anxieties and forgetting the value of group debate and teamwork and bringing

Anxieties and forgetting the value of group debate

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anxieties) and forgetting the value of group debate and teamwork and bringing others along with you. Interestingly, Jill got similar feedback from both IP and personal choice raters – she tends to do this no matter what the context. Jack, by contrast, finds indication of a very different causal story when he looks at the rest of his report: he sees very low ratings on items like “taking initiative” and “pushing himself out of his comfort zone” (Working in Teams) combined again with scores indicating that he often “appear[s] distracted when someone else is speaking” and low self- and other- scores on Conscientiousness and Extraversion, and high self-rated Emotional Stability. What seems to be going on with Jack starts with the facts that he has not been intrinsically interested in many aspects of the IP project and tends to be very shy with and uneasy around new people to begin with. As a result, he has stayed on the “outskirts” of his team dynamic, has been very quiet in meetings, and has basically been doing the bare minimum in terms of both work and interaction with his teammates. His teammates have reacted by perceiving him to be insensitive in a very different way (still “not good at sensing what other[s] are thinking/feeling” and, especially, “failing to realize why what is said and 5
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done will impact other people”). With regard to the latter, it seems that Jack is failing to realize how what is NOT done will impact his teammates. Interestingly, his personal choice raters (work colleagues) rated him significantly higher on all of these things. One big difference in context is that he loves his work and has known the people he works with at his job for a much longer time! Of course, knowing the root drivers would end up leading to very different specific action plans, even though Jack & Jill’s scores in their focal area of Reading Others were quite similar. Specific incidents . In your causal analysis, it often also helps to recall and examine specific incidents that exemplify your weakness or strength. You should resist getting too caught up in one single episode, but many students find it insightful to think over several past episodes: why did I behave that way, what was the benefit or consequence, and what could I have done differently or to be even more effective? Sometimes, discussing these episodes with others can be helpful. Guidance for Action Planning Your action plan should build on the in-depth analysis you did in parts b & c of the second worksheet, including specific goals targeted at either: improving the weakness or perceptions of the weakness further developing in your area of strength, or better utilizing or “leading” with a strength in your current life on campus/in a work or teamwork setting Whichever option you choose, you should make that choice clear in what you write, and ensure that your plan logically follows from the analysis you did of the strength or weakness. Your plan should reflect and incorporate the in-depth understanding of the targeted area that you articulated earlier.
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