voto per il questo o voto per quello

Professor Kurpis provided us with the opportunity to modify the structure of the next exam. However, the approach that he used was an exceptionally interesting one. He let us, the students, decide on how we want to change it. But there was one condition; it had to be a unanimous decision among the students.

Unaware to the naked eye, this would prove to be a difficult thing to accomplish and would turn into a heated debate. There were many conflicts that we had to overcome such as whether or not there should be a "True or False" section on the exam. Everyone was shouting out their ideas; ideas that they believed would benefit themselves while others thought it would hinder their goal creating an easier test and of getting a higher grade.

There are various ways to handle conflict. People who compete to win demonstrate assertiveness to get their way. Those who avoid withdraw from partaking any action. People who compromise want to ensure equality among the group. Those who apply the accommodation technique see the issue as more important to others than their self. People who like to collaborate require bargaining and negotiation.

I used the the avoidance method during class. There were many reasons why I chose not to participate in the discussions. One reason I withdrew was that I think the primary reason was that I figured that everyone else would take care of it. And in the end, they all did. I couldn't think of a better way to change the exam than the way that we had come up with, or should I say the rest of the class came up with.

A Little Pre-Halloween Egging

The egg drop activity that we performed last week was by far one of the most exciting activities that I have ever partook upon in a classroom setting. I think it clearly demonstrates how groups undergo the planning process. However, my only criticism about the activity is that I believe rarely do teams in organizations have to formulate a plan with such a limited time. On the other hand, we are constrained by the hour-and-fifteen minutes of classtime that we are allotted.

With regards to Step 1 of the planning process, I believe that our group clearly understood the requirements of the activity. The professor specified them in a simple and easy to understand manner. We knew we had limited time and that we were to create a device that would prevent the egg from breaking. It was as simple as that; nothing that would arouse questions.

We knew the resources that were being supplied. I do wish though that we could have been given all the resources, including the egg, at the beginning of the activity. This is because creating the mechanism was difficult for some members to clearly understand what one was actually describing. As far as determining individual strengths and weaknesses, I believe that for the most part we did not do this, other than choosing the shortest person to drop the egg. We did not define everyone's best attributes. We mainly jumped right into formulating ideas for the device. Given the nature of the activity and the time, I did not see the necessity of doing this.

As we began to plan out how we were going to approach this, the members had many creative ideas. We started out with one idea and then other members would modify or add to the prior idea. We had a few ideas and tried to combine them in the best possible way. When we saw something wrong with the idea, such as not letting the egg fall on its side (we incorrectly assumed that it would fall straight down), we would address it and modify the plan. We also visualized the egg dropping with each idea and tried to picture whether or not it would break.

I think that we did not effectively carry out Step 4 of the planning process. For the most part, I think we went from step 3 to step 5. We brainstormed and generated ideas, combined them into what we thought would work, created a picture of it, and then jumped right into making the device once we obtained the materials. The reason that I think this happened was because we spent to much time on idea generation, and before we knew it we had a few minutes to get the egg in its device.

Once we obtained the egg, we jumped straight into trying to get it into the device. We did not allocate roles for who would do what part. I was confused on how the device would look, so I just started bending the straws because I think that was the only part I actually understood as to what needed to be done. We did not have to take any major corrective action because the members that were primarily working on the egg knew what they were doing; or at least thought they did. When the finished product was completed, I truly did not know whether or not it was going to work. Turned out it didn't.

管理困境

A management dilemma that I am facing, one that my mother consistently complains about and one that I am sure many of my peers can reflect on, is how to efficiently and effectively manage my time. It may be hypocritical of myself to say that I believe that I am a very orderly and responsible person. I truly think of myself as so because I usually plan out my week in advance. I have been doing this for many years and it all seemed to work out. I never had any problem with it. Until just recently, especially the last semester did I see myself not carrying out what I planned to do. I think one of the primary reasons is my circle of friends. I have been dedicating too much of my time to them.

I always tell myself that I will do such and such a thing at a certain time. I try to determine how long it would take and find some time to either study or spend some time with family, which are the two biggest complaints that my mother dishes out to me. For some reason, I am always busy. Prior to the beginning of the day, I find myself at ease, thinking that everything will go according to what I had planned. However, it does not seem to work out. The thing that astonishes me is that I can't figure out why it went wrong. I don't really know what to do. I guess it's just forgetting and being lazy, but hopefully I'll be able to fix it soon.