Allama Iqbal Open University Islamabad

Name :SYEDA MUAZMA FAHIM

Father Name :SYED MUHAMMAD FAHIM

Roll No :0000227690

Assignment :01

Degree :B.ED

Semester:2ND

Course Code: 8611

 ASSIGNMENT No. 1

Q.1 Read an article on current affairs and critically analyze that how social, political and
economic aspects of that topic been considered?
ANS

Politics is the usual answer, and the answer is usually right. But that is too vague—like saying
that some countries are rich and others poor due to economics. Exactly how does politics keep
governments from making better policy, even in the face of imminent crises? What does that
tell us about how economic policy can and should be made?

Political economy is about how politics affects the economy and the economy affects politics
(see box). Governments try to pump up the economy before elections, so that so-called political
business cycles create ebbs and flows of economic activity around elections. By the same token,
economic conditions have a powerful impact on elections. Political economists have uncovered
the simple (perhaps disturbing) fact that the rates of economic growth and inflation are all the
information we need to predict quite accurately the results of the past 100 years of US
presidential elections.

Recent political and economic developments and associated changes in the practice and
delivery of health and social care have led managers and professionals to recognize the
importance and links between problem solving and decision-making skills. In particular,
assessing the impact of political, economic, socio-cultural, environmental and other external
influences upon health care policy, proposals and organizational programs is becoming a
recognizable stage of health service strategic development and planning mechanisms.
Undertaking this form of strategic analysis therefore is to diagnose the key issues that the
organization needs to address.

This form of analysis can be undertaken by reviewing the organizational (external) environment
using the PEST-analysis (sometimes known as STEP-analysis), extended to the PESTELI checklist
described below. PESTELI Analysis is a useful tool for understanding the “big picture” of the
environment, in which you are operating, and the opportunities and threats that lie within it. By
understanding your environment, you can take advantage of the opportunities and minimize
the threats.

PEST (ELI)
The term PEST has been used regularly in the last 20 years and its true history is difficult to
establish. The earliest known reference to tools and techniques for ‘scanning the business
environment’ is by Francis J. Aguilar who discusses ‘ETPS’ - a mnemonic for the four sectors of
his taxonomy of the environment: Economic, Technical, Political, and Social. Over the years this
has become known as PEST with the additional letters are: Ecological factors, Legislative
requirements, and Industry analysis.

PESTELI is known as a ‘trends analyses. The external environment of an organization,

partnership, community etc. can be assessed by breaking it down into what is happening at
Political, Economic, Social, Technological, Environmental, Legal and Industry levels. The same
checklist can also be applied inside an organization.

Initially the acronym PEST was devised, which stands for:

Political factors - both big and small 'p' political forces and influences that may affect the
performance of or the options open to the organization

Economic influences - the nature of the competition faced by the organization or its services,
and financial resources available within the economy

Sociological trends - demographic changes, trends in the way people live, work, and think

Technological innovations - new approaches to doing new and old things, and tackling new and
old problems; these do not necessarily involve technical equipment - they can be novel ways of
thinking or of organizing

The expanded PESTELI also includes:

Ecological factors - definition of the wider ecological system of which the organization is a part
and consideration of how the organization interacts with it

Legislative requirements - originally included under 'political', relevant legislation now requires
a heading of its own

Industry analysis - a review of the attractiveness of the industry of which the organization forms
a part

To be useful as an analysis tool, these environmental factors have to be linked to the

organization’s mission: which are helpful or which make it more difficult to accomplish that
mission.

Why undertake a PEST (ELI) Analysis

To be effective a PEST (ELI) needs to be undertaken on a regular basis. Organizations that do

analyses regularly and systematically often spot trends before others thus providing
competitive advantage.

Advantages and disadvantages of using a PEST (ELI) analysis

Advantages

• Simple framework

• Facilitates an understanding of the wider business environment

• Encourages the development of external and strategic thinking

• Can enable an organization to anticipate future business threats and take action to
avoid or minimize their impact

• Can enable an organization to spot business opportunities and exploit them fully

• By taking advantage of change, you are much more likely to be successful than if your
activities oppose it

• Avoids taking action that is doomed to failure from the outset, for reasons beyond your
control.

