Growth Rubrics and How To Make 'Em worksheets
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This document provides a growth rubric worksheet to evaluate communication skills. It includes categories for evaluation, qualities and skills for each category, instructions for prioritizing them, getting feedback, and having agents self-evaluate. The document provides a sample communication category rubric with 4 levels and increasing skills, from asking clarifying questions to generating needed information and clear communication. It also includes a sample "Solves Tickets Efficiently" category and a point scale for determining overall evaluation level.
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- Students are asked to complete a template addressing whether the audience is internal/external, appropriate communication channels, amount of information sharing, and how communication would be tailored for each audience.
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Growth Rubrics and How To Make 'Em by Danna Sampson
The document discusses how to create growth rubrics for evaluating employees. It provides examples of categories and levels that could be used in a rubric for customer support agents. The categories include bugs, solving tickets efficiently, communication, and being informative. For each category, it lists different levels of performance criteria. It then guides how to collaboratively create rubrics, such as brainstorming categories, filling in requirements, and prioritizing them. The final part discusses giving agents self-evaluations using the rubric.
This assignment has 3 parts What competencies were you able t.docx
This assignment has 3 parts:
What competencies were you able to develop in researching and writing the Comprehensive Project due in Unit 5? How did you leverage feedback from your peers in the Discussion Board for Units 1- 4 in completing the Project? How will these competencies and knowledge support your career advancement in management?
An important skill to possess for risk management is the ability to recognize your own biases. How do you believe this knowledge will assist you in the risk management process?
When a risk event occurs in a project what steps do you believe should be taken to address the risk? Provide an example.
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Discussion Board Reminders:
Must have 3 posts: A main post and two replies to peers.
First post
: Either your main post or a reply to others must be posted before midnight CT (Central time) on Friday of each week.
Second and third post
: Must be posted on a different day from the first post.
Connect to content
: At least 1 post must refer to course learning materials. See the
Academic Resource on Discussion Boards
for help with connecting to the content.
Engaging in class discussions
: For more information on making the most of your class dialog, review the
Academic Resource on Discussion Boards
.
Assignment CriteriaProficient DescriptorPoints
Quality of Main Post
16 Points
Total
Student’s main post meets or exceeds the following requirements:
Responds
completely
to all of parts of discussion question (4 points)
Communicates content information
accurately
and/or
logically
(4 points)
Delivers a
thoughtful
response demonstrating insights and reflections (4 points)
Connects to both key
content concepts
and
personal experiences
(4 points)
/16 pts.
Response to Peers
16 Points
Total
Responds to a minimum of
2 peers
(8 points per response)
Substantive
response (4 points)
Furthers
the conversation with peers. Examples could include (4 points):
Provides additional resources
Connects to key concepts
Shares personal or professional experiences
Contributes new information or perspective
Presents a competing viewpoint
/16 pts.
Support from Learning Resources
4 Points
Total
At least
one
post
refers to
course learning resources./4 pts.
Professional Writing
4 points
Response is
well-organized, clear,
and
free of grammatical and mechanical
errors.
Posts demonstrate courtesy and
respect
for others.
/4 pts.
Total40 points possible
/40 pts.
NEED HELP?
FACULTY
Sladan Sinanovic
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Assignment Details This is an discussion board assignment. Only nee.docx
Assignment Details: This is an discussion board assignment. Only needs to be about 400 words in total response.
This assignment has 4 parts:
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Applying your understanding of how to effectively Communicate Risks and Plan outcomes in the scope of a project do you recall a time when important information was shared with you (public or private) and how you received perceived this information?
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How did you receive the information? What is good or bad news?
Do you believe you were the right person to receive the information? Why or Why Not?
Was the communication approach taken effective? Why or Why Not?
If the tables were turned, how would you have approached the communication of the same information
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
...
Consulting ProjectThis assignment is worth 20 of your grade.docx
Consulting Project
This assignment is worth 20% of your grade. Your consulting report should be original work;
If you have any questions about this assignment, please post them in the Ask the Professor discussion forum so that everyone can benefit from the answers.
This assignment addresses Course Objectives 1, 2, 3, 4, and 5.
This assignment has been adapted from the Society for Human Resource Management (SHRM), Managing Virtual Work Teams – A SHRM case study by Frankie S. Jones, PhD.
For this assignment there are three parts.
· Part I: An Introduction to Virtual Teams
· Part II: Building a Virtual Team
· Part III: Managing Conflict Virtually
Directions:
you will review, discuss, and address questions in each of these parts in order to arrive at your collective responses.
