Adaptive Leadership Fact sheet
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This document discusses an adaptive leadership program delivered over 16 weeks to MBA students. It involved completing a complex collaborative task in groups and addressing challenges that emerged over the long timeframe. Students experienced issues like losing group members, health problems, and relationship breaks. The program aimed to build on leadership concepts through authentic learning experiences and reflection. Diverse roles and interdisciplinary perspectives were encouraged among students to solve problems.
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![Adaptive Leadership
Real world, ill defined, complex
task over a sustained period of
time
The six workshops delivered over a much
longer timeframe (extended from 7 weeks to
16 weeks) were designed to build, adapt and
extend current QUTMBA learnings and apply
the Adaptive Leadership theory to provide the
Associates with a new lens to think about.
Activities come together as the creation
of whole product
Complex task over a sustained
period of time
Usually in the MBA program our
groupwork experiences span across four
weeks. In aligning with the authentic learning
framework this large collaborative task takes
groupwork to another level with a 16 week
group based goal and activity.
Relationships and connections have
strengthened through the activity. Groups had
to work through issues that do not usually
come up over a short 4 week group
assessment. These included balancing the
additional unit work, training and fundraising
with university and family commitments.
Associates experienced a number of
roadblocks throughout the task including the
loss of a team member, a relationship break
up and various health issues.
Collaboration, reflection and
interdisciplinary perspectives
which encourage students to play
diverse roles
A post on the cohort social media from
one of our Associates at the end of April in
relation to two teams that were lagging behind
with needing to meet the minimum $1200
group fundraising target to compete in the
Oxfam event.
In the post the Associate plays a diverse
role in the unit coming in as a teacher and
sharing his knowledge. He refers to a systems
thinking terminology in his post interrelating
the theory on social media and at the same
time, he takes a leadership and relationships
role across the groups.
Technical problems
vs
Adaptive challenges
Challenge Problem
definition
Solution Locus of
work
Technical Clear Clear Authority
Technical
&
adaptive
Clear Requires
learning
Authority &
stakeholders
Adaptive Requires
learning
Requires
learning
Stakeholders
Heifetz, Grashow, & Linsky (2009, p. 20).
Adaptive Leadership Process
Heifetz, Grashow, & Linsky (2009, p. 32).
Class text:
Heifetz, R., Grashow, A, & Linsky, M.
(2009). The Practice of Adaptive
Leadership: Tools and tactics for changing
your organization and the world. Harvard
Business Press.
Authentic learning theory
reference:
Reeves, T.C., Herrington, J., & Oliver, R.
(2002). Authentic activities and online
learning. In A. Goody, J. Herrington , & M.
Northcote (Eds.), Quality conversations:
Research and Development in Higher
Education, Volume 25 (pp. 562- 567).
Jamison, ACT: HERDSA. [verified 6 Feb
2003]
http://www.ecu.edu.au/conferences/herdsa/
papers/ref/pdf/Reeves.pdf
Authentic learning is an approach to designing learning that allows students to
explore, discuss, and meaningfully construct concepts and relationships in
contexts that involve real-world problems and projects that are relevant to the
learner.
“EVERYONE HAS A PLAN UNTIL THEY GET PUNCHED IN
THE MOUTH” – MIKE TYSON
There are not many groupwork activities
that have the following statement aligned:
“Individual training this weekend –
none of the banter, more of a
challenge”
Activities are integrated with
assessment and come together as
the creation of a whole product to
allow for diversity of outcomes
The assessment was designed as a whole
with the first group task allowing the Associates
to share with one another their individual goals
and through the process define timeframes and
roles for each team member. Every group had
very different goals that ranged across areas
fitness, fun, friendship and giving back. No plan
was the same.
Each assessment and each workshop
was and workshop were timed specifically to
allow the Associates to align with potential road
blocks.
