ORGANIZATIONAL BEHAVIOUR Type: Case Study Marks: 100 This case has covered the
Type: Case Study Marks: 100
This case has covered the below topics:
Attitude and mindset
Personality differences etc
“WHY IS NINA GETTING ANNOYED WITH MINOR ISSUES?”
Content of the Case:
The Nina Case is an imaginative story of a professional woman at a her early phase of career. The story does not refer to any particular individual. However, the story has a close real-life connection, since it was constructed drawing upon data of the experiences of 38 women managers about gendered practices they have experienced and perceived during their careers. To get a rich and broad view of the experiences, a heterogeneous group of women was selected in constructing Nina’s story.
Nina is a 34-year-old professional woman working in a relatively small but rapidly internationalizing investment bank. She is married to Eric, who is working as an environmental manager in a large international industrial company. Nina and Eric do not have children together, but they are both remarried and Eric has a 5-year old daughter, Laura, from his previous marriage. Laura spends alternate weeks living with her mother and with Nina and Eric.
Nina was first married in her early twenties to her high school sweetheart, but after a couple of years it came apparent that Nina’s husband expected her to become a traditional housewife. Nina’s first husband’s mother was at home during his childhood, so he possessed a very strong perception that his wife should be at home taking care of the household. This actually depicts the attitude and personality type of her ex-husband. He also wanted to have many children. However, Nina felt that she wanted to pursue her studies and career at that stage of her life, and thought that it was too early to start a family.
After some years of struggling in a marriage where Nina felt that she did not get any support from her husband for her career aspirations, it seemed the only possibility was for her to end the relationship and get divorced. A few years after the divorce she met Eric, who had totally the opposite frame of mind towards Nina’s career. Eric has been supportive of her career ever since and which motivated Nina to climb up her career. Nina says that she could not have managed to get so far in her career without Eric’s positive and encouraging attitude.
Nina comes from a middle-class family. She has two younger brothers, a father who is the managing director of a small business, and a mother who works as a secretary in the father’s company. All children in the family are well educated. The father never earned a degree himself, but is a successful “self-made man” in his business. Nina’s mother started to study at a business school, but interrupted her studies when she got pregnant. Since the children grew up she has been working in the family company. She seems to enjoy her work a lot, and Nina thinks that she is actually the real boss of the company.
CASES IN ORGANIZATIONAL ETHICS
The company where Nina works has 50 employees in the home country and subsidiaries in an Asian country. The company enjoyed different cultures managed ethically, within the premises. The company was founded 15 years ago, and it has been successful during both economic recession and recovery. The geographical strategy of the company is to enlarge the business in the international market. Nina graduated with excellent grades from a business school seven years ago. After that she completed another degree in engineering with a minor in the English language. Nina has always been keen on learning new things and skills, and she is active in many networks related to banking sector work. Nina began to work in the company six years ago as a temporary summer HR assistant. Later she had different secretarial jobs in the company while earning her second degree; at that time she worked in the evenings. Nina says that she has never planned her career in detail, but has always felt that she enjoys new challenges in her work life.
One of her dreams has been to work abroad for a while, but she has never done this because she needed to work hard for the degrees and finance her studies through evening work at the company. Nina did not want to rely on her parents’ financial support very much. Now that she is remarried, working abroad is still more complicated since Eric’s career ambitions and life situation need to be taken into consideration as well.
Nina is currently working as a manager in the accounting division. Having done that for two years, she has begun to think that the work no longer gives her any new challenges, and she would like to move on in her career. She is responsible for and reports directly to the managerial group of the company, and is often asked to do her reporting in the group’ s seminars, which normally take place twice a year during the weekend somewhere outside of the city where the company is located.
The members of the managerial group are all men, but on some occasions the secretary of the CEO, Maria, has joined the seminar in order to ensure that all practical arrangements function well and smoothly. Nina has been happy to join these strategic management meetings and hopes eventually to become a real member of the group. Nina has decided to take up the career advancement issue with her supervisor in the next performance appraisal and development discussion. She feels a bit insecure to speak very directly about this idea, but she knows that her competence is of a high quality and urgently needed in the growing company.
THE APPRAISAL AND DEVELOPMENT DISCUSSION
The appraisal and development discussion is going to take place in two weeks’ time, and Nina has decided to work on her CV. She thinks carefully through the suggestions that she wants to make about her career development plans. She even asks for Eric’s advice, who encourages and helps her. She feels a real need for new challenges at work. Earlier, she has not been keen to make very specific career plans for her future, but now she thinks that it might be time to do that. Another reason is that to her slight amazement, she has not been mentioned by her supervisor for inclusion m a leadership development program that the company recently decided to buy from an outside consultancy company.
