PD Tutorial 3
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Est This document outlines the topics and activities for Tutorial 3 on motivation principles at work and the nature of work groups. Students will learn about theories of motivation, motivation in Malaysian context, groups and their functions, and building groups into teams. The tutorial will include a group discussion revising Lecture 3 and answering questions on defining groups and teams, stages of group development, minimizing social loafing, reducing groupthink, the relationship between motivation and performance, and equity theory. Students must prepare answers to the tutorial questions in groups before attending class.
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PD Tutorial 3 ans
This document provides an overview of a university tutorial on motivation principles at work and the nature of work groups. It was compiled by Dr. Shanthi Bavani and covers the following topics:
- Theories of motivation and its relationship to performance
- Stages of group and team development from forming to adjourning
- Characteristics of effective teams and how to reduce issues like social loafing and groupthink
- Equity theory and how managers can use it to motivate employees
Students are assigned to discuss questions in groups about these topics and choose a spokesperson to present answers. Being prepared is emphasized.
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The document summarizes several motivational learning theories: the ARCS model of motivational design by John Keller, Maslow's hierarchy of needs, goal setting theory by Edwin Locke, and incentive theory. It was submitted by a group consisting of Christine du Toit, Maria Crowley, Mike Aling, and James Arnold.
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What is instructional design
Instructional design is defined as a systematic process that involves analyzing learning needs and goals, developing instructional materials to meet those needs, and implementing and evaluating the results. It considers content, learners' characteristics, the learning environment, and available resources. Common definitions describe instructional design as developing a wide range of instructional materials or systematically applying learning principles to instructional plans and activities. Instructional design theories prescribe appropriate instructional strategies based on learning theories. Models provide frameworks for systematically producing instruction and incorporating elements like goals, methods, and audience analysis.
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This research proposal aims to explore the leadership styles of woman head teachers in Nepalese private schools and how their styles contribute to school change. The study will use a qualitative narrative inquiry design to understand how woman head teachers describe their leadership styles and experiences through in-depth interviews. Specifically, the research questions focus on understanding how woman head teachers portray their leadership styles and stories, share experiences of leading their school's culture and climate, and describe what makes them successful leaders. The study intends to provide value by better understanding the leadership styles of women educational leaders in the private school context of Nepal.
Recommended
PD Tutorial 3 ans
This document provides an overview of a university tutorial on motivation principles at work and the nature of work groups. It was compiled by Dr. Shanthi Bavani and covers the following topics:
- Theories of motivation and its relationship to performance
- Stages of group and team development from forming to adjourning
- Characteristics of effective teams and how to reduce issues like social loafing and groupthink
- Equity theory and how managers can use it to motivate employees
Students are assigned to discuss questions in groups about these topics and choose a spokesperson to present answers. Being prepared is emphasized.
Motivational learning theories final
The document summarizes several motivational learning theories: the ARCS model of motivational design by John Keller, Maslow's hierarchy of needs, goal setting theory by Edwin Locke, and incentive theory. It was submitted by a group consisting of Christine du Toit, Maria Crowley, Mike Aling, and James Arnold.
Hrm Motivations Theory by Hassan Shahbaz
This document discusses various theories of motivation. It describes intrinsic motivation as being driven by internal rewards, and extrinsic motivation as being driven by external factors like rewards and punishments. Several motivational theories are outlined, including: McGregor's Theory X and Y of human nature; Herzberg's motivation-hygiene theory distinguishing between motivators and hygiene factors; and Maslow's hierarchy of needs. The goal-setting, reinforcement, equity, and expectancy theories of motivation are also summarized. Suggestions are provided for motivating diverse and "new" workforces through flexible scheduling and individualized rewards linked to performance.
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The document discusses motivation in language learning. It defines motivation and discusses different types of motivation like intrinsic and extrinsic motivation. It also discusses factors that motivate language learning like integrative orientation and instrumental orientation. The document outlines various aspects of motivating learners, including generating initial motivation, maintaining motivation, and encouraging positive self-evaluation. It discusses the intersection of learning styles, strategies, and motivation and provides examples of self-motivating strategies.
What is instructional design
Instructional design is defined as a systematic process that involves analyzing learning needs and goals, developing instructional materials to meet those needs, and implementing and evaluating the results. It considers content, learners' characteristics, the learning environment, and available resources. Common definitions describe instructional design as developing a wide range of instructional materials or systematically applying learning principles to instructional plans and activities. Instructional design theories prescribe appropriate instructional strategies based on learning theories. Models provide frameworks for systematically producing instruction and incorporating elements like goals, methods, and audience analysis.
