...placement, progression, and development through various assessment activities (Gunnigle & Flood, 1990, p. 172). Literature suggests that the effectiveness of several management and professional development activities can be enhanced by paying attention to managerial self-awareness and variables related to self-awareness like self-efficacy (McCarthy & Garavan, 1999). Admundson (1995), argues that the two key variables that moderate career decisions are the individual’s self-awareness and self-efficacy which are essential because high levels of self-awareness and self-efficacy enables the individual to exert more control over long term effects and are in a better posistion to respond proactively to situations. Therefore, analysing managerial and professional development in regard to self-awareness creates a positive effect to both personal and professional enhancements. This report posits the importance of managerial self-awareness to the effectiveness of personal and professional development. It aims to develop understanding of self awareness for career development gauged from feedback tools, specifically the Personal Assessment of Management Skills (PAMS) instrument. To identify strengths and skill areas for development and to identify long term career goals. Firstly, the report reviews the PAMS instrument against popular feedback systems like 360 degree feedback and then delves into the analysis of the results from the completed PAMS questionnaires so that to identify the discrepancies...
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...The Faculty of Business and Economics THE UNIVERSITY OF MELBOURNE Assignment Cover Sheet Student Name: Yu Liu Student Number: 608338 Subject Number: MGMT90140 Subject Name: Management Competencies Lecture day/time (Monday/ Tuesday/Wednesday/ Thursday) : Wednesday Assignment number: Final profile Word Count: 2680 IMPORTANT: Make and keep a copy of all assignments before submitting them for assessment; Marked essays will be returned in seminars unless your lecturer makes other arrangements. Plagiarism Plagiarism is the act of representing as one's own original work the creative works of another, without appropriate acknowledgment of the author or source. Collusion Collusion is the presentation by a student of an assignment as his or her own which is in fact the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more students in plagiarism or other forms of academic misconduct. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please see the University’s policy on Academic Honesty and Plagiarism: http://academichonesty.unimelb.edu.au Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in University policy. Proven involvement in plagiarism or collusion may be recorded on my academic file in accordance with Statute 13...
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...positive feelings or situations.’ Prior to going on maternity leave, my working environment was really busy and chaotic and management really wanted our team to meet our stretched financial targets. As I only had a few months of work remaining before I took maternity leave, my manager was insistent that achieving the numbers would be beneficial for my remuneration should I wish to return to the organisation. I became extremely stressed and obsessed over achieving these numbers. Cryer, McCraty and Childre (2003) assert that stress consists of an external stimulus called a stressor and the emotional and physical responses to that stimulus. In retrospect, the irrational and unrealistic demands I placed on myself resulted in the following perceived stressors: time stressor: trying to achieve six months of work into three months interpersonal stressors: “I am not dependable, if I don’t deliver these results.’ career/life stressors: “If I don’t achieve the results then my good professional standing is impacted.” The emotional and physical responses that followed were anxiety. I entered maternity leave completely burnt out and I ended up being treated for high blood pressure in the last month of my pregnancy. 2. How did you manage the situation? To give broader context, one of the key values that I have discovered through Rokeach’s (1973) skills...
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...timetable. As can be seen that weakly supportive communication skills and lack of efficient and effective time management skills severely impact my life. This essay will base on this personal experience as a case study to analyse those two skills by using Kolb’s experiential learning cycle. Reflective observation Firstly, this essay will analyse two skills by the skill assessment to reflect and observe the experience from many different perspectives. First is supportive communication. According to MBIT test, my personality is ESTJ (The supervisors), which means a person with this personality are taking an outspoken leadership role that could affect communication skills (Hogan & Champagne 1980). Based on people assessment management skills (PAMS) (Whetten & Cameron 2011, p. 24), the score of supportive communication is 77.78%, which is the weakest one. According to my case, the interpersonal relationship will not become strengthen when I try to correct subordinate’s behaviour at some time. Furthermore, I will give some advice to subordinate instead of indicating understanding when discussing someone’s problem. As can be seen that both reasons are inadequate supportive communication, which is supported by PAMS. Additionally, according to communicating supportively test, my score is 90, which means few skills need improve (Whetten & Cameron 2011, p.276). Moreover, the result of communication styles assessment...
