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raenursingjourney · 5 months ago

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Who Am I as a Leader and as a Manager?

Raechel Zabala: 3559900

Faculty of Health Discipline, Athabasca University

NURS 432: Management and Leadership in Nursing

Assignment 1

Veronica Belostotsky

Who Am I as a Leader and as a Manager?

My pursuit of growth fuels rigorous self-assessment, revealing strengths in both managerial prowess and leadership acumen. As a manager, I excel in systematic problem-solving and fostering team development through structured approaches. My communication skills emphasize clarity and planning, with opportunities for delegation and conflict resolution improvement. As a leader, my strengths lie in coaching, goal setting, and inclusivity, with a commitment to enhancing interpersonal engagement and task direction. To lead effectively, I understand that managers and leaders need vision, communication, decision-making, influence, integrity, adaptability, team building, and accountability (Waddell & Walton, 2020). By refining these competencies—problem-solving, team support, communication, motivation, and goal-setting—I aim to evolve as a well-rounded leader, guiding my team to sustained success.

Management Self-Assessment

Based on the Management Self-Assessment (See Appendix A), several strengths in managerial skills are evident, including strong problem-solving and decision-making abilities, which are essential for effective management (Ibay & Pa-alisbo, 2020). These strengths suggest a systematic approach to addressing issues and making informed choices, indicating a structured and analytical thinking process. Moreover, there is a profound understanding of team development stages and the importance of supporting team members through these phases, highlighting a keen awareness of team dynamics and fostering creativity (Babatunde et al., 2023).

My self-assessment has revealed areas for improvement, which I am fully committed to addressing. For instance, I've realized that my task delegation could be more strategic. I sometimes assign tasks based on availability rather than suitability, impacting task efficiency and team morale. To address this, I plan to introduce task-fit assessments before delegation. Additionally, I've noticed a tendency to avoid addressing performance issues promptly and resolving conflicts, potentially affecting team accountability and cohesion. However, these realizations only fuel my commitment to enhancing these skills through training and practice, as they align with my goal of becoming a well-rounded leader and manager.

I will improve open communication and balance technical expertise with more vital people management skills to enhance effectiveness. Critical reflection highlights growth opportunities in delegation, conflict resolution, and fostering team diversity, essential for sustained success and organizational development (Kozlowski & Ilgen, 2019).

Leadership Self-Assessment

Based on my leadership assessment (See Appendix B), strengths in coaching, mentoring, goal setting, and fostering inclusivity demonstrate essential leadership skills for team development and performance (Halliwell et al., 2023). These strengths reflect my commitment to supporting and empowering team members, promoting a positive work environment through diversity initiatives, and addressing challenges with solid problem-solving and conflict management (Babatunde et al., 2023). Areas for improvement include enhancing interpersonal engagement to build stronger team relationships (Zhang et al., 2017) and developing comfort and skills in delegation and oversight. Further growth in admitting and correcting mistakes, seeking advice proactively, and refining feedback delivery would enhance authenticity, trustworthiness, decision-making, and effectiveness (Crans et al., 2022). Addressing these areas will help me become a more effective leader capable of guiding teams to success and fostering a collaborative work environment.

Based on my assessments, similarities between leadership and managerial roles include strong problem-solving, understanding of team dynamics, and fostering creativity (Huang et al., 2022). Areas for improvement in both involve enhancing interpersonal engagement, refining task delegation for suitability, and improving feedback to boost team cohesion and communication (Zhang et al., 2017). These efforts will enhance my effectiveness as a manager and leader, fostering a more collaborative and successful organizational environment.

Communication Self-Assessment

Based on my communication assessment (Appendix C), I demonstrate competence in planning and encoding messages, ensuring clarity and alignment with objectives and audience needs (Mind Tools Content Team, n.d.a). Utilizing the keep it simple and straightforward(KISS) principle aids in crafting concise and understandable messages (Mazzetti & Schaufeli, 2022). However, challenges arise in delegating tasks effectively based on task fit rather than availability and trusting others' capabilities (Zhang et al., 2017). My tendency to avoid conflict may hinder team resolution and performance. To enhance communication effectiveness, I must improve active listening, empathetic decoding, and feedback delivery to ensure messages are understood and adapted as necessary. I aim to sharpen my communication skills and foster a more cohesive team environment by addressing these areas.

Similarity of Assessments

Based on my assessments, I excel in systematic problem-solving and decision-making in managerial roles, with strengths similarly reflected in leadership assessments emphasizing coaching and fostering inclusivity for team empowerment. Areas for improvement include enhancing strategic task delegation, promptly resolving performance issues, and balancing technical expertise with people skills. Communication-wise, while adept at planning clear messages, I aim to improve task delegation, conflict resolution, active listening, empathetic decoding, and feedback delivery to enhance team cohesion and understanding in both managerial and leadership contexts.

Differences in Assessments

Assessments across managerial, leadership, and communication domains highlight distinct focuses. Managerial assessments emphasize problem-solving, delegation, and technical proficiency. Leadership evaluations prioritize coaching, mentorship, goal setting, and inclusivity. Communication assessments prioritize clarity, active listening, and empathetic communication. Each identifies unique growth areas: managers focus on delegation and conflict resolution, leaders on interpersonal engagement and decision-making, and communicators on message delivery and feedback. These insights outline essential management, leadership, and team dynamics skills.

Discussion of what I hope to achieve in the course

My goal in this course is to enhance managerial and leadership abilities by improving delegation practices, promptly addressing performance issues, and promoting diversity through inclusive recruitment. Balancing technical expertise with people management skills and enhancing interpersonal engagement, delegation comfort, and feedback delivery are essential. Ultimately, I aim to grow as a more effective leader and communicator, guiding my team to succeed tremendously in a positive, collaborative work environment.

Conclusion

To summarize, my self-assessment revealed managerial strengths in systematic problem-solving and decision-making, practical coaching, and goal setting. However, delegation, conflict resolution, and interpersonal engagement can improve. I want to become a better leader by improving delegation, conflict resolution, and relationships. This development will enhance team dynamics and performance, fostering a positive, collaborative work environment conducive to everyone's success and contributing to our organization's growth.

References

Babatunde, F., Abdullateef, D., Hussain, & Adeshina, O. (2023). Managing conflicts arising from

diversity and inclusion policies at workplace. ResearchGate, 9(3). https://doi.org/10.5281/zenodo.7843489

Crans, S., Aksentieva, P., Beausaert, S., & Segers, M. (2022). Learning leadership and

feedback seeking behavior: Leadership that spurs feedback seeking. Frontiers in

Psychology, 13(1). https://doi.org/10.3389/fpsyg.2022.890861

Ibay, S. B., & Pa-alisbo, M. A. C. (2020). An assessment of the managerial skills and

professional development needs of private catholic secondary school administrators in Bangkok, Thailand. World Journal of Education, 10(1), 149. https://doi.org/10.5430/wje.v10n1p149

Halliwell, P. R., Mitchell, R., & Boyle, B. (2023). Leadership effectiveness through coaching:

Authentic and change-oriented leadership. PLOS ONE, 18(12), e0294953–e0294953. https://doi.org/10.1371/journal.pone.0294953

Huang, Z., Sindakis, S., Aggarwal, S., & Thomas, L. (2022). The role of leadership in collective

creativity and innovation: Examining academic research and development environments. Frontiers in Psychology, 13(13).

Kozlowski, S. W. J., & Ilgen, D. R. (2019). Enhancing the effectiveness of work groups and teams. Psychological Science in the Public Interest, 7(3), 77–124. Sagepub. https://doi.org/10.1111/j.1529-1006.2006.00030.x

Mazzetti, G., & Schaufeli, W. B. (2022). The impact of engaging leadership on employee

engagement and team effectiveness: A longitudinal, multi-level study on the mediating role of personal- and team resources. PLOS ONE, 17(6), 1–25. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0269433

Mind Tools Content Team. (n.d.a). How good are your communication skills? Www.mindtools.com. https://www.mindtools.com/a3y5cte/how-good-are-your-communication-skills

Mind Tools Content Team. (n.d.b). How good are your management skills? Www.mindtools.com. https://www.mindtools.com/a08j05x/how-good-are-your-management-skills

Waddell, J. I., & Walton, N. A. (2020). Yoder-Wise’s leading and managing in Canadian nursing

(2nd ed.). Elsevier.

