Self-Assessment 8.3 Evaluate (Your) Team Member EffectivenessTo.docx

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Self-Assessment 8.3: Evaluate (Your) Team Member Effectiveness To assess your own team member effectiveness, complete the assessment answering each item in terms of the extent you agree that you do each. Calculate your overall team effectiveness score and compare it to the norms listed below to gauge your general team member effectiveness. Next, calculate the subtotal for each competency and compare your subtotals to the arbitrary norms listed below to assess your effectiveness on each competency. Then, to determine which competencies are the strongest and weakest for you, calculate your average for each and compare them. The averages are computed by taking the subtotal for each and dividing it by the number of items for that competency. This will show you the relative strength of your team competencies. Improve the value of this measure further still by evaluating yourself in terms of your effectiveness in a particular team (school, work, or other organization). Then, have a member of that same team evaluate you. Compare your scores with those given by your teammate, identify the consistent scores and those that differ, and use this feedback to improve your own team member effectiveness. Strongly Disagree Disagree Somewhat Agree Agree Strongly Agree N/A - Not Applicable... * 1. Did a fair share of the team's work. * 2. Fulfilled responsibilities to the team. * 3. Completed work in a timely manner. * 4. Came to team meetings prepared. * 5. Did work that was complete and accurate. * 6. Communicated effectively. * 7. Exchanged information with teammates in a timely manner. * 8. Provided encouragement to other team members. * 9. Accepted feedback about strengths and weaknesses from teammates. * 10. Used teammates' feedback to improve performance. * 11. Let other team members help when it was necessary. * 12. Stayed aware of fellow team members' progress. * 13. Assessed whether the team was making progress as expected. * 14. Provided constructive feedback to others on the team. * 15. Made sure that everyone on the team understood important information. * 16. Helped the team to plan and organize its work. * 17. Expected the team to succeed. * 18. Believed that the team should achieve high standards. * 19. Cared that the team produced high-quality work. * 20. Had the skills and abilities that were necessary to do a good job. * 21. Had enough knowledge of teammates’ jobs to be able to fill in if necessary. Contributing to the Team’s Work Score : 23 pts. 20 - 25 pts. Feedback: High contribution Interacting with Teammates Score : 27 pts. 24 - 30 pts. Feedback: High level of interaction Keeping the Team on Track Score : 21 pts. 20 - 25 pts. Feedback: Highly skilled at keeping on track Expecting Quality Score : 15 pts. 12 - 15 pts. Feedback: High quality expectations Having Relevant .

Education

* 2. Fulfilled responsibilities to the team.
* 3. Completed work in a timely manner.
* 4. Came to team meetings prepared.
* 5. Did work that was complete and accurate.

* 6. Communicated effectively.
* 7. Exchanged information with teammates in a timely manner.
* 8. Provided encouragement to other team members.
* 9. Accepted feedback about strengths and weaknesses from
teammates.
* 10. Used teammates' feedback to improve performance.

* 11. Let other team members help when it was necessary.
* 12. Stayed aware of fellow team members' progress.
* 13. Assessed whether the team was making progress as
expected.
* 14. Provided constructive feedback to others on the team.

* 15. Made sure that everyone on the team understood important
information.
* 16. Helped the team to plan and organize its work.
* 17. Expected the team to succeed.
* 18. Believed that the team should achieve high standards.
* 19. Cared that the team produced high-quality work.

* 20. Had the skills and abilities that were necessary to do a
good job.
* 21. Had enough knowledge of teammates’ jobs to be able to
fill in if necessary.

Contributing to the Team’s Work
Score : 23 pts.
20 - 25 pts.
Feedback: High contribution
Interacting with Teammates
Score : 27 pts.
24 - 30 pts.
Feedback: High level of interaction
Keeping the Team on Track
Score : 21 pts.
20 - 25 pts.
Feedback: Highly skilled at keeping on track
Expecting Quality
Score : 15 pts.
12 - 15 pts.
Feedback: High quality expectations
Having Relevant Knowledge, Skills, and Abilities (KSAs)
Score : 10 pts.
8 - 10 pts.
Feedback: Highly relevant knowledge and skills
Feedback score:
Score : 96 pts.
Range-based Feedback:
84 - 105 pts.
Feedback: Highly effective team member
Source: Adapted from M. W. Ohland, M. L. Loughry, D. J.
Woehr, L. G. Bullard, R. M. Felder, C. J. Finelli, R. A. Layton,

H. R. Pomeranz, and D. G. Schmucker, “The Comprehensive
Assessment of Team Member -Effectiveness: Development of a
Behaviorally Anchored Rating Scale for Self- and Peer
Evaluation,” Academy of Management Learning &
Education, 2012, pp. 609–630.

