...FOODCORP REFLECTION PAPER 1. INTRODUCTION In FoodCorp simulation, held on 22 nd of November, my position was VP Marketing Services and I worked under the head of SVP Service Group. Service group consisted of 4 people including one senior vice president and three vice presidents. As VP of Marketing Services, I was responsible for marketing communications in general. I also mention about organizational structure of FoodCorp to establish a basis for my latter discussions. FoodCorp has a matrix structure and also has a number of committees like executive committee, acquisition committee, new business committee and distribution committee. In this paper, I will give brief information about our simulation process and then provide my reflections about some specific moments. 2. SIMULATION PROCESS President’s Decision about Groups: At the beginning of the simulation, our president enabled us to introduce ourselves and give information about our roles. Then each group continued with small meetings with their own groups. After group meetings, we would continue with committee meetings according to the original agenda. However, we were divided into two groups: Those who have operational roles and those who have not and our president decided each group to held meetings according to that division. In the operational group there were 9 people while non-operational group was consisting of 3 people. Service Group Meeting: I think that we held a successful and effective meeting in our...
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...In my experience, when this team work is successfully we will build a good relationship and be a friend, for example, when I work with a multi-culture team in language school, my classmates also become my friends. Team leadership Work in a multi-culture team, the important technique is people need to respect each other, and try to understand everyone’s culture diversity (Trompenaars and Hampden-Turner, 1998, p.60-61). Also have different organizational structure to adapt different culture, so leader is important, because this person might influence this team work is successful or not (Trompenaars and Hampden-Turner, 1998, p.64-66). As a good team leader, have a correct organization can make team operation more effective, and it also depend on different culture background and team constitution, for instance, which countries are team members from (Robert, Mansour, Paul and Peter, 2002). Conclusion In recent years more people face of multi-culture work, owing to increase globalization business, so it is essential to understand different culture and how to operate and work with different background’s people. However it cannot avoid conflict and people have different opinion, but in the process respect and good communication and help members solve problems (Richard and Tim, 2009). Reference Lee, K. and Carter, S. (2012), Global Marketing Management. (Third Edition), Oxford: Oxford University. Guirdham, M. (2005), communicating across cultures at work. (Second Edition)...
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...Disability team. Lisa met her line manager, Jules, and her ASYE assessor, Frank, in her first week in the Newfield Children with Disability team. In the meeting they developed a learning agreement for Lisa’s ASYE. Lisa brought to the meeting a copy of a report from her final placement whilst at university. The report shows that Lisa is an enthusiastic and promising social worker with a good knowledge of social work theory; however, she has not worked in a Children with Disability team before so Frank and Jules agree to provide Lisa with a detailed induction. The learning agreement also set out that Frank and Lisa will meet on a monthly basis to review her work and draw together the assessment evidence for the year. This will be in addition to the supervision that Lisa will have with Jules; they will meet weekly for the first six weeks. In the section of the learning agreement on quality assurance, Jules is named as a third partner who will offer additional support and insight. Based on this, Lisa, Jules and Frank agree to meet together every other month. Lisa and Frank will also have formal review meetings at three and six months. At the end of Lisa’s second month at Newfield, she meets Frank to review her progress. As well as meeting to draw up the learning agreement, they have had a further meeting to discuss Lisa’s work and her capability to work at the required level. In the previous meeting Frank saw substantial potential in Lisa. However, informal reports from the new team suggest...
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... This assignment is to be completed by Face-to-Face Interaction: Please follow the instructions below: 1. You are to meet with your assigned group three times outside of class time. 2. The group has the choice to decide when and where you will meet. Minimum amount of time for your meeting must be at least 45 minutes long. 3. The Group Leader will be a Human Resources Student. The Group Leader will send out an initial Email to introduce all team members to one another as well as coordinate the first meeting. Both instructors will be cc’d on the initial Email. 4. The other student will keep a record of the meeting in the form of meeting minutes. For each meeting you will need to work on the assigned topic/task and complete the Meeting Minutes as required. 5. Three meeting minutes must be submitted in total. 6. In week 10 each member must submit a personal reflection of this experience included with the three Meeting Minute submissions. Topics/tasks for Meetings: Meeting #1: Getting to know each other and sharing challenges not only in school but in everyday situations. Meeting #2: Identifying personal qualities and expectations most valued by Canadian Employers. Meeting -#3 Exchanging opinions regarding issues on intercultural issues in communication. (Reflect on the first...
