Groups are formed to achieve specific goals and can be formal or informal. Formal groups are defined by the organization's structure and have designated tasks and goals. Informal groups form naturally around friendships. There are five stages of group development: forming, storming, norming, performing, and adjourning. A group's performance depends on external conditions imposed on it, the resources of its members, and its internal structure including roles, norms, conformity, status systems, size, cohesiveness, and decision-making processes. The task given to a group can be simple or complex. Teams differ from groups in that they intensely work on common goals using synergy and accountability.
In organizational development(OD), group dynamics or group process‖ refers to the understanding of the behavior of people in groups, such as task groups, that are trying to solve a problem or make a decision.
In organizational development(OD), group dynamics or group process‖ refers to the understanding of the behavior of people in groups, such as task groups, that are trying to solve a problem or make a decision.
ORGANISATIONAL BEHAVIOUR- UNIT-3-BBA- OSMANIA UNIVERSITY, Group Dynamics, Processes of Groups, The Development of Work Teams, Types of Groups and Teams, Informal Groups, Work Teams, Functional Work Teams, Multidisciplinary Teams, Self-Managing Teams, High-Performance Teams, Cohesiveness, Determinates of cohesiveness, Factors that influence cohesion, Group Cohesiveness , Group Decision-Making , Decision-Making Process, Technological Aids to Decision-Making, TRANSACTIONAL ANALYSIS, THE EGO STATES, GAMES ANALYSIS, BENEFITS AND UTILITY OF TRANSACATIONAL ANALYSIS, Johari Window.Johari window four quadrants.
• Introduction to Group Behaviour
Group Dynamics: Nature, types, group behaviour model (roles, norms, status, process, structures)
Team effectiveness: nature, types of teams, ways of forming an effective team.
Biopesticied are very productive give the informationPargianshu
Certainly! A biopesticide is a type of pesticide derived from natural materials, such as animals, plants, bacteria, and certain minerals. Biopesticides are considered an eco-friendly alternative to conventional chemical pesticides due to their lower environmental impact and often target-specific nature.
**Introduction:**
Begin by introducing the concept of biopesticides, highlighting their significance in sustainable agriculture and their role in reducing environmental harm compared to traditional pesticides.
**Types of Biopesticides:**
Discuss the different categories of biopesticides, including microbial pesticides (bacteria, viruses, fungi), biochemical pesticides (plant extracts, pheromones), and plant-incorporated protectants (genetically modified crops).
**Advantages of Biopesticides:**
Explore the benefits of using biopesticides, such as minimal environmental impact, reduced residue levels in crops, and lower risks to non-target organisms, including humans.
**Challenges and Limitations:**
Examine the challenges associated with biopesticides, including shorter efficacy periods, potential variability in effectiveness, and regulatory hurdles for approval.
**Mode of Action:**
Detail how biopesticides work at the molecular or physiological level to control pests. Highlight examples of specific biopesticides and their modes of action.
**Applications in Agriculture:**
Discuss the practical applications of biopesticides in various crops and farming systems. Provide case studies or examples of successful biopesticide use in pest management.
**Environmental Impact:**
Compare the environmental impact of biopesticides with traditional chemical pesticides, emphasizing factors like soil health, water quality, and overall ecosystem resilience.
**Regulatory Framework:**
Examine the regulatory aspects governing biopesticides, including registration requirements, safety assessments, and compliance with environmental standards Regulatory Framework:**
Examine the regulatory aspects governing biopesticides, including registration requirements, safety assessments, and compliance with environmental standards Examine the regulatory aspects governing biopesticides, including registration requirements, safety assessments, and compliance with environmental standards . biopesticides, such as minimal environmental impact, reduced residue levels in crops, and lower risks to non-target organisms, including humans.
**Challenges and Limitations:**
Examine the challenges associated with biopesticides, including shorter efficacy periods, potential variability in effectiveness, and regulatory hurdles for approval.
**Mode of Action:**
Detail how biopesticides work at the molecular or physiological level to control pests. Highlight examples of specific biopesticides and their modes of action.