White, M. G. (n.d.). Free Printable Leadership Skills Test. LoveToKnow. https://www.lovetoknow.com/life/work-life/free-printable-leadership-skills-test

Zhang, X., Qian, J., Wang, B., Jin, Z., Wang, J., & Wang, Y. (2017). Leaders’ Behaviors Matter:

the Role of Delegation in Promoting Employees’ Feedback-Seeking Behavior. Frontiers in Psychology, 8(920). https://doi.org/10.3389/fpsyg.2017.00920

Appendix A

Management Skills Assessment

Figure A1: Part 1 of Management Self Assessment

Figure A2: Part 2 of Management Self-Assessment

Figure A3: Results of “How Good is my Management Skills?” Management Self-Assessment tool (Mind Tools Content Team, n.d.b.).

Appendix B

Leadership Self Assessment

Figure B: Leadership Assessment Skills test (White, n.d.). My score is 76. 50+: If your total score is 50 or higher, I have the skills and tendencies required to succeed in a leadership role (White, n.d.).

Appendix C

Communication Self-Assessment

Figure C1: Part 1 of Communication Self-Assessment

Figure C2: Results of “How Good is my Communication Skills?” a self-quiz that tests communication skills (Mind Tools Content Team, n.d.a.) Self-Assessment

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jhumblesworld · 6 months ago

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Week 5:Team Work

Hoegl and Gemuenden (2001) describe teamwork as having the following characteristics: communication, coordination, a balance of inputs, providing mutual support, effort, and cohesion. Kozlowski (2006) states that a team comprises of individuals who share goals by communicating with each other , in person or virtually, to perform tasks, with members having defined roles and responsibilities.

Kozlowski (2006) states that a team comprises of individuals who share goals by communicating with each other , in person or virtually, to perform tasks, with members having defined roles and responsibilities. Our team had a shared goal and we organised an Instagram chat. People periodically posted and then we reacted.

Whilst our team all made an effort, it was personal and we were not a particularly cohesive team. It is reported that teams which fail to coordinate and determine ways of operating will not function at the optimal level (Zaccaro, Rittman & Marks, 2001). We could have become a more unified team by spending more time in the planning stage.

We did not appoint a leader at the start to coordinate communication or designate roles and responsibilities so we all randomly chose parts of the assignment. I felt frustrated and unable to clarify my 'work' as team members overlapped each others topics.

Knowing what i do now, i have taken steps in order to both provide and receive effective communication in my next group assignments. One step is early communication and a shared plan of meeting times and dates throughout the assignment to check on progress. Secondly, providing clear and documented roles to all team members is key. Finally a team leader respectful of everyone's abilitiesd must be in place to organise, direct , lead and manage.

The following is my self-evaluation of how well we operated as a team.

Having reviewed evryone else evaluations, my standards and expeectations were perhaps highger than others who rated our team and thier performances as mostly 4s or 5s

Hoegl, M., & Gemuenden, H. G. (2001). Teamwork quality and the success of innovative projects: A theoretical concept and empirical evidence. Organization Science, 12(4), 435–449.

Kozlowski, S. W. J., & Ilgen, D. R. (2006). Enhancing the Effectiveness of Work Groups and Teams. Psychological Science in the Public Interest, 7(3), 77-124. https://doi.org/10.1111/j.1529-1006.2006.00030.x

Zaccaro, Rittman, A. L., & Marks, M. A. (2001). Team leadership. The Leadership Quarterly, 12(4), 451–483. https://doi.org/10.1016/S1048-9843(01)00093-5

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southjerseyweb · 9 months ago

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Kiley Kozlowski Leads Hammonton to Upset Victory in South Jersey Girls Basketball Playoffs

The Hammonton High girls basketball team secures a thrilling 60-54 victory over Timber Creek in the South Jersey Group 3 state playoffs, …

View On WordPress

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imiging · 6 months ago

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by Janek Kozlowski aka kozjar, finegrainwhisperer.tumblr.com

Daily original photographs and creations by the imiging team!

#imiging #blck and white #beach #landscape #mist #wave #vertical

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worldfootballrumours · 2 years ago

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#World Football Rumours

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phantomtutor · 2 years ago

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SOLUTION AT Academic Writers Bay PERSONNEL PSYCHOLOGY 2016, 69, 159–198 EMPOWERING LEADERSHIP AND EFFECTIVE COLLABORATION IN GEOGRAPHICALLY DISPERSED TEAMS N. SHARON HILL The George Washington University KATHRYN M. BARTOL University of Maryland Our research integrates theoretical perspectives related to distributed leadership in geographically dispersed teams with empowering leadership theory to build a multilevel model of virtual collaboration and performance in dispersed teams. We test the model with procurement teams in a major multinational corporation. Our results show a significant cross-level effect of empowering team leadership, such that under conditions of high empowering team leadership, a team member’s virtual teamwork situational judgment (VT-SJ) is positively and significantly associated with his or her virtual collaboration behaviors and also indirectly with his or her individual performance in the team. At the team level, our findings also suggest that the impact of empowering leadership on team members’ aggregate virtual collaboration, and indirectly on team performance, increases at higher levels of team dispersion. These findings shed important light on the role of team leadership in fostering effective collaboration and performance of geographically dispersed virtual teams. To support major strategic initiatives in areas such as globalization, outsourcing, and strategic partnering, organizations are increasingly turning to the use of geographically dispersed teams in which members rely on technology to collaborate virtually in the team. Dispersed or virtual teams offer many potential advantages (Martins, Gilson, & Maynard, 2004; Rosen, Furst, & Blackburn, 2006), including the ability to have the most technically qualified individuals work on tasks regardless of location while also offering opportunities for sizable cost savings resulting from reduced travel. With such potential benefits, it is small wonder that organizations have an increasing interest in the utilization of such teams (Martins et al., 2004; Rosen et al., 2006). At the same time, reports point to special challenges individuals face in their collaborations with dispersed Correspondence and requests for reprints should be addressed to N. Sharon Hill, The George Washington University, School of Business, 315F Funger Hall, 2201 G Street, NW, Washington, DC 20052; [email protected] C 2015 Wiley Periodicals, Inc. doi: 10.1111/peps.12108 159 160 PERSONNEL PSYCHOLOGY team members (for reviews, see Axtell, Fleck, & Turner, 2004; Martins et al., 2004; O’Leary & Cummings, 2007). For example, research shows that geographic dispersion may impede effective information sharing, coordination, problem solving, building trust, and constructively resolving conflicts with others on the team (Cramton, 2001; Cramton & Webber, 2004; Hill, Bartol, Tesluk, & Langa, 2009; Hinds & Mortensen, 2005; Jarvenpaa & Leidner, 1999; Joshi, Lazarova, & Liao, 2009; O’Leary & Cummings, 2007). In the face of such challenges, numerous scholars have pointed to the potential importance of team leaders in promoting virtual collaboration that contributes to high levels of performance in dispersed teams (e.g., Bell & Kozlowski, 2002; Blackburn, Furst, & Rosen, 2003; Malhotra, Majchrzak, & Rosen, 2007; Martins et al., 2004; Weisband, 2008; Zigurs, 2003). In their major theorizing about leadership in dispersed teams, Bell and Kozlowski (2002) suggested that the challenges of collaboration in such teams and the attendant difficulty in monitoring team member behaviors require distributing leadership functions to team members while, at the same time, fostering collaboration among them. Yet the limited existing empirical research related to distributed forms of leadership in dispersed teams has focused on leadership as it relates to use of information and communication tools in teams (e.g., Rapp, Ahearne, Mathieu, & Rapp, 2010; Surinder, Sosik, & Avolio, 1997; Wakefield, Leidner, & Garrison, 2008) and/or failed to consider geographic dispersion in the team (e.