Disadvantages

• Some users over simplify the amount of data used for decisions – it is easy to use scant
data
• To be effective this process needs to be undertaken on a regular basis

• The best reviews require different people being involved each having a different
perspective

• Access to quality external data sources, this can be time consuming and costly

• The pace of change makes it increasingly difficult to anticipate developments that may
affect an organization in the future

• The risk of capturing too much data is that it may make it difficult to see the wood for
the trees and lead to ‘paralysis by analyses

• The data used in the analysis may be based on assumptions that subsequently prove to
be unfounded.

Who should undertake the analysis?

Decision-making is more natural to certain personalities, so these people should focus more on
improving the quality of their decisions. People that are less natural decision-makers are often
able to make quality assessments, but then they need to be more decisive in acting upon the
assessments made. PESTELI is almost entirely based on external factors, so ensure at least some
members of each team have knowledge of, or are able to consider, the PESTELI factors if you
intend using this exercise. PESTELI is a good exercise for marketing people, and is good for
encouraging a business development, market orientated outlook among all staff. If you want to
use PESTELI with staff who are not naturally externally focused you can have them do some
research and preparation in advance of the exercise.

Completing a PESTELI analysis can be a simple or complex process. It all depends how thorough
you need to be. It is a good subject for workshop sessions, as undertaking this activity with only
one perspective can be time consuming and miss critical factors.

What areas of PESTELI are best to use

For most situations the original PEST analysis model arguably covers all of the 'additional'
factors within the original four main sections. For example, Ecological or Environmental factors
can be positioned under any or all of the four main PEST headings, depending on their effect.
Legislative factors would normally be covered under the Political heading since they will
generally be politically motivated. Demographics usually are an aspect of the larger Social issue.
Industry Analysis is effectively covered under the Economic heading. Ethical considerations
would typically be included in the Social and/or Political areas, depending on the perspective
and the effect. Thus we can often see these 'additional' factors as 'sub-items' or perspectives
within the four main sections. Examples of these have been added to Table 1.

Keeping to four fundamental perspectives also imposes a discipline of considering strategic

context and effect. Many of these potential 'additional' factors (ethical, legislative,
environmental for example) will commonly be contributory causes which act on one or some of
the main four headings, rather than be big strategic factors in their own right.

Q.2 In your point of view how does social exclusion/inclusion affect the education of a
child?

ANS

In less developed areas, families living below the poverty line cannot educate their children due
to the unaffordability of resources like books, uniforms and stationery. Hence these children are
left to fall behind without the help to make up for the lost time. As a result, they have no choice
but to enter child labor by exiting school to support their families and never return.

Simple Reason aims to change lives and end poverty by empowering communities through
knowledge. Your donations can help us provide children with the assistance and attention they
need. When you make a one-time or monthly donation, you give children a chance to excel in
their lives.

Social exclusion in the school environment is increasingly being recognized as a form of

relational aggression or bullying, in which a child is exposed to harm through the manipulation
of their social relationships and status.

Social exclusion can take many forms, with children reporting a range of experiences from
being deliberately excluded from a peer group to having rumors spread about them, being
called names and being purposefully embarrassed. In any sense, social exclusion fundamentally
entails a lack of connectedness and participation from a peer group. Australian research
suggests that approximately 1 in 6 children report experiences of social exclusion; however, this
may under-represent true prevalence rates given the difficulties in measuring social exclusion
which is often undertaken in covert and hidden ways.

Who does social exclusion affect?

While belonging and connectedness to peers is important at any age, it is particularly relevant
in adolescence. Research suggests that adolescents are particularly sensitive to peer rejection
and as a group, may experience the most significant mental health effects such as depression
and anxiety in response peer rejection. Adolescence is typically a time of increased
independence from parents and family and increased dependence on their peer group.
Identities are developed in relation to peer groups and peer group differences can become
highly salient. The difficulty for adolescents is that in-group and out group rules is fluid and as
such, maintaining peer relationships can be fraught with complication.

Studies on the neurological profile of children suggest that their brain areas for emotion
become more activated in response to peer rejection with age, peaking in adolescence. In
contrast, adolescents show significantly less activation in the brain regions which govern
emotional regulation such as the Ventrolateral Prefrontal Cortex in response to peer rejection
in comparison with younger children. This unique neurological profile for adolescents suggests
that social exclusion at this age may be particularly distressing and that they may have
significant difficulty in managing their distress.

