RESOURCE MANAGEMENT

Students learn about: Students learn to:

fundamental concepts of resource • explore the concept of wellbeing by
management considering the following questions:

wellbeing (SPEECS) – what is the opposite to wellbeing?

• defining wellbeing – how do people describe wellbeing?

• factors affecting wellbeing – why might there be different understandings

of wellbeing?
– emotional
• analyse the relationship between the factors
– economic
and explain how they can impact on wellbeing
– cultural • discuss the effect that their own wellbeing
can have on the wellbeing of the groups to
– physical which they belong
– spiritual

– social • describe each of the specific needs and

compare the significance of each to different
individuals
• individual and group wellbeing

needs and wants

• defining needs and wants

• specific needs (SHESEA)

• critique Maslow’s hierarchy and debate its
– adequate standard of living (food, clothing, relevance and validity after considering
shelter) contemporary views on human needs
– health • outline a specific need that is significant to
– education them and explain how goal setting can
contribute to the satisfaction of that need
– employment

– safety and security

– sense of identity

• Maslow’s hierarchy

satisfaction of needs and wants

− goal setting
• describe a range of resources and explain

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− enhancing wellbeing how they assist in satisfying specific needs

• propose how resources could be

interchanged to enhance wellbeing in a variety
resources
of situations
• defining resources
• outline strategies individuals use to conserve
• specific resources human and non-human resources

– human, eg energy, knowledge, intelligence,

sight, language, skills and abilities, motivation

– non-human, eg food, clothing, money,

electricity, shelter

• interchangeability of resources
• resource sustainability (to conserve a
resource)
• explain how a combination of factors can
influence resource management for a range of
individuals, including:
– a person with a disability

– a person who is homeless

influences on resource management factors
– a 16-year-old male
affecting resource management
– a retired aged person
• personal values and past experiences
• factors influencing availability of and access • describe how access to support can
to resources, eg age, gender, disability, culture, contribute to the satisfaction of specific needs
socioeconomic status (GASCD) in a range of situations

• access to support

− informal, eg relatives, friends, neighbours

− formal, eg government agencies, community

organisations
• assess the extent to which personal
management skills can influence resource
management
personal management skills
• use scenarios to apply and refine their
• planning and organisation
personal management skills to relevant and
• communication contemporary challenges

– verbal and non-verbal • identify and challenge gender expectations in

regard to personal management skills
– assertive, aggressive, passive

– characteristics of effective communication

• decision making

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– decision-making styles

– impulsive, intuitive, hesitant, confident,

rational

– factors influencing decision making

• propose and evaluate strategies individuals
• problem solving can adopt to effectively manage their resources
in a range of life contexts, eg caring for a family
member, completing the HSC, seeking
effective resource management employment

strategies for effective resource management

• using interchangeable resources • use interviews as a research method by:

– designing an interview to investigate how
• adopting sustainable behaviours accessing support can contribute to effective
• accessing support resource management

• developing personal management skills – conducting interviews and recording

responses
• engaging in education or training
– analysing the data to determine the extent to
which accessing support assists individuals to
manage their resources effectively

interviews as a primary research method

• constructing, conducting, recording responses

− structured and unstructured

• advantages and disadvantages

• analysing research results

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 WELLBEING (SPEECS)

RESOURCE MANAGEMENT
Wellbeing: The degree of satisfaction that an individual or group experiences when the needs are
met.

- Having a sustained wellbeing contributes to being happy and health and can increase
someone's life expectancy.

