TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 4 provides strategies on how team members can provide support/assistance to each other.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
Stuck with the usual PowerPoint Slides? Here are 5 Creative Presentation Ideas you can use in Your next business presentation. Brought to you from Presentation-Process.
1. A PLN, or Personal Learning Network, is an informal network a learner creates to connect with and learn from others they have selected through social media and other online resources. Carefully selecting reliable and reputable resources is important for establishing an effective PLN.
2. Twitter and LinkedIn can benefit professional development by allowing connections with professionals to gain knowledge through shared topics and interactions. However, a PLN cannot replace formal classroom training, which provides structure and the full learning experience.
3. While social media tools in a PLN can enhance learning, they have limitations and are not a replacement for formal training, which connects concepts and offers classroom experiences that social media alone cannot provide. PLNs are designed to
This document provides an introduction to the CRM module in Microsoft Dynamics AX 2009. It discusses setting up and using various CRM features like business relations, contacts, activities, responsibilities, and quotations. The objectives are to define business relations and understand their significance, set up default fields and categorizations for business relations, create and maintain business relations, convert them to customers and vendors, and know the available reports. It also covers creating and maintaining contacts connected to business relations, and creating activities, responsibilities, and quotations in the CRM module.
The document discusses how AIESEC Romania can achieve its full potential by increasing its impact and membership. While AIESEC creates many opportunities for young people, its numbers are still small compared to the student population in Romania. To grow, AIESEC needs pioneering members who are willing to invest time and take risks to build partnerships outside of the organization. By getting to know stakeholders and understanding their needs, AIESEC can gain their trust and support to fund opportunities for more members.
PERSONAL BRANDING
1. BRIEF HISTORY
2. WHAT IS PERSONAL BRANDING?
3. THREE LAWS OF PERSONAL BRANDING
4. ADVANTAGES OF PERSONAL BRANDING
5. PERSONAL BRANDING PROCESS (DCCM)
6. PERSONAL BRANDING DEPENDS ON CAREER STATUS
7. PERSONAL BRANDING EXAMPLES
The document provides guidance on building an audience on social media. It recommends picking the social media platforms where your target audience spends time and making your presence on those platforms seem human by adding personal details. The document stresses producing valuable, creative content for the audience and following a 70/20/10 rule for content types. It also advises consistently posting engaging content at a comfortable rate while monitoring analytics to determine the best frequency. Building trust with the audience is emphasized as key to social media success.
Best practices in writing a cover letter for applying for a job in a IT company. Important topics discussed:
Why We Need a Cover Letter?
Template-Based Cover Letters
How to Write a Good Cover Letter?
Lying in the Cover Letter?
Don’t Make Mistakes!
Good and Bad CoverLetters – Live Examples
Stuck with the usual PowerPoint Slides? Here are 5 Creative Presentation Ideas you can use in Your next business presentation. Brought to you from Presentation-Process.
1. A PLN, or Personal Learning Network, is an informal network a learner creates to connect with and learn from others they have selected through social media and other online resources. Carefully selecting reliable and reputable resources is important for establishing an effective PLN.
2. Twitter and LinkedIn can benefit professional development by allowing connections with professionals to gain knowledge through shared topics and interactions. However, a PLN cannot replace formal classroom training, which provides structure and the full learning experience.
3. While social media tools in a PLN can enhance learning, they have limitations and are not a replacement for formal training, which connects concepts and offers classroom experiences that social media alone cannot provide. PLNs are designed to
This document provides an introduction to the CRM module in Microsoft Dynamics AX 2009. It discusses setting up and using various CRM features like business relations, contacts, activities, responsibilities, and quotations. The objectives are to define business relations and understand their significance, set up default fields and categorizations for business relations, create and maintain business relations, convert them to customers and vendors, and know the available reports. It also covers creating and maintaining contacts connected to business relations, and creating activities, responsibilities, and quotations in the CRM module.
The document discusses how AIESEC Romania can achieve its full potential by increasing its impact and membership. While AIESEC creates many opportunities for young people, its numbers are still small compared to the student population in Romania. To grow, AIESEC needs pioneering members who are willing to invest time and take risks to build partnerships outside of the organization. By getting to know stakeholders and understanding their needs, AIESEC can gain their trust and support to fund opportunities for more members.
PERSONAL BRANDING
1. BRIEF HISTORY
2. WHAT IS PERSONAL BRANDING?
3. THREE LAWS OF PERSONAL BRANDING
4. ADVANTAGES OF PERSONAL BRANDING
5. PERSONAL BRANDING PROCESS (DCCM)
6. PERSONAL BRANDING DEPENDS ON CAREER STATUS
7. PERSONAL BRANDING EXAMPLES
The document provides guidance on building an audience on social media. It recommends picking the social media platforms where your target audience spends time and making your presence on those platforms seem human by adding personal details. The document stresses producing valuable, creative content for the audience and following a 70/20/10 rule for content types. It also advises consistently posting engaging content at a comfortable rate while monitoring analytics to determine the best frequency. Building trust with the audience is emphasized as key to social media success.
