Attitudes and PerceptionsIt is important to be aware of others pe.docx

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Attitudes and Perceptions It is important to be aware of others' perceptions in an organization. Sometimes a manager’s attitude can affect an entire department and its functions. Have you ever had to work for a person, such as a teacher, an instructor, a coach, or a supervisor, whose attitude caused everyone to be miserable? If no, you can choose a leader with whom you did not work directly but witnessed taking such an attitude with another subordinate. If you have never experienced this type of person, you may think of a television or a film character. Answer the following questions based on your understanding of different perceptions and obstacles at a workplace: What, according to you, did that person do to create negative situations? Was the individual bossy, rude, or interfering, or did the person make disparaging remarks or speak negatively about the people who were not present? What was your or the subordinate's attitude toward the person in that particular situation and in general? Based on your observations of that person, as you reflect on the work situation, was your or the subordinate's attitude the right one? Why or why not? Would you show a different attitude given a second chance or if you were in the same situation? Why? How does a negative management attitude affect trust among the employees? When a manager is not trustworthy, does this information spread to other departments, who may also form a negative opinion of the manager? Suggest at least two ways you would solve the problems if you were the manager. Why would you adopt such measures? Now, reflect on a situation where you experienced a positive leader who valued the team, shared his or her visions, and encouraged the team to develop and answer the following questions on the basis of your understanding: How do you describe your feelings and attitude when working for a leader who is positive and supportive versus a negative manager? How does a positive supportive leader affect trust among team members? How influential are perceptions of certain employees either in your team or in other departments? Does your perception of a manager or a team member carry weight, even though there may not be a personal encounter with the person and the perception is based on someone else's comments? To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format. ...

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manager? How does a positive supportive leader affect trust
among team members?
How influential are perceptions of certain employees either in
your team or in other departments? Does your perception of a
manager or a team member carry weight, even though there may
not be a personal encounter with the person and the perception
is based on someone else's comments?
To support your work, use your course and text readings and
also use outside sources. As in all assignments, cite your
sources in your work and provide references for the citations in
APA format.

Final Essay Wk 4 Assignment This FINAL ESSAY applies modern, research-based theories of personality (chapters 9 – 17) to describe/ explain your personality. It is similar to your Midterm Essay, but applies more recent kinds of theories, and concludes with a critical comparison of these theories to the psychoanalytic ones you used for the midterm essay. Using observations from your journal, assessments and personal experiences, write a cohesive 5 to 7 page essay. Use concepts and vocabulary from 3 or more of these recent chapters. Include external references like journal articles and books. Conclude by explaining how your profile is different here from your first essay. Compare and contrast, and make a concluding statement about the view you find most accurate or useful. COURSE TEXTBOOK: Engler, B. (2014). Personality theories: An introduction (9th ed.). Belmont, CA: Wadsworth, Cengage Learning a. Do not rely solely on the text. At a minimum, cite two or more additional (credible) references in addition to our textbook. b. Use personality assessment or tests where useful to make a point about your personality. Cite your sources. c. Full assignment is 7-10 pages, which includes a title page, and abstract and a reference page. This allows for 4-7 pages of actual content. d. Paraphrase rather than quote, and when quoting, no more than a few lines (2-3) embedded in the text. Give a page number for directquotes. e. Write clearly and succinctly. Avoid long rambling sentences.Big words and long sentences may be wasteful. Avoid rhetorical questions and dictionary definitions. f. Visual aids (any graphics: tables, pictures, graphs) must be in an appendix after the reference page. This includes results of questionnaires or tests. In the essay, refer to appropriate appendix and figure or table (e.g., see appendix). These are not counted toward the pages of your assignment. g. Fonts: Arial, Calibri, Times Roman or Courier New, size 12 or smaller - no bold or italics. Grading criteria from rubric: Engagement 25%, Clarity of Delivery 20%, Accuracy and APA Style 25%, Organization 15%, Examples and Evidence 15% During this presentation, I will provide an understanding of my leadership role and at the same time, I will provide a clear understanding of the competencies consisting of my Outer and Inner Game. Outer Game Characteristics · Managerial skills · Sense of humor · Interaction · Confidence · Trainer · Experience · Vision · Emotion management · Conciliator One of the most important keys to what makes me an effective leader is possessing the ability and knowledge to influence those in my work around me. Aiming to mold those around you to follow how you continue to develop and hone your ability to think in all sorts of different scenarios, is required for effectiveness. Both experience and confidence are what allows a leader to be able to interact with their surrounding environment effectively. One of the main leadership qualities for my outer gam.

