Obesity The Disease Of The 21st Century - 947 Words

Obesity is known as the disease of the 21st century. The occurrence of obesity is increasing globally, with nearly half a billion of the world s population now considered to be overweight or obese. There are many factors in today’s society that contribute to this growing epidemic including media, technology and demographics. With the media having more influence over our daily habits now more than ever, it is extremely easy to slip into a lifestyle that will lead to weight related health issues. By examining the ways the media influences our daily lives, one can see that the media began as a bad influence for our unhealthy lifestyles and, that changes are being made to improve this impact. Prevention should be the primary objective, but it is also vital to develop strategies to treat those already affected with obesity and the media is the most effective tool we have. It is increasingly clear that the media plays an important role in the source of this obesity epidemic. Today, we are constantly distracted by advertisements for unhealthy foods, new gadgets, movies, television shows and, other things that can divert us from living a healthy lifestyle. Media use has increased drastically since the 1990s and it is said that; â€Å"today’s children, ages 8 to 18, consume multiple types of media (often simultaneously) and spend more time (44.5 hours per week) in front of computer, television, and game screens than any other activity in their livesShow MoreRelatedChildhood Obesity Essay976 Words   |  4 PagesCenters for Disease Control and Prevention (CDC), the prevalence of childhood obesity has more than tripled in the past thirty years. As well as having an impact on health, studies have cited a relationship between obesity and poor school performance as well as a child’s readiness for learning and education. This can be correlated with studies finding â€Å"obese children have a greater risk of social and psychological problems, such as discrimination and poor self-esteem† (The Centers for Disease ControlRead MoreEssay on Public School Health Care558 Words   |  3 Pagesconcerning issues that are a problem in 21st century schools. Two of the top concerns in public school health care concern the on topics of reproduction and obesity. With over 50 million students attending public schools, it is important to recognize and un derstand that school systems have a responsibility to provide health care education and services that will educate and hopefully improve the health of all students. Public schools in the 21st century provide many basic health care servicesRead MoreObesity Is A Disease, By Dr. Mitchell Roslin1224 Words   |  5 Pageshealth in United States, what generally pops up in mind? Many people might think of several diseases, for instance stroke and cancer, but nobody thinks about the existing disease, Obesity, which is becoming one of the leading problems in the United States. One of the definitions of Obesity is growth of redundant fat in the body. This is an everyday life disease that spreads rapid universally. Today, obesity affects people of all ages, gender, and ethnicity. As most of the Americans know that thisRead MorePreventing Chilhood Obesity : Parenting Programme For Early Years1073 Words   |  5 PagesCHILHOOD OBESITY – PARENTING PROGRAMME FOR EARLY YEARS BACKGROUND Obesity, defined as ‘an excessive amount of body fat relative to body weight’ (Heyward, 2010, p.232) has reached global epidemic proportions and it is the fifth leading risk for global deaths with 2.8 million adults dying every year (World Health Organization, 2013). In addition, worldwide, more than 40 million children under the age of 5 were overweight in 2011 (World Health Organization, 2013a). Consequently, childhood obesity is becomingRead MoreThe Dangers of Genetically Modified Food Essays749 Words   |  3 Pages Many Americans consume thousands of pounds of genetically modified foods every day. Throughout the 21st century, genetic engineering tremendously impacted new research in pharmaceutical and forensic science. During that time, it also revolutionized the food in America and many other countries around the world. Using Recombinant DNA biotechnology on crops and farm animals helps improve nutrition and quantity of foods. However, crops that are altered with hybrid genes can also contain chemicals harmfulRead MoreAnnotated Bibliography: Obesity828 Words   |  3 PagesHills, A., et.al., eds. (2007). Children, Obesity Exercise. New York: Routledge. Americas children are not getting enough exercise, and the health risks due to obesity are becoming epidemic in nature. Even First Lady Michelle Obama is supporting an initiative to help children become more active and to provide for exercise (at least 30-60 minutes per day) in all schools. Even limited amounts of exercise can have great health benefits. When humans exercise, the brain produces chemicals that helpRead MorePublic Health And Social Health869 Words   |  4 Pages In the 20th century, public health was