This document discusses leadership in organizational settings. It explains that leadership is important for achieving performance goals and outlines several leadership behaviors and styles. The situational leadership model is presented, which matches leadership style to follower readiness level. The document also discusses where leadership can fail, such as by not establishing a clear vision, lacking the right skills, failing to listen, and being unable to motivate. Overall, the document emphasizes that leadership plays a critical role in organizational performance.
Module 4 - HomeSPECIAL CASES IN COACHINGModular Learning Outco.docxroushhsiu
Â
Module 4 - Home
SPECIAL CASES IN COACHING
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
Case
Wrap up your coaching session, and receive feedback from the coachee.
SLP
Create a PowerPoint presentation with a voiceover to serve as a briefing of the leadership Growth Plan to your supervisor and/or mentor.
Discussion
Compare and contrast different approaches to coaching when working with different types of professions. Evaluate your learning and progress in developing coaching skills.
Module Overview
There are two types of coaching situations that present special challenges to coaches: Coaching the high performer and coaching the problem employee. Let’s face it, top performers can sometimes be difficult people. The question is how to keep them motivated while addressing some dysfunctional behaviors. People who have a high need for success do not always handle criticism well. However, for the sake of the other employees, patterns of bluntness, impatience, condescension, and sometimes bullying must be addressed.
In this module, you will learn a four-step process of coaching top performers that relies on the DISC assessment, a tool frequently used in coaching executives and “C-suite” executives (CEO, CFO, COO, CIO, etc.). The focus of this process is on developing interpersonal skills, such as listening, showing respect, compromising, and discussion of ideas with tact and diplomacy.
At the other end of the spectrum is coaching the problem employee. This employee is generally underperforming, and the stress of trying to extract a reasonable level of performance can take a toll on the manager and the productivity and morale of an entire office or unit. Frequently, despite the best efforts of the manager, the inevitable result is termination. However, in this chapter, we will look at a 7-step process where the leader/coach may be able to forge a positive relationship and encourage motivation and performance.
Module 4 - Background
SPECIAL CASES IN COACHING
Required Reading
Special Cases in Coaching
All articles on the home page, this page and the case/SLP page are required unless otherwise noted.
Coaching Top Performers
Up until now, our focus has been on coaching employees to improve performance. However, with top performers, the goal is not to improve performance, but to improve interpersonal skills and relationships. Another goal is to help the top performer understand that established rules and procedures are important and also apply to him.
Interpersonal skills
Top performers tend to be highly driven and may resist working with others who they perceive as being less capable and less hard working. They may avoid working on teams because they feel the others will “drag them down”. Since organizations today rely heavily on interdisciplinary and cross-functional teams to get work done, top performers are going to have to be coached to be able to work ...
Module 4 - HomeSPECIAL CASES IN COACHINGModular Learning Outco.docxroushhsiu
Â
Module 4 - Home
SPECIAL CASES IN COACHING
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
Case
Wrap up your coaching session, and receive feedback from the coachee.
SLP
Create a PowerPoint presentation with a voiceover to serve as a briefing of the leadership Growth Plan to your supervisor and/or mentor.
Discussion
Compare and contrast different approaches to coaching when working with different types of professions. Evaluate your learning and progress in developing coaching skills.
Module Overview
There are two types of coaching situations that present special challenges to coaches: Coaching the high performer and coaching the problem employee. Let’s face it, top performers can sometimes be difficult people. The question is how to keep them motivated while addressing some dysfunctional behaviors. People who have a high need for success do not always handle criticism well. However, for the sake of the other employees, patterns of bluntness, impatience, condescension, and sometimes bullying must be addressed.
In this module, you will learn a four-step process of coaching top performers that relies on the DISC assessment, a tool frequently used in coaching executives and “C-suite” executives (CEO, CFO, COO, CIO, etc.). The focus of this process is on developing interpersonal skills, such as listening, showing respect, compromising, and discussion of ideas with tact and diplomacy.
At the other end of the spectrum is coaching the problem employee. This employee is generally underperforming, and the stress of trying to extract a reasonable level of performance can take a toll on the manager and the productivity and morale of an entire office or unit. Frequently, despite the best efforts of the manager, the inevitable result is termination. However, in this chapter, we will look at a 7-step process where the leader/coach may be able to forge a positive relationship and encourage motivation and performance.
