Violated expectations are often the cause of conflict in cross-cultural teams due to the result of different cultural rules. However, unmet expectations must be managed effectively for a team to succeed. What are some of the most common behaviors that are classified as primary ways expectations tend to be violated? Explain each with detailed examples.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
I understand you will not be giving me a turn in paper. I need enough information to write my paper. Thanks.
Communication is often the most easily identified because people communicate both verbally and non-verbally every day. However, people do not always have their expectations met in terms of how a message is delivered and received, who should receive information, and how quickly a person should respond to communication. Each of these carries expectations unless fully discussed and everyone uses the correct methods established.
For example, Denise needs some more information on inputs at Plant A from Jeremiah. However, Joshua is in an important managerial meeting and has asked not to be disturbed and does not take any method of communication into the meeting. All Denise gets for her trouble is no answer or he will be in touch as soon as the meeting is over. Denise expects that Joshua knows how important this information is to her report and the team. Jeremiah knows she will likely be communicating for updated information, but today he is covering for the plant manager and that is a priority. Neither the acceptance, receipt, nor response is satisfactory to either of the two. Just as ...
This solution provides a review of three behaviors that team members may have expectations of and how they can be resolved.
Program for School Behavior Change
Please see the attached document as an example of a presentation of a School-Wide Positive Behavior Support: Getting Started.
Choose a school level (elementary, middle, or high school) to create a School-Wide Positive Behavioral Intervention and Supports system (SWPBIS) plan. Use the information found in the presentation provided as your foundation.
Your plan must include:
-Rationale and features.
-What will be included in the plan. For example:
-Discuss how you will implement this practice.
-Discuss how will you inform students and keep it enforced. For example:
Any teacher can hand out a ticket
Tickets can only be given out during certain times of the day
Student's name must immediately be written on the ticket
State who will be in charge of administering the rewards.
Describe the kinds of rewards you will offer the students, and how often will they be administered. For example:
Students will collect tickets from any teacher when they are caught doing something good. At the end of the semester, there will be a "price" guide where the tickets can be traded
Students will be acknowledged each semester for things like perfect attendance, good citizenship, and service to the school and community
Peer nominations for specific awards
Create a presentation using PowerPoint. The SWPBIS plan must be 10 to 15 slides in length, with a title slide, an introduction slide, and a reference slide and formatted according to the APA guidelines.