Uop ldr-531-week-5-team-creative-organizations-and-strategic-change-new
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This document provides instructions for a team assignment for an organizational leadership course. The purpose is for students to apply research definitions of creative organizations to real-world examples. Students are asked to identify and discuss several global creative organizations using criteria from course readings. For each organization, students must discuss why it could be considered creative and explore alternative views. Each team member must post at least two substantive comments discussing the organizations and strategic opportunities for change. Grades will be based on individual contributions to the team discussion.
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2 Pages Only.docx
This 2-page document outlines an assignment for students to identify and analyze several global creative organizations based on criteria from chapters 10 and 11 of the textbook "Mastering Leadership". Each student must write at least two 350+ word responses discussing why the selected organizations could be considered creative and exploring alternative views, applying research definitions of creative organizations. Grades will be awarded individually based on each student's contributions to the learning team assignment.
Ldr 531 education changes / sellfy.com
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This Tutorial contains 2 Set of Papers for each Assignment
LDR 531 Week 1 Personal Leadership Evaluation
LDR 531 Week 2 Assignment Comparing Leadership Models 1
LDR 531 Week 3 Individual Assignment Communications Challenges and Strategies
LDR 531 Week 3 Team communication Challenges Conversation (Mc Donalds)
LDR 531 Week 4 Signature Assignment Outer Game and Inner Game 2
LDR 531 Week 5 Individual Assignment Strategic Change Case Study Essay
LDR 531 Week 5 Team Creative Organizations and Strategic Change
LDR 531 Week 6 Individual Assignment Leading Organizational Change
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LDR 531 GUIDE Education Planning--ldr531guide.com
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This document provides guidance and assignments for students in the SOC 110 course on teamwork, collaboration, and conflict resolution. It includes instructions for weekly participation discussions on topics like effective team building, leadership styles, and managing conflict. Students are asked to complete assignments such as a group communication competencies survey and summary, creating an agenda for a team meeting, and a summary of leadership skills and developing strategies for handling group conflict. The goal is for students to develop their abilities to work effectively in teams through applied activities and reflection on course readings and video materials.
Soc 110 soc110
This document provides the course content and assignments for SOC 110, which focuses on teamwork, collaboration, and conflict resolution. It includes weekly topics such as effective communication, leadership, and developing team skills. Assignments involve participating in discussions, completing self-assessments, analyzing case studies, and developing meeting agendas. The goal is to help students improve their individual competencies and ability to work effectively in teams.
BBA 3651, Leadership 1 Course Description Leadershi.docx
BBA 3651, Leadership 1
Course Description
Leadership presents the importance of leadership in conjunction with various leadership traits, styles, and qualities.
Enhances the importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and
values, and the significance of empowerment for effective leadership. Topics include situational leadership, organizational
climate, moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-
performance teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and
organizational change.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the significance of the concept of leadership and the different leadership styles.
2. Distinguish between the importance of vision, the motive to lead, and organizational climate.
3. Explore various aspects of effective leadership, to include influence, follower motivation, and effective
followership.
4. Illustrate the role of ethics and values in guiding organizational behavior.
5. Articulate globalization and the resulting cultural implications of leadership, including unique considerations for
leading multicultural teams.
6. Analyze the role of leadership in decision-making processes that serve to establish an organizational climate
oriented to meet business goals.
7. Analyze methods used to appropriately manage groups and teams.
8. Evaluate different aspects of organizational change.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from outside resources.
5. Suggested Reading: Suggested Readings are listed in the Unit III, IV, and VI-VIII study guides. Students are
encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of
the Suggested Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
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8. Unit Assignm ...
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This 2-page document outlines an assignment for students to identify and analyze several global creative organizations based on criteria from chapters 10 and 11 of the textbook "Mastering Leadership". Each student must write at least two 350+ word responses discussing why the selected organizations could be considered creative and exploring alternative views, applying research definitions of creative organizations. Grades will be awarded individually based on each student's contributions to the learning team assignment.
