Project #77929 - No title

 

Problem & Solution Sequence of Scenarios

 

The Problem & Solution Sequence of Scenarios, or P & S Sequence of Scenarios for short, involves the instructor and their students interacting as writers, readers, critical thinkers and problem solvers.  By creating an active and interactive reader-writer connection, the instructor and their students discuss complex issues, such as relationships, race, gender, class, politics, in a sequence of three contextually connected scenarios. The context might stay somewhat the same. However, as the scenarios progress, an overlap might occur, which is due to the introduction of more individuals, new problems, emotions and ideas.

 

Essentially, individuals are presented with a set of three progressive scenarios and they have to choose (instructor-created), create (student-created) or develop the most effective solution(s), method(s), and approach(es) in addressing all three scenarios. However, sometimes multiple problems can arise within a context. The theory behind this approach to problem solving is that while there is usually a main context of interaction between people, multiple contexts can overlap with the main context, which requires individuals to develop an arsenal of strategies in dealing with each new problem. The three locations for this problem and solution sequence approach include the physical, emotional and the circumstantial:

  • physical (location one), which could possibly pertain to “concreteness,” such as the place and space of a situation,
  • emotional (location two), which could possibly pertain to more “abstract” concepts and situations, such as feelings, attitudes and egos, and
  • circumstantial (location three), which could possibly pertain to randomness or indirect circumstances, such as “outside factors” of the given context, which involves creating or developing alternative methods or approaches in addressing or solving the problem(s).

 

The three locations, physical, emotional and circumstantial or random, are progressive, which means that the starting point of this assignment could be a physical-based/themed scenario, then transition into the emotional-based/themed scenario and conclude in the circumstantial, or unanticipated-based/themed scenario. The five goals of the P & S Sequence of Scenarios are:

  • Comprehend - Students will read and comprehend each scenario. Instructors and students may alter some aspects of each scenario if needed.
  • Summarize (in the students’ words) – Students will summarize each of the three scenarios into one or two paragraphs in order to set the context (the setting) for the solutions to each of the three scenarios.
  • Solve (all three scenarios in the chosen sequence) – Students will provide solutions to all three of their scenarios.
  • Synthesize – Students will summarize of all three scenarios, their solutions for each of the three scenarios, and write a conclusion or final statement that wraps everything up into a five or six paragraph essay.

 

While students could work individually on this assignment, it was originally designed as a collaborative one, where students would work in groups of three or four, choose an instructor-designed scenario sequence or create their own and then solve all three scenarios, physical, emotional and circumstantial locations, in their sequence.

 

Sample P & S Sequence of Scenarios assignment

 

In this section, I provide samples of P & S Sequence of Scenarios. Each “scenario sequence” below contains three progressive scenarios. By “progressive scenarios,” I am referring to the three locations, physical, emotional and circumstantial. For instance, the scenario sequences are progressive because a sequence starts with a physical scenario that needs solving, then moves to an emotional scenario and finally concludes with a circumstantial scenario.

 

Are any there questions your group would like to ask before addressing this problem? Remember to consider and develop the moods, attitudes and/or behaviors of the individuals in each of your three scenarios, especially how they might change from each scenario.

 

I included this section to direct students to the complexity of individuals and their interactions with one another within each scenario as they solve them. For some of the scenarios, I have provided some questions for the students to consider in solving the scenarios. Depending on the kind of scenario, I have also included a section that states, “Here is your task” for the students to follow in solving their scenarios. My reason for including these little helpful “starter points” is not only to guide students in a certain direction, but also to get them thinking about the scenarios and to get them, the students, to start asking their own questions when solving each of the scenarios.