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This document provides an overview of early management theories including those proposed by Machiavelli, Sun Tzu, Taylor, Fayol, and the Behavioral and Management Science schools. It discusses their key principles such as expressing views within an organization (Machiavelli), attacking when the enemy retreats (Sun Tzu), scientific selection and development of workers (Taylor), division of work and authority/responsibility (Fayol), and the Hawthorne Effect (Behavioral school). The document also examines the evolution of management theories over time from scientific management to classical organization theory to more modern approaches incorporating other fields like psychology.
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The presentation defines motivational learning theories that help students learn in the most effective way.
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This research proposal aims to explore the leadership styles of woman head teachers in Nepalese private schools and how their styles contribute to school change. The study will use a qualitative narrative inquiry design to understand how woman head teachers describe their leadership styles and experiences through in-depth interviews. Specifically, the research questions focus on understanding how woman head teachers portray their leadership styles and stories, share experiences of leading their school's culture and climate, and describe what makes them successful leaders. The study intends to provide value by better understanding the leadership styles of women educational leaders in the private school context of Nepal.
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This document provides an overview and study guide for a university course on organizational behaviour. It includes:
- Contact information for the course lecturer and compiled by.
- An outline of the topics to be covered in Tutorial 1, including revising the first lecture, group discussion, and learning outcomes related to defining and understanding organizational behaviour.
- Five tutorial questions related to defining organizational behaviour, describing models of organizational behaviour, approaches to organizational behaviour, fundamental concepts, and the importance of understanding organizational behaviour for managers.
- Details on class activities including revising lecture material, group discussion of tutorial questions, and ensuring students bring course materials.
Focus and Rhetorical Appeals Focus Question what fa
Focus and Rhetorical Appeals
Focus
Question: what factors are contributing to the poor management and organization
of the study group?
Focus:
• Poor management and
organization of the team
members and leader (subject)
• Fails to provide all the benefits
available to the learners in the
study group (point of
significance/persuasive response)
Credibility Appeals (Ethos)
1. Shared values: the importance of the learners, our number one priority;
teamwork, because work gets done better as a team; team members’
contributions to the study sessions’ goals; management and organization,
because they show the learners that the groups know what they are doing, and
that there is some level of management in the group. In the end, this leads to
effective sessions; study groups: worthwhile and beneficial when sessions are
productive (I realized this as a learner in the group.)
2. Shared background/experience: We all share the experience of being a learner
in the study group, learning and improving because the team members and
leader were well organized and managed. The group has a good reputation and
is known for its productive study sessions, so we all know what successful
sessions look like and we have all seen learners receive the benefits that the
group has to offer. We share the experience of there once being good
management and organization, and each session had a goal that was achieved.
We share the experience of choosing the values that are needed to guide the
group into the future.
3. Preference to writer’s position: The part of the position as a writer that will
make readers listen to me is the role that I have as an assistant. This role will
allow my readers to comprehend that I know what I am saying and that the
issue I am calling to action is for the improvement of the groups and their
learners. It will also be important to remind them that we have all been learners
in the group; that personally, the advantages gained are because of the
organized team members and leader who taught me; and that the learners that
we currently have are here for that and not otherwise.
Affective Appeals (Pathos)
1. State of emotion you want readers to feel:
Since my focus has to do with the poor management and organization that fail
to provide the benefits for the learners, I would want my readers to feel what it
is like to have their group totally disintegrate. I have seen the best primary-level
study group in the country collapse because of issues such as ours. This study
group’s team members’ underperforming led to unorganized and meaningless
sessions, and the leader lacked strong leadership and management skills. In the
end, the group was too far gone to turn around. The group eventually lost all its
learners, and a primary-level group was no longer available. The readers would
suddenly feel perturbed and would consider the fact that this could possibly
happen for our group if something were n ...
The dynamic and increasingly complex world of health care often requ.docx
The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective.
Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.
For this Discussion, you focus on strategies for facilitating the group process.
To prepare:
Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.12 on page 464 of the course text.
Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.
Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?
Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?
In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?
By Day 3
Post
a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.
Required Readings
Marquis, B. L., & Huston, C. J. (2015).
