UU150 Chapter Notes - Chapter 3: Leadership Development, Koliba, Robby Novak

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greychinchilla202

24 May 2018

School

WLU

Department

University Interdisciplinary

Course

UU150

Professor

Amanda Nosko

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Module 3

Lesson 14: Placement Wrap-up

Lesson Introduction

I want you to be thinking about a few things when working through

this lesson:

• Let us imagine that you are just finishing the last couple of sessions

or tasks related to your community placement or project.

(Consider both situations in which you might have had a very

positive experience, as well as situations in which your

experience may have been negative). Now what?

• What does exiting “gracefully” mean to you?

• What kinds of things do you think you should do before leaving the

placement?

• What kinds of things are you going to say to your supervisor,

coworkers, friends, community members?

• Think about who you want to tell, and how you are going to tell them

(e.g., in person vs. over email).

• What sorts of things will you want to have prepared?

Think about saying “thank you” and what this might look like (through

email, letter, in person).

How to Leave a Community Engagement/CSL/CEL

Placement Gracefully

You have decided to move on to new opportunities. Perhaps your

schedule can no longer accommodate volunteering, or your course

placement is complete, or you’d like to try something new – whatever

the reason, imagine you’ll be soon leaving your community placement.

Ideally, you feel as though you have gained a lot from your

experience. However, you might feel as though the experience could

have been more meaningful and fulfilling. In both cases, however, it is

extremely important for you to leave your placement gracefully. That

is, to exit on good terms and not burn bridges.

How Do I Exit Gracefully?

Below are some tips and guidelines to help you wrap-up your

engagement.

You have decided to move on to new opportunities. Perhaps your

schedule can no longer accommodate volunteering, or your course

placement is complete, or you’d like to try something new – whatever

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the reason, imagine you’ll be soon leaving your community placement

(Sources: Bernard, 2012; Julien, 2013; Martin, 2014; Quast, 2014)

Saying Thank You

“Silent gratitude isn’t much use to anyone”. ~ G.B. Stern

In this section, we’ll explore the importance of saying thank you and

expressing gratitude.

One of the smallest, yet most important, actions we can take is to say

thank you. Thank you is more than just good manners.

Did you know that research has shown that being grateful can improve

well-being and physical health, can strengthen social relationships,

produce positive emotional states and help us cope with stressful

times in our lives (Grant & Gino, 2010, Wood, Froh & Geraghty,

2010)?

To begin, watch this short TED talk, in which Laura Trice talks about

the power of thank you.

The video can be accessed here:

https://www.ted.com/talks/laura_trice_suggests_we_all_say_thank_y

Expanding on Trice’s talk, outlined below are some of the primary

reasons why it is important to say thank you.

• It means that we recognize that someone had a choice. A person did

not have to send us a gift, or give up time to assist us, or make

an effort to help us fit in at the organization - they chose to do

so.

• A “thank you” acknowledges the relationship and connection to

others.

• Thanking someone is a sign of respect.

• Expressing gratitude makes the person feel valued, important and

appreciated. If we do not express thanks, the relationship may

be damaged.

• If a person is not thanked, they may worry their gift/assistance was

meaningless. By demeaning the gift/assistance, we demean the

giver.

• It is contagious. If you do something nice for someone, they will do

something nice for someone else.

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• Expressing gratitude makes the “thanker” feel good too.

• (Source: The Etiquette Advantage, 2014)

Why is it so important?

At some point, you may want to return to the organization to continue

volunteering. You might also like to receive a reference letter for

future employment, or want to draw on the connections you have

made to help secure a future job.

How Often Do Each of Us Say Please and Thank You?

The answer is: probably not often enough. What other positive

statements should we be saying more often?

Learning Activity

I would like you to take a moment and watch this video by Kid

President, who offers a list of 20 things we should say more often.

Kid President's 20 Things We Should Say More Often

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class="submessage"><a href="http://www.youtube.com/watch?v=m5yCOSHeYn4"

target="_blank">Try watching this video on www.youtube.com</a>, or enable JavaScript if it is

disabled in your browser.</div></div>

http://www.youtube.com/watch?v=m5yCOSHeYn4 .

