Three 1 single page Skills Journal (MGT 400)

account_balance_wallet $40

Question Description

No Plagiarism!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Unformatted Attachment Preview

Skills Journal (70 pts) To facilitate your skill development, you will write a journal during Section 3 of the course. The journal will be a record of the self-insights you’ve gained through the text reading, assessments, class discussions, and skill practice / application activities. You are expected to write a minimum of four journal entries in total. You need to write about four different skills, so that means one journal entry per skill area (minimum). Structure each journal entry by addressing “What?,” “So what?,” and “Now what?” questions regarding the leadership skill. More specifically: (1) “What” have you learned about your current ability level or confidence concerning this skill? (2) What are the implications of this self-knowledge? (“So what?”) (3) What should you do about it going forward? (“Now what?”) I have posted a journal entry example on BB to help you understand the three points above. Be sure to include the skill chapter name at the beginning of each journal entry. Remember: you need to write about four different skill chapters. Clearly label the What? / So what? / Now what? sections. Each entry should be a minimum of one single-spaced typed page. Format it using Times New Roman 12 point font and one-inch margins. Your journal will be evaluated based on: • Adherence to assignment requirements • Effort and creativity in completing it • Evidence of significant understanding of course material • Writing style and mechanics Skills Journal Example, “Communicating Supportively” “What?” [What have you learned about your current ability level or confidence concerning this skill?] From the ‘listening response style’ self-assessment I completed in class, I learned that I have a tendency to rely on ‘deflecting’ and ‘advising’ response types. Regarding the first, ‘deflecting’, I think I ‘deflect’ because it is how I express empathy; sharing a similar experience of my own is my way of communicating that “I’ve been there” and “I know what you’re going through.” Concerning my preference for ‘advising’, I think this is partly due to my obsession with efficiency. I enjoy getting a lot of things done quickly, rather than deliberating over one or two and taking my time with each. When I communicate, providing a quick solution (i.e., ‘advising’) seems very efficient, as compared with ‘reflecting’ or ‘probing’ responses. Also, given that I have been a professor for several years, I am used to being asked directly for answers, e.g., “how many pages does it have to be,” “can I turn this in late?” or “what is the correct answer to #6?” While advising is certainly appropriate when asked direct questions like these, I think the ‘advising’ habit spills over into conversations where it would be more helpful to the other person if I ‘probed’ or ‘reflected’. “So what?” [What are the implications (importance, consequences) of this self-knowledge?] From what I’ve learned in this chapter, the problem with over-relying on ‘deflecting’ is it switches focus from the speaker’s topic to my experience; I take over the conversation. It can come off as “one-upping”, even when I think I’m being empathetic. This chapter opened my eyes to how frustrating it may be for others I’m speaking with if I do this too often. They want to talk about what happened to them, and I respond by talking about what happened to me. This is not the perception I want others to have of me, so it’s important I work on ‘dialing this down’. Concerning advising, by doing this too often, people may begin to rely on me for answers they could develop themselves with a little encouragement. It can be disconfirming to others if I’m always the “know-it-all” with a ready answer. It’s important to build others’ sense of confidence by allowing them to solve their own problems once in a while! “Now what?” [What should you do about this going forward?] Going forward, I’m going to work on improving as a listener in the following two ways. First, when someone I’m speaking with is telling me about a problem that clearly calls for commiseration and compassion on my part, I am going to try to discipline myself to use at least one reflecting response and at least one probing response, before shifting to deflecting or advising. I think this rather modest change in communication behavior is doable, and I can build on it later as I see how well it works out. Second, I am going to work on improving my discernment as a listener; that is, getting better at identifying the difference between questions that should be responded to with a direct answer versus those that should be responded to with another question. I think this will be harder for me to do, as ‘advising’ is so habitual for me. Thus, I’m going to experiment with a ‘two-second rule’ – counting to myself two seconds before replying, to give myself a fair chance to make this distinction. I think these two changes will help me become a more supportive communicator, both in and out of the workplace. ...
Purchase answer to see full attachment

Tutor Answer

School: University of Virginia

please find the attached files. let me know if any adjustments is needed. i look forward to working with you again. good bye

Running head: SKILLS JOURNAL


Skills journal



Skill Journal Example, "Empowering and engaging others"
“What?”[What have you learned about your current ability level or confidence concerning this
Regarding the topic that encompasses on empowering and engaging others, I realized that I
possess the skills of self-efficacy and self-determination. On the first one, self-efficacy, I firmly
believe am competent enough in undertaking any duties assigned. I do believe so because in
recent group discussions with my colleague am always at the forefront in ensuring the group
work is done in the most efficient way possible as I contribute towards it more than the rest. As
for the second skill, self-determination, I have demonstrated over time that I have the passion to
work hard for things that would make my future bright. For instance, I don't need to be pushed in
order pursue my goals rather, I tirelessly push and motivate myself. I am a firm believer that
success comes as a result of hard work and sacrifice.
“So what?”[What are the implications (importance, consequences) of this self-knowledge?]
Regarding this topic of empowerment, the problem I have identified is that the self-efficacy
skill makes me vulnerable. As in the example given earlier, I do sometimes end up as a victim of
being overburdened with workload from the group members who perceive me as their “donkey”
as they leave incomplete tasks solely for me. Thus this hinders my progress a bit since it keeps
me overworked on tasks that should be done collectively. The self-efficacy also leads me to
making many unnecessary mistakes due to expressing overconfidence in every task. It is also
notable that self-efficacy only result to people avoiding my presence as I make them feel less
powerful. This is because of not being collaborative as I only focus on solely completing the task
at hand even if it's supposed to be a collective work. I can't say much for self-determination since
it has helped me receive awards and praises at large. However, at times...

flag Report DMCA

Thank you! Reasonably priced given the quality not just of the tutors but the moderators too. They were helpful and accommodating given my needs.

Brown University

1271 Tutors

California Institute of Technology

2131 Tutors

Carnegie Mellon University

982 Tutors

Columbia University

1256 Tutors

Dartmouth University

2113 Tutors

Emory University

2279 Tutors

Harvard University

599 Tutors

Massachusetts Institute of Technology

2319 Tutors

New York University

1645 Tutors

Notre Dam University

1911 Tutors

Oklahoma University

2122 Tutors

Pennsylvania State University

932 Tutors

Princeton University

1211 Tutors

Stanford University

983 Tutors

University of California

1282 Tutors

Oxford University

123 Tutors

Yale University

2325 Tutors