The document provides guidance on setting goals for improving social factors in physical education. It explains that goals should be set to guide personal development plans and training programs. Effective goals are specific, measurable, and time-bound. Examples of social goals include improving communication skills by a certain date or increasing cooperation with teammates over a set period. Goals may need to be reprioritized if initial data reveals a more important area for development. The document aims to help students identify appropriate social goals to work on.
This document discusses stress in the classroom from multiple perspectives. It explains that stress can negatively impact learning and memory in students. As teachers, we can help students manage stress by incorporating coping strategies into lesson plans. The document also notes that teachers experience high levels of stress, which impacts one-third of new teachers to leave the profession. Managing our own stress as educators is important so that we can properly support students.
The document discusses various topics related to stress, conflict, and coping mechanisms. It defines types of conflicts such as approach-approach and avoidance-avoidance. It also describes the physiological fight or flight response and stages of the general adaptation syndrome. Additionally, it discusses psychological defense mechanisms for dealing with stress and lists common stressors for high school students.
communication is the art of transferring data from one person to another & there are various barriers to it. these barriers are well described in theses slide & the way to overcome it
This document contains information about performance evaluation methods for a cluster manager, including examples of performance review phrases and key performance indicators. It provides descriptions of 12 common performance appraisal methods: management by objectives, critical incident method, behaviorally anchored rating scales, behavioral observation scales, 360 degree appraisal, and weighted checklist method. For each method, it gives an overview and discusses advantages and disadvantages. The document also includes sections with positive and negative review phrases for various performance dimensions and the cluster manager's job description and goals.
The document contains certificates of participation and recognition awarded to various individuals for their involvement in a District-Based and School-Based Inset Training on Literacy Instruction held from December 15-17, 2020 at Burauen North Central School in Leyte, Philippines. The training was organized by the Department of Education of Region VIII and covered topics related to literacy instruction.
The letter includes a KYC form and annexures for 6 bank accounts. It requests the manager of State Bank of Travancore to process the documents. A second letter cancels a bank guarantee of Rs. 11,136 for an account and encloses the original document. It requests cancellation of the guarantee given to the Medical College Hospital Development Society.
In this Presentation I included the following :
✅ Definition of Communication Barrier
✅ Common Communication Barriers
- Language Barrier
- Psychological Barrier
- Physiological Barrier
- Physical Barrier
- Systematic Barrier
- Attitudinal Barrier
This document discusses stress in the classroom from multiple perspectives. It explains that stress can negatively impact learning and memory in students. As teachers, we can help students manage stress by incorporating coping strategies into lesson plans. The document also notes that teachers experience high levels of stress, which impacts one-third of new teachers to leave the profession. Managing our own stress as educators is important so that we can properly support students.
The document discusses various topics related to stress, conflict, and coping mechanisms. It defines types of conflicts such as approach-approach and avoidance-avoidance. It also describes the physiological fight or flight response and stages of the general adaptation syndrome. Additionally, it discusses psychological defense mechanisms for dealing with stress and lists common stressors for high school students.
communication is the art of transferring data from one person to another & there are various barriers to it. these barriers are well described in theses slide & the way to overcome it
This document contains information about performance evaluation methods for a cluster manager, including examples of performance review phrases and key performance indicators. It provides descriptions of 12 common performance appraisal methods: management by objectives, critical incident method, behaviorally anchored rating scales, behavioral observation scales, 360 degree appraisal, and weighted checklist method. For each method, it gives an overview and discusses advantages and disadvantages. The document also includes sections with positive and negative review phrases for various performance dimensions and the cluster manager's job description and goals.
The document contains certificates of participation and recognition awarded to various individuals for their involvement in a District-Based and School-Based Inset Training on Literacy Instruction held from December 15-17, 2020 at Burauen North Central School in Leyte, Philippines. The training was organized by the Department of Education of Region VIII and covered topics related to literacy instruction.
The letter includes a KYC form and annexures for 6 bank accounts. It requests the manager of State Bank of Travancore to process the documents. A second letter cancels a bank guarantee of Rs. 11,136 for an account and encloses the original document. It requests cancellation of the guarantee given to the Medical College Hospital Development Society.
In this Presentation I included the following :
✅ Definition of Communication Barrier
✅ Common Communication Barriers
- Language Barrier
- Psychological Barrier
- Physiological Barrier
- Physical Barrier
- Systematic Barrier
- Attitudinal Barrier
This document provides information and guidance about setting goals related to the mental factor in physical education. It begins by explaining why goal setting is important for the mental factor, noting that goals can improve motivation and focus. It then discusses how to set specific, measurable, achievable, relevant and time-bound (SMART) goals for mental skills like concentration, decision-making, and mental toughness. The document provides examples of SMART goals and recommends allocating time to answer exam-style questions related to goal setting in the mental factor.
This document provides guidance on setting goals for the physical factor in performance. It explains that goals are important to guide planning and should be set for both the short and long term, informed by data collected initially. Setting specific, measurable, achievable and time-bound goals is recommended. Goals should be progressively challenging and motivational. Regular review of goals is also advised to ensure they remain appropriate.
This document provides information on collecting and analyzing data related to the emotional factor in physical education. It discusses why collecting information on the emotional factor is important, including to identify strengths and weaknesses and to set appropriate goals. It also outlines some common methods for collecting both quantitative and qualitative data on emotions, such as questionnaires, observations, and interviews. The document aims to guide students through understanding the emotional factor and collecting relevant data to analyze performance and progress in this area of physical education.
This document provides information about using a model performer for development in physical education. It defines a model performer as someone who can perform at an almost perfect level in one of the four factors of physical, mental, social, and emotional. Examples are given of model performers in different sports. The document discusses analyzing strengths and weaknesses in comparison to a model performer for each of the four factors. It also addresses benefits and limitations of using a model performer for data collection and development. Overall, the document explores how to identify and learn from model performers in order to improve performance.
The document provides information on feedback in physical education. It defines feedback as information used for improvement and explains its importance in alerting performers to what they are doing well and what needs improvement. Two main types of feedback are discussed: intrinsic feedback, which is the physical feel of movement as performed, and extrinsic feedback, which comes from external sources like coaches. Effective feedback is feedback that is provided promptly by a reliable source, balances positives and negatives, avoids excessive information, and includes strategies for improvement. The document uses examples from sports to illustrate these feedback concepts.
Please include the abstract and conclusion .docxboadverna
********** Please include the abstract and conclusion **********
Strategic Issues
After the needs assessment has been completed, the next element of the strategic plan involves developing the strategic issues. Key tasks associated with the strategic issues include conducting a gap analysis, performing an environmental scan, and developing stakeholder surveys. The actions are performed so that you can conduct a SWOT analysis. SWOT stands for STRENGTHS, WEAKNESSES, OPPORUNITIES, and THREATS. A SWOT analysis is used to help an agency, organization, or community better understand the business and environment in which it operates. The goal of developing strategic issues is to list or map out all of the strengths and weaknesses, and then to do the same for all of the opportunities and threats. This helps the organization to identify a strategy for planning. Opportunities that match the strengths are things that should be pursued. Threats that particularly align with weaknesses should be especially avoided when developing a strategic plan.
For this Assignment, you complete a SWOT analysis for Natasha House, Inc.
To prepare:
Review Final Project: Developing a Strategic Plan –S.W.O.T Analysis media in the Weekly Resources.
Consider the strengths, weaknesses, opportunities, and challenges related to Natasha House, Inc.
Think about the environmental factors you might review in preparation for addressing the strategic issues component for Natasha House, Inc. The environmental factors may include: political, economic, demographic, regulatory, philanthropic, donor trends, and other organizations providing similar services.
The Assignment (4–6 pages):
Conduct a SWOT analysis. This analysis focuses on assessing the present state or condition of Natasha House, Inc.and determining where the organization would like to be. The difference between the two represents the gap, or the difference between where Natasha House, Inc. is currently and where Natasha House, Inc.would like to be. This gap could provide direction for the major focus of the strategic plan.
Describe plans for conducting an environmental scan. The environmental scan is a process in which stakeholders gather and interpret relevant data on an agency, organization, or community to identify external opportunities and threats.
Identify and describe internal conditions that might impact the implementation of the strategic plan.
Address how you would minimize the impact of those conditions.
Identify and describe external conditions or competitors that might impact the implementation of the strategic plan.