g., Pearce, Yoo, & Alavi, 2004). One form of leadership that embodies Bell and Kozlowski’s (2002) recommended approach is empowering leadership. Due to its combination of sharing power with team members while also providing a facilitative and supportive environment (Arnold, Arad, Rhoades, & Drasgow, 2000; Srivastava, Bartol, & Locke, 2006), empowering leadership appears to be particularly well suited to helping team members meet the demands of collaborating in a dispersed teamwork environment. Hence, the overall purpose of this study is to evaluate the extent to which distributing leadership to team members by way of empowering leadership promotes more effective virtual collaboration and ultimately performance in dispersed teams. We define virtual collaboration as collaborative behaviors that promote interactions that support geographically dispersed teamwork. In their theorizing, Bell and Kozlowski (2002) noted that distributing leadership functions to dispersed teams creates an environment that facilitates each team member applying relevant knowledge and judgment in order to successfully collaborate virtually with other team members. This is paramount in dispersed teams because each member faces challenges unique to his or her local dispersed circumstances. Further, as a result of being separated from others in the team, each team member must HILL AND BARTOL 161 regulate his or her own behaviors and performance in the team. Accordingly, taking a multilevel approach, we examine the extent to which an empowering leadership team context moderates the influence of individual virtual teamwork situational judgment (VT-SJ) on team member virtual collaboration, and ultimately team member performance. VT-SJ reflects Bell and Kozlowski’s (2002) emphasis on each member of a dispersed team having “attributes to be able to . . . operate in a virtual environment” (p. 26). As such, VT-SJ describes an individual’s knowledge about successful virtual collaboration strategies and how to apply that knowledge to formulate effective responses in geographically dispersed teamwork situations. Existing research related to individual characteristics in dispersed teams has largely been concerned with relatively stable personality characteristics or personal orientations that either adversely influence or aid computer-mediated interactions (e.g., Staples & Webster, 2007; Tan, Wei, Watson, Clapper, & McLean, 1998; Workman, Kahnweiler, & Bommer, 2003). Our focus on VT-SJ responds to calls for greater attention to the role of individual differences in dispersed teams (Kirkman, Gibson, & Kim, 2012) by examining a characteristic—knowledge and judgment about operating effectively in dispersed team situations—that can potentially be developed. In addition, we extend leadership research that goes beyond the existing predominant focus on team-level effects to consider how team leadership, as a team-level stimuli, might have cross-level effects on important individual-level processes in teams (e.g., Chen & Kanfer, 2006; Chen, Kirkman, Kanfer, Allen, & Rosen, 2007). Building further on Bell and Kozlowski’s (2002) theorizing about dispersed team leadership, we argue that empowering team leadership will play a more important role in fostering the virtual collaboration and performance of the team as a whole as geographic dispersion in the team increases. This is because the challenges of collaborating virtually can be expected to intensify as the level of team dispersion increases (O’Leary & Cummings, 2007). This line of inquiry adds to the limited research that has explicitly measured geographic dispersion in conjunction with leadership effects in dispersed teams (for exceptions, see Cummings, 2008; Gajendran & Joshi, 2012; Hoch & Kozlowski, 2014; Joshi et al., 2009). At the same time, it contributes to emerging leadership research that seeks to shed light on situations in which empowering team leadership is more or less effective (e.g., Chen, Sharma, Edinger, Shapiro, & Fahr, 2011; Mathieu, Ahearne, & Taylor, 2007; Yun, Faraj, & Sims, 2005).

In summary, we build a theoretical model that makes three important contributions to research on dispersed teams as well as empowering leadership research. First, we contribute to theory on leadership in geographically dispersed teams (Bell & Kozlowski, 2002) by integrating 162 PERSONNEL PSYCHOLOGY Team Geographic Dispersion Empowering Team Leadership Virtual Teamwork Situational Judgment Team Virtual Collaboration Team Member Virtual Collaboration Team Performance Team Member Performance Figure 1: Theoretical Model. notions of distributed leadership in such teams with those of empowering leadership theory. In doing so, we support contentions regarding the value of more distributed forms of leadership in dispersed teams (Bell & Kozlowski, 2002) while also extending empowering leadership theory to the dispersed team realm. Second, by exploring the cross-level moderating effect of empowering leadership in strengthening the impact of VT-SJ on a team member’s virtual collaboration, we support the notion that distributed leadership facilitates a team member’s use of relevant attributes to enhance virtual collaboration (Bell & Kozlowski, 2002). Our focus on VT-SJ also extends the limited literature on individual differences in dispersed teams (Hertel et al., 2005; Kirkman et al., 2012) by moving beyond the predominant focus on stable personality traits to highlight a team member characteristic that can potentially be developed to improve individual virtual collaboration and ultimately performance in the team. Finally, at the team level, our study supports Bell and Kozlowski’s (2002) notion that distributed forms of leadership, such as empowering leadership, will be more impactful in teams with greater geographic dispersion, ultimately enhancing team performance (Nauman, Mansur Khan, & Ehsan, 2010; Pearce et al., 2004; Zhang, Tremaine, Egan, Milewski, O’Sullivan, & Fjermestad, 2009). In this way, the present research also contributes to empowering leadership theory by demonstrating an important new boundary condition for empowering leadership effects on dispersed team outcomes. Our multilevel model is shown in Figure 1. HILL AND BARTOL 163 Theory and Hypothesis Development Dispersed teams consist of geographically distributed coworkers who interact using a combination of telecommunications and information technology to accomplish an organizational task (Townsend, DeMarie, & Hendrickson, 1998). In this section, we use Bell and Kozlowski’s (2002) theorizing about leadership in dispersed teams as a foundation to develop the multilevel theoretical model for this study. The model shows empowering leadership as an important factor for promoting effective virtual collaboration behaviors and, ultimately, performance of both individual team members and the dispersed team as a whole. We first consider the cross-level effect of empowering leadership in creating a team context in which a team member is more likely to apply his or her knowledge about strategies for effective virtual teamwork in support of virtual collaboration with distributed teammates. These collaborative behaviors then facilitate a higher level of performance for the individual team member operating within the team. At the team level, we build a model wherein the influence of empowering leadership on the team’s aggregated virtual collaboration is moderated and strengthened by the degree of team geographic dispersion, with ultimate implications for team performance. Empowering Leadership, VT-SJ and Team Member Virtual Collaboration In the context of virtual teamwork, there is considerable support in the related literature for the notion that geographically dispersed teams face challenges that require team members to engage in collaborative behaviors tailored to their dispersed circumstances (e.g., Byron, 2008; Cramton, 2001; Hinds & Bailey, 2003; Hinds & Weisband, 2003; Jarvenpaa & Leidner, 1999; O’Leary & Cummings, 2007). Virtual collaboration refers to behaviors enacted by a

