Community

and Family
Studies

RESOURCE MANAGEMENT
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CAFS - Resource Management

Basic concepts of Resource

Management
As people move through their lifespan, they need to decide how to utilise
resources. If they can do this they are more likely to reach their goals
and live a happy and productive life. Having good decision-making skills
assists in effective resource management.

Wellbeing
Wellbeing is a concept that will be referred to throughout the preliminary
and HSC course. Wellbeing describes happiness, confidence,
physical condition and general outlook on life. It is about feeling good
and taking care of yourself; responsibilities that can often be neglected
when juggling the rigorous demands of everyday life in today’s society.
Individuals and families experience wellbeing when their needs are being
satisfied.

For example, YOU as adolescents today may be wellbeing: welfare

juggling the demands of high school, a part-time job, of an individual or
sport commitments and spending time with family group, the level of
members. Middle-aged people may spend their time which is determined
working and preparing for retirement and at the same by how effectively
time caring for elderly relatives or helping to care for needs are met.
grandchildren.

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In order to achieve a satisfactory level of wellbeing, people must have
balance in their lives. Wellbeing can be measured in four ways:
• ability to adjust and manage change
• level of self-confidence
• self-esteem
• peer acceptance.

Levels of
Wellbeing
- Pictorial
Depiction
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Factors affecting Wellbeing

Needs are often categorised as social, physical, emotional, economic
cultural and spiritual. However, many of these overlap and may fit into
more than one category.
Social needs are those related to being with other people. Examples might
include going out with friends, playing sport, or activities with other interest
group. Belonging is an important social need.
Physical needs are those related to our body such as sleep, food, and
regular exercise.
Emotional needs include love, security and support. They are related to
our feelings.
Economic needs are related to finances such as paid employment, bank
accounts, budgeting
Cultural needs might include the need to understand ‘who’ we are and
‘where’ we come from. The traditions and customs of the cultural group to
which we belong are significant in understanding cultural needs.
Spiritual needs might include our need to believe and follow religious
principles such as Christianity or Islam in order to lead a fulfilling life.
Mediation may provide for the spiritual needs of some individuals.

S - Social
P - Physical
E - Emotional
E - Economic
C - Cultural
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S - Spititual
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Classification of needs
Primary and secondary needs
Needs can be classified as either primary or secondary.

Primary needs are biological or physical needs, those needs that are
regarded as essential to life.
They include food, clothing and shelter.

Secondary needs are wants or acquired needs; they are more like
preferences or desires. Secondary needs include safety, affection, love,
respect, self-esteem, creativity, independence, status and privacy.

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Individual and Group Wellbeing

Page 4 - Nelson text NEW

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Activity
1. What is the difference between wellbeing and ill-being?
2. What are the components of wellbeing?
3. How is social wellbeing related to emotional wellbeing?

Activity - answers
1. well-being - the state of being comfortable, healthy, or happy.
ill-being - a condition of being deficient in health, happiness, or prosperity

2. Components of wellbeing - is holistic as has a variety of factors that

contribute. Six factors SPEECS

3. social wellbeing - companionship, friendship, social outings, sports

teams, communication this all relations to emotional wellbeing as attach-
ment and bonding are enhanced, receiving love and affection and feeling
a sense of belonging ie-sporting team
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Difference between needs

and wants needs: the
Needs help to keep people physically, socially
and mentally healthy and include food, necessities of
water, clothing, shelter and safety. Wants are life, which are
preferences that help make people’s lives more required for
pleasant. Wants include possessions such as survival and
an iPod, DVD player, a Wii and a car. A person physical and
might need something to eat but want an ice- mental health.
cream covered in chocolate fudge sauce. People
need shelter but may want air-conditioning.

The term ‘needs’ often refers to both needs and wants:

wants and it can sometimes be difficult to make preferences
a distinction between the two. or desires not
necessary for
survival or for the
maintenance of
good health.

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Specific Needs
Pg 5-7 nelson new text

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Maslow’s hierarchy
Abraham Harold Maslow (1908–70) was an American psychologist. He
is noted for his conceptualisation of a hierarchy of human needs and is
considered the father of humanistic psychology. He saw human beings’
needs arranged like a ladder.