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irem.org/jpm | jpm® | 47 AND REWARD RISK >> BY KRISTIN GUNDERSON HUNT THE FIGHT TO FILL VACANT COMMERCIAL REAL ESTATE SPACE IN RECENT YEARS HAS FORCED REAL ESTATE OWNERS AND MANAGERS TO CONSIDER NEW USES FOR THEIR PROPERTIES—EVEN IF THEY REQUIRE TAKING ADDITIONAL RISKS. especially vacancies,” said Janice Ochenkowski, managing director for Jones Lang LaSalle and the commercial real estate firm’s director of global risk management in Chicago. “But property owners and managers have been very creative in how to use their existing facilities.” Traditional retail stores have been transformed into everything from medical office space and churches to fitness centers and breweries. In addition, special events and pop- up stores are more commonplace; traditional office spaces have been converted to daycare centers; in- dustrial warehouses are being used as practice facilities for youth base- ball teams; and the list goes on. “From a risk management perspective, these new uses can bring new challenges,” Ochenkowski said. “However, it is the primary goal of the risk manager to support the business, which means we need to be more creative in the way we deal with these risks.” DOESN’T MEAN YOU HAVE TO WALK AWAY.”–JANICE OCHENKOWSKI, JONES LANG LASAL LE DO THE ASSESSMENT HONESTLY. JUST BECAUSE THERE IS A HI GHER RISK “DON’T BE AFRAID TO THINK ABOUT WHAT THE RISKS ARE. the tough economy has resulted in a lot of challenges—“ DUE DILIGENCE The risks associated with new-use tenants are as varied as the tenants them- selves. First and foremost, certain tenants could present additional life safety risks, said Jeffrey Shearman, a Pittsburgh-based senior risk engineering con- sultant and real estate industry practice leader for commercial insurance provider, Zurich. For example, restaurant tenants create increased exposure to fire; church and/or educational institutions might spur egress concerns because they en- courage large gatherings in spaces formerly used for different occupancy; and hazardous waste can be a risk with some medical tenants. “You have to recognize that certain types of work are going to create certain types of hazards,” Shearman said. Beyond life safety risks, certain tenants might be more susceptible than previous tenants to codes and regulations imposed by state or federal laws, such as licensing regulations for daycares or American Disabilities Act re- quirements for medical tenants, said Pat Pollan, CPM, principal at Pollan Hausman Real Estate Services in Houston. New-use tenant risks don’t stop there: financial risks also exist. Replac- ing a unique tenant with a similar occupant after the lease expires can be difficult—a particular concern if a lot of money was spent customizing the space for an alternative use. “It’s not just the risk of liability, it’s the risk of the tenant going out of business and losing any money you put into the tenant, or its space, .

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IoT References: https://www.techrepublic.com/article/how-to-secure-your-iot-devices-from-botnets-and-other-threats/ https://www.peerbits.com/blog/biggest-iot-security-challenges.html https://www.bankinfosecurity.asia/securing-iot-devices-challenges-a-11138 https://www.sumologic.com/blog/iot-security/ https://news.ihsmarkit.com/press-release/number-connected-iot-devices-will-surge-125-billion-2030-ihs-markit-says https://cdn.ihs.com/www/pdf/IoT_ebook.pdf https://go.armis.com/hubfs/Buyers%E2%80%99%20Guide%20to%20IoT%20Security%20-Final.pdf https://www.techrepublic.com/article/smart-farming-how-iot-robotics-and-ai-are-tackling-one-of-the-biggest-problems-of-the-century/ Video Resources:What is the Internet of Things (IoT) and how can we secure it? https://www.youtube.com/watch?v=H_X6IP1-NDc What is the problem with IoT security? - Gary explains https://www.youtube.com/watch?v=D3yrk4TaIQQ Classmate 1 The Rise of the Republican Party The Republican Party was formed due to a split in the Whig Party. The anti-slavery “Conscience Whigs” split from the pro-slavery “Cotton Whigs”. Some anti-slavery Whigs joined the American “Know-Nothing” Party, while the remainder joined with independent Democrats and Free-Soilers to form a new party, the Republicans. The initial members stood for one principle: the exclusion of slavery from the western territories (Shi, p. 462). Knowing the Republicans ideology, we will look at how the events leading up to the Kansas-Nebraska Act led to greater political division that eventually caused the formation of the Republican Party and it’s rise to the presidency in 1860. In the 1850’s, America was becoming increasingly divided between those for and against slavery. The Compromise of 1850 had temporarily appeased both sides by admitting California as a free state, allowing no slavery restrictions in New Mexico and Utah, paying Texas, abolishing slave trade but no slavery in the District of Columbia, establishing the Fugitive Slave Act, and denying congress authority to interfere with interstate slave trade (Shi, p. 457). This Fugitive Slave Act was highly contested, although very few slaves were returned to the south under this Act. In fact, it ended up uniting anti-slavery people, more than aiding the South. It was during this time that Uncle Tom’s Cabin was written, selling more than a million copies worldwide and detailing the harsh brutality of slavery (Shi, p. 460-461). In the mid-1850’s, the Kansas-Nebraska Act was passed. The main reason for it was to the settle the vast territory west of Missouri and Iowa, and to create a transcontinental railroad to capitalize on Asian markets and goods. New territories brought up questions of whether slavery would be allowed, with many supporting “popular sovereignty” where voters chose whether they would have slavery or not. The issue here was that the 1820 Missouri Compromise had said there would be no new slaver.