Leadership roles and management functions in nursing: Theory and application
(8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Chapter 19 “Organizational, Interpersonal, and Group Communication”
Chapter 19 covers many aspects of the communication process, including group communication. As you read this chapter, focus on the stages of group de.
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This document discusses group dynamics and team building. It identifies five stages of group development: forming, storming, norming, performing, and adjourning. It also discusses theories of group formation such as balance theory and exchange theory. The document contrasts work groups and teams, noting that teams have shared leadership, mutual accountability, and collective work products. It provides guidelines for developing effective self-managed teams, including establishing credibility, allowing ventilation of issues, setting group goals, and facilitating the group process. Finally, it discusses using team building to increase intragroup and intergroup effectiveness.
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Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
Reflect on a facilitated training session you experienced that affec.docx
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
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Week Lecture to use for information
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Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
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The document provides a lesson plan on group dynamics for nursing students. It includes general information about the lesson such as the teacher, topic, date, and objectives. The objectives are to introduce and define group dynamics, identify characteristics of groups, classify types of groups, list stages of group dynamics, and discuss functions of groups. The content section explains these topics in detail over several pages, including definitions, characteristics, types of groups like command, task, and functional groups, and stages of group dynamics like forming, storming, norming, performing, and adjourning. Teaching methods include lecture, discussion, and use of visual aids.
Models of teaching
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pepe442
The document discusses a mentoring program for experienced teachers to help support beginning teachers. It found that while the program helped mentors provide emotional support, it did not deeply change their practices or views of mentoring. The mentors largely saw themselves as experts imparting knowledge, rather than collaborating with mentees. The authors propose revising the program to have a greater focus on developing mentors as reflective practitioners and collaborative partners with mentees. This would help create communities of practice where mentors and mentees can deeply reflect on teaching practices.
SABD PROGRAMME GUIDE 2017
This document provides background information on the School of Architecture, Building and Design at Taylor's University. It discusses the history of the school, originally established in 1998 as the School of Built Environment, offering diploma programs in architectural technology, quantity surveying, and building technology and management. The document outlines key developments, including partnerships formed with the University of Melbourne in 2000 and 2001 to provide degree pathways for diploma graduates. It also notes the relocation of the school to the main Taylor's campus in 2012 to accommodate its increased size and programs.
Sabd undergraduate pg draft v3
This document provides a history of the School of Architecture, Building and Design (SABD) at Taylor's University. It details the establishment and evolution of SABD and its programmes over time, including achieving accreditation from various professional bodies. Key developments include launching diploma programmes in 1998, establishing partnerships with overseas universities, receiving full accreditation for programmes, renaming and expanding the scope of SABD, and introducing degree programmes culminating in a Master of Architecture programme in 2013. The history shows SABD's growth from initially offering diploma courses to becoming a school providing a full suite of built environment programmes up to postgraduate level.
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PD Tutorial 1
This document provides an overview and study guide for a university course on organizational behaviour. It includes:
- Contact information for the course lecturer and compiled by.
- An outline of the topics to be covered in Tutorial 1, including revising the first lecture, group discussion, and learning outcomes related to defining and understanding organizational behaviour.
- Five tutorial questions related to defining organizational behaviour, describing models of organizational behaviour, approaches to organizational behaviour, fundamental concepts, and the importance of understanding organizational behaviour for managers.
- Details on class activities including revising lecture material, group discussion of tutorial questions, and ensuring students bring course materials.
Focus and Rhetorical Appeals Focus Question what fa
Focus and Rhetorical Appeals
Focus
Question: what factors are contributing to the poor management and organization
of the study group?
Focus:
• Poor management and
organization of the team
members and leader (subject)
• Fails to provide all the benefits
available to the learners in the
study group (point of
significance/persuasive response)
Credibility Appeals (Ethos)
1. Shared values: the importance of the learners, our number one priority;
teamwork, because work gets done better as a team; team members’
contributions to the study sessions’ goals; management and organization,
because they show the learners that the groups know what they are doing, and
that there is some level of management in the group. In the end, this leads to
effective sessions; study groups: worthwhile and beneficial when sessions are
productive (I realized this as a learner in the group.)
2. Shared background/experience: We all share the experience of being a learner
in the study group, learning and improving because the team members and
leader were well organized and managed. The group has a good reputation and
is known for its productive study sessions, so we all know what successful
sessions look like and we have all seen learners receive the benefits that the
group has to offer. We share the experience of there once being good
management and organization, and each session had a goal that was achieved.
