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  Project – Team Analysis Project

  $27.50

  Project – Team Analysis

  Introduction: The main objective of this project is to identify and analyze a team/group of which you are currently a member using principles and concepts from A-I theory. You will work through the analysis of both the people and the problems involved, considering the gaps between them and how those gaps might be managed most effectively. The idea is to dig into a real-world example while we study team problem solving, so you can apply what you are learning as we go!

  Documentation: You will be submitting a written report for this project, which should contain documentation on everything you do to complete it. You may choose the specific format for this report, as long as you provide the requested information for each task in a neat and complete fashion at a level appropriate (writing quality does count). Both the content of your work and its presentation are important and will be evaluated as follows: 80% on quality of content (completeness, correctness, degree of advanced thinking, etc.); 20% on quality of communication and presentation.

  Task 1: A New Group (and Problem A) to Analyze

  First, you need to choose a specific group/team of which you are NOW a member. The team can be large or small (although a minimum of at least 3 team members is required), operating at work or at home, and your role in the group can be of any kind (just joined or long-time member, junior or senior position, etc.).

  Two caveats apply, however:

  • You must be willing to discuss the dynamics of this group openly (potentially sharing some details with your classmates, although you need not reveal actual names);
  • There must be some dynamics involved that you would like to (perhaps need to) understand better; these assignments are aimed at giving you practical experience that will be useful immediately! Choose a group that will provide some rich ground for analysis (and some experimentation on your part) during the course.

  With this backdrop, this first task has two parts:

  1. Identify and describe the group/team members in detail (including yourself!), based on the four principal variables of problem solving – i.e., level, style, motive, and opportunity:
  2. Please begin with some basic facts about each individual to help set the stage – i.e., who are they, what are their functions/roles in the group, how long have they been a member of the group, etc.
  3. Proceed to describe each individual’s problem solving profile in as much detail as you can – i.e., provide a description of each person’s level (both type and amount), style (your estimation), motives, and access to (and perceptions of) opportunity – all as relevant to the group’s current Problem A (see #2 below).
  4. Identify, describe, and analyze the group’s shared Problem A in detail – using Lesson 2B, Section B as your guide. That is: consider level, style, motive, opportunity, and the problem as a moving target in your analysis of the problem. Remember to consider why this particular group was formed in general, as well as the particular problem of interest.

  Task 2: Toward the Management of Cognitive Gap 1. Consider your chosen problem solving group and describe in detail (as much as possible) the cognitive gaps in level, style, motive, and opportunity present within the group (as relevant to the Problem A you described in Task 1). Include both Person-Person and Person-Problem gaps in your analysis, using the following steps to guide you:

  4. Begin with the basic “group diversity audit” you completed in Task 1; enhance it (if needed) using what you have learned in Lessons 3 and 4.
  5. Describe in detail the cognitive gaps within your problem solving team/group (Person-Person and Person-Problem; level, style, motive, and opportunity).
  6. Use diagrams to help illustrate your cognitive gap analysis (see Lesson 2, Section A and Lesson 3, Section A for some ideas about diagramming gaps).
  7. Discuss how you might begin to “narrow” some of the gaps you have just described [see note at the bottom of this task] and experiment (briefly, but deliberately) with at least one of your ideas – then report on the results (whatever your degree of success!).
  8. Analyze your group in terms of agents of change (AC1 ’s, AC2 ’s, and AC3 ’s), using the following steps to guide your analysis:
  9. Who are the AC2 ’s and AC3 ’s within your group? Justify your views with specific examples. If the statistical distribution of your group doesn’t match that used in your textbook (i.e., Figure 10, p. 230), focus on the roles played by each group member (and his/her relative influence on the team) in order to determine “who’s who”.
  10. Use diagrams to help illustrate your analysis (see, e.g., Lesson 4, Section B).
  11. How do the various AC2 and AC3 sub-groups enable the performance of your overall group? How do they limit it?
  12. What impact do “authority” and/or “status” have within your group? For example: is the group member with the most authority an AC2 or an AC3 ? What impact does this fact have on the dynamics of the group? On his or her leadership within the group?
  13. Consider your group in light of our study of resistance to change:
  14. How has this phenomenon exhibited itself in your group thus far?
  15. Recalling that no one resists or accepts all change, consider who within your group (including yourself!) appears to resist/welcome which (kinds of) changes? How might you explain these variations in acceptance/resistance using principles of A-I theory?
  16. Is resistance to change (of all kinds) being managed well in your group? How might it be handled even more effectively?
  17. Finally, consider Tuckman & Jensen’s model of group development (from Lesson 4) and describe the progress of your problem solving team in terms of this model and its links to Adaption-Innovation theory:
  18. Use specific examples to illustrate each stage of the process your group has passed through (or is currently experiencing).
  19. Close your assignment with comments on how Tuckman & Jensen’s model reveals new insights about the relationship between Problem A and Problem B within your group.