The third piece of assessment where the
Associates put forward their risk management
plan presentation allowed them to address,
consider and make plans to address different
issues
The importance of a reflective blog was
set up from the outset. This allowed for
Associates to document their journey,
continued on from the theory learnt in a prior
unit and gave Associates evidence to draw
back on in their final assessment.
Corporate Educator & Unit Coordinator, Dr John Bensley, MBA Director, Associate Professor Glen Murphy, Learning Designer Kimberly Dobson](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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As you were reminded in Week 2, remember it is a good idea to look ahead to Week 4 to prepare for the group activity – ask questions now in our Ask Your Instructor if you are unclear about any of the requirements for the group activity.
WEEKLY LEARNING OUTCOMES
Before moving any further, please take a moment to review and reflect on our learning expectations for the week; these are also listed with their alignment to each assessment for the week on the Week 3 Unit page:
· Discuss key ideas, values, and beliefs when creating a vision statement at the school.
· Devise a plan to include all stakeholders in the planning, creation and implementation process.
· Develop activities, for all stakeholders, in the vision creation process.
· Discuss the need to include district goals in regards to creating vision statements.
· Analyze the resources that each set of stakeholders brings to the successful implementation of the school vision.
· Discuss different strategies for stakeholder ownership in creating the vision statement
WEEK 3 – OVERVIEW
In Week Two, you provided justification on creating a new vision to your school board and school stakeholders. Additionally, you compared different visions to identify key components that comprise an effective vision. This week we have two discussions and an assignment. Review the guidance below and be sure to review the full instructions for each assessment on the Week 3 Unit page.
Discussion 1: In the Who to Include discussion, you reflect on which stakeholders are most effective to include in the modification or creation of a new vision for the school.
Discussion 2: The Planning Activities discussion is where you go more deeply into the vision process and determine what types of activities you need to plan to ensure the stakeholders have enough information to successfully create a vision.
Assignment: The assignment Join the Visionary Team is another opportunity to be creative and put your technology skills to use while showing what you know about recruitment to participate in a vision modification or creation. You will create a flyer that you could place in the school to attract stakeholders into joining a committee to create the school vision.
INTELLECTUAL ELABORATION
Another Committee!
As teachers, we are planning, creating, and teaching students and attending to all the intellectual and physical labor that teaching entails. We are busy professionals often with busy personal lives to manage as well. Often teachers stay long hours at their school site to ensure our practices are providing enough learning for the students to succeed. When we are faced with being put on a committee, it typically reduces our direct focus on our classroom activities. However, being on a committee is a significant duty as it is one of the best ways to have your voice heard around the school and to learn with your peers about a range of topics influencing your classroom practice.
As lea.
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· Discuss the need to include district goals in regards to creating vision statements.
· Analyze the resources that each set of stakeholders brings to the successful implementation of the school vision.
· Discuss different strategies for stakeholder ownership in creating the vision statement
WEEK 3 – OVERVIEW
In Week Two, you provided justification on creating a new vision to your school board and school stakeholders. Additionally, you compared different visions to identify key components that comprise an effective vision. This week we have two discussions and an assignment. Review the guidance below and be sure to review the full instructions for each assessment on the Week 3 Unit page.
Discussion 1: In the Who to Include discussion, you reflect on which stakeholders are most effective to include in the modification or creation of a new vision for the school.
Discussion 2: The Planning Activities discussion is where you go more deeply into the vision process and determine what types of activities you need to plan to ensure the stakeholders have enough information to successfully create a vision.
Assignment: The assignment Join the Visionary Team is another opportunity to be creative and put your technology skills to use while showing what you know about recruitment to participate in a vision modification or creation. You will create a flyer that you could place in the school to attract stakeholders into joining a committee to create the school vision.
INTELLECTUAL ELABORATION
Another Committee!
As teachers, we are planning, creating, and teaching students and attending to all the intellectual and physical labor that teaching entails. We are busy professionals often with busy personal lives to manage as well. Often teachers stay long hours at their school site to ensure our practices are providing enough learning for the students to succeed. When we are faced with being put on a committee, it typically reduces our direct focus on our classroom activities. However, being on a committee is a significant duty as it is one of the best ways to have your voice heard around the school and to learn with your peers about a range of topics influencing your classroom practice.