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Part I: An Introduction to Virtual Teams
Lauren is assigned team leader of a cross-functional team for a very important project to the company. Lauren reviews the profiles of the six team members her boss gave her. She is both intrigued and anxious when she sees that team members are geographically dispersed.
Lauren works in the Atlanta office. One team member is in India; another is in Germany; and the rest live in the United States, but in different time zones. Two staff members are in the eastern time zone (Virginia and North Carolina) and two staff members are in the central time zone (Texas and Louisiana).
Lauren has never managed a virtual team and is unsure what special skills it will take to be successful. She begins to wonder what competencies are necessary for virtual team leaders and members. She studies the team member profiles and creates a matrix to evaluate each member’s strengths and weaknesses from the perspective of working virtually. She includes herself because she realizes she needs to evaluate her own strengths and weaknesses. Lauren thinks about the challenges and opportunities she will face managing this virtual team.
In your assigned groups, you are to:
· Analyze the supplied team member matrix.
· Identify challenges and opportunities Lauren’s team might face.
· Brainstorm ways to capitalize on opportunities and address challenges.
· Record your ideas in the group discussion forum.
Team Member Matrix
Team Member
Location (Time Zone)
Communication Preferences
Virtual experience
Strengths
Weaknesses
Lauren (Team Manager)
Atlanta, GA (Eastern)
E-mail
No
• Building and maintaining trust.
• Performance management and coaching.
• Networking.
• Appropriate use of information technolog.
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This document discusses developing tools to facilitate effective online discussions. It recommends establishing clear guidelines for student participation, including expected quantity and quality of posts. Instructors should model discussion participation by asking Socratic questions and providing feedback. Rubrics can be used to assess student posts and provide guidance on areas for improvement. The goal is to move students beyond simple agreement posts and encourage critical thinking through probing questions and substantive discussion.
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- The document provides instructions for an assignment to identify whether an audience is internal or external, determine the best communication channels, amount of information to share, and how to tailor communication for different audiences.
- Students are asked to complete a template addressing whether the audience is internal/external, appropriate communication channels, amount of information sharing, and how communication would be tailored for each audience.
- The assignment supports learning from Module Three and will help with tasks in Project Two.
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The document discusses how to create growth rubrics for evaluating employees. It provides examples of categories and levels that could be used in a rubric for customer support agents. The categories include bugs, solving tickets efficiently, communication, and being informative. For each category, it lists different levels of performance criteria. It then guides how to collaboratively create rubrics, such as brainstorming categories, filling in requirements, and prioritizing them. The final part discusses giving agents self-evaluations using the rubric.
This assignment has 3 parts What competencies were you able t.docx
This assignment has 3 parts:
What competencies were you able to develop in researching and writing the Comprehensive Project due in Unit 5? How did you leverage feedback from your peers in the Discussion Board for Units 1- 4 in completing the Project? How will these competencies and knowledge support your career advancement in management?
An important skill to possess for risk management is the ability to recognize your own biases. How do you believe this knowledge will assist you in the risk management process?
When a risk event occurs in a project what steps do you believe should be taken to address the risk? Provide an example.
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Discussion Board Reminders:
Must have 3 posts: A main post and two replies to peers.
First post
: Either your main post or a reply to others must be posted before midnight CT (Central time) on Friday of each week.
Second and third post
: Must be posted on a different day from the first post.
Connect to content
: At least 1 post must refer to course learning materials. See the
Academic Resource on Discussion Boards
for help with connecting to the content.
Engaging in class discussions
: For more information on making the most of your class dialog, review the
Academic Resource on Discussion Boards
.
Assignment CriteriaProficient DescriptorPoints
Quality of Main Post
16 Points
Total
Student’s main post meets or exceeds the following requirements:
Responds
completely
to all of parts of discussion question (4 points)
Communicates content information
accurately
and/or
logically
(4 points)
Delivers a
thoughtful
response demonstrating insights and reflections (4 points)
Connects to both key
content concepts
and
personal experiences
(4 points)
/16 pts.
Response to Peers
16 Points
Total
Responds to a minimum of
2 peers
(8 points per response)
Substantive
response (4 points)
Furthers
the conversation with peers. Examples could include (4 points):
Provides additional resources
Connects to key concepts
Shares personal or professional experiences
Contributes new information or perspective
Presents a competing viewpoint
/16 pts.
Support from Learning Resources
4 Points
Total
At least
one
post
refers to
course learning resources./4 pts.
Professional Writing
4 points
Response is
well-organized, clear,
and
free of grammatical and mechanical
errors.
