Nebobites Ethical Dilemma - 1406 Words

Ethics Writing Assignment Nebobites Ethical Dilemma 1. This case involves a small public traded company named Nebobites, which manufactures dog treats. Jenny O., CPA, is the new Assistant Controller for the Nebobites’ company, and her job is to review and audit the financial statements for the 2012 year. While reviewing the financial statements, Jenny noticed the company’s Allowance for Doubtful Accounts balance seemed significantly higher than in the past. This increase in the Allowance account was due to the Bad Debt Expense estimation being based off 3% of net credit sales instead of the prior years’ estimate of 1.5%. The increase in Bad Debts expense as a result of the increase in estimate materially affected the 2012 earnings.†¦show more content†¦Although she will eventually have to find a new job, this choice may save her from being in trouble with the law and potentially boost her chances of finding a new job due to her discovery at Nebobites. Another final option that I would see plausible in thi s situation would be to simply quit, if the Controller did not want to change the estimation and swear on the financial statements. The legal risk is too high in the case, and you do not want the downfall of Nebobites to be on your shoulders. 5. By deciding to go along with the inappropriate change in estimate, Jenny’s job may be safe for the time being, but in the long run, Jenny and the company may be audited in the future exploiting their mistakes made in the 2012 financial statements. This could cause Jenny to be immediately terminated when the mistakes were finally found, as well as the possibility of jail time after an investigation and trial. This is morally and legally wrong because she knowingly goes against corporate policies and the generally accepted accounting principles in order to reap the benefits. By reporting the inappropriate practices to an outsider’s attention, such as an external auditing firm, she could save her job possibly for the time the company is being investigated, but may later be fired. Although she will eventually have to find a new job, this choice may save her from being in trouble with the law and potentially boost her chances of finding a new job due to her

Data Modeling For A Relational Database Management System

The need to store and evaluate data is a perpetually growing field in the world of information systems. From the days of using flat files to very large database management systems that store petabytes of data in real time, the practice of building information from data continues to evolve. Today, the relational data model is quite ubiquitous and is used in a plethora of information systems ranging from accounting systems, banks, retail business, and scientific usage. It is important to understand the concepts involved in data modeling for a relational database management system in order to build an effective and efficient system. Data models weren’t as sophisticated in the early days as they are today. In the 1960’s and 70’s the first generation data models were comprised of an ad hoc file system with no concept of relationships between the files (Coronel Morris, 2015). For instance, one file might contain rows of customer records while another would house invoices. For simple data, file systems worked, but for large sets of interconnecting data, a data processing specialist was needed to create a program that fetched the proper data, analyze it, formatted it, and presented it in a report that made sense to the end user. For every new query, the data processing specialist needed to create a separate application. Files became increasingly cumbersome the more that were added and they duplicated quite a bit of data since there were no relationships between files. The timeShow MoreRelatedDocument Based Data Modeling Technique And Relational Technique1230 Words   |  5 PagesJanu Barot Database System Midterm Exam Document based data modeling technique and relational technique In todays era, the volume of data we manage has developed to terabytes. As the volume of data continues developing, the sorts of data produced by applications get to be wealthier than some time recently. Subsequently, traditional relational databases are tested to catch, visualize, seek, share, break down, and store data. We find many difficulties in managing bigRead MoreDatabase And Knowledge Base Management System1364 Words   |  6 PagesITM 540: Database and Knowledge-Base Management Dr. Ying Liu August 16, 2013 Introduction Information and data have become the cornerstone of business enterprises today. Financial services organizations rely on important trade and market data, retail business rely on consumer and market data, and military organizations are concerned with classified and national security-sensitive data. As these organizations continue spend more time, effort, and money into the management of thisRead Moreâ€Å"Logical Design, Part 1† Essay1428 Words   |  6 Pageshired consultant for ACME Global Consulting to procure requirements for a large database. In this scenario, â€Å"Logical Design, Part 1†, I will develop a database management systems to convince a set of clients of the benefits of using the Entity–Relationship model (E-R) in developing a database. In addition, my management would like the following points addressed in my design: (1). List the advantages of a relational model specific to ACME Global Consulting. (2). Summarize the purpose of an Entity–RelationshipRead MoreEvolution of Data Models1122 Words   |  5 PagesThe Evolution of Data Models The quest for better data management has led to different models that attempt to resolve the file system’s critical shortcomings. Because each data model evolved from its predecessors, it is essential to examine the major data models in roughly chronological order. 1.1 The Hierarchical Model A Hierarchical Database Model is a data model in which the data is organized into a tree-like structure. 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Improving Student Test Scores Utilizing Brain Free Essays