What were your impressions of this video? Did any of these things

stand out to you? Why or why not?

Expressing thanks and gratitude is something that we can do in many

contexts, and certainly a volunteer placement is one of those contexts.

For CSL/CEL students, while there may not be specific placement

wrap-up requirement, a thank you goes a long way.

One way to acknowledge our appreciation of the people at the

organization, the learning that took place, and the enjoyment we had

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Document Summary

Think about saying thank you and what this might look like (through email, letter, in person). Perhaps your schedule can no longer accommodate volunteering, or your course placement is complete, or you"d like to try something new whatever the reason, imagine you"ll be soon leaving your community placement. Ideally, you feel as though you have gained a lot from your experience. However, you might feel as though the experience could have been more meaningful and fulfilling. In both cases, however, it is extremely important for you to leave your placement gracefully. That is, to exit on good terms and not burn bridges. Below are some tips and guidelines to help you wrap-up your engagement. You have decided to move on to new opportunities. In this section, we"ll explore the importance of saying thank you and expressing gratitude. One of the smallest, yet most important, actions we can take is to say thank you.

Related Questions

Please help answer 4 questions:

1. Using the information provided thus far by both Parts I and II, answer the following questions.

What problems both stated and unstated does Phyllis seem to be experiencing? What pieces of background information (patient environment and social/family history) have been provided by the family?

2. Distinguish between the relevant and non relevant symptoms/lab results needed to form a diagnosis. Of the relevant symptoms/lab results, rank them in priority and defend your answer.

3. Given what you know about the role of myelin in action potential propagation and the key information previously identified in questions 1 and 2, explain why multiple sclerosis is the appropriate diagnosis.

4. Consider you are the physician, what would be your strategy to slow progression of the disease and compensate for reduced neuronal function? What is the long-term prognosis with treatment?

The Soccer Mom:

A Case Study on the Nervous System

Jennifer Bolognese, Misti Coronel, Anita Intorre, and

Phil Stephens Biology Department Villanova University

Part IâAt the Soccer Game

Thirty-two-year-old Phyllis Jackson was sitting on the bench at the side of the soccer ?eld, sipping a bottle of

Gatorade. Her husband, Steven, sat next to her with a concerned expression. âIâm really worried about you, honey,â he said.

âIâm just a little dehydrated; Iâll be ?ne.â

âIf this were the ?rst incident, then maybe Iâd agree with you. But your boss has been on your case about your lack of concentration at work, you forgot to pick up the kids from school last week, and quite frankly, you havenât exactly been yourself with me lately. Now youâre having fainting spells during games? Something doesnât seem right.â

âI know things havenât been going well for me lately, but I donât know why. I try so hard at work, at home, with the kids, to be a good wife. So maybe all this stress has made me a little unfocused and disoriented. What do you want me to do about it?â Phyllis said, blinking back tears.

âI think you should see a doctor,â Steven replied, putting his arm around her and drawing her close. âThe kids are getting worried, too.â

Phyllis sighed. âAlright, if it will make you feel better. I really just think I need some time to relax, though.â âWellâ¦ I could drop the kids of at my sisterâs tonight; that would give us a little free timeâ¦â

âThatâs really thoughtful of you. I could de?nitely use a quiet night at home, maybe even go to bed early.â Steven seemed disappointed.

Part IIâThe Doctor Visit

âSo, what seems to be the problem, Mrs. Jackson?â Dr. Warner asked Phyllis.

âMy husband wanted me to come in and see you after I fainted during my soccer game Saturday. Iâve also been having some problems at work, but I think Iâm just stressed.â

âWhat kinds of problems have you been having at work?â

âItâs been hard to concentrate on tasks. Iâve also had some problems typingâIâve been making more errors than usual, and oftentimes my ?ngers will go numb.â

âI see,â said Dr. Warner, taking a few notes on his clipboard. âAccording to my records you are not on any long term medication. Have you noticed any problems outside of work?â

âWell, my husband has been complaining about our personal life lately. And last week, I completely forgot that I was supposed to pick up our two daughters after school. Iâve been feeling really tired lately; even my coordination seems of.â

