Transcript: Process by which we look at the restraining forces that act to keep a problem from changing (social structures, cultural traditions, ideology, politics, lack of knowledge, lack of access to healthy conditions, etc.) and the driving forces that push it toward change (dissatisfaction with the way things are, public opinion, policy change, ongoing public education efforts, existing alternatives to unhealthy or unacceptable activity or conditions, etc.) (Community Tool Box) *Like one big pros and cons list* Research and campaigns to treat those that are infected Steps for Creating the FFA 1) Figure out the goal or change that needs to take place 2) Draw the force field diagram (Desired change in the middle, Driving (Positive) forces on the left, and Restraining (negative) forces on the right 3) Brainstorm list of driving and restraining forces, and put them on the chart. 4) Analyze the driving and restraining forces 5) Assign a number to each driving or restraining force 6)Total up the scores from each column 7) From these scores, determine how feasible reaching your change goal is. Coming back from break on time Created by Kurt Lewin, a social psychologist, created the "Force Field Analysis" in the 1950s as a way to portray the forces affecting a central question or problem. Since its development it has evolved to be used in many different capacities. It can be used in macro social work to understand the forces working with and against a specific community problem or goal. It could also be utilized in micro social work, employed to weigh individual goals/decisions, or to understand the outside forces affecting a person (client). It is used by businesses in making important decisions. For example, whether or not to update to a new system of technology. To work through personal decisions. Your Turn! An Introduction to Force Field Analysis Lack of health education regarding sanitation Restraining Forces How is it Used? An Example from Kenya: The Creation and Use of FFA Berkowitz, B. (2013). Section 5. Analyzing community problems. Retrieved from: http://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/analyze-community-problems/main#.UmVKRBbQnzI. Iowa State University Extension and Outreach. (2013). Community and economic development: Force field analysis. Retrieved from: http://www.extension.iastate.edu/communities/force-field-analysis. Kabaka, S., & Kisia, C. W. (2011). National deworming program: Kenya's experience. World Conference on Social Determinants of Health. Rio De Janeiro, Brazil. Kankam, S. (2011). Kenya's national school-based deworming program. Retrieved from: http://ctb.ku.edu/en/3-analyzing-problems-and-goals#exampleFive. Lepori, K. L. (October 2013). [Detailed force field analysis]. Force field analysis-peer collaboration: Building an infrastructure for enhancing technical support. Retrieved from: http://cadres.pepperdine.edu/ar/c11/lepori/Force%20Field.html. Manktelow, J., & Carlson, A. (2013). Force filed analysis: Analyzing the pressures for and against change. Retrieved from: http://www.mindtools.com/pages/article/newTED_06.htm. Skymark Corporation. (2013). Force field analysis. Retrieved from: http://www.skymark.com/resources/tools/force_field_diagram.asp. VectorStudy. (2013). [Diagrams illustrating different forcefiled analyses]. Using Force Field Analysis. Retrieved from: http://vectorstudy.com/management-theories/force-field-analysis. *Lines in the bathroom *Phone calls *Needing to buy coffee or food *Talking with other students *Being unaware of the time By: Hannah McLaughlin, Lisel Neumann, & Amanda May What are the uses of the FFA? Creating a Force Field Analysis for the Community Project: Split up into your community profile groups and create a force field analysis for a specific concern within your community. For example: lack of access to health care limited number of grocery stores limited resources for struggling students What is a Force Field Analysis? FFA Outcome *Trained 16,000 teachers on the de-worming process *Because of this, 3.5 million children recieved treatment *Cost WHO $0.30/child *Wanting to leave class on time *Respect for one another and each other's time *Being ready to get back into the material References Driving Forces Presenting Problem: Researchers with the World Health Organization found that children in Kenya were ill and missing school due to sickness from unsanitary drinking water. 1) Compare ideal situations and reality 2) Assessing strengths and weaknesses of a situation 3) Determine whether or not to go through with a specific project 4) A way to organize ideas Example FFA Insufficient resources in communities, no government policies to combat the issues Development of government policies to provide aid in health, social and economic development
Transcript: The Gap Between the Desired and Current State of Affairs ESL teacher and other teachers who are experts at using these strategies in their classrooms can help prepare materials and teach these skills and strategies to other teachers. Request collaborative planning time, if not built into schedule, then given paid time/per session to complete before or after school or during professional development days Driving Forces Force Field Analysis All teachers will be able to use the necessary strategies to make content comprehensible to ELLs Current State of Affairs Actions That Will Weaken the Restraining Force State of Affairs Supervisors being receptive to change and allotting time and funds to implement strategies ex: materials, co-planning before or after school if necessary Those Restraints Addressed During Change Efforts Based on data, the students are struggling with retaining content. By implementing the necessary strategies and modifications, the students will show growth. Even though many classes illustrate some strategies for modification, not all students have access to the material ex: graphic organizers, manipulatives, modified text, wait time, grouping, visuals, realia, vocabulary support, scaffolding, etc. Many content area teachers are not knowledgeable of strategies to differentiate content for ELLs Restraining Forces Time constraint Collaborative planning time Pacing- to meet demand of new curriculum Forces Addressed During Change Efforts Restraining Forces Desired State of Affairs Actions That Will Strengthen the Driving Force Driving Forces Increase in ELL population accountability data assessments
Transcript: Force Field Analysis Ups and Downs of a Driving Force Keeping Drive and Restraint in Equilibrium - Have more power than people realize. - When understood they become elements for developing Synergy. Driving Forces Positive forces which follow reason, logic, and economics. Restraint Forces Unconscious negative forces which are emotional, illogical, and social/psychological. Powers of Restraint - Driving forces can be misused or ignorantly used. - Driving forces require Synergy to be effective.
