See attached and below

Note: It is highly recommended that teams DO NOT split out parts and assign them to individuals. Instead, everybody should be working on the entire paper because when you split out one part you lose the context of the big picture. In addition, when everyone is working on the entire paper you will have more input and as a result you should have better decisions - and everybody will know what the paper is about. When people only write about their part, that's all they know which defeats the purpose of this assignment.

The team paper is “practice” where teams can receive feedback and learn how to develop the modules necessary for the final project which is an individual assignment. The intent of this team assignment is to have everyone collaborate and everyone can learn the strengths and areas for improvement on each assignment - and then apply these in the individual projects due near the end of the course. Teams will use the Warrick model to analyze the case and then make recommendations based on the findings. First, use the literature and various assessments, articles, websites, instruments, etc. available in the course to determine what is needed or find your own should you choose to do so, if they are appropriate for the situation/class. If there is any question about this please contact the instructor. Next, develop a plan to address the needs based on the gap analysis. URLs are available in the course on how to conduct a gap analysis. Use literature to support the rationale and analysis especially the recommendations.

The components of the team papers will be essentially the same and are as follows:

Team Assignment 1

· Title page

· Executive summary (see course links on how to do this) - an executive summary will summarize the contents of the entire paper, it does not say what you want to do, it says what you did. An executive should be able to read an executive summary and know what is in your paper without having to read the entire paper. Make it so!

· Table of Contents (should include introduction, background, gap analysis which identifies issues/focus, recommendations, conclusions, references, appendices; these should be your section titles, additional information is provided below)

· Include the parts/blocks of the Warrick model covered in the course through week four only. Specifically discuss all parts of the Warrick model (blocks 1-4) apply to your analysis and why. Identify the mission, vision and goals of the organization and how these are supported by the various blocks of the Warrick model (blocks 1-4).

· Use a gap analysis (instructions are in the course) to evaluate Karen’s team as compared to the Warrick model; the gaps identified demonstrate where the team really is performing versus where Karen wants the team to be performing. Evidence needed to identify the issues. Once issues are identified, recommendations can be made. Do not confuse evidence, issues or recommendations.

· An introduction, approximately one page or less (what, why, purpose, intent, etc.)

· Sections as needed to discuss your approach, plan, detail, etc. Demonstrate how you use the literature, the readings and the Warrick model (this should be an appendix in the project) to apply what you are learning. How do your plans/approaches relate to the goals and the mission of the organization?

· Recommendations for the team/Karen going forward; use literature to support your recommendations

· Refer to the TEQ survey. This is available in the week four module. This is intended to analyze team effectiveness – don’t give the survey (this is a proposal only), but explain how this will help you make improvements based on the progress Karen’s team made so far. Use this as an appendix in your assignment.

· Conclusions (this is the "so what" part)

· References - at least 6 academic references required for the case. This means articles , books are not articles, books are considered extra, and this does not mean you can include random websites as “academic” references. The text book does not count. Such sources as Wikipedia, the Huffington Post, and other non-academic or opinion sites cannot be used.

· Appendices (surveys, models, inventories, etc. as needed to support your plan) – for example, include a sample of the survey (TEQ) and the Warrick model. These would be called Appendix A and Appendix B, each with the name of the item. Any figure, model, document etc. borrowed from another source must carry a full reference on the Appendix page, directly under the item.

· Follow APA requirements!!!! This is part of your graduate program, you are held to the standard throughout the courses – learn this now if you don't know it. Please ask if you need to know where to find this information, it is in the Canvas course. Please be advised that if you turn your documents in early enough to the Troy Writing Center, they will edit the papers for you - but they can't do it at the last minute because of the volume they receive.

· Do not use literature to support what the Warrick model says! This model has been thoroughly researched and already is considered expert opinion. Instead, use literature to support what you discover in your gap analysis, and especially use literature to support whatever recommendations are made

The average length of this paper not including the executive summary, references or appendices should be around seven or eight pages but not exceed 10 pages. If it goes over by a page or two, that is acceptable but this is not an exercise to see how much can be included. More is not necessarily better. Please contact the instructor if anything is not clear.

Helpful Case Information:

The mission of the organization (and Karen’s software team):

We provide quality software solutions to improve the performance of our customers.

Organizational goals:

1) To lead industry standards for high quality software

2) To interact effectively with our customers and with each other, focusing on strong working relationships and effective communication

3) To have the right people in the right places at the right time for effective processes, procedures and outcomes

4) To be ethical in all our transactions

The composition of Karen’s team, even before she started, was one of skilled individuals who are brought in to do specific functions; this is common in software development where people have different roles/specializations. Typically, these roles are not interchangeable, however, people do often learn about the other functions and are able to some extent to help people in other roles to a small extent. The culture Karen has started to build includes more collaboration, friendlier working relationships and improved information exchanges so people have a better sense of what is going on throughout the organization in terms of work, deadlines, and progress - none of this was available before because everybody worked as an individual with no overlap. Her team members have appreciated the changes and like their one-on-one sessions where they can voice opinions and make suggestions, and have found Karen is more than willing to implement their suggestions whenever possible, and she allows the team input into decision making as often as she can. Morale has improved somewhat as has job satisfaction since Karen took over the team.