string(36) " a personally meaningful challenge\." Improving Student Test Scores Utilizing Brain-Based Learning People often say that everyone can learn. Every person is born with a brain that functions as an immensely powerful processor. Brain-based learning offers some direction for educators who want more purposeful, informed teaching. We will write a custom essay sample on Improving Student Test Scores Utilizing Brain or any similar topic only for you Order Now This paper will provide information on how brain-based learning works. In addition, discuss how brain-based learning is improving student test scores. Lastly, provide research findings on the benefits of brain-based learning. Creating stress-free environments, enhancing complex cognitive skills, and understanding memory become essential in brain-based learning. Receiving, encoding, storing, and retrieving information make sense as the memory pathways are defined. Assessing student learning becomes the simple task of accessing the same methods that were used for teaching. The more we understand the brain, the better we will be able to educate it. Brain-Based Learning (definition) Brain-based learning is the informed process of using a group of practical strategies that are driven by sound principles derived from brain research. Brain-based education is defined by three words, engagement, strategies, and principles. It is learning in accordance with the way the brain is naturally designed to learn (Jensen, 2008). The overall goal of brain-based education is to attempt to bring insights from brain research into the arena of education to enhance teaching and learning. The area of science often referred to as brain research typically includes neuroscience studies that probe the patterns of cellular development in various brain areas; and brain imaging techniques, with the latter including functional MRI scans and positron-emission tomography scans that allow scientists to examine patterns of activity in the wake, thinking, human brain. These brain imaging techniques allow scientists to examine activity within various areas of the brain as a person engages in mental actions such as attending, learning, and remembering. Proponents of brain-based education espouse a iverse group of educational practices and approaches, and they generally attempt to ground claims about effective practice in recently discovered facts about the human brain. They argue that there has been an unprecedented explosion of new findings related to the development and organization of the human brain and that the current state of this work can inform educational practice in meaningful ways. Advances in brain science led brain-based educator David A. Sousa to proclaim that â€Å"no longer is teaching just an art form, it is a science† (Sousa, 1998). Principles of Brain-Compatible Learning that have Emerged from Brain Research. Educators who have a background in the neurobiology of learning and memory have a distinct advantage in their classrooms. By following the brain-based teaching principles we can create an enriched, brain-compatible environment and effectively counter such existing negative influences as stress, sleep deprivation, and poor nutrition. According to Ronal Kotulak in his 1996 book â€Å"Inside the Brain†, an enriched environment can contribute up to 25% increase in the number of brain connections both early and later in life. Our environments need to allow for active manipulation. To summarize, there are at least twelve principles of brain-compatible learning that have emerged from brain research. 1. Uniqueness-every sing brain is totally unique. 2. Impact of threat of high stress can alter and impair learning and even kill brain cells. 3. Emotions are critical to learning-they drive attention, health, learning and memory. 4. Information is stored and retrieved through multiple memory and neural pathways. 5. All learning is mind-body-movement, foods, attention cycles, all have powerful effects. 6.  The brain is a complex and adaptive system-effective change involves the entire system. 7. Patterns and programs drive our understanding-intelligence is the ability to construct patterns. 8. The brain is meaning-driven-meaning is more important to the brain that information. 9. Learning is often rich and non-conscious-we process both parts simultaneously. 10. The brain develops better in concert with other brains. 11. The brain develops with various stage of readiness. 