Best practices in writing a cover letter for applying for a job in a IT company. Important topics discussed:
Why We Need a Cover Letter?
Template-Based Cover Letters
How to Write a Good Cover Letter?
Lying in the Cover Letter?
Don’t Make Mistakes!
Good and Bad CoverLetters – Live Examples
This document outlines a 3-step personal development plan for improving international work readiness and effectiveness. Step 1 involves reflecting on the key requirements of one's current or future role, such as important relationships, tasks, needed knowledge, and communication. Step 2 identifies strengths and areas for development based on feedback, and how to leverage strengths and address weaknesses. Step 3 creates a SMART action plan to set specific, measurable, attainable, relevant, and time-bound goals in 3 areas of development, along with plans to overcome blockers and evaluate success. The personal development plan is designed to facilitate positive change focused on international work contexts.
This document provides guidance on creating an Individual Development Plan (IDP). It outlines the purpose and benefits of an IDP for both employees and organizations. An IDP is a written plan that describes an employee's career goals, competencies needed to meet those goals, and developmental activities to build those competencies. The document provides steps for employees and supervisors to work together to identify goals, competencies, and activities. It also lists types of developmental activities and responsibilities of employees and supervisors in preparing and reviewing an IDP.
1) Schedule a debriefing meeting with the exchange participant (EP) upon their return to evaluate their experience. Ensure internet access for an online satisfaction survey.
2) During the meeting, ask the EP about their exchange experience, internship, expectations, and cultural exposure. Have them complete a Net Promoter Score survey to provide feedback.
3) Thank the EP for sharing, provide next steps to stay involved with the organization, and compensate them as outlined in the agreement. The goal is a full evaluation of the participant's experience to improve future exchanges.
How to build lc lc partnerships o-gcdp tier1AIESEC
This document provides guidance on establishing LC-LC partnerships within AIESEC. It recommends that partnerships have long-term agreements with measurable goals for mutual benefit and purpose. Partnerships aim to deliver more powerful exchange experiences and make the process faster and easier. The MC's role is to educate LCs, especially larger ones, on building partnerships and aligning with national partnerships. When establishing a partnership, LCs should analyze supply and demand, approach target LCs, finalize agreements, operate with follow-ups, and review results. Guidance is provided on each step and considerations like timelines, requirements and logistics. Resources for the Canada and Philippines partnerships are also included.
The document introduces Hans, the leader of LC ABCDE, who aims to grow his LC disruptively by building partnerships with other LCs. Hans contacts LC FGHIJ and its leader Alina to form a partnership. Alina promotes LC ABCDE but receives few applicants that cannot be approved for their projects due to past history or timeline issues. The document suggests that constant communication, identifying areas for improvement, sharing relevant resources, ongoing promotion, and understanding customers' perspectives are needed to successfully evolve international relations between LCs.
This document discusses the "One Minute Manager" approach to managing people. It involves setting clear One Minute Goals with staff so expectations are understood, providing One Minute Praisings to catch them doing things right, and One Minute Reprimands if needed that separate the behavior from the person and emphasize future goals. The best approach is focusing on positive feedback and developing people to their full potential through goals and acknowledgment of good performance.
This document provides resume tips from recruiters in different industries. It offers advice such as listing relevant courses, software skills, and accomplishments for accounting and administrative roles. For engineers, it recommends including memberships, education, and details of project experience. And for IT jobs, it suggests clearly outlining technical skills and demonstrating the ability to work independently and as part of a team.
This document appears to be notes from a leadership coaching or training session. It includes summaries and prompts for an LC President to review their responsibilities in several key areas: LC administration; EB team management; stakeholder relationships; governance; coaching the EB; member mentoring; member connection; EB synergy; national strategies; LC strategies and projects; planning and review; succession; external representation; relationships with other levels of the organization; international relations; and culture management. It also includes prompts for the LC President to reflect on their focus, energy allocation, learning, and reasons for enjoying their role.
This document outlines the SMART goal framework for setting clear and achievable objectives. The SMART acronym stands for: Specific, Measurable, Achievable, Realistic, and Timed. The document prompts the reader to define their goal in terms of these five criteria - detailing what they want to achieve, how they will measure success, required resources, potential outcomes, and a timeline for completion.
