something that could use improvement. Some of the aspects that I feel like I could improve on
include feeling more comfortable speaking in front of groups and feeling more confident in what I am saying, and not just going through the motions.
This can play a role in how much eye contact I have with the group as well. The more comfortable I am with the information and the more confident

How the Presence of Others Affects Behavior
Have you ever wondered why the company of others affects our behaviour? Why is our performance improved when you exercise with your friend,
and impaired when you are alone? These processes have been studied for more than a century not only on people, but even on animals, like
cockroaches or chickens. The first scientist who explained that phenomenon was Floyd Allport (1920). Allport based his conclusions on Tripplet's
(1889) observations, and termed it social facilitation, what means that performance of simple or well–learned tasks is improved in presence of others;
and social inhibition which relates to a deterioration of difficult tasks in presence of passive audience (Hogg & Vaughan, 2008). This essay will
describe and evaluate key theories such as Drive Theory, Evaluation Apprehension Theory and Distraction Conflict Theory, which explain mechanisms
of social facilitation and social inhibition. But firstly it is important to refer to the observations and experiment of Norman Triplett (1889), from who all
the research began.
The first person who wanted to find a reason for improved or decreased performance of people in presence of others was Norman Triplett (1889). He
observed that cyclists race faster against each other than alone, and in order to confirm his inferences, Triplett decided to conduct the first social
psychology experiment. He timed how fast will children reel the fishing line when competing in pairs or alone, and the results indicated his hypothesis.
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Facilitation Case Study Summary
The focus of our facilitation was on the new Ontario health curriculum by Kathleen Wynne. The topic of discussion is currently a controversial issue
in Ontario that provokes strong opinions of families, staff, and persons of authority. We discussed the concerns of the staff and parents, analyzing
potential barriers, ethical issues, as well as benefits of the implementation of the curriculum. Upon completion of the facilitation, we had asked our
faculty advisor and peers to write a short evaluation of the case facilitation (e.g. rating, strengths, and improvements). It was found that the group was
satisfied with the quality of the presentation as ratings were 4 and 5 out of 5. In addition, the case scenario was very relatable to my placement... Show
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If it the question applied to an individual it would be further discussed. We had wanted to ask more questions, and have more in depth responses,
however we had to be aware of the timing. We were still able to have each person participate during the check in as each member of the group
elaborated on their experience to at least one question. Similarly, I felt that my ability to facilitate a focused discussion was done well as I elaborated
on ideas when peers were not able to articulate their ideas, and also by expanding on information that was not discussed at the end of each question.
The discussions were strictly focused on the case scenario and each individual was actively listening. Rizza and I agreed upon alternating questions
during the facilitation so that we both had a chance to speak. Our facilitation enabled each person to participate, as every individual would have the
opportunity to discuss each question to promote inclusivity. Also, the debate encouraged participation, collaboration, critical thinking and team work.
Finally, we did not encounter any conflicts during the

Giant Steps Facilitation
The role of a facilitator can be tough, but it is extremely rewarding to see the impact you make on others. Facilitating for the first time ever was
extremely nerve–racking, but eventually turned into one of my most enjoyable assignments at UT. After performing and revising my group facilitation,
I have learned how to become a more effective facilitator for the future.
1.Engaging with Dialogue (Analysis of Music) This section was successful in drawing attention to students and allowing them to understand how the
music element of tempo effects the piece "Giant Steps". That being said, this section could have been executed more effectively. I was in charge of
introducing a connection between tempo and dance and decided to experiment with my facilitation. I changed up some questions in the "describe,
analyze, reflect" section with the goal that it would engage the students in the facilitation. After trying out the activity with the students, I decided that
my changes were not as effective as I had hoped. It ... Show more content on Helpwriting.net ...
By asking students to relate the activity to their everyday lives, it allowed them to remember what they learned throughout the facilitation. However,
some of the questions in this section were close ended, which did not allow all students to fully participate. To fix this, I reworded some of the
questions on the facilitation plan and made them appear more open–ended. Asking more open–ended questions encourages everybody to think and
reflect on their experiences. In addition, I deleted the limit of responses per question. I believe that in order for great connections to happen, there
needs to be great conversations as well. Making sure all students feel included can be difficult, but it in encouraged as a facilitator to extend discussions
when needed. Also, our facilitation group had more time than we thought we did, so deleting a time limit per question is a reasonable