Module 4 - Background
SPECIAL CASES IN COACHING
Required Reading
Special Cases in Coaching
All articles on the home page, this page and the case/SLP page are required unless otherwise noted.
Coaching Top Performers
Up until now, our focus has been on coaching employees to improve performance. However, with top performers, the goal is not to improve performance, but to improve interpersonal skills and relationships. Another goal is to help the top performer understand that established rules and procedures are important and also apply to him.
Interpersonal skills
Top performers tend to be highly driven and may resist working with others who they perceive as being less capable and less hard working. They may avoid working on teams because they feel the others will “drag them down”. Since organizations today rely heavily on interdisciplinary and cross-functional teams to get work done, top performers are going to have to be coached to be able to work ...
presentations must be complete and reviewed by the entire team.docxChantellPantoja184
Â
presentations must be complete and reviewed by the entire team before presenting. Demonstrating positive human relation skills is a key to the success of a team. Each member must communicate, share duties, and behave in a respectful and professional manner.
164 Module 3 Relationships
Chapter 11 Teamwork, Motivation, and Leadership 163
Motivation is an internal drive that causes people to behave a certain way to meet a need. The way individuals behave at work is a result of trying to fdl a need. If needs are not met, your behavior changes. Team members need to be motivated to achieve success. Several factors can contribute to motivating team members. The most obvious motivation factor is money. However, when working in teams, monetary payment often may not be the primary motivating factor.
Motivation comes from within. A team member's motivation may be a sense of accomplishment or the achievement of a goal. The motivating factor may be the social acceptance received from others for being part of a successful team. For some, the motivation factor may just be a matter of keeping their job. Abraham Maslow created a hierarchy of needs (see figure 11-1). This hierarchy of needs essentially states that throughout one's lifetime, as individuals' needs are met, they move up a pyramid (hierarchy) until they self-actualize and have realized their potential. Organizational behaviorists have adapted Maslow's hierarchy to a typical workplace. Maslow's lowest level, physiological needs, translates to basic wages. People work to receive a paycheck, which is used for food and shelter. The next step up the pyramid is safety needs. Individuals desire not only a safe working environment but also job security. It is only after individuals receive basic wages and experience job security that they invest in workplace relationships, thus reaching the social needs level. Employees
164 Module 3 Relationships
Chapter 11 Teamwork, Motivation, and Leadership 163
Self-Actualization—Expand Skills
Esteem—Recognition/Respect
Social—Informal Groups
Safety—Job Security/Environment
Physiological—Basic Wages
Maslow's Hierarchy of Needs
164 Module 3 Relationships
Chapter 11 Teamwork, Motivation, and Leadership 163
Where is the majority of the class currently on Maslow's hierarchy?
cannot progress to the next level until positive workplace relationships are realized. The next level on the pyramid is self-esteem needs. This is when employees flaunt workplace titles, degrees, and awards. Their need is to inform others of their accomplishments. The final stage of the hierarchy is that of self-actualization. In a workplace, this is when employees have successfully had their basic needs met and now desire to assist others in meeting their needs. They do so by becoming mentors or coaches or by finding other means of helping others achieve their goals.
Maslow's theory is still used today to explain what motivates employees and how humans respond to motivational .
HOSP 4060
Senior Seminar
MISSION STATEMENT EVALUATION MATRIX
Organization/Company
Customers
Products
Services
Markets
Concern for
Survival/
Growth
Technology
Philosophy
Self-
Concept
Concern for
Public Image
Concern
for Employees
Objective: Evaluate the effectiveness of the mission statement for the organization/company you have selected.
Assignment: Review the nine components listed above and indicate in the appropriate box in the matrix whether or not each of the nine elements is found in the organization/company’s mission statement with a “yes” or “no” response.
If yes, identify elements located within the mission statement that address that component.
If no, elaborate on the appropriateness of this organization/company’s mission statement.
HTM100 Week 10 : Principles of Hospitality and Tourism Management : Leadership and Management
Slide #
Slide Title
Slide Narration
Slide 1
Intro
Welcome to Principles of Hospitality and Tourism.
In this lesson we will discuss leadership and management.
Next slide.
Slide 2
Topics
The following topics will be covered in this lesson:
Leadership;
Hospitality management;
Sustainable leadership;
Distinction between leadership and management;
Ethics; and
Trends in leadership and management.
Next slide.
Slide 3
Leadership
Leadership has become very important in the hospitality industry.
