Mod 2 Part 1

Module 2 Part 1 - Psych 126 - Self-Motivation and Goal Setting

Five Bookmarks:

"All people smile
in the same language."

(You can find all the course learning objectives by clicking the bookmark called Expected Outcomes on the Psy-126 Internet Syllabus.)

2.	- page 32 - Establish your position on the risk-taking scale by doing Self-Assessment 2-1.
3.	- page 33 - Obtain your own copy of the value stereotypes for Baby Boomers, Generation X, and Generation Y
4.	- page 34 - Draw Maslow's need hierarchy and explain (in one type-written paragraph) the priority in which most people fulfill needs listed in the hierarchy.
5.	- page 35-36 List Dubrin's three reasons for goals.

Class Activities:

1st	Review:
2nd	If your instructor has not yet shown you the first 8 minutes of Paradigm Pioneers, ask to see this video segment now.
3rd	Complete Learning Objectives 2, 3, 4 and 5 together.

1st Review:

Review

Are there questions or unfinished business from the previous module- Module 1, Parts 1 and 2 that deal with "Human Relations Begins With Self-Understanding?"

Review of Steps to Make and to Turn-in an Electronic Notebook

Student-use computers on our PHCC campus do not have your own personal email account on them, so you can do steps #1 through #7 and #10 (SKIPPING OVER #8 AND #9). Please meet the turn-in deadline mentioned after Step #10.

If you have a computer that has your own personal email account already established on it, you can follow all ten steps below. Please meet the turn-in deadline mentioned after Step #10.
If the computer you are working with a computer that has an email account on it, and you have permission to use that account, you can also follow steps #1 through #10. Please meet the turn-in deadline mentioned after Step #10.

#1.

It will be expected that you follow
Step #1 prior to beginning each class session.

Boot up your computer first. Set up your computer to have two screens open:

First Screen

Open the Course Homepage, or the Module #, Part # daily class outline you wish to copy.

Second Screen

Open a blank Microsoft Word document, and minimize it.

#2.

Insert a formatted disk, in Drive-A (or a formatted cd-rom or a jump drive, as your situation may require).

(To format a disk, insert it correctly into your computer disk drive, click File Menu, then choose Format command, and finally, click Format Completely. Formatting a disk removes any previous materials stored on it and tells the disk what type of computer operating system the disk must function in. So format a disk at the beginning of the semester, but do not format it again unless you want to erase everything on it permanently.)

Follow "To format a disk" instructions at the beginning of the semester only, but do not follow this instruction again until your formatted disk becomes too full to accept further copies of daily class outlines. Then insert a second unformatted disk into your computer and follow Step #2 "To format a disk" instructions in order to format your second disk.

#3.	Open Mod 1 Part 2 (or whichever daily class lesson plan you wish to use); click Edit Menu, then choose Select All command. (Observe the reverse coloring on your screen. This is a sign that you did things correctly.)
#4.	Click Edit Menu and choose Copy command; then minimize this screen.
#5.	Maximize or enlarge the blank Microsoft Word document screen.
#6.	Click Edit Menu and choose Paste All command, and in a few seconds, the web document will be placed in editable form within the Word document, in the HTML language format.
#7.	Answer all the material shaded in green. ( ) Then shade your completed work red.
#8.	If you are off-campus, Click File Menu, and choose Send To command. (You have to have an established email account on that computer for Step #8 to work. If you don't have an established email account on that computer, you can still save your work on a disk, and get the disk to me by following Step #10 below.)
#9.	Send the email (from off-campus only) To: tmeyer@ph.vccs.edu and call the Subject "Mod 1 Part 2 homework from ________ (Your Name);" then insert a semi-colon followed by your own email address to send yourself a copy of your work. The reason you cannot send me email from student computers on campus is as follows: Every computer needs a specific email account established before it can send mail. Our on-campus student-use computers each have numerous students using them during the day, so specific email accounts are not permissible and not established on PHCC student computers. I am looking at a work-around to this problem. The solution (when it comes to me) will probably involve use of WebMail, which you can get to on Internet Explorer. (Stay tuned for further technological innovation on my part!)
#10.	Click File Menu, choose Save As command, accept Mod 1 Part 2 as the name of your file, and A-drive from the drop down list arrow, and click Save to make yourself a backup copy on the disk in A-drive.

Deadline for Turning in Your Completed Electronic Notebook

Your electronic notebook will ultimately become a disk containing every daily class outline with the "green" material completed by you.