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e d th at the needs Satisfying needs

Maslow of the diagram had to
b e li e v
and wants:
at the bottom ds—
e t fi rs t. P h y siological nee l Individuals rely on families and
be m e d for biologica
o s e re q u ir the community to satisfy many of
that is, th
n a n c e s u c h as food and their needs and wants. Consider
main te
s id e re d m o s t important
n the physical need for food. The
water—are co sfied first. For
h o u ld b e s a ti individual satisfies the need by
and s
o n w h o h a s not slept
rs preparing or buying something
example, a pe b e in credibly tired.
w o u ld to eat, the family provides the
for two days fo r sleep would
s ic a l n e e d kitchen with all of the necessary
The phy rt a n c e with the
ry im p o equipment and food items, and
be of prima in g s e c o nd place.
ty ta k community members work in
need for safe n e e d had been
h y s ic a l the food industry to prepare,
Once this p u ld become mo
re
p e rs o n w o s. manufacture or supply the food
met the e ti n g safety need
w it h m e items.
concerned e ls s a fe , they would
o n fe Changes in society can affect
Until the pers s fy in g the need of
b o u t s a ti the ability of individuals and
not think a
nging. families to satisfy their needs. An
love and belo
increase in childcare costs can
mean a significant reallocation of
resources for many families. This
can lead to a redefining of goals
and goal priorities.
The satisfaction of needs and
wants has been made both easier
and more difficult as a result of
12 developments in technology.
CAFS - Introduction

Learning activities
1. Read the article ‘A brave smile after a tough start’.
• Identify Keoni’s needs.
• What are her wants?
• Analyse her wellbeing before and after her operation.

2. Compile a list of your needs and a list of your wants. Now propose
similarlists for a 75-year-old male. How are the lists similar and
different?

3. Compare the effectiveness of Maslow’s hierarchy with the two other

methods of classifi cation. Which method do you prefer? Explain your
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preference to the class.
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Goal Setting
pg 10

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Goals
Goals are what people aim for in life. They are the things people want to
achieve in order to satisfy their needs and wants. A goal is a desired end,
something you wish to get or do.

It is important that people are realistic. You should consider what

resources you have available so that you can set appropriate goals. In this
way you are more likely to achieve them and not feel disheartened.

As people may not have enough resources to reach all their goals, it is
often necessary to rank them in order of importance, that is to prioritise
them. By ranking goals in order of priority you are giving yourself a sense
of direction and are more likely to reach them. The order of priority may
change as you gain more information and knowledge or your attitudes and
values change.

Classification of goals
There are many ways of classifying goals:
• short-term
• intermediate
• long-term
• individual
• group
• community
• global.
TEXT
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Short-term goals
Short-term goals are goals that can be achieved in the near future. They
may occur over a span of a week or a few weeks. They are often easy
to achieve. Short-term goals may include writing an essay, cleaning the
house, buying a friend’s birthday present or organising friends to form
a netball team. Some short-term goals are a step towards achieving
intermediate and long-term goals.

Intermediate goals
Intermediate goals are usually achieved over several months. They are
more complex than short-term goals, although short-term goals may need
to be achieved before the intermediate goal can be reached. Examples of
intermediate goals include completing an IRP, saving for ‘schoolies week’
and gaining a driver’s licence.

Long-term goals
Long-term goals usually reflect those values that are held to be most
important. They are more difficult and usually take many years to achieve.
They include paying off a home, travelling overseas, completing a degree,
competing in the City to Surf run, and getting married and having children.

Individual goals
Individual goals are those goals people set for themselves. It can be
difficult to determine whether the goals of an individual are realistic, as it
is not possible to know of all the resources at their disposal. What may

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be realistic for one individual could be unrealistic for another. Sometimes

individual goals conflict with group goals. If people want to achieve several
goals at one time their individual goals may also conflict. Individual goals
of a teenager could include completing secondary education, gaining entry
to tertiary study, obtaining a job and getting a driver’s licence.

Group goals
Group goals involve a number of people. The group is in a cooperative
relationship, sharing similar values and working cohesively to achieve a
common purpose. Often members identify with the group because of the
goals that they share. Achieving group goals can create a sense of morale
and satisfaction.