Posts demonstrate courtesy and
respect
for others.
/4 pts.
Total40 points possible
/40 pts.
NEED HELP?
FACULTY
Sladan Sinanovic
Looking for tutoring?Free, online, 24/7 tutoring on a variety of subjects.
Go to Smarthinking
>>
.
Assignment Details This is an discussion board assignment. Only nee.docx
Assignment Details: This is an discussion board assignment. Only needs to be about 400 words in total response.
This assignment has 4 parts:
In the concepts reviewed in Unit 1 through Unit 4, it is important to understand that the full and proper application of the risk management process should generate a range of information and data that needs to be stored and reviewed, thus, establishing the need for an effective Communication strategy when managing a project. Development of your Communication approach includes understanding WHO your audience is, WHAT you need to communicate, and the OBJECTIVE you hope to achieve with the information shared.
Applying your understanding of how to effectively Communicate Risks and Plan outcomes in the scope of a project do you recall a time when important information was shared with you (public or private) and how you received perceived this information?
In your response, consider the following:
How did you receive the information? What is good or bad news?
Do you believe you were the right person to receive the information? Why or Why Not?
Was the communication approach taken effective? Why or Why Not?
If the tables were turned, how would you have approached the communication of the same information
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
...
Consulting ProjectThis assignment is worth 20 of your grade.docx
Consulting Project
This assignment is worth 20% of your grade. Your consulting report should be original work;
If you have any questions about this assignment, please post them in the Ask the Professor discussion forum so that everyone can benefit from the answers.
This assignment addresses Course Objectives 1, 2, 3, 4, and 5.
This assignment has been adapted from the Society for Human Resource Management (SHRM), Managing Virtual Work Teams – A SHRM case study by Frankie S. Jones, PhD.
For this assignment there are three parts.
· Part I: An Introduction to Virtual Teams
· Part II: Building a Virtual Team
· Part III: Managing Conflict Virtually
Directions:
you will review, discuss, and address questions in each of these parts in order to arrive at your collective responses.
After reviewing all three parts associated with this case, you will prepare a 4-7 page paper that addresses the questions in each of the three parts. This paper will serve as your voice to coach Lauren on how to lead her cross-functional team to success and overcome the issues presented in the case study.. Your paper should include a minimum of 8 references from sources published within the last ten years.
Part I: An Introduction to Virtual Teams
Lauren is assigned team leader of a cross-functional team for a very important project to the company. Lauren reviews the profiles of the six team members her boss gave her. She is both intrigued and anxious when she sees that team members are geographically dispersed.
Lauren works in the Atlanta office. One team member is in India; another is in Germany; and the rest live in the United States, but in different time zones. Two staff members are in the eastern time zone (Virginia and North Carolina) and two staff members are in the central time zone (Texas and Louisiana).
Lauren has never managed a virtual team and is unsure what special skills it will take to be successful. She begins to wonder what competencies are necessary for virtual team leaders and members. She studies the team member profiles and creates a matrix to evaluate each member’s strengths and weaknesses from the perspective of working virtually. She includes herself because she realizes she needs to evaluate her own strengths and weaknesses. Lauren thinks about the challenges and opportunities she will face managing this virtual team.
In your assigned groups, you are to:
· Analyze the supplied team member matrix.
· Identify challenges and opportunities Lauren’s team might face.
· Brainstorm ways to capitalize on opportunities and address challenges.
· Record your ideas in the group discussion forum.
Team Member Matrix
Team Member
Location (Time Zone)
Communication Preferences
Virtual experience
Strengths
Weaknesses
Lauren (Team Manager)
Atlanta, GA (Eastern)
E-mail
No
• Building and maintaining trust.
• Performance management and coaching.
• Networking.
• Appropriate use of information technolog.
Running head TITLE OF ESSAY 1 Title .docx
Running head: TITLE OF ESSAY 1
Title of Essay
Name
University
SAMPLE FORMAL ESSAY
This is the running head. The words “Running head:”
should only appear on the title page. On all subsequent
pages, the header should consist of the title in all
capital letters. Be sure that the title within the running
head is 50 characters or less including spaces.
Paper Format
1 inch margins
Double spacing
Suggested font-Times New Roman 12 pt.
Paragraphs indented .5 inch (usually default Tab)
TITLE OF ESSAY 2
Title of Essay
There are key elements that are necessary to be successful in online learning as well as
with most careers. These skills are useful for those in roles of leadership to maintain order and
productivity. In my career as a training coordinator, skills such as organization, time
management, and communication are paramount.