We share the experience of choosing the values that are needed to guide the
group into the future.
3. Preference to writer’s position: The part of the position as a writer that will
make readers listen to me is the role that I have as an assistant. This role will
allow my readers to comprehend that I know what I am saying and that the
issue I am calling to action is for the improvement of the groups and their
learners. It will also be important to remind them that we have all been learners
in the group; that personally, the advantages gained are because of the
organized team members and leader who taught me; and that the learners that
we currently have are here for that and not otherwise.
Affective Appeals (Pathos)
1. State of emotion you want readers to feel:
Since my focus has to do with the poor management and organization that fail
to provide the benefits for the learners, I would want my readers to feel what it
is like to have their group totally disintegrate. I have seen the best primary-level
study group in the country collapse because of issues such as ours. This study
group’s team members’ underperforming led to unorganized and meaningless
sessions, and the leader lacked strong leadership and management skills. In the
end, the group was too far gone to turn around. The group eventually lost all its
learners, and a primary-level group was no longer available. The readers would
suddenly feel perturbed and would consider the fact that this could possibly
happen for our group if something were n ...
The dynamic and increasingly complex world of health care often requ.docx
The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective.
Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.
For this Discussion, you focus on strategies for facilitating the group process.
To prepare:
Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.12 on page 464 of the course text.
Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.
Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?
Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?
In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?
By Day 3
Post
a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.
Required Readings
Marquis, B. L., & Huston, C. J. (2015).
Leadership roles and management functions in nursing: Theory and application
(8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Chapter 19 “Organizational, Interpersonal, and Group Communication”
Chapter 19 covers many aspects of the communication process, including group communication. As you read this chapter, focus on the stages of group de.
Group Dynamics
This document discusses group dynamics and team building. It identifies five stages of group development: forming, storming, norming, performing, and adjourning. It also discusses theories of group formation such as balance theory and exchange theory. The document contrasts work groups and teams, noting that teams have shared leadership, mutual accountability, and collective work products. It provides guidelines for developing effective self-managed teams, including establishing credibility, allowing ventilation of issues, setting group goals, and facilitating the group process. Finally, it discusses using team building to increase intragroup and intergroup effectiveness.
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This document outlines the table of contents for a book on organizational behavior. It covers six chapters that discuss key topics like defining organizational behavior, individual attributes and diversity, motivation and empowerment techniques, learning approaches, group dynamics, and teamwork. The chapters explore concepts like performance factors, motivation theories, social learning, group processes, team effectiveness, and challenges for modern work teams. Managers can benefit from understanding these organizational behavior principles to effectively lead their organizations and members.
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Chapter 2 Organizational Learning.ppt
Organizational learning is the process by which an organization improves itself over time through gaining experience and using that experience to create knowledge. The knowledge created is then transferred within the organization.
Bba102 organization behaviour
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
Reflect on a facilitated training session you experienced that affec.docx
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
Small Group Teaching
This document discusses small group teaching methods in medical education. It describes several small group teaching formats including problem based learning (PBL), case based learning (CBL), and team based learning (TBL). For PBL, students are presented with a problem to solve as a group, such as a clinical case. The teacher acts as a facilitator. TBL involves individual and team readiness tests to apply concepts, followed by team application exercises. Effective small group teaching requires defining objectives, facilitating participation and feedback, and managing time. The teacher's role is to guide discussion rather than lecture. Preparation and understanding learner needs and the curriculum are important to lead a successful small group session.
Pgtm Training For Conference
Based upon the 2008 book by Conyne, Crowell & Newmeyer, called Group Techniques: How to Use Them More Purposefully, the presentation introduces the PGTM model (Purposeful Group Techniques Model) for selecting group interventions. Group leaders are challenged to know just how to deal with each situation until they gain experience and a lot of practice! This model helps group leaders to decide what to do, and the book includes a large number of actual techniques collected in the appendix for ease of use.
Organizational Behaviour COURSE OUTLINE
This document outlines an organizational behavior course to be held at St Pauls University from January to April 2017. The 3 credit, 3 semester course aims to help students understand basic principles governing organizations and improve understanding of individual and group behavior to help achieve corporate objectives. Specific topics to be covered include individual differences, motivation, leadership, power and politics, organizational culture, change management and more. Students will be assessed through continuous assessments, short presentations and a final exam.
