1. Leadership
(Original Content Only) (500 words for discussion board post) (APA citations) (in-text citations are a must)
This is for question 1:
Different Types of Teams
Tactical Teams

It is essential that members of this team have clarity of goal. Each member should clearly understand his/her role or highly focused task so that accuracy of action can be guaranteed. The leader of this team is likely to be directive in style. Examples include SWAT teams, firefighters, military teams and sports teams.
Problem-Solving Teams

Members of these teams remain focused on issues. They can conceptualize and analyze a myriad of factors at the same time. They know how to acquire relevant information and how to use the data to develop possible solutions. Effective leaders of these teams create a climate high in trust with an emphasis on integrity. Examples would be corporate project teams and municipal teams dealing with infrastructure challenges.

Creative Teams

The most effective team members on a creative team are “independent” thinkers. They are capable of unusual thought beyond the traditional. These are self starters who need autonomy and protection from interference over time in order to “percolate” new ideas. The leader of this team guards the process and creates barriers to outside manipulation. Examples would be theatrical teams or an aviation team developing a new airplane.

Team Leadership

Larson and LaFasto (1989) speak of the “Principled-Leader” as one who has a perspective for unleashing talent. In doing this, he/she creates a climate in which team members clearly understand the values of the team and are made responsible for appropriate team behavior. The leader of a successful team will:
Avoid compromising the team’s objectives with political issues.
Exhibit personal commitment to the team’s goals.
Not dilute the team’s efforts with too many priorities.
Be fair and impartial toward all team members.
Be willing to confront and resolve issues associated with inadequate performance by team members.
Be open to new ideas and information from team members.

Question 1: Three Types of Teams

Three types of “team” were presented in this section. Give an example of each team, describing in detail one of these teams that you have been involved in and whether or not it was effective in terms of the characteristics of effective teams presented in your text.
Question 2: Diversity Enhancing Performance
Provide an example from your work and life experience where diversity has enhanced the performance of your organization or group. Why? Provide an example of a time that diversity caused performance issues. Why?
Question 3: Intergenerational Communication
How many generations are working side by side in your organization? How has communication style preferences changed with each generation? Have you seen the leadership in your organization or group address the different communication preferences of this multi-generation work force? Has this been effective? Describe.
2. Leadership

Question 1:

In the realm of the food science industry, which I am entering after graduation, an example of teams that recommend things would be a research and development team producing packaging for food products. They work together as an R&D team to choose a new form of packaging that would be more effective or sustainable to produce and use for a company’s products. An example of a team that makes or does things would be assembly/production workers. These people work together as a team to carry out the ideas of the team that recommends things. They make the ideas or “dreams” into reality by assembling and inspecting products. An example of a team that runs things would be a product management team. They oversee the entire process from R&D to production to ensure that their product is being developed efficiently and effectively to align with the company’s goals. This summer,  worked in a bakery as part of the team that makes/does things. This team was effective in creating and maintaining a result-oriented team structure. We all understood the goals for each day and worked together to ensure success at the end of our shift, and everyone made sure their job was completed or communicated if they were failing to do so (Hackman & Johnson, 235). There was also a collaborative environment created by management united by competent team members. This made it so that we could complete our tasks correctly, communicate when issues arise, and trust each other to get the work done collectively (Hackman & Johnson, 236). The team lacked effectiveness in striving for a unified commitment and establishing inspiring team goals. Though the team goals were clear, they were far from inspiring and collectively known as “just another task to be done”. This caused some workers to work the bare minimum due to a lack of inspiration. The lack of unified commitment was likely a result of a lack of team identity. Only a few workers were involved in making decisions, implementing policies, and analyzing which are all crucial to forming a successful team (Hackman & Johnson, 236).