In today’s work force, leadership has become not just about leadership only, but also about leadership excellence.
Leadership excellence can be identified by certain characteristics. Some of the characteristics are courage, decisiveness, endurance and enthusiasm to name a few.
Common practices of leaders include the ability to challenge the process, inspire a shared vision and to be a model for the way it should be done.
The definition of leadership can be defined many ways, but the heart of the definition of leadership is leaders know what they want and why they want it.
Two types of leadership are transactional and transformational.
Transactional leadership is a short term result leadership style that makes a person respond by giving them incentives, rewards and positive reinforcement.
Transformational leadership is more of a long term change in behavior that is more permanent to the individual . Transformational leadership is most effective if the leader has charisma, considers others as individuals and able to stimulate a person intellectually.
Next slide.
Slide 4
Hospitality Management
Hospitality managers manage, plan, organize, make decisions, communicate, motivate, and control efforts of a group to meet certain goals.
Management responsibilities depend on what level you are in the organization. For example, Senior managers focus on strategic planning, while supervisory and middle managers focus on operations.
Skills that are needed to be a manager in the hospitality industry include conceptual skills, technical skills, and leadership skills .
Hospital ...
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
INDIVIDUAL QUESTIONThink about a great leader you have wor.docxjaggernaoma
Â
INDIVIDUAL QUESTIONThink about a great leader you have worked with or worked for.
What specifically did they do that made them so effective?How did you respond to them both psychologically and behaviorally?How did others appear to respond to them?
*
LEADERSHIPLeadership - The use of power and influence to direct the activities of followers toward goal achievement.
Leader effectiveness - The degree to which the leader’s actions result in:The achievement of the unit’s goals, The continued commitment of the unit’s employees, and The development of mutual trust, respect, and obligation in leader–member dyads.
Most studies have concluded that traits are more predictive of leader emergence (i.e., who becomes a leader in the first place) than they are of leader effectiveness (i.e., how well people actually do in a leadership role).
Leader emergence has been linked to a number of traits. Underlined and highlighted traits are associated with leader effectiveness.
Conscientiousness, disagreeableness, openness, extraversion, general cognitive ability, energy level, stress tolerance, and self-confidence.
*
LEADER DECISION-MAKING STYLES
Decision-making styles capture how a leader makes a decision as opposed to what a leader decides.Autocratic style - The leader makes the decision alone without asking for the opinions or suggestions of the employees in the work unit.Consultative style - The leader presents the problem to individual employees or a group of employees, asking for their opinions and suggestions before ultimately making the decision him- or herself.Facilitative style - The leader presents the problem to a group of employees and seeks consensus on a solution, making sure that his or her own opinion receives no more weight than anyone else’s. Delegative style - The leader gives an individual employee or a group of employees the responsibility for making the decision within some set of specified boundary conditions.
*
LEADER-MEMBER EXCHANGE THEORYLeader–member exchange theory (LMX) - Describes how leader–member relationships develop over time on a dyadic basis. Role taking phase - A manager describes role expectations to an employee and the employee attempts to fulfill those expectations with his or her job behaviors. Role making phase - The employee’s own expectations for the dyad get mixed in with those of the leader.Role routinization phase – The conclusion of the role making phase, where roles have been agreed upon by both parties.Many dyads never reach this stage. Those that do tend to have a high LMX relationship.
LMX is an important predictor of many important outcomes.Performance: Performance ratings, actual performance, competenceJob Attitudes/Stressors: Overall Satisfaction, satisfaction with supervision, commitment, decreased role conflict, role clarity, turnover intentions.
*
LEADER-MEMBER EXCHANGE THEORY
*
INDIVIDUAL QUESTIONWhat do you think some of the benefits of differentiated leadership are?
What.