**Applications in Agriculture:**
Discuss the practical applications of biopesticides in various crops and farming systems. Provide case studies or examples of successful......
ORGANISATIONAL BEHAVIOUR- UNIT-3-BBA- OSMANIA UNIVERSITY, Group Dynamics, Processes of Groups, The Development of Work Teams, Types of Groups and Teams, Informal Groups, Work Teams, Functional Work Teams, Multidisciplinary Teams, Self-Managing Teams, High-Performance Teams, Cohesiveness, Determinates of cohesiveness, Factors that influence cohesion, Group Cohesiveness , Group Decision-Making , Decision-Making Process, Technological Aids to Decision-Making, TRANSACTIONAL ANALYSIS, THE EGO STATES, GAMES ANALYSIS, BENEFITS AND UTILITY OF TRANSACATIONAL ANALYSIS, Johari Window.Johari window four quadrants.
• Introduction to Group Behaviour
Group Dynamics: Nature, types, group behaviour model (roles, norms, status, process, structures)
Team effectiveness: nature, types of teams, ways of forming an effective team.
Biopesticied are very productive give the informationPargianshu
Certainly! A biopesticide is a type of pesticide derived from natural materials, such as animals, plants, bacteria, and certain minerals. Biopesticides are considered an eco-friendly alternative to conventional chemical pesticides due to their lower environmental impact and often target-specific nature.
**Introduction:**
Begin by introducing the concept of biopesticides, highlighting their significance in sustainable agriculture and their role in reducing environmental harm compared to traditional pesticides.
**Types of Biopesticides:**
Discuss the different categories of biopesticides, including microbial pesticides (bacteria, viruses, fungi), biochemical pesticides (plant extracts, pheromones), and plant-incorporated protectants (genetically modified crops).
**Advantages of Biopesticides:**
Explore the benefits of using biopesticides, such as minimal environmental impact, reduced residue levels in crops, and lower risks to non-target organisms, including humans.
**Challenges and Limitations:**
Examine the challenges associated with biopesticides, including shorter efficacy periods, potential variability in effectiveness, and regulatory hurdles for approval.
**Mode of Action:**
Detail how biopesticides work at the molecular or physiological level to control pests. Highlight examples of specific biopesticides and their modes of action.
**Applications in Agriculture:**
Discuss the practical applications of biopesticides in various crops and farming systems. Provide case studies or examples of successful biopesticide use in pest management.
**Environmental Impact:**
Compare the environmental impact of biopesticides with traditional chemical pesticides, emphasizing factors like soil health, water quality, and overall ecosystem resilience.
**Regulatory Framework:**
Examine the regulatory aspects governing biopesticides, including registration requirements, safety assessments, and compliance with environmental standards Regulatory Framework:**
Examine the regulatory aspects governing biopesticides, including registration requirements, safety assessments, and compliance with environmental standards Examine the regulatory aspects governing biopesticides, including registration requirements, safety assessments, and compliance with environmental standards . biopesticides, such as minimal environmental impact, reduced residue levels in crops, and lower risks to non-target organisms, including humans.
**Challenges and Limitations:**
Examine the challenges associated with biopesticides, including shorter efficacy periods, potential variability in effectiveness, and regulatory hurdles for approval.
**Mode of Action:**
Detail how biopesticides work at the molecular or physiological level to control pests. Highlight examples of specific biopesticides and their modes of action.
**Applications in Agriculture:**
Discuss the practical applications of biopesticides in various crops and farming systems. Provide case studies or examples of successful......