Effects of social exclusion

Research suggests that the physical, emotional and mental health of children exposed to social
exclusion can be compromised. For example, lower immune function, reduced sleep quality,
reduced ability to calm oneself in times of distress, reduced self-esteem, feelings of anxiety,
depression and aggression have all been observed in children who have been excluded from a
peer group.

So what can we do about social exclusion?

Children and adults all have a core need to be loved and valued within secure and lasting
positive relationships. Helping children develop and maintain these secure relationships both
with their family, peers and wider social group is an important part of their development.
Research is telling us that children become aware of social rejection from a young age and can
reason as to why it is wrong to exclude others from preadolescence. Thus talking with your
child from a young age about the inclusion of others, feelings that occur when exclusion is
encountered and strategies to manage social exclusion is important. Some helpful tips are:

For the excluded child:

Be open, available and calm when your child needs to talk with you. Children often worry about
upsetting or worrying their parents, so it is important to remain calm and engaged with your
child.

Be responsive to your child. Affirm to them that they have the right to be safe and feel secure
and that you will help them by talking with the school and providing a safe haven at home. For
older children, listen to the action that they would like you to take and negotiate with them
when it would be appropriate for you to talk with the school, for example, if they are still being
excluded at the end of the week or if things escalate.

Be affirming. Tell and show your child that they are unconditionally loved and valued as a
person. Enlist the support of family friends to share positive messages about your child and
engage in their gifts, talents and interests. Build a circle of security around your child.

Make your home a safe haven. Minimize the risk of online social exclusion and bullying by
monitoring technology use and using privacy settings and parental controls. The change of
email addresses and mobile numbers may be necessary.

Help your child manage emotional distress but talking about their feelings and developing some
self-copying statements such as “relax, don’t take it personally”. Help your child focus on their
gifts, talents and interests.
Build your child’s friendships. Having one close friend has been shown to strengthen a child’s
connectedness to school and self-esteem. Help your child identify a friend or friends that share
similar interests and foster friendship through play dates and scheduled activities.

Use the high five principle. Help your child identify five people that they can seek support from
and /or things to do, one for each finger if they are being excluded. For example, seek out a
special teacher, find a friend in an older year, go to the library or offer their help to the teacher
on duty.

Develop ways your child can have some clear boundaries. Help your child communicate their
distress and name the inappropriate behavior of others through statements such as “I don’t like
what you are doing and you need to stop” , “That is bullying and it is not right”. Help your child
know that they need to seek support if the social exclusion continues.

Q.3 In your point of view what are purposes of cooperative learning? On which basis you will
recommend/not recommend this teaching strategy?
ANS

Cooperative learning involves students working together to accomplish shared goals, and it is
this sense of interdependence that motivate group members to help and support each
other. When students work cooperatively they learn to listen to what others have to say, give
and receive help, reconcile differences, and resolve problems democratically.

However, placing students in small groups and telling them to work together does not
guarantee that they will work cooperatively. Groups need to be structured to ensure that
members will work interdependently if they are to reap the academic and social benefits widely
attributed to this approach to learning.

The role the teacher plays in establishing cooperative learning in the classroom is critically
important for its success. This involves being aware of how to structure cooperative learning in
groups, including their size and composition the type of task set; expectations for student
behavior; individual and group responsibilities; and the teacher’s role in monitoring both the
process and the outcomes of the group experience.
This type of learning strategy uses small group tasks and activities as a learning experience.
Each member is responsible for learning new information and skills, and at the same time,
assisting teammates in learning.

Types of Cooperative Learning

Cooperation among coworkers in an organization will rarely occur naturally. It is up to

employers to make an effort by taking steps that bring employees together.

Cooperative learning is divided into three types, with a different implementation of each.

1. Formal Cooperative Learning

It involves the assignment of tasks and projects to a team by an employer. The team members
have a clear structure of what is to be done and stay together until the project is complete. It
can range from a few hours to several weeks.

2. Informal Cooperative Learning

This type of learning involves quickly forming teams for short periods to complete a small task
at hand. They require no prior planning and have very little structure. They can help bring
closure to a day’s work or a small project.