Question 2:

An example from my life where diversity has enhanced the performance of my group was when we took part in Regis’ Science Sunday. This was an opportunity for members of the Regis community around Denver to come on campus to take part in various science experiments, hoping to increase exposure to STEM to underrepresented groups. The diversity of my group enhanced the experience by allowing each child (or their parent) to see someone like them taking part in STEM-related experiments. Representation is crucial to making newer generations feel comfortable stepping foot into a field, so the diversity of our group created a welcoming environment that encouraged the next generation to look further into STEM.

A time in my life in which diversity caused performance issues was when  worked at the bakery this summer with a group of people who spoke many different languages like Vietnamese, Spanish, English, and Dari. This created some language barriers, so certain processes took longer to work through due to the language barrier. When customers would arrive to ask questions or pick up an order, only a few people felt comfortable helping customers due to their language fluency (often Spanish or English predominated the customer audience). This created a heavier demand on those who spoke English or Spanish because they had to stop their work frequently throughout the day to work with customers, often taking 5 minutes to speak with each customer. With only two or three people working with customers, each of those 5 minutes would add up and reduce their performance back in the bakery.

Question 3:

In the bakery this summer, there was 3 generations of women working together. This created a variety of communication style preferences. The oldest generation tended to be blunter and more direct with their communication, while the youngest generation was more indirect and passive. Our leadership didn’t address the different communication preferences of this multi-generation workforce. Most times, it didn’t pose any issues considering that we were able to communicate with each other enough to get our tasks done.  believe that had these differences been addressed and communicated by our leadership, efficiency may have increased. The only issue in our workforce was when someone of a younger generation would gossip about the older generation being too “rude” and “demanding”.

This passiveness and failure to communicate the issue created some tension between the two. The issue was never resolved before my summer job ended, but our tasks were completed every day. Had our leadership addressed the issue, I believe there could have been a more unifying workforce with a commitment not only to our tasks but to our team.
3. Leadership

(Original Content Only) (300 words for discussion board reply) (APA citations) (in-text citations are a must)

Question 1: Three Types of Teams
According to Larson and LaFasto (1989), three types of teams are tactical, problem solving, and creative.
1) Tactical
An example of a tactical team is those involved in an Incident Command System, or ICS emergency. I am a Colorado state licensed public information officer—a PIO. As a PIO, I am trained to practice ICS procedures, which is a tactical framework that is used to coordinate with emergency, medical and communication responders in critical situations. When working within ICS protocols, those involved have specific responsibilities that allow the team to coordinate in a clear, timely and accurate manner.
I was involved in an ICS emergency during a wildfire near a college campus where I work. The fire was about 10 miles away, though the wind was increasing and there was concern that the fire could reach the campus. Within the ICS structure, it was my responsibility to communicate that all students, staff and faculty needed to evacuate. This was compounded since the campus has a veterinary technician farm on site and there were at least six horses that would need to be trailered and moved off the property. We were able to successfully move all people and animals off the campus. I also needed to inform the media that an evacuation was in place, and that everyone at the campus had safely evacuated.
The reason ICS works so well is that it creates a framework that is already established and known to emergency responders. Once the incident commander, or IC, is identified, the other people involve are quickly named so they know what they need to do. This avoids duplication of efforts and creates a cohesive team. This is a “team that runs things” (Hackman & Johnson, 2018, p. 233). Although it has structure, it can adapt to change (depending on the emergency), it focuses on a central agenda, and it does “real work together.”

2) Problem solving

Again, the college where  work has a facilities team that is involved in problem solving. The college has 11 campuses, and the facilities team has hired a consultant to tour, research and develop a plan for three of the campuses that need to be evaluated. Because of demographic and academic programming changes, these campuses may need to be redesigned or repurposed.
3) Creative
An example of a creative team might be an author, an editor and a publisher who are working on an innovative book. The author needs the flexibility to write a draft, while the editor can keep the story on track and the publisher can check in to make sure the book is marketable and will sell.
Question 2: Diversity Enhancing Performance
It’s easy to describe an example where diversity has enhanced the performance of my organization.  work at a college in the central mountains of Colorado where more than 25% of the student body is Hispanic/Latino.
I am the manager of public information, which means  am the main conduit for creating and distributing press releases and media materials. Several years ago,  wanted to make sure to reach Spanish-speaking community members in the college’s district, but  don’t speak or write Spanish. After creating a press release,  would submit the release to a translation company based in California to translate my releases into Spanish. Since don’t speak Spanish,  had no idea if these translations were in the correct dialect or were conveying what  wanted to the college to convey to this population.

