Business Finance
Personal Self-Assessments & Management Skills Reflection Exercise

Question Description

This paper should focus on your behaviours, attributes, skills and competencies. You have completed a number of assessments as part of you weekly coursework. The goal of this paper is to synthesize your assessments, and present the following parts, noted below. Don’t merely list a number of points – explain and give examples. Make it compelling, possibly with a timeline and/or other illustrations!

Things to consider when writing you paper

A) Go over all of your personal self-assessments from the textbook and reflect on them.

B) Highlighting some of your personal Strengths, Weaknesses, Opportunities, and Threats (SWOT).

C) Articulating your personal self-concept and brand (from chaper 2) and relate this to A).

D) To conclude your paper, you will need to analyze and synthesize of your findings. What do your findings tell you about yourself? What do you think that means? When writing this section it is important to remember that an analysis and synthesis are two distinct concepts, and should be written as such.

This assignment will be marked for depth of thought, analysis, synthesis and effort. Things to note,

1. You will need to incorporate all your self-assessments

2. How well you integrate all of your assessments and the synthesis of them (conclusions) you draw from them.

3. Pleae use at least 3 sources other than the textbook

I will provide some self-assessments that I have already done, you only need to connect them reasonably and modify them in conjunction with the ppt I have provided.

Unformatted Attachment Preview

Self-assignment 1 Three words that describe me By asking my family and friends, and a few Canadian friends who have spoken a few times. The three high-frequency vocabularies I got about describing me were warm-hearted, introverted, and good at observing. I also came to the conclusion from discussions with them. The first is about being enthusiastic, treating people or things with enthusiasm and trying to help others. They gave me some examples. A friend said that he has moved four times in Canada in recent years. Every time we were eating together, he had no intention of telling the plan to move, but after I heard it, I asked the specific moving time every time and then went to help him. The second one is introverted. There is no need to prove this. I am an introvert. I will not deliberately express my own ideas with anyone unless I am in need. I don't want to communicate with strangers most of the time while study and work. Of course I know this is where I need to change. The third is to be good at observing. I was surprised at the beginning. I didn't expect several people to evaluate me like this. In fact, what I think is good at observing is the emotional intelligence of a person. I think that my emotional intelligence is relatively high. This may be related to my family education. When I was very young, my father actually taught me that people can lag behind others in their knowledge reserves, but they must learn how to get along with others and how to deal with things appropriately. Self-assignment 2 Statement of Commitment: - Fulfilling all requirements as outlined in Comm3309 syllabus - Respect the professor, respect the classmates, and face every problem and activity with a positive and friendly attitude. - I hope to master management skills from comm3309 that I can use these skills to solve the problems of learning and life. For example, time management, communication skills, and awareness of themselves. - According to the curriculum of this semester, make a daily time schedule and do the actual fulfillment. Self-assignment 3 Individual Effectiveness Plan (IEP) What action will you take over the next 6 months to develop a skill? Please be specific – identify tangible strategies that you will use to work on this skill. The following framework can help you tease out the details. I would like to development the time management skill. I need to develop a detailed schedule and force myself to complete, encourage and urge myself to complete the plan. Strategy/Issue – clear statement regarding the item or issue I wish to increase or decrease. Something you want more or less of, or you want to change. I will make a daily schedule based on the curriculum and follow this form for daily activities. Because I want to change my irregular work, make my life healthy and use time efficiently. How - What will I do to a achieve this? (for example, increase budgeting skills, increase my yoga practice, increase my assertiveness, etc. ). Also, be as definitive as you can be. For example, I will learn new breathing techniques by taking a class twice a week and practicing 5 minutes in the morning every other day, etc.. Increase the time management skill. Make a schedule based on the curriculum, and then fully schedule the free time, such as getting up at 7.30am on Tuesday morning, and attending classes at 8.30. After 1pm, there should be an hour of eating time, and then some simple exercise (gym or any suitable place). 