...Group Leadership and Conflict Summary Group Interaction Our group interaction was non-existent. Two of five group members posted to the discussion area by Sunday. What I believe was an issue was that it was just a discussion instead of a group assignment. At least with a group assignment, like a paper, we would have to collaborate to complete a task for a grade. I cannot really answer many of the other questions pertaining to the group interaction because of the lack of participation. Although, in past experiences with Learning Teams, things go very well. I have experienced conflict within most of the Learning Teams in the beginning and only once they were not resolved by the end of the first assignment. Conflict Styles The conflicts can be constructive and destructive depending on the situation. The collaborative groups utilize conflicts as an opportunity to provide innovative solution for an issue. The leadership capability of the group leader can develop a strategy to avoid destructive conflicts in a group. The conflicts can be broadly categorized into five groups based on two dimensions which are concern for own goals and concern for group goals. When group members give low priority for own goals and low priority for group goals then it can be referred as avoidance style of the members. When an individual in group gives high priority for group goals and low priority for own goals then it can be treated as accommodation style. When a team member gives little priority...
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...SOC 110 TEAMWORK, COLLABORATION, AND CONFLICT RESOLUTION GROUP: WCICS178 DATES: October 28, 2008 November 4, 2008 November 11, 2008 November 18, 2008 November 25, 2008 INSTRUCTOR: Dr. Brian N. Hewlett Program Council The Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program. Copyright Copyright ( 2003 by the University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks or their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Syllabus |Course Title: |Teamwork, Collaboration, and Conflict Resolution | |Course Schedule: |Tuesdays, October 28 – November...
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...Undergoing a Paradigm Shift 8 A New Perspective for Management 10 Evidence-Based Management 12 Historical Background: The Hawthorne Studies Reasons for the Emergence of Diversity 35 Developing the Multicultural Organization 38 Individual Approaches to Managing Diversity 39 Organizational Approaches to Managing Diversity 41 Ethics and Ethical Behavior in Organizations 46 47 The Impact of Ethics on "Bottom-Line " Outcomes 13 The Illumination Studies: A Serendipitous Discovery 13 Subsequent Phases of the Hawthorne Studies 14 Implications of the Hawthorne Studies 15 Research Methodology to Determine Valid Evidence 16 The Overall Scientific Perspective 16 Starting with Theory 17 The Use of Research Designs 18 The Validity of Studies 19 Summary 49 Ending with Meta-Analytic Research Findings 50 Questions for Discussion and Review 52 Internet Exercise: Ethical Issues in the Workplace 52 Organizational Behavior Case: How Far-Reaching Are Globalization and Technology? 52 Organizational Behavior Case: I Want...
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...Paradigm Shift 8 A New Perspective for Management 10 Evidence-Based Management 12 Historical Background: The Hawthorne Studies Reasons for the Emergence of Diversity 35 Developing the Multicultural Organization 38 Individual Approaches to Managing Diversity 39 Organizational Approaches to Managing Diversity 41 Ethics and Ethical Behavior in Organizations 46 47 The Impact of Ethics on "Bottom-Line " Outcomes 13 The Illumination Studies: A Serendipitous Discovery 13 Subsequent Phases of the Hawthorne Studies 14 Implications of the Hawthorne Studies 15 Research Methodology to Determine Valid Evidence 16 The Overall Scientific Perspective 16 Starting with Theory 17 The Use of Research Designs 18 The Validity of Studies 19 Summary 49 Ending with Meta-Analytic Research Findings 50 Questions for Discussion and Review 52 Internet Exercise: Ethical Issues in the Workplace 52 Organizational Behavior Case: How Far-Reaching Are Globalization and Technology?...
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...com/q/soc-110-complete-course-soc110-complete-course/22132 SOC 110 Week 1 Assignment : Group Communication Competencies Survey and Summary Complete the University of Phoenix Material: Group Communication Competencies Survey. Write a 350- to 525-word summary of your results and ways to improve your competency. Click the Assignment Files tab to submit both parts of your assignment. SOC 110 Week 1 Assignment : The Value of Teams Write a 100- to 200-word response to each of the following: * In what kind of teams have you participated? * How is communication in a team different from one-on-one communication, according to the text? * What are some advantages of teamwork? What are some disadvantages? Be specific. * Identify and describe the stages of team development. * How might stronger team skills benefit you? How might you use teamwork skills in your job? Provide specific examples. * What is it like to participate in a virtual meeting, such as web-based, teleconference, and so forth? Describe three ways in which this type of participation is different from participating in a face-to-face meeting SOC 110 Week 2 Assignment : Creating an Agenda Create an agenda for a virtual team meeting on a topic of your choice. Draw from your own experience working within a group with the goal of achieving a specific task. You may use your experience as a student working in a group, or develop a plan for a future learning team. Your agenda should include specific items requiring group discussion and consensus. In addition to...
