Program Design Assignment
Socialcapital refers to the resources stored within humaninterrelationships, which can be either casual or close. Theseresources are neither associated with the human capital nor endowment of monetary resources, but rather it purely emanates fromhaving the cordial relationship among the people in the society(Aldrich & Meyer, 2015). Understanding the concept of the socialcapital helps in interlinking the work values and principles withinthe new work environment. The concept ensures the renewal andbuilding of community for the common good of all the society’sstakeholder (Schriver, 2011). Furthermore, it helps individuals toappreciate unified nature of the human conduct at the family, group,community and personal levels. It consists of the norms and networksof the public engagement (Nannicini, Stella, Tabellini & Troiano,2013).
Socialcapital is of great importance to the society as it helps individualsto get social support, especially when faced with a challengingsituation (Aldrich & Meyer, 2015). This support is not offered bythe people of similar races or social class. Religious discriminationis one of the thorny issues facing Dayton University. The school isCatholic-sponsored. Therefore, Muslim and people from other religionsin the University face a lot challenges as the result of diversity indoctrines and teachings of the various religious and also culturalexpectations (Rodríguez-Pose & von Berlepsch, 2014). Forexample, Christianity faith rebukes gay, lesbian practices andcondemns vehemently any evil acts from being perpetrated in thesociety (Chua & Wellman, 2015).
Thefollowing measures should be implemented to encourage inter-religionsocial capital in Dayton University.
Promotingsocial interactions among people of diverse religions is one of thekey measures that need to be harnessed in the Dayton University withthe help of University Senate to promote peace and unity among thestudents. The Dayton University has made efforts by creating theenabling environment for individuals to appreciate their religion andculture. Though many studies suggest that ‘melting pot` is the besttechnique for encouraging multiculturalism in learning institutions,the techniques involving offering ‘safe` space is the mostefficient for achieving cultural diversity (Rodríguez-Pose &von Berlepsch, 2014). The institutions which offer sufficient spaceto accommodate multiple cultures and religions aid in theappreciation of this important aspect of the cultural and religiondiversity. Playing grounds, parks, and school cafeteria help inencouraging cohesion among people of different religions as theirpresence in the society is valued (Rodríguez-Pose & vonBerlepsch, 2014). Addressing the social capital matters includecultural representations, affordability, understandability, andsafety. These factors play the fundamental role in influencing thepeople’s decision to decide whether to choose a particular publicplace or not.
Encouragingequal representation can be achieved by familiar religion andcultural symbols in the multicultural institutions such as DaytonUniversity. People of the particular religion feel isolated andresults in marginalization and trauma among community members.Creating social capital requires the involvement of variousstakeholders (Chua and Wellman, 2015). Dayton University Senateshould create time to listen to the views of people from the variousreligions and set up the steering committee. The committee should becomposed of representatives from each religion to help in formulatingrecommendations and policies. This ensures that each religion isequally represented without any prejudice and bias (Rodríguez-Pose &von Berlepsch, 2014). This recommendation must reflect and addressspecific desires and concerns of each group (Satyanath et al., 2017).The United States of America provides vibrant social and religioncapital by legalizing the construction of places of worship for thedifferent communities. For example, in every institution, thegovernment has allowed construction mosques, churches, and otherreligions (Chua and Wellman, 2015).
Accordingto Chua & Wellman (2015), at least half of the Americans socialcapital is derived from associations that can be measured eitherthrough philanthropy or by association membership. Places of worshiprun various activities for the benefits of their members such asestablishing self-help groups and clubs. Furthermore, it is estimatedthat each year over $15 billion dollars are allocated towardsenhancing various social activities (Rodríguez-Pose & vonBerlepsch, 2014). In the Dayton University, horizontal social capitalis dominant, whereby societal ties and norm are interlinkedeffectively. This phenomenon enhances dynamic democratic structureswithin the Dayton University. The societies that lack social capitalhave high cases of the poor social networks, isolated and poorcommunities that are prone to isolation and insecurity(Satyanath.2017). The other useful measures that can improve socialcapital in Dayton University include creating awareness throughseminars and workshops.
