...GM 591 My primary style would be conventional which falls in the passive/defensive styles. My back up thinking style would be achievement which falls in the constructive styles. So according to this model since my primary thinking style is a passive /defensive style that represents self-protecting thinking and behavior that promotes the fulfillment of security needs through interaction with people. U would have to agree with this for the most part but not 100 percent. Looking back when I use to manage, I did have a lot of these characteristics under the conventional style. For example I did enjoy being recognized by my superiors for any of my achievements and I still do. I always try to avoid any conflicts in the work place and even outside too. I was very respectful to others, whether they were employees or bosses. Now on the flip side of things there are something’s that I have to say are completely off or not in my character. For instance I don’t think I was always one to accept the status quo, instead I would always be on the opposing side and I never been one who was inconsistent or even indecisive. Now my back up style is a constructive style which reflects self-enhancing thinking and behavior that contributes to ones level of satification, ability to develop healthy relationships and work effectively with people and proficiency at accomplishing task. This constructive style of thinking I would have to agree with almost completely. I do tend to be honest...
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...Learning Styles Inventory MGMT/591 May 5, 2016 Professor Matasha Murrell-Jones Cover Page 1 Table of Contents 2 Introduction 3 Personal Thinking Styles 3-4 Dominant Personal Thinking Styles 4-6 Auxiliary Personal Thinking Styles 6-8 Impact on Management Style 8 Planning 8-9 Organizing 9 Leading 9-10 Controlling 10 Genesis of Personal Style 10-11 Conclusion and Reflection 11-12 References 13 Life Styles Inventory Every individual thinks and behaves in different manners. The use of Life Styles Inventory helps to identify the elemental factors which impact the individual’s thinking patterns and behaviors. An individual’s personal life styles greatly contributes to the role one fulfills in the workplace; from how an individual is able to communicate with fellow employees and upper management to their ability to manage situations and positions of authority. The different categories include constructive styles, passive/defensive styles, and aggressive/defensive styles; each of these categories are then broken down into subcategories which describe in further detail the main categories. These subcategories include “humanistic-encouraging, affiliative, approval, conventional, dependent, avoidance, oppositional, power, competitive, perfectionistic,...
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...0012 Senior Government Managers and Officials Senior government managers and officials plan, organize, direct, control and evaluate, through middle managers, the major activities of municipal or regional governments or of provincial, territorial or federal departments, boards, agencies or commissions. They establish the direction to be taken by these organizations in accordance with legislation and policies made by elected representatives or legislative bodies. Example Titles assistant deputy minister chairperson, Human Rights Commission chief administrative officer – regional municipality chief statistician – government services city administrator deputy minister director general – government services executive director – government services high commissioner View all titles Main duties Senior government managers and officials perform some or all of the following duties: * Establish objectives for the organization in accordance with government legislation and policy, formulate or approve and evaluate programs and procedures alone or in conjunction with senior government committees * Advise elected representatives on policy questions and refer any major policy matters to these representatives for final decision * Recommend, review, evaluate and approve documents, briefs and reports submitted by middle managers and senior staff members * Ensure appropriate systems and procedures are developed and implemented to provide budgetary control *...
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...MGMT591 Final Exam Study Guide YOU MAY WANT TO PRINT THIS GUIDE. 1. The Final Exam is "open book, open notes." The maximum time you can spend in the exam is three hours, 30 minutes. If you have not clicked the Submit for Grade button by then, you will be automatically exited from the exam. In the Final Exam environment, the Windows clipboard is disabled, so you will not be able to copy exam questions or answers to or from other applications. 2. You should click the Save Answers button in the exam frequently! This helps prevent connection timeouts that might occur with certain Internet service providers, and also minimizes lost answers in the event of connection problems. If your Internet connection does break, when you reconnect, you will normally be able to get back into your Final Exam without any trouble. Remember, though, that the exam timer continues to run while students are disconnected, so students should try to re-login as quickly as possible. The Help Desk cannot grant any student additional time on the exam. 3. See Syllabus "Due Dates for Assignments & Exams" for due date information. 4. Reminders * You will only be able to enter your online Final Exam one time. * Click the Save Answers button often. * If you lose your Internet connection during your Final Exam, logon again and try to access your Final Exam. If you are unable to enter the Final Exam, first contact the Help Desk and then your instructor. * You will always be able to see...
