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Groups The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective. Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning. For this Discussion, you focus on strategies for facilitating the group process. To prepare: Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.12 on page 464 of the course text. Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform. Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”? Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole? In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward? Post - (1) a description of a group with which you have been or are currently involved. (2) Assess where the group is in terms of the four stages of group formation. (3) If you are reflecting on a past experience, explain if your group moved through all four stages. (4) Describe the task or group-building role you typically play, or played, in this group. Then, (5) explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group . REQUIRED RESOURCES Readings Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 19 “Organizational, Interpersonal, and Group Communication” Chapter 19 covers many aspects of the communication process, including group communication. As you read.
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GroupsThe dynamic and increasingly complex world of health care of.docx
Groups
The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective.
Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.
For this Discussion, you focus on strategies for facilitating the group process.
To prepare:
·
Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.12 on page 464 of the course text.
·
Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.
·
Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?
·
Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?
·
In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?
1.
A description of a group with which you have been or are currently involved.
2.
Assess where the group is in terms of the four stages of group formation.
3.
If you are reflecting on a past experience, explain if your group moved through all four stages.
4.
Describe the task or group-building role you typically play, or played, in this group.
5.
Explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.
6.
Summary with Conclusion.
REMINDERS:
1)
2-3 pages (addressing the 6 questions above excluding the title page and reference page).
2)
Kindly follow APA format for the citation and references! References should be between the period of 2011 and 2016. Please utilize the references at least three below as much as possible and the rest from yours.
3)
Make headings for each question.
RES.
The dynamic and increasingly complex world of health care often requ.docx
The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective.
Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.
For this Discussion, you focus on strategies for facilitating the group process.
To prepare:
Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.12 on page 464 of the course text.
Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.
Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?
Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?
In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?
By Day 3
Post
a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.
Required Readings
Marquis, B. L., & Huston, C. J. (2015).
Leadership roles and management functions in nursing: Theory and application
(8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Chapter 19 “Organizational, Interpersonal, and Group Communication”
Chapter 19 covers many aspects of the communication process, including group communication. As you read this chapter, focus on the stages of group de.
Case Study Improving Responses to Medical Errors With Organizatio.docx
Case Study: Improving Responses to Medical Errors With Organizational Behavior Management
A 146-bed general acute care community hospital in southwest Virginia conducted an assessment of patient safety needs and thevarious organizational behavioral management techniques used by hospital managers in response to the nine most frequentlyreported patient safety events. The most frequently reported category of patient safety events (errors) was procedure/treatmentvariance, and the least effective management responses were to witnessed falls. The organizational behavioral managementintervention therefore selected managers’ follow-up responses to procedure/treatment variance and witnessed falls as targets.
Managers first received the results of the needs assessment, then were instructed to (a) respond to the two targeted event types withcorrective-action communication combined with individual and group behavior-based feedback and (b) use positive recognition tosupport behavior that prevented harm, including reporting events. For the 3-month intervention period, researchers Cunninghamand Geller (2011) reviewed 361 patient safety event follow-up descriptions, with a total of 527 interventions that achieved thefollowing results:
1. Reports of targeted event types increased in the first month of intervention, then decreased in subsequent months, indicatingthat the intervention increased employees’ sensitivity to the need to report close calls and learn from them.
2. The two targeted events displayed opposite trends in impact scores associated with managers’ follow-up actions during theintervention phase. The impact scores for follow-up behaviors for procedure/treatment variance increased sharply in the firstmonth, then gradually declined in the next 2 months. In contrast, impact scores for follow-up behaviors for witnessed fallsincreased slightly in month one, then sharply in subsequent months.
3. Managers significantly increased use of individual and group feedback during the intervention phase and decreased use of nointervention, a significant improvement in the management of patient safety errors. Especially significant was the increased useof group feedback.
4. Participating managers and health care workers expressed positive perceptions of the intervention techniques used and relatedoutcomes. Managers received summaries of the monthly events and intervention follow-up reports at monthly managers’meetings and were encouraged to share them with their employees. Intervention perception survey results found that bothmanagers and workers perceived an increase in managers delivering praise for behaviors to prevent harm than deliveringreprimands for errors.
This study demonstrates the benefits of applying an evidence-based intervention strategy by teaching health care managers to (a)communicate more effectively in follow-up responses to patient safety events, (b) more carefully document their follow-up actions tolearn what intervention behaviors do most t.
4 Organizational Behavior—MacroLearning ObjectivesAft.docx
This document discusses organizational behavior at the group level. It begins by defining groups and teams, and explaining that executive teams are like baseball teams where members work individually and collaboratively in different configurations. It then covers group dynamics theory, including roles that group members take on like task facilitation and relationship building. The document also discusses group process models, including Tuckman's stages of forming, storming, norming, and performing, and how effective management can employ strategies aligned with the developmental stages.
APA format 4 references 2 from Walden university library Need a resp.docx
APA format 4 references 2 from Walden university library Need a response for below discussion 1 and half pages Due Friday September 29,2017 at 1800,
Will pay 10 dollars
Groups
Teamwork is crucial to the advancement of an organization, the collaboration and joint effort of every individual within the organization can significantly improve the overall outcomes of the organization. The formation of groups can help reduce the stress and distribute the workload within a healthcare organization to help certain individuals function as a group and focus on certain assignments to effectively deliver a high quality healthcare to the population. Effective communication and great team player skills are significantly important when considering the formation of a group, the leader of the group must understand the dynamics and be an effective communicator and understand what it takes to facilitate the group members (Marquis and Huston, 2015).
Four Stages of Group
The first stage is called the Forming stage, at this level the group rules are set and explained, interpersonal relationships are formed, and the culture of the group is established. The second stage to group formation is the Storming stage, at this level ideas are exchanged and members can agree and disagree effectively and collaborate together to achieve a set goal. The third stage is the Norming stage, at this stage, individual strength and weakness are recognized and appreciated, teamwork is a lot more evident at this level, the authority of the leader is recognized and improvements and adjustments will be made at this stage to the group dynamic (mindtools.com, 2012). The fourth and last stage of group formation is the Performing stage, at this stage all the effort and collaboration of the group becomes evident as the goal is met and work is accomplished. The team members are now comfortable with their duties and can independently work to contribute to the group as a whole (Marquis and Huston, 2015).
Group Description
In an attempt to reduce 30 day readmission in the heart failure population, we serve within my organization, we developed a clinical excellence team to address the issue and find a way to correct the situation. The team developed a program called the heart failure program which was initially tested in one care center and then finally introduced to the entire organization. Individuals from separate care centers were selected as team members, all who had prior leadership role within their department, therefore there was a little challenge to conclusively appoint a group leader due to the strong leadership personalities of every member. Once we got past this hurdle the group communication was effective and the set goal was achieved. Respect and exceptional communicating skills was one area that I can attest to that really propelled the excellent outcome of the group through all the stages. Currently the group is at its performing stage, the program is now introduced.
2 questions.docx
This document provides an overview of a unit on building high-performance teams. It discusses the four determinants of team performance known as the "four Cs": context, composition, coordination, and change. Context refers to how the organization's culture, structure, and systems support teamwork. Composition examines the skills and experiences of team members. Coordination focuses on how well members communicate and make decisions together. Change considers a team's ability to adapt over time. The document emphasizes understanding these factors when designing teams and resolving conflicts that could hinder performance.