The document discusses the role of talent management in an organization. It states that people decisions are the ultimate control an organization has. The key roles of talent management are to make decisions around getting the right people, keeping them, and developing them. It emphasizes measuring success through both lag measures like retention rates and lead measures that can influence lag measures, like whether team members feel appreciated. The document provides examples of lead and lag measures and stresses the importance of tracking lead measures over time to improve lag measures. It concludes by listing many areas of knowledge important for talent management and posing frequently asked questions.
This document discusses volunteering and provides advice for those interested. It notes that volunteering is a selfless activity aimed at promoting goodness and improving life quality. It recommends volunteering for socialization, fun, skill development, and job experience. The document emphasizes being responsible, punctual, a team player, and not giving up despite potential failures, as well as performing a SWOT analysis to learn. The overall message is that the key to successful volunteering is oneself.
This document outlines a one page marketing plan template. It recommends identifying the target market, product or service, pricing, and metrics for measuring success in 3 sentences or less. Updates should be made every 3 months. Key elements include a short description of the business in 140 characters or less, an overview of what will be sold and to whom, how the business will help customers, pricing, marketing strategies, and goals for measuring success. Recommended reading on the topic is also provided.
This document discusses leader as coach and provides information on coaching. It outlines that a leader envisions, evaluates, enables, empowers and energizes as a coach. Qualities of an effective coach include high self-awareness, empathy, clarity of mind and a desire to inspire others. Different types of coaching are discussed such as life coaching, executive coaching and sports coaching. Pitfalls of coaching like overconfidence and exhaustion are also outlined. The document recommends preparing for coaching through research, setting objectives and allocating time and energy. Coaching provides benefits like individual development, improved performance and organizational growth.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 4 provides strategies on how team members can provide support/assistance to each other.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
Anger solutions @ work putting as philosophy into practiceJulie Christiansen
How do we apply the principles of Anger Solutions into a busy workplace? How to encourage team spirit and peak performance in the 21st century workplace.
Successful Collaboration and Team DynamicsBPaty123
COM516 Professional Communications. Successful Collaboration and Team Dynamics. Team A presentation for potential University of Phoenix students on the importance of collaboration during a masters program.
This document outlines a 3-step personal development plan for improving international work readiness and effectiveness. Step 1 involves reflecting on the key requirements of one's current or future role, such as important relationships, tasks, needed knowledge, and communication. Step 2 identifies strengths and areas for development based on feedback, and how to leverage strengths and address weaknesses. Step 3 creates a SMART action plan to set specific, measurable, attainable, relevant, and time-bound goals in 3 areas of development, along with plans to overcome blockers and evaluate success. The personal development plan is designed to facilitate positive change focused on international work contexts.
This document provides guidance on creating an Individual Development Plan (IDP). It outlines the purpose and benefits of an IDP for both employees and organizations. An IDP is a written plan that describes an employee's career goals, competencies needed to meet those goals, and developmental activities to build those competencies. The document provides steps for employees and supervisors to work together to identify goals, competencies, and activities. It also lists types of developmental activities and responsibilities of employees and supervisors in preparing and reviewing an IDP.
1) Schedule a debriefing meeting with the exchange participant (EP) upon their return to evaluate their experience. Ensure internet access for an online satisfaction survey.
2) During the meeting, ask the EP about their exchange experience, internship, expectations, and cultural exposure. Have them complete a Net Promoter Score survey to provide feedback.
3) Thank the EP for sharing, provide next steps to stay involved with the organization, and compensate them as outlined in the agreement. The goal is a full evaluation of the participant's experience to improve future exchanges.
How to build lc lc partnerships o-gcdp tier1AIESEC
This document provides guidance on establishing LC-LC partnerships within AIESEC. It recommends that partnerships have long-term agreements with measurable goals for mutual benefit and purpose. Partnerships aim to deliver more powerful exchange experiences and make the process faster and easier. The MC's role is to educate LCs, especially larger ones, on building partnerships and aligning with national partnerships. When establishing a partnership, LCs should analyze supply and demand, approach target LCs, finalize agreements, operate with follow-ups, and review results. Guidance is provided on each step and considerations like timelines, requirements and logistics. Resources for the Canada and Philippines partnerships are also included.
The document introduces Hans, the leader of LC ABCDE, who aims to grow his LC disruptively by building partnerships with other LCs. Hans contacts LC FGHIJ and its leader Alina to form a partnership. Alina promotes LC ABCDE but receives few applicants that cannot be approved for their projects due to past history or timeline issues. The document suggests that constant communication, identifying areas for improvement, sharing relevant resources, ongoing promotion, and understanding customers' perspectives are needed to successfully evolve international relations between LCs.