Chapter 6Our Coherence Framework is simplexity.” Simplexity is .docxmccormicknadine86
Â
Chapter 6
Our Coherence Framework is “simplexity.” Simplexity is not a real word, but it is a valuable concept. Simplexity means that you take a difficult problem and identify a small number of key factors (about four to six)—this is the simple part. And then you make these factors gel under the reality of action with its pressures, politics, and personalities in the situation—this is the complex part. In the case of our framework, there are only four big chunks and their interrelationships. Not only are these components dynamic but they also get refined over time in the setting in which you work. You have to focus on the right things, but you also must learn as you go. One of our favorite insights came from a retired CEO from a very successful company who, when asked about the most important thing he has learned about leadership, responded by say- ing, “It is more important to be right at the end of the meeting than the most important thing he has learned about leadership, responded by saying- ing, “It is more important to be right at the end of the meeting than the beginning” (David Cote, Honeywell, nyti.ms/1chUHqp). He was using this as a metaphor for a good change process: leaders influence the group, but they also learn from it. In fact, joint learning is what happens in effective change processes. If you are right at the beginning of the meeting, you are right only in your mind. If you are right at the notional end of the meeting, it means that you have processed the ideas with the group. McKinsey & Company conducted a study of leaders in the social sector (education et al.) and opened their report with these words: “chronic underinvestment [in leadership development] is placing increasing demands on social sector leaders” (Callanan, Gardner, Mendonca, & Scott, 2014). Their conclusions are right in our wheelhouse. In the survey of 200 social sector leaders, participants rated four critical attributes: balancing innovation with implementation, building executive teams, collaborating, and manag- ing outcomes. Survey respondents found themselves and their peers to be deficient in all four domains. In one table, they show the priorities—ability to innovate and implement, ability to surround selves with talented teams, collaboration, and ability to manage to outcomes—in terms of how respon- dents rated themselves and rated their peers as strong in the given domain. Both sets of scores were low—all below 40 percent. Collaboration, for example, was rated as 24 percent (self-rating) and 24 percent (rating of their peers). So the top capabilities are in short supply. Leaders build coherence when they combine the four components of our Coherence Framework with meeting the varied needs of the complex organizations they lead. Coherence making is a forever job because people come and go, and the situational dynamics are always in flux. They actively develop lateral and vertical connections so that the collaborative culture is deepened and drives dee ...
presentations must be complete and reviewed by the entire team.docxChantellPantoja184
Â
presentations must be complete and reviewed by the entire team before presenting. Demonstrating positive human relation skills is a key to the success of a team. Each member must communicate, share duties, and behave in a respectful and professional manner.
164 Module 3 Relationships
Chapter 11 Teamwork, Motivation, and Leadership 163
Motivation is an internal drive that causes people to behave a certain way to meet a need. The way individuals behave at work is a result of trying to fdl a need. If needs are not met, your behavior changes. Team members need to be motivated to achieve success. Several factors can contribute to motivating team members. The most obvious motivation factor is money. However, when working in teams, monetary payment often may not be the primary motivating factor.
Motivation comes from within. A team member's motivation may be a sense of accomplishment or the achievement of a goal. The motivating factor may be the social acceptance received from others for being part of a successful team. For some, the motivation factor may just be a matter of keeping their job. Abraham Maslow created a hierarchy of needs (see figure 11-1). This hierarchy of needs essentially states that throughout one's lifetime, as individuals' needs are met, they move up a pyramid (hierarchy) until they self-actualize and have realized their potential. Organizational behaviorists have adapted Maslow's hierarchy to a typical workplace. Maslow's lowest level, physiological needs, translates to basic wages. People work to receive a paycheck, which is used for food and shelter. The next step up the pyramid is safety needs. Individuals desire not only a safe working environment but also job security. It is only after individuals receive basic wages and experience job security that they invest in workplace relationships, thus reaching the social needs level. Employees
164 Module 3 Relationships
Chapter 11 Teamwork, Motivation, and Leadership 163
Self-Actualization—Expand Skills
Esteem—Recognition/Respect
Social—Informal Groups
Safety—Job Security/Environment
Physiological—Basic Wages
Maslow's Hierarchy of Needs
164 Module 3 Relationships
Chapter 11 Teamwork, Motivation, and Leadership 163
Where is the majority of the class currently on Maslow's hierarchy?
cannot progress to the next level until positive workplace relationships are realized. The next level on the pyramid is self-esteem needs. This is when employees flaunt workplace titles, degrees, and awards. Their need is to inform others of their accomplishments. The final stage of the hierarchy is that of self-actualization. In a workplace, this is when employees have successfully had their basic needs met and now desire to assist others in meeting their needs. They do so by becoming mentors or coaches or by finding other means of helping others achieve their goals.
Maslow's theory is still used today to explain what motivates employees and how humans respond to motivational .
HOSP 4060
Senior Seminar
MISSION STATEMENT EVALUATION MATRIX
Organization/Company
Customers
Products
Services
Markets
Concern for
Survival/
Growth
Technology
Philosophy
Self-
Concept
Concern for
Public Image
Concern
for Employees
Objective: Evaluate the effectiveness of the mission statement for the organization/company you have selected.
