This document provides the course content and assignments for SOC 110, which focuses on teamwork, collaboration, and conflict resolution. It includes weekly topics such as effective communication, leadership, and developing team skills. Assignments involve participating in discussions, completing self-assessments, analyzing case studies, and developing meeting agendas. The goal is to help students improve their individual competencies and ability to work effectively in teams.
[Working in Groups Presentation] Chapter 10 - Structured & Creative Problem S...Duc Lai Trung Minh
This presentation is an assignment of the subject "Working in Groups" for my team (I.S team) in FPT University (HCMC - Vietnam). The contents mainly come from the book "Working in Groups, 2010, PEARSON, ISBN: 978-0-205-65882-4".
Authors of this presentation:
- Duc Lai Trung Minh (LinkedIn: vn.linkedin.com/in/duclaitrungminh)
- Tan Pham Nhat
- Phuong Tran Long Nhat
- Binh Pham Quoc Thanh
Problem Solving And Decision Making PowerPoint Presentation Slides SlideTeam
Presenting this set of slides with name - Problem Solving And Decision Making PowerPoint Presentation Slides. Our topic specific Problem Solving And Decision Making PowerPoint Presentation Slides deck contains eighteen slides to formulate the topic with a sound understanding. This PPT deck is what you can bank upon. With diverse and professional slides at your side, worry the least for a powerpack presentation. A range of editable and ready to use slides with all sorts of relevant charts and graphs, overviews, topics subtopics templates, and analysis templates makes it all the more worth. This deck displays creative and professional looking slides of all sorts. Whether you are a member of an assigned team or a designated official on the look out for impacting slides, it caters to every professional field.
[Working in Groups Presentation] Chapter 10 - Structured & Creative Problem S...Duc Lai Trung Minh
This presentation is an assignment of the subject "Working in Groups" for my team (I.S team) in FPT University (HCMC - Vietnam). The contents mainly come from the book "Working in Groups, 2010, PEARSON, ISBN: 978-0-205-65882-4".
Authors of this presentation:
- Duc Lai Trung Minh (LinkedIn: vn.linkedin.com/in/duclaitrungminh)
- Tan Pham Nhat
- Phuong Tran Long Nhat
- Binh Pham Quoc Thanh
Problem Solving And Decision Making PowerPoint Presentation Slides SlideTeam
Presenting this set of slides with name - Problem Solving And Decision Making PowerPoint Presentation Slides. Our topic specific Problem Solving And Decision Making PowerPoint Presentation Slides deck contains eighteen slides to formulate the topic with a sound understanding. This PPT deck is what you can bank upon. With diverse and professional slides at your side, worry the least for a powerpack presentation. A range of editable and ready to use slides with all sorts of relevant charts and graphs, overviews, topics subtopics templates, and analysis templates makes it all the more worth. This deck displays creative and professional looking slides of all sorts. Whether you are a member of an assigned team or a designated official on the look out for impacting slides, it caters to every professional field.
http://www,saharconsulting.com
An Educational presentation about Problem solving and decision making using different tools and offering solutions to problem solving, creative thinking and Decision making
Problem Solving Skill merupakan sebuah teknik untuk memecahkan masalah secara terstruktur, kompleks, dan utuh sehingga dapat ditemukan pilihan kebijakan atau kebijaksanaan yang memiliki efektifitas dan efisiensi tinggi serta minim resiko.
Every day, business professionals are faced with using problem solving techniques to achieve strategic business and tactical goals within the operation. But the truth is, most of us are not really good at problem solving. We either muddle through, do nothing, adapt or produce “solutions” that often make things worse.
Effective problem solving requires the courage to confront feelings, the commitment to do something, and above all the willingness to accept responsibility. Traditional approaches to problem solving often ignore the importance of both values and creativity in problem solving while exclusively favoring analytical strategies.
Learn about, the problem solving method, problem definition, generating solutions, analysing and selecting solutions, planning your next steps, recording lessons learned,
Soc 110 Effective Communication - tutorialrank.comBartholomew100
For more course tutorials visit
www.tutorialrank.com
Respond to the following prompts in 75 to 100 words each.
1. What are three group theories? How do these theories differ from one another?
2. What are the different types of groups that fall under the primary and secondary group categories? What are the goals of each type of group?