For full credit, give your electronic notebook disk to Mr. Tom Meyer when class meets, (or send its contents as an attachment to your email to tmeyer@ph.vccs.edu ) within 48 hours of the original assignment.

For partial credit, give your electronic notebook disk to Mr. Tom Meyer on the first day of the 5th Module, first day of the 10th Module, and first day of the 15th Module. (Grades for electronic notebooks are awarded for completeness and timely turn-in.)

In that way, you'll be prepared to give your full attention on those days to reviewing for Exams 1, 2, and 3, which are scheduled on the second day of Module 5, 10, and 15.

It may also be wise to copy the 15-modular-calendar to your disk. That's because I'm working on a means to make the present links active to me when I examine your work. Theoretically, I should be able to click on the Mod and Part number on your disk and be taken to that daily class outline. From there, I want to be able to click on the Homework bookmark already there and be taken directly to your work. (As I spoke earlier, stay tuned for further electronic innovation on my part!)

2nd Paradigm Pioneers is about the search for new ways of coping in today's rapidly changing world. This motivational film helps set the tone with which I try to introduce you to Part One, Two, and Three of this course of study. Enjoy the first third of the video together.

3rd We're going to complete learning objectives 2, 3, 4, and 5 together if time permits. You can use this electronic page to finish what we begin together.

Learning Objective #2 - page 32 -
Establish your position on the risk-taking scale by doing Self-Assessment 2-1.

The Risk-taking Scale: We Dare You to Take This Quiz

How can you size up ;your capacity for risk and thrills? Here's an informal quiz. Although some of the questions seem obvious, your final score reflects the range of risk that you are comfortable with, not just whether you like taking risks or not.

		True	False
1.	I don't like my opinions being challenged.
2.	I would rather be an accountant than a TV anchor.
3.	I believe that I can control my destiny.
4.	I am a highly creative person.
5.	I like a variety of romantic partners.
6.	I don't like trying exotic foods.
7.	I would bonds over growth stocks.
8.	Friends would call me a thrill seeker.
9.	I like to challenge authority.
10.	I prefer familiar things to new things.
11.	I'm known for my curiosity.
12.	I would not like to be an entrepreneur.
13.	I'd rather not travel abroad.
14.	I am easily bored.
15.	I wouldn't like to be a stand-up comedian.
16.	I've never gotten speeding tickets.
17.	I am extremely adventurous.
18.	I need a lot of stimulation in my life.
19.	I would rather work for a salary than a commission.
20.	Making my own decisions is very important to me.

	What was your score? What feedback did the author give you about your score? What feedback would you give yourself about this self-assessment quiz and the score your achieved? Do you think you would answer the questions differently at different times during your life?

Learning Objective #3- page 33 -
Obtain your own copy of the value stereotypes for Baby Boomers, Generation X, and Generation Y

Value Stereotypes for Several Generations of Workers

Baby Boomers
1946-1964

Generation X
1965-1977

Generation Y
1978-1984

Do you consider yourself part of a particular generation, and what characterizes your own generation?

__________________________________________________________________

Learning Objective #4 - page 34 -
Draw Maslow's need hierarchy and explain (in one type-written paragraph) the priority in which most people fulfill needs listed in the hierarchy.

Draw Maslow's Hierarchy of Needs in the space below.

My explanation of the priority or order in which persons fulfill needs in the hierarchy of needs:

___________________________________________________________________

Learning Objective #5 - page 35-36
List Dubrin's three reasons for goals.

Dubrin's Reasons for setting goals

1.
2.
3.

Instructor comment: I have a friend with whom I play tennis sporadically, who is about 70 years of age, and who is quite successful within his own career field. This person still attends a Thursday morning 8 AM session in which he is receiving music lessons on the piano. His explanation is that "without setting out to achieve a specific goal in life, how will you ever achieve something?"

My response to his dedication was, "What do you want to achieve in tennis?"

Do you have friends or relatives who have worked a long time to achieve some measurable goal? If so, consider sharing the story of this person with the class.

Class Activities

Items covered in this class session or listed as homework:

Undone Begun Completed Mentioned or
Discussed

Review/Preview
Learning Objectives

Class Activities

1st
2nd
3rd

Summary

Homework

Instructor Comments:

Student Comments:

Homework:

1.	Read Chapter 2 - Self-Motivation and Goal Setting and take the exam over Chapter 2.

"All people smile in the same language."