Experience with Ambiguity
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This is a powerpoint presentation that I made as part of the final of one of the most challenging and rewarding courses I have taken. The major take away of the class was to be able to deal with ambiguity and create our own structure where there was none. These are skills that I will be able to use in every job and class I will every be a part of.
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Self-appraisal
This self-appraisal highlights the applicant's strong work ethic, dependability, and teamwork skills. They have always received praise from teachers for being studious and getting work done efficiently. When working in groups, they volunteer to do extra work to ensure projects are completed thoroughly. Additionally, the applicant describes themselves as sympathetic, helpful to others, and open-minded - believing these personal qualities will serve them well.
Emphasize and define
Interview and Needs Statement:
Max needs to learn how to connect his strengths to his job because he has a lot of unique talents to contribute.
spencers1
1) The student learned about the importance of teamwork and time management through working on a group project about whether the Rugby World Cup should change school terms.
2) The student felt they did well with research by gathering most of the information and answering questions quickly with relevant details.
3) The student found their group's lack of teamwork difficult as it affected how much work got done and caused extra hours of homework.
4) However, the student was proud of the quality answers they provided to the sub-questions and essential question by combining the sub-question answers.
5) This task changed the student's thinking by teaching them that hard work is rewarding.
Gabrielle A Ingram
Gabrielle Ingram is applying for a job and outlines in her letter why she would be a great employee. She emphasizes that she is intelligent, flexible, works well with others, exceeds expectations, is self-disciplined, has strong work ethics, takes initiative, is responsible, punctual, tenacious, organized, patient, and has a great attitude. Gabrielle also notes that she is a fun person to work with and looks forward to demonstrating why she won't disappoint in the role.
Tyler's PPT
Tyler Owens summarizes his experience in the Business Management B100 Board course. He highlights that a career assessment aligned well with his view of himself, and that substantial accomplishments included serving a mission, attending college, and serving as a secretary during his mission. He enjoyed readings on developing knowledge and identity, learned from a resume review, and sees opportunities from creating a LinkedIn profile.
Hosein Yousefi Fazl
This person is a self-motivated hard worker who will find innovative and effective ways to perform any job. They are also gentle, flexible, and able to be an active team player. Overall, this document provides a positive characterization of someone as a dedicated, creative employee who works well independently or with others.
Final Leadership
I believe in maintaining honesty, commitment, and equal work among team members to ensure cooperation and prevent any one person from feeling overburdened. I will carry out my responsibilities to the highest standard and work until a task is complete without slacking. It is important that all members put in maximum effort and that work time is dedicated only to the task at hand. The company will strive for excellence, efficiency, and customer satisfaction in all its work.
Project management
The document outlines best practices for effective project team management. It discusses the importance of clarifying roles and setting goals during team meetings. It also emphasizes the need for delegating responsibilities, resolving conflicts constructively, and providing feedback to ensure synchronized teamwork. Finally, it stresses the importance of clear and precise communication, developing relationships based on respect, and reaching decisions through compromise and inclusion.
Recommended
Self-appraisal
This self-appraisal highlights the applicant's strong work ethic, dependability, and teamwork skills. They have always received praise from teachers for being studious and getting work done efficiently. When working in groups, they volunteer to do extra work to ensure projects are completed thoroughly. Additionally, the applicant describes themselves as sympathetic, helpful to others, and open-minded - believing these personal qualities will serve them well.
Emphasize and define
Interview and Needs Statement:
Max needs to learn how to connect his strengths to his job because he has a lot of unique talents to contribute.
spencers1
1) The student learned about the importance of teamwork and time management through working on a group project about whether the Rugby World Cup should change school terms.
2) The student felt they did well with research by gathering most of the information and answering questions quickly with relevant details.
3) The student found their group's lack of teamwork difficult as it affected how much work got done and caused extra hours of homework.
4) However, the student was proud of the quality answers they provided to the sub-questions and essential question by combining the sub-question answers.
5) This task changed the student's thinking by teaching them that hard work is rewarding.
Gabrielle A Ingram
Gabrielle Ingram is applying for a job and outlines in her letter why she would be a great employee. She emphasizes that she is intelligent, flexible, works well with others, exceeds expectations, is self-disciplined, has strong work ethics, takes initiative, is responsible, punctual, tenacious, organized, patient, and has a great attitude. Gabrielle also notes that she is a fun person to work with and looks forward to demonstrating why she won't disappoint in the role.