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...Checklist. ! ! 1 Pre. 2 Immersion. 3 Post. 1 Checklist. ! ! 1 Pre. Meet with assigned group of facilitators. Get to know each other. How does everyone like to communicate with each other? Set ground rules for communication. (i.e. respond to emails in 24 hours). Plan a weekly meeting time with your Immersion Coach. Team Foundation. ! Impact Area & CPs. ! Gathering Details. Decide on an impact area. Try a mind map! Begin researching and contacting Community Partners (CPs). CC Immersion Coach on emails regarding community partner interactions. Begin finding educational materials for impact area for pre-experience, Immersion, and post experience. Connect with the Office of Alumni Relations to get in contact with any alumni in the area. Emphasize to CPs that Immersion experience are based on service centered around awareness of an impact area (CP’s mission should align with the Immersion program’s mission). Ask what type of work will you be doing. Ensure the service is strong direct service; if you are unsure contact your Immersion Coach. Identify a primary contact within the selected CP. Gather name, phone number, email address (keep track of this information and begin to develop a working document with CP contact information to use for your Immersion binder). Attempt to keep the group together when planning service. Inform CPs about expected number of participants who will be engaging in strong, direct service – estimate 15. Some CPs offer...
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...of content: 1. Article one : Team management skills 2 1.1 strengths 2 1.2 weakness 3 2. Effective teamwork: practical lessons from organizational research (3rd edition) 3 2.1 strength 4 2.2 weakness 4 3. 12 tips for team building 5 3.1 weakness 5 4. Vital factors for building an effective team 6 4.1 strength 6 Implementation and reflection 6 1. Goals 6 2. Time line 6 3. Implementation 7 4. Reflection 7 1. Article one : Team management skills This article ‘ The management skills - The Core Skills Needed to Manage Your Team’, Mindtools (2014) discuss the some of the key points about how to be a team managers and how to do can thrive and succeed. These range from deciding who does what and how to choosing the right people also to developing , motivating people and with the developing. In addition, this article also cover the most common pitfalls to be avoided. The article is related to the my topics ‘team and teamwork’. However, it is not useful source for my topic due to limited relevance, minimal development of ideas. 1.1 strengths This article is relate to the assessment task on team and team work. Mindtools (2014) notes that doing the team work be a good team leader it is very important and give some main point • Importance of delegation • Motivating • Development team • Communication and work with team Under these four points this article...
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...Developing Managerial Capabilities Learning Team Experience by 87807 Analysis of Team Experience We are the Asian Super Team. Our name is derived from the fact that all of us come from Asia, in particular East Asia. From the beginning, I was pretty apprehensive about the team experience. My expectations were bordering on guarded caution to indifference. The reason being that out of the four syndicates I had in the first semester, only one turned out to be really fruitful and enjoyable while the other three were terrible nightmares The first synergistic syndicate experience was actually the Organisations syndicate with members from diverse backgrounds. The other three were task-driven, had little group member satisfaction and achieved only mediocre work. The initiatives to align group members and to start on tasks fell mostly on my shoulders and I was terribly disappointed by the contrast between these groups and the Organisations syndicate. Therefore, to prevent such a re-occurrence, I kept my hopes down to a minimum. In the very first session, we established our team charter and operating norms. The team charter and operating norms are affixed in the appendix A. The 5th of July marks a momentous day in the life of the AST learning team. Basically, on the day of the Learning Team Self-Review, our learning team’s inadequateness and non-performance in some areas were exposed (A summary of the results of that review is in Appendix B). The wide...
