The student should know the difference between an approach (a way of dealing with something) and the types (characteristics representing a class or group) of organizations. Make sure you understand and know the perspectives and approaches of organizations and are able to give examples and apply it to a specific scenario. 0 universal characteristics – it has all the characteristics of an organization but it is also part of a school; and all this is universal: in USA the school is also an organization because it also has people; structure; authority; aims; external influences; activities (all the characteristics) etc. 0 0 Students should be able to identify specific organizations in a scenario. Conflict in an organization. Students should be able to discuss conflict under: Definition Reasons for conflict – Give, apply and discuss the 3 reasons in your manual. (Problems with management will fall under – two parties must work together but cannot agree – it is not the only thing that causes conflict in a school) 0 0 0 Difference between conflict and hostility (here you must remember that malevolent and non- malevolent are both hostile, the difference between the two is motivation).
Effect of organizational conflict on a school (is it good or bad or good and bad? ) How to avoid / manage/ what is the best strategy to manage conflict (here students must discuss and apply Collaboration; Bargaining; Avoidance and Power struggle). The students should be able to identify conflict/hostility in a given situation or scenario and should be able to decide on the correct way to manage that specific conflict, but if ways (strategies) are asked you must discuss all the ways. N.B. In a scenario it is expected of students to start off by choosing from THEORY and titivated your choice by referring to the scenario e. . If the reason for conflict is asked, choose one of the three reasons that my create conflict in an organization, explain the theory and then motivate why that is the reason for the conflict in the scenario by referring to the scenario. Unit 2: Teaching as a profession 0 Criteria of a profession (Manual diagram p 28) use these as headings in the assignment as well as in the exams – you should be able to discuss it and give examples from the school situation. 2 Definition of profession, occupation and semi- profession.
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Here students should remember that to be qualified is only one of the criteria to be professional, it is not the only reason for a profession. Members of the teaching profession. SACS – stakeholders and relationships. Maintains teaching as a profession. Give examples. Disciplinary actions and procedures Lodging a complaint Influence of SACS Students should be able to use the Code of Ethics in case studies. Unit 3: The educator’s relationship with employer Procedures to appoint an educator in a permanent position (Manual p 66) Identify the aspects which form the basis for he relationship between employer and employee service contract.