Instruction and Assessment Unique to Each Student

If teaching were as simple as using the one best way to teach everything, it would be considered more of a science. However, there isnt just one best way to teach everything and thats why teaching is an art. If teaching meant simply following a text book and using the same size fits all approach, then anyone could teach, right? Thats what makes teachers and especially special educators unique and special. Long ago, teachers knew that individual needs, strengths and weaknesses must drive instructional and assessment practice. Weve always known that children come in their own individual packages and that no two children learn the same way even though the curriculum may be the same. Instructional and assessment practice can (and should) be different to ensure that learning happens. This is where differentiated instruction and assessment comes in. Teachers need to create a variety of entry points to ensure that student differing abilities, strengths, and needs are all taken into consideration. Students then need varying opportunities to demonstrate their knowledge based on the teaching, hence differentiated assessment. Here are the nuts and bolts of differentiated instruction and assessment: Choice is key to the process. Choice of learning activity as well as choice in the assessment (how the student will demonstrate understanding).The learning tasks always consider the students strengths/weaknesses. Visual learners will have visual cues, auditory learners will have auditory cues etc.Groupings of students will vary, some will work better independently and others will work in various group settings.Multiple intelligence is taken into consideration as are the students learning and thinking styles .Lessons are authentic to ensure that all students can make connections.Project and problem based learning are also key in differentiated instruction and assessment.Lessons and assessments are adapted to meet the needs of all students.Opportunities for children to think for themselves is clearly evident. Differentiated instruction and assessment IS NOT NEW! Great teachers have been implementing these strategies for a long time. What does differentiated instruction and assessment look like? First of all, identify the learning outcomes. For the purpose of this explanation, Ill use Natural Disasters. Now we need to tap into our students prior knowledge. What do they know? For this stage you can do a brainstorm with the whole group or small groups or individually. Or, you can do a KWL chart. Graphic organizers work well for tapping into prior knowledge. You may also consider using a who, what, when, where, why and how graphic organizers individually or in groups. Key to this task is ensuring that everyone can contribute. Now that youve identified what the students know, its time to move into what they need and want to learn. You can post chart paper around the room dividing the topic into sub topics. For instance, for natural disasters I would post chart paper with different headings (hurricanes, tornadoes, tsunamis, earthquakes etc.). Each group or individual comes to the chart paper and writes down what they know about any of the topics. From this point you can form discussion groups based on interest, each group signs up for the natural disaster they want to learn more about. The groups will need to identify the resources that will help them gain additional information. Now its time to determine how the students will demonstrate their new knowledge after their investigations/research which will include books, documentaries, internet research etc. For this, again, choice is necessary as is taking into consideration their strengths/needs and learning styles. Here are some suggestions: create a talk show, write a news release, teach the class, create an informational brochure, create a powerpoint to show everyone, make illustrations with descriptors, give a demonstration, role play a newscast, create a puppet show, write an information song, poem, rap or cheer, create flow charts or show a step by step process, put on an informational commercial, create a jeopardy or who wants to be a millionaire game. The possibilities with any topic are endless. Through these processes, students can also keep journals in a variety of methods. They can jot down their new facts and ideas about the concepts followed by their thoughts and reflections. Or they can keep a log of what they know and what questions they still have. A Word About Assessment You can assess the following: completion of tasks, the ability to work with and listen to others, participation levels, respects self and others, ability to discuss, explain, make connections, debate, support opinions, infer, reason, re-tell, describe, report, predict etc.The assessment rubric should contain descriptors for both social skills and knowledge skills. As you can see, you have probably already been differentiating your instruction and assessment in much of what youre already doing. You may be asking, when does direct instruction come into play? As youre watching your groups, there will always be some students who will need some additional support, recognize it as you see it and pull those individuals together to help move them along the learning continuum. If you can answer the following questions, youre well on your way. How are you differentiating content? (variety of leveled materials, choice, varied presentation formats etc.)How are you differentiating assessment? (students have many options to demonstrate their new knowledge)How are you differentiating the process? (choice and variety of tasks that consider learning styles, strengths, and needs, flexible groupings etc.) Although differentiating can be challenging at times, stick with it, you will see results.

