discussion

  • Indicate in the subject of your post which option (Option A or Option B) to which you are responding. Responding to one of the options is required for discussion credit. Only respond to one of the options. You are then welcome and encouraged respond to others’ posts for the same or other option. Please use the numbering scheme provided in your responses to clearly indicate to which question you are responding.
  • Answer each question and question component thoroughly and using complete sentences and proper grammar to receive full credit. Refer to the syllabus for further detail.
  • All information needed to respond comes from your text book readings and, in some circumstances, information provided in the Discussion assignment. Unless otherwise noted, do not consult outside resources to shape your answers. Answer questions using only the material you read in the chapter and your personal knowledge/experience/opinions. I want to know your thoughts and ideas. Evidence of the use of outside sources in your original post will result in a zero on the assignment. If, after posting your discussion, you would like to investigate a topic further using an outside source and share that information (with appropriate citations and references provided using APA formatting) as a reply post, that is also welcome and encouraged.
  • An explanation of how discussions are graded is provided at the bottom of this page.

Option A:

Reflect on the Myers-Briggs Type Indicator (MBTI) and the four sets of paired opposites assessed by the MBTI (e.g., extraversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perceiving). Respond to the following:

  1. Think about the activities you engage in and your responsibilities in your role as a student.
    • (a) What aspects (activities, responsibilities, etc.) of your role as a student would play to the strengths of an extravert? [providing aspects/examples is required for credit on this question (#1a)] Explain how/why. [worth up to 15 points]
    • (b) What aspects (activities, responsibilities, etc.) of your role as a student would play to the strengths of an introvert? [providing aspects/examples is required for credit on this question (#1b)] Explain how/why. [worth up to 15 points]
  2. Imagine you are trying to pitch a new business idea to your boss.
    • (a) How might you best communicate a new business idea to your boss if he or she has a sensing preference? [answer/plan required for credit on this question (#2a)] Explain. [worth up to 15 points]
    • (b) How might you best communicate a new business idea to your boss if he or she has an intuitive preference? [answer/plan required for credit on this question (#2b)] Explain. [worth up to 15 points]
  3. Think about planning a vacation.
    • (a) How might a person with a judging preference prefer to plan the vacation? [answer required for credit on this question (#3a)] Explain. [worth up to 15 points]
    • (b) How might a person with a perceiving preference prefer to plan the vacation? [answer/plan required for credit on this question (#3b)] Explain. [worth up to 15 points]
  4. What is an overarching take-away/implication from understanding these paired opposites in terms of how we understand ourselves and interact with others? [take-away/implication required for credit on this question (#4)] Discuss. [worth up to 10 points]

Option B:

Reflect on the idea of person-environment (P-E) fit, and respond to the below questions.

  1. What methods do you think would be helpful for a company to use to assess person-job fit (P-J) before hiring employees? [methods required for credit on this question (#1)] Explain why. [worth up to 25 points]
  2. What methods do you think would be helpful for a company to use to assess person-organization fit (P-O) before hiring employees? [methods required for credit on this question (#2)] Explain why. [worth up to 25 points]
  3. What can organizations do to increase P-J fit after they hire employees? [actions/suggestions required for credit on this question (#3)] Explain. [worth up to 25 points]
  4. What can organizations do to increase P-O fit after they hire employees? [actions/suggestions required for credit on this question (#4)] Explain. [worth up to 25 points]
Grade Determination

  • The starting point value associated with each question component is provided in brackets after the question component. Grading anchors for each question component are as follows:
    • full credit (100%): Very thorough, in-depth discussion reflecting strong critical thinking (requires at least several sentences); answers the question asked
    • partial credit (90%): Thorough, in-depth discussion reflecting strong critical thinking (requires at least several sentences); answers the question asked
    • partial credit (80%): Somewhat thorough, in-depth discussion reflecting moderate critical thinking (requires at least several sentences); answers the question asked
    • partial credit (70%): Minimally thorough discussion; answers question but reflects little critical thinking; answers the question asked
    • partial credit (60%): Surface-level discussion; no depth to response/discussion reflecting very little critical thinking; answers the question asked
    • no credit (0%): Does not answer the question asked
  • Deductions to starting score:
    • Use of outside sources: automatic zero
    • Not writing in complete sentences: 10-point deduction per occurrence
    • Grammatical/typographical errors:
      • 0-2: no deduction
      • 3-5: 10-point deduction
      • more than 6: 30-point deduction

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