Organization is an optimal skill to help efficiency. It is a necessary ability that enhances
learning through orderly schoolwork and increases productivity in one’s job through systematic
documentation. This process allows for files and documents to be arranged so that they can be
easily accessed (Hamilton, 2013). Paperwork organization allows for training documents to be
updated and placed in specific binders for dissemination to team members. Additionally, it is
imperative to keep email files organized so that tasks are not forgotten or overlooked. Just as
years ago when paper mail had to be sorted, email must be sorted or grouped into appropriate
folders (Weber & Horn, 2011). Great organization skills make keeping and accessing
information efficient.
Time management is an element or skill that allows employees as well as students to get
the most out of the allotted time. “It’s been estimated that reading, responding, and doing
something with business e-mail can consume two to four hours each and every day!” (Weber &
Horn, 2011, p. 33). Prioritizing tasks and scheduling events allow one to maximize productivity
(Hamilton, 2013). When time is scheduled and work is ordered, the most important things get
done first. It does not matter if an unexpected meeting is called; the imperative jobs have been
accomplished or planned. Highlighting the most important tasks ensures that those take first
place and do not get overlooked in a rush. Along with time management comes the ability to be
flexible. Flexibility allows for rearrangement of schedules to make sure all responsibilities are
When paraphrasing information, text citations should
include the author(s) and the year of publication.
Direct quotations require the listing of the author(s),
year of publication, and the page or paragraph number.
This is the running head.
Center the full title of the
document. Not Boldface.
TITLE OF ESSAY 3
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Comm.
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MKTG 2800
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Respond to all questions thoughtfully.
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Assignment 2 Team Analysis ReportMany teams face the challenge of.docx
Assignment 2: Team Analysis Report
Many teams face the challenge of flat performance; they may underperform by failing to reach their stated goals. For this assignment, you are to identify an experience where you are (or were) a part of a team, describe the team's background, and evaluate its performance in a 3–5 page report.
Later in the course (
M7 Assignment 2
) you will continue to evaluate the same team's goals, strategies, dysfunctions or failings, and recommend a team building strategy to assist in its performance.
Directions:
In 3–5 pages:
Identify the team you will evaluate for this assignment. This team can be a professional work team, a community project team, or a team formed to do group work in one of your previous classes.
Describe any background information on its type, stage, purpose, team members, etc. Ask yourself questions, such as:
How many members are (were) in the team?
Is (was) the team a temporary, virtual, or traditional team?
Is (was) the team in its forming, storming, norming, or performing stage?
Is (was) it a diversified team (i.e. age, culture, gender, experience/skill level, etc.)?
What are (were) 2–3 of the team's major goals?
Do (did) team members’ skills and experience levels match that of their given assignments and responsibilities?
Determine if all the team members are (were) enthusiastic about their tasks to achieve their end objective(s). Explain their levels of motivation.
Evaluate whether the team is (was) operating in the form of a working group, pseudo-team, potential team, or a real team.
Explore the team’s communication channels and discuss whether there are (were) any challenges.
Identify 2–3 of the team's dysfunctions or failings. Summarize what is (was) at stake if the team’s goals are not reached.
Your final product will be in a Microsoft Word document and be approximately 3–5 pages in length, and utilize at least two (2) professional literature sources in research (beyond the textbook). Use resources from professional literature in your research. Professional literature may include the Argosy University online library, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).
Your paper should be formatted following current APA standards; written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.
By
Sunday, July 9, 2017
, deliver your assignment to the
M2: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria:
Assignment Components
Proficient
Max Points
Describe any background information on your team‘s type, stage, purpose, team members, experience levels, etc.
CO: 2,3,4
A clear, logical, and comprehensive description is given regarding the chosen team’s type, stage, purpose, team members, experience levels, etc. Many relevant details and examples are provided usin.
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Assignment 3 Nonverbal CommunicationImagine that you are forming .docx
Assignment 3: Nonverbal Communication
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In this assignment, you will create a code of conduct or a set of guidelines regarding how a group should interact during meetings. You will also analyze the issues that might arise when people meet in a group and explain how these issues can be addressed by making preventative efforts.
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Create a 2- to 3-page paper by responding to the following points:
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Note
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This document provides an instructional plan for a 2-hour workshop titled "Creating Effective Partnerships in the Workplace". The workshop aims to teach adults with bachelor's or master's degrees about clear communication, shared vision, and partnership. It will use activities, role-playing, videos, and group presentations. Progress will be evaluated through observation, presentations, and a post-training survey to determine if the learning goals were achieved.