Community goals
Community goals are those set by groups of people who share similar
beliefs and customs and often live in the same area. Community goals
tend to be related to the development of park and recreational facilities,
reduction of crime, control of traffic and pollution, provision of childcare
and aged facilities and improvement of existing services. Community goals
are often initiated through leaders, councils, neighbourhood associations
and resident groups.

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Global goals
Global goals reflect the aims of nations worldwide and became a
possibility as a result of developments in technology, particularly in
transport and telecommunications. The United Nations was established to
defi ne and meet global goals. However, not all nations are in agreement
with the policies and goals set by this body

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Learning activities
Classification of goals:

Create a plan of study that incorporates short term, intermediate and long
term goals.

Elements of a Useful Goal

•Specific: Describes what you want to accomplish with as much detail as
possible
•Measurable: Describes your goal in terms that can clearly be evaluated
•Challenging: Takes energy and discipline to accomplish
•Realistic: A goal you know you are actually capable of obtaining
•Stated Completion Date: Goals that break longer term goals into shorter
pieces and clearly specify target completion dates

Hint:
Start off with three headings-
• Short term goals
• Intermediate goals
• Long term goals

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S M A R T Goal Setting
Following are components of an effective goal – one that describes
performance standards that will “tell us what good behavior looks like.”
The SMART acronym can help us remember these components.

Specific The goal should identify a specific action or event

that will take place.
Measurable The goal and its benefits should be quantifiable.
Achievable The goal should be attainable given available
resources.
Realistic The goal should require you to stretch some, but
allow the likelihood of success.
Timely The goal should state the time period in which it will
be accomplished

S - Specific
M - Measurable
A - Attainable
R - Relevant
T - Time-bound

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Resources
Pg 12
resources: things
people use to
achieve goals

Classification of resources
Economic resources: Economic resources are directly linked to finance,
for example wages or income, wealth, savings and credit. Resources such
as knowledge of the stockmarket, productive skills or an office building.
Non-economic resources: Non-economic resources are those that do
not have a direct link to money or financial aspects. Examples include love,
friendship, a door or a rope.
Human resources: Human resources include what people can do or the skills
and abilities people have and those resources that cannot be used independently
of other people. Examples of human resources include energy, time, interests,
knowledge and creativity.
Non-human resources: Non-human resources are tangible things or objects
that exist externally of people. They can be seen, experienced and used by
people. They include money, food, cars, clothing, electricity, space, books and

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clubs.
Formal resources: Formal resources are those that are structured and
well organised. They provide the individual with a specific type of service
or support, often in areas of primary need
Informal resources: Informal resources have little structure. The support
they offer is the result of people interacting for a common purpose.
Informal resources include family, friends, peers and neighbours.

Learning activities
1. DO NOW - write down as fast as you can as many different resources
in 1min
2. Draw a table and classify your list of resources into the correct category
3. Circle 4 resources in your table amd explain how each of them assists
in satisfying specific needs
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Nature of resources
Resources can also be classified according to their nature. This includes
finite and infinite resources, as well as renewable and non-renewable
resources.

Finite resources Renewable

Finite resources are resources
Renewable Infinite resources
limited in number,
resources can Infinite resources
that is they have an n
be restored or are unlimited. Whe
end.
replenished—they you use an infinite
are not lost forever resource, it is
d
once used. available to be use
again and again.

Influences on availability of
Non-renewable
resources
and access to resources:
• Age
Non-renewable
• Disability
resources once
• Education
used are no
Ethnicity and Culture
longer available.
•
• Gender
• Geographic location
• Socio-economic status
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Learning activities
1. Read the article ‘Northern NSW crisis deepens as fl oods extend south’.
• Identify the resources that were used to assist the community in this
situation.
• Discuss resource interchangeability and sustainability that could occur
in such a situation.
• Propose solutions to prevent further disaster.
2. List the human and non-human resources that you used to help you get
to school today.
3. Explain with examples how these resources could have been
interchanged. For example, you may have used money to save time
travelling.
4. Identify two formal and two informal resources that a person could use
when learning to play a new sport.
5. Describe, with examples, how a person’s level of education could
influence the availability and access to resources.

