Questions: 1. Discuss 6 challenges (3 short term and 3 long term) the team faces including the behaviors of the team members that could be adding or taking away from the team being effective. In your response, be sure to apply concepts/models/theories and insights from your readings. Assess Ames’s role within the context of team dynamics. What is she trying to achieve? What is at risk for her? As a consultant, to Ames, how would you recommend that she addresses: The challenges as discussed in (1)? Her ability to be an effective leader of the team?

Questions: 1. Discuss 6 challenges (3 short term and 3 long term) the team faces including the behaviors of the team members that could be adding or taking away from the team being effective. In your response, be sure to apply concepts/models/theories and insights from your readings. Assess Ames’s role within the context of team dynamics. What is she trying to achieve? What is at risk for her? As a consultant, to Ames, how would you recommend that she addresses: The challenges as discussed in (1)? Her ability to be an effective leader of the team?

Management, Loose-Leaf Version

13th Edition

ISBN:9781305969308

Author:Richard L. Daft

Publisher:Richard L. Daft

Chapter18: Leading Teams

Section: Chapter Questions

Problem 1SGB

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1. Discuss 6 challenges (3 short term and 3 long term) the team faces including the behaviors of the team members that could be adding or taking away from the team being effective. In your response, be sure to apply concepts/models/theories and insights from your readings. 2. Assess Ames’s role within the context of team dynamics. What is she trying to achieve? What is at risk for her? 3. As a consultant, to Ames, how would you recommend that she addresses:• The challenges as discussed in (1)?• Her ability to be an effective leader of the team? Please provide detail answer to each questions. Thank you
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Teamwork in Crisis Jerry Jones, a second-year learning team mentor, stared at his notes again. His interaction with the team last night confirmed what he suspected. Only three weeks into the first year of an BSc. program at a big-name school in Barbados, the learning team was in trouble. From his own experience the year before, Jones knew that a first-rate learning team made a huge difference in a student’s first-year experience. The corollary was also true: a bad or difficult learning team experience could taint the entire first-year school experience. Although Jones wanted to help, he was not at all sure how to do so. Perhaps describing the situation to his fellow peer mentors in his second-year elective class on managing teams would draw out some good ideas. In his mind, Jones could hear himself explain the story: Let me first describe the team members. Essentially, they were all around 26 years of age, athletic, and had professional backgrounds in finance or economics. I’ll start…
Teamwork in Crisis Jerry Jones, a second-year learning team mentor, stared at his notes again. His interaction with the team last night confirmed what he suspected. Only three weeks into the first year of an BSc. program at a big-name school in Barbados, the learning team was in trouble. From his own experience the year before, Jones knew that a first-rate learning team made a huge difference in a student’s first-year experience. The corollary was also true: a bad or difficult learning team experience could taint the entire first-year school experience. Although Jones wanted to help, he was not at all sure how to do so. Perhaps describing the situation to his fellow peer mentors in his second-year elective class on managing teams would draw out some good ideas. In his mind, Jones could hear himself explain the story: Let me first describe the team members. Essentially, they were all around 26 years of age, athletic, and had professional backgrounds in finance or economics. I’ll start…
Teamwork in Crisis Jerry Jones, a second-year learning team mentor, stared at his notes again. His interaction with the team last night confirmed what he suspected. Only three weeks into the first year of an BSc. program at a big-name school in Barbados, the learning team was in trouble. From his own experience the year before, Jones knew that a first-rate learning team made a huge difference in a student’s first-year experience. The corollary was also true: a bad or difficult learning team experience could taint the entire first-year school experience. Although Jones wanted to help, he was not at all sure how to do so. Perhaps describing the situation to his fellow peer mentors in his second-year elective class on managing teams would draw out some good ideas. In his mind, Jones could hear himself explain the story: Let me first describe the team members. Essentially, they were all around 26 years of age, athletic, and had professional backgrounds in finance or economics. I’ll start…
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