Address how you would minimize the impact of those conditions.
Consider how you might plan to work with competitors to meet the needs of your targeted agency, organization, or community.
Identify and describe at least three strengths of Natasha House, Inc..
State why each item on the list is a strength.
State how you plan to utilize each strength to positively the impact the development or imp ...
Guidelines And Behaviors For Group And Individual WorkKimberly Brooks
1. The document discusses guidelines and behaviors for promoting effective group and individual work in the classroom. It emphasizes creating a safe, welcoming learning environment and providing clear instructions and flexibility.
2. It stresses the importance of building caring relationships with students to foster optimal learning. This involves getting to know students and their diverse backgrounds and needs.
3. The document recommends teachers reflect on their own cultural biases to communicate and manage classrooms sensitively regarding differences in culture, gender, abilities and more. The goal is meeting all students' needs through respectful classroom management.
This document provides guidance to students on evaluating elements of their personal development plan (PDP) in volleyball. It instructs students to use the SOFITT acronym to structure their evaluation. For each letter of SOFITT, students should judge whether their plan was effective in that area. The document then focuses on evaluating the principles of specificity and overload. It prompts students to identify whether they effectively applied overload in their training, and to justify their response by discussing how the difficulty progressed over time and its impact on their development.
Personnel Selection EffectivenessIn the Standards for Educationa.docxmattjtoni51554
Personnel Selection Effectiveness
In the Standards for Educational and Psychological Testing, the American Educational Research Association (1999) denotes five forms of evidence for use in evaluating a selection procedure for a specific application: (a) relationships between predictor scores and other variables (e.g., test–criterion relationships), (b) content, (c) internal test structure, (d) response processes, and (e) testing consequences. Industrial/Organizational (I/O) practitioners need to be mindful of these considerations in test development and in choosing standardized tests for employee selection.
Effective personnel selection processes entail systematically implementing assessments to evaluate job-related knowledge, skills, and abilities (KSAs), and personality traits (Arabian, 2008). Establishing job requirements provides a firm foundation for selection, and it facilitates identifying appropriate assessments to cover all dimensions of a given job and the results of performing that job (outcomes). Consequently, an effective selection process should include a variety of assessments measuring different aspects of a candidate with the ultimate goal of providing as full and accurate an assessment of as many job dimensions as possible (Arabian, 2008). Consider the assessments that you encountered before you were hired at a recent job. Do you believe they were effective in capturing the multiple dimensions of that job? If outcomes were included, do you think they were necessary?
Post an explanation of what process should be used to determine the effectiveness of personnel selection effectiveness. Then, provide your position on whether multiple outcomes should be used in personnel selection. Provide concrete examples and citations from the Learning Resources and current literature to support your post.
Example:
According to the American Educational Research Association’s (2014) Standards for Educational and Psychological Testing, the validation of employment testing begins with job analysis. It is necessary to identify the job behaviors and outcomes specified for the job employees are being selected for. This job analysis provides the empirical evidence necessary to link employment testing with job performance. There are two basic types of job analysis- deductive and inductive. Deductive job analysis utilizes extant knowledge of specific job that are available for use. Inductive job analysis develops new data about the specific job of interest (Whetzel & Wheaton, 2016).
The goal of selection testing is to draw inferences that test performance will predict job performance. This relationship can be established by identifying the link between predictors and performance and behavioral measures. A predictor construct domain is established by determining the knowledge, skills, abilities (KSAs), and traits that are included with certain constructs (e.g., reading comprehension). Criterion constructs are job behaviors or outcomes su.
This module, “Beginning the Journey Where I Am” is about the process towards strategic implementation leading to the realization of the learner’s chosen profession or more career goal.
This part will help learners learn more about their interests, values, and skills in relation to their current situation which is vital to their profession in the future. This session will also guide learners in exploring occupations that are applicable to them and in learning to decide on the best choice.
This document is a module on being mindful of influencers when choosing a Senior High School track and strand. It provides guidance activities for students to identify people and factors that influence their decisions, such as family, peers, media, socioeconomic status, and significant individuals. The module encourages students to understand themselves, seek guidance, educate themselves on their options, and consider the pros and cons of different choices. The overarching message is for students to involve themselves in planning their future.
The document provides instructions for using a research paper writing service. It outlines a 5-step process: 1) Create an account, 2) Complete an order form providing instructions, sources, and deadline, 3) Review writer bids and choose one, 4) Review the completed paper, and 5) Request revisions if needed, with the service offering refunds for plagiarized work.
Running Head HUMAN RESOURCE CASE EVALUATION HUMAN RESOURCE .docxcharisellington63520
Running Head: HUMAN RESOURCE CASE EVALUATION
HUMAN RESOURCE CASE EVALUATION 2
South Wood School District HR Case Evaluation
omitted
HRMN 300 6383
omitted
omitted
20 September 2015
Introduction
According to Delahaye (2015), an interview is a formal interaction between an employer or their representative and a potential employee which is characterized by a questioning and answer session. The purpose of interviews is for the employer to evaluate the potential employee through the questions. An interview hence is used by the employer to obtain facts, opinions and statements that reveal the nature, value and beliefs of the potential employee (Smith, 2013). This is an important role for the human resource department in its effort to engage the most competent and highly skilled person within the various ranks of the organization (Mello, 2014). Staffing is crucial as it enables an organization to replace vacant arising from new jobs created, retirement and transfers, resigning or death of some of the current employees (Boselie, 2014). The South Wood District School interview panel is composed of the principal, the head of department, senior teacher, students and the Human Resource manager. The panel used various interview questions to assess the candidates.
Advantages and Disadvantages of Interviews
First, interviews help to paint a clearer picture of the employee through social cues. By considering the intonation, voice and body language of the interviewee, the panel gets extra information about the verbal responses of the interviewee (Mello, 2014). In addition, due to the face to face interaction, the interviewing panel can get in-depth detail about the interviewee due to the specifically tailored questions. This gives insight into impressions, personal experiences, thoughts and feelings, perceptions and attitudes of the candidate. Interviews hence give the panel a greater chance to briefly identify with the respondent (Kehoe & Wright, 2013).
On the other hand interviews have several disadvantages too. First, the planning of the interview and the interview questions can suffer complications. Members of the panel have to involve immense multitasking including keeping eye contact, noting down responses, and thinking of follow up questions hence the possibility of missing some information. In addition, the personal nature of the interview may make it difficult for the interviewees to present their true-self.
The South Wood District School Case Study
Questions by the School’s Principal
The school’s principal possibly asked the reason the interviewees applied for the job. This question is aimed at understanding how the candidate thinks the job offered will help them in achieving their future goals. The second question was on the reason behind the decision to take a career in teaching. The answers to this question vary from the personal love for children, inspiration by other teachers in their education life as well as the personal l.
A recent college graduate is unsure about their career direction and wants to quickly try different work options to assess what would be the best fit. They feel conflicted about balancing considerations like further education, financial stability, social connections, and personal growth. Not having a clear next steps is causing uncertainty.
This document is a self-learning module for Grade 10 students on choosing a career. It discusses how different factors like interests, family, peers, media, and socioeconomic status can influence career choices. The module contains activities for students to identify which factors most influence their choices, understand each factor's role, and appreciate how to make informed decisions using multiple career information sources. The goal is to help students thoughtfully decide on a future career or profession based on personal strengths with guidance from influential individuals and groups in their lives.
Twitter for Trainers: What Can You Do in 140 Characters? jbo27712
The document discusses various ways that social media and Twitter can be used for training purposes. It provides examples of opening discussion questions, assigning pre-work readings and activities, continuing conversations to encourage ongoing learning, offering opposing viewpoints for debate, prompting reflection on course content, conducting question-and-answer rounds, brainstorming polls and activities, and conducting formative evaluations through Twitter.
Employee VoiceBeau Nelson posted Apr 19, 2020 752 PM1. Wha.docxgidmanmary
Employee Voice
Beau Nelson posted Apr 19, 2020 7:52 PM
1. What data would you gather about your organization (or large department or division) to accurately evaluate its organizational climate?
To accurately assess the climate of my organization, I would assess the corporate culture, the commitment of employees, evaluate communication, and asses the perception of ethics within the division (CHRM, n.d). I would also like to gauge if there is a potential turnover problem, find ways to improve the organization, and attempt to determine if employees are happy.
