Course info.
Organizational leadership and change, assignments.
A grade for the course will be assigned after the completion of all portions of 15.317. However, class participation and the following summer deliverables are components of the final grade:
Length: 4-5 pages double-spaced
The purposes of this assignment are:
This paper will document your personal views on what leadership means to you and what specific leadership competencies you want to personally develop over your time in LGO. Your plan to develop these competencies should include working on a project that you feel passionate about and will leave your personal legacy at LGO. The project can involve the LGO program, MIT, or the community at large.
Complete the following surveys, which are meant to serve as mid-term team feedback.
Summer Team Ratings ( PDF ) Peer Team Member Feedback ( XLS )
Length: 5-6 pages double-spaced
Before any analysis can be done, it is necessary to have some data as to what has gone on in your team. Data can come from several sources. You can keep notes during the meetings, documenting what is going on and how you are interpreting what is going on. You can tape record one or more of your meetings. You might do a socio-gram of a team meeting.
In analyzing the team, use all the data available and back up your points. You should provide a dynamic view of your team’s development. How did the group get started? What effect did this beginning have? What were critical events that shaped how the group has evolved? How would you characterize the group at this point in time? What is your prediction about the future? Your analysis should take into account the readings from the class.
How would you assess the performance of your group? Be explicit on the performance criteria you use and the data used to make your assessments. What lessons do you take away from this group experience that you can use to improve the performance of future groups in which you will participate at Sloan and in your future working environments?
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When you joined Workplace Solutions Consulting three years ago, you were required to participate in an intensive interview process. After going through preliminary interviews with individuals of the same rank/title and a manager-level person in your division, you then met with the Director of the Consulting division. Everyone you met thus far from the organization seemed smart, outgoing, and friendly.
Apparently the interview process had gone well as you were then scheduled to meet with company executives and officers. First, the VP of Customer Service, then the CFO, and finally the CEO of Workplace Solutions Consulting. The VP of Customer Service seemed highly meticulous in her interview questions, asking for detail behind every answer to her questions. She posed scenario questions to you regarding situations in which she was involved with tasks assigned on a daily basis.
Then you met with the CFO. He was a graduate of one of the nation’s military academies (it was apparent from the office decorations and diplomas). His questions carried implication regarding your self-organization. Do you make daily lists? How do you prioritize your lists? How do you keep your calendar? He even asked to see your daily planner.
Finally it was time to meet with the CEO. After the interviews with the VP and the CFO, you could only imagine what you were getting into with the company’s top leader. When you sat down with the person who had built this incredible company, imagine your surprise when he turned out to be the most pleasant, genuine, thoughtful, and enthusiastic individual you had ever met. He explained that his job as CEO was to ensure that every employee had what they needed to succeed. He told me that if you were hired, he would be working for you. You could not sign up fast enough to join his company!
What a variety of leadership styles, roles, and traits—and all in one interview process! Which interviewer do you think you would work best with? Why do you prefer the leadership styles, roles, and traits they demonstrated?
What combination of leadership style, role, and trait would be best for the following business situations:
Please explain your thoughts for each situation.
