Fluent Essays

Hello everyone, I have an Assignment for you today. This assignment must be DONE by Sunday, March 28, 2021, no later than 10 pm. By the way, I need this assignment to be PLAGIARISM FREE & a Spell Check when completed. Make sure you READ the instructions CAREFULLY. Now without further ado, the instructions to the assignments are below: Instructions Conduct research using the CSU Online Library, and find at least two articles (CSU articles will be down below) on handling project conflict management. In your paper, identify the different styles you found in your research, and compare and contrast each style. Identify either low, medium, or high for concern for self and concern for others in your paper. Also, include a synopsis of each article to include when appropriate for projects. See exhibit 13.11, located on page 371 of your textbook, for an example (will be second attachment below). Be sure to use APA format and cite your work. Your paper should be at least three pages in length and will include a title and reference page which are not included in the page count. By the way, I have a attachment below which is a study guide. The second attachment is the exhibit 13.11 example, located on page 371 from the textbook. Lastly, are the CSU articles needed for completing this assignment (remember pick two CSU articles below). Any information must be cited & referenced. Be sure to use the resources below to complete this assignment. Remember NO PLAGIARISM & I need will need a PLAGIARISM REPORT upon completion.BBA 3626, Project Management Overview 1 Course Learning Outcomes for Unit VI Upon completion of this unit, students should be able to: 6. Analyze a project team’s characteristics in its entirety. Reading Assignment Chapter 13: Leading and Managing Project Teams Unit Lesson Unit VI will discuss characteristics of a project team. The following is a good quote from Henry Ford: “Coming together is a beginning. Keeping together is progress. Working together is success” (as cited in Larson & Gray, 2014, p.375). There are many characteristics that make up a successful project team. Some of these characteristics include good communication skills among team members, committed team members, selfless team members, sharing a common vision among team members, adaptable team members, self-starting team members, influential team members, motivational team members, experienced and skillful team members, dependable team members, and supportive team members. These are only some key attributes of successful project teams. Let’s look at an example of a project that used negative synergy. “Negative synergy occurs when the whole is less than the sum of the parts” (Larson & Gray, 2014, p. 375). In 2004, the Olympics was held in Athens, Greece. An analysis of the basketball team’s performance for the United States revealed the following: The team lost three times to international competition by losing to Argentina, Puerto Rico, and Lithuania. The team was made up of only three holdovers from the group that qualified in the summer. Seven of the original players withdrew from the competition for varying reasons such as injuries, family obligations, and the security state of Greece at the time. One thing lacking here was team commitment. Fourteen of the players who received an offer to play for the United States turned down it down. The coach had to deal with a team of inexperienced players averaging 23 years of age. These players were immature and they also had punctuality issues. The team was over confident, over reliant on one-on-one basketball, and they exhibited poor team defense (Larson & Gray, 2014). In 2005, a new managing director was hired, and he demanded complete control of the team. The new manager met face -to-face with every prospective national player and asked each player why they wanted to represent their country in their own words. The new managing director got buy-in from all the prospective players. A new coach was hired and he had one objective in mind and that was to win the gold medal. The coach needed to change the attitude of the team. Basically, the team needed to act as a team. This new team had a common objective at this point, which was a far cry from the team in 2004. With a common objective, team USA entered the final gold medal game playing as a team. Unfortunately team USA did not win the game, but they played as a team rather than show casing only certain players (Larson & Gray,How NOT to Manage a Project: Conflict Management Lessons Learned from a DOD Case Study J. Scott Sutterfield Florida A&M University School of Business and Industry Shawnta S. Friday-Stroud Florida A&M University School of Business and Industry Sheryl L. Shivers-Blackwell Florida A&M University School of Business and Industry Abstract This is a case study of a failed Department of Defense (DOD) project, even though it was fully justified and badly needed. Project management within the DOD is a complicated process. Projects are beset by the agenda of various stakeholders within the DOD organizational structure. When this occurs, strong project management leadership is necessary for success. This paper analyzes the potential causes of the project failure resulting from the three domains of organizational conflict, and identifies lessons learned from the failure via a conflict management perspective. Lessons learned are presented to facilitate the management of interpersonal-based, task-based, and process-based conflicts on the part of project managers and project sponsors, thus increasing the likelihood of successful project management outcomes. This case study fills a void in the project management literature by examining the relationship between the three dimensions of organization conflict and the increase in various project costs, and then offering a Project-Conflict Management Framework. Introduction Project management within the United States Department of Defense (DOD) has been aptly described as the one of the world’s most complicated processes. Completion of projects may require several years, and they can be difficult to manage under the best of circumstances. If organizational conflict is superimposed upon the normal project © 2007 Institute of Behavioral and Applied Management. All Rights Reserved. 