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This document discusses team building and the stages of team development. It defines teamwork as people working together as a cohesive group and team building as establishing collaboration and trust between members. The stages of team development are forming, storming, norming, and performing. Forming involves defining goals and roles. Storming occurs as members realize tasks are difficult and resistance emerges. Norming happens as members accept the team, roles, and each other. Performing means the team works well together with understanding of strengths, weaknesses, and ability to prevent conflicts. Effective teams have commitment to shared goals, clear roles and responsibilities, and good systems, relationships, and participation.
Group Communication
This document discusses group communication in organizations. It defines group communication as communication between employers, employees, and employee teams/groups. The importance of group communication is highlighted as sharing ideas, solving problems, delegating tasks, and developing a sense of group identity. Small group communication refers to interactions among 3 or more people connected by a common purpose, while large group communication describes communication in large organizations. Different structures and networks of group communication are described, including wheel, chain, circle, and all channel networks. A case study examines how Facebook was used to facilitate project-based learning in an EFL context in Taiwan.
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docx
EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling.
· E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end.
Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...
Personal Branding Part 2: Me 3.0
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NURS 6003 Transition to Graduate Study
NURS 6003:
Transition to Graduate Study for Nursing
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
This document is to be used for
NURS 6003 Transition to Graduate Study for Nursing to complete Assessments 1-4. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course or ask your instructor for further guidance.
Module 1 | Part 1: Developing an Academic and Professional Network
I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.
Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
Module 2 | Part 2: Strategies to Promote Academic Integrity and Professional Ethics
I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.
Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work).
Part 1: Writing Sample: The Connection Between Academic and Professional Integrity
In the space below write a 2- 3-paragraph analysis that includes the following:
· Explanation for the relationship between academic integrity and writing
· Explanation for the relationship between professional practices and scholarly ...
LPA Data Analysis and Instructional Implications PD
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Josh Magsam: Let's Stay in Touch -- A Low-Key Approach to Maintaining Your Pr...
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Hiring for only "culture fit" can limit diversity and innovation. While company culture is important, focusing solely on how well a candidate's personality matches your current team can exclude qualified candidates from various backgrounds. Hiring managers should evaluate both a candidate's qualifications and potential cultural fit, and recognize that different types of people can strengthen culture in different ways.
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Running head TITLE OF ESSAY 1 Title .docx
Running head: TITLE OF ESSAY 1
Title of Essay
Name
University
SAMPLE FORMAL ESSAY
This is the running head. The words “Running head:”
should only appear on the title page. On all subsequent
pages, the header should consist of the title in all
capital letters. Be sure that the title within the running
head is 50 characters or less including spaces.
Paper Format
1 inch margins
Double spacing
Suggested font-Times New Roman 12 pt.
Paragraphs indented .5 inch (usually default Tab)
TITLE OF ESSAY 2
Title of Essay
There are key elements that are necessary to be successful in online learning as well as
with most careers. These skills are useful for those in roles of leadership to maintain order and
productivity. In my career as a training coordinator, skills such as organization, time
management, and communication are paramount.
Organization is an optimal skill to help efficiency. It is a necessary ability that enhances
learning through orderly schoolwork and increases productivity in one’s job through systematic
documentation. This process allows for files and documents to be arranged so that they can be
easily accessed (Hamilton, 2013). Paperwork organization allows for training documents to be
updated and placed in specific binders for dissemination to team members. Additionally, it is
imperative to keep email files organized so that tasks are not forgotten or overlooked. Just as
years ago when paper mail had to be sorted, email must be sorted or grouped into appropriate
folders (Weber & Horn, 2011). Great organization skills make keeping and accessing
information efficient.
Time management is an element or skill that allows employees as well as students to get
the most out of the allotted time. “It’s been estimated that reading, responding, and doing
something with business e-mail can consume two to four hours each and every day!” (Weber &
Horn, 2011, p. 33). Prioritizing tasks and scheduling events allow one to maximize productivity
(Hamilton, 2013). When time is scheduled and work is ordered, the most important things get
done first. It does not matter if an unexpected meeting is called; the imperative jobs have been
accomplished or planned. Highlighting the most important tasks ensures that those take first
place and do not get overlooked in a rush. Along with time management comes the ability to be
flexible. Flexibility allows for rearrangement of schedules to make sure all responsibilities are
When paraphrasing information, text citations should
include the author(s) and the year of publication.
Direct quotations require the listing of the author(s),
year of publication, and the page or paragraph number.