For more classes visit
www.snaptutorial.com
Respond to the following prompts in 75 to 100 words each.
1. What are three group theories? How do these theories differ from one another?
2. What are the different types of groups that fall under the primary and secondary group categories? What are
http://www,saharconsulting.com
An Educational presentation about Problem solving and decision making using different tools and offering solutions to problem solving, creative thinking and Decision making
Problem Solving Skill merupakan sebuah teknik untuk memecahkan masalah secara terstruktur, kompleks, dan utuh sehingga dapat ditemukan pilihan kebijakan atau kebijaksanaan yang memiliki efektifitas dan efisiensi tinggi serta minim resiko.
Every day, business professionals are faced with using problem solving techniques to achieve strategic business and tactical goals within the operation. But the truth is, most of us are not really good at problem solving. We either muddle through, do nothing, adapt or produce “solutions” that often make things worse.
Effective problem solving requires the courage to confront feelings, the commitment to do something, and above all the willingness to accept responsibility. Traditional approaches to problem solving often ignore the importance of both values and creativity in problem solving while exclusively favoring analytical strategies.
Learn about, the problem solving method, problem definition, generating solutions, analysing and selecting solutions, planning your next steps, recording lessons learned,
Soc 110 Effective Communication - tutorialrank.comBartholomew100
For more course tutorials visit
www.tutorialrank.com
Respond to the following prompts in 75 to 100 words each.
1. What are three group theories? How do these theories differ from one another?
2. What are the different types of groups that fall under the primary and secondary group categories? What are the goals of each type of group?
For more classes visit
www.snaptutorial.com
Respond to the following prompts in 75 to 100 words each.
1. What are three group theories? How do these theories differ from one another?
2. What are the different types of groups that fall under the primary and secondary group categories? What are
Respond to the following prompts in 75 to 100 words each.
1. What are three group theories? How do these theories differ from one another?
2. What are the different types of groups that fall under the primary and secondary group categories? What are the goals of each type of group?
3. What are 3 to 4 examples of effective communication and listening skills? What makes these skills effective?
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAMVannaSchrader3
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
For Prof. Goodman!Global Economic Environment Course A.docxMorganLudwig40
For Prof. Goodman!
Global Economic Environment Course
Assignments
Hello!
Here’s the Unit 1 Assignment 1 (Unit 1 Economic Problems) which is due by Sunday, 1/17/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 1: Problem 5, a through d, on page 23.
Chapter 3: Problem 7, a through d, on page 74
---------------------------------------------------------
Class,
Hello! Here’s the Unit 2 Assignment 1 (Unit 2 Economic Problems) which is due by Sunday, 1/24/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 6, Problem 6 on p.151.
Chapter 7, Problem 6 on p.165.
---------------------------------------------------
Class,
Hello! Here’s the Unit 3 Assignment 1 (Unit 3 Economic Problems) which is due by Sunday, 1/31/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 9, Problem 3 on p.219.
Chapter 10, Problem 4 on p.238.
Chapter 11, Problem 2 on pp.252-253.
---------------------------------------------------
Class,
Hello! Here’s the Unit 5 Assignment 1 (Unit 5 Economic Problems) which is due by Sunday, 2/14/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 25, Problem 4 on pp.566-567.
Chapter 27, Problem 4 on p.612.
Chapter 29, Problem 8 on pp.657-658.
Chapter 30, Problem 3a on p.680.
WEEK 1 - Reflection
Throughout the course, you have been building toward the achievement of the following competencies:
Analyze contemporary leadership practices from the perspective of innovation in a global environment.
Evaluate the leadership skills that drive innovation.
Evaluate what leaders of innovation do to shape organizational culture.
Communicate in a manner that is professional and consistent with expectations for members of the business professions.
For this discussion, reflect on the knowledge and skills you developed over the past six weeks. Address the following in your post:
Select one competency that you feel is the most important to you. How has your ability to perform these skills and apply this knowledge evolved? What concepts, skills, or insights were most relevant to you?
How have you grown in your academic and professional goals? Have you made progress on any items in the action plan you developed during first course?
---------------------
Leading Innovation
The white paper by Leslie, which you read earlier in this unit, presented a comprehensive study of 10 leadership skills and practices that will be needed to effectively lead organizations into and in the future. Based on what you know so far about the DNA of disruptive innovators, explain which of these leadership skills provides the best support for leading innovation and creating innovative organizations. What are the specific attributes of the leade.