This document discusses the "One Minute Manager" approach to managing people. It involves setting clear One Minute Goals with staff so expectations are understood, providing One Minute Praisings to catch them doing things right, and One Minute Reprimands if needed that separate the behavior from the person and emphasize future goals. The best approach is focusing on positive feedback and developing people to their full potential through goals and acknowledgment of good performance.
This document provides resume tips from recruiters in different industries. It offers advice such as listing relevant courses, software skills, and accomplishments for accounting and administrative roles. For engineers, it recommends including memberships, education, and details of project experience. And for IT jobs, it suggests clearly outlining technical skills and demonstrating the ability to work independently and as part of a team.
This document appears to be notes from a leadership coaching or training session. It includes summaries and prompts for an LC President to review their responsibilities in several key areas: LC administration; EB team management; stakeholder relationships; governance; coaching the EB; member mentoring; member connection; EB synergy; national strategies; LC strategies and projects; planning and review; succession; external representation; relationships with other levels of the organization; international relations; and culture management. It also includes prompts for the LC President to reflect on their focus, energy allocation, learning, and reasons for enjoying their role.
This document outlines the SMART goal framework for setting clear and achievable objectives. The SMART acronym stands for: Specific, Measurable, Achievable, Realistic, and Timed. The document prompts the reader to define their goal in terms of these five criteria - detailing what they want to achieve, how they will measure success, required resources, potential outcomes, and a timeline for completion.
The document discusses the role of talent management in an organization. It states that people decisions are the ultimate control an organization has. The key roles of talent management are to make decisions around getting the right people, keeping them, and developing them. It emphasizes measuring success through both lag measures like retention rates and lead measures that can influence lag measures, like whether team members feel appreciated. The document provides examples of lead and lag measures and stresses the importance of tracking lead measures over time to improve lag measures. It concludes by listing many areas of knowledge important for talent management and posing frequently asked questions.
This document discusses volunteering and provides advice for those interested. It notes that volunteering is a selfless activity aimed at promoting goodness and improving life quality. It recommends volunteering for socialization, fun, skill development, and job experience. The document emphasizes being responsible, punctual, a team player, and not giving up despite potential failures, as well as performing a SWOT analysis to learn. The overall message is that the key to successful volunteering is oneself.
This document outlines a one page marketing plan template. It recommends identifying the target market, product or service, pricing, and metrics for measuring success in 3 sentences or less. Updates should be made every 3 months. Key elements include a short description of the business in 140 characters or less, an overview of what will be sold and to whom, how the business will help customers, pricing, marketing strategies, and goals for measuring success. Recommended reading on the topic is also provided.
This document discusses leader as coach and provides information on coaching. It outlines that a leader envisions, evaluates, enables, empowers and energizes as a coach. Qualities of an effective coach include high self-awareness, empathy, clarity of mind and a desire to inspire others. Different types of coaching are discussed such as life coaching, executive coaching and sports coaching. Pitfalls of coaching like overconfidence and exhaustion are also outlined. The document recommends preparing for coaching through research, setting objectives and allocating time and energy. Coaching provides benefits like individual development, improved performance and organizational growth.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 4 provides strategies on how team members can provide support/assistance to each other.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
Anger solutions @ work putting as philosophy into practiceJulie Christiansen
How do we apply the principles of Anger Solutions into a busy workplace? How to encourage team spirit and peak performance in the 21st century workplace.
Successful Collaboration and Team DynamicsBPaty123
COM516 Professional Communications. Successful Collaboration and Team Dynamics. Team A presentation for potential University of Phoenix students on the importance of collaboration during a masters program.
1. The document discusses the stages of team building, including forming, storming, norming, and performing.
2. It provides guidance on how to effectively build a team, including defining roles, developing trust, addressing conflicts, and giving constructive feedback.
3. High performing teams are characterized by commitment to shared goals, well-defined roles and responsibilities, effective communication systems, and good personal relationships between members.
Great teams are important for completing complex projects like the AiS Supercomputing Challenge. Teams succeed when members have clearly defined roles and responsibilities, effective communication, and personal relationships built on trust and support. Successful teams progress through forming, storming, norming, and performing stages as they develop processes and resolve conflicts to work effectively together.