515d55ae3ffd8c290b29c3e1c3c1796a681c53de-1643341006688.pptx
The document discusses cooperative learning strategies and techniques. It provides an overview of cooperative learning, including its definition and principles. Some key principles discussed are heterogeneous grouping, collaborative skills, group autonomy, simultaneous interaction, equal participation, individual accountability, and positive interdependence. The document also outlines several cooperative learning strategies and techniques, such as jigsaw, think-pair-share, round robin, and focused listing. It emphasizes that cooperative learning involves students working together in groups to maximize their own and each other's learning.
Lesson planning and demo teaching
The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
Leadership Introduction.pptx
This document outlines the course Operations Management to be taught in Spring 2017 at the National University of Computer and Emerging Sciences in Lahore, Pakistan. The 3 credit hour course will be instructed by Mujahid Hussain and aims to explore concepts of operations management, decision making, and understanding organizational dynamics. Assessment will include class participation, quizzes, a term project, assignments, a midterm exam, and final exam. Required textbooks are listed and students are advised that the course outline is subject to change.
(671541027) lesson plan
1. The lesson plan is for a Business Studies class on organizing. It aims to help students understand the meaning and concepts of organizing like division of work and departmentation.
2. The teacher will introduce the topic of organizing through questions about planning school functions. Students will then discuss organizing steps for a hypothetical stitching unit in groups.
3. Key points about organizing that will be emphasized are that it is the process of establishing effective relationships and structure among workers, it involves dividing total work into functions, and putting similar activities into departments to improve efficiency.
Teacher leader 1
teachers are great leaders. they need more support from the institution to deliver better and more effective services to our learners
Group dynemics
The document provides a lesson plan on group dynamics for nursing students. It includes general information about the lesson such as the teacher, topic, date, and objectives. The objectives are to introduce and define group dynamics, identify characteristics of groups, classify types of groups, list stages of group dynamics, and discuss functions of groups. The content section explains these topics in detail over several pages, including definitions, characteristics, types of groups like command, task, and functional groups, and stages of group dynamics like forming, storming, norming, performing, and adjourning. Teaching methods include lecture, discussion, and use of visual aids.
Models of teaching
This document defines models of teaching and describes several specific models. It begins by defining a teaching model as a plan that guides curriculum, instruction, and a teacher's actions. Teaching models aim to cause specific changes in student behavior. Key components of models include a focus, syntax, social system, principles of reaction, and support system. Models are categorized into four families based on their goals: information processing, personal development, social interaction, and behavioral modification. Several specific models are then described in detail, including the Concept Attainment Model and Inquiry Training Model.
pepe442
The document discusses a mentoring program for experienced teachers to help support beginning teachers. It found that while the program helped mentors provide emotional support, it did not deeply change their practices or views of mentoring. The mentors largely saw themselves as experts imparting knowledge, rather than collaborating with mentees. The authors propose revising the program to have a greater focus on developing mentors as reflective practitioners and collaborative partners with mentees. This would help create communities of practice where mentors and mentees can deeply reflect on teaching practices.
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SABD PROGRAMME GUIDE 2017
This document provides background information on the School of Architecture, Building and Design at Taylor's University. It discusses the history of the school, originally established in 1998 as the School of Built Environment, offering diploma programs in architectural technology, quantity surveying, and building technology and management. The document outlines key developments, including partnerships formed with the University of Melbourne in 2000 and 2001 to provide degree pathways for diploma graduates. It also notes the relocation of the school to the main Taylor's campus in 2012 to accommodate its increased size and programs.
Sabd undergraduate pg draft v3
This document provides a history of the School of Architecture, Building and Design (SABD) at Taylor's University. It details the establishment and evolution of SABD and its programmes over time, including achieving accreditation from various professional bodies. Key developments include launching diploma programmes in 1998, establishing partnerships with overseas universities, receiving full accreditation for programmes, renaming and expanding the scope of SABD, and introducing degree programmes culminating in a Master of Architecture programme in 2013. The history shows SABD's growth from initially offering diploma courses to becoming a school providing a full suite of built environment programmes up to postgraduate level.
