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This paper should focus on your behaviours, attributes, skills and competencies. You have completed a number of assessments as part of you weekly coursework. The goal of this paper is to synthesize your assessments, and present the following parts, noted below. Don’t merely list a number of points – explain and give examples. Make it compelling, possibly with a timeline and/or other illustrations! Things to consider when writing you paperA) Go over all of your personal self-assessments from the textbook and reflect on them. B) Highlighting some of your personal Strengths, Weaknesses, Opportunities, and Threats (SWOT).C) Articulating your personal self-concept and brand (from chaper 2) and relate this to A).D) To conclude your paper, you will need to analyze and synthesize of your findings. What do your findings tell you about yourself? What do you think that means? When writing this section it is important to remember that an analysis and synthesis are two distinct concepts, and should be written as such. This assignment will be marked for depth of thought, analysis, synthesis and effort. Things to note,1. You will need to incorporate all your self-assessments 2. How well you integrate all of your assessments and the synthesis of them (conclusions) you draw from them. 3. Pleae use at least 3 sources other than the textbookI will provide some self-assessments that I have already done, you only need to connect them reasonably and modify them in conjunction with the ppt I have provided.
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Self-assignment 1
Three words that describe me
By asking my family and friends, and a few Canadian friends who have spoken a few
times. The three high-frequency vocabularies I got about describing me were
warm-hearted, introverted, and good at observing.
I also came to the conclusion from discussions with them. The first is about being
enthusiastic, treating people or things with enthusiasm and trying to help others. They
gave me some examples. A friend said that he has moved four times in Canada in recent
years. Every time we were eating together, he had no intention of telling the plan to move,
but after I heard it, I asked the specific moving time every time and then went to help
him.
The second one is introverted. There is no need to prove this. I am an introvert. I will not
deliberately express my own ideas with anyone unless I am in need. I don’t want to
communicate with strangers most of the time while study and work. Of course I know
this is where I need to change.
The third is to be good at observing. I was surprised at the beginning. I didn’t expect
several people to evaluate me like this. In fact, what I think is good at observing is the
emotional intelligence of a person. I think that my emotional intelligence is relatively
high. This may be related to my family education. When I was very young, my father
actually taught me that people can lag behind others in their knowledge reserves, but they
must learn how to get along with others and how to deal with things appropriately.
Self-assignment 2
Statement of Commitment:

Fulfilling all requirements as outlined in Comm3309 syllabus

Respect the professor, respect the classmates, and face every problem and activity
with a positive and friendly attitude.

I hope to master management skills from comm3309 that I can use these skills to
solve the problems of learning and life. For example, time management,
communication skills, and awareness of themselves.

According to the curriculum of this semester, make a daily time schedule and do the
actual fulfillment.
Self-assignment 3
Individual Effectiveness Plan (IEP)
What action will you take over the next 6 months to develop a skill? Please be
specific – identify tangible strategies that you will use to work on this skill. The
following framework can help you tease out the details.
I would like to development the time management skill.
I need to develop a detailed schedule and force myself to complete, encourage and
urge myself to complete the plan.
Strategy/Issue – clear statement regarding the item or issue I wish to increase or
decrease. Something you want more or less of, or you want to change.
I will make a daily schedule based on the curriculum and follow this form for daily
activities.
Because I want to change my irregular work, make my life healthy and use time
efficiently.
How – What will I do to a achieve this? (for example, increase budgeting skills,
increase my yoga practice, increase my assertiveness, etc. ). Also, be as
definitive as you can be. For example, I will learn new breathing techniques by
taking a class twice a week and practicing 5 minutes in the morning every other
day, etc..
Increase the time management skill. Make a schedule based on the curriculum, and
then fully schedule the free time, such as getting up at 7.30am on Tuesday morning, and
attending classes at 8.30. After 1pm, there should be an hour of eating time, and then
some simple exercise (gym or any suitable place). 3pm returned home, rested for one
hour, sorted out the content for one hour, 5.30pm go to the last class, 7.30pm back
home, after dinner for some entertainment activities and the next day’s class materials,
between 11.30-1200 go to bed.