Vygotsky s Theory Of Cognitive Development - 1149 Words

Piaget and Vygotsky are two well-known individuals in the history of psychology. The two psychologists held different beliefs regarding Cognitive Development in children. According to the text, â€Å"Piaget’s theory of cognitive development proposes that a child’s intellect, or cognitive ability, progress through four distinct stages† (Pg. 25). The stages are Sensorimotor Stage, Preoperational Stage, Concrete Operational Stage, and Formal Operational Stage. Piaget found that each stage occurs as a child ages. He also suggested that child cannot skip a stage. According to the text, Vygotsky’s concepts on cognitive development is based on two ideas (Pg. 33). Vygotsky believed that development occurred through â€Å"sign systems†. Sign systems are†¦show more content†¦Certain people seem to be untrustworthy to him, including his father. At times, the child does not accept being with different individuals well. I think it’s because he do es not associate with that individual often. The child has a strong sense of trust with his mother because she satisfies the child’s needs. The text stated, â€Å"The mother, or maternal figure, is usually the first important person in the child’s world. She is the one who must satisfy the infant’s need for food and affection† (Pg. 46.) I would think the child’s psychosocial development is negative due to him rejecting most people. †¢ Stage 2: Autonomy versus Doubt: According to text, â€Å"the child’s desire for power and independence clash with the wishes of the parent† (Pg. 46). Stage two occurs during the age range of 18 months to 3 years. While talking to a friend, his son refused to drink water. Apparently, the child drunk milk and became constipated. He couldn’t properly use the restroom and became frustrated. His mother and father told him drinking water would help. However, the child refused. It seems that the child became more frustrated with the parents’ wishes because he wanted to use the restroom without their help. I would think the child’s psychosocial development is positive due to his urge to be independent. †¢ Stage 3: Initiative versus Guilt: My mother has a friend whose son is currently in stage three. He’s very aggressive and vigorous towards his environment. Once, IShow MoreRelatedVygotsky s Theory Of Cognitive Development917 Words   |  4 Pages Hoy and Margetts (2012) demonstrate that cognitive development is much more than the addition of new facts and ideas to an existing store of information - maturation, activity and social transmission influence cognitive development. One very respected researcher of cognitive development and, in particular, sociocultural effects on such development, was Lev Vygotsky, whose original Russian journal articles are now available in English. Vygotsky’s theory revolves around peer-mediated learning, andRead MoreVygotsky s Theory On Cognitive Development Essay733 Words   |  3 Pages â…“ of a page on vygotsky Lev Semionovich Vygotsky was a Russian psychologist and constructivist learning theorist who was known for arguing against the theories of psychologist Jean Piaget. Piaget believed that in order for any learning to occur there had to development within the individual first, but Vygotsky argued the contrary. He argued that in order for development to occur, the individual would first have to have learning take place through instruction and example in a given appropriate environmentRead MoreVygotsky And Vygotsky s Theory Of Cognitive Development Of Thought And Language Essay1060 Words   |  5 PagesAilà ­n Florencia Thought and Language: independent processes. With the passing of time, the development of thought and language has been the object of study for psychologists such as Jean Piaget and Lev Vygotsky. The former drastically influenced the study of thought and speech with his theory of cognitive development and his clinical method. The latter also made his contribution with his sociocultural theory. Although language and thought may be analysed as associate one to the other, both of themRead MoreVygotsky s Theory Of Cognitive Development1365 Words   |  6 PagesVygotsky’s Theory of Cognitive Development the Biopsychosocial Framework In researching various development theories, one of those that stand out is cognitive development theory. Cognitive development theory studies â€Å"how people think and how thinking changes over time† (Kail Cavanaugh, 14). One of the leading theorists in this area was Russian psychologist Lev Vygotsky. He was one of the first theorists to consider the sociocultural influences on a child’s development. His research allowedRead MoreComparing Piaget And Vygotsky s Theory Of Cognitive Development813 Words   |  4 Pagesand Lev Vygotsky are considered to be very prominent figures in the area of cognitive development. Both of these men considered themselves a constructivist, which entails a viewpoint that is concerned with the nature of knowledge. In their lifetime, both of them made contributions in the area of education and even after death, their theories still influence teaching methods. The