SOCIAL: Wellbeing related to the interaction with other people. It can be satisfied by:
● An environment in which social interaction and friendship can be fostered
● Opportunities for leisure, recreation and relaxation both with and independently/from of the
family
● Privacy, seclusion and quietness when required

PHYSICAL: wellbeing related to physical health and safety. This can be satisfied by:
● Adequate nourishment for growth, development and good health
● Adequate sleep and rest
● Regular health care
● Safety and security from external hazards and weather
● Regular physical activity

ECONOMIC: Wellbeing related to our finances. This can be satisfied by:

● Job security, working conditions and access to flexible work patterns
● Increased knowledge and skills
● Paid employment, bank accounts, credit, budgeting, inheritance, shares, welfare

EMOTIONAL: Wellbeing related to our feelings, our feelings are dependent on interaction with other
people, many social and emotional factors overlap. This can be satisfied by:
● Attachment and bonding, giving and receiving love and affection, a sense of belonging
● Security and stability within the family unit and social group
● Receiving encouragement
● Promotion of good self-image and self-concept
● Independence that is age appropriate
● Opportunity for self-expression and creativity

CULTURAL: Wellbeing related to our customs, beliefs, values and traditions. This can be satisfied by:
● Identifying with and belonging to a cultural group
● Teaching and developing customs, beliefs, values and traditions of families and communities
● Having opportunities to maintain cultural heritage through story, dance, language, diet or
dress

SPIRITUAL: Wellbeing related to moral and religious areas. This can be satisfied by:
● Developing ideals, aspirations and personal values
● Identifying right from wrong

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 ● Having a purpose in life
● Understanding religious principles

Any factor can relate to the person as long as you justify your reasoning.
Individual and group wellbeing:
An individual’s wellbeing has the ability to impact the group wellbeing. There may be impacts of this:
Positive: people may find happiness, security and enjoyment by making friends and sharing goals
and interests, can feel supported and accepted by their peers.
Negative: People may become dissatisfied with involvement in groups.
 
Needs and Wants:
Needs: The necessities of life, which are required for survival and physical and mental health
Primary Needs - biological and physical - food, water, oxygen
Secondary Needs - love, security, safety, privacy, respect
Wants: Preferences or desires that aren't necessary for survival or for the maintenance of good
health
- Car, television and money

Satisfaction of Needs and Wants:

Our needs are met in various ways and do not always have to be satisfied at the same time. We
meet some of our needs such as rest and sleep ourselves. Other needs such as love, shelter and
comfort are often satisfied by members of our family.

Needs and wants will vary in importance depending on:

Individual differences- an athletes physical needs will be quite different from those of a truck driver
Life span stages- an adolescents economic needs and wants will be unlike those of a preschool child.
 

RESOURCE MANAGEMENT
SPECIFIC NEEDS (SHESEA)

SAFETY AND SECURITY: Refers to our essential desire to feel protected and safe from threat
● Exposure to weather
● Theft or harm
● Safety modification for elderly

HEALTH: Health is a holistic concept including 5 dimensions of health;

● Physical
● Social
● Emotional
● Mental
● Spiritual

Wellbeing can be achieved through a balance of these dimensions

EDUCATION: The action or process of learning. This can occur through formal pathways including
school, TAFE, university, colleges or informally through researching, videos and life experiences.

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SENSE OF IDENTITY:  Refers to an individual’s idea of who they are. This can influence their
confidence and self-esteem it is shaped by the roles an individual’s play in all areas of their life,
including family, work and social life.

Understanding ourselves as individuals:

● Our beliefs
● Characteristics
● Important things

A persons' sense of identity usually changes throughout the lifespan as roles and responsibilities
change and be affected by significant life events.

EMPLOYMENT: An activity where one devotes time, towards a goal for payment to support
ourselves.
Adults require employment to meet the basic needs for an adequate standard of living and provide
for their family.

ADEQUATE STANDARD OF LIVING: Refers to the primary needs: food, clothing and shelter, that are
required by all people.
● Food needs to be nutritious so that individuals can have optimal health
● Clothing is needed to protect us from the weather
● Shelter in the form of housing offers safety and security

Maslow’s Hierarchy:

● 1943, Abraham Maslow developed a model to explain needs, behaviour and motivations
● If a person’s lower order needs are not met, it is likely they will be concerned about meeting
their higher order needs
● The hierarchy of needs is not static, so individuals will move up and down the hierarchy,
depending on their needs at different times
● The closer a person to self-actualisation, the more likely that person will experience wellbeing
 