Tyler's PPT
Tyler Owens summarizes his experience in the Business Management B100 Board course. He highlights that a career assessment aligned well with his view of himself, and that substantial accomplishments included serving a mission, attending college, and serving as a secretary during his mission. He enjoyed readings on developing knowledge and identity, learned from a resume review, and sees opportunities from creating a LinkedIn profile.
Hosein Yousefi Fazl
This person is a self-motivated hard worker who will find innovative and effective ways to perform any job. They are also gentle, flexible, and able to be an active team player. Overall, this document provides a positive characterization of someone as a dedicated, creative employee who works well independently or with others.
Final Leadership
I believe in maintaining honesty, commitment, and equal work among team members to ensure cooperation and prevent any one person from feeling overburdened. I will carry out my responsibilities to the highest standard and work until a task is complete without slacking. It is important that all members put in maximum effort and that work time is dedicated only to the task at hand. The company will strive for excellence, efficiency, and customer satisfaction in all its work.
Project management
The document outlines best practices for effective project team management. It discusses the importance of clarifying roles and setting goals during team meetings. It also emphasizes the need for delegating responsibilities, resolving conflicts constructively, and providing feedback to ensure synchronized teamwork. Finally, it stresses the importance of clear and precise communication, developing relationships based on respect, and reaching decisions through compromise and inclusion.
Anniversary Book
Edit of first 60 years history of The Grimsby College, research and writing or years 60 to 65 - The Grimsby Institute
Gx Magazine
keep practicing and watching videos
The article summarizes a local talent competition called the gx factor held at Grimsby Institute. It discusses the competition format over 5 weeks, with contestants singing or performing any talent. In the finale, 15-year-old Lauren Osbourne won, earning a recording session and trip to London. The committee plans to hold the competition again later this year.
правила составления резюме Resume guide russian
The EIC International Resume Guide in Russian, aimed at college students in Kazakhstan who want to apply to international companies.
EIC International Resume Guide
The EIC International Resume Guide, aimed at college students in Kazakhstan who want to apply to international companies.
What is researcher links
The document discusses Researcher Links workshops which are organized to foster partnerships between UK and Kazakhstan universities. The Newton Al-Farabi fund will sponsor workshops between October 2014 and March 2015, bringing together 15-20 UK researchers and 15-20 Kazakhstan researchers. The workshops are organized by two leading researchers from each country who apply on behalf of their universities. The coordinators can also propose additional mentors to pair with early career researchers. The workshops aim to create research partnerships, build professional networks, and provide career development opportunities for young scholars.
Clauses
The document discusses different types of sentences using examples from fictional families. It introduces independent and dependent clauses, and defines simple, compound, complex, and compound-complex sentences. Examples are provided of each sentence type using short descriptions of the fictional characters and their families.
Blended Coaching Participant Handouts
This document outlines the schedule and activities for a training hosted by New Leaders, Inc. on developing great school leaders. The morning session focuses on coaching skills like listening, situational leadership models, and avoiding assessments. The afternoon covers a situational leadership card sort activity and feedback practice. It provides context and instructions for participants to reflect on coaching struggles and distinguishing assertions from assessments in case studies. The goal is to help leaders improve their work with teachers through more effective coaching conversations.
Blended Coaching Training
Professional Development workshop materials for a group of people who coach turnaround school principals.
The structure for this presentation was adapted from the webpage: http://blendedcoachingwkshp.com/recursive-listening.html
12 ROADBLOCKS TO EFFECTIVE LISTENING
The document outlines 12 common roadblocks to effective listening: comparing, mind-reading, rehearsing, filtering, judging, dreaming, identifying, advising, sparring, being right, derailing, and placating. Some examples are judging people without listening to what they say, rehearsing your own response instead of focusing on the other person, and agreeing with everything someone says to avoid conflict rather than truly listening. The document encourages readers to identify which roadblocks they tend to use, observe how and when, and work on active listening skills.
ELS Reflective journal
This reflective journal is about English Legal System oral presentation for the first semester in my university' life. Along the preparations, we learn how to use technology to make presentation slide. My group members always spend time together to discuss about the assessment. In this assignment, I have learnt how the statutory interpretation works under the english legal system. I know how crucial and important of english language play part of interpreting the meaning of the context. We done a lot of research from textbook materials and internet. We share our idea and thought to resolve the questions of the topic. Throughout this assignment, my group members and I improved on communication skills.