team member in support of effective interactions with teammates in geographically dispersed teamwork environments. We argue that empowering leadership plays an important role in facilitating the process through which team members enact such behaviors. In their theorizing about distributed team leadership, Bell and Kozlowski (2002) noted the importance of each member of a dispersed team having attributes that enable them to operate in a virtual environment. However, at the same time, they highlighted the critical role of team leaders in creating a team context that allows each member to make best use of these attributes for collaborating virtually with distributed team members. Such factors are critical in a dispersed team in which members are separated from one another and potentially face challenges unique to their local work environment. Each team member must therefore self-regulate behavior in ways that promote effective virtual collaboration 164 PERSONNEL PSYCHOLOGY with teammates (Bell & Kozlwoski, 2002; Mohrman, 1999). Based on this theoretical perspective, we focus on VT-SJ as an important team member attribute that allows a team member to engage in more effective virtual collaboration behaviors and conceptualize empowering team leadership as a team contextual factor that strengthens this relationship. More specifically, we predict that empowering leadership and VT-SJ will interact to influence team member virtual collaboration. We next consider further both empowering leadership and VT-SJ before describing their joint relevance to collaboration in geographically dispersed teams. Empowering leadership in geographically dispersed teams. Empowering leadership has been defined as leader behaviors that involve sharing power with subordinates, raising their level of intrinsic motivation, and creating a supportive environment for team members to leverage the power afforded them (Arnold et al., 2000; Srivastava et al., 2006; Zhang & Bartol, 2010). These behaviors include leading by example, participative decision making, coaching, informing, and showing concern (Arnold et al., 2000). Empowering leadership is consistent with the distributed leadership approach in the theoretical perspective put forth by Bell and Kozlowski (2002). It is also congruent with commentary by other researchers who have proposed that leader behaviors that share or distribute influence are likely to be particularly functional in a teamwork environment characterized by dispersion of team members and the attendant lack of face-to-face contact (Hertel et al., 2005; Kahai, Sosik, & Avolio, 2004; Pearce et al., 2004). For instance, Hertel et al. (2005) also noted the difficulty for leaders of maintaining close control when team members are dispersed and suggested using principles of delegation to shift some influence to team members. Team member virtual teamwork situational judgment. Bell and Kozlowski (2002) noted that effective virtual teamwork requires team member characteristics related to collaborating effectively in a virtual environment. Consistent with this stance, Hertel et al. (2005) and others (e.g., Kirkman et al., 2012; Shin, 2004) have pointed to the need to focus more research attention on individual attributes that are directly related to being able to function effectively in a dispersed, technology-mediated team environment. Team member virtual teamwork situational judgment (VT-SJ) is an individual characteristic that is particularly relevant to operating effectively in a dispersed team context. In general, situational judgment refers to the extent to which an individual has knowledge about how to deal most effectively with everyday situations encountered in a particular work context and the ability to apply that knowledge to formulate an appropriate response to situations that arise (for a review, see Chan, 2006). Individuals with high situational judgment tend to be more effective at identifying and responding to HILL AND BARTOL 165 situational

cues in a particular domain and, therefore, are better positioned to respond to situational demands that they encounter in their daily work. A growing body of research supports using situational judgment tests to assess situational judgment related to specific work domains. That research has shown that domain-specific situational judgment accounts for incremental validity in predicting performance-related behaviors in that domain over measures of cognitive ability and other common individual measures, such as personality measures (for a review, see meta-analysis by McDaniel, Hartman, Whetzel, & Grubb, 2007). Related to this, performance theory recognizes the importance of both having job-related knowledge and being able to apply that knowledge to different job situations (Campbell, McCloy, Oppler, & Sager, 1993; McCloy, Campbell, & Cudeck, 1994). In this study, we focus on virtual teamwork situational judgment (VT-SJ), which reflects an individual’s knowledge about the challenges of technology-mediated collaboration in dispersed teams and appropriate courses of action in situations that commonly arise when working with others in such teams. We next consider the role of a team member’s VT-SJ, in conjunction with empowering team leadership, for promoting effective virtual collaboration behaviors. The interactive effect of empowering leadership and VT-SJ. Based on past research reviewed above that has shown the positive impact of situational judgment related to a particular work domain on performancerelated behaviors in that domain, we expect a team member with a higher level of VT-SJ to be better equipped to formulate effective responses to challenges encountered in geographically dispersed teamwork situations, and hence to be more effective in collaborating virtually with distributed teammates. Further, we expect a higher rather than lower empowering context to play a facilitating and enabling role in strengthening the connection between VT-SJ and virtual collaboration. In considering what constitutes virtual collaboration, Hertel et al. (2005) reviewed the literature to propose a team competency model for virtual teamwork consisting of categories of behaviors that should be particularly functional for effective interactions under technology-mediated, geographically dispersed team circumstances. In addition, reviews by other researchers (e.g., Axtell et al., 2004; Kirkman et al., 2012; Powell, Piccoli, & Ives, 2004; Shin, 2004) point to similar categories of behaviors. First, virtual collaboration requires that a team member uses technology appropriately so as to communicate virtually with distributed teammates in a way that reduces the increased potential for misunderstandings, negative attributions, and adverse impact on the development of shared understanding among team members (Cramton, 2001; Hinds & Weisband, 2003). This need derives from the fact that the greater reliance on technology to communicate due to team member dispersion (O’Leary & Cummings, 166 PERSONNEL PSYCHOLOGY 2007; Kirkman & Mathieu, 2005) reduces contextual and nonverbal cues that help to clarify the intended meaning of messages (Daft & Lengel, 1986). Second, virtual collaboration also involves taking the initiative to interact with others in a highly supportive and responsive manner (Jarvenpaa & Leidner, 1999) in order to overcome the coordination missteps that can result from geographically dispersed team situations (O’Leary & Cummings, 2007) and to build task-based trust, a primary source of trust in a virtual team (Jarvenpaa & Leidner, 1999). This type of interaction is characterized by frequent, predictable, and supportive communication; substantive responses to requests for information and input; and consistently meeting commitments (Jarvenpaa & Leidner, 1999). Finally, virtual collaboration requires that a team member works constructively across the boundaries in a dispersed team resulting from differences in team member perspectives and work approaches

associated with distribution across multiple work locations (Hinds & Bailey, 2003; Hinds & Mortensen, 2005). Bridging these differences is notably more challenging in a distributed team environment due to the diversity of contexts typically involved (Bell & Kozlowski, 2002; Cramton, 2001; Jarvenpaa & Leidner, 1999; O’Leary & Cummings, 2007). While noting the importance of individual attributes for aiding virtual collaboration in dispersed teams, Bell and Kozlowski (2002) also suggest that a team member who is able to share power with the leader will be better positioned to self-regulate performance by applying virtual teamwork relevant attributes to collaborate virtually with others in the team. This notion is consistent with research suggesting that empowering leadership creates an environment that motivates and facilitates the process of team members utilizing their capabilities to work more effectively in the team (Chen & Kanfer, 2006; Chen et al., 2011). It also aligns with general person-situation interactionist theoretical perspectives proposing that situational factors can limit the extent to which individual differences result in expected behaviors that are consistent with those differences (for a review, see Meyer, Dalal, & Hermida, 2010). Finally, it is congruent with propositions and evidence from team research showing that team contextual factors can act as facilitators of or constraints on team member processes (Chen & Kanfer, 2006; Chen et al., 2007) We predict that a team member operating in a team context characterized by high levels of empowering team leadership is likely to use VT-SJ more effectively to collaborate virtually with team members than one operating in a low empowering leadership team context. There are several reasons why empowering leadership is likely to positively moderate the relationship between VT-SJ and a team member’s virtual collaboration. High rather than low empowering team leadership entails more modeling of appropriate actions, giving team members more examples that they HILL AND BARTOL 167 can adapt using their virtual teamwork situational judgment in order to improve collaboration with others. The greater degree of participative decision making associated with higher empowering team leadership also affords a team member more latitude to use virtual teamwork situational judgment in collaborating virtually. Further, more coaching on the part of a high empowering team leader should encourage greater use of situational judgment capabilities with virtual collaboration. Finally, it is easier to incorporate VT-SJ to formulate effective responses to virtual collaboration situations when team leadership is more rather than less empowering because such a leader provides an individual with more relevant information and shows greater concern and support for the team member’s actions. In summary, we expect that VT-SJ is more likely to translate into effective team member virtual collaboration when team empowering leadership is high rather than low. These individuals, when functioning under a high level of empowering leadership, should have the power to use their knowledge and ability to develop more appropriate responses to the challenges of distributed teamwork they encounter as compared to their counterparts in low empowering leadership team contexts. Hypothesis 1: Empowering leadership moderates the positive relationship between team member virtual teamwork situational judgment (VT-SJ) and a team member’s virtual collaboration, such that this relationship is stronger when empowering leadership is high. Team Member Performance We predict that more effective virtual collaboration with others in a dispersed team should improve a team member’s performance in the team. Past theoretical and empirical research has shown that, in teamwork settings, working well with others and responding to their needs is a means by which individuals can achieve a higher level of individual performance (e.g., Barry