As lea.
Group Assessments
This document discusses methods for promoting positive student perceptions of group assessments. It suggests that group assessments can promote peer cooperation, collaboration and learning from others if designed well. Key factors in effective group assessment design include clearly explaining the purpose and benefits, ensuring fairness in criteria and effort, and providing feedback to individual students as well as the group. The document provides questions to guide designing groups, assessments, and feedback to make group work a positive experience for students.
Collaborative Learning Community
The document discusses collaborative learning community assignments involving analyzing a company's product pricing decisions. It describes considering strategic implications, costs, and determining whether to use market-based or cost-based pricing. The group chose the iPhone 5 and identified costs to consider in setting the price, coming up with a sample cost structure and calculating a price to defend.
Title PageComment by Tanesha Holleman The title page should be .docx
Title Page Comment by Tanesha Holleman: “The title page should be brief but descriptive of the project. It should also include the date of completion/submission of the report, the author/s, and their association/organization.”
Title Comment by Tanesha Holleman: (Format the report – Margins - use one-inch for all pages – top/bottom and side margins.
Spacing – Double space the body of the report (all pages) - Single-space some elements, such as the entries in the references page and information in tables or other graphic components.
Headings - Use only first level headings.
Make sure to identify five applicable secondary business sources to support your findings.)
Make sure to select three direct quotes from three of the identified five secondary sources.
The sources should be used as three in-text citations (APA format) to support the findings.)
Prepared By:
October 2016
Executive Summary
Purpose and method of this report
Teamwork requires a set of interdependent activities, performed by individuals who collaborates with each other toward a common objective. Teams are expected to work expeditiously and efficiently with other members of the team to carry out the project, and precisely summarize the results in a report. The series of actions to achieve this result can be divided into three categories: the transition process, action processes, and interpersonal processes. The purpose of this report are to:
· Recommend ways that a team can facilitate effective team writing in a report.
· Determine the procedures and techniques by which team work gets done.
· Three approaches virtual teams can interact successfully increasing team effectiveness, while avoiding misunderstandings.
We each conducted a survey with our classmates to discover types of methods and structures needed for effective teamwork in writing a report. Such as: sharing files, scheduling meetings, communicating, relationship building, and brainstorming. Each team contained up to ten members selected from the University of Houston – Downtown.
Finding and conclusions
We used multiple respondents to ensure the study and research of our data were valid, and to over some common methods bias. Many of the respondents believed that effective teamwork requires that people work as a cohesive unit.
The result of this study shows that writing a compelling team report involves individuals to collaborate with others by concentrating their efforts in a common direction and achieving an outcome that can only be reached by working together. Individual members must learn how to coordinate their actions, and any strains and stresses in interpersonal relations need to be identified and resolved (Cannon-Bowers et al., 1995; Cohen & Bailey, 1997)
Recommendations for effective team writing on a report
1. According to Forsyth (2009), “Interpret and evaluate the team’s mission, including identifying of its main tasks as well as the operative environmental conditions and team ...
Building a Coalition (The Woodson Foundation)
The document discusses how to build an effective coalition. A coalition involves individuals or organizations working together for a common purpose to make better use of resources. Coalitions should be started to address urgent issues, empower communities, or provide important services. They are most needed when dramatic events occur, new information is available, funding becomes available, or an outside threat emerges. Coalitions work best when they include stakeholders, community leaders, and policymakers. The process of starting a coalition involves convening a planning group, developing a vision, recruiting members, holding initial meetings, and following up.
