# CTE Resource Center - Verso - Introduction to Family and Human Services Task 1748711899

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Apply management and planning skills and processes to organize responsibilities.

Definition

Application should include
  • identifying support systems that help families manage family and work responsibilities
  • examining the effects of role stereotyping
  • using problem-solving skills to help balance work and family life
  • identifying time-management techniques that help families balance family and work responsibilities.

Process/Skill Questions

Thinking
  • How have the expectations of men and women changed in the last 30 years?
  • What factors influence our attitudes and beliefs regarding the management of family and work responsibilities?
  • Why is sharing responsibilities among family members or work teams important?
  • How does sharing responsibilities help build strong families or work teams?
Communication
  • What communication skills can help us distribute tasks among family members or work groups according to interests and abilities?
  • What are some of the different social expectations of men and women?
  • How should married partners decide what roles are appropriate for men and women?
Leadership
  • What leadership skills can help in assigning responsibilities in work or family settings?
  • What conflicts may arise when the division of tasks is inequitable? How can conflict related to the division of tasks in a relationship be prevented?
  • How can leadership skills help us avoid gender stereotyping in the family, in the workplace, and in the community?
  • Is it appropriate for family roles to be identified according to gender? Why, or why not?
Management
  • What management and planning skills can be used at home and at work to organize responsibilities?
  • What criteria should be used to evaluate success in assigning responsibilities in work or family settings?
  • How might one's role in the family change throughout the family life cycle?
  • How can one assess assumptions about gender roles and expectations?
  • What technology can be used to organize work and family responsibilities?

Related Standards of Learning

English

10.5

The student will read, interpret, analyze, and evaluate nonfiction texts.
  1. Analyze text features and organizational patterns to evaluate the meaning of texts.
  2. Recognize an author’s intended audience and purpose for writing.
  3. Skim materials to develop an overview and locate information.
  4. Compare and contrast informational texts for intent and content.
  5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
  6. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.
  7. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
  8. Analyze ideas within and between selections providing textual evidence.
  9. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  10. Use reading strategies throughout the reading process to monitor comprehension.

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

Families First: Balancing Family and Career

 

Families First: Families Today

 

Families First: Meet the Challenge

 

Families First: Parent Practice

 

Families First: You-Me-Us

 

Financial Fitness: Earning

 

Financial Fitness: Protecting

 

Financial Fitness: Saving

 

Financial Fitness: Spending

 

Power of One: A Better You

 

Power of One: Family Ties

 

Power of One: Working on Working

 

Student Body: The Real You

 

Student Body: The Resilient You

 

FCCLA: STAR Events (2019)

Career Investigation

 

Entrepreneurship

 

Event Management

 

Interpersonal Communications

 

National Programs in Action

 

Professional Presentation

 

National Standards for Family and Consumer Sciences Education

2.1.1

Apply time management, organizational, and process skills to prioritize tasks and achieve goals.