& Stewart, 1997; Farh, Seo, & Tesluk, 2012; Shaw, Duffy, & Stark, 2000; Welbourne, Johnson, & Erez, 1998). Hence, in a dispersed team, a team member’s ability to engage in collaborative behaviors that address the demands of distributed teamwork should enhance a team member’s performance. We have proposed earlier that the influence of team member VT-SJ on team member virtual collaboration is partially contingent on empowering team leadership (Hypothesis 1). Considered in combination with the expectation that team member virtual collaboration positively relates to individual team member performance, this suggests that there is an indirect (mediated) relationship between VT-SJ and team member performance 168 PERSONNEL PSYCHOLOGY through team member virtual collaboration that is contingent on the level of team empowering leadership. This type of relationship is commonly referred to as a conditional indirect effect or moderated mediation effect (Edwards & Lambert, 2007; Preacher et al., 2007). Further, because we have predicted that high empowering leadership strengthens the positive relationship between VT-SJ and team member virtual collaboration, this indirect effect should be stronger at higher than at lower levels of empowering team leadership. This cross-level moderated mediation hypothesis constitutes Hypothesis 2. Hypothesis 2: Empowering team leadership moderates the positive indirect effect of team member virtual teamwork situational judgment (VT-SJ) on team member performance through team member virtual collaboration, such that this indirect effect is stronger at higher levels of empowering leadership. Empowering Leadership, Team Geographic Dispersion, and Team Virtual Collaboration In addition to its cross-level influence on the relationships linking team member VT-SJ to team member collaboration and performance, we also consider the impact of empowering leadership on the aggregate level of virtual collaboration enacted by members of the team. We henceforth refer to aggregate virtual collaboration at the team level as team virtual collaboration to distinguish it from individual team member virtual collaboration discussed in the previous section. We expect empowering leadership to have a direct positive impact on team virtual collaboration that is moderated by the team’s geographic dispersion. These predictions are consistent with Bell and Kozlowski’s (2002) theorizing related to leadership in dispersed teams. There are several reasons why empowering leader behaviors might help to promote effective collaboration behaviors in dispersed teams. For instance, participative leadership along with leader coaching and support can provide the team with the leeway and confidence to experiment in finding ways to effectively use technology for communicating virtually within the dispersed team (Colquitt, LePine, Hollenbeck, Ilgen, & Sheppard, 2002; Kirkman, Rosen, Tesluk, Gibson, 2004). Empowering team leadership has also been shown to foster a collaborative team context (Srivastava et al., 2006), which should make team members more responsive to each other and more willing to take the initiative to help the team. Finally, empowering leadership can be expected to solicit behaviors associated with collaborating across the differences that exist in HILL AND BARTOL 169 geographically dispersed teams and leveraging the different perspectives and work approaches members bring to the team. The aforementioned collaborative context and spirit of experimentation engendered by empowering leadership behaviors, as well as the consideration for others that results when empowering leaders show concern for dispersed team members, should result in team members being more likely to seek and value each other’s ideas and perspectives. It should also result in a greater tendency for team members to work to mitigate the potentially dysfunctional conflicts that can arise in the team as a result of team-member and work-context differences. More generally, through

leading by example, empowering leaders can model appropriate behaviors for interaction among dispersed team members. Given the likelihood of greater diversity of members and work practices in dispersed teams, as well as the reduced opportunity for face-to-face interaction, such modeling along with team leader coaching behaviors should be useful in signaling and creating a shared understanding of effective norms and patterns of interaction. With regard to the interaction between empowering leadership and team geographic dispersion, past research has shown that the level of geographic dispersion in a team is an important contingency that determines the degree of team relevance of leadership behaviors (Cummings, 2008; Gajendran & Joshi, 2012; Hoch & Kozlowski, 2014; Joshi et al., 2009; Morgeson, DeRue, & Karam, 2010). This is because geographic dispersion in a team can be considered as a continuum and teams that are higher on this continuum tend to experience greater challenges that can complicate team processes and undermine the production of needed outcomes (Cramton & Webber, 2004; Cummings, 2008; Gajendran & Joshi, 2012; Gibson & Gibbs, 2006; Hinds & Mortensen, 2005; Joshi et al., 2009; O’Leary & Cummings, 2007; Schweitzer & Duxbury, 2010). Related theoretical perspectives that support the prescription of team leaders sharing leadership functions with distributed team members also propose that these leader behaviors will increase in importance as team dispersion increases (Bell & Kozlowski, 2002; Hertel et al., 2005). Yet the amount of research that has considered the geographic dispersion issue empirically in conjunction with distributed team leadership has been somewhat limited (for exceptions, see Cummings, 2008; Gajendran & Joshi 2012; Hoch & Kozlowski, 2014; Joshi et al., 2009), and we are not aware of any published empirical research that has addressed the team geographic dispersion issue with respect to empowering leadership. Relevant to this gap, we expect empowering leadership to have a stronger impact on team virtual collaboration in teams with higher rather than lower levels of geographic dispersion. As noted earlier, our focus on empowering leadership is based on the notion that leadership in geographically dispersed teams calls for distributing leadership functions 170 PERSONNEL PSYCHOLOGY to team members while at the same time generating high levels of intrinsic motivation to engage in more effective virtual collaboration with others (Bell & Kozlowski, 2002). Greater dispersion in the team increases the challenges of collaboration and makes it more difficult for leaders to directly monitor individual team members and intervene to address these challenges. Hence, at high rather than low levels of geographic dispersion, the increased intrinsic motivation and power to act elicited by high empowering leadership behaviors becomes more important for producing needed virtual collaboration. Kirkman et al. (2004) used similar arguments to support their prediction and finding that team empowerment has a stronger relationship to team effectiveness in teams with less opportunity for face-to-face interaction. They argued that less face-to-face interaction would result in a greater tendency to exhibit “distrust and information hoarding, unwillingness to take risks and learn from mistakes, and even inaction and paralysis” (Kirkman et al., 2004, p. 180), resulting in a greater need for empowered team members to overcome these behaviors. Similarly, we have argued that empowering leadership, which past research has shown to impact team empowerment (e.g., Kirkman & Rosen, 1999), can help to overcome these team behaviors that are detrimental to a team’s virtual collaboration. Hence, we hypothesize the following: Hypothesis 3: Team geographic dispersion moderates the positive relationship between empowering team leadership and a team’s virtual collaboration, such that this relationship is stronger when team geographic dispersion is high.