2. How would you collect that data?
Anonymously through an online survey. I have seen many surveys throughout my career and most of them are flooded with redundant, but mandatory questions. These questions must be answered to progress or submit the survey. I believe this lowers participation giving less data to analyze.
3. How often would you collect data and analyze it?
Frequency is another factor that could deter someone from taking a survey. If it offered too frequently, the employee could question if their input matters and become fatigued. Surveys should be conducted when a senior leader changes in the organization or a merger. According to Marritt (2017) employees may be asked the same question every quarter. I believe it depends on the number of questions in a survey and what data is trying to be obtained. If the survey is short, quarterly should be fine. If the survey takes forty minutes to complete, quarterly may be too frequently.
4. How would you analyze it?
I believe analyzing the commitment would be one of the best factors to understand the climate of an organization. According to Meyer, Stanley, & Parfyonova (2012), there are three types of commitment to an organization. The first is affective commitment or the emotional desire to remain attached to the company. The second is normative commitment or sense of obligation to stay. The last is continuance commitment; the cost of leaving. I believe pulling data in this manner could really shed light on how committed employees are.
5. What is an example of an HRM action that might result based on data gathered?
The first thing that comes to mind during a survey is the potential removal or change in leadership. However, there are other actions we can track through survey data. Surveys can ask employees how long they plan on remaining with the organization also allow employees to be heard and positively influenced. (Miller, 2018).
6. What are your experiences with evaluating organizational climate as an administrator or as part of a work group?
As a previous acting First Sergeant, I assisted the commander with administering the DEOMI Equal Opportunity Climate Survey (DEOCS). The objective of this survey is to enhance commander accountability, address issues of equal opportunity, improve effectiveness in the organization, and provide a uniform assessment across all Services & DoD compone ...
Employee VoiceBeau Nelson posted Apr 19, 2020 752 PM1. Wha.docxchristinemaritza
Employee Voice
Beau Nelson posted Apr 19, 2020 7:52 PM
1. What data would you gather about your organization (or large department or division) to accurately evaluate its organizational climate?
To accurately assess the climate of my organization, I would assess the corporate culture, the commitment of employees, evaluate communication, and asses the perception of ethics within the division (CHRM, n.d). I would also like to gauge if there is a potential turnover problem, find ways to improve the organization, and attempt to determine if employees are happy.
2. How would you collect that data?
Anonymously through an online survey. I have seen many surveys throughout my career and most of them are flooded with redundant, but mandatory questions. These questions must be answered to progress or submit the survey. I believe this lowers participation giving less data to analyze.
3. How often would you collect data and analyze it?
Frequency is another factor that could deter someone from taking a survey. If it offered too frequently, the employee could question if their input matters and become fatigued. Surveys should be conducted when a senior leader changes in the organization or a merger. According to Marritt (2017) employees may be asked the same question every quarter. I believe it depends on the number of questions in a survey and what data is trying to be obtained. If the survey is short, quarterly should be fine. If the survey takes forty minutes to complete, quarterly may be too frequently.
4. How would you analyze it?
I believe analyzing the commitment would be one of the best factors to understand the climate of an organization. According to Meyer, Stanley, & Parfyonova (2012), there are three types of commitment to an organization. The first is affective commitment or the emotional desire to remain attached to the company. The second is normative commitment or sense of obligation to stay. The last is continuance commitment; the cost of leaving. I believe pulling data in this manner could really shed light on how committed employees are.
5. What is an example of an HRM action that might result based on data gathered?
The first thing that comes to mind during a survey is the potential removal or change in leadership. However, there are other actions we can track through survey data. Surveys can ask employees how long they plan on remaining with the organization also allow employees to be heard and positively influenced. (Miller, 2018).
6. What are your experiences with evaluating organizational climate as an administrator or as part of a work group?
As a previous acting First Sergeant, I assisted the commander with administering the DEOMI Equal Opportunity Climate Survey (DEOCS). The objective of this survey is to enhance commander accountability, address issues of equal opportunity, improve effectiveness in the organization, and provide a uniform assessment across all Services & DoD compone.
The document provides an overview of a SWOT analysis for schools. It explains that a SWOT analysis is a tool that can help schools analyze their strengths, weaknesses, opportunities, and threats. It discusses how internal strengths and weaknesses relate to factors within a school's control, while external opportunities and threats involve factors outside a school's control. The document provides examples of different strengths, weaknesses, opportunities, and threats a school may want to consider in a SWOT analysis.
The article discusses how healthier versions of junk food could help reduce obesity more than wholesome foods. The author argues that junk foods designed with health in mind, like a nutritious smoothie from McDonald's, could be inexpensive and convenient options to help people consume fewer calories and more nutrients. However, the article does not fully address the negative health effects of junk food or provide evidence from both sides of the issue. It also suggests some controversy over whether obesity is truly a major problem.
This document provides guidance to students on answering questions for a National 5 Physical Education portfolio. It breaks down questions into key areas to understand the command word, theme, factor, and mark allocation. It then gives an example of how to answer a question asking to explain challenges of gathering reliable data. Several challenges are described, such as performing in front of others affecting physical and mental factors. The document also provides guidance on identifying data collection methods, describing how a method was used, and explaining its selection. Students are guided to answer questions in their own words while following the PEgI structure of Point, Example, Impact.
The document discusses goal setting for improving performance. It explains that goals should follow the SMART criteria: specific, measurable, adjustable, realistic and time-bound. Short-term goals set for a session or week can help achieve long-term goals set for a 6-week development program. Examples are given of physical and mental long and short-term goals. The importance of setting goals is that it gives each training session focus, can boost motivation and allows performers to track their progress.
This document provides information and guidance about setting goals related to the mental factor in physical education. It begins by explaining why goal setting is important for the mental factor, noting that goals can improve motivation and focus. It then discusses how to set specific, measurable, achievable, relevant and time-bound (SMART) goals for mental skills like concentration, decision-making, and mental toughness. The document provides examples of SMART goals and recommends allocating time to answer exam-style questions related to goal setting in the mental factor.
This document provides guidance on setting goals for the physical factor in performance. It explains that goals are important to guide planning and should be set for both the short and long term, informed by data collected initially. Setting specific, measurable, achievable and time-bound goals is recommended. Goals should be progressively challenging and motivational. Regular review of goals is also advised to ensure they remain appropriate.
This document provides information on collecting and analyzing data related to the emotional factor in physical education. It discusses why collecting information on the emotional factor is important, including to identify strengths and weaknesses and to set appropriate goals. It also outlines some common methods for collecting both quantitative and qualitative data on emotions, such as questionnaires, observations, and interviews. The document aims to guide students through understanding the emotional factor and collecting relevant data to analyze performance and progress in this area of physical education.
This document provides information about using a model performer for development in physical education. It defines a model performer as someone who can perform at an almost perfect level in one of the four factors of physical, mental, social, and emotional. Examples are given of model performers in different sports. The document discusses analyzing strengths and weaknesses in comparison to a model performer for each of the four factors. It also addresses benefits and limitations of using a model performer for data collection and development. Overall, the document explores how to identify and learn from model performers in order to improve performance.
The document provides information on feedback in physical education. It defines feedback as information used for improvement and explains its importance in alerting performers to what they are doing well and what needs improvement. Two main types of feedback are discussed: intrinsic feedback, which is the physical feel of movement as performed, and extrinsic feedback, which comes from external sources like coaches. Effective feedback is feedback that is provided promptly by a reliable source, balances positives and negatives, avoids excessive information, and includes strategies for improvement. The document uses examples from sports to illustrate these feedback concepts.
Please include the abstract and conclusion .docxboadverna
********** Please include the abstract and conclusion **********
Strategic Issues
After the needs assessment has been completed, the next element of the strategic plan involves developing the strategic issues. Key tasks associated with the strategic issues include conducting a gap analysis, performing an environmental scan, and developing stakeholder surveys. The actions are performed so that you can conduct a SWOT analysis. SWOT stands for STRENGTHS, WEAKNESSES, OPPORUNITIES, and THREATS. A SWOT analysis is used to help an agency, organization, or community better understand the business and environment in which it operates. The goal of developing strategic issues is to list or map out all of the strengths and weaknesses, and then to do the same for all of the opportunities and threats. This helps the organization to identify a strategy for planning. Opportunities that match the strengths are things that should be pursued. Threats that particularly align with weaknesses should be especially avoided when developing a strategic plan.