Assignment: Review the nine components listed above and indicate in the appropriate box in the matrix whether or not each of the nine elements is found in the organization/company’s mission statement with a “yes” or “no” response.
If yes, identify elements located within the mission statement that address that component.
If no, elaborate on the appropriateness of this organization/company’s mission statement.
HTM100 Week 10 : Principles of Hospitality and Tourism Management : Leadership and Management
Slide #
Slide Title
Slide Narration
Slide 1
Intro
Welcome to Principles of Hospitality and Tourism.
In this lesson we will discuss leadership and management.
Next slide.
Slide 2
Topics
The following topics will be covered in this lesson:
Leadership;
Hospitality management;
Sustainable leadership;
Distinction between leadership and management;
Ethics; and
Trends in leadership and management.
Next slide.
Slide 3
Leadership
Leadership has become very important in the hospitality industry.
In today’s work force, leadership has become not just about leadership only, but also about leadership excellence.
Leadership excellence can be identified by certain characteristics. Some of the characteristics are courage, decisiveness, endurance and enthusiasm to name a few.
Common practices of leaders include the ability to challenge the process, inspire a shared vision and to be a model for the way it should be done.
The definition of leadership can be defined many ways, but the heart of the definition of leadership is leaders know what they want and why they want it.
Two types of leadership are transactional and transformational.
Transactional leadership is a short term result leadership style that makes a person respond by giving them incentives, rewards and positive reinforcement.
Transformational leadership is more of a long term change in behavior that is more permanent to the individual . Transformational leadership is most effective if the leader has charisma, considers others as individuals and able to stimulate a person intellectually.
Next slide.
Slide 4
Hospitality Management
Hospitality managers manage, plan, organize, make decisions, communicate, motivate, and control efforts of a group to meet certain goals.
Management responsibilities depend on what level you are in the organization. For example, Senior managers focus on strategic planning, while supervisory and middle managers focus on operations.
Skills that are needed to be a manager in the hospitality industry include conceptual skills, technical skills, and leadership skills .
Hospital ...
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
INDIVIDUAL QUESTIONThink about a great leader you have wor.docxjaggernaoma
Â
INDIVIDUAL QUESTIONThink about a great leader you have worked with or worked for.
What specifically did they do that made them so effective?How did you respond to them both psychologically and behaviorally?How did others appear to respond to them?
*
LEADERSHIPLeadership - The use of power and influence to direct the activities of followers toward goal achievement.
Leader effectiveness - The degree to which the leader’s actions result in:The achievement of the unit’s goals, The continued commitment of the unit’s employees, and The development of mutual trust, respect, and obligation in leader–member dyads.
Most studies have concluded that traits are more predictive of leader emergence (i.e., who becomes a leader in the first place) than they are of leader effectiveness (i.e., how well people actually do in a leadership role).
Leader emergence has been linked to a number of traits. Underlined and highlighted traits are associated with leader effectiveness.
Conscientiousness, disagreeableness, openness, extraversion, general cognitive ability, energy level, stress tolerance, and self-confidence.
*
LEADER DECISION-MAKING STYLES
Decision-making styles capture how a leader makes a decision as opposed to what a leader decides.Autocratic style - The leader makes the decision alone without asking for the opinions or suggestions of the employees in the work unit.Consultative style - The leader presents the problem to individual employees or a group of employees, asking for their opinions and suggestions before ultimately making the decision him- or herself.Facilitative style - The leader presents the problem to a group of employees and seeks consensus on a solution, making sure that his or her own opinion receives no more weight than anyone else’s. Delegative style - The leader gives an individual employee or a group of employees the responsibility for making the decision within some set of specified boundary conditions.
*
LEADER-MEMBER EXCHANGE THEORYLeader–member exchange theory (LMX) - Describes how leader–member relationships develop over time on a dyadic basis. Role taking phase - A manager describes role expectations to an employee and the employee attempts to fulfill those expectations with his or her job behaviors. Role making phase - The employee’s own expectations for the dyad get mixed in with those of the leader.Role routinization phase – The conclusion of the role making phase, where roles have been agreed upon by both parties.Many dyads never reach this stage. Those that do tend to have a high LMX relationship.