greatly defined, shaped, and heralded by its’ breakthroughs’ against infectious diseases of the time and other communicable diseases. Stern and global policies supporting mass vaccinations and mass hygienic regulations, both created an environment in which Public Health as a discipline was able to advance and counter the plagues and pandemics of its’ day. Contrastingly, in the 21st century, we are globally being faced with a different kind of anima l, chronicRead MoreChildhood Obesity: Effects and Solutions819 Words   |  3 PagesWe usually think of pandemics as serious diseases that have the potential to hurt thousands if not millions of people through disease. Ironically, a 21st century pandemic is that many in the developed world, through a combination of a sedentary lifestyle, a high-fat diet, and sugary drinks, become obese to the point in which it having a serious negative affect on their health. Medical doctors, scholars, researchers are all in agreement that there is a complete link between what we eat and drink,Read MoreObesity Among Children, Adolescents And Adults845 Words   |  4 PagesObesity among children, adolescents and adults has emerged as one of the most serious public health concerns in the 21st century. Being overweight or being considered obese is typically a direct result from daily lifestyle choices, the consequences of which gradually accumulate. Genetics and social factors such as socio-economic status, race/ethnicity, media and marketing as well as the physical environment also influence energy consumption and expenditure (KoyuncuoÄŸlu Gà ¼ngà ¶r, 2014). Obesity seemsRead MoreChildhood Obesity : A Condition Of Being Grossly Fat And Overweight937 Words   |  4 PagesChildhood Obesity. Childhood Obesity is a condition of being grossly fat and overweight. When someone exceeds a certain weight for a given height they are considered obese. Lifestyle issues such as too little activities and too many calories from drinks are main contributors of childhood obesity. People eat for two reasons and those are either comfort eat or appetite eat. A study have shown that kids who go without breakfast before school are more likely than classmates to be inactive, unfit and

Team Dynamics for Managers Free Essays

string(554) " know or use regularly\? | | | | | | | | |How do your techniques influence group decisions\? | | | | | | | | | |What other problem solving techniques could you use when making group decisions\? | | | | | | | | | |What can you do to develop or improve your problem solving techniques\? | | | | | | | | | | | | | |Resources: Three Resources: \(1\) textbook, \(2\) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and \(3\) one other resource or another | | | | |article from UOPX’s Online Library\." |[pic] |Course Design Guide | | |College of Social Sciences | | |PSY/430 Version 5 | | |Team Dynamics for Managers | Copyright  © 2010, 2009, 2008, 2005, 2004, 2003, 2001 by University of Phoenix. All rights reserved. Course Description This course provides an exploration into how managers and employees work in groups for the completion of organizational objectives. We will write a custom essay sample on Team Dynamics for Managers or any similar topic only for you Order Now Emphasis is placed on the growing dependency on self-directed work teams in the workplace. This course equips student with the ability to manage work teams, work in teams successfully, and to obtain results via team dynamics. In addition, impacts upon customer satisfaction are explored. 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 Materials Engleberg, I. N. Wynn, D. R. (2010). Working in groups. (5th ed. ). [University of Phoenix Custom Edition e-text] Boston, MA: Pearson/Allyn Bacon. Retrieved from University of Phoenix, PSY/430—Team Dynamics for Managers Course website.. All electronic materials are available on the student website. |Week One: Effective Communication in Diverse Groups | | |Details |Due |Points | |Objectives |Explain the relationship between group member diversity and communication style. | | | |Determine effective use of verbal and nonverbal interaction in groups. | | | | |Describe the importance of listening and effective listening techniques. | | | | |Determine appropriate methods of group facilitation. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read Ch. of Working in Groups. | | | |Readings |Read Ch. 3 of Working in Groups. | | | |Readings |Read Ch. 4 of Working in Groups. | | | |Readings |Read Ch. 7 of Working in Groups. | | | |Readings |Read Ch. 8 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | |Selection of Teammates |By Thursday, please let me know in your Individual forum if you could work with people |By Thursday of | | | |outside your time-zone. |Week One | | | | | | | | |On Friday, I will post a note in the Main forum with the names of the people in each team. | | |P articipation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |first week. | | |Article Review |Complete and Submit article review to thread in Main forum for it. |By Sunday