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In two paragraphs, respond to the prompt below. Journal entries must contain proper grammar, spelling and capitalization. Consider the communication pattern within your family of origin. How does your family's conversation orientation (how open your family is to discuss a range of topics) and conformity orientation (how strongly your family reinforces the uniformity of attitudes, values and beliefs) affect your interactions with your partner? If you don't think there is any effect, explain your reasoning. .

In two paragraphs, respond to the prompt below. Journal entries .docx

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Investigative Statement Analysis Initial statement given by Ted Kennedy in reference to the accident that occurred on July 18, 1969 in Chappaquiddick, Massachusetts. Date: October 30, 2007 Analyst Comments: Narrative Balance: The Prologue begins with sentence #1 and ends with sentence #3. The Central Issue begins with sentence #4 and ends with sentence #9. The Epilogue begins with sentence #10 and ends with sentence #14. Thus the breakdown is: Prologue = 3 sentences Central Issue = 6 sentences Epilogue = 5 sentences The narrative is somewhat unbalanced due to the short Prologue and thus can be considered to be possibly deceptive on its face. It is not unbalanced enough to say this conclusively. Mean Length of Unit: The narrative has 14 sentences and 237 words, thus giving a MLU of 16.9 rounded to 17. Thus any sentences 23 words or longer and any sentences 11 words or less can be considered deceptive on their face. Structure of Analysis: The actual sentences from the narrative are in bold italicized type. After each sentence are the number of words in the sentence, whether or not it is deceptive on its face, and the analyst’s comments. All of these will be in normal type. 1. On July 18th, 1969, at approximately 11:15 P.M. in Chappaquiddick, Martha’s Vineyard, Massachusetts, I was driving my car on Main Street on my way to get the ferry back to Edgartown. 30 words – Deceptive on its face. There is no mention of the passenger in this sentence. All of the pronouns are singular. It is “my car” “on my way”, etc. When the passenger is mentioned later, it is almost an afterthought. The deception in this sentence may be the last part of the sentence where he relates why he was driving the car. He very well may have been driving for some reason other than to get the ferry. This would be an area to be further explored in an interview. 2. I was unfamiliar with the road and turned right onto Dike Road, instead of bearing hard left on Main Street. 20 words. “I was unfamiliar with the road” is an explanatory phrase telling us why he ended up on Dike Road. The phrase “instead of bearing hard left on Main Street” is a strange way of phrasing. Most people would say something like “instead of staying on Main Street.” 3. After proceeding for approximately one-half mile on Dike Road I descended a hill and came upon a narrow bridge. 20 words. There is nothing particularly deceptive about this sentence. The phrasing of the sentence is very formal. The phrasing is almost like a police type report or a legal/lawyer way of phrasing. It also appears that the phrase “came upon a narrow bridge” is almost a passive way of phrasing that indicates he was taken by surprise and had no control over what he was doing. 4. The car went off the side of the bridge. 9 words – This sentence is deceptive on its face. This is the very first sentence of the Central Issue. It is interesting to note that four of the six s.