Nina knows that the development program will take place in the near future. She remembers well having emphasized in last year’s appraisal and development discussion her eagerness to participate in leadership development and training programs. However, seven of her male colleagues have been chosen to participate in the training. Nina is surprised, because none of the men has a double degree like she does, and in fact, four of them have not even completed their engineering degrees yet. Only two of the chosen men have worked in the company as long as Nina and all of these men are younger than her.
The discussion starts a bit late, because the previous discussion (with one of Nina’s younger male colleagues) took nearly an hour and a half. The planned timetable for the discussion is one hour per person. When Nina’s time starts, her superior, Tom, apologizes and suggests taking a break, because the day has been rather exhausting. Nina obviously understands Torn’s pressures and volunteers to make a nice Cup of tea for both of them.
Tom appreciates Nina’s kind offer. When Nina returns to Tom’s room, he is busy having an ad hoc meeting with another colleague. This younger colleague, Peter, has an intensive discussion in Tom’s room about the non-success of the national sport team in the Olympics. Tom and Peter are eagerly discussing the problerns of the team. They are both keen on sports: Tom is an assistant manager for a junior league where his son plays, and both Tom and Peter play in the team of bank sector professionals as their hobby after work every second week.
Nina waits some minutes at the door until Tom says, “OK, back to business, and see you at next Thursday’s match, Peter!” Nina hands Tom the cup of tea, and they sit down. Nina still hopes to have a thorough discussion about her future career, and particularly about the development program she wants to join but was not included in. Tom apologizes for the slight delay, and starts to have a look at the papers Nina sent hirn a week before, as was the agreement. After a while, Tom says, “You have done really nicely, Nina, and 1 really appreciate that you are so committed to this company.”
Nina is happy about this compliment, and feels a bit ashamed to start questioning his decision concerning the leadership training. She decides to do it anyway, and asks Tom why she was not included. Tom appears surprised at this question, saying, “Well, on the one hand, you have to understand that our resources are limited, and, on the other hand, your excellent input is so irnportant in the accounting team that I just cannot afford to send you to this training!”
Nina feels a bit confused, because one year before she had clearly stated her willingness not only to participate in the leadership training, but also to move on into another department, even to work for a while as an expatriate in the Asian subsidiary. Tom seems even more surprised, but then very kindly asks Nina how she can think about moving abroad. Nina does not quite understand his comment, so Tom holds a long monologue about the cultural differences between the Asian country and Nina’s homeland, pointing out that for a woman to work as a manager is fine at home, but in Asia, Nina would definitely run up against difficulties with local attitudes.
The time is running, and Tom states that unfortunately he should move on, because he still has three other discussions to conduct the same afternoon. Nina is surprised, because she has used only 40 minutes of her share of the expected 60 minutes. At this point, Nina abandons her idea of discussing her membership in the managerial group, since she feels that she is supposed to leave Tom’s office. She collects the tea cups and her papers and returns to her office. Nina feels tired and disappointed, and does not have very positive feelings about her future career possibilities in the company.
MANAGERIAL GROUP MEETING
Nina is happy and excited when she is invited to attend a weekend seminar of the managerial group. The particular weekend is a little bit problematic for Nina and Eric, because Eric is also having an international environmental seminar abroad at that time, but fortunately Eric’ s mother agrees to spend the weekend taking care of Laura. Even though Nina is invited to attend the first day of the seminar only as an outside expert to report on the development of accounting, Nina feels that after all, she has a chance to become a member of the group in the future.
The seminar takes place in a holiday resort from Saturday to Sunday. Nina drives there by car to be able to return home after the Saturday session, because she has been invited to stay only for the first day of the expert presentation. The rest of the group will continue the seminar and strategies planning on Sunday, and thus will stay overnight. The seminar starts with the CEO explaining the general business situation of the company to the participants. Nina is a bit surprised that in addition to the managerial group, all of the participants chosen to attend the leadership development programme are also present.
“Well, I assume that this is part of the training, and their attendance here is a learning process; maybe it is good that they have the possibility, like myse1f to participate in this special seminar.”
Nina’s presentation goes well in her own estimation, and the CEO thanks her warmly for her accurate work for the company: “We need people like you, Nina, for our success in the future!” Nina is very pleased, and enjoys the rest of the seminar.