The Cost of Building Social Capital
Buildingsocial capital requires financial resources. For example, buildingplaces of worship for each religion requires money to fund differentprojects aimed at ensuring social equality. The projects also makesure that each religion is satisfied to undertake their respectivereligious activities (Nast & Blokland, 2014). In some instances,creation of clubs and other associations involves contributions formembership and periodic subscription. Schriver (2011) notes thatsocial capital has extensive coverage since it include institutionssuch as schools. The creation of a conducive environment needs somesocial structures to create an enabling environment for the growth ofsocial capital among the members of the society. Estrin, Mickiewicz &Stephan (2013) points out that government and other non-governmentalorganizations spend a lot of monetary resources in the effort tomitigate social injustice. Social justice can help in attainingequilibrium in distribution, acquisition, and sustaining the socialcapital in the society (Schriver, 2011). Additionally, during theimplementation of the program to enhance social capital andstationery IS such as brochures, booklets, and pens are required.
Identify training objectives
Revise and adjust plans as needed
Convening the workshop and training session
Preparing social capital development plan.
Identify the interests and goals of various students
The following is design program training cycle to be involvedin the process of encouraging social capital in the DaytonUniversity.
Source (Rodríguez-Pose et al., 2014)
Learning objectivesand needs assessment entails considering the mode of designingprogram required in the Dayton University to enhance growth of thesocial capital. In the case of the University, it will involvetechniques of promoting social capital in the Dayton Universityfraternity (Schriver, 2011). The learning objectives are set todetermine whether the goals of the training program are meteffectively after the implementation and initialization of the designprogram begins.
Differentlearning styles will be harnessed to ensure optimum results of thestudy are realized after the implementation. The training will bedelivered through holding seminars and workshop (Nast & Blokland,2014). The whole workshop and training session will need more than$20,000 to purchase and print important stationery materials such asbrochures, writing materials, and handbooks. Part of the money willbe used to hire consultants in the field of social capitaldevelopment. The interactive session will involve students fromvarious religions to important suggestions that can help in solvingissues related to the social capital development in the DaytonUniversity (Estrin, Mickiewicz & Stephan, 2013). The trainingwill be delivered in the workshops and seminars and tailored toaddress the special needs of university students. Various performanceappraisal techniques will be used to determine whether the results oftraining workshop have achieved their intended goals and objectives(Schriver, 2011).
Thechart below shows the order of preliminary functions in designing theprogram to enhance social capital in the Dayton University.
Communication of training
Source: (Nannicini et al., 2013)
Thesteering committee of the Dayton University tasked with facilitatingthe development of the social capital will start by need analysis(Nast & Blokland, 2014). Additionally, the mode of deliveryshould be determined and the possible total amount of expenditurewhich is likely to be incurred in the whole process. The audienceshould be at the center stage of designing and developing the socialcapital. The steering committee should involve them in all the phasesof to avoid possible cases of the resistance (Satyanath et al.,2017). The performance appraisal and measurements should be carriedout to determine whether the design program has met its intendedobjective.
In conclusion, the above design program will help theDayton University to achieve strategic fit and growth in the socialcapital. The proparation of program design involves steps that needvarious considerations. Additionally, different stakeholders shouldbe involved in designing the program through a consultative approach. Every society has a mandate to ensure various stakeholders areinvolved in all the functions which are likely to improve thedevelopment and quality of the social capital. By offering suchopportunity in multi-cultural environment, the sense of unity,cordial relationship and understanding enhances the growth anddevelopment of social capital.
Aldrich, D. P., & Meyer, M. A. (2015). Social capital andcommunity resilience. American Behavioral Scientist, 59(2),254-269.
Chua, V., & Wellman, B. (2015). Social networks in East andSoutheast Asia I: National characteristics, institutions, networkcapital, and guanxi. American Behavioral Scientist, 59(8),903-913.
Estrin, S., Mickiewicz, T., & Stephan, U. (2013).Entrepreneurship, social capital, and institutions: Social andcommercial entrepreneurship across nations. Entrepreneurshiptheory and practice, 37(3), 479-504.
Nannicini, T., Stella, A., Tabellini, G., & Troiano, U. (2013).Social capital and political accountability. American EconomicJournal: Economic Policy, 5(2), 222-250.
Nast, J., & Blokland, T. (2014). Social mix revisited:Neighborhood institutions as setting for boundary work and socialcapital. Sociology, 48(3), 482-499.
Rodríguez-Pose, A., & von Berlepsch, V. (2014). Social capitaland individual happiness in Europe. Journal of Happiness Studies,15(2), 357-386.
Satyanath, S., Voigtlaender, N., & Voth, H. J. (2017). Bowlingfor Fascism: social capital and the rise of the Nazi Party. Journalof Political Economy, 125(2),
Schriver, J (2011) Human behavior in the social environment,5th ed. Boston, MA: Allyn&Bacon
No related posts.