No I in Team but Three in Responsibility
No “I” In Team, But Three In Responsibility.
Michael Kyzer
GEN/200: FOUNDATIONS FOR GENERAL EDUCATION AND PROFESSIONAL SUCCESS
April 30, 2014
Kimberlee Mendoza
No “I” In Team, But Three in Responsibility
Without the proper discipline and training or teaching a person may not learn the skill of personal responsibility. Teachers, mentors and even parents are there to help us to be responsible. Being responsible is not inherent, it takes being taught skills such as time management -“The student would benefit from using organizational tools, such as planners, calendars, to-do lists, folders, binders, and dividers.” (Prevatt, Huijun, Welles, Festa-Dreher, Yelland, & Jiyoon, 2011), not to mention all the digital means of maintaining a schedule in addition to know when to ask for help if you don’t understand a task and finally, utilizing resources to completing a job
Personal responsibility is integral for success because success is measured by the individuals’ completion of goals and assignments even within a team. Without communication, effort and follow-through the team goals or the goals of the individual can go unfulfilled. If no one takes personal responsibility, goals do not get completed. Teams can suffer or benefit depending on the level of personal responsibility. The team itself, through a charter, can set up a system of checks and balances to include clear goals, clear deadlines for each persons "section" or job, defined means of communication and the best times to do so.
Responsibility overall is a choice. By electing to accept responsibility one can enjoy the benefits of less stress due to better time management. In a school setting a reward of choosing to be more responsible is higher grades. By making yourself aware of assignments, clarifying information about those assignments sooner rather than later, planning a time management strategy and lastly employing a reward system for task completion or adherence to a
Michael Kyzer
GEN/200: FOUNDATIONS FOR GENERAL EDUCATION AND PROFESSIONAL SUCCESS
April 30, 2014
Kimberlee Mendoza
No “I” In Team, But Three in Responsibility
Without the proper discipline and training or teaching a person may not learn the skill of personal responsibility. Teachers, mentors and even parents are there to help us to be responsible. Being responsible is not inherent, it takes being taught skills such as time management -“The student would benefit from using organizational tools, such as planners, calendars, to-do lists, folders, binders, and dividers.” (Prevatt, Huijun, Welles, Festa-Dreher, Yelland, & Jiyoon, 2011), not to mention all the digital means of maintaining a schedule in addition to know when to ask for help if you don’t understand a task and finally, utilizing resources to completing a job
Personal responsibility is integral for success because success is measured by the individuals’ completion of goals and assignments even within a team. Without communication, effort and follow-through the team goals or the goals of the individual can go unfulfilled. If no one takes personal responsibility, goals do not get completed. Teams can suffer or benefit depending on the level of personal responsibility. The team itself, through a charter, can set up a system of checks and balances to include clear goals, clear deadlines for each persons "section" or job, defined means of communication and the best times to do so.
Responsibility overall is a choice. By electing to accept responsibility one can enjoy the benefits of less stress due to better time management. In a school setting a reward of choosing to be more responsible is higher grades. By making yourself aware of assignments, clarifying information about those assignments sooner rather than later, planning a time management strategy and lastly employing a reward system for task completion or adherence to a