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Instructions: This is an assessment of your teamwork skills. First, choose a team assignment to analyze. It can be a group assignment from a previous course or workplace. If the latter, please describe briefly what your work group was doing so that I can follow along. There are two steps to this assessment. First, evaluate your group's communication effectiveness by rating each of the following on a scale of 1 (Not Well) to 5 (Very Well). As a Group, How Well Did You (on a scale from 1 to 5): Define or clarify the task Exchange and share information Encourage expression of various points of view Evaluate and analyze data Use the best decision-making approach (consensus, majority rule, etc) Focus on tasks, not individuals Demonstrate respect for all Encourage feedback Encourage expression of opinion Build on others' ideas Ask for clarification of ideas Demonstrate equality Address disagreements or misunderstandings Stay on task Second, answer these questions: Describe the top two strengths and two weaknesses of your team. Give examples of what your team did well and not well. Do not mention anyone by name. What was an area of strength that you brought to the group? An area where you could have improved? What type of decision-making method described in the textbook from last week did your group use? When you are in a group and you see some of the weakness that you mentioned above, what can you as a group member do? ...
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ASSESSMENT 1Identify, contact, and engage a real-life group o.docx
ASSESSMENT 1:
Identify, contact, and engage a real-life group or team that you can work with in two sessions to conduct a team development exercise. Then, write a team development plan and post-session summary based on your first completed team session.
Assessments 1 and 3 in this course will allow you to:
· Demonstrate your ability to facilitate a team in building capacity towards becoming a learning organization.
· Analyze the use of specific change management learning disciplines in a team setting.
These two assessments will be based on a pair of team development sessions that you will facilitate with a real-world group of about five individuals.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Apply change management interventions.
. Describe a team development exercise used with a team, based on a relevant learning discipline.
. Describe a team development experience based on a relevant learning discipline.
. Explain lessons learned for chosen discipline and group dynamics.
· Competency 2: Analyze applications of change management principles.
. Define change management and change management principles.
. Explain the learning disciplines of personal mastery, mental models, and shared vision.
. Explain the process used to select a learning discipline and the rationale for its selection.
. Explain successful and unsuccessful aspects of team development.
. Explain lessons learned for planned and unplanned team facilitation journeys.
Submit your first team exercise plan and post-session summary based on your completed team session.
Plan your first team exercise and write a team development plan for your first session. Your exercise for this session should be based on one of the following three disciplines identified by Senge:
· Personal mastery.
· Mental models.
· Shared vision.
Facilitate the first team development session, addressing the following:
· Define change management and the first three disciplines: personal mastery, mental models, and shared vision.
· Explain the learning discipline you have chosen and why it is important.
· Explain how you will use the organizational team development material (the exercise) during the session.
· Briefly introduce the problem or issue the team will work through, using the exercise.
· While conducting the exercise, take copious notes. Record the session, if possible.
Write a post-session summary based on the completed experience. Include the following in your assessment:
1. Define change management and change management principles.
2. Explain the three learning disciplines that you examined for this assessment: personal mastery, mental models, and shared vision.
3. Describe the organization of the team you have selected for your assessment and identify the sector of the organization (non-profit, government, business, or industry). If you will not be working with employees of an organization.
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
Sociology 1010httpwww.youtube.comwatchv=nBvGBdIHs7sht.docx
Sociology 1010
http://www.youtube.com/watch?v=nBvGBdIHs7s
http://www.youtube.com/watch?v=q1oOjKQflN0
http://sep.stanford.edu/sep/jon/family/jos/culture/index.html
The point of this assignments is so that you learn and gain insights on how both the Progressives (Liberals) and the Traditionalists (Conservatives) see and reason about public issues. If you end up writing both your initial post and reply from (Progressive and Conservative on say Abortion) you are doing the wrong thing.
The cultural war is being waged by 2 major camps--Traditionalist (Conservatives) and Progressives (Liberals). For this assignment, I will like you to do the following:
Step 1: Pick an ideological standpoint (say, Progressive), and post on 1 of the topics (say abortion) from the Progressive standpoint. (Your title: Progressive on Abortion). Please complete this step before doing anything else.
Step 2: React to a post by a fellow student from the opposing standpoint. (Say the person wrote on: Felon Enfranchisement, Progressive Ideology; You then change your title to say: Felon Enfranchisement: Traditionalist Ideology) In a separate paragraph, examine and explain which camp is winning, or has won, the ideological war. (Note: Your two post must cover both the Progressive and Traditionalist ideological stances on different public issues).
Please, avoid personalizing (I believe that . . ., it is my view that . . .) the discussion. Simply say: "Progressive would argue that . . . or, From the Conservatives standpoint . . . or, According to the Liberals . . . etc.
Here are a list of Public Issues:
Homosexuality and Same-Sex Marriage
Women in Combat Three Strikes and You're Out Policy
Sex Education in Public Schools Stop and Frisk
Race and Ethnic Relations Stem Cell Research
Gender Relations Felon Disenfranchisement
Affirmative Action Anti-smoking laws
Immigration School desegregation
Freedom of Expression
Abortion
Gun Ownership Flying While Arab (profiling)
Patriot Act Conceal/Open and Carry (of handguns)
Affordable Health Act
Public School Prayer
Social Welfare--Social Security
Social Welfare--Unemployment Insurance
Prostitution / Sex Work
Death Penalty
Employee Interviews: Guidelines & Questions
Module 2 Assignment
Interviews on Employee Empowerment and Psychological Safety
Planning and Arranging the Interviews
Identify three individuals to interview: one in healthcare and two from other fields or industries (e.g., state/local government; business). Choose family members and friends you know well that will be comfortable answering honestly. Interview each pe.
Team Building Workshop by Concepts Consulting LLC
Creating and Developing a team is an essential trait of any leader. it is the essence of success as a manager or a leader.
Effective Problem Solving & Decision Making (ACE-4) PPT .pdf
Effective Problem Solving &
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1. IntroversionScore 11 pts.4 - 22 pts.Feedback Some peop
1. Introversion
Score : 11 pts.
4 - 22 pts.
Feedback: Some people thrive in teleworking arrangements, whereas others discover that it is neither a satisfying nor productive work environment for them. This scale assesses three personal dispositions that are identified in the literature as characteristics of effective teleworkers: (a) high company alignment, (b) low social needs at work and (c) independent initiative.
Company alignment
Company alignment estimates the extent to which you follow company procedures and have values congruent with company values. The greater the alignment, the more likely that you can abide by company practices while working alone and with direct supervision. While some deviation from company practices may be appropriate, teleworkers need to agree with company values and provide work that is consistent with company expectations most of the time. Scores on this scale range from 4 to 20.
Extroversion
Score: 17 pts.
4 - 22 pts.
Feedback: Low individualism
Individualism refers to the extent that you value independence and personal uniqueness. Highly individualist people value personal freedom, self-sufficiency, control over their own lives, and appreciation of their unique qualities that distinguish them from others.
However, keep in mind that the average level of individualism is higher in some cultures (such as Australia) than in others.
2. Total score: 8 pts.
RANGE BASED FEEDBACK:
6-12 pts.