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LDR 531 Week 3 Team communication Challenges Conversation (Mc Donalds)
LDR 531 Week 4 Signature Assignment Outer Game and Inner Game 2
LDR 531 Week 5 Individual Assignment Strategic Change Case Study Essay
LDR 531 Week 5 Team Creative Organizations and Strategic Change
LDR 531 Week 6 Individual Assignment Leading Organizational Change
LDR 531 Entire Course NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/ldr-531-uop
For more classes visit
http://www.uopassignments.com/
LDR 531 GUIDE Education Planning--ldr531guide.com
FOR MORE CLASSES VISIT
www.ldr531guide.com
This Tutorial contains 2 Set of Papers for each Assignment
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This document provides guidance and assignments for students in the SOC 110 course on teamwork, collaboration, and conflict resolution. It includes instructions for weekly participation discussions on topics like effective team building, leadership styles, and managing conflict. Students are asked to complete assignments such as a group communication competencies survey and summary, creating an agenda for a team meeting, and a summary of leadership skills and developing strategies for handling group conflict. The goal is for students to develop their abilities to work effectively in teams through applied activities and reflection on course readings and video materials.
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This document provides the course content and assignments for SOC 110, which focuses on teamwork, collaboration, and conflict resolution. It includes weekly topics such as effective communication, leadership, and developing team skills. Assignments involve participating in discussions, completing self-assessments, analyzing case studies, and developing meeting agendas. The goal is to help students improve their individual competencies and ability to work effectively in teams.
BBA 3651, Leadership 1 Course Description Leadershi.docx
BBA 3651, Leadership 1
Course Description
Leadership presents the importance of leadership in conjunction with various leadership traits, styles, and qualities.
Enhances the importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and
values, and the significance of empowerment for effective leadership. Topics include situational leadership, organizational
climate, moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-
performance teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and
organizational change.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the significance of the concept of leadership and the different leadership styles.
2. Distinguish between the importance of vision, the motive to lead, and organizational climate.
3. Explore various aspects of effective leadership, to include influence, follower motivation, and effective
followership.
4. Illustrate the role of ethics and values in guiding organizational behavior.
5. Articulate globalization and the resulting cultural implications of leadership, including unique considerations for
leading multicultural teams.
6. Analyze the role of leadership in decision-making processes that serve to establish an organizational climate
oriented to meet business goals.
7. Analyze methods used to appropriately manage groups and teams.
8. Evaluate different aspects of organizational change.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from outside resources.
5. Suggested Reading: Suggested Readings are listed in the Unit III, IV, and VI-VIII study guides. Students are
encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of
the Suggested Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
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LDR 531 Exceptional Education - snaptutorial.com
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Complete the University Material: Week 6 Mentorship Meeting Worksheet.
Clickthe Assignment Files tab to submit your assignment.
Soc 110 Effective Communication - tutorialrank.com
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Respond to the following prompts in 75 to 100 words each.
1. What are three group theories? How do these theories differ from one another?
2. What are the different types of groups that fall under the primary and secondary group categories? What are the goals of each type of group?
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Hypothesize a set of at least three arguments as to why innovation is important to the competitiveness of nations, companies, leaders, and individual employees.
The purpose of the learning team assignment is to offer students the.docx
The purpose of the learning team assignment is to offer students the opportunity to investigate their understanding of how globalization affects a company's strategic plan. Additional objectives include allowing students to assess the effectiveness of strategic alliances in the growth process of a company and to understand the necessity for innovation to create a sustainable long-term organizational environment. The students will also identify how organizational structures facilitate company growth and controls in the global environment.
Assignment Steps
Create
a
2-3-slide
Microsoft
®
PowerPoint
®
presentation (excluding the title slide and references) with
speaker notes and address the following
topics:
Evaluate the effects of globalization on strategic management planning.
Cite
1 scholarly references, including at least one peer-reviewed reference the University Library.
.