Competency Checklist and Professional Development Resources .docx
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
competency checklist
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
USING DEVELOPMENTALLY EFFECTIVE APPROACHES
Directions: Each group will be assigned a different standard and each member will add at least one resource (such as yearly conferences, websites, leaders in the field, articles, blogs, etc.) that support that specific core standard. The resources will be organized on the attached Google Spreadsheet (which will also record who is submitting each resource). Through this group and class collaborative effort, you will be able to add resources from multiple perspectives that you can later include in your own mentoring portfolio.Be sure to include any relevant information and the following:
the APA citation (article) or organization name/contact information (address, phone number, website).
a brief description of their services in supporting early childhood professionals in their own growth and development.
R.
Active Experimentation And Its Effects On Reality And The...
The document discusses Kolb's experiential learning cycle, which includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. It examines research showing that combining hands-on learning with simulated experiences can enhance students' skills and satisfaction. While criticized for some limitations, Kolb's model emphasizes the importance of learning from experience and its application in various educational and organizational settings.
Week 6 - Discussion 1Learning Reflection In this discussio.docx
Week 6 - Discussion 1
Learning Reflection
In this discussion, you have an opportunity to consider your learning from this course and engage in final conversation about the course with the instructor and other class peers. In the 1960’s, Bruce Tuckman related a model for group dynamics that suggested groups transition similarly along a continuum of activity for optimal functioning. These transitions were labeled
Storming, Norming, Performing, and Adjourning
. When we first entered our class together six weeks ago, we began Storming and Norming as a class. Throughout the course we have been Performing, and now we are in our moment of Adjourning. Though some of you may have opportunities for classes with peers in the future, this week marks the end of our unique opportunity as a group. Therefore, it is an effective time to reflect and debrief from our learning as we prepare for the next steps in our educational journeys.
Initial Post –
Post a response that addresses each of the following areas:
Construct a list of the top three concepts, skills, resources, and so forth that you have gained in this course and that are most relevant to your life. These could be knowledge, skills, or attitudes related to the course topic, related to your abilities as a graduate student, or other relevant learning for you professionally that has come from this course experience. Include a brief description of each item in your list.
List three concepts, skills, resources, and so forth that you are still curious about now that the course is nearly completed. Describe how you plan to acquire learning with items on your list.
Reflect in no more than one paragraph about the most memorable challenge you experienced during his course and most memorable success. The challenges and successes may be related to your coursework, study experiences, or interactions with peers and the instructor. They might also be something more personal, such as an application of new concepts/knowledge or skills in your work environment or life generally.
State which class you are taking next and explain in no more than a paragraph how you envision this course relates to that next course in the scheme of your total program learning experience. ( my next class is
EDU 695 MAED Capstone
)
Week 6 Discussion Guidance
Discussion 1
This discussion, “Learning Reflection”, focuses on the “forming, storming, norming, performing, and adjourning” model design for teamwork by Bruce Tuckeman in his article
Developmental Sequence in Small Groups
. (as cited in Team Formation, 2014). In the “Forming” stage, each person in the team is establishing a role determined by strengths, personality traits, and group dynamics. In the next stage, members begin “storming” against what was established in the forming stage, creating conflict situations as the ‘honeymoon’ behavior wears off and working style differences infer with collaborative efforts. If teams are able to work through their “storming” .
Collaboration spruce together
The document discusses the benefits of collaboration and community in learning. It promotes deeper knowledge, initiative, creativity and critical thinking. Having a sense of community is important for collaboration as it allows students to feel comfortable sharing ideas openly. Elements of an effective community include shared purpose, guidelines, technology and reflection. Groups work best when roles are clear and members utilize each other's strengths. Instructors should provide clear expectations, model collaboration and allow groups to work together with guidance.