Feedback: Low work centrality
People with high work centrality define themselves mainly by their work roles and view non-work roles as much less significant. Consequently, people with a high work centrality score likely have lower complexity in their self-concept. This can be a concern because if something goes wrong with their work role, their non-work roles are not of sufficient value to maintain a positive self-evaluation. At the same time, work dominates our work lives, so those with very low scores would be more of the exception than the rule in most societies. Scores range from 6 to 36 with higher scores indicating higher work centrality. The norms in the following table are based on a large sample of Canadian employees (average score was 20.7). However, work centrality norms vary from one group to the next. For example, the average score in a sample of Canadian nurses was around 17 (translated to the scale range used here).
3. Total score: 32 pts.
RANGE BASED FEEDBACK:
28-32 pts.
Feedback: High need for social approval
The need for social approval scale estimates the extent to which you are motivated to seek favourable evaluation from others. Founded on the drive to bond, the need for social approval is a secondary need, because people vary in this need based on their self-concept, values, personality and possibly social norms. This scale ranges from 0 to 32. How high or low is your need for social approval? The ideal would be to compare your score with the collective results of other students in your class. Otherwi ...
1. IntroversionScore 11 pts.4 - 22 pts.Feedback Some peop
1. Introversion
Score : 11 pts.
4 - 22 pts.
Feedback: Some people thrive in teleworking arrangements, whereas others discover that it is neither a satisfying nor productive work environment for them. This scale assesses three personal dispositions that are identified in the literature as characteristics of effective teleworkers: (a) high company alignment, (b) low social needs at work and (c) independent initiative.
Company alignment
Company alignment estimates the extent to which you follow company procedures and have values congruent with company values. The greater the alignment, the more likely that you can abide by company practices while working alone and with direct supervision. While some deviation from company practices may be appropriate, teleworkers need to agree with company values and provide work that is consistent with company expectations most of the time. Scores on this scale range from 4 to 20.
Extroversion
Score: 17 pts.
4 - 22 pts.
Feedback: Low individualism
Individualism refers to the extent that you value independence and personal uniqueness. Highly individualist people value personal freedom, self-sufficiency, control over their own lives, and appreciation of their unique qualities that distinguish them from others.
However, keep in mind that the average level of individualism is higher in some cultures (such as Australia) than in others.
2. Total score: 8 pts.
RANGE BASED FEEDBACK:
6-12 pts.
Feedback: Low work centrality
People with high work centrality define themselves mainly by their work roles and view non-work roles as much less significant. Consequently, people with a high work centrality score likely have lower complexity in their self-concept. This can be a concern because if something goes wrong with their work role, their non-work roles are not of sufficient value to maintain a positive self-evaluation. At the same time, work dominates our work lives, so those with very low scores would be more of the exception than the rule in most societies. Scores range from 6 to 36 with higher scores indicating higher work centrality. The norms in the following table are based on a large sample of Canadian employees (average score was 20.7). However, work centrality norms vary from one group to the next. For example, the average score in a sample of Canadian nurses was around 17 (translated to the scale range used here).
3. Total score: 32 pts.
RANGE BASED FEEDBACK:
28-32 pts.
Feedback: High need for social approval
The need for social approval scale estimates the extent to which you are motivated to seek favourable evaluation from others. Founded on the drive to bond, the need for social approval is a secondary need, because people vary in this need based on their self-concept, values, personality and possibly social norms. This scale ranges from 0 to 32. How high or low is your need for social approval? The ideal would be to compare your score with the collective results of other students in your class. Otherwi ...
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ASSESSMENT 1Identify, contact, and engage a real-life group o.docx
ASSESSMENT 1:
Identify, contact, and engage a real-life group or team that you can work with in two sessions to conduct a team development exercise. Then, write a team development plan and post-session summary based on your first completed team session.
Assessments 1 and 3 in this course will allow you to:
· Demonstrate your ability to facilitate a team in building capacity towards becoming a learning organization.
· Analyze the use of specific change management learning disciplines in a team setting.
These two assessments will be based on a pair of team development sessions that you will facilitate with a real-world group of about five individuals.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Apply change management interventions.
. Describe a team development exercise used with a team, based on a relevant learning discipline.
. Describe a team development experience based on a relevant learning discipline.
. Explain lessons learned for chosen discipline and group dynamics.
· Competency 2: Analyze applications of change management principles.
. Define change management and change management principles.
. Explain the learning disciplines of personal mastery, mental models, and shared vision.
. Explain the process used to select a learning discipline and the rationale for its selection.
. Explain successful and unsuccessful aspects of team development.
. Explain lessons learned for planned and unplanned team facilitation journeys.
Submit your first team exercise plan and post-session summary based on your completed team session.
Plan your first team exercise and write a team development plan for your first session. Your exercise for this session should be based on one of the following three disciplines identified by Senge:
· Personal mastery.
· Mental models.
· Shared vision.
Facilitate the first team development session, addressing the following:
· Define change management and the first three disciplines: personal mastery, mental models, and shared vision.
· Explain the learning discipline you have chosen and why it is important.
· Explain how you will use the organizational team development material (the exercise) during the session.
· Briefly introduce the problem or issue the team will work through, using the exercise.
· While conducting the exercise, take copious notes. Record the session, if possible.
Write a post-session summary based on the completed experience. Include the following in your assessment:
1. Define change management and change management principles.
2. Explain the three learning disciplines that you examined for this assessment: personal mastery, mental models, and shared vision.
3. Describe the organization of the team you have selected for your assessment and identify the sector of the organization (non-profit, government, business, or industry). If you will not be working with employees of an organization.
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
Sociology 1010httpwww.youtube.comwatchv=nBvGBdIHs7sht.docx
Sociology 1010
http://www.youtube.com/watch?v=nBvGBdIHs7s
http://www.youtube.com/watch?v=q1oOjKQflN0
http://sep.stanford.edu/sep/jon/family/jos/culture/index.html
The point of this assignments is so that you learn and gain insights on how both the Progressives (Liberals) and the Traditionalists (Conservatives) see and reason about public issues. If you end up writing both your initial post and reply from (Progressive and Conservative on say Abortion) you are doing the wrong thing.
The cultural war is being waged by 2 major camps--Traditionalist (Conservatives) and Progressives (Liberals). For this assignment, I will like you to do the following:
Step 1: Pick an ideological standpoint (say, Progressive), and post on 1 of the topics (say abortion) from the Progressive standpoint. (Your title: Progressive on Abortion). Please complete this step before doing anything else.
Step 2: React to a post by a fellow student from the opposing standpoint. (Say the person wrote on: Felon Enfranchisement, Progressive Ideology; You then change your title to say: Felon Enfranchisement: Traditionalist Ideology) In a separate paragraph, examine and explain which camp is winning, or has won, the ideological war. (Note: Your two post must cover both the Progressive and Traditionalist ideological stances on different public issues).
Please, avoid personalizing (I believe that . . ., it is my view that . . .) the discussion. Simply say: "Progressive would argue that . . . or, From the Conservatives standpoint . . . or, According to the Liberals . . . etc.