This is the running head.
Center the full title of the
document. Not Boldface.
TITLE OF ESSAY 3
taken care of in an acceptable amount of time. Effective time management is a constantly
evolving skill.
Comm.
MKTG 2800Creating Your Personal BrandYour brand is your repu.docx
MKTG 2800
Creating Your Personal Brand
Your brand is your reputation – the perception of you held by the external world. It is the combination of personal attributes, values, drivers, strengths, and passions you draw from that differentiates your unique promise of value from your peers, and helps those assessing you to determine if they should hire you or do business with you.
You need to identify those qualities and characteristics within you and communicate a crystal clear, consistent message across multiple channels – online and offline – designed to resonate with your target audience.
Below is the 10-step brand assessment. Take your time and be honest with yourself.
Respond to all questions thoughtfully.
1. What are your vision and purpose? Think about one world problem you would like to see solved or one area of life that you want to see transformed or improved. This is your vision. What role might you play in making your vision happen? This is your purpose.
2. What are your values? Your values are your guiding principles, such as balance, honesty, etc.
3. What are your passions? What do you most enjoy doing – in your personal life and work life? Think about the activities, interests, or conversational topics that fascinate and energize you.
4. What are your top goals for the next year, 2 years, and 5 years? Work on projecting what you intend to accomplish so you can put together a strategic action plan to get there.
5. What are your top brand attributes? What 3 or 4 adjectives best describe the value you offer? What words do you use to define your personality? Once you pinpoint what you feel are the right kinds of words, it’s a good idea to consult a thesaurus to precisely nail the exact words, such as collaborative, forward-focused, risk-taking, etc.
6. What are your core strengths and motivated skills? In what functions and responsibilities do you excel? For what things are you the designated “go-to” person? What gap would your company be faced with if you left suddenly?
7. Get feedback from those who know you best – at work, at home, anywhere. The true measure of your brand is the reputation others hold of you. Ask them what your top brand attributes and core strengths are.
8. Do a SWOT analysis. Strengths and weaknesses are internal, and speak to your potential value to an employer. Opportunities and threats are external, and help you foresee what you’re facing in next career steps.
9. Who is/are your target audience(s)? Determine where you want to work (kind of job position and industry). Learn what decision makers in that field are looking for when they’re assessing candidates. Create your personal brand messaging around what keywords and content will attract them.
10. Who is your competition in the marketplace and what differentiates you from them? What do the people competing for the same jobs as you typically have to offer? What is it about you that makes you the best hiring choice? What added value do y ...
To Submit to Tunitin - Work Experience Portfolio (Complete)
This document contains a student's portfolio from their work experience. It includes sections on networking, psychometric testing, personality and skills assessments. The student completed a work experience placement assisting with clinical psychology research on post-stroke depression and relaxation. They found the experience inspiring as it combined research and clinical work. The portfolio allows the student to reflect on the experience and how it relates to their future career interests in clinical psychology.
Social communication unit guide
This unit focuses on social communications, defined as communication that aims to promote social action. The unit examines organizations, groups, and individuals at the margins of mainstream society and commercial marketing. Students will develop an understanding of the issues faced by these groups in order to gain empathy and design effective communication strategies. Key concepts covered include theoretical perspectives on social communication, the role of marketing in non-profit organizations, and giving voice to marginalized groups. Students will complete projects designing a communication campaign for a non-profit and writing an essay analyzing an aspect of social communication.
Communicating Effectively with Team Members
This document discusses effective communication within teams and organizations. It covers communication theory and skills like listening and feedback. The importance of communication in establishing a common purpose and vision is explained. Motivational factors and a leader's role in supporting team members are also addressed. An assessment task at the end lists questions about communication, purpose, motivation, and leadership.
Tribal leadership slideshare
People naturally form tribes of 20-150 people for a shared purpose. There are five sequential stages that tribes progress through: 1) on the verge of breakdown, 2) disconnected and disengaged, 3) individual accomplishment focus, 4) united purpose, and 5) global impact. Stage 4 tribes prioritize their shared values and noble cause over individual goals, forming triads to empower problem-solving across the group. The goal is to evolve tribes' culture and language to higher stages of collaboration and contribution.
Institute for Co-operative Education Competency survey results-NR
The document discusses a competency study conducted by Co-op to identify the key competencies and skills taught through the co-op program. It defines competencies as knowledge, skills, and attributes that can be developed in various aspects of life. A survey was administered to co-op staff to determine the top employment readiness skills taught, where they should be introduced, and which skills students need more training in. The survey results showed resume writing, interviewing, job search skills, and dependability as the top skills, and that communication skills would benefit from more focus. The conclusion calls for clarifying if reflecting is a core competency and seeks volunteers for a committee to discuss the results further.