3pm returned home, rested for one hour, sorted out the content for one hour, 5.30pm go to the last class, 7.30pm back home, after dinner for some entertainment activities and the next day's class materials, between 11.30-1200 go to bed. Resources – what resources will you access? Time management skill. Make the specific time schedule sheet. Success / Milestones – what do I hope to learn or how will I measure success (be time specific as well) For example, in two months I will expect to see? In 3 months I expect to see? I hope that in the second month, I can sleep on time every day, get up on time, and make reasonable use of time, and encourage myself to complete every assignment on time. Structures – structure drives behaviour, what structures will I put in place to enable the behaviour (i.e. Taking a class is a structure) Turn off the cell phone on time every night before 12. Taking the every class on time. Due the every assignments on time Learn – after two months or three months what am I learning about the practice and myself? Reasonable use of time, regular work and rest, will not delay any important events. Make myself more responsible. Interview Skills Applying for: Accounting Assistant What makes you unique? Everyone has his or her unique abilities, but for me, my ability is to adapt to the environment is relatively strong, and has the ability to quickly integrate into the teamwork. And my unique ability is for my lives and work has a clear understanding of the things that I will do better predict and deal with these things. And provide measures in advance to deal with the consequences, make sure that not going to happen and to make the maximize benefits. What motivates you? Why? Talk to my expectations, Accounting Assistant is what I want to work, so I'll try to do it well, and I may face some difficulties according to a current level of knowledge, but I'll learn, I have confidence in the ability to become more comprehensive. And talk about my experience, I had not done the accounting assistant before, so this is a challenge for myself, of course, I like the challenges, it makes me feel more able to reflect my values. Personal SWOT Analysis Advantage I am very creative and very friendly. In my daily study, I get along very well with my team members. We often discuss some problems in the study together. On some key issues, I can ask some valuable questions to help solve the problem. weakness I have procrastination, which makes my organizational skills very poor, and sometimes it may affect my work and quality of learning. And, I often feel nervous in some public situations. opportunity According to the course of learning management skill, I should be able to master some time management and experience and methods. I am about to graduate. Maybe in the post work, I can correct these bad habits and improve my ability. Threat More and more students around have noticed the importance of management skills. We are all facing graduation and work, so the competitive pressure will increase. As an international student, mastering two languages has not been an advantage in the current society, and more people choose to learn multiple languages. Chapter 3 Building Trust Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-1 Benefits of Trust in Organizations • Increases recruitment and retention • Promotes sense of belonging and identification with organization • Builds support for leaders’ and organization’s goals • Enhances productivity because it enables employees to focus on value-added work • Inspires people to go beyond the call of duty • Enhances communication • Increases speed and efficiency of decision-making Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-2 Benefits of Trust (cont’d) • Enhances cooperation and reduces conflict and costs of negotiation • Improves team decision-making • Enhances cross-department collaboration • Promotes organizational change • Helps organizations survive crisis • Helps employees accept unfavorable information and decisions • Enables virtual teams to handle the uncertainty and complexity of the virtual environment Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-3 However… Most new managers put their efforts into demonstrating their technical competence . rather than into their commitment to their employees. The result? They miss opportunities for building goodwill among their subordinates, just when they needed it most. Linda Hill Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-4 Why Trust? We live in a complex world that we cannot fully understand, depend on people whom we can never completely know, and rely on organizations that do not exist for the sole purpose of meeting our needs. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-5 What is Trust? Trust is a willingness to ascribe good intentions to and have confidence in the words and actions of other people. John Cook and Toby Wall Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-6 Trust has been called      Social Lubricant Invisible Asset Collaborative Capital Hidden Source of Wealth Heart of Relationships Trust in organizations is a competitive advantage that can’t be copied by others. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-7 We Need to Depend on Trust • In times of uncertainty: When we do not have all information about a person or situation and if we cannot completely control the outcome • When risk is involved: When we assume that the benefits will outweigh risks, but the costs of a loss will be great Trust is a leap of faith. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-8 Trust is Based on Our Perceptions of a Person’s Trustworthiness Reputation Our prior experiences with the person Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Stereotypes about identity and organizational group memberships 3-9 Trust and Stereotypes • We are more likely to believe someone is trustworthy when they belong to the same identity and organizational groups that we belong to • We are more likely to rely on stereotypes when we are under time pressure • Our perceptions about the trustworthiness of a person may turn into self-fulfilling prophecies Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-10 Interpersonal Strategies for Building Trust Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-11 Do People Perceive You as Trustworthy? Not at all Always Competence: Am I effective at my work? 1 2 3 4 5 6 7 Reliability: Can others count on me to follow through on my commitments? 1 2 3 4 5 6 7 Professionalism: Do I show that I’m dedicated to my work and professional in my interactions? 1 2 3 4 5 6 7 Consistency: Is my behavior predictable across situations? 1 2 3 4 5 6 7 Communication: Am I accessible, willing to share information freely, and open to others’ opinions? 1 2 3 4 5 6 7 Transparency: Am I clear about what people need from me to succeed? Do I give explanations for decisions? 1 2 3 4 5 6 7 Caring: Do people believe I care about them? 1 2 3 4 5 6 7 Fairness: Am I fair when making decisions? 1 2 3 4 5 6 7 Integrity: Am I honest, moral, and consistent in words and deeds? 1 2 3 4 5 6 7 Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-12 Steps for Building Trust • Provide clear goals, performance measures, and feedback • Be competent • Be caring • Be consistent and predictable • Be reliable • Be fair Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-13 Steps for Building Trust (cont’d) • Communicate: Be accessible, willing to share information, and give explanations for decisions • Show integrity: Be honest, moral, and consistent in your words and deeds • Show that you are willing to make sacrifices for the relationship Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-14 Optimal Trust “Knowing whom to trust, how much to trust them, and with respect to what matter.” Andrew Wicks and Colleagues Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-15 Optimal Trust Trusting too little Trusting too much •Overly suspicious •Have too few relationships •Minimize dependence on others •Resist others’ attempts to influence us •Be defensive •Withhold and distort information •Engage in costly monitoring activities •Make us unpleasant to be around •Too easily influenced •Take unnecessary risks •Say more than is politically unwise •Discount our own judgment •Fail to monitor people when necessary •Discount information that says our trust has been misplaced Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-16 Problems With Trusting Too Few People • We may become over dependent on their interpretations and advice • We may fail to reach out to others who can provide a more complex view of situations “We take far too much for granted with a trustworthy source…We assume that the source knows the many factors related to the situation, understands all the interconnections that influenced the results, comprehends the whole interplay of subtle actions by many people leading to decisionmaking…with a trustworthy source, we may unwittingly suspend our own power of observation and judgment.” (Szulanski, Jensen, Cappetta) Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-17 Rebuilding Trust Once Broken Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-18 Rebuilding Trust • Both parties must believe that the relationship is worth saving and must be willing to invest the time and emotional energy into repairing the relationship. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-19 The Art of the Apology • Acknowledge breach of trust has occurred • Be specific rather than general about what you did • Acknowledge that you know you hurt the person • Explain why you did what you did (in a way that you take responsibility for your actions) • Say you are willing to do what it takes to repair the trust Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-20 A Pseudo apology  Wrong approach: I’m sorry you feel that way.  Right approach: I’m sorry that I’ve broken your trust in me. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-21 Increasing Patient Care and Reducing Claims After Medical Error: University of Michigan’s Practice of Apologizing with Full Disclosure • Communicate clearly and honestly with patients and families following adverse patient events • Apologize and compensate quickly and fairly after medical errors • Defend medically appropriate care vigorously • Reduce future patient injuries and claims by learning from past experience and medical errors Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-22 Consequences of Apologies after Medical Error After the University of Michigan Health System (UMHS) began addressing medical malpractice claims openly and collaboratively with the claimants and attorneys, malpractice claims were reduced by 55%, litigation costs were decreased by 50%, and claim processing time decreased from 20.3 to 8 months between 1999 and 2006. The hospital leadership and staff can learn from past errors so that they can give patients better care in the future, helping families of those harmed rest assured their that loved one’s harm or death might save others. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-23 Forgiveness Forgiveness is the willingness to get over negative feelings associated with a person who we believe has harmed us and instead view the person with good will. Forgiveness is a cancellation of debt. