|
 WELL-BEING | Relates to how well people's needs are met and how satisfied and fulfilled they are. |
| NEEDS | These help to keep people physically, socially and mentally healthy and include, food, water, shelter and safety. |
| WANTS | These are preferences that help make people's lives more pleasant and include, mobile phones, a dvd player and a car. |
| PHYSICAL WELL-BEING | Good health |
| SOCIOEMOTIONAL WELL-BEING | Relationships and love |
| SPIRITUAL WELL-BEING | A positive outlook on life |
| ECONOMIC WELL-BEING | Money to satisfy physiological needs |
| POLITICAL WELL-BEING | Policies and laws that promote the welfare of all people |
| PRIMARY NEEDS | Biological or physical needs, those needs that are regarded as essential to life, they include, food, clothing and shelter |
| SECONDARY NEEDS | Wants or acquired needs, they are more like preferences or desires, they include, safety, affection, love, respect, self-esteem, creativity, independence, status and privacy |
| CLASSIFICATION OF NEEDS | Physical, social, emotional, cultural and spiritual needs |
| MASLOW'S HIERARCHY | A classification of needs that attempted to link similar needs and rank them in order of importance |
| RESOURCES | Things people use to achieve their goals. Can be any object, person, conept, idea, ability, skill or quality that may assis in the attainment of goals |
| ECONOMIC RESOURCES | Resources that have a direct link to finance. Examples include, wages or income, wealth, savings and credit |
| NON-ECONOMIC RESOURCES | Resources that do not have a direct link to money or financial aspects. Examples include, love, friendship, flexibility, a door or a rope |
| FORMAL RESOURCES | Resources that are structured and well organised. They provide individual's with a specific type of service or support. Examples include, Salvation Army or a counsellor. |
| INFORMAL RESOURCES | Resources that have less structure. The support these resources offer is the result of people interacting for a common purpose. Examples include, family, friends, peers and neighbours |
| FINITE RESOURCES | These resources are limited in number, that is they have no end. Once this resource is used, it is all gone and no more can be made. Examples include, oil, coal and gas |
| INFINITE RESOURCES | These resources are unlimited. When these resources are used they are available to be used again and again. Examples include, reading a book, you can read it again or give it to another person to read |
| RENEWABLE RESOURCES | Resources that can be restored or replenished, these are resources that are not lost forever once used. Examples include, human skills, a tennis ball that can be hit time and time again |
| NON-RENEWABLE RESOURCES | Resources that once used are no longer available. Examples include, time is limited for all people. |
| INFLUENCES ON AVAILABILITY OF AND ACCESS TO RESOURCES | Age, disability, education, ethnicity/culture, gender, geographic location, socioeconomic status. |
| VALUES | These are people's feelings or attitudes about things that are important to them |
| STANDARDS | These tend to be abstract, not concrete, this means they are difficult to visualise; they cannot be touched, smelt or tasted. They tend to develop as a result of experiences. Examples include, education, honesty, freedom, health, happiness and peace |
| GOALS | These are things that people aim for in life |
| SHORT-TERM GOALS | These are goals that can be achieved in the near future. Examples include, cleaning the house, writing and essay |
| INTERMEDIATE GOALS | These are goals are usually achieved over several months. Examples include, saving for schoolies week |
| LONG-TERM GOALS | Goals that usually reflect a person values. These goals are more difficult and usually take many years to achieve. Examples include, paying off a home, or completing a university degree |
| INDIVIDUAL GOALS | Goals that people set for themselves to get what they want out of life. Examples include, getting a drivers license and completing secondary school |
| GROUP GOALS | These goals involve a number of people.The group is in a cooperative relationship, sharing similar values and working cohesively to achieve a common purpose. Examples include, a family reducing household expenditure in order to afford a family holiday |
| COMMUNITY GOALS | These goals are set by groups of people who share similar beliefs and customs and often live in the same area. These goals tend to be related to the development of a park or improving existing services. Examples include, to improve the footpaths along a local beach, and to reduce graffiti around local areas |
| GLOBAL GOALS | These goals reflect the aims of nations worldwide and only became a possibility as a result of developments in technology. The United Nations devise these type of goals. Examples include, world peace, the elimination of hunger and malnutrition, a more equitable distribution of resources between developed and developing countries |
| COMMUNICATION | Involves sharing feelings and opinions, expressing ideas, establishing rapport between people, bringing people together and transmitting information |
| VERBAL COMMUNICATION | This type of communication occurs through the use of sounds and words, language either oral or written |
| NON-VERBAL COMMUNICATION | This type of communication includes physical actions and body language. It is a part of the message that does not contain words |
| ASSERTIVE COMMUNICATION | This type of communication is constructive, it allows ideas, views and feelings to be expressed without impinging on other people's rights |
| AGGRESSIVE COMMUNICATION | This type of communication involves the expression of ideas and feelings at another's expense. People dominate and sometimes humiliate others and tend not to listen and make decisions that do no consider the other person's rights and can be hostile or defensive |
| PASSIVE COMMUNICATION | This style of communication occurs when the individuals ignore their own rights and allow other people's ideas and actions to dominate. These people do not state their own needs, ideas or feelings |
| CHARACTERISTICS OF EFFECTIVE COMMUNICATION | Sending clear and positive messages, not making assumptions about how other people feel or think, and listening and letting the other person know you are listening |
| BARRIERS TO COMMUNICATION | Poor listening skills, background noise and other distractors that interfere with the communication process |
| INEFFECTIVE COMMUNICATION | When the receiver continually interupts the sender, the individual is not open to new ideas or does not give the speaker full attention |
| DISCLOSURE | A term used to describe people sharing their inner feeinds with others |
| TRUST | This is what occurs when you feel secure enough in a relationship to disclose your ideas and feelings |
| BONDING | A strong, emotional feeling that exists between people, creates a feeling of closeness and belonging |
| STRUCTURED INTERVIEW | This type of interview method is usually brief and fairly formal, the wording of questions is predetermined |
| UNSTRUCTURED INTERVIEW | This type of interview method may have areas for discussion rather than specific questions, they are more like conversations |
| WHAT ARE THE STEPS IN THE DECISION-MAKING PROCESS | Analysing the problem, investigating the alternatives and their consequences, choosing and implementing an alternative, evaluating the outcome |
| IMPULSIVE DECISION MAKING STYLE | These decision makers rush into making a decision without giving much thought to each alternative and its outcome |
| INTUITIVE DECISION MAKING STYLE | These decison makers base their decision on the "gut" feeling |
| HESITANT DECISION MAKING STYLE | These decision makers daly making a decision, are indecisive about which alternative is best and procrastinate about making the choice |
| CONFIDENT DECISION MAKING STYLE | These decision makers believe in and trust in their ability to make decisions, they feel competent to make a wise choice between alternatives |
| RATIONAL DECISION MAKING STYLE | These decision makers collect sufficient information and carefully consider the possible outcome of each alternative, they recognise that values and emotions can affect decision-making and therefore try to avoid this influence |
| WHAT ARE THE FACTORS THAT INFLUENCE DECISION-MAKING? | Access to resources, complexity of the problem, past experiences and personal values, attitudes to change |
| WHAT MANAGEMENT MODEL IS "POIE"? | Planning, organising, implementing and evaluating |
| WHAT MANAGEMENT MODEL IS "PDCA"? | Plan, do, check and act |
| WHAT IS "TQM"? | Total Quality Management |