Team Performance More effective team virtual collaboration should improve overall team performance because team virtual collaboration involves behaviors on the part of team members that collectively promote effective geographically dispersed teamwork. Hypothesis 3 predicts that team geographic dispersion moderates the positive effect of empowering leadership on team virtual collaboration. Considered in combination with the expected positive effect of team virtual collaboration on team performance, this suggests a moderated mediation effect whereby the indirect (mediated) effect of empowering leadership on team performance through team virtual collaboration is contingent on the level of team geographic dispersion. In addition, because we expect geographic dispersion to strengthen the positive relationship between empowering leadership and team virtual collaboration, the indirect effect should be more strongly positive at higher rather than lower levels of geographic dispersion. HILL AND BARTOL 171 Hypothesis 4: Team geographic dispersion moderates the positive indirect effect of empowering leadership on team performance through team virtual collaboration, such that this indirect effect is stronger at higher levels of geographic dispersion. Methods Sample and Data Collection We tested the study hypotheses with data collected via online surveys from a sample of geographically dispersed teams in the procurement organization of a large multinational company. These teams were well-suited to testing hypotheses related to distributed teamwork. They ranged in size from 3 to 26 with an average team size of 9.27. Sixty percent of the teams were cross-functional global commodity procurement teams. These teams comprised buyers in different geographic areas who were collectively responsible for purchasing commodities to address the needs of the global organization. Team members had to collaborate to develop and implement global procurement strategies for managing the company’s total spend for a commodity. The remaining teams were cross-functional procurement process improvement teams responsible for identifying and implementing improvements to the company’s global procurement processes. Team members had to work collaboratively to share information, analyze current procurement processes, as well as develop and implement globally integrated process improvements to meet the needs of the different procurement organizations around the world. Discussions with organizational representatives confirmed that the teams engaged in tasks of similar levels of complexity that required team members to work interdependently. Leaders across the teams in the sample also reported a mean level of task interdependence of 5.4 on a scale of 1 to 7 (SD = 1.18), providing further evidence that these teams engaged in interdependent work. Team members completed two different surveys. The first survey completed by each team member is referred to as the focal team member survey and provided data on a member’s virtual teamwork situational judgment and the individual control variables in the study. Each team member then completed a second survey 2 weeks later. Using this second survey, team members provided data on the extent of empowering team leadership on the part of the team leader. In addition, each team member assessed the virtual collaboration of three to five other members of the team (peers) who were randomly selected by the research team (e.g., Arthaud-Day, Rode, & Turnley, 2012; Erez, Lepine, & Elms, 2002; Tasa, Taggar, & 172 PERSONNEL PSYCHOLOGY Seijts, 2007). We used this peer data to compute a virtual collaboration score for each member of the team. A total of 250 team members working in 29 dispersed teams were sent survey links. We received responses from 194 team members (78% response rate). Team leaders also completed two surveys. The first survey provided data on team-level control variables and team performance. On the second survey, the team leader separately rated the performance of each team member.

The team member database consisted of the data from the focal team member survey (VT-SJ and individual-level controls) matched with each team member’s virtual collaboration score (computed using peer data from the second team member survey) and the team member’s performance rating received from the team leader. Consistent with related research (e.g., Chen, 2005; Srivastava et al., 2006), we used peer data only for cases in which at least two peer ratings were available for the focal team member. The team-level database consisted of the team leader’s empowering leadership rating (using data from the second team member survey) as well as team-level controls and team performance data provided by the team leader. The final sample used in the study consisted of data for 193 focal team members (77% of total focal team members surveyed) in 29 teams. Team members in the final sample were 66% male with a mean age of 47 years and a mean tenure in the procurement organization of 3.7 years. Among the members, 66% were White, 12% Asian, 8% Hispanic, 6% Black, and 8% from other ethnic groups. Measures Unless otherwise noted, a 7-point Likert scale ranging from 1 = strongly disagree to 7 = strongly agree was used for the survey measures. Empowering team leadership. We measured empowering leadership with the 5-factor empowering leadership scale used by Srivastava et al. (2006) and based on Arnold et al. (2000). Each factor had three items: leading by example (e.g., “Leads by example”), participative decision making (e.g., “Gives all team members a chance to voice their opinions”), coaching (e.g., “Teaches team members how to solve problems on their own”), informing (e.g., “Explains the team’s goals”), and showing concern for/interacting with the team (e.g., “Shows concern for team members’ success”). Team members indicated the extent to which each statement described the leader of their team using a scale of 1 = does not describe the team leader at all to 7 = describes the team leader extremely well. CFA on the empowering leadership measure showed acceptable fit for a model with five first-order factors (the five dimensions) and one secondorder factor (χ2 = 249.39, df = 86, p CLICK HERE TO GET A PROFESSIONAL WRITER TO WORK ON THIS PAPER AND OTHER SIMILAR PAPERS CLICK THE BUTTON TO MAKE YOUR ORDER

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yamikakyuu · 3 years ago

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questions I have swimming in my head about The Amelia Project

Is Kozlowski ever going to meet up with the team again?

Where did Wally go after he ditched MI5?

What the hell does Mikeala want? Wanting a robot with insane perception makes sense but for what? Having truth serum makes sense to a point.

What's up with the cat? Sorry but I don't believe it's just random not after 54.

WHAT THE FUCK IS GOING ON WITH THE INTERVIEWER???? I'm not going down the hole I did with Wilde but ughhhh god I can feel the pull...

I fully believe his meeting in 49 with Tim's character was a hallucination or dream given what happened in 54.

The end of 54 ruined me. I hope he's okay...

#the amelia project #Give me answers!!!!#Hands up emoji

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potterandpromises · 3 years ago

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Prompt: Buried in Rubble

In which Alvina reflects on an evening with her colleagues.

Working for Amelia, accidents happen. With Kozlowski on the team, it’s rarely a problem. Even being buried under rubble is no exception. It does however, make for a rare evening where they're all together; Joey and Salvatore picking at each other's scabs, The Interviewer dropping Maltesers into his cocoa, Amelia rolling a dart between her thumb and forefinger, Kozlowski sewing a banana to a pig's foot. The six of them, six A’s between them, the best in the business.

"What?" Amelia smiles over the rim of their shared bottle.

"Oh, Vodka makes me sappy."

#badthingshappenbingo #the amelia project #fanfiction #my fanfic tag #Fic series: Here and Now #does it count if it's only showing the aftermath?#anyway #may or may not go for blackout #we shell see #tw alcohol

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littlebookreader · 3 years ago

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Six Feet Under, With a Brand New Start (Part 1/2)

For more information on the fic, look here. For the rest, it’s all under the cut. This is the first part of the fic.

@cocoa-collabs for the Bookstore.

@thecrimsoncorvus

“I’m going out to the book shop.”

Never had a statement surprised the team at Amelia as much as it did then. All of them blinked in unison, visibly shocked. Kozlowski was….going out?

Kozlowski, who refused little scone trips with Alvina and inventory revisions with Joey and Salvatore. Kozlowski, who drilled away in his mortuary till the wee hours of the morning and refused food or drink till his new experiments were finished. Kozlowski, who tattooed himself to appear intimidating (as if he wasn’t burly enough already) just because he didn’t want to speak to people. Kozlowski, who owned ventriloquist doll versions (he was a talented dollmaker, who would’ve thought) of every single one of the team members with walkie-talkies in them to communicate about their various demands just because he never wished to leave the mortuary.

THAT Kozlowski?

As if sensing their apprehensions, he said calmly, “I just wanted to pick up some manuals for my newest experiment, and they weren’t available online.”

Everyone seemed all right with that. It was a reasonable explanation, after all. A little too reasonable for Kozlowski, perhaps, but reasonable nonetheless. They shrugged, not thinking too much about it, where they had been shocked only a minute ago, and went back to work.

Kozlowski, relieved that he’d gotten ‘the pleasantries’ out of the way, started towards the door, only to be blocked by a certain pilot who was a little too curious for her own good sometimes. He knew that he could easily pick her up and put her back up on a shelf (he’d even done it a few times before). He could. It was just that he didn’t want to.

"Where are you really going, Kozlowski?”

“The book shop, I said before.”

“You know that you can always tell me, right?”

“I really am.”

She didn’t look too convinced. “Right.” Then: “Do you really have to take that?”

The dolls had started out as a joke, just a little something to pass the time. Hers just happened to be the first. He shrugged. “In case I require something from the mortuary.”

She raised an eyebrow. “What would you require from a mortuary, in a bookstore, of all places?”

“Best to be prepared, right?”

Amelia sighed. “Fine, I’ll help, just don’t pester me too much.”

With that, she finally let him go. She was a feisty one, that pilot. Kozlowski adjusted the receiver, attached to the left ear of the doll, and mumbled, “Test, test, are you there, pilot?”

The doll spoke up. (Not literally, it was just that he’d placed Amelia’s receiver in the doll’s mouth, which made it appear that way.) “Are you even in the bookstore, Kozlowski?”

“No, I’m just checking.” He paused, slightly embarrassed with what he was about to ask next. “Pilot, where’s the book shop, exactly?”

He could almost hear her rolling her eyes. In her most exasperated ‘Amelia’ voice, she replied: “Go straight, take two lefts, go straight again, you’ll know it when you see it. It’s kind of a rackety display, but it’s always updated with the latest volumes.”