Criteria | Inadequate (40%) | Minimal (60%) | Adequate (80%) | Exemplary (100%) | Total Points |
---|---|---|---|---|---|
Organization and format | Writing lacks logical organization. It may show some coherence but ideas lack unity. Serious errors and generally is an unorganized format and information. | Writing is coherent and logically organized, using a format suitable for the material presented. Some points may be contextually misplaced and/or stray from the topic. Transitions may be evident but not used throughout the essay. Organization and format used may detract from understanding the material presented. | Writing is coherent and logically organized, using a format suitable for the material presented. Transitions between ideas and paragraphs create coherence. Overall unity of ideas is supported by the format and organization of the material presented. | Writing shows high degree of attention to details and presentation of points. Format used enhances understanding of material presented. Unity clearly leads the reader to the writer’s conclusion and the format and information could be used independently. | |
Content | Some but not all required questions are addressed. Content and/or terminology is not properly used or referenced. Little or no original thought is present in the writing. Concepts presented are merely restated from the source, or ideas presented do not follow the logic and reasoning presented throughout the writing. | All required questions are addressed but may not be addressed with thoughtful consideration and/or may not reflect proper use of content terminology or additional original thought. Additional concepts may not be present and/or may not be properly cited sources. | All required questions are addressed with thoughtful consideration reflecting both proper use of content terminology and additional original thought. Some additional concepts may be presented from other properly cited sources, or originated by the author following logic and reasoning they’ve clearly presented throughout the writing. | All required questions are addressed with thoughtful in-depth consideration reflecting both proper use of content terminology and additional original thought. Additional concepts are clearly presented from properly cited sources, or originated by the author following logic and reasoning they’ve clearly presented throughout the writing. | |
Development—Critical Thinking | Shows some thinking and reasoning but most ideas are underdeveloped, unoriginal, and/or do not address the questions asked. Conclusions drawn may be unsupported, illogical or merely the author’s opinion with no supporting evidence presented. | Content indicates thinking and reasoning applied with original thought on a few ideas, but may repeat information provided and/ or does not address all of the questions asked. The author presents no original ideas, or ideas do not follow clear logic and reasoning. The evidence presented may not support conclusions drawn. | Content indicates original thinking, cohesive conclusions, and developed ideas with sufficient and firm evidence. Clearly addresses all of the questions or requirements asked. The evidence presented supports conclusions drawn. | Content indicates synthesis of ideas, in-depth analysis and evidence beyond the questions or requirements asked. Original thought supports the topic, and is clearly a well-constructed response to the questions asked. The evidence presented makes a compelling case for any conclusions drawn. | |
Grammar, Mechanics, Style | Writing contains many spelling, punctuation, and grammatical errors, making it difficult for the reader to follow ideas clearly. There may be sentence fragments and run-ons. The style of writing, tone, and use of rhetorical devices disrupts the content. Additional information may be presented but in an unsuitable style, detracting from its understanding. | Some spelling, punctuation, and grammatical errors are present, interrupting the reader from following the ideas presented clearly. There may be sentence fragments and run-ons. The style of writing, tone, and use of rhetorical devices may detract from the content. Additional information may be presented, but in a style of writing that does not support understanding of the content. | Writing is free of most spelling, punctuation, and grammatical errors, allowing the reader to follow ideas clearly. There are no sentence fragments and run-ons. The style of writing, tone, and use of rhetorical devices enhance the content. Additional information is presented in a cohesive style that supports understanding of the content. | Writing is free of all spelling, punctuation, and grammatical errors and written in a style that enhances the reader’s ability to follow ideas clearly. There are no sentence fragments and run-ons. The style of writing, tone, and use of rhetorical devices enhance the content. Additional information is presented to encourage and enhance understanding of the content. | |
Total: | 50 pts |
Home » The TSW Blog » Leadership and Management » How to effectively write (and pass) an ILM assignment
ILM courses and qualifications are broken down into units and learning outcomes. There’s an assessment for every unit and you must pass all of them to achieve your ILM.
The ILM assignment is a work-related test in the form of an essay question.
It’s an opportunity for you to demonstrate that you understand what’s been taught and you can apply the principles within it correctly.
There will be a suggested word count and it’s usually in the 1,000s.
It’s quite daunting. Most people studying for an ILM Award or certification don’t write a great number of words regularly. You probably haven’t been in school or college for some time and your ability to write long assignments or essays has dwindled over time.
However, your trainer will make sure the syllabus is firmly and clearly in your mind before you tackle an assignment.
At the heart of every unit is a learning outcome. You’ll pass every assignment if you show the assessor you’ve grasped the content and context of the learning outcome.
For example, if you’re asked ‘explain how to agree on realistic targets’, your essay will show off your understanding of underperformance in the workplace and your ability to manage your employee’s performance.
If you engaged with the syllabus and visualise the principles working in the real world, you realise that it’s a detailed process and by no means a straightforward, 200-word answer. it takes into consideration:
That level of detail will give you full marks and it’s all listed in the assessment criteria, which is available for you to use.
The skills our apprentices learn on a Leadership & Management course can prepare them for almost anything.
Listen to our ILM Level 5 delegate Jamie Davies, talk to us about flexing his leadership muscles in the Jordanian desert, during his time as a recruit on SAS: Who Dares Wins.