Sustainable and interchangeable recources:

Sustainable Living:
http://www.youtube.com/watch?v=HMMF7_FuY4A

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Learning activities
Read the scenarios below and identify the factors that influence
1.
availability and access to resources.
Scenario Factors influencing access and
availability to resources
Josie is a young woman with spina bifida.
Her mobility is affected and she has difficulty
finding suitable transport to and from the local
shopping centre
Sally and Harry have two children under the
age of 5 years. Sally stays home to care for
the children. Harry has just lost his job and
feels extremely incompetent at meeting the
family’s needs but wont ask for assistance
because he believes that family should care
for their own
Henrietta lived in rural community.
She assesses most of her goods and services
throught the internet. She lives 50kms from
the local school and is wondering what to do
for her son’s education next year
Houlio left school when he was 15 yo to look
after his ill mother. He is now finding it difficult
to find suitable employment. His housing
options are limited and he is currently living
with
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some relatives in a caravan
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answers
Scenario Factors influencing access and
availability to resources
Josie is a young woman with spina bifida. age
Her mobility is affected and she has difficulty disability
finding suitable transport to and from the local gender
shopping centre geographical location
Sally and Harry have two children under the ethicity/ culture
age of 5 years. Sally stays home to care for socioeconomic status
the children. Harry has just lost his job and
feels extremely incompetent at meeting the
family’s needs but wont ask for assistance
because he believes that family should care
for their own
Henrietta lived in rural community. geographic location
She assesses most of her goods and services education
throught the internet. She lives 50kms from age
the local school and is wondering what to do
for her son’s education next year
Houlio left school when he was 15 yo to look education
after his ill mother. He is now finding it difficult socioeconomic status
to find suitable employment. His housing
options are limited and he is currently living
with
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some relatives in a caravan
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Influences on Resource
Management
Values are people’s feelings or attitudes about things that are
important to them. Values tend to be abstract, not concrete. This
means that they are difficult to visualise; they cannot be touched, smelt
or tasted. Values tend to develop as a result of experiences. Examples
include education, honesty, freedom, health, happiness and peace.

Standards are a measure of success or satisfaction. They are the

guidelines people use to help them determine if the outcome of a goal

Personal nature of values

Values are like attitudes; they are formed through contact with other
people. Values are personal and are learned from significant adults such
as parents, grandparents, teachers and coaches. Values take time to
pass from one generation to the next and are usually stable and long
term. Once formed, a value is deeply entrenched and therefore difficult to
change. When personal values do change, it can be a slow and gradual
process. A change in the quality of people’s lives may cause a change in
the importance of a particular value.

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Potential for conflicting values

Individually:
Each individual has a group of key values that are usually interrelated and
in harmony with each other. However, at times they can conflict.

One Another:
The values of an individual can also conflict with the values of another person.
If these differences are not great, both people are likely to accept hem as
personal differences.

Group or Community:
Conflict of values occurs in the wider community. For example, a housing
development may cause a conflict of goals and values between certain
groups.

Learning activities
1. Values and standards handout

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Factors influencing
availability to resources
Pg 16 -17

G - Gender
A - Age
S - Socioeconomic status
C - Culture
D - Disability
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Access to support
pg 17text

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Personal Management Skills

Management is an ongoing process used by cess
individuals, families, groups and the wider management: pro
le
community. It is a process that helps people of using the availab
set
to achieve their set goals, effectively utilise resources to achieve
g o a ls , thereby improving
resources and contribute to improving the quality d
of life. It involves using what people have to get the quality of life an
what they want. When people manage, they wellbeing
are making things happen rather than letting
things happen. Management is an acquired skill,
therefore the more you make decisions and act
on them to achieve your goals, the better you will
become at managing.

