This document discusses individual behavior and differences. It notes that understanding individual differences requires observing and recognizing differences, studying variables that influence behavior, and discovering relationships among variables. Key areas that influence individual behavior are abilities and skills, demographics like gender and culture, and psychological variables such as perception, attribution, attitudes, personality, and emotional intelligence. The document provides examples of how these factors can influence behaviors and outcomes in organizational settings.
The document contains 18 certificates of recognition awarded to students of Atty. Orlando S. Rimando National High School for outstanding academic performance during the 1st quarter of the 2022-2023 school year. The certificates recognize students who achieved high honors, honors, or honors status and their average scores ranged from 90-96%. All certificates were issued on November 18, 2022 and signed by the school advisers.
The document discusses INSET (In-Service Training for Teachers), which provides professional development for teachers. It aims to improve teaching methods and create an effective learning environment. The document also discusses the traits of 21st century teachers, including being learner-centered, tech-savvy, global and innovative. 21st century skills taught in schools include critical thinking, creativity, collaboration, communication, information literacy, media literacy and technology literacy. Life skills like flexibility and leadership are also important.
The document outlines the daily schedule of classes for the Alternative Learning System (ALS) in Hernani, Eastern Samar for the 2019-2020 school year. It details the various learning and teaching activities, their duration and locations. In total, the schedule spans from 7:30am to 5:00pm and includes 510 minutes of classes on basic literacy, arts and computer skills at different educational levels across two venues in Hernani.
This document is an Individual Performance Commitment and Review Form for a teacher named Armando D. Ison. It outlines his key result areas, duties and responsibilities, objectives, timeline, and targets for the review period from June to March 2014. The form details objectives and targets for teaching-learning process, pupil/student outcomes, community involvement, professional growth and development, and professional ethics. It commits Mr. Ison to specific goals in each key result area to be evaluated by his rater, Principal Famie C. Apay.
Implementation of Homeroom Guidance for SY 2021-2022.pdfvivianabarce
The document outlines the procedures for implementing a Homeroom Guidance program for the 2021-2022 school year. Key points include: assigning class advisors to deliver 60-minute weekly homeroom sessions; developing self-learning modules; assessing student development through tools attached to report cards; and defining roles for school staff, including monitoring by the school head and technical assistance from guidance counselors. Division offices will localize materials, conduct trainings, and monitor implementation across schools.
This document provides information about a nursing student support program. A graduate student will help current nursing students succeed in their first semester by providing feedback on reflection journals, study resources, and answering questions. Submitting reflection journals is optional but encouraged, as it allows the graduate student to tailor resources to students' specific needs and questions. Students found this support improved their grades last semester. The program includes an introduction forum, needs survey, weekly reflection topics, and email support from the graduate student.
The document discusses curriculum contextualization in the Philippines. It provides background on legal bases and initiatives that promote contextualization. Contextualization aims to make education relevant to students' environments by localizing or indigenizing curriculum content. The document outlines the process of contextualizing curriculum, which involves community engagement, situation analysis, education planning, and developing contextualized teaching and learning resources. It also discusses classroom assessment policies and guidelines in the K to 12 program.
The document contains 18 certificates of recognition awarded to students of Atty. Orlando S. Rimando National High School for outstanding academic performance during the 1st quarter of the 2022-2023 school year. The certificates recognize students who achieved high honors, honors, or honors status and their average scores ranged from 90-96%. All certificates were issued on November 18, 2022 and signed by the school advisers.
The document discusses INSET (In-Service Training for Teachers), which provides professional development for teachers. It aims to improve teaching methods and create an effective learning environment. The document also discusses the traits of 21st century teachers, including being learner-centered, tech-savvy, global and innovative. 21st century skills taught in schools include critical thinking, creativity, collaboration, communication, information literacy, media literacy and technology literacy. Life skills like flexibility and leadership are also important.
The document outlines the daily schedule of classes for the Alternative Learning System (ALS) in Hernani, Eastern Samar for the 2019-2020 school year. It details the various learning and teaching activities, their duration and locations. In total, the schedule spans from 7:30am to 5:00pm and includes 510 minutes of classes on basic literacy, arts and computer skills at different educational levels across two venues in Hernani.
This document is an Individual Performance Commitment and Review Form for a teacher named Armando D. Ison. It outlines his key result areas, duties and responsibilities, objectives, timeline, and targets for the review period from June to March 2014. The form details objectives and targets for teaching-learning process, pupil/student outcomes, community involvement, professional growth and development, and professional ethics. It commits Mr. Ison to specific goals in each key result area to be evaluated by his rater, Principal Famie C. Apay.
Implementation of Homeroom Guidance for SY 2021-2022.pdfvivianabarce
The document outlines the procedures for implementing a Homeroom Guidance program for the 2021-2022 school year. Key points include: assigning class advisors to deliver 60-minute weekly homeroom sessions; developing self-learning modules; assessing student development through tools attached to report cards; and defining roles for school staff, including monitoring by the school head and technical assistance from guidance counselors. Division offices will localize materials, conduct trainings, and monitor implementation across schools.
This document provides information about a nursing student support program. A graduate student will help current nursing students succeed in their first semester by providing feedback on reflection journals, study resources, and answering questions. Submitting reflection journals is optional but encouraged, as it allows the graduate student to tailor resources to students' specific needs and questions. Students found this support improved their grades last semester. The program includes an introduction forum, needs survey, weekly reflection topics, and email support from the graduate student.
The document discusses curriculum contextualization in the Philippines. It provides background on legal bases and initiatives that promote contextualization. Contextualization aims to make education relevant to students' environments by localizing or indigenizing curriculum content. The document outlines the process of contextualizing curriculum, which involves community engagement, situation analysis, education planning, and developing contextualized teaching and learning resources. It also discusses classroom assessment policies and guidelines in the K to 12 program.
Gordon Primary School Improvement 2018 - 2019GordonPrimary
The document outlines plans for improving curriculum, learning and teaching, and environment at Gordon Primary School. It begins with the school's ambitious curriculum rationale and vision of helping pupils "be the best you can be" by placing values at the heart of actions. Improvement plans are outlined for each area, with a focus on inspiring pupil and staff leadership. For curriculum, plans include developing pupils' skills for the future and opportunities to learn locally and globally. For learning and teaching, priorities are supporting pupil leadership in quality assurance and creating a learning environment that fosters curiosity. Environmental improvements aim to model the school's RESPECT values.