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...MY LEADERSHIP STYLE "Leadership is the art of getting someone else to do something you Want done because he wants to do it.” - Dwight D. Eisenhower Eisenhower’s definition of leadership is veraciously on the mark. As educators, we work diligently to engage and motivate students so they want to: learn, read, think critically, create, collaborate, and ultimately become lifelong learners and leaders. This is no easy feat. Yet when a child begs for more reading time, dives enthusiastically into a research project, or makes a cross curriculum connection that genuinely excites them, I guarantee a teacher is smiling! Similarly, effective educational administrators purposefully and deliberately seek to create a climate and culture that promotes and perpetuates ongoing learning. My leadership style is Transactional leadership. Transactional Leadership, also known as managerial leadership, focuses on the role of supervision, organization, and group performance; transactional leadership is a style of leadership in which the leader promotes compliance of his/her followers through both rewards and punishments. This type of leader identifies the needs of their followers and gives rewards to satisfy those needs in exchange of certain level of performance. Transactional leaders focus on increasing the efficiency of established routines and procedures. They are more concerned with following existing rules than with making changes to the organization. A transactional leader establishes...
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...Module Assessment “Reflections on my approach to management and leadership, now and for the future” Interpretation of results: The McPhee Andrewartha Influence Dimensions (ID) survey results would suggest I belong to the CREATOR style group. This would infer I am a dynamic, charismatic and enthusiastic team leader, who seeks to bring a fresh approach, harnesses new ideas and adapts to change easily. All of the above aspects are those which I identify well with at work. However the CREATOR style also states that creators are rather spontaneous and somewhat erratic at home, or outside of work, which is not a characteristic I relate well to. All of my scores are in the ID results are very close together ranging between 92 and 95 (mean= 93.25 and a standard deviation of 1.299038 refer Appendix 1). This may explain my tendency to relate to various aspects of all four styles; and not relate to others. The BELBIN Team Roles Profile identifies me as a primary DRIVER style, followed by an equal COORDINATOR and RESOURCE INVESTIGATOR second and third preference (refer Appendix 2). I relate well to the majority of the style indicators of the DRIVER style including providing leadership by directing and controlling team members, holding strong influence on team operations and objectives and enjoying goal setting. However, once again the primary DRIVER style includes characteristics which I do not relate to, or consider present in my leadership style. For example; I consider myself to...
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...CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examination® CAPE® MANAGEMENT OF BUSINESS SYLLABUS Effective for examinations from May-June 2013 CXC A27/U2/13 Published by the Caribbean Examinations Council All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica Telephone Number: + 1 (876) 630-5200 Facsimile Number: + 1 (876) 967-4972 E-mail Address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2013 by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados CXC A27/U2/13 CXC A24/U2/12 Contents INTRODUCTION .................................................................................................................................. i RATIONALE ......................................................................................................................................... 1 AIMS .................................................................................................................................................. 1 SKILLS AND ABILITIES TO BE ASSESSED .............................................................................................. 2 STRUCTURE...
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...U.S. Army Research Institute for the Behavioral and Social Sciences Research Report 1819 FUTURE COMBAT SYSTEMS COMMAND AND CONTROL (FCS C2) HUMAN FUNCTIONS ASSESSMENT: INTERIM REPORT - EXPERIMENT 3 Carl W. Lickteig, William R. Sanders, and Paula J. Durlach U.S. Army Research Institute for the Behavioral and Social Sciences Thomas J. Carnahan Western Kentucky University Consortium Research Fellows Program February 2004 Approved for public release; distribution is unlimited. U.S. Army Research Institute for the Behavioral and Social Sciences A Directorate of the U.S. Army Human Resources Command ZITA M. SIMUTIS Director Technical review by Kenneth Copeland, CECOM RDEC C2D Robert A. Rasch, Jr., CECOM RDEC C2D NOTICES DISTRIBUTION: Primary distribution of this Research Report has been made by ARI. Please address correspondence concerning distribution of reports to: U.S. Army Research Institute for the Behavioral and Social Sciences, Attn: DAPE-ARI-PO, 5001 Eisenhower Ave., Alexandria, VA 22304-4841. FINAL DISPOSITION: This Research Report may be destroyed when it is no longer needed. Please do not return it to the U.S. Army Research Institute for the Behavioral and Social Sciences. NOTE: The findings in this Research Report are not to be construed as an official Department of the Army position, unless so designated by other authorized documents. |REPORT...