BIZ102_Assessment 4 Brief.Docx Page 1 of 6 ASSESSMEN.docxmoirarandell
BIZ102_Assessment 4 Brief.Docx Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Report
Individual/Group Individual
Length 1,500 words (+/- 10%)
Learning Outcomes
a) Explain the importance of self- awareness and
emotional intelligence, and analyse their impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 6.1 (week 11)
Weighting 40%
Total Marks 100 marks
Context
In the dynamic 21st century economy where mobility is often not only possible but also
integral to a successful career, being able to work in an intercultural and diverse
environment is essential. Organisations frequently need their people to develop their
capacity to work effectively in diverse teams and resolve or diffuse conflicts and
miscommunication quickly and efficiently.
The keys to your ability to work effectively in intercultural and diverse teams are the
development of emotional intelligence and awareness of cultural differences. Emotional
intelligence enables the ability to consciously examine group and team dynamics in real
time in order to facilitate effective individual and team performance.
This assessment aims to develop your understanding of how intercultural and diverse teams
function, and how you can use this knowledge to help them develop into high performing
teams.
BIZ102_Assessment 4 Brief.Docx Page 2 of 6
Instructions
The assessment requires the completion of an individual reflective report. You will analyse
the expected strengths and weaknesses of your group, then as a group, you will choose,
conduct and document a team-building activity. Each member of the group will then reflect
on their own contribution to the group, and how this may be improved. Finally, each
student will prepare an individual reflective report based on the experience.
It is expected that your report will:
• be written individually, but include some common elements with your teammates
• be presented in a business report format
• show evidence of research and application of concepts and theories
• demonstrate effective referencing skills (APA 6th ed. style)
Steps
Step 1: Team allocation and initial assessment (Individual)
Your learning facilitator will randomly assign you to a group. After that has occurred, each team
member will write their own response to the two issues below (the response is included as part of
your individual Reflective Report):
1. Using information about team members’ LPA, EI and Clifton Strengths to support your views,
discuss why you think this group of students has the pote.
BIZ102_Assessment 4 Brief.Docx Page 1 of 6 ASSESSMEN.docxjasoninnes20
BIZ102_Assessment 4 Brief.Docx Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Report
Individual/Group Individual
Length 1,500 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse their impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 6.1 (week 11)
Weighting 40%
Total Marks 100 marks
Context
In the dynamic 21st century economy where mobility is often not only possible but also
integral to a successful career, being able to work in an intercultural and diverse
environment is essential. Organisations frequently need their people to develop their
capacity to work effectively in diverse teams and resolve or diffuse conflicts and
miscommunication quickly and efficiently.
The keys to your ability to work effectively in intercultural and diverse teams are the
development of emotional intelligence and awareness of cultural differences. Emotional
intelligence enables the ability to consciously examine group and team dynamics in real
time in order to facilitate effective individual and team performance.
This assessment aims to develop your understanding of how intercultural and diverse teams
function, and how you can use this knowledge to help them develop into high performing
teams.
BIZ102_Assessment 4 Brief.Docx Page 2 of 6
Instructions
The assessment requires the completion of an individual reflective report. You will analyse
the expected strengths and weaknesses of your group, then as a group, you will choose,
conduct and document a team-building activity. Each member of the group will then reflect
on their own contribution to the group, and how this may be improved. Finally, each
student will prepare an individual reflective report based on the experience.
It is expected that your report will:
• be written individually, but include some common elements with your teammates
• be presented in a business report format
• show evidence of research and application of concepts and theories
• demonstrate effective referencing skills (APA 6th ed. style)
Steps
Step 1: Team allocation and initial assessment (Individual)
Your learning facilitator will randomly assign you to a group. After that has occurred, each team
member will write their own response to the two issues below (the response is included as part of
your individual Reflective Report):
1. Using information about team members’ LPA, EI and Clifton Strengths to support your views,
discuss why you think this group of students has the potent ...
OverviewWrite a minimum of two pages in which you analyze how an.docxkarlhennesey
Overview
Write a minimum of two pages in which you analyze how an organization can use ground rules and dialogue to grow as a learning organization.