ILM sets its own assignments, so you may have one of its tasks to complete.
However, it also gives training centres the flexibility to create or adapt their own assignments. The assignment you’re set may have been tailored to a particular group of learners or been tweaked to keep the assignment in the context of your course.
But even though the questions can be revised by the training centre, your learning outcomes are set in stone. That means the assessment criteria and what you need to prove you’ve understood for that unit, doesn’t change.
The question will always be relevant to what you’ve covered in the previous unit with your trainer and will always be work-based. These are example questions from ILM:
There’s no science to writing an assignment. In our experience, most assignments that fall short of the mark do so because they don’t respond to what the question or criteria require.
It’s often the first word in the question that will trip you up – it’s the verb.
‘Describe’, ‘explain’, ‘list’, ‘analyse’, ‘discuss’ and ‘outline’ are all asking for different breadths and depths of information. If you get midway through your essay and you know the syllabus inside out, but you’re still struggling, check the verb in the question.
There’s a simple three-step technique, which applied to each assignment will satisfy that requirement.
1. Read the question 2. Respond to the question 3. Check if you have fully answered the question
Keep a watchful eye on the verbs. There’s a big difference between ‘list several management theories’ and ‘describe several management theories’. As you progress through the levels, the verb in the question asks more from you. For example, verbs like ‘analyse’ appear as you become a more sophisticated manager. At this level of ILM, you’re learning how to manage larger teams, or whole departments or organisations.
ILM has a verb glossary for you to explore.
Follow the structure of the ILM assessment criteria – that’s what it’s there for!
Within the assignment paper, the ILM units are clearly laid out with the required outcomes for each section. For example:
Use these unit titles as headings in your assignment.
Don’t waste time creating new headings because you’ll confuse yourself and more importantly, the person who has to read, mark and assess it.
In terms of content flow– it should be logical so for section 1 above we might:
Section 1. Evaluate own ability to fulfil the key responsibilities of a leadership role.
The theory you want to assess yourself against
A little background
Your ability
The example of how it has applied in your work
Link to your personal development plan or CPD Log
Easy as pie! Keep it simple, keep it structured and you’ll pass in a heartbeat!
Here are just some of the courses we offer at TSW:
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ILM Recognised provides an opportunity for employers and training providers, like TSW, to submit their leadership and management training programmes to get Recognition from ILM.
Added on 2020-12-09
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Copyright © 2024 Entrepreneur Media, LLC All rights reserved. Entrepreneur® and its related marks are registered trademarks of Entrepreneur Media LLC
By Craig Kielburger Edited by Micah Zimmerman Jun 18, 2024
Opinions expressed by Entrepreneur contributors are their own.
Earlier this year, an old story about former Nintendo CEO Satoru Iwata went viral , posthumously praising him for taking a 50% salary cut rather than laying off staff.
Why would a story from 2013 suddenly make headlines? Likely because it provided such a stark contrast to current trends in North America, where employee layoffs are reaching levels not seen since the dot-com crash of the early 2000s.
The tech sector is being hit particularly hard. According to NPR , 2023 was "a bloodbath for the tech industry, with more than 260,000 jobs vanishing."
The cuts were blamed on a post-pandemic hiring binge and high inflation, which lowered consumer demand. Yet, the layoff trend continues into 2024. According to NPR, tech companies collectively laid off approximately 25,000 employees during the first four weeks of this year.
While some layoffs are inevitable due to basic economic cycles of recession and growth, they seem increasingly to be a method for CEOs to please shareholders by providing small, short-term bumps to a company's bottom line.
I think it's a short-sighted approach that reduces workers to data points and budget line items while ignoring the value of retaining employees over the long term, even when economic times are tough.
As Iwata said shortly after announcing his personal salary cut, "If we reduce the number of employees for better short-term financial results, employee morale will decrease. I sincerely doubt employees who fear that they may be laid off will be able to develop software titles that could impress people around the world."
