The Role of Reflection in a Management Skills Course e-Portfolio: Choosing Artifacts to Present a Persona to the Workplace - PowerPoint PPT Presentation

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The Role of Reflection in a Management Skills Course e-Portfolio: Choosing Artifacts to Present a Persona to the Workplace

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Title: The Role of Reflection in a Management Skills Course e-Portfolio: Choosing Artifacts to Present a Persona to the Workplace


1
The Role of Reflection in a Management Skills
Course e-Portfolio Choosing Artifacts to
Present a Persona to the Workplace
  • Diane Holtzman, Ed.D.
  • Evonne Kruger, Ph.D.
  • The Richard Stockton College of New Jersey

2
Background
  • The Richard Stockton College of New Jersey
  • Focus on the Liberal Arts
  • Located southern New Jersey
  • State four-year college with undergraduate/graduat
    e courses
  • Focus on
  • Sustainability
  • Global
  • Engagement
  • Learning

3
Employers Looking for.
  • Written and oral communication skills
  • A combination of technical, leadership and
    interpersonal skills
  • Mastery of specific knowledge and
  • skills required by licensure and
  • certification boards

4
E-Portfolios Providing Differentiation in a
Competitive Job Market
  • Given todays competitive job market, candidates
    must enhance their ability to pass the initial
    job screening by demonstrating they have the
    skills in the areas indicated in the job
    ad/description
  • e-Portfolios
  • present more than just the traditional resume
  • can present the applicants goals,
    accomplishments, skills, and knowledge to
    prospective employers before an interview (Powell
    Jankovich, 1998)
  • can provide examples of projects completed in
    classes as well as in the work environment or
    through volunteer experienceswith the
    applicants reflection on these accomplishments
    and growth
  • allows for the integration of personal narration
    and reflection through audio/podcasts and the
    incorporation of short video clips

5
e-Portfolio Design
  • In developing the e-Portfolio for the workplace
  • Content in the e-portfolios
  • should demonstrate the link between the
    individuals strengths and the jobs
    specifications/credentialing requirements
  • provides evidence that verifies individuals
    education, training, credentialing, work
    performance, skills, and accomplishments relate
    to the job
  • positions the individual for future jobs by
    demonstrating evidence of experience, skills, and
    knowledge

6
The Management Skills Course
  • Required for management concentration juniors and
    seniors and is an elective for all Business
    majors
  • Contextualizes managerial skills within
    management theory and provides opportunities for
    students to master entry level managerial skills

7
Learning Goals
  • The management skills course is designed so that
    students should make progress on selected
    Business Program learning goals that reflect the
    philosophy of the AACSB (The Association to
    Advance Collegiate Schools of Business-accrediting
    body) and College Learning for the New Global
    Century

8
Learning Outcomes Assessments
  • Students should be able to demonstrate the
    following knowledge, skills, and competencies
    adopted by the School of Business and aligned
    with the AACSB Assurances of Learning Standards
    that meet the course rubrics
  • Information literacy skills in searching for
    information related to the theory and practice of
    management library literacy assignment
  •  
  • Professional business written communications
  • Ex business letters, reports
  •  
  • The ability to interview a practicing manager and
    present written and oral reports that integrate
    information literacy, analysis and synthesis of
    the managers activities, and reflections with
    the framework of Henry Mintzberg Interview with
    a manager project

9
Learning Outcomes Assessments
  • The ability to document and address orally and in
    writing disciplinary and conflict issues in the
    workplace FOSA written project on workplace
    discipline collaborative video project 
  • Writing and critiquing resumes and cover letters
  • Interview skills as an applicant and interviewer
  • Team project Human Resources video-project and
    written packet

10
Learning Outcomes Assessments
  • The ability to research and analyze managerial
    positions and prepare professional job
    descriptions and candidate interview rating
    sheets  Team project Human Resources written
    project and video-project
  •  
  • Critical thinking skills used in analyzing video
    managerial situations and making recommendations
    that include recognition of all ethical
    implications Managers Hot Seat case projects
  •  

