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Author:   James M. Lipuma
Publisher:   Kendall/Hunt Publishing Co ,U.S.
Imprint:   Kendall/Hunt Publishing Co ,U.S.
Edition:   2nd Revised edition
Dimensions:   Width: 21.60cm , Height: 1.10cm , Length: 27.90cm
ISBN:  

9781465231024

ISBN 10:   1465231021
Pages:   208
Publication Date:   13 August 2013
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   Temporarily unavailable  
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Table of Contents

Chapter 1: Self-Directed Learning The book begins in Chapter 1 with a discussion of self-learning, self-awareness, and the need to know some things about one's personal desires, abilities, and capacities before even beginning to try to learn. The ideas of capacity building, self-directed learning, autodidactic attitude, and an understanding of how to balance one's use of time, effort, and resources are presented. Introduction Multiple Intelligences and Knowing Yourself Figure 1.1 Multiple Intelligences Self-Directed Learning Figure 1.2 Profile of Self-Directed Learners Memory and Theories of Learning Locus of Control and Capacity Building Learning Styles Figure 1.3 Learning Styles Resources-Brains, Interest, Time, Effort, and Spendables (BITES) Summary Questions and Exercises References and Other Readings Exercise 1.1 Managing Time Chapter 2: Basic Tools of Thinking Chapter 2 discusses the basic techniques necessary to learn the skills and processes presented in the remainder of the text. First is the idea of making valid and good definitions. One of the most important uses of this relates to the identification of categories and examples along with the distinction between these types of delineations. After that, exercises are presented to assist readers in becoming aware of their own thinking and the assumptions that underlie everyday life. To assist with the skills listed, the idea of asking questions and being skeptical of simple answers to complex questions is then discussed to help with individual critical-thinking skills. Finally, the distinction between the terms goals, objectives, outcomes, and purpose (GOOP) are presented as they relate to the accomplishment of tasks. Beginning at the Beginning-Definitions Example 2.1 Context and Situation Jargon, Slang, and Stuff Example 2.2 Process Description Categories, Groups, and Examples Example 2.3 Thinking about Thinking Asking How and Why Goal, Objectives, Outcomes, Purpose, and Success (GOOPS) Rubrics Summary Terms from This Chapter Questions and Exercises Exercise 2.1 Self-Evaluation Questions-Part 1 Exercise 2.2 Self-Evaluation Questions - Part 2 Chapter 3 Decision Making and Related Skills Chapter 3 covers decision making and the many other related skills that underpin it, such as critical thinking and research. This topic is particularly difficult to discuss out of context, as decisions are often dependent upon the situation that surrounds them. Nonetheless, the techniques presented serve as a launching point for the reader to identify methods to clarify and improve the decision-making process. The different types of research-literature searches, surveying, and experimentation-are discussed. In particular, the scientific method is detailed along with its applications and modern form. Numerous exercises and examples are used to help the reader better understand and explore these abilities and highlight ways to increase creativity and improve decision making. Reasoning, Argument, and Thought Critical Thinking and Decision Making Example 3.1 Critical Thinking Example 3.2 Review of Decision-Making Concepts Measuring and Evaluating Applications of Basic Concepts Research The Scientific Method Figure 3.1 Steps of the Scientific Method Creativity and Working with Others Example 3.3 Summary Terms from This Chapter Questions and Exercises More Questioning Games References and Other Resources Exercise 3.1 Research Questions Exercise 3.2 Exercise for Thinking Exercise 3.3 Questioning Games Chapter 4: General Problem-Solving Process Chapter 4 presents the general problem-solving process. First, it is important to expand on the term problem before going any further. Throughout the text, this term will serve as a catchall phrase that could easily have been issue, concern, enigma, question, or some other term expressing the idea of a gap in knowledge that needs to be bridged. The process presented is used in any discipline to clearly frame and evaluate problems as well as generate solutions. Though it mainly examines current problems, the process works equally well for problems in the near or distant future. However, since predicting the future situation requires guesses and assumptions, the solutions found are far more speculative. In addition, the process can be used to examine past decisions that have been implemented to better understand how and why a particular solution was selected. What is important to note is that many solutions are found through research based upon trial-and-error methods of refining observations and assumptions. The process presented asks the problem solver to first research and understand the situation, along with the past knowledge related to it, and then make an argument for a course of action to be taken related to the decisions that are made. The following is a brief overview of the entire process being discussed. Later on in the text, a more detailed set of steps for the process for thinking and general problem-solving will be given. 1. Become aware of the context and initial conditions of the problem being examined. 2. Understand the situation by researching and defining its elements. 3. Select a particular aspect of the problem to be addressed. 4. Generate potential solutions. 5. Evaluate valid potential solutions to select the best solution for the specific situation. 6. Develop an action plan to implement that best solution and highlight challenges that may be encountered during the implementation process. As any person focuses attention upon a future problem to select a course of action, he or she will work through these steps either deliberately or unconsciously. Though presented in a linear fashion, problems in the real world are not so easily tackled. It is necessary to iterate these steps or even return to earlier steps to rework the results. Often, some steps need to be dealt with more arduously than others. Many times, others have completed some of the steps. In these cases, only the results may have been passed to the current problem solver. In all cases, it is vital that an individual is aware of the various aspects of the problem-solving process as he or she works to solve a problem so that they can be informed about exactly what the person is attempting to accomplish. Also, as each person moves through the process of solving a problem, the rationale for his or her underlying assumptions as well as the proof supporting the decisions being made must be understood by the problem solver. Lastly, it is important to discuss the other