bruno rihs (4 Ergebnisse)

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Research Paper (undergraduate) from the year 2007 in the subject Sociology - Work, Profession, Education, Organisation, University of Sheffield (Hallam University Sheffield ), language: English, abstract: In this paper, the author is going to look at the different perspectives on change. He is trying to link them with his work experience as a change agent in the field of education and family counselling. He looks at the role of different disciplines in achieving change and evaluates the implications for a personal practice. He concludes the assignment with guidelines to act as an effective change agent. Those implications will show the complexities of the different aspects of change.Although most of the models are focused on management and business we can see, that there are many interesting similarities to the process of change in family structure. Names of models and exponents may be different but the nature of change stays the same. What the author takes out of this consideration is that change is a continuous process that goes through a series of phases. Every phase means a challenge with new experiences and new opportunities to learn. As learning is an individual process and individuals are responsible for controlling and managing their own process of change. With the tendency to measure and to analyse all appearances in the world (processes of change included) we always react on the surface of the world. We are in danger to neglect the immeasurable aspects like feelings, attitudes and values, culture and norms. Different and contrasting perceptions of the reality are possible and correct. The either-or mentality is no longer valid and must be replaced by the 'as well as' approach. Between the sky and the earth there exist unexplainable things of which we probably will never know how they work. Nevertheless we can use different approaches.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 2007 in the subject Pedagogy - Science, Theory, Anthropology, University of Sheffield (Faculty of Organisation and Management), language: English, abstract: In this assignment, I would like to reflect on and develop an understanding of different approaches to coaching and subsequently try to compare these approaches among themselves for the purpose of evaluation. Which approach helps the best to reach a specific goal Money and time being a constraint in almost all situations, it is reasonable to look for evidence concerning best practices. Human mind is known to get influenced quite easily by what it is subjected to. For instance, if we look at a description of one approach, we easily get the impression that this is the best and the most effective one. All the same, if we read about another approach, we might believe that the other one is an even better option. Debates like these are an ongoing process in various fields. In the field of teaching for example there has been a long lasting debate about which method is the best. Is it the instructional approach or the group work style or else the open space approach In therapy, similar questions are asked between different schools. Each one claims to be the best and every one can prove it with case studies or sometimes with empirical pieces of research.What works Many different models of thought have been developed on many different roots and theories. Depending on the underpinning anthropology we find different approaches to the interpretation of coaching. Some emphasize a more rational approach, we could call it the Head-level, some the level of feelings and others focus on Intuition. Alike the three dimensions in space (length, breadth, height) there is a need of all three. If one is completely missing, the result is nill. With the tendency to measure and to analyse all appearances in the world (coaching included) we always react on the surface of the world. We are in danger to neglect the immeasurable aspects like feelings, attitudes and values, culture and norms. Different and contrasting perceptions of the reality are possible and correct. The either-or mentality is no longer valid and must be replaced by the 'as well as' approach. Between the sky and the earth there exist unexplainable things of which we probably will never know how they work. Nevertheless we can use different approaches.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 2007 in the subject Pedagogy - Job Education, Occupational Training, Further Education, University of Sheffield (Faculty of Organisation and Management), language: English, abstract: The aim of this assignment is to look at how the social context influences mentoring beginning teachers. We discuss different conditions that affect the performance of the mentoring process and look at the context and the people and analyse interaction between them. The model We use follows the basic principles of the Theme Centred Interaction (TCI) of Ruth Cohn. Instead of the term 'Globe' that is used in TCI, we will look at the context in which mentoring takes place. Then we will look at the people involved, the actors and their roles and finally, we will reflect on the interaction.It can be suggested from this discussion that social context does attribute in a significant manner on the relationship between a mentor and his/her mentee. It would be only logical to be aware of this influence of social or outside environment and make it conducive for both the mentor and the mentee so as to nurture this relationship into a strong bond. 'Trust is something that happens within people only when it is created between people.' (Chip R. Bell). In the process of mentoring, relationship between the two individuals involved have to build on this trust themselves for a better outcome; therefore one has to believe in the process and its consequences. As Vivian Buchen said, 'One change makes way for the next, giving us the opportunity to grow.' Social growth of those involved depends on the process and in turn they help in growth of the society. 'Coming together is a beginning.Keeping together is progress.Working together is a success.'.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Doctoral Thesis / Dissertation from the year 2008 in the subject Pedagogy - The Teacher, Educational Leadership, grade: 'very good to excellent', University of Sheffield, language: English, abstract: This study presents perceived 'success and hindering factors' related to mentoring novice teachers at grammar schools. On the basis of a grounded theory approach, there have been twelve interviews with mentors and corresponding mentees. The interviewed mentors have all been graduates of a mentoring training, supported by the University of Teacher Education in Central Switzerland. The novice teachers (mentees) have been engaged on an ordinary yearly contract and came from different faculties. The author identified three main variables on which findings have been categorized: Individual issues, relationship issues and style and approach issues.Hereby, the criteria trust and trust-building emerged as the vital aspects in the relationship. Generally it includes a certain openness and self disclosure from both parts. Openness allows the exchange of wishes and expectations which is essential to prevent unwanted surprises. Relationships were reported to be successful when Mentees were open for critique and when they were willing to learn. While assessing and advising at the same time is usually seen as a hindering factor, the study gives evidence, that it needn't be deteriorating a relationship.Having a common subject of specialisation might be a success factor in the beginning of the relationship but as the relationship proceeds, general or personal aspects are more important. Age difference seems to be a helpful to function within the given role.Concerning different approaches to mentoring, the 'king's road to success' could not be found. Depending on the definition of the relationship (symmetric or complementary) different approaches contribute differently to a successful relationship.