By Donna M. Stringer
Finally, a complete handbook of actions dedicated to values exploration. The authors have written and tailored sound, ready-to-use actions for settings the place the exploration of worth changes will be invaluable: the office, the school room, human assets courses, ESL sessions, company range education and others. With fifty two varied studying workouts concentrating on how humans lead and interact, this publication discusses the paintings types that make the adaptation on your association.
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Ultimately, a whole guide of actions dedicated to values exploration. The authors have written and tailored sound, ready-to-use actions for settings the place the exploration of price alterations will be necessary: the place of work, the study room, human assets courses, ESL sessions, company range education and others.
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Extra resources for 52 Activities for Exploring Values Differences
Now, with the announced reapplication process a little more than a month away, the pressure is on to get the nonproducers turned around. Sandy has decided to examine the strengths and weaknesses of the teams, beginning with the highest- and lowest-performing teams—A Team and C Team. A Team (the best performers) is made up of people who thrive on competition. Some members are high achievers. Turnover is almost nonexistent. All members seem to understand that they could not do as well working alone.
Additionally, we caution inexperienced trainers to provide sufficient time for debriefing because, as mentioned earlier, this is where much of the learning takes place. A Note about Adult Learning Styles David A. Kolb’s (1985) approach to learning styles served as a framework and guide for our development of these activities. Kolb discusses four types of learning preferences: (a) concrete experience, (b) reflective observation, (c) abstract conceptualization, and (d) active experimentation. We have attempted to include as many types of learning preferences in each activity and its debriefing as fit the activity conceptually.
Then ask small groups to identify, based on their selection of sayings and behaviors, whether their organization is oriented to past, present, or future time, whether the pace is slow or fast, and how the organization’s time orientation and pace do or do not serve it well. 5. Ask a representative of each small group to report its discussion. In those areas where there are differences between groups, discuss why these differences might have occurred. 6. In the large group, have participants discuss how the organization’s time orientation and pace impact the following: • Planning (determining objectives, selecting priorities and work to be done) • Organizing (dividing the work into manageable functions) • Motivating (encouraging people to perform in a desired way) • Innovating (dealing with change) • Delegating (giving people responsibilities and authority) 7.
52 Activities for Exploring Values Differences by Donna M. Stringer