12. Enrichment-the brain and grow new connections at any age. Cognitive skills develop better with music and motor skills (Kotulak, 1996). Three Instructional Techniques Associated with Brain-Based Learning. Orchestrated immersion-creating leaning environments that fully immerse students in an educational experience. The idea is to take information off the blackboard to bring it to life in the minds of students. Orchestrated immersion provides learners with rich, complex experiences that include options and a sense of wholeness. Relaxed alertness-trying to eliminate fear in learners, whole maintaining a highly challenging environment. It is a dynamic state that is compatible with great deal of change. Relaxed alertness ensures that students are being challenged within a context of safety. It also includes a personal sense of well-being that allows students to explore new thoughts and connections. Active processing- Allowing the learner to consolidate and internalize information by actively processing it. It is the path to understanding, rather than simply to memory. Active processing necessarily engages emotions, concepts and values (Caine Caine, 1994). How Brain-Based Learning Impacts Education. There are three ways that brain-based learning impacts education through curriculum, instruction, and assessment. Curriculum- teachers must design learning around student interests and make learning contextual. Instruction- educators let students learn in teams and use peripheral learning. Teachers structure learning around real problems, encouraging students to also learn in setting outside the classroom and the school building. Assessment-since all students are learning, their assessment should allow to understand their own learning styles and preferences, this way, students monitor and enhance their own learning process (Jensen, 1998). What Brain-Based Learning Suggests. How the brain works has a significant impact on what kinds of learning activities are most effective. Educators need to help students have appropriate experiences and capitalize on those experiences. As Renate Caine points out in her book Making Connections, three interactive elements are essential to his process. Teachers must immerse learners in complex, interactive experiences that are both rich and real. One excellent example is immersing students in a foreign culture to teach them a second language. Educators must take advantage of the brain’s ability to parallel process. Students must have a personally meaningful challenge. You read "Improving Student Test Scores Utilizing Brain" in category "Essay examples" Such challenges stimulate a student’s mind to the desired state of alertness. In order for a student to gain insight about a problem, there must be intensive analysis of the different ways to approach it, and about learning in general. This is what’s known as the â€Å"active processing of experience. † A few other tenets of brain-based learning include: Feedback is best when it comes from reality, rather than from an authority figure. People learn best when solving realistic problems. The big picture can’t be separated from the details. Because every brain is different, educators should allow learners to customize their won environments. The best problem solvers are those that laugh (Caine Caine, 1994). Most neuroscientists believe that at birth the human brain has all the neurons it will ever have. Some connections, those that control such automatic functions as breathing and heartbeat, are in place at birth, but most of the individual’s mental circuitry results from experiences that greet the newborn and continue, probably, throughout his or her life. Some researchers believe the circuits are completed by age five or six. Other studies extend the period of development from birth to the later elementary school years. Still others argue that nerve connections can be modified throughout life with new connections forming perhaps even late in life. The links between learning, the number of neural connections, or the time frame for development of those connections are not clearly understood. These and other findings encourage educators and parents to expose very young children to a variety of learning experiences-providing blocks and beads to handle and observe, talking to the child, playing peek-a-boo. How does Brain-Based Learning Improve Student Test Scores. Recent scientific studies about the brain and how it learns have given educational leaders and teachers new insights about teaching and learning. Recently, educators have explored links between classroom teaching and emerging theories about how people learn. Exciting discoveries in neuroscience and continue developments in cognitive psychology have presented new ways of thinking about the brain-the human neurological structure and the attendant perceptions and emotions that contribute to learning. Brain-based research also discusses the school environment that is best for optimal learning to occur. According to Dr. Petrie and Dr. Chan in their article, â€Å"The Brain Learns Better in Well-Designed School Environments, â€Å" optimal learning takes place in well-ventilated classrooms, which offer plenty of water for students to drink. In addition, students learn best in bright warm colored well-lit environments that offer challenging activities including visual and performing arts, physical activity, and real life situations (Chan Petrie, 1998). Summary of Findings: A study Conducted by the Education Trust in 1998, done in collaboration with the Council of Chief State School Officers (CCSSO), demonstrates those qualities which appear to be necessary to promote student achievement. Such qualities demonstrate how teaching to higher standards can be effective when appropriate support. This work analyzed data collected from 1200 high performing high poverty elementary schools in 21 states. The study concluded that high performing; high poverty schools tend to use state standards extensively to design curriculum and instruction, assess student work, and evaluate teachers. Over 80% of the successful schools in this study were using state standards to design instruction, assess student work and evaluate teachers. In the great majority of top performing schools in this study, extended learning time in the areas of math and reading was provided for their students. In addition, to crease student achievement, these schools often devoted a larger proportion of funds to support professional development focused on changing instructional practice. The school in this study appeared to be making greater progress than lower performing schools in creating greater opportunities for teacher to obtain training in those areas determined to be important to helping students achieve. It was noted that a majority of schools implemented comprehensive systems to monitor individual student progress and provide extra support to students as soon as it’s needed. 