3. Group-Based Learning

It is the most common type of cooperative learning implemented in organizations. It involves

long-term groups that can last up to a year or more with members giving each other support,
encouragement, and assistance.

Some good examples are the different departments in an organization, each with a group of
people expected to make productive progress. It also works in long-term organizational
projects.

Purpose of Cooperative Learning

The more employees continue to work cooperatively, the more their corporate environment
becomes productively beneficial. The following are some of the primary purposes of
implementing cooperative learning culture in an organization:

• Development and acquisition of necessary life skills

• Sharing of information

• Building a team that cooperates

• Increases tolerance and acceptance of diversity

• Improving output by employees

Benefits of Cooperative Learning

Cooperative learning has a massive positive impact on employees and their working
environment. It enhances productivity and improves employee knowledge.

Below are the benefits of cooperative learning:

1. Gaining leadership and decision-making skills

For a team to succeed, the individuals in that group need to show some leadership abilities.

In every organization, several tasks need someone to be in charge to run smoothly. Some of
them are:

• Delegating and organizing work

• Ensuring the company’s set targets are met

• Supporting team members

Some people may turn out to be natural leaders but are not inclined to lead. The employer can
assign leadership roles to different members of the group.

In a corporate setting, there are many decisions to be made among team members. A decision-
making process should involve every member airing out their opinion on the matter, but the
final say lies with the leader.

2. Acquiring conflict management skills

Conflict management focuses on positive results while minimizing negative ones. This process,
by which disputes are solved, can impact an organization positively when done correctly.

There are five conflict management styles that can be applied in every specific situation.

How members of a team handle conflicts remain embedded in their minds. They can implement
any of the above styles in another similar situation in the future.

3. Increases employee work engagement

Employees become more satisfied as they continue to get the opportunity to learn new skills.
They will become eager to continue learning and growing.

A growth in productive engagement is evident in work hence an increase in efficiency and

output.

4. Enhancing communication skills

Members in a cooperative learning group need to learn how to speak productively with one
another. Ethical commitment and communication keep the members on track and enhances
efficient teamwork.

5. Personal responsibility

Cooperative learning increases individual responsibility in employees. They know that they have
a specific task they should perform for the entire team to succeed.

They also gain accountability as they are aware of a backlash from team members if they fail to
play their part.

6. Gaining confidence
Some employees find it more comfortable to speak up in small groups. They can express their
ideas and ask questions, which enables them to gain confidence. This confidence improves from
addressing a few people to a large crowd.

7. Positive attitude towards colleagues

In every organization, there are those few employees that grow a dislike towards each other
with or without reason. Cooperative learning creates a more positive attitude towards
workmates as they continue working together within a group.

Q.4 Describe in detail types of in-classroom debating techniques. For each type, develop a
scenario.
ANS

Since 2016 we've helped hundreds of kids (age 10-17) become great speakers, make friends
around the world, and learn about important issues that affect their communities. Sign your
student up for the Debate Spaces Academy (below) at no cost!

The Debate Spaces Academy is an online, interactive program that takes place one Saturday per
month from September through May. Each session is two and a half hours starting at 9:30am
US Eastern Time. Students learn from world-renowned debaters, make friends from 25+
countries, and have fun in this life-changing program.

A parent from Massachusetts said “Debate Spaces is amazing and it would be terrific if more
students had the opportunity… you're all GREAT.”

A middle school student from Sri Lanka said "I liked that so many people from all over the world
could just have fun, bond and have a friendly debate!"

The Harvard Graduate School of Education concluded that Debate Spaces creates a "supportive,
fun, and inclusive" environment that helps students "improve their critical thinking and debate
skills."

While debate is an adversarial activity, it provides numerous positive benefits for students.
Debate increases opportunities for speaking and listening in the classroom. During a debate,
students take turns speaking in response to the arguments made by their opponents. At the
same time, other students participating in the debate, or in the audience, must listen carefully
for arguments made or evidence used in supporting a position.

The cornerstone of classroom debate is the ability of students to present their positions and to
convince others of those positions. Particular forms of debate are well-suited to first-time
debaters as they focus less on the quality of speaking and more on the evidence presented in
arguments.