purpose of this paper is to show some similarities as well as differences in the theories of Piaget and Vygotsky and whatRead MorePiaget And Vygotsky s Cognitive Development Theory1114 Words   |  5 PagesWhen you think about cognitive development, you cannot help but to think about two specific contributors to this area of study, Jean Piaget and Lev Vygotsky. First, let us discuss what exactly is cognitive development. Cognitive development is the process of how thought is constructed. This includes language learning, problem solving, reasoning, decision-making, as well as any other mental abilities. Cognitive development begins in childhood and continues to develop all the way through adulthoodRead MoreVygotsky s Concepts Of Cognitive Development Theory2311 Words   |  10 Pagesthen, that I did want to end up like them. I also remember thinking that if I had any children that I would do my best not to expose them to the same environment I was exposed to when I was growing up. According to Vygotsky’s concepts of cognitive development theory, my interactions with others in my neighborhood caused me to alter my environment which guided me, regulate me and redefined who I am now. So to answer the question, why did I not end up like some of my friends? I don’t know. I think thatRead MoreJean Piaget And Vygotsky s Theory On Children s Cognitive Development1507 Words   |  7 PagesJean Piaget and Lev Vygotsky, have shared their knowledge on children’s cognitive development. Both psychologists had their own vision of what stimulates and helps a child grow. Jean Piaget s theory was shaped through the thinking and understanding of how knowledge is built through a series of four stages; preoperational, sensorimotor, formal operational and concrete operational. He believed that the development was with the child themselves. On the contrary, Lev Vygotsky s theory is shaped throughRead MorePiaget s Eight Stages Of Development And Vygotsky s Theory On Cognitive Development Essay2193 Words   |  9 Pagesthrough life has helped me to understand that everything that happens is just apart of life. Two theories that I would like to focus on that I believe have had the biggest impact in my life are, Erikson’s eight stages of development and Vygotsky’s theory on cognitive development. Erikson’s theory is based off of 8 stages ranging from ages â€Å"zero† (birth); where we learn to either trust our caregiver(s) or we develop mistrust where we may become suspicious or anxious. Up until death, where we end withRead MoreVygotsky And Piaget s Theory Of Cognitive Development Innate Or Learned?1241 Words   |  5 PagesComparing Vygotsky and Piaget Jayne Enneking Northcentral University Comparing Vygotsky and Piaget Which comes first, the chicken or the egg? Is cognitive development innate or learned? These are two age old questions that have been discusssed extensively. The purpose of this paper is to offer insight into the answer of the latter by briefly comparing and contrasting Lev Vygotsky and Jean Piaget’s cognitive developmental theories. Both psychologists’ theories will be outlined, as will the similarities

Preventing Tooth Decay in Hispanic Preschool Children Program Development Free Essays

string(67) " arise from the potential adverse effects of infection and caries\." Preventing Tooth Decay in Hispanic Preschool Children: Program Development School of Nursing Health Teaching and Promotion Preventing Tooth Decay in Hispanic Preschool Children: Program Development Dental caries is a single most prevalent chronic infectious disease amongst US children (US Dept of Health and Human Services, 2000). Caries progression in younger children is more rapid and severe than in adults, resulting in the ailment known as Early Childhood Caries. According to National Center for Health Statistics (NCHS) morbidity report almost 20% of children 2-5 years old had untreated dental caries (2012). We will write a custom essay sample on Preventing Tooth Decay in Hispanic Preschool Children: Program Development or any similar topic only for you Order Now In order to prevent tooth decay and promote good oral hygiene in young children, the community nurse will coordinate with East Los Angeles day care centers to hold a series of short classes for groups of parents 10-14 at a time just before the end of day care’s business day. These classes will focus on preventing caries development in preschool children by raising awareness amongst parents. The education will target Hispanic day care centers, and the goals of the program will be achieved by educating parents and their preschool children on factors that contribute to cavities formation, and strategies to prevent caries progression. Health Prevention Need According to Dental Health Foundation (DHF) children in California have twice as much untreated dental caries as the rest of the nation (2000). DHF further indicates that national minorities are at higher risk to develop dental problems. Variables such as socioeconomic status and educational level directly correlate with the rates of the dental disease prevalence (US Dept of Health and Human Services, 