BS 2 Fire protection 4
This document discusses fire protection systems for Building Services Two (BLD60503). It outlines various fire protection measures that have been implemented, including installing fire stops between ducting and walls or floor slabs, at door frames, spraying fire barriers on steel beams, and applying fire barrier membranes on roof walls. The document was prepared by Tan Hee Chai and focuses on fire protection for a single building.
CSCM Chapter 11 relationship management cscm
The document discusses relationship management in the construction supply chain. It explains that (1) maintaining strong relationships with subcontractors and suppliers is important for contractors to control costs and ensure quality work is done on time, (2) factors like specialization and outsourcing mean contractors rely heavily on subcontractors, and (3) with fewer subcontractors and suppliers, strong relationships are even more crucial for success.
CSCM Partnering
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
CSCM Material delivery problems cscm
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already have a condition.
BS 2 Escalators arrangement
Escalators can be arranged in several configurations to efficiently transport passengers between floors. A single escalator arrangement is inexpensive but allows travel in only one direction, while parallel escalators maximize passenger flow and comfort by allowing two-way travel. Multi-level arrangements like scissor and criss-cross configurations provide continuous bidirectional traffic and are most suitable for high-traffic buildings. The optimal escalator configuration depends on factors like passenger volume, traffic patterns, and space restrictions.
BS 2 Escalators 1of 2
An escalator is a moving staircase that transports people between floors. It consists of a metal truss structure with tracks that guide metal steps in a continuous loop powered by an electric motor. The steps move at around 1-2 feet per second and have a maximum incline of 30 degrees. Escalators have platforms at the top and bottom where the curved tracks guide the flat steps back into a staircase formation. Additional components include handrails, exterior panels, safety devices, and control systems. Escalators can efficiently move large numbers of people and are used to direct traffic flow in buildings.
BS 2 Group assignment brief question august 2016
1. The document provides guidelines for a group assignment requiring students to complete a building services case study on a completed shopping complex.
2. It outlines 8 guidelines that must be strictly followed, including word count limits, use of footnotes and a bibliography, submission deadlines and templates, and penalties for late submissions.
3. The assignment objectives are to expose students to real-life building services systems through a case study, demonstrate understanding of compliance with local requirements, and appreciate challenges of installing different systems. Students must study and explain the mechanical ventilation, fire protection, vertical transportation, and electrical systems.
BS 2 Variable air volume systems
1. Variable air volume (VAV) systems use VAV boxes connected to thermostats to control the temperature in spaces by varying the volume of air delivered. As a space requires more cooling, the VAV box damper opens to allow more air flow.
2. Key components of a VAV system include air handling units with mixing boxes, filters, cooling/heating coils and fans to condition air, VAV boxes with dampers to control air volume, and diffusers to deliver air to spaces.
3. VAV systems offer efficient individual temperature control and flexibility but can have issues with low air velocity at low flow rates. Adding fans or reheat coils to VAV boxes helps address this disadvantage.
CSCM Supply chain management 312 cscm
1. The document discusses supply chain management (SCM) in the construction industry. It describes SCM as an approach that aims to integrate and synchronize processes across interdependent organizations to improve customer value.
2. SCM principles that could benefit the construction industry are discussed, including transparency, trust, and efficiency across the supply chain. Benefits include improved value for clients, more competitive subcontractors, and assurance of business continuity.
3. The construction supply chain involves many stakeholders like subcontractors, designers, and material/equipment suppliers. Characteristics of construction supply chains are that they are highly non-linear with many linkages and information flows required.
CSCM Bim group assignment.docx
The document discusses Building Information Modeling (BIM) and its various dimensions ranging from 3D to 7D modeling. It provides details on the services, software, advantages and disadvantages of each dimension. The 3D model refers to visualization and clash detection. 4D adds a time component for construction planning and scheduling. 5D enables cost estimation and quantity take-off. 6D performs energy consumption analysis during design and operation. 7D covers facility management. The document is a group project report submitted by students for their Construction Supply Chain Management course that analyzes how each BIM dimension benefits supply chain management.
CSCM individual assignment
This document provides details on a proposed mixed development project called TU Centrum by TU Property Development Group Berhad. It includes the following key points:
1) TU Centrum will be located next to One Utama Shopping Mall and consist of shop offices and serviced apartments across 6 blocks.
2) The target market segments for the serviced apartments are identified as households with 2-6 members who are married or divorced with incomes of RM5,000-8,000 based on an analysis of household size, marital status and income.