The Goals For The Group Facilitation
Our group facilitation was on the subject of time management with regards to completing most important tasks first and devoting time to those
specific tasks. Our goals for the group were to create an inclusive, encouraging, and positive environment between group members. My partner and I
researched ideas for information that we could use to share as well as use our experience's with the topic amongst the group. The duration of our group
facilitation was ten minutes. As we reflect on the events coming to and during the facilitation we will discourse the inclusion between group members,
linking members to discussion and group as well as the process of our facilitation. One of our goals was to include our group members throughout the
meeting. We wanted them to feel empowered by given them opportunities to share their own unique ideas and experiences during the duration of the
gathering. At the beginning we also established rules of confidentiality, respect, and sharing. We wanted to encourage comfort in our group setting, that
way members would feel encouraged to share their own particular experiences. My partner and I made the decision to incorporate those rules to
effectively serve our participants. Our participants also confirmed our rules by not adding anything else when prompted and physically nodding yes.
One thing that our participants were able to own about our group was the amount of information discussed and providing a respectful, positive, and
encouraging

Example Of Social Facilitation
One of the oldest Social Psychology theories in the history of the field is Social Facilitation. Social Facilitation is about how the presence of other
people in the environment could affect our goal directed behavior. The term "Facilitation" refers to the early observations that an individual's
performance is enhanced because of external factors such as the presence of other people. Social Facilitation is a phenomenology that causes the
behavior of an individual to change in the presence of other people. Guerin (1993) stated that Social Facilitation exists when in the presence of other
people, an animal's behavior increases or decreases its level of arousal however does not interact with it. Hence, an individual's performance on a task
causes either a positive or negative effect. This can be seen in many situations such as when one feels uneasy and uncomfortable in front of a many
people and performs worse than usual or when one dances better than others opposed to when dancing alone. In an even–handed context, it is the idea
that an individual's performance is being facilitated in the presence of another individual (Travis, 1925). ... Show more content on Helpwriting.net ...
Guerin (1993) says that research on Social Facilitation tries to study the inconsistency of human behavior in a non–social environment and
inconsistency of human behavior in a social environment. Social Facilitation is not more concerned on how often this phenomenon happens in real
life but on what responses an individual can provide during this occurrence (Guerin, 1993). The theory of Social Facilitation concentrates on altered
behaviors that arise when an individual performs a task in an alone setting as opposed to being in the presence of other people. Lastly, Social
Facilitation Theory also deals with how huge its influence extends to an individual's performance in the

The study, in which we looked upon through our time...
The study, in which we looked upon through our time working within Applied Theatre, is how our role as a facilitator changes, depending on the age,
ability and social background of the participants, in an educational environment. I will discuss further how the various aspects of social and political
culture vary the way that I have conducted a workshop, and also what I would have to do if I continued my study further.
Two of the workshops that was conducted, was in a secondary educationally school Sir William Stanier Community school in Crewe. When working
within the school we conducted two workshops, with the year ten Drama students, who are currently undergoing the GCSE mock tests.
We planned both workshops excessively, our plan when... Show more content on Helpwriting.net ...
Heathcote's approach "allows the students to make as many of the decision about what the drama is going to be about as possible." (Wagner, 1999. P.9)
In one way this approach works well for various people such as Adam Proctor, as for Adam he found that likeDorothy Heathcote he believes in the
children's ability and potential, therefore, he likes to approach his work with a sense of improvisation, where decisions which the children make in the
lesson determine the overall outcome of the workshop, but this being to a certain extent. For example when he was running a workshop for the first
time with the second year Applied Theatre students, one exercise we created was for them to create a story from an object, the task in creating the
story through thinking and planning was all down to them, they created their own piece of drama.
In contrast to this I found that I require a set structure to follow. This is due to me finding it difficult to steer away from the set plan, for the reason of
my own anxieties, of not knowing the outcome of a workshop; being in the unknown. For me I find the best way in which I work individually, is
following a set structure, this enables me to be a successful facilitator, without any chaos. I want the students to see me as their facilitator; therefore
they can then follow my set instructions clearly. Richard Hahlo and Peter Reynolds state in Dramatic