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...For GM591 – Leadership and Organizational Behavior Professor Bhupinder S. Sran Keller Graduate School of Management March 24, 2013 Contents 1. Group Development 3 2. Problem Identification 3 3. Retrospective Evaluation 4 4. Reflection 4 Bibliography 5 1. Group Development According to the text, there are five stages of group or “team” development which are as follows: a. Forming – where the team members get to know one another b. Storming – at this stage, the group is defining tasks to be performed and are also dealing with any group tensions. c. Norming – where the group begins to work together and building relationships d. Performing – the stage where the group’s relationship matures and complex tasks are handled creatively. This is when the group is most stable. e. Adjourning – the stage where the work is completed and the group disbands. I believe that Christine’s group is still at the storming stage because the group has not reached cohesion to be classified as being within the norming stage. The fact is, Mike seems to be in limbo somewhere and sees himself as still somewhat of an outsider especially when he encountered the group in the cafeteria having an impromptu meeting. Although Christine seems to be an organized person, her demeanor in dealing with Mike’s issues shows a lack of leadership skills. Having knowledge of group development would have given her concise guidance into which stage her group is at and...
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...Critical Reflection on current clinical knowledge and development Within this assignment I will critically reflect on my clinical knowledge to date and consider my future development needs with a focus on my final management placement and future career as a registered nurse. I have chosen two areas which I feel are relevant to my future development needs namely Quality Assurance and Multidisciplinary/Agency team working and using the Gibbs model (fig. 1)as a framework will reflect upon my own learning experiences and achievements to date and write an annotated reflection highlighting my development needs from which I will formulate a Personal Development Plan. This undertaking demonstrates my commitment to the need for continuing professional development in order to enhance my knowledge, skills values and attitude needed for effective nursing practice (proficiency 4.1) and will address deficits in my knowledge and skills and identify any shortcomings within my own or others practice and help me cope with practice related issues experienced within my previous placements. I have chosen Gibbs reflective model as a basis for reflection as I feel it is easily understood and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, conclusion and reflection upon the experience to consider a solution if the situation arose again (Brooker & Nicol 2003). It has been advocated that reflective practices are a method of bridging the gap between...
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...soul seeking and thought this would be a good time to try something new in her career. She had a bachelor’s degree in accounting but was tired of crunching numbers. She decided she wanted to interact with people face to face, instead of hanging in an office behind a desk. So the move was a great time to see what else might be out there. She saw an ad in the Sioux City newspaper for an assistant director position at Personal Reflection. Personal Reflections, was a national chain of personal care and household products. She applied, was offered the job within two hours, and accepted the position within the next two days. She attended a two-week training class within the next few weeks after accepting the position. The company seemed great, people were nice and benefits were great but she noticed after that training class Personal Reflection provided little information or assistance to their directors. When Tricia started Heather Munson was the store director, and at that time there was only two assistant directors, and 30 part-time employees. Personal Reflection ranked their stores based on sales. There were four levels, stores with the largest volume would be ranked a 1, the Sioux City store was ranked a 3. Ms. Munson resented that the district manager did not allow for her to have a decision on the hiring of Tricia. Tricia always felt like she was being interrogated by her boss. The store was a mess, so Tricia decided to try and organize and straighten it up, Ms. Munson was not...
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...education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Justify the collaborative role of transition team members who actively participate in transition meetings. Additionally, the assignment represents your mastery of Course Learning Outcomes 1, 2, & 3. Providing tools for academic success to students with disabilities is a collaborative effort. Sometimes however, individuals within the collaborative team face conflict due to a strong emotional or professional investment from a particular member. Examples of education-based conflict include disagreements over the allocation of limited resources and funding, differing curriculum delivery methods, class behavior management styles, misinterpreted conversations (due to cultural differences, communication styles, personal or professional backgrounds, and other differences), and misunderstanding of professional roles, school policy, and other school or district-based guidelines. Chapter 9 in your Murawski and Spencer (2011) text outlines the causes of conflict and how to problem-solve through negotiation strategies with peers and in a collaborative team setting. Instructions: Content The collaboration steps, as defined by Windle and Warren’s (n.d.) Collaborative Problem Solving: Steps in the Process, are listed below. Use the headings named in...