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This document provides an overview of the course requirements for LDR 535 Entire Course from Phoenix University. It outlines the individual and team assignments due each week, including analyzing leadership theories, describing leadership styles observed during an organizational change, recommending leadership approaches for implementing a new software system, assessing attitudes towards the change, and developing a client interaction strategy. Students must complete discussion questions each week and reviews of the Kudler Fine Foods case study organization. The course focuses on applying leadership and change management concepts.
Ldr 535 entire course
This document outlines the course requirements for an LDR 535 leadership course. It includes individual assignments on leadership theories, a recommendation for implementing change at Kudler Fine Foods, assessing employee attitudes, and developing a client interaction strategy. It also includes learning team assignments on reflecting on course topics and creating a change management plan. Discussion questions address topics like leadership styles, organizational culture, power and influence strategies, and barriers to change.
Trident University InternationalStudent Name.docx
Trident University International
Student Name
Principles of Management Module 4 SLP
MGT301: Principles of Management
Professor’s Name
Date of Submission
Principles of Management Module 4 SLP
This is your 2-3 sentence introduction. No heading is required. Remember to always indent the first line of a paragraph (use the tab key). The margins, font size, spacing, and font type (bold or plain) are set in APA format. While you may change the names of the headings and subheadings, do not change the font or style of font. This introduction should provide a quick overview of the topic discussed.
SLP4: The Management and Leadership Handbook
Narrative Overview of Managerial or Supervisory Experience (SLP1)
Leadership Characteristics
Module 1: Week 1 Discussion Post. Share at least two leadership characteristics that are appealing to you and provide rationale or background as to why you believe these traits will be beneficial to you and your future employees.
On the flip side, share a supervisory nightmare you may have experienced or heard about. Make sure we understand why you deem it a negative experience for workers. NEW CONTENT: explain what you would have done differently as supervisor to make the environment more positive for your team. This should be one paragraph in length (or about 50 words) and must be substantive in nature.
Bureaupathology
Module 1: Week 2 Discussion Post. As a consumer, share an experience you may have had (or heard about) regarding how “bureaupathology,” excessive bureaucracy got in the way of you receiving quality service at a company. NEW CONTENT: explain what should have been done differently in the company to provide a better consumer experience. This should be one paragraph in length (or about 50 words) and must be substantive in nature.
Planning
Module 1: Case. Let us look at four essential management concepts: planning, organizing, leading and controlling. Using the class text and predominately articles from Trident Library’s full-text databases like (Academic Search Complete, Business Source Complete and/or Proquest Central) research each of the essential management functions. Do not use any quotations. Consider best practices from a management perspective. Talking points are included for each of the functions.
· A manager’s role in supporting the company’s vision and mission.
· Managerial participation in strategic, tactical and operational planning.
· How managers establish and track goals and objectives for themselves and their teams.
Since you are engaging in research, be sure to cite and reference the sources in APA format. The paper should be written in third person; this means words like “I”, “we”, and “you” are not appropriate. For more information see Differences Between First and Third Person.
Organizing
Consider best practices from a management perspective. Talking points are included for each of the functions.
· Organization Design, including individual job responsibilities
• Maintaining Cor ...
A TYPICAL DESIGNTo illustrate a program focused on individual de.docx
A TYPICAL DESIGN
To illustrate a program focused on individual development, we use the example of a leadership course designed for a manufacturing company. The company had a long history of promoting leadership development and had recently become concerned about building a cadre of “change-agent” leaders capable of coping with the accelerating pace of innovation in the industry. Two professors from a leading business school, experts in leadership, were called in to design a program around the leadership competencies required to effect organizational change. Together the professors and company sponsors produced and delivered a four-day learning experience structured around three distinct modules: the leader’s role in change, skills for implementing change, and motivational and empowerment practices.
At the start of day one, participants received survey feedback from a dozen of their workplace colleagues (superiors, peers, and subordinates). This feedback was structured so that the competency categories that were reported corresponded with each of the course’s three themes. This ensured that participants could personally gauge their strengths and weaknesses against the competencies described in the modules about to be taught. It was assumed that feedback early in the course would stimulate the participants’ desire to learn.