80% of the schools in this study had systematic ways to identify and provide early support to students in danger of falling behind in the academic progress. It was obvious in this study that the more uccessful schools focus their efforts to involve parents on helping students meet standards; the traditional role of parents in schools is that to provide support in fund raising efforts. In the majority of the schools in this study, parents were given opportunities to increase their knowledge of the standards, be involved in curriculum and in reviewing students’ work. Lastly, it was clearly observed that these successful schools have state and district accountability systems in place that have real consequences for adults in schools (The Education Trust, Inc. 1999). Teachers can no longer ignore the findings and implications of brain-based research in the educational environment. The cognitive development of children is affected by a multitude of diverse factors, but educators have been slow to recognize the impact that brain-based research provides in our awareness of the role of the brain in learning Findings suggests that heredity provides 30-60 percent of our brain’s wiring, while 40-70 percent is due to environmental factors (Jensen, 1998). Teachers and educational leaders need to develop a biological understanding of how the brain works. In order for student achievement to continue, principals must look at all aspects of instructional strategies. Understanding the brain’s ability to grow and adapt in response to stimuli increases our ability to develop meaningful relevant lessons, which challenge students and broaden their comprehension of their world. Developing interdisciplinary instruction allows the brain to develop patterns and thus increases student learning. Learning to apply brain research in the classroom helps teachers gain a deeper understanding of how students learn and to develop challenging lessons that stimulate the brain. All in all, understanding how the brain functions is just one more way to help students achieve. In conclusion, scientists caution that the brain is complex and, while research has revealed some significant findings, there is no widespread agreement about their applicability to the general population or to education in particular. Nevertheless, brain research provides rich possibilities for education and reports of students from this field have become popular topics in some educational journals. Enterprising organizations are translating these finding into professional development workshops and instructional programs to help teachers apply lessons from the research to classroom settings. Every person is born with a brain that functions as an immensely powerful processor. The more we understand the brain, the better we will be able to educate it. How to cite Improving Student Test Scores Utilizing Brain, Essay examples

Learning and Collaboration in Innovative Teams

Question: Discuss about the Learning and Collaboration in Innovative Teams. Answer: Introduction The effectiveness of a team does have the potential to ensure the volume of success for any project. However, it entirely depends on the project manager how the individual dedicates him/herself to develop a team (Gilley et.al, 2010). Developing effective teamwork and teams have never been limited to any particular organization. This has also been referred to be an approach that can always be used every time there is a project that needs an effective team. Team members must believe in developing a well-organized and coordinated environment; the level of coordination would certainly put constructive impact over the process of goal achievement. Project head or the project managers play a crucial role regarding achieving project aims and objectives. It also is necessary for a team manager or the project manager to consider the 4Cs that would help them to develop most dynamic teams ever. The 4Cs of team development are- "Context," "Composition," "Competencies" and the "Change," "Context" refers to the idea of "Laying down the foundation for ensuring team success." While the "Composition" refers to the idea of "Boarding right sort of individuals/team members in the team." The Competencies refers to the idea of "Developing appropriate skills for the team members for ensuring better performance." The "Change" refers to the idea of "Developing more efficient ways of working in team manner" (DeChurch and Mesmer-Magnus, 2010). Successful team building can as well be useful regarding solving precise problems related with teams. Organizational teams are mostly developed with people belonging to different racial backgrounds, educational backgrounds, different ethnicity groups and others, which