Assessment methodology Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. Learning outcomes and assessment criteria Learning outcomes Assessment criteria 1 Understand the attributes of effective team performance 1.1 Define the key features of effective team performance 1.2 Compare the models used to link individual roles and development with team performance Know how to support team development 2.1 Analyse the stages of team development 2.2 Identify barriers to success and how these can be overcome 2.3 Analyse the effect group norms may have on team development 2.4 Differentiate between beneficial conflict and destructive conflict in teams 2.5 Evaluate methods of dealing with conflict within a team 2.6 Compare methods of developing and establishing trust and accountability within a team 3.1 Evaluate ways of promoting a
Ensuring adequate training is received by all, allowing individuals of to provide feedback and feel like they are part of the “team”, and offering quality production incentives can be implemented to help keep the turnover rate down and increase the production and quality of performance are some of the changes that can help management meet organizational goals. 2. Using the above scenario, consider Organizational Level 2: Entity (Culture) and Strategy (Mission). Which Leadership Challenge response is most appropriate: Defining, Shaping, or Publicizing? Using the theories discussed in Chapters 1-4, explain why you chose that response.
Running Head: PERSONAL DEVELOPMENT PLAN 1 Personal Development Plan OL-125 Dr. Heidi Gregory-Mina 12 June 2014 Running Head: PERSONAL DEVELOPMENT PLAN Abstract Personal ambitions are important to have in today’s society. The competition in today’s job market requires individuals to be on top of their game in having future aspirations for themselves. A Personal Development Plan is a strategy that consists of milestones that individuals set for themselves to reach career goals. This type of plan is based on an individual’s education and training, attentiveness, and personal standards. In this experimental report I will discuss the plan that I have set forth for myself to obtain my career goals, as well as possible obstacles and opportunities along the way to achieving them.
This would be best covered within the second half of the course of study as they should have become familiar with using the action plan and reflecting on own progress. M2 requires learners to analyse the importance of attaining targets they have set themselves within their action plan. Learners should discuss how working towards the targets identified within their action plan has impacted positively on their performance/ development, or perhaps identify where the targets were unachievable and required changing to ensure progression. D1 requires learners to evaluate the changes made in response to ongoing reflection, giving thought to how the targets and goals have had a positive impact on personal development and considering reasons why, when changes have not impacted positively; therefore this information could follow on from learners’ evidence when completing M2. This assignment should be added to the learners PDP’s.
Paper Details Your paper (3-4 double spaced pages, 12 pt font) should include the following: • A description of the team you observed and the setting in which you observed them • Imagine that you were hired as a consultant for the team you observed, detail: o What did you see the team doing particularly well? o What do you think motivates the team members to perform and what else could be done to help motivate them even more? o What could the team do to function more effectively? (Specifically use the TELM model from Chapter 10 as a framework for making suggestions) o Using the Job Characteristics model (from chapter 11), describe how team members would rate on each of the job characteristics of: skill variety, task identity, and task significance and describe any possible job redesign
Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin. Week 3 – Collaborative Learning Community: Educational Program on Risk Management: Outline of Topic Details: This is a CLC
SHC 32 Personal Development v1.10 Title Engage in personal development in health, social care or children’s and young people’s settings Level THREE Credit value 3 Learning outcomes Assessment criteria The learner will The learner can: 1 1.1 Describe the duties and responsibilities of own work role 1.2 Explain expectations about own work role as Understand what is required for competence in own work role expressed in relevant standards 2 Be able to reflect on practice 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided 2.2 Demonstrate the ability to reflect on practice 2.3 Describe how own values, belief systems and experiences may affect working practice 3 Be able to evaluate own performance 3.1 Evaluate own knowledge, performance and understanding against relevant standards 3.2 Demonstrate use of feedback to evaluate own performance and inform development 4 Be able to agree a personal 4.1 Identify sources of support for planning and development plan reviewing own development 4.2 Demonstrate how to work with others to review and prioritise own learning needs, professional interests and development opportunities 4.3 Demonstrate how to work with others to agree own personal development plan 5 Be able to use learning opportunities and reflective practice to contribute to personal development 5.1 Evaluate how learning activities have affected practice 5.2 Demonstrate how reflective practice has led to improved ways of working 5.3 Show how to record progress in relation to personal development Additional information about the unit NOS ref CCLD 304 GCU 6 GEN 12 HSC 33 GEN 13 Themes recur as knowledge requirements, performance criteria and core values throughout HSC NOS Unit purpose and This unit is aimed at those who work in health or aims social care settings or with children or young
Critical Thinking Application MGT 350 9/27/11 Critical Thinking Application Thinking is a natural human instinct; however critical thinking refers to how we analyze how we think. Applying critical thinking skills requires the implementation of Decision Making Steps as defined in the three categories of: 1) Framing the Problem, 2) Making the Decision, and 3) Evaluating the Decision ( Decision Making Steps, MGT 350 supplement). There are subcategories of each of these three which when utilized, provide a step by step process which results in sound decision making. The summer of 2010, I was faced with making the decision of trying whether or not to relocate in order to maintain my work/life balance. I was faced with being the sole caretaker of my aging parents who’d been hospitalized within 10 days of each other as well as my only son who’d been injured in a forklift accident at work.
Wesleyan University The Honors College The Architecture of Identity: E.M. Forster and the Use of Space by Peter S. Hill Class of 2008 A thesis submitted to the faculty of Wesleyan University in partial fulfillment of the requirements for the Degree of Bachelor of Arts with Departmental Honors from the College of Letters Middletown, Connecticut April, 2008 Acknowledgements I couldn’t have completed this project without the support, advice, and occasional distraction of a number of people. First, I’d like to thank Ian, for being here even when he was there, and for making everything seem eminently possible. Thank you also to my friends for their constant encouragement and companionship, and for helping me see beyond the project at hand. My parents have been wonderfully understanding and supportive during this whole process; thank you to them for having made this and so many opportunities possible. To the College of Letters Class of 2008 I owe special gratitude for three years of intellectual engagement and camaraderie.
The deductive reasoning test was a 3-trial test that had the participant guess on what utensil test-administrator was thinking by asking only yes or no questions. Deductive reasoning is fundamental to the thinking process of judgment, problem solving, and making decisions which is vital to a child’s development, allowing them to draw new information from old past experiences. Both assessments tested for aspects of awareness preceding, during, and succeeding the end of a certain activity by having the participant predict how well they will perform and estimate how well they think they did afterwards. Awareness is necessary because the understanding of one’s own potential and limitations influence learning and generalization. Results: The overall performance of the older groups in all of the tests were more accurate than that of the younger group, which was expected being that children develop these skills as they get older.