Learning Activity One

Junior (College 3rd year) ・Education ・APA ・10 Sources

Maria just received her college diploma, so she might find it difficult to relate to Jones, who is her immediate junior and has much experience in the field. Compared to Maria, Jones is older, more knowledgeable, and likely has a larger social network. Maria could think she's being naive when she gives Jones professional insight and counsel. She can, however, get through this by getting to know him personally in an effort to learn what drives him professionally (Von Hippel, Kalokerinos & Henry, 2013). Since Jones has practiced for a long time, it is given that he is more skilled than Maria. For this reason; he may not welcome her appraisal to the leadership position at his expense. Maria could potentially feel intimidated by the fact that her junior is more knowledgeable at work than her. Such a situation will have negative impacts on her leadership activities because of the inferiority complex that she holds (Cahill & Sedrak, 2012). It will be erroneous for her, not to learn from Jones. After building a rapport with Jones, Maria has to acquire ideas from him regarding the manner in which she will be successful in her new position.

Jones and Maria have substantially diverse thought patterns and ways of doing things. For example, looking at the age difference, Maria may feel that Jones cannot respect a young girl who is a fresh graduate. Consequently, Maria may not hold him accountable and could let his poor performance slide (Smedley, 2017). As the leader, Maria is supposed to focus on harmonizing whatever differences existing between her and the immediate junior. Regardless of the age and other social diversities, it is upon Maria to create an environment making it possible for her and Jones read from the same script professionally (Gursoy, Chi & Karadag, 2013). She should create an environment of goals and objectives that guide both them universally in a common corporate direction (Wok & Hashim, 2013).

Learning Activity Two

After taking this class, I wish to change on my time management practices. Time is essential in the achievement of a breakthrough in life because it is the currency events in an individual’s life (Bendersky & Shah, 2012). It is the most valuable resource in life because it gives space for other factors to shape up in the long run. In the past, I have engaged in time wastage, and after watching the video, it has come to my attention that it is important to spend more time doing constructive things other than involving oneself in unproductive endeavors (Seligman & Csikszentmihalyi, 2014).

Also, I wish to develop the character of sharing and helping others in life. In the past, I have been largely egocentric and mean. Through this class and watching the video, I have learned the power of giving and sharing oneself with other people (Aknin, Dunn, Whillans, Grant & Norton, 2013). Generosity comes with a sense of self-satisfaction and appreciation from other people. Also, being generous comes with happiness, and hence one feels the flavor of life through sharing both material and immaterial resources with other people (Jonas, Sullivan & Greenberg, 2013). For this reason; I wish to become more generous to people so that I improve my personal happiness which is also good for mental health. Generosity is manifested in a person’s willingness to share with other people, without anticipating for reverse benefits and rewards in the future (Soto, 2015). In this respect, I will seek to help the less fortunate members of the society; this will involve sacrificing some of my pleasures and luxuries for their sake.


Aknin, L. B., Dunn, E. W., Whillans, A. V., Grant, A. M., & Norton, M. I. (2013). Making a difference matters: Impact unlocks the emotional benefits of prosocial spending. Journal of Economic Behavior & Organization, 88, 90-95.

Bendersky, C., & Shah, N. P. (2012). The cost of status enhancement: Performance effects of individuals' status mobility in task groups. Organization Science, 23(2), 308-322.

Cahill, T. F., & Sedrak, M. (2012). Leading a multigenerational workforce: strategies for attracting and retaining millennials. Frontiers of Health Services Management, 29(1), 3-15.

Gursoy, D., Chi, C. G. Q., & Karadag, E. (2013). Generational differences in work values and attitudes among frontline and service contact employees. International Journal of Hospitality Management, 32, 40-48.

Jonas, E., Sullivan, D., & Greenberg, J. (2013). Generosity, greed, norms, and death–Differential effects of mortality salience on charitable behavior. Journal of Economic Psychology, 35, 47-57.

Seligman, M. E., & Csikszentmihalyi, M. (2014). Positive psychology: An introduction. In Flow and the foundations of positive psychology (pp. 279-298). Springer Netherlands.

Smedley, K. (2017). Age Matters: Employing, Motivating and Managing Older Employees. Routledge.

Soto, C. J. (2015). Is happiness good for your personality? Concurrent and prospective relations of the big five with subjective well‐being. Journal of Personality, 83(1), 45-55.

Von Hippel, C., Kalokerinos, E. K., & Henry, J. D. (2013). Stereotype threat among older employees: Relationship with job attitudes and turnover intentions. Psychology and Aging, 28(1), 17.

Wok, S., & Hashim, J. (2013). Communicating and sharing working relationships with older employees. Journal of Communication Management, 17(2), 100-121.

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