The document outlines guidelines and processes for providing technical assistance to schools. It describes technical assistance as a process aimed at professional help and guidance for improvement. The objectives are to describe technical assistance, analyze processes for providing it, demonstrate readiness in applying guidelines, and appreciate adherence to standards. The technical assistance mechanism involves assessing needs, planning, implementation, monitoring, evaluation, and adjustment. Key steps include organizing provider teams, assessing school needs, designing plans relevant to recipients, implementing plans, and verifying the process with documents. Crucial technical assistance areas for strengthening school-based management are also listed.
Technical Assistance Plan (Instructional supervision)MaestroSonnyTV
This instructional supervisory report outlines coaching objectives and strategies for grade 3 and 4 teachers over the school year. It identifies preparing weekly learning plans, communicating with parents, and improving teaching competence as priorities. The report details that coaching will include facilitating sessions on learning plan preparation, developing a parent communication strategy, conducting classroom observations, and organizing in-service trainings. It expects the strategies will result in approved weekly plans, improved teacher-parent communication, enhanced teaching skills, and improved teaching competence for grade 4 teachers. The coaching will use forms and materials and involve the school head, master teachers, and teachers over the course of the school year.
This document is the Annual Gender and Development (GAD) Plan and Budget for Fronda Integrated School for fiscal year 2023. It allocates 12,580 pesos for improving school facilities to meet standards for menstrual hygiene management. Specifically, it budgets 12,850 pesos to install tiles and drainage in three comfort rooms to provide better facilities for female students, employees, and learners. It also allocates 15,420 pesos total for senior citizen programs and COVID-19 response essentials. The principal, district supervisor, and schools division superintendent approve the annual GAD plan and budget.
Clarifies her momentary refusal to sign the school's quarterly financial report due to transparency concerns. She questioned the lack of disclosure for the remaining P17,000 from the previous quarter and the implausible expenses listed without receipts. Cites DepEd guidelines requiring transparency and accountability for public funds. Requests the issue be resolved respectfully without affecting her relationship with the Department of Education.
INSET refers to in-service training for teachers aimed at professional development. It provides activities and practices to meet teacher needs based on self-assessments and helps improve teaching methods, classroom management, professional growth, and student-centered learning. The objectives of INSET include improving the teaching-learning situation, developing new skills and abilities, familiarizing with latest education approaches, creating effective learning environments, and supporting professional development. 21st century teachers play a key role in developing skills students need for the future like critical thinking, communication, and technology literacy. They must be learner-centered, multi-literate, multi-specialist, and life-long learners able to equip students with 21st century skills for new normal
Guidelines for the reclassification and promotion to Master TeacherJed Abolencia
This document outlines the qualification standards and requirements to achieve different levels of Master Teacher. It describes the education, experience, performance ratings, and leadership points needed to qualify as Master Teacher I through IV. Higher levels require more education such as a Master's degree, more experience at the previous level, higher performance ratings, and more leadership points. The document also provides rules for implementation, including that only teaching positions qualify, all standards must be met, positions will be allocated proportionally to divisions, and qualified candidates will be ranked.
1. The document summarizes two teacher training activities conducted by the Matho Integrated School in the Philippines. The first activity coached teachers on blended learning, curriculum guidelines, and safety protocols for limited in-person classes. The second activity trained teachers to create interactive digital instructional materials.
2. Both activities had 100% participation and covered topics like blended learning approaches, curriculum standards, and using tools like Kotobee to create digital materials with videos, pictures and quizzes.
3. The digital materials training had teachers create sample interactive materials, present their work, and receive feedback to improve integrating technology into distance learning.
Philippine Copyright 2014
All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
ask permission before copying the contents :)
The document outlines the 4 stages of administering the Philippine Informal Reading Inventory (Phil-IRI) manual from 2018. Stage 1 involves an initial group screening test to identify students scoring below 14 who will undergo further assessment. Stage 2 consists of individually administering graded reading passages to determine students' independent, instructional, and frustration reading levels. Stage 3 involves providing reading intervention. Finally, Stage 4 administers a post-test and submits progress reports. The document provides detailed instructions for administering each stage of the Phil-IRI assessment.
The document outlines an action plan for a one-week remedial reading program at San Matias High School for struggling readers during the 2014-2015 school year. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected for the program and oriented through testing and parent meetings. During the implementation phase, students will participate in reading activities and interventions to improve their skills over four days. A pre-test will assess their starting level. Post-implementation will evaluate the students' progress with a post-test to determine the program's effectiveness. The goal is for struggling readers to become proficient through this intensive, short-term program.
This document contains a planning evaluation for an employee with various key result areas (KRAs) including instructional leadership, learning environment, human resource management, parental involvement, and school leadership. It lists objectives, timelines, performance indicators, and actual results for each KRA. For example, under instructional leadership, objectives were to increase overall student performance by 2% and have 75% of learners achieve 80% on standardized tests. Actual results showed these targets were met. It provides space to rate performance on a scale for each KRA as well as an overall rating.
Monitoring tool to be used by school head to teacherZaldy Tabugoca
This document provides a monitoring tool to evaluate teachers' home visitations and monitoring of learners during the COVID-19 pandemic. The tool contains indicators to rate teachers' preparation, monitoring activities, and follow-up in areas such as safety protocols, module reviews, assessments, and developing additional learning materials. Administrators use the tool to observe and provide feedback to teachers on a scale of 1 to 5 on their performance conducting home visits and supporting students during remote learning.
This document outlines a strategic planning process for a Department of Education Regional Office to develop their School Improvement Plan. It discusses conducting a SWOT analysis, identifying strengths such as establishing farm schools that generated additional funds, and weaknesses such as declining science test scores due to teachers without science backgrounds. The target is to understand strategic planning components and how to apply them to the SIP, including identifying objectives, conducting a SWOT analysis, and developing an implementation plan.