For this Assignment, you complete a SWOT analysis for Natasha House, Inc.
To prepare:
Review Final Project: Developing a Strategic Plan –S.W.O.T Analysis media in the Weekly Resources.
Consider the strengths, weaknesses, opportunities, and challenges related to Natasha House, Inc.
Think about the environmental factors you might review in preparation for addressing the strategic issues component for Natasha House, Inc. The environmental factors may include: political, economic, demographic, regulatory, philanthropic, donor trends, and other organizations providing similar services.
The Assignment (4–6 pages):
Conduct a SWOT analysis. This analysis focuses on assessing the present state or condition of Natasha House, Inc.and determining where the organization would like to be. The difference between the two represents the gap, or the difference between where Natasha House, Inc. is currently and where Natasha House, Inc.would like to be. This gap could provide direction for the major focus of the strategic plan.
Describe plans for conducting an environmental scan. The environmental scan is a process in which stakeholders gather and interpret relevant data on an agency, organization, or community to identify external opportunities and threats.
Identify and describe internal conditions that might impact the implementation of the strategic plan.
Address how you would minimize the impact of those conditions.
Identify and describe external conditions or competitors that might impact the implementation of the strategic plan.
Address how you would minimize the impact of those conditions.
Consider how you might plan to work with competitors to meet the needs of your targeted agency, organization, or community.
Identify and describe at least three strengths of Natasha House, Inc..
State why each item on the list is a strength.
State how you plan to utilize each strength to positively the impact the development or imp ...
Guidelines And Behaviors For Group And Individual WorkKimberly Brooks
1. The document discusses guidelines and behaviors for promoting effective group and individual work in the classroom. It emphasizes creating a safe, welcoming learning environment and providing clear instructions and flexibility.
2. It stresses the importance of building caring relationships with students to foster optimal learning. This involves getting to know students and their diverse backgrounds and needs.
3. The document recommends teachers reflect on their own cultural biases to communicate and manage classrooms sensitively regarding differences in culture, gender, abilities and more. The goal is meeting all students' needs through respectful classroom management.
This document provides guidance to students on evaluating elements of their personal development plan (PDP) in volleyball. It instructs students to use the SOFITT acronym to structure their evaluation. For each letter of SOFITT, students should judge whether their plan was effective in that area. The document then focuses on evaluating the principles of specificity and overload. It prompts students to identify whether they effectively applied overload in their training, and to justify their response by discussing how the difficulty progressed over time and its impact on their development.
Personnel Selection EffectivenessIn the Standards for Educationa.docxmattjtoni51554
Personnel Selection Effectiveness
In the Standards for Educational and Psychological Testing, the American Educational Research Association (1999) denotes five forms of evidence for use in evaluating a selection procedure for a specific application: (a) relationships between predictor scores and other variables (e.g., test–criterion relationships), (b) content, (c) internal test structure, (d) response processes, and (e) testing consequences. Industrial/Organizational (I/O) practitioners need to be mindful of these considerations in test development and in choosing standardized tests for employee selection.
Effective personnel selection processes entail systematically implementing assessments to evaluate job-related knowledge, skills, and abilities (KSAs), and personality traits (Arabian, 2008). Establishing job requirements provides a firm foundation for selection, and it facilitates identifying appropriate assessments to cover all dimensions of a given job and the results of performing that job (outcomes). Consequently, an effective selection process should include a variety of assessments measuring different aspects of a candidate with the ultimate goal of providing as full and accurate an assessment of as many job dimensions as possible (Arabian, 2008). Consider the assessments that you encountered before you were hired at a recent job. Do you believe they were effective in capturing the multiple dimensions of that job? If outcomes were included, do you think they were necessary?
Post an explanation of what process should be used to determine the effectiveness of personnel selection effectiveness. Then, provide your position on whether multiple outcomes should be used in personnel selection. Provide concrete examples and citations from the Learning Resources and current literature to support your post.
Example:
According to the American Educational Research Association’s (2014) Standards for Educational and Psychological Testing, the validation of employment testing begins with job analysis. It is necessary to identify the job behaviors and outcomes specified for the job employees are being selected for. This job analysis provides the empirical evidence necessary to link employment testing with job performance. There are two basic types of job analysis- deductive and inductive. Deductive job analysis utilizes extant knowledge of specific job that are available for use. Inductive job analysis develops new data about the specific job of interest (Whetzel & Wheaton, 2016).
The goal of selection testing is to draw inferences that test performance will predict job performance. This relationship can be established by identifying the link between predictors and performance and behavioral measures. A predictor construct domain is established by determining the knowledge, skills, abilities (KSAs), and traits that are included with certain constructs (e.g., reading comprehension). Criterion constructs are job behaviors or outcomes su.
This module, “Beginning the Journey Where I Am” is about the process towards strategic implementation leading to the realization of the learner’s chosen profession or more career goal.
This part will help learners learn more about their interests, values, and skills in relation to their current situation which is vital to their profession in the future. This session will also guide learners in exploring occupations that are applicable to them and in learning to decide on the best choice.
This document is a module on being mindful of influencers when choosing a Senior High School track and strand. It provides guidance activities for students to identify people and factors that influence their decisions, such as family, peers, media, socioeconomic status, and significant individuals. The module encourages students to understand themselves, seek guidance, educate themselves on their options, and consider the pros and cons of different choices. The overarching message is for students to involve themselves in planning their future.
The document provides instructions for using a research paper writing service. It outlines a 5-step process: 1) Create an account, 2) Complete an order form providing instructions, sources, and deadline, 3) Review writer bids and choose one, 4) Review the completed paper, and 5) Request revisions if needed, with the service offering refunds for plagiarized work.
Running Head HUMAN RESOURCE CASE EVALUATION HUMAN RESOURCE .docxcharisellington63520
Running Head: HUMAN RESOURCE CASE EVALUATION
HUMAN RESOURCE CASE EVALUATION 2
South Wood School District HR Case Evaluation
omitted
HRMN 300 6383
omitted
omitted
20 September 2015
Introduction
According to Delahaye (2015), an interview is a formal interaction between an employer or their representative and a potential employee which is characterized by a questioning and answer session. The purpose of interviews is for the employer to evaluate the potential employee through the questions. An interview hence is used by the employer to obtain facts, opinions and statements that reveal the nature, value and beliefs of the potential employee (Smith, 2013). This is an important role for the human resource department in its effort to engage the most competent and highly skilled person within the various ranks of the organization (Mello, 2014). Staffing is crucial as it enables an organization to replace vacant arising from new jobs created, retirement and transfers, resigning or death of some of the current employees (Boselie, 2014). The South Wood District School interview panel is composed of the principal, the head of department, senior teacher, students and the Human Resource manager. The panel used various interview questions to assess the candidates.
Advantages and Disadvantages of Interviews
First, interviews help to paint a clearer picture of the employee through social cues. By considering the intonation, voice and body language of the interviewee, the panel gets extra information about the verbal responses of the interviewee (Mello, 2014). In addition, due to the face to face interaction, the interviewing panel can get in-depth detail about the interviewee due to the specifically tailored questions. This gives insight into impressions, personal experiences, thoughts and feelings, perceptions and attitudes of the candidate. Interviews hence give the panel a greater chance to briefly identify with the respondent (Kehoe & Wright, 2013).
On the other hand interviews have several disadvantages too. First, the planning of the interview and the interview questions can suffer complications. Members of the panel have to involve immense multitasking including keeping eye contact, noting down responses, and thinking of follow up questions hence the possibility of missing some information. In addition, the personal nature of the interview may make it difficult for the interviewees to present their true-self.
The South Wood District School Case Study
Questions by the School’s Principal
The school’s principal possibly asked the reason the interviewees applied for the job. This question is aimed at understanding how the candidate thinks the job offered will help them in achieving their future goals. The second question was on the reason behind the decision to take a career in teaching. The answers to this question vary from the personal love for children, inspiration by other teachers in their education life as well as the personal l.
A recent college graduate is unsure about their career direction and wants to quickly try different work options to assess what would be the best fit. They feel conflicted about balancing considerations like further education, financial stability, social connections, and personal growth. Not having a clear next steps is causing uncertainty.