Planning,
Organising,
Implementing
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Evaluating
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Planning involves setting, clarifying and prioritising goals, considering

resources and establishing standards to measure goal attainment. Decisions
must be made with regard to each of these. Planning can be very simple or
very complex depending on the goal you are working towards. It should be
flexible, realistic and, if working with others, cooperative.
Organising involves the selection of a course of action (the who, what,
where, when and how of management). During this stage, original plans may
have to be revised. For example, it may be found that there are insufficient
resources to achieve the goal that has been set. It may be necessary to
clarify goals and values before the plan can proceed.
Implementing involves putting the plan into action and seeing
whether goals will be reached. Again modifications may be needed. In
some circumstances the plan may not be implemented or is postponed. For
example, a couple travelling just prior to an airline collapsing would have
paid for their tickets and accommodation, made all touring arrangements and
even packed their bags ready to go. They may have woken up on the day of
departure and read in the paper that their flight would not be leaving and that
there was no other flight with another company available.
Evaluating is the assessment of progress and occurs at every stage
of the management process. It involves examining what has happened and
assessing whether the outcomes satisfy the original goal. This stage helps
you to discover why outcomes may have varied from the desired goal. It
allows for the consideration of possible improvements if managing a similar
goal in the future.

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Total quality management

The basic principles for the Total Quality Management (TQM) philosophy
of doing business are to satisfy the customer, satisfy the supplier and
continuously improve the business process. TQM is based on three
principles.
• Satisfy the customer, the person who pays for the product or service.
Customers want to get their money’s worth from a product or service
they purchase.
• Satisfy the supplier, the person or organisation from whom the goods or
services are purchased. Suppliers need to be rewarded with praise and
good working conditions.
• Continuous improvement. There can always be improvements.
If competition is improving, then it is necessary to strive to keep ahead.
It is worth remembering the saying ‘Work smarter not harder’.

Applying management skills in different contexts

Individuals may develop a budget to manage their financial resources.
Peers or friends might apply the management process to solve a problem
about where to go on a Saturday night. A family could use the process to
help adjust to change, such as when a mother with teenagers becomes
unexpectedly pregnant. A school might develop a new curriculum to take
advantage of new educational technologies. A workplace could apply
management skills to satisfy needs and wants of employees seeking more
family-friendly policies. A community may use management skills to solve
the problem of a building company that wants to construct units on land
that local residents want kept as a park.
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Learning Activity
Consider someone that you know who you consider to be a good
manager.
1. What qualities of this person are inspirational?
2. What type of decision-making styles do they use?
3. Describe the interpersonal relationships that they have developed with
their colleagues.
4. Evaluate the models of management that they use.

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Communication
Communication involves sharing feelings and opinions, expressing
ideas, establishing rapport between people, bringing people together and
transmitting information.

Communication has four main components. There is the sender (source),

the receiver (destination), the message (symbols that have shared
meaning) and the medium (means by which the message is transmitted)

Types of communication
Verbal communication
Verbal communication involves the use of sounds and words, or more
specifically, language, either oral or written. The development of writing
began when the spoken word was represented visually, first with pictures,
then with symbols and fi nally with letters. A code or set of symbols needs
to be understood by both the sender and the receiver for the message to
be communicated effectively. Examples of verbal communication include
speech, song, sign language, letters, MMS, text messages and emails.

Non-verbal communication
Non-verbal communication includes physical actions and body language.
It is that part of a message that does not contain words. People tend
to use nonverbal communication more extensively than verbal to
enhance meaning. It is conveyed through arm and hand gestures, facial
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expressions, sighing and laughing, eye contact, avoiding eye contact or

glaring, posture such as holding the head high or slouching shoulders,
body movement such as tapping the desk, folding arms or turning the
body away, and proximity to others, such as sitting very close or leaning
away. Signals are also sent through paralanguage, which includes tone of
the voice, inflections, speed of delivery or breaks in sentences. People’s
appearance and environments also send out non-verbal messages.

Assertive communication
This communication is constructive, as it allows ideas, views and feelings
to be expressed without impinging on other people’s rights. The assertive
communicator believes that each party has something worthwhile to say
and therefore will treat others with respect and dignity. Assertive behaviour
enables individuals to act in their own best interests and exercise their
personal rights without denying the rights of others.

Aggressive communication
An aggressive approach involves the expression of ideas and feelings at
another’s expense. When using this communication people dominate and,
in some cases, humiliate others. They tend not to listen, make decisions
that do not consider the other person’s rights and can be hostile or
defensive in attitude.

