Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Conflict Resolution through Emotional Competence
Only when leaders integrate technical skills, goal-directed activities, and the ability to form meaningful relationships through emotional competence does optimal organizational effectiveness result.
Scenario:
A team of highly competent members has become adept at organizing and managing itself. The self-sufficiency of the team is appreciated by senior leadership who assumes the team can respond to challenges without support or guidance, given the team’s legacy of success. Recent challenges incited the team to request assistance; when assistance was not provided, the team began to make independent decisions. The team members believed they were the only ones who understood their work and avoided asking for help. The leaders involved believed that no news equaled good news. Neither the leaders nor the team members considered their work within the context of the entire organization. As a result, the team’s level of emotional competence decreased, along with their productivity.
Consider this scenario and address the following.
Identify three strategies to reduce friction and build unity between the parties using emotional competence as the framework.
What outcomes would you identify to measure the effectiveness of each strategy?
Consider an adversarial relationship that exists between leaders and departments in your organization. How does the culture of the organization affect the situation? What knowledge, skills, and attitudes do you bring to the organization? What would others say are your leadership strengths? How can these strengths be used to reduce the adversarial relationship?
Please review the Graduate Discussion Grading Guidelines and Rubric (Links to an external site.) for complete discussion requirements.
USE minimum 3 scholarly sources not older than 5 years old, in APA format 7 edition with in-text citations
Conflict Resolution through Emotional Competence
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Conflict Resolution through Emotional Competence |
Conflict Resolution through Emotional Competence