The reflexive instinct among many CEOs today seems to be a throwback to the Jack Welch brand of management of the 1980s. Welch, the CEO of General Electric from 1981 to 2001, was known for being relentless in his pursuit of profit and his preferred method for achieving it: firing employees. According to a profile in the New Yorker, "no single corporate executive in history has fired as many people as Jack Welch did."
Related: This Job Hack to Escape Layoffs Is Gaining Popularity — But It's Divisive: 'It Altered My Brain Chemistry'
He pioneered the " ranking and yanking " method, in which he developed a grading scale for employees and fired the bottom 10% every year. His ruthless style was revered at the time. But his legacy is mixed, with much of his success attributed to financial chicanery.
While his management style eventually lost favor in the 2000s and 2010s, CEOs' desire to prune workforces for short-term relief seems to be gaining new momentum.
But does it improve a company's bottom line in the long run? Even small cuts can quickly change a company's culture, causing employees to go into self-preservation mode and stifling innovation and creativity.
I know all too well how costly it can be to lose long-term , loyal staff due to extreme circumstances. Like countless other companies and not-for-profits, my charitable organization had no choice but to lay off staff in response to the COVID-19 pandemic. It was one of the most difficult decisions I have ever made because I know the value employees at all levels can bring to an organization and the impact it would have on those employees' lives.
And it's a decision that rarely pays off in the long run. According to a report in Time , layoffs can often harm a company's financial performance over time. They don't consistently boost profits and can lead to lower employee engagement and customer service quality.
Conversely, while it doesn't always show up on a balance sheet, there are so many benefits to fostering an environment where employees feel safe and valued and want to stay with a company in the long term.
The majority of my team has been with our organization for over ten years, with many in the 15- —to 20-year range, and I see the benefits of that dynamic every day. Employees who feel emotionally safe in their jobs provide a challenging function that is critical to decision-making and are loyal to their organization, something that can only be earned through mutual trust.
Related: I Turned My Layoff into a Learning Lesson and Became My Own CEO — Here Are the Lessons I Learned Along the Way
Empowered employees work harder because they are invested in long-term outcomes. They know that they will be around long enough to see their contributions come to fruition and are not just on a one or two-year stop before looking for their next job.
They are also comfortable taking risks and driving innovation . Too often, companies achieve a level of success and become complacent and risk-averse, which ultimately leads them on a path to failure. That's why loyal and dedicated employees are so critical. They have the security to challenge leadership to continue innovating and driving impact or speak up when they see their leaders making potentially bad decisions.
A stable workforce also fosters better relationships with clients and suppliers, creating continuity and consumer confidence. A company constantly cutting and adding jobs cannot effectively maintain these relationships or conduct effective, long-term business planning.
Retaining an engaged workforce is particularly important in the era of " quiet quitting ," in which disengaged employees do the bare minimum level of work to keep themselves employed. This trend is not surprising given that so many employees are worried they could be cut at any moment. That insecurity can also fuel the tendency of employees to take on a side gig that will give them a softer landing if they are cut.
Related: TikTok Layoffs: 'Large Percentage' of Employees Laid Off
But don't just take my word for it. Data shows that employee retention leads to higher productivity , reduced turnover and training costs, and employees who have higher morale and miss fewer work days, all of which are good for an organization's bottom line .
Instead of constantly trimming workforces to create short-term bumps, business owners — large and small — should consider the benefits of investing in employees and nurturing a secure, stable workforce. Finding other ways to tighten budgets and keep your workforce intact is a decision you will never regret.
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This apprenticeship is in revision
A revised version of this apprenticeship standard has been agreed and is available for information only at present. In the meantime, the version below remains approved for delivery. Further details of this and other occupational standards in revision are available in the revisions status report.
Managing teams and projects to meet a private, public or voluntary organisation's goals.
Details of standard, o ccupation.
A Team leader or supervisor is a first line management role, with operational and project responsibilities or responsibility for managing a team to deliver a clearly defined outcome. They provide direction, instructions and guidance to ensure the achievement of set goals. Working in the private, public or third sector and in all sizes of organisation, specific responsibilities will vary, but the knowledge, skills and behaviours needed will be the same whatever the role.
Key responsibilities are likely to include supporting, managing and developing team members, managing projects, planning and monitoring workloads and resources, delivering operational plans, resolving problems, and building relationships internally and externally.