The team learning discipline helps a team sustain and reinforce its learning, and increases the capacity to act synergistically and learn how to learn. Dialogue is a fundamental skill in the discipline of team learning, and is essential to the effective practice of the other learning disciplines. Dialogue makes meaningful, shared vision building possible. It makes systemic insight possible by facilitating reflection and inquiry in work groups. Consequently, it is important to understand the value and nature of dialogue, and how it differs from other forms of conversation.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Apply change management interventions.
. Define and compare debate, discussion, and dialogue.
. Analyze the value of dialogue in helping teams learn and change.
. Describe the ground rules required to reach conversational level in a dialogue.
. Analyze learning related to designing an effective dialogue session.
. Analyze the ease or difficulty of conversing in a team dialogue session, including the dangers and obstacles.
Context
Learning teams develop ground rules for truth telling, time usage, decision-making processes, and domains; to create a safe conversational environment that allows a team to take risks, make mistakes, forgive, and recover. This assessment provides you an opportunity to analyze the elements of skillful dialogue in a learning team, increasing the ability to problem solve, create new knowledge, deliberate, and build relationships with other teams and customers.
Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
· Review The Ladder of Inference multimedia piece in the Resources. Consider the meaning of this concept and your experience using it. What suggestions do you have for self-improvement when using it next time? How might the ladder of inference apply to communication within an organization? How might it diminish effectiveness in terms of organizational learning? Can dialogue play a useful role? If so, how?
· Consider how dialogue can allow ostensibly conflicting allegiances or differences (for example, unionized labor and management) while allowing an organization to learn as a common entity.
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Multimedia
Click the links provided below to view the following multimedia pieces:
· Planning Change | Tra ...
Heather Vancura and Bruno Souza have a new book out on the topic of how to have a successful and rewarding career as a software developer. The title of this session is the title of the book. Ed Burns wrote a book on the same topic nearly fifteen years ago. In this 45-minute session, you will learn the most important parts of the the new book from the author of the old book. Ed brings the insight he gained from writing his book to the task of presenting Heather and Bruno's book which contains the lessons learned in interviewing a diverse selection of 26 successful developers. Between the authors of the two books and the interviews they conducted, there is over a century of developer career experience in this talk! This informative and fun session will give you some practical tips to improve your own career.
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
BIZ102 Assessment 2 Brief Page 1 of 5 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 2 Brief Page 1 of 5
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 2: Clifton Strengths Finder by Gallup
Individual/Group Individual
Length 700 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with others
in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for self-
improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 3.2 (week 6)
Weighting 20%
Total Marks 100 marks
Context
As you now know, a key to self-directed learning is reflection. Reflection enables the ability to
examine situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment task builds on assessment 1 and aims to develop your
awareness and reflective learning ability while also assessing your understanding of your Gallup
Strengths identified in module 3. As with assessment 1, your journal entry must be written in the
first person and you should try to be as open and honest with yourself as you can.
Please also visit the Academic Skills blackboard page for an overview of reflective writing in higher
education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id
=_2498857_1&mode=reset
Instructions
This assessment task requires you to do the following:
1. Read and watch the learning resources in module 3
2. Complete the Clifton Strengths Finder Survey by Gallup (learning activity 3.1)
BIZ102 Assessment 2 Brief Page 2 of 5
3. Attend a group coaching session with your Gallup Strengths Coach
4. Compose your reflective journal entry addressing the questions listed below
5. Include a screenshot of your Gallup Strengths results in your paper
6. Identify theoretical concepts reviewed in module 3 that support your ideas
7. Include at least three academic references to the module 3 learning resources, to support
your ideas
8. Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list
9. Include the time and date of your coaching session and your coach’s name at the end of
your reference list.
Guiding questions
1. What did you learn about yourself from your Clifton Strengths Survey and your group
coaching session with your Success Coach?
2. Were you surprised by any of your Top 5 talents (signature themes)? Why?
3. When you read your Top 5 talents, was there one or more you immediately resonated with?
Which one/s? Why?
4. How will this improved understanding of your talents/strengths apply to your professional
develo ...
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. SOC/110
TEAMWORK, COLLABORATION, AND
CONFLICT RESOLUTION
The Latest Version A+ Study Guide
**********************************************
SOC 110 Entire Course Link
https://uopcourses.com/category/soc-110/
**********************************************
SOC 110 Week 1 Participation
Case Study: The Study Group Dilemma
Read the case study and questions 1 and 2 on p. 2 of Working in Groups.