  Note: You may find both Granville Gott’s article (“Creating Differential Advantage and Profit”) and Bill Diana’s article (“Kirton Theory in R&D Management”, from this course) helpful in generating practical ideas for beginning to manage cognitive gaps.

  Task 3: Toward the Management of Change 1. Using your analysis of agents of change within your group (from Task 2) as a foundation, describe the cognitive climate of your group. In particular:

  1. Comment on the relative “integration” of the various AC3 ’s within your group: do they each play positive roles as well-respected members of the team, or are they neutrally or negatively positioned in terms of their contributions? How might their role(s) be enhanced to enable better group performance overall?
  2. Consider the impact of coping behavior on the climate of the group: who is doing the most/least coping within the group? What impact does this have on individual contributions and performance?
  3. Discuss the presence and impact of bridging (in both level and style) within your group as a means for managing some of the cognitive gaps existing within it:
  4. Who is acting in the role of a bridger now? Under what circumstances, and in what ways (provide examples)? Are they effective in their bridging efforts? Why or why not?
  5. Where and how might additional bridging be used effectively to improve the problem solving performance of the group? Who would be the best candidate(s) for a bridging role and why?
  6. Use diagrams to help illustrate your analysis (see, e.g., Lesson 5, Section B).
  7. Finally, in light of Lesson 6 and what you have learned about the progression of change and the continuum of style within that progression, revisit the characterization of your group’s Problem A from Task 1:
  8. Enhance your description of this Problem A as a moving target, providing an updated analysis of the shifting balance of level (both type and amount) and style that will be needed to resolve it over time.
  9. Comment on how you can continue to track this shifting balance, making the necessary adjustments (and readjustments) in both level and style within the group in order to solve Problem A effectively.
  10. Close this task with a discussion of the insights you have gained about your problem solving group and its shared Problem A during this analysis (and this course in general!). What have you learned about them both through your written assignments, and how will you use this knowledge in the future (short and long term) to help facilitate the problem solving efforts of your team?
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  How can appreciating and integrating contrasting values result in improved organizational collaboration and growth

  $2.50

  How can appreciating and integrating contrasting values result in improved organizational collaboration and growth? How is a leader’s behavior related to this process? Draw upon your own Managerial Behavior Profile and your readings in Cameron et al. (2014) to address this dialogue.
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  Human services profession that interests you: Youth Worker

  $20.00

  Choose one human services profession that interests you. Your choice of profession here will be the focus of your human services project. Sample professions include: Case Worker Family Support Worker Youth Worker Social Service Liaison Residential Counselor Social Service Aide Group Activities Aide Social Service Technician Therapeutic Assistant Probation Officer
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  Ethical Case Study: investment in the private companies used to build prisons “privatization of prisons

  $15.00

  It is an ethics in Profession class has a Philosophicalideas in it.

  Required
  Ethical Case Study about: investment in the private companies used to build prisons “privatization of prisons”

  “type of Morally Investment”

  Here’s the idea:

  Investment in privatization of prisons is an unethical issue in which it benefits private companies as well as the political parties that encourage the overuse of prisons as the best method of crime deterrent.

  Why there is no an ethical investment in private or public companies that provide employment opportunities for minorities who are targeted as criminals. By investing in these companies the crime rate will drop since most of the crime is related to drugs and the economic situations that led to drive to criminal acts. Investing will provide a rehabilitation programs more effective that in the prisons. It will insure a brighter future by having stable jobs to save them and drift them away from the involvement illegal activities.