Reflection and evaluation ed psych 1 farni
The Problem-based learning experience encouraged independent learning and strong cooperation among group members. Group members had to thoroughly research and prepare their topics to discuss doubts as a team. Effective group learning required all members to put in effort in research and take initiatives to solve problems together. The experience exposed the author to encouraging independent learning in future classrooms and developing students' interpersonal and reflective skills through interaction and group work. It also helped the author improve personal skills like motivation and organization, which will benefit students.
Reflective essay essay sample from assignmentsupport.com essay writing services
Reflective essay essay sample from assignmentsupport.com essay writing services https://writeessayuk.com/
The document is a reflection paper by a student on their experience participating in a group project as the team leader. Some key points:
- The student took an active role in coordinating the group by maintaining communication through various means and ensuring all members were on track. They helped the other members develop their own ideas.
- In a peer evaluation, the student received a score of 3.5/5 which was satisfactory but showed areas for improvement. They have learned to consider all aspects of a project, not just profits.
- Over 12 weeks the group worked closely together both in and out of class. The student improved at listening to others' opinions and considering different perspectives in decision making.
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Reflection Paper On Group Work
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Reflection On Group Work
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Reflection On Group Dynamics
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The document summarizes the skills learned throughout a learning term, including group work, time management, research, evaluation, and generating ideas under time constraints. While skills like group work and research were not new, the author felt they improved at tasks like managing their time and evaluating information more deeply. They found generating group ideas and a lack of time challenging but felt their group was generally up to date on the task. The experience helped the author adopt a more relaxed attitude.
Practice Paper
Kirk Rose summarizes his experience working in a group of six other students over the course of a semester. He found that the group worked well together once they moved past the initial forming stage and each took on roles that suited their strengths. Kirk's role involved doing research, and he learned he needs to speak up more in group discussions. The group encountered some challenges integrating a new member but was ultimately cohesive. Kirk felt the dialogue event the group planned was a success and taught him about forms of sexism he was previously unaware of. Through this project, Kirk gained insight into small group dynamics and now better understands how to contribute as an effective group member.
Essay About Self Reflection
The document discusses self-reflection on progress made in a writing course over one semester. It analyzes strengths developed, such as using logical, ethical and emotional appeals more effectively in writing. It also addresses ongoing areas for improvement, such as further developing revision skills and using feedback. The writer evaluates growth in rhetorical analysis abilities and employing strategies like proposals. Overall, the reflection shows awareness of skills strengthened and honed over the term regarding argumentation, writing techniques and responding to criticism.
Reflections sheet
Our tutor assigned the student and three others to a group for a presentation worth 70% of their grade. When dividing tasks, some members felt their tasks were less difficult than others, causing complaints. The student realized this lack of equal perception could jeopardize cooperation in the group and affect their final mark. To encourage cooperation and progress, the student suggested nominating a chairperson. With this approach, their group ended up giving a good presentation and working well together. Therefore, for future group projects, nominating a chairperson from the start could help ensure success through fair distribution of work and cooperation among members.
Aquil Akhtar .docx
Aquil Akhtar ID-1601746
Assignment 2A – Reflective Essay
Introduction
In this essay, I will be reflecting on my personal development throughout my time at the university while studying my course computer networking. I will be discussing my performance in various activities that have taken place in the first half of the year, and aim to develop an understanding of how I approach to different situations. Additionally, I will develop an action plan to discuss my goals and how to improve the way I approach certain situations.
Oral Presentation Skills
Firstly, I will be talking about my oral presentation skills. In week 10, I and my group members had to give a group presentation discussing possible solutions to a problem that was presented to us. From this, I discovered that I needed to improve on my confidence in speaking to the audience, this is because I felt that I could have elaborated on what I was saying and felt that my point was not explained effectively. For this reason, in other group presentations I will prepare myself by speaking more and ensuring that my explanation is understood by the audience, rather than simply reading of the PowerPoint slide. This will eventually give me more confidence to engage with the audience as I will be fully prepared and organised.
