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“Global Teacher of the Year:” Peter Tabichi

Assignment 1: CASE 3.3 “Global Teacher of the Year:” Peter Tabichi
Please go to Chapter 3, Skills Approach, in your textbook. Please read the information provided for CASE 3.3 on pages 76- 77, “Global Teacher of the Year:”
Peter Tabichi. Then answer questions 1, 2, 3 and 4 provided for this case.
Assignment 2: CASE 5.2 Getting the Message Across
Please go to Chapter 5, Situational Approach, in your textbook. Please read the information provided for CASE 5.2 on page 121, Getting the Message Across.
Then answer questions 1, 2, 3, and 4 provided for this case.
Please completely answer both assignments in one post. Be sure to write complete sentences and to check your response for correct grammar, spelling and
punctuation.
BUS350 DISCUSSION BOARD 2
Assignment 3: CASE 7.1 His Team Gets the Best Assignments
Please go to Chapter 7, Leader-Member Exchange Theory in your textbook. Please read the information provided for CASE 7.1 on page 173, His Team Gets
the Best Assignments. Answer questions 1, 2, 3 and 4 provided for this case.
Assignment 4: CASE 8.2 An Exploration in Leadership
Please go to Chapter 8, Transformational Leadership, in your textbook. Please read the information provided for CASE 8.2 on pages 211-212, An Exploration
in Leadership. Then answer questions 1, 2, and 3 provided for this case.
Please completely answer both assignments in one post. Be sure to write complete sentences and to check your response for correct grammar, spelling and
punctuation.
BUS350 DISCUSSION BOARD 3
Assignment 5: CASE 10.2 Servant Leadership Takes Flight
Please go to Chapter 10, Servant Leadership, in your textbook. Please read the information provided for CASE 10.2 on page 274, Servant Leadership Takes
Flight. Answer questions 1, 2, 3, and 4 provided for this case.
Assignment 6: CASE 12.2 Extraversion Advantage
Please go to Chapter 12, Inclusive Leadership, in your textbook. Please read the information provided for CASE 12.2 on page 340, Extraversion Advantage.
Then answer questions 1, 2, 3 and 4 provided for this case.
Please completely answer both assignments in one post. Be sure to write complete sentences and to check your response for correct grammar, spelling and
punctuation.
BUS350 DISCUSSION BOARD 4
Assignment 7: CASE 14.1 The “Glass Ceiling”
Please go to Chapter 14, Gender and Leadership, in your textbook. Please read the information provided for CASE 14.1 on page 410, The “Glass Ceiling.” Then
answer questions 1, 2, 3 and 4 provided for this case.
Assignment 8: CASE 16.1 Team Crisis Within the Gates
Please go to Chapter 16, Team Leadership, in your textbook. Please read the information provided for CASE 16.1 on page 484, Team Crisis Within the Gates.
Then answer questions 1, 2, 3 and 4 provided for this case.
Please completely answer both assignments in one post. Be sure to write complete sentences and to check your response for correct grammar, spelling and
punctuation.

Sample Solution

Teamwork plays an essential role within both Fiedler’s Contingency Theory and Chelladurai’s Multi-dimensional model particularly regarding leader-member relations, if the group are familiar and trusting of the leader policy implementation becomes much simpler. Similarly to leadership, understanding and adapting to the situation is key to a leader being able to implement policies that ensure a group work as a team. Teamwork is a product of good leadership, and is again the responsibility of the leader to ensure the group are working successfully together. Highly functioning teams are essential within organisations to increase productivity and member satisfaction, by utilising the talents of all group members effectively within the constraints of the task, personal relationships and the group goals (Pettinger, 2007). Figure 2: Tuckman’s Model of Group Development (Agile Scrum Guide, 2019) Tuckman in his Model of Group Development provides easily identifiable stages that a groups performance can be measured against, making it useful for monitoring performance, Figure 2 shows Tuckman’s model. Ranking group performance against this scale can provide leaders with a clear understanding of how the group are functioning, allowing them to implement policies to change this if performance is unsatisfactory (Pettinger, 2007). Within organisations, the theory can be loosely applied to creating teams by grouping familiar individuals with the aim that they will reach the norming and performing stage of the model quicker. For short and simple tasks this is an extremely effective way of organising groups, due to the increased short term productivity. However there are significant issues with grouping individuals in this manner, particularly when tasks become more complex, and ultimately the model should mainly be used for monitoring the progress of groups (Pettinger, 2007). Figure 3: Belbin’s Team Roles (PrePearl Training Development, 2019) A more functional approach of grouping individuals is to utilise Belbin’s Team Theory (Belbin, 2017). Belbin identifies 9 key roles that must be fulfilled within a group to ensure success, the role
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