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...PERSONAL ASSESSMENT OF MANAGEMENT SKILLS (PAMS) (Associates version) ------------------------------------------------- SOURCE: David A. Whetten and Kim S. Cameron ------------------------------------------------- Developing Management Skills, 8th Edition. ------------------------------------------------- Upper Saddle River, NJ: Prentice Hall. In order to provide your colleague with feedback on his or her level of competence in management skills, please respond to the following statements using the rating scale below. Please rate his or her behavior as it is, not as you would like it to be. If this person has not engaged in a specific activity, answer according to how you think he or she would behave based on experience in similar activities. Be realistic; this instrument is designed to help your colleague improve his or her competencies. After you have completed the survey, please give it back to your colleague for scoring. Rating Scale 1 Strongly disagree 2 Disagree 3 Slightly disagree 4 Slightly agree 5 Agree 6 Strongly agree In regard to his/her level of self-knowledge: 1. He/she seeks information about his/her strengths and weaknesses from others as a basis for self-improvement. 2. In order to improve, he/she is willing to be self-disclosing to others (that is, to share my beliefs and feelings). 3. He/she is aware of his/her preferred style in gathering information and making decisions. 4. He/she understands how he/she copes...
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...12 Angry Men Submitted by: Pam McDonald E-mail: Pam_McDonald@nifc.blm.gov Phone: 208-387-5318 Audience Rating: Not Rated Released: 1957 Studio: United Artists/MGM Genre: Drama Runtime: 95 minutes Materials: VCR or DVD, television or projection system, Wildland Fire Leadership Values and Principles handouts (single-sided), notepad, writing utensil Objective: Students will identify Wildland Fire Leadership Values and Principles illustrated within 12 Angry Men and discuss leadership lessons learned with group members or mentors. Basic Plot: The jury of twelve 'angry men,' entrusted with the power to send an uneducated, teenaged Puerto Rican, tenement-dwelling boy to the electric chair for killing his father with a switchblade knife, are literally locked into a small, claustrophobic rectangular room on a stifling hot summer day until they come up with a unanimous decision - either guilty or not guilty. The compelling, provocative film examines the twelve men's deep-seated personal prejudices, perceptual biases and weaknesses, indifference, anger, personalities, unreliable judgments, cultural differences, ignorance and fears, that threaten to taint their decision-making abilities, cause them to ignore the real issues in the case, and potentially lead them to a miscarriage of justice. (http://www.filmsite.org/twelve.html) Cast of Main Characters: Martin Balsam Juror 1 (Foreman; coach) John Fiedler Juror 2 (Bank clerk; inexperienced...
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...Incident Action Plan Jason Robins MGT 401 Hazardous Materials Management Dr. Jeffery Turk Incident Action Plan You look up at the clock on the wall and begin to realize your first day as the newly appointed safety manager of a plastics company. As you look out your office window you begin to realize that’s it been snowing outside and the roads are icing over. There is a knock on your door and one of the dock workers runs into your office shouting one of the delivery vans has slid into some trailers surrounding the truck in flames causing the pellets to give off a toxic smoke. What are you going to do? What is your plan of action? The handling of incidents such as these can turn disastrous if not handled properly. The National Incident Management System Glossary defines incidents as “an occurrence, natural or manmade, that requires a response to protect life or property (FEMA, 2012). When a serious incident happens an Incident Action Plan (IAP) will mean the difference between a quick resolution, and total destruction. With city emergency services delayed with the ensuing ice storm, it will be my responsibility to develop an IAP based on the current events. We can’t always predict the next “big” disaster, but we can always plan for it. No one had any idea of the possibility of a terrorist attack on American soil, but there were concerns about terrorism and the ability to identify and deter it. In September 1999, the U.S. Commission on National Security (the Hart-Rudman...