Written Communication Skills
My written communication skills in the formal report come across clearly and I believe I have done a good job. I have been able to set the report out in a structure which was effective in ensuring a good flow throughout the report. In my report there are simple construction errors in some sentences and grammar problems. The way to improve these are by getting a fellow class member to proof read my work before I submit my work. As looking back to my report and getting feedback it is simple and brief and some content was missing. I should have added more detail in my report and read the assignment brief to see what content I had to add in my report before submitting. I should also have elaborated when talking about various skills in my report.
Team Role Preference (Belbin)
There are many Belbin roles which people can choose to be or when they complete the questionnaire they will get to know what they are. My Belbin role was a chairperson, this means that someone who is in charge and the leader for a group. The evidence of me being a chairperson is when I and my group members had to give a presentation in one of our seminars regarding a problem and how to find many solutions to the problem. In my group I was chosen the role of a chairperson due to my leadership and commitment towards the presentation. When the group activities were taking place in my seminars I was relaxed and had no problem being the chairperson. I am most comfortable when organising my group members for a presentation as I told them what to do a.
Presentation1
This document contains summaries of the author's academic and professional experiences, including:
1) Receiving A-level grades of A which motivated the author to apply abroad for higher education and gaining admission to a college in Ontario.
2) Completing the first part of the ACCA professional degree in accounting, which only a small percentage pass each year.
3) Working as an employee at North American Fur Auction where the author learned time management and customer interaction skills.
4) Maintaining a relationship with their professor Daniel Holbrook from Centennial College who provides inspiration.
[InternetShortcut]URL=httpsprezi.comviewQFet41Y5Oz7h0gJtEj.docx
[InternetShortcut]
URL=https://prezi.com/view/QFet41Y5Oz7h0gJtEjnD/
The Five Stages of Team Development: A Case
Study
By Gina Abudi
Every team goes through the five stages of team development.
First, some background on team development. The first four
stages of team growth were first developed by Bruce Wayne
Tuckman and published in 1965. His theory, called "Tuckman's
Stages" was based on research he conducted on team dynamics.
He believed (as is a common belief today) that these stages are
inevitable in order for a team to grow to the point where they are
functioning effectively together and delivering high quality results.
In 1977, Tuckman, jointly with Mary Ann Jensen, added a fifth
stage to the 4 stages: "Adjourning." The adjourning stage is when the team is completing
the current project. They will be joining other teams and moving on to other work in the near
future. For a high performing team, the end of a project brings on feelings of sadness as the
team members have effectively become as one and now are going their separate ways.
The five stages:
Stage 1: Forming
Stage 2: Storming
Stage 3: Norming
Stage 4: Performing
Stage 5: Adjourning
This article provides background on each stage and an example of a team going through all
five stages.
Stage 1: Forming
The "forming" stage takes place when the team first meets each other. In this first meeting,
team members are introduced to each. They share information about their backgrounds,
interests and experience and form first impressions of each other. They learn about the
project they will be working on, discuss the project's objectives/goals and start to think
about what role they will play on the project team. They are not yet working on the project.
They are, effectively, "feeling each other out" and finding their way around how they might
work together.
During this initial stage of team growth, it is important for the team leader to be very clear
about team goals and provide clear direction regarding the project. The team leader should
ensure that all of the members are involved in determining team roles and responsibilities
and should work with the team to help them establish how they will work together ("team
norms".) The team is dependent on the team leader to guide them.
Stage 2: Storming
As the team begins to work together, they move into the "storming" stage. This stage is not
avoidable; every team - most especially a new team who has never worked together before -
goes through this part of developing as a team. In this stage, the team members compete
1
with each other for status and for acceptance of their ideas. They have different opinions on
what should be done and how it should be done - which causes conflict within the team. As
they go progress through this stage, with the guidance of the team leader, they learn how to
solve problems together, function both independently and together as a team, and settle into
roles and responsibilities on the team. For ...
[InternetShortcut]URL=httpsprezi.comviewQFet41Y5Oz7h0gJtE.docx
[InternetShortcut]
URL=https://prezi.com/view/QFet41Y5Oz7h0gJtEjnD/
The Five Stages of Team Development: A Case
Study
By Gina Abudi
Every team goes through the five stages of team development.
First, some background on team development. The first four
stages of team growth were first developed by Bruce Wayne
Tuckman and published in 1965. His theory, called "Tuckman's
Stages" was based on research he conducted on team dynamics.