Here are a list of Public Issues:
Homosexuality and Same-Sex Marriage
Women in Combat Three Strikes and You're Out Policy
Sex Education in Public Schools Stop and Frisk
Race and Ethnic Relations Stem Cell Research
Gender Relations Felon Disenfranchisement
Affirmative Action Anti-smoking laws
Immigration School desegregation
Freedom of Expression
Abortion
Gun Ownership Flying While Arab (profiling)
Patriot Act Conceal/Open and Carry (of handguns)
Affordable Health Act
Public School Prayer
Social Welfare--Social Security
Social Welfare--Unemployment Insurance
Prostitution / Sex Work
Death Penalty
Employee Interviews: Guidelines & Questions
Module 2 Assignment
Interviews on Employee Empowerment and Psychological Safety
Planning and Arranging the Interviews
Identify three individuals to interview: one in healthcare and two from other fields or industries (e.g., state/local government; business). Choose family members and friends you know well that will be comfortable answering honestly. Interview each pe.
Team Building Workshop by Concepts Consulting LLC
Creating and Developing a team is an essential trait of any leader. it is the essence of success as a manager or a leader.
Effective Problem Solving & Decision Making (ACE-4) PPT .pdf
Effective Problem Solving &
Decision Making
1. IntroversionScore 11 pts.4 - 22 pts.Feedback Some peop
1. Introversion
Score : 11 pts.
4 - 22 pts.
Feedback: Some people thrive in teleworking arrangements, whereas others discover that it is neither a satisfying nor productive work environment for them. This scale assesses three personal dispositions that are identified in the literature as characteristics of effective teleworkers: (a) high company alignment, (b) low social needs at work and (c) independent initiative.
Company alignment
Company alignment estimates the extent to which you follow company procedures and have values congruent with company values. The greater the alignment, the more likely that you can abide by company practices while working alone and with direct supervision. While some deviation from company practices may be appropriate, teleworkers need to agree with company values and provide work that is consistent with company expectations most of the time. Scores on this scale range from 4 to 20.
Extroversion
Score: 17 pts.
4 - 22 pts.
Feedback: Low individualism
Individualism refers to the extent that you value independence and personal uniqueness. Highly individualist people value personal freedom, self-sufficiency, control over their own lives, and appreciation of their unique qualities that distinguish them from others.
However, keep in mind that the average level of individualism is higher in some cultures (such as Australia) than in others.
2. Total score: 8 pts.
RANGE BASED FEEDBACK:
6-12 pts.
Feedback: Low work centrality
People with high work centrality define themselves mainly by their work roles and view non-work roles as much less significant. Consequently, people with a high work centrality score likely have lower complexity in their self-concept. This can be a concern because if something goes wrong with their work role, their non-work roles are not of sufficient value to maintain a positive self-evaluation. At the same time, work dominates our work lives, so those with very low scores would be more of the exception than the rule in most societies. Scores range from 6 to 36 with higher scores indicating higher work centrality. The norms in the following table are based on a large sample of Canadian employees (average score was 20.7). However, work centrality norms vary from one group to the next. For example, the average score in a sample of Canadian nurses was around 17 (translated to the scale range used here).
3. Total score: 32 pts.
RANGE BASED FEEDBACK:
28-32 pts.
Feedback: High need for social approval
The need for social approval scale estimates the extent to which you are motivated to seek favourable evaluation from others. Founded on the drive to bond, the need for social approval is a secondary need, because people vary in this need based on their self-concept, values, personality and possibly social norms. This scale ranges from 0 to 32. How high or low is your need for social approval? The ideal would be to compare your score with the collective results of other students in your class. Otherwi ...
1. IntroversionScore 11 pts.4 - 22 pts.Feedback Some peop
1. Introversion
Score : 11 pts.
4 - 22 pts.
Feedback: Some people thrive in teleworking arrangements, whereas others discover that it is neither a satisfying nor productive work environment for them. This scale assesses three personal dispositions that are identified in the literature as characteristics of effective teleworkers: (a) high company alignment, (b) low social needs at work and (c) independent initiative.
Company alignment
Company alignment estimates the extent to which you follow company procedures and have values congruent with company values. The greater the alignment, the more likely that you can abide by company practices while working alone and with direct supervision. While some deviation from company practices may be appropriate, teleworkers need to agree with company values and provide work that is consistent with company expectations most of the time. Scores on this scale range from 4 to 20.
Extroversion
Score: 17 pts.
4 - 22 pts.
Feedback: Low individualism
Individualism refers to the extent that you value independence and personal uniqueness. Highly individualist people value personal freedom, self-sufficiency, control over their own lives, and appreciation of their unique qualities that distinguish them from others.
However, keep in mind that the average level of individualism is higher in some cultures (such as Australia) than in others.
2. Total score: 8 pts.
RANGE BASED FEEDBACK:
6-12 pts.
Feedback: Low work centrality
People with high work centrality define themselves mainly by their work roles and view non-work roles as much less significant. Consequently, people with a high work centrality score likely have lower complexity in their self-concept. This can be a concern because if something goes wrong with their work role, their non-work roles are not of sufficient value to maintain a positive self-evaluation. At the same time, work dominates our work lives, so those with very low scores would be more of the exception than the rule in most societies. Scores range from 6 to 36 with higher scores indicating higher work centrality. The norms in the following table are based on a large sample of Canadian employees (average score was 20.7). However, work centrality norms vary from one group to the next. For example, the average score in a sample of Canadian nurses was around 17 (translated to the scale range used here).
3. Total score: 32 pts.
RANGE BASED FEEDBACK:
28-32 pts.
Feedback: High need for social approval
The need for social approval scale estimates the extent to which you are motivated to seek favourable evaluation from others. Founded on the drive to bond, the need for social approval is a secondary need, because people vary in this need based on their self-concept, values, personality and possibly social norms. This scale ranges from 0 to 32. How high or low is your need for social approval? The ideal would be to compare your score with the collective results of other students in your class. Otherwi ...
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U03a1 – Khanh NguyenHi Khanh,Thanks for your assignment. It ap.docx
U03a1 – Khanh Nguyen
Hi Khanh,
Thanks for your assignment. It appears this assignment may have been submitted prematurely and that you have not actually held your second group session. I notice the paper was submitted on September 7th and your second group session, on which you report in u03a1, is scheduled for September 9th. This would explain various omissions in your paper.
Your report on your second session (u03a1) contemplates that your commentary will relate to your experience of having actually conducted that session. It is intended that nearly all the grading rubric items for this assessment (u03a1) be addressed with specific reference to the group session you have actually conducted.
I believe it’s your intention to apply the Systems Thinking discipline using the ‘Five Whys’ exercise. This certainly sounds interesting. I would suggest you resubmit this assessment when you have completed your second session. I will defer further comment until then.
Thanks, Khanh – Peter
COMPETENCY: Apply change management interventions.
CRITERION: Describe a team development experience based on a relevant learning discipline.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not describe a team development experience.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
CRITERION: Explain lessons learned for chosen discipline and group dynamics.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not explain lessons learned for chosen discipline or group dynamics.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
CRITERION: Explain the learning disciplines of team learning and systems thinking.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Distinguished
Analyzes learning disciplines: team learning and systems thinking, providing theory or real-world examples to support explanation.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
CRITERION: Describe a team development exercise used with a team, based on a relevant learning discipline.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not describe a team development exercise used with a team.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
COMPETENCY: Analyze applications of change management principles.
CRITERION: Explain a process used to select a learning discipline and the rationale for its selection.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Distinguished
Explains the process used to select a learning discipline and the rationale for its selection, and supports explanation with relevant theory or real-world examples.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
CRITERION: Explain successful and unsuccessful aspects of team development.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not ex ...
