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Manager Cascade, Edit, Or Discontinue Goal(S) in Workday
Talent Management: Cascade, Edit, or Discontinue Goals Manager Managers have the ability to add department-based goals or • Check the Include Subordinate Organizations to cascade cascade organization goal. Managers can also edit in-progress goals throughout all supervisory organization below yours. or discontinue a goal that is no longer relevant to the employee. 6. Click OK. • Write Team Goal 7. Write the goal in the Goal field. Add a detailed, SMART • Cascade Organizational Goal description. • Edit or Discontinue a Goal 8. Click the Category box to select if this is either an Organizational or Team goal. • View Team’s Goals 9. Editable will be pre-selected. This allows the employee to edit Tasks the goal title. 10. Click Submit. Write Team Goal Cascade Organizational Goal 1. From the Workday home page, click on the Team Performance app. Goals may be cascaded from a higher level of leadership, down through each level to reach all supervisory organizations. This 2. From the Actions column, click on the Add Goal to Employees section will include the steps of the leader writing the goal and the menu item. approval step of the immediate supervisor of the employee receiving the goal. 3. Select Create New Goal. Organizational Goal Writer: 4. To add to immediate team, use the Employees field: 1. Complete steps 1-3 and skip step 4 of Add Goal to Employee. • Select My Team and select individuals or 2. In step 5, click Ctrl, the letter A and Enter to select entire • Click Ctrl, the letter A and then hit Enter to select all. -
Chapter 6 – Group and Team Performance 90
Chapter 6 – Group and Team Performance 90 CHAPTER 6 – Group and Team Performance OBJECTIVES The major purpose of this chapter on group process and effectiveness is to introduce the student to ways to think about interacting groups so that they will become more effective members and leaders of them. Every student has had some experience with both social and task groups that they can call on as they study this topic. Our first objective in this chapter is to focus on how central these groups are to our lives. We also attempt to impress on the students that they will likely spend large proportions of their work hours in small group settings, because modern management appears to be making increasing use of teams or other small groups to solve problems, make decisions, and execute tasks. The next objective is to help student understand the many types of groups they may be involved with and how groups vary by purpose and organization. Another objective is to introduce students to a basic model of group effectiveness that includes influences from the environment within which the group operates. Environmental influences can have a critical impact on group effectiveness and the different types of influences are considered. At this point the chapter changes its focus to give more emphasis to internal group dynamics by covering such topics as cooperation and competition. Here, one objective is to introduce students to group development and the process by which groups become (or fail to become) mature. Another objective is to introduce the role of norms in influencing group member behavior. -
Eyewear for Rugby Union: Wearer Characteristics and Experience with Rugby Goggles
Published online: 2020-01-27 Training & Testing Thieme Eyewear for Rugby Union: Wearer Characteristics and Experience with Rugby Goggles Authors Julie-Anne Little1 , Fabienne Eckert1, Marc Douglas2, Brendan T. Barrett3 Affiliations ABSTRACT 1 Centre for Optometry & Vision Science, University of Unlike many other sports, Rugby Union has not permitted play- Ulster, Coleraine, United Kingdom of Great Britain and ers to wear spectacles or eye protection. With an industrial Northern Ireland partner, World Rugby developed goggles suitable for use while 2 World Rugby, Technical Services, Dublin, Ireland playing rugby for the purposes of growing participation 3 School of Optometry and Vision Science, University of amongst those that need to wear corrective lenses. This study Bradford, Bradford, United Kingdom of Great Britain and reports on the profile and experiences of goggle wearers. 387 Northern Ireland players received the goggles. Data were obtained from 188 (49 %) using an online, 75-item questionnaire. 87 % “strongly Key word agreed/agreed” that goggles are beneficial and 75 % are happy rugby, goggles, eye injury, spectacles, monocular, visual with goggle performance. Common problems reported by 49.7 impairment and 32.6 % of respondents were issues with fogging-up and getting dirty. 15 (8 %) players stopped wearing the goggles accepted 14.11.2019 because of fogging-up, limits to peripheral vision and poor Bibliography comfort/fit. Injuries were reported in 3 % of respondents. In DOI https://doi.org/10.1055/a-1068-9501 none of these cases did the player stop wearing the goggles. Published online: 27.1.2020 From the positive experience of players in the trial, the goggles Int J Sports Med 2020; 41: 311–317 were adopted into the Laws of the game on July 1, 2019. -
Shared Leadership Underpinning of the MLCF