'Communication: Its Blocking And Its Facilitation'
The expression argument has two meanings in scholarly writing. First, it means a composition that takes a position on one side of a divisive issue.
You might write an argument against the death penalty, or for or against censorship of pornography. But argument has another meaning, too. It means
an essay that, simply, argues a point. You might assemble an argument about the significance of ancestor myths in a certain aborigine culture, or you
might write an argument defending your understanding of any poem or essay that is read in your philosophy class. (Winthrop University) You are not
necessarily taking one side of a divisive issue, but you are required to defend your points with credible evidence. You are taking a position. In a sense,...
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In emotionally stimulating situations, however, the audience will hold more sturdily to its beliefs the more strongly those beliefs are challenged.
Young, Becker and Pike suggest breaking these barriers to communication by using a variation of Rogers' non–directive therapy. In "Communication:
Its Blocking and its Facilitation," Rogers suggests that in emotional disputes, neither party should put forward a position until she has carefully,
non–judgmentally and with the maximum possible empathy restated the position of the other, to the other's satisfaction. (Brent) This will convey to the
other the sense that he is understood and that the two parties are more similar than different, thereby creating a context for communication. (Brent)
Carl Rogers was born January 8, 1902 in Oak Park, Illinois, the fourth of six children. His education started in the second grade because he could
already read before kindergarten. He spent his adolescence isolated, independent and self–disciplined. He went to the University of Wisconsin as an
agriculture major, but later switched to religion to study for the ministry. He has been quoted as saying "that his new experiences so broadened his
thinking that he began to doubt some of his basic religious views." (Boeree) Carl Rogers later married Ms. Helen Elliot and moved to New York to
start school at the Union Theological Seminary, a famous liberal religious institution.

The Relationship between Academic Obstacles and Facilitators
University students make up a large population in most countries and may be the most important individual's part of a society; as they constitute of
future professionals and degree obtainers. The life of a student is very different to other age groups and may prove to be extremely stressful and
pressurised as the importance to having a profession, especially in South Africa, is heightened because of financial pressure and recessions. It has been
argued and researched that the well–being of a student is important for their academic performance, therefore their health needs to be taken into
context and maintained to ensure peak performance. The purpose of this essay is to assess the relationship between academic obstacles and
facilitators and how they hinder or promote academic performance, as well as how it may affect the well–being of the student.
When students are going through a stressful period in their studies, such as exam time or when assignments are due, they often feel exhausted and
sometimes unable to manage their time properly in order to get their work done on time, or simply not being able to cope with the nature of the work. It
is argued that students who are experiencing emotional exhaustion will perform poorly in their studies (Salanova, Schaufeli, Martinez & Breso, 2008).
This is because students who feel exhausted will experience feelings of demotivation, irritability, detachment and cynicism towards their work. While
those who have positive feelings

