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北美留学生网课代写:幸福感和表现的能力

确保这种幸福感和相关表现的能力——在我自己身上,在其他学习者身上,最终在同事身上——是我将从整个模块中获得的关键发展点之一。正如墨菲和里吉奥指出的那样,“……复杂性提供了资源(认知、社交、行为),可以对给定的情况产生大量可能的反应。”当个人和组织能够对给定的情况作出许多反应时,它们都是健康和兴旺的;当它们统一和专业化时,它们就变得脆弱和容易受到不断变化的条件的影响。”(12)。我更愿意把这看作是理解心理契约的个人、人际和战略含义。威廉姆斯在谈到这一现象时说,这种公平的人际关系提醒我们,雇主和雇员之间的交流关系是有社会基础的,我们可能认为这是心理契约的一部分。“(13)我将从这个模块中获得的一个关键目标是,通过反思周期,理解个人、集团内部、跨利益相关者、员工和管理层之间心理契约的发展。”我认识到,这个目标本身很大程度上依赖于一个人运用自己情商的能力,而这个目标本身就是一项持续的任务。正如戈尔曼所观察到的,“……不同于人们熟悉的智商测试,目前还没有一种纸笔测试能得出情商得分,而且可能永远不会有。”(14)事实上,可以这么说,那些在技能设置中情商占主导地位的人,往往会完全避开正式的学习情境,依靠对情境和人际交往技巧的阅读,而不是凭据主义来达到他们想要达到的目的。对我来说,重要的一点是要认识到这些技能在社会化的劳动力中越来越重要,对实现共同目标至关重要。正如盖斯特和康威所指出的,“……建立在组织和员工之间的公平、信任和交易执行这三大支柱之上的积极心理契约是良好业绩的最佳保证。”

北美留学生网课代写:幸福感和表现的能力

The ability to ensure this well-being and secure the related performance – in myself as well as in other learners – and eventually co-workers – is one of the key developmental points that I will take from the module as a whole. . As Murphy and Riggio indicate, ‘…complexity provides the resources (cognitive, social, behavioural) for generating numerous possible responses to a given situation. Individuals as well as organizations are healthy and thrive when they are capable of many responses to a given situation, and become brittle and vulnerable to changing conditions when they are uniform and specialized.’ (12). I prefer to think of this as understanding the personal, interpersonal, and strategic implications of the psychological contract. As Williams indicates regarding this phenomenon, ‘this interpersonal aspect to fairness reminds us that there is a social basis to the exchange relationship between employer and employee and we might expect this to be part of the psychological contract.’ (13) One of the key objectives that I will take away from the module is the ability to understand – through use of a reflective cycle – the development of psychological contracts between individuals, within groups, across stakeholders, and between employees and management. I recognise that this, in itself, is an objective which relies heavily on the capacity to use one’s own emotional intelligence, and that this in itself is an on-going task. As Goleman has observed, , ‘…unlike the familiar tests for IQ, there is, as yet, no single paper and pencil test that yields an emotional intelligence score, and there may never be one. ‘ (14) In fact it could be argued that those with emotional intelligence as a dominant aspect of their skills set, tend to eschew formal learning situations altogether, relying on their reading of situations and interpersonal skills rather than credentialism to get where they want to be. The important point for me here is to recognize that these skills are increasingly important in the socialized workforce, and central to achievement of common goals. As Guest and Conway have indicated, ‘…built on the three pillars of fairness, trust and delivery of the deal between organizations and employees, a positive psychological contract is the best guarantee of good performance outcomes.’