He believed (as is a common belief today) that these stages are
inevitable in order for a team to grow to the point where they are
functioning effectively together and delivering high quality results.
In 1977, Tuckman, jointly with Mary Ann Jensen, added a fifth
stage to the 4 stages: "Adjourning." The adjourning stage is when the team is completing
the current project. They will be joining other teams and moving on to other work in the near
future. For a high performing team, the end of a project brings on feelings of sadness as the
team members have effectively become as one and now are going their separate ways.
The five stages:
Stage 1: Forming
Stage 2: Storming
Stage 3: Norming
Stage 4: Performing
Stage 5: Adjourning
This article provides background on each stage and an example of a team going through all
five stages.
Stage 1: Forming
The "forming" stage takes place when the team first meets each other. In this first meeting,
team members are introduced to each. They share information about their backgrounds,
interests and experience and form first impressions of each other. They learn about the
project they will be working on, discuss the project's objectives/goals and start to think
about what role they will play on the project team. They are not yet working on the project.
They are, effectively, "feeling each other out" and finding their way around how they might
work together.
During this initial stage of team growth, it is important for the team leader to be very clear
about team goals and provide clear direction regarding the project. The team leader should
ensure that all of the members are involved in determining team roles and responsibilities
and should work with the team to help them establish how they will work together ("team
norms".) The team is dependent on the team leader to guide them.
Stage 2: Storming
As the team begins to work together, they move into the "storming" stage. This stage is not
avoidable; every team - most especially a new team who has never worked together before -
goes through this part of developing as a team. In this stage, the team members compete
1
with each other for status and for acceptance of their ideas. They have different opinions on
what should be done and how it should be done - which causes conflict within the team. As
they go progress through this stage, with the guidance of the team leader, they learn how to
solve problems together, function both independently and together as a team, and settle into
roles and responsibilities on the team. For .
More Related Content
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Anniversary Book
Edit of first 60 years history of The Grimsby College, research and writing or years 60 to 65 - The Grimsby Institute
Gx Magazine
keep practicing and watching videos
The article summarizes a local talent competition called the gx factor held at Grimsby Institute. It discusses the competition format over 5 weeks, with contestants singing or performing any talent. In the finale, 15-year-old Lauren Osbourne won, earning a recording session and trip to London. The committee plans to hold the competition again later this year.
правила составления резюме Resume guide russian
The EIC International Resume Guide in Russian, aimed at college students in Kazakhstan who want to apply to international companies.
EIC International Resume Guide
The EIC International Resume Guide, aimed at college students in Kazakhstan who want to apply to international companies.
What is researcher links
The document discusses Researcher Links workshops which are organized to foster partnerships between UK and Kazakhstan universities. The Newton Al-Farabi fund will sponsor workshops between October 2014 and March 2015, bringing together 15-20 UK researchers and 15-20 Kazakhstan researchers. The workshops are organized by two leading researchers from each country who apply on behalf of their universities. The coordinators can also propose additional mentors to pair with early career researchers. The workshops aim to create research partnerships, build professional networks, and provide career development opportunities for young scholars.
Clauses
The document discusses different types of sentences using examples from fictional families. It introduces independent and dependent clauses, and defines simple, compound, complex, and compound-complex sentences. Examples are provided of each sentence type using short descriptions of the fictional characters and their families.
Blended Coaching Participant Handouts
This document outlines the schedule and activities for a training hosted by New Leaders, Inc. on developing great school leaders. The morning session focuses on coaching skills like listening, situational leadership models, and avoiding assessments. The afternoon covers a situational leadership card sort activity and feedback practice. It provides context and instructions for participants to reflect on coaching struggles and distinguishing assertions from assessments in case studies. The goal is to help leaders improve their work with teachers through more effective coaching conversations.
Blended Coaching Training
Professional Development workshop materials for a group of people who coach turnaround school principals.
The structure for this presentation was adapted from the webpage: http://blendedcoachingwkshp.com/recursive-listening.html
12 ROADBLOCKS TO EFFECTIVE LISTENING
The document outlines 12 common roadblocks to effective listening: comparing, mind-reading, rehearsing, filtering, judging, dreaming, identifying, advising, sparring, being right, derailing, and placating. Some examples are judging people without listening to what they say, rehearsing your own response instead of focusing on the other person, and agreeing with everything someone says to avoid conflict rather than truly listening. The document encourages readers to identify which roadblocks they tend to use, observe how and when, and work on active listening skills.