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...Course Project MGMT570 – Managing Conflict in Workplace Professor September 2012 Introduction I. Work Environment A. History of Bayou Sorrel Lock B. What we do and how. II. Background A. What is the conflict and how did it begin? 1. What parties are involved? a. What are their conflict handling styles? 2. Factors contributing to conflict a. Different cultures b. Communication failure B. What has been done to mitigate the conflict? i.i. What conflict handling modes have been utilized? i.ii. Which mode was most effective/ ineffective? III. Recommendations A. How to bring closure to the conflict 1. Communication 2. Team Work 3. Compromise IV. Reflection A. What I learned from this assignment. B. How I will integrate what I have learned into my daily work routine. V. References Introduction I am a Lock & Dam Operator at Lock & Dam structure in . A Lock & Dam Operator I operate electrically, electronically, and/or hydraulically controlled lock or lock and dam gates, control valves, and other associated equipment required for passage of a variety of private and commercial traffic through the lock structure. Work Environment Our structure is a part of the Operations Department within the of the US Army Corps of Engineers in...
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...The specific qualities one has in his or her life are very crucial in how we conduct our business, shape our interactions with other people and essentially form our lifestyle. By gaining a better understanding on how we constructively deal with conflict as individuals, we can identify and understand how our approach will influence our behavior by helping us combat our weaknesses and capitalize on our strengths. The life styles inventory tool is a survey of questions geared toward helping individuals gain an insight into our own personality and self-development along with the type of behaviors we exert to others as well. It helps us to look at the positive and negative qualities of our personalities and ways to build on them and improve upon them. I set the bar pretty high in managing to dominate with high scores in all of the "constructive" conflict orientation styles including Pragmatist, Self-Empowered, Conciliator and Relationship builder. All scores for these particular categories ranked between 90 and 93 percentiles. Individuals exhibiting these styles deal with conflict effectively; they see conflict situations as opportunities for personal growth, treat opponents as respected equals, and tend to have a goal beyond winning or losing which enables them to benefit regardless of the conflict's outcome. I have always been complimented on my ability to build and sustain meaningful and satisfying relationships. I scored on the high range and according to the survey...
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...Week 4 Print A | Given that people make the difference in how well organizations perform, assess how an understanding of organizational behavior concepts and theories is a useful knowledge base for career success and for improving an organization's effectiveness. | Key Concepts * Define organizational behavior and describe why is it important. * Analyze what organizations are like as work settings. B | Given the influence of factors such as values, attitudes, beliefs, feelings, and personality on individual behavior, demonstrate how knowledge of individual difference factors helps in understanding, predicting, and influencing individual behavior. Use a diagnostic instrument, such as the Life Styles Inventory (LSI) to assess your personal thinking and behavior styles and their role in accomplishing self-improvement goals. | Key Concepts * Describe the nature of managerial work. * List the individual differences and how they impact performance. * Define value differences among individuals. * Define emotions and attitudes. * Analyze job satisfaction and why it's important. * Describe personality types and how they differ. * Learn how to manage diversity and individual differences, and why this is important. The High Performance Organization Visionary Leadership | A Culture of Accountability | Affinity for Risk | Strategic Agility At the heart of the high performance organization (HPO) is people—in particular, leaders who model...
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...LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London...
