first feedback: https://youtu.be/BwWuJger8NM For the DMP2 project I was able to apply the goal setting theory to my story. It all began when my friends and I decided to try ice skating for a fun activity on a Friday night. I didn’t know how to ice skate but decided I would try it out. When I got to the rink with the rest of my friends they knew how to ice skate and the rest of the people there, which in turn led this desire in me to want to learn how to ice skate. The desire to learn you can say, was due to external comparisonsthat I was making. Therefore, this led me to set a self-set goal which was to learn how to ice skate. Moreover, my goal commitment intensified when I saw a child glide by me, and thought that if the child can ice skate so can I. The younger girl was also in a way a psychological empowerment for me to commit to my, self-set goal of learning how to ice skate. The task complexity involved factors such as balance, speed, and certain motions you had to do to get you moving, which looked easy but were difficult at first and required practice. Self-determination was a factor that also played into my story because without it, I wouldn’t have had the to drive to continue to learn and would have just been easy for me to quit and not try at all. Once I practiced more on the learning how to skate and applied myself because I had this intrinsic motivation that kept me going as well. I knew that If I succeeded at learning this activity I would feel successful and happy inside that I stuck to my goal and was able to reach it with effort, motivation and self-determination, which eventually I did. Overall with all these factors mentioned played a role in the process of me learning and accomplishing my goal. Hope you enjoyed watching and reading my DMP2. For the DMP2 project I was able to apply the goal setting theory to my story. It all began when my friends and I decided to try ice skating for a fun activity on a Friday night. I didn’t know how to ice skate but decided I would try it out. When I got to the rink with the rest of my friends they knew how to ice skate and the rest of the people there, which in turn led this desire in me to want to learn how to ice skate. The desire to learn you can say, was due to external comparisonsthat I was making. Therefore, this led me to set a self-set goal which was to learn how to ice skate. Moreover, my goal commitment intensified when I saw a child glide by me, and thought that if the child can ice skate so can I. The younger girl was also in a way a psychological empowerment for me to commit to my, self-set goal of learning how to ice skate. The task complexity involved factors such as balance, speed, and certain motions you had to do to get you moving, which looked easy but were difficult at first and required practice. Self-determination was a factor that also played into my story because without it, I wouldn’t have had the to drive to continue to learn and would have just been easy for me to quit and not try at all. Once I practiced more on the learning how to skate and applied myself because I had this intrinsic motivation that kept me going as well. I knew that If I succeeded at learning this activity I would feel successful and happy inside that I stuck to my goal and was able to reach it with effort, motivation and self-determination, which eventually I did. Overall with all these factors mentioned played a role in the process of me learning and accomplishing my goal. Hope you enjoyed watching and reading my DMP2. Second feedback: https://youtu.be/fVyUAkmE2Oo I choose this story for my DMP2 because of the lasting effects it had on me. It also conveniently follows the goal setting theory we learned in class. There was the challenger with the challenge. Challenge being making a costume. Due to a personal struggle with the challenger, I wanted to succeed so unquestionably that the topic would never be questioned again. My goal expanded further than just making a costume. I had the clarity deciding to compete in a contest. The larger goal had higher task complexity that went with winning at a larger recognized convention. Since there were more eyes viewing my costume, more detail was required. I committed to the goal by registering for the contest and buying material in September. This gave me the time I needed to learn what would work. I struggled a lot with steps of the project. Specifically painting and shading the costume. I reached out to many resources to learn how to ‘age’ a costume. When you first make a costume, it often looks too pristine. Considering that Astrid was also a Viking, I didn’t want to make a ‘clean’ looking costume. These details would ultimately be scored by the judges in the contest. As I created the costume, I posted ‘in progress’ images online. The feedback I got, kept me extra motivated. Many people explained how excited the were to see the final product. To further explain how the task complexity was handled with the goal, it is important to remember how I mentioned sectioning the goal. Section and sub-sectioning the goal. With every new thing I needed to learn, I would post my progress and get feedback on how I was doing. Having started to early in the year provided the right amount of time to get to each section. I remember the costume being completed with enough time to spare before the contest. Since there was a lot as stake, I spent that extra time cleaning up details. Even when I finished my goal, of feeling ready to compete for the contest, I still poured extra time into the project. I believe in the goal setting theory not only since it makes logical sense, but because I lived it with the story told above. Thank you for considering my DMP2. Many of you have probably been asked to provide feedback to a classmate or team member in the past, or perhaps someone has given you peer feedback on a project or discussion posting. Unfortunately this feedback is often too general or superficial to help you improve your work in the future. As managers (or future managers) it is also very important for us to learn how to give (and receive) meaningful feedback. Yet most of us have never been taught how to provide feedback that is supportive and encouraging, while at the same time helps the recipient grow and improve. In this course we would like you to practice giving and receiving feedback using the RISE Model for Meaningful Feedback, which was developed by Emily Wray from Full Sail University. This model provides a structured and easy-to-follow method for providing feedback that the recipient can use to improve performance. Please review the model and do your best to apply it when conducting your peer reviews of Digital Media Projects. Select a classmate’s project that has not already been reviewed and spend some time watching their video and reading their analysis. You might want to write down some notes as you are watching so you can included specific details from the project in your review. When you are ready to post your peer review, hit the REPLY button in the discussion post, but DO NOT CHANGE THE SUBJECT LINE. Please type your peer review directly in the D2L discussion forum (do not attach your feedback in a separate document). We would appreciate it if you would clearly identify each element of the model within your posting by typing the category label (Reflect, Inquire, Suggest or Elevate) and then including your feedback related to that element. For example, if we were providing feedback using this model to review Dr. Jude’s narrated presentation about what motivates her, our review would be in this format: REFLECT - I really liked the high resolution photos you chose to illustrate how you were motivated to change your diet and exercise habits. Your images reinforced the story you were telling, yet did so in a less obvious and more metaphorical way. I especially liked the chemistry test tubes on slide four that you used to reinforce the importance of jump-starting your metabolism in order to reach your goals. You also had 3 or 4 pictures with food or beverages in them - at first, they were pictures of bakery and chocolate, but later you included images of healthier food options, like broccoli and water. I also liked the photo on slide 8 which the measuring tape wrapped around the scale that emphasized your dramatic results. INQUIRE - I am wondering if you have thought about other ways that goal setting theory has impacted you in your life and career? Are there other theories of motivation that might shed some light on your ability to make such drastic changes in diet and exercise habits? What else are you doing to try to maintain this healthier lifestyle? How have you used social support and other behavioral changes to assist in your efforts to improve your health? SUGGEST - Even though I liked most of the high resolution images you used throughout the presentation, you might want to consider using some images of you that show “before” and “after” results. The slide with exercise bikes was an exact representation of what you were talking about - it might be better to include images that were more metaphorical. There were also a few photos that confused me because I wasn’t sure what meaning they added to the story you were telling. For example, when mentioning receiving a wake-up call, you had an image of yellow flowers (slide 3) — it isn’t clear how that picture reflects a wake up call. Perhaps a picture of an old fashioned telephone or a phone booth, would have been a better choice. ELEVATE - Even though it wasn’t part of this assignment, I wonder if you could talk about other times in your life when you have had to make such drastic changes in your behavior. How did you do it? What were the circumstances? How were you able to use goal setting theory in those situations, too? —————————————————Please keep in mind that your feedback should be encouraging and constructive - it should also demonstrate your knowledge about the topic AND give your classmate some ideas about how she/he can improve her/his performance. Please consult the syllabus and course calendar to make sure you submit your peer review on time and get credit for your work. 
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