5-6 pages  Final Individual Assignment  (i upload syllabus and book)A final individual paper will be due during the last week of our course. The individual paper will include your insight into

Northeastern University Online College of Professional Studies Course Syllabus 1 Leading Teams Winter , 201 9 LDR 6110, 20208 Boston Main Campus Thursday 5: 50 – 8:00 January 7, 2019 – February 19, 2019 Instructor Name: Mark Paronich E-mail: [email protected] u Phone Number: 508 -280 -2218 Required Text (s) /Software/Tools : Gro up Dynamics for Teams, 5th edition Daniel Levi, ISBN: 978 -1-4833 -7834 -3 Course Prerequisites None. Course Description Offers students an opportunity to lead teams through all stages of team development, learn and overcome team challenges, a nd dete rmine the principles of building high -performing teams while nurturing the cohesion and bonding of team members. The team is the unit of an organization where most leaders begin to develop influence skills. Leading teams involves managing different persona lities, cultures, and varying skill levels, while simultaneously securing resources and managing expectations of stakeholders. In this course, students also have an opportunity to learn effective techniques for working with virtual teams, managing c onflict in teams, and facilitating team problem solving . 2 Course Outcomes Students will have the opportunity to: - Students w ill have the opportunity to study critical concepts that shape teams. The class will identify factors for successful teams an d also consider characteri stics that may cause a team to fail. - We will utilize our text and cases to review actual situations in which leadership will be exhibited. By reviewing current materials, students can study key factors in team concepts and potent ially l earn from actual situations. - The course will use classroom and discussion boards to enhance our exposure to team factors. By interacting with our class , students can potentially learn from the expanded exposure from the situations that others have experie nced. - Students will be placed in a number of team exercises so we may practice the concepts presented. - Each student will be a member of a team for a major assignment during the course. The assignment will allow students to apply course concepts and observ e fellow team members in a collaborative setting. Course Methodology Each week, you will be expected to: 1. Attend our weekly class. 2. Complete all assigned readings. 3. Complete all lecture materials for the week. 4. Participate in the D iscussi on Board. 5. Complete and submit all assignments and tests by the due dates. The course is a Hybrid course. Students are expected to attend each class and participate in the discussion board. Team exercises and assignments are a vital component to ou r course so attentive contribution is considered a must. Assignments will be distributed in class and be posted in the course materials section on Blackboard for each week . Students must contact the instructor directly by email or phone regardin g miss ed assignments. Participation during class is expected and is seen as necessary for the learning process. The content to be addressed for each class is detailed in the class schedule. Students are expected to have reviewed the content covered for each c lass PRIOR to that class. There will be team exercises during the course. Classmates are expected to treat each other in a respectful, professional manner. Class time will be allocated to complete team assignments but it is expected that non -class time may also be necessary for the final team project to be completed. Written assignments are required in the class. Written work is required to be clear, comprehensible, and competently produced. 3 WRITING STANDARDS Scoring Level I. Grammar, Mechanic s, Usa ge Clarity and Coherence High level of Proficiency While there may be minor errors, the paper follows normal conventions of spelling and grammar throughout and has been carefully proofread. Appropriate conventions for style and format are used cons istent ly throughout the writing sample. Demonstrates thoroughness and competence in documenting sources; the reader would have little difficulty referring back to cited sources. Sentences are structured and words are chosen to communicate ideas clea rly. Sequencing of ideas within paragraphs and transitions between paragraphs make the writer’s points easy to follow. Moderate Proficiency – half grade level reduction (5%) Frequent errors in spelling, grammar (such as subject/verb agreemen ts and tense), sentence structure and/or other writing conventions distract the reader. Writing does not consistently follow appropriate style and/or format. Source documentation is incomplete. It may be unclear which references are direct quotes and w hich a re paraphrased. Sentence structure and/or word choice sometimes interfere with clarity. Needs to improve sequencing of ideas within paragraphs and transitions between paragraphs to make the writing easy to follow. Minimal Proficiency – full gr ade le vel reduction (10%) Writing contains numerous errors in spelling, grammar, and/or sentence structure which interfere with comprehension. Style and/or format are inappropriate for the assignment. Fails to demonstrate thoroughness and competence i n docu mentation. Sentence structure, word choice, lack of transitions and/or sequencing of ideas make reading and understanding difficult. 4 Assignments: Team Assignment We will form teams during our first class. An initial team charter will be submitted during week 2. It will include the following: - A description of the project that will be presented in week 6 . - Any identified roles for the presentation and your team name. - A plan with action items on how to accomplish identified tasks with a tim eline. - An agreed to schedule with commitments from each member. The schedule will include the presentation and the final paper submittal. - Identify how decisions will be made. W ill it be a majority? Will a team leader decide? How do you settle tie s? - How will the final paper be developed? Your teams will develop the results of the class project which will be presented during week 6. The teams will have an opportunity to present to other class members which will be 20 -30 minutes in length. - The prese ntation should allow for a task to be accomplished within the given time frame. - The presenting team will convey clear expectations and desired outcomes. - Members of the presenting team should be identified to evaluate the presentation as it is in proc ess. This information should be analyzed to by the team afterwards to consider the exercise’ s effectiveness. The team will also provide a final paper for your team . The assignment should include: o Referencing of course materials. o An identification of team r oles. Were roles given at the beginning of the process and did they change during the team’s duration? o Identification of the team interactions with each other. Were interactions professional and respectful? Was team creative, task driven, did you enjoy the process? How was the team at problem solving? o How did leadership roles evolve during the process? 