âHow long has this been going on for?â

âA few weeks, but this isnât the ?rst time. These problems seem to come and go, but itâs getting to the point where I canât just ignore them anymore. I donât know, maybe Iâm just depressed.â

âWhy do you say that?â

âMy mother suffered from depression throughout my childhood.â

âWell, depression certainly could cause some of the symptoms youâre experiencing,â Dr. Warner said thoughtfully. âIs there a history in your family of any neurological disorders?â âI donât think so. I have some vague recollection of my grandfather in a wheelchair when I was really young, but I donât know what was wrong with him.â

âOkay,â said the doctor, nodding. âWell, the few preliminary tests weâve run show that you are not pregnant, and that you are not going through menopause. Iâd like to send you to see Dr. Thrush, a friend and colleague of mine. She is a neurologist at the local hospital and she will run a few tests to explore your symptoms a little further.â

Questions: Analyze

1. Using the information provided thus far by both Parts I and II, answer the following questions.

Part IIIâDiagnostic Tests

Dr. Thrush looked over the results of Phyllisâs Magnetic Resonance Imaging (mri) and evoked potential tests. She was thinking how glad she was that Steven had accompanied Phyllis on this visit as she showed them the MR images of Phyllisâ brain.

âThe machine took pictures of Phyllisâ brain in slices. The dark areas are the brain tissue, Phyllis, and the white areas in the middle and around the outside are the cerebrospinal ?uid.â

âIs that normal? Am I ok?â Phyllis asked. âAnd what are those little white dots in the tissue?â

âThe white dots are what concerned me,â replied the doctor. âSo we did another type of mri, called dark ?uid, so that your cerebrospinal ?uid would not show up white.â

âBut I still see the white dots in my brain tissue. What does that mean?â

The doctor looked down, knowing that this was never an easy thing to tell a patient.

âI am afraid that this indicates that there are plaques or scars in your brain, and that you may have multiple sclerosis.â

Tears began to form in her eyes as Phyllis squeezed her husbandâs hand.

âI am afraid that the evoked potential test and the elevated levels of myelin basic protein in you cerebrospinal ?uid indicate the same thing.â

Questions: Evaluate and Apply

2. Distinguish between the relevant and non relevant symptoms/lab results needed to form a diagnosis. Of the relevant symptoms/lab results, rank them in priority and defend your answer.

Part IVâThe Diagnosis

Dr. Thrush informed Phyllis that she was probably suffering from the relapsing-remitting form of multiple sclerosis (ms), in which relapses of symptoms are separated by periods of remission. ms is a disorder in which the myelination of axons is degraded due to unknown factors. The most commonly accepted explanation is that ms is an autoimmune disorder in which myelin in the central nervous system is attacked by the bodyâs own immune system. There is no known cure for multiple sclerosis. During remission, axons affected by the disorder regain their function. Voltage-gated sodium channels are concentrated in the nodes of Ranvier and the distribution changes at disease onset.

Questions: Create

4. Consider you are the physician, what would be your strategy to slow progression of the disease and compensate for reduced neuronal function? What is the long-term prognosis with treatment?

Thank you for your time with this

greyporcupine565

Objectives:

ÃÂ· Learn how individuals contribute to teamwork

ÃÂ· Experience some of the features of group work and teamwork

ÃÂ· Understand what managers and organizational developers do to transform

ÃÂ· groups into teams

ÃÂ· Articulate the tangible benefits (both quantitative and qualitative) of

ÃÂ· high-performing teams

ÃÂ· Finish with an interest in learning more about these concepts and

ÃÂ· techniques to apply what you learn

Background: For this assignment, you will plan and play a game with your family or friends, or at work based on the idea of the classic prisoner's dilemma. If you have had a class on game theory, you will be well aware of this concept. It forms the basis of many TV game shows. The prisoner's dilemma was illustrated in Truman Capote's book, "In Cold Blood" concerning the 1959 robbery of a Kansas farmhouse by Perry Smith and Dick Hickock, who murdered their victims in order to eliminate the witnesses. After the men were captured, the police interrogated them separately. To get a confession, the police offered the men a reduced sentence for cooperating. Failure to cooperate would result in a death penalty charge for both.

