Influences
Factors Affecting Resource Management
Personal values and past experiences
Values are qualities an individual or family believe to be desirable and important in life. They lay the foundation for what we feel and how we should behave in certain situations.
Why do values differ between individuals?
Values are developed early in life, they result from interactions with parents, grandparents and other significant people/ groups, teachers and friends.
A number of values are constant throughout life eg honesty and respect.
Personal values, however, develop over time, for example, independence resulting from extensive overseas travel.
Q1 - How do values impact resource management?
Q2 - How do past experiences influence resource management?
Activity: left to right debate
Move to the right side of the room if you agree with the following statement. Move to the left side of the room if you disagree with the following statement. You must be able to justify your choice of side.
Women should be allowed to breastfeed their babies in public.
Animal experimentation is justifiable
The 11pm one passenger rule for P- plate drivers is an excellent law for young adults
The drinking age should be increased to 21 years
School uniforms should be abolished
All people should be vegetarian
Social networking sites are good for our society
Violent video games promote violence among users.
As a class, discuss how personal values and past experiences influenced your view towards each statement.
Homework
Pick one statement discussed from the previous activity
Write a paragraph that explores your view on this statement
Discuss how your personal values and past experiences influenced your view on this statement
Where have these values come from?
Factors influencing availability of and access to resources
GAS CD
Gender
All laws support equal opportunity and therefore provide access, resources and support for males and females. Examples include workplace, family and consumer legislation. However, gender may affect the knowledge and perceived suitability of resources available and accessible to males and females.
For Example:
Traditional values and stereotyping related to masculinity (for example, the male being the breadwinner and protector) can limit the willingness of males to access resources such as men’s health services and unemployment benefits.
Females are more willing to use medical and counselling services, and there are women’s refuges available to support women, and their children, who are victims of domestic violence.
Age
Age has a significant impact on the resources that are available to and accessible for specific age groups.
For example:
Age determines when an individual can access the resource of formal education (5 years).
Age also determines when an individual may apply for a drivers licence (16), enter licensed premises (clubs and pubs, 18), vote (18), when they can work (14, 9 months).
Wages often increase with age and experience, while mobility can decreases with the onset of later life span stages- both of these factors influences an individuals available of and access to resources.
Socioeconomic Status
Socioeconomic status refers to the employment status, income level and disposable income of individuals and families. It can affect the range of resources available and ease of access to them. For instance, a health benefit concession card may provide a free medical service for an individual but a lack of transport could hinder access to the service.
For Example:
In Australia we have Medicare (free healthcare), however their are specialist services that may require private health insurance which come with significant costs
Transport can also come at a cost and can directly influence what an individual can access
Culture
Cultural factors may increase an individual’s or family’s knowledge of available resources because there are many formal resources that exist and are widely publicised to assist specific cultural communities.
For Example:
Migrant learning centres and English for Speakers of Other Languages (ESOL) support at schools.
Targeted resources specifically exist for Aboriginal and Torres Strait Islanders, such as housing, legal aid, medical services and educational assistance.
However, cultural factors may also decrease a person’s awareness of available resources. Because of language and/or communication barriers, the person may not know about some resources.
For Example:
Cultural values may also limit the choices made by cultural groups to access resources. For example, some individuals may not utilise - (Medical Treatment, Contraception etc...)
Disability
Disability may affect physical, social, intellectual, economic and emotional opportunities in terms of accessing and making resources available.
For Example:
Many individuals and groups have increased access to government assistance, support networks and legal assistance through disability discrimination laws. This ensures that appropriate medical, welfare and educational services and/or equipment are available to support wellbeing.
Question/ Answer:
Using the information from your notes, complete the following questions in small groups. Record your answers in your exercise book.
Explain how the resources available to us will differ throughout our lives (depending on our age).
Provide an example of how disability may prevent an individual from accessing various resources?
How may education help an individual to access resources?
Provide an example of how males and females have different access to resources.
What resources are available to assist people of low socioeconomic status?
What difficulties are faced by ethnic members of the community when accessing resources?
Watch the following - Ready for This (ABC Iview Episode 1)
After watching: Discuss the Factors Influencing Access to Services which you could identify in the show.
Explain how a combination of factors can influence resource management for a variety of individuals
Activity: Jig Saw
Watch: Mission Australia and Homelessness - Supplementary Resource
Watch: One in eight people live below the poverty line 7 NEWS 2020 - Supplementary Resource
Split into pairs. Each pair will be allocated one of the following groups to look at:
a person with a disability
a 16-year-old male
a retired aged person
4. A single mother
As a group, complete the table below to demonstrate how the range of factors can have a positive and/or negative impact on access to resources (GASCD). Refer to the example in your textbook as a guide (page 17).
In addition, each pair needs to find a supplementary resource to support your information - this could be a newspaper article, a clip, a Ted talk or blog about your particular population group.