Following this feedback and a personal review session with an onsite coach, the program began with a module on leadership vision and change. Using a series of case studies from companies such as General Electric, Microsoft, and the Virgin Group, participants learned lessons about core leadership concepts such as strategic vision, unconventional market perspectives, and environmental scanning for opportunities. During course discussions, the professors encouraged participants to share their own experiences. This created dialogue that allowed the core concepts to be applied to the individuals’ own leadership challenges and personal work situations.
A second module was presented in days two and three that emphasized skills required for implementing change. Another series of case studies illustrated how effective leaders at several companies had successfully orchestrated large-scale organizational change. For example, participants explored the successful turnaround of the international advertising agency Ogilvy & Mather by its senior leader Charlotte Beers. This case study taught lessons about the process of developing a strategic vision and ways to implement the vision once it was defined. Experiential exercises were used to teach communications and influence skills. A portion of day three and all of day four explored the remaining themes of motivation and empowerment—again using experiential exercises and case discussions as the principal vehicles for conveying lessons and insight. Participants learned about the personal philosophies that leaders often draw on in their efforts to empower others, and about the importance of lea.
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This document provides information about an online course on organizational change management. It outlines the weekly objectives, readings, assignments, and due dates for four weeks of the course. The course covers topics such as factors that drive organizational change, analyzing what needs to be changed within an organization, managing resistance to change, and implementing change. Assignments include individual papers on drivers of change and the change transition curve, as well as team assignments where students collaborate to analyze a case organization and make recommendations on potential changes.
BIZ102_Assessment 4 Brief.Docx Page 1 of 6 ASSESSMEN.docx
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BIZ102_Assessment 4 Brief.Docx Page 1 of 6 ASSESSMEN.docx
BIZ102_Assessment 4 Brief.Docx Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Report
Individual/Group Individual
Length 1,500 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse their impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 6.1 (week 11)
Weighting 40%
Total Marks 100 marks
Context
In the dynamic 21st century economy where mobility is often not only possible but also
integral to a successful career, being able to work in an intercultural and diverse
environment is essential. Organisations frequently need their people to develop their
capacity to work effectively in diverse teams and resolve or diffuse conflicts and
miscommunication quickly and efficiently.
The keys to your ability to work effectively in intercultural and diverse teams are the
development of emotional intelligence and awareness of cultural differences. Emotional
intelligence enables the ability to consciously examine group and team dynamics in real
time in order to facilitate effective individual and team performance.
This assessment aims to develop your understanding of how intercultural and diverse teams
function, and how you can use this knowledge to help them develop into high performing
teams.
BIZ102_Assessment 4 Brief.Docx Page 2 of 6
Instructions
The assessment requires the completion of an individual reflective report. You will analyse
the expected strengths and weaknesses of your group, then as a group, you will choose,
conduct and document a team-building activity. Each member of the group will then reflect
on their own contribution to the group, and how this may be improved. Finally, each
student will prepare an individual reflective report based on the experience.
It is expected that your report will:
• be written individually, but include some common elements with your teammates
• be presented in a business report format
• show evidence of research and application of concepts and theories
• demonstrate effective referencing skills (APA 6th ed. style)
Steps
Step 1: Team allocation and initial assessment (Individual)
Your learning facilitator will randomly assign you to a group. After that has occurred, each team
member will write their own response to the two issues below (the response is included as part of
your individual Reflective Report):
1. Using information about team members’ LPA, EI and Clifton Strengths to support your views,
discuss why you think this group of students has the potent ...
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This document provides links to materials for sale for the HRM 326 course, including papers, presentations, quizzes and exams. The materials cover topics taught throughout the course including needs assessments, training evaluations, delivery methods, diversity training plans, and professional development plans. The materials are intended to help students complete assignments for each week of the class. Multiple options are provided for some assignments, with papers or presentations on different companies.
Writing Assignment 2- Instruction SheetPrideEnvyAngerGre.docx
Writing Assignment 2- Instruction Sheet
Pride
Envy
Anger
Greed
Lust
Gluttony
Sloth
Vices are traits of character that make life go badly for people.