Building DH Capacity Workshop 2016
Ashley Sanders, “Building Capacity for DH Work in the Library and Beyond,” Digital Initiatives Symposium (University of San Diego, April 27, 2016).
Comm 1010 Syllabus Spring 2016
This document provides an overview of the COMM 1010-11 Intro to Communication course for Spring 2016 at Southern Utah University. The course will be taught by Quinn Thurman and meet on Tuesdays and Thursdays from 8-9:50am in room ED 103. Students will learn about communication theories and concepts through readings, activities, and assignments including speeches, quizzes, and papers. The course aims to help students improve their communication skills, particularly public speaking. Major assignments include an informative speech, persuasive speech, Myers-Briggs personality paper, and Ted Talk analysis paper.
Assignment 2 Team Analysis ReportMany teams face the challenge of.docx
Assignment 2: Team Analysis Report
Many teams face the challenge of flat performance; they may underperform by failing to reach their stated goals. For this assignment, you are to identify an experience where you are (or were) a part of a team, describe the team's background, and evaluate its performance in a 3–5 page report.
Later in the course (
M7 Assignment 2
) you will continue to evaluate the same team's goals, strategies, dysfunctions or failings, and recommend a team building strategy to assist in its performance.
Directions:
In 3–5 pages:
Identify the team you will evaluate for this assignment. This team can be a professional work team, a community project team, or a team formed to do group work in one of your previous classes.
Describe any background information on its type, stage, purpose, team members, etc. Ask yourself questions, such as:
How many members are (were) in the team?
Is (was) the team a temporary, virtual, or traditional team?
Is (was) the team in its forming, storming, norming, or performing stage?
Is (was) it a diversified team (i.e. age, culture, gender, experience/skill level, etc.)?
What are (were) 2–3 of the team's major goals?
Do (did) team members’ skills and experience levels match that of their given assignments and responsibilities?
Determine if all the team members are (were) enthusiastic about their tasks to achieve their end objective(s). Explain their levels of motivation.
Evaluate whether the team is (was) operating in the form of a working group, pseudo-team, potential team, or a real team.
Explore the team’s communication channels and discuss whether there are (were) any challenges.
Identify 2–3 of the team's dysfunctions or failings. Summarize what is (was) at stake if the team’s goals are not reached.
Your final product will be in a Microsoft Word document and be approximately 3–5 pages in length, and utilize at least two (2) professional literature sources in research (beyond the textbook). Use resources from professional literature in your research. Professional literature may include the Argosy University online library, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).
Your paper should be formatted following current APA standards; written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.
By
Sunday, July 9, 2017
, deliver your assignment to the
M2: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria:
Assignment Components
Proficient
Max Points
Describe any background information on your team‘s type, stage, purpose, team members, experience levels, etc.
CO: 2,3,4
A clear, logical, and comprehensive description is given regarding the chosen team’s type, stage, purpose, team members, experience levels, etc. Many relevant details and examples are provided usin.
Recruitment and Retention
Whether you have one person on your student senate or twenty people, it is always good to have some knowledge about successful recruitment. Once we have them through the door, we need to keep them there. How do we retain our members? Join us as we share best practices!
Assignment 3 Nonverbal CommunicationImagine that you are forming .docx
Assignment 3: Nonverbal Communication
Imagine that you are forming a small professional group to discuss how the statistics and research of a human services organization can be improved. You would also need to present the group with some tips and tools on positive communication techniques to enhance the success of the group's communication.
In this assignment, you will create a code of conduct or a set of guidelines regarding how a group should interact during meetings. You will also analyze the issues that might arise when people meet in a group and explain how these issues can be addressed by making preventative efforts.
Tasks:
Create a 2- to 3-page paper by responding to the following points:
Describe the way in which you will set up a small professional group. Create a code of conduct or a set of guidelines regarding how the group should interact in both face-to-face communication and technology-mediated meetings.
Provide at least 6–10 positive communication techniques that would enable the group to address communication issues, if they occur, during the meeting.
Review the group development stages (forming, storming, norming, and performing) and analyze the stage in which your group currently is; describe the specific technique to be used based on the stage in which the group is.
Note
: Your paper should rely upon at least 2 sources from additional professional literature; the sources must be cited in APA format. The literature may include relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).