Pairs will then be invited to share their information with the class, so all members will have a full set of notes by the end of the activity.
Access to support
Individuals, families and groups rely on themselves, each other and their local community and the society in which they live to satisfy their needs and wants and promote wellbeing.
Informal Support
Informal support refers to the support provided by family members, relatives and friends
For example: adults may take their elderly parents to a medical appointment or relatives may babysitting for a young working family.
Formal Support
Formal support refers to the systems that exist outside of the family group. These networks may be provided by government or community organisations, including voluntary agencies.
For example: childcare facilities, recreational and sporting facilities, employment agencies and Centrelink.
Activity: Questions
How can support networks by used in the following situations:
A mum returning to full time work. Child just starting school. Work hours are 9-5pm. Work travel is approx. one hour each way.
School aged children with the chicken pox.
Unexpected loss of a parent.
Describe how access to support can contribute to the satisfaction of specific needs (SHE SEAS)
1. Explain how access to informal support networks can help students satisfy their health and education needs (6 marks)
2. Explain how access to formal support networks can help parents satisfy their employment and health needs (6 marks)
Personal Management Skills
Personal management skills are concerned with an individual’s ability to exercise control over one’s attitudes, behaviours and motivation.
PMS help people to achieve their set goals, effectively use resources and contribute to improved quality of life. The aim of the personal management process is to satisfy needs and wants so that a person’s wellbeing can be enhanced.
Personal management skills:
Planning and organisation
Communication
Decision making
Problem solving
Planning and organisation
The definition of planning is the process of making plans to achieve or do something, while organisation is the action or quality of being systematic and efficient. Together these actions can enhance the process of setting goals, developing strategies and implementing tasks and schedules to accomplish goals.
Strategies for effective planning and organisation:
Set priorities for tasks
Be innovative, resourceful and creative
Use organisational tools (planners, diary)
Reduce your information
Communicate
Communication
Communication is the method by which people share their ideas, information, opinions and feelings. It is used to initiate and maintain relationships between individuals and groups. Effective communication is an essential personal management skill. It plays a role in decision- making and problem- solving and is integral to positive interpersonal relationships.
Verbal Communication
Communication through the use of sounds and words; this is, oral or written language.
For example: talking, singing, SMS, email, letters, faxes, signs and sign language
Non verbal Communication
Communication through physical actions and body language
For example: gestures, facial expressions, eye contact, posture, body movement and proximity to others.
Styles of Communication:
Assertive communication
The ability to express positive and negative ideas and feelings in an open, honest and direct way. It recognises our rights whilst still respecting the rights of others. It allows us to take responsibility for ourselves and our actions without judging or blaming other people.
For example:
Aggressive communication
An aggressive communication style is characterised by high emotion, low empathy, and a focus on "winning" the argument at any cost.
For example:
Passive communication
A style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their rights, and identifying and meeting their needs. Passive individuals do not respond overtly to hurtful or anger-inducing situations.
For example:
Mr Bean Activity
Mr Bean
Watch the "Mr Bean Rides Again" episode to answer the following questions:
Outline the resources Mr. Bean uses in the scene with the heart attack victim.
Mr Bean rarely uses words to communicate with other people. Describe the different methods of non verbal communication adopted in this episode.
How does Mr. Bean manage his resources in the scene where he is packing for his trip? In this an effective method of managing resources?
Mr. Bean is seated next to a man on the train who cannot stop laughing. Mr. Bean utilises a range of resources to try and block out the sound. Provide a brief explanation of how he does this.
Do you believe that Mr. Bean is assertive, passive or aggressive? Justify your answer (pg. 24).
Create a list of the characteristics of effective communication displayed by Mr Bean in this episode (pg. 25).
Charades
Participate in a game of Charades to emphasise the significance of non verbal communication skills. Consider how effective non-verbal communication skills can improve communication.
Characteristics and Outcomes of each Style
Watch the following clip: Inside Out
Characteristics of effective communication
Effective
Having the ability to express thoughts and feelings
Showing genuine interests in others
Being assertive
Showing the other person you are listening by using verbal and nonverbal cues
Asking and answering questions as part of the feedback process
Ineffective
Expressing messages in a hurry
Withholding information that could clarify the situation
Constantly interrupting the sender
Not contributing feedback when there are opportunities to do so.
Communication Activity
Drawing activity
1. Form groups of two.
2. One person is to take on the role of the viewer and the other is to be the drawer .
3. The viewer has 30 seconds to view the picture on the screen. During this time, the drawer is to close their eyes and place their head down on the desk.
4. After viewing the image for 30 seconds, the viewer is to describe the image to the drawer. The drawer then draws the picture based on the description provided by the viewer.
5. Once the drawer has finished, each group is to compare their drawing to the picture on the screen. Reflect on your groups use of resources and the effectiveness of the communication strategies you employed.
