Behavioral Style: DISC Platinum Rule Assessment Writing Sample

Individual dimensions of behavior

The Disk Platinum Rule assessment that I have recently undertaken indicates that my prevailing behavioral style is dominant. It also shows that I value directness and openness in relations with other people. These character traits are closely connected with the dominant behavior style (Robbins & Judge, 2009, p 110). As a person, who prefers the dominant style, I tend to be more goal-oriented; my major focus is on productivity and results rather than interpersonal relations. Moreover, I can also say that I attach great importance to individuality and independence, and often choose to act on my own often without asking permission of other people.

According to this assessment, my major motivators are new opportunities, challenges, and winning. In turn, indecision and lack of initiative are the things which irritate me. Furthermore, I achieve a sense of security by taking control of the situations and acquiring leadership. Thus, openness, goal-orientation, individuality, and directness are the main dimensions of my behavior; most importantly, they are closely tied with the dominant style of conduct.

Summary of predominant behavioral style

There are several traits that distinguish people from the dominant style from others. As has been said before, they value independence and self-sufficiency, and sometimes they are unwilling to delegate tasks to other people (Robbins & Judge, 2009, p 370). It is usually very difficult to make them change their mind, and sometimes they are reluctant to take into account opposing viewpoints. Additionally, as a person, who prefers the dominant behavioral style, I am more likely to take responsibility for my actions instead of shifting it on someone else. It should be noted that this style is reflected in my approach to attitude toward knowledge. For instance, I usually focus on its practical applications rather than theoretical aspects.

Strengths and weaknesses

My strengths and weaknesses are closely connected to my predominant behavior style. My major competencies include administrative skills, leadership, initiative, and the ability to take independent decisions. These skills are usually possessed by people with the dominant style (Schermerhorn, Hunt, & Osborn, 2008). In turn, among my weaknesses, I can mention impatience and sometimes lack of sensitivity toward other people.

As it has been said before, directness is one of my character traits. Sometimes, this directness prevents from avoiding conflicts with others. When speaking about people with the dominance style, one can point out that they often fail to acknowledge the rectitude of their colleagues, relatives, or friends. Another characteristic that can also be viewed as a weakness is the continuous necessity to be in command. A person, who prefers the dominant style, is not always able to accept the authority of other people and follow their instructions.

Reflection

On the whole, the Disk Platinum Rule assessment enabled me to better understand my behavior, its major drivers, and my relations with others. It threw a new light on my strengths and weaknesses. However, I would like to say that I do not always display the traits which have been identified in this assessment. Admittedly, I do value independence, performance, and results; yet, I do not always try to impose my views on others. Additionally, I can accept the ideas of my opponents or competitors if they seem to be productive. Still, despite these limitations, I can say that the Disk Platinum Rule assessment has been really helpful to me.

Reference List

Robbins, S. P. & Judge, T. A. (2009). Organizational behavior (13th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.

Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (2008). Organizational behavior (10th ed.). Hoboken, NJ: John Wiley & Sons.

Toyotomi Hideyoshi And The Tokugawa Era In Japan

How did Toyotomi Hideyoshi’s domestic policies change the basic structures of society at the time?

Toyotomi Hideyoshi is regarded as one of the heroic men in Japan’s history. Despite being born from a peasant family, he rose to the limelight after he destroyed the Asian clan of Omi in 1573 and later became a grand minister in 1586. During his era, he formulated policies that were aimed at unifying the then regime. His policies were also aimed at depriving the common populace of the means to armed resistance and to guarantee that arms bearing became the exclusive preserve and privilege of the samurai class.

His domestic policies were what he used to establish a central authority. He was able to order the peasants not to leave the land as a way to quell disturbances in the countryside (Turnbull 10). He did this by confiscating all their weapons. As a ruler, he was able to forbid alliances between the Dinamyo rivalry and them without his approval it did not matter whether the relation was marital, military, or political. He was concerned with western Christianity as it posed a major threat to him and demanded all the foreign missionaries to vacate from Japan. He was able to change Japanese society during his era in many ways.

As a ruler, he imposed a rigid class structure upon the people; these class reforms had an impact on both the commoners and the warriors at that time. A commoner could now easily become a warrior while a samurai could take up farming chores all because of the constant uncertainty that was caused by the lack of a proper centralized government. However, there were restrictions in terms of movement.