Supervisor, Team leader, Project officer, Shift supervisor, Foreperson, and Shift manager.
The entry requirement for this apprenticeship will be decided by each employer, but may typically be five GCSEs at Grade C or higher.
| (through formal learning and applied according to business environment) |
---|---|
| |
Leading people | Understand different leadership styles and the benefits of coaching to support people and improve performance. Understand organisational cultures, equality, diversity and inclusion. |
Managing people | Understand people and team management models, including team dynamics and motivation techniques. Understand HR systems and legal requirements, and performance management techniques including setting goals and objectives, conducting appraisals, reviewing performance, absence management, providing constructive feedback, and recognising achievement and good behaviour. |
Building relationships | Understand approaches to customer and stakeholder relationship management, including emotional intelligence and managing conflict. Know how to facilitate cross team working to support delivery of organisational objectives. |
Communication | Understand different forms of communication and their application. Know how to chair meetings, hold challenging conversations, provide constructive feedback and understand how to raise concerns. |
| |
Operational management | Understand how organisational strategy is developed. Know how to implement operational and team plans and manage resources and approaches to managing change within the team. Understand data management, and the use of different technologies in business. |
Project management | Understand the project lifecycle and roles. Know how to deliver a project including: managing resources, identifying risks and issues, using relevant project management tools. |
Finance | Understand organisational governance and compliance, and how to deliver Value for Money. Know how to monitor budgets to ensure efficiencies and that costs do not overrun. |
| |
Awareness of self | Know how to be self-aware and understand unconscious bias and inclusivity. Understand learning styles, feedback mechanisms and how to use emotional intelligence |
Management of self | Understand time management techniques and tools, and how to prioritise activities and approaches to planning |
Decision making | Understand problem solving and decision making techniques, and how to analyse data to support decision making. |
| (acquired and demonstrated through continuous professional development) |
---|---|
| |
Leading people | Able to communicate organisation strategy and team purpose, and adapt style to suit the audience. Support the development of the team and people through coaching, role modelling values and behaviours, and managing change effectively. |
Managing people | Able to build a high-performing team by supporting and developing individuals, and motivating them to achieve. Able to set operational and personal goals and objectives and monitor progress, providing clear guidance and feedback. |
Building relationships | Building trust with and across the team, using effective negotiation and influencing skills, and managing any conflicts. Able to input to discussions and provide feedback (to team and more widely), and identify and share good practice across teams. Building relationships with customers and managing these effectively. |
Communication | Able to communicate effectively (verbal, written, digital), chair meetings and present to team and management. Use of active listening and provision of constructive feedback. |
| |
Operational management | Able to communicate organisational strategy and deliver against operational plans, translating goals into deliverable actions for the team, and monitoring outcomes. Able to adapt to change, identifying challenges and solutions. Ability to organise, prioritise and allocate work, and effectively use resources. Able to collate and analyse data, and create reports. |
Project management | Able to organise, manage resources and risk, and monitor progress to deliver against the project plan. Ability to use relevant project management tools, and take corrective action to ensure successful project delivery. |
Finance | Applying organisational governance and compliance requirements to ensure effective budget controls. |
| |
Self-awareness | Able to reflect on own performance, seek feedback, understand why things happen, and make timely changes by applying learning from feedback received. |
Management of self | Able to create an effective personal development plan, and use time management techniques to manage workload and pressure. |
Decision making | Use of effective problem solving techniques to make decisions relating to delivery using information from the team and others, and able to escalate issues when required. |
| (developed and exhibited in the workplace) |
---|---|
Takes responsibility | Drive to achieve in all aspects of work. Demonstrates resilience and accountability. Determination when managing difficult situations. |
Inclusive | Open, approachable, authentic, and able to build trust with others. Seeks views of others. |
Agile | Flexible to the needs of the organisation. Is creative, innovative and enterprising when seeking solutions to business needs. Positive and adaptable, responds well to feedback and need for change. |
Professionalism | Sets an example, and is fair, consistent and impartial. Open and honest. Operates within organisational values |
Typically this apprenticeship will take 12 – 18 months
Apprentices without level 2 English and maths will need to achieve this level prior to taking the end-point assessment.