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Passive communication
This occurs when individuals ignore their own rights and allow other
people’s ideas and actions to dominate. Passive communicators do not
state their own needs, ideas or feelings and are actually emotionally
dishonest. Even though this style can help to avoid unpleasant situations,
it can lead to loss of self-esteem, feelings of hurt, anger and frustration,
and build-up of feelings that may erupt later in an aggressive outburst.
Ultimately there is dissatisfaction with the outcome because personal
needs are not met.

Activity
Mr Bean Episode

1. Make notes on the verbal and nonverbal cues Mr Bean uses in the
episode
2. Do you believe Mr Beans Character is assertive, aggressive or
passive?, justify your answer
3. Create a list of characteristics of effective communication Mr Bean
displays

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Communication Exercise 1
Verbal Communication
Getting to Know You
Divide into pairs.
Participants to find out three things about their partner that they did not
know before. Each person to introduce their partner to the group.

Conversation Openers
Invite group to brainstorm topics for conversation openers. The list may
include such things as:

- comments on the weather

- introducing yourself
- asking “May I sit here?”
- asking “What do you think of ....?”

Do not to ask personal questions, especially if they do not know the

person well. Include general topics.

Discuss what to do if someone does not respond to their invitation to talk.

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Communication Exercise 2
Testing Our Listening Skills
1. Follow the instructions for drawing a picture. NO TALKING
Questions to consider:
• What were some of the problems you encountered with this exercise?
• What factors made it easy/difficult?

2. Follow the instructions for drawing a picture. QUESTIONS

ALLOWED
Questions to consider:
• What factors made this exercise different from the first time?
• What skills did you use when the exercise was repeated?

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Listening Summary
Good communication skills involve listening.

• Be a good listener. Let other people finish sentences. Avoid interruptions

that say,
“Get on with it, I haven’t got all day!”

• Be courteous. If you do not have the time to talk, make a

statement like
“I would like to stay and talk, but I have an appointment.”

• Demonstrate good listening skills that show the other person

you are interested in what they have to say. Some examples of
good listening skills include:

- Using eye contact (where culturally

appropriate)
- Using appropriate facial expressions
(e.g. smiling, looking attentive)
- Showing proper body posture (e.g.
facing the person, leaning towards the
person).

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Decision-making
Decisions can be small or large, simple or complex. Simple decisions
tend to be routine or repetitive, choices made from a number of fixed
alternatives. Routine decisions are ones that are usually made every day,
for example what to have for breakfast, what to wear to work, whether to
go to the gym. These decisions do not involve much deliberation.

Some decisions are more complex and often involve a series of choices.
This is where all alternatives are considered. A decision becomes more
complex when there is a higher degree of uncertainty attached to the
outcome or when such a decision may strain or reduce the resources
available. When there are many complex alternatives available, making a
choice becomes extremely difficult and can lead to frustration. Putting on
an extension or buying a bigger house, finishing Year 12 or accepting an
apprenticeship are examples of complex decisions.

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Decision-making as a process
Decision-making is a process of first diverging to explore the possibilities
and then converging on a solution. The Latin root of the word decision
means ‘to cut off from all alternatives’. A decision involves selecting
between various choices. For example, if you are driving down a road
and there is only one way you can go, then you do not have a decision to
make. You only have to make a decision when you reach a place in the
road where there are two or more directions you can take.

