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Interpretive Simulations

Each student, independently of the team will prepare a brief summary for the week’s simulation efforts. This report will include the following information:

What was your one corporate generic strategy as reviewed from our text for the week? Break this down by your target market and your competitive advantage. Why? Did your overall strategy change since week 1? Why?
What was your strategic action plan going into the rounds detailed in Blackboard including the reasons for the moves and how it relates to your overall strategy? What are your objective and measurable goals for the moves? Did you have to make operationally reactive moves not related to your strategy? Why?
What was the objective, fact-based results compared to your intended moves and the reasons of these moves generally? How did your moves advance your one Generic Strategy? Be specific. Did you get the objective results you expected? Why/why not? Share any objective measures from the simulation program that are pertinent to the strategic implementation results and note any purely operational moves. How did your competition and the external environment impact your moves? What is your analysis of this data results compared to your intended results?
What do you think the next set of objective and measurable moves you will have to consider, and what will you suggest to your partners regarding next week’s moves?
What have you learned and how does this relate to other lessons in this course and to your career?
Provide a log regarding the specific dates and times that you accessed the simulation system including specifically when and how you and your teammate reviewed and discussed the simulation system data and decided on your moves to make. A sample is provided in week 1.

Sample Solution

Einarsen (1999) states that a lassa-faire leadership can create friction within the groups due to the lack of leadership. Although this maybe the case, due to the small group of the crew. The MERIT team used a very autocratic leaderships due to the possible seriousness of the wounds, as this method provided clear instructions on what needed to be done without having to worry about why (Stanley, 2016). A democratic leadership style may have worked well due to it allowing the delegation of the work to varying crew members to do the tasks required (Gastil, 1994) However due to the nature of injuries to the patient, they would not have benefitted from a democratic leadership style, as Frandsen (2014) states this style takes time to collect on the information and is slow. Frandsen (2014) states a more relaxed style, such as democratic, would have been good to put the patient at ease and be able gather the opinions of everyone who was there, which can lead to better staff satisfaction as their opinions are seen as of value. Frandsen (2014) does go on to explain that this process takes a long time to process the opinions and can lead to anxiety in experienced staff. This style of leadership would not have been effective as the situation required a rapid decision process. After the patient had been transferred to the major trauma centre for further assessment, I was able to reflect on the job with the senior paramedic and the MERIT team doctor about how the incident went. Pegg (2003) described the 5C’s of the mentoring model that works Discussing the challenges that we faced when dealing with the patient, the choices that we had, the consequences of our actions, what solutions that we could create and finally what was the conclusion of all our efforts. The author goes on to name this theory as the “pulling and pushing” methods between the mentor and the mentee. This type of method is a long term ongoing development style and was helpful after the situation to be able to look at how I had performed in my first trauma situation. Conclusion Zenger, Folkman & Stinnett (2010) suggest that the best leaders are often those who are able to inspire people to do the best work are leaders who are able to connect on an emotional level. Goleman (2011) states that the best leaders, no matter what style they use or what skills they have, are able to connect on an emotional level with those around them by having “emotional intelligence”. I initially chose the authoritative role as stated by Feldman et al (201
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