On completion, apprentices may choose to register as Associate Members with the Chartered Management Institute and/or the Institute of leadership and management, to support their professional career development and progression.
This standard should be reviewed within three years of its approval.
Crown copyright © 2024. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence
Find apprenticeship training providers that deliver this standard, find an end-point assessment organisation, are you considering applying to assess against this standard.
If you are interested in becoming an apprentice -
you can find out more at www.gov.uk becoming an apprentice.
You can also search for an apprenticeship.
For all other queries please contact us.
If you are a potential employer -
you can find out more about hiring apprentices at www.gov.uk/employinganapprentice.
If you have a query about the apprenticeship standard content or Trailblazer membership
the trailblazer contact for this standard is [email protected] [email protected]
Version log.
Version | Change detail | Earliest start date | Latest start date | Latest end date |
---|---|---|---|---|
Not set | Not set | Not set | ||
End-point assessment plan revised | 25/06/2020 | Not set | Not set | |
The funding band for this standard has been reviewed as part of the apprenticeship funding band review. The new funding band is £4500 | 04/03/2019 | 24/06/2020 | Not set | |
Retired | 01/06/2016 | 03/03/2019 | Not set |
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Full-time mba & master's program director.
Provides leadership and managerial responsibility for the Full-Time MBA & Master's Programs, ensuring alignment with the university mission. Provides administrative oversight and directs academic curriculum development, ensuring optimal integration of student and faculty activities. Brings together peers from career management, student affairs and engagement and admissions to assure program and school goals are met. Works with Assistant Dean to ensure resources allocation supports the program's primary objectives. Manages a team of professionals who support the program(s). This role will be largely on-site with some remote opportunities during summer, and winter break with approval.
Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion
Required Bachelor's Degree Preferred Master's Degree
Required minimum years of experience: - 5 years of higher education experience in a college/university setting - 3 years of experience in student services and/or academic programs - 1 year of supervisory experience - 2 years of budget management experience Preferred: - Experience working in a business school - Use of data to inform decision making and improve organizations and processes - Demonstrated leadership in creating a positive team culture - Exceptional administrative skills - Experience working with campus partners and stakeholders - Experience responding to students in crisis situations - Experience managing, interpreting, and writing academic policy - Knowledge and or experience in career management and/or admissions
Full Time: 100% This position may require some work to be performed in-person, onsite, at a designated campus work location. Some work may be performed remotely, at an offsite, non-campus work location.
Ongoing/Renewable
Minimum $87,112 ANNUAL (12 months) Depending on Qualifications The employee in this position can expect to receive benefits such as generous vacation, holidays, and paid time off; competitive insurances and savings accounts; retirement benefits.
Please note that successful applicants are responsible for ensuring their eligibility to work in the United States (i.e. a citizen or national of the United States, a lawful permanent resident, a foreign national authorized to work in the United States without need of employer sponsorship) on or before the effective date of appointment. Diversity and inclusion are primary values for the Wisconsin School of Business and are integral to achieving our strategic goals. Our school is committed to continuously increasing the cultural competence of its staff and faculty members through school-wide forums and professional development opportunities.
Please complete the online application and attach a cover letter addressing your qualifications and experiences specifically relating to the responsibilities of this position as described along with a comprehensive resume. Our search committee will review all application materials after the posted deadline. We will notify selected applicants to participate further in the selection process directly. We will notify all applicants once the search is completed and we have selected a top candidate. As applicants move on to next steps in the process, they will be asked to provide names and contact information (e-mail address, phone number, and mailing address) of at least three references.
Se Yang [email protected] 608-263-2975 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.
Academic Program Director (B)(AE127)
A12-WISCONSIN SCH OF BUSINESS/MBA & MASTER'S PROGRAMS
Job number:, the university of wisconsin-madison is an equal opportunity and affirmative action employer..
You will be redirected to the application to launch your career momentarily. Thank you!
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The USPHS Commissioned Corps is committed to our mission to protect, promote, and advance the health and safety of the nation. Public Health Service officers are trained and equipped to provide crucial public health leadership, assist with policy development, advance innovation and science, provide essential care services and respond to national and global public health emergencies. Through our Active Duty Regular Corps, our Public Health Response Strike Team (PHERST) and our Ready Reserve Corps, we remain responsive and available to rapidly deploy in the service of health.
