erick 5 C Process
erick 5 C Process
If you need to go into Devry University webpage here is the info go to dashboard under APTITUDES AND ABILITIES REFLECTION
User name: D41082726
Password: Albert12!@
5 Cs - 1 define the challenge
2 identify choices
3 predict consequences
4 chose and option
5 check your outcome
The 2 that aptitudes are
Physical dexterity: moving furniture, when I purchased my first home I had to move all the furniture from our old home to the new home I purchased. ( then elaborate with your own words)
Intellectual abilities: developing a business plan, I am in the process of starting a paving business and I am looking into all the requirements and what steps I need to take. (then elaborate on it with your own words)
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· Available Jul 12 at 10:59pm - Jul 21 at 11:59pm 9 days
As you begin your academic journey at DeVry, it is important to recognize your strengths and areas for improvement both to maximize your success in your courses and better prepare yourself for your future career. The assignment due this week will involve identifying your current aptitudes, selecting two you wish to improve, and developing a personal improvement plan.
The 2 that aptitudes that I chose are:
Physical dexterity: moving furniture, when I purchased my first home I had to move all the furniture from our old home to the new home I purchased. ( then elaborate with your own words)
Intellectual abilities: developing a business plan, I am in the process of starting a paving business and I am looking into all the requirements and what steps I need to take. (then elaborate on it with your own words)
· Your completed assignment will be a critical reflection paper based on the 5C Approach for Decision Making introduced in Chapter 1 of the textbook and explored in the Week 1 Discussion forum.
· To begin your assignment, please refer to the Chapter 3 Activity 1: What Are Your Aptitudes? Read through the aptitudes, definitions, and examples in the chart and complete the following questions adapted from the textbook.
1. Write two paragraphs about two experiences (1 paragraph per experience) in your life that you particularly enjoyed.
2. Reread your descriptions of each experience and decide which of the aptitudes shown in the chart named Activity 1: What Are Your Aptitudes? in Chapter 3 best represents each experience.
3. Complete a three-column chart of your own. (example is on the bottom) List the aptitudes you identified in question 2 in the first column. In the second column, list the interests and experiences you have had that support your choice of aptitudes. In the third column, list the aptitudes you'd like to develop or improve.
4. Use the 5C process (example is on top of the 5Cs) to identify how your aptitudes and abilities can guide your decisions about coursework and college experiences that will ultimately prepare you for your career.
· First, state one of your aptitudes or abilities you wish to improve as a challenge that requires a choice. For instance, the statement shared in the text is "I want to perform before an audience." This relates to Artistic Talent. Perhaps you want to improve your verbal communication or numerical skills.
· Next, identify your choices—the courses, activities, or resources at DeVry that might provide you with that experience. For Artistic Talent, this might include joining the campus choir, volunteering at a school, auditioning for a play, or taking a class in dance. Your interests, aptitudes, and abilities naturally affect the choices you make, so tap into campus resources to identify choices to support the development of your chosen aptitudes.
· What are the consequences of each option? That is, if you implement that option, what would be the benefits of it?
· Which option would you choose?
· How might you check the outcome of your choice?
· Repeat this process for two of the aptitudes or abilities you wish to develop.
· Once you have completed your paper, submit it in the Week 2 Assignment Module.
· Please refer to the grading rubric below to understand how this assignment will be graded.
GRADING RUBRIC
|
Graded Item |
Description |
Good/Fair/Poor/Incomplete |
|
Reflecting on Aptitudes and Abilities |
Completed assignment is a well-developed critical reflection. It includes a discussion of each of the 5 C's questions related to aptitudes and abilities responses to the 5 C's questions reflect completion and evaluation of responses to the time management assessment; responses to each section are at least two full paragraphs and demonstrate critical thinking. Successful responses will address all aspects of the prompt, be well organized, and include detailed examples and references to course materials to support reflection. |
130/90/40/0 |
|
Writing, Mechanics, and Grammar |
Paragraphs are focused and flow from idea to idea. The completed assignment is not a collection of random thoughts. Writing is clear. Student has elaborated on the insights gained and used examples to provide further clarity. Writing is correct. Any errors in spelling, punctuation, and grammar do not interfere with meaning. |
20/10/5/0 |
Aptitudes and Abilities
What skills are among my best and which would I like to improve?
Has someone ever said that you had a talent or knack for doing something? Such natural or inborn traits and talents are called aptitudes . They reflect your potential. Some aptitudes are evident from an early age. For instance, children who play music by ear, draw well, win at sports, or solve math problems easily often do so because of aptitude. Your aptitude for doing something well may correspond to your having an interest in doing it. Other aptitudes are hidden. While you have an interest in a subject, you do not realize that you have the talent for that subject. For example, you might be interested in how cars work but don’t realize that you could easily become your own mechanic. Or maybe you enjoyed planning homecoming and other events in high school, but haven’t thought about how that interest could lead to a degree in hospitality management. Learning about new aptitudes and interests is an integral part of being in college. As you experience new people and new situations, both will develop naturally.
Most likely, you have already recognized and developed noticeable aptitudes. That leaves the hidden ones for you to explore. Taking an aptitude test helps you do so. General aptitude tests estimate verbal, numerical, spatial, and some coordination skills. More specialized aptitudes, such as music and art, are not assessed by general aptitude tests. The advising, placement, or career center at your college (see Chapter 2 ) probably gives aptitude tests at little or no cost. Such tests help you find new possibilities for your consideration.
Abilities are what you can do. They are the results of aptitude combined with experience. Abilities are not constant. They increase with practice and decrease with disuse. And having ability does not equal success. Motivation and persistence also play a role in accomplishing tasks rather than procrastinating on them (see Chapter 5 ). Thus, a person with less ability who is motivated to succeed and persists through obstacles may achieve more than someone who has ability but doesn’t make the effort or gives up easily.
Unlike aptitude, which is an estimated quality, ability can be measured by performance on formal and informal evaluation tools. Formal tests measure generalized areas of ability such as analytical intelligence or verbal skills. In contrast, informal assessments often help you identify specific abilities and individual strengths and weaknesses. For instance, each test you take in a class is a kind of subject-specific assessment of your ability to understand and use the information in the course.
Both aptitudes and abilities factor Page 58into the decisions you make whether you are at home, at school, or on the job. One way to increase your specific abilities is to analyze your preparation strategies as well as your score after each test. Consider what went well and explore what went wrong. Note the new skills you developed and the ones that still need work.
activity 1
What Are Your Aptitudes?
Read through the following aptitudes, definitions, and examples.
Page 59
1. Write a paragraph each about four experiences in your life you particularly enjoyed.
2. Reread your descriptions of each experience, and decide which of the aptitudes shown in the chart above best represents each experience.
3. Create a three-column chart of your own. List the aptitudes you identified in question 2 in the first column. In the second column, list the interests and experiences you have had that support your choice of aptitudes. In the third column, list the aptitudes you’d like to develop or improve.
4. Use the 5C process to identify how your aptitudes and abilities can guide your decisions about coursework and college experiences. First, state one of your aptitudes or abilities you wish to improve as a Challenge that requires a choice. For instance, your statement might be “I want to perform before an audience.” Next, identify your Choices—the courses or activities at your institution that might provide you with that experience. This might include joining the campus choir, volunteering at a school, auditioning for a play, or taking a class in dance. Your interests, aptitudes, and abilities naturally affect the choices you make. Consider how you might develop a further interest or acquire a new skill before you make a choice. What are the Consequences for each option? That is, if you implement that option, what would be the benefits of it? Which option would you Choose? How might you Check the outcome of your choice?