LMX is an important predictor of many important outcomes.Performance: Performance ratings, actual performance, competenceJob Attitudes/Stressors: Overall Satisfaction, satisfaction with supervision, commitment, decreased role conflict, role clarity, turnover intentions.
*
LEADER-MEMBER EXCHANGE THEORY
*
INDIVIDUAL QUESTIONWhat do you think some of the benefits of differentiated leadership are?
What.
Chapter 6Our Coherence Framework is simplexity.” Simplexity is .docxmccormicknadine86
Â
Chapter 6
Our Coherence Framework is “simplexity.” Simplexity is not a real word, but it is a valuable concept. Simplexity means that you take a difficult problem and identify a small number of key factors (about four to six)—this is the simple part. And then you make these factors gel under the reality of action with its pressures, politics, and personalities in the situation—this is the complex part. In the case of our framework, there are only four big chunks and their interrelationships. Not only are these components dynamic but they also get refined over time in the setting in which you work. You have to focus on the right things, but you also must learn as you go. One of our favorite insights came from a retired CEO from a very successful company who, when asked about the most important thing he has learned about leadership, responded by say- ing, “It is more important to be right at the end of the meeting than the most important thing he has learned about leadership, responded by saying- ing, “It is more important to be right at the end of the meeting than the beginning” (David Cote, Honeywell, nyti.ms/1chUHqp). He was using this as a metaphor for a good change process: leaders influence the group, but they also learn from it. In fact, joint learning is what happens in effective change processes. If you are right at the beginning of the meeting, you are right only in your mind. If you are right at the notional end of the meeting, it means that you have processed the ideas with the group. McKinsey & Company conducted a study of leaders in the social sector (education et al.) and opened their report with these words: “chronic underinvestment [in leadership development] is placing increasing demands on social sector leaders” (Callanan, Gardner, Mendonca, & Scott, 2014). Their conclusions are right in our wheelhouse. In the survey of 200 social sector leaders, participants rated four critical attributes: balancing innovation with implementation, building executive teams, collaborating, and manag- ing outcomes. Survey respondents found themselves and their peers to be deficient in all four domains. In one table, they show the priorities—ability to innovate and implement, ability to surround selves with talented teams, collaboration, and ability to manage to outcomes—in terms of how respon- dents rated themselves and rated their peers as strong in the given domain. Both sets of scores were low—all below 40 percent. Collaboration, for example, was rated as 24 percent (self-rating) and 24 percent (rating of their peers). So the top capabilities are in short supply. Leaders build coherence when they combine the four components of our Coherence Framework with meeting the varied needs of the complex organizations they lead. Coherence making is a forever job because people come and go, and the situational dynamics are always in flux. They actively develop lateral and vertical connections so that the collaborative culture is deepened and drives dee ...
Palestine last event orientationfvgnh .pptxRaedMohamed3
Â
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Â
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
Â
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.
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
A Strategic Approach: GenAI in EducationPeter Windle
Â
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Â
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.
Model Attribute Check Company Auto PropertyCeline George
Â
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Â
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Â
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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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.
Instructions for Submissions thorugh G- Classroom.pptx
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Unit Assignment.docx
1. (Mt) – Unit Assignment
UNIT VII STUDY GUIDE Leadership in the Organizational Setting Course Learning Outcomes
for Unit VII Upon completion of this unit, students should be able to: 3. Explain applied
performance practices. 4. Examine effective teamwork. 5. Assess techniques to promote
effective communication. 6. Evaluate techniques used to manage conflict. 7. Evaluate the
role of leadership in achieving performance goals. 8. Recommend strategies to overcome
resistance to change. Course/Unit Learning Outcomes 3 4 5 6 7 8 Learning Activity Unit
Lesson Chapter 12: Leadership in Organizational Settings Unit VII Assignment Unit VII
Assignment Unit VII Assignment Unit VII Assignment Unit Lesson Chapter 12: Leadership in
Organizational Settings Unit VII Assignment Unit VII Assignment Reading Assignment
Chapter 12: Leadership in Organizational Settings Unit Lesson Importance of Leadership in
Achieving Performance Goals Let’s think about what leaders do. They establish a vision, a
mission statement, goals and objectives, and support, and they take on the big battles and
produce the charisma for followers. Deshpande and Hill (2015) explain that studying