The document outlines the Department of Education's (DepEd) adoption of the Basic Education Monitoring and Evaluation Framework (BEMEF) to guide monitoring and evaluation across governance levels. The BEMEF aims to ensure DepEd's plans, policies, and processes are aligned with organizational and learner outcomes. It establishes performance measures and guides M&E plan development. The framework defines roles and responsibilities in the M&E system to support evidence-based decision making and improve transparency and accountability in basic education.
The guidance program has 3 main goals: 1) To develop self-directed students who can cope with problems from school and family during the pandemic. 2) To help students explore their abilities and interests to achieve self-understanding and actualization through counseling. 3) To help students develop physically, socially, psychologically, and spiritually.
The program consists of orientation, individual inventories, counseling, placement and career services, testing, and a homeroom guidance program. It aims to inform students of rules and their rights, identify guidance services, gather student data, assist students, and assess learning. Homeroom guidance includes developing a program, training advisers, orienting parents, and monitoring implementation. The program also
This document contains the daily classroom programs for four Grade 4 sections - Mangga, Lansones, Rambutan, and Del Pilar - at Duhat Elementary School for School Year 2023-2024. It outlines the time allotted for different subjects and activities each day, along with the assigned teacher. The programs show the distribution of subjects and breaks across sections to facilitate coordination of classroom activities among teachers.
The document outlines an action plan for guidance and counseling at Pasolo Elementary School for 2016-2017. It includes 9 activities: 1) testing, such as reading assessments, for transferred in students; 2) non-test activities like distributing student profiles and conducting interviews; 3) an orientation on the school's child protection policy; 4) individual consultations; 5) home visitations; 6) counseling for students with issues; 7) updating the child protection policy; 8) collecting student records; and 9) submitting an accomplishment report. Each activity lists the people involved, timeframe, resources needed, and objective.
Lecture 1 ob intro of course & perspective of obZainab Khan
This document provides an overview of organizational behavior and related concepts. It defines organizational behavior as the study and application of knowledge about how individuals and groups act in organizations. It discusses key theories like McGregor's Theory X and Theory Y. It also outlines common independent variables that can impact dependent variables in organizational behavior like productivity, absenteeism, and job satisfaction. Models of organizational behavior are presented, like autocratic, custodial, supportive, and collegial models.
This document discusses organizational learning and knowledge management. It begins by outlining the learning objectives of explaining individual and team learning theories, distinguishing between knowledge acquisition, distribution, interpretation and organizational memory, and assessing the role of politics in organizational learning. It then covers various models of individual and organizational learning, including Kolb's learning cycle, single-loop and double-loop learning. It also discusses concepts like sensemaking, absorptive capacity, unlearning and organizational routines. The document is intended to provide foundational information on these topics to students taking a course on knowledge management.
Gordon Primary School Improvement 2018 - 2019GordonPrimary
The document outlines plans for improving curriculum, learning and teaching, and environment at Gordon Primary School. It begins with the school's ambitious curriculum rationale and vision of helping pupils "be the best you can be" by placing values at the heart of actions. Improvement plans are outlined for each area, with a focus on inspiring pupil and staff leadership. For curriculum, plans include developing pupils' skills for the future and opportunities to learn locally and globally. For learning and teaching, priorities are supporting pupil leadership in quality assurance and creating a learning environment that fosters curiosity. Environmental improvements aim to model the school's RESPECT values.
The document outlines guidelines and processes for providing technical assistance to schools. It describes technical assistance as a process aimed at professional help and guidance for improvement. The objectives are to describe technical assistance, analyze processes for providing it, demonstrate readiness in applying guidelines, and appreciate adherence to standards. The technical assistance mechanism involves assessing needs, planning, implementation, monitoring, evaluation, and adjustment. Key steps include organizing provider teams, assessing school needs, designing plans relevant to recipients, implementing plans, and verifying the process with documents. Crucial technical assistance areas for strengthening school-based management are also listed.
Technical Assistance Plan (Instructional supervision)MaestroSonnyTV
This instructional supervisory report outlines coaching objectives and strategies for grade 3 and 4 teachers over the school year. It identifies preparing weekly learning plans, communicating with parents, and improving teaching competence as priorities. The report details that coaching will include facilitating sessions on learning plan preparation, developing a parent communication strategy, conducting classroom observations, and organizing in-service trainings. It expects the strategies will result in approved weekly plans, improved teacher-parent communication, enhanced teaching skills, and improved teaching competence for grade 4 teachers. The coaching will use forms and materials and involve the school head, master teachers, and teachers over the course of the school year.
This document is the Annual Gender and Development (GAD) Plan and Budget for Fronda Integrated School for fiscal year 2023. It allocates 12,580 pesos for improving school facilities to meet standards for menstrual hygiene management. Specifically, it budgets 12,850 pesos to install tiles and drainage in three comfort rooms to provide better facilities for female students, employees, and learners. It also allocates 15,420 pesos total for senior citizen programs and COVID-19 response essentials. The principal, district supervisor, and schools division superintendent approve the annual GAD plan and budget.
Clarifies her momentary refusal to sign the school's quarterly financial report due to transparency concerns. She questioned the lack of disclosure for the remaining P17,000 from the previous quarter and the implausible expenses listed without receipts. Cites DepEd guidelines requiring transparency and accountability for public funds. Requests the issue be resolved respectfully without affecting her relationship with the Department of Education.
INSET refers to in-service training for teachers aimed at professional development. It provides activities and practices to meet teacher needs based on self-assessments and helps improve teaching methods, classroom management, professional growth, and student-centered learning. The objectives of INSET include improving the teaching-learning situation, developing new skills and abilities, familiarizing with latest education approaches, creating effective learning environments, and supporting professional development. 21st century teachers play a key role in developing skills students need for the future like critical thinking, communication, and technology literacy. They must be learner-centered, multi-literate, multi-specialist, and life-long learners able to equip students with 21st century skills for new normal
Guidelines for the reclassification and promotion to Master TeacherJed Abolencia
This document outlines the qualification standards and requirements to achieve different levels of Master Teacher. It describes the education, experience, performance ratings, and leadership points needed to qualify as Master Teacher I through IV. Higher levels require more education such as a Master's degree, more experience at the previous level, higher performance ratings, and more leadership points. The document also provides rules for implementation, including that only teaching positions qualify, all standards must be met, positions will be allocated proportionally to divisions, and qualified candidates will be ranked.
