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Project Teams: Communicating in a Project Team (Instructor Guide) |
1.00 |
Although most people think of communication as the act of speaking, the act of receiving a message, or listening, is an extremely vital part of communication. Seventy to 90 percent of your time is spent listening, not speaking. Active listening includes not only hearing words that are spoken, but interpreting the verbal message and nonverbal communication as well.
During a project team meeting, you need to communicate with clarity to ensure that the entire team understands what is said.
In this course you will learn to: use good listening skills when communicating within a project team, understand and use good verbal communication skills and empowerment to communicate effectively within a project team, and receive and give feedback.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting, or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
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Project Teams: Conducting Team Meetings |
1.00 |
You should hold regular project team meetings in order to maximize the effectiveness of a project. After the team has been assigned, you should schedule an introductory meeting, and set team goals. The purpose of an introductory meeting is to familiarize team members with each other, introduce the facilitator and recorder, and clarify questions that team members might have.
In this course you will learn to: identify the various roles in project team meetings and maximize the effectiveness of team meetings, understand the goal setting process in introductory meetings, and identify various issues that a team might face during team meetings. |
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Project Teams: Conducting Team Meetings (Instructor Guide) |
1.00 |
You should hold regular project team meetings in order to maximize the effectiveness of a project.
After the team has been assigned, you should schedule an introductory meeting, and set team goals. The purpose of an introductory meeting is to familiarize team members with each other, introduce the facilitator and recorder, and clarify questions that team members might have.
In this course you will learn to: identify the various roles in project team meetings and maximize the effectiveness of team meetings, understand the goal setting process in introductory meetings, and identify various issues that a team might face during team meetings.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting, or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
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Project Teams: Creating a Project Team |
1.00 |
Project teams and non-project teams are similar because they both often have specific time frames in which to complete tasks. However, project teams also have a time frame for the life of the team, whereas non-project teams usually don’t. A non-project team might be established to monitor the effectiveness of an organization’s advertising. The need to monitor advertising effectiveness will be ongoing, and the team will not have an ending date.
In this course you will learn to: identify the characteristics of a project team, and understand who the project stakeholders are, and understand how individual responsibilities and stress affect a project team, and how team members can evaluate their performance. |
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Project Teams: Creating a Project Team (Instructor Guide) |
1.00 |
Project teams and non-project teams are similar because they both often have specific time frames in which to complete tasks. However, project teams also have a time frame for the life of the team, whereas non-project teams usually don’t. A non-project team might be established to monitor the effectiveness of an organization’s advertising. The need to monitor advertising effectiveness will be ongoing, and the team will not have an ending date.
In this course you will learn to: identify the characteristics of a project team, and understand who the project stakeholders are, and understand how individual responsibilities and stress affect a project team, and how team members can evaluate their performance.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting, or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
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Project Teams: Decision-Making in a Project Team |
1.00 |
Once a project team comes up with options for implementing a project, they must decide which option to use. There are various methods the team can use to make a decision, ranging from authority decision-making to consensus.
In this course you will learn to: use the various methods of decision-making available to project teams, and resolve conflicts and achieve consensus in a project team. |
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Project Teams: Decision-Making in a Project Team (Instructor Guide) |
1.00 |
Once a project team comes up with options for implementing a project, they must decide which option to use. There are various methods the team can use to make a decision, ranging from authority decision-making to consensus.
In this course you will learn to: use the various methods of decision-making available to project teams, and resolve conflicts and achieve consensus in a project team.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting, or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
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Project Teams: Preparing Teams for Project Work |
1.00 |
Building a project team is more complex than assigning employees to the team. Team members must feel a sense of dedication to other team members, as well as to the project itself. Members who are not dedicated to the project team often disregard meetings, deadlines, and commitments, causing the entire team to suffer. To avoid these problems, the team managers and supervisors need to encourage team building to benefit the project, the team members, and the organization.
In this course you will learn to: empower and motivate a project team and develop positive culture in a project team, identify the causes of change in a team and manage change, and improve existing project teams. |
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Project Teams: Preparing Teams for Project Work (Instructor Guide) |
1.00 |
Building a project team is more complex than assigning employees to the team. Team members must feel a sense of dedication to other team members, as well as to the project itself. Members who are not dedicated to the project team often disregard meetings, deadlines, and commitments, causing the entire team to suffer. To avoid these problems, the team managers and supervisors need to encourage team building to benefit the project, the team members, and the organization.
In this course you will learn to: empower and motivate a project team and develop positive culture in a project team, identify the causes of change in a team and manage change, and improve existing project teams.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting, or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
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Project Teams: Projects and Project Teams |
1.00 |
A project is a task or a group of tasks with a distinct beginning and end that is undertaken to create a unique product or service. A project must have defined objectives to clearly indicate when the project is complete. In addition, a project must have a clear end user who will use or benefit from the product or service produced by the project team.
When an organization develops temporary needs that are outside the scope of individual employees’ responsibilities, it often forms project teams to address these issues. As a manager, it is your responsibility to recognize the need for a project team, determine the type of team required for the project, and assign employees to the team.
In this course you will learn to: identify the phases and requirements of a successful project, and build and organize a project team and avoid pitfalls in project teams. |
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Project Teams: Projects and Project Teams (Instructor Guide) |
1.00 |
A project is a task or a group of tasks with a distinct beginning and end that is undertaken to create a unique product or service. A project must have defined objectives to clearly indicate when the project is complete. In addition, a project must have a clear end user who will use or benefit from the product or service produced by the project team.