He further ordered a census to be conducted and every citizen was required to register in their respective ‘fiefs’ and any individual seeking to travel had to obtain a permit from officials; this was to ensure that the country was in order and peaceful.

Describe the nature of Japan’s contact with the outside world during the Tokugawa era?

The Tokugawa era took place from 1600 to 1868. During this period, Japan cut off all contacts they had with the outside world. It was during this period that the Tokugawa family, commonly referred to as Shoguns, took over power in Japan and they did not allow any interaction of their people with the outside world and most especially the Europeans. By the 1500s, Japan had several foreigners from other countries, Spain, Dutch, Portugal and many of these people encouraged the Japanese people to turn to Christianity.

During this time, the ruler did not allow the spread of Christianity to the communities in Japan, and instead, he struck out Christianity and persecuted several believers through crucifixion (Weiming 996). Tokugawa feared that Christianity would spread throughout Japan and also feared that the foreigners were going to greatly influence their political and economic sectors and hence decided to cut off relations with his country to the outside world in 1649.

All kinds of foreign books and literature materials were banned and little or no trade relations between Japan and countries like China, Korea, and the Netherlands. It was during this time, that the now popular Japanese culture begun burgeoning, and new government structures were formed leading to the development of a distinctive Japanese culture.

Works Cited

Turnbull, Stephen. “Toyotomi Hideyoshi”: The Background, Strategies, Tactics and Battlefield Experiences of the Greatest Commanders of History Command Series. New York, NY: Osprey Publishing, 2010. Print.

Weiming, Tu. “Confucian traditions in east Asian modernity”: moral education and economic culture in Japan and the four mini-dragons. Cambridge. MA: Harvard University Press, 1996.

Vikings Exhibition In The British Museum Online

I visited the British Museum’s website.

After going through the page, I found out that the museum engages in many activities. Their main activities include storage of ancient and new discoveries, exhibitions, providing training in collaboration with African museums, and offering international training programs for individuals who wish to be museum professionals.

The exhibition that appealed to me was “Vikings: life and legend.” The British Museum carried out this exhibition on 22 March 2014. The National Museum of Denmark and the National Museums of Berlin took part in organizing this exhibition. The exhibition mainly focused on the Age of the Vikings and served as the opening ceremony for the Sainsbury Gallery of Exhibitions.

The theme of the exhibition was “Vikings: life and legend.” It explored the rapid expansion of the Viking Empire and their cultural influence in Europe. It showcased their discoveries, artifacts, and other ancient objects. The exhibition took advantage of recent research and archaeological findings to describe the expansion of the Vikings Empire in the 8th century. The Vikings had extra-ordinary abilities in building ships. These abilities were very critical in the expansion of their territory.

The main artwork on display at the Sansbury Exhibitions Gallery was a very long warship. The Museum of Denmark stores about 20% of the whole ship. The Vikings used to call it Roskilde 6. The museum put together the ship’s remains with other materials and re-erected the warship. Archaeologists date the building of the ship to AD 1025, when the Viking Empire was very strong.

The museum also displayed the Vale of York Hoard. The hoard contained six rings, bullion silver, and 617 coins. The components of the hoard showed the extensive network of the Vikings. It contained coins from almost all the parts of Europe and Asia. These coins indicated their contact with other Europeans.

Other items on display included gold and silver jewelry, which represented status among the Vikings. A silver hoard, which the museum borrowed from Gnezdovo, was also at the exhibition. This hoard also served as evidence of the interactions between the Vikings and other groups of people from all over Europe.

The artworks on display did not belong to one artist. They belonged to the entire Vikings Empire. The Vikings were very skilled at shipbuilding and jewelry. However, sometimes they took the jewelry from the people they conquered. They also bought some jewelry from other groups of people in Europe.

The artwork that appealed to me was African rock art. The British Museum has many paintings and engravings that Africans made many centuries ago. It acquires most of them through collaborating with the Trust for African Rock Art (TARA). These items interested me due to the quality of skill that Africans employed in coming up with them. I had never known that Africans could develop such art during a period when formal education had not reached their continent. They mostly made the paintings and carvings on rocks, but the museum has some gourds and musical instruments that also have the paintings. African painters and carvers mostly painted and carved animals and human beings. They painted and carved in colors that closely resembled the natural colors of the items. The images show men and women dressed like ancient Africans.

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