EDU 615 help A Guide to career/Snaptutorial
For more classes visit
www.snaptutorial.com
Stage Two: Interviews. Interview one administrator and two teachers within a school organization to determine areas they believe are in need of change. If you are unable to gain access through a local school or district office, you may go to the blog site Edutopia: Latest Blogs on K-12 Education Reform(http://www.edutopia.org/blogs) and contact administrators and teachers who have been involved in change initiatives at their school sites.
Ashford University EDU 671 Complete Course
Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
Edu 615 Massive Success / snaptutorial.com
Stage Two: Interviews. Interview one administrator and two teachers within a school organization to determine areas they believe are in need of change. If you are unable to gain access through a local school or district office, you may go to the blog site Edutopia: Latest Blogs on K-12 Education Reform(http://www.edutopia.org/blogs) and contact administrators and teachers who have been involved in change initiatives at their school sites. Be sure to come up with a list of questions prior to the interview. You might base some of your questions on some of the data findings from the Week One Assignment, “Stage One: Problem Identification.” Examples of questions follow:
1. What do you think is the most important issue facing this school, and why do you believe it is the issue most in need of attention?
This table lists criteria and criteria group name in the first col
This table lists criteria and criteria group name in the first column. The first-row lists level names and includes scores if the rubric uses a numeric scoring method. Criteria
Mastered
1 point
Not Yet
0 points
Criterion Score
1) Theories: Evaluates the theories for how they support leadership of the specific team = NOT YET MASTERED
Criterion Feedback
4/17/21 The objective here is to choose two theories and show the strengths and weaknesses (gaps) of each theory when you consider that theory against the guiding criteria. Does the theory support it well or not? NOTE: There must be a response for each of the guiding criteria. Do not exclude any of the guiding criteria. Be sure to choose two (2) theories and then show their names in place of Theory A and Theory B. This way, we know what you are trying to compare and contrast. Second, for each theory, look at the guiding criteria and ask yourself what is one strength and weakness of that theory as it relates to that guiding criteria. Ex. when looking at promoting positive group behavior, how does your chosen theory support that criteria? Likewise, what could be one negative (gap) concern about this criteria if applying your chosen theory. Please provide gaps and strengths for every guiding criteria. Only when you have considered all the strengths and weaknesses can you objectively choose a specific theory.
2) Theories: Selects a theory appropriate for leading the team, justifying selection for how it supports cohesive team dynamics and positively impacts group behavior and performance = NOT YET MASTERED
Criterion Feedback
4/17/21 We will review this section when all information is presented.
3) Theories: Provides examples of how the selected theory may be used to lead the team in various situations
Criterion Feedback
4/17/21 We will review this section when all information is presented.
4) Practices: Evaluates the technologies for how they support your leadership of the specific team = NOT YET MASTERED
Criterion Feedback
4/17/21 The objective here is to choose two technologies and show the strengths and weaknesses (gaps) of each technology when you consider that technology against the guiding criteria. Does the technology support it well or not? NOTE: There must be a response for each of the guiding criteria. Do not exclude any of the guiding criteria. Be sure to choose two (2) different technologies and then show their names in place of Technology X and Technology Y . This way, we know what you are trying to compare and contrast. Second, for each technology, look at the guiding criteria and ask yourself what is one strength and weakness of that technology as it relates to that guiding criteria. Ex. when looking at promoting positive group behavior, how does your chosen technology support that criteria? Likewise, what could be one negative (gap) concern about this criteria if applying your chosen technology. Please provide gaps and strengths for every guiding criteria. Only when you have ...
Learn This Efficient Model for Building High Performing Teams.pdf
No matter what industry you work in, productive and efficient teams are a must for success. Yet it’s not always easy to create and maintain a well-oiled team. For this, the Drexler-Sibbet Team Performance Model is there as it provides a simple, step-by-step framework for understanding team development. For more information regarding the benefits of executive coaching and human capital consultants, please visit the Center for human capital innovation.
1 BSBWOR502 Lead and manage team effectiveness
1
BSBWOR502 Lead and manage team effectiveness
Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
1 BSBWOR502 Lead and manage team effectiveness
1
BSBWOR502 Lead and manage team effectiveness
Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
FEEDBACK REPORT2Feedback from teacher The teacher said that .docx
FEEDBACK REPORT 2
Feedback from teacher
The teacher said that in the text there are many words repeated we should avoid repetition of word I am 3rd year student (example I believe that , it is notable, room, This strength was measured through, ETC.. ) . as well as the point written down
The work should be more professional in order to get a first because what I received doesn’t look an assignment for 3rd year student many repetitions and sentences not connected, too many (.) and new sentence after, please everything should be connected otherwise I can’t get a first with this work impossible … AND PLEASE HAVE A LOOK AT THE MARK GRID FEEDBACK I POSTED TO SEE HOW THE WORK WILL BE GRADED AND CHECK THE COLLUMN THAT GIVE YOU THE GRADE OF 70+ THANKS …HERE YOU HAVE IN DETAIL THE AREAS TO DEVELOP …
THE WORK IS 15OO (NOT WITH REFERENCE AND TABLE ),WHAT I RECEIVED IS AROUND 1300..
· So…More relevant introduction about development Centre, employability agenda and feedback with REFERENCES not in first person (relevant definitions ). …. And at the end you introduce the competencies I was observing in Tom in the activities… 500 WORDS
· For the strength you should first introduce the competency with a reference then start talking about his performance … avoid this words (you should and you must ) you have to talk about what he performed In more details what he was doing etc (invent even if you don’t know )…. When you say how he should improve his score YOU HAVE TO be more detailed of how he can improve with example of that (for example using some website or videos or reading or practising online etc.and how that helps him ) not only one sentence AND DON’T USE THE SAME SENTENCE IN DIFFERENTE COMPETENCIES . DON’T BE JUDGEMENTAL PLEASE …SAYING THAT HE DID THIS NOT GOOD but in a god way … Highly appropriate and relevant examples without exception including detailed actual examples and excellent suggestions for improvement
And this is same for all strength and weaknesses … start saying competency (leader ship or problem solving or teamwork or communication for example is …. (reference) then how he performed in details and then how he has to improve also in details not only one sentence, with example and how that helps him . That’s means Highly appropriate and relevant examples without exception including detailed actual examples and excellent suggestions for improvement.
THE WEAKNESSES PART THE AREA OF DEVELOPMENT SHOULD BE MORE LIKE BECAUSE I GAVE HIM 2.5 so more things to develop
Conclusion :
· Then you put a conclusion. how development Centre helps?. What do you think about the development center in general? and the competencies we were looking at ?, and how helpful is for our future career? and how we can improve our skills (general )…
.Compelling conclusions with excellent links made to the personal development plan · Then the table of development plan should be more detailed In this table you should put all the aims that Tom shou.
152707 writing workshop 3 2018
These slides were prepared for students at Massey University, Albany in 2018. They focus on writing analytical paragraphs as part of a reflective journal.