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...BUSINESS ADMINISTRATION Fall, 2009 COURSE: MGNT 7330-SAV, “ Leadership and Motivation” INSTRUCTOR: Dr. William W. McCartney, Department of Management, Marketing and Logistics, College of Business Administration, Room 3306B, Office: 478-5272 (Statesboro), Home:912- 898-3893 (Savannah), email: bmccart@georgiasouthern.edu (GSU) or bkm1963@comcast.net (home) OFFICE HOURS: Tuesdays 1:30-3:30 pm, 5:00-6:30 pm (in Statesboro); Wednesdays 1:30-3:30 pm; Thursdays 5:00-6:30pm (in Savannah); and by appointment. I am also available by telephone and email. PREREQUISITES: Completion of the MBA Core. COURSE DESCRIPTION: A study of Leadership and Motivation. This course provides an overview of existing theories and models of leadership and motivation. Using readings, cases, discussion, and guest speakers the course explains the importance of leadership, motivation, power and influence in organizational life. Special emphasis is placed on leadership of change. |LEARNING OUTCOMES |EXPECTED RESULTS |ASSESSMENT | |Enhance leadership skills as they pertain |Express an understanding of the importance |Problem solving and decision-making skills | |to problem solving and decision-making. |of problem solving and decision making in |will be evaluated using cases and exercises| | |the leadership process. |requiring application of these...
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...Assignment: Individual Reflection on Group Consulting Experience CERTIFICATION OF AUTHORSHIP: I certify that I am the author of this paper and that any assistance I received in its preparation is fully acknowledge and disclosed in the paper. I have also cited any sources from which I used data, ideas of words, whether quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course. Student Signature: Hannel Pina ******************************************* Instructor’s Grade on Assignment: Instructor’s Comments: Table of contents Introduction …………………………………………………………………………… 3-4 Evolution of the group/team over the term …………………………………………. 4-5 Group/team dynamics ………………………………………………………………… 5-6 Group structure ……………………………………………………………………….. 6 Intergroup/intra-group conflict ……………………………………………………… 6-7 Korn-Ferry assessment results ………………………………………………………. 8-9 Summary and take-aways …………………………………………………………… 9-10 Peer Evaluation ………………………………………………………………………. 11-14 Reference List ………………………………………………………………………… 15 Grading Rubric ………………………………………………………………………. 16 Korn Ferry Leadership Assessment ………………………………………… Appendix A Introduction First impressions are everything. First impressions are crucial because an individual’s presumption of others sets a tone for their interactions and this sets the rhythm for the life of the project. When working in groups it is important to establish a...
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...Evolution of the Group A group is defined as two or more employees who interact with each other in such a manner/or performance of a member is influenced by the behavior and/or performance of other members. (Gibson, 2012) Working in a group can be very difficult in itself having to work with different personalities and different working styles. In addition to all this lets take into consideration an online group where the parties have never met, have never spoken to each other then you may have a dilemma one your hand. This was not the case in this group even though we were placed together by the professor. We collaborated on blackboard under the team discussion board. It took a while to get everyone cooperation and to set up an appropriate meeting time as we all live in different time zones and all worked different hours. Once everyone agreed on a set time for the first brain storming session we were able to schedule a meeting on Skype. Our first meeting was set and we selected the topic and elected a group leader. This process was fairly easy because we all decided as a group to stick to a topic and an organization that we were interested in as a group and a topic that would afford us a wealth of information. Our topic (Leadership Development Program) and organization (American Express) was selected as I am an employee there and is currently enrolled in their leadership development program. After we selected the topic, the group discussion board went radio silent until...
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...to build interpersonal skills. Practice will comprise of team activities. You have already been formed into teams. Teams naturally have their challenges to manage. We put you into teams in part to help you develop/improve your interpersonal skills. This part of the MBA core is designed to help you develop an effective team. The second 4 weeks emphasizes leadership. As aspiring managers, you will need to develop leadership skills and you need to continue the development of your leadership skills during the MBA program. This part of the course focuses on the central topic of leadership, but then addresses issues such as motivation, power, impression management, and managing resistance to change. In particular, leaders are expected to be able to effectively implement change efforts. It is the hallmark of an effective manager. This part of the course will expose you to difficulties in implementing change. Furthermore, implementation is a considered to be a standard part of the decision making process. This part of the course is also designed to improve that part of the decision making process. In summary, I expect that students who complete this class will: 1. Develop...
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... | | |College of Criminal Justice and Security | | |SEC/390 Version 3 | | |Organizational Behavior and Management | Copyright © 2010, 2009, 2005 by University of Phoenix. All rights reserved. Course Description This course encompasses the study of individual and group behavior in organizational settings, with special emphasis on those that are security-oriented. Management methods for organizational processes and change are presented along with leadership applications. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course...