2000). According to NCHS, almost 40% of Mexican children from families that are below 100% of poverty level have untreated dental issues. Additional factor that contribute to dental cavities progression is lack of insurance. More than quarter of Californian preschoolers and elementary school students have no dental coverage (DHF, 2000). The practice of giving a nocturnal bottle is still utilized by more than 30% of Californians, and is considered as most common factor that contributes to tooth decay (US Dept of Health and Human Services, 2000). Caries in children may be source of severe pain, interfere with learning, diminish overall quality of life, and potentially lead to life-threatening infections. Fortunately, dental caries is easily preventable by following basic oral hygiene strategies. However due to lack of knowledge and other socio-economic and cultural barriers, these guidelines frequently are not followed, and children suffer from tooth decay and associated problems. The goal of this educational course closely replicates oral health goals set by Healthy People 2020, which emphasizes importance of education and prevention (U. S. Department of Health and Human Services, 2012). A joint effort of public health professionals, day care centers personnel, and individual parents’ involvement can halt the progression of caries and prevent the tooth decay in children. Characteristics of Learners This program will involve parents and their preschool children, and child care providers. Considering the geographical location of proposed courses (East Los Angeles), the most of the participating children are of Hispanic heritage, three to five years old; include both gender, and most likely bilingual. Piaget coined a term of preoperational intelligence to describe the cognitive learning in children ages 2 to 6 (Berger, 2008). Preoperational cognition, according to Piaget, denotes learning that occurs before understanding logical operations. Children’s cognitive processes at this age are magical and egocentric (Berger, 2008). Lev Vygotsky, in contrast to Piaget’s theory emphasized the social learning as an important part of knowledge formation. Vygotsky recognized the importance of guided participation in learning process of preschool children. He provided four steps created by caregivers that motivate children to learn: challenge presentation, assistance availability, instructions, and encouragement. Another prominent social development theorist, Eric Erikson described preschool children being in the initiative versus guilt state, which characterized by child balancing effort and expectations of adults (Berger, 2008). Preschool children may have prior knowledge of basic oral hygiene strategies, but need assistance and supervision. Additionally children at this age are able to follow two or three step instructions, curious and motivated, do distinguish cause and effect in simple situations. Berger states that young preschool children have healthy growing organisms, but greatly influenced by genetics, nutrition, socioeconomic status, and other factors (2008). The long standing tradition of encouraging children to eat traced in low-income Hispanic families is turning into the overeating epidemic in the US (Berger, 2008). Besides overeating, poor dietary choices, such as snacks with little nutritional value, but high in sugar, fat, and salt pose a direct danger to oral health. The second category of learners in this course is comprised of adult Hispanic parents of preschool children, and caregivers at day care centers. Both parents and caregivers are most likely emerging adults with ages ranging from 21 to 35. Most of them belong to lower socioeconomic status, with public health being the only source of healthcare coverage. As much as 45% are uninsured (NCHS, 2012). Almost 25% of these adults live below poverty level, and median per capita in income is almost 2. 5 times less than that of rest of California (United States Census Bureau, 2012). Forty four percent of East Los Angeles population reported having a high school diploma, and only 5. 4% achieved baccalaureate degree as highest level of education (United States Census Bureau, 2012). As much as 97% of population is of Hispanic descent, and almost half of them are foreign born individuals. Catholicism is a predominant religion amongst Hispanic population. People of Hispanic origin have strong values of family relations, religion, tradition and customs. They might have preconceived ideas of oral hygiene, but most likely not follow the guidelines. Hispanics have a strong respect to healthcare providers, and their culture prescribes obedience and compliance, making them open to learning to certain degree (Berger, 2008). They might have limited English proficiency and be illiterate, which makes learning process harder. Nursing Diagnosis A multitude of nursing diagnoses are applicable to the situation of poor oral hygiene. Various problems arise from the potential adverse effects of infection and caries. You read "Preventing Tooth Decay in Hispanic Preschool Children: Program Development" in category "Papers" But for this educational course two interrelated nursing diagnoses were identified. The first nursing diagnosis is ineffective oral health maintenance related to knowledge deficit, cultural beliefs, and lack of material resources as evidenced by reported poor dentition status in children (Wilkinson, 2005). The second diagnosis directly stems from the first one: knowledge deficit related to lack of exposure and unfamiliarity with information resources as evidenced by inadequate demonstration of proper teeth brushing and flossing techniques (Wilkinson, 2005). These two diagnoses will guide the content of educational course with focus on relevant needs. Client-Centered Educational Goal Wilkinson includes goals into the nursing diagnoses for evaluation of outcomes (2005). Goals are descriptions of desired family or client actions that can be measured or directly observed (Wilkinson, 2005). Upon completion of this course parents will express knowledge of importance of proper oral hygiene, demonstrate correct brushing and flossing techniques, and identify strategies that reduce progression of caries. The following education plan is tailored to the client-centered goals with objectives that reflect clients’ needs. Learning Objectives Rankin, Stallings, and London state that leaning objectives have to be clearly formulated, time-limited, verifiable (measurable), and attainable in order to achieve effective learning (2005). A curriculum for health professionals and child care providers by California Childcare Health Program was used in the process of objectives identification (2005). To achieve stated educational goal six objectives: two of each learning domain were formulated. Cognitive objectives: 1. After attending a class on oral hygiene (condition), parents will state (performance) the detrimental effects of snack and drinks high in sugar, and nocturnal bottle on progression of teeth decay prior to the end of class (criterion). 2. After attending a class on oral hygiene (condition), parents will state (performance) the need to assist children with brushing until age of 8 by the end of class (criterion). Affective objectives: 1. After discussing a recommended routine of oral hygiene (condition), parents will verbalize (performance) their feelings associated with changes in the routine by the end of the class (criterion). 2. After discussing effects of sugar on tooth decay and importance of dietary modification (condition), parents will state their challenges associated with breaking he nocturnal bottle habit in their children (performance) routine by the end of the class (criterion). Ppsychomotor objectives: 1. After observing instructor perform correct brushing techniques (condition), parents and children will demonstrate a repeat demonstration (performance) routine by the end of the class (criterion). 2. After attending the class (condition), children will demonstrate â€Å"lift the lip† technique (per formance), to allow their parents inspect the teeth by the end of the class (criterion). Content Outline Content outline allows structured learning environment and provides guidance to the instructor. The content outline for oral health should include information on basic teeth anatomy, teeth eruption pattern, signs and symptoms of caries and teeth infection. The signs of infection may include gum or facial swelling on affected side, foul odor, drainage, and visible cavities and discoloration (California Childcare Health Program, 2005). The information of possible outcomes of untreated infection need to bi disclosed. Children may complain of pain and discomfort. Further, content outline should include demonstration of correct brushing techniques, both for parents and children, and information on relationship of sugar and night-time bottle to tooth decay. The session should include questions and answers section to allow parents and children validate their understanding. Active discussion is encouraged to promote disclosure of feelings associated with necessary changes. Content outline need to incorporate information on public health resources available to low income families to meet material needs. Instructional Strategies and Media The proposed education program will take place in the day care centers in East Los Angeles, CA, 1 hour prior to the end of business day. The course will be divided into 2 parts, first focusing on dental health concepts, and the second will be devoted to the correct brushing techniques and evaluation of learning. Teaching will be conducted in group format with estimated 10-15 participants. Group format allows sharing of concepts between members and more comfortable environment (Rankin et al. , 2005). The first part will be in the lecture format, reinforced by booklets both in English and Spanish anguages. Video material and plaster model of jaws will be utilized, to demonstrate teeth anatomy. Rankin and others note that instructional videos are more effective in conjunction with practice and return demonstration (Rankin et al. , 2005). Therefore, the second part of the session will focus on demonstration of brushing