Instructions: The vices listed above are commonly referred to as “The Seven Deadly Sins”. Your job is to decide which ONE of the seven is the WORST vice to possess and make an argument that explains what makes it worse than the others on the list. Be careful not to make an argument that includes two or tries to address both sides. The purpose of this essay is to inform and persuade the reader that ONE of these sins supersedes all others. Use examples from Serial, the OJ series/case, Galileo articles, any of our serial killer notes, etc. One approach might be to choose which killer you think was the worst and focus on how the specific vice caused him to go down this path to destruction. Consider which sin has the most lasting effects or severe consequences and why.
Possible information to include in your essay:
o What is __________ (envy, greed, etc.)?
o Why is ___________ so bad? How is __________ a poison that hurts both others and oneself?
o What virtue is the opposite of ________? What are some ways to get rid of ________ from our lives?
· Use at least two CREDIBLE outside sources in addition to the podcast scripts (try to use at least 2 references to secondary sources in each body paragraph). Make sure that you cite your sources correctly. Use plenty of specific, concrete examples to support your argument. Write clearly and coherently. Focus on effectively using the rhetorical strategies we have discussed in class (see Rhetorical Devices sheet or the Thank You for Arguing pdf on D2L for more info on this if you need ideas on what this should look like in context). Also, there are numerous examples of essays on D2L for you to peruse.
· Be sure to format your essay according to MLA (12 point Times New Roman font, double spaced, labeled correctly, title, etc.).
Step 1- Write your thesis statement and have it approved
Step 2- Write your topic sentences and have them approved
Step 3- Type or write a complete outline of your essay (example given in class—document on D2L)
Step 4- Visit the writing center with your outline; compose a draft, reread, and edit. Have MORE than one person (tutor, professor, friend, peer) read and edit your essay.
Step 5- Read, revise, and edit draft and make corrections. Check the feedback sheet and formal writing rules as well as notes from your first assignment before submitting to the WA2 drop box. (Must be saved as either Word, RTF, or PDF file before submitting to DB).
write a review of an evaluation book (6 cases)
. (1) Summarize & reviewed major points, and then reflect upon: (2) how its content relates to your experience, and (3) does the content make sense (and why)?
Please write a one-page report and make a presentation to the class
· my EX is (Businesses Evaluate / Fraud Risks Assessment)
Caterpillar won the overall Corporate University Best .
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This document provides instructions and assignments for an organizational change management course. It outlines weekly objectives, readings, discussion questions, individual assignments, and learning team assignments. The individual assignment for week 2 asks students to analyze how factors like an organization's mission statement and internal/external environments influence the need for change. It also requires students to discuss how the transition curve could impact a company undergoing reorganization or pricing changes.
Ldr 531 entire course (new) latest
This document provides a detailed description and instructions for completing an entire online course titled LDR 531. The course includes 6 weekly modules with assignments such as quizzes, worksheets, reflections, and longer papers. Assignments require analyzing and applying leadership theories, assessing leadership styles, developing plans for professional and team development, addressing conflict resolution scenarios, and conducting an analysis of a business failure and change strategy. The course aims to help students develop skills in areas like leadership, communication, motivation, and leading organizational change.
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
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2. What are the different types of groups that fall under the primary and secondary group categories? What are the goals of each type of group?
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Hypothesize a set of at least three arguments as to why innovation is important to the competitiveness of nations, companies, leaders, and individual employees.
The purpose of the learning team assignment is to offer students the.docx
The purpose of the learning team assignment is to offer students the opportunity to investigate their understanding of how globalization affects a company's strategic plan. Additional objectives include allowing students to assess the effectiveness of strategic alliances in the growth process of a company and to understand the necessity for innovation to create a sustainable long-term organizational environment. The students will also identify how organizational structures facilitate company growth and controls in the global environment.
Assignment Steps
Create
a
2-3-slide
Microsoft
®
PowerPoint
®
presentation (excluding the title slide and references) with
speaker notes and address the following
topics:
Evaluate the effects of globalization on strategic management planning.
Cite
1 scholarly references, including at least one peer-reviewed reference the University Library.