The document discusses team building and the stages of team development. It explains that teams work best when members are committed to common goals, have defined roles and responsibilities, effective communication and decision-making, and good personal relationships. The four stages of team building are forming, storming, norming, and performing. Forming involves defining roles and trust building. Storming involves dealing with conflicts as tasks become more difficult. Norming involves accepting roles and ground rules. Performing involves cooperation, problem solving, and attachment to the team.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 5 provides strategies on how to demonstrate leadership skills in the context of teams.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
This document provides an overview of team dynamics and stages of team development. It discusses Tuckman's model of team formation where individuals are trying to determine their role and acceptance within the group. Effective teams have trust, engage in open conflict, make decisions together, hold each other accountable, and focus on results. The document also outlines different team roles, characteristics of effective teams, and common hindrances to teamwork such as an overemphasis on hierarchy.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 5 provides strategies on how to demonstrate leadership skills in the context of teams.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
Team Essay example
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Essay about The Importance of Teamwork
This document provides information on forming effective teams in healthcare settings. It discusses the importance of teams and defines what constitutes a team. Characteristics of effective teams include shared goals, clear roles, mutual trust, effective communication, and measurable processes and outcomes. Barriers to effective teamwork include dysfunction, mistrust, and poor communication. Facilitators include well-defined goals and objectives, selecting members based on skills, having defined roles for each member, developing mutual respect and trust, and effective management. The document also discusses team inputs like structure, composition, and leadership as well as processes like conflict management, communication, and shared mental models that influence outcomes like performance and satisfaction.
Teambuilding through chemistry example lessonFrank R. Morris
This document provides an overview of the structure and content of a sample lesson from an instructor-led training course on building teams with chemistry. The lesson is on understanding teams and includes topics like defining what a team is, how people feel about being on teams, why teams fall apart, and examples of successful teams. A variety of teaching methods are used throughout the lesson, including discussions, activities, case studies, and questions to keep participants engaged. The goal is to help participants understand the basics of teams before focusing on how to build chemistry within a team.
Teambuilding through chemistry example lessonFrank R. Morris
This document provides an overview of the structure and content of a sample lesson from an instructor-led training course on building teams with chemistry. The lesson is titled "Understanding Teams" and is the second lesson in the course. It uses various interactive activities like discussions, brainstorming, and case studies to help participants understand what teams are, how people feel about being on teams, and why teams fall apart. The lesson also provides examples of successful teams and identifies some key factors they have in common.
1. Teams are small groups of 3-9 people who are interdependent and mutually accountable, and are essential for organizational functioning.
2. Effective teams have clear goals and direction, team-based rewards, available resources, and authority to make decisions. Ineffective teams fail to meet needs and have dissatisfied members.
3. Teams can experience misunderstandings due to size, interdependence, and goals. Conflict must be managed to maximize benefits and minimize negatives. Relationship building and leadership strategies help connect teams to their environment.
Team Building _ An abstract concept that represents a set of valuesDr. Kazi Golam Faruk
Team building is the process of establishing collaboration and trust among team members. It involves forming a team to accomplish shared goals, then progressing through stages of storming as challenges arise, norming as roles and processes are established, and ultimately high performance. Key aspects of team building include defining roles and objectives, managing conflicts constructively, and involving all members through activities that showcase cooperation and trust. The document provides guidance on team dynamics, successful team recipes, and interactive exercises to strengthen understanding and teamwork.
1) Great teams are formed when people with different skills work together towards a common goal. Teams can sustain enthusiasm and support to complete challenging projects.
2) Teams work best when members are committed to shared objectives, have clear roles and responsibilities, effective communication systems, and positive relationships.
3) Successful teams go through forming, storming, norming, and performing stages of development. During forming, roles are defined and trust is built. Storming involves overcoming difficulties. Norming develops team spirit and problem solving. Performing teams work cohesively to achieve goals.
Creating trust in teams is key if you want to get them to a high performance state. This talk revolves around the 5 dysfunctions of a team model by Patrick Lencioni and in particular provide tools for you to help build and develop trust in your team.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
This document provides guidance on strategically applying to graduate psychology programs. It discusses determining one's career goals and interests in research, services, or both. It outlines different degree types and subfields and how to match goals to training programs. The document stresses understanding what is required to get into, through, and out of a program, and finding a good fit rather than applying widely. It provides tips on coursework, tests, letters, interviews, and resources for learning about programs. The key message is that applicants should take a strategic approach to ensure they apply to programs that meet their interests and prepare them for their desired career.
Learn what data the American Psychological Association (APA) has on graduate programs in psychology, and how to use the APA’s Graduate Study Online to answer your questions and more as you search for the best psychology graduate program to fit your needs.
This document provides guidance on applying to graduate psychology programs through PSYCAS, the centralized application service. It discusses determining one's career goals and interests to identify suitable programs. The key steps in the application process are outlined, including completing the application form, submitting transcripts and reference letters, and meeting programs' deadlines. Emphasis is placed on strategically targeting a manageable number of well-fitting programs where the applicant has a strong chance of acceptance and meeting requirements to complete the degree.