6. Swap roles and repeat the above process.
7. Once finished, complete the following question individually.
Assess how effective communication can influence resource management in relation to the activity you have completed (8 marks)
Decision making
Decision making is the process of making choices or reaching conclusions based on considering the alternatives available.
Decision making:
is influenced by values and standards
assists individuals and groups to set and achieve goals
assists individuals and groups to choose and manage resources
helps to solve problems
Decision making styles
A variety of decision making styles can be employed. They can depend on the nature of the decision, the time available, a persons skills in this area and their knowledge of the issue.
Impulsive style
An impulsive decision is a hasty decision usually made spontaneously, without considering the alternatives or outcomes.
For example: Buying the first pair of shoes you see in the shop.
Intuitive style
An intuitive decision is based on instinct- the inner feeling or knowledge of the right decision.
For example: Saying no to a particular situation because it feels wrong.
Hesitant style
A hesitant decision is made with caution. An individual may have trouble making the decision due to a lack of confidence or knowledge of what the alternatives or outcomes related to the decision will be.
For example: Someone taking too long at a round-a-bout // Taking too long to decide what's for dinner.
Confident style
A confident decision is made with certainty and trust. Alternatives have been identified and outcomes wisely evaluated to ensure that the best decision has been made.
For example: Choosing your favourite meal at a particular restaurant.
Rational style
A rational style is logical and sensible. A common sense approach to the decision-making process is undertaken- information is gathered, alternatives carefully considered, and outcomes and consequences evaluated prior to an individual making their final choice.
For example: Researching and test driving multiple cars before buying one.
Lets get creative!
In small groups, you are challenged to make a formal dress out of toilet paper in 20 minutes. Whilst creating the dress, consider the following questions and answer in your exercise book.
As you are making the formal dress, formulate a list of the decisions you have made.
Outline the predominant decision making style or styles your group utilised.
Was this style/s effective? Why/ Why not?
What type (verbal or non-verbal) and style (passive, assertive, aggressive) of communication did your group use?
Was this type and style effective? Why/ Why not?
Factors influencing decision making
Access to resources
The resources an individual has access to will influence the decisions they make. For example, if you are deciding where to go for your Christmas holiday, you would need to consider the amount of money and time you have access to.
Complexity of the problem
More complex decisions require a greater number of resources and individuals. For example, purchasing a house is a more complex decisions then deciding on a birthday present for your best friend.
Past experiences and personal values
Often in decision making we take into account the result of a prior decision. For instance, a teenager who is badly sunburnt may choose to use sunscreen to cover up the next time they visit the beach.
A persons values will also dictate the decisions they make. For example, a personal may value academic achievement more than playing live music so the stronger value would come into play when deciding whether to concentrate on university studies or the continuing success of a social band.
Attitude to change
Undertaking change may often be difficulty as it may involve some positive and negative consequences. Individuals may in some cases be reluctant to make a big decision due to the fear of change. For example, when someone chooses to leave come, the comfort of home and the immediate support of parents is somewhat lost. However, there might be the reward of increased independence and freedom.
Sociocultural factors
A persons socio-cultural background can impact on their ability to make decisions. Cultural aspects such as gender, family, position, education level and socioeconomic status can influence an individual's willingness, ability of confidence to make decisions. For example, in some Middle Eastern countries, males have traditionally had more power than females. As a result, some women often take on a more passive role when it comes to making decisions.
Problem solving
Problem solving is the method for analysing a situation, generating possible solutions and evaluating the options.
Problem solving process
Identify the problem
This involves defining the problem and recognising the need to take control
Explore alternative solutions and their consequences
This involves brainstorming solutions and mapping out the positive and negatives of each of these solutions.
Select an option
Based on the solution brainstorm, select the most appropriate manner to solve the problem
Implement the solution
Evaluate the situation
This involves evaluating the results to see how well your solution solved the initial problem (+/- outcomes).
Identify and challenge gender expectations in regard to personal management skills
Activity: Article Investigation
Form groups of four
Read through each of the articles as a group
On the whiteboards, identify the gender expectations relating to your assigned personal management skill
Present your findings to the class.
Planning and organisation:
A message from man to man about wedding planning: Huffington Post
Communication:
How men and women communicate differently: psychcentral.
Decision Making:
Gender differences in decision making.
Why women are better decision makers than women: SMH
Problem solving:
Problem solving differences between men and women: Health Guidance
Activity:
After completing the whiteboard brainstorm, use the information presented by each group to complete the following table.
Assess the extent to which personal management skills can influence resource management
Assess the extent to which personal management skills can influence resource management in ONE of the following situations.
Seeking employment
Completing the HSC
Maintaining and building relationships
Create a mind-map of how the FOUR personal management skills can impact ONE of the situations above.
Write a response based upon the information in the mind-map
One paragraph for each Personal Management Skill
Assess - Make a judgement about how much each skill would influence your chosen situation.