.
Ldr 535 entire course
This document provides an overview of the course requirements for LDR 535 Entire Course from Phoenix University. It outlines the individual and team assignments due each week, including analyzing leadership theories, describing leadership styles observed during an organizational change, recommending leadership approaches for implementing a new software system, assessing attitudes towards the change, and developing a client interaction strategy. Students must complete discussion questions each week and reviews of the Kudler Fine Foods case study organization. The course focuses on applying leadership and change management concepts.
Ldr 535 entire course
This document outlines the course requirements for an LDR 535 leadership course. It includes individual assignments on leadership theories, a recommendation for implementing change at Kudler Fine Foods, assessing employee attitudes, and developing a client interaction strategy. It also includes learning team assignments on reflecting on course topics and creating a change management plan. Discussion questions address topics like leadership styles, organizational culture, power and influence strategies, and barriers to change.
Trident University InternationalStudent Name.docx
Trident University International
Student Name
Principles of Management Module 4 SLP
MGT301: Principles of Management
Professor’s Name
Date of Submission
Principles of Management Module 4 SLP
This is your 2-3 sentence introduction. No heading is required. Remember to always indent the first line of a paragraph (use the tab key). The margins, font size, spacing, and font type (bold or plain) are set in APA format. While you may change the names of the headings and subheadings, do not change the font or style of font. This introduction should provide a quick overview of the topic discussed.
SLP4: The Management and Leadership Handbook
Narrative Overview of Managerial or Supervisory Experience (SLP1)
Leadership Characteristics
Module 1: Week 1 Discussion Post. Share at least two leadership characteristics that are appealing to you and provide rationale or background as to why you believe these traits will be beneficial to you and your future employees.
On the flip side, share a supervisory nightmare you may have experienced or heard about. Make sure we understand why you deem it a negative experience for workers. NEW CONTENT: explain what you would have done differently as supervisor to make the environment more positive for your team. This should be one paragraph in length (or about 50 words) and must be substantive in nature.
Bureaupathology
Module 1: Week 2 Discussion Post. As a consumer, share an experience you may have had (or heard about) regarding how “bureaupathology,” excessive bureaucracy got in the way of you receiving quality service at a company. NEW CONTENT: explain what should have been done differently in the company to provide a better consumer experience. This should be one paragraph in length (or about 50 words) and must be substantive in nature.
Planning
Module 1: Case. Let us look at four essential management concepts: planning, organizing, leading and controlling. Using the class text and predominately articles from Trident Library’s full-text databases like (Academic Search Complete, Business Source Complete and/or Proquest Central) research each of the essential management functions. Do not use any quotations. Consider best practices from a management perspective. Talking points are included for each of the functions.
· A manager’s role in supporting the company’s vision and mission.
· Managerial participation in strategic, tactical and operational planning.
· How managers establish and track goals and objectives for themselves and their teams.
Since you are engaging in research, be sure to cite and reference the sources in APA format. The paper should be written in third person; this means words like “I”, “we”, and “you” are not appropriate. For more information see Differences Between First and Third Person.
Organizing
Consider best practices from a management perspective. Talking points are included for each of the functions.
· Organization Design, including individual job responsibilities
• Maintaining Cor ...
A TYPICAL DESIGNTo illustrate a program focused on individual de.docx
A TYPICAL DESIGN
To illustrate a program focused on individual development, we use the example of a leadership course designed for a manufacturing company. The company had a long history of promoting leadership development and had recently become concerned about building a cadre of “change-agent” leaders capable of coping with the accelerating pace of innovation in the industry. Two professors from a leading business school, experts in leadership, were called in to design a program around the leadership competencies required to effect organizational change. Together the professors and company sponsors produced and delivered a four-day learning experience structured around three distinct modules: the leader’s role in change, skills for implementing change, and motivational and empowerment practices.
At the start of day one, participants received survey feedback from a dozen of their workplace colleagues (superiors, peers, and subordinates). This feedback was structured so that the competency categories that were reported corresponded with each of the course’s three themes. This ensured that participants could personally gauge their strengths and weaknesses against the competencies described in the modules about to be taught. It was assumed that feedback early in the course would stimulate the participants’ desire to learn.