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...Issue Date: 4 August 2011 Headquarters Department of the Army Washington, DC 18 December 2009 UNCLASSIFIED SUMMARY of CHANGE AR 350–1 Army Training and Leader Development This rapid action revision, 4 September 2011-o Implements the Don’t Ask, Don’t Tell Repeal Act of 2010 by deleting all references to developing and conducting training concerning the Army’s Homosexual Conduct Policy (paras 2-21p and 2-22k.) o Rescinds paragraphs 2-6r, 2-46ac, and G-14e.) o Makes administrative changes (app A: marked obsolete forms and publications; corrected forms and publication titles; and corrected Web site addresses; glossary: deleted unused acronyms and corrected titles/abbreviations as prescribed by Army Records Management and Declassification Agency). *Army Regulation 350–1 Headquarters Department of the Army Washington, DC 18 December 2009 Effective 18 January 2010 Training Army Training and Leader Development History. This publication is a rapid action revision (RAR). This RAR is effective 20 September 2011. The portions affected by this RAR are listed in the summary of change. Summary. This regulation consolidates policy and guidance for Army training and leader development and supports a full-spectrum, force protection, expeditionary Army. Applicability. This regulation applies to the active Army, the Army National Guard/Army National Guard of the United States, and the U.S. Army Reserve, unless otherwise stated. It...
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......................................... 1-1 AUTHORITY............................................................................................................................... 1-1 FREQUENCY ............................................................................................................................. 1-1 EXCEPTIONS ............................................................................................................................ 1-2 PROCEDURES .......................................................................................................................... 1-2 SCORECARDS .......................................................................................................................... 1-3 RISK ASSESSMENT ................................................................................................................. 1-3 CHAPTER 2 – ADMINISTRATION AND PROCEDURES 2-1. 2-2. 2-3. 2-4. 2-5. 2-6. BOARD FUNCTIONS ................................................................................................................. 2-1 PERSONNEL REQUIREMENTS ............................................................................................... 2-2 EQUIPMENT, AMMUNITION, AND SITE REQUIREMENTS...
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...to contents page > School of Health and Social Care www.brookes.ac.uk/schools/shsc mentoring a resource for those who facilitate placement learning Developed by The Practice Education Group (PEG) students and mentors School of Health & Social Care Oxford Brookes University Specific contributions by Pam Sharp, Tim Ainslie, Anna Hemphill, Stephanie Hobson Clair Merriman, Paul Ong, Judy Roche go to contents page > Definitions Placement learning “is a planned period of learning, normally outside the institution at which the student is enrolled, where the learning outcomes are an intended part of a programme of study. It includes those circumstances where students have arranged their own learning opportunity with a placement provider, with the approval of the institution…” (Quality Assurance Agency QAA (2001), Section 9 pg 4, Code of Practice for the assurance of academic quality standards in Higher Education Institutions) Accessed on 24.6.05 www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section9/PlacementLearning.pdf Facilitation roles Those who facilitate placement learning undertake a variety of roles which may include support, assessment and facilitation of learning. There is a wide range of role titles that describe these roles including: Assessor, Mentor, Practice Educator, Preceptor, Clinical Teacher, Associate Mentor, Clinical Educator or Practice Teacher. 2 Version 1 September 2005 © School of Health and Social Care, Oxford Brookes University...
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...CHAPTER 2: Rebyu ng mga Kaugnay na Literatura at Pag-aaral SUBMITTED BY: de guzman, Aldous ranielle PASCUAL, ELISHA DANIELLE D. OMBID, JUSTINE KENNETH S. SALVADOR, JEMELZON ANGGUZ DJORGE SUBMITTED TO: Maam Marianne Shalimar g. del Rosario CHAPTER 2: Rebyu ng mga Kaugnay na Literatura at Pag-aaral And edukasyon ay isang bagay na mahalaga na dapat taglayin ng isang indibidwal. As it defined, it is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training. Moreover, it frequently takes place under the guidance of others, but may also be autodidactic. Any experience that has a formative effect on the way one think, feels, or acts may be considered educational (Wikipedia). That is the reason why, the Philippine government assigns the highest budgetary priority (Article XIV sec. 5 of the 1987 Philippine Constitution) to provide free education to all. According to one of the readings, education is absolutely beneficial for society on the whole. It is a lifelong process to each person that needs to be reinforced throughout life. However, we need education system that may eradicate illiteracy and may provide the common man an access not only to basic education but also to higher and technical education. Education is a teaching and learning process that involves teachers whose function is to teach young individuals and learners who will gain all the learning imparted...
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