Social Facilitation Research Paper
Social Facilitation
Social facilitation as a phenomenon was first studied in 1898. It is applied to both animals and humans. Social facilitation is said to take place when
there is a change in human or animal behavior caused by the mere presence of another individual or animal.
When a human runs faster, types faster or dances slower for the one reason that they are in the presence of another person, it is called social
facilitation. An important aspect of social facilitation is that the other individual does not in any way reinforce the behavior, compete, set a standard or
replicate the behavior. The behavior change that occurs is normally an increase or decrease and no other explanation for this change can be identified.
Early Research
In the years since it was first introduced, the concept of social facilitation has undergone many changes. Norman Triplett conducted the first ever
experiment in social psychology ... Show more content on Helpwriting.net ...
Even television characters have been proven to trigger the effects of social facilitation. A study conducted by Wendi Gardner and Megan Knowles
showed that participants performed complex tasks worse and simple tasks better in the presence of a picture of their favorite television character. This
result though didn't extend to the presence of a non–favorite character.
Importance of Social Facilitation
The study of social facilitation is important to understand how humans behave in a social and non–social situation. Because there are no other changes
introduced in a situation other than another person being present, social facilitation helps understand the basic human responses of an individual when
another is present.
When researching social facilitation, an individual is studied individually doing an activity and then studied doing the activity in the presence of
another who does not in any way compete or cooperate with the test

Personal Experience: A Social Pyschology Class
Taking a course in social psychology has helped my understanding of what is going on in the world around me. As a psychology major, I'm
intrigued to see each new concept present in my life somewhere. Coming to college allowed me to be around a lot more people and to seek out the
things that I'm learning. Being a freshman, I am similar to everyone in their first year of college in my attempt to try to find myself and make new
friends. However, "finding yourself," seems like a nearly impossible task for someone like me because I'm not sure what I'm looking for. After being
at college for a few months and taking an introductory psychology course, I became interested with introspection, which has led me to the
self–perception theory. The self–perception theory is a one that suggests when people may be confused by what they are thinking or feeling they
look at their behavior in order to understand themselves. This gives me a way to see how I'm acting which in turn interprets if I'm doing what I
wish to be doing. For example, I've come to college with the biggest hope of finding some quality friends. I don't really know if I'm actually
seeking out good, new friends or if I am just friendly with people because that's the norm for a college freshman. I have floor mates that I always eat
with, spend my weekends with, and chat with daily. Seeing as I spend all of my time with these girls, and they seem to appreciate me, I assume that
they really are some true friends that I have been

Information Exchange And Social Facilitation Essay
Basic Process Our team's processes created process gains mainly through information exchange and social facilitation, but also experienced process
losses through an initial lack of load balancing and slight social loafing. Suggested methods show how we improved our process losses as a group
throughout the semester. From the start of the semester, our team excelled in regards to information exchange by communicating important
information in an effective way. By using groupme to communicate when we were not together as a group to creating a Google doc to keep
updated on where everyone stands on their portion of the project. Information, expectations, group roles, and meeting times were communicated
through these ways of communication and helped us to thrive as a team. We used a Google doc to insure ideal information sharing and to allow
each member of the team to have easy access to information that others in the group are using. Different members of our team took on different
roles in order to ensure efficient and productive team meetings. Social facilitation was utilized to work alongside each individual's work to receive
maximum efficiency (Crawford, September 6, 2016). When each project was assigned we read through the assignment as a group, assigned each
member of our team a section to work on individually, and created our Google doc. We all decided that we should come to the next discussion with
ideas for each section in order to help the team utilize each of our team

A Brief Note On Facilitation And Self Assessment
Facilitation Self–Assessment Raines prescribes self–evaluation as the initial step in identifying appropriate facilitation strategies to manage group
conflicts. In the Facilitation Skills Self–Assessment, I have 14 competent and good skills and 9 skills requiring improvement. For Level 1, I have
good skills in time management, active group participation and clear and accurate note taking but need to learn the theoretical foundations of
facilitation. For Level 2, I am competent in goal setting, feedback, exit surveys and friendly questioning and good skills at consensus, closure and
progress monitoring. I need to work on concepts around decision–making approaches and tools for designing group discussion. For level 3, I have good
skills in managing participants' conflict, dealing with resistance, handling personal attacks and feedback survey exercises while I do not know how
to design and develop surveys and questionnaires. For level 4, I am good at supporting team formation, storming and performance while I have little
skills on customer intimacy and process intervention in complex organizational development issues. Overall, I have over fifteen years of managing
teams at the operational levels using participatory and sustainable approaches. However, I never learned the theoretical bases of the methodologies I
used. I hope to learn up to level 4 although the class goal is to get to level 3 since we may not have enough time to get to level 4. The survey results have