Following this feedback and a personal review session with an onsite coach, the program began with a module on leadership vision and change. Using a series of case studies from companies such as General Electric, Microsoft, and the Virgin Group, participants learned lessons about core leadership concepts such as strategic vision, unconventional market perspectives, and environmental scanning for opportunities. During course discussions, the professors encouraged participants to share their own experiences. This created dialogue that allowed the core concepts to be applied to the individuals’ own leadership challenges and personal work situations.
A second module was presented in days two and three that emphasized skills required for implementing change. Another series of case studies illustrated how effective leaders at several companies had successfully orchestrated large-scale organizational change. For example, participants explored the successful turnaround of the international advertising agency Ogilvy & Mather by its senior leader Charlotte Beers. This case study taught lessons about the process of developing a strategic vision and ways to implement the vision once it was defined. Experiential exercises were used to teach communications and influence skills. A portion of day three and all of day four explored the remaining themes of motivation and empowerment—again using experiential exercises and case discussions as the principal vehicles for conveying lessons and insight. Participants learned about the personal philosophies that leaders often draw on in their efforts to empower others, and about the importance of lea.
It 284 week 4 discussion question 2
This document provides information about an online course on organizational change management. It outlines the weekly objectives, readings, assignments, and due dates for four weeks of the course. The course covers topics such as factors that drive organizational change, analyzing what needs to be changed within an organization, managing resistance to change, and implementing change. Assignments include individual papers on drivers of change and the change transition curve, as well as team assignments where students collaborate to analyze a case organization and make recommendations on potential changes.
BIZ102_Assessment 4 Brief.Docx Page 1 of 6 ASSESSMEN.docx
This document provides instructions for an assignment involving spatial analysis of pipeline accident data in the United States. Students must choose a single US state with sufficient accident data and not North Dakota. They must produce a map of pipeline incidents in that state and a spatial analysis evaluating potential human and environmental exposure to contamination. The spatial analysis requires integrating pipeline incident data with population data, land use data, and environmental data like rivers. Students must conduct spatial analysis techniques like buffers and overlays and write a report of no more than 2500 words explaining their analysis and results in maps, tables and figures. Code must be included as an appendix.
BIZ102_Assessment 4 Brief.Docx Page 1 of 6 ASSESSMEN.docx
BIZ102_Assessment 4 Brief.Docx Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Report
Individual/Group Individual
Length 1,500 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse their impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 6.1 (week 11)
Weighting 40%
Total Marks 100 marks
Context
In the dynamic 21st century economy where mobility is often not only possible but also
integral to a successful career, being able to work in an intercultural and diverse
environment is essential. Organisations frequently need their people to develop their
capacity to work effectively in diverse teams and resolve or diffuse conflicts and
miscommunication quickly and efficiently.
The keys to your ability to work effectively in intercultural and diverse teams are the
development of emotional intelligence and awareness of cultural differences. Emotional
intelligence enables the ability to consciously examine group and team dynamics in real
time in order to facilitate effective individual and team performance.
This assessment aims to develop your understanding of how intercultural and diverse teams
function, and how you can use this knowledge to help them develop into high performing
teams.
BIZ102_Assessment 4 Brief.Docx Page 2 of 6
Instructions
The assessment requires the completion of an individual reflective report. You will analyse
the expected strengths and weaknesses of your group, then as a group, you will choose,
conduct and document a team-building activity. Each member of the group will then reflect
on their own contribution to the group, and how this may be improved. Finally, each
student will prepare an individual reflective report based on the experience.
It is expected that your report will:
• be written individually, but include some common elements with your teammates
• be presented in a business report format
• show evidence of research and application of concepts and theories
• demonstrate effective referencing skills (APA 6th ed. style)
Steps
Step 1: Team allocation and initial assessment (Individual)
Your learning facilitator will randomly assign you to a group. After that has occurred, each team
member will write their own response to the two issues below (the response is included as part of
your individual Reflective Report):
1. Using information about team members’ LPA, EI and Clifton Strengths to support your views,
discuss why you think this group of students has the potent ...