This document is a self-learning module for Grade 10 students on choosing a career. It discusses how different factors like interests, family, peers, media, and socioeconomic status can influence career choices. The module contains activities for students to identify which factors most influence their choices, understand each factor's role, and appreciate how to make informed decisions using multiple career information sources. The goal is to help students thoughtfully decide on a future career or profession based on personal strengths with guidance from influential individuals and groups in their lives.
Twitter for Trainers: What Can You Do in 140 Characters? jbo27712
The document discusses various ways that social media and Twitter can be used for training purposes. It provides examples of opening discussion questions, assigning pre-work readings and activities, continuing conversations to encourage ongoing learning, offering opposing viewpoints for debate, prompting reflection on course content, conducting question-and-answer rounds, brainstorming polls and activities, and conducting formative evaluations through Twitter.
Employee VoiceBeau Nelson posted Apr 19, 2020 752 PM1. Wha.docxgidmanmary
Employee Voice
Beau Nelson posted Apr 19, 2020 7:52 PM
1. What data would you gather about your organization (or large department or division) to accurately evaluate its organizational climate?
To accurately assess the climate of my organization, I would assess the corporate culture, the commitment of employees, evaluate communication, and asses the perception of ethics within the division (CHRM, n.d). I would also like to gauge if there is a potential turnover problem, find ways to improve the organization, and attempt to determine if employees are happy.
2. How would you collect that data?
Anonymously through an online survey. I have seen many surveys throughout my career and most of them are flooded with redundant, but mandatory questions. These questions must be answered to progress or submit the survey. I believe this lowers participation giving less data to analyze.
3. How often would you collect data and analyze it?
Frequency is another factor that could deter someone from taking a survey. If it offered too frequently, the employee could question if their input matters and become fatigued. Surveys should be conducted when a senior leader changes in the organization or a merger. According to Marritt (2017) employees may be asked the same question every quarter. I believe it depends on the number of questions in a survey and what data is trying to be obtained. If the survey is short, quarterly should be fine. If the survey takes forty minutes to complete, quarterly may be too frequently.
4. How would you analyze it?
I believe analyzing the commitment would be one of the best factors to understand the climate of an organization. According to Meyer, Stanley, & Parfyonova (2012), there are three types of commitment to an organization. The first is affective commitment or the emotional desire to remain attached to the company. The second is normative commitment or sense of obligation to stay. The last is continuance commitment; the cost of leaving. I believe pulling data in this manner could really shed light on how committed employees are.
5. What is an example of an HRM action that might result based on data gathered?
The first thing that comes to mind during a survey is the potential removal or change in leadership. However, there are other actions we can track through survey data. Surveys can ask employees how long they plan on remaining with the organization also allow employees to be heard and positively influenced. (Miller, 2018).
6. What are your experiences with evaluating organizational climate as an administrator or as part of a work group?
As a previous acting First Sergeant, I assisted the commander with administering the DEOMI Equal Opportunity Climate Survey (DEOCS). The objective of this survey is to enhance commander accountability, address issues of equal opportunity, improve effectiveness in the organization, and provide a uniform assessment across all Services & DoD compone ...
Employee VoiceBeau Nelson posted Apr 19, 2020 752 PM1. Wha.docxchristinemaritza
Employee Voice
Beau Nelson posted Apr 19, 2020 7:52 PM
1. What data would you gather about your organization (or large department or division) to accurately evaluate its organizational climate?
To accurately assess the climate of my organization, I would assess the corporate culture, the commitment of employees, evaluate communication, and asses the perception of ethics within the division (CHRM, n.d). I would also like to gauge if there is a potential turnover problem, find ways to improve the organization, and attempt to determine if employees are happy.
2. How would you collect that data?
Anonymously through an online survey. I have seen many surveys throughout my career and most of them are flooded with redundant, but mandatory questions. These questions must be answered to progress or submit the survey. I believe this lowers participation giving less data to analyze.
3. How often would you collect data and analyze it?
Frequency is another factor that could deter someone from taking a survey. If it offered too frequently, the employee could question if their input matters and become fatigued. Surveys should be conducted when a senior leader changes in the organization or a merger. According to Marritt (2017) employees may be asked the same question every quarter. I believe it depends on the number of questions in a survey and what data is trying to be obtained. If the survey is short, quarterly should be fine. If the survey takes forty minutes to complete, quarterly may be too frequently.
4. How would you analyze it?
I believe analyzing the commitment would be one of the best factors to understand the climate of an organization. According to Meyer, Stanley, & Parfyonova (2012), there are three types of commitment to an organization. The first is affective commitment or the emotional desire to remain attached to the company. The second is normative commitment or sense of obligation to stay. The last is continuance commitment; the cost of leaving. I believe pulling data in this manner could really shed light on how committed employees are.
5. What is an example of an HRM action that might result based on data gathered?
The first thing that comes to mind during a survey is the potential removal or change in leadership. However, there are other actions we can track through survey data. Surveys can ask employees how long they plan on remaining with the organization also allow employees to be heard and positively influenced. (Miller, 2018).
6. What are your experiences with evaluating organizational climate as an administrator or as part of a work group?
As a previous acting First Sergeant, I assisted the commander with administering the DEOMI Equal Opportunity Climate Survey (DEOCS). The objective of this survey is to enhance commander accountability, address issues of equal opportunity, improve effectiveness in the organization, and provide a uniform assessment across all Services & DoD compone.
The document provides an overview of a SWOT analysis for schools. It explains that a SWOT analysis is a tool that can help schools analyze their strengths, weaknesses, opportunities, and threats. It discusses how internal strengths and weaknesses relate to factors within a school's control, while external opportunities and threats involve factors outside a school's control. The document provides examples of different strengths, weaknesses, opportunities, and threats a school may want to consider in a SWOT analysis.
The article discusses how healthier versions of junk food could help reduce obesity more than wholesome foods. The author argues that junk foods designed with health in mind, like a nutritious smoothie from McDonald's, could be inexpensive and convenient options to help people consume fewer calories and more nutrients. However, the article does not fully address the negative health effects of junk food or provide evidence from both sides of the issue. It also suggests some controversy over whether obesity is truly a major problem.
This document provides guidance to students on answering questions for a National 5 Physical Education portfolio. It breaks down questions into key areas to understand the command word, theme, factor, and mark allocation. It then gives an example of how to answer a question asking to explain challenges of gathering reliable data. Several challenges are described, such as performing in front of others affecting physical and mental factors. The document also provides guidance on identifying data collection methods, describing how a method was used, and explaining its selection. Students are guided to answer questions in their own words while following the PEgI structure of Point, Example, Impact.
The document discusses goal setting for improving performance. It explains that goals should follow the SMART criteria: specific, measurable, adjustable, realistic and time-bound. Short-term goals set for a session or week can help achieve long-term goals set for a 6-week development program. Examples are given of physical and mental long and short-term goals. The importance of setting goals is that it gives each training session focus, can boost motivation and allows performers to track their progress.
The document provides guidance for students to evaluate the effectiveness of their personal development program (PDP). It emphasizes making a judgement about different decisions made in the PDP and providing evidence to support the judgement. It lists principles of planning an effective PDP, including keeping training specific, varied, and progressive with appropriate work to rest ratios, targets, monitoring, feedback, and ensuring the workload is manageable. Students are asked to create a mind map evaluating effective and ineffective aspects of their PDP and justify their evaluation with evidence from their experience.
The document discusses different methods used to monitor a program of work, including internal thoughts and feelings, teacher feedback, knowledge of results, success rate, and re-testing. It prompts the reader to select and describe a method used to monitor physical factors and a different method used to monitor mental factors. For each method, it provides questions to guide a detailed description of what was done, when, how often, who was involved, and any recording that was done and where.
This document provides guidance to students on answering a question regarding planning future performance development. It instructs students to identify a physical and mental development need, how they will improve it, and why. It offers examples of justifying continued work on improving a weakness or changing to a new development need based on data collection and retesting. Students are tasked to complete two answers for a physical factor and two for a mental factor referring to their current performance and outlining their next steps.
The document discusses challenges that may be faced when collecting information to analyze performance in volleyball as part of a personal development plan. Some key challenges identified are ensuring the accuracy, reliability, and practicality of the methods used to collect information, as well as ensuring the methods are specific enough to assess the intended physical factors. Before collecting information, students should consider these challenges, such as using video recording over live observation to improve accuracy, collecting multiple videos to increase reliability, using straightforward methods to improve practicality, and choosing methods appropriate to their ability level and the intended physical focus.