Neuromuscular Facilitation Vs. Taping
Proprioceptive Neuromuscular Facilitation VS. Kinesio Taping Phillip Jean–Juste and Hakeem Johnson Kinesiology OTA 103 Lainisha
McMiller–Turner July 9, 2015 Occupational Therapy is a growing field; one that is constantly changing as technology becomes more advanced.
There are different techniques and methods used in this field, as well as the field of physical therapy, in order assist in client advancement and
growth. The traditional method being discussed is Proprioceptive Neuromuscular Facilitation also known as PNF and the contemporary technique is
Kinesio Taping. These techniques and methods came about for the same purpose, and that is to ultimately help both the Practitioners and of course
clients they work with. The background of Proprioceptive Neuromuscular Facilitation (PNF) is traced back to the late 1940s/early 1950s with
Herman Kabat (MD), Margaret Knott (PT), and Dorothy Voss (PT) being the developers of this method. PNF was developed to treat neurological
dysfunctions (such as multiple sclerosis and cerebral palsy) . "This was an attempt to gain better control in a population of neurologically impaired
instead of just offering the standard treatment at the time which was range of motion exercising and gate belt training"(Knott and Voss, 1968). Even
though PNF was developed for neurological dysfunctions overtime it also became principle used in others areas of life such as with athletes and
personal/physical trainers. The common misconception with

Social Facilitation Of Eating For Anja
This essay will discuss the social facilitation of eating for Anja, as an attendee to a dinner party with her wife. The dinner party is being held for
Anja's wife's friend's birthday at a restaurant that Anja has never attended before. There are twelve attendee's, but Anja only knows her wife and her
wife's friend. We know that Anja is of normal body weight and may experience high levels of trait empathy. According to the literature, the social
context of eating is a leading determinant of how much an individual will eat (Redd and de Castro, 1992). Research suggests that meals consumed in
social settings tend to be longer in duration and can be up to 60% larger than meals consumed alone (Redd and de Castro, 1992). There is a strong
indicator that various macronutrients, such as fat and sodium, increase significantly when people eat together, (Redd and de Castro, 1992), particularly
in restaurant settings (de Castro, Brewer, Elmore and Orozco, 1990). However, there does seem to be some variation in amounts eaten dependent upon
the significance of the eating companion, may they be a friend, spouse, family, friend, co–worker or another less familiar companion. Studies
demonstrate that social influence has significant impacts upon the level of food intake regardless of time, place and previous hunger etc. Recent
literature trends towards the bearing of social acceptance upon habitual dietary behaviours, as well as highlighting particular personality traits (e.g. trait
empathy,

Cultural Facilitation
For my Cultural Facilitation Project I decided to recreate the Planning the Relief at Mammallapuram activity. On October 14 around 3:20 PM I
arranged a small group gathering with my friends Vikas, Jackie, Wen, and Hannah at my house to help me with my project, the activity lasted until
5:00 PM. Before starting the activity, I had my participants read the text we had to read for our class, "Playful Ambiguity and Political Authority at
the the Large Relief at Mamallapuram" by Pandma Kaima and view the picture of the relief as we did for our class assignment. My purpose of doing
this was so that my participants could get an idea of what they were going to do the activity on rather than just telling them to start going into the
activity without ... Show more content on Helpwriting.net ...
Hindus used these practices as a way to reflect on the stories of the gods such as Shiva and how they protected the earth and helped the people. For
instance, how the text describes Shiva using his hair to break Ganga's fall so she wouldn't destroy the earth as she fell. Kamal writes, "Shiva again
intervened, catching the falling river in a lock of his matter hair where she wandered for years until the energy of her fall was spent. She trickled out
gently, purifying and fructifying the earth. The multitudes of creation witnessed and celebrated her descent." (RDR, pg 58) These practices also left an
indent in history providing people from different generations and generations ahead a view into the Hindu culture and their beliefs. It has a large
impact on the social web because it not only gives people a visual from of Hindu culture but also stimulates them to be curious about it. The relief is a
visual structure of Hindu culture and beliefs and people who visit it begin to ponder behind the meaning of the relief. As Padma Kamal writes in,
"Playful Ambiguity and Political Authority at the the Large Relief at Mamallapuram" people who visit the relief look at it with curiosity and those who
have studied it still don't have a full understanding behind the stories on the relief. She states that, "It seems quite likely that a single intellect – even
one trained to look for dhvani [puns] – cannot exhaust the panoply of references already located in this relief. The relief's unfinished state invites us to
consider that yet other voices may have been