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... Objectives Office of Human Resources There are many reasons you may choose to use and icebreaker or activity: to warm up or relax your group, to bring your group back together after a break or intense session, to introduce the next segment or to present your group with challenges that, as a team (together or divided into small groups or teams), your group must either overcome or address. Age & Appropriateness Icebreakers and activities are adaptable to your group and situation. When considering an icebreaker or activity, be sure to keep specifics about your group in mind, such as age and meeting focus. Please don’t overlook an icebreaker or activity because you think the group is too mature for it. Many groups, once aware that it’s ok to relax and have fun, will enjoy the experience of “being able to let go,” if only for a moment. Icebreakers Icebreakers are exercises that are intended to help a group of people begin the process of forming and working with a team. Icebreakers are commonly used at the beginning of a meeting and presented in a game format to “warm up” the group and help them get to know each other. However, icebreakers can be used at any point during a meeting and for many reasons: to keep the group on track; to provide the group with a mental or physical break; after lunch to get the group...
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..._____________________________________________________________ Employer: _____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. Signed: ____________________________________________________________ Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below; This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1: ____________________________________________________________ Signed: ____________________________________________________________ Learner 2: ____________________________________________________________ Signed: ____________________________________________________________ Learner 3: ____________________________________________________________ Signed:...
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...pages 213 and 214 from the textbook Digital Business and E-commerce Management. 6th edition. If necessary read it two or three times until you understand and become familiar with the case. Step 1 Answer the following questions individually: 1. Summarize Sandvik Steel’s digital business strategy as described in the article. The extension for this answer should be half a page. (45 points) 2. Explain in detail why the proportion of online purchases varies in the different countries in which Sandvik trades. (45 points) References: At least two references and citations using the APA style. (10 points) Required: cover page, good writing and clear presentation. Total = 100 points Step 2 Answer the following questions as a team: 1. What Cultural/Legal/Ethical issues do you think Sandvik faced in different countries? List and explain 3 issues of each aspect, and recommend a solution for each one. The professor is expecting a clear explanation with a deep analysis and a well-documented answer. (90 points) References: At least two references and citations using the APA style. (10 points) Required Annex: Agreement log format. (You can find the format at the end of this document). The report will be penalized if the Log format is not included. Required: cover page, good writing and clear presentation. Total = 100 points D.R. © Instituto Tecnológico y de Estudios Superiores de Monterrey Digital Business Management Step 3 Go to My Groups/Tutor’s forum...
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...have also been provided on the Unit website on VU Collaborate which can be reached via the Student Portal at vu.edu.au/student-tools/myvu-student-por tal. It is important that you access your Unit website regularly. Acknowledgement of Country We respectfully acknowledge and recognise the traditional owners, their Elders past and present, their descendants and kin as the custodians of this land. Introduction to the unit Unit Title: Applied Business Challenge Unit Code: BPD3100 Other details: Key staff Unit co-ordinator Name: Andrew Stein Location: CF1024 Contact number: 061-99194332 Contact email: Andrew.stein@vu.edu.au Name: Maria De Sensi Location: G425 Contact number: 061-99195484 Contact email: Maria.De Sensi@vu.edu.au Teaching team Campus: Days and times: Year: 2015 Semester/Dates: 1 Credit Points: 12 alagarania@sunway.edu.my Sunway KL Campus Hector.Elias@vu.edu.au VU Sydney Campus Petert@sunway.edu.my Sunway JB Campus Unit Guide Version Number: V17-5 Last Validation Date:February 5th 1/12/14 @ 2 PM Unit description This unit is the third unit in the Business Challenge stream covering three broad areas of specialised business knowledge, interna tionalisation, personal attributes and professional skills....
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