Shared Leadership Underpinning of the MLCF A key product from the Enhancing Engagement in Medical Leadership project has been the development of a Medical Leadership Competency Framework (MLCF). This document defines the skills and competences needed by doctors to engage effectively in the planning, provision and improvement of health care services. It applies to all doctors and is intended to be acquired across the medical career at each appropriate level (Undergraduate, Postgraduate and Continuing Practice). It is therefore not aimed at specific, positional leaders but is seen as a set of competences that should be fully integrated into the medical role and not a separate function. The philosophical leadership model that underpins this approach is that of shared leadership, a more modern conception of leadership that departs from traditional charismatic or hierarchical models. In working with the MLCF it is useful to understand the shared leadership approach and this paper is an attempt to provide a simple description and guide to the shared leadership model, and to answer some of the questions about shared leadership that have been asked during the development of the MLCF: • What is shared leadership? • How does shared leadership underpin the MLCF? • How does shared leadership relate to positional leadership? • Where is the evidence that shared leadership works and what can we learn from other settings? • What evidence is there from health care and how do we apply shared leadership in a clinical setting? • What do the critics of shared leadership say? What is shared leadership? Leadership in any context has historically been described in relation to the behaviour of an individual and their relationship to their followers. -
Team Leadership Styles
Team Leadership Styles Leadership Skills Team FME www.free-management-ebooks.com ISBN 978-1-62620-988-6 Copyright Notice © www.free-management-ebooks.com 2013. All Rights Reserved ISBN 978-1-62620-988-6 The material contained within this electronic publication is protected under International and Federal Copyright Laws and treaties, and as such any unauthorized reprint or use of this material is strictly prohibited. You may not copy, forward, or transfer this publication or any part of it, whether in elec- tronic or printed form, to another person, or entity. Reproduction or translation of any part of this work without the permission of the copy- right holder is against the law. Your downloading and use of this eBook requires, and is an indication of, your complete acceptance of these ‘Terms of Use.’ You do not have any right to resell or give away part, or the whole, of this eBook. TEAM LEADERSHIP STYLES Table of Contents Preface 2 Visit Our Website 3 Introduction 4 Team Examples 6 Development Team Example 7 Customer Support Team Example 9 Steering Team Example 10 Leadership Theories 13 Early Trait Theories 13 Leadership for Management 16 Transactional Leadership 17 Applied to the Team Examples 19 Transformational Leadership 22 Applied to the Team Examples 24 Situational Leadership® 26 Applied to the Team Examples 28 The Leadership Continuum 30 Applying this Style to the Team Examples 32 Summary 34 Other Free Resources 35 References 36 ISBN 978-1-62620-988-6 © www.free-management-ebooks.com 1 TEAM LEADERSHIP STYLES Preface This eBook has been written for managers who find themselves in a team leadership role. -
Some of the Rules of Rugby the Rugby Ball Is Oval, Not Round
Sports Freak or Couch Potato - Which Are You? Your score 1 A = 1; B = 3; C = 5 2 A = 0; B = 3; C = 5 3 A = 3; B 5; C = 0 4 A = 0; B = 5; C = 0 5 A = 5; B = 3; C = 0 6 A = 0; B = 5; C = 0 7 A = 0; B = 0; C = 5 8 1 point for each correct answer: A = Basketball; B = Football; C = Rugby; D = American football 10 points or less You're a couch potato. You spend too much time at home in front of the TV. Go out and do some sport. It's healthy, and you'll feel better, too. 11 to 29 points You have a healthy attitude towards sport and exercise. 30 points or more You're a real sports freak. But too much sport isn't always good for you. You should relax sometimes, too - it's healthier! Some of the rules of Rugby The rugby ball is oval, not round. There are 15 players in a team. A game lasts 80 minutes. Players can kick, carry or throw the ball (but they mustn't throw the ball forward). Players can tackle the player with the ball and bring him down. That player must then give up the ball. Another player can then take it. The man in white has tackled the one in black, so that player must give up the ball. A player can put the bail on the ground behind the other team's goal-line. This is a 'try' (5 points). There are three types of goal: 1) After a team gets a try, a player from that team can kick the ball over the other team's goalposts for a 'conversion' (2 points). -
Incidence of Injury in Amateur Rugby League Sevens T J Gabbett