2 questions.docx
This document provides an overview of a unit on building high-performance teams. It discusses the four determinants of team performance known as the "four Cs": context, composition, coordination, and change. Context refers to how the organization's culture, structure, and systems support teamwork. Composition examines the skills and experiences of team members. Coordination focuses on how well members communicate and make decisions together. Change considers a team's ability to adapt over time. The document emphasizes understanding these factors when designing teams and resolving conflicts that could hinder performance.
Respond to 4 postings listed below, with at least in one or mor
Respond to
4 postings listed below
, with at least in one or more of the following ways:
• Ask a probing question, substantiated with additional background information, evidence or research.
• Share an insight from having read the postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from your own research
• Validate an idea with your own experience and additional research.
• Make suggestions based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on postings by providing additional insights or contrasting perspectives based on readings and evidence.
Posts should be at least 200 words
and require
some information from the text, academically reviewed paper, some significant commentary that requires knowledge of the subject matter, a web link to an article or other source
.
POST 1:
Networking: A key to successful Teamwork
A. Consider the different teams presented in your reading assignment. How do these teams manage their team boundaries? What are the trade-offs between internal cohesion and external ties within each type of team? support your discussion with at least two external sources.
Teams are of different types such as Virtual teams, Problem-solving teams, cross-functional teams, self- managed teams but every team has to maintain their own boundaries to function up to the mark.
What are boundaries
Boundaries are the limitations, plans which meant for reducing distraction from outside sources and to increase the teams focus on their roles and responsibilities. They could be simple rules which are a part of the teams’ principles.
How to set boundaries
· Members need to work individually along with their team leader. Everyone of them need to understand as to what make them deviate from their works. Make a list of the important activities relating to their group project for which the team is formed and make a schedule by prioritizing their work according to their importance.
· This will help them to have an understanding of how to manage their work. Set short term and long-term goals so as to be responsible for completing the tasks.
· Remember that the boundaries can be breached. It is not possible that they will stay in place forever, sometimes the members may knowingly or unknowingly cross their boundaries.
· The team has to communicate with the other teams or members as to what extent they have set the boundaries. It will help them to have necessary support from others and they will be less disturbing to them (Guanfeng, & Zhiyang, 2011).
Internal cohesion and External ties
Internal cohesion has a positive relationship with the external ties. The level of internal cohesion defines the level of support and cooperation the members have with each other. If the cohesion is more it will not affect the members to outsource other expertise and necessary resources. B ...
Recommended
GroupsThe dynamic and increasingly complex world of health care of.docx
Groups
The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective.
Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.
For this Discussion, you focus on strategies for facilitating the group process.
To prepare:
·
Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.12 on page 464 of the course text.
·
Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.
·
Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?
·
Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?
·
In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?
1.
A description of a group with which you have been or are currently involved.
2.
Assess where the group is in terms of the four stages of group formation.
3.
If you are reflecting on a past experience, explain if your group moved through all four stages.
4.
Describe the task or group-building role you typically play, or played, in this group.
5.
Explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.
6.
Summary with Conclusion.
REMINDERS:
1)
2-3 pages (addressing the 6 questions above excluding the title page and reference page).
2)
Kindly follow APA format for the citation and references! References should be between the period of 2011 and 2016. Please utilize the references at least three below as much as possible and the rest from yours.
3)
Make headings for each question.
RES.
The dynamic and increasingly complex world of health care often requ.docx
The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective.
Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.
For this Discussion, you focus on strategies for facilitating the group process.
To prepare:
Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.12 on page 464 of the course text.
Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.
Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?
Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?
In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?
By Day 3
Post
a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.
Required Readings
Marquis, B. L., & Huston, C. J. (2015).
Leadership roles and management functions in nursing: Theory and application
(8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Chapter 19 “Organizational, Interpersonal, and Group Communication”
Chapter 19 covers many aspects of the communication process, including group communication. As you read this chapter, focus on the stages of group de.
Case Study Improving Responses to Medical Errors With Organizatio.docx
Case Study: Improving Responses to Medical Errors With Organizational Behavior Management
A 146-bed general acute care community hospital in southwest Virginia conducted an assessment of patient safety needs and thevarious organizational behavioral management techniques used by hospital managers in response to the nine most frequentlyreported patient safety events. The most frequently reported category of patient safety events (errors) was procedure/treatmentvariance, and the least effective management responses were to witnessed falls. The organizational behavioral managementintervention therefore selected managers’ follow-up responses to procedure/treatment variance and witnessed falls as targets.
Managers first received the results of the needs assessment, then were instructed to (a) respond to the two targeted event types withcorrective-action communication combined with individual and group behavior-based feedback and (b) use positive recognition tosupport behavior that prevented harm, including reporting events. For the 3-month intervention period, researchers Cunninghamand Geller (2011) reviewed 361 patient safety event follow-up descriptions, with a total of 527 interventions that achieved thefollowing results:
1. Reports of targeted event types increased in the first month of intervention, then decreased in subsequent months, indicatingthat the intervention increased employees’ sensitivity to the need to report close calls and learn from them.
2. The two targeted events displayed opposite trends in impact scores associated with managers’ follow-up actions during theintervention phase. The impact scores for follow-up behaviors for procedure/treatment variance increased sharply in the firstmonth, then gradually declined in the next 2 months. In contrast, impact scores for follow-up behaviors for witnessed fallsincreased slightly in month one, then sharply in subsequent months.
3. Managers significantly increased use of individual and group feedback during the intervention phase and decreased use of nointervention, a significant improvement in the management of patient safety errors. Especially significant was the increased useof group feedback.
4. Participating managers and health care workers expressed positive perceptions of the intervention techniques used and relatedoutcomes. Managers received summaries of the monthly events and intervention follow-up reports at monthly managers’meetings and were encouraged to share them with their employees. Intervention perception survey results found that bothmanagers and workers perceived an increase in managers delivering praise for behaviors to prevent harm than deliveringreprimands for errors.
This study demonstrates the benefits of applying an evidence-based intervention strategy by teaching health care managers to (a)communicate more effectively in follow-up responses to patient safety events, (b) more carefully document their follow-up actions tolearn what intervention behaviors do most t.
4 Organizational Behavior—MacroLearning ObjectivesAft.docx
This document discusses organizational behavior at the group level. It begins by defining groups and teams, and explaining that executive teams are like baseball teams where members work individually and collaboratively in different configurations. It then covers group dynamics theory, including roles that group members take on like task facilitation and relationship building. The document also discusses group process models, including Tuckman's stages of forming, storming, norming, and performing, and how effective management can employ strategies aligned with the developmental stages.
APA format 4 references 2 from Walden university library Need a resp.docx
APA format 4 references 2 from Walden university library Need a response for below discussion 1 and half pages Due Friday September 29,2017 at 1800,
Will pay 10 dollars
Groups
Teamwork is crucial to the advancement of an organization, the collaboration and joint effort of every individual within the organization can significantly improve the overall outcomes of the organization. The formation of groups can help reduce the stress and distribute the workload within a healthcare organization to help certain individuals function as a group and focus on certain assignments to effectively deliver a high quality healthcare to the population. Effective communication and great team player skills are significantly important when considering the formation of a group, the leader of the group must understand the dynamics and be an effective communicator and understand what it takes to facilitate the group members (Marquis and Huston, 2015).