The document discusses a student's personal development plan (PDP) for volleyball. It provides context on how the student identified weaknesses through assessment and made decisions on their PDP. Specifically, it discusses decisions made on: 1) dividing lesson time between warm-up, skill work, and games; 2) focusing on skill development one day per week; 3) working in small groups with similar peers; and 4) having a 6-week PDP program. The student is tasked with justifying these decisions in their response using the PEGI framework of pointing out the decision, giving an example, and explaining the impact.
This document provides guidance on evaluating the effectiveness of an athlete's personal development plan (PDP) for volleyball. It instructs the athlete to evaluate one element of their PDP in three parts: 1) Identify the element, 2) Provide judgement on how it impacted their development, and 3) Discuss the value/effect it had. Specifically, this document focuses on evaluating the training environment. The athlete is asked to consider if training inside or outside was more beneficial, how the conditions impacted their motivation, skills, and preparation for games. Positive and negative examples of evaluating the training environment are provided.
The document is a presentation discussing how to evaluate the effectiveness of a personal development plan (PDP) in volleyball. It instructs students to use the SOFITT acronym to structure their evaluation. Specifically, it focuses on evaluating whether the targets set in a PDP were effective. It provides examples of how to identify if targets were or were not effective, justify the identification with details, and explain the value of effective or ineffective targets. Students are guided to consider if their long-term and short-term targets provided motivation, direction, and a way to measure progress toward goals.
The document provides guidance for students on evaluating the effectiveness of their personal development plan in volleyball. It discusses evaluating different elements using the SOFITT acronym and focusing on frequency. Students are instructed to write a paragraph evaluating if the frequency they applied to their training was effective or not. The paragraph should include an identification of the element, a judgement providing details, and a value statement explaining the impact. Examples are provided to demonstrate the expected structure and content.
This document provides guidance for students on how to evaluate the effectiveness of their physical development plan (PDP) in volleyball. It explains the process of evaluation involves identifying an element of the plan, making a judgement on its effectiveness, and discussing its value. Examples are given of evaluating whether approaches used were specific to the student's stage of learning. Students are then prompted to evaluate if they effectively applied the principles of specificity and overload in their own training.
Monitoring our personal development plan is necessary for three key reasons: (1) It allows us to judge if our plan and approaches are effective and make adjustments if needed, (2) It can boost our motivation by seeing improvements, and (3) It allows us to reset or make new targets if existing ones are met. Regularly checking our progress through methods like recording in a training diary and re-testing gives valuable feedback to improve our plan over time.
The document provides information about feedback in sports:
- It defines feedback as information an athlete receives about a skill or performance to improve.
- There are two types of feedback - intrinsic (internal) feedback from within oneself and extrinsic (external) feedback from others like coaches or peers.
- Feedback should be given immediately after a performance, start with positives, and focus on one or two points at a time to motivate and help athletes improve.
This document outlines lessons on describing, explaining, and evaluating changes and adaptations made to a personal development plan (PDP) for physical factors in volleyball. It discusses the key elements to address for each question type. For the evaluation question, students are instructed to identify if the PDP was effective or not, provide context and background, and explain how and why it did or did not help improve their weakness over six weeks. The document provides guidance, examples, and templates to help students structure their answers to earn marks.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
This PPT will be consider everything SOCIAL
FACTOR. This will guide you through some of the
key areas you have covered and will be an
essential study guide.
After each key area you will be provided with
exam type questions relevant to the key area. You
should attempt these and return/submit to your
teacher.
3. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
How the Social Factor Impacts Performance
How the Social Factor Impacts other Factors
HOW and WHY we Collect information on the Social Factor
HOW and WHY we Set Goals in the Social Factor
What Social Approaches we use and Why
How we Record and Monitor Progress in the Social Factor
4. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Answer the questions on:
Slide 10 (allocate yourself 12 minutes to answer this)
Slide 15 (allocate yourself 18 minutes to answer this question)
Slide 27 (allocate yourself 12 minutes per question)
5. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Within the social Factor there are a number of features that can
impact upon a performance. See below:
Social
Communication
Cooperation
Roles and Responsibilities
Conduct
Contribution to Team
Team Dynamics
Etiquette
7. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Within section 1 of the exam it is unlikely you will be asked about the
impact a factor has on a performance but it is highly likely to be asked
such a question in section 3 – the scenario section.
When writing your answers for factors impacting on performance,
you want to gain some real depth so consider:
the impact it initially had on you
the impact it then had on the game/performance
the impact this could have on the opposition
You will be able to do this if you follow our PEgI structure.
8. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Positive Team Dynamics example:
A team with strong team dynamics will also go above and beyond their own
tactical roles and responsibilities to help others. In football, a full back who
is up against a skilful opponent will get support from their own winger. This
can ensure that they are never facing their direct opponent 1 on 1 and can
lead to them combining to limit the opponent’s space. This can therefore
lead to them making tackles and prevent crosses coming into their box.’
In the point we can see the activity has been mentioned,
the terms ‘strong’ team dynamics and ‘help’ have been
used so we know it is positive.
In the example we can see how it affected the performer
as he/she will receive support from a team mate
In the impact we could then see how it affected the
opposition as he/she does not get the benefit of a 1 on 1.
9. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Negative Communication example:
Players who do not communicate can not help players in possession of the
ball. In hockey, a winger who does not call for the ball despite being in
space will never alert their teammate to their position. This can lead to
their teammate holding on to the ball for too long, being pressurised and
losing possession.’
In the point we can see the activity has been mentioned, the
term poor ‘do not’ and ‘can not help’ have been used so we
know it is negative.
In the example we can see how it affected the team as the
performer has not called for the ball so they are not aware.
In the impact we could then see how it affected the team even
further as the team mate holds on to the ball for too long and is
dispossessed.
10. Question section
Explain the impact the social Factor could have on a performance (4)
Considering the previous two examples and the features identified
on slide 6. Aim to answer this question.
Make your point (identify factor, feature, activity plus positive or
negative terminology)
Present your example (how does the feature affect you? what are
you able/unable to do?)
Write your impact (how does this affect the rest of the
performance? How might affect your team or opponents?)
11. How does the SOCIAL
FACTOR IMPACT ANOTHER
FACTOR?
12. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
A factor can affect many aspects of a performer and their performance.
The impact can affect other features that may be PHYSICAL, EMOTIONAL
AND MENTAL.
For example should a performer have poor understanding of their roles
and responsibilities this will impact the performers social performance as
well as impacting
- How they perform practically during the performance (Physical)
- How the feel during the performance (Emotional)
- How they think during the performance (Mental)
The examiner is looking for you to demonstrate a deeper understanding of
the factor. You have scratched the surface when you consider how it
impacts your social performance but when you start to consider how it
impacts your physical, emotional and mental state, you are demonstrating
a deeper understanding of the role of the factor.
13. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Imagine you are being asked the following question:
Analyse the impact the social factor may have on each of the other three
factors (6)
You must first consider what is needed to analyse. Here you should include
three areas to your answer similar to how you structure PEgI answer.
= PARAGRAPH 1 = PARAGRAPH 2 = PARAGRAPH 3
IDENTIFICATION IMPLICATION IMPACT
14. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Example and answer
Analyse the impact the social factor may have on any other factor of your choice
(1)
A lack of understanding of Roles and Responsibilities in the Social Factor can
negatively impact CRE Levels in the Physical Factor during a basketball
performance (Identification).
During the match if the performer does not demonstrate an understanding
of their defensive role and who they should be marking this could cause
them to run much more during the performance by chasing after the ball
and the wrong player (Implication).
This increase in running due to a lack of understanding of where they should
be and what they should be doing could cause the performers CRE to drop.
As a result the performer will no longer have the energy to run back to get
basket side of their marker which would give them space and time to carry
out an attack (Impact).
15. Question section
Analyse the impact the social Factor could have on each of the other three
factors (6)
Considering the previous two example and aim to answer this
question.
Identify what factor is being affected because of the social factor.
Implicate the social factor by presenting a situation where the
performer is being affected by the social factor.
Offer a detailed impacts explaining what is happening to the
affected factor as a result.
16. HOW and WHY we
collect information on
the Social Factor
17. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Having learnt how the social factor can impact on performance, it is
time to assess your levels of performance in the social factor. This
occurs in a process referred to as either collecting information/data
collection or data gathering and is the first step on the Cycle of
Analysis which lies at the heart of our course.
