Executive Solution Overview
See Instructions – a year ago **files (1)** – ## InstructionsandRubric2.docx **## InstructionsandRubric2.docx** Purpose This assignment gives you an opportunity to analyze a tool used to assess the performance of a team. You must complete this assignment individually, without contacting other studen…
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See Instructions
– a year ago
**files (1)**
– ## InstructionsandRubric2.docx
**## InstructionsandRubric2.docx**
Purpose
This assignment gives you an opportunity to analyze a tool used to assess the performance of a team. You must complete this assignment individually, without contacting other students or copying a paper from any online sources, and you may not use a paper or any part of a paper from a previous class or from another person. If you have any questions about this assignment, please post them in the Ask the Professor discussion forum so that everyone can benefit from the answers. The assignment addresses Course Objectives 3, 4 and 5. This assignment is worth 20% of your final grade.
Task
Organizations often use surveys or questionnaires to obtain information regarding employee satisfaction, organizational issues impacting staff performance, and perceptions of pay and benefits, organizational culture, etc. Sometimes, questionnaires are used in classes for staff development and focus on behavioral styles, conflict styles, or team behaviors. Additionally, surveys may be used to help intact teams or departments focus on and resolve team differences or performance issues. Many times, the questions themselves provide people with insight into what the organization expects from its employees.
**The Scenario**
You are the leader of a cross-functional team that has not been performing well. You are not sure what’s causing the problems, but you know that the team cannot continue this way. You have contacted the Human Resources (HR) department for help, and they suggested using the
_High Performing Work Teams Survey_ as a tool to diagnose problems within the team. Every team member will complete the survey anonymously. The HR department will analyze the results and will work with you to develop a plan to address issues.
**Your Task**
Read the questions in the
_High Performing Work Teams Survey_ (see below). The survey follows these instructions. You will analyze the questions, identify trends you see in the questions, and discuss what you and the members of your team could learn by taking this survey.
Write 4-7 pages (
**not counting the cover or reference pages**), summarizing the trends you identified, describing what you and your team members could learn from taking the survey, and discussing your conclusions about what is required of team members in order to create a high performing work team. Support your opinions and statements with a minimum of five references from sources published within the last ten years.
You can cite scholarly and practitioner-oriented journals, newspaper articles, YouTube videos, (but not Wikipedia, vendor websites, or other non-academic sources.) Please use the UMUC library to search for appropriate sources rather than Google or other search engines. Librarians are available by phone, email, and chat; they are excellent at their jobs and they love to help students. See the Library link in the Resources section (on the ribbon at the top of our classroom) or go directly to
[https://libguides.umgc.edu/home](https://libguides.umgc.edu/home) for more information and to begin searching for sources. You can also consult a graduate writing tutor for help with organizing your ideas, presenting them clearly, and complying with APA style requirements. You can access tutors through the Writing Tutoring module in our classroom.
Use APA format for citations, references, and quotations. This means your list of references should start on a separate page, and should be double spaced, with a hanging indent and no spaces between entries. Your analysis should be 4-7 pages (not counting the cover or reference pages), double spaced with one-inch margins and a font size of at least 11 points. The rubric for Grading High Performing Work Team Analysis is provided along with this document (it follows the
_High Performing Work Teams Survey_). The rubric gives details on how your analysis will be graded. Keep in mind that most organizations value efficient communication; busy managers don’t have time – and most don’t have the desire – to read long reports. Keep your writing clear and concise.
**_High Performing Work Team Survey_**
_The_
_**High Performing Work Team Survey**_ appears below. The criteria for grading this assignment follow the survey.