1. The document summarizes two teacher training activities conducted by the Matho Integrated School in the Philippines. The first activity coached teachers on blended learning, curriculum guidelines, and safety protocols for limited in-person classes. The second activity trained teachers to create interactive digital instructional materials.
2. Both activities had 100% participation and covered topics like blended learning approaches, curriculum standards, and using tools like Kotobee to create digital materials with videos, pictures and quizzes.
3. The digital materials training had teachers create sample interactive materials, present their work, and receive feedback to improve integrating technology into distance learning.
Philippine Copyright 2014
All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
ask permission before copying the contents :)
The document outlines the 4 stages of administering the Philippine Informal Reading Inventory (Phil-IRI) manual from 2018. Stage 1 involves an initial group screening test to identify students scoring below 14 who will undergo further assessment. Stage 2 consists of individually administering graded reading passages to determine students' independent, instructional, and frustration reading levels. Stage 3 involves providing reading intervention. Finally, Stage 4 administers a post-test and submits progress reports. The document provides detailed instructions for administering each stage of the Phil-IRI assessment.
The document outlines an action plan for a one-week remedial reading program at San Matias High School for struggling readers during the 2014-2015 school year. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected for the program and oriented through testing and parent meetings. During the implementation phase, students will participate in reading activities and interventions to improve their skills over four days. A pre-test will assess their starting level. Post-implementation will evaluate the students' progress with a post-test to determine the program's effectiveness. The goal is for struggling readers to become proficient through this intensive, short-term program.
This document contains a planning evaluation for an employee with various key result areas (KRAs) including instructional leadership, learning environment, human resource management, parental involvement, and school leadership. It lists objectives, timelines, performance indicators, and actual results for each KRA. For example, under instructional leadership, objectives were to increase overall student performance by 2% and have 75% of learners achieve 80% on standardized tests. Actual results showed these targets were met. It provides space to rate performance on a scale for each KRA as well as an overall rating.
Monitoring tool to be used by school head to teacherZaldy Tabugoca
This document provides a monitoring tool to evaluate teachers' home visitations and monitoring of learners during the COVID-19 pandemic. The tool contains indicators to rate teachers' preparation, monitoring activities, and follow-up in areas such as safety protocols, module reviews, assessments, and developing additional learning materials. Administrators use the tool to observe and provide feedback to teachers on a scale of 1 to 5 on their performance conducting home visits and supporting students during remote learning.
This document outlines a strategic planning process for a Department of Education Regional Office to develop their School Improvement Plan. It discusses conducting a SWOT analysis, identifying strengths such as establishing farm schools that generated additional funds, and weaknesses such as declining science test scores due to teachers without science backgrounds. The target is to understand strategic planning components and how to apply them to the SIP, including identifying objectives, conducting a SWOT analysis, and developing an implementation plan.
The document outlines the Department of Education's (DepEd) adoption of the Basic Education Monitoring and Evaluation Framework (BEMEF) to guide monitoring and evaluation across governance levels. The BEMEF aims to ensure DepEd's plans, policies, and processes are aligned with organizational and learner outcomes. It establishes performance measures and guides M&E plan development. The framework defines roles and responsibilities in the M&E system to support evidence-based decision making and improve transparency and accountability in basic education.
The guidance program has 3 main goals: 1) To develop self-directed students who can cope with problems from school and family during the pandemic. 2) To help students explore their abilities and interests to achieve self-understanding and actualization through counseling. 3) To help students develop physically, socially, psychologically, and spiritually.
The program consists of orientation, individual inventories, counseling, placement and career services, testing, and a homeroom guidance program. It aims to inform students of rules and their rights, identify guidance services, gather student data, assist students, and assess learning. Homeroom guidance includes developing a program, training advisers, orienting parents, and monitoring implementation. The program also
This document contains the daily classroom programs for four Grade 4 sections - Mangga, Lansones, Rambutan, and Del Pilar - at Duhat Elementary School for School Year 2023-2024. It outlines the time allotted for different subjects and activities each day, along with the assigned teacher. The programs show the distribution of subjects and breaks across sections to facilitate coordination of classroom activities among teachers.
The document outlines an action plan for guidance and counseling at Pasolo Elementary School for 2016-2017. It includes 9 activities: 1) testing, such as reading assessments, for transferred in students; 2) non-test activities like distributing student profiles and conducting interviews; 3) an orientation on the school's child protection policy; 4) individual consultations; 5) home visitations; 6) counseling for students with issues; 7) updating the child protection policy; 8) collecting student records; and 9) submitting an accomplishment report. Each activity lists the people involved, timeframe, resources needed, and objective.
Lecture 1 ob intro of course & perspective of obZainab Khan
This document provides an overview of organizational behavior and related concepts. It defines organizational behavior as the study and application of knowledge about how individuals and groups act in organizations. It discusses key theories like McGregor's Theory X and Theory Y. It also outlines common independent variables that can impact dependent variables in organizational behavior like productivity, absenteeism, and job satisfaction. Models of organizational behavior are presented, like autocratic, custodial, supportive, and collegial models.
This document discusses organizational learning and knowledge management. It begins by outlining the learning objectives of explaining individual and team learning theories, distinguishing between knowledge acquisition, distribution, interpretation and organizational memory, and assessing the role of politics in organizational learning. It then covers various models of individual and organizational learning, including Kolb's learning cycle, single-loop and double-loop learning. It also discusses concepts like sensemaking, absorptive capacity, unlearning and organizational routines. The document is intended to provide foundational information on these topics to students taking a course on knowledge management.
This document discusses how student diversity enriches the learning environment. It identifies factors that contribute to student diversity, including socioeconomic status and thinking/learning styles. The document also provides teaching tips on accommodating student diversity, such as encouraging students to share their experiences, using varied instructional methods, and forming small discussion groups with diverse backgrounds.