Resources – what resources will you access?
Time management skill. Make the specific time schedule sheet.
Success / Milestones – what do I hope to learn or how will I measure success (be
time specific as well) For example, in two months I will expect to see? In 3
months I expect to see?
I hope that in the second month, I can sleep on time every day, get up on time, and
make
reasonable use of time, and encourage myself to complete every assignment on
time.
Structures – structure drives behaviour, what structures will I put in place to
enable the behaviour (i.e. Taking a class is a structure)
Turn off the cell phone on time every night before 12. Taking the every class on
time. Due the every assignments on time
Learn – after two months or three months what am I learning about the practice
and myself?
Reasonable use of time, regular work and rest, will not delay any important events.
Make myself more responsible.
Interview Skills
Applying for: Accounting Assistant
What makes you unique?
Everyone has his or her unique abilities, but for me, my ability is to adapt to the
environment is relatively strong, and has the ability to quickly integrate into the
teamwork. And my unique ability is for my lives and work has a clear understanding
of the things that I will do better predict and deal with these things. And provide
measures in advance to deal with the consequences, make sure that not going to
happen and to make the maximize benefits.
What motivates you? Why?
Talk to my expectations, Accounting Assistant is what I want to work, so I’ll try to do
it well, and I may face some difficulties according to a current level of knowledge,
but I’ll learn, I have confidence in the ability to become more comprehensive. And
talk about my experience, I had not done the accounting assistant before, so this is a
challenge for myself, of course, I like the challenges, it makes me feel more able to
reflect my values.
Personal SWOT Analysis
Advantage
I am very creative and very friendly. In my daily study, I get along very well with my
team members. We often discuss some problems in the study together. On some key
issues, I can ask some valuable questions to help solve the problem.
weakness
I have procrastination, which makes my organizational skills very poor, and
sometimes it may affect my work and quality of learning. And, I often feel nervous in
some public situations.
opportunity
According to the course of learning management skill, I should be able to master
some time management and experience and methods. I am about to graduate. Maybe
in the post work, I can correct these bad habits and improve my ability.
Threat
More and more students around have noticed the importance of management skills.
We are all facing graduation and work, so the competitive pressure will increase. As
an international student, mastering two languages has not been an advantage in the
current society, and more people choose to learn multiple languages.
Chapter 3
Building
Trust
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-1
Benefits of Trust in Organizations
• Increases recruitment and retention
• Promotes sense of belonging and identification with
organization
• Builds support for leaders’ and organization’s goals
• Enhances productivity because it enables employees to
focus on value-added work
• Inspires people to go beyond the call of duty
• Enhances communication
• Increases speed and efficiency of decision-making
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-2
Benefits of Trust (cont’d)
• Enhances cooperation and reduces conflict and
costs of negotiation
• Improves team decision-making
• Enhances cross-department collaboration
• Promotes organizational change
• Helps organizations survive crisis
• Helps employees accept unfavorable information
and decisions
• Enables virtual teams to handle the uncertainty
and complexity of the virtual environment
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-3
However…
Most new managers put their efforts into
demonstrating their technical competence
.
rather than into their commitment to their
employees. The result? They miss
opportunities for building goodwill among
their subordinates, just when they needed it
most.
Linda Hill
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-4
Why Trust?
We live in a complex world that we cannot
fully understand, depend on people whom
we can never completely know, and rely on
organizations that do not exist for the sole
purpose of meeting our needs.
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-5
What is Trust?
Trust is a willingness to ascribe good
intentions to and have confidence in the
words and actions of other people.
John Cook and Toby Wall
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3-6
Trust has been called





Social Lubricant
Invisible Asset
Collaborative Capital
Hidden Source of Wealth
Heart of Relationships
Trust in organizations is a competitive advantage
that can’t be copied by others.