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Similar to Experience with Ambiguity
ELS Reflective journal
This reflective journal is about English Legal System oral presentation for the first semester in my university' life. Along the preparations, we learn how to use technology to make presentation slide. My group members always spend time together to discuss about the assessment. In this assignment, I have learnt how the statutory interpretation works under the english legal system. I know how crucial and important of english language play part of interpreting the meaning of the context. We done a lot of research from textbook materials and internet. We share our idea and thought to resolve the questions of the topic. Throughout this assignment, my group members and I improved on communication skills.
Reflection and evaluation ed psych 1 farni
The Problem-based learning experience encouraged independent learning and strong cooperation among group members. Group members had to thoroughly research and prepare their topics to discuss doubts as a team. Effective group learning required all members to put in effort in research and take initiatives to solve problems together. The experience exposed the author to encouraging independent learning in future classrooms and developing students' interpersonal and reflective skills through interaction and group work. It also helped the author improve personal skills like motivation and organization, which will benefit students.
Reflective essay essay sample from assignmentsupport.com essay writing services
Reflective essay essay sample from assignmentsupport.com essay writing services https://writeessayuk.com/
The document is a reflection paper by a student on their experience participating in a group project as the team leader. Some key points:
- The student took an active role in coordinating the group by maintaining communication through various means and ensuring all members were on track. They helped the other members develop their own ideas.
- In a peer evaluation, the student received a score of 3.5/5 which was satisfactory but showed areas for improvement. They have learned to consider all aspects of a project, not just profits.
- Over 12 weeks the group worked closely together both in and out of class. The student improved at listening to others' opinions and considering different perspectives in decision making.
- AreasReflective Essay On Group Work
Reflection On Group Work
Reflective Report on Group Work Essay
Reflection Paper On Group Work
Personal Reflection On Group Work
Reflection On Group Processes And Dynamics Essay
Reflection on Social Work Group Work Processes
Reflection On Group Work
Essay On Group Work
Critical Reflection On Group Work
Reflective Essay On Group Work
Reflective Essay On Teamwork
Reflection On Group Work
Reflection On Group Work
Reflection On Group Work
Reflective Essay On Group Work
Reflection On Group Dynamics
Reflection On Virtual Group Work
Reflective Essay On Group Work
Reflection On Group Work
Task: My learning
The document summarizes the skills learned throughout a learning term, including group work, time management, research, evaluation, and generating ideas under time constraints. While skills like group work and research were not new, the author felt they improved at tasks like managing their time and evaluating information more deeply. They found generating group ideas and a lack of time challenging but felt their group was generally up to date on the task. The experience helped the author adopt a more relaxed attitude.
Practice Paper
Kirk Rose summarizes his experience working in a group of six other students over the course of a semester. He found that the group worked well together once they moved past the initial forming stage and each took on roles that suited their strengths. Kirk's role involved doing research, and he learned he needs to speak up more in group discussions. The group encountered some challenges integrating a new member but was ultimately cohesive. Kirk felt the dialogue event the group planned was a success and taught him about forms of sexism he was previously unaware of. Through this project, Kirk gained insight into small group dynamics and now better understands how to contribute as an effective group member.
Essay About Self Reflection
The document discusses self-reflection on progress made in a writing course over one semester. It analyzes strengths developed, such as using logical, ethical and emotional appeals more effectively in writing. It also addresses ongoing areas for improvement, such as further developing revision skills and using feedback. The writer evaluates growth in rhetorical analysis abilities and employing strategies like proposals. Overall, the reflection shows awareness of skills strengthened and honed over the term regarding argumentation, writing techniques and responding to criticism.
Reflections sheet
Our tutor assigned the student and three others to a group for a presentation worth 70% of their grade. When dividing tasks, some members felt their tasks were less difficult than others, causing complaints. The student realized this lack of equal perception could jeopardize cooperation in the group and affect their final mark. To encourage cooperation and progress, the student suggested nominating a chairperson. With this approach, their group ended up giving a good presentation and working well together. Therefore, for future group projects, nominating a chairperson from the start could help ensure success through fair distribution of work and cooperation among members.