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...Student Guide In Week Three, you start to learn about the foundations of group behavior, the stages of group development, the various types of work teams, the difference between groups and teams, and how to create effective teams. You also learn about more about conflict in organizations through the different conflict-handling intentions and the negotiation process, and you learn more about the conflict process as a whole. Groups and Teams OBJECTIVE: Determine strategies to develop effective groups and teams. Resources: Ch. 9–10 of Organizational Behavior Content • Ch. 9: Foundations of Group Behavior o Defining and Classifying Groups – we define a group as two or more individuals, interacting and interdependent, who have come together to achieve particular objectives. Informal group, command group, task group, interest group, friendship groups • Why do People Form Groups? Gives a sense of social identity o Stages of Group Development – groups generally pass through a predictable sequence in their evolution • The Five-Stage Model – Forming, storming, norming, performing, and adjourning. • An Alternative Model for Temporary Groups with Deadlines – 1) their first meeting sets the group’s direction. 2) this first phase of group activity is one of inertia; 3) a transition takes place at the end of this phase, which occurs exactly when the group has used up half its allotted time; 4) a transition intitiates major changes;...
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...Report: Everest Simulation Table of Contents | Page # | 1. Executive Summary........................................................................................ | ..........3 | 2. Introduction..................................................................................................... | ..........4 | 3. Method & Results............................................................................................ | ..........4 | 4.1 Experimental Procedure | 4 | 3.2. Findings | 5 | 4. Discussion....................................................................................................... | ..........5 | 5.2 Communication | 5 | 4.2 Types of Leadership & Power | 6 | 4.3 Decision Making | 6 | 4.4 Conflict | 7 | 5. Conclusion..................................................................................................... | ..........8 | 6. References..................................................................................................... | ..........8 | 7. Appendices.................................................................................................... | ..........9 | I. Goals on Track | 9 | II. Team Contract | 10 | 1. Executive Summary During the semester, two Everest Simulation tasks were undertaken by a group of five people. This Everest Simulation was an online task which was to be completed as a team in order to determine...
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...Wide range of perspectives Large variety of potential solutions for problems or opportunities Potential for synergy L A U S A N N E - SW IT Z E R L A N D Joe DiStefano 3 JDS-MBI Model Copyright © IMD International, Lausanne, Switzerland Not to be used or reproduced without permission STD – ICE 2003 San Diego, CA - May 20, 2003 Performance of Diverse Teams Homogeneous Number of Teams Diverse Diverse Low Performance High L A U S A N N E - SW IT Z E R L A N D Joe DiStefano 4 JDS-MBI Model Copyright © IMD International, Lausanne, Switzerland Not to be used or reproduced without permission STD – ICE 2003 San Diego, CA - May 20, 2003 Fundamental Issues Most diverse work groups do not perform as well as homogeneous groups Counter-intuitive to assumption that diversity provides greater variety, therefore, greater potential for synergy Why gap between potential and actual? How can potential be enhanced? L A U S A N N E - SW IT Z E R L A N D Joe DiStefano 5...
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...Contingency Leadership Q1. What is the difference between a theory and a model? Leadership Theory is an explanation of some aspects of Leadership; it has practical value as it is used to better understand, predict and control successful Leadership. A Leadership Model is an example for emulation or use in a given situation. The Leadership Theory is the longer text that explains the variables and leadership styles to be used in a given contingency situation. The Leadership Model is the short summary of the theory to be used when selecting the appropriate leadership style for a given situation. Q2. What contingency leadership variables are common to all of the theories? Leader, followers and situation. Q3. How does the global economy relate to contingency leadership? Contingency Leadership is important in the global economy of today. Global companies realize that successful leadership styles can vary greatly from place to place. In Europe and some other parts of the world, managers have more cultural than technical variables to deal with as they encounter diverse value systems and religious backgrounds among employees. Employees in some countries prefer domineering, seld0centered, autocratic leadership style. More companies are now looking for graduates with an international openness and flexibility who can master the complexity of the global economy. Cross-cultural leadership is highly in demand. Q4. What are the two contingency leadership theory leadership styles...
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...Learning Team B Leadership Analysis To become a leader in the 21st century requires the tenacity to embrace change. For example, how information is transmitted, and how resources are allocated requires visionary leaders who are equipped with a broad range of talents and temperaments. According to Clawson (2006), "the more organizations are built around teams; the more old measures of performance become outdated" (p. 241). Leadership in the 21st century requires the tenacity to embrace change, and have a broad range of talents and temperaments. According to Wren (1995), “the only thing of real importance that leaders do is to create and manage culture, and the unique talents of leaders is their ability to understand and work with culture” (p. 273). In the past 100 years, researchers have studied the means, methods, and models of building and leading teams. The research on leadership models and behaviors emerged through the modernization of manufacturing and production of goods and services. Studies included the study of biographical characteristics of members, such as sex, age, education, marital status, race, religious affiliation, geographic region of birth, weight, and height are some of the data collected (Bass, 2010, p. 7). Moreover, the purpose of this essay is to give an overview of the team’s online assessment scores and how each team member’s leadership style translates into specific leadership behaviors and practices. In addition to the overview...
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