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Intuitive
Impulsive ers rush into making Intuitive decision-mak
Impulsive decision-mak ers base
ng much thought their decision on their
a decision without givi ‘gut feeling’.
ea ch al te rn at iv e an d its outcome. The It very much depends
on how
to
ily on insufficient they ‘feel’ about a parti
decision is made hast cular
ple, a woman passes alternative. Intuitive de
information. For exam cision-
a particular pair of makers make a judgem
a store with a sale on ent about
parisons are made to buying the sports shoe
sports shoes. No com s without
he r st yl es or br an ds and purchases the much reasoning. They
base their
ot
ts sh oe s. Th is im pu ls ive decision-maker decision on their inner
feelings.
spor
idered buying sports Unlike impulsive decisi
has probably not cons intuitive decision-mak
on-makers,
st this store.
shoes until walking pa actually spend time m
ers may
aking their
choices.
Hesitant
Hesitant decision-mak
ers delay
making a decision. Th
ey are
indecisive about which
alternative Confident ers believe in
is best and procrastinat
e about Confident decision-mak
make decisions.
making the choice. Hes
itant and trust their ability to
make a wise
decision-makers go in
to the store, They feel competent to
atives. Confident
choice between altern
have a look at the spor
ts shoes
on special, and look at estions about
others as decision-makers ask qu
well. They may delay ds, as well as
purchasing several styles and bran
the sports shoes until le. Then they
they go to the sports shoes on sa
other stores. They cont feel satisfied with
ponder over the decisi
inue to make a purchase and
on. the decision.
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 CAFS - Resource Management

Rational er s co lle ct su ffi ci ent information and ca

refully
Rational decision-m ak that
om es of ea ch al te rn ative. They recognise
outc
consider the possible de ci si on -m ak in g an d therefore try to
n affect
values and emotions ca
avoid this influence. er in fo rm ation on the sports sh
oes,
ak er s ga th ider
Rational decision-m bl e in a ra ng e of stores and then cons
s av ai la
investigate sports shoe s on sa le ar e th e be st ones to purchase.
ts shoe
whether or not the spor

Factors influencing decision-

making
Access to resources
The resources available influence decision-making. If you are deciding
what to do over your Christmas holidays, you have to consider how much
money you have, what transport is available, who you would like to spend
the time with, how much time you would like to spend, the energy and
motivation you have to organise things. Depending on these resources,
you may decide to fly to Queensland with a group of friends and take in
the sights or you may choose to stay at home, go to the beach, spend
time with family and friends and use the entertainment available in your
local area. Your alternatives are restricted by the resources available.

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Complexity of the problem

When a problem is simple, the decision does not usually impact greatly
on other people or resources so choosing an alternative is easier. More
complex problems tend to have a greater impact on people and may affect
others’ goals and resources.
Past experiences and personal values
The experiences people have had tend to influence the
decisions they make. They continue to ponder over the
decision and may even decide not to purchase things at
all because it is so hard to decide.
Attitudes to change
Change is part of life and can have both positive and
negative outcomes. Some individuals cope better with
change than others. Those who do not like change and
do not cope with it well may make decisions that avoid
change.
Sociocultural factors
A persons sociocultural background can impact
on autonomy in decision-making. Cultural
aspects such as gender, family position,
education level and socioeconomic status can
influence an individuals willingness or confidence
to express their needs, or wants in relation to
decision making.

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CAFS - Resource Management

Responsibility for decisions

Individual
Individuals make decisions for themselves every day. For example, an
individual might decide what clothing to put on in the morning, which
magazine to buy and what songs to play on their iPod. We learn to make
decisions through experience.
Group
Sometimes one member may make a decision for the group, while at other
times members make the decision together. This means a variety of needs
are met and members work collaboratively to reach consensus, such as a
group of friends deciding where to go on holiday.

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Problem Solving
pg 29

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Effective Resource Managment

Pg 32-33

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sustainable behaviours
text pg 32

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Interviews as a research
method
Interviews are a primary data collection method that provides qualitative
information. They are particularly useful when you are trying to explore a
topic or issue in depth.
Structured and unstructured interviews
Interviews may be structured or unstructured. A structured interview
is usually brief and fairly formal. The wording of the questions is
predetermined and the questions are usually asked in the same manner
and in the same order for all respondents. Unstructured interviews may
invite discussion rather than ask specific questions. They are more like
a conversation, with the interviewer encouraging the respondent to give
detailed answers that express the interviewee’s views. Questions are
more general than they are in a structured interview and allow greater
flexibility.
tion:
ation: quantitive informa
qualitative inform able
e Measurable, quantifi
information about th ctivities,
here information about a
who, what, when, w avior
f events, and/or beh
and why aspects o n tracks
that the organizatio
an issue gress
as measures of pro
bjectives
toward near-term o
.
and long-term goals
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Constructing, conducting and recording responses