11
Learning Outcomes Assessments
  • Social responsibility/volunteerism through
    participation in service learning in a non-profit
    agency in the community (optional) Students
    reflection paper and agency feedback
  •  
  • Professional attitudes, behaviors, and conduct of
    managers in the workplace Team project Job
    Interview video

12
Learning Outcomes Assessments
  • Students should be able to demonstrate
  • Reflection on personal development as a manager
    requires synthesis and personal integration of
    the knowledge, skills, and competencies addressed
    throughout the course Professional development
    reflection assignment for the e-Portfolio
  • Develop a professional career e-portfolio
    (assessment and basis for life-long learning)
  • e-Portfolio assignment

13
The Goal of the Skills e-Portfolio
  • Goal is professional development
  • Achieved through
  • Reflecting on the artifacts
  • Writing the reflection pieces (reflection on the
    Human Resources project and Reflection on the
    entire course experienceas a student and as a
    manager.

14
Skills Course Requirements
  • Resume and cover letter
  • Business Writing Letters and Reports
  • Library Information Literacy Assignment
  • Interview with a Manager Project
  • Workplace Discipline Project and collaborative
    videoFOSA
  • Human Resources Project Job Design/Analysis
  • Video Job Interview Project and Reflection
  • Service Learning Reflection Paper
  • Professional Development Reflection
  • Final Portfolio

15
Professional Development Reflection
  • Has students reflect on
  • The Pastwho was I before I had this learning
    experience
  • The Present-who am I as a result of this learning
    experience
  • The Future how can I present myself as a career
    ready manager

16
Construction of the final e-Portfolio
  • Thus construction of the e-Portfolio requires
    that the students begin with an image of
    themselves as future managers within specific
    industries and/or roles. This requires research
    into career opportunities and required skills
    sets
  • Industrial sales
  • Hospitality industry
  • Health care

17
Reflection
  • As they select and present each piece of the
    portfolio, tying it together with the career
    goals articulated in the resume and the two
    reflection pieces, they construct a persona I
    Manager.
  • The process of reflecting upon learning
    experiences in terms of their relationship to
    career goals and personal development is as
    important as that of documentation.

18
Reflection Henry Mintzberg
  • A remarkable number of effective managers are
    reflective they know how to learn from their own
    experience they explore numerous options and
    they back off when one doesnt work, to try
    another
  • Reflective managers tend to engage in higher
    order thinking
  • wondering,
  • probing,
  • analyzing,
  • synthesizing
  • ability to connect their experiences to the
    self

19
Reflection
  • The importance of reflection in management can be
    extended to most professions, e.g., law,
    medicine, scientific research, psychology,
    creative writing, education, and the performing
    arts.
  • By reflecting upon the relationship between their
    broadly defined learning experiences and their
    perceptions of themselves as career-ready,
    students provide evidence of their preparedness
    to transition into the full-time work place or
    graduate school, and perhaps also of their future
    success.

20
Construction of the Self in the Skills
e-Portfolio
  • The construction of the self using
    e-documentation is not a new endeavor to most
    students.
  •  
  • Impression management and the presentation of the
    self in everyday life, as first articulated by
    Goffman, are now being applied to social e-sites.
  • The vast majority of students have experience
    with social networking sites such as Facebook
    where they are very aware that they are
    attempting to control both the impressions their
    sites give about themselves and the impressions
    that are actually interpreted by friends and
    others.

21
Construction of the Self
  • Social networking site experience helps develop
  • Envisioning skills the ability to envision the
    self that is presented to the world
  • Presentation skills ability to work creatively
    with multimedia Photos, video clips, links to
    YouTube and other sites must be carefully
    coordinated.

22
Construction of the Self
  • Impression Management Skills editing,
    monitoring, and continuous updating skills
  • Social networking skills include the
    understanding that the individual is constructing
    a persona that he/she will try out publicly.
    The selections posted are edited and reviewed
    should enhance the intended persona.
  •  

23
Construction of the Self
  • Impression Management is particularly important
  • Claims of damages by employers when employees
    post critical comments about their employers
  • Prospective employers frequently check social
    networking sites and make judgments as to
    character, communications skills, and maturity
  • Friends are quick to identify misstatements,
    prevarications, and even casual puffery.