Finding Fit: A Strategic Approach to Applying to Graduate Psychology Programs...Amanda Macchi, MPH
This presentation provides a strategic approach to applying to graduate psychology programs. It addresses your interest in graduate school, your training focus, matching careers goals to your training and thinking beyond getting accepted.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 3 helps team members monitor themselves, each other and their environment to ensure shared understanding.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 2 provides strategies on how team members can communicate effectively.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
2. University of Central
Florida (UCF)
Eduardo Salas, PhD
Lauren E Benishek, PhD
Megan Gregory, MS
Ashley Hughes, MS
Shannon Marlow, BS
Christina Lacerenza, BS
Stephanie Zajac, MS
The Coalition for Psychology in
Schools and Education,
especially to
Sylvia Rosenfield, Ph.D.
Markeda Newell, Ph.D.
Karin Hodges, Psy.D.
Peter Sheras, Ph.D.
George DuPaul, Ph.D.
The Center for Psychology in
Schools and Education (CPSE)
Staff
Rena Subotnik, Ph.D., Director
Geesoo Maie Lee, BA, Program Officer
CONTRIBUTORS
3. A REAL VIGNETTE
It was Field Day at Cherry Valley Elementary School.
Unexpectedly, the P.E. teacher coordinating the event
woke up with an awful sinus infection and was forced
to call in sick. The principal was faced with a hard
choice: cancel Field Day or not? Rather than
disappoint the students, she decided to take control of
the event. With the help of many committed teachers,
the principal began executing the P.E. teacher’s Field
Day plans. In the end, the day was a great success.
4. THIS MODULE WILL HELP YOU:
Understand the importance of mutual
support
Know the components of mutual support
Be able to provide support constructively
Use the Two-Challenge Rule to advocate for yourself
and your teammates
Understand the appropriateness and use of the DESC
template
Manage conflict effectively
6. THE BENEFITS OF MUTUAL SUPPORT
Teams that engage in mutual support:
Are more effective
Make fewer errors
Can self-correct
Distribute and assign responsibilities appropriately
Reallocate work assignments when
needed
Are more resilient
Relevant Citation: Salas, Sims, & Burke (2005)
7. WHAT MUTUAL SUPPORT ENTAILS
Back-up behavior given to one or more team
members as needed and can manifest as:
Task assistance
Social support
Feedback
Intended for the benefit of an individual or the
greater good of the team.
Feeling comfortable taking
interpersonal risks with your team mates will help
you set the stage for better support
Relevant Citations: Marks, Mathieu, & Zaccaro (2000); McIntyre & Salas (1995)
8. WHEN TO ENGAGE MUTUAL SUPPORT
Seek support when you are:
Overburdened
Stressed
Lacking skills for performing a task
Making errors (e.g., technical or judgment)
Offer support when:
When you notice another teammate is struggling
You are able to contribute more to the team
Don’t wait to be asked for help but
be gracious if your offer of support is declined
Relevant Citations: Porter, Hollenbeck, Ilgen, Ellis, West, & Moon, 2003; McIntyre & Salas (1995)
10. 1. OFFER TASK ASSISTANCE
Lend a hand: Actively help team members
manage their responsibilities to the team
Includes:
Working with team members on their
assignments
Rerouting some or all work
to other members
Filling in for a team member,
as needed
Relevant Citation: Salas, Sims, & Burke, 2005
12. PROVIDING TASK ASSISTANCE
1. Be clear about your available time and assistance
capability
2. Consider experience and competence
Is the task within yours and your colleagues’ ability?
3. Close the loop: ensure the task was completed
correctly
Reiterate expectations and support
consistency whenever possible!
Relevant Citation: Salas, Sims, & Burke, 2005
13. 2. PROVIDE SOCIAL SUPPORT
Be a friend: Human connection can go a long way
in creating commitment to the team and lessening
the stress and burnout that school staff may
experience.
Includes:
Being an ally
Reassuring teammates’ worth
Listening to problems
Offering guidance (if it is wanted)
Relevant Citation: Pearce & Herbik, 2004
14. KEEP IT HELPFUL & PRODUCTIVE
Vent to an Extent: Too much venting can speed up
burnout.
Use your peers to brainstorm solutions, rather than
being your pity party
Value their Involvement: People want to feel their
thoughts are important
Encourage participation from your teammates, ask
them their thoughts, and actively listen to their ideas
Back them Up: Sometimes people need an ally to
convince an audience or defend their interests
Advocate for teammates and support assertions you
agree with
Relevant Citation: Woodcock, 1989
15. SPEAK UP FOR YOUR TEAMMATES
(AND YOURSELF)
Two-Challenge Rule:
1. Voice initial concern with a question
“I do not feel comfortable with that approach. Can we talk
about doing it another way?”
When teammates are unresponsive…
2. Restate and explain the concern
“Marcus said he was uncomfortable with the approach. I
think he is worried about the ethical considerations. Can we
talk about those?”