strategies, different positions to assist parents with brushing, and dental products. Demonstration can reinforce psychomotor objectives achievement, and lectures and videos are effective in meeting cognitive objectives (Rankin et al. , 2005). At the end, parents will be allowed to ask questions and reflect on their feelings, which will result in achievement of affective learning objectives. Instructional media listed above will include resources and materials recommended by â€Å"Promoting Children’s Oral Health: Curriculum for health professionals and child care providers† with permission of its developer – California Childcare Health Program. These include 4-minute â€Å"Lift the Lip† video on basic oral exam for parents and day care center providers, â€Å"Healthy teeth begin at birth† booklet, and the â€Å"What do you think? questionnaire to evaluate parents understanding and validate their feelings and concerns. All the materials are available in English and Spanish (California Childcare Health Program, 2005). Evaluation of Objectives and Program Evaluation Strategies To evaluate the outcomes of educational session, the lecturer will use a modified and simplified â€Å"Evaluation questionnaire† available from â€Å"Curriculum for health professionals and child care providers† to reflect both on cognitive learning, and to assess program perceived effectiveness (California Childcare Health Program, 2005). This tool includes questions with answers utilizing Likert scale to elicit feelings related to course effectiveness, and a simple test to assess knowledge. Observation of return demonstration of teeth brushing by both parents and children will serve as evaluation strategy for psychomotor objectives. Observation allows the teacher to provide feedback and corrective measures (Rankin et al. , 2005). The questions and answers session at the end of the class will assist the evaluation of achievement of both cognitive and affective objectives, by allowing participant verbalize their feelings, and validate their learning. Several open ended questions are included in the written questionnaire as well. Conclusion The oral health of children is greatly impacted by such socioeconomic variables, as their parents’ income, education, culture, prior experience, and insurance status. Preschool children from Hispanic families in state of California are at higher risk to develop dental cavities compared to the rest of the state. Basic strategies and spread of information about dental health can prevent progression of dental caries and greatly improve future quality of life in preschool children. This program will teach parents, caregivers, and children on proper teeth brushing techniques, disseminate knowledge on basic oral health concepts, and provide a list of public resources available to overcome financial barriers. References Berger, K. S. (2008). The developing person through the life span. ( 7th ed. ). New York. NY: Worth Publishers. California Childcare Health Program. (2005). Bright Futures Toolbox: Health Professionals and Human Services Providers. Retrieved from National Maternal and Child Oral Health Resource Center: http://www. ucsfchildcarehealth. org/pdfs/Curricula/oral%20health_11_v7. df National Center for Health Statistics. (2012). Health, United States, 2011: With Special Feature on. Hyattsville, MD. Retrieved from Centers for Disease Control and Prevention: http://www. cdc. gov/nchs/data/hus/hus11. pdf#076 Rankin, S. H. , Stallings, D. K. , London, F. (2005). Health promotion: Models and applications to patient education. In Patient Education in Health a nd Illness (5 ed. , pp. 27-46). Philadelphia, PA: Lippincott Williams Wilkins. The Dental Health Foundation. (2000). The Oral Health of California’s Children: Halting a Neglected Epidemic. Oakland, CA: Dental Health Foundation. United States Census Bureau. (2012). State County QuickFacts. Retrieved from United States Census: http://quickfacts. census. gov/qfd/states/06/0620802. html United States Department of Health and Human Services. (2012, August). Oral Health. Retrieved from Healthy People 2020: http://www. healthypeople. gov/2020/topicsobjectives2020/overview. aspx? topicid=32 United States Department of Health and Human Services. (2000). Oral health in America: A report of the Surgeon General. National Institutes of Health, How to cite Preventing Tooth Decay in Hispanic Preschool Children: Program Development, Papers

Observe Organizational Behavior Firsthand