Insight learning is a type of learning that occurs suddenly through understanding relationships between problem parts rather than trial and error. It involves an "Aha!" or Eureka moment where the solution is suddenly revealed, bringing order to seemingly chaotic data. Insightful learning depends on certain factors like initial unsuccessful problem-solving attempts and taking breaks that allow unconscious connections to form.
This document discusses several models of second language acquisition and individual difference factors that influence language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. The document also discusses how individual difference factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interactions with native speakers, and language used in the community can impact language learning outcomes, though notes there are often interactions between these different factors.
Its a reflective presentation on Insightful Learning Theory. The basic principles/features of gestalt school of psychology is highlighted through the explanation of the theory of insightful learning. It reveals the implication for classrooms. Perception of the whole situation, perceptual reorganization and aahaa experience are clearly mentioned by explaining the experiments with Sultan
The document discusses intellectual disabilities and their causes, characteristics, and impact on cognitive functioning. It explains that intellectual disabilities can be caused by genetic abnormalities, problems during pregnancy like illness/infections, complications during birth like lack of oxygen, premature birth, or brain infections after birth. Those with intellectual disabilities often have problems with memory, learning rates, attention, generalization of skills, and motivation. They may take longer to learn and recall information, have trouble focusing on tasks, and applying skills in new contexts without support. The document provides details on how intellectual disabilities affect different areas of cognitive development and learning.
Jean Piaget was a Swiss psychologist known for his work studying childhood development and intelligence. He proposed that children progress through four main stages of cognitive development: sensory-motor stage (birth to age 2), pre-operational stage (ages 2 to 7), concrete operational stage (ages 7 to 11), and formal operational stage (ages 11 to 15). The key goal of education, according to Piaget, is to develop creative, inventive thinkers who can discover new things rather than just repeat what has already been done.
This document discusses several topics related to individual differences that are of interest to managers, including mental functioning, emotional intelligence, personality, perception, attitudes, and values. It provides information on intelligence and cognitive styles, the Myers-Briggs personality test, the dimensions of emotional intelligence, major personality theories and traits, locus of control, sources of perceptual distortions, types of values and work values across generations, and models of attitude formation and change. Understanding these individual differences can help managers with selection, placement, training, motivation, and leadership of employees.
This document discusses individual differences and student diversity in the classroom. It identifies factors that contribute to student diversity, such as socioeconomic status, exceptionalities, and thinking/learning styles. The document also discusses how student diversity enriches the learning environment by enhancing self-awareness, contributing to cognitive development, and preparing students for society. Finally, it provides tips for teachers on classroom strategies that consider student diversity, including encouraging students to share experiences, varying examples and instructional methods, and forming diverse discussion groups.
This document discusses mental retardation/intellectual disability including its nature, characteristics, causes, manifestations, history, and ethical issues. It defines mental retardation as subaverage intellectual functioning and impaired adaptive skills that manifests during development. Causes include prenatal factors like maternal alcohol/drug use and infections. Manifestations involve delayed skills and difficulty adapting. The history discusses early conceptualizations and the development of treatment programs in the 18th-19th centuries. Ethical issues concern patient autonomy and the cultural construction of mental retardation.
Individual differences summarize the key attributes that vary between people such as physical, psychological, and emotional traits. Personality is shaped by both heredity and environment factors and influences behaviors. There are several specific personality traits including self-esteem, locus of control, introversion/extraversion, and emotional intelligence. Work attitudes like hope, job satisfaction, and organizational commitment are also affected by individual differences and personality traits.
Gestalt LEARNING THEORY SULTAN THE MONKEYMurat Turk
Gestalt psychology studies perception and proposes that individuals are active learners who restructure information rather than passively collecting it. The key principles of Gestalt psychology are proximity, similarity, closure, good continuation, good pragnanz (simplicity), and figure/ground. Wolfgang Kohler's experiments with apes demonstrated insight learning, where apes were able to solve problems by coordinating their thinking to create new solutions. Gestalt principles influence both perception and learning. Kurt Lewin's life space theory adhered to Gestalt psychology and proposed that inner motivations and outer forces like teachers and peers impact perception and learning.
Individual differences arise from personal characteristics and affect how people respond to situations. Behavior results from the interaction between a person and their environment. Key individual differences in the workplace include abilities, aptitudes, personality traits, and demographic factors like gender, age, race, and disability status. These differences impact outcomes such as productivity, creativity, performance, and how employees prefer to be managed and led. Employers must consider individual variations to effectively motivate and empower their diverse workforce.
This module discusses student diversity and challenges teachers to identify factors contributing to diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies that consider student differences. It identifies key factors of diversity as socioeconomic status, thinking/learning styles, and exceptionalities. The module encourages teachers to recognize that all students are unique and provides an activity to raise awareness of diversity in the classroom.
This module discusses individual differences and student diversity in the classroom. It begins by challenging students to identify factors that create diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies. It then lists factors like socioeconomic status, learning styles, and exceptionalities that contribute to student diversity. The document outlines benefits of diversity such as enhancing self-awareness, cognitive development, and preparing students for society. Finally, it provides tips for teachers on capitalizing on diversity, including encouraging sharing of experiences, integrating multicultural activities, communicating high expectations, and varying instructional methods.
This document discusses individual behavior and its influencing factors. It states that individual behavior is a combination of responses to internal and external stimuli. Kurt Lewin's field theory is discussed, which says behavior is a function of the person and their environment. Inherited characteristics like age, gender and intelligence as well as learned characteristics like values, attitudes and personality shape individual behavior. Behavior can change through learning via processes like conditioning, education and manipulation of rewards. The relationship between individual behavior and organizational support/performance is also covered.
Mental retardation is a developmental disability characterized by below average intelligence and impaired daily living skills. It is typically present from birth or early childhood. There are four levels of mental retardation based on IQ scores: mild, moderate, severe, and profound. Common causes include genetic conditions like Down syndrome, problems during pregnancy such as alcohol exposure, and infectious diseases. Prevention strategies include improving nutrition, universal immunization, and avoiding pregnancy in very young or older women.