3) The development aims to meet housing demand in the area and achieve sales of RM20 million for the serviced residences within one year.
Management science group assignment MS
This document provides information about Yanyan Corporation Sdn Bhd, including its vision, mission, goals and organisational structure. It outlines the company's focus on luxury, convenience and being environmentally friendly. The document also includes job descriptions for various roles within the company's administration, accounting, contract and project management departments.
MS Tutorial 12 hrm
This document discusses human resource management and recruitment. It poses three questions: 1) the advantages and disadvantages of internal vs external recruitment; 2) why organizations prefer promoting from within; 3) whether the construction industry prefers internal or external recruitment. It also lists a reading on Southwest Airlines' use of recruitment tools and a case study on its corporate culture.
MS Case study development for entrepreneur mark zuckerberg
Mark Zuckerberg founded Facebook in 2004 while a student at Harvard University. Facebook rapidly gained popularity at Harvard and other colleges. Zuckerberg dropped out of Harvard to focus on Facebook full-time, and by age 23 had become the world's youngest self-made billionaire due to Facebook's success. Zuckerberg demonstrated entrepreneurial skills from a young age through his passion for programming and ability to transform ideas into opportunities, like creating Facebook to help students connect. He successfully tested and expanded Facebook while maintaining focus on his vision of connecting people worldwide through the platform.
MS Lecture 7 leadership and motivation
This document discusses leadership and motivation. It defines leadership as a social influence process that causes others to achieve organizational goals. Effective leadership involves creating a vision, communicating that vision, and setting an example to inspire others. The document compares managing, which focuses on tasks, to leading, which focuses on gaining commitment. It examines different leadership styles and approaches, including trait, behavioral, power-based, situational, empowering, and transformational leadership. The document also defines motivation and discusses Maslow's hierarchy of needs and McClelland's theory of achievement, power, and affiliation needs as approaches to motivate employees.
MS Lecture 8 communication
Here are some common communication ways that project managers and site supervisors in the construction industry use:
- Face-to-face meetings and discussions on site to coordinate work and resolve issues.
- Two-way radios to communicate with workers across loud work sites.
- Written communications like emails, reports, meeting minutes to document instructions, decisions and progress.
- Drawing and schematics to convey design and technical details.
- Online project management software to share schedules, tasks, documents with all stakeholders.
- Teleconferences and video calls to coordinate with remote teams and clients.
- Notice boards to display notices, updates and safety instructions for all on-site workers.
- Using
MS Qsb 2413 group project 2016
The document outlines a group project for a management science class. Students are to imagine starting a construction company with RM 1 million in capital along with 4 friends. They must:
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2) Develop selection criteria for 3 management trainee positions and propose at least 3 interview activities to test candidates against the criteria.
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Visions of Reality Inspiring Innovations from MIT Reality Hack 2024.
Visions of Reality Inspiring Innovations from MIT Reality Hack 2024.
PD Tutorial 3
- 1. Compiled and Prepared by: Dr. Shanthi Bavani Email:shanthibavani.mohan@taylors.edu.my Extension: 5669 TUTORIAL 3 (WEEK 4) MOTIVATION PRINCIPLES AT WORK THE NATURE OF WORK GROUPS Theories of motivation Motivation in Malaysian context Groups and their functions Building groups into teams Class Activities: Revise Lecture 3 Group discussion LEARNING OUTCOME: Students should be able to: Motivation principles at work Define motivation and its nature Explain the importance of motivation Describe the relationship between motivation and performance Explain the classical theories of motivation Explain the contemporary theories of motivation The Nature of Work Groups Define groups and teams Explain the characteristics of a group Discuss the development of groups and teams Identify the characteristics of effective team performance Discuss ways to manage adverse behaviour in a group TUTORIAL QUESTIONS: 1. Define a group and a team. 2. Explain the stages of group/team development. 3. How do effective teams minimize social loafing? 4. What is groupthink and how do we reduce its symptoms? 5. Is performance related to motivation? Explain the relationship between them. 6. Define equity theory. How can managers use the theory to motivate employees? CLASS ACTIVITY: You are to prepare the above questions before attending tutorial. You will be given to 15 minutes to discuss with your group members who will be selected by your tutor. You are also to choose a spokesperson who would present the answer when called by your tutor. **Please take note: All questions should be prepared before attending tutorial classes. Students failing to do so, will need to see your lecturer for clarification.