Four Stages of Group
The first stage is called the Forming stage, at this level the group rules are set and explained, interpersonal relationships are formed, and the culture of the group is established. The second stage to group formation is the Storming stage, at this level ideas are exchanged and members can agree and disagree effectively and collaborate together to achieve a set goal. The third stage is the Norming stage, at this stage, individual strength and weakness are recognized and appreciated, teamwork is a lot more evident at this level, the authority of the leader is recognized and improvements and adjustments will be made at this stage to the group dynamic (mindtools.com, 2012). The fourth and last stage of group formation is the Performing stage, at this stage all the effort and collaboration of the group becomes evident as the goal is met and work is accomplished. The team members are now comfortable with their duties and can independently work to contribute to the group as a whole (Marquis and Huston, 2015).
Group Description
In an attempt to reduce 30 day readmission in the heart failure population, we serve within my organization, we developed a clinical excellence team to address the issue and find a way to correct the situation. The team developed a program called the heart failure program which was initially tested in one care center and then finally introduced to the entire organization. Individuals from separate care centers were selected as team members, all who had prior leadership role within their department, therefore there was a little challenge to conclusively appoint a group leader due to the strong leadership personalities of every member. Once we got past this hurdle the group communication was effective and the set goal was achieved. Respect and exceptional communicating skills was one area that I can attest to that really propelled the excellent outcome of the group through all the stages. Currently the group is at its performing stage, the program is now introduced.
2 questions.docx
This document provides an overview of a unit on building high-performance teams. It discusses the four determinants of team performance known as the "four Cs": context, composition, coordination, and change. Context refers to how the organization's culture, structure, and systems support teamwork. Composition examines the skills and experiences of team members. Coordination focuses on how well members communicate and make decisions together. Change considers a team's ability to adapt over time. The document emphasizes understanding these factors when designing teams and resolving conflicts that could hinder performance.
2 questions.docx
This document provides an overview of a unit on building high-performance teams. It discusses the four determinants of team performance known as the "four Cs": context, composition, coordination, and change. Context refers to how the organization's culture, structure, and systems support teamwork. Composition examines the skills and experiences of team members. Coordination focuses on how well members communicate and make decisions together. Change considers a team's ability to adapt over time. The document emphasizes understanding these factors when designing teams and resolving conflicts that could hinder performance.
Respond to 4 postings listed below, with at least in one or mor
Respond to
4 postings listed below
, with at least in one or more of the following ways:
• Ask a probing question, substantiated with additional background information, evidence or research.
• Share an insight from having read the postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from your own research
• Validate an idea with your own experience and additional research.
• Make suggestions based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on postings by providing additional insights or contrasting perspectives based on readings and evidence.
Posts should be at least 200 words
and require
some information from the text, academically reviewed paper, some significant commentary that requires knowledge of the subject matter, a web link to an article or other source
.
POST 1:
Networking: A key to successful Teamwork
A. Consider the different teams presented in your reading assignment. How do these teams manage their team boundaries? What are the trade-offs between internal cohesion and external ties within each type of team? support your discussion with at least two external sources.
Teams are of different types such as Virtual teams, Problem-solving teams, cross-functional teams, self- managed teams but every team has to maintain their own boundaries to function up to the mark.
What are boundaries
Boundaries are the limitations, plans which meant for reducing distraction from outside sources and to increase the teams focus on their roles and responsibilities. They could be simple rules which are a part of the teams’ principles.
How to set boundaries
· Members need to work individually along with their team leader. Everyone of them need to understand as to what make them deviate from their works. Make a list of the important activities relating to their group project for which the team is formed and make a schedule by prioritizing their work according to their importance.
· This will help them to have an understanding of how to manage their work. Set short term and long-term goals so as to be responsible for completing the tasks.
· Remember that the boundaries can be breached. It is not possible that they will stay in place forever, sometimes the members may knowingly or unknowingly cross their boundaries.
· The team has to communicate with the other teams or members as to what extent they have set the boundaries. It will help them to have necessary support from others and they will be less disturbing to them (Guanfeng, & Zhiyang, 2011).
Internal cohesion and External ties
Internal cohesion has a positive relationship with the external ties. The level of internal cohesion defines the level of support and cooperation the members have with each other. If the cohesion is more it will not affect the members to outsource other expertise and necessary resources. B ...
Teamwork
This document discusses key concepts related to groups and teams in organizational behavior. It defines the differences between groups and teams, noting that teams are formed for a limited time to work interdependently on tasks that generate synergy. Various types of teams are described, including problem-solving, self-managed, cross-functional, and virtual teams. Important factors for effective team formation and performance are also outlined, such as leadership, task clarity, roles, size, diversity, and trust-building. Specific challenges that can impact teams like social loafing, groupthink, and communication barriers are explained. Additional concepts covered include shared mental models, team learning, and collective efficacy.
Team Work Essay
The document discusses a team project to design and build a drone. It provides details on the key components of the drone, including the flight controller, frames, motors, and power management system. It then outlines the technical specifications for the project, addressing aspects like flight controller programming, voltage/current requirements, estimated cost and timeline. Several design metrics for evaluating the project are also introduced, such as overall equipment effectiveness, on-time shipments, product compliance, and cost of quality.
apa format 1 and half pages 4 references 2 from Walden university Li.docx
apa format 1 and half pages 4 references 2 from Walden university Library
I am willing to pay 10 dollars for assignment
The Group Process
The best team players connect their teammates with one another and spread ideas around. They are exploratory, seeking ideas from outside the group but not at the expense of group engagement. Communication is the single most important thing to measure when assessing the effectiveness of a group, we can begin to refine the data and processes to create more sophisticated measurements, dig deeper into the analysis, and develop new tools that sharpen our view of team members and team types.
Stages of How a Group Forms
The first stage is named the forming stage where team members are positive and polite to each other. The appear anxious and they really have no idea what they are asked to do. Some of the members of the group are excited about what lies ahead and the work they will accomplish. This stage can last for a long time because the group members are just getting to know each other. The second stage is the storming stage where the members start to push the boundries of the group and where conflict may appear and this is where the team may fail. The leader of the group needs to step in to resolve the conflict for the group to survive. Third, is norming where the team or group moves into resolving their differences and make a strong commitment to the group. Fourth, is the performing stage where the work of the team leads to the achievement of the goal (mindtools, 2012).
Current Group
The group that I am currently a member of is the assistant manager group. Every month our Director has a meeting with all of the assistant nurse managers of the units she oversees. At this meeting, items are discussed that not necessarily pertains to each of us but does tell what is happening in the hospital. New policies, patient complaints, regulatory items, and general knowledge issues. She is the leader in this group, she communicates with patients, colleagues, and subordinates. As Marquis & Huston (2015) explain, communication is perhaps the most important aspect of leadership.
As a member of this group we have had issues that we must find solutions. One of these issues is the change in workflow for the admission of the newborn together with the mother on the unit. The AWHONN guidelines do not want the infant separated from the mother. The workflow is a difficult process to convey to the staff. There is a push-back from the staff and our group needs to address this issue. We have completed the first stage (forming) because all of the members have known each other for 12 years. The second stage has progressed also because we are comfortable with interacting with each other because of the length of time we have been .
Pgtm Training For Conference
Based upon the 2008 book by Conyne, Crowell & Newmeyer, called Group Techniques: How to Use Them More Purposefully, the presentation introduces the PGTM model (Purposeful Group Techniques Model) for selecting group interventions. Group leaders are challenged to know just how to deal with each situation until they gain experience and a lot of practice! This model helps group leaders to decide what to do, and the book includes a large number of actual techniques collected in the appendix for ease of use.