Transcript: FORCE FIELD ANALYSIS GAME INTERNATIONAL SCHOOL OF EXCELLENCE IN PANDORA PARENTS STUDENTS COMMUNITY In your head, shhhhh (don't tell anyone!) choose the color which will represent your response to the project! green statement of provocation BLACK negative RED feeling white facts BLUE big picture Yellow benefits and creativity Community statement of provocation PROJECT students will help old people use computers in the community :-) NeGaTive benefits and creativity feeling negative feeling Blue big presentation Parents International School of Excellence Students Pandora statements of provocation benefits & creativity! facts feeling White Yellow Green Red Black BIG picture
Transcript: Force Field Analysis Jen, Jean, and Grant LANGUAGE BARRIERS PRINT -Newsletters -Flyers -Invitations -Memos -Letters CURRENT STATE OF AFFAIRS: Currently, there is a lack of communication among the administration, staff, parents and students. TECHNOLOGY DRIVING FORCES VERBAL Lack of time in the work day to plan and prepare for the various form of communication. - Lack of open door policies. - Inadequate forums for communication. THE GAP We need to develop a communication plan to enhance communication between all of the stakeholder within the school community. This effective communication policy will provide a positive and rich learning environment. ACCESSIBILITY Communication with Staff, Parents, and Students - Meetings - Conversations -Phone calls BLOCKING FORCES OBJECTIVE: - Providing lines of communication for non-English students and families - Providing appropriate translation. TIME When looking at a complex situation, like communication, there are forces that drive momentum toward the goal as well as forces that hinder or block that goal. We would like to enhance our school culture by improving communication between administration and staff, parents, and students. - E-mail with protocol for timely responses. - Social Media Sites - Websites
Transcript: by: Francis M. Duffy Ph.D. DEFINITION: Is a tool to determine the resistance or acceptance of an organizational change SOURCES Duffy, Francis. Journal of Staff Development, Winter 2003 (Vol. 24, No. 1) http://www.unthinkablethinking.com/content/view/399/112/ Lewin, Kurt. Field theory in social science. New York: Harper and Row. 1951 FORCE FIELD ANALYSIS PROCESS Determine the primary factors that may pose an influence in the organizational change Place factors for and against the change in opposing columns Assign each factor a value from 0-4 with 0 being neutral and 4 being severe Total the score in each column The score should offer clarity in making the correct decision by Kurt Lewin 1951 This theory lends itself to a practice many of us use inadvertently when processing a decision by weighing the pros and cons. Although this process is used successfully by many organizations the subjective nature of design can render it ineffective photo (cc) Malte Sörensen @ flickr “I have noticed even people who claim everything is predestined, and that we can do nothing to change it, look before they cross the road.” - Stephen Hawking Nothing endures but change. - Heraclitus EXAMPLE
Transcript: Step 5: Step 1: Conflict Situation Force Field Analysis Step 2 A conflict I am currently experiencing is lack of focus to concentrate on certain tasks at hand. I tend to leave important deadlines until last minute, which in turn causes me much stress and frustration. This frustration is than directed on my family and friends who suffer from my behavior. The current situation is damaging on my relationships with family and friends as I demonstrate my frustration towards them. I would want this to change as it effects my personal life negatively. My goal is to implement plans in order to achieve resolving my conflict. I will begin my implementing by reviewing my own behavior and assessing myself. Afterward I will make an effort to stay organized by maybe purchasing an agenda or calendar to effectively record deadlines. By purchasing these resources I am capable of viewing my schedule and understand when I have an upcoming deadline. The forces operating amongst my conflict are my own doing. I am the restraining force for the stress and frustration I demonstrate, as I am reluctant to perform my tasks on time. My family and friends are the driving force for me, as they are ones who are being damaged from my behavior. It is essential for me to cope with this conflict as it is harming my relationships. When I am procrastinating I am causing harm not only to myself, but others around me who I care about. Procrastinating is a catalyst for my stress, but I am the one who causes it. Step 6: Step 4: If I am effective in preforming these tasks and remain positive during the experience I will be successful. Through this conflict I may see much difficultly, but through challenges you gain much experience. By going through conflicts you are able to grow. In order to preform these stabilize the equilibrium and implement these actions I must have a positive mind set. It is essential that I remain relaxed and calm while try to achieve completion of the tasks at hand. Step 8: In order to have a healthy well-being it is crucial for me to manage this conflict. Managing this conflict would include having people in my life who are driving forces to assist me in accomplishing my tasks. I should remove restraining forces that are associated with the conflict, this would include my behavior. I need to reflect and review my behavior before I begin to resolve this conflict. Step 7: The desired condition I would like to achieve is becoming less stressed and frustrated with tasks that I may be confronted with. I hope to perform the task in my daily life without procrastination. I desire to be very efficient within my tasks. As well I hope to be satisfied with task enough to not become stressed or frustrated. In order to be successful in performing these tasks, I will require focus between both my current state and desired state.
Transcript: Desired Condition Current Condition Driving forces Lose weight To be healthy Live longer Decrease health risks Restraining Forces Money time Transportation Fix fat umotivated unhealthy Action Create schedule Make time to excerise Better time management Get motivated Be healthy Balenced life style over come adversity and Conquer
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