CAFF 321 chaps 1-3 test CSULB

– the act of selecting among alternatives

– the possibility or perception of harm, suffering, danger, or loss

– the degree with which one judges the overall quality of his or her life asfavorable

– questions, dilemmas or situations that require solving

– what we must have to survive or sustain life

– the things or experiences that we desire

– principles that guidebehavior, such as honesty or loyalty

– make clear, easier to understand, or elaborate

– whatever is available to be used, such as information, time, skills, humanand mechanical energy, Internet or money

– the quantitative or qualitative criteria that reconcile resources withdemands

– measuring devices, techniques, or instruments that are used to arriveat decisions and plans of action

• •Highlight
• important problems and opportunities

• •Invest
• resources in the right place

• •Encourage
• the development of goals

• •Make
• decision making more efficient and effective

• •Motivate
• and coordinate efforts

• •Provide
• a feeling of growth and accomplishment

• •Involve
• others

– all of the decisions a person or family will make and the way values, goals, and resource use affect decision making.

– assessing or altering actions, language, and reactions according to thosearound them.

– the person or one of the persons in whose name the home is owned or rented.

RISK

STANDARDS

– improved methods in the home

• •Frederick
• Taylor (1856-1915)

• •Father
• of scientific management and famous for time and motion studies

• •Proposed
• management principles designed to maximize production efficiency

• •His
• influence went beyond business to non-profits and government

• •Improved
• work methods also known as “work simplification”

• •American
• homes changing rapidly between 1900 – present with three eras known as (1) premodern,(2)
• modern, and (3) postmodern

• •Household work – hands on,
• arduous, specific, repetitive

• •Kitchen/laundry – inside sink
• (probably only cold water), stove, washtub or wringer washer, possibly an
• icebox

• •Bathroom – outdoor privy, indoor
• stop buckets, bathtubs or buckets for washing filled with water heated on the
• stove; wealthy might have indoor plumbing

• •Shopping – home deliver common;
• doctors, peddlers and tailors came to the home; groceries, ice, baked goods and
• dairy products delivered. At stores, shop owners take products off shelf and
• hand them to customers. Catalog shopping popular

• •Servants – one for every 15
• households

• •Electricity – Newly introduced,
• rare in homes except wealthy

• •Lighting – Kerosene (most lower
• and working class), candles; wealthy had gas plus electricity

• •Household work – hands-on and
• machine aided, specific, repetitive, arduous

• •Kitchen/laundry – sink with hot
• and cold water, stove, refrigerator, washing machine, perhaps dryer and
• dishwasher

• •Bathroom – sink, toilet,
• bathtub/shower (one or two bathrooms in a single home)

• •Shopping – home delivery less
• common than in early 1900s; customers serve themselves in stores; moderate
• exposure to media advertising and branding; shopping centers emerge

• •Servants – one for every 42
• households

•Electricity in over 80% of homes

• •Lighting – electricity in most
• homes; kerosene will used in rural areas

• •Household work – hands-on and
• machine aided, arduous, specific and repetitive

• •Kitchen/laundry – sink, stove,
• dishwasher, microwave, refrigerator, washing machine, dryer

• •Bathroom – sink, toilet,
• bathtub/shower, multiple bathrooms typical in new homes; whirlpool baths widely
• available

• •Servants – rare, partially
• replaced by child-care centers and cleaning services

• •Shopping – home delivery expands
• with toll-free catalog shopping and Internet; customer self-service typical;
• shopping malls; multi-purpose super-stores

• •Pervasive exposure to media
• advertising and brands

• •Electricity and lighting in
• nearly all homes

• •98% of American homes have
• telephones, electricity, indoor plumbing

• •1914
• – Congress passed the Smith-Lever Act to improve life in rural America by
• providing funds for programs through the USDA (teacher training and education)

• •1920s
• – Industrial era – management principles applied to assembly lines and
• repetitive work

• •Laws
• passed to improve standard of living for all – child labor laws, education,
• work-leave policies; nutrition and health guidelines, minimum wage, OSHA,

– an organized system of ideas or beliefs that can be measured; a system ofassumptions or principles

– a prediction about future outcomes

– activities people engage in to check their course of action

– emphasizes interconnectedness and interactions among different systems

– an integrated set of parts that function together for some end purpose or result

– The place or point where independent systems or diverse groups interact

– limits or borders between systems

– families system that is adaptive to change and relatively open

– family system that is resistant to change and relatively closed

– part of a largersystem

– whatever is brought in to a system (things, ideas, information)

– the processing of inputs

– end results, products,waste

– events or goals that require action for their fulfillment

–one action or item follows another, as in a series of events

– part of the output is returned to the input in the form of information 

• - Positive feedback – information put into the system that anticipates and promotes change; indicates a new course of action is needed
• - Negative feedback – information put into the system that indicates the system is deviating from its normal course and that corrective measures may be necessary if the desired state is to be maintained

• •Entropy
• – tendency toward disorder or randomness

• •Equilibrium
• – feedback causes the system to readjust itself to put things back the way they
• were

• •Murphy’s
• Law – If something can go wrong, it will

• •Homeostasis
• – tendency to maintain balance

• •Equifinality
• – refers to the phenomenon in which different circumstances and opportunities
• may lead to similar outcomes

• •Multifinality
• – phenomenon in which same initial circumstances or conditions may lead to
• different conclusions or outcomes

• •Goal of personal systems management is to recognize and make productive the specific
• strengths and abilities of the individual; each person is a system composed of
• many subsystems

• •Biological/physiological
• •Behavioral
• •Psychological
• •Social

• Each individual’s personal system exists within a greater system of relationships,
• friendships, and family

• •Inputs to the personal system include other people, the environment, heredity, and
• past experience – all of which shape the individual’s personal management
• style.