About two years ago, knowing that we needed to improve our communication with Spanish speakers, the college hired Crystal Mariscal, a Spanish speaker and community leader. Crystal was born in the U.S. and grew up in Mexico and speaks fluent Spanish and English. She has served on local town councils and library boards, and has been the editor of a Spanish-language newspaper.

As soon as Crystal was hired,  set up an appointment with her to talk about how we could improve our Spanish-language outreach. She immediately told me that the translation company we had been using was not translating my press releases properly because there are many different dialects and tones in Spanish. The way our releases were being translated was condescending—exactly the opposite of what I was trying to communicate.

Over months, Crystal and  decided that she should communicate with the Spanish-language community. We have several Spanish-language newspapers, radio stations and TV stations within the college’s district. Now, working closely together, we discuss what our messaging is, and Crystal reaches out to those media sources. When there are stories about the Spanish-language community, Crystal is our staff person who reaches out to those readers in our English and Spanish media outlets. There is no question that we work better together, understanding what each knows well, in order to effectively create messaging that is accurate and impactful.

Question 3: Intergenerational Communication
We have a full range of ages that work at my college—from the 20-year-old work-study student to the 75-year-old faculty member. Most of my colleagues are in the 30-to-50-something range. At 64, I’m at the older edge of the spectrum. However,  don’t particularly sense a big difference in my age and a colleague who’s 30. Part of it has to do with how  choose to live. When  was younger,  never thought of age as a hindrance to what  wanted to do, and now that older,  don’t spend a lot of time creating divisions. skied all my life and  continue to do so, own a river raft that  row and take on river trips every summer, the music like crosses all age ranges, and when

Select an individual you perceive to be a leader and with whom you have a relationship. This relationship may be an effective one or one where improvement may be needed. Arrange to spend time observing this person’s leadership behaviors and talking with this person about leadership, including his/her philosophy of and beliefs about leadership.
4. Leadership
(Original Content Only) (8 pages) (APA citations) (in-text citations are a must)
(The person you choose should be a United States citizen)
Select an individual you perceive to be a leader and with whom you have a relationship. This relationship may be an effective one or one where improvement may be needed. Arrange to spend time observing this person’s leadership behaviors and talking with this person about leadership, including his/her philosophy of and beliefs about leadership.
The paper should include the following:
Identification of the person you’ve chosen to work with including your relationship to this person and why you chose this person.
A list of “interview” or discussion questions used during your interaction with this person regarding leadership (not included in total page length of paper). Please attach questions asked to the end of the paper as an appendix.
Discuss the content, observations and insights gained from watching this person in action and the discussion you had about leadership.

Describe this person’s communicative and relationship competencies as a leader.

Other questions to consider when completing this paper include: What leadership style(s) does the individual possess? What characteristics or traits does the leader feel are essential to success? What service activities does this leader participate in?

What values are espoused by the leader’s behavior? Do these values match with what the leader says is important? In what leadership competencies does this person excel? If you were this person’s coach, what specific suggestions would you give to enhance this person’s effectiveness as a leader?
Please note: this should not be a “Q & A” report of the interview. This paper should capture what you heard and what you observed, analyzing and integrating the leader’s verbal and non-verbal communication with the readings.
Graduate specifications:
Paper should be 8 pages in length.
Discussion should utilize a minimum of three scholarly articles and the textbook readings to support the analysis.
Paper will follow the APA Style Guide for cover page, citation formats, running header and reference page.

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