Discuss your responses with the class.
All-Star Team
Reflect on this week's readings.
Discuss with your classmates the following:
How would you decide what skills and experiences are needed to complete
projects with quality and efficiency?
Choose and describe a problem or project in your workplace that calls for a team
solution.
If you could build this team with famous people of the past and present, who would
you select? Explain your rationale.
Match the skills and experiences needed with each selection. You may select
people from politics, sports, entertainment, or other areas.
2. The team must have between four and six members.
Write out your All-Star team selection and provide your rationale for the choices in
no more than 70 words. Be prepared to discuss selections and rationale with the
class.
SOC 110 Week 1 Group Communication Competencies Survey and
Summary
Complete the University of Phoenix Material: Group Communication Competencies
Survey.
Write a 350- to 525-word summary of your results and ways to improve your competency.
Click the Assignment Files tab to submit both parts of your assignment.
Group Communication Competencies
Survey
Part 1
On a 5-point scale, where 5 is “extremely important” and 1 is “not at all important,” rate the
following types of group competencies in terms of their importance for becoming a highly
effective group member. Circle (or highlight) one number for each item.
Part 2
When you are finished, write a 350- to 525-word summary of your results and ways to improve
your competency. You may write your summary at the bottom of this document, or in another
Word document.
Member and Group Competencies Extremely
Important
Very
Important
Somewhat
Important
Not Very
Important
Not at All
Important
1. Understand the group
communication process.
5 4 3 2 1
2. Reduce your nervousness when
speaking in a discussion or
meeting.
5 4 3 2 1
3. Understand, respect, and adapt to 5 4 3 2 1
3. diverse group members.
4. Communicate openly and
ethically.
5 4 3 2 1
5. Carry out critical task roles, by
asking questions and
summarizing ideas, and social
roles, by encouraging and
supporting members.
5 4 3 2 1
6. Influence group members to
change their attitudes and
behavior.
5 4 3 2 1
7. Use and interpret nonverbal
communication effectively.
5 4 3 2 1
8. Develop clear group goals. 5 4 3 2 1
9. Listen appropriately and
effectively to other members.
5 4 3 2 1
10. Intervene appropriately to
resolve member and group
problems.
5 4 3 2 1
11. Develop effective interpersonal
relationships with group
members.
5 4 3 2 1
12. Manage and resolve
interpersonal conflicts.
5 4 3 2 1
13. Develop and follow a
well-organized meeting agenda.
5 4 3 2 1
14. Actively contribute to group
discussions.
5 4 3 2 1
15. Use gestures, body language, and
eye contact effectively.
5 4 3 2 1
16. Demonstrate strong leadership
skills.
5 4 3 2 1
17. Research and share important
ideas and information with group
members.
5 4 3 2 1
4. 18. Use visual aids and presentation
software effectively.
5 4 3 2 1
19. Plan and conduct effective
meetings.
5 4 3 2 1
20. Use appropriate procedures for
group decision making and
problem solving.
5 4 3 2 1
21. Ask questions to clarify ideas
and get needed information.
5 4 3 2 1
22. Motivate group members. 5 4 3 2 1
23. Use assertiveness strategies and
skills confidently and effectively.
5 4 3 2 1
24. Respect and adapt to group
norms, or standards of behavior.
5 4 3 2 1
25. Prepare and deliver effective
presentations or oral reports.
5 4 3 2 1
26. Use appropriate and effective
words in a group discussion.
5 4 3 2 1
27. Use parliamentary procedures
effectively and fairly in
meetings.
5 4 3 2 1
28. Use effective technologies and
skills to communicate in virtual
groups.
5 4 3 2 1
29. Develop and present valid
arguments and opinions in a
group discussion.
5 4 3 2 1
30. Provide appropriate emotional
support to group members.
5 4 3 2 1
31. Other strategies or skills: 5 4 3 2 1
5. SOC 110 Week 1 The Value of Teams
Resource: Ch. 1 & 2 of Working in Groups
Write a 100- to 200-word response to each of the following:
In what kind of teams have you participated?
How is communication in a team different from one-on-one communication,
according to the text?