Mission: 5 Items
**1.** I understand what contributions I am expected to make to the organization
**2.** I understand how this team's performance will affect the business results of the company.
**3.** I can describe the mission or why this team exists.
**4.** I understand the team's primary purpose.
**5.** Team members agree on the major work functions that our team is to perform.
Goals: 5 Items
**6.** I understand the team's goals.
**7.** I am highly motivated to achieve the goals.
**8.** I understand the team's long term goals.
**9.** I understand the standards for team quality and effectiveness.
**10.** This team has goals that are closely linked to the company's goals.
Roles: 5 Items
**11.** I understand the role I am expected to perform for team success.
**12.** Team members are handling all job functions that the team is required to perform.
**13.** I understand what is expected of other team members.
**14.** Team members maintain a clear focus on the high priority tasks that are to be completed.
**15.** At least one member of this team attempts to maintain positive/harmonious relationships.
Procedures: 5 Items
**16.** We have procedures that encourage members to participate equally.
**17.** We have procedures for providing feedback directly to team members.
**18.** We have procedures for handling the common problems or unexpected events.
**19.** Agendas are distributed before each team meeting.
**20.** Follow-up dates are set when actions are agreed upon.
Relationships: 5 Items
**21.** I am encouraged to express my ideas even when my ideas disagree with the majority.
**22.** Team members live up to their promises.
**23.** Team members listen to me even when they disagree with me.
**24.** Team members have given me positive feedback and recognition.
**25.** Team members solicit ideas and help from me.
Effectiveness: 5 Items
**26.** This team usually completes tasks and meets its deadlines.
**27.** The team is fulfilling its purpose or mission.
**28.** Team meetings are efficient.
**29.** Team meeting end up with all topics and work completed.
**30.** This team is effective compared to other teams.
Satisfaction: 5 Items
**31.** I am satisfied with my job and responsibilities on this team.
**32.** I get a sense of personal enjoyment being a member of this team.
**33.** Morale is high on this team.
**34.** The team pulls together as a unit.
**35.** My skills and knowledge are fully used on this team.
Conflict Resolution: 5 Items
**36.** Differences in style and opinion are encouraged.
**37.** Team members are allowed to be different.
**38.** Problems and conflicts are resolved with solutions that meet the needs of everyone involved.
**39.** Problems and conflicts are confronted until they are resolved.
**40.** When team members disagree, they listen openly to each other
| | | | | | |
| — | — | — | — | — | — |
| Criteria | **A**<br>**100 points** | **B**<br>**75 points** | **C**<br>**50 points** | **F**<br>**25 points** | **Criterion Score** |
| Knowledge of Relevant Theories and Concepts | Student demonstrated exceptional knowledge of relevant theories and concepts from the course; all statements and opinions were supported by appropriate citations from the literature. | Student demonstrated satisfactory knowledge of relevant theories and concepts from the course; most statements and opinions were supported by appropriate citations from the literature. | Student demonstrated less than satisfactory knowledge of relevant theories and concepts from the course; some statements and opinions were not supported by appropriate citations from the literature. | Student demonstrated unsatisfactory knowledge of relevant theories and concepts from the course; many statements and opinions were not supported by appropriate citations from the literature. | Score of Knowledge of Relevant Theories and Concepts,<br>/ 100 |
| Criteria | **A**<br>**30 points** | **B**<br>**22.5 points** | **C**<br>**15 points** | **F**<br>**7.5 points** | **Criterion Score** |
| Quality of Analysis | Student did an exceptional job of analyzing the survey and integrating course readings. Student cited more than the minimum number of references; sources listed were all scholarly or practitioner journals, newspapers, annual reports, or academic books from the last ten years. | Student did a satisfactory job of analyzing the survey and integrating course readings. Student cited the minimum number of references; sources listed were primarily scholarly or practitioner journals, newspapers, annual reports, or academic books from the last ten years. | Student did a less than satisfactory job of analyzing the survey and integrating course readings. Student may not have cited the minimum number of references; some sources listed were not scholarly or practitioner journals, newspapers, annual reports, or academic books from the last ten years. | Student did an inadequate job of analyzing the survey and integrating course readings. Student did not cite the minimum number of references; many of the sources listed were not scholarly or practitioner journals, newspapers, annual reports, or academic books from the last ten years. | Score of Quality of Analysis,<br>/ 30 |
| Presentation of Ideas and Mechanics | Student presented ideas in a compelling manner with no distracting grammar or spelling problems; the page length requirement was met. | Student presented ideas presented in a clear, coherent manner with few distracting grammar or spelling problems; the page length requirement was met. | Student presented ideas in a somewhat organized manner with several distracting grammar or spelling problems; the page length requirement may not have been met. | Student presented ideas in a poorly organized or incoherent manner with many distracting grammar or spelling problems; the page length requirement may not have been met. | Score of Presentation of Ideas and Mechanics,<br>/ 30 |
| | | | | | |
| — | — | — | — | — | — |
| Criteria | **A**<br>**40 points** | **B**<br>**30 points** | **C**<br>**20 points** | **Level 1**<br>**10 points** | **Criterion Score** |
| Formatting | All citations, quotations, and references were properly formatted or contained one or two minor errors. | Most citations, quotations, and references were properly formatted or contained a few minor errors. | Some citations, quotations, and references were not properly formatted or contained major errors. | Most citations, quotations, and references were not properly formatted or contained many errors. | |
**## InstructionsandRubric2.docx**
Purpose
This assignment gives you an opportunity to analyze a tool used to assess the performance of a team. You must complete this assignment individually, without contacting other students or copying a paper from any online sources, and you may not use a paper or any part of a paper from a previous class or from another person. If you have any questions about this assignment, please post them in the Ask the Professor discussion forum so that everyone can benefit from the answers. The assignment addresses Course Objectives 3, 4 and 5. This assignment is worth 20% of your final grade.
