Giving Voice to Values: Brief Introduction. Scripts and Skills: Readings. Guidelines for Peer Coaching. You can download individual Self-Knowledge and Self-Assessment readings and exercises below , or you can download all Self-Knowledge and Self-Assessment readings and exercises here. Personal-Professional Profile. Framing a Life Story: An Exercise. A zip file of the complete student curriculum is available by request. Please email sales dardenbusinesspublishing. A Billing Bind A.
A Personal Struggle with the Definition of Success. Agency Theory and Corporate Governance. Apologizing at Community Hospital A. Ashesi University Faculty in Ghana have adapted the Giving Voice to Values curriculum to meet the needs of young undergraduate students there with little work experience. A zip file of these materials is available to verified faculty members.
Email sales dardenbusinesspublishing. Better Wrong Than Right? Copyright or Right to Copy? Doing Bad to Do Good A. The canvas provides a matrix of nine essential "bricks". While most executives and entrepreneurs are already familiar with these categories, this book provides a systematic approach to business modeling.
A number of exercises and methods are also available from external sources. It is more than a mosaic of randomly linked external ideas. By following the steps outlined in the book, the development team can protect itself from chaotic prosperity from one methodology to another.
The process presented is organized and logical: it is useful to understand the architecture of business models. For entrepreneurs and managers tasked with developing business models, this could be a useful guide. This book is aesthetically interesting. Writing is used as a strong design element and comes in many vibrant, basic colors. However, for some readers, the work may be oversized and the form may obscure function. The business model should consist of nine key elements: customer segments, value propositions, channels, customer relationships, revenue streams, core resources, core business, core partnerships, and cost structure.
Consider them in turn. Customer segments are groups of people or organizations that a company wants to target. In some cases, groups should be divided into several segments, for example, when:. Mass market business models do not focus much on customer segments; rather, they treat all customers equally.
This model is quite common in the consumer electronics industry. On the other hand, niche markets have very narrow and concentrated customer segments. There are many different types of segment models that serve different segments of related customers.
Companies with different models serve several unrelated customer segments. Companies with different platforms need to identify segments on each side of the platform.
Several features can create value for customers. Better performance can also create value, as can customization. Almost any feature or service can be part of the highest design and value proposition, prestigious brands, affordable prices, availability and convenience are just a few of the features that can make a customer value a product more than competitors.
Customers buy the channel and get post-transaction delivery and support. Some companies reach customers through their channels; sometimes they have partners who face it. There are many types of channels - such as wholesalers, websites, brick-and-mortar stores, and more.
Customer relationships define how a business interacts with a customer segment, and these relationships can have a strong impact on the customer experience. They can be used to build customer loyalty or increase sales - businesses benefit from a variety of methods. A business is about making money, so every business needs income.
There are several ways to generate revenue - such as subscription fees, licensing costs, and advertising. Core resources are the important physical, intellectual, human, and financial resources a business needs. The core business is the steps a company must take for the business model to work, including not only manufacturing activities, but also things like troubleshooting and knowledge management. Platform companies in particular are powered by their own networks; their maintenance is a key activity of this model.
In this case, counsellors extended their activities beyond vocational advice to problems of social adjustment. The guidance movement in Africa involved educating the youth about the traditions and the culture of the community. This was done by elders who considered it their social responsibility. The elders depended on their age, knowledge, exposure and expertise. This was often carried out through the use of artistic expressions such as dances, stories, and provocative or non-provocative verbal instructions.
This alienation from their cultural norms, values and beliefs led to behavioural problems which needed intervention services. The service was made an integral part of the educational system and plays a vital role in preventing educational, personal, social, mental, emotional and other similar problems among secondary school students. For students to be properly informed, they need the assistance of trained guidance and counselling personnel.
In that guideline, the service features the core competencies that all practitioners need in teacher-education programme regardless of their job settings. The core competencies focused on the knowledge, skills and attitudes needed by all guidance and counselling practitioners. All these services aim at furnishing students with the appropriate guidance and counselling services in educational institutions specifically in secondary schools. For this reason, the said services are the gateway to the prevention of undesirable behaviours.