IntroductionIt is the perfect way to develop and increase the k.docx
Introduction:
It is the perfect way to develop and increase the knowledge of the team when we do a reflection on how we did in our team work. Developing the teamwork comes from the awareness of the processing that has been done during the teamwork which reflects on the substitution plan for the next teamwork. Feedback, examine defects and mistakes, considering the crucial, teamwork practices, doing substitutional behaviours are the processing of team development (Wiedoe & Konradt, 2010). After collecting the information that we got from the interview, we distributed the main points among us with the skills that everyone has. The focus of our presentation was about how the manager of Fulton Hogan Australia Pty. Ltd. manages teams at their organisation. That was in relying on what kind of training they are doing, their way of encouraging their staff to work in a team, and what is our opinion about the value of working in teams. The good thing that we did as a team that we get along each other since our first class which gave us the understanding to face all the cultural challenges. We positively trusted each other when we put the right job for the right skilled person.
Establishing the team:
Working in the same place for the same leader with a group of people is not always teamwork, the team is the responsibility to conclude the work together with the right outcome (Alim & Syamsuddin, 2018). We have met during the first class of this course and everyone introduced himself to others. We were doing all the activities during our classes together, also we were able to collaborate and participate with an open-minded and an accepting of the differences and similarities between our personalities. We elected our leader upon the skills that he has to lead us and schedule all the meeting with time management. As the leader talked to us in regard to the responsibilities and roles, we decided to give everyone a job in each element during our work. We were putting the right job for each one of us with the skills that we have. We were able during our presentation to conclude our working with a high productivity performance.
Team processes:
We created a new group on Facebook to communicate and share ideas with each other. Facebook is a useful social media platform that helps students to gather in groups, which provides a brief view of the users’ profile. Also, it is representing a flexible interacting tool that used for sharing various of media posts instead of just communicating (Avram, 2014). We did not have any protocols for behaviour, we were working as one hand with more helping and more excitement.. During our work, we referred to studies supporting our ideas. As a result, when Grace interviewed the manager of the organisation about how to encourage your staff to work with teams? She said we are encouraging staff by team bonding social activities, training and close network group. We suggest that team goal pledge represent a motivational technique that.
pepe162
This document summarizes a study on developing communities of practice between schools and universities to support teacher professional development. It describes two case studies: one with a secondary school where workshops and ongoing support from university academics helped teachers develop learning plans together, and one with a primary school where regular meetings helped teachers improve assessment tasks. Interviews found that ongoing engagement within teams, a shared understanding of quality teaching frameworks, and collaboration between insider school staff and outsider university facilitators supported the formation of communities of practice in both schools.
Cooperative Learning Final
Cooperative learning involves organizing students into small groups to work together on learning activities. When implemented effectively with the right support structures, it has been shown to improve academic achievement, ethnic relations, and social skills while reducing achievement gaps. The document outlines nine effective cooperative learning strategies and discusses how to structure groups, choose strategies, and facilitate success.
Module reflection
Individual Reflective Essay
Throughout this module, I have learned many things and encountered diverse experiences, both exciting and challenging. It has been a great moment to develop my knowledge and understanding in each of the different areas within the course. The module as a whole has enabled me to explore further into my strengths and work on improving my weaknesses so that I can enhance my overall performance. Working with other students during class assignments and projects has enabled me to advance my skills such as communication, effective learning, and teamwork. Besides, working with other people on the various tasks has made the learning experience in Loughborough University more interesting and enjoyable. In fact, in our previous group project, we significantly helped each other and cooperated on all the necessary tasks. The encouragements and inspirations we provided to each other were unprecedented. I feel I have gained a lot from them, exchanging thoughts and ideas about many diverse issues, expressing different viewpoints and inspiring me to develop my own thinking.
Reflect on a facilitated training session you experienced that affec.docx
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
Cop %col lerning
The document discusses cooperative and collaborative learning techniques. It defines cooperative learning as students working together in small groups on structured activities, where each student is accountable for their own work and the group's work. Collaborative learning involves students teaming up to explore a question or create a project. The key elements of cooperative learning are positive interdependence, individual accountability, interpersonal skills, face-to-face interaction, and group processing. Examples like jigsaw activities are provided to illustrate cooperative learning methods.