5 Final Individual Assignment A final individual paper will be due during the last week of our course. The individual paper will include your in sight into the project team. In your analysis, you will present examples from the team experience and integrate course concepts and references. You are not required to record a journal during the class, but it may be helpful for you to complete your assi gnment . The final assignment will include: - How would you evaluate the effectiveness of your team and the team project ? - What course materials and/or exercises were most relevant for you? Why? - How would you judge our own leadership and effectiveness in yo ur tea m? - What are your strengths as a l eader and team member? What aspects do you need to improve? Participation/Discussion Board Participation in the Discussion Board is required for the course, including responses to specific questions/assignmen ts. I n addition, active participation in discussion topics is encouraged. The content from the course requires a consistent flow of materials. Also, engaged interaction helps us draw from our ideas and experience. In order to encourage an effective a nd pro ductive process, Discussion Board and related assignments will be worth 25% of the total course grade . COMMUNICATION/SUBMISSION OF WORK We will all benefit from a lively and informative Discussion Board dialog. Students are encouraged to communi cate i ssues or questions through the Discussion Board so all participants can be informed by and benefit from the responses. The instructor plans on reviewing all Discussion Board posts, and intends to respond to any direct posts within 24 hours. In the Assign ments folder, click on the View/Complete Assignment link to view each assignment. Attach your completed assignments here and click Submit to turn them in to me. Once your assignment has been graded, you will be able to view the grade and feedback I h ave pr ovided by clicking on Tools, View Grades from the Northeastern Online Campus tab. The majority of our work will consist of weekly chapter reading and assignments. The Discussion Board will have questions/assignments related to that week’s assignmen t. Yo u will be graded on your content and participation in the Discussion Board requirements. Written assignments will be submitted in Blackboard utilizing the Turnitin feature. Assignments are expected to use appropriate referencing; APA formatting is prefer red. Assignments will be submitted in Microsoft Word or in a format that is compatible with Turnitin. 6 Grading /Evaluation Standards Participation 20 % Team Assignment: Team Charter 10% Team Presentation 20% Team Project Report 20% Final Indiv idu al Assignment 30 % Class attendance is required. Any assignments that are late will not receive full credit. Class Schedule / Topical Outline Week Date s Topic Assignments 1 1/7 – 1/1 3 Understanding teams, success and formation Grou p Dynamics for T eams, read chapters 1 -4 Discussion board week 1 Form teams, begin team charter 2 1/14 – 1/20 Cooperation, competition and conflict Group Dynamics for Teams, read chapters 5 -8 Discussion board week 2 Submit team charter 3 1/21 – 1/27 Lead ership and decis ion making Group Dynamics for Teams, read chapters 9-11 Meeting with individual teams and instructor Discussion board week 3 4 1/28 – 2/3 Cultural and diversity factors Group Dynamics for Teams, read chapters 12 -14 Discussion board week 4 5 2/4 – 2/10 Virtual aspects, rewarding and training teams Group Dynamics for Teams, read chapters 15 -17 Discussion board week 5 6 2/11 – 2/17 Final assignments Final team presentations Submit team project report Final individual assignment 7 Academic Integrit y Policy The University views academic dishonesty as one of the most serious offenses that a student can commit while in college and imposes appropriate punitive sanctions on violators. Here are some examples of academic dishonesty. While this is not an al l-inclusive list, we hope this will help you to understand some of th e things instructors look for. The following is excerpted from the University’s policy on academic integrity; the complete policy is available in the Student Handbo ok . The Student Handboo k is available on the CPS Student Resources page > Policies and Forms. Cheating – intentionally using or attempting to use unauthorized materials, information or study aids in an academic exercise Fabrication – intentional and unauthorized falsification, misrepresentation, or invention of any data, or citation in an academic exercise Plagiarism – intentionally representing the words, ideas, or data of another as one’s own in any academic exerci se without providing proper citation Unauthorized collaboration – instances when students submit individual academic works that are substantially similar to one another ; while several students may have the same source material, the analysis, interpretatio n, and reporting of the data must be each individual’s independent work. Participation in academically dishonest activities – any action taken by a student with the intent of gaining an unfair advantage Facilitating academic dish onesty – intentionally or knowingly helping or attempting to violate any provision of this policy For more information on Academic Integrity, including examples, please refer to the Student Handbook, pages 9 -11 . Northeastern University Online Policies an d Procedures For compre hensive information please go to http://www.cps.neu.edu/online/ Northeastern University Online Copyright Statement Northeastern University Online is a registered trademark of Northeaste rn University. All oth er brand and product names are trademarks or registered trademarks of their respective companies. This course material is copyrighted and Northeastern University Online reserves all rights . 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