An interview is usually conducted with one person at a time, with the
interviewer using a checklist of predominantly open-ended questions or
points to be covered. The effectiveness of an interview is determined by
how well the interview is planned, organised, implemented and evaluated.
Both the interviewer and interviewee should clearly understand the
purpose of the interview beforehand. Prior research is required so that the
interviewer understands the background of the topic being researched and
therefore can ask relevant, useful questions.

pg34-35

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CAFS - Resource Management

A good interviewer puts the interviewee at ease. This can be done

by choosing a suitable, comfortable place to conduct the interview
and starting with easy broad-based questions. If the interview is to be
recorded, check beforehand that all equipment is working. Be sure to ask
the interviewee’s permission to record it also.

The interviewer should not dominate the conversation or intervene too

often. A good interviewer anticipates responses and has extra questions
or probe questions ready, for example ‘Can you tell me more about …’.
The interviewer can keep some control during the interview by changing
topics, showing interest to encourage the person to continue talking, and
getting the interviewee to repeat key ideas or return to something spoken
about earlier. At the end the interviewee should have an opportunity to add
anything relevant that has not been asked about already.

Presenting results
Once the interview has been conducted you need to make sense of
the data gathered. Before it can be used, some means of coding and
classifying is necessary. This will usually involve the development of tables
and graphs to display your results in combination with text. A computer is
a useful tool as data can be entered into a spreadsheet and then easily
converted to graphical forms.

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Advantages and disadvantages of interviews

pg36-37

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Chapter summary
• Wellbeing refers to the welfare of an individual or group and is affected
by a variety of factors, including emotional, physical, social, spiritual,
economic and political.

• Needs are things necessary for life, while wants are things we desire.
Needs can be classified as primary or secondary, physical, social,
emotional, cultural or spiritual, or according to Maslow’s hierarchy. The
satisfaction of needs and wants is influenced by the resources available,
goals set, values, standards and gender perceptions.

• Resources are things available for individuals to use and can be

classified as economic or non-economic, human or non-human, and
formal or informal. By nature, resources may be finite or infinite, renewable
or nonrenewable. The availability of and access to resources is influenced
by age, disability, education, ethnicity or culture, gender, geographic
location and socioeconomic status. Resources can be interchanged by
substituting one for another. Sustainability of resources refers to managing
and using them responsibly.

• Values are ideals that are important and standards are the measures we
use to assess how goals and values are achieved. They are personal and
can cause conflict.

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• Goals are aims. They may be short-term, intermediate or long-term, and

individual, group, community or global.

• Verbal and non-verbal communication can be assertive, passive or

aggressive in style. Effective communication is achieved by recognising
and managing barriers to communication. Communication becomes more
involved at different levels and relies on disclosure, trust and bonding. It
helps to build and maintain interpersonal relationships.

• Interviews may be structured or unstructured and allow an individual’s

points of view to be presented through in-depth study.

• Decision-making is a process that involves analysing the problem,

investigating the alternatives and the consequences of each, choosing
and implementing an alternative and evaluating the outcome. It is affected
by access to resources, complexity, past experiences, personal values
and attitudes to change. Decision-making may be impulsive, intuitive,
hesitant, confident or rational in different situations. Individuals, groups or
communities may be responsible for decisions.

• Management aims to improve quality of life and enhance

wellbeing. Individuals, peers, families, schools, workplaces
and communities all use management processes in a variety
of situations.

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Review questions
1. Outline the factors that impact on wellbeing.
2. Compare the three classifications of needs.
3. What do you understand by the term ‘self-actualisation’? How can you
judge when this level is reached by an individual?
4. Distinguish between the different classifications of resources.
5. Explain the relationship between values and standards.
6. Devise a plan that incorporates short-, intermediate- and long-term
goals.
7. Describe techniques used to achieve effective communication.
8. Why is communication essential to relationships?
9. Why and when would you choose an interview as a research
methodology?
10. 1Describe the four stages in the decision-making process.
11. Outline the various decision-making styles.
12. Assess how the following contribute to decision-making:
• access to resources
• complexity of the problem
• past experiences and personal values
• attitudes to change.
13. Examine different management models.
14. Discuss the relationship between effective decision-making and good
management.

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