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Write a 1,050- to 1,400-word paper about your experience. Include the following: Provide a brief description of the team or group. How many members did it include? What was its purpose? Describe the behaviors the team or group exhibited as it went through each stage of development. Describe a problem the team or group encountered. What steps were taken to address and solve the problem? Was the team or group able to generate a successful solution? Why or why not? Discuss the influence that leadership-or the lack of leadership--had on the team's or group's ability to solve the problem. What style of leadership did the leader exhibit? What problem-solving steps were taken to resolve the situation? What steps would have produced better results? Explain whether the team or group was effective. Support your position by discussing goals, roles, ground rules, norms, and characteristics your team or group displayed. How did these characteristics affect the team's or group's ability to accomplish its purpose and solve the problem it encountered? Analyze how communication contributed to cohesiveness. Identify and address how diversity or technology affected the team or group members' ability to communicate with one another to reach a resolution. Explain your thoughts on how goals, roles, ground rules, and norms help determine effectiveness. How did these characteristics affect the team's or group's ability to accomplish its purpose and solve the problem? .

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SEI/300 v9 ELP Standard Level Comparison and Instructional Supports SEI/300 v9 Page 2 of 2 ELP Standard Level Comparison and Instructional Supports Complete Parts 1 and 2 below. Part 1: ELP Standard Level Comparison Review the most current (2019)  English Language Proficiency Standards and the English Language Proficiency Standards Guidance Document on the Arizona Department of Education website. Select an elementary grade band to focus on (K, 1st, 2nd-3rd, or 4th-5th). Choose an ELP standard and sub-skill within that grade band that has a performance indicator for each proficiency level (Pre-Emergent/Emergent, Basic, and Intermediate). Fill out the table below with your chosen grade band, standard, and sub-skill. Grade Band Standard Pre-Emergent / Emergent Basic Intermediate Example: Grades 2-3 Example: Standard 1: By the end of each language proficiency level, an English learner can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing. Example: PE/E-4: retell a familiar text using key words and phrases. Example: B-4: retell a variety of texts using key details. Example: I-4: recount a variety of texts using key details. Insert grade bandInsert standard # and descriptionPE/E-# (insert performance indicator)B-# (insert performance indicator) I-# (insert performance indicator) Part 2: Instructional Supports and Adjustments Consider the fact that, during a lesson, the teacher may need to adjust 1 or more portions of the lesson for students who are at different proficiency levels. In the chart below, describe examples of instructional supports and adjustments for a lesson related to the standard and sub-skill you identified in Part 1. Refer to the standards document for guidance. Proficiency Level Specific instructional supports and adjustments to a lesson for each proficiency level Applications to other content areas, as appropriate for each proficiency level (See content area connections in the ELPS) Pre-Emergent / Emergent Basic Intermediate Copyright 2021 by University of Phoenix. All rights reserved. Copyright 2021 by University of Phoenix. All rights reserved. image1.png 2 Response 1 Jaimee Villareal Borja YesterdayLocal: Dec 21 at 12:10am<br>Course: Dec 21 at 1:10am Manage Discussion Entry Compare task groups versus educational, support, or skills groups. According to Kirst-Ashman and Hull (2018), task groups exist to achieve specific objectives or tasks. A few examples of task groups include boards of directors, task forces, committees and commissions, governing bodies, interdisciplinary teams, case conferences, and other organizations that social workers might collaborate with. Task groups work together to.

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1 page 2 sources Reflect on the important performance management theories and practices covered during the past six weeks. Describe one key point that you will apply to the work environment immediately. Highlight the specific course learning outcome(s) that relate(s) to this important takeaway. Also, mention the specific reading materials and/or theories that you found to be most applicable. Required Text Pulakos, E.D. (2009). Performance management: A new approach for driving business results. (1st ed.). West Sussex, United Kingdom: Wiley-Blackwell. ISBN: 9781405177610. Chapter 9: Conclusion Required References de Leeuw, S., van den Berg, P (2011). Improving operational performance by influencing shopfloor behavior via performance management practices. Journal of Operations Management, 29, 3, 224-233. (Retrieved from http://www.isihome.ir/freearticle/ISIHome.ir-21006.pdf) Fulmer, R.M., Stumpf, S.A. & Bleak, J. (2009). The strategic development of high potential leaders. Strategy & Leadership, 37(3), 17-22. (Retrieved from ProQuest). Recommended References Turnbull, H., Greenwood, R., Tworoger, L., & Golden, C. (2009). Diversity and inclusion in organizations: Developing an instrument for identification of skill deficiencies. Allied Academies International Conference. Academy of Organizational Culture, Communications and Conflict. Proceedings, 14(1), 28-33(Retrieved from ProQuest). PLEASE HAVE THESE PARAGRAPH REWORDED IN YOUR OWN WORDS. PLEASE DO NOT USE THE SAME WORDS AS IN THE PARAGRAPH. · 1-According to chapter 8, a team is small number of people with similar skills who are committed to one ambition, performance goals, and pursuit for which they hold themselves accountable. In the other hand, a group is two or more people freely interacting who share norms and goals and have a common identity. The size of a group is limited by the potential for mutual interaction and mutual awareness. I was part of team during my military service, which I agree with the chapter that a team is more than just a group, because all my team members worked together towards a common goal and we all share responsibility for the team's success. The team I was part of was a 'fire team' that is a small military subunit of infantry designed to optimize bounding over watch, and fire and movement tactical within a hostile urban environment · · 2-At work, I am currently assigned to a group of customer service. This group or department consists of 12 employees, which all members have a shared knowledge of the group's objectives, but specific responsibilities are assigned to each of us. The purpose or objectives of our group is to troubleshoot technical problems, provide excellent customer support service, and address solutions to customers. The main factor of our group success is due to the manager in control of the group who also coordinate our individuals efforts. I would not change anything in my group, but I would add weekly meetings to see the end result ...