Hrm 326 education changes / sellfy.com
This document provides links to materials for sale for the HRM 326 course, including papers, presentations, quizzes and exams. The materials cover topics taught throughout the course including needs assessments, training evaluations, delivery methods, diversity training plans, and professional development plans. The materials are intended to help students complete assignments for each week of the class. Multiple options are provided for some assignments, with papers or presentations on different companies.
Writing Assignment 2- Instruction SheetPrideEnvyAngerGre.docx
Writing Assignment 2- Instruction Sheet
Pride
Envy
Anger
Greed
Lust
Gluttony
Sloth
Vices are traits of character that make life go badly for people.
Instructions: The vices listed above are commonly referred to as “The Seven Deadly Sins”. Your job is to decide which ONE of the seven is the WORST vice to possess and make an argument that explains what makes it worse than the others on the list. Be careful not to make an argument that includes two or tries to address both sides. The purpose of this essay is to inform and persuade the reader that ONE of these sins supersedes all others. Use examples from Serial, the OJ series/case, Galileo articles, any of our serial killer notes, etc. One approach might be to choose which killer you think was the worst and focus on how the specific vice caused him to go down this path to destruction. Consider which sin has the most lasting effects or severe consequences and why.
Possible information to include in your essay:
o What is __________ (envy, greed, etc.)?
o Why is ___________ so bad? How is __________ a poison that hurts both others and oneself?
o What virtue is the opposite of ________? What are some ways to get rid of ________ from our lives?
· Use at least two CREDIBLE outside sources in addition to the podcast scripts (try to use at least 2 references to secondary sources in each body paragraph). Make sure that you cite your sources correctly. Use plenty of specific, concrete examples to support your argument. Write clearly and coherently. Focus on effectively using the rhetorical strategies we have discussed in class (see Rhetorical Devices sheet or the Thank You for Arguing pdf on D2L for more info on this if you need ideas on what this should look like in context). Also, there are numerous examples of essays on D2L for you to peruse.
· Be sure to format your essay according to MLA (12 point Times New Roman font, double spaced, labeled correctly, title, etc.).
Step 1- Write your thesis statement and have it approved
Step 2- Write your topic sentences and have them approved
Step 3- Type or write a complete outline of your essay (example given in class—document on D2L)
Step 4- Visit the writing center with your outline; compose a draft, reread, and edit. Have MORE than one person (tutor, professor, friend, peer) read and edit your essay.
Step 5- Read, revise, and edit draft and make corrections. Check the feedback sheet and formal writing rules as well as notes from your first assignment before submitting to the WA2 drop box. (Must be saved as either Word, RTF, or PDF file before submitting to DB).
write a review of an evaluation book (6 cases)
. (1) Summarize & reviewed major points, and then reflect upon: (2) how its content relates to your experience, and (3) does the content make sense (and why)?
Please write a one-page report and make a presentation to the class
· my EX is (Businesses Evaluate / Fraud Risks Assessment)
Caterpillar won the overall Corporate University Best .
It 284 week 2 discussion question 2
This document provides instructions and assignments for an organizational change management course. It outlines weekly objectives, readings, discussion questions, individual assignments, and learning team assignments. The individual assignment for week 2 asks students to analyze how factors like an organization's mission statement and internal/external environments influence the need for change. It also requires students to discuss how the transition curve could impact a company undergoing reorganization or pricing changes.
Ldr 531 entire course (new) latest
This document provides a detailed description and instructions for completing an entire online course titled LDR 531. The course includes 6 weekly modules with assignments such as quizzes, worksheets, reflections, and longer papers. Assignments require analyzing and applying leadership theories, assessing leadership styles, developing plans for professional and team development, addressing conflict resolution scenarios, and conducting an analysis of a business failure and change strategy. The course aims to help students develop skills in areas like leadership, communication, motivation, and leading organizational change.
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
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