24
Construction of the Self
  • These envisioning, presentation, and impression
    management skills can be transferred successfully
    by students to the development of their skills
    portfolios.

25
The Career e-Portfolio
  • When students are done with the e-Portfolio they
    have a strong repository of artifacts from which
    they can select those elements they want to
    include in an official career portfolio to future
    employers.
  • This can include
  • Projectsthose revised/exemplary written and
    video/audio projects
  • Transcripts
  • Resume

26
e-Portfolios in the Skills Course
  • The content in the e-portfolios
  • should demonstrate the link between the
    individuals strengths and the jobs
    specifications/credentialing requirements
  • provides evidence that verifies individuals
    education, training, credentialing, work
    performance, skills, and accomplishments that
    relate to the job
  • positions the individual for future jobs by
    demonstrating evidence of experience, skills, and
    knowledge

27
Future of e-Portfolios
  • Individuals will own and manage their
  • personal portfolio information from
  • childhood through careers as a tool
  • for reflective life-long learning.
  • May be required in high schools/colleges, as
    mandated by states legislation, to showcase
    students readiness for the job market
    eFolioMinnesota). (Karlen Sanchirico, 2010)
  • E-Portfolios are becoming the new standard that
    every person has to haveand have broken out of
    the educational sector and are being adopted for
    employees in companies.
  • (Batson, ePortfolios, Finally!)

28
Thank You for Attending our Session
  • Diane Holtzman, Ed.D.
  • Diane.Holtzman_at_stockton.edu
  • Evonne Kruger, Ph.D.
  • Evonne.Kruger_at_stockton.edu

29
References
  • Barrett, H. (2001). Electronic Portfolios - A
    chapter in Educational Technology. Retrieved June
    21, 2010, from http//electronicportfolios.com/por
    tfolios/encyclopediaentry.htm
  • Batson, T. (2010, April 7). ePortfolios, Finally!
    Retrieved June 20, 2010, from http//campustechnol
    ogy.com/Articles/2010/04/07ePorfolios-Finally.aspx
    ?p1
  • Daudelin, M.W. (1996). Learning from experience
    through reflection. Organizational  Dynamics,
    24(3), 36-48.
  • Goffman, Erving. (1959). The Presentation of self
    in everyday life. New York, NY Anchor Books.
  • Holtzman, D. Dagavarian, D. (2007, Winter).
    The Use of Electronic Portfolios in Assessing
    Student Learning Outcomes. The Journal of
    Continuing Higher Education, 55, (1).
  • Ittelson, G. L. (2005). An Overview of
    E-Portfolios. Retrieved June 19, 2010, from
    Educause Learning Initiative http//www.educause.
    edu/ELI/AnOverviewofEPortfolios/156761
  • Karlen, J.M. Sanchirico, S.M. (2010). Adult
    Learning and ePortfolios. The National Institute
    on the Assessment of Adult Learning. Atlantic
    City Thomas Edison State College.
  • Lamdin, L. (1997). Earn college credit for what
    you know, 3rd ed. Dubuque Kendall/Hunt.
  • Powell, K. S., and Jankovich J. L. "Student
    Portfolios A Tool to Enhance the Traditional Job
    Search." Business Communication Quarterly 61, no.
    4 (December 1998) 72-82.
  • Mintzberg, Henry (2009). Managing. San Francisco,
    CA Berrett-Koehler.
  • Mintzberg, Henry (2004). Managers not MBAs A
    hard look at the soft practice of  managing and
    management development. San Francisco, CA
    Berrett-Koehler.
  • Raelin, J. a. (2008). Work-Based Learning. San
    Francisco Jossey-Bass.
  • Tillery, M. Coe, R. (2010). Prior Learning
    Assessment/Portfolio Development -. The National
    Institute on the Assessment of Adult Learning.
    Atlantic City Thomas Edison State College.
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