Always show respect. Use non-threatening
language and check your temper.
Relevant Citation: Salas, Sims, & Burke, 2005
16. 3. PROVIDE FEEDBACK
Develop one another: Provide information with the
intention of improving individual and/or team
performance
Includes:
Reinforcing good performance
Increasing members’ awareness of their weaknesses
Suggesting solutions to overcome limitations
Cautioning team members about potential pitfalls or
consequences
Relevant Citation: Marks & Panzer (2004)
17. FEEDBACK SHOULD BE CONSTRUCTIVE
Add value and build team members up, do not
use feedback to break them down
If you can’t think of a constructive purpose for
giving feedback, don’t give it at all
Relevant Citation: Ovando (1994)
18. GIVING CONSTRUCTIVE FEEDBACK
1. Be timely in feedback delivery
2. Be specific
3. Focus on description instead of judgment
4. Focus on observation rather than inference
5. Focus on behavior instead of personal traits
6. Provide a balance of positive and negative
feedback
7. Avoid overload
Relevant Citation: Ovando (1994)
19. DESC’RIBE YOUR FEEDBACK!
In administering feedback, you could adopt
the DESC template:
1. Describe what you observed
2. Explain how your observations
differed from your expectations
3. Support your expectations with
rationale
4. Collaborate to define an action plan or solution
Relevant Citation: Ovando (1994)
21. EVERY ROSE HAS ITS THORNS
All teams experience some sort of conflict at some point
in time. It is inevitable no matter how cohesive and
friendly your team may be.
Learning how to handle
conflict as it arises
makes the difference
between a strong team
and a fractured team
Relevant Citation: De Dreu & Weingart (2003)
22. MAKE CONFLICT A THING OF THE PAST
Butting heads: Tension and disagreements are
common workplace obstacles that can delay the
achievement of team goals and
productivity.
Caused by contrasts in:
Opinions about tasks themselves
Ideas about how to approach a task
Personal characteristics (e.g., personality clashes,
religious beliefs)
Relevant Citation: Andersson & Pearson (1999)
23. THE GOOD, THE BAD, & THE WIN-WIN!
Parties involved could:
Compromise,
Avoid confrontation
Accommodate for the time-being
An ideal WIN-WIN :
Achieves a mutually satisfying
solution
Meets goals without compromising
relationships
Relevant Citation: Thomas (1992)
24. DESC’RIPTION ISN’T JUST FOR FEEDBACK
D
E
S
C
You can also use the DESC script to manage conflict!
Minimize defensiveness
See both perspectives
Find the source of the
tension
Focus on the future
instead of the past
Relevant Citation: Ovando (1994)
25. WHEN IN CONFLICT,
CUS AT YOUR TEAMMATES
Yes, you read that correctly.
But no, it’s not what you think.
CUS is a way to convey that you are uncomfortable
with a situation
I am Concerned
I am Uncomfortable
Let’s Solve this
Use CUS with DESC to share your perspective.
27. THINK-PAIR-SHARE: CONFLICT
What type of conflict was demonstrated in the
previous video?
Write a DESC script for how the School
Psychologist could have articulated her grievances
using the CUS strategy (but without actually
cussing).
Bonus: incorporate the Two-Challenge Rule
28. AN OPPORTUNITY FOR MUTUAL SUPPORT
Imagine in your school…
Trained to implement state-mandated Response-to-
Intervention model
A newly formed team has been appointed
No additional resources provided to implement this
model.
Some feel that neither they nor the staff have the
time to commit to this new endeavor.
29. THINK-PAIR-SHARE: MUTUAL SUPPORT
What barriers to mutual support are present in the
hypothetical situation? What additional barriers
might you face in your school?
How could task assistance, social support, and
feedback alleviate the struggles faced by the
professionals in this scenario?
How can you make these types of support
sustainable and ongoing?
30. BRAINSTORM: PROMOTING MUTUAL SUPPORT
IN YOUR TEAM
What does our team(s) do well?
What doesn’t our team(s) do well?
What would we most like to improve?
How can we improve in that area(s)?
How can we implement our strategies and make
them sustainable?
How will we know whether we have made
progress?
31. REFERENCES
Andersson, L. M., & Pearson, C. M. (1999). Tit for tat? The spiraling effect of incivility in the workplace. Academy of Management
Review, 24(3), 452-471.
De Dreu, C. K., & Weingart, L. R. (2003). Task versus relationship conflict, team performance, and team member satisfaction: a
meta-analysis. Journal of Applied Psychology, 88(4), 741-749.
Dickinson, T. L., & McIntyre, R. M. (1997). A conceptual framework for teamwork measurement. In M. T. Brannick, E. Salas, & C.