Chapter 3 defining performance and choosing a measurement approachmilamilamila00
The document discusses approaches to measuring job performance. It defines performance as an employee's behaviors rather than their results or outcomes. Performance is multidimensional, consisting of both task and contextual behaviors. Task behaviors are specific to a job, while contextual behaviors help create an effective work environment. The document also discusses using a behavior approach, results approach, or trait approach to measurement and the appropriate contexts for each.
This document summarizes a chapter about ethics, justice, and fair treatment in human resource management. It discusses the meaning of ethics and factors that influence ethical behavior at work. It also describes ways HR can promote ethics, such as through fair selection, training, performance reviews, and disciplinary systems. Additionally, it covers managing dismissals and terminations ethically, including avoiding wrongful discharge suits, providing outplacement counseling, conducting exit interviews, and following plant closing laws.
Compensation managment Mix and pay levels.pdfNano281608
The document discusses designing pay levels, structures, and surveys. It covers determining externally competitive pay levels by setting pay policy, defining relevant labor markets, conducting salary surveys, and designing pay grades and ranges. Key steps include defining the survey purpose and relevant jobs, collecting data on pay and jobs from competitor organizations, and analyzing the survey data to inform pay policies, levels, and structures.
The document discusses several key principles of management including the roles and responsibilities of managers, succession planning, promoting from within versus hiring externally, and threats to an organization's survival. Managers are important as they set company direction, promote stability, and incorporate necessary changes. Succession planning is critical to identify future talent needs. Promoting from within offers benefits like training investments but hiring externally allows offering competitive compensation. Threats include intellectual property issues, product liability, workplace violence, supply chain disruptions, and natural disasters.
This document discusses individual differences and how they impact work behavior. It covers key topics such as diversity factors, abilities and skills, attitudes, personality, and more. Individual differences are important because they directly influence how people behave, perceive things, and respond to directives. The document also examines the attraction-selection-attrition cycle and how organizations select employees based on individual attributes. Understanding these individual differences is important for managers to comprehend work behavior.
Individual Behavior and Learning in business/ OrganizationsNaeem Hassan
The document discusses factors that influence individual behavior and learning in organizations. It presents the MARS model which describes how motivation, ability, role perceptions, and situational factors influence individual behavior and performance. It also discusses theories of behavior modification, feedback, social learning, experiential learning models, and developing a learning orientation in organizations. Action learning is presented as an experiential learning approach where employees work in teams to solve real organizational problems.
This document discusses selecting, developing, and evaluating staff. It covers role theory and the importance of clear role expectations to avoid role ambiguity and conflict. It also discusses position descriptions, interviewing, coaching strategies, and performance appraisals. Effective staff selection, development, and evaluation including providing clear and constructive feedback is important for empowering employees and achieving the best nursing outcomes.
This document discusses individual differences and how they impact work behavior. It covers key topics such as:
- The attraction-selection-attrition cycle and how individual differences influence each phase.
- The importance of recognizing individual differences in perception, attitudes, personalities, and abilities in order to effectively manage work behavior.
- Common individual differences that impact the workplace such as skills, attitudes, personality traits, diversity factors, and how they shape productivity, creativity, and job performance.
The document discusses career management and development. It describes career management as the process through which employees become aware of their interests, strengths, career goals, and develop action plans to achieve those goals. Effective career management is important for both employees and companies to motivate employees, develop skills, and fill open positions. The concepts of traditional careers and protean careers are introduced, as well as different career stages and a model of career development. Factors for effective career management systems and shared responsibilities between employees, managers, and companies are also outlined.
Career mgt powerpoint from the internet to be used as a guide.ReeSpares Online
The document discusses career management and development. It describes career management as the process through which employees become aware of their interests, obtain job opportunity information, identify career goals, and establish plans to achieve those goals. Effective career management is important for both employees and companies to avoid issues like employee frustration and skills shortages. The career management process involves self-assessment, getting performance feedback, setting goals, and making action plans. Both employees and companies must work together to ensure successful career development.
This document discusses career management and the roles and responsibilities of employees, managers, HR, and companies in the career management process. It defines career management as the process through which employees become aware of their interests and strengths, identify career goals, and establish plans to achieve their goals. Effective career management systems are important for employee motivation and retention as well as business needs.
The document discusses career management and development. It describes how career management is important for both employees and companies. Effective career management systems require shared responsibility between employees, managers, HR, and the company. Employees need to take initiative to assess their skills and identify goals, while managers provide feedback and support to help employees progress in their careers. Overall, the passage emphasizes that career development is an ongoing process that benefits both individuals and organizations.
The document outlines the contents of an HR policy manual for a company. It includes sections on the company overview, employment policies, employment status and records, employee benefits, payroll, workplace guidelines, and e-policies. The policy aims to establish principles for managing employees and provide guidance to HR on topics such as hiring, compensation, time off, conduct, and technology usage.
This document discusses individual behavior and learning in organizations. It covers topics like motivation, types of work-related behavior, behavior modification using reinforcement and punishment, and learning through feedback, social learning theory, and experience. Behavior is influenced by antecedents, the behavior itself, and consequences. Learning is defined as a relatively permanent change in behavior resulting from interactions with the environment.
The chapter discusses organizational culture and change. It describes how organizational culture helps management achieve objectives by uniting employees through shared values and norms. Culture is sustained through symbols, rituals, heroes and stories. Strong cultures can facilitate or inhibit change which organizations may pursue to achieve goals in response to environmental or internal forces. Models like Lewin's three-step model and force-field analysis are presented to understand and manage change while addressing potential resistance.
This document discusses the development of human resource management over time from the late 1800s to present day. It traces the evolution from a social welfare department focused on worker health and safety to modern human resources departments that handle legal compliance, staffing, performance evaluation, compensation and benefits, and employee relations. The document also outlines typical steps in the selection process, methods for forecasting employment needs, and ways to address surplus personnel issues. Additionally, it discusses research on the relationship between high performance work practices and positive organizational outcomes like decreased turnover, increased sales and profits per employee.