of the |3 | | | |first week. | | |Search through the Electronic Resource Reading list consisting of articles from UOPX’s Online| | | | |Library. | | | | | | | | | |Share with your teammates which article you plan to review so that each member reviews a | | | | |different article. | | | | | | | | |Coordinate with teammates so that everyone in your team summarizes a different article. | | | | | | | | | |Submit two aragraphs and a quotation to the Main forum in reply to the post I will be | | | | |posting. | | | | |In the first paragraph, provide a short summary of the article. (100 to 150 words) Add an APA| | | | |citation. | | | |In the second paragraph, relate the information to your work, social, and/or home life. (100 | | | | |to 150 words) | | | | |For the quotation from the article, explain why you think it is an important quote. 50 to 75| | | | |words) Add an APA citation. | | | | |Provide an APA formatted reference. | | | |Individual |Review the Working in Groups videos located on your student website. Choose three of the four|By Monday, the |8 | |Group Communication Video |videos to watch. last day of the | | |Cases | |first week, | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Write a 200- to 300-word response to each video clip by answering the following questions. | | | | | | | | |Choose one video that you will use to discuss the relationship between group member diversity| | | | |and communication style. What diversity existed in the group? How did this affect the group | | | | |members’ communication styles? Was diversity a hindrance to communication? Determine two | | | | |communication methods that could have been used to better facilitate the group. | | | | | | | | | |Choose another video and describe the verbal and nonverbal interaction among the members of | | | | |the group. What were these interactions communicating? Were they helping or hindering the | | | | |group process? Come up with two communication methods that could have been used to better | | | | |facilitate the group. | | | | | | | | | |Watch the third video and determine the listening techniques used by members of the group. | | | |Describe the importance of listening in group communication and relate it to this scenario. | | | | |Were the listening techniques used in this situation effective? If not, which effective | | | | |techniques should have been used to better facilitate the group process? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. You read "Team Dynamics for Managers" in category "Essay examples" | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, levels with subheadings, citations, and references. | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week One Individual Participation (2) Discussion Questions (2) Article Review (3) Group Communication Video Cases (8) Individual Total: 15 |Week Two: Cohesion and Decision-Making | | |Details |Due |Points | |Objectives | | | | | |Evaluate individual strengths that apply to the group process. | | | |Apply conflict management techniques to group conflicts. | | | | |Identify problem-solving techniques that facilitate group decision-making. | | | |Readings |Read Ch. 9 of Working in Groups. | | | |Readings |Read Ch. 10 of Working in Groups. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |second week | | |Individual |See description in Week One. By Friday of the |3 | |Article Review | |second week | | |Individual |This two-part assignment enables you to reflect on your individual strengths and | | | |Roug h Draft |problem-solving skills as they apply to the group process and decision-making. |5 | | | | | | |Individual Strengths and |Review the grading form and use the sample paper provided for this assignment in the Course | | | |Problem-Solving Techniques |Materials forum. | | |paper | | | | | |Prepare a 1,050- to 1,750-word paper formatted according to APA guidelines. The paper must be| | | | |organized according to the following categories: | | | | | | | | | | | | | | |Part 1: Individual Strengths and the Group Process | | | | | | | | | |Describe a group setting or scenario in which you have worked or of which you are | | | | |currently a part. | | | | | | | | | |What are the strengths and skills that you have brought to this group setting? How have they | | | | |benefited the group? | | | | | | | | |Are there any drawbacks your strengths and skills have brought to the group? Describe how | | | | |they have affected the group. | | | | | | | | | |How have other group members’ strengths and skills affected the group process? | | | | | | | | |What are some skills you could improve to foster a more effective group environment? How can | | | | |you improve these skills? | | | | | | | | | |Part 2: Problem Solving Techniques and Group Decision Making | | | | | | | | | |What problem solving techniques do you know or use regularly? | | | | | | | | |How do your techniques influence group decisions? | | | | | | | | | |What other problem solving techniques could you use when making group decisions? | | | | | | | | | |What can you do to develop or improve your problem solving techniques? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |On the last day of the second week, submit a working draft of the Job Redesign and Workplace | | | | |Rewards Assessment to the three reviewing services in the Center for Writing Excellence (CWE)| | | | |for evaluation: (1) Write Point, (2) Tutor Review, and (3) Plagiarism Checker. | | | | | | | | |On the last day of the second week, provide proof of your submission by taking a Screen-Shot | | | | |of the My Papers page showing the submission to three reviewing services. | | | | | | | | | |Submit the Screen-Shot to your Individual forum. | | | | | | | | | |In the subject line, type the words, â€Å"Screen-Shot. | | | | | | | | | | | | | | |On the third day of the third week (Thursday), download all three reviews. | | | | | | | | | |Write Point and Plagiarism Checker take 15 minutes to an hour to complete. | | | | | | | | | |Tutor Review takes two to three days to complete. | | | | |By the last day of| | | |Write Point and Tutor Review are Word documents that are easily saved. |the second week | | | | | | | | |The Turnitin report is saved by clicking on the icon, which looks like a piece of paper with | | | | |a downward arrow. It is on the far right of the page. | | | | |By the last d ay of| | | |Submit them to your Individual forum. |the second week | | | | | | | | |In the subject line, type the words, â€Å"Copies of the Results of the Three Reviewing Services† |By the third day | | | | |of the third week. | |Learning Team |For the Charter, in the first section, complete with the necessary information from each of |By Saturday of the|5 | |Charter and Timeline |the members. In the remaining sections ((1) Team Ground Rules and Guidelines, (2) |second week | | | |Expectations for Time Management and Involvement, (3) Ensuring Fair and Even Contribution and| | | | |Collaboration, and (4) Special Considerations. ) complete each as a collaborative effort | | | | |rather than simply submissions from each member. | | | | | | | | |Do not say member A thinks one of the Ground Rules and Guidelines should be that everyone | | | | |posts every day in the learning team forum. Then, member B thinks everyone should post every | | | | |other day, while, member C thinks ev ery three days is fine. In other words, collaborate as a | | | | |team to make one list for each of the following sections: In this way, I will know that | | | | |everyone agrees with each other. Additionally, be sure to answer all  questions in relation to| | | | |each section. | | | | | | | | |For the timeline, use the one in the Course Materials forum. Be sure to  include what each | | | | |member is to do each week to satisfy the successful completion of the project and how the | | | | |team will know that it has been completed. Include dates as to when each step is to be | | | | |finished. | | | | | | | | |Collaboratively complete both the charter and timeline. | | | | |Submit to Assignment Section. | | | Week Two Individual Participation (2) Discussion Questions (2) Article Review (3) Rough Draft: Individual Strengths and Problem-Solving Techniques Paper (5) Learning Team Charter and Timeline (5) Individual Total: 12 Learning Team Total: 5 Week Three: Group Member Roles an d Responsibilities | | |Details |Due |Points | |Objectives | | | | | |Identify group member roles and responsibilities. | | | | | | | | | |Identify the qualities of an effective group leader. | | | | | | | | |Explain methods of managing difficult group members. | | | |Readings |Read Ch. 5 of Working in Groups. | | | |Readings |Read Ch. 12 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. By Friday of |2 | | | |the third week | | |Individual |See the details in the first week. |By Friday of |3 | |Article Review | |the third week | | |Individual |Use the results of the three reviewing services to correct any grammar, punctuation, and APA |By the last day|14 | |Final Draft |mechanical errors. |of the third | | | | |week | | |Individual Strengths and |Submit to the Assignments Section. | | |Problem-Solving Techniques | | | | |Paper | | | | |Learning Team |Each team member identifies a conflict that he or she has recently encountered while working |By the last day|10 | |Conflict Resolution |in a group. |of the third | | | | |week | | | |These groups could be work groups or school learning teams. | | | | | | | | |As a team, discuss the conflicts and choose one to focus for the team assignment. | | | | | | | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Prepare a 700- to 1,050-word paper in which the team describes the group conflict scenario | | | | |and propose a possible solution. | | | | | | | | | |The focus of the paper should not be on the conflict and possible solution, but on the | | | | |process, the group followed in coming to a solution. In the paper, be sure to address the | | | | |following questions: | | | | | | | | | |Describe the past situation of the conflict, the reasons for the conflict, and the proposed | | | | |solution. | | | | | | | | | |How did individuals in the group use their personal strengths to devise a solution to the | | | | |conflict? | | | | | | | | |What conflict management techniques were used to solve the problem? | | | | | | | | | |How did the group arrive at a decision? | | | | | | | | | |What other conflict management techniques could the group have applied to solve the problem? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and referenc es. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Three Individual Participation (2) Discussion Questions (2) Article Review (3) Final Draft: Individual Strengths and Problem-Solving Techniques Paper (14) Learning Team Conflict Resolution (10) Individual Total: 21 Learning Team Total: 10 Week Four: Implementing Group Motivation Strategies and Rewards | | |Details |Due |Points | |Objectives | | | | | |Determine appropriate group incentives for reaching goals. | | | | | | | | | |Design rewards based on effective group dynamics and desired results. | | |Readings |Read Ch. 6 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of |2 | | | |the fourth week| | |Individual |See the details in the first week. By Friday of |3 | |Article Review | |the fourth week| | |Individual |Complete the â€Å"Group Motivation Inventory† at the end of Ch. 6 of the textbook. Determine your|By the last day|10 | |Group Motivation Inventory |score and post it to your Individual forum and your Learning Team forum. |of the fourth | | |Paper | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | |Then write a 1,400- to 1,800-word paper, formatted consistent with APA guidelines, that | | | | |includes the following information: | | | | | | | | | | | | | | |Scoring and Interpretation of Group Motivation Inventory | | | | | | | | | |Were the group expectations unclear or unreasonable? What did you like about the | | | | |expectations, and what did you dislike? | | | | | | | | |Did some members make it difficult for others to participate? Why was working with them | | | | |difficult? | | | | | | | | | |Are some members doing most of the interesting work, while others do routine assignments? In | | | | |the future, what can you do to make sure the interesting work is shared? | | | | | | | | |Were some members ignored? What could you have done to help people not feel this way? | | | | | | | | | |Personal Interpretations | | | | | | | | | |Describe what you learned about yourself in this exercise. | | | | | | | | |How does this knowledge affect the way you interact in groups? | | | | | | | | | |What will you do differently in future groups as a result of this exercise? | | | | | | | | | |Based on your results, what may you do to be more motivated? | | | | | | | | |What incentives would help you be more motivated when working in a group? | | | | | | | | | |What considerations would you have to make for incentives when group members’ motivations are| | | | |different? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource. | | | | | | | | | |Format your paper according to APA standards. | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Four Individual Participation (2) Discussion Questions (2) Article Review (3) Group Motivation Inventory Paper (10) Individual Total: 17 Week Five: Group Presentation Tools | | |Details |Due |Points | |Objectives | | | | | |Identify advantages and disadvantages of using presentation aids in group presentations. | | | |Readings |Read Ch. 13 of Working in Groups. | | | |Readings |Read Ch. 14 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Article Review |See the details in the first week. |By Friday of |3 | | | the fifth week | | |Learning Team |Write a 2,150- to 2,500-word paper, formatted consistent with APA guidelines, that includes |By the last day|10 | |Group Incentives and |the following information: |of the fifth | | |Problem-Solving Techniques | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | |Incentives | | | | | | | | | |Each member is to compile his or her team results from the â€Å"Group Motivation Inventory† in a | | | | |brief, informal summary. | | | | | | | | |Each member is to discuss the team incentives each team member identified in his or her | | | | |individual assignment. | | | | | | | | | |As a team, explain how each member’s incentives will help this team achieve desired results. | | | | | | | | | |As a team, design two incentives created specifically for this team’s dynamics. | | | | | | | | | | | | | | Problem-Solving Techniques | | | | | | | | | |Name two problem-solving techniques this team used in the last five weeks? What were the | | | | |reasons for using them? | | | | | | | | |Which problem-solving techniques were helpful, and which ones were not beneficial? | | | | | | | | | |What other problem solving techniques could this team have used during the past five weeks | | | | |when making group decisions? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | |Submit to the Assignment Section. | | | |Learning Te am |Prepare a 10- to 12-slide Microsoft ® PowerPoint presentation with speaker notes, in which the|By the last day|5 | |Presentation Tools |team identifies advantages and disadvantages of using presentation aids in group |of the fifth | | | |presentations. Address the following in your presentation: |week | | | | | | | | |Describe four different presentation aids used in group presentations. | | | | | | | | | |Identify the advantages of your selected aids when used in group presentations. | | | | | | | | |Identify the disadvantages of your selected aids when used in group presentations. | | | | | | | | | |Resources: Two Resources: (1) textbook, and (2) one other resource. | | | | |Format the presentation according to APA standards. | | | | | | | | |Include title-sheet, citations, and references. | | | | |Include an introduction and a conclusion. | | | | |Include speaker’s notes. | | | | | | | | | |Submit to the Assignment Section. | | | Week Five Individual Participation (2) Article Review (3) Learning Team Group Incentives and Problem-Solving Techniques (10) Presentation Tools (5) Individual Total: 5 Learning Team Total: 15 Individual Grand Total: 70 Learning Team Grand Total: 30 Copyright 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 of 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. How to cite Team Dynamics for Managers, Essay examples

Introduction of Management Survival Curve Analysis

Question: Describe about the Introduction of Management for Survival Curve Analysis. Answer: Introduction According to Aalsma et al. (2015), the ability to do work effectively within a team is highly reliable on the personality traits of the person. A person might be in a teamwork, or the leader of a particular group, the personality traits of that person would judge the success of their work. Major traits like leadership, motivational support, compatibility, compromising behaviour, nature of the person, conflict personalities and tolerance to change are important in analysing the ability of the person. This report aims at analysing my personality traits by conducting nine tests namely Myers Briggs profile, Costa and McCrae big 5 personality traits, ,McClelland needs analysis, Thomas-Kilmann conflict mode instrument, leadership test, understanding groups and teams, human resource management, tolerance to change and organizational and structural design. Section 1 In order to build a successful team there must be a clear elevating goal, structural plan of progress, right number of team members with the right mix, commitment of the members, collaborative climate , well maintained standards of excellence and a principled leader. All these factors could help in creating one of the Ideal team for work (Kodatt et al. 2014). In order to critically evaluate my personality traits, nine personality tests have been conducted In this report. The following nine tests are as follows : Myers Briggs Profile Costa And McCrae Big 5 Personality Traits McClelland Needs Analysis Thomas-Kilmann Conflict Mode Instrument Leadership Test Understanding Groups and Teams Human Resource Management Tolerance to Change Organizational and Structural Design These above mentioned nine tests has been conducted on myself. The results of the tests give a clear review of critical analysing the personality traits of the respective person. In Myers Briggs personality test, there are four sets of trait that are contradictory in nature. It would describe my character of either being extraverted or introverted, sensing or intuition, thinking or feeling and judging or perceiving. Depending upon the combination of the following traits, sixteen possible combinations are found. Among the sixteen combinations, the result for my test was ENFJ. This means that the person Is 41% extravert, 44% Intuitive, 12% feeling , and 41% judging. According to Costa and McCrae Big 5 Personality traits, five traits of a person are taken into consideration that are based on analysing a list of questions. The five traits are extraversion, agreeableness, conscientiousness, emotional stability and openness to experience (Funder 2015). After conducting this test, the result that I got, was that, I am moderate on the level of extraversion, high on agreeableness, conscientiousness, moderate over emotional stability and low towards the openness to exp erience. According to Thomas-Kilmann Conflict Mode Instrument, the most dominant trait that I hold is that of a collaborating owl ,whereas, the second best dominant feature of mine is that of an accommodating teddy bear . According to McClelland motivational needs analysis, the four traits that a person must possess as a quality of motivation within oneself are achievement, affiliation, autonomy and power. The results for this test states that my score for achievement Is 22, for affiliation Is 18, autonomy Is 17 whereas for power Is 13. According to the other self assessment tests, my score for the leadership trait was a moderate level whereas human resource management scored a high level. Understanding the organizational structure and design was moderate where as the tolerance to change of workplace was