The absence of these services in the present-day school system are likely to lead to the extraordinary rise in the crime wave, violence among students, wrong career choice, and inefficient selection of subject combination among other issues.
The need and importance of guidance are as follows. Guidance helps individual to develop ability to solve problems and take decisions. Purpose of Guidance and Counselling in Educational Institutions The objectives of the guidance and counselling programme are to provide services which will meet certain needs in the growth and development of young people, namely: 1. Personal development and adjustment. Self-understanding: the discovery of potentialities, special aptitudes, and interests. Recognition and development of favourable attitudes and habits, and the elimination of undesirable traits 2.
Educational progress and adjustment. Selection of appropriate courses in line with individual needs, interests, abilities, and circumstances Choice of the right type of advanced training, college or otherwise 3.
Occupational development and adjustment. Information on occupational opportunities and trends Knowledge of occupational fields toward which individual aptitudes and interests may best be directed. Help in finding suitable employment. Follow-up after leaving school. Research with respect to needs of pupils and the effectiveness of the secondary school curriculum. Evaluation of the guidance programme.
Guidance and Counselling: Areas of Focus Content The areas of guidance and counselling are very vast Personal, Educational, Vocational bread and butter aims , moral, Health, Leisure-time etc. Students face many personal problems related to themselves, their parents and family, friends and teachers, etc. They often have memories related to home or family which creates feeling of disappointment in them.
If their parents are expecting too much of them it leaves them with a feeling of incompetence and insecurity leading poor self-concept and self esteem.
These issues are aligned with the changes in human dynamics and the maturing concept of self. This area addresses issues faced by young people at each particular age and stage of development and maturity. Assists the individual to behave appropriately in relation to other members of the society. Social Guidance: We are social animals. But social relationships constitute a problem area for most of the students. Students some time may face problems in adjustment and social relationship. It is very important that the students to be helped in acquiring in feeling of security and being accepted by the group; in developing social relationship and in becoming tolerant towards others.
This is the task of social guidance. Formally social guidance can be given by educational institutions whereas informal guidance may be provided by Family, religious institutions, Media etc. In this context, there is a great need for vocational guidance. Vocational guidance is a process of assisting the individual to choose an occupation, prepare for it, enter upon it and progress in it. It is concerned primarily with helping individuals make decisions and choices involved in planning a future and building a career.
The purpose behind assisting the youth to choose, prepare, enter and progress in a vocation is the optimum growth of the individual. It includes interview skills, Curriculum Vitae writing CV , application letter writing, job selection and inviting organizations to give a public talk. The focus is on students from primary school being inducted or introduced to the secondary school life and those in secondary school being introduced to the world of work and future studies iii.
Research Services vii. Students welfare Service Roles of the Counselor: Regardless of the school setting, school counsellors, like all school staff, have a set of professional and personal responsibilities that define their scope of activities. The educational, academic, career, personal, and social needs of all students within the school setting. To meet the needs of all students, school counsellors plan and deliver programming that is infused into the regular school day.
Because students may have diverse needs that require specific counselling expertise, school counsellors are responsible for recognizing their boundaries of competence and provide only those services and use only those techniques for which they are qualified by training or experience. Collaboration with parents in the best interest of students is a key activity of school counsellors.
School counselors do not provide family counselling. The focus of school counselling is on the personal, social, educational, and career development of the student. Providing parents, as appropriate, with accurate information in a caring manner is part of working with minors in a school setting. The open sharing of guidance education activities with the public is separate from the confidential nature of counselling relationships.
Working with students to keep parents appropriately informed without breaching confidentiality is an important responsibility.
Issues of confidentiality, informed consent, referral, and right to privacy are enshrined. The school counselor establishes and maintains an ongoing professional relationship with school staff, clinicians, and other service providers who work with students in the school.
