Docenić konflikt Od walki i manipulacji do współpracy by Wojciech Haman, , available at Book Depository with free delivery worldwide. This Page is automatically generated based on what Facebook users are interested in, and not affiliated with or endorsed by anyone associated with the topic. TYTUŁ: Docenić konflikt. Od walki i manipulacji AUTOR: Haman Wojciech, Gut Jerzy Rok wydania: ISBN: Wydawnictwo: One Press /.

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This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This Program has two streams: The Team Building stream is designed to discuss with students team-building steps and strategies, which include basics of team building, differences of team and group building, motivation and leadership of konf,ikt.

The subject will allow for significant training of team concept and building skills and effective leadership skills. The Docnic Resolution stream is designed to give students a broad exposure to all functional areas of Conflict Knflikt, as well as a solid grounding in Strategic Conflict Management, while providing a variety of elective courses to appeal to students interested in any one of the three sectors.

It covers the direction and coordination of private sector, public sector, or non-profit sector organizations. Learning content – objectives and specific requirements Lessons scenarios Lesson 1 Subject The course schedule e.

Student s skills and competencies Number of hours Team Concept and Building: Lecture konglikt aims and principles of the module are presented by a teacher.

Individual work the students task is to answer three questions: Teamwork the students divided into groups max 6 students in dovenic group prepare their own groups definition of team and group. The students refer to their experience and former education. At the end, each group presents definitions and discusses them with the teacher student should be able to: Lecture teacher refers to the students experience and definitions prepared in the previous step and then explains the term team.

One definition is accepted. Discussion the students present their experience with good and bad teams. Teacher summarizes the students work. The methods and forms of work: Individual work The necessary teaching aids: Flipchart, paper and markers. In order to prepare for classes: Wydawnictwo Naukowe Doceni, 2. Student s skills and competencies Number of hours Basics of Team Building Teamwork the konfpikt divides the students into person teams. Each of them receives one pack of drinking docwnic alternatively it can be spaghetti and one roll of a sticky tape.

The task is to build a tower as high as possible, which will last at least 10 seconds. The time given for this task is 15 minutes.

The teacher measures the time and highness of a tower. Then, he writes down the results on the blackboard.

The winning team is that one whose tower is the highest. Next he encourages in discussion about the reasons for cooperation. What are the elements building the team? What does effectively working team consist of?

To diversify the exercise, they can get 50 sheets of paper not necessarily blank instead of drinking straws. The instructions and rules of work are the same as during the previous exercise. At the end the teacher discusses the work results, paying special attention to comparison koflikt two exercises quality of work and the time of their taking.



Drinking straws two packs for each person teamsticky tape two rolls for each teamstopwatch or a mobile phonetape measure. Student s skills and competencies Number of hours Basics of Team Building, Teamwork the participants become divided into person teams. Each team receives a paper sheet in size A1 and markers.

The teams task is to prepare a poster including features, properties and the appropriate drawing the best team ever. ddocenic

After 30 minutes the teams present the effects of their work. They justify their selection of features, properties of the team and presenting it drawing. The command for the students: Make a list of features and properties of such a team.

After completing the work the participants write down the features on the blackboard. The teacher and the students prepare a ranking of the most often mentioned negative features. Lecture and discussion the lecturer presents the docennic of the efficiently working team Attachment 1. Has any of your bosses used it in working with a group? Do you know someone who has experienced the Pygmalion Effect? Paper sheets in size A1, markers, optionally the attachments to be distributed among the students PLKA.

The students task is to watch a film and note crucial rules observed by Steve Jobs in management of a team.

Docemic work will be a base for discussion during the next classes lesson 3. Link to the film: Student s skills and competencies Number of hours Discussion the teacher and students talk over the homework interview with Steve Jobs. Art of Team Building Lecture the oonflikt presents definitions of a mission and vision of a team, and the crucial questions about their creation Attachment 1.

Each of them is given a task to elaborate a mission and vision of the team to which they belong to. The work should be based on answering the questions from Attachment 1. The range of functioning of the professional team ought to be associated with a future occupational work or planned business activity.

Then the teacher distributes the materials with exemplary visions of a company Attachment 1. Discussion The necessary teaching aids: Read the materials from Attachment 1.

Student s skills and competencies Number of hours Team Characteristics, Examples of Team Building Individual work the students receive an evaluation of team questionnaire Attachment 1. Each of them fills in a form assessing the exercise group group year.

It is important that the students should assess the same group. Next each of the students counts own results on monflikt base of assessed categories and then counts the average.

The results are collected on flipchart. Basing on the obtained results, the students in small teams have a task to identify strengths and weaknesses of the team and elaborate recommendations improving its functioning.

The teacher analyzes with the students the material and takes the joint view establishing concrete recommendations. Lecture the teacher recapitulates the classes and bring the students in a homework, which will be a work passing the subject at the same time.

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The students task is to examine all members of a team working in some company no less than 7 persons. Next the student has to count descriptive statistics, prepare characteristic of the team kobflikt elaborate recommendations for the team s development. The task should be carried konfilkt analogically to exercises done during the classes. Materials from the attachment.


Printed for every student the evaluation of team questionnaire Attachment 1. During this exercise one has to use the scale of team s maturity, inserted in the below link: Time given for carrying out the task two weeks. One s task is to distinguish and write down different stages of the time s work. Then one tries to describe it.

Docenić konflikt Od walki i manipulacji do współpracy : Wojciech Haman :

The students in teams share the results of the work and establish jointly the stages which appear naturally konf,ikt functioning of each team. After listing of the stages, the students have to characterize each of docenoc. He also refers to the results of the students work.

To own preparation he can use the Eocenic 1. They also identify the activities which should take place in order to support a team s development. Student s skills and competencies Number of hours Building Interdependence and Trust Teams in 21st Century, Discussion the teacher asks the students for revision of the mature team s features.

From the mentioned ones he focuses doecnic cooperation, trust and interdependence. Then kojflikt conducts a brainstorming: How to build a trust and cohesion in a group? The discussion s punch line docenkc be indication of the team members knowing each other, building closeness and indication of common aim as the crucial ways of building trust and interdependence.

Discussion the teacher and the students set the rules of work in a group and writes down them on a flipchart. Among the rules there should appear the group s discreteness. The teacher takes out one chair a number of the chairs should be equal to number of the group s participants minus one.

Standing dlcenic he commands: All who want to learn entrepreneurship should stand up and change their places, all who like the mountains. The students, to whom the statement relates, change their places. The person who remains in the middle of circle proposes own statement. The teacher repeats the rules it is not allowed to tell lies and sit down on the same chair, then he encourages in the statements enabling better acquaintance of the classes participants.

The students sit down in a circle. The teacher starts incomplete sentences and the particular group s members complete them with the first thought which comes to their mind. The same sentence can be directed to many students or only one person can complete a few sentences. The whole team s work there can be max 15 persons in a team; when the group is larger it konfliit be divided into a few groups about dozen people the students stand in a circle with their hands put up, clenching the circle as tightly as possible.