quite high. The score for understanding the groups and teams was indifferent to me. Section 2 Critical analysis of personality traits of a person helps to analyse the strengths and weaknesses of a person. In order to develop an effective and efficient personality, It is quite important that for me to get to know about their own prevailing traits. It would help me to know their strengths and weaknesses and presents the with the scope of improvising the traits (Bckler et al. 2017). Myers Briggs Personality One of the prime methods of testing the personality traits Is Myers Briggs Personality Test. According to Carl G. Jung theory of psychological types, people can be characterized by three contradicting traits are analysed as extraverted(E) or Introverted(I), sensing(S) or Intuition(N), thinking(T) or feeling(F). Later on Myers Briggs analysed Jungs prescribed personality traits and added a fourth content to It as judging(J) or perceiving(P). A questionnaire is set which calculates accordingly the traits that are dominant in the personality (Furnham, Hyde and Trickey 2013). The first criteria, extraversion or introversion, implies the base of the energy expression of a person. An extravert drives it cause from the outside environment whereas, an introvert drives the cause of energy from the inner environment . The second criteria, sensing or intuition, implies the method by which a person gains information. As per Fromm (2013), sensing means that the person is of the belief that it has received the information from the outside environment, whereas, intuition means that the person is of the belief that he or she receives the information from the internal or imaginative world. The third criteria, thinking and feeling, implies the way in which the person process the information. Thinking implies that the person makes decisions through logic whereas, according to feeling the person plans his decisions based on what they feel or their emotions (Buss and Plomin 2014). The last or the fourth criteria Implies the ways of how the person Implements the Informatio n that has been processed. Judging implies that the person sticks to the plans or rules made, whereas, perceiving earns that the person is inclined towards improvisation and exploration of alternative options. The permutations considered by these four dichotomies yield 16 different combinations that give a four letter acronym according to the combination of preferences. After performing the test, the combination trait that I perceived depending upon my personal trait Is ENFJ. This states that I am extraversion (41%), Intuition (44%), feeling (12%) and judging (41%). ENFJ are compassionate pedagogues of humanity. It shows that I have an immense personality which can Influence others with their impressive skills and exclusive salesmanship. I am the one who believes in my dreams and consider myself to be an enabler and helper. According to my trait , I am considered as global learners as I am able to see the big picture before myself .I have a broad thinking perspective and can easily handle many responsibilities or projects simultaneously. ENFJs are organized In their work and they know how to appreciate people. I have the most generous trait of neglecting their own needs for others. I take more of the burden than I can bear (Vachon et al. 2013). Costa and McCrae Big 5 Personality Traits The second prime personality test conducted in this report was Costa and McCrae Big 5 Personality Traits. This test is a 5 factor model of personality, that has an impressive body of research suggesting the dimensions of human traits. According to this model, the five kinds of character are extraversion, agreeableness, conscientiousness, emotional stability and openness to experience. The scores that are perceived by performing the test was as follows- Extraversion score was 9 Agreeableness score was 12 Conscientiousness score was 12 Openness to experience was 6 According to my extraversion and emotional stability score, I had a moderate score, agreeableness and conscientiousness score was high ,whereas, openness to experience was low. This predicts that i am is trustworthy, consistent, methodical, organised , able to plan and determined. I tend to have higher job presentation in my occupation. I am low on being an analyst of the capability to realize important reimbursement from the guidance efforts. McClelland motivation needs analysis The third test conducted in the report was McClelland motivation needs analysis. This test was designed to deal with the four individual needs of a human personality, such as , achievement, autonomy, affiliation and control. Accomplishment implies the need to gain success and improve on past recital. Affiliation implies the desire to interact socially and to accept by others (Brown 2016). Autonomy implies the desire to be self directed whereas, power implies the desire to empower and direct others. The scores after conducting such test on myself was 22 for achievement, 18 for affiliation, 17 for autonomy and 13 for