Question: Give a brief discussion on organization behavior. Answer: The organization behavior is influenced by plethora of dimensions such as organizational culture, organizational structure, team spirit, organizational change, communication, diversity, power, leadership, motivation (Gordon, 1991) etc. It is quite essential to get into the organization and closely monitor the processes so as to have an insight into the domains of organizational behavior. The organization selected for the purpose of critical analysis is a supermarket and retail outlet having plethora of products for sale. The supermarket is present in the residential cluster providing buying facilities to the consumers of the region. The supermarket is fully equipped with various products to offer and is composed of highly trained staff at different levels of management and customer service. I got into the organization of this retail store as an intern to refine my skills of management and got a chance to closely observe the sales representatives and all the functions handled at the s upermarket. As an intern, my role was to observe the customer support representatives and give an honest review of the employees in the form of a written report and analysis sheet given to me by the top management of the supermarket. Other roles included helping the sales representatives to set up the supermarket according to the code of display and provide help services to them as and when required. It would help me to have deep insights into the operations and strategies adopted by the management team organized in a hierarchy and would help me to acquire high level of management skills and principles. I got well into the organization when I talked with the higher management to allow me to observe the processes and the operations going on in the organization in return I would be able to give honest and in depth reports for the employees of the organization and would help them in the in store tasks. This was quite a new experience for me in the contemporary times as I never had a job experience and this internship taught me a lot about the inherent secrets of a retail store or a supermarket and all the marketing strategies deployed by the top management to attract and allure the customers towards their brand. It was an altogether enthralling and exciting experience which helped me to learn many new skills and gain a command over in depth practical knowledge about management of a supermarket. The activity in which I got engaged was a routine activity of the supermarket for customer service and retail marketing. Therefore, the action under analysis is a routine action of the organizat ion for which I helped the entire team and provided them with reviews at the end of my internship period. Action Component and Analysis Two of the main determinants of organization behavior are organizational culture and the team management under the supervision of efficient leadership. Organizational culture is the system of shred meaning involving shared value system and belief system. This set of values and rituals act as an adhesive to glue the members of the organization together. The core values that form the framework of the organizational culture of this supermarket are respect towards the individuals, integrity in action, service for the customers and excellence in the strategic management (Jones, 2010). The associates of the customer service department are motivated to serve the customers being the topmost priority of the company. The value system of the company is held high by the means of open communication and ways to share information. The foundation of the supermarket is based over integrity which is fueled by honesty, fairness and objectivity to make decisions. The company strives for excellence by innovating and improving with positive modeling and by working in a team. The management believes that the organizational culture initiates from the top l evel of the company and then permeates down to other employees. The employees of the supermarket have a particular code of conduct which is taught to them in the period of their training. They have a unique uniform which have a quote saying, How May I Help You?. This quote opens up doors of interaction between the customers and the representatives of the supermarket team when they will be humble and generous in their approach (Casey, 1999). The culture of the company is upheld with plethora of benefits given to the employees in return of their hard work and commitment. They are provided with competitive pay, healthcare facilities, retirement plans, and promotions to make them feel as a part of the whole big family of the retail store. The hard work of the employees are rewarded to make a strong work culture of the team. The culture of the supermarket is characterized customer orientation and giving best of the value at some lowest prices. Employee is projected to be an image of a so cially responsible entity serving the company. The employees are tracing the roots of the organizational culture and are formulating them in coherence with the growth and success of the company. The culture of the supermarket is quite interactive and innovative. There have been use of latest trends and technologies in the campus of the supermarket which forms a part of the contemporary culture of the retail store. The corporate culture of the supermarket is very well refined and as per the norms of this industry. The employees are quite humble and when anyone says Thank you in return of their favor and service, the customer support representatives say Its my pleasure in return (Ogbonna, 1988). This culture is imbibed in the behavior of the employees and it presents a form of politeness and regard. The culture of the company is