What are some advantages of teamwork? What are some disadvantages? Be
specific.
Identify and describe the stages of team development.
How might stronger team skills benefit you? How might you use teamwork skills in
your job? Provide specific examples.
What is it like to participate in a virtual meeting, such as web-based,
teleconference, and so forth? Describe three ways in which this type of
participation is different from participating in a face-to-face meeting.
Click the Assignment Files tab to submit your assignment.
SOC 110 Week 2 Participation
Building A Team Of Talent
Watch and discuss "Building A Team Of Talent" on this week's Electronic Reserve
Readings page.
What strengths do you bring to a team at work?
How do you see your strengths fitting in and supporting the needs of a team?
Discuss and respond to your peers.
Team Building
Watch "Team Building" on this week's Electronic Reserve Readings page.
What do you think of the techniques of team building discussed in this video?
When would you use this technique while working on a team project at school or
at work?
Discuss and respond to your peers.
6. Survivors
Resource: Ch. 3 & 4 of Working in Groups and the Week Two videos "Building A Team
Of Talent" and "Team Building"
Imagine you wake up on the beach of a small, rocky island along with your friends,
uninjured. Your plane, partially submerged offshore, is mechanically and electrically
incapacitated. The pilot and co-pilot are nowhere to be found. The island is about a mile
from a larger landmass visible across the water. In contrast to your present surroundings,
you see that the larger landmass contains vegetation.
Identify and discuss communication strategies to facilitate formulating a plan to deal with
your situation. Include how you and your friends might function as a team to ensure that
you all survive.
Discuss your responses with the class
SOC 110 Week 2 Creating an Agenda
Resource: Ch. 11 & 12 of Working in Groups
Create an agenda for a team meeting on a topic of your choice. Draw from your own
experience working within a group with the goal of achieving a specific task. You may use
your experience as a student working in a group, or develop a plan for a future learning
team. Your agenda should include specific items requiring group discussion and
consensus.
In addition to the agenda, write a 200- to 350-word summary of the following:
In a meeting, how can you ensure a group is communicating effectively?
How can you ensure that each team member understands what the next steps are
required to achieve the meeting's goals?
Click the Assignment Files tab to submit your agenda and summary.
SOC 110 Week 2 Effective Teamwork
Resource: Ch. 3 & 4 of Working in Groups and the Week Two videos "Building A Team
Of Talent" and "Team Building"
7. Write a 200- to 350-word response to each of the following:
What are the characteristics of effective teams?
How do roles, needs, and diversity affect teamwork? Provide specific examples.
What are components of group diversity?
Click the Assignment Files tab to submit your assignment.
SOC 110 Week 3 Participation
Careers in IT
Watch and discuss "Careers in IT" on this week's Electronic Reserve Readings page.
Is the approach to teamwork discussed in this video similar to what you have
experienced in your school or professional life?
What are the benefits of this approach?
Discuss and respond to your peers.
Workplace Relationships: Playing Your Part
Watch and discuss "Workplace Relationships: Playing Your Part" on this week's
Electronic Reserve Readings page.
How have you contributed to team projects in your school or professional life?
How would you describe your role within a team?
Discuss and respond to your peers.
Leadership and Teamwork Skills
Watch and discuss "Leadership and Teamwork Skills" on this week's Electronic Reserve
Readings page.
Are you comfortable in the leadership role within a team? Why or why not?
What skills can you develop to strengthen your leadership skills?
Discuss and respond to your peers.
Leaders As Servants
Watch and discuss "Leaders As Servants," in this week's Electronic Reserve Readings.
8. Do you think the servant leadership model would be an effective model of
leadership in the workplace? Why or why not?
Discuss and respond to your peers.
Leadership Styles
Watch and discuss "Leadership Styles" on this week's Electronic Reserve
Readings page.
How would you characterize the leadership style of a manager or boss for whom
you have worked? Why?
Discuss and respond to your peers.
SOC 110 Week 3 Leadership Motivation Assessment
Complete the Leadership Motivation Assessment available on the Mindtools website.
Write a 200- to 350-word summary of your score, describing your strengths and
weaknesses and how you plan to develop your leadership skill set.
Click the Assignment Files tab to submit your assignment.
