Basically, the problem persisted the whole semester. The two good members of the team did not have a lot of formal authority, and appeals to the instructor to grade the members of the team separately were rejected. This caused a lot of tension within the team, and we considered just working on the projects the two of us, because relying on the others was causing problems. They were late and their work was sub-standard, leaving us to scramble to clean things up, with little time to spare.
Other students influenced my views on the subject. The first thing that I realized when talking to other classmates is that our group was notably unlucky, that most of the students in the course had a high level of motivation. This actually strengthened my resolve to transcend the situation. Without formal authority, we simply did the best work we could and made sure that the instructor was aware of what was going on. Sometimes that is all you can do. We learned that in future situations we need to be proactive to avoid these problems. While in school this can just mean choosing your own team members, there is a more important lesson to be learned in that when you are in the real world looking for a job, it pays to study the companies that you are looking to work for. It is much easier to perform well when you are surrounded by other good, motivated people with high skill levels and energy. I think that this long-run lesson is more important than the short-run lesson by far, because it will prevent me from facing this type of adverse situation when it really counts.
I think that my feelings in this situation were mostly frustration, but eventually myself and the other...
Having this traditional silo-structured environment makes it very difficult to properly develop a curriculum surrounding service management. Because of this there is a significant gap that exists between the education received by business school graduates and the skills that they need to succeed in today's service heavy environment. Non-traditional Business Skills and Tactics Nontraditional business skills are often referred to as soft skills or people skills. These consist of the ability
Business Skills -- Personal Evaluation Demonstrate effective communication skills • I have expanded my vocabulary to include standard practical and theoretical business concepts and I have increased my proficiency with digital technology communications media. I have learned how to coordinate my vocabulary, language, and persuasion efforts to specific audiences depending on whether they are laypeople, professionals, colleagues, or strangers. This skill is extremely important within the military, in particular, because communications that
I have had the good fortune to see some talented leaders in action, and when I realize for myself what the best approach is, my guess is that at some point I saw one of these other leaders take that same approach. I may not be able to remember in order give specific attribution, but I know that I have learned from others, and take those influences with me. I
In this context, the learning curves followed by the collective of entrepreneurs place that collective of entrepreneurs within the still larger setting of the global marketplace. Taylor and Asheim refer to an economic geography that is more than merely a map of where economic activities take place (Taylor & Asheim, 2001, p. 315). A modern learning organization integrates itself on virtually every conceivable level. Much as its individual members make
S. jobs, or approx. 25% of its employees, overseas by end of 2004. The plan is to ultimately move EVERY job that supports an internal account. I also hear they are behind schedule at the moment. Certainly, this is a very significant proportion of the computer giant's American workforce. Yet, IBM's management justifies such drastic demographic changes by appealing to the humanitarian side of the globalization debate. It's not about one shore
In such an environment, linguistic knowledge can be acquired directly as tacit knowledge, without formalizing it as grammar rules or vocabulary lists. At the same time, scenario-based learning allows learners to focus on the target context of language usage (in our case -- business English communication), resulting in more student interest and involvement in the learning tasks. (Bin Baharum et al. 2007) There are of course negative aspects to consider
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