Aspects of Maslow’s Hierarchy:
Physiological: When these are not met, an individual may feel sickness, irritation, pain and
discomfort.
Safety: There are often met through either the security of a home and family or freedom from fear
or anxiety, usually provided by law and order in the community, children often rely on parents or
carers to meet their safety needs.
E.g. home, protection, comfort
Love /Belonging: Once an individual feels safe, they will be willing to participate in social groups and
interact with others, belonging to groups such as family, friendship, sporting teams, work or religious
groups, can meet these needs.
Esteem: Self-esteem (Self-respect, confidence and achievement) and gaining esteem and respect
from others. Someone's desire for status, prestige, recognition and appreciation. One will feel
confident, self-worth and the feeling of being useful.
Self-Actualisation: An individual’s desire for self-fulfilment, to reach their full potential and be their
best. People at this stage have an ability to communicate effectively, solve problems, have self-
discipline and demonstrate compassion and affection. One cannot achieve self-actualization without
satisfying physiological, safety, love and esteem needs.

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 Self-Actualisation:

Achieving one’s full potential

Esteem Needs:

Prestige and feeling of accomplishment

Self-fulfilment
Belongingness and love needs:
needs
Intimate relationships and friends

Safety needs: Psychological needs

Safety and security
Physiological needs:
Basic needs
Food, water, warmth, rest

Goal setting:
Goals are objective that we aim for in life. They are targets that direct an individuals activities and
energy and often reflect values and needs of individuals and families. Goal setting may be easier if all
individuals in a group share the same values, needs and wants. Sometimes family members may
have competing goals.

S - Specific
M - Measurable
A - Achievable
R - Relevant
T - Time Bound
 
Short Term goals:
These goals can be achieved quickly - over a week or a few weeks. They are often relatively easy to
achieve.
E.g. finishing an assignment
 
Medium Term goals:
These goals can be achieved over several months. They are more complex than short term goals, but
short-term goals need to be achieved first.
 
Long Term goals:
These goals can be achieved over many years. These goals usually reflect those that are held most
important to the individual or family. Short and medium-term goals often need to be met before
long term goals.

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Enhancing Wellbeing:
When individual and families make progress on achieving goals, these is an intrinsic reward and
sense of satisfaction. These positive emotions have the potential to motivate further goal-directed
behaviours and actions. The accomplishment of short term goals therefore become the motivational
stepping stones for achieving medium and long terms goals that will satisfy needs and wants.

Resources:
Define: Resources may be defined as the things people use to achieve goals. The vast majority of
people have limited resources and need to manage them carefully. Effective management of
resources assist on quality of life and enhance their wellbeing. The nature of resources relates to the
qualities or characteristics of that resource.
Resource Definition

Finite Resources that are limited and will no longer exist once they have been
used.

Infinite Resources that are unlimited and are forever available

Non-Renewable Resources that cannot be made again

Renewable Resources that can be remade

Human Resources Resources that humans possess/own - skills, abilities and talents

Non-human Resources that are outside human beings - things you can touch
Resources

Formal A resource that is developed to help with individuals, groups or

communities. Thy are usually supplied on demand

Informal A resource that is unconsciously developed to help with individuals, groups

or communities, often for various purposes

Economic Indirect sources of money can be classified as economic.

Non-Economic A resource that does not provide a source of money.

Interchangeability of resources:
Resources have a variety of uses and we must decide how to use them best. 
Interchangeability occurs when adolescences complete chores at home, in exchange for money or
taking them to a friend's house.
It is also the main foundation for efficient running of relationships, families, workplaces, schools and
communities.
Resources can have alternative uses, so we need to use the resources in the best way. An
individual’s values, will influence how they use resources.

Resource Sustainability
Some non-human resources can be partially or wholly consumed through use and are therefore non-
renewable. Non-renewable resources need to be managed carefully to ensure they are used to their
best potential.

