FOBE300 Individual Learning Contract (Task 1) for Desklib

This document is a template for the FOBE300 Individual Learning Contract (Task 1) for Desklib. It includes learning objectives related to ethical thinking, problem solving, and communication in the workplace. The template provides space for specifying SMART objectives, relevant organizational or professional standards, and evaluation methods. The subject, course code, course name, and college/university are not mentioned.

FOBE300 Individual learning contract (Task 1)
Your details
Name Muhammad Haider
Student ID 44529546
Email address [e-mail]
Placement details
Name of organization BT Financial Group
Location 200, Tower Two International Towers,
Barangaroo Avenue, Barangaroo NSW 2000
Supervisor’s name Fouad Nagm
How to use this template
 Download the template then Save As a word document in a folder on your
computer.
 Your responses on this template must be typed.
 Use the space provided as a guide to expected length. Add additional rows to
tables or make additional space in cells as needed.
 Text should be 11-12 points with single line spacing.

LEARNING OBJECTIVES
Each learning objective must address one of the graduate capabilities in the list
below.
One learning objective must relate to ethical thinking.
Graduate capabilities
 Ethical thinking (required)
 Critical thinking
 Problem solving
 Communication
 Teamwork
 Sustainability
When this task has been assessed you can use any feedback to revise your
objectives.
Add your revised learning objectives to your placement evaluation form for Task 3.
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LEARNING OBJECTIVE 1: ETHICAL THINKING
Learning
objective
What do you
want to learn
during your
placement? Specify
SMART
objectives.
 Base your
objectives
on your
synthesis of
the reading
below and
the
standards
you have
listed in
column 4
What learning
activities and
tasks will you
engage in to
achieve this
learning
objective?
How will you
evaluate your
progress
towards
meeting this
objective and
what evidence
will you
collect?
What
organizational or
professional
standards are
relevant?
 Include a
synthesis of
relevant points
from standards
in your own
words.
 Explain how
these relate to
your placement
context.
1.
 To
identify
the day
to day
ethical
issues
that are
faced by
in entry
level
and
middle
level
manage
rial
position
 Taking a
record of
workplac
e
behaviou
r both
undertak
en and
observed
 Use the
Four
Compone
nt Model
to assess
the
relations
hip
 A record
of
recently
document
ed cases
of
unethical
conduct
by
manageri
al staff
from the
human
resource
managem
ent team
 Comparin
 organization
al climate
sets out
what the
firm values,
owing to this
fact, it
indirectly
influences
the
decisions of
managers
and
employees
 organization
al culture on
the other
3