SOC 110 Week 3 Group Leadership and Conflict Summary
Resources: Ch. 5 & 8 of Working In Groups and the Week 3 videos, "Planning a
Playground" and "Politics of Sociology"
Write a 1,400- to 1,750-word summary of your responses to the following after completing
the collaborative Week 3 discussion associated with the "Planning a Playground and
"Politics of Sociology" videos:
Group Interaction
How clear was the intent of the discussion?
How prepared were your group members for the discussion?
Did everyone participate equally in the discussion?
Were group members open to different points of view?
How would you describe the overall climate of the discussion?
9. Did you feel your group was productive in the discussion? Did you use the time
efficiently?
What strategies can you use in future discussions to increase productivity and
outcomes?
What approach will you take next time to increase group cohesion?
Video Analysis - "Planning A Playground"
What are the issues in this meeting?
What did they do well as a group?
Can you identify constructive or deconstructive conflict occurring in this group?
What are some key indicators? What conflict styles do you see?
Based on what you learned this week, how might you handle this situation
differently?
Video Analysis - "The Politics of Sociology"
What are the issues in this meeting?
What did they do well as a group?
What types of conflict do you see in this video? Provide examples.
There is a clear leader in this video. What can he do to be a better leader for this
group?
Based on what you learned this week, how might you handle this team situation
differently?
Click the Assignment Files tab to submit your assignment.
SOC 110 Week 4 Participation
Team Speak: How To Ask Positive Questions
Watch and discuss "Team Speak: How To Ask Positive Questions" on this week's
Electronic Reserve Readings page.
What are examples of positive questions you can ask while working on a team
project at school or at work?
Discuss and respond to your peers.
Communication is a Two-Way Process
Watch and discuss "Communication is a Two-Way Process" on this week's Electronic
Reserve Readings page.
10. What are examples of two-way communication you have encountered at school or
in professional life?
Discuss and respond to your peers.
Awareness Among the Team – Locality and Perception
Watch and discuss "Awareness Among the Team - Locality and Perception" on this
week's Electronic Reserve Readings page.
How can you ensure you are getting "the big picture" as a team member?
Discuss and respond to your peers.
Listening Online
Reflect on this week's readings.
Identify listening and communication skills within virtual teams and how computer
technology may enhance collaboration.
Discuss these skills with your classmates.
SOC 110 Week 4 How Good Are Your Communication Skills?
Complete 'How Good Are Your Communication Skills?' available on the Mindtools
website.
Write a 200- to 350-word summary of your communication quiz score, describing your
strengths and weaknesses and how you plan to develop your communication skill set.
Additionally, what aspects of communication that were not covered by the quiz do you
think are important in professional life?
Click the Assignment Files tab to submit your assignment.
SOC 110 Week 4 Verbal and Nonverbal Communication and
Listening Skills Paper/ Presentation
Complete the University of Phoenix Material: Student Listening Inventory.
11. Write a paper/or create a powerpoint to share with the class
Paper-700-1,000 words
Powerpoint 5-8 slides ( slide agenda, 3 slides with content, summary)
How do people communicate? Provide examples of verbal and nonverbal
communication. How do you communicate nonverbally?
In what way can knowledge of nonverbal communication help your
communication with others?
Analyze your results for the Student Listening Inventory. What do you do well?
What can you improve on? What changes can you make in your behavior to
become a better listener? What results do you expect to get from this change?
Click the Assignment Files tab to submit your assignment.
Student Listening Inventory
This inventory should help identify your listening strengths and weaknesses within the context of
a college classroom. The word speaker can mean the instructor or another student. Remember that
most of us overestimate how well we listen. Give some serious, realistic thought to each statement
before responding. Use the following numbers to indicate how often you engage in these listening
behaviors: 1 = almost never, 2 = not often, 3 = sometimes, 4 = more often than not, and 5 = almost
always.
Listening Behavior 1 2 3 4 5
1. When someone is speaking to me, I purposely block out
distractions such as side conversations and personal problems.
1 2 3 4 5
2. I am comfortable asking questions when I don’t understand
something a speaker has said.
1 2 3 4 5
3. When a speaker uses words I don’t know, I jot them down and
look them up later.
1 2 3 4 5
4. I assess a speaker’s credibility while listening. 1 2 3 4 5
5. I paraphrase or summarize a speaker’s main ideas in my head as I
listen.