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LEADERSHIP AND TEAM MANAGEMENT 11 LEADERSHIP AND TEAMWORK MANAGEMENT Student’s name Running Head: LEADERSHIP AND TEAM MANAGEMENT 1 Institution Part 1 What is involved in consulting team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives? We would expect to see details on the team charter as part of your response. In every organization, leading team effectiveness is very essential. The reason as to why there should be the establishment of a common understanding of team objectives, targets, accountabilities and responsibilities within the dynamic of the group you lead is to make sure there is the quality result. According to these issues, quality is all about a not only positive result related to the prescribed goals but also the cohesion of people in the group surrounding and the enduring impressions of the achievements of the team project. Being a leader, aligning the focus of the group assists the group members to attain objectives. Develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities. In this case, essential features to base on include, facilitating commonly understanding of the aim of the company, whoever its clients are and its role with the clients. Also, basing what the company's goals are, and how your group will fulfill them is essential. Some experiences are required to lead and manage a team effectively in the very job environment. This mostly from the side of leaders whereby the leaders in charge of the groups should be aware of the skills needed to lead the teams and what makes a team. Some of the experiences required to manage and lead a team are; educating skills, disagreement and resolution experience, consultation and communication skills, and planning and establishing skills (Rousseau & Aubé, 2010). As a leader, you need to develop strategies to ensure team members have input into planning, decision making and operational aspects of their work team. What are some key elements you will need to consider? It is essential to understand that a team is not just made up of a group of individuals, but there are some features that a group of people must show up or have to be considered to call a group a team. The factors to be considered are the mix of the group, defined the aim of the group, and shared a concept, joint reliability, and effective understanding experience. A team is built for various reasons and we have types of teams which are; cross operational and operational group. An operation team is any sort of a group that reports to one point and may not have to operate together to achieve the set goals of an organization. On the other side, the Cross operational team is a group of workers from distinctive operations across the company whose timeframe is devoted partly to the group's efforts a ...

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[MT450: Marketing Management] Unit 4 Assignment Assignment: Minnesota Micromotors Paper Instructions Please answer the following questions in a 3–5 page paper (include additional title and references pages) and include APA format and citation style with accompanying references: 1. What was your marketing strategy for each of the decisions entered into the simulation game in Quarter #1? 2. What were the results of your decisions? 3. Analyze the results in terms of success or failure. 4. What changes will you make in future quarters? Please insert a screen shot of the Quarter #1 results in your paper. This can be done by highlighting the results, hitting “Control+C,” and then inserting the results in your paper by hitting “Control+V.” 5. Please view the rubric below for full Assignment details. 6. Why is the notion of derived demand so important for companies selling products and services to other organizations? 7. What is the North American Industry Classification System (NAICS) for Minnesota Micromotors, Inc. (MM) Submit your paper to the Unit 4: Assignment Dropbox. Unit 4 Assignment Grading Rubric 40 Based on the simulation Possible Points Specific Paper Objectives: Assignment Checklist (80%): Marketing strategy for the quarter 4 What were the results of your decisions? 4 Analyze the results in terms of success or failure 5 What changes will you make in future quarters? 4 Target market 5 Screen Shot 5 NAICS Question 5 Subtotal 32 [MT450: Marketing Management] Writing Style, Grammar, APA (20%) Grammar and Spelling 3 Paper is 3–5 pages in length and responses are concise and direct 3 Reference list and citations are provided 2 8 Total 40 points Two Discussion board Replies Delores Group Conflict Top of Form In a group setting, it is natural for people to feel subject to the judgment of the others within the group. Add to that, the pressure and stress of opening up to group dissection and conflict will happen. Conflict, according to Forsyth (2014) “occurs when the action or beliefs of other members are unacceptable to and resisted by another member” (p. 434). Therefore the group leader must be able to not only identify the potential for conflict, but also understand when to bring it out and when to distract (Forsyth, 2014). For those times when conflict needs to be addressed, the group leader should focus on staying present (Corey, Corey & Haynes, 2014). This is effective because staying in the present can facilitate true participation. Through talking about how the members feel in that moment, they can bond through similar thoughts, respect alternate thoughts and get a better sense of who the other members are. It is not as personal, but it is reflective of their inner self (Corey, Corey & Haynes, 2014). Being present helps build familiarity, trust and therefore a healthy foundation. A leader should be familiar with the common group behavior.

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