tools and methods that are used to solve problems. The general problem solving process presented here does not try to compete with these other processes. Rather, the tools of other disciplines can be easily incorporated throughout the various steps. This process is interdisciplinary and simply clarifies the intellectual steps any person at any time might go through when addressing a problem and coming to a conclusion about the type of action to take. Moreover, the description given here provides clear terminology and distinction between the ideas that each individual brings to working groups as well as assists individuals to better understand their own thought processes. Each discipline has methods for conducting research and making decisions. Each person utilizes these tools as they work through the overall problem-solving process and can integrate the knowledge from each discipline during each step of the process. Introduction Example 4.1 Define the Problem Parameters and Assumptions Example 4.2 Select the Problem to Be Solved Figure 4.1 Active Verbs Example 4.3 Generating Solutions Measuring with Criteria Example 4.4 Evaluation Process Example 4.5 Example of the Solution Evaluation Process Table 4.1 Table of Potential Solutions Table 4.2 Table of Evaluation Criteria Table 4.3 Table of Comparative Analysis Table 4.4 Summary list of Potential Solutions Table 4.5 list of Evaluation Criteria Table 4.6 Independent Analysis Table 4.7 Comparative Analysis Develop an Action Plan to Implement the Solution Sample Problem-Solving Process Summary Questions and Exercises References and Other Readings Example 4.6 Energy Shortage in New Jersey Table 4.8 Summary on Definitions Table 4.9 Summary on Potential Solutions Table 4.10 Summary of Evaluating Criteria Table 4.11 Evaluating Potential Soltions Chapter 5: Communication Processes Chapter 5 covers the processes and concepts related to communication. It opens with a description of different aspects of the process of communication. It then details four areas of concern that each person should be aware of when engaging in any form of communication. Then, the specifics of writing summaries, essays, and research papers along with the need for citing are presented. Finally, public speaking and the skills related to professional presentations are reviewed. All of the topics in the first five chapters can be drawn upon in a variety of situations to aid a student as he or she strives to be successful. Moreover, mastery of these topics prepares the student to become a better, more adaptable learner and so assist in the achievement of goals. Beyond these skills lies a topic that draws on all of the earlier learning to prepare the student to compete in the uncertain future that will be his or her life. Since there is no set answer that can be given for what might happen or what skill must be drawn upon to solve an unforeseen problem, the last chapter of the text is devoted to a discussion of leadership both for oneself and of others. This, above all, is essential in the ever-changing environment that current students will face in a time of unprecedented technological development, global social interactions, and fast-paced interconnected world. Introduction to Communication Transmission Model of Communication Communication as a Tool Moving from Creation to Completion Figure 5.1 Generating a Message Knowing About MIMES and TRIBES Example 5.1 Thinking about a Homework Assignment What You Say and How You Say It Figure 5.2 Analyze Audience-Orals and Others Example 5.2 Data in Tables Table of Total Expenses for Students A & B-1 Academic Year Table of All Expenses for Student A for Spring Semester Combined Table of Expenses for Students A & B for Spring Semester Example 5.3 Charts Example 5.4 Graphs Example 5.5 Picture Versus Photograph Figure 5.3 Summary of Types of Figures Using Words to Create Illustrations-Examples, Similes, Metaphors, Analogies, and More Figure 5.4 Analogies and Extended Metaphors What Is Tone and Why Use It? How to Increase Emphasis and Affect Message with Tone Persuasion Letters, Memos, and E-mails Resume and Cover Letter Formal Writing and Citing Evaluating Sources Writing Tasks Parts of a Paper Figure 5.5 Characteristics of a Good Proposal Public Speaking Conclusion Summary Questions and Homework References and Other Readings Other Web Links Sample Cover Letters and Resume Chapter 6: Leadership Chapter 6 presents the topic of leadership and its many subcomponents. The chapter begins with a definition and discussion of the concept of leadership. It moves to the different aspects of leadership along with the skills and abilities that comprise these more general categories. Finally, an explanation of how these areas interact and can be developed by individuals so that each person can improve his or her own leadership ability is covered. This last section is tied to current technologies that impact leadership in today's world. Examples, sample papers, exercises, and other materials are given throughout the text to assist the reader. Though throughout the text there are exercises and examples, this set is not nearly complete. Other examples and cases can always be found to aid in the development of better thinking and to provide practice for all the skills and abilities discussed. As can be seen by the progression of topics, the basic skills given in the beginning of the text are revisited throughout as more complex and difficult tasks are introduced and added to the knowledge base of the reader. The text, as it should be with the experience of higher education, is a culmination of the work not just a review of items to be memorized and discarded. Knowledge and understanding is to be provided so that the reader is able to internalize the skills either through acquisition of the new tools presented or personal development of the skills from within through the process of working through examples. These two processes are slow and can only be accomplished over time and with the effort of the reader. Introduction What Is a Leader? Individuals, Groups, and Teams Roles and Norms Example 6.1 Roles in Groups Who Are the People Involved in the Process of Leadership? What Are the Levels of Task Leadership? How Do Leaders Interact with Followers to Accomplish Tasks? What Are Different Methods for Managing Interactions and Maintaining Power? Figure 6.1 Summary of Leadership Terms How Do You Identify a Good Leader? What Leadership Skills and Qualities Should the Best Leaders Possess? Figure 6.2 Leadership Attributes and Characteristics Self-Mastery Goal Attainment Accurate and Honest Assessment (AHA) Interpersonal Dynamics Situational Command Professionalism Dualities of Leadership Figure 6.3 Dualities of Leadership Intangibles of Leadership Figure 6.4 Intangibles Sharing Leadership Summary Questions and Exercises References and Other Readings Group Roles Personal Skill Assessment for Leadership Attributes Answers to Chapter 3 Exercises

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