Eme Trainer Essay
Welcome to the EME Trainer program! Thank you for donating your time and talent to the Fraternity and its educational programs. The following pages
contain important information about the EME Trainer program including its policies, procedures and positions within the Fraternity's educational
programming. All information included in this handbook is necessary for the role of an EME Trainer.
Some of these items will be discussed further during training weekend while others will not. Please make note of any questions you may have as you
are reading so these can be addressed during the training weekend.
We are looking forward to getting to know you as a member of the EME Trainer team!
Instructions for Training Weekend Pre–Work
Prior to arriving ... Show more content on Helpwriting.net ...
As an EME Trainer, you may also volunteer as program staff or a facilitator–in–training – for those learning to be a facilitator. If you have not
previously attended, it is recommended that you experience Leadership Academy as a participant first. This provides a useful perspective to the role of
facilitator.
Volunteer interest forms are available in late winter and due back to the Department of Education and Training by March 15.
VI.Where Do EME Trainers Fit?
In partnership with the Content Director of Programming, the Director of Education and Training at Kappa Headquarters supervises EME Trainers.
Although not listed on the Fraternity organizational chart, EME Trainers support Content Directors as well as the Programming and Leadership
Development Specialists.
EME Trainer Timeline: Requests, Forms and Expenses
A.Requests
Many different people can request an EME Trainer: Fraternity Council, Content Directors, District Directors, Content Specialists, advisers, or members
of a chapter or association. All requests must be made through the Fraternity Education Assistant.
B.Role of the Education

Essay Participation, Facilitation and Power
Model for everyday/everynight An everyday approach to participation is a concept that identifies the involvement of the person. The assessment and
care plans are discussed with the people they are written about but are not always written with. Often the assessment and care plans rely on the input
of medical or relatives to complete areas choice. It can be argued, how this could be possible to determine when the person with dementia is not asked
to contribute. This experience of non–inclusive decision making describes the participation of another person, a proxy–respondent and not the
respondent person's viewpoint (Tyrrell,2008). To embrace a model of everyday participation it is necessary to develop an alternative way of gathering
the... Show more content on Helpwriting.net ...
Factors that could affect the daily lives of the person are named as biological, psychological, social culture, environmental and politico economic
factors (Holland, 2008). Using this model we identify needs actual or potential, focus on an achievable goal and determine steps to meet that goal.
The care plan developed with Marjorie's participation focused on her independence this was determined by her. The information gave a clear
organisational position for staff and other family members as risk assessments were completed and agreed upon. The plan considered the model of
everyday decision making and participation, feedback about the issues that have been agreed upon by us and with Marjorie and Susan. There were
and are changes continually to the format of this document, including space for decision changes and flexibility. We have considered the view
points of Marjorie clearly reported verbatim the words she used that tell us this is her decision and described why we have concluded the task is her
choice. To provide informed consent we have determined that Marjorie is fully aware of the implications of her decision, as the act of consent has
been given from her perspective. To enable best decision making

Leadership, And, Risk And Facilitation

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