Task
Organizations often use surveys or questionnaires to obtain information regarding employee satisfaction, organizational issues impacting staff performance, and perceptions of pay and benefits, organizational culture, etc. Sometimes, questionnaires are used in classes for staff development and focus on behavioral styles, conflict styles, or team behaviors. Additionally, surveys may be used to help intact teams or departments focus on and resolve team differences or performance issues. Many times, the questions themselves provide people with insight into what the organization expects from its employees.
**The Scenario**
You are the leader of a cross-functional team that has not been performing well. You are not sure what’s causing the problems, but you know that the team cannot continue this way. You have contacted the Human Resources (HR) department for help, and they suggested using the
_High Performing Work Teams Survey_ as a tool to diagnose problems within the team. Every team member will complete the survey anonymously. The HR department will analyze the results and will work with you to develop a plan to address issues.
**Your Task**
Read the questions in the
_High Performing Work Teams Survey_ (see below). The survey follows these instructions. You will analyze the questions, identify trends you see in the questions, and discuss what you and the members of your team could learn by taking this survey.
Write 4-7 pages (
**not counting the cover or reference pages**), summarizing the trends you identified, describing what you and your team members could learn from taking the survey, and discussing your conclusions about what is required of team members in order to create a high performing work team. Support your opinions and statements with a minimum of five references from sources published within the last ten years.
You can cite scholarly and practitioner-oriented journals, newspaper articles, YouTube videos, (but not Wikipedia, vendor websites, or other non-academic sources.) Please use the UMUC library to search for appropriate sources rather than Google or other search engines. Librarians are available by phone, email, and chat; they are excellent at their jobs and they love to help students. See the Library link in the Resources section (on the ribbon at the top of our classroom) or go directly to
[https://libguides.umgc.edu/home](https://libguides.umgc.edu/home) for more information and to begin searching for sources. You can also consult a graduate writing tutor for help with organizing your ideas, presenting them clearly, and complying with APA style requirements. You can access tutors through the Writing Tutoring module in our classroom.
Use APA format for citations, references, and quotations. This means your list of references should start on a separate page, and should be double spaced, with a hanging indent and no spaces between entries. Your analysis should be 4-7 pages (not counting the cover or reference pages), double spaced with one-inch margins and a font size of at least 11 points. The rubric for Grading High Performing Work Team Analysis is provided along with this document (it follows the
_High Performing Work Teams Survey_). The rubric gives details on how your analysis will be graded. Keep in mind that most organizations value efficient communication; busy managers don’t have time – and most don’t have the desire – to read long reports. Keep your writing clear and concise.
**_High Performing Work Team Survey_**
_The_
_**High Performing Work Team Survey**_ appears below. The criteria for grading this assignment follow the survey.