Prince (Eds.), Team performance assessment and measurement (pp. 19-43). Mahwah, NJ: Erlbaum.
Marks, M. A., & Panzer, F. J. (2004). The influence of team monitoring on team processes and performance. Human
Performance, 17(1), 25-41.
Marks, M. A., Zaccaro, S. J., & Mathieu, J. E. (2000). Performance implications of leader briefings and team-interaction training for
team adaptation to novel environments. Journal of Applied Psychology, 85(6), 971-986.
McIntyre, R. M., & Salas, E. (1995). Measuring and managing for team performance: Emerging principles from complex
environments. In R. Guzzo & E. Salas (Eds.), Team effectiveness and decision making in organizations (pp. 149-203). San
Francisco: Jossey-Bass.
Ovando, M. N. (1994). Constructive feedback: A key to successful teaching and learning. International Journal of Educational
Management, 8(6), 19-22.
Pearce, C. L., & Herbik, P. A. (2004). Citizenship behavior at the team level of analysis: The effects of team leadership, team
commitment, perceived team support, and team size. The Journal of Social Psychology, 144(3), 293-310.
Porter, C. O., Hollenbeck, J. R., Ilgen, D. R., Ellis, A. P., West, B. J., & Moon, H. (2003). Backing up behaviors in teams: the role
of personality and legitimacy of need. Journal of Applied Psychology, 88(3), 391-403.
Salas, E., Sims, D. E., & Burke, C. S. (2005). Is there a “Big Five” in teamwork?. Small group research, 36(5), 555-599.
Smith-Jentsch, K. A., Zeisig, R. L., Acton, B., & McPherson, J. A. (1998). Team dimensional training: A strategy for guided team
self-correction. In J. A. Cannon-Bowers & E. Salas (Eds.), Making decisions under stress: Implications for individual and team
training (pp. 271-297). Washington, DC: American Psychological Association.
TeamSTEPPS® Fundamentals Course: Module 5. Mutual Support: Instructor’s Materials. Agency for Healthcare Research and
Quality, Rockville, MD. gov/teamsteppstools/instructor/fundamentals/module5/igmutualsupp.htm
TeamSTEPPS Fundamentals Course: Module 5. Mutual Support. Evidence-Base: Mutual Support. Agency for Healthcare
Research and Quality, Rockville, MD.
http://www.ahrq.gov/teamsteppstools/instructor/fundamentals/module5/ebmutualsupport.htm
Thomas, K. W. (1992). Conflict and conflict management: Reflections and update. Journal of Organizational Behavior, 13(3), 265-
274.
Woodcock, M. (1989). Team Development Manual. Gower, Aldershot.
32. BONUS EXAMPLE:
CONSTRUCTIVE FEEDBACK
The 4th grade team met to discuss the upcoming
semester’s curriculum. Mr. Smith, a first-year teacher,
provided the group with his ideas for a new math
program. After the meeting, Mr. Green– a teacher
who has been at the school for over 20 years and his
mentor-- approaches Mr. Smith privately, and tells him
that he did a great job communicating his ideas for
the new math program in a detailed manner.
However, he explained, in the future, a hand-out may
help people in understanding his vision.
33. BONUS EXAMPLE:
USING CUS TO RESOLVE CONFLICT
A student is displaying severely aggressive behavior.
His teacher, Ms. J, expresses concerns regarding his
behavior to Ms. B, the school counselor, and asks for
the student to wait in detention until he can be sent
home. Ms. B refuses, however, and tells Ms. J it is not
her job to babysit.
Astonished, Ms. J says, “Ms. B, I am concerned about
the safety of myself and my students. I am
uncomfortable with this student’s behavior, and I do
not think it is safe to continue to allow him to remain
here.”
34. BONUS EXAMPLE:
USING THE TWO-CHALLENGE RULE
“Mrs. Matthews, do you think it’s safe to allow this
unauthorized individual into the assembly?”
“Mrs. Matthews, it’s a little loud in here and I just want
to make sure I wasn’t drowned out with all the noise.
This student has not signed in at the office and I am
concerned that it may not be safe to allow him to
attend this assembly. What do you think we should
do?”
35. BONUS EXAMPLE:
USING THE DESC SCRIPT
Mr. Johansen, I’d like to talk about what happened
earlier during the IEP meeting. I was upset because
the information you provided about Thomas Smith
seemed incomplete. I am concerned we don’t have
the full picture of what is going on with Thomas and,
in my experience, it is difficult to formulate a plan for a
student without all relevant information. Next time, I
think it would be helpful if you provided all of a
student’s disability information so we can make the
best decisions for the student’s education.