23 Br J Sports Med: first published as 10.1136/bjsm.36.1.23 on 1 February 2002. Downloaded from ORIGINAL ARTICLE Incidence of injury in amateur rugby league sevens T J Gabbett ............................................................................................................................. Br J Sports Med 2002;36:23–26 Objectives: To investigate the incidence, site, and nature of injuries sustained in amateur rugby league sevens tournaments. Methods: A total of 168 players competing in three amateur rugby league sevens tournaments were studied. All injuries sustained during matches were recorded. Information recorded included the name of the injured player and the time, cause, anatomical site, and nature of the injury. ....................... Results: The incidence of injury was 283.5 per 1000 playing hours. Some 40% (113.4 per 1000 Correspondence to: playing hours) of all injuries sustained were to the lower limb (χ2 = 5.3, df = 1, p<0.05). Contusions T J Gabbett, School of were the most common type of injury (113.4 per 1000 hours, 40%, χ2 = 9.5, df = 4, p<0.05), with Health Science, Griffith most (198.4 per 1000 hours, 70%, χ2 = 31.5, df =4, p<0.001) occurring in physical collisions and University, Gold Coast, PMB 50 Gold Coast Mail tackles. An increasing injury incidence was observed over the first (99.2 per 1000 hours), second Centre, Queensland 9726, (198.4 per 1000 hours), third (347.2 per 1000 hours), and fourth (694.4 per 1000 hours) matches Australia; t.gabbett@ played during the tournaments (χ2 = 9.2, df = 3, p<0.05). mailbox.gu.edu.au Conclusions: The results of this study suggest that amateur rugby league sevens tournaments, which Accepted 30 July 2001 require players to compete repeatedly on the same day, may hasten the onset of fatigue and predis- ...................... -
Organizational Change and Development Chapter 12
Organizational Change and Development Chapter 12 ORGANIZATIONAL CHANGE AND DEVELOPMENT Introduction Change is a constant, a thread woven into the fabric of our personal and professional lives. Change occurs within our world and beyond -- in national and international events, in the physical environment, in the way organizations are structured and conduct their business, in political and socioeconomic problems and solutions, and in societal norms and values. As the world becomes more complex and increasingly interrelated, changes seemingly far away affect us. Thus, change may sometimes appear to occur frequently and randomly. We are slowly becoming aware of how connected we are to one another and to our world. Organizations must also be cognizant of their holistic nature and of the ways their members affect one another. The incredible amount of change has forced individuals and organizations to see “the big picture” and to be aware of how events affect them and vice versa. Organizational development (OD) is a field of study that addresses change and how it affects organizations and the individuals within those organizations. Effective organizational development can assist organizations and individuals to cope with change. Strategies can be developed to introduce planned change, such as team-building efforts, to improve organizational functioning. While change is a “given,” there are a number of ways to deal with change -- some useful, some not. Organizational development assists organizations in coping with the turbulent environment, both internally and externally, frequently doing so by introducing planned change efforts. Organizational development is a relatively new area of interest for business and the professions. While the professional development of individuals has been accepted and fostered by a number of organizations for some time, there is still ambiguity surrounding the term organizational development. -
Gamecoachingbooklet.Qxd (Page 1)
GAME COACHING Practical Resource Game coaching mini rugby to primary school aged children Contents 1 Introduction to game coaching 4 2 General principles of game coaching 7 2a Safety 7 2b Player and game management 8 2c Technical and tactical information transfer 10 2d Fault correction and player feedback 13 2e Equality 14 2f Application of Laws 14 2g Knowledge, skills and attributes of a good game coach 15 3 Development areas and coaching through games 16 4 Communication and effective use of advantage 18 5 Game coaching during open play and dealing with offside 22 6 How to game coach the ... 25 6a Tap and pass 25 6b Scrum 27 6c Lineout 31 6d Tackle 34 6e Ruck and maul 36 7 Dealing with conflict and abuse 38 3 Introduction to game coaching This resource provides guidance on all aspects of game coaching for 1 coaches, teachers, match officials and parents who are involved in the provision of mini rugby to primary school aged children (5-12 years). It will help game coaches to perform their role, by offering guidance in the following areas: . coaching players as the game is being played; . encouraging best practice; . correcting poor practice; . providing feedback; . ensuring players respect the laws and officials; . allowing the game to flow with fewer stoppages; . build the confidence of players in an enjoyable and challenging environment. Aim of game coaching: The difference between managing game activity against coaching through a game “During the early stages of participation, with an emphasis on playful activities, the coaches’ role is mainly to act as a ‘resource person’ who can modify the environment or supply directive feedback and instructions in order to quickly correct errors” (Ian Stafford, coaching children in sport, 2011, Routledge). -