In addition, you will create a 6- to 10-minute video introducing the communication tips or code of conduct that you previously created. Also, include the following points while creating your video:
The difference between listening and hearing
The five positive ways to align your nonverbal body language with your verbal language
The etiquette of technologically mediated meetings (choose any one method to address)
.
Signature Instructional Plan
This document provides an instructional plan for a 2-hour workshop titled "Creating Effective Partnerships in the Workplace". The workshop aims to teach adults with bachelor's or master's degrees about clear communication, shared vision, and partnership. It will use activities, role-playing, videos, and group presentations. Progress will be evaluated through observation, presentations, and a post-training survey to determine if the learning goals were achieved.
Networking Planning Tools
The document provides guidance on using networking to find summer internship opportunities. It advises students to have a clear target for their networking in terms of the type of role or organization sought. Students should map their existing network, identify ways to expand it, and draft a specific networking plan with targets and timeline. When reaching out, students should introduce themselves briefly, have clear ask, and offer value to the contact. Networking may help lead to internships at consulting boutiques, internal consulting roles, or nonprofit organizations if not larger strategic consulting firms. Planning, preparation, and being able to clearly articulate one's value are keys to effective networking.
Stages of tb
This document discusses team building and the stages of team development. It defines teamwork as people working together as a cohesive group and team building as establishing collaboration and trust between members. The stages of team development are forming, storming, norming, and performing. Forming involves defining goals and roles. Storming occurs as members realize tasks are difficult and resistance emerges. Norming happens as members accept the team, roles, and each other. Performing means the team works well together with understanding of strengths, weaknesses, and ability to prevent conflicts. Effective teams have commitment to shared goals, clear roles and responsibilities, and good systems, relationships, and participation.
Group Communication
This document discusses group communication in organizations. It defines group communication as communication between employers, employees, and employee teams/groups. The importance of group communication is highlighted as sharing ideas, solving problems, delegating tasks, and developing a sense of group identity. Small group communication refers to interactions among 3 or more people connected by a common purpose, while large group communication describes communication in large organizations. Different structures and networks of group communication are described, including wheel, chain, circle, and all channel networks. A case study examines how Facebook was used to facilitate project-based learning in an EFL context in Taiwan.
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docx
EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling.
· E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end.
Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...
Personal Branding Part 2: Me 3.0
This document discusses developing and maintaining a personal brand. It defines personal branding as how individuals market themselves to others and their unique value proposition. It recommends creating a personal branding toolkit that includes items like a blog, website, resume, and LinkedIn profile. It emphasizes the importance of self-discovery, continually updating your brand as you grow, and communicating your brand through networking and writing. The document outlines exercises for participants to do, including networking scavenger hunts and listing things in common with a partner to learn about developing relationships and contacts.
NURS 6003 Transition to Graduate Study
NURS 6003:
Transition to Graduate Study for Nursing
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
This document is to be used for
NURS 6003 Transition to Graduate Study for Nursing to complete Assessments 1-4. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course or ask your instructor for further guidance.
Module 1 | Part 1: Developing an Academic and Professional Network
I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.
Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
Module 2 | Part 2: Strategies to Promote Academic Integrity and Professional Ethics
I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.
Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work).
Part 1: Writing Sample: The Connection Between Academic and Professional Integrity
In the space below write a 2- 3-paragraph analysis that includes the following:
· Explanation for the relationship between academic integrity and writing
· Explanation for the relationship between professional practices and scholarly ...
LPA Data Analysis and Instructional Implications PD
Literacy Periodic Assessment Protocol for analyzing data and addressing instructional implications. Includes process (SMART Goals and Cognitive Coaching SM Planning Conversation) of planning for small group instruction to address the needs of students approaching or at risk of not meeting grade level standards in the English Language Arts.
Similar to Growth Rubrics and How To Make 'Em worksheets (20)
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To Submit to Tunitin - Work Experience Portfolio (Complete)
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Assignment 2 Team Analysis ReportMany teams face the challenge of.docx
Assignment 3 Nonverbal CommunicationImagine that you are forming .docx
Assignment 3 Nonverbal CommunicationImagine that you are forming .docx
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docx
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docx
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Maintaining professional connections takes effort but doesn't need to be stressful. The author recommends a low-key approach of sending occasional messages to update contacts on your current work and life, and asking how they are doing in return. Keeping in touch in this casual way helps strengthen your network over time with minimal effort on your part.
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2) Key points include interacting as much as possible with customers before product-market fit, preparing recruitment and onboarding processes during product-market fit, and automating and measuring during scaling.
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