In the afternoon, when the seminar is approaching its end, the CEO thanks all the participants and informs them that the dinner and refreshments will be ready in two hours. During those two hours a match of a sports game is arranged. Nina thinks that it is time for the outsiders to leave now, and asks her junior colleagues if anyone wants to have a lift back to the city. The younger colleagues look at Nina with surprise and tell her that they will be staying overnight, and plan to attend the match and later the dinner. Nina is also surprised, because she is only the second person — together with the CEO ‘5 female secretary, Maria — who was not invited to stay or participate in the leisure time get-together activities.
Maria is happy to get a lift back to the city. In the car, Nina complains about the situation, and tells her that she feels excluded not only from the social happening, but also from the strategy planning of the next day. Nina asks whether Maria knew about the arrangements beforehand. She looks at Nina and says, “Of course! And think about the situation. You don’t know how to play the sports game, so you’re staying there would only have made you look ridiculous!”
Explain the concept of Five-Factor Model personality theory with reference to five characters in this case.
Brief different types of emotions that Nina has undergone in different stages of her life.
Compare and contrast the leadership qualities of Tom and CEO.
Illustrate and reflect the developments of Nina into Maslow’s pyramid and justify your reasons.
What is Prejudice? Explain the stereotype perception of Tom with gender discrimination over Nina.
Explain the strength and weakness of Nina with respect to the attitudinal concept.
What kind of ethical problems do you perceive, when an employee register their grievances, inside the organisation?
Explicate how cultural changes can impact people’s careers? Why?
NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Evaluation Template Week (enter
Read RAT 7 Initial Topic then read the discussion response by Patrick Cordova. Type a one-page response to Patrick Essay Religion and Theology Assignment Help NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Evaluation Template
Week (enter week #): (Enter assignment title)
College of Nursing-PMHNP, Walden University
NRNP 6675: PMHNP Care Across the Lifespan II
Assignment Due Date
CC (chief complaint):
Substance Current Use:
Mental Status Examination:
Case Formulation and Treatment Plan:
© 2021 Walden University Page 3 of 3
NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar INSTRUCTIONS ON HOW TO USE EXEMPLAR
NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to include, follow the Comprehensive Psychiatric Evaluation Template AND the Rubric as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide.
In the Subjective section, provide:
History of present illness (HPI)
Past psychiatric history
Medication trials and current medications
Psychotherapy or previous psychiatric diagnosis
Pertinent substance use, family psychiatric/substance use, social, and medical history
Read rating descriptions to see the grading standards!
In the Objective section, provide:
Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
Read rating descriptions to see the grading standards!
In the Assessment section, provide:
Results of the mental status examination, presented in paragraph form.
At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
Read rating descriptions to see the grading standards!
Reflect on this case. Include: Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
(The comprehensive evaluation is typically the initial new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)
EXEMPLAR BEGINS HERE
CC (chief complaint): A brief statement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.
HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:
N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.
P.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.
Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.
Paint a picture of what is wrong with the patient. First what is bringing the patient to your evaluation. Then, include a PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5-TR diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.
Past Psychiatric History: This section documents the patient’s past treatments. Use the mnemonic Go Cha MP.
General Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.
Caregivers are listed if applicable.
Hospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?
Medication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)
Psychotherapy or Previous Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.
Substance Use History: This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.
Family Psychiatric/Substance Use History: This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.
Social History: This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology. However, at a minimum, please include:
Where patient was born, who raised the patient
Number of brothers/sisters (what order is the patient within siblings)
Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?
Work History: currently working/profession, disabled, unemployed, retired?
Legal history: past hx, any current issues?
Trauma history: Any childhood or adult history of trauma?
Violence Hx: Concern or issues about safety (personal, home, community, sexual (current & historical)
Medical History: This section contains any illnesses, surgeries, include any hx of seizures, head injuries.
Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.
Allergies: Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.
Reproductive Hx: Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse: oral, anal, vaginal, other, any sexual concerns
ROS: Cover all body systems that may help you include or rule out a differential diagnosis. Please note: THIS IS DIFFERENT from a physical examination!
You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness, or fatigue.
HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.
SKIN: No rash or itching.
CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.
RESPIRATORY: No shortness of breath, cough, or sputum.
GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.
GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd color
NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.
MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.
HEMATOLOGIC: No anemia, bleeding, or bruising.
LYMPHATICS: No enlarged nodes. No history of splenectomy.
ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.
Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP): From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History. Do not use “WNL” or “normal.” You must describe what you see. Always document in head-to-toe format i.e., General: Head: EENT: etc.
Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).
Mental Status Examination: For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.