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Individuals are users of resources. Careful management of non-renewable resources is need to
ensure they are used in the best way possible and not wasted.
Effective resource management relies on people, businesses and governments to make decisions
carefully, about how we use resources for a long period of time.

RESOURCE MANAGEMENT
FACTORS AFFECTING RESOURCE MANAGEMENT (GASCD)
Factors affecting resource management:
G – Gender: Gender specific role still influence access to resources
There are laws to limit discrimination
A – Age: Young people will have more difficulty identifying and using community resources because
of lack of experience.
S – Socioeconomic: Refers to employment status, income level, kind of job and education
 
C – Culture: Language barriers - limit availability to resources and employment prospects
May increase an individual’s knowledge of resources
D – Disability: Affects lots of different resources and opportunities depending on what type of
disability
May have increased support through disability discrimination laws.

Access to support:
Informal Support:
Comes from family, neighbours and friends
Typically, people who live in the same household
Adults may take their elderly parents to a medical appointment or teach them to carry out internet
banking
 
Formal Support:
Systems that exist outside the family group including government agencies, community
organisations and private organisations.
Access to and availability of support networks is important for all individuals and families

Personal Management Skills

Planning: the process of making plans to achieve or do something.
Organisation: the action or quality of being systematic and efficient.
1. Set priorities for tasks
2. Be innovative, resourceful and creative
3. Organisational Tools

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 4. Reduce your information (concise)
5. Be neat and organised e.g. folders
6. Communicate e.g. let your parents know where you are
Communication: Communication is the method by which people share their ideas, information,
opinions and feelings. We do this in all social situations-even by ignoring someone, we send a
message our messages may be misinterpreted and cause conflict.

Communication has four main components:

● Sender: the source of the message and who encodes the message
● Receiver: destination for the message and who decodes the message
● Message: the symbols that have meaning for the sender and receiver
● Medium: means by which the message is transmitted
Barriers to communication
● Age: young people and elderly have difficulty in communicating effectively
● Disability: may have disability in expressing themselves through language
Verbal and Non-Verbal
Verbal communication: Occurs through words and sounds
It has to be understood by both the sender and receiver for the message to be communicated
effectively.
Non-verbal communication: Silence is an effective way of non-verbal communication.
- Gestures
- Facial expressions
- Eye contact
- Posture
- Contact
- Body movement
● Sometimes we might say something mean, but our body language shows that we are joking
resulting in people not becoming offended (as intended).
● Sarcasm

Types of communication:
Assertive: Expressing yourself effectively and stand up for your point of view whilst respecting the
rights and beliefs of others
Aggressive: The method of expressing needs or desires that does not consider the welfare of others
Passive: Accepting or allowing what happens or what to do without an active response or resistance

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Characteristics of effective communication:
- Sending clear and positive messages
- Ability to express thoughts and feelings
- Showing a genuine interest in others
- Being assertive
- Using verbal and non-verbal cues
Speaking:
- Maintain eye contact
- Ensure understanding
- Use suitable body language
- Use comfortable silence

Listening:
- Encourage the speaker
- Ask fitting questions
Decision Making
Define: the process of making choices or reaching conclusions based on considering the alternative
available.
- Enhances their decision making as a personal management skill
- Participation in group decision making, improves an individual’s communication and
interaction skills and their self esteem
Decision making styles:
Impulsive: Spontaneous decision making made with little thought or analysis
Intuitive: Instinctive decision making made on a person’s feeling or instinct
Hesitant: Cautious decision making, usually unsure on how to manage the problem
Confident: Positive, certain decision making, when you are convinced of the decision
Rational: Sensible and reasonable decision making using logical solutions
Factors influencing decision making:
Access to resources: what resources or support does the person have available to them. Alternative
will differ depending on available resources
Complexity of the problem: if it is a difficult problem, more thought and analysis is required,
compared to that with a simple solution
Past experiences and personal values: if a person has experienced the problem before, they are
more likely to be able to handle the situation in a better way compared to someone who has never
experienced it before
Attitudes to change: if someone is willing and able to change their opinion, it will make decision
making easier, compared to someone who is set in their way