2024 permanent grade promotions.
The link below will take you to the list of officers recommended to be promoted for Promotion Year (PY) 2024. Officers who were examined Below the Zone are identified by an * in the list.
O-6 Medical, Dental Categories | 48% |
O-6 All Other Categories | 10% |
O-5 Medical, Dental Categories | 94.4% |
O-5 All Other Categories | 23.5% |
O-4 Medical, Dental Categories | 100% |
O-4 All Other Categories | 60% |
O-3 All Categories | 100% |
Click here for an open letter to Public Health Service officers from the admirals who served as promotion board chairs.
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Larry Page. Jeff Bezos. Mark Zuckerberg. In this assignment, you will research and write about a modern leader of your choice. You may not select one of the leaders listed above . The following steps will help you prepare for your written assignment: Thoroughly read the Leadership module. Carefully consider the traits, styles, and differing ...
With kids' leadership games, the type of activities are not as important as discovering the leadership activities that children will find enjoyable and benefit from (Pennsylvania State University, 2012). Edsys (2016) provides eight suggested activities for children to learn leadership skills: 1. 'Create a New You'.
Assignment 2 - Leadership & Management Theories Critical Evaluation OF THE Application OF Leadership Theories TO A Leader IN AN Organisational Context AND Management Theories TO A Contemporary Organisation; BS4S16-V1 - Summarative essay for Leadership and Management Theories;
The manager administers; the leader innovates. The manager maintains; the leader develops. The manager focuses on systems and structure; the leader focuses on people. Managers pursue goals through coordinated actions and tactical processes, or tasks and activities that unfold over stages to reach a certain outcome.
Making decisions. Inspiring team members. Setting values for their team. Improving team spirit and cohesion. Being responsible for their team's communication and wellbeing. Developing leadership skills in other team members. There are a number of tools to help you with leadership development.
Management and Leadership Learning Objectives 1) Identify the four interrelated functions of management: planning, organizing, leading, and controlling. 2) Understand the process by which a company develops and implements a strategic plan. 3) Explain how managers direct others and motivate them to achieve company goals.
There are 7 modules in this course. Welcome to the Leadership Skills course! In our increasingly complex world, understanding the practice of leadership is critical. In simpler words, leadership is the practice of influencing people to meet the challenges that will enable them to achieve important individual and organizational goals.
Preparation. In your readings on Leadership, you learned the difference between management and leadership, as well as traits, styles, and situations of leaders and leadership. In this assignment, you will research and write about a modern leader of your choice. You may not select one of the leaders discussed in the course.
There are 4 modules in this course. Team leads, managers, and entrepreneurs must juggle team citizenship and leadership, ethics, strategy, and projects with their work in their area of expertise. While an individual contributor's success may depend on their own direct input -- the sweat of their own brow - managers' success depends on ...
Assignment: Leadership and Management. Step 1: To view this assignment, click on Assignment: Leadership and Management. Step 2: Follow the instructions in the assignment and submit your completed assignment into the LMS.
Delivering safe, quality client care often requires registered nurses (RN) to manage care provided by the nursing team. Making assignments, delegating tasks, and supervising nursing team members are essential managerial components of an entry-level staff RN role. As previously discussed, nursing team members include RNs, licensed practical/vocational nurses (LPN/VN), and assistive personnel ...
Assignment: Leadership and Management. Scenario. When you joined Workplace Solutions Consulting three years ago, you were required to participate in an intensive interview process. After going through preliminary interviews with individuals of the same rank/title and a manager-level person in your division, you then met with the Director of the ...
Length: 5-6 pages double-spaced. The purposes of this assignment are: Apply the readings on teams and leadership to the analysis of your summer team. Trace the evolution of your summer team. Analyze the group processes and leadership styles in your team. Evaluate your team's performance. Suggest actions to improve performance in future teams ...
33. BS4S16 - Leadership AND Management Theories 1. 100% (26) 26. Critically evaluate the application of leadership theories to a leader in an organizational context and management theories to a contemporary organization. 98% (51) 31. Leadership and Management Theories (BS4S16) Summative Essay Assignment.