First of all we will consider why it is important to
collect information/gather data on a performance.
We will then consider the methods/tests/tools
we use to collect information
We will then describe, explain, analyse and
evaluate each of these methods/tests/tools.
18. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Whyis it important to collect information on the social factor?
EXAMPLE IMPACT
Collecting information allows a performer to identify their
social strengths and weaknesses.
This can lead to a performer being able to create an
appropriate personal development plan (PDP) that is specific
to their social weakness and sport.
It can also allow the performer to set the social approaches
at the correct intensity and ensure they work at the correct
level.
Collecting information will also provide the performer with a
baseline measurement of their social performance.
This means the performer will always have a reference point
to look back upon to see if they have improved when they
re-test.
Such comparisons can offer confidence and motivation
boosts which can lead to them putting in 100% effort which
can improve their team dynamics.
Collecting information can allow the performer to gain data
that will guide their target setting
This can then allow the performer to set achievable and
realistic mental goals that can boost their motivation. This
will ensure their effort remains high because the target will
be with their reach
19. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
HOW can we collect information? WHAT types of information can we use?
Quantitative Data Qualitative Data
Quantitative data provides objective
information with no personal opinion
attached. This data type is usually in the form
of quantities such as scores, numbers, times,
distances etc.
Examples include:
Team Dynamics Questionnaire
Game Scores
Qualitative data is open to subjectivity as
opinions play a role due to you, a partner or a
coach providing/recording information.
Examples include:
Team Dynamics Questionnaire
Focus Group
Internal Thoughts and Feelings
Teacher Feedback
23. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Limitations of the TDQ
= ANALYSE AND EVALUATE
Limitations Impact
A limitation to using this tool was that for results to be
accurate this must be completed honesty. However given
this is completed anonymously this cannot be
guaranteed…
As a result…
A limitation to this tool is that the questions are set and
they cannot be changed and adapted…
This means that…
A limitation to this tool is that it can be difficult to balance
the feedback based on a persons own interpretation of
their performance or dip in performance…
This could mean
24. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Explain why you could use this method to collect data on the social factor.
(4)
‘I used the Team Dynamics Questionnaire (TDQ) because it provided me with
accurate and reliable data relating to social cohesion and task cohesion within the
social factor. As such, I am able to identify an area of my team dynamics that may
be a strength and an area that may be a weakness. This allows me to the plan a
PDP targeting my weak area.
‘I also used the TDQ because I gained both quantitative data and qualitative data at
the end of tool. This was useful because the quantitative data was easy to interpret
and I could quickly see my strengths and weakness. I could then easily compare
new data to this data during the PDP. Further, the qualitative data could be trusted
as it was personal to the participant. This could allow me to be more specific when
planning PDP and approaches around specific areas that may need attention.
‘
25. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Analyse how suitable this method is in collecting data on the social factor.
(4).
It is also important that you are totally honest when completing the Team Dynamics
Questionnaire. This is because the responses you provide are completely qualitative as they
are your opinions meaning you may lie to look like you are more of a team player to your
teacher/team mates which means your results will not be accurate and you may
therefore avoid developing an actual weakness as it does not show up in your results.’
A benefit to the approach is that it is quick and easy to complete which would mean that
the performer can read through the 18 statements and rate themselves based on their
own perception of their teams dynamics. As such, it is likely that the performer is not
confused which could increase the likelihood of the results being accurate. However, it is
important that the performer completes this Team Dynamics Questionnaire away from
influence as it may be the case that the performer may be able to answer the
questionnaire ‘quickly and easily’ however they may be feel pressure to rush through it
and not answer it honestly.
26. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Evaluate how effective this method was in collecting data on the social
factor. (4)
‘The TDQ sheet was fairly effective in my opinion.
I liked the TDQ questionnaire because it allowed me and my team to identify areas
of our team dynamics that can be improved upon. As such we were able to then
plan approaches that would best suit our area for development which would allow
us to improve as a team.
However, a problem I did find was that I felt pressured to answer the question with
an element of biased. As my team only had five members I wanted to be careful in
that I did not alienate myself by making negative comments. As a result, our
weaknesses may not get addressed through PDPs.
27. Question Section
Describe one method you could use to collect data on social
factors. (4).
Explain why you could use this method to collect data on the
social factor. (4)
Analyse how suitable this method is in collecting data on the
social factor. (4).
Evaluate how effective this method was in collecting data on the
socialfactor. (4)
28. HOW and WHY we DO
WE SET GOALS IN THE
Social Factor
29. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Before creating your mental PDP, you need to know what you want to achieve. It is
therefore vital that we set goals for both the short and long-term to guide our
planning. The goals we set are informed by the data we have gathered at the start
of the Cycle of Analysis.
The next few slides will consider:
Why do we set goals?
How do we set effective goals?
What goals can we make?
Why might we reprioritise goals?
30. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
EXAMPLE IMPACT
A performer should set goals when planning their
development plan as it will give each training session a
specific focus
This means performers can fully concentrate on a specified
weakness that they need to improve as it can help them
select relevant approaches that complements their goal.’
A performer should also set goals when planning their
training programme as it can be used to boost their
motivation levels
This means performer will really want to achieve the goals
they have selected and will give 100% effort into every
session and also ask their coach for further feedback in order
to improve
It can also lead to performers doing extra training outside
the training ground to further bolster their weaknesses.’
Setting goals can also help a performer track and monitor
their progress
This means performers can assess how effective their
development plan is by seeing if they have been reaching
their goals.
It can lead to them getting a confidence boost and setting
even higher goals in the future to ensure they do not hit a
plateau or lead to them investigating why this has been
happening and adapting their plan to make it more relevant
to their performance levels.’
Why do we set goals?
31. Goals cannot be picked at random - for them to be effective they require
clear thought and planning. Therefore, whenever we set goals we should
follow the SMART acronym. Under each heading write down why you
think you need to consider these when planning effective goals.
SMART
SPECIFIC
MEASURABLE
ADJUSTABLE
REALISTIC
TIMED
Speak with your class teacher in
person or via email.
HOW do I set goals?
32. Explain what a performer may consider when setting goals for social factors. (4).
‘A performer may follow the SMART acronym when setting goals for social factors.’
‘Their goal should be a specific one that is not written as a general statement. This means they can
focus more closely on a certain element of their social weakness and give them a clear aim to focus
upon which can lead to them improving that area.’ – 1st mark
‘Their goal should also be measurable and contain figures (quantitative) that can be compared against.
This means it will be easier for them to measure if they have met their social goals and can help them
when considering their next goal as they simply adjust the figures based on the success of the previous
session.’ - 2nd mark
‘Their goal should also be adjustable and not set in stone. This means they can take into account issues
such as illnesses, injuries or performance plateau’s that crop up and the goal can take this into
consideration and be amended to better suit the performer.’ – 3rd mark
The performer should also ensure their goal is realistic to their ability levels. This means they can set a
target that is challenging but not overstretching which can ensure that they remain motivated in their
pursuit of improvement. This can then lead to them giving 100% in all sessions as they know that
improvements are within their reach and they will be willing to keep persevering even when the going
gets tough.’ – 4th mark
Finally the goals set should follow a timescale. Goals should be planned for the short term and the long
term as this will provide the performer with a clear training focus and end objective. This will ensure
the performer can plan training appropriately. – additional mark
Speak with your class teacher in
person or via email.
33. Goals can be set for either a prolonged period of time (long-term goals) or a
shorter duration (short-term goals). It is important however that you apply
the SMART acronym to your goals in order for them to be considered as
effective.
Speak with your class teacher in
person or via email.
WHAT type of goals can I
make?
34. LONG-TERM GOAL: I CAN…
Provide a SPECIFIC focus to my goal
Provide a TIME-BOUND focus to my goal
SHORT-TERM GOAL: I CAN…
Provide a SPECIFIC focus to my goal
Provide a TIME-BOUND focus to my goal
Provide a MEASURABLE focus to my goal
Speak with your class teacher in
person or via email.
35. By the end of my 6 week development programme I want to improve my
communication levels in football so I can continue contribute to my team
during matches by calling for the ball when I am free.
LONG TERM EXAMPLE SOCIAL
Long-term goals are usually static in nature and represent an aim you wish
to achieve by the end of your development plan. It is important that you
apply the letters S(pecific), (R)ealistic* and T(ime-bound) to such goals.