Research In Action #7
Research In Action Webinar - August 12, 2009 - Cross-Age Peer Mentoring, featuring Dr. Michael Karcher - 12-1pm Central Time
In The Name Of Allah Almightyiii,
This document summarizes a study examining the effects of different methods of forming student groups for projects. The study analyzed student journals and surveys to understand their experiences from within the groups. Prior research primarily focused on performance outcomes, but this study provided insight into subtle social dynamics within groups. Key findings were that student-selected groups generally performed better, but instructor-assigned groups can perform well with the right composition and processes. The study findings provide guidance for instructors and students on effective group work.
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docx
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general ...
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docx
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Mule event processing models | MuleSoft Mysore Meetup #47
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Adaptive Leadership Fact sheet
- 2. Adaptive Leadership Real world, ill defined, complex task over a sustained period of time The six workshops delivered over a much longer timeframe (extended from 7 weeks to 16 weeks) were designed to build, adapt and extend current QUTMBA learnings and apply the Adaptive Leadership theory to provide the Associates with a new lens to think about. Activities come together as the creation of whole product Complex task over a sustained period of time Usually in the MBA program our groupwork experiences span across four weeks. In aligning with the authentic learning framework this large collaborative task takes groupwork to another level with a 16 week group based goal and activity. Relationships and connections have strengthened through the activity. Groups had to work through issues that do not usually come up over a short 4 week group assessment. These included balancing the additional unit work, training and fundraising with university and family commitments. Associates experienced a number of roadblocks throughout the task including the loss of a team member, a relationship break up and various health issues. Collaboration, reflection and interdisciplinary perspectives which encourage students to play diverse roles A post on the cohort social media from one of our Associates at the end of April in relation to two teams that were lagging behind with needing to meet the minimum $1200 group fundraising target to compete in the Oxfam event. In the post the Associate plays a diverse role in the unit coming in as a teacher and sharing his knowledge. He refers to a systems thinking terminology in his post interrelating the theory on social media and at the same time, he takes a leadership and relationships role across the groups. Technical problems vs Adaptive challenges Challenge Problem definition Solution Locus of work Technical Clear Clear Authority Technical & adaptive Clear Requires learning Authority & stakeholders Adaptive Requires learning Requires learning Stakeholders Heifetz, Grashow, & Linsky (2009, p. 20). Adaptive Leadership Process Heifetz, Grashow, & Linsky (2009, p. 32). Class text: Heifetz, R., Grashow, A, & Linsky, M. (2009). The Practice of Adaptive Leadership: Tools and tactics for changing your organization and the world. Harvard Business Press. Authentic learning theory reference: Reeves, T.C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. In A. Goody, J. Herrington , & M. Northcote (Eds.), Quality conversations: Research and Development in Higher Education, Volume 25 (pp. 562- 567). Jamison, ACT: HERDSA. [verified 6 Feb 2003] http://www.ecu.edu.au/conferences/herdsa/ papers/ref/pdf/Reeves.pdf Authentic learning is an approach to designing learning that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner. “EVERYONE HAS A PLAN UNTIL THEY GET PUNCHED IN THE MOUTH” – MIKE TYSON There are not many groupwork activities that have the following statement aligned: “Individual training this weekend – none of the banter, more of a challenge” Activities are integrated with assessment and come together as the creation of a whole product to allow for diversity of outcomes The assessment was designed as a whole with the first group task allowing the Associates to share with one another their individual goals and through the process define timeframes and roles for each team member. Every group had very different goals that ranged across areas fitness, fun, friendship and giving back. No plan was the same. Each assessment and each workshop was and workshop were timed specifically to allow the Associates to align with potential road blocks. The third piece of assessment where the Associates put forward their risk management plan presentation allowed them to address, consider and make plans to address different issues The importance of a reflective blog was set up from the outset. This allowed for Associates to document their journey, continued on from the theory learnt in a prior unit and gave Associates evidence to draw back on in their final assessment. Corporate Educator & Unit Coordinator, Dr John Bensley, MBA Director, Associate Professor Glen Murphy, Learning Designer Kimberly Dobson