power. for the respective person, the highest score is for achievement. This means that achievement is the most dominant trait for me. my personal achievement matter more ,rather than the rewards of success. McClelland found that people with high achievement score differentiate themselves from others by the desire to do things better. I prefer to work in challenging circum stances with the high desire of doing things (Costa Jr and McCrae 2013). Thomas-Kilmann Conflict Mode Instrument The fourth test that is conducted which is quite vital in order to analyse the personality trait of a person Is Thomas-Kilmann Conflict Mode Instrument. According to this test, based on a set of questionnaire, a person is categorised as a competing shark, collaborating owl, accommodating teddy bear, avoiding turtle or a compromising fox (Kamphuis and Delahaij 2015). The choice is done, based on the lowest score that a person has achieved. after conducting the test, the dominant style that was achieved as a result was that of an collaborating owl, and the back-up style was that of an accommodating teddy bear. Owls are used to personify the collaborating behaviour of a person, as the owls use the collaborating or confronting style as a conflict management style. The owls find the solution to various conflicts in an association by finding agreeable solutions (Riasi and Asadzadeh 2015). The advantage of such a behaviour is that both the parties easily achieve what they desire for, and th e disadvantage of this behaviour is that it take a great deal of time and effort to overcome the conflict. I hold an ideal for the situation when maintaining relationships, when time Is not a concern for coming up to any decisions, when peer conflict Is Involved and while trying to gain commitment through harmony. my back-up style Is of being an accommodating teddy bear where the trait of smooth conflict management style is highlighted. Teddy bears ignore their own goals and they resolve conflicts by giving into other (Csikszentmihalyi and Wong 2014). The advantage of such a behaviour Is that It helps to maintain an accommodating behaviour, yet the disadvantage Is that such a behaviour may not be productive (Prather and Bates 2015). Apart from the four major tests, various other self assessment tests have also been conducted on leadership, tolerance to change, human resource management, understanding groups and teams and organizational and structural design. The score perceived after conducting the leadership test was 32. The score Is quite moderate score, which shows I could be trusted as a leader up to a certain limit. After conducting the tolerance to change test, my score towards tolerance to change was 65. It is quite a high score, which states that I am quite flexible in nature. Thereby, I easily adapts the change in the work environment (Mischel 2013). According to the test for organizational structure and design, the score professed was 57. This states that i have no clear preference regarding the organizational structure or design. According to the human resource management test, the score was 8. It Is quite a high score which shows that I have enough information regarding the human resource management. The test regarding understanding the groups and teams, the score was 29. This a moderate score which shows that I face no issues while working within the group and neither have a problem in working alone. According to Jeon et al. (2015), after the critical analysis of all the nine tests conducted, it can be said that I have good traits of being an efficient leader. The qualities would help me gain the trust of people by creating a friendly atmosphere In the workplace. Yet, there are various aspects where the person has to pay more attention in order to upgrade its personality traits. Section 3 As stated by McShane and Von GlInow (2015), based on the analysis of the nine tests conducted to analyse the personality traits of a person, there are various aspects on which the respective person must lay more emphasis. Maintaining an efficient leadership quality is the basic motive of conducting such tests. I am easily adjustable and flexible in maintaining the organizational rules and structures. More stress must be laid by me on creating a stable mindset that would focus on the rules and structures of the organization. I must raise my standard in monitoring the team, that would help to achieve the ideal position of being an efficient leader (Erdei et al. 2014). I must be more open, speak about their feelings , give generous credit to others , show fairness and consistency at work, follow commitments and maintain confidence among others. The disadvantages of being an accommodating teddy bear must be avoided. I should not give in quite easily. To lose my perspectives In front of others would let others take advantage. It would hamper the image of being an efficient leader. It is quite important for me to set a realistic Image thereby being successful In reaching their goals. 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