ORLD5821.001 Learning Journal assignment 1 (LJ1) (Emotional Quotient Connections & ESCI-U Result review)
Keep in mind there are two "main" parts to LJ #1;
Use the template to "draft" your first learning journal;
Be sure to attend to all "elements" outlined in each section of the journal via the "prompts;"
Recall, the target length is between 4 to 5 pages, 1.5 spaced;
Include a brief introduction at the start of the assigned outlining the content to follow (1 to 3 sentences is plenty); also include short, 1-sentence introduction to frame each element of the assignment; and
Once you have draft, take time to edit it via the following considerations: (a) remove the content from the template and replace with short headers for each "main part" of the assignment and sub-headers to single each element included in the main parts (to help structure your assignment; (b) Part 1 should take 1 page including the short introduction; and (c) Part 2 should be between 3 to 4 pages, NOT more than a total of 5 pages for the entire assignment, with 4 pages being the ideal!
我這次有一個assignment ㄧ學期只有四天課 但是不是我的major 所以連我自己都不太懂的 一個assignment ..但是我有上課power point 什麼的 。。
嗯 好 但是power point 跟一些附件 很多 是under 學校的網站 要用我的account name log in
傳了～ 我有附上這個assignment 的instruction. 請你們直接登入我的學校網頁看更仔細地說明.
Double space 4 pages
1200 字
喔 好 差不多 主要content 都有進去就可以
還要根據一個我們做的 test ， 那個我能用拍照的給你 比較快嗎
這是emotional social competency inventory
類似hr 這個專頁
那我傳給你我做過的 assessment test
還有一個part 是要提到 coaching的 ， coaching 的時候 我們要被問這些問題， 我們coach 的時候也要問人家這些問提。 coach的內容是針對我第一個傳給你的test ...
Overview and Rationale for Learning Journals
(Please do not include this section in final submission of assignment)
Learning journals are a common feature of adult learning practices focused on developing a reflective capacity in individual, groups, teams and organizations. Journals and diaries have a long history as a means of self-expression.
Several themes prevalent in adult learning--coming to voice, developing the capacity for critical reflection, and making meaning--are reflected in the way journals can be used in adult education. Journals are tools for growth through critical reflection, for it is not enough to observe and record experiences, but "equally important is the ability to make meaning out of what is expressed" (Clark 1994, p. 355).
Writing is a critical ingredient in the meaning making process. In the case of this Workshop on Social Intelligence in Organizations, our intention is to frame the use of journaling as a tool for enabling you to articulate connections between the new information you are exposed to as part of this learning experience to what you already know. The journal becomes another text on which to reflect, but it is a text written in your authentic voice, and this personal engagement adds a necessary affective element to the learning process.
Building on Clark’s (1994) ideas, we ask you to participate in an ongoing developmental dialog in your journals. In the guidelines below, we ask you to structure your paper according to four types of entries, using the ORID framework as a guide:
1) “Objective Data” - including data displays, remember to frame each figure, table or graphic, show it, and then provide a brief summary of the facts. Try to avoid bleeding in to reflective, interpretative or decisional data here. Present the external data first;
2) “Reflective Data” - how the external data landed on you personally (i.e., the feelings/emotions – note any images and/or experiences that were triggered by the results, etc.) – here the focus is on the internal experience (or internal context);
3) “Interpretative Data” – making sense of the external and internal experience of the assessment, that is, what patterns and themes are you noticing; what are your key learnings as a result of completing and processing the assessment; etc. – include selective class resources to support your interpretation (e.g., slide content; handouts, class text – especially links to EQ dimensions and factors; suggestions from the actual ECI-U report, etc.); and
4) “Decisional Data” - here the focus shifts to reporting on: (a) a review of strengths you would like to leverage and (b) developmental areas for improvement (again use course resources to stimulate and support actions plans here.
General Guidelines
Please use this template for completing your first learning journal assignment; it is already formatted, that way you only have to focus on content.
Please be sure to:
• Rename the file using your “LJ 1_Your Last Name”
• Insert your name with other requested information on the top of Page 1.
• Also, in your final submission, please delete the “Overview and Rationale for Learning Journals” text on the first page, as well as, the “General Guidelines” text above – leaving your “identification” information on the top of the first page followed by the “Journal Entry #1” header.