sustained by regular intervention from the top management in the form of discussions and value enrichment of the employees. It was a long time back when the company and the top management realized that the rule based culture of the company was no longer able to cope with the agility of the world demanding a higher pace of globalization and technological development and hence the culture had to be made flexible and value based to win over the trust of the employees and make them understand the value delivered by the company. The company lays a higher amount of stress over the values that are required in the sustainable environment with thorough training given over the performance with purpose (Russell, 1985). The culture of the company is more than just ethical culture rather it is a conglomerate of all the belief systems of the company, the rituals followed at plethora of events strengthening the bond of the employees, the values imbibed followed by the entire management team, the stories that are disseminated by the management in regular meetings of the staff and the symbols in variety of forms. The symbols used in the supermarket to uphold the culture of the staff are the uniform of the customer service representatives that follows a serviceable message, the posters on the walls guiding the customers to correct stalls, the employee of the month displayed over bulletin board in the entrance to motivate the employees, the badges worn by some highly efficient employees and other forms. The success stories are discussed by the team in every informal meeting where the top management narrates their experience and inspires the team. The values of the company totally restricts an inflexible and harsh culture of blind obedience and therefore, there is no top down hierarchical strict culture rather a democratic culture where everyone participates in the decision making to give their valuable suggestions to improve the marketing content and the customer service facilities. Management of the entire team is a challenging task for the leader and which in turn has an effect over the organ izational behavior. The leaders of the supermarket forming a large share of the top management like to be surrounded by the right kind of people having big and widespread domain of ideas and are not afraid to take any kind of risks to implement those ideas (Boye, 1997). The supermarket have developed a leadership training program for the managers and employees in other management roles. This training includes real world based simulation techniques to be able to train the team to coherently bind with each other and work with each other under the supervision of the leader. The leaders are responsible for motivating the employees for every kind of task such as stock replenishment, online shopping aid, administrating services, customer service, food safety and sales driving. The department managers have glued and integrated the teams in one single unit for an effective and efficient job. Management must play a brilliant role to determine the capability of the individuals and to leverage it efficiently in the field of operational approach. The team management is done in the front line to make the employees learn by the means of experience. The team is divided into various roles but each of the role in integrated into one single functional unit. The team leader, administration roles, online shopping, counter assistance, customer service assistance, warehouse assistance, merchandizing control, online customer service assistance, general assistance and other roles are coherently tied up to each other to form a comprehensive team of support. Hence, the leadership of this store and supermarket is handled efficiently and flexibly. As per the observation it can be noticed that the supermarket has strengths of having a great flexible and friendly culture which is upheld by various determinants of culture. The leadership and the formation of the team of the organization is very well in coherence with the trends of the retail market. The employees are inspired to get themselves aligned around the core mission of the company. This democratic and participative culture of the company have given birth to the culture of innovation wherein the supermarket have adopted various innovative strategies to attract the customers in a sustainable environment (Damanpour, 1991). Some of recommendations that can be considered by the team in order to attract the customers and form a huge base of loyal customers are use of tablets installed in the campus wherein the customer can give their feedback, look for discounts, find the location of a particular product in the supermarket; technical improvements in payment system by the means of optical scanning machines; use of membership cards to give away points and discounts on the same and other related innovations made for the support services of the customers. The supermarket need to orient their strategies towards inclusion of diversity in the work group to invite innovation in their operations and strategies. 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