. After viewing the entire video, summarize the key ideas in the le.docx
. After viewing the entire video, summarize the key ideas in the lecture and then give your informed response to these.
http://www.udayton.edu/artssciences/graul_chair/rrw/events/0225_speakerseries_wodiczko.php
"Art And The Culture Of War: Toward The Un-War Memorial"
– Krzysztof Wodiczko, University of Dayton Speaker Series 2014
Krzysztof Wodiczko is Professor in Residence of Art, Design, and the Public Domain at the GSD. He is renowned for his large-scale slide and video projections on architectural facades and monuments. He has realized more than eighty such public projections in Australia, Austria, Canada, England, Germany, Holland, Ireland, Israel, Italy, Mexico, Poland, Spain, Switzerland, and the United States. Since the late 1980s, his projections have involved the active participation of marginalized and estranged city residents. Simultaneously, he has been designing and implementing a series of nomadic instruments and vehicles with homeless, immigrant, and war veteran operators for their survival and communication.
.
.1. Do you agree or disagree with the following statement Defen.docx
.1. Do you agree or disagree with the following statement? Defend your answer: "Money is the most important tool that a manager has for motivating employees.
2. When is it to an organization's advantage to hire employees who need training, and when is it advantageous to hire employees who are already trained?
.
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Similar to Instructions This is an assessment of your teamwork skills. Firs.docx
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U03a1 – Khanh NguyenHi Khanh,Thanks for your assignment. It ap.docx
U03a1 – Khanh Nguyen
Hi Khanh,
Thanks for your assignment. It appears this assignment may have been submitted prematurely and that you have not actually held your second group session. I notice the paper was submitted on September 7th and your second group session, on which you report in u03a1, is scheduled for September 9th. This would explain various omissions in your paper.
Your report on your second session (u03a1) contemplates that your commentary will relate to your experience of having actually conducted that session. It is intended that nearly all the grading rubric items for this assessment (u03a1) be addressed with specific reference to the group session you have actually conducted.
I believe it’s your intention to apply the Systems Thinking discipline using the ‘Five Whys’ exercise. This certainly sounds interesting. I would suggest you resubmit this assessment when you have completed your second session. I will defer further comment until then.
Thanks, Khanh – Peter
COMPETENCY: Apply change management interventions.
CRITERION: Describe a team development experience based on a relevant learning discipline.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not describe a team development experience.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
CRITERION: Explain lessons learned for chosen discipline and group dynamics.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not explain lessons learned for chosen discipline or group dynamics.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
CRITERION: Explain the learning disciplines of team learning and systems thinking.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Distinguished
Analyzes learning disciplines: team learning and systems thinking, providing theory or real-world examples to support explanation.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
CRITERION: Describe a team development exercise used with a team, based on a relevant learning discipline.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not describe a team development exercise used with a team.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
COMPETENCY: Analyze applications of change management principles.
CRITERION: Explain a process used to select a learning discipline and the rationale for its selection.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Distinguished
Explains the process used to select a learning discipline and the rationale for its selection, and supports explanation with relevant theory or real-world examples.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
CRITERION: Explain successful and unsuccessful aspects of team development.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not ex ...
EDU 615 help A Guide to career/Snaptutorial
For more classes visit
www.snaptutorial.com
Stage Two: Interviews. Interview one administrator and two teachers within a school organization to determine areas they believe are in need of change. If you are unable to gain access through a local school or district office, you may go to the blog site Edutopia: Latest Blogs on K-12 Education Reform(http://www.edutopia.org/blogs) and contact administrators and teachers who have been involved in change initiatives at their school sites.
Ashford University EDU 671 Complete Course
Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
Edu 615 Massive Success / snaptutorial.com
Stage Two: Interviews. Interview one administrator and two teachers within a school organization to determine areas they believe are in need of change. If you are unable to gain access through a local school or district office, you may go to the blog site Edutopia: Latest Blogs on K-12 Education Reform(http://www.edutopia.org/blogs) and contact administrators and teachers who have been involved in change initiatives at their school sites. Be sure to come up with a list of questions prior to the interview. You might base some of your questions on some of the data findings from the Week One Assignment, “Stage One: Problem Identification.” Examples of questions follow:
1. What do you think is the most important issue facing this school, and why do you believe it is the issue most in need of attention?
This table lists criteria and criteria group name in the first col
This table lists criteria and criteria group name in the first column. The first-row lists level names and includes scores if the rubric uses a numeric scoring method. Criteria
Mastered
1 point
Not Yet
0 points
Criterion Score
1) Theories: Evaluates the theories for how they support leadership of the specific team = NOT YET MASTERED
Criterion Feedback
4/17/21 The objective here is to choose two theories and show the strengths and weaknesses (gaps) of each theory when you consider that theory against the guiding criteria. Does the theory support it well or not? NOTE: There must be a response for each of the guiding criteria. Do not exclude any of the guiding criteria. Be sure to choose two (2) theories and then show their names in place of Theory A and Theory B. This way, we know what you are trying to compare and contrast. Second, for each theory, look at the guiding criteria and ask yourself what is one strength and weakness of that theory as it relates to that guiding criteria. Ex. when looking at promoting positive group behavior, how does your chosen theory support that criteria? Likewise, what could be one negative (gap) concern about this criteria if applying your chosen theory. Please provide gaps and strengths for every guiding criteria. Only when you have considered all the strengths and weaknesses can you objectively choose a specific theory.
2) Theories: Selects a theory appropriate for leading the team, justifying selection for how it supports cohesive team dynamics and positively impacts group behavior and performance = NOT YET MASTERED
Criterion Feedback
4/17/21 We will review this section when all information is presented.
3) Theories: Provides examples of how the selected theory may be used to lead the team in various situations
Criterion Feedback
4/17/21 We will review this section when all information is presented.
4) Practices: Evaluates the technologies for how they support your leadership of the specific team = NOT YET MASTERED
Criterion Feedback
4/17/21 The objective here is to choose two technologies and show the strengths and weaknesses (gaps) of each technology when you consider that technology against the guiding criteria. Does the technology support it well or not? NOTE: There must be a response for each of the guiding criteria. Do not exclude any of the guiding criteria. Be sure to choose two (2) different technologies and then show their names in place of Technology X and Technology Y . This way, we know what you are trying to compare and contrast. Second, for each technology, look at the guiding criteria and ask yourself what is one strength and weakness of that technology as it relates to that guiding criteria. Ex. when looking at promoting positive group behavior, how does your chosen technology support that criteria? Likewise, what could be one negative (gap) concern about this criteria if applying your chosen technology. Please provide gaps and strengths for every guiding criteria. Only when you have ...
Learn This Efficient Model for Building High Performing Teams.pdf
No matter what industry you work in, productive and efficient teams are a must for success. Yet it’s not always easy to create and maintain a well-oiled team. For this, the Drexler-Sibbet Team Performance Model is there as it provides a simple, step-by-step framework for understanding team development. For more information regarding the benefits of executive coaching and human capital consultants, please visit the Center for human capital innovation.