 

Elements that this assignment incorporates and measures:

  • Critical thinking
  • Decision-making abilities
  • Use of language in writing to articulate ideas and reasoning
  • Summarization abilities

 

Grading Rubric for the Writing

 

  • The scenarios are clearly presented for all three locations (i.e. physical, emotional and circumstantial) 
  • Grammar, punctuation, spelling, sentence structure - the writing is visibly free from any inconsistencies (i.e. grammar, punctuation, mechanics) 
  • Overall formatting, such as use of bullets or numbering, and organization of the writing
  • Thoroughness of addressing each of scenarios, such as in explaining your reasoning for your decisions and choices for your solutions
  • Citation of any sources if any information is used in your discussion (please cite the sources in MLA or APA format)
  • IF visuals (i.e. pictures, video, graphs, charts, etc.) are used, they have a purpose, such as to provide the audience with a better visualization of your problem and solution   

 

NOTE: For Scenario Sequences, you may alter the context (i.e. creating a training manual for training civilians working at a military facility, students doing an internship at a halfway house, or a skilled/educated individual seeking a job as a computer analyst) to something else. All that I ask if you do this is that you remain true to the physical, emotional, and circumstantial design. In other words, you can re-write each of the three scenarios within of the three sequences. 

 

Scenario Sequence 1

 

Scenario 1, Part 1, The Physical: You are a group of internal federal employees that have been assigned the task to by the United States Army to create a technical/operating instructions manual that describes the training of new civilian employees on a military base. The technical/operating instructions are supposed to focus on entry-level training, which includes training procedures in data entry, writing and circulating department-level memorandum, answering the telephone, securing and procuring files, attending to on-base visitors and, among duties as assigned. The group writing the manual is led by a work leader. The plan after the manual is drafted and approved by the work leader, it will have to pass through the legal department, skills & developing human resources, public affairs operational security, as well as a few other departments. Students may create other specific duties if they desire. As a team, your first task is to present a general outline of the manual to their work leader. The outline of the manual can be your team’s proposed table of contents. Your task is to create a table of contents for a beginner’s manual that focuses training entry-level civilian employees.

 

Here are some of the questions you will need to consider:

  • Are there any questions your group would like to ask before addressing this problem, such as learning the standards of protocol, professionalism and decorum, writing conventions and all of the acronyms used? Remember to consider and develop the moods, attitudes and/or behaviors of the individuals in each of your three scenarios, especially how they might change from each scenario.

 

Scenario 1, Part 2, The Emotional: There is a conflict/confusion about the length and design of the manual. The work leader expects the manual to be short but he did not specify a length. When your team suggests that the manual is expected to be between 65-75 pages, the work leader relays the message that he expected the manual to between 45-55 pages. The team has divided the manual into sections; each team member has been working on their part. However, now they have to reduce one of their parts, or they could work out reducing each of their parts, using writing that is more concise in each of their sections. One of the team members is opposed to this and believes they should try to convince the work leader that they could not write the manual under 65 pages. Please solve this scenario and explain your solution as thoroughly as possible.

  • Take a moment and see if there are any questions your group would like to ask before addressing this problem. Remember to consider and develop the moods, attitudes and/or behaviors of the individuals in each of your three scenarios, especially how they might change from each scenario.

 

Scenario 1, Part 3, The Circumstantial: The work leader assigns an outside individual, another federal employee who has experience writing technical and operational manuals, to help you adjust the page number of the manual. As an outside team of technical writers, how will you develop guidelines for working with the new outside team member? Please explain as thoroughly your solution to this scenario.

  • Are there any questions your group would like to ask before addressing this problem? Remember to consider and develop the moods, attitudes and/or behaviors of the individuals in each of your three scenarios, especially how they might change from each scenario.

 

Scenario Sequence 2

 

Scenario 2, Part 1, The Physical: You are college students taking an internship with a non-profit organization. The non-profit organization is a rehabilitation center, a halfway house, for individuals who are recovering from drug and alcohol abuse. The halfway house has been functioning and serving the community since 1970 and has served thousands of individuals on their way to recovery. Currently, their capacity has been taxed and they are serving 30% more individuals than then previous three years. The halfway house is only looking to expand its present facilities, not build in a new location or create a branch facility. Your job is to write a grant proposal for the organization. The grant proposal is for building a new cafeteria within the non-profit organization. The estimated cost of remodeling the cafeteria is $15,000 dollars and is expected to take three weeks. The remodeling and expansion will involve re-routing electrical writing and plumbing, removing a wall, buying new tables and chairs, a new microwave and refrigerator. Before you write the grant proposal, you must first write a letter of inquiry to request money to expand and build a new cafeteria to your potential funders. Your team has located two potential funders for this project.