Aquil Akhtar .docx
Aquil Akhtar ID-1601746
Assignment 2A – Reflective Essay
Introduction
In this essay, I will be reflecting on my personal development throughout my time at the university while studying my course computer networking. I will be discussing my performance in various activities that have taken place in the first half of the year, and aim to develop an understanding of how I approach to different situations. Additionally, I will develop an action plan to discuss my goals and how to improve the way I approach certain situations.
Oral Presentation Skills
Firstly, I will be talking about my oral presentation skills. In week 10, I and my group members had to give a group presentation discussing possible solutions to a problem that was presented to us. From this, I discovered that I needed to improve on my confidence in speaking to the audience, this is because I felt that I could have elaborated on what I was saying and felt that my point was not explained effectively. For this reason, in other group presentations I will prepare myself by speaking more and ensuring that my explanation is understood by the audience, rather than simply reading of the PowerPoint slide. This will eventually give me more confidence to engage with the audience as I will be fully prepared and organised.
Written Communication Skills
My written communication skills in the formal report come across clearly and I believe I have done a good job. I have been able to set the report out in a structure which was effective in ensuring a good flow throughout the report. In my report there are simple construction errors in some sentences and grammar problems. The way to improve these are by getting a fellow class member to proof read my work before I submit my work. As looking back to my report and getting feedback it is simple and brief and some content was missing. I should have added more detail in my report and read the assignment brief to see what content I had to add in my report before submitting. I should also have elaborated when talking about various skills in my report.
Team Role Preference (Belbin)
There are many Belbin roles which people can choose to be or when they complete the questionnaire they will get to know what they are. My Belbin role was a chairperson, this means that someone who is in charge and the leader for a group. The evidence of me being a chairperson is when I and my group members had to give a presentation in one of our seminars regarding a problem and how to find many solutions to the problem. In my group I was chosen the role of a chairperson due to my leadership and commitment towards the presentation. When the group activities were taking place in my seminars I was relaxed and had no problem being the chairperson. I am most comfortable when organising my group members for a presentation as I told them what to do a.
Presentation1
This document contains summaries of the author's academic and professional experiences, including:
1) Receiving A-level grades of A which motivated the author to apply abroad for higher education and gaining admission to a college in Ontario.
2) Completing the first part of the ACCA professional degree in accounting, which only a small percentage pass each year.
3) Working as an employee at North American Fur Auction where the author learned time management and customer interaction skills.
4) Maintaining a relationship with their professor Daniel Holbrook from Centennial College who provides inspiration.
[InternetShortcut]URL=httpsprezi.comviewQFet41Y5Oz7h0gJtEj.docx
[InternetShortcut]
URL=https://prezi.com/view/QFet41Y5Oz7h0gJtEjnD/
The Five Stages of Team Development: A Case
Study
By Gina Abudi
Every team goes through the five stages of team development.
First, some background on team development. The first four
stages of team growth were first developed by Bruce Wayne
Tuckman and published in 1965. His theory, called "Tuckman's
Stages" was based on research he conducted on team dynamics.
He believed (as is a common belief today) that these stages are
inevitable in order for a team to grow to the point where they are
functioning effectively together and delivering high quality results.
In 1977, Tuckman, jointly with Mary Ann Jensen, added a fifth
stage to the 4 stages: "Adjourning." The adjourning stage is when the team is completing
the current project. They will be joining other teams and moving on to other work in the near
future. For a high performing team, the end of a project brings on feelings of sadness as the
team members have effectively become as one and now are going their separate ways.
The five stages:
Stage 1: Forming
Stage 2: Storming
Stage 3: Norming
Stage 4: Performing
Stage 5: Adjourning
This article provides background on each stage and an example of a team going through all
five stages.
Stage 1: Forming
The "forming" stage takes place when the team first meets each other. In this first meeting,
team members are introduced to each. They share information about their backgrounds,
interests and experience and form first impressions of each other. They learn about the
project they will be working on, discuss the project's objectives/goals and start to think
about what role they will play on the project team. They are not yet working on the project.
They are, effectively, "feeling each other out" and finding their way around how they might
work together.
During this initial stage of team growth, it is important for the team leader to be very clear
about team goals and provide clear direction regarding the project. The team leader should
ensure that all of the members are involved in determining team roles and responsibilities
and should work with the team to help them establish how they will work together ("team
norms".) The team is dependent on the team leader to guide them.