  It should be 4 to 5 pages long.

  Case Study Format

  1.  Brief opening paragraph in which you state that you will be examining a particular case (mention it) or comparing several  cases (mention   them) for the sake of getting a better understanding of a certain issue (mention it). 2.  Introduce the issue of controversy. Try to  present it in the  manner which best frames the controversy so both or all sides can be adequately be appreciated. 3.  Bring an author or two into the discussion of the issue. Briefly discuss the major views.(You can also do this at a later time in the case study, as seems most fitting). 4.  Introduce case or cases in all details relevant to the direction of your inquiry (know your direction before writing). Make sure to reference your factual sources. If they come from personal experience or personal interviews, document that. 5.  Discuss briefly the other issues -if any – present in this case/these compared cases than the one you’re focusing on. 6.  Re-frame the issue in the context of this case  or these compared cases to best highlight the moral dilemma involved. 7.  Background: any details of the outside world that impact on the case(s), historically, locally, regionally, nationally, or internationally; including law, custom, or accident. 8.  Identify alternative solutions for the dilemma – 2 or 3 – and briefly discuss. 9.  Deliberate over alternatives and make a reasoned choice. 9a. If the case is from the past, briefly compare your solution to the one actually chosen. 10. Assess what the general lesson is, especially in terms of how this problem can be avoided inthe future. The largest sections of a case study should be 8 and 9.
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  WorldCom Collapse

  $15.00

  The telecommunications company WorldCom collapsed and filed bankruptcy in 2002. Worldcom had engaged in fraudulent practices for some time before the collapse.  The scandal this brought to corporate boards and regulators led to a serious distrust of corporations on the part of large and small investors alike.  The financial disaster this brought onto individual and professional investors was chaotic, often crippling and led to major legislation to produce more responsible corporations and add trust back into the skittish market.

  Write a paper describing the WorldCom collapse, perceived culpability and regulatory reaction to the events.

  College level writing and formatting in MLA style is expected.  Citations and annotated bibliography are needed.

  Each entry in the annotated bibliography should have a single sentence addressing each of the following regarding the source:

  1. Write a single, short sentence summarizing the resource.
  2. What is the primary focus/idea found in the source?
  3. Why was the more source important to your understanding than other sources?
  4. Does the item represent mainstream, extremist or balanced perspective?
  5. Why is this source credible?
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  Enterprise resource planning

  $15.00

  Critically evaluate the importance of an enterprise resource planning system in contemporary organisations. Please provide examples and illustrations for each of your answers. (1500 words)
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  Proposed diets plans and physical exercises for the organizational members

  $37.50

  Combine all elements completed in previous weeks (Topics 1-4) into one cohesive evidence-based proposal and share the proposal with a leader in your organization. (Appropriate individuals include unit managers, department directors, clinical supervisors, charge nurses, and clinical educators.)

  Obtain feedback from the leader you have selected and request verification using the Capstone Review Form. Submit the signed Capstone Review Form to CONHCPfield@gcu.edu

  For information on how to complete the assignment, refer to “Writing Guidelines” and the “Exemplar of Evidence-Based Practice Capstone Paper.”

  Include a title page, abstract, problem statement, conclusion, reference section, and appendices (if tables, graphs, surveys, diagrams, etc. are created from tools required in Topic 4).

  Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

  This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

  You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

  Note: All Capstone Projects are to be submitted to the College. Please submit the Capstone Project Copyright and Distribution Form as well as an electronic copy of the Capstone Project itself to this e-mail address: CapstoneRNBSN@gcu.edu
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  MKT 210 – Principles of Marketing: Reflection Paper

  $12.50

  MKT 210 – Principles of Marketing

  Assessment Rubric for Reflection Paper

  You can follow this suggested outline for your paper. If you use good business writing skills, (concise, direct, accurate) your whole paper need only be about two pages long. You can write more if you need to.

  Paragraph I. Introduction

  Paragraph II. How I selected my target market (LG1)

  Paragraph III. Marketing Mix topic 1 (LG2)

  Paragraph IV. Marketing Mix topic 2 (LG2)

  (You may add more paragraphs if you choose to discuss more than two Marketing Mix topics).