Rugby Sevens Match Demands and Measurement of Performance: a Review
Henderson, M.J. et al.: RUGBY SEVENS MATCH DEMANDS... Kinesiology 50(2018) Suppl.1:49-59 RUGBY SEVENS MATCH DEMANDS AND MEASUREMENT OF PERFORMANCE: A REVIEW Mitchell J. Henderson1,2,3,, Simon K. Harries2, Nick Poulos2, Job Fransen1,3, and Aaron J. Coutts1,3 1University of Technology Sydney (UTS), Sport & Exercise Discipline Group, Faculty of Health, Australia 2Australian Rugby Sevens, Australian Rugby Union (ARU), Sydney, Australia 3University of Technology Sydney (UTS), Human Performance Research Centre, Australia Review UDC: 796.333.3: 796.012.1 Abstract: The purpose of this review is to summarize the research that has examined the match demands of elite-level, men’s rugby sevens, and provide enhanced understanding of the elements contributing to successful physical and technical performance. Forty-one studies were sourced from the electronic database of PubMed, Google Scholar and SPORTDiscus. From these, twelve original investigations were included in this review. Positive match outcomes are the result of an interplay of successful physical, technical, and tactical performances. The physical performance of players (activity profile measurement from GPS) includes high relative total distance and high-speed distance values in comparison to other team sports. The technical performance of players (skill involvement measurement from match statistics) involves the execution of a range of specific offensive and defensive skills to score points or prevent the opponent from scoring. The factors influencing change in these performance constructs has not been investigated in rugby sevens. There is a paucity in the literature surrounding the situational and individual factors affecting physical and skill performance in elite rugby sevens competition. Future studies should investigate the factors likely to have the strongest influence on player performance in rugby sevens. -
The Future of Rugby
The Future of Rugby Where is the game heading? Where do we want it to go? The Origins and History of the Game When William Webb Ellis picked up the ball during a soccer game and ran, he created history. Rugby Union started to evolve as the “so-called” running game. Originally the game especially in the Northern Hemisphere still had an enormous amount of kicking for field position during the match. However this has now changed and the game has finally graduated to become the renowned running game. In the past coaches looked for forwards that were excellent specialized players at set pieces such as Wales dominant scrumming pack that were around in the Seventies. Backplay consisted of passing the ball through the hands to the winger. Second phase play if reaching five phases was determined by coaches as excellent recycling of the ball. Hence the force of the All Blacks during that time. The key issues in order of importance about the game in the past seemingly were: ▪ Field Position ▪ Attack ▪ Possession ▪ Defence Teams competing even at the National level would kick away possession in order to gain field position and from there launch their attack. Where are we today in Australia The game has changed priorities and in many ways swapped priorities. Possession and defence have become the key issues in the game. Attack is important however field position has become of lesser importance. Doug Hauff (2000) 1 Therefore at present in the modern game of Rugby Union the key issues in order of importance now seem to be: ▪ Possession ▪ Defence ▪ Attack ▪ Field Position When comparing the present key issues with the past, the obvious difference has been field position. -
Socal Interscholastic Rugby Federation (Scirf) 2019-20 High School Club X’S
SOCAL INTERSCHOLASTIC RUGBY FEDERATION (SCIRF) 2019-20 HIGH SCHOOL CLUB X’S High School Club 10s is intended to support small schools, emerging and recovery rugby programs. The game of Rugby tens, also known as ten-a-side and Xs, is a variant of rugby union in which teams are made up of ten players, typically five forwards and five backs. Matches are much shorter, usually played as two ten-minute halves. Unlike sevens rugby, tens offer players of diverse skills, capabilities and different fitness levels the opportunity to play the game. The more traditional scrums and lineouts are part of the game whilst the fact that there is a bit more space on the field, however not too much as to expose the slower forwards on the defensive lines, makes this a very popular game for all levels of players. How to play Club Rugby 10s Be part of an approved ASB High School Club Sport (AD or Program Director Letter) Have a JV or Varsity Roster of 12-15 players not to exceed 20 players. JV and Varsity Teams must be able to stand on their own if both teams are required to play simultaneously or at different locations. Teams are allowed to play JV or Varsity 10s teams with a JV or Varsity 15s team but if you have more than 20 players available for either team it is strongly recommended that you form a 15s team which offers the greatest opportunity for your players. Match Setup Teams can play each other 2-3 times in one contest or play a round robin tournament style setup not to exceed four matches per day.