Assignment: Leadership and Management. Authored by: Robert Danielson. Provided by: Lumen Learning. License: CC BY: Attribution. 13.8: Assignment- Leadership and Management is shared under a not declared license and was authored, remixed, and/or curated by LibreTexts.
For example: Section 1. Evaluate own ability to fulfil key responsibilities of leadership role. Section 2. Evaluate own awareness of emotions in shaping performance. Section 3. Evaluate own ability to set direction and gain commitment. Use these unit titles as headings in your assignment.
LO1 Examine leadership and management theories and principles, and their impact on the effectiveness of an organisation. LO1 and LO D1 Critically evaluate the impact of different approaches to leadership and management. P1 Discuss different theories of leadership in relation to the management activities in different organisations.
Leaderhisp and Management Assignment - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. The document summarizes research on the relationship between leadership and management. It provides background on the terms and reviews perspectives on whether they are distinct concepts that can coexist or if one is a subset of the other.
This report will show the experience as a leadership in organisation. In this report also discussion on opportunity to look into many aspects like leadership, management, team-working and project management. ASSESSMENT 1 1 What is involved in being a successful leader Leadership is an art of motivating a group of people to achieving a common goal.
delegation. • A delegating nurse must be aware of and use qualifiers. - Appropriate education, skills, training, and experience. - Documented evidence of current competency. Supervision. Supervision occurs after delegation. • Supervisor will determine of the delegated activities: - Completion of task is on schedule.
Management document from Indiana Wesleyan University, Marion, 11 pages, As evidenced by the case study, the leadership at Coastal Medical Center needs to learn more about transformational leadership. Using the readings and your research, prepare a five- to 10-minute training video on transformational leadership. Title: Unders
The reflexive instinct among many CEOs today seems to be a throwback to the Jack Welch brand of management of the 1980s. Welch, the CEO of General Electric from 1981 to 2001, was known for being ...
Knowledge production on educational leadership and management in Arab societies: A systematic review of research. Educational Management Administration & Leadership, 47 (1), pp-36. Hegde, S., & Jackson, C. (2019). Resilient front-line management of the operating room floor: The role of boundaries and coordination.
On completion, apprentices may choose to register as Associate Members with the Chartered Management Institute and/or the Institute of leadership and management, to support their professional career development and progression. Level . Level 3. Review date . This standard should be reviewed within three years of its approval.
Conflict management in entrepreneurship: strategies, communication, and leadership April 2024 Ukrainian Journal of Applied Economics and Technology 9(2):128-133
Job Summary: Provides leadership and managerial responsibility for the Full-Time MBA & Master's Programs, ensuring alignment with the university mission. Provides administrative oversight and directs academic curriculum development, ensuring optimal integration of student and faculty activities. Brings together peers from career management, student affairs and engagement and admissions to ...
Assignment Title Leadership and Management in the Workplace. Issue Date. Submission Date. Submission Format. The submission format is in the form of a report. The report should be written in a concise style. You are required to make use of headings, paragraphs, and sub- sections as appropriate. All work must be supported with research and ...
The USPHS Commissioned Corps is committed to our mission to protect, promote, and advance the health and safety of the nation. Public Health Service officers are trained and equipped to provide crucial public health leadership, assist with policy development, advance innovation and science, provide essential care services and respond to national and global public health emergencies.
The purpose of this management advisory is to inform Congress and DoD leadership of the results of our review required in response to Public Law 118‑31, "National Defense Authorization Act for Fiscal Year 2024," section 252, "Audit to Identify Diversion of Department of Defense Funding to China's Research Labs.
ASSIGNMENT COVER PAGE. Course Code: BUSM Course Name: Leadership and Management Location & Campus: RMIT SGS Vietnam Title of Assignment: Individual Case Study File (s) Submitted: BUSM2411 - S3579567 - Nguyen Thi Quynh Nhu - Assignment 2 Team Name/Group #: Group 2 Student Name Student ID Number. Student Contribution to Assessment Nguyen Thi Quynh Nhu S3579567 100% ...