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Your LSI Styles Profile The raw and percentile scores in the table below and the extensions on the circumplex shown below depict your perceptions of how you think and behave. The CONSTRUCTIVE Styles (11, 12, 1, and 2 o'clock positions) reflect self-enhancing thinking and behavior that contribute to one's level of satisfaction, ability to develop healthy relationships and work effectively with people, and proficiency at accomplishing tasks. The PASSIVE/DEFENSIVE Styles (3, 4, 5, and 6 o'clock positions) represent self-protecting thinking and behavior that promote the fulfillment of security needs through interaction with people. The AGGRESSIVE/DEFENSIVE Styles (7, 8, 9, and 10 o'clock positions) describe self-promoting thinking and behavior used to maintain status/position and fulfill security needs through task-related activities. Position Style Score Percentile 1 Humanistic-Encouraging 23 14 2 Affiliative 29 46 3 Approval 22 88 4 Conventional 21 87 5 Dependent 24 91 6 Avoidance 23 99 7 Oppositional 13 81 8 Power 20 93 9 Competitive 20 84 10 Perfectionistic 19 44 11 Achievement 23 21 12 Self-Actualizing 20 21 The raw scores potentially range from 0 to 40. The percentile scores represent your results compared to those of 9,207 individuals who previously completed the Life Styles Inventory. For example, a percentile score of 75 means that you scored higher along a particular position than 75% of the other respondents in the sample and, in turn, indicates that the style represented by that position is strongly descriptive of you. In contrast, a score of 25 means that you scored higher than only about 25% of the other respondents and therefore indicates that the style represented by that position is not very descriptive of you.Your LSI Styles Circumplex For detailed descriptions of each of these 12 styles,click on the circumplex graphic in each of the 12 sections. Examining your Circumplex To accurately interpret your LSI results, it is important for you to consider your score on each style in terms of its range (high, medium, or low) on the profile. The three ranges correspond to the percentile points in the circumplex and in the table above. Life Styles Inventory (LSI) SAJJATREE TRIPITAK [email protected] MGMT 591: Leadership and Organizational Behavior Professor Frank Readus 01/18/2015 Personal Thinking Styles The LSI chart shows that my primary thinking style is avoidance (raw 25, 99%) and dependent (raw 32, 99%). People inavoidance style usually like to avoid making decisions and leave them to others. The commitment would be their difficulty in management and leadership. I kind of agree with that because I do pay most attentions to my own concerns and most likely ignore others; however, I disagree with that it is difficult to forgive myself after making mistakes because mistakes don’t take me down for a long time and I would like to do whatever it needs to correct the issues. Other than avoid.

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Module 4 - Home SPECIAL CASES IN COACHING Modular Learning Outcomes Upon successful completion of this module, the student will be able to satisfy the following outcomes: Case Wrap up your coaching session, and receive feedback from the coachee. SLP Create a PowerPoint presentation with a voiceover to serve as a briefing of the leadership Growth Plan to your supervisor and/or mentor. Discussion Compare and contrast different approaches to coaching when working with different types of professions. Evaluate your learning and progress in developing coaching skills. Module Overview There are two types of coaching situations that present special challenges to coaches: Coaching the high performer and coaching the problem employee. Let’s face it, top performers can sometimes be difficult people. The question is how to keep them motivated while addressing some dysfunctional behaviors. People who have a high need for success do not always handle criticism well. However, for the sake of the other employees, patterns of bluntness, impatience, condescension, and sometimes bullying must be addressed. In this module, you will learn a four-step process of coaching top performers that relies on the DISC assessment, a tool frequently used in coaching executives and “C-suite” executives (CEO, CFO, COO, CIO, etc.). The focus of this process is on developing interpersonal skills, such as listening, showing respect, compromising, and discussion of ideas with tact and diplomacy. At the other end of the spectrum is coaching the problem employee. This employee is generally underperforming, and the stress of trying to extract a reasonable level of performance can take a toll on the manager and the productivity and morale of an entire office or unit. Frequently, despite the best efforts of the manager, the inevitable result is termination. However, in this chapter, we will look at a 7-step process where the leader/coach may be able to forge a positive relationship and encourage motivation and performance. Module 4 - Background SPECIAL CASES IN COACHING Required Reading Special Cases in Coaching All articles on the home page, this page and the case/SLP page are required unless otherwise noted. Coaching Top Performers Up until now, our focus has been on coaching employees to improve performance. However, with top performers, the goal is not to improve performance, but to improve interpersonal skills and relationships. Another goal is to help the top performer understand that established rules and procedures are important and also apply to him. Interpersonal skills Top performers tend to be highly driven and may resist working with others who they perceive as being less capable and less hard working. They may avoid working on teams because they feel the others will “drag them down”. Since organizations today rely heavily on interdisciplinary and cross-functional teams to get work done, top performers are going to have to be coached to be able to work ...