Stage 2: Storming
As the team begins to work together, they move into the "storming" stage. This stage is not
avoidable; every team - most especially a new team who has never worked together before -
goes through this part of developing as a team. In this stage, the team members compete
1
with each other for status and for acceptance of their ideas. They have different opinions on
what should be done and how it should be done - which causes conflict within the team. As
they go progress through this stage, with the guidance of the team leader, they learn how to
solve problems together, function both independently and together as a team, and settle into
roles and responsibilities on the team. For ...
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The Five Stages of Team Development: A Case
Study
By Gina Abudi
Every team goes through the five stages of team development.
First, some background on team development. The first four
stages of team growth were first developed by Bruce Wayne
Tuckman and published in 1965. His theory, called "Tuckman's
Stages" was based on research he conducted on team dynamics.
He believed (as is a common belief today) that these stages are
inevitable in order for a team to grow to the point where they are
functioning effectively together and delivering high quality results.
In 1977, Tuckman, jointly with Mary Ann Jensen, added a fifth
stage to the 4 stages: "Adjourning." The adjourning stage is when the team is completing
the current project. They will be joining other teams and moving on to other work in the near
future. For a high performing team, the end of a project brings on feelings of sadness as the
team members have effectively become as one and now are going their separate ways.
The five stages:
Stage 1: Forming
Stage 2: Storming
Stage 3: Norming
Stage 4: Performing
Stage 5: Adjourning
This article provides background on each stage and an example of a team going through all
five stages.
Stage 1: Forming
The "forming" stage takes place when the team first meets each other. In this first meeting,
team members are introduced to each. They share information about their backgrounds,
interests and experience and form first impressions of each other. They learn about the
project they will be working on, discuss the project's objectives/goals and start to think
about what role they will play on the project team. They are not yet working on the project.
They are, effectively, "feeling each other out" and finding their way around how they might
work together.
During this initial stage of team growth, it is important for the team leader to be very clear
about team goals and provide clear direction regarding the project. The team leader should
ensure that all of the members are involved in determining team roles and responsibilities
and should work with the team to help them establish how they will work together ("team
norms".) The team is dependent on the team leader to guide them.
Stage 2: Storming
As the team begins to work together, they move into the "storming" stage. This stage is not
avoidable; every team - most especially a new team who has never worked together before -
goes through this part of developing as a team. In this stage, the team members compete
1
with each other for status and for acceptance of their ideas. They have different opinions on
what should be done and how it should be done - which causes conflict within the team. As
they go progress through this stage, with the guidance of the team leader, they learn how to
solve problems together, function both independently and together as a team, and settle into
roles and responsibilities on the team. For .
James Appleby 1.5.15
This document provides feedback on a social studies lesson for year 9 students. It discusses several key areas:
1. Learning intentions and success criteria were displayed but not referred to during the lesson.
2. Higher-order thinking was not discussed in relation to lesson activities.
3. Graphic organizers and apps were not used, despite their potential to enhance learning.
4. The teacher reminded students to show respect but noise levels remained an issue.
5. Positive feedback was provided during activities, but disruptive students were not addressed.
Similar to Experience with Ambiguity (13)
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Reflective essay essay sample from assignmentsupport.com essay writing services
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Experience with Ambiguity
- 1. the process for every assignment in this class forced me to grow in the way that I tackle an assignment and the way I work with group members. LEARNING TO DEAL WITH AMBIGUITY The bottom line is
- 2. The learning and growth our group accomplished during this semester caused everyone in my group to move to create structure before we did anything else. Reaction to Take Home
- 3. My instinct was to create structure in the form of a timeline and meetings for our group to work towards completion. In the future I will need to experiment with starting to brainstorm in advance to get more ideas to work with. Reaction as an Individual
- 4. My group members moved to create structure by dividing up tasks for us to do before our first meeting to give us a head start. In the future I will keep the work that is divided up to different group members more ambiguous so we have a more diverse group of ideas to work with when we meet. Reaction as a Team
- 5. I was very frustrated at the beginning of the semester when I was working without structure for the first time. Now I do not panic, I just… Assess Plan Do Verify My Growth
- 6. I am someone who has always needed structure, so I am very proud that I have been able to take these changes in stride and thrive in a new learning environment. I will celebrate every time I am able to use my new skills and create structure in another class, activity, or the workplace. Overall Feelings