Mission: 5 Items
**1.** I understand what contributions I am expected to make to the organization
**2.** I understand how this team's performance will affect the business results of the company.
**3.** I can describe the mission or why this team exists.
**4.** I understand the team's primary purpose.
**5.** Team members agree on the major work functions that our team is to perform.
Goals: 5 Items
**6.** I understand the team's goals.
**7.** I am highly motivated to achieve the goals.
**8.** I understand the team's long term goals.
**9.** I understand the standards for team quality and effectiveness.
**10.** This team has goals that are closely linked to the company's goals.
Roles: 5 Items
**11.** I understand the role I am expected to perform for team success.
**12.** Team members are handling all job functions that the team is required to perform.
**13.** I understand what is expected of other team members.
**14.** Team members maintain a clear focus on the high priority tasks that are to be completed.
**15.** At least one member of this team attempts to maintain positive/harmonious relationships.
Procedures: 5 Items
**16.** We have procedures that encourage members to participate equally.
**17.** We have procedures for providing feedback directly to team members.
**18.** We have procedures for handling the common problems or unexpected events.
**19.** Agendas are distributed before each team meeting.
**20.** Follow-up dates are set when actions are agreed upon.
Relationships: 5 Items
**21.** I am encouraged to express my ideas even when my ideas disagree with the majority.
**22.** Team members live up to their promises.
**23.** Team members listen to me even when they disagree with me.
**24.** Team members have given me positive feedback and recognition.
**25.** Team members solicit ideas and help from me.
Effectiveness: 5 Items
**26.** This team usually completes tasks and meets its deadlines.
**27.** The team is fulfilling its purpose or mission.
**28.** Team meetings are efficient.
**29.** Team meeting end up with all topics and work completed.
**30.** This team is effective compared to other teams.
Satisfaction: 5 Items
**31.** I am satisfied with my job and responsibilities on this team.
**32.** I get a sense of personal enjoyment being a member of this team.
**33.** Morale is high on this team.
**34.** The team pulls together as a unit.
**35.** My skills and knowledge are fully used on this team.
Conflict Resolution: 5 Items
**36.** Differences in style and opinion are encouraged.
**37.** Team members are allowed to be different.
**38.** Problems and conflicts are resolved with solutions that meet the needs of everyone involved.
**39.** Problems and conflicts are confronted until they are resolved.
**40.** When team members disagree, they listen openly to each other
| | | | | | |
| — | — | — | — | — | — |
| Criteria | **A**<br>**100 points** | **B**<br>**75 points** | **C**<br>**50 points** | **F**<br>**25 points** | **Criterion Score** |
| Knowledge of Relevant Theories and Concepts | Student demonstrated exceptional knowledge of relevant theories and concepts from the course; all statements and opinions were supported by appropriate citations from the literature. | Student demonstrated satisfactory knowledge of relevant theories and concepts from the course; most statements and opinions were supported by appropriate citations from the literature. | Student demonstrated less than satisfactory knowledge of relevant theories and concepts from the course; some statements and opinions were not supported by appropriate citations from the literature. | Student demonstrated unsatisfactory knowledge of relevant theories and concepts from the course; many statements and opinions were not supported by appropriate citations from the literature. | Score of Knowledge of Relevant Theories and Concepts,<br>/ 100 |
| Criteria | **A**<br>**30 points** | **B**<br>**22.5 points** | **C**<br>**15 points** | **F**<br>**7.5 points** | **Criterion Score** |
| Quality of Analysis | Student did an exceptional job of analyzing the survey and integrating course readings. Student cited more than the minimum number of references; sources listed were all scholarly or practitioner journals, newspapers, annual reports, or academic books from the last ten years. | Student did a satisfactory job of analyzing the survey and integrating course readings. Student cited the minimum number of references; sources listed were primarily scholarly or practitioner journals, newspapers, annual reports, or academic books from the last ten years. | Student did a less than satisfactory job of analyzing the survey and integrating course readings. Student may not have cited the minimum number of references; some sources listed were not scholarly or practitioner journals, newspapers, annual reports, or academic books from the last ten years. | Student did an inadequate job of analyzing the survey and integrating course readings. Student did not cite the minimum number of references; many of the sources listed were not scholarly or practitioner journals, newspapers, annual reports, or academic books from the last ten years. | Score of Quality of Analysis,<br>/ 30 |
| Presentation of Ideas and Mechanics | Student presented ideas in a compelling manner with no distracting grammar or spelling problems; the page length requirement was met. | Student presented ideas presented in a clear, coherent manner with few distracting grammar or spelling problems; the page length requirement was met. | Student presented ideas in a somewhat organized manner with several distracting grammar or spelling problems; the page length requirement may not have been met. | Student presented ideas in a poorly organized or incoherent manner with many distracting grammar or spelling problems; the page length requirement may not have been met. | Score of Presentation of Ideas and Mechanics,<br>/ 30 |
| | | | | | |
| — | — | — | — | — | — |
| Criteria | **A**<br>**40 points** | **B**<br>**30 points** | **C**<br>**20 points** | **Level 1**<br>**10 points** | **Criterion Score** |
| Formatting | All citations, quotations, and references were properly formatted or contained one or two minor errors. | Most citations, quotations, and references were properly formatted or contained a few minor errors. | Some citations, quotations, and references were not properly formatted or contained major errors. | Most citations, quotations, and references were not properly formatted or contained many errors. | |