Organization Behavior 1. Research has shown that Monday is the highest negative-affect day across most cultures. However, in some countries, negative affect is lower on Friday and Saturday than on Sunday. What are two explanations for this discrepancy?2. Zach is a pharmaceutical sales representative and must put on a smile every day at work with his clients. Discuss the emotional labor experienced by Zach. Explain the significance of emotional intelligence demanded of Zach in order to be successful, and how he applies his emotions and moods in his job.The assignment is to answer the question provided above in essay form. This is to be in narrative form. Bullet points should not to be used. The paper should be at least 1.5 - 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to organizational behavior. This does not mean blogs or websites. This source should be a published article in a scholarly journal. This source should provide substance and not just be mentioned briefly to fulfill this criteria. The textbook should also be utilized. Do not use quotes. Do not insert excess line spacing. APA formatting and citation should be used.

Write a minimum of two pages in which you recall team experiences you have had in which a team was effective and another in which it was not. Write a description of these teams and their tasks, paying particular attention to the behavioral expectations for which the team members held each other accountable.The ground rules for a team are the spoken and unspoken functional rules and expectations that help or hinder the team in reaching a goal. Systems thinking can inform an analysis of team ground rules in that it addresses the interrelationships between people and departments, and the way things are done in an organization. Understanding the larger contexts in an organization can help you communicate with those affected by a problem or issue.SHOW LESSBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Apply change management interventions. Describe how ground rules help an effective team perform and work well together.Analyze prospective differences in ground rules for team members and tensions that may result.Analyze how differences in unspoken ground rules and team members' expectations cause conflict and damage performance.Describe the effect of discussing ground rules as a method of team learning.Competency 2: Analyze applications of change management principles. Describe an effective team from a real-world experience, including the tasks of the team.Describe the ground rules applied in an effective team.Describe an ineffective team from a real-world experience, including the tasks of the team.Explain the spoken or unspoken ground rules that describe expectations for behavior in an ineffective team.Competency MapCHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.Toggle DrawerQuestions to ConsiderTo deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.Reflect on how team learning practices are used to support change in your organization (a current or previous workplace, or another type of organization with which you are involved). What elements do you recognize in your organization? Which methods might be useful to experiment with in your organization?Toggle DrawerResourcesSuggested ResourcesThe following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.Capella MultimediaClick the link provided below to view the following multimedia piece:The Ladder of Inference | Transcript.SHOW LESSLibrary ResourcesThe following e-books and articles from the Capella University Library are linked directly in this course.Flood, R. L. (1999). Rethinking the fifth discipline: Learning within the unknowable. Florence, KY: Routledge. Chapter 2, "Senge's The Fifth Discipline." Braham, B. J., Henry, C., & Mapson, R. (1995). Creating a learning organization: Promoting excellence through education. Menlo Park, CA: Cengage. Part 1, "Why Become a Learning Organization?" Part 3, "The Organization's Responsibility for Learning." Part 4, "The Individual's Responsibility for Learning." Clifton, J. (2012, October). Conversation analysis in dialogue with stocks of interactional knowledge: Facework and appraisal interviews. Journal of Business Communication, 49(4), 283–311. Groysberg, B., & Slind, M. (2012). Leadership is a conversation. Harvard Business Review, 90(6), 76–84.Manning, C. A., Waldman, M. R., Lindsey, W. E., Newberg, A. B., & Cotter-Lockard, D. (2012). Personal inner values: A key to effective face-to-face business communication. Journal of Executive Education, 11(1), 37–65. Course Library GuideA Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BUS-FP4802 – Change Management Library Guide to help direct your research.Internet ResourcesAccess the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.Note: In the articles, look for the ground rules for successful dialogue and how those relate to facilitating conversations about change.Karagianis, E. (2001, Winter). The art of dialogue: Better communication in business and in life. Spectrum. Retrieved from http://spectrum.mit.edu/articles/the-art-of-dialog...Williams, L. (1999). William N. Isaacs' take on dialogue. Retrieved from http://www.soapboxorations.com/ddigest/isaacs.htmlJones, M. (1996). Dialogue: The emergence of shared meaning. Retrieved from http://web.archive.org/web/20011006040924/http:/ww...Isaacs, W., Hanig, R., Harinish, V., & Woolley, A. W. (n.d.). Listening and dialogue. Retrieved from http://web.archive.org/web/20010809115427/http://w...The Presencing Institute. (2011). Dialogue on leadership. Retrieved from https://www.presencing.com/presencing/dolBookstore ResourcesThe resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP(FlexPath) course designation.Senge, P. M., Kleiner, A., Roberts, C., Smith, B., & Ross, R. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York, NY: Doubleday. The following chapter is recommended for further study in this assessment: "Team Learning."Assessment InstructionsThink of a team experience you have had in which the team was effective. Write a description of this team and its tasks, paying particular attention to the behavioral expectations for which the team members held each other accountable (these might have been spoken or unspoken). List the ground rules and describe how the rules helped the team perform and work well together.Think of an team experience you have had in which the team was not effective. Write a description of this team and its tasks, including the spoken or unspoken ground rules that describe the expectations for behavior on this team. Examine the possibility that some members held ground rules that others did not. How might this have been a source of tension? Analyze how this difference in what is expected of team members caused conflict and damaged performance. What effect could a dialogue about ground rules as a method of team learning have had for this group?Your assessment should be a minimum of 2 pages in length, double-spaced.