When an organization develops temporary needs that are outside the scope of individual employees’ responsibilities, it often forms project teams to address these issues. As a manager, it is your responsibility to recognize the need for a project team, determine the type of team required for the project, and assign employees to the team.
In this course you will learn to: identify the phases and requirements of a successful project, and build and organize a project team and avoid pitfalls in project teams.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting, or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
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Project-Based Learning for Teachers |
1.75 |
This course is designed to provide educators with the knowledge, skills, and tools to implement project-based learning (PBL) in their classrooms. The advantages of using PBL along with some ways to zero in on selecting topics and projects will be discussed. This course will help you develop new knowledge about using project-based learning effectively. |
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Prompting Executive Function Skills (CDA 2) |
2.00 |
Executive function, a powerhouse of cognitive skills like planning, decision-making, and self-control, plays a critical role in learning and future academic success. Research highlights the vital role of early childhood teachers in nurturing these skills. The key? Intentional, complex play. Think dramatic play, collaborative games, and open-ended activities – these become the stage for practicing and mastering these essential skills, setting children on a path to lifelong learning success. |
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Protecting Yourself While Responding to Earthquakes |
2.00 |
This course covers the importance of earthquake safety and protecting yourself before, during, and after an earthquake. It also covers how first responders should keep themselves safe when responding to an earthquake scene. |
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Protecting Yourself While Responding to Earthquakes (Corrections) |
2.00 |
This course covers the importance of earthquake safety and protecting yourself before, during, and after an earthquake. It also covers how first responders should keep themselves safe when responding to an earthquake scene. |
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Providing Homework Support |
2.00 |
The National Standard Objectives of Learning (SOL) have raised questions about the role of school-age programs in providing homework help and support. Research indicates there are many different ways to provide effective homework support in school-age programs. Some are more structured than others. When planning a homework support program, it is important for school-age programs to develop a homework philosophy that is consistent with the program’s overall philosophy and reflects current research on best practices for providing homework help. The homework philosophy should also reflect the needs of parents and children in the program and strike a balance between homework needs and other experiences that help children grow and learn out-of-school. When staff know how to design homework environments, identify appropriate homework materials, and use effective strategies to guide children’s efforts, homework support can be an effective component of ongoing programs. |
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Providing Homework Support (Collection) |
2.00 |
The National Standard Objectives of Learning (SOL) have raised questions about the role of school-age programs in providing homework help and support. Research indicates there are many different ways to provide effective homework support in school-age programs. Some are more structured than others. When planning a homework support program, it is important for school-age programs to develop a homework philosophy that is consistent with the program’s overall philosophy and reflects current research on best practices for providing homework help. The homework philosophy should also reflect the needs of parents and children in the program and strike a balance between homework needs and other experiences that help children grow and learn out-of-school. When staff know how to design homework environments, identify appropriate homework materials, and use effective strategies to guide children’s efforts, homework support can be an effective component of ongoing programs. |
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Providing Homework Support: Developing a Homework Support Program |
1.00 |
Research indicates there are many different ways to provide effective homework support in school-age programs. When planning a homework support program, it is important for school-age programs to develop a homework philosophy that is consistent with the program’s overall philosophy, and reflects current research on best practices for providing homework help. The homework philosophy should also reflect the needs of parents and children in the program, and strike a balance between homework needs and other experiences that help children grow and learn out-of-school. In this course, we will examine how to develop a homework support program. |
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Providing Homework Support: Types of Homework Support |
1.00 |
Research indicates there are many different ways to provide effective homework support in school-age programs. When planning a homework support program, it is important for school-age programs to develop a homework philosophy that is consistent with the program’s overall philosophy, and reflects current research on best practices for providing homework help. The homework philosophy should also reflect the needs of parents and children in the program, and strike a balance between homework needs and other experiences that help children grow and learn out-of-school. In this course, we will explore the various types of homework support. |
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Psychological Trauma in the Context of Aging: Implications for Clinical Practice |
1.00 |
Welcome to the course, Psychological Trauma in the Context of Aging: Implications for Clinical Practice. This course was developed by Barbara Ganzel, PhD, Ithaca College Gerontology Institute and the Finger Lakes Geriatric Education Center. |
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Public School District Board Member Training |
2.50 |
This course is designed to equip you with the knowledge and skills necessary to effectively govern and oversee your district's public schools, promote academic excellence, and ensure fiscal responsibility. It is just one out of many education courses we offer. This course will help you develop new knowledge about students and will help you understand your role. |
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Quality Management: A Path for Change |
0.67 |
In this course you will learn to: identify the qualifications and responsibilities of a process manager, as well as the steps for establishing a process improvement team, and use flow charts in business process improvement. |
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Quality Management: A Path for Change (Instructor Guide) |
0.67 |
In this course you will learn to: identify the qualifications and responsibilities of a process manager, as well as the steps for establishing a process improvement team, and use flow charts in business process improvement.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
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Quality Management: Causes Of Problems |
0.67 |
In this course you will learn to: create and interpret a cause-and-effect diagram, create and analyze a Pareto chart, create and interpret a scatter diagram, and create an interrelationship diagram and use it to identify root causes. |
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Quality Management: Causes Of Problems (Instructor Guide) |
0.67 |
In this course you will learn to: create and interpret a cause-and-effect diagram, create and analyze a Pareto chart, create and interpret a scatter diagram, and create an interrelationship diagram and use it to identify root causes.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