Debate topics of interest to high school students range from human cloning and animal testing
to changing the legal voting age For middle school students, debate topics may include the
abolishment of statewide testing or whether school uniforms should be required. To prep
students for their first debate, review debate formats, show students how debaters organize
their arguments, watch videos of actual debates, and go over the scoring rubrics for each form
of debate.

The debate formats presented can be adapted to the length of a class period.

The Lincoln-Douglas debate is dedicated to questions that are of a deep moral or philosophical
nature.

The debate format for a Lincoln-Douglas debate is one-on-one. While some students may
prefer one-to-one debate, others may not want the pressure or spotlight. This debate format
allows a student to win or lose based solely on an individual argument rather than relying on a
partner or group.
An abbreviated version of a Lincoln-Douglas debate runs about 15 minutes, including time for
transitions and claims to be made during each stage of the process:

• First Affirmative Speaker: Two minutes to introduce the topic

• First Negative Speaker: Two minutes to restate the opponent's viewpoint

o Example: "It is often said" or "Many people assume that my esteemed opponent
believes that"

• Second Affirmative Speaker: Two minutes to disagree

o Example: "On the contrary" or "On the other hand"

• Second Negative Speaker: Two minutes to explain position (using evidence)

o Example: "For example" or "This is why"

• Break for Rebuttal Speech Preparation: Two minutes to transition

• Negative Summary/Rebuttal Speaker: Two minutes to conclude (including thesis)

o Example: "Therefore" or "As a result" or "Thus it can be seen"

• Affirmative Summary/Rebuttal Speaker: Two minutes to conclude (including thesis)

o Example: "Therefore" or "As a result" or "Thus it can be seen"

Role-Play Debate

In the role-play format of debate, students examine different points of view or perspectives
related to an issue by playing a role. A debate about the question "Should English class be
required for four years?" might yield a variety of opinions.

The points of view expressed in a role-play debate might include opinions that would be
expressed by a student (or two students) representing one side of an issue. This type of debate
could feature other roles such as a parent, a school principal, a college professor, a teacher, a
textbook sales representative, or an author.

To role-play, ask students to help identify all stakeholders in the debate Create three index
cards for each role. Write the role of one stakeholder on each index card.

Students choose an index card at random, and those holding matching stakeholder cards gather
together. Each group formulates the arguments for its assigned stakeholder role.
During the debate, each stakeholder presents her point of view.

In the end, the students decide which stakeholder presented the strongest argument.

Tag-Team Debate

In a tag-team debate, students work in small groups, and there are opportunities for every
student to participate. The teacher organizes two teams of no more than five students to
represent two sides of a debatable question. Each team has a set amount of time (three to five
minutes) to present its point of view.

The teacher reads aloud the issue to be debated and then gives each team the opportunity to
discuss its argument as a group. One speaker from each team takes the floor and speaks for no
more than one minute. That speaker must "tag" another member of the team to pick up the
argument at the end of his time or before his minute is up. A team member who is eager to pick
up a point or add to the team's argument can raise his hand to be tagged.

No member of a team can be tagged twice until all members have had an opportunity to speak.
After all teams have presented, students vote on which team made the best argument.

Inner Circle-Outer Circle Debate

In the inner circle-outer circle debate, the teacher arranges students into two groups of equal
size who take opposing sides in the debate. Each group has an opportunity to listen to the other
group discuss an issue and formulate conclusions, as well as discuss and formulate its own
conclusions.

The students in Group 1 sit in a circle of chairs facing out, away from the center, while the
students in Group 2 sit in a circle of chairs around Group 1, facing the center of the circle as well
as the students in Group 1. Once the students are seated, the teacher reads aloud the issue to
be discussed.

The students in the inner circle have 10 to 15 minutes to discuss the topic. During that time, all
other students focus their attention on the students in the inner circle. No one else is allowed
to speak during the inner circle's discussion time.

As the outer circle group observes the inner circle group and listens to the discussion, members
of the outer circle group create a list of the arguments made by each member of the inner circle
group. The outer circle students also prepare their own notes about these arguments.

After 10 to 15 minutes, the groups switch roles and the process is repeated. After the second
round, all students share their outer circle observations. The notes from both rounds may be
used in a follow-up classroom discussion and/or as an editorial writing assignment for students
to express their positions on the issue at hand.