Test prep _groups-1
Group work involves helping or accomplishing tasks in a group setting. It aims to help group members reach personal, interpersonal, or task-related goals. Effective group work requires leaders to apply group theory and dynamics to specific situations. Leaders must be well-trained and competent to guide groups through typical stages of formation, control/transition, work/action, and termination/completion. Key therapeutic factors that can promote change include instillation of hope, universality, imparting information, altruism, and interpersonal learning.
Explain strategies for effective interprofessional teamwork and collaboration...
This 4-page report addresses the challenges of working in a multigenerational nursing team environment and provides strategies to improve it. It describes the characteristics of the four generations in nursing - Veterans, Baby Boomers, Gen Xers, and Millennials in terms of work attitudes, communication styles, and technology comfort. It identifies skills each generation brings and causes of conflicts between generations. The report recommends strategies for team leaders to build cohesiveness through communication, expectation management, motivation, and respect. It explains the benefits of a multigenerational team for the organization, team members, and patients.
GREAT Day Presentation
The document summarizes research on the effects of narcissism on team dynamics. It finds that while narcissists can sometimes be effective leaders and motivated for success, they may also cause tensions through self-inflation and a self-serving bias. It recommends that managers acknowledge narcissists' contributions publicly, provide opportunities for self-enhancement to motivate them, and consider building teams with just one narcissistic member to avoid conflicts. Firms in turbulent markets are also advised to use an ego-centric network structure for teams.
Dr. Obumneke Amadi-Onuoha Scripts- 2
The document describes a team at the Centre for the Study of AIDS (CSA) in Pretoria. The CSA engages in transdisciplinary research to address health disparities, maintaining partnerships with communities. Behaviors that support collaboration include trust, shared vision, respect, mentorship, giving/receiving feedback, self-reflection, and shared language/goals. Lack of these behaviors could hinder the team's ability to achieve their scientific goals through issues like methodological biases and difficulty agreeing on objectives.
2Team changeINTRODUCTIONThis chapter will look at .docx
2
Team change
INTRODUCTION
This chapter will look at teams, team development and change from
a number of perspectives and will be asking a number of pertinent
questions:
• What is a group and when is it a team?
• Why do you need teams?
• What types of organizational teams are there?
• How do you improve team effectiveness?
• What does team change look like?
• What are the leadership issues in team change?
• How do individuals affect team dynamics?
• How well do teams initiate and adapt to organizational change?
The chapter aims to enhance understanding of the nature of teams and
how they develop, identify how teams perform in change situations,
and develop strategies for managing teams through change and change
through teams.
60
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 9/13/2016 2:23 PM via AMERICAN PUBLIC UNIV
SYSTEM
AN: 958433 ; Cameron, Esther, Green, Mike.; Making Sense of Change Management : A Complete Guide to the
Models, Tools and Techniques of Organizational Change
Account: s7348467
_______________________________________________________________ Team change
61
We open with a discussion around what constitutes a group and what
constitutes a team. We will also look at the phenomena of different types
of teams: for example, virtual teams, self-organizing teams and project
teams.
Models of team functioning, change and development will be explored.
We look at the various components of teamworking, and at how teams
develop and how different types of people combine to make a really
effective (or not) team.
We take as our basic model Tuckman’s (1965) model of team develop-
ment to illustrate how teams change over time. This is the forming,
storming, norming and performing model. But we will add to it by dif-
ferentiating between the task aspects of team development and the
people aspects of team development.
Finally we look at the way in which teams can impact or react to organ-
izational change.
WHAT IS A GROUP AND WHEN IS IT A TEAM?
There has been much academic discussion as to what constitutes a team
and what constitutes a group. In much of the literature the two terms are
used indistinguishably. Yet there are crucial differences, and anyone
working in an organization instinctively knows when he or she is in a
team and when he or she is in a group. We will attempt to clarify the
essential similarities and differences. This is important when looking at
change because teams and groups experience change in different ways.
Schein and Bennis (1965) suggest that a group is ‘any number of people
who interact with each other, are psychologically aware of each other,
and who perceive them ...
6.hafiz muhammad -43-53
The International Institute for Science, Technology and Education (IISTE) , International Journals Call for papaers: http://www.iiste.org/Journals
Organization Health Care Inc.Employees 15-20 thousand worldw.docx
This document provides guidelines for an organizational development change proposal (OCP) paper assignment. It instructs students to select an issue within their organization, analyze it through the lenses of Bolman and Deal's four frames (structural, human resources, political, symbolic), and develop recommendations and an intervention design using one assumption from each frame. It also notes key elements to address such as potential resistance to change and next steps. The format should be 1-2 pages single spaced with pseudonyms to ensure confidentiality.
Group Process Group Project Goals.docx
The strategy implemented was to coach team members on behavioral improvement, communication, and thinking abilities to generate better ideas and effectively complete the group project. This strategy aimed to set clear expectations and goals to maximize each member's contributions. The process of implementing this strategy found it increased mutual respect and effective communication within the group. It empowered the group by invoking everyone's creativity and supporting the group to work collectively towards completing the project goals.
8606 Unit 2 CECE.pptx
Group dynamics refers to the interactions within groups and the psychological forces between members. It involves how groups form, develop over time through various stages, and function through different roles and norms. Understanding group dynamics is important for recognizing how to best organize, lead, and promote groups. Key aspects include group structure and size, the development process, functions like tasks, maintenance, and self-interest behaviors, and the influence of norms.
Building+team
The document provides guidance on team building. It defines what a team is and discusses when to use teams. It outlines factors to consider when selecting team members such as team size, composition, selection criteria, and recruitment process. It describes the typical phases a team goes through in its development. It discusses how to begin team building, the responsibilities of team leaders, norms for effective teamwork, and how to create a team charter. It also provides recommendations for sustaining team effectiveness and avoiding reasons why teams may fail.
Hai,this is Anusha. am looking for a help with my research.docx
Hai,
this is Anusha. am looking for a help with my research papers. subject is homeland security and contemporary issues and the topics are
1.Border security is key to immigration reform??
2.walls won't keep us safe
may i get it done by Thursday evening. and also lemme know the amount for both the papers. am also attaching the paper rubric here
thank you.
.
Guys I need your help with my international law class, Its a course.docx
Guys I need your help with my international law class, It's a course on International Law but it's not in essence a law course but part of the concentration I'm in, which is International Relations (in the School of Humanities and Social Sciences) my essay question is the following:
Are the jurisdictions of states absolute and unlimited?
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hare some memories of encounters with people who had very different .docx
hare some memories of encounters with people who had very different expectations of their children compared to your own (it doesn't matter if you have children or not, just think about what you would have expected in their place). We tend to think of these situations in terms of good parents and bad parents, but speculate about the possible role of culture. Are there ways to avoid problems when parents with different cultural standards mix?
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Hacker or Supporter
Answer ONE of the following questions:
Question A
In a 2-4 page paper, critique the case of Julian Assange, who created the Web site Wikileaks. Is Assange a glorified hacker and threat to national and international security or is he a supporter for human rights and freedom of speech?
.
HA415 Unit 6Discussion TopicHealthcare systems are huge, compl.docx
This document discusses factors that impact healthcare systems such as technology, costs, and policies. Healthcare systems are large and complex, responding to economic, social, and historical changes. The availability of technology significantly affects medical costs and care access. Local, state and national leaders influence these systems through policies.