Colleagues and professional associates are consulted and provided with professional information related to the wellbeing of students who are also in their care. Educational planning and ancillary services are coordinated in the best interest of the student. Information is shared with adherence to appropriate guidelines for confidentiality. School counsellors must work within the limits of the law, within the policies and procedures of school divisions and schools, as well as within the ethical requirements of the associations of which they may be members.
Working with the School and Community School counsellors play a dual role of educator through guidance education activities and therapist through counselling activities. This dual role particularly merges when the counsellor is involved in prevention work.
As a result of this interrelationship, the school counsellor supports the integration and contextualization of guidance and counselling services to address school and community needs. This development process includes identifying needs, implementing and monitoring programs, as well as adjusting plans based on the developmental needs of students. Regular evaluation of the plan and its implementation are important to ensure the school and community are being well served.
Disseminating information to the school community about the services provided through school guidance and counselling is an important role of the school counsellor. Collaborating with community resource people to increase opportunities for students and making appropriate referrals to community agencies assists students with lifelong learning, transitions, appropriate care and treatment, and success.
Proxemics study of personal space : the study of distance individuals maintain between each other in social interaction and its significance.
Non-Verbal Language or Kinesis is articulation of the body or body movements resulting from muscular and skeletal shift. This includes all actions, physical or physiological, automatic reflexes posters, facial expressions, gestures and other body movements.
This communicates a message. Examples of the body messages are: o Eye Contact: o Eyes: eyes with full of tears, wide or sparking in response to a relationship, the position of eyelid etc. These are signs of nervousness or restlessness impatience. Touching to get attention- tap on shoulder. Affectionate tender touching especially by lovers.
Touching to challenge e. Symbol touch- of comradeship such as hand shacking e. Rate of speech: the speed could fast, medium or slow. Loudness of voice: pitch loud anger , medium or low sound unsure. Distance: Distance between speaker and listener ii.
Arrangement of Physical setting: e. Clothing: the Colour shade red colour in Tz Simba Sc. Position in the Room: the position of the counsellor in the room may bring various connotations in a counselling relationship e. Also non-verbal behaviours do vary from society to society and culture to culture. These clues give counsellors additional information about how others feel and think.
These aspects reinforce the counsellor s to be more skillful as well as sensitive to these differences. You should look and not steering because it brings threats. If they do not, they may be seen as dishonest.
In other cultures, a woman who looks directly at men's faces — this is lacking modesty respectfulness. In this aspect we are talking about spaces between people; not too close, not too far.
Interviewing, guidance and counselling go better if you sit fairly close together — but not too close.
Close proximity. Not so near, not so far. For constructive feedback there are some rules that need to be observed. Talk about yourself first, not about the other person. Never give false disclosure. Empathy: the counselor feels with the client as he endeavors to in getting out of the problem. Reflection of feelings: Emotional responses by the counselor. Paraphrasing: The counselor listens to a short session of the conversation and says the same thing in different words in short.
Immediacy or Direct mutual communication: Talking about the here and now of the interpersonal relationship. Minimal Encouragers: Small indicators which show the client that the counselor is listening and encouraging him or her to continue talking, e,g.
Yes, oh! So, then! Confrontation: Responsible unmasking of the discrepancies, distortions, smoke screens and play games in order to hide from self-understanding and positive change in behaviour. Trust: The counselor trusts the counselee and what he or she says without apparent reservations doubts.
Genuineness: Helping in a clear and unambiguous manner. Concreteness: Solutions reached should not be vague or merely thought-out. Individual Counsellees: a problem is identified in an individual person and attended to accordingly. Individual counselling is one to one helping relationship in which the counsellor helps the client to solve or to cope with the problem. Group Counsellees: Group counselling: this is one to group helping relationship in which the counsellor works with a group of clients in seeking a solution to their common problems.
Group counselling involves a minimum of a three persons. The counselling Process This is the process where actual counselling takes place. There are three parts in this process, namely: the introduction, the main body and the closure.