Q.5 Describe in detail the salient features of Peter’s Four Step Model of professional
development.

ANS

Peter Drucker is an influential Austrian-American author, mentor and consultant who is

considered the father of modern business management. His innovative thinking has
revolutionized today’s theory of business and transformed it into an actionable and ethical
discipline used by progressive business leaders worldwide. At the core of his approach to
management lies the idea that, to succeed, businesses need to put the development and well-
being of their people (rather than just the bottom line) first.

By implementing Drucker’s people-centered management theory, business owners and

managers can build a sustainable and nourishing work environment that benefits the
company’s long-term development, goals and growth. This article will give you the practical
tools to implement his management theory.

What is the Drucker theory of management?

Using his extensive experience as a consultant at the companies like IBM, General Motors, and
Procter & Gamble, Drucker wrote 1954’s The Practice of Management, where he presented a
holistic approach to operating an organization and introduced a discipline of business
management – the first in business history. He believed that a successful manager needs
to understand subjects like psychology, science, and religion, and be guided by ethical and
moral principles.

Drucker encouraged creative rather than bureaucratic management and insisted that managers
should, above all else, be leaders. Rather than setting strict hours and discouraging innovation,
he opted for a more flexible, collaborative approach.

At the core of Drucker’s management theory lie the concepts of decentralization, knowledge
work (in fact, he coined the term “knowledge worker”), management by objectives (MBO), and
the SMART goal method.

• Decentralization means that managers should empower employees by delegating tasks.

• MBO involves superiors and their subordinates working together to set common goals,
identify employees’ areas of expertise and define measurable expected results.
 • The SMART method means that those goals need to be specific, measurable, achievable,
relevant, time-specific and recorded.

The Peter Principle is an observation that the tendency in most organizational hierarchies, such
as that of a corporation, is for every employee to rise in the hierarchy through promotion until
they reach a level of respective incompetence.

In other words, a front-office secretary who is quite good at their job may thus be promoted to
executive assistant to the CEO which they are not trained or prepared for—meaning that the
secretary would be more productive if they had not been promoted.

The Peter Principle is thus based on the paradoxical idea that competent employees will
continue to be promoted, but at some point will be promoted into positions for which they are
incompetent, and they will then remain in those positions because of the fact that they do not
demonstrate any further competence that would get them recognized for additional
promotion.

According to the Peter Principle, every position in a given hierarchy will eventually be filled by
employees who are incompetent to fulfill the job duties of their respective positions.

• The Peter Principle observes that employees rise up through a firm's hierarchy through
promotion until they reach a level of respective incompetence.

• As a result, according to the Peter Principle, every position in a given hierarchy will
eventually be filled by employees who are incompetent to fulfill the job duties of their
respective positions.

• A possible solution to the problem posed by the Peter Principle is for companies to
provide adequate skill training for employees receiving a promotion, and to ensure the training
is appropriate for the position to which they have been promoted.
The Peter Principle was laid out by Canadian educational scholar and sociologist, Dr. Laurence J.
Peter, in his 1968 book titled The Peter Principle. Dr. Peter stated in his book that an
employee's inability to fulfill the requirements of a given position that he is promoted to may
not be the result of general incompetence on the part of the employee as much as it is due to
the fact that the position simply requires different skills than those the employee actually
possesses.

For example, an employee who is very good at following rules or company policies may be
promoted into the position of creating rules or policies, despite the fact that being a good rule
follower does not mean that an individual is well-suited to be a good rule creator.

Dr. Peter summed up the Peter Principle with a twist on the old adage that "the cream rises to
the top" by stating that "the cream rises until it sours." In other words, excellent employee
performance is inevitably promoted to the point where the employee's performance is no
longer excellent, or even satisfactory.

According to the Peter Principle, competence is rewarded with promotion because

competence, in the form of employee output, is noticeable, and thus usually recognized.
However, once an employee reaches a position in which they are incompetent, they are no
longer evaluated based on their output but instead are evaluated on input factors, such as
arriving at work on time and having a good attitude.

Dr. Peter further argued that employees tend to remain in positions for which they are
incompetent because mere incompetence is rarely sufficient to cause the employee to be fired
from the position. Ordinarily, only extreme incompetence causes dismissal.