1 BSBWOR502 Lead and manage team effectiveness
1
BSBWOR502 Lead and manage team effectiveness
Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
1 BSBWOR502 Lead and manage team effectiveness
1
BSBWOR502 Lead and manage team effectiveness
Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
FEEDBACK REPORT2Feedback from teacher The teacher said that .docx
FEEDBACK REPORT 2
Feedback from teacher
The teacher said that in the text there are many words repeated we should avoid repetition of word I am 3rd year student (example I believe that , it is notable, room, This strength was measured through, ETC.. ) . as well as the point written down
The work should be more professional in order to get a first because what I received doesn’t look an assignment for 3rd year student many repetitions and sentences not connected, too many (.) and new sentence after, please everything should be connected otherwise I can’t get a first with this work impossible … AND PLEASE HAVE A LOOK AT THE MARK GRID FEEDBACK I POSTED TO SEE HOW THE WORK WILL BE GRADED AND CHECK THE COLLUMN THAT GIVE YOU THE GRADE OF 70+ THANKS …HERE YOU HAVE IN DETAIL THE AREAS TO DEVELOP …
THE WORK IS 15OO (NOT WITH REFERENCE AND TABLE ),WHAT I RECEIVED IS AROUND 1300..
· So…More relevant introduction about development Centre, employability agenda and feedback with REFERENCES not in first person (relevant definitions ). …. And at the end you introduce the competencies I was observing in Tom in the activities… 500 WORDS
· For the strength you should first introduce the competency with a reference then start talking about his performance … avoid this words (you should and you must ) you have to talk about what he performed In more details what he was doing etc (invent even if you don’t know )…. When you say how he should improve his score YOU HAVE TO be more detailed of how he can improve with example of that (for example using some website or videos or reading or practising online etc.and how that helps him ) not only one sentence AND DON’T USE THE SAME SENTENCE IN DIFFERENTE COMPETENCIES . DON’T BE JUDGEMENTAL PLEASE …SAYING THAT HE DID THIS NOT GOOD but in a god way … Highly appropriate and relevant examples without exception including detailed actual examples and excellent suggestions for improvement
And this is same for all strength and weaknesses … start saying competency (leader ship or problem solving or teamwork or communication for example is …. (reference) then how he performed in details and then how he has to improve also in details not only one sentence, with example and how that helps him . That’s means Highly appropriate and relevant examples without exception including detailed actual examples and excellent suggestions for improvement.
THE WEAKNESSES PART THE AREA OF DEVELOPMENT SHOULD BE MORE LIKE BECAUSE I GAVE HIM 2.5 so more things to develop
Conclusion :
· Then you put a conclusion. how development Centre helps?. What do you think about the development center in general? and the competencies we were looking at ?, and how helpful is for our future career? and how we can improve our skills (general )…
.Compelling conclusions with excellent links made to the personal development plan · Then the table of development plan should be more detailed In this table you should put all the aims that Tom shou.
152707 writing workshop 3 2018
These slides were prepared for students at Massey University, Albany in 2018. They focus on writing analytical paragraphs as part of a reflective journal.
Similar to Instructions This is an assessment of your teamwork skills. Firs.docx (20)
U03a1 – Khanh NguyenHi Khanh,Thanks for your assignment. It ap.docx
U03a1 – Khanh NguyenHi Khanh,Thanks for your assignment. It ap.docx
This table lists criteria and criteria group name in the first col
This table lists criteria and criteria group name in the first col
Learn This Efficient Model for Building High Performing Teams.pdf
Learn This Efficient Model for Building High Performing Teams.pdf
FEEDBACK REPORT2Feedback from teacher The teacher said that .docx
FEEDBACK REPORT2Feedback from teacher The teacher said that .docx
A complete report is presented to an excellent.docx
A complete report is presented to an excellent.docx
More from tienmixon
. After viewing the entire video, summarize the key ideas in the le.docx
. After viewing the entire video, summarize the key ideas in the lecture and then give your informed response to these.
http://www.udayton.edu/artssciences/graul_chair/rrw/events/0225_speakerseries_wodiczko.php
"Art And The Culture Of War: Toward The Un-War Memorial"
– Krzysztof Wodiczko, University of Dayton Speaker Series 2014
Krzysztof Wodiczko is Professor in Residence of Art, Design, and the Public Domain at the GSD. He is renowned for his large-scale slide and video projections on architectural facades and monuments. He has realized more than eighty such public projections in Australia, Austria, Canada, England, Germany, Holland, Ireland, Israel, Italy, Mexico, Poland, Spain, Switzerland, and the United States. Since the late 1980s, his projections have involved the active participation of marginalized and estranged city residents. Simultaneously, he has been designing and implementing a series of nomadic instruments and vehicles with homeless, immigrant, and war veteran operators for their survival and communication.
.
.1. Do you agree or disagree with the following statement Defen.docx
.1. Do you agree or disagree with the following statement? Defend your answer: "Money is the most important tool that a manager has for motivating employees.
2. When is it to an organization's advantage to hire employees who need training, and when is it advantageous to hire employees who are already trained?
.
. Theorize how socialization and culture produces conformity to soci.docx
. Theorize how socialization and culture produces conformity to social norms and deviation from those norms.
2. Define and explain the basic sociological theories in Cragun et al.
3. Know what deviance is and its limitations as a symbolic interactionist perspective.
4. Understand the effects groups have on our behavior. Be able to differentiate between primary groups and secondary groups and know their sociological significance. Be able to give an example of each.
5. Know what culture is and explain how culture creates deviance.
4. Student will write up their verbal quiz experience and submit online through this submission link immediately after the conference. This should be approximately two well developed paragraphs.
.
. The information is below but I was thinking like 5 bullet points e.docx
. The information is below but I was thinking like 5 bullet points each slide and the paragraph speaker notes need to cover the bullet points. Let me know your thoughts..Thanks! I'll send more dq's
tomorrow
...
You have been assigned to give a presentation to your organization’s board of ethics. you will discuss a current biomedical issue that faces your organization and its social responsibility toward the issue. The issue is stem cell research
Prepare a 2-slide Microsoft® PowerPoint® presentation that discusses the biomedical issue and provide 1 paragraph speaker notes for each slide. Each 2 slides should include the following:
Slide 1:Explain the organization’s ethical responsibility toward the community and its stakeholders.
Slide 2:Explain the organization’s social responsibility toward the community and its stakeholders
.
.2002200101 to 02.$ of Sale.docx
.
2002
2001
'01 to '02
.
$
% of Sales
$
% of Sales
% increase
Net sales
62349545
26072585
139.1%
Cost of Goods Sold
51402174
82.4%
21010605
80.6%
144.6%
Gross Profit
10947371
17.6%
5061980
19.4%
116.3%
Advertising
1818126
2.9%
327479
1.3%
455.2%
General & Administrative
8067331
12.9%
4162408
16.0%
93.8%
Total Operating Exp
9885457
15.9%
4489887
17.2%
120.2%
Income from Operations
1061914
1.7%
572093
2.2%
85.6%
Interest Income
17977
0.0%
16237
0.1%
10.7%
Gain on Marketable Securities
0.0%
41962
0.2%
-100.0%
Interest Expense
-2400
0.0%
-3184
0.0%
-24.6%
Total Other
15577
0.0%
55015
0.2%
-71.7%
Income Before Taxes
1077491
1.7%
627108
2.4%
71.8%
Taxes
536143
0.9%
161000
0.6%
233.0%
Net Income
541348
0.9%
466108
1.8%
16.1%
Consider the following questions in your evaluation:
What was the percentage increase in sales from 2001 to 2002?
What impact did the new sales have on the gross profit?
Were the new sales more or less profitable sales based upon their impact on the gross profit?
What happened to the advertising expenses ($ & %)?
Is the change in advertising likely to be long term? Why?
What impact did the new sales have on G&A (General & Administrative)? Why?