Investigative Statement AnalysisInitial statement given by Ted K.docx

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Investigating Happiness at College SNAPSHOT: TOPIC Either a specific group related to college or a factor within college life that possibly affects a specified group of college students or students in general. PITCH Present your topic and your research question to the class— shark tank! Sound too scary? How about guppy tank ?). Tentative due date: 2/5 & 2/7 ESSAY 1 The prospectus and the annotated bibliography. Tentative due date: 2/21 ESSAY 2 Change in your topic or conducting your own study Tentative due date: 3/16 ESSAY 3 Argument about a specific controversy within your topic Tentative due date: 4/6 ESSAY 4 Answers and argues your refined research question about the importance of your topic. Tentative due date: 4/24 ♥ Rough drafts with reflections about what is working and not working and WHY will be required for the prospectus and essays 2 and 3. The work on the rough draft and the reflections will count toward your essay grade. ♥ Final reflections submitted the class period after you submit your final draft for essays 2-4 will also count as part of your essay grade. ♥ You will upload your drafts on Moodle. You will be asked to identify the portions of the sources you used and submit hard copies of your sources in a folder or files of your sources online. Investigating Happiness at College: Some questions that will help you form your own research questions: ● Is happiness a necessity or a perk in college life? ● What do the expectations of happiness and the pursuit of happiness reveal about a specific college group, college students in general, or another college-related group? ● Considering both on-campus factors and off-campus factors (at least at first), what most influences your group’s happiness (or unhappiness)? ● Is there one major factor (on campus or off campus) you would want to investigate that affects students’ happiness? ● How do the expectations about happiness that society has in general or a certain specific segment of society (for instance, parents) has, relate to college or college students? ● How much do preconceived notions and expectations about college life affect student happiness? ● Hard work is hard to enjoy. So how do students balance that hard work with the .

Investigating Happiness at College SNAPSHOT T.docx

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Investigate Development Case: Death with Dignity / Physician-Assisted Suicide MAKE A DECISION: Is Ben's decision making being affected by his depression? Yes No Why? Give reasons for why you chose the way you did. Consider the following factors in your reasons: The effects of depression on decision making Other stresses in Ben's life contributing to his state of mind Ben's current quality of life The family's values and beliefs Your own values and beliefs Please see attachment .

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1. Self-Assessment 8.3: Evaluate (Your) Team Member Effectiveness To assess your own team member effectiveness, complete the assessment answering each item in terms of the extent you agree that you do each. Calculate your overall team effectiveness score and compare it to the norms listed below to gauge your general team member effectiveness. Next, calculate the subtotal for each competency and compare your subtotals to the arbitrary norms listed below to assess your effectiveness on each competency. Then, to determine which competencies are the strongest and weakest for you, calculate your average for each and compare them. The averages are computed by taking the subtotal for each and dividing it by the number of items for that competency. This will show you the relative strength of your team competencies. Improve the value of this measure further still by evaluating yourself in terms of your effectiveness in a particular team (school, work, or other organization). Then, have a member of that same team evaluate you. Compare your scores with those given by your teammate, identify the consistent scores and those that differ, and use this feedback to improve your own team member effectiveness. Strongly Disagree Disagree Somewhat Agree Agree Strongly Agree N/A - Not Applicable... * 1. Did a fair share of the team's work.

2. * 2. Fulfilled responsibilities to the team. * 3. Completed work in a timely manner. * 4. Came to team meetings prepared. * 5. Did work that was complete and accurate.

3. * 6. Communicated effectively. * 7. Exchanged information with teammates in a timely manner. * 8. Provided encouragement to other team members. * 9. Accepted feedback about strengths and weaknesses from teammates. * 10. Used teammates' feedback to improve performance.

4. * 11. Let other team members help when it was necessary. * 12. Stayed aware of fellow team members' progress. * 13. Assessed whether the team was making progress as expected. * 14. Provided constructive feedback to others on the team.

5. * 15. Made sure that everyone on the team understood important information. * 16. Helped the team to plan and organize its work. * 17. Expected the team to succeed. * 18. Believed that the team should achieve high standards. * 19. Cared that the team produced high-quality work.

6. * 20. Had the skills and abilities that were necessary to do a good job. * 21. Had enough knowledge of teammates’ jobs to be able to fill in if necessary.

7. Contributing to the Team’s Work Score : 23 pts. 20 - 25 pts. Feedback: High contribution Interacting with Teammates Score : 27 pts. 24 - 30 pts. Feedback: High level of interaction Keeping the Team on Track Score : 21 pts. 20 - 25 pts. Feedback: Highly skilled at keeping on track Expecting Quality Score : 15 pts. 12 - 15 pts. Feedback: High quality expectations Having Relevant Knowledge, Skills, and Abilities (KSAs) Score : 10 pts. 8 - 10 pts. Feedback: Highly relevant knowledge and skills Feedback score: Score : 96 pts. Range-based Feedback: 84 - 105 pts. Feedback: Highly effective team member Source: Adapted from M. W. Ohland, M. L. Loughry, D. J. Woehr, L. G. Bullard, R. M. Felder, C. J. Finelli, R. A. Layton,

8. H. R. Pomeranz, and D. G. Schmucker, “The Comprehensive Assessment of Team Member -Effectiveness: Development of a Behaviorally Anchored Rating Scale for Self- and Peer Evaluation,” Academy of Management Learning & Education, 2012, pp. 609–630.

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