HA410 Unit 7 AssignmentUnit outcomes addressed in this Assignment.docx
HA410 Unit 7 Assignment
Unit outcomes addressed in this Assignment:
● Identify significant standards for healthcare documentation.
● Understand important factors involved in regulations pertaining to paper and electronic health records.
Course outcomes addressed in this Assignment:
HS410-4: Compare standards and regulations for healthcare documentation.
Instructions:
Your boss is the Director of Medical Records at a large academic medical center. He is finding it difficult to monitor the ongoing legislative and policy changes related to Health Information Management. He has asked that you do the following:
1) Visit the AHIMA website (www.ahima,org) and visit the “Advocacy and Public Policy” tab.
2) From there, visit both the “Legislation” and “News and Alerts” menu options.
3) Prepare two pages report highlighting the two most important items your boss should be aware of.
4) Recommend a course of action for each.
Paper should be 600- 800 words length, strictly on topic, informative, and original with 2-3 scholar referencess. No repeatation of words. Please use and read the attached document and follow all the instructions and use the grading rubrics below to do this assignment.
NO PHARGIARIAM!!
Unit 7 Assignment Grading Rubrics:
Instructors: to complete the rubric, please enter the points the student earned in the green cells of column E. Then determine point deductions for writing, late policy, etc in the red cells to calculate the final grade.
Assignment Requirements
Points possible
Points earned by student
Student understands issues related to health information management.
0-40
Student can assess policy and news items impact health information management.
0-40
Student can make well supported recommendations to address current legislative and policy issues in health information management.
0-40
Student prepares a well-crafted report in APA format using the AHIMA website and other sources, as needed.
0-30
Total (Sum of all points)
150
0
*Writing Deductions (Maximum 30% from points earned):
Grammar/Punctuation/Spelling:
30%
Order of Ideas/Length requirement (if applicable):
30%
Format
10%
*Source citations
30%
Late Submission Deduction: (refer to Syllabus for late policy)
Adjusted total points
0
*If sources are not cited and work is plagiarized, grade is an automatic zero and further action may take place in accordance with the Academic Integrity Policy as described in the university catalog.
Final Percentage
0%
Feedback:
.
hacer oír salir suponer traer ver 1. para la clase a la.docx
hacer oír salir
suponer traer ver
1.
para la clase a las dos.
2.
Los fines de semana mi computadora a casa.
3.
que me gusta trabajar los sábados por la mañana.
4.
Por las mañanas, música en la radio.
5.
Cuando tengo hambre, un sándwich.
6.
Para descansar, películas en la televisión.
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H07 Medical Coding IDirections Be sure to make an electronic c.docx
H07 Medical Coding I
Directions
: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be two (2) to four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
Lesson 1, 2, 3, and 4 of this course has covered a wide variety of topics. Thus far, you have learned a great deal of information on health insurance, medical contracts, HIPAA, physician and hospital medical billing, and Medicare and Medicaid.
For this writing assignment, please explain why the following course objectives are important for medical billers and coder to understand:
1.
Understand the history and impact of health insurance on health care reimbursement process and recognize various types of health insurance coverage.
2.
Identify the key elements of a managed care contract and identify the role HIPAA plays in the health care industry.
3.
Recognize and explain the different components of physician and hospital billing and differentiate between the two types of services.
4.
Explain the difference between Medicare and Medicaid billing.
Please include at least 3 scholarly articles within your response. Overall response will be formatted according to APA style and the total assignment should be between 2-4 pages not including title page and reference page.
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The group that I am currently a member of is the assistant manager group. Every month our Director has a meeting with all of the assistant nurse managers of the units she oversees. At this meeting, items are discussed that not necessarily pertains to each of us but does tell what is happening in the hospital. New policies, patient complaints, regulatory items, and general knowledge issues. She is the leader in this group, she communicates with patients, colleagues, and subordinates. As Marquis & Huston (2015) explain, communication is perhaps the most important aspect of leadership.
As a member of this group we have had issues that we must find solutions. One of these issues is the change in workflow for the admission of the newborn together with the mother on the unit. The AWHONN guidelines do not want the infant separated from the mother. The workflow is a difficult process to convey to the staff. There is a push-back from the staff and our group needs to address this issue. We have completed the first stage (forming) because all of the members have known each other for 12 years. The second stage has progressed also because we are comfortable with interacting with each other because of the length of time we have been .
Pgtm Training For Conference
Based upon the 2008 book by Conyne, Crowell & Newmeyer, called Group Techniques: How to Use Them More Purposefully, the presentation introduces the PGTM model (Purposeful Group Techniques Model) for selecting group interventions. Group leaders are challenged to know just how to deal with each situation until they gain experience and a lot of practice! This model helps group leaders to decide what to do, and the book includes a large number of actual techniques collected in the appendix for ease of use.
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Group work involves helping or accomplishing tasks in a group setting. It aims to help group members reach personal, interpersonal, or task-related goals. Effective group work requires leaders to apply group theory and dynamics to specific situations. Leaders must be well-trained and competent to guide groups through typical stages of formation, control/transition, work/action, and termination/completion. Key therapeutic factors that can promote change include instillation of hope, universality, imparting information, altruism, and interpersonal learning.
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• Why do you need teams?
• What types of organizational teams are there?
• How do you improve team effectiveness?
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 9/13/2016 2:23 PM via AMERICAN PUBLIC UNIV
SYSTEM
AN: 958433 ; Cameron, Esther, Green, Mike.; Making Sense of Change Management : A Complete Guide to the
Models, Tools and Techniques of Organizational Change
Account: s7348467
_______________________________________________________________ Team change
61
We open with a discussion around what constitutes a group and what
constitutes a team. We will also look at the phenomena of different types
of teams: for example, virtual teams, self-organizing teams and project
teams.
Models of team functioning, change and development will be explored.
We look at the various components of teamworking, and at how teams
develop and how different types of people combine to make a really
effective (or not) team.
We take as our basic model Tuckman’s (1965) model of team develop-
ment to illustrate how teams change over time. This is the forming,
storming, norming and performing model. But we will add to it by dif-
ferentiating between the task aspects of team development and the
people aspects of team development.
Finally we look at the way in which teams can impact or react to organ-
izational change.
WHAT IS A GROUP AND WHEN IS IT A TEAM?
There has been much academic discussion as to what constitutes a team
and what constitutes a group. In much of the literature the two terms are
used indistinguishably. Yet there are crucial differences, and anyone
working in an organization instinctively knows when he or she is in a
team and when he or she is in a group. We will attempt to clarify the
essential similarities and differences. This is important when looking at
change because teams and groups experience change in different ways.
Schein and Bennis (1965) suggest that a group is ‘any number of people
who interact with each other, are psychologically aware of each other,
and who perceive them ...
6.hafiz muhammad -43-53
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Course outcomes addressed in this Assignment:
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Your boss is the Director of Medical Records at a large academic medical center. He is finding it difficult to monitor the ongoing legislative and policy changes related to Health Information Management. He has asked that you do the following:
1) Visit the AHIMA website (www.ahima,org) and visit the “Advocacy and Public Policy” tab.
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3) Prepare two pages report highlighting the two most important items your boss should be aware of.
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Instructors: to complete the rubric, please enter the points the student earned in the green cells of column E. Then determine point deductions for writing, late policy, etc in the red cells to calculate the final grade.
Assignment Requirements
Points possible
Points earned by student
Student understands issues related to health information management.