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. +
Group
Two or more interacting and interdependent individuals
who come together to achieve specific goals
Features:
1. Interdependent individuals
2. Specific goals
2 Types:
A. Formal
B.Informal
3. + A. Formal Groups
1. Command groups: groups that are determined by the organization
and composed of individuals who report directly to a given manager
2. Task groups: groups composed of individuals brought together to
complete a specific job task *group disbands when job is done
3. Cross-functional groups: groups that bring together the knowledge
and skills of individuals from various work areas
4. Self managed teams: groups that are essentially independent,
empowered to do their own tasks and take on traditional managerial
responsibilities. * the most popular group structure
Formal groups are work groups that are defined by the
1. Organization’s structure and
2. have designated work assignments and
3. have specific tasks directed at accomplishing organizational
goals
4. +
Informal Groups
social groups. These groups occur naturally in the workplace and
tend to form around friendships and common interests
5. + Stages of Group Development
• Forming
• Storming
• Norming
• Performing
• Adjourning
7. +
1. External Conditions Imposed on the
Group
Work groups are affected by the external conditions imposed on
it:
■ the organization’s strategy
■ authority
■ reporting relationships
■ formal rules and regulations
■ availability of resources
■ employee selection criteria
8. +
2. Group Member Resources
■ Abilities, skills and personality traits (capacity)
■ These determine what members can do and how
effectively they will perform in a group
■ Skills deemed as essential in groups are:
1. Conflict management and resolution
2. Collaborative problem solving
3. Communication
■ Personality traits also affect group performance because
they strongly influence how they individual will interact
A group’s performance potential depends to a large extent on the
resources each individual brings to the group
9. +
3. Group Structure Elements.
1. Role
2. Norm
3. Conformity
4. Status systems:
5. Group size
6. Group cohesiveness
7. Group decision making
8. Conflict management
Groups have an internal structure that shapes member
behaviors and influences group performance
10. +
3.1 Roles
■ Individuals are expected to do certain things
because of their position in the group.
■ These roles are generally oriented toward:
■ either getting work done
■ keeping members happy.
A role refers to behavior patterns expected of
someone occupying a given position in a social unit
11. +
3.2 Norms
■ Norms dictate things such as:
■ work output levels
■ Absenteeism
■ Promptness
■ Amount of socialization on the job.
■ The most widespread norms are related to
work effort and performance.
These are standards or expectation that are accepted
and shared by a group’s members
12. +
3.3 Conformity
■ Group members often want to be seen as one of the
group and avoid being visibly different
■ When individual’s opinion differs greatly from the
group, the group often exerts intense pressure on
the individual to align his or her opinion to conform to
others opinion. This is known as groupthink.
Because individuals want to be accepted by groups to
which they belong, they are susceptible to pressures
to conform.
13. +
3.4 Status Systems
■ Status can be a significant motivator with behavioral
consequences
■ Status may be informally conferred by
characteristics such as education, age , skill or
experience.
■ Group members have no problem placing people
into status categories and usually agree about who
has high or low status.
■ Groups usually have a designated leader
Status is prestige grading position or rank within a
group
14. +
3.5 Group Size
■ Small groups are faster at completing tasks than
larger one.
■ Larger groups are good at getting diverse inputs.
■ Social loafing is the tendency for an individual to
expend less effort when working collectively than
working individually.
■ Social loafing may occur because people believe
that others in the group aren’t doing their fair share
Group size affects performance and satisfaction
15. +
3.6 Group Cohesiveness
■ A key moderating variable is the degree to which the group’s
attitude aligns with its goals or the goals of the organization.
■ The more cohesive the groups, the more its members will
follow its goals.
■ Highly cohesive groups are more effective than less cohesive
ones.
■ If the goals are desirable, a cohesive group is more productive
than a less cohesive group.
degree to which members are attracted to a group and
share the group’s goals.
16. +
Group Versus Individual Decision
Making
■ Criteria of Effectiveness Groups Individuals
■ Accuracy ✔
■ Speed ✔
■ Creativity ✔
■ Degree of acceptance ✔
■ Efficiency ✔
17. +
4. Group Tasks
■ Simple tasks are routine and standardized.
■ Complex tasks tend to be novel or non-routine.
■ The more complex the task is, the more a group
benefits from group discussions about alternative
work methods.
Tasks are either simple or complex
18. +
Difference Between Groups and Teams
■ Groups: interact primarily to share information and to make
decisions to help each member do his or her job more
efficiently and effectively in their day to day job.
■ Teams: Work intensely on a specific, common goal using their
positive synergy, individual and mutual accountability, and
complementary skills