In the prisoner's dilemma, if both parties cooperate they are mildly punished; if one betrays another, one is severely punished while the other goes free; and if both betray one-another, both are moderately punished. Can you think of settings where you work in which the organizational structure has created a prisoner's dilemma? Competition can (but does not necessarily) bring out conflict.

In game theory, there are non-cooperative and cooperative games. A non-cooperative zero-sum game has a definite winner and loser. For one to win, one must lose. We often think of politicking as an element of that. A cooperative game is where everyone who plays is better off for having played than not having played the game. That is not to say that everyone is equally well off, but simply better off than they were before playing. Hence, even in a cooperative game, some people will likely benefit more than others.

Instructions

Review in your textbook, the Big Five personality dimensions, pp. 82Ã¢ï¿½ï¿½84, and then consider the 3.1 Personality Insights inventory, pp. 89Ã¢ï¿½ï¿½91
Select four or five friends, coworkers, or family members and have them take the personality inventory
Plan and play a game with the participants
Write a 5-10 page paper that addresses the assignment questions below

As you plan and play your game, you will negotiate the type of game you want to play and your role in it. Strive to determine some personal characteristics of the game participants a head of time, or by observing them. Consider how the personal characteristics of the individuals in the game manifest themselves in the informal roles they assume during the planning and execution of the game.

For the purpose of this assignment, you will want both a cooperative and a competitive element. To do that, you can form several groups to compete and cooperate with each other, or you can have individuals in one group compete and cooperate. You can use rewards and/or punishments to create the competitive/cooperative motivations.

Evaluation: When groups are formed, we want to consider how organizational structures, processes, and situations impact on group motivation, politics, and goals achievement. Alignment of all of these structural, personal, and interpersonal components will help to ensure that the group will meld into a team. A defining feature of teamwork (versus group work) is cooperation!

One of the factors that affect cooperation is conflict. Conflict is defined as when someone perceives that his/her interests are opposed or negatively impacted by another. Conflict can at times produce positive results depending on the basis for the conflict and how the conflict is handled (functional conflict). The worst kind of dysfunctional conflict produces betrayal.

Note that team performance can be observed in how well the team coordinates their interdependencies, works efficiently, communicates, and accomplishes their mission. Consequently, as you implement your game, assess your players based on these factors and the informal roles they play.

After you have played the game, reflect on the personality assessments your participants took, and then consider how they planned and played the game.

Write a (5- 10) page analysis to address the following questions:

1. How well did the personality assessments reflect in the behaviors participants displayed during the game?

2. What do these assessments tell us about how we perceive ourselves versus how others perceive us?

3. What informal roles did participants assume during the game, and were they different from the planning portion from the playing portion of the exercise?

4. What did I learn about myself? For example, did the exercise show that you have characteristic ways of relating to others that are distinctive, or similar, to those the others? Did the exercise show that in a particular type of situation you acted in a particular way, or that when others acted in a particular way, you felt happy or anxious or angry, etc.?

5. What did I learn about someone else in the exercise? Did you see something new about them, such as "they seemed more capable than I imagined," or "inattentive when things were stressful?"

6. In playing your game, what could you have done to increase cooperative behaviors?

7. Based on your game experience, what are some of the key factors involved in gaining cooperation from people in a business setting?

8. How would you go about getting cooperation from a "difficult" co-worker? Give an example or scenario.

Please provide a unique type of game theory preferably instead of Mafia Game.

Text:

Organizational Behavior and Management 10th Edition

John Ivancevich, Robert Konopaske, Michael Matteson

cyanfox187

You are doing a walk-through of the credit and collections function to get an idea of what internal controls exist and where there might be weaknesses. Then, after you finish, you or another member of the audit team will be testing the system to determine whether the internal controls actually exist and actually work as you have been told. In the meantime, keep your eyes, ears, and mind open for any weaknesses in internal control.

The department head of the credit and collections department is telling you how things work in the department. "Jenny, here, receives the mail and distributes it to the various collectors. They each open their own mail. There is a lot of correspondence going back and forth to and from customers, so it is easier if each collector just handles her own mail." It is easy for Jenny to distribute the mail because most of the letters are addressed to a specific individual.