leadership is important because it has such a huge impact on how employees perform and
their commitment to their jobs. Because of this important role, leaders must know effective
strategies for management and building morale. As you reflect upon the aforementioned,
you may be thinking one of two things; you may instantly agree that leaders play an
important role due to your own experiences with leadership. Maybe you had a leader who
was extremely strong or weak, and it affected your commitment and performance. You may
also be a bit overwhelmed by this implication. Leadership is not to be taken lightly as
leaders in all industries have similar power. For example, consider automotive sales,
firefighters, police officers, retail clerks, and telecommunication employees; do they not
have performance standards that are measured by leadership? Do they not have to work as
a team to meet goals and objectives in some format? Are they not influenced to work
together, have a good attitude, and comply with corporate culture? Regardless if it is a
hospital or an BBA 3451, Organizational Theory and Behavior 1 American corporation,
leadership is important for achieving performance goals. So, xleaders have a UNIT STUDY
GUIDE responsibility. They have a responsibility first to shareholders (if it is a publiclyTitle
traded company on Wall Street). Second, they have a responsibility to their employees; they
need to comprehend their roles in the organization and the value that the employees create
for the organization. A part of the employee equation is to ensure employees have the
correct training and resources to do their jobs. These factors contribute to employee
satisfaction, morale, meeting performance objectives, and displaying commitment to the
2. vision and mission (Deshpande & Hill, 2015). Finally, leaders have a responsibility to their
customers through quality governance and ethical behavior. Leadership Behaviors McShane
and Von Glinow (2018) list four leadership behaviors: directive, supportive, participative,
and achievement-oriented. These behaviors are shown through the situational leadership
model explained below. The behaviors can certainly stand on their own because they are
styles. Directive: This style is task-oriented. Here is the task, and here is the requirement.
The expectation is to complete the task in a timely manner. The expectations and
completion translate into goal accomplishment (McShane & Von Glinow, 2018). There is an
authoritarian style of behavior that clearly outlines rewards for accomplishment and
disciplinary actions for failure to meet expectations. An example is a Marine Corps drill
sergeant barking an order of climbing a pole in 15 seconds. If not accomplished, the
punishment is pushups. Supportive: This style is the touchy-feely leadership behavior as it
deals with the needs, status, and welfare of employees. It is more people-oriented and
provides emotional support for employees (McShane & Von Glinow, 2015). Note: Having a
heavy favor in this area can cause shortfalls in chaos and crisis management situations as
the “soft touch” has difficulty switching to an authoritarian style behavior. Participative:
This behavior engages employees in the decision-making process. It is a powerful behavior
style as it allows individuals to become stakeholders and feel self-worth with the
organization. Achievement-oriented: This behavior encourages employees to meet their full
performance potential through goal setting (McShane & Von Glinow, 2018). For example,
Tesla’s CEO, Elon Musk, failed to meet over 20 of his stretch goals for Tesla in a year (Sitkin,
Miller, & See, 2017). However, one might challenge Sitkin, Miller and See (2017) on their
comparison after reading the book Elon Musk: Tesla, Space X and the Quest for Fantastic
Future by Ashlee Vance (2015) due to Musk’s personality. He is a risk-taker. He pushes the
extreme on taking risks for bigger rewards. As an investor in Tesla stock, one may have
experienced the delay, but the returns he has achieved with stretch goals have developed,
and the stock has skyrocketed, so he is now a Wall Street darling. Leadership Styles and
Consequences in Contributing to Performance Objectives So, leadership does matter.
Leadership is like the fashion industry. It has many different looks and styles that appeal to
different people. There are many types of leadership styles, but for this unit lesson, the
situational leadership model developed by Paul Hersey and Ken Blanchard will be discussed
(Straker, 2016). As a leader, no two situations are alike. There will always be some factor
that is different. Since we are looking at the impact of leadership on performance factors,
the biggest factor here is employee behavior and maturity. Whether or not we realize it, we
follow this model daily through our interactions with others. Consider parents with
multiple children, for example. Parents sometimes state that disciplinary actions that work
with one child may not work with another. The children have different personalities and
maturity levels and, therefore, need individualized reward systems. These parents are
following the situational leadership model. This model can assist you in determining the
correct leadership style to implement in order to achieve quality end results with your
followers. The model addresses three major components: follower maturity, follower
motivation, and the correct leadership style to use to get the desired behavior (Straker,
2016). Looking at the diagram below, the model is divided into four quadrants (S1–S4).