Preliminaries: These are important and necessary for a successful counselling interview. Choice of physical surrounding: to make both counsellor and client comfortable physically and emotionally.
Can be anywhere provided that it is comfortable and allow confidential conversation; under a tree, play ground, or in the room ii. Sitting arrangement: No physical barriers e. It therefore blocks the spirit of equity and friendship which must prevail. The setting should be arranged in a way that the counsellor sits closest to the door in readiness to flee escape to safety should there occur violence situation during counselling.
Also is advised to leave the door ajar to avoid murmuring about dubious dealings behind the closed door. Communication: Should be simple, clear for a client to understand gestures, body language and non-verbal behaviours should be meaningful to the client.
NB: The counsellor should prepare the physical environment i. The counsellor should employ various counselling skills. The counsellor should use as many relevant counselling skills as possible to facilitate the interview and to enable effective outcome. Also in this part of counselling interview, exploration of the problem is made; strategies and alternatives are sought by the client with the help of the counsellor.
This advance warning enables the counsellee to easily terminate his relationship with the counsellor. Counselling session lasts between minutes. This however, depends on the nature of the problem. It should be neither too long nor too short. The counsellor prepare client for closure not to close abruptly to leave the client out-hanging e. Butler ended his weeklong hunger strike after Wolfe resigned. In the midst of the student protests at Missouri, further controversy emerged when protesters tried to keep news media out of the campus public grounds where protesters had been camping out for days.
Journalists, commentators, and academics raised discussion over the roles of free speech, deliberation, and tolerance in the dialogue between student activists and university administrators.
Social movements must evolve or they die. Ideological and even tactical evolution demands willingness to hear out heterodoxy. Likewise, free speech defenders will not win by dismissing students as insolent whiners.
Free speech is essential to that quest. Some felt entitled to something more, and that is what prolonged the debate. Members of minorities—whether black or transgender or on many campuses evangelical conservatives—should be able to feel a part of campus, not feel mocked in their own community. In this case study, who voiced his or her values?
Do you think each of these people acted effectively? Can you identify each pillar in her actions? Are there any pillars that you think she could have engaged more effectively? Was one more effective than the other? If you were in the position of a student activist at Yale or Missouri, what would you have done and why? What if you were in the position of a university administrator at Yale or Missouri? What would you have done and why? If you were in the position to mediate the conflict between Tim Tai and the protesters, how would you engage the GVV pillars to do so?
Do you agree with his argument that freedom of speech protects his rights as much as it does the protesters? How does voicing your own values differ from voicing the values of a group or organization? Have you ever witnessed or been involved in a protest? In what ways did the group of protestors communicate their message? Do you think this was effective? What do you think is an ethically ideal way to encourage dialogue and equality on college and university campuses? Application of the Beers Criteria in Practice.
Z Framework. Joining Forces. Resources for Veterans. Nursing Organizations Resources. National Centers. Veteran and Family Hotlines. Butch Sampson. Eugene Shaw. Jenny Brown. V Framework. D Framework. Patrick and Gloria Lake. Mary Lou and Rob Brady. D Essential Nursing Actions. D Knowledge Domains. Communicating with Persons with Disabilities. Assessing a Patient with a Disability. Overview and Introduction to Disability. Aging with a Disability.
Assessment of a Person with Disability. Communicating with People with Disabilities. Pregnancy in Women with Disabilities.
Damon McAdam. Thomas Sykes. Mia Jones. P Framework. P Teaching Strategies. Adolescent Substance Use Disorder. Anxiety, Depression, and Suicide in the Adolescent Population. Children with Chronic Conditions: Impact on Families. Immunization Challenges with Migrant Children. P Additional Resources. Positive Aspects of Family Caregiving.
Bridget Nelson Hardy and Peggy Nelson. Eileen Suzuki and Angela Foster. Phil and Lois Gardner. C Framework. Coaching for Excellence in Nursing. Interprofessional Education IPE.
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