218 management difficulties, successful project outcomes are rendered immensely more difficult. The complexity of DOD projects stems from the fact that various stakeholders from above and below are likely to besiege the project manager. From above, there are the senior financial executives whose jobs consist of constantly re-allocating resources. More specifically, they typically re-allocate funds that have been awarded to a project manager for his or her program. Within the DOD, the complexity also stems from the appearance or perception that there have been times when the re-allocation of funds has been done without any regard for national security or for those military missions that might be of strategic importance to the military. From below, there are the departmental or organizational managers who are vested in protecting their own interests in the project, whether directly or indirectly. Often times, these managers consider the authority and latitude for independent action accorded by senior DOD management to the project manager to be an encroachmenArticle Conflict Management, Team Coordination, and Performance Within Multicultural Temporary Projects: Evidence From the Construction Industry Amin Akhavan Tabassi 1 , Aldrin Abdullah 1 , and David James Bryde 2 Abstract The purpose of our study is to enhance the understanding of relationships between conflict management style, team coordination, and performance in multicultural project team contexts. We investigate how conflict management can contribute to team effectiveness through the mediation of the level of team coordination by collecting data from 126 team leaders and supervisors and 378 members nested in different multicultural projects in the construction industry. Our results show that, contrary to the findings from prior research in other team contexts, an avoiding style of conflict management can have a positive impact on the performance of multicultural project teams. Keywords conflict management style, construction projects, team coordination, Malaysia, team performance, temporary project organizations Introduction Conflict is a process whereby one side perceives that self- interests are adversely influenced by another party’s actions (Wall & Callister, 1995). This implies that conflict is a process incorporating two or more people or groups within which one party has to perceive the other party’s actions as in opposition to its own. Researchers have asserted that conflict is a common trait in every teamwork activity and inherent within daily interactions (Jehn & Mannix, 2001; Jia, Yang, Wang, Hong, & You, 2011; Müller, Turner, Andersen, Shao, & Kvalnes, 2016; Tjosvold, 2008). Prior works highlighted that the way a team deals with conflict significantly impacts its performance (De Dreu & Gel- fand, 2008; Liu & Cross, 2016; Prieto-Remón, Cobo-Benita, Ortiz-Marcos, & Uruburu, 2015; Tjosvold, 2008; Yousefi, Hipel, & Hegazy, 2010). However, conflict is seen not only to have harmful consequences but also to be remarkably constructive in some team-based work environments (De Dreu, 2007; De Dreu & Gelfand, 2008; Jehn & Mannix, 2001; Li & Li, 2009; Tjos- vold, 2008). Team members’ perception of the way in which their desired goals may be affected by actions significantly influ- ences both the nature of interactions and the final results of conflict management (Deutsch, 1990). Preceding studies also outlined that conflict is more likely to arise and escalate when cultural differences are present among the parties (Fisher, 1990). Consequently, different cultures may possibly use different methods in dealing with conflict in the course of managing multicultural teams. It has also been noted that how a team manages conflict greatly affects team performance (De Dreu, 2007; De Dreu & Gelfand, 2008; Jehn & Mannix, 2001; Tjos- vold, 2008). Consequently, different approaches to managing conflict in group environments may affect the way teams are coordinating. Furthermore, earlier research in predominantly WPeace Review: A Journal of Social Justice, 30:45–52 Copyright C© Taylor & Francis Group, LLC ISSN 1040-2659 print; 1469-9982 online DOI: 10.1080/10402659.2017.1419662 Group Projects as Conflict Management Pedagogy Amanda Ellsworth Donahoe Conflict Resolution as a field has wrestled with the tensions between prac- tice and theory. My course, introducing the field to undergraduates, shares this struggle—or it did until I reconfigured an assignment called the Con- flict Map for teaching conflict management by using small groups. Based on Paul Wehr’s 1979 book, Conflict Regulation, the Conflict Map is a research paper that requires students to analyze a current case of conflict by research- ing its component parts and then assessing conflict regulation potential. When assigned individually to students, this assignment does not bridge the gap between theory and practice. As a group project, however, the assignment requires students to navigate personal conflict within their groups while applying theory and practical skills from the course to their shared case. Groups are a natural and appropriate source of conflict from which students can learn because their participation is driven by personal goals for success that may potentially be hindered by their reliance on the participation of group mates. Students refer to this assignment as “meta” because of the way that boththe content of the assignment and the interaction of the groups reflect on the goals of the course and require the application of its content. This personal engagement combined with interdependence forces students to consistently reflect on the ways in which the conflict management skills they are learning in the course are practical both in their daily lives and in their collaborative research. Further, learning these skills as a group works to empower mem- bers to hold each other accountable to lessons learned about managing group tensions constructively. Students learn conflict resolution by resolving group conflict. Recognizing that these skills are effective creates a positive feedback loop that reinforces the value of these skills in their lives. The benefits of collaborative learning, such as group projects, are numerous. Carol Colbeck, Susan Campbell, and Stefani Bjorklund argued in 2000 that collaborative learning leads to improved communication, prob- lem solving, and—valuable for our