Are total operating expenses up or down as a percentage?
What impact does the change in operating expenses have on the bottom line?
Is income from operations up or down ($ & %)?
Is total other a significant dollar amount? Percentage increase?
Look at the amount of taxes paid. Why is the change so significant?
Compare the increases in sales to the increase in profit after taxes. Was it worth it from an operations point of view? From the stockholders point of view?
.
.4 Verbs like gustarfascinarModelo A él le fascina viajar..docx
.4 Verbs like gustar
fascinar
Modelo A
él
le fascina
viajar.
A mí [removed] bailar.
A nosotras [removed] cantar.
A ustedes [removed] leer.
A ti [removed] correr y patinar.
A ellos [removed] los aviones.
A mis padres [removed] caminar.
A usted [removed] jugar al tenis.
A mi esposo y a mí [removed] dormir.
A Alberto [removed] dibujar y pintar.
A todos [removed] opinar.
A Pili [removed] los sombreros.
aburrir
Modelo
A ellos
les aburren
los deportes.
A ti [removed] las películas.
A usted [removed] los viajes.
A mí [removed] las revistas.
A Jorge y a Luis [removed] los perros.
A nosotros [removed] las vacaciones.
A ustedes [removed] el béisbol.
A Marcela [removed] los libros.
A mis amigos [removed] los museos.
A ella [removed] el ciclismo.
A Omar [removed] ir de compras.
A ti y a mí [removed] el baile.
[?]
a|A
á
é
í
ñ
ó
ú
ü
¿
¡
.
..01 to 02.docx
.
.
'01 to '02
.
$
% of Sales
$
% of Sales
Net sales
62349545
26072585
139.1%
Cost of Goods Sold
51402174
82.4%
21010605
80.6%
144.6%
Gross Profit
10947371
17.6%
5061980
19.4%
116.3%
Advertising
1818126
2.9%
327479
1.3%
455.2%
General & Administrative
12.9%
4162408
16.0%
93.8%
Total Operating Exp
9885457
15.9%
4489887
17.
2%
120.2%
Income from Operations
1061914
1.7%
572093
2.2%
85.6%
Interest Income
17977
0.0%
16237
0.1%
10.7%
Gain on Marketable Securities
0.0%
41962
0.2%
-100.0%
Interest Expense
-2400
0.0%
-3184
0.0%
-24.6%
Total O
15577
0.0%
55015
0.2%
-71.7%
1077491
1.7%
627108
2.4%
71.8%
Taxes
m
0.9%
161000
0.6%
233.0%
Net Income
5
466108
1.8%
16.1%
2.
.
. Alicia brought her lunch today but now a coworker has asked her .docx
.
Alicia brought her lunch today but now a coworker has asked her to go to the deli across the street. Select the correct statement from the following. (Points : 2)
.
. Select one of the following questions and develop an essay of ap.docx
. Select one of the following questions and develop an essay of approximately one and a half double-spaced pages.
Use specific details, but you do not need to cite extensively from the text. (50 points)
1.
Using
from Sand Creek
analyze the depiction of non-Native characters and their understanding or misunderstanding of Native people and culture.
2.
Discuss
one
author’s representation of resilience, endurance, and cultural survival.
3.
Using
one
author’s text as your basis, analyze how minor characters are used to develop and enhance plots or themes involving major characters.
4.
Using this imperative phrase from Tapahonso’s work, “remember the things they told us,” explore how two different poems explore the importance of tradition and cultural values.
5.
Using one author’s text, explore how “witnessing” and the notion of “testimony” is a useful framework for interpreting a situation, a character, or to understanding the relationship of reader to represented event.
.
. Place each adjective clause in the following sentences in italic f.docx
. Place each adjective clause in the following sentences in italic font and identify the pattern of that adjective clause on the line provided (SV, SVO, SVIOO, SVOOC, SLVC). Write “none” on the line if there is no adjective clause in the sentence.
2. It is a joy that most folks wouldn’t turn down
.
. Comet Halley has an orbital period of 75 years and when it enter.docx
. Comet Halley has an orbital period of 75 years and when it enters the inner Solar System, it passes within a few AU of the Sun.
A.
Determine the average distance of Comet Halley in AU.
B.
Right now, Comet Halley is just about past the orbit of Neptune, which has an average distance from the sun of about 30 AU. Explain how this is possible given the average distance you found from its orbital period.
2. HIPPARCOS (an acronym for HIgh Precision PARallax COllecting Satellite was a scientific mission of the European Space Agency (ES
A., launched in 1989 and operated between 1989 and 1993. It was the first space experiment devoted to astrometry, the accurate measurement of star positions, distances from us, parallaxes, and proper motions.
A.
If the measured parallax shift of star A was 0.1 arcsecs and the parallax shift of star B was 0.05 arcsecs, which star was farther away from the Earth, why?
B.
What is the distance of the farthest star in parsecs?
C.
What is the distance of the farthest star in light-years?
3. There are two optical telescopes operating at the exact same frequency.
The first telescope is a 10 m telescope that is planned to be located at the L2 Lagrangian point 1.5 million kilometers past the orbit of the Earth. The second telescope is a 2 m telescope that is planned to be placed on the far side of the moon (average distance to the moon is 380,000 km from the Earth..
A.
Which of the two telescopes will have the greater light gathering power (10 m or 2 m)?
B. Explain your answer to part (A).
If the 10m telescope were placed on the Earth on top of Mauna Kea in Hawaii at 14000 feet instead of at L2, which telescope NOW has the greater light gathering power, by what factor
C.. The 10 m telescope has a _____ (greater/smaller. light gathering power )
D.. by a factor of _____ times.
E.
Compare your answers to parts C. and
D. to your answer to part
A.. Explain any differences.
4. There was a great debate concerning the value of the Hubble constant. (NOTE: The presently accepted value of the Hubble constant is 72 km/s/Mpc as listed in your formula sheet.. One party believed the Hubble constant (Ho. was closer to 50 km/s/Mpc and the other party believed the Hubble constant was closer to 100 km/s/Mp
C. Assuming you measure a recessional velocity of a galaxy of 10,000 km/s, what is the distance to that galaxy given the two different Hubble constants
A.
Distance to galaxy using 100 km/s/Mpc = _____ Mpc
B.
Distance to galaxy using 50 km/s/Mpc = _____ Mpc
C.
How do the different Hubble constants affect the calculated age of the universe?
5. If you triple the distance between two celestial objects, how does the resultant gravitational force between the two objects compare to the original force? (for example, 2 times, 10 times, 100 times?.
A.. The force is _____ times
B. _____ (greater/weaker)..
6. Two stars have the same radius but have very dif.
. How does conception normally occur, and how have beliefs about it .docx
. How does conception normally occur, and how have beliefs about it changed?
2. What roles do heredity and environment play in physical health, intelligence, and personality?
3. What complications of childbirth can endanger newborn babies, and what are the long-term prospects for infants with complicated births?
.
. (TCO 1) How does managerial and financial accounting differ in t.docx
.
(TCO 1) How does managerial and financial accounting differ in terms of the amount of detail presented and nonmonetary and monetary information?
(Points : 15)
[removed] [removed] [removed] [removed]
TCO 4) What is a variable cost? What is an example of a variable cost?
(Points : 15)
.