“Right, yes.” He cleared his throat. “Well, then.”

They were simple enough directions, he supposed. Now all he had to do was actually follow them without being overwhelmed.

________________________________________________________________

The first thing Haines noticed about the bookshop was that it was old. So old. He hadn’t even had his coffee yet, but Cole insisted that they had excellent coffee, and that there was a book he’d really been meaning to buy, so here they were.

They approached the barista, a friendly sort, if not a bit downtrodden, ordered their coffee, and sat down at one of the tables nearby.

Finally caffeinated, Haines voiced his frustration. “Why can’t we pin this Project down?”

Cole, on the other hand, was too busy enjoying his coffee. “Mmmm, we should ask them what kind of coffee maker they have. At the very least, we’ll have some decent foam, instead of that crummy espresso they keep feeding us.”

Haines wasn’t too amused at this, and yelled, “Be serious! We have to give Northcott some evidence eventually!” Then: “Hmm, you’re right though, we should ask them how much their machine costs.”

Cole sighed. “I know it’s been rough, but we really needed a break. Besides, it could be worse than a really charming book shop and some actually decent coffee, now, couldn’t it? We could be sleeping in the breakroom. Or…” He trailed off.

Haines had never fully managed to understand Cole’s train of thought, and though he found it fun to try, he simply didn’t have the patience for it. Not now. Not now, that they were so close, yet so far from the truth.

Cole excused himself, possibly to wander around the store for a while. Haines didn’t care nearly enough to ask. He went back sipping his coffee, thinking about all the possible links to the project.

It wasn’t like it would all just wave around in front of his face, now, would it?

“Hello.”

He jumped. That wasn’t Cole. That wasn’t the barista either, he knew that much.

The stranger was tall, than any man he’d ever seen, and tattooed from head to toe. He had a friendly enough manner, Haines supposed, yet there was something about the man which greatly unnerved him. No, it wasn’t the doll, though he had to admit, it was pretty creepy.

“Would you be so kind as to direct me towards the Reference section? I wish to pick up some manual for my, ah, library.”

“It’s to your left, lots of thick books, I think it’s fairly obvious,” Haines pointed distractedly in the direction of the encyclopaedias.

“Thanks.” With that, the giant walked off, leaving Haines even more perturbed than before.

It wasn’t in his nature to question every single person he’s ever talked to-every hello, every casual wave, every hook-up. This time, something told him that that man was exactly what he was looking for.

#the amelia project #kozlowski #Amelia #(mentioned)#the interviewer #alvina #alvina wright #joey and salvatore #bookstore #cocoa collabs #cocoa collabs 2021 #prompt answer #here you go #cocoacollabs #little book writing

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ameliapodcast · 1 year ago

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(for the ask game)

joey and salvatore (they are a set do not separate), alvina, and kozlowski

• get randomly assigned as your lab partner for a whole semester

Alvina <3 We'd be a great team *dreamy sigh *

• get trapped with on a broken elevator for ten hours

Joey and Salvatore. TEACH ME THAT SELF DEFENSE. I WANT TO COME OUT THERE A NINJA

• get as my employee trainer for my new job at McDonalds

Kozlowski. He'd be so patient with me while I cry.

#ask game #lab elevator trainer ask game #the amelia project #intern is having the time of their life here

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tabloidtoc · 4 years ago

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Globe, June 1

Cover: Prince Andrew broke and facing eviction

Page 2: Up Front & Personal (to my knowledge, none of these pics are taken from Instagram) -- Ashley Greene, Patrick Schwarzenegger on an elliptical bike, Ariel Winter holding tennis balls and a bandage on her thumb after a kitchen mishap

Page 3: Ryan Phillippe on a jog, Mena Suvari and husband Michael Hope load up the car, Chris Pratt lugs around a pillow while out with son Jack

Page 4: Rose McGowan has accused Bill Maher of making a crude comment to her about his manhood when she appeared on his show Politically Incorrect more than 20 years ago, Courteney Cox is longing for beau Johnny McDaid during lockdown and she’s begging him to make her a bride when they finally reunite

Page 5: Crocodile Dundee star Paul Hogan is spilling his guts on how he won and lost the love of his life ex-wife Linda Kozlowski in his new memoir

Page 6: Brutal North Korean dictator Kim Jong-un has been secretly murdered by his blood-thirsty sis Kim Yo-jong and replaced with a body double

Page 7: Televangelist Jim Bakker who recently got into hot water for hawking a bogus cure for coronavirus has been felled by a stroke

Page 8: Cover Story -- Prince Andrew’s money meltdown -- $15M blackmail payout in Jeffrey Epstein scandal put him in the poor house and now has heaped new humiliation on Britain’s royal family after being sued for welching on an $8.2 million mortgage and hit with charges he plundered $440,000 from a charity

Page 10: Meghan Markle hates her funky feet -- a cameraman who says he shot her before she was known as Prince Harry’s squeeze claims her difficult reputation preceded her and says she demanded pricey champagne and brought an entourage and laid down strict rules that included not shooting her terrible tootsies which have unsightly scars on them possibly to repair ugly bunions, Prince Harry sold his prized hunting rifles under the guise of pleasing wife Meghan Markle because the animal-loving duchess is known for her dislike of the royal’s beloved blood sports but the secret $60,000 sale of the guns was made to keep the cash-strapped couple afloat -- please don’t go hunting

Page 11: Kelly Ripa’s suspicious husband Mark Consuelos once faked a flower delivery to catch her cheating in the early days of their marriage, Gwyneth Paltrow’s hoity-toity boutique Goop in London was targeted by vandals who dumped a stinky pile of manure on its doorstep

Page 12: Celebrity Buzz -- Sarah Silverman (picture), Ricky Gervais and Padma Lakshmi and The People’s Court Judge Marilyn Milian are quarantining with the help of fine wine and other lofty libations, Joe Giudice is plugging sex toys, Jerry Seinfeld’s wife Jessica Seinfeld says he yells all the time instead of talking in a normal voice and Jerry says it’s something comedians do, quirky clotheshorse Diane Keaton has finally cleaned out her stuffed closet tossing beloved threads and shoes and tattered fashion memories into large garbage bags

Page 13: Arnold Schwarzenegger (picture), Adam Sandler (picture), Hilary Duff (picture), after years of making moolah plugging acne products Justin Bieber now oozes praise for wife Hailey Baldwin and her savvy skin tricks for zapping away his zits

Page 14: Kesha keeps her famous derriere in silky smooth shape with pampering treatments and uses sheet beauty masks on her behind and admits it’s a huge asset having longtime beau Brad Ashenfelter around for gratifying applications, Zooey Deschanel’s very public romance with new boyfriend Property Brothers reality star Jonathan Scott has sparked backlash from wisecrackers, Fashion Verdict -- Garcelle Beauvais 3/10, Brittany Snow 5/10, Juliette Binoche 9/10, Penelope Cruz 4/10

Page 16: Ambitious Michelle Obama wanted a high-flying career not kids and is angry at husband Barack Obama after he persuaded her into birthing and raising their two daughters as he climbed to the presidency

Page 17: Ariana Grande and her mom have been granted a five-year restraining order to keep an obsessed fan at bay after the smitten stalked showed up unannounced at her L.A. estate

Page 19: 10 Things You Don’t Know About Patrick Stewart, Chip Gaines nearly talked his way out of a second date with future wife Joanna Gaines who was less than impressed by his motormouth

Page 20: True Crime

Page 23: Rob Kardashian is freaking out over his fading finances and is hitting up his famous family for handouts but big sis Kim Kardashian and her billionaire husband Kanye West and the rest of the clan are done bailing out the 33-year-old and even his mom Kris Jenner is sick of writing check after check only to see Rob waste every dime on his terrible lifestyle -- he’s been begging them for cash but they’ve told him to get out there and earn it himself

Page 24: The Miseries They Took to the Grave -- Roy Horn, Jerry Stiller, Little Richard