purposes—conflict management. David 45 https://doi.org/10.1080/10402659.2017.1419662 https://crossmark.crossref.org/dialog/?doi=10.1080/10402659.2017.1419662&domain=pdf&date_stamp=2018-01-24 46 Amanda Ellsworth Donahoe Johnson, Roger Johnson, and Karl Smith previously pointed out that conflict management skills must be taught as part of the group process in order for collaborative learning to be most effective. Their larger argument is that col- laborative learning must be deliberate and purposeful, and that simply group- ing students together for an assignment is not enough to foste1Institute of Technology Management, National Chung Hsing University, Taichung 2Department of Information Management, Tunghai University, Taichung Corresponding Author: Jamie Y. T. Chang, Department of Information Management, Tunghai University, Taichung. Email: [email protected] thu. edu. tw Project Management Journal 2020, Vol. 51(6) 582–598 © 2020 Project Management Institute, Inc. Article reuse guidelines: sagepub. com/ journals- permissions DOI: 10. 1177/ 8756 9728 20949058 journals. sagepub. com/ home/ pmx Interproject Conflict Management Through Cooperation in an Enterprise System Implementation Program Fei- Fei Cheng1, Chin- Shan Wu2, and Jamie Y. T. Chang2 Abstract To achieve desired business benefits from the implementation of an enterprise system (ES), current practitioners often adopt a multiple- project (program) approach instead of a conventional single- project strategy. Unfortunately, during such an implemen- tation, issues arising from task- related conflicts among different teams within the ES program are frequently observed; to suc- cessfully resolve these task- conflict issues, the adoption of a collaborative problem- solving strategy is essential. Collaborative conflict management theory encourages parties to develop solutions for the problems they encounter. However, less explana- tion has been provided about how collaborative problem- solving strategy influences the relationship between interteam con- flicts and the final ES implementation program outcome. In this study, based on conflict management theory, we propose that interteam cooperation effectiveness serves as a critical partial mediator between the interteam task conflict and final ES program implementation performance, whereas interteam dialectical problem solving provides a direct positive influence on interteam cooperation effectiveness. Furthermore, the negative impact of interteam task conflict on ES implementation performance is moderated by interteam cooperation effectiveness. For this study, a survey examines the relationships among the aforemen- tioned factors in ES program implementation. The results confirm that both interteam dialectical problem solving and interteam trust serve as antecedents of interteam cooperation effectiveness. Keywords enterprise system implementation, conflict management, multiple projects, interteam cooperation, interteam task conflict Article Introduction Enterprise systems (ESs) are important technological investments Bendoly et al., 2009). Various types of ESs, such as customer relationship management systems (CRMs), supply chain management systems (SCMs), systems using a common platform (Hendricks et al., 2007), are mentation is adopted (Seddon et al., 2010 tice (Martinsuo & Hoverfält, 2018 Vuorinen & Martinsuo, 2018). during ES implementation processes (Allen, 2005; Sia & Soh, 2007 ). tasks (Jiang et al., 2014 attaining overall ES goals and tasks for each individual team (JiangResearch Article Stakeholder Conflict Amplification of Large-Scale Engineering Projects in China: An Evolutionary Game Model on Complex Networks Zhengqi He ,1,2 Dechun Huang,1,2 Junmin Fang ,1 and Bo Wang 3 1Business School, Hohai University, Nanjing 211100, China 2Jiangsu Provincial Collaborative Innovation Center of World Water Valley and Water Ecological Civilization, Nanjing 211100, China 3Business School, North Minzu University, Yinchuan 750021, China Correspondence should be addressed to Junmin Fang; [email protected] Received 29 April 2020; Revised 6 July 2020; Accepted 17 July 2020; Published 5 August 2020 Guest Editor: Yuetang Bian Copyright © 2020 Zhengqi He et al. -is is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Large-scale engineering projects make tremendous contributions to China’s social and economic development; meanwhile, due to the diversity of stakeholders, the dispersion of time and space, and the complexity of information dissemination, large-scale engineering projects are easy to cause conflicts among stakeholders that affect social stability. -e previous studies on stakeholder conflicts of large-scale engineering projects mainly focused on the game model among stakeholders, without considering the influence of stakeholders’ interaction complex networks formed by social relations on the conflict amplification. For the two main stakeholders of the government and the resident that play a key role in China’s large-scale engineering projects, this paper constructs an evolutionary game model of the main stakeholder conflict amplification and analyzes the evolutionary results of the conflict between the government and the resident in different situations. -e small-world network is chosen as the complex network type of the simulation study since it is very similar with the topology of the realistic social network. Based on the NetLogo simulation platform, the stakeholder conflict amplification process of large-scale engineering projects on the small-world network is analyzed, and relevant management measures are proposed to defuse the stakeholder conflict of large-scale engineering projects. By using the evolutionary game model on complex networks, this paper studies the stakeholder conflict on the small-world network, providing reference for stakeholder conflict management of large-scale engineering projects in China. 1. Introduction It is generally believed that large-scale engineering project is initiated by the government, along with many stakeholders involved in during the planning and implementation. It has the characteristics of large investment scale, many factors involved, wide range of influence, and so on, which has significant and far-reaching impact on regions and even the whole country [1, 2]. As one of the most important driving forces for China’