3. Along the x axis is behavior, and along the y axis is supportive behavior from high to low.
Flowing through the quadrants are the leadership styles to be used, which are delegate,
participate/support, sell/coach, and direct/tell. As you can see, each action relates to
follower maturity and motivation level on the bottom in the horizontal box (R1–R4) with
corresponding maturity level (readiness level). BBA 3451, Organizational Theory and
Behavior 2 UNIT x STUDY GUIDE Title Application example: You are a supervisor of a
publicly stock traded athletic shoe store. You notice that one of your employees is not
handling customers well, makes tasteless jokes, and has little motivation to complete his or
her work. How do you handle this individual? Someone who is not very mature and not
highly motivated would require you to engage in a more directive/tell type of leadership
style. You will engage in direct actions and then follow up to ensure they are completed
correctly. For example, you may provide detailed instructions for answering the phone,
such as a scripted greeting, and then observe the employee as he or she answers a call. As a
leader, you know this is very time-consuming, but you have responsibility to your
shareholders, employees, and customers. This example cuts across all three categories. It is
a rather basic example, and in the real world, there are more complex issues with people
and performance. This model provides the best starting point on how to adjust your
personal style (based also on your personality type) to deliver results and change behavior.
BBA 3451, Organizational Theory and Behavior 3 Where Leadership Fails and Why UNIT x
STUDY GUIDE Title We have all seen this in a Hollywood movie, on a professional team, or
at a place of work. Leadership can fail. What do you think are the major causes or areas of
failure? There are probably too many to list here, but from experience and professional
readings, leadership fails employees an
company’s funds. Failure to establish a vision or vision for change: The Swiss Watch
Company ignored the rising popularity of the quartz watch. In addition, Detroit automotive
companies in the 1970s failed to adjust to high gas prices with better miles-per-gallon
automobiles, losing market share to Toyota and Honda. Incorrect skill sets: This is an
inability to deal with people, cultures, and viewpoints. Failure to listen: An example would
be a leader who is arrogant, thinks that or he or she has all of the answers, and has an
unwillingness to listen to his or her staff and employees. Inability to motivate: An example
would be a leader who cannot inspire others. Selfishness: A leader who puts his or her own
needs above those of the employees would fall into this category. Leadership in the
organizational setting: Would you agree that leadership is powerful in the organizational
setting? Could you imagine showing up for work every day not knowing what you are
supposed to be doing, how your job impacts company viability, or who your customers are?
What if you had questions regarding where your company is going and how leadership
supports you in meeting both individual job needs and company goals? The companies that
fail today suffer from many of these circumstances. Look at the wagon wheel below. How is
it structured? Where is the failure of the wheel? Look at the wheel as an organization’s
components of people, performance, leadership, vision, and other attributes. This provides
a great schematic of what this lesson is about—leadership as the core cog to effective
organizational performance. The leadership cog affects every spoke and provides support
4. so the wheel can roll and move forward on the axel. If the center hub breaks, what happens?
The spokes cannot provide support for the organization, and the wheel would break down.
Note: One or two spokes can fail, and the mission of the wheel can still operate but must be
repaired for longer, more effective durations. Leadership wagon wheel (Momentmal, 2017)
BBA 3451, Organizational Theory and Behavior 4 References UNIT x STUDY GUIDE Title
Deshpande, A., & Hill, C. (2015). Leadership styles: A case of two hospitals in the US.
Proceedings for the Northeast Region Decision Sciences Institute (NEDSI), 1–23. Retrieved
from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/lo
gin.aspx?direc t=true&db=bth&AN=116281784&site=ehost-live&scope=site McShane, S. L.,
& Von Glinow, M. A. (2018). Organizational behavior: Emerging knowledge, global reality
(8th ed.). New York, NY: McGraw-Hill Education. Momentmal. (2017). Wagon wheel
[Image]. Retrieved from https://pixabay.com/en/wooden-wheel-wheelwagon-wheel-
2490210/ Sitkin, S. B., Miller, C. C., & See, K. E. (2017). The stretch goal paradox. Harvard
Business Review, 95(3), 18. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/lo
gin.aspx?direc t=true&db=bth&AN=122653431&site=ehost-live&scope=site Straker, D.
(2016). Hersey and Blanchard’s approach. Retrieved from
http://changingminds.org/disciplines/leadership/styles/situational_leadership_hersey_bla
nchard.htm BBA 3451, Organizational Theory and Behavior 5