He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking. He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.
Differential Diagnoses: You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnostic impression selection. You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.
Also included in this section is the reflection. Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?
Also include in your reflection a discussion related to legal/ethical considerations (demonstrating critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
References (move to begin on next page)
You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.
© 2021 Walden University Page 1 of 3
New York University Project Charter Template PROJECT CHARTER 1. General Project Information
New York University
Project Charter Template
1. General Project Information
Marriott Bedding Program
Marriott International Inc.
S.M.A.R.T Scope Objective
Increase customer experience to obtain better revenues
2. Project Team
Marriott’s Lodging Program Manager
Marriott’s Lodging Program Management Office (PMO)
21 internal project teams
Marriott’s Lodging Program Management Office (PMO)
3. Stakeholders (e.g., those with a significant interest in or who will be significantly affected by this project)
Franchise Owners and Suppliers
4. Project Scope Statement
Project Purpose / Business Justification Describe the business need this project addresses
The Marriott Bedding Program was necessary because of the competition and changing needs of the customers. Marriott needed a new look and more comfortable amenities to give customers a better experience. Marriot had differing ages of hotels and different brands variation, which did not match the standards of the hotel industry. The program’s purpose was to improve the standards and give the company a competitive advantage over its competitors. Marriot also needed to give a more personalized experience to the customers and increase customer satisfaction. The program would ensure Marriot maintains its lead in hospitality companies.
Objective (in business terms) Describe the measurable outcome of the project, e.g., reduce cost by xxxx or increase quality to yyyy
The program’s objective was to improve consumer loyalty and reduce costs by offering a more comfortable experience to the customer. Customer loyalty would improve by appealing to a new “bedding look” and more comfortable amenities. The bedding program would improve customer satisfaction and generate capital savings by reducing inventory costs and capital expenditures (CAPEX) without sacrificing operational performance. The program would also enhance brand ambiance through consistency in product appearance. The investors would benefit from the program’s increased revenue and brand equity.
Deliverables List the high-level “products” to be created (e.g., improved xxxx process, employee manual on yyyy)
Implement new bedding standards across over 628,000 beds in 10 Marriott brands.
The program includes;
New sheeted duvet covers,
And pillow-top mattresses.
Scope List what the project will and will not address (e.g., this project addresses units that report to the Office of Executive Vice President. Units that report to the Provosts Office are not included)
The scope of the project includes changing the linens, new sheeted duvet covers, down pillows, and pillow-top mattresses. Marriott wanted to give a more personalized experience to their customers by “personalizing” their customer’s hotel rooms with new beddings. Also, Marriott would give more comfortable faces that would improve each customer’s sleep experience in hotels. Out-of-scope activities include any new product development such as getting new kitchen supplies.
Project Milestones Propose start and end dates for Project Phases (e.g., Inception, Planning, Construction, Delivery) and other major milestones
2004 Project Start
Identification of customer needs
Communication with employees
Manufacturing and Distribution
Partnership with manufacturers
Negotiation with vendors
Conversion of 628, 000 beds into current standards
Project completion on March 31, 2006
Major Known Risks (including significant Assumptions) Identify obstacles that may cause the project to fail.
Risk – aka Threats
Risk Rating (Hi, Med, Lo)
Lack of funds to finish the project
Low- The risks of the project exceeding the budget were low because it made the budget flexible enough to cover extra costs.
Inadequate time to complete the project
Low- The risk of not meeting the deadline was low because extra time was allocated for each task to ensure the project was on time and done effectively.
Constraints List any conditions that may limit the project team’s options with respect to resources, personnel, or schedule (e.g., predetermined budget or project end date, the limit on the number of staff that may be assigned to the project).
Procurement process; The company relied on external manufacturers and delivery companies to supply their products.
External Dependencies Will project success depends on coordination of efforts between the project team and one or more other individuals or groups? Has everyone involved agreed to this interaction?
The project’s success depended on coordinating efforts between the owners and franchisees, the procurement and marketing teams.
Owners and franchisees were needed in the procurement process to ensure that the materials were always available.
5. Communication Strategy (specify how the project manager will communicate to the Executive Sponsor, Project Team members, and Stakeholders, e.g., frequency of status reports, frequency of Project Team meetings, etc.
Project teams used meetings, emails, status reports, memos, conference calls, conferences, wordless videos, how-to and pamphlets, photos, the internet, and Marriott intranet to communicate to all parties.
Submitted by: [Name]
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Source: NYU’s Office of Learning and Organizational Development (adapted)