0-40
Student can assess policy and news items impact health information management.
0-40
Student can make well supported recommendations to address current legislative and policy issues in health information management.
0-40
Student prepares a well-crafted report in APA format using the AHIMA website and other sources, as needed.
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Final Percentage
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Feedback:
.
hacer oír salir suponer traer ver 1. para la clase a la.docx
hacer oír salir
suponer traer ver
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para la clase a las dos.
2.
Los fines de semana mi computadora a casa.
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que me gusta trabajar los sábados por la mañana.
4.
Por las mañanas, música en la radio.
5.
Cuando tengo hambre, un sándwich.
6.
Para descansar, películas en la televisión.
.
H07 Medical Coding IDirections Be sure to make an electronic c.docx
H07 Medical Coding I
Directions
: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be two (2) to four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
Lesson 1, 2, 3, and 4 of this course has covered a wide variety of topics. Thus far, you have learned a great deal of information on health insurance, medical contracts, HIPAA, physician and hospital medical billing, and Medicare and Medicaid.
For this writing assignment, please explain why the following course objectives are important for medical billers and coder to understand:
1.
Understand the history and impact of health insurance on health care reimbursement process and recognize various types of health insurance coverage.
2.
Identify the key elements of a managed care contract and identify the role HIPAA plays in the health care industry.
3.
Recognize and explain the different components of physician and hospital billing and differentiate between the two types of services.
4.
Explain the difference between Medicare and Medicaid billing.
Please include at least 3 scholarly articles within your response. Overall response will be formatted according to APA style and the total assignment should be between 2-4 pages not including title page and reference page.
.
Guidelines1.Paper consisting of 2,000-2,250 words; however,.docx
Guidelines:
1.
Paper consisting of 2,000-2,250 words; however, the reference page isn’t included as any part of the word count.
2.
Provide a thesis and/or main claim that is clear and comprehensive. This is the essence of the paper.
3.
APA formatting: in-text citations, headings, correct sentence structure, paragraph transition.
4.
Please apply the attached (4) readings to this homework.
5.
Address the following in the paper:
a.
Briefly describe the company
REI
using the Baldrige Performance Excellence framework.
b.
Using the Baldrige framework, outline
REI
organization's leadership structure and practices (
innovation, communication, and diversity
) chosen to study.
c.
Describe the evidence you find to identify that organization's leadership style (
servant and authentic
) by using specific references from the research literature to support your description.
d.
As a researcher of organizational leadership, how does the Baldrige framework help assess organizational leadership?
e.
Identify any
gaps
in assessment the framework does not address, and describe them with references from other sources.
.
Guidelines12-point fontCambria fontSingle space50 words ma.docx
Guidelines
12-point font
Cambria font
Single space
50 words maximum per section summarized (Be concise. I would prefer less than 50 words)
Sections to summarize-
(50 words summary for each topic )
Genetics Versus Epigenetics
Defining Epigenetics
DNA methylation
RNAi and RNA-directed Gene Silencing
From Unicellular to Multicellular Systems
.
HA425 Unit 2 discussion- Organizational Behavior and Management in H.docx
HA425 Unit 2 discussion- Organizational Behavior and Management in Health Care - Discussion
Discussion Topics
1.
Discuss the role and importance of organizational culture in promoting organizational change, organizational learning, and quality of healthcare.
2. Explain how teamwork is used in the CQI process and its impact on the process.
NO PHARGIARISM!!! Paper must be 500 words, strictly on topic, well detailed and original with 2-3 scholar referencsea. No repeatation.
.
GuidelinesPaper is based on one novel , Frankenstein. We ha.docx
Guidelines
Paper is based on one novel ,
Frankenstein
. We have
learned that one element crucial to horror stories is a monster. After reading the
entire novel , you will write a two- to three-page paper analyzing whether Victor Frankenstein or the
creation is the true monster in the novel.
You must pick one. Then state three
reasons/actions why he is the monster.
DO NOT:
o
Claim they are both monsters
o
Claim that neither is
o
Claim that there is no monster because Victor is hallucinating, has
a split personality, is dreaming, etc.
o
Claim that the real monster is abstract/philosophical--narcissism,
society, nature vs. nurture, etc
These are all innovative and great and may make a great essay but that's not
the assignment.
You must make a claim that Victor is the true monster
OR his creation is the true monster and support your claim.
Even though it is your interpretation of who the monster is, when you write
academic essays, you are really asserting a claim and attempting to convince
readers to agree with your stance. To do this effectively, it’s best to create a
more objective tone, pulling back on personal statements and writing in terms of
what Shelley intended and how readers in general perceive/infer the information.
In other words, avoid statements like: “I think the monster is really Victor
Frankenstein.” And use statements like: “After careful analysis of Shelley’s
characters, readers agree that Victor is the true monster of the novel.” Also, a
major pitfall to avoid: Do not claim that the monster is Victor then focus on the
creation in the body of the essay and why the creation is not the monster.
Throughout the semester, I have been posing questions on the Discussion Board
that you have been responsible for. You were then required in some weeks to
respond to a peer’s answers. The purpose of this is to cultivate interaction among
peers as you are working in such solitude when in an online environment.
However, I know that it is hard to routinely read a lot of what your peers have to
say. So this second paper is the one opportunity for you to truly HEAR several
angles of a discussion, much like in a traditional classroom, and assimilate the
opinions of your classmates.
For the essay, after you first come to your own observation about who the true
monster is then read through a handful of each of the four
Frankenstein
discussion threads (Storyline Shift, Victor Frankenstein, The Creation, and
Frankenstein Finale). Find a few posts that support your observation. You do not
need to read through all of the posts for each thread but read through enough to
help inform your selection. Throughout your essay you will need to
include at
least three quotes from two different threads (one per body
paragraph/reason).
These quotes need to support your claim. In other words, if
you claim that Victor is the monster, don’t include a quote by a peer that focuses
on the monster’s compassion. Also, be.
Guidelines1.Paper word count should be 1,000-1,250. Refer.docx
Guidelines:
1.
Paper word count should be 1,000-1,250. Reference page should not be counted in the word count.
2.
Following issues to be addressed in the paper:
a.
Discuss the conceptual differences between Transformational-Transactional Leadership and the visions of future developments in leadership Warren Bennis was predicting.
b.
Using the guidance of both leadership theorists and applied behavioral scientists, compose your basic definition of organizational leadership that is functional in organizations you know.
c.
Drawing from tenets of the Christian worldview related to organizational leadership, compare the key points of that guidance with two key elements (leadership and integrity) of organizational leadership.
d.
Support your comparisons with substantive documentation for each of the two key elements of current theories.
3.
Due date: No later than Wednesday, October 12, 2016 at noon (EST)
.
Guided Response Respond to at least two of your classmates. Ch.docx
This document discusses activities and toys appropriate for different age groups according to Piaget's theory of cognitive development. For adolescents in the formal operations stage, the document recommends hypothetical problem solving activities that allow creative solutions to issues. It suggests providing art supplies to allow diagramming solutions. For toddlers in the preoperational stage, it proposes an animal hunt with magnifying glasses and safari helmets to encourage pretend play and role playing. A doctor play set is also suggested to help process medical experiences through imagination.
Guided ResponseReview the philosophies of education that your.docx
Guided Response:
Review the philosophies of education that your classmates chose and write a minimum 150-word response to at least two of them. Comment on whether you agree or disagree with their philosophies of education and their rational for them. Suggest additional ways in which the theories they have chosen could be applied to educational environments.