Look at the examples below.
SPECIFIC TIME BOUND
Long Term Goal Setting
36. SHORT TERM EXAMPLE SOCIAL
By the end of today’s team meetings I want to ensure I verbalise any
concerns I have surrounding our team dynamics to help us achieve 100%
win rate .
Short-term goals should act as stepping stones towards achieving your overall
aim and nudge you further along the pathway in pursuit of your long-term
target. Short-term goals are much more dynamic in nature and owe a great
deal to effective monitoring of performance and feelings. Ensure that you
apply the letters (S)pecific, (M)easurable, (A)djustable*, (R)ealistic* and (T)ime
bound to these goals. Take a look at the examples below.
SPECIFIC TIME BOUND MEASURABLE
Short Term Goal Setting
37. Explain why a performer may need to reprioritse goals in the social factor (4)
A performer may need to reprioritise goals if they have set a goal that is too hard.
If the goal is out with the reach of the performer, they will not achieve the goals. As
a result, the performer will experience failure which will hinder the team dynamics
as the team may begin to fall out and argue with one another due to limited
progress..
A performer may need to reprioritise goals if they have set a goal that is too easy. If
the goal is too easy to achieve the performer will feel an initial spike in performance
and confidence level however this will be short lived. As a result, the performer will
not progress fully and will experience a plateau in their performance standard.
A performer may need to reprioritise goals if they find a new and more important
weakness. This will mean this new weakness is have a more detrimental impact on their
performance and as such will need to redirect their attention. In doing so, this will mean they are
focus their attention on a priority.
39. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Social Approaches
Once we have completed our data collection and then consider what we want
to achieve in terms of targets and goals we then need to carry out a number of
approaches to improve our performance.
The next few slides will consider:
Team Meetings and Unopposed Drills
We will consider how we describe these approaches
We will consider how we would explain their suitability
We will analyse and evaluate them
42. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Limitations of Team Meetings=
ANALYSE and EVALUATE
Limitations Impact
A limitation to using team meetings is that the
conversation may be dominated by a more
confident team member..
As a result…
A limitation to this is that the performer may
lack experience in the sport/activity as such…
This means that…
43. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Analyse an approach used to develop the Social factor. (4)
An approach used to develop the social factor is Team Meetings. This is a
useful approach because the team can express their views in a constructive
setting. In doing so participants can ‘air’ any issues allowing the team to take
the moment to correct this issue which could help improve overall tam
performance. However, it is important that each member has their say. IT
could be the case that teams are dominated by a more confident participant
and as such the views are not shared and are expressed in detail. This could
lead to problems persisting which may negatively impact team performance.
44. HOW and WHY we record
and monitor progress in
the Social Factor
45. Regardless if a performer is a beginner such as a pupil in S1 or an elite level
athlete, it is vital that they track their progress when developing any weakness
for a whole host of reasons. In carrying out such monitoring and evaluating
processes, performers can use a wide range of methods.
Speak with your class teacher in
person or via email.
Monitoring Progress
46. Speak with your class teacher in
person or via email.
Explain why it is important to collect information on performance (4)
Monitoring allows a performer to see if their performance development
plan is working. This means they can see if they are meeting each short-
term goal and adapt the approaches they are using if they find they are
not meeting their targets to make it more relevant to their performance
levels.’
Monitoring allows a performer to identify what approaches are working for
them. This means they can use these approaches again in future
development plans should they be appropriate for developing that new
weakness.’
WHY should we monitor
our progress?
47. Speak with your class teacher in
person or via email.
Monitoring allows a performer to measure their progress and enables
them to make comparisons between pre and post results. This means
they can measure their progress and gain a confidence boost if they
see improvements have been made which can lead to them setting
more challenging goals to ensure they do not plateau.’
Monitoring allows a performer to identify any new weaknesses that
may be a priority. This means that rather than get complacent, they
will focus on new weaknesses and develop other areas of their
performance by taking it back through the cycle of analysis.’
48. . Regardless of the factor (Mental, Emotional, Social or Physical) you will
always use the Training Diary to record progress and within this training diary
you have a number of monitoring methods that are QUANTITATIVE and
QUALITATIVE.
Speak with your class teacher in
person or via email.
What does the
training diary look
like?
What information
does it contain?
How did you complete it?
What did you fill in at the
beginning of the lesson?
What did you fill in during the
lesson?
What did you fill in at the end
of the lesson?
Describing a Training Diary
49. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(20/10/2020)
Speak with your class teacher in
person or via email.
Speak with your class teacher in
person or via email.
Describe one method used to monitor progress in the social factor (4)
One method I used to monitor my progress was a Training Diary.’ (Starting sentence)
‘My training diary was set out on an A4 sheet that I kept with my class work. At the top of
each page it had the date and then it contained spaces for my session objective, a
description of what I did, my feelings during the session and my next steps below as well
as an area for my short term goal’ (what it looked like)
‘At the beginning of the lesson I wrote down my short term target in to my training diary in
order to provide a focus for my training. Thereafter I carried out my approach. During the
session I would return periodically to my training diary to input my progress. Immediately
after each session, I wrote down exactly what I did in chronological order without missing
anything out. I then recorded how I felt about my session. An example of this was that I felt
that I was able to express myself during my first team mate and this meant I felt valued.
This was then reflected in the game scores as we achieved a win in this match.
‘I finished by reading over the information I wrote down and used it to help me set a
realistic goal for my next session.
50. Speak with your class teacher in
person or via email.
Explain how this method was appropriate for monitoring your progress.
(4).
‘The Training Diary was appropriate for monitoring my progress as it was very easy to use
and I was able to take it to training with me. This meant that I was able to check it
during training to ensure I was using the correct conditions at the correct stages.’
‘The Training Diary was also appropriate because it kept all recorded information inside a
booklet. This meant that all information was kept in one place meaning it was unlikely
to get lost and easy to find any information on previous sessions.’
‘ Another reason why the Training Diary was appropriate was because it acted as a
permanent record. This meant that I was able to look back at previous sessions and test
results to see if I improved. If I found I had, it would have boosted my motivation and
confidence levels to keep giving 100% to improve even more.’
‘Finally, the Training Diary was appropriate because I was able to complete it immediately
after training. This meant that my feelings were still fresh and I could accurately insert
information. This therefore enabled me to correctly set my next steps in relation to my
performance levels and feelings.’
51. Speak with your class teacher in
person or via email.
Analyse how effective this method was in monitoring your progress. (4).
‘It is important that you complete the Training Diary immediately after
each session. This is because if you did it later, thoughts and feelings
from the session may not be fresh in your mind meaning your entries
are not valid. However, completing it when information is fresh in your
head can lead to you noting this down and help you act on your
feelings to make appropriate changes in your next session.’
‘It is also important that you take the Training Diary to training with
you. This is because if you did not and you forgot what you were
doing, you may end up doing the wrong approaches at the wrong
intensities. However, taking the Training Diary with you will ensure
you are carrying out the correct sessions which will therefore mean
you are more likely to be working at your correct level.’
52. Speak with your class teacher in
person or via email.
Analyse how effective this method was in monitoring your progress. (4).
‘Another important thing about doing the Training Diary is that you get
a teacher to check over your entries to ensure they are correct. This
is because you may not give yourself enough credit and write only
negative comments in your diary. However, having a teacher read
over your entries can ensure that the information in your diary is
correct which can help you accurately track your progress.’
53. Speak with your class teacher in
person or via email.
Evaluate how effective this method was in monitoring your progress. (4)
The Training Diary was fairly effective in monitoring my progress.’
‘It was effective in that it acted as a permanent record which meant I was able
to compare my re-tests to my initial baseline data to see if I improved. This
was helpful in that it boosted my motivation and confidence levels when I
found I had improved.’
‘It was also effective in that it kept everything in one place inside a booklet.
This was helpful because no sheets were lost and I was able to easily locate
information from previous sessions to see how a certain approach worked.’
‘However, it was quite limited in that I did not always complete the Training
Diary straight after training which lead to me forgetting exactly how I felt. This
lead to some of my information being inaccurate and invalid as a result.’ It was
also limited in that I sometimes forgot to take it to training with me which
meant that all of my sessions were not recorded. This lead to some important
monitoring information being missed out and me not being able to make some
necessary changes in future sessions.’