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-24 People Who Forgive Have… • • • • • Better social relationships Fewer illnesses Less stress Lower rates of depression An ability to see the world in ways other than black or white • Use more effective coping mechanisms Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-25 Resentment is like drinking poison and waiting for the other person to die. Carrie Fisher, Writer Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-26 The weak can never forgive. Forgiveness is the attribute of the strong. Mahatma Gandhi Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-27 Organizational Strategies for Building Trust Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-28 Organizational Strategies for Creating Trust • Develop a collective identity • Provide clear goals, job expectations, standards, and performance measures • Provide predictable routines • Communicate consistent messages in words and deeds in good and bad times Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-29 Organizational Strategies for Creating Trust (cont’d) • Enable employees to have some control over their work and their time • Manage employees who undermine trust • Rebuild organizational trust once broken Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-30 How to Tell if Mistrust is Festering • Are people communicating less? • Do employees avoid giving you bad news? • Do employees avoid meetings? • Does morale seem to be deteriorating? • Are some employees not speaking up at meetings? • Is there an increase in absenteeism and turnover? • Are employees blaming other people and departments for problems? Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-31 Swift Trust Swift trust is a kind of depersonalized trust that is developed in temporary groups when “there isn’t time to engage in the usual forms of confidencebuilding activities that contribute to the development and maintenance of trust…” • Airline cockpit crews • Emergency response teams Meyerson, Weick, and Kramer Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-32 Positive Emotions and Trust Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-33 How Positive Emotions Contribute to Success •Feel more competent •Set higher goals •See the big picture •Think more broadly People who feel and express positive emotions •Think more creativity •seek out new information •Seek out new experiences •Take more risks Optimism Hope Kindness Resilience Gratitude Forgiveness Etc. •Behave more flexibly •Create long-term plans •Have a bias toward action Results Career Well-Being •Seek out feedback •Get support •Are evaluated positively •Persistence •Cope with adversity Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-34 Teams and Positive Interactions Teams that have significantly more positive than negative interactions (those teams with a ratio of approximately 6 positive to each negative interaction) tend to outperform other teams in terms of profitability, customer satisfaction, and evaluations from bosses, peers, and direct reports. Positive interactions included “support, encouragement, or appreciation” and negative interactions included “disapproval, sarcasm, or cynicism.” Losada, Marcial. “The Complex Dynamics of High Performance Teams.” Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-35 How to Build Positive Emotions at Work • Express positive emotions • Engage in positive deviance • Help people find meaning in day-to-day lives • Help people find meaning in crises • Provide people with opportunities to help each other and express appreciation Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-36 Remember…. People in organizations pay attention to issues concerning “what is right, just, and fair as well as what is efficient, effective, and practical.” LaRue Hosmer Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-37 Copyright Notice 3-38 Chapter 2 Developing SelfAwareness Copyright ©2012 P ...
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Final Answer

here we goLemme know in case of anythingAll the best and Goodbye

Running Head: REFLECTION EXECRICES

1

Reflection Exercise
Name
Course
Tutor
Date

REFLECTION EXECRICES

2

Reflection Exercise
Personal Self-Assessments
My personal assessment emanates from my family and a few Canadian friends. These are
the people that I engage with regularly. They frequently use three vocabularies to describe me,
which are introverted, warm-hearted and good at observing.
I describe myself as introverted since I will not deliberately express my concern or ideas
with anyone unless I am in need. I am not readily open to communicate with strangers especially
while studying or when at work. This may be one of my weaknesses that I may need to change.
Everyone gets nervous before speaking to strangers, and people feel vulnerable (Gilbert, 2017).
Therefore, I believe that I will succeed by refraining from labeling myself as introverted.
After my engagement with people, I concluded that being enthusiastic means treating
people with enthusiasm and trying to reach out to others. I confirmed this in an example, where a
friend said that he had moved four times in Canada in recent...

ChloeL134 (8890)
UC Berkeley

Anonymous
Return customer, been using sp for a good two years now.

Anonymous
Thanks as always for the good work!

Anonymous
Excellent job

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