• •Goal is to recognize and to make productive the specific strengths and abilities of
• each family.

•Tendency toward equilibrium

• •Boundary ambiguity – common to blended families in which members are unsure where the lines are; how daily life should be arranged; and who should be invited to what
• family/holiday events

– the study of how living things relate to their natural environment

– study of humans interacting with their environment

– all encompassing external conditions influencing the life of a person or population

–the environment that closely surrounds individuals and families

– surrounds and encompasses the microenvironment (sky, trees, and oceans)

• – the subsystem of human ecology that emphasizes the interactions between families and environments with three basic elements:
• •Organisms(family members)
• •Environments(natural and human-built environments)
• •Family organization (functions to transform energy in the form of information into family decisions and actions)

– focuses on individual resources and the trading or bartering of these resources, often related to power in families

– encompass all of the family ecosystems

Application of economic theory to management has attracted renewed attention; based on eight guideposts

1.Use of scarce resources is costly; trade-offs must be made

2.Individuals choose purposefully trying to get the most from limited resources

3.Incentives matter

4.Individuals focus on the difference in the costs and benefits between alternatives

5.Information can be scarce and is costly to acquire

• 6.Actions may generate second effects; decision have both immediate effects and spin-off
• (later) effects

7.Preferences vary between individuals

• 8.Theory is useful in making predictions; the focus in economics is on the behavior of a
• large group of people

•Optimization is a subtheory that means obtaining the best results, such as maximizing profit for a business

• •Satisficing – refers to picking the first good alternative that presents itself so that an
• individual stops searching once it appears that an initial choice will suffice

• •Risk – the possibility of experiencing har,
• suffering, danger, or loss

• (a)Labor ease
• (b)Work simplification
• (c)Household efficiency
• (d)Adeptness

WORK SIMPLIFICATION

• (a)Sequencing
• (b)Feedback
• (c)Controlling
• (d)Demand

DEMAND

– principles that guide behavior

– a person’s internally integrated value system

– feelings

– thinking

– what people actually do

– outlooks that may express values, serve as a means of evaluation, ordemonstrate feeling in regard to some idea, person, object, even, situation, orfriendship

• •The accumulated philosophic or
• scientific learning and also the ability to discern inner qualities and
• relationships,

• •Person with wisdom listens and
• has insight, knowledge, and good sense

• •Wisdom gathering isn’t confined
• to books but can be experienced (travel, field trips, shadowing a professional
• in his or her daily work)

• •People with wisdom seek to
• connect the dots and find patterns between different realms of life.

• •Wisdom implies deep thinking –
• going beyond the surface.

• •Absolute
• and relative

• •Intrinsic
• and extrinsic

• •Traditional,
• personal and professional

• •Instrumental
• and terminal

• •Absolute
• values – extreme and definitive (can be described in black and white terms)

• •Relative
• values – interpreted based on the context (depend on the situation)

• •Intrinsic
• values – internally driven

• •Extrinsic
• values – externally driven

• •Traditional values – those
• commonly held by the predominant society in which one lives

• •Also
• known as societal standard (US and Canada vs. Other countries)

• •When
• children should begin going to school

• •Children
• don’t work in factories

• •Education
• is key to success

•Examples

• •Wedding
• veil – consider different religious practices; civil unions

• •Values
• are focal points for discussion and policy making

• •Gov’t
• campaigns for families to eat together

• •You
• have to separate societal values or messages from what you truly believe

• •Values
• affect consumption patters

• •Examples
• of personal values include giving gift of time, empathy for someone else’s
• feelings, forgiving, expressing gratitude, mentoring another student/employee,
• serving the community

• •Related
• to jobs and careers

• •Examples
• include being ambitious, capable, or logical

• •May
• be the same as traditional and personal values (politeness and honesty)

• •Whistleblowers
• – expose wrongdoing in a company; values are in conflict with the company

• •Purpose
• of a job interview?

• •Terminal
• values are preferences for end states of existence

• •Instrumental
• Values are preferences for general modes of conduct

• •Motivation
• – refers toward movement toward goals or other desired outcomes and also to
• vigor, drive, persistence, creativity, direction, and sustained energy.

• •Expertise
• – The characteristics, skills, and knowledge that distinguish experts from
• novices and less experienced people

• •Intrinsic
• motivation – involves the underlying causes and the internal need for
• competence and self-determination

• •Extrinsic
• motivation – involves forces external to the individual

VALUE ORIENTATION

SECONDARY GOAL