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...BUS100: Strategies for Success Course Outline: Fall 2013 Course Instructor: Professor D. Schlanger Office: TRS1-048 Office Hours: TBA Entrepreneurship and Strategy Department, Ted Rogers School of Business Management Course Facilitation Advisor: Alexander Ruvuza, Student Success Facilitator for TRSM, Student Services Office, TRS2-168 E-MAIL COMMUNICATION: Ryerson requires that any official or formal electronic communications from students be sent from their official Ryerson e-mail account accessed via https://mail.ryerson.ca/ Students are required to activate and maintain a Ryerson Matrix e-mail account. Faculty will not respond to student inquiries from any other e-mail address. See Policy #157: Establishment of Student Email Accounts for Official University Communication www.ryerson.ca/senate/policies/ for more detail. EMAIL SUBJECT LINE FORMAT FOR BUS100: Always end your email with your name and student number. Without using any commas, colons or dashes, please fill in the email subject line as follows: BUS100 Section Number Your Full Name a 2 or 3 word descriptor e.g. Subject: BUS100 Section 011 Joe Smith Math tutorial question Subject: BUS100 Section 301 Jane Smith Get Connected question Your section number is on RAMSS or on your timetable. If you do not address your email subject line in this way, the response to your email might be delayed due to tracking difficulties. KEY CONTACTS: Your facilitator is your first point of...
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...Chapter 1 Developing Self-Awareness True/False Questions Key Dimensions of Self-Awareness 1. Self-awareness is at the foundation of personal life management skills. True (page 58, easy, recall) If false, why? The Enigma of Self-Awareness 2. Empirical evidence indicates that people who are more self-aware are healthier, perform better in leadership roles, and are more productive at work. True (page 59, easy, recall) If false, why? 3. The concept of sensitive line refers to the point at which individuals welcome information about themselves from their co-workers. False (page 59, moderate, recall) If false, why? The concept of sensitive line refers to the point at which people become defensive or protective of information about themselves 4. Marvin consistently finds fault with Alicia’s competence as a manager. Because Alicia has been told she is doing a good job and therefore responds in a threat rigid way. Thus, her most likely response will be to defend herself in light of Marvin’s accusations. True (page 60, moderate, understanding) If false, why? 5. Self-awareness can be managed by exercising minimal control over when and what kind of information one receives about oneself and by not involving others in the pursuit of self-understanding. False (page 60, moderate, understanding) If false, why? It requires more than minimal control. Understanding and Appreciating...
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...office was located in the heart of Manhattan. It provided easy access to all public transportation. It made for an easy commute to New Jersey Transit, a few blocks from New York Port Authority, right across the street from Grand Central Terminal. This was the ideal location. It large vast spacious offices had a view of New Jersey, the ocean, the Brooklyn Bridge and the beautiful but not forgotten Twin Towers. The Helmsley organization was compounded of approximately 200 employees, which range from administrative staff, doormen and building maintenance staff. Helmsley-Spear, Inc. was one of the biggest property holders in the United States. Mr. Helmsley and Mr. Malkin immediately began expanding the organization by becoming managing agents and landlord of some of the most prestigious commercial, residential and hotel properties. They managed such properties as the Empire State Building, the Graybar Building, the Helmsley-Palace, the Park Lane Hotel, the New York Helmsley, The Helmsley Building, 350 East 86th Street and 1 Penn Plaza to name a few. Helmsley was committed to providing the best in property management they reconstructed properties to look more modern, satisfying to the needs and wants of each tenant whether residential or commercial and signing some of the well-known businesses, to leases in...