The document discusses various methods used for personnel selection and placement. It describes the key standards - reliability, validity, generalizability, utility, and legality - that are used to evaluate different selection methods. Common methods discussed include interviews, cognitive ability tests, personality inventories, references, work samples, physical ability tests, honesty tests, and drug tests. For each method, the document outlines how well they meet the evaluation standards and provide guidelines for effective use of interviews and addressing legal compliance.
This document discusses harvesting entrepreneurial ventures, which refers to defining how and when owners and investors will realize a return on their investment. It covers reasons for harvesting like maintaining control or generating cash for investors. Harvesting may involve an IPO, sale of the business, or management succession planning. The document outlines challenges around privately passing control, like death anxiety or sibling rivalry. It also discusses factors to consider in succession planning like forcing events, pressures inside/outside the firm, and identifying qualities in potential successors. Finally, it covers exit strategies through liquidity events like selling the business.
The chapter discusses motivating employee performance and discusses several key concepts:
1) Managers must understand what behaviors they want to motivate and how to set goals, reinforce performance, understand beliefs and needs, design motivating jobs, achieve fairness, and ensure job satisfaction.
2) Motivation can be increased by setting challenging but attainable goals, positively reinforcing good performance, designing jobs that satisfy higher-level needs, and ensuring fair processes and outcomes.
3) Theories like expectancy theory, need theories, and equity theory provide frameworks for understanding employee motivation and how to design motivating work environments.
This document provides an overview of management as a chapter in a textbook. It defines management as planning, organizing, leading, and controlling resources to achieve goals efficiently and effectively. It outlines the four managerial functions of planning, organizing, leading, and controlling. It also discusses the importance of efficiency and effectiveness for organizational performance and explains the roles of different levels of managers in an organization.
Similar to Lecture 2 individual differences & behaviors (20)
7. 4 -4 - 77McGraw-Hill/IrwinMcGraw-Hill/Irwin
Ability and IntellectAbility and Intellect
Ability
An individual’s capacity to perform
the various tasks in a job.
Intellectual Ability
The capacity to do mental activities.
9. 4 -4 - 99McGraw-Hill/IrwinMcGraw-Hill/Irwin
Physical AbilitiesPhysical Abilities
The capacity to do tasks
demanding stamina,
dexterity (good physical
coordination ), strength, and
similar characteristics.
21. 4 -4 - 2121McGraw-Hill/IrwinMcGraw-Hill/Irwin
Basic convictions that a specific mode ofBasic convictions that a specific mode of
conduct or end-state of existence ( a wayconduct or end-state of existence ( a way
of living) is personally or sociallyof living) is personally or socially
preferable (i.e., what is right & good)preferable (i.e., what is right & good)
ValuesValues
22. 4 -4 - 2222McGraw-Hill/IrwinMcGraw-Hill/Irwin
Types of ValuesTypes of Values
Terminal ValuesTerminal Values
Desirable end-state of existence; the goals that aDesirable end-state of existence; the goals that a
person would like to achieve during his/her lifetime.person would like to achieve during his/her lifetime.
((Desirable End States)Desirable End States)
Instrumental ValuesInstrumental Values
Preferable modes of behavior or means of achievingPreferable modes of behavior or means of achieving
one`s terminal values. (one`s terminal values. (The ways/means for achievingThe ways/means for achieving
one’s terminal values)one’s terminal values)
23. 4 -4 - 2323McGraw-Hill/IrwinMcGraw-Hill/Irwin
Importance of ValuesImportance of Values
Values are important to the study of OB becauseValues are important to the study of OB because
they lay the foundation for the understanding ofthey lay the foundation for the understanding of
attitudes & motivation & they influence ourattitudes & motivation & they influence our
perceptions.perceptions.
Individuals enter an org. with preconceivedIndividuals enter an org. with preconceived
notions of what “notions of what “oughtought” & what “” & what “ought notought not” to be.” to be.
Of course, these notions are not “Of course, these notions are not “value-freevalue-free”.”.
They contain interpretations of “They contain interpretations of “right & wrongright & wrong”.”.
Furthermore, they imply that certain behaviors areFurthermore, they imply that certain behaviors are
preferred over others. As a result,preferred over others. As a result, values cloudvalues cloud
objectivity & rationalityobjectivity & rationality..
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Importance of ValuesImportance of Values
Values generally influence attitudes & behavior.Values generally influence attitudes & behavior.
Suppose that you enter an org. with the view thatSuppose that you enter an org. with the view that
““allocating pay on the basis of seniority is wrongallocating pay on the basis of seniority is wrong”.”.
How are you going to react if you find that “How are you going to react if you find that “the org. youthe org. you
have just joined rewards seniority & not performancehave just joined rewards seniority & not performance”?”?
You are likely to be disappointed – and this can lead toYou are likely to be disappointed – and this can lead to
job dissatisfaction & the decision not to exert a highjob dissatisfaction & the decision not to exert a high
level of effort since “level of effort since “ it is probably not going to lead toit is probably not going to lead to
more money, anywaymore money, anyway”.”.
Would your attitudes & behavior be different if yourWould your attitudes & behavior be different if your
values aligned with the org.’s pay policies?values aligned with the org.’s pay policies?
27. 4 -4 - 2727McGraw-Hill/IrwinMcGraw-Hill/Irwin
Power DistancePower Distance
Individualism vs. CollectivismIndividualism vs. Collectivism
Masculinity vs. FemininityMasculinity vs. Femininity
Uncertainty AvoidanceUncertainty Avoidance
Long-term and Short-termLong-term and Short-term
orientationorientation
Values across Cultures: Hofstede’s FrameworkValues across Cultures: Hofstede’s Framework
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The Power DistanceThe Power Distance
Extent to which a society accepts that
power in institutions and organizations is
distributed unequally.
Low distance: relatively equal power
between those with status/wealth and those
without status/wealth
High distance: extremely unequal power
distribution between those with
status/wealth and those without
status/wealth
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Individualism Vs CollectivismIndividualism Vs Collectivism
Collectivism
A tight social framework
in which people expect
others in groups of
which they are a part to
look after them and
protect them.
Individualism
The degree to which
people prefer to act as
individuals rather than
a member of groups.
Vs.
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Masculinity Vs FaminityMasculinity Vs Faminity
Masculinity
The extent to which the
society values work roles of
achievement, power, and
control, and where
assertiveness and materialism
are also valued.