s
 To
define
the
stressor
s that
are
experie
nced by
the said
manage
rs in
handlin
g
ethical
issues
 To find
out why
“good”
manage
rs are
influenc
ed to
make
“bad”
decision
s
 To
determi
ne the
role
played
by an
individu
al’s
behavio
ur and
educati
onal
attribut
es in
their
ethical
thinkin
g and
between
ethical
or moral
judgeme
nt and an
individua
l’s
behaviou
r
 Establish
a
correlati
on
between
the wider
organizat
ional
context
organizat
ional
climate,
culture
and
rewards
system)
and
business
ethics
g the
education
profiles of
the
implicate
d
individual
s to
establish
a
correlatio
n between
education
al
attributes
and
ethical
decision
making
hand exerts
a more
direct
influence on
decision
making and
behaviour
 organization
al culture
defines the
expected
norms in the
firm, which a
student in
placement
would be
expected to
learn while
at the firm
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decision
making
Synthesise key points from the reading provided for the generic
capability addressed in this objective. Include points that are relevant to
your placement experience and that provide a basis for your objective.
Readings are provided in Section 0 on iLearn
 Moral or ethical behaviour is plays a significant role in one’s
ability to make ethical decisions in real life but the
interaction with other factors rules out a ,linear correlation
between the two variables- an individual with moral behaviour
will not necessarily make ethical decisions
 At the point of making decisions in the organization,
contextual factors (organizational culture, climate and
rewards ) are more salient factors considered by managers
over individual factors or educational background
 Organizational climate, culture and rewards system provides
the context within which employees define what is ethical in
the firm hence guide them in ethical decision making
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LEARNING OBJECTIVE 2: [Problem Solving]
Learning
objective
What do you
want to learn
during your
placement? Specify
SMART
objectives.
 Base your
objectives
on your
synthesis of
the reading
below and
the
standards
you have
listed in
column 4
What learning
activities and
tasks will you
engage in to
achieve this
learning
objective?
How will you
evaluate your
progress
towards
meeting this
objective and
what evidence
will you
collect?
What
organizational or
professional
standards are
relevant?
 Include a
synthesis of
relevant points
from standards
in your own
words.
 Explain how
these relate to
your placement
context.
2.
 To
underst
and
current
views of
creativit
y in
problem
solving
 Searchin
g
literatur
e to
understa
nd the
problem
solving
process
 Framing
problems
 Listing
down all
the
possible
ways of
constructi
ng a
problem
prior to
finding a
solution
 There are 3
ingredients
that support
creative
problem
solving
skills;
creativity-
relevant
activities,
domain –
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within
the
organiz
ational
setting
 To
determi
ne how
to
improve
on
cognitiv
e styles
and
strategi
es as
compon
ents of
creativit
y-
relevant
process
es in
problem
solving
 To
evaluate
the
strengt
hs of
persona
lity
attribut
es that
influenc
e
problem
solving
process
within
the past
experien
ces and
mental
represen
tations of
the
problem
solver in
order to
assess
the
strength
of
cognitive
styles
and
cognitive
strategie
s
every time
one
encounter
s a
problem
 Noting
down all
the short
term as
well as
longer
reaching
conseque
nces of a
particular
course of
action
 Allowing
sufficient
time for
creative
problem
solving
skills
 Integratin
g multiple
goals of
problem
solving
while
taking
stock of
the
restrictio
ns
imposed
by
conflictin
g goals-
this has
been
proven to
yield
better
problem
relevant
skills and
task
motivation
 While in
placement it
is necessary
that a
student
develops
intrinsic
factors such
as cognitive
styles and
cognitive
strategies
which aid in
gathering,
synthesizing
and
encoding
information
from
external and
internal
sources in
order to
come up
with a
creative
solution
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constructi
on and
more
original
and
innovative
problem
solutions
Synthesise key points from the reading provided for the generic
capability addressed in this objective. Include points that are relevant to
your placement experience and that provide a basis for your objective.
Readings are provided in Section 0 on iLearn
 Creativity is directly associated with problem solving skills
since the two have several processes in common
 Creative problem solving is dependent on three vital
component; identifying and constructing the problem,
gathering problem-relevant information and evaluation of the
information
 Research shows that conflicts arising from personal and
affective issues compromise problem solving while group
conflicts on how to conceptualize the problem brings
originality and quality to the problem solving process
LEARNING OBJECTIVE 3: [Communication]
Learning What learning How will you What
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objective
What do you
want to learn
during your
placement? Specify
SMART
objectives.
 Base your
objectives on
your
synthesis of
the reading
below and
the standards
you have
listed in
column 4
activities and
tasks will you
engage in to
achieve this
learning
objective?
evaluate your
progress
towards
meeting this
objective and
what evidence
will you collect?
organizational
or professional
standards are
relevant, and
how will these
learning
activities and
tasks assist you
in meeting
these?
Synthesise key
points from
standards in your
own words.
3.
 To
understa
nd the
communi
cation
process
in the
organizat
ion
 To
identify
different
approach
es to
manageri
al
communi
cation in
the firm
 To
determin
e ways of
improvin
 seeking
feedback
from
colleague
s,
superviso
rs and
managers
to help in
reviewing
personal
communi
cation
capabiliti
es
 taking
part in
formal
employee
appraisal
s in
order to
obtain
meaningf
 interpret
all
feedback
from
colleagues
within the
context of
personal
relationsh
ips with
them
 identifyin
g specific
persons
who can
instantly
point out
instances
when your
communic
ation
strategy
or skills
are less
 there are
three
approache
s to
communic
ation; the
arrow, the
dance and
the circuit
 The arrow
approach
postulates
that
communic
ation
works one
way like
when
firing an
arrow; if
one takes
a good
aim they
hit the
9

g
personal
communi
cation
skills and
strategies
in the
organizat
ion
setting
ul
feedback
on
personal
communi
cation
skills
than
effective
 using
evaluation
tools like
the Bulbin
Test to
find out
how one
handles
team roles
–higher
scores
would
demonstra
te the
person’s
ability to
communic
ate better
in a group
setting
target.
 Circuit
managers,
unlike
arrow
managers
see
communic
ation as a
two way
activity,
where
feedback
is
essential
 the
“dance”
approach
best
analyses
communic
ation as a
process
executed
for
multiple
purposes,
involves a
coordinati
on of
meanings
and is
governed
by rules
Synthesise key points from the reading provided for the generic
capability addressed in this objective. Include points that are relevant to
your placement experience and that provide a basis for your objective.
Readings are provided in Section 0 on iLearn
 The social construct of most organizations including
workplaces and schools favours persons with extrovert
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personality traits; this underlines the need for one to develop
excellent communication skills in order to fit in the workplace
 Our personal definitions and understanding of
communication greatly impacts on the way that we act and
communicate in the organization.
 Communication is a central responsibility of managerial staff
which must be shared responsibly
Acknowledgements: Developed with reference to a Learning Contract developed by the University of the Fraser Valley at
http://www.ufv.ca/media/assets/social-work--human-services/bsw/The+Learning+Contract+pdf.pdf
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