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...The Humanistic-Encouraging Manager Humanistic-Encouraging managers inspire their subordinates to think, grow and take responsibility for themselves. They do this by demonstrating belief in what their staff members can accomplish. These managers build problem-solving skills and confidence by asking insightful questions designed to help subordinates arrive at their own solutions. Humanistic-Encouraging managers consistently show faith in their subordinates' ability to improve themselves, and actively support their efforts. As a management style, Humanistic-Encouraging is highly effective at obtaining measurable, bottom-line results: subordinates easily develop respect for these managers, and are motivated to achieve and sustain peak performance levels. Your Results on the Humanistic-Encouraging Style Your results on this style, as indicated by the , are in the low range. Thus it is likely that you'll find the following to be descriptive of you: Humanistic-Encouraging Scores in the Low Range You could be placing unnecessary limits on your relationships. Because your approach to people tends to be somewhat detached, you may have difficulty encouraging others. You are frequently uncomfortable relating to people, and often choose to work alone. Your tendency to become preoccupied with your own problems can make it hard for you to demonstrate concern for others' needs. The Affiliative Manager Affiliative managers are typically well-liked by both subordinates...
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...University of Colorado Boulder Guide to Motivating Employees Developed by the Department of Human Resources Updated July 2012 Table of Contents I. Introduction 4 II. Elements of a Successful Motivation Program 6 1. General Principles of Motivating Employees 6 2. Employee Involvement 7 3. Business Literacy 7 4. Vision and Values 7 5. Work-life Initiatives 8 III. Practices to Inspire Motivation in Your Work Unit 9 1. Say “Thank You” 9 2. Get to Know Employees 9 3. Developing a Flexible Work Schedule for Your Unit 9 4. Upward Feedback 10 5. LSI and OCI Organizational Inventories 10 6. Nominate Staff 10 7. Create Your Own Departmental Awards Program 10 8. Encourage Staff Participation on Campus 11 9. Creative Recognition Ideas 11 IV. Great Tools to Get You Started! 13 1. Developing a Departmental Recognition Program: Steps 13 2. Elements of a Successful Recognition Program……………………………. 13 3. Motivation Survey: How to Find Out What Employees Want 14 4. Motivation Ideas to Enhance the Work Environment 14 V. Practices to Build Motivation for Individuals 14 1. Motivating with Performance Management 14 2. Create a Successful Business Literacy Training Program 15 3. Department Mentoring Program 15 4. Course Offerings by Organizational and Employee Development 16 5. University Perspective Program 17 6. Interest Testing 17 7. Faculty and Staff Assistance Program (FSAP) 17 VI. What You Can and Can’t Do: Policies, Procedures and Guidelines...
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......................................................... 7 Work-life Initiatives .......................................................................................... 8 III. Practices to Inspire Motivation in Your Work Unit ................................................ 9 1. 2. 3. 4. 5. 6. 7. 8. 9. Say “Thank You” .............................................................................................. 9 Get to Know Employees ................................................................................... 9 Developing a Flexible Work Schedule for Your Unit ...................................... 9 Upward Feedback ........................................................................................... 10 LSI and OCI Organizational Inventories ........................................................ 10 Nominate Staff ................................................................................................ 10 Create Your Own Departmental Awards Program...
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...e-learning - A Review of Literature Prepared by Tim L. Wentling Consuelo Waight James Gallaher Jason La Fleur Christine Wang Alaina Kanfer Knowledge and Learning Systems Group UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN September 2000 Funded by Allstate Insurance Company Sears, Roebuck and Company Eastman Kodak Company 1 UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Table of Contents Topic Page I Defining e-Learning 3 II Strategic importance of e-Learning 6 III Organizational Culture and e-Learning 8 IV Trainers in an e-Learning environment 10 V Understanding distributed learners 13 VI Evaluation of e-Learning 19 VII Cost effectiveness of e-Learning 30 VIII Selected e-Learning comparison studies 34 IX Global issues in e-Learning 41 X e-Learning industry trends and delivery technologies 48 XI. References 60 2 A Review of Definitions Economic, social and technological forces continue to change the global economy, and the way of life in organizations and the world. In specific, these forces have and continue to revolutionize teaching and learning in organizations. Urdan & Weggen (2000) related that technology, the rapid obsolescence of knowledge and training, the need for just-in-time training delivery, and the search for cost-effective ways to meet learning needs of a globally distributed workforce have redefined the processes that underlie...
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