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Spending only 14,99$, you can find in this Test, an accurate description of my personality, at work or non-work situations. I believe that spreading that type of tests inside our Companies will improve a lot our effectiveness and joy to work together. We are different human beings, but often we consider ourselves as identic as everyone else, so spreading conflicts every day. You can apply for your test here: https://www.123test.com/

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Who Should Attend: Anyone who is new to professional selling and looking for the tools, techniques and advantages that will get them off to a faster start in their sales career. Those who encounter a variety of customer and prospect attitudes and reactions in the course of their workday and wish to broaden their coping skills. Participants who wish to strengthen their ability to work under pressure and manage adversity with ease. Those wanting to gain a better understanding of how the human mind works so that they are able to tap into their own potential and also be more in tune with how their customers think and behave. Anyone seeking ideas that they can use to make it easier for them to sell to a higher percentage of prospects at a greater frequency. People who want to minimize turmoil and feel a greater sense of emotional serenity. Sales people who want to improve their understand how to maintain a positive frame of mind during the majority of the workday.

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Your post should be three paragraphs.For the first paragraph.docx

nettletondevon

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XXX 1 Questions Mindfulness Activity Observe Imagine that within you is a spiral staircase. Winding down to your very center. Starting at the top, walk very slowly down the staircase, going deeper and deeper within yourself. Today’s mindfulness activity is an observe activity. You are going to imagine that within you is a spiral staircase which winds down the very center of your being. Starting at the top, walk very slowly down the staircase, going deeper and deeper within yourself. Everyone get into your mindful posture, feet flat on the floor, eyes closed, hands in an open position. Take a deep breath in, and out, and begin. 3 Developing Interpersonal Effectiveness Skills Lesson 10 (DeCano & Cook, 2015) Today we will be talking about things you can actively do to seek out connection and support – this is highly relevant to resilience because healthy attachments and connections is one of the keys to resilience. 5 Summary of the Previous Lesson Emotions represent subjective experience that combines bodily and cognitive reactions, are designed to provide us feedback, and motivate specific types of behavior or action Emotions are functionally adaptive Negative emotions narrow and positive emotions broaden To have resilience we must manage intense negative emotions and cultivate positive emotions To review from last week, emotions represent a complex, subjective experience. Emotions are adaptive and can broaden our attention and resources, but in order to have resilience it’s really important to both learn to manage negative emotions as well as cultivating positive emotions. 6 Summary of the Previous Lesson Intense negative emotions can be managed two different ways: If in a crisis – emotional temperature > 65 – then use crisis survival skills: TIPP Distract with ACCEPTS IMPROVE the Moment Pro & Cons If not a crisis < 65 then use: Check the Facts and then Opposite Action or Problem Solving Positive self-talk Mindfulness of current emotion: Wave Skill When we are trying to manage negative emotions, we have learned options for skills to use when we are in a crisis (over 65 on our emotional thermometer) as well as skills to use when we are not in a crisis (less than 65 on the emotional thermometer). 7 Learning Objectives After completing this lesson, you will be able to: Understand the need for effective communication in relationships Know the difference between three key effective communication skills and when you would use each one Use all three communication skills Today’s lesson is about developing interpersonal effectiveness. After today, you are going to have a better understanding of the need for effective communication in relationships, and, you’ll know the difference between three key communication skills and when to use each. 8 Lesson 10: Glossary TermsDeveloping Interpersonal Effectiveness SkillsObjective EffectivenessThe interpersonal strategy to effectively ask for the things you want and/or t ...

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