Femininity
The extent to which
there is little
differentiation
between roles for men
and women.
31. 4 -4 - 3131McGraw-Hill/IrwinMcGraw-Hill/Irwin
Uncertainty AvoidanceUncertainty Avoidance
The extent to which a society feels threatened
by uncertain and ambiguous situations and
have created beliefs & institutions that try to
avoid these. Countries who do not like
uncertainty tend to have high need for security
& a strong belief in experts & their knowledge.
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Uncertainty AvoidanceUncertainty Avoidance
High Uncertainty Avoidance: Society does not like
ambiguous situations & tries to avoid them. Countries with
this dimension have a great deal of structuring of org.
activities, more written rules, less risk taking by managers,
lower labor turnover, & less ambitious employees.
Low Uncertainty Avoidance: Society does not mind
ambiguous situations & embraces them. Such societies have
orgs. With less structuring of activities, fewer written rules,
more risk taking by managers, higher labor turnover, & more
ambitious employees. Orgs. Encourages personnel to use their
own initiative & assume responsibility for their actions
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Long-term Vs Short- Term OrientationLong-term Vs Short- Term Orientation
Long-term Orientation
A national culture
attribute that
emphasizes the future,
thrift, and persistence.
Short-term Orientation
A national culture
attribute that emphasizes
the present and the here
and now.
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PersonalityPersonality
PersonalityPersonality –– a stable set of characteristicsa stable set of characteristics
and tendencies that determineand tendencies that determine
commonalities and differences in people’scommonalities and differences in people’s
behavior.behavior.
Personality is influenced by:Personality is influenced by:
Hereditary factorsHereditary factors
Cultural factorsCultural factors
Social factorsSocial factors
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The Myers-Briggs Type IndicatorThe Myers-Briggs Type Indicator
Personality Types
• Extroverted vs. Introverted (E or I)
• Sensing vs. Intuitive (S or N)
• Thinking vs. Feeling (T or F)
• Judging vs. Perceiving (P or J)
Score is a combination of all four (e.g.,
ENTJ)
Personality Types
• Extroverted vs. Introverted (E or I)
• Sensing vs. Intuitive (S or N)
• Thinking vs. Feeling (T or F)
• Judging vs. Perceiving (P or J)
Score is a combination of all four (e.g.,
ENTJ)
Myers-Briggs Type Indicator (MBTI)
A personality test that taps four characteristics and classifies
people into 1 of 16 personality types.
Home
Assignment
Home
Assignment
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Some Major Forces Influencing PersonalitySome Major Forces Influencing Personality
TheThe
Individual’sIndividual’s
PersonalityPersonality
Cultural forcesCultural forces
Hereditary forcesHereditary forces
Family relationshipFamily relationship
forcesforces
Social class / groupSocial class / group
membership forcesmembership forces
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Organizations can develop creativity by:Organizations can develop creativity by:
1.1. Buffering.Buffering. Managers can look for ways toManagers can look for ways to
absorb the risks of creative decisions madeabsorb the risks of creative decisions made
by their employees.by their employees.
2.2. Organizational time-outs.Organizational time-outs. Give peopleGive people
time off to work on a problem and allowtime off to work on a problem and allow
them to think things through.them to think things through.
3.3. Intuition.Intuition. Give half-baked orGive half-baked or
unsophisticated ideas a chance.unsophisticated ideas a chance.
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Organizations can develop creativity by:Organizations can develop creativity by:
(continued)(continued)
4.4. Innovative attitudes.Innovative attitudes. Encourage everyoneEncourage everyone
to think of ways to solve problems.to think of ways to solve problems.
5.5. Innovative organizational structures.Innovative organizational structures. LetLet
employees see and interact with manyemployees see and interact with many
managers and mentors.managers and mentors.
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The Psychological ContractThe Psychological Contract
An implied understanding ofAn implied understanding of
mutual contributions between amutual contributions between a
person and his or herperson and his or her
organization.organization.
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Psychological Contract Violations fromPsychological Contract Violations from
Perceptions of EmployeesPerceptions of Employees
Job securityJob security
No such thing as security with good chance ofNo such thing as security with good chance of
layoff or downsizing.layoff or downsizing.
Child-care benefitsChild-care benefits
Failing to provide adequate care and servicesFailing to provide adequate care and services
for child care during working hours on- or off-for child care during working hours on- or off-
site.site.
Job feedbackJob feedback
Poor attention and little effort to providePoor attention and little effort to provide
meaningful job feedback.meaningful job feedback.
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Psychological Contract Violations fromPsychological Contract Violations from
Perceptions of EmployeesPerceptions of Employees (continued)(continued)
Merit-based pay raisesMerit-based pay raises
No relationship between pay and actualNo relationship between pay and actual
performance.performance.
Job autonomyJob autonomy
Failure to permit the employee to have theFailure to permit the employee to have the
freedom to make job-related decisions aboutfreedom to make job-related decisions about
how to perform the job.how to perform the job.
PromotionPromotion
Reneging on a specific promise to provide aReneging on a specific promise to provide a
promotion for excellent performance.promotion for excellent performance.
Editor's Notes
Organizational behavior (OB) is applied behavioral science and, as a result, is built upon contributions from several behavioral disciplines.
Psychology is the science that seeks to measure, explain, and modify human and animal behavior. Psychologists study individual behavior. Those who have contributed to OB are learning theorists, counseling psychologists, and industrial and organizational psychologists.
Sociology studies people in relation to their fellow human beings. Sociology’s greatest contribution to OB has been in the areas of group behavior, work teams, organizational culture, communication, power, status, and conflict.
Social psychology blends the disciplines of sociology and psychology. This discipline has contributed to OB in several ways: measuring, understanding, and changing attitudes, communication patterns, and decision-making processes.
Anthropology is the study of societies to learn about human behavior. Much of our current understanding of organizational culture and differences between national cultures is the result of the work of anthropologists.
Political science is the study of behavior of groups and individuals within a political environment. This discipline has contributed to the understanding of how conflict is structured, power is allocated, and how self-interest is promoted.