By:
Melissa
I have been in the classroom for over 12 years, and every day I learn something new. Every day I encounter a new student or discover something new about a student in my class that has been there the whole year. Every encounter is different, every child is different, and not one child thinks the same or learns the same. I discovered this early on in my teaching career, but I am constantly reminded how we cannot take for granted streamlined teaching in the classroom.
Teachers are not the only ones who teach in the classroom, the students in your classroom teach each other and teach you the teacher how to explain something differently and view things differently and reach the same destination to answer the same question correctly. I believe that being an effective teacher one must get to know students on a personal level. Not by reading their folders at the beginning of the year, but by asking open ended questions, listening to how they respond and how they express themselves either verbally or written expression. Teachers need to listen to their students not just hear them and move on, but take the child as a whole and help them reach another level in their education journey.
Special education is more than just accommodations; it is accommodating children to their needs and finding what works for them. Some need verbal cues to know that they are doing well and motivate them to keep working towards success, while others need positive written expression to push them over the hump and work to accomplish their goals. Most children with learning disabilities suffer from low self esteem and act up or become the class clown are constantly in trouble. They become the trouble makers or the ones always in trouble for not completing homework assignments, and because teachers only see this on the surface they push them off to one side of the classroom. What most general education teachers don’t see is how much they are asking for help.
Education should be used to empower every student and every teacher. Being an educator is more than just teaching to a test, it is planting the seed of enjoying the love for learning. We need to remember that we are educating our future.
By:
Katrina
Children learn best in an environment where they feel safe, especially younger children in an early childhood program. For toddlers the progressivism philosophy is one that works best. Toddlers cannot sit still for long periods of time and they need things that are developmentally appropriate. They need activities that allow them to use all of their senses. As they are touching and seeing while list.
Guided Response When responding to your peers, suggest ways to.docx
Guided Response:
When responding to your peers, suggest ways to continue to strengthen the contribution listed, so that this influence remains strong in our education system today. Describe why you believe this contribution should continue to be a part of our current education system. Respond to at least two peers.
BY: Tiffany Futch
Improved teaching means teachers were taught to teach on more of a professional level by actual people qualified to teach. Normal schools broadened their curricula to the training of secondary school teachers, requirement of the completion of high school to be admitted to college for teacher training, teachers must have a bachelor’s degree. “High school completion was seldom required for admission, and the majority of instructors did not hold a college degree themselves.” (Diener, 2008). Society has come a long way when it comes to teaching, and who is qualified to teach. Higher education is required more than ever in today’s society, and all of these examples have helped with the success of the way teachers complete their degrees today.
When it comes to teaching in the 21
st
century, full time teachers are required to have a minimum of a four year bachelor’s degree. Technology helps play a role in the success of teachers and students in and out of the classroom. Like the rest of the class we are all completing our degree in an online program. When it comes to teaching in the classroom teachers can use computers and other devices to help children excel, and outside of the classroom, the students can utilize the internet to help them with projects, and even communicate with other students to help with projects.
Webb. L. D. (2014). History of American education: Voices and perspectives. San Diego, CA: Bridgepoint Education, Inc.
BY:Christine Rodriguez
Teacher training is very important for teachers because they should be able to teach multiple subjects and be qualified in what they are teaching. Strengthening of the normal school curriculum and standards was needed in order for the school system to get better. In the 1900's schools exploded from 50 to almost 350, but with the low academic levels, teacher and students were not able to teach or learn at a college level. Teachers did not have, at this point, a college degree themselves. As the population kept increases and there was a higher demand for education, everyone began to need a high school diploma to be admitted for a college degree.
University enter teacher training: "Teacher training at the college or university level, typically consisted of one or two courses in the "science and art" of teaching, had been offered at a limited number of institutions as early as the 1830s, and the universities had always been institutions for the education of those who taught in the Latin grammar schools, academies, and high schools" (Webb, 2014).
This did not qualify them as teachers when they took these courses, but it did make them becom.
Guided Response As you read the responses of your classmates, con.docx
Guided Response:
As you read the responses of your classmates, consider how their negative educational experience could have been changed to support student learning. Respond to at least two of your classmates’ posts. Provide additional suggestions for them in creating their own positive, stimulating learning environment. Be sure to respond to any queries or comments posted by your instructor.
Melissa Cagno
The biggest negative experience that I have had is with a previous employer, and it was my first day as a preschool teacher in a facility nearby. On my first day, I walked into a situation that made a huge impact on the way I viewed this facility. When I started that day, I was told that I would not be in “my classroom” that I would be filling in for a teacher that was out that day. I didn’t have an issue with that fact and was actually up for the challenge. But when I entered the classroom I noticed there were no rules, no structure, no lesson plans and the classroom was complete chaos. I managed to create some spur of the moment lessons and engaged in music as much as possible. Then when it was time for lunch, and I went to serve it, it was pure sugar and very unhealthy. I left for the day feeling defeated, tired, frustrated and stressed and nowhere to turn. I expressed my concerns throughout the day along with a lot of severe health issues to the owner and was brushed off. I care a lot about the children’s safety and their learning environment, and I felt like I was drowning. Needless to say, I ended up moving on from that position because I felt helpless and without a direction to improve anything.
I have had several positive experiences throughout my educational background. The classrooms were always welcoming, warm and inviting and it showed that the teachers cared about their classrooms and their students. Those classrooms made me excited about becoming a teacher and gave me something to work towards in the future.
“The foundation for successful learning and a safe and secure classroom climate is the relationship that teachers develop with their students (Sousa, Tomlinson, 2011)”. The teacher-student relationship is something that should be built on from day one. If the students do not trust or know you, they will feel uneasy and unsafe in the classroom environment. It is so important to form the relationship with your students to ensure communication and safety of your students. Another way to provide a positive learning environment is with your attitude. If you have a positive and fun attitude, it will show through your lessons and your students will enjoy being in your class every day which will affect how they learn. Lastly, the organization is a big key to a positive and stimulating learning environment. If your classroom is packed full of stuff or the students, do not know where materials are it can cause frustrations for you and your students.
I firmly believe there are no stupid questions! I want to ensure my stude.
Guided ResponseReview several of your classmates’ posts and res.docx
Guided Response:
Review several of your classmates’ posts and respond to at least two of your peers original posts. Please keep in mind that this assignment can be a sensitive subject and that people’s past experiences may have shaped their views. Choose one point from your peer’s post that made an impact on you and explain why this particular comment resonated with you. Share your thoughts on the disadvantages and advantages of segregation with your peers.
BY:
Tiffany
Bradley
When preparing for this week’s discussion post I was a little at awe, I personally had never heard of the little rock nine. And I’m not that far from Arkansas. The Little Rock Nine was a group of nine African American students that were enrolled in Little Rock Central High School in 1957. However, their enrollment was engaged by the Little Rock Crisis. Which the students were initially prevented from entering the racially segregated school by Orval Faubus, the Governor of Arkansas. When President Dwight D. Eisenhower done an intervention, the students were then allowed to attend the school. The nine students were Ernest Green, Elizabeth Eckford, Jefferson Thomas, Terrance Roberts, Thelma Mothershed, and Melba Pattillo Beals. (https://en.wikipedia.org/wiki/Little_Rock_Nine)
Personally, if I was in the situation that these nine students experienced I would have been lost, afraid, and felt like something was wrong with me. A child of any race should not have to be put in this situation to feel unwanted or that they are unwelcome because they are of a different color. Many times however that is not the case. And this was the case for these nine children. My reaction would have been a sense of sadness, and anger. I don’t believe I would not have made a seen, simply out of fear of being hurt. I would have wanted to stand up for myself as well as my peers of the same color. Nowadays, if the situation would arise that an African American child was not allowed into a while school, yes I would stand up. And voice my opinion. It should not matter the color of a child’s skin. They should be allowed to receive the proper education. Without first having to go through turmoil. This situation I’m sure was emotionally devastating for these nine children. Who simply just wanted to get an education. (Webb. L. D. (2014). History of American education: Voices and perspectives. San Diego, CA: Bridgepoint Education, Inc.)
