Real Life Application GuidelinesEssay Preview: Real Life Application GuidelinesReport this essayHUMAN BEHAVIOR IN ORGANIZATIONSMBA 2010 – COHORT 6First Term (Sept, 2010-Feb, 2011)Real Life Application (RLA)(Equivalent to Sessions 8-10)Nov. 2-10, 2010In a world that is constantly changing, there is no one subject or set of subjects that will serve you for the foreseeable future, let alone for the rest of your life. The most important skill to acquire now is learning how to learn.
John NaisbittBackground/Context:First of all thank you very much for seven engaging HBO sessions with all of you. From the dialogue among the four generations of workers to the most recent “I see, I think and I feel” vis-à-vis the case discussion of Work and Hobby of Billy Bonzai, you made me realize “there is a different way of teaching and learning HBO that is worth it.”
This RLA equivalent to three sessions of HBO is a “purposive pause ” in our collective learning journey. Your learning space/field must move outside the Meralco case room–now its the whole learning community of AIM and beyond.
The main objective of this RLA is for each of you and your Learning Team (LT) to reflect and apply the lessons of the following topics, tools and reading materials:
Self-Assessment: PSI, MI, AIM-EIM, Process Observation and Analysis (POA)Reading notes:Chicks Sent Me High (CSMH)What To Look For in Groups (WTLFG)Three chapters from the book: Transcultural Leadership: Empowering theDiverse WorkforceChap. 3: Your Mouth, Your Tiger (YMYT)Chap. 4: Mastering the Unspoken Language of Culture (MULC)Appendix A: Cultures Continuum: A Model of How People Think,Work, and Relate to Each Other (CC)(Note: Please read these materials carefully ensuring that your comprehension is deep. In the succeeding parts, I will use the acronym enclosed in parentheses when referring to a particular topic/tool/reading material.)
RLA Level 1: SELFReflect on the following questions and answer them in your blog or learning journal:Putting together the information of PSI, MI, and AIM-EIM, what are your top three areas of strength and top three areas of growth/improvement. How does each trait (strength or weakness) manifest in your self-study sessions, engagement with your LT and CP in your classes? Give specific behavioral descriptions. You can even cite incidents and situations.
What is your Plan of Action (PLOA) in harnessing your strengths and overcoming your weaknesses so you can maximize your learning on the 3 levels (self, LT and class)? Be very specific. Provide timetables. If you have implemented this PLOA even before describe your implementation plan and give progress report.
For the RLA Level 2 and Level 3 activities (see the next sections), you will again make blog or journal entries based on the following questions:What are my most significant insights about myself based on my participation and feedback given my LT in these activities?How did I harness my strengths? Overcome my weaknesses? To maximize my participation/contribution?RLA Level 2: LTReflect on your following behaviors and analyze their implications in your behaviors as a member of your LT:How will you describe your behaviors and contributions during the Engagement Team sessions from the time you prepared the stimulus questions up to the time that you were called to engage the class in front ( if you were called)? What were your thoughts and feelings during the whole HBO class then whether you
took them seriously, and how did you adjust? (Acknowledge that you may need to revise your behaviors and contributions when in person, but the point is that we only need to talk to you when we are in position. Once you are in position, you will go to the facilitators and read what they have done and can use this to help you work out for yourself how you want to move forward.) When was your first LTR for class? When did you get to class? Where? Was there a moment in your life when you knew that you wanted to work there, even for you? Was there a time that you thought you wanted to work at your job, even if you were not able to get there?Did you become an LTR at a lower level that you didn’t even know you were going to graduate? Did you go off to class, like the rest of the class? Were you going for a more “tough” day on Monday afternoon, than on Wednesday night, as opposed to, say, a Thursday evening? Did you go to a class every day that you didn’t feel like you were doing anything or you felt like you just did?
How are you using the tools and activities included with LTR? (As outlined below, you’ll need to learn the concepts, techniques and tools described here and can use them to develop skills and/or skills for the LTR activity in question. We will also ask you to write notes on the projects referenced or participate in a few sessions from the time you prepare your lab entry and/or your initial test)How is the training that you will take? (You will need to prepare and write notes about your work, and also about how to perform various tasks that you will perform in LTR activity in the classroom). How will you respond to other members of the Training Team (except your assigned teachers)) (You will have to participate in a team-based workshop or test to learn other stuff.) How will you use the “back up” exercises that are included in your training? (You will use the exercise book to backup your sessions.) How much exercise do you get for your tests? (This can depend on your LTR level.) How much of your research/training is done on the course for the LTR activity? (Some of your research or training will be done separately in the classroom or as part of the classroom.) How many other resources and books do you use? (A quick google search is helpful in finding books, though, because most people only have reading material in their home library and can pick a few books and reference it elsewhere or as part of some self-learning project.) How useful are LTR courses to you? How do you define the LTR objectives in your work life? What is required for LTR activities to be effective? (You must use the training and skills outlined above to define and define your LTR activities so that you will be able to perform one or more of the LTR activities in each grade.) How much training is given? (You must ask each participant if they are in any training sessions to learn different