Page 26: Health Report

Page 30: Brad Pitt is being wooed to appear in the new Jackass movie which will begin filming in July -- Brad’s known Johnny Knoxville and the Jackass team for years and his one famous on-camera stunt for the TV series where he helped fake his own kidnapping is one of the favorite things he’s ever done in show business, Queen guitarist Brian May is in relentless pain after ripping his gluteus maximus to shreds while gardening, Robert De Niro wants to portray Andrew Cuomo in a movie and New York’s governor couldn’t be more pleased because he’s a big fan of the star

Page 34: Kelly Clarkson is tightening the purse strings by listing two of her three mega mansions for sale and more changes are coming because she’s being very sensible about her finances and making adjustments that reflect where the world is today, new Monopoly game is based on the TV series Breaking Bad and player tokens include a gas mask and an acid vat and hotels are superlabs

Page 38: Real Life

Page 40: Hugh Laurie is going daffy during isolation and pals fear he’s headed for a major meltdown -- he’s been climbing the walls at his country mansion near London and pushing everyone away, Dakota Johnson has struggled with depression and anxiety for at least 15 years and says she’s learned to find it beautiful because she feels the world

Page 44: Straight Talk -- Don’t blubber about Adele’s fat-fighting

Page 45: The death curse that haunted tragic Anna Nicole Smith has struck again -- her former lover Mark Hatten was gunned down in broad daylight

Page 47: Hollywood Flashback -- Sissy Spacek in Carrie, Bizarre But True

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drdezwholisticascensionist · 5 years ago

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#JTUgloballeadership

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tsgparkcityutah · 5 years ago

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Making Spirits Bright

THE STORY BEHIND THE BEAU COLLECTIVE AND ALPINE DISTILLING PARTNERSHIP

Sara and Rob Sergent, Lindsay Cunningham and Whitney Kozlowski

The Beau Collective and Alpine Distilling are two local Park City staples who are not only disruptors in their own industries, but also big on community and lending a helping hand. So when The Beau Collective’s lease was coming up and it looked like they might not have a home, Rob and Sara Sergent of Alpine Distilling swooped in and helped save this beloved Park City fitness institution.

While sitting down and chatting with the Sergents and Beau Co-Founders Whitney Kozlowski and Lindsay Cunningham, you could feel the love and synergy that they have for each other.

Whitney and Lindsay started The Beau Collective back in 2015 in the basement of a hotel gym. They realized that regular exercise is a big priority for the people of Park City and saw a need for a more team-based small group fitness class, with a strong community component. These powerhouse women created a program treating fitness like a progression, where participants can sign up for specific time slots 12 weeks at a time, investing in their health and creating relationships with teammates.

Lindsay Cunningham and Whitney Kozlowski

Rob: “Very rarely do you get to live in such an energetic and inspiring community and find a business that totally encapsulates everything about why you moved to a place. There's no food, no spirits, no ski resort, anything, that sums up Summit County, in our opinion, better than The Beau Collective. They've tapped into the spirit of what it means to live here, and it manifests itself as exercise because we're a very active community, you don't casually move to Park City, you have to be very deliberate. So everything that they've done is, I think, a direct reflection of exactly the energy that we all have.”

Sara and Rob wanted to create something where as a family, they could work together and show their kids the value of waking up early, mopping floors and breaking down boxes, while creating a responsible and sustainable business which gives back to the community. They've approached distilling from a strong sense of heritage, with Rob hailing from Eastern Kentucky and Sara studying and earning her diploma in gin making at the Edinburgh Whisky Academy.

It’s been three years since Alpine Distilling came to fruition, and in that short time they’ve won multiple awards and have been lauded throughout the country. Alpine has established a make-your-own gin program, which peels the curtain back on what it's like to create a gold medal winning botanical spirit. And at the distillery, they are proud to be green certified and are also very conscious of stewarding the fragile, high desert environment we live in.

Sara and Rob Sergent

Lindsay: “One thing that's amazing about Alpine Distilling is how much they care about this community. I've gone to a lot of fundraisers and non-profit events sponsored by Alpine, and I think it really shows how much they care. When you go to these events and see that the bar is brought to you by Alpine, it creates a real standard for action in this community. And it's something I'm always impressed by.”

So how was the partnership initiated between Alpine Distilling and Beau Collective?

Lindsay: It's very rare for us personally and as a business to ask for help, and it came down to a situation in October where our future really was in jeopardy.

Sara: One of my greatest friends in town, who I only see at Beau Co had called me and told me Beau was going to close their doors. Rob looked at me and said “What do we do?” Beau Co is my adult outlet. These are my adult friends. The place where I connect with other Park City people who I want to spend my free time with.

Whitney: We had a plan A, B and C, and when plan C fell through, that kind of motivated us to ask for help. So after class one day, we pulled everybody together and said, we want you to know, we're so committed, we're working so hard and we are exhausting every avenue. We were standing in our old location and were kind of struggling with a way to proceed with one of these plans that we didn't necessarily like, but we were going to do anyway, just because we cared so much. We drafted this big text to try and figure it out, and when we set the phone down to really think about it the text went away, but then the phone rang 20 seconds later, and it was Rob. It still gives me chills. We picked up the phone and he said “Hey, we’re out of town and we just heard what happened. I feel like we have space and I hope it works. Can we put something together and can you come and see the space? I don't know if it'll work, but I just want you to know that nothing is more important than my wife's happiness and you are a big part of it”. That is what he said, verbatim.

Lindsay: So we went and saw the space and immediately said, “We’ll take it!” When we walked through the door, we looked at each other, and we both said, this is it! There's just a certain feeling you get when you walk into a room and when we saw the space, we just knew.

Whitney: I would say pulling up to the front door and just seeing the Alpine barrels outside made it feel like we speak the same language. You wouldn't necessarily put fitness and whiskey together, but here we are! Rob & Sara absolutely gave us a lifeline and enabled us to continue to thrive and do what we love to do on a daily basis.

Alpine Spirits and Beau Collective T-Shirts

Rob: In terms of synergies, there's a great study which shows that the alcohol soluble part of juniper berry is the most effective antidepressant on the planet, better than any drug. And what Beau Co does is give you an outlet to release all the energy, the alpha, the stress of balancing life.

Lindsay: Looking back, we had talked for years about trying to come up with ways that we could collaborate, and so it was like there was always something in the universe pulling us together to do something, but we just didn't quite know what it was. Now we know that we're meant to share a wall.

Whitney: I truly believe everything happens for a reason and “Making spirits bright” was a tagline we adopted over the holidays, but it doesn’t just have to be a holiday thing. This is what we all do on the daily, right? We make spirits bright. For our people, for our families, for this town. That's what I would say is our mission.

Rob: So, you know, the winners in this scenario are Sara and I, and Alpine. However this unfolds, we are grateful that they've chosen to share what they do, next to us, and as a partner trying to be successful in this very competitive community.

Whitney: I’m excited to see Alpine start to really get more traction. I mean, look at what they’ve been able to do in such a short timeframe, I think it speaks to what their success will be for the long haul. We're their biggest cheerleaders, because of how much they've done for us and our entire community. To be able to contribute to the success of someone else and to be such a steward in the community helps elevate all of us.

Lindsay: We're all community minded first. So I think as we go forward, it's going to be really fun to see what we can do together while supporting and watching each other grow.

The Beau Collective has solidified itself as a social hub for Parkites to challenge themselves physically, evolve internally and enjoy social “happy hours” post-workout. Their new found home at Alpine Distilling really creates a space that further encourages post-sweat, endorphin high conversation.

It’s been truly wonderful to sit down with Rob, Sara, Lindsay, and Whitney and hear the stories behind the collaboration of The Beau Collective and Alpine Distilling. We are so very fortunate to have them as a part of The Scout Guide Family. The Scout Guide is about fostering connections within our community. We are proud to represent local businesses like these and we are so excited to see what they have in store for the future!

Article, Interview, and Photos by Rachel Friedman Elberts

#love #community tsgparkcity

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