1 2 3 4 5
6. I concentrate on a speaker’s main ideas rather than the specific
details.
1 2 3 4 5
12. 7. I try to understand people who speak indirectly as well as I
understand those who speak directly.
1 2 3 4 5
8. Before reaching a conclusion, I try to confirm with a speaker my
understanding of his or her message.
1 2 3 4 5
9. I concentrate on understanding a speaker’s message when he or
she is explaining a complex idea.
1 2 3 4 5
10. When listening, I devote my full attention to a speaker’s
message.
1 2 3 4 5
11. When listening to someone from another culture, I factor in my
knowledge of cultural differences to interpret meaning.
1 2 3 4 5
12. I watch a speaker’s facial expressions and body language for
additional information about the speaker’s meaning.
1 2 3 4 5
13. I encourage speakers by providing positive nonverbal feedback –
nods, eye contact, and vocalized agreement.
1 2 3 4 5
14. When others are speaking to me, I establish eye contact and stop
doing other nonrelated tasks.
1 2 3 4 5
15. I avoid tuning out speakers when I disagree with or dislike their
message.
1 2 3 4 5
16. When I have an emotional response to a speaker or the message,
I try to set aside my feelings and continue listening.
1 2 3 4 5
17. I try to match my nonverbal responses to my verbal responses. 1 2 3 4 5
18. When someone begins speaking, I focus my attention on the
message.
1 2 3 4 5
19. I try to understand how past experiences influence the ways in
which I interpret a message.
1 2 3 4 5
20. I attempt to eliminate outside interruptions and distractions. 1 2 3 4 5
21. When I listen, I look at the speaker, maintain some eye contact,
and focus on the message.
1 2 3 4 5
22. I avoid tuning out messages that are complex, complicated, and
challenging.
1 2 3 4 5
23. I try to understand the other person’s point of view when it is
different from mine.
1 2 3 4 5
24. I try to be nonjudgmental and noncritical when I listen. 1 2 3 4 5
13. 25. As appropriate, I self-disclose a similar amount of personal
information as the other person shares with me.
1 2 3 4 5
Add up your scores for all of the questions. Use the following guidelines to assess how well you
think you listen. Your score only represents your personal perceptions about your listening
behavior and skills.
Score Interpretation
0-62 You perceive yourself to be a poor classroom listener. Attention to all of the items on
the inventory could improve your listening effectiveness.
63-86 You perceive yourself to be an adequate listener in the classroom. Learning more
about listening and listening skills could improve your overall listening effectiveness.
87-111 You perceive yourself to be a good listener in the classroom, but you could still
improve your listening skills.
112-125 You perceive yourself to be an outstanding listener in the classroom.
SOC 110 Week 5 Participation
Problem Solving Skills
Watch and discuss "Problem Solving Skills" on this week's Electronic Reserve
Readings page.
How might thinking of a problem as a challenge or opportunity affect how you
approach a solution?
Discuss and respond to your peers.
Creativity as Problem Solving
Watch and discuss "Creativity as Problem Solving" on this week's Electronic Reserve
Readings page.
What benefits does thinking creatively have in problem solving?
Have you worked creatively to solve a problem?
Discuss and respond to your peers.
Proverbs as Conflict Management Guides
14. Reflect on this week's readings.
Identify and discuss conflict management strategies reflected in each of the following
proverbs:
Kind words are worth more and cost little.
The person who fights and runs away lives to fight another day.
You scratch my back, I'll scratch yours.
Might overcomes right.
Only the person who is willing to give up his or her monopoly on truth can ever
profit from the truths others hold
SOC 110 Week 5 Creative Problem Solving and Decision Making
Skills Action Plan
Create an 8- to 10-slide Microsoft®
PowerPoint®
presentation with detailed speaker notes
answering the following questions:
What conflict styles have you encountered while working in groups? How will your
approach to conflict change in the future based on what you have learned in this
course?
What group cohesion strategies will you apply in future team work? Describe
these strategies and how they strengthen group work.
What is your own decision-making style? Describe this style and how you will
apply it to future group work.
How will you approach problem solving in the future based on what you have
learned in this course? Describe your strategies and how you will apply them to
future group work.
Format your assignment consistent with APA guidelines.
Click the Assignment Files tab to submit your assignment.