See documents attached.
2 assignmentsSzilvia (spouse)

Peter Dorner is my husband, and I have known him for 14 years. He has always been the analytical type and has taken all our family projects very seriously. 
When it was E Stime to replace one of our cars, he came up with a system to analyze and compare the cars we put on the list. First, we kept the ones we liked, and would consider buying, taking subjectivity out of the game at that point. 
Then, he added different indicators to compare the cars, and rate them, such as the type of engine, year, monthly maintenance cost, insurance cost, deprecation, and consumer rating [by Consumer Report]. We obviously had a budget in mind, so after reducing the number of cars to the ones we could afford, it was down to a manageable amount of vehicles we test-drove, and made our final decision. 
This system not only made our car-purchasing experience very systematic, but also fun, by not getting us overwhelmed. By documenting everything made it easy for us to look back at the different cars and compare them side-by-side. 
Car buying can be very trying for a family, but my husband made it easy for all of us. 

Marta (mother, English as a second language)

The use of computers by the public became more common from the mid-1990s. The knowledge needed to use a computer could be acquired in the framework of paid courses in larger cities. A charity was created in Pomaz to help children of preschool and school age. At the charity, they received psychotherapeutic care, pedagogical development, school preparation sessions, and physical activity development. The organization performed its administration on a computer. In addition to their work, professionals with various qualifications, whose workplaces did not yet have computers, performed voluntary work. Peter gave a course on the use of the computer provided to them within the framework of the organization. As part of the course, in addition to technical use, he also taught the use of the Windows program to the teacher, retired teacher, psychologist and technical employee participating in the course. The course was free for both the participants and the foundation, and Peter taught in his spare time. The foundation was able to provide the place and the machines. The participants studied on Saturday mornings. Both they and Peter used time from their free time for training. After completing the course, administration and writing reviews became possible for everyone using the computer. Later, with the generalization of computer use, the participants were also able to profitably use their knowledge at work.

Csaba (friend)

You are a good friend who believes in God and this has always pushed me to being even closer with you. The way you respect along with adore God in your daily life as well as activities is something that makes me admire your way of life. You are always involving God in your daily activities and this has helped you grow and push even further in your life and work. Nonetheless, I lovcontexts and time periods. For three of these memories, write the story of what happened. In the story
you could describe the context, the role you played, the actions you took, the characteristics you displayed,
the results, and the reasons behind your actions. The examples and explanation in the sample letter in Step
2 can be helpful also.

Sample Best-Self Story

I feel I was at my best helping my organization create and pursue a new vision. We had been in existence
for ten years and had tried and learned so many things along the way. I believed in the organization’s mis-
sion but wanted to move us in a new direction to expand our impact. I reflected on what was possible and
crafted a vision of our team at our best. I presented the vision to my team and was delighted to incorporate
their ideas into mine, thus creating something entirely new in a way that united the team.

Step 4: Analyze All Best-Self Stories

Collect and aggregate your stories and the stories from respondents.

Read and reflect on each story

Read each of your stories carefully. In a table like the one below, note key insights into who you are and
what you do when you are at your best. You’ll have an opportunity to analyze the context of the story.
Please focus on your actions, contributions, attitudes, etc.

WARNING: Reading these stories can stir up a great deal of (positive) emotions for you. It is normal
to find yourself surprised by how people saw you positively. We recommend you find a quiet time
and space where you can be free from interruptions and you can reflect on what you are learning.

NOTE: We have analyzed the stories provided in the line sample email in Step 2 as an example below.

YOUR TURN: Pretend you received the story request you sent in Step 2. Reflect about times when
you were, and normally are, at your best and capture the stories that exemplify that time in the same space,
document, or file that will eventually house the stories you receive from respondents.

TABLE 2: SAMPLE INDIVIDUAL STORY REFLECTION

PAGE 4 /// REFLECTED BEST SELF EXERCISE™ © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN

Analyze the stories in aggregate

After you have thought deeply about each of the stories, look for patterns and themes that emerge from
considering the stories and analysis together. These patterns or themes will help you write declarative
statements about you at your best. These declarative statements will represent anchoring “truths” about
you at your best and can later be woven into your reflected best-self portrait.

PATTERNS: Recurring behaviors, contributions, etc., across all of the stories and analysis.

If you are unsure about how to find patterns, Whether it is by listening to their complaints, encouraging them, or providing counsel, there are many ways a leader can be helpful to their followers. The first challenge in helping people with obstacles is to figure out what the problems are; the second challenge is determining what should be done to solve them. If a leader does this, followers will be more motivated, productive, and satisfied with their work.
Research conducted by House (1971, 1996) on path–goal leadership directly addresses how a leader can assist others in overcoming obstacles that hinder productivity. Path–goal leadership suggests that a leader should choose a style that best fits the needs of individual group members and the work they are doing. The leader should help these individuals define their goals and the paths they wish to take to reach those goals. When obstacles arise, the leader needs to help individuals confront them. This may mean helping them to navigate around the obstacles, or it may mean helping them remove the obstacles. The leader’s job is to help group members reach their goals by directing, guiding, and coaching them along the way.
Based on ideas set forth in path–goal leadership theory, this chapter addresses the obstacles that followers may face and how a leader can help followers overcome them. Although people encounter many obstacles in their lives, this chapter highlights seven major obstacles derived from path–goal theory (see Figure bloew) The path between Individuals, on the left, and their Goals Productivity, on the right, is depicted by a horizontal left-right arrow. Along the length of the arrow are 7 obstacles that may hinder goal achievement. These obstacles are as follows, from left to right:

1. Unclear goals
2. Unclear directions
3. Low motivation.
4. Complex tasks.
5. Simple tasks.
6. Low involvement.
7. Lack of challenge.

Instructions

This assignment has two components: 
1.
Create a Venn Diagram

· Identify a real or hypothetical situation involving two or more obstacles to goal accomplishment. Draw these as overlapping circles, like the Venn Diagram above.
· You can use PowerPoint, Microsoft Word, or some other visualization software to develop a Venn Diagram
· For each obstacle, identify the (suspected or known) reason or cause of the obstacle, per the example. List these below the obstacle in the Venn Diagram.
2.
Write up an analysis of your identified obstacles (should be
at least 1 page, double-spaced, 1-inch margins)

· Briefly describe the situation and the obstacles displayed in the Venn Diagram
· Explain how how the obstacles combine and interact (i.e., the overlapping parts of the circles)
· What opportunities are there in the overlapping areas to alleviate or remove two obstacles at the same time?
· In the example diagram below, offering a PT employee the chance for additional training, for which he would be paid extra, could address both the low motivation obstacle




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