You watch as one of the individuals opens the mail and handles the items inside. Many of the items are disputes-the customer says the items billed were not ordered, or, if ordered, were not received. Every such letter results in the disputed bill being written off. As the department head explains, the vice president of sales told him, a few years ago, that too many customers were complaining that the credit department was too tough on them, so he had decided that rather than have any more complaints, every such bill would be written off. The procedure is that the collector initiates a form, called a write-off form, to write off a particular amount from a customer's balance. In the explanation block, the collector simply writes "customer dispute." This form is signed by the collector, sent to accounting, and accounting processes the forms each Wednesday. There are so many letters with so many disputes that the department has a monthly competition for the most unusual letters, which are tacked up on a bulletin board. All the rest of the dispute letters are thrown away as soon as the collector has filled out the write-off form.

Collectors also receive checks in the mail. These are payments from customers whose accounts are wholly or partly overdue. As one of the collectors explains, they each receive a print-out once a month, so if the customer sends in a payment, there is no way for the collector to find out about it before the next month's print-out arrives unless the collector receives the payment. Most of the collectors process dozens of payments each month. They make whatever notations they need on the monthly print-out, prepare a deposit ticket, send the department's runner to the bank each Friday (collections are accumulated until Friday, with the customers' payments being held in an otherwise empty desk drawer until then), and send the receipted deposit ticket on to the department which records collections of cash. The credit and collections department also sends a listing of which customers to credit for having paid all or part of their balances.

Near the end of each fiscal quarter, the corporate controller gets a preliminary set of financial statements, and then he tells the department head by telephone how much the department is allowed to write off in bad debts. Thus, the company writes off bad debts only in the third month of each fiscal quarter. "Why does he tell you by telephone?" you ask of the credit and collections manager. "He doesn't want any written record of it," is the reply.

You are interested in how the department decides which customer balances to write off as uncollectible and which to leave on the books. "We write off the oldest ones, up to the amount of what we have been told we can write off," says the credit and collections manager. "That way, our percentage of bad debts always comes out pretty much in line with what we have done before, and the auditors have always been satisfied with it. They had read some academic articles from some people who recommended using time-series analysis to see if the numbers were correct, so they test the accounts receivable account and satisfy themselves that the sales and receivables are real, but they always test the write-offs and bad debts expense simply by using the time-series analysis recommended by the accountants with those fancy doctorates. Go ask the guy who ran the audit last year."

You inspect the process by which customer payments are received the regular way, which is done in a different department. The company has a special Post Office box set up. Twice a day, some one person from maintenance goes to the Post Office to pick up the mail, including the customer payments received at this special Post Office box. It is not always the same person from maintenance who goes to the Post Office; whoever is available when the department head looks around is typically the one who is sent.

When the person returns from the Post Office, he brings a bunch of mail to the cash receipts department, where the mail is opened and customers' checks are paperclipped to the envelopes they came in. One of the goals of the cash receipts department is to get the customer payments deposited promptly, so after all the checks are paper-clipped, someone from the department goes to the bank, fills out a whole bunch of deposit slips, deposits those checks, and comes back to the department with those receipted deposit slips. Then the department members try to figure out which customer paid which amounts. They are helped by the routing number on the checks, but those routing numbers represent banks, not customers, and multiple customers use the same banks. Consequently, they refer to a listing of routing numbers to identify the banks, then to a listing of banks to see which customers use those banks, and then to another copy of the same monthly print-out used in credit and collections to figure out which of the customers who use that bank must have paid that particular amount. If they cannot make a good guess, they call some of the customers to ask if they are the ones who paid the amount. Once they think they know who paid the amount, they generate a journal entry to debit cash and credit the customer's account; the credit to the customer's account is automatically also a credit to accounts receivable. Since they have a copy of the monthly printout of accounts receivable, when a customer's payment is not for the full amount of an invoice, they just go ahead and adjust that customer's account so the full amount of the invoice is taken off the customer's account. They say they are creating a lot of goodwill with customers that way.

a. What internal control weaknesses do you see in this system?

b. What are the potential effects of these weaknesses?

c. What do you recommend instead (that is, if you have such a recommendation)?

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UU150 Chapter Notes - Chapter 3: Leadership Development, Koliba, Robby Novak

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