De facto segregation, I believe does not have a detrimental effect on students nowadays. Some adults that were raised to racial, still are. But if children are taught not to be that way. Then most of the time children learn to except another student of a different minority. Where I live we have a lot of white and minority students. Which none are treated differently. They are all in school for the same reason to get an education. My own personal beliefs are we are all children of God, and just because we are different races, does not mean.
Guided ResponseYou must reply to at least one classmate. As y.docx
Guided Response:
You must reply to at least one classmate
. As you reply to your classmates, attempt to extend the conversation by examining their claims or arguments in more depth or by responding to the posts that they make to you. Keep the discussion on target and try to analyze things in as much detail as you can. For instance, you might consider sharing additional ways that information literacy skills can help them be critical consumers of information. Discuss similarities in how you and your classmates connected with the infographic or article
.
Guided ResponseRespond to at least one classmate that has been .docx
Guided Response:
Respond to at least one classmate that has been assigned a different position from you and offer a rebuttal. Be sure to provide evidence from the literature to support your opposition. Also, respond to your original post and provide your own opinion of inclusion based on the evidence from the research and the responses of your classmates. Did your thinking change after reading your classmates’ viewpoints? Share your concerns about working with students with special needs in the regular classroom.
BY:
Mallory Johnson
What is inclusion?
Inclusion is an educational environment in which all students are grouped together in the same classroom regardless of their intelligence level hence the phrase used, “Least Restrictive Environment”. This practice means that an increasing number of regular classroom teachers are called upon to teach exceptional children in regular classrooms, sometimes also termed inclusive classrooms (LeFrançois, G. 2011).
IDEA was established for children with learning disabilities and has been mandated as a part of every educational facility.
As defined by the American Psychological Association, “The Individuals with Disabilities Education Act (IDEA) ensures that all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment, and independent living.”
Not every student learns equally; however, every student should be given the equal opportunity to do so regardless of their learning abilities. With that, inclusion provides an environment where not only students will learn together, but regular students will respect and build friendships with students with learning disabilities. While I never had the change to experience this firsthand, this type of environment will enhance friendships and students helping one another. I think that when a child is included in something, their self confidence improves and they will strive to work harder.
Second, inclusion allows students to understand one another and learn from each other as far as customs and courtesies and attitudes. Students are vulnerable to imitate what they see whether it be good or bad. According to the text, one of the benefits of inclusion is the learning of socially appropriate behaviors by students with disabilities as a result of modeling the behavior of other students.
Lastly, inclusive classrooms provide students with learning disabilities access to general learning like the rest of their peers. They will learn the same information instead of the curriculum being adjusted which may omit valuable information. In this case, these students may be learning information that could be too easy depending on where they stand knowledge wise. For others, the adjustment may hinder learning more challenging information some could be ready for.
Individuals with Disabilities Education Act (IDEA). (n.d.). Retrieved July 17, 2016, from http://www.apa.org/about/.
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Groups The dynamic and increasingly complex world of health ca.docx
- 1. Groups The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective. Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning. For this Discussion, you focus on strategies for facilitating the group process. To prepare: Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.12 on page 464 of the course text. Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform. Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you
- 2. believe your group is or was “stuck”? Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole? In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward? Post - (1) a description of a group with which you have been or are currently involved. (2) Assess where the group is in terms of the four stages of group formation. (3) If you are reflecting on a past experience, explain if your group moved through all four stages. (4) Describe the task or group-building role you typically play, or played, in this group. Then, (5) explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group . REQUIRED RESOURCES Readings Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
- 3. Chapter 19 “Organizational, Interpersonal, and Group Communication” Chapter 19 covers many aspects of the communication process, including group communication. As you read this chapter, focus on the stages of group development (forming, storming, norming, performing) and group dynamics (group task roles, group building and maintenance roles, problematic roles). Consider how you can apply these concepts as you engage in group work. Adams, S. L., & Anantatmula, V. (2010). Social and behavioral influences on team process. Project Management Journal, 41 (4), 89–98. Retrieved from the Walden Library databases. In this article, the authors report on the effects of individual behaviors on project teams and provide a model that identifies the progress of social and behavioral development. For each stage, the authors provide recommendations for managing team members. Chun, J. S., & Choi, J. N. (2014). Members' needs, intragroup conflict, and group performance. The Journal Of Applied Psychology , 99 (3), 437-450. doi:10.1037/a0036363 This study theorizes and empirically investigates the relationships among the psychological needs of group members, intragroup conflict, and group performance. Haynes, J., & Strickler, J. (2014). TeamSTEPPS makes strides for better communication. Nursing
- 4. , 44 (1), 62-63. doi:10.1097/01.NURSE.0000438725.66087.89 Teamwork and communication are the focus of this article and include the use of the TeamStepps model for Quality Improvement. Hogg, M. A., Van Knippenberg, D., & Rast, D. E., III. (2012). Intergroup leadership in organizations: Leading across group and organizational boundaries. Academy of Management Review, 37 (2), 232–255. Retrieved from the Walden Library databases. The authors of this article introduce a theory on intergroup leadership that is based on social theory and intergroup relations. This theory purports that intergroup performance relies on a leader’s capacity to create intergroup relational identities. Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13 (2), 102–106. Retrieved from the Walden Library databases. Kaufman examines the impact of dysfunctional working relationships in an organization. She provides managers with tips that will allow them to identify early warning signs of dysfunctional behavior and to minimize its effects in the workplace. Mind Tools. (2012). Forming, storming, norming and performing: Helping new teams perform effectively, quickly. Retrieved from http://www.mindtools.com/pages/article/newLDR_86.htm This web article discusses stages of team development and
- 5. provides strategies for moving through the early stages effectively. Mind Tools. (2009). Team charters. Retrieved from http://www.mindtools.com/pages/article/newTMM_95.htm This web page features helpful information about team charters. Before you begin work on the Week 7 Assignment, you may find it helpful to create a charter that can guide your group’s work together. Ortega, A., Sánchez-Manzanares, M., Gil, F., & Rico, R. (2013). Enhancing team learning in nursing teams through beliefs about interpersonal context. Journal Of Advanced Nursing , 69 (1), 102-111. doi:10.1111/j.1365-2648.2012.05996.x This article examines the relationship between team-level learning and performance in nursing teams, and the role of beliefs about the interpersonal context in this relationship. Table Group. (n.d.). Retrieved July 24, 2012, from http://www.tablegroup.com/ Patrick Lencioni is recognized worldwide for his work on teams. Under the Patrick Lencioni link, download and read articles related to addressing team dysfunctions. Optional Resources Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 16, “Socializing and Educating Staff for Team Building in a Learning Organization”