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Problem solving: a method for analysing a situation, generating possible solutions and evaluating the
options.
1. Identify the problem
2. Explore solutions and their consequences
3. Selection an option
4. Implement the solution
5. Evaluate the situation
Effective resource management
Strategies for effective resource management:
Using interchangeable resources: capable of replacing or changing places with something else.
Resources can have alternative uses, so individuals must make decisions about the best use of
resources. They may use one resource to complete several tasks.
Adopting sustainable behaviours: some non-human resources can be partially or wholly consumed
through use and are therefore considered non-renewable. Effective resource management relies on
people, businesses and governments to make carefully considered decisions about how, why and at
what resources are environmentally sustainable practices.
For sustainability to have a long-lasting impact individuals and society should consider the following
process
Make it understood
Make it easy
Make it desirable
Make it rewarding
Make it a habit
Accessing support: we need to know where and how to access support. Being able to access support
from family, friends or formal government agencies or community organisations, can be a valuable
resource and positively impact wellbeing.
Developing personal management skills: For an individual to manage their resources effectively, one
must develop personal management skills. This may occur through everyday life experiences or
involvement in personal development programs. Individuals should engage in personal evaluation,
reflecting on and discussing how they plan and organise, make decisions and solve problems.
Engaging in education or training: education and training are key strategies for effective resource
management and significant contributors to individuals, family and community wellbeing.
Interviews as a primary research method
Interviews involve a researcher using verbal and non-verbal communication to obtain information
from an interviewee. It is a primary research method of data collection, which means the
information is collected firsthand by the researcher. Generally, the information is qualitative
(opinions, feelings) rather that quantitative (numerical data).
• Constructing, conducting, recording responses: a researcher need to have undertaken some prior
reading on the topic so that they have sufficient background information to be able to develop ideas
for the focus of the interview.

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The interview should contain a mixture of questions:
Introductory questions
Focus questions: Provide specific information and can account for further questions
Open questions: Reasons, thoughts and opinions by the interviewee
Closed questions: Brief answers
There are a number of points you should consider before, during and after the interview.
• Prearrange your interview and be punctual
• Check the environment is suitable
• If you are recording, have the equipment
• Develop a preformatted sheet, which can be used for documenting answers
• Explain the purpose of your research and the privacy will be respected
Structured and Unstructured Interviews
Structured: a planned interview with a set of Unstructured: a more discussion-like interview
predetermined questions

- Some similarities in the structure of the - Diversity of answers and greater

respondent’s answers flexibility of responses
- Formal feel - Informal feel
- Can be compared and analysed - Answers need to be analysed on an
- Location and time planned individual basis
- Questions structured/organised - Questions can be impulsively created
- Responses can be restricted - Interviewer has flexibility in shaping the
interview
- Can become off topic

Advantages and Disadvantages

Type of Research Advantages Disadvantages

Structured - Questions are - The formal structure may affect

Interview predetermined the responses from the
- The length of time can be interviewee
specific and limited - Less flexibility
- Responses are consistent
due to the format
Unstructured - More relaxed atmosphere - Interviewer needs to be in
interview - Greater flexibility control
- Questions may become
irrelevant
- Length of time required may be
unknown

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 - Wide variety of responses may
be hard to collate

Analysing research results

Data analysis begins soon after the interview. Carefully read over the data in a time when you will
not be distracted. Read and write notes yourself, highlight or list ideas, sketch diagrams and look for
statements or quotes that show a trend of ideas or themes.

Once the information has been groups. You may ask yourself the following questions:
• What was the overall feeling/response?
• Were there any differences/similarities between the age/gender groups?
• What were the most frequent results?
• Who thinks what most often?
• What did I find compared to with what I expected?

You then need to interpret your findings:

• The results indicate that…
• The evidence for this can be seen in the comment…

Good luck to all those completing their preliminary exam for CAFS. I wish you nothing but
the best! Study hard!!

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