  Paragraph V. Discuss the Marketing Environment (LG3)

  Paragraph VI. (Optional) Extra Credit

  Please submit your paper as either a hardcopy in class, or email it to me as a Word attachment.

  Learning Goal (LG)	Description	Point Range
  Target Market Selection/LG1	Good:   Target market selection based on objective criteria (e.g., size, growth rate, pricing objective, etc.) Needs Improvement (NI):   Target market selection is cannot be justified with a “business reason” (e.g., “chose university luxury trend follower because I am a luxury trend follower”)	0-20
  Marketing Mix Tactics/LG2	Exemplary: Recognize/discuss 2 or more of these topics: ·         the connection between target segment wants/needs and product features. ·         cost of product features and effect on profitability of each backpack unit ·         price strategy must be consistent with target market buying characteristics ·         pricing strategy includes strategic objectives (volume or profit goals) ·         retail outlet selection must be aligned with pricing and product design strategy ·         retail outlet selection based on target segment reach metric ·         the relationship between managing costs (promotion and COGS) and units sold to achieve profitability ·         the connection between mass media advertising and sales is indirect. ·         mass media advertising is useful in establishing awareness and interest; retailer promotions are useful in stimulating demand (AIDA model) ·         promotion media decisions made using reach metrics ·         promotion spending decisions made in consideration of overall financial (cash) situation ·         promotion efforts evaluated using KPIs (message and interest indicators) and/or ROI ·         promotion activity done continuous or pulsing strategy (i.e., not random) Good: recognize/discuss at least 3 topics NI: recognize/discuss at least 2 topics Poor: topics discussed are unrelated to the simulation	0-30
  Marketing Environment/LG3	Good: Consider competitor actions as part of strategic decision-making. Respond to relevant market events; ignore others. NI: copy competitor actions without own strategy. Respond to market events that are not relevant to own situation.	0-10
  Advanced Strategy/LG4	Can explain why buyers from other customer segments purchase your backpack even thought you didn’t target them (segment crossover).	Extra credit
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  Assignment Situational Leadership Case Study Paper

  $15.00

  Assignment Situational Leadership Case Study Paper

  Details:
  You are the head of a department at a local school. You notice that there is a high percentage of students who are failing the initial course. You realize that you need to change the textbook, assessments, and classroom participation requirements to address the high percentage of failing students. You anticipate that you will receive some “push-back” from both faculty and students. The faculty will push back because the changes will require additional work to design new lesson plans. Students will push back because the proposed changes will require additional work on their part as well as purchasing a new textbook. For this assignment, you will first determine your own leadership style, then determine the best ways to communicate the needed changes to the faculty.

  General Requirements:

  Use the following information to ensure successful completion of the assignment:

  • Complete the Situational Leadership Style Summary/Self Assessment from http://www.consumerstar.org/resources/pdf/Situational-Leadership-Self-Assessment.pdf.
  • Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

  Directions:

  Write a paper of 1,000-1,250 words that describes the self-assessment of your situational leadership style and the application of situational leadership theory. The paper must include the following sections:

  Introduction (100-125 words)

  1. Purpose of the paper
  2. Why it is important to you

  Summary of Self-Assessments (100-125 words)

  1. Identify the results of the self-assessment.
  2. Identify your preferred leadership style.
  3. Discuss whether you agree with this assessment or not, and why.

  Applying Leadership Style (600-750 words)

  1. Discuss how your identified situational leadership style may be beneficial when leading the diverse group of people in the case study.
  2. Identify the quadrant(s) (S1, S2, S3, S4) within which your leadership style would be effective when communicating your proposed course changes to people in that quadrant(s). Explain why.
  3. Identify the quadrant(s) (S1, S2, S3, S4) within which your leadership style would NOT be effective when communicating your proposed course changes to people in that quadrant(s).
  4. Explain why. What will you do to be more effective in the styles that are outside of your preferred style?

  Benefits and Challenges (100-125 words)

  1. Provide a summary of the benefits and challenges of using situational leadership.

  Summary (100-125 words)

  1. Discuss how these benefits and challenges might affect your personal leadership style