Review your assessment findings from the aptitude questionnaire and write a 3–4 page paper in which you address the following: 1. Summarize findings of your strengths and weaknesses in the conceptual, human, and technical skills areas, providing clear rationale. Explain why you think you scored the way you did in each of the skills. 2. Identify at least one resource to improve each skill area—conceptual, human, technical—for a minimum of three resources. Provide clear rationale for each resource. Use Basic Search: Strayer University Online Library or, in your Blackboard classroom, go to Career and search LinkedIn to locate resources. 3. Describe how your strengths can promote a positive culture in a global environment, providing examples. 4. Use at least three sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the library or review library guides. This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions. The specific course learning outcome associated with this assignment is: Analyze the conceptual, human, and technical skills necessary for promoting a positive culture in a global environment. This is the Aptitude Questionnaire from page 30-31 CH1 Apply Your Skills: Engagement Exercise Aptitude Questionnaire Rate each of the following questions according to the following scale: 1 I am never like this. 2 I am rarely like this. 3 I am sometimes like this. 4 I am often like this. 5 I am always like this. 1. When I have a number of tasks or homework to do, I set priorities and organize the work around deadlines. 1 2 3 4 5 2. Most people would describe me as a good listener. 1 2 3 4 5 3. When I am deciding on a particular course of action for myself (such as hobbies to pursue, languages to study, which job to take, or special projects to be involved in), I typically consider the long-term (three years or more) implications of what I would choose to do. 1 2 3 4 5 4. I prefer technical or quantitative courses rather than those involving literature, psychology, or sociology. 1 2 3 4 5 5. When I have a serious disagreement with someone, I hang in there and talk it out until it is completely resolved. 1 2 3 4 5 6. When I have a project or assignment, I really get into the details rather than the “big picture” issues. 1 2 3 4 5 7. I would rather sit in front of my computer than spend a lot of time with people. 1 2 3 4 5 8. I try to include others in activities or discussions. 1 2 3 4 5 9. When I take a course, I relate what I am learning to other courses I took or concepts I learned elsewhere. 1 2 3 4 5 10. When somebody makes a mistake, I want to correct the person and let her or him know the proper answer or approach. 1 2 3 4 5 11. I think it is better to be efficient with my time when talking with someone, rather than worry about the other person’s needs, so that I can get on with my real work. 1 2 3 4 5 12. I have a long-term vision of career, family, and other activities and have thought it over carefully. 1 2 3 4 5 13. When solving problems, I would much rather analyze some data or statistics than meet with a group of people. 1 2 3 4 5 14. When I am working on a group project and someone doesn’t pull their fair share of the load, I am more likely to complain to my friends than to confront the slacker. 1 2 3 4 5 15. Talking about ideas or concepts can get me really enthusiastic or excited. 1 2 3 4 5 16. The type of management course for which this book is used is really a waste of time. 1 2 3 4 5 17. I think it is better to be polite and not hurt people’s feelings. 1 2 3 4 5 18. Data and things interest me more than people. 1 2 3 4 5 30 PART 1 INTRODUCTION TO MANAGEMENT Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Scoring and Interpretation: Subtract your scores for questions 6, 10, 14, and 17 from the number 6, and then add the total points for the following sections: 1, 3, 6, 9, 12, 15 Conceptual skills total score __________ 2, 5, 8, 10, 14, 17 Human skills total score __________ 4, 7, 11, 13, 16, 18 Technical skills total score __________ These skills are three of the skills needed to be a good manager. Ideally, a manager should be strong (though not necessarily equal) in all three. Anyone noticeably weaker in any of these skills should take courses and read to build up that skill. For further background on the three skills, refer to the explanation in the Management Skills section of the chapter. In-Class/Online Application Break into groups of three to four members, either physically or virtually, depending on the format of the course, and discuss your respective scores. What do your respective scores suggest about possible management aptitudes
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