 

Here are some of the questions you will need to consider:

  • Are there any questions your group would like to ask before addressing this problem? Remember to consider and develop the moods, attitudes and/or behaviors of the individuals in each of your three scenarios, especially how they might change from each scenario.

 

Scenario 2, Part 2, The Emotional: There is a conflict with the use of space in remodeling and expanding to build the new cafeteria. The conflict involves removing a counselor’s office, the one nearest to the cafeteria, and relocating the counselor to another part of the facility. The counselor has been in his office for five years and does not think that the remodeling of the cafeteria needs to include removing his office. A few days later, the counselor presents his revised plan as to how the cafeteria could be remodeled in order to expand the cafeteria. The revision involves expanding in the opposite direction of his office, near the custodial supplies closet and the restrooms. However, the revised plan includes more area, more supplies and more money to remodel the cafeteria, approximately $7,000 more dollars and two extra weeks. The director of the non-profit organization accepts the revision and asks the grant writing team to revise the two letters of inquiry. How will your team approach revising the letters of inquiry since they have already been sent to the two potential funders?

  • Take a moment and see if there are any questions your group would like to ask before addressing this problem. Remember to consider and develop the moods, attitudes and/or behaviors of the individuals in each of your three scenarios, especially how they might change from each scenario.

 

Scenario 2, Part 3, The Circumstantial: Another business, a past funder of the halfway house, writes the director, requesting to help fund the remodeling and expansion of the cafeteria. The business requests a projected, detailed budget for remodeling the cafeteria. The director of the hallway house asks you to produce a projected budget for remodeling the cafeteria.

  • Are there any questions your group would like to ask before addressing this problem? Remember to consider and develop the moods, attitudes and/or behaviors of the individuals in each of your three scenarios, especially how they might change from each scenario.

 

Scenario Sequence 3

 

Scenario 3, Part 1, The Physical: You are an individual seeking a job with a corporation as a skilled computer systems analyst. You have a B.S. in Computer Information Systems from the Arizona State University. In the last year-and-a-half, you have completed two internships with data processing companies in the state of Texas. In the fall, you plan to enroll in online graduate courses at Champlain College with the goal of earning a Master’s Degree Information Technology. The job is located in Atlanta, Georgia and yields an annual yearly salary of $85,000. You found the job while searching the website indeed.com. As part of the job application process, you are also required to submit a cover letter. You task is to write a cover letter for this position.

 

Here are some of the questions you will need to consider:

  • Are there any questions your group would like to ask before addressing this problem? Remember to consider and develop the moods, attitudes and/or behaviors of the individuals in each of your three scenarios, especially how they might change from each scenario.

 

Scenario 3, Part 2, The Emotional: When you filled out the online job application, you granted permission to your potential future employer to contact your previous employers. However, once you are answering questions from your prospective employer on the telephone, the interviewer asks you about your reasons for leaving your most recent place of employment. You explain the reasons for leaving, essentially leaving a hostile work environment as well as too heavy workload.

  • Take a moment and see if there are any questions your group would like to ask before addressing this problem. Remember to consider and develop the moods, attitudes and/or behaviors of the individuals in each of your three scenarios, especially how they might change from each scenario.

 

Scenario 3, Part 3, The Circumstantial: The individual who interviewed you calls you two weeks later and offers you a job. However, the position is not that of a computer systems analyst, rather the position being offered is that of an assistant computer programmer. The individual offering the new position feels as if you are qualified for the duties, based on your past experience and education. The salary is less than the position of computer system analyst. Write a new cover letter for the other position as an assistant computer programmer.

 

  • Are there any questions your group would like to ask before addressing this problem? Remember to consider and develop the moods, attitudes and/or behaviors of the individuals in each of your three scenarios, especially how they might change from each scenario. 

Subject English
Due By (Pacific Time) 07/30/2015 11:00 pm
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