. In the exposition of a short story, __________. (Points 3) .docx
. In the exposition of a short story, __________. (Points : 3)
the action reaches its highest point
the characters and setting are introduced
the events that set the plot in motion occur
the story’s main conflict is resolved
2. The function of a short story’s exposition is to __________. (Points : 3)
present the setting and characters
carry the action to the turning point
begin the action of the plot
resolve the plot’s conflict
3. In a story, the point of highest action or the turning point is known as the ________ . (Points : 3)
rising action
falling action
resolution
climax
4. When a writer wants to capture the way real people sound when they talk, that writer will write dialogue in __________. (Points : 3)
personification
alliteration
dialect
conflict
5. Readers can more readily identify with a story’s narrator if the writer uses __________. (Points : 3)
third-person omniscient point of view
third-person limited point of view
second-person point of view
first-person point of view
6. In “Thank You, M’am,” the blue suede shoes are symbols of __________. (Points : 3)
what Mrs. Jones teaches Roger
what Roger wants but cannot have
memories of Mrs. Jones’s youth
Roger’s innocence
7. Which is not a lesson that Mrs. Jones tries to teach Roger during the encounter? (Points : 3)
Do not disrespect others.
Do not talk to strangers.
Do take responsibility for your choices.
Do take pride in yourself.
8. Of what is the narrator’s family in “The Circuit” a good example? (Points : 3)
the importance of cooperation
the necessity of wealth
the advantages of traveling
the value of education
9. At the beginning of “The Bracelet,” Ruri tells the reader that after her house has been packed up it feels like “a gift box after the nice thing inside was gone; just a lot of nothingness.” The author uses this image to communicate the story’s __________. (Points : 3)
mood
theme
climax
characterization
10. Which event marks the climax of “The Circuit”? (Points : 3)
The narrator, his brother, and their father labor together in the field.
The narrator rides the bus anxiously to school.
The family cooperates together to load their belongings into the car.
The narrator gets a chance to take trumpet lessons from his teacher.
11. In what important way are facts and historical fiction used differently in a story? (Points : 3)
Historical fiction includes imaginative details that add dramatic interest, but facts can be proved.
Historical fiction is usually written about famous people, but facts are not about people.
Historical fiction is always based on historical eve.
. Which of the following is a factor involved in communicating us.docx
.
Which of the following is a factor involved in communicating useful financial information? (Points : 2)
[removed]
.
. Consider the following variables. For each one (a) create a resea.docx
. Consider the following variables. For each one (a) create a research hypothesis in which the variable serves as an independent variable and (b) create a research hypothesis in which the variable serves as a dependent variable.
Helping
Anxiety
Attraction
Memory
Creativity
Alcohol Consumption
.
-this is a research on your own day to complete your annotated bibli.docx
-this is a research on your own day to complete your annotated bibliography on two secondary sources your locate for each of the three Greek plays you select to do research on.(Euripides Medea, Sophocles Antigone, Aeschylus Agamemnon)
- MLA Formart
- Max Pages 2 1/2
- Work Cited Page
Work is for Baber Makayla
.
---Quantitative Project World Income and Health Inequality.docx
---
Quantitative Project: World Income and Health Inequality
Based on what we have discussed so far, it seems that
there
is
a lot of variation around the world in terms of income, wealth, education,
health
status, and many other characteristics. And these characteristics seem to be related
with
one another. For example, people
from
wealthier countries tend to live longer. In this project, you are asked to
use
international data to empirically investigate the relationship between
income
and health status. The following
sections
provide a general description of this project and raise questions that
you
need to answer.
Objectives:
A. Substantive
: Students will
be
able to
1.
investigate
world inequality in income.
2.
investigate
world inequality in health
status
.
3.
investigate
the relationship between income and
health
status.
B.
Quantitative Skills
: Students will be able to
1.
sort
a single variable and examine
its
distribution
2.
calculate
within-group adjusted-means
weighted
by populations
3.
produce
a scatter plot to investigate the
relationship
between two variables
Data and Variables
The data are from “2008 World Population Data Sheet” published by the Population Reference Bureau (
http://prb.org/Publications/Datasheets.aspx
).
Three
variables
are used for this project:
Gross National Income (GNI) PPP per capita
Life
expectancy
Population (
in
millions)
These three variables for more
than
100 countries are already compiled in an Excel file.
Validity of the Measurement
Income level
Q_1
: Why can’t Gross National Income be directly used as a
measure
of income level? What does the PPP adjustment
take
into account? Why has it to be per capita?
Health Status
Q_2
: How is life expectancy defined? Why not to use Crude
Death Rate (CDR)? What is the advantage of using life
expectancy
?
Data Analysis
Corresponding to the three
objectives
stated above, the analysis section is composed of the following
three
parts:
1. Investigation of income inequality between rich and poor countries
Q_3
: Find out the top five countries with the highest GNI PPP per
capita
and
the bottom five countries with the
lowest
values. List these
countries’
names and their income.
Q_4
: How much is the difference between the highest and lowest
country
?
Q_5
: If we want to find out the overall difference between these
two
groups
, can we
simply
take an average of the five values of GNI PPP
per
capita within each group and
compare
the two means? Why or
why
not?
A better way is to compare the
population
-weighted means. We first need
to
calculate the total income for each country by multiplying GNI PPP per
capita
by its population. Then, add
all
five
total income within each group. Finally.
-I need part A and part B completed by Wednesday April 10th at 9pm..docx
-I need part A and part B completed by Wednesday April 10th at 9pm.
-15 more interviews need to be completed.
-I want the news article to be somewhat creative and target audience in 18-40. 20
- Seperate graphs are needed for each interview question in the survey.
-Pie graphs are needed for question #7,#8
- A chart is needed for all of the collected Data
OPEN DOCUMENT FOR FURTHER INFORMATION
.
-Describe and explain the function of the following structures of th.docx
-Describe and explain the function of the following structures of the eye:
Cornea
Sclera
Iris
Pupil
Lens
Choroid
Retina
Optic nerve
Rods and cones
Fovea centralis
Conjunctiva
Aqueous humor
Vitreous humor
-Describe and/or explain the functions of these structures of the ear:
Pinna
External ear
Middle ear
Inner ear
Tympanic membrane
Ossicles
Cochlea
Vestibule and semicircular canals
What is the organ of Corti, and where is located?
- What kind of receptors are the receptors for taste? For smell?
The outline :
Introduction •Provide background information. •Describe any relevant observations. •State hypotheses clearlyMaterials and Methods•List equipment or supplies needed. •Provide step-by-step directions for conducting the experiment. Results •Present data using a drawing (figure), table, or graph. •Analyze data.•Summarize findings briefly. Discussion and Conclusions•Conclude whether data gathered support or do not support hypotheses. •Include relevant information from other sources. •Explain any uncontrolled variables or unexpected difficulties.•Make suggestion for further experimentation.•Answer questions from the lab manual
.
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.1. Do you agree or disagree with the following statement Defen.docx
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. In the exposition of a short story, __________. (Points 3) .docx
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. Consider the following variables. For each one (a) create a resea.docx
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-this is a research on your own day to complete your annotated bibli.docx
---Quantitative Project World Income and Health Inequality.docx
---Quantitative Project World Income and Health Inequality.docx
-I need part A and part B completed by Wednesday April 10th at 9pm..docx
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