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-7
We Need to Depend on Trust
• In times of uncertainty: When we do not have all
information about a person or situation and if we
cannot completely control the outcome
• When risk is involved: When we assume that the
benefits will outweigh risks, but the costs of a
loss will be great
Trust is a leap of faith.
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-8
Trust is Based on Our Perceptions
of a Person’s Trustworthiness
Reputation
Our prior experiences
with the person
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Stereotypes
about identity
and organizational
group memberships
3-9
Trust and Stereotypes
• We are more likely to believe someone is
trustworthy when they belong to the same
identity and organizational groups that we
belong to
• We are more likely to rely on stereotypes when
we are under time pressure
• Our perceptions about the trustworthiness of a
person may turn into self-fulfilling prophecies
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-10
Interpersonal Strategies for
Building Trust
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-11
Do People Perceive You as Trustworthy?
Not at all
Always
Competence: Am I effective at my work?
1 2 3 4 5 6 7
Reliability: Can others count on me to follow through on my
commitments?
1 2 3 4 5 6 7
Professionalism: Do I show that I’m dedicated to my work
and professional in my interactions?
1 2 3 4 5 6 7
Consistency: Is my behavior predictable across situations?
1 2 3 4 5 6 7
Communication: Am I accessible, willing to share
information freely, and open to others’ opinions?
1 2 3 4 5 6 7
Transparency: Am I clear about what people need from me
to succeed? Do I give explanations for decisions?
1 2 3 4 5 6 7
Caring: Do people believe I care about them?
1 2 3 4 5 6 7
Fairness: Am I fair when making decisions?
1 2 3 4 5 6 7
Integrity: Am I honest, moral, and consistent in words and
deeds?
1 2 3 4 5 6 7
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-12
Steps for Building Trust
• Provide clear goals, performance
measures, and feedback
• Be competent
• Be caring
• Be consistent and predictable
• Be reliable
• Be fair
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-13
Steps for Building Trust (cont’d)
• Communicate: Be accessible, willing to
share information, and give explanations
for decisions
• Show integrity: Be honest, moral, and
consistent in your words and deeds
• Show that you are willing to make
sacrifices for the relationship
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-14
Optimal Trust
“Knowing whom to trust, how much to
trust them, and with respect to what
matter.”
Andrew Wicks and Colleagues
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-15
Optimal Trust
Trusting too little
Trusting too much
•Overly suspicious
•Have too few relationships
•Minimize dependence on others
•Resist others’ attempts to influence us
•Be defensive
•Withhold and distort information
•Engage in costly monitoring activities
•Make us unpleasant to be around
•Too easily influenced
•Take unnecessary risks
•Say more than is politically unwise
•Discount our own judgment
•Fail to monitor people when necessary
•Discount information that says our trust has
been misplaced
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-16
Problems With Trusting Too Few People
• We may become over dependent on their
interpretations and advice
• We may fail to reach out to others who can provide a
more complex view of situations
“We take far too much for granted with a trustworthy
source…We assume that the source knows the many factors
related to the situation, understands all the interconnections
that influenced the results, comprehends the whole interplay
of subtle actions by many people leading to decisionmaking…with a trustworthy source, we may unwittingly
suspend our own power of observation and judgment.”
(Szulanski, Jensen, Cappetta)
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-17
Rebuilding Trust Once Broken
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3-18
Rebuilding Trust
• Both parties must believe that the relationship is
worth saving and must be willing to invest the time
and emotional energy into repairing the
relationship.
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-19
The Art of the Apology
• Acknowledge breach of trust has occurred
• Be specific rather than general about what you
did
• Acknowledge that you know you hurt the person
• Explain why you did what you did (in a way that
you take responsibility for your actions)
• Say you are willing to do what it takes to repair
the trust
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-20
A Pseudo apology
 Wrong approach: I’m sorry you feel that way.
 Right approach: I’m sorry that I’ve broken
your trust in me.
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-21
Increasing Patient Care and Reducing Claims After
Medical Error: University of Michigan’s Practice of
Apologizing with Full Disclosure
• Communicate clearly and honestly with patients
and families following adverse patient events
• Apologize and compensate quickly and fairly
after medical errors
• Defend medically appropriate care vigorously
• Reduce future patient injuries and claims by
learning from past experience and medical
errors
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-22
Consequences of Apologies after Medical Error
After the University of Michigan Health System (UMHS)
began addressing medical malpractice claims openly and
collaboratively with the claimants and attorneys,
malpractice claims were reduced by 55%, litigation costs
were decreased by 50%, and claim processing time
decreased from 20.3 to 8 months between 1999 and 2006.
The hospital leadership and staff can learn from past
errors so that they can give patients better care in the
future, helping families of those harmed rest assured their
that loved one’s harm or death might save others.
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-23
Forgiveness
Forgiveness is the willingness to get over
negative feelings associated with a
person who we believe has harmed us
and instead view the person with good
will.
Forgiveness is a cancellation of debt.
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-24
People Who Forgive Have…





Better social relationships
Fewer illnesses
Less stress
Lower rates of depression
An ability to see the world in ways other than
black or white
• Use more effective coping mechanisms
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3-25
Resentment is like drinking poison and
waiting for the other person to die.
Carrie Fisher, Writer
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3-26
The weak can never forgive.
Forgiveness is the attribute of the
strong.
Mahatma Gandhi
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3-27
Organizational Strategies for
Building Trust
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3-28
Organizational Strategies for Creating Trust
• Develop a collective identity
• Provide clear goals, job expectations,
standards, and performance measures
• Provide predictable routines
• Communicate consistent messages in words
and deeds in good and bad times
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-29
Organizational Strategies for Creating Trust
(cont’d)
• Enable employees to have some control over
their work and their time
• Manage employees who undermine trust
• Rebuild organizational trust once broken
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3-30
How to Tell if Mistrust is Festering
• Are people communicating less?
• Do employees avoid giving you bad news?
• Do employees avoid meetings?
• Does morale seem to be deteriorating?
• Are some employees not speaking up at meetings?
• Is there an increase in absenteeism and turnover?
• Are employees blaming other people and
departments for problems?
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-31
Swift Trust
Swift trust is a kind of
depersonalized trust that
is developed in temporary
groups when “there isn’t
time to engage in the
usual forms of confidencebuilding activities that
contribute to the
development and
maintenance of trust…”
• Airline cockpit
crews
• Emergency
response teams
Meyerson, Weick, and Kramer
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-32
Positive Emotions and Trust
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3-33
How Positive Emotions Contribute to
Success
•Feel more competent
•Set higher goals
•See the big picture
•Think more broadly
People who feel and
express positive
emotions
•Think more creativity
•seek out new information
•Seek out new experiences
•Take more risks
Optimism
Hope
Kindness
Resilience
Gratitude
Forgiveness
Etc.
•Behave more flexibly
•Create long-term plans
•Have a bias toward action
Results
Career
Well-Being
•Seek out feedback
•Get support
•Are evaluated positively
•Persistence
•Cope with adversity
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-34
Teams and Positive Interactions
Teams that have significantly more positive than negative
interactions (those teams with a ratio of approximately 6
positive to each negative interaction) tend to outperform
other teams in terms of profitability, customer satisfaction,
and evaluations from bosses, peers, and direct reports.
Positive interactions included “support, encouragement,
or appreciation” and negative interactions included
“disapproval, sarcasm, or cynicism.”
Losada, Marcial. “The Complex Dynamics of High Performance
Teams.”
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-35
How to Build Positive Emotions at Work
• Express positive emotions
• Engage in positive deviance
• Help people find meaning in day-to-day lives
• Help people find meaning in crises
• Provide people with opportunities to help each
other and express appreciation
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
3-36
Remember….
People in organizations pay
attention to issues concerning
“what is right, just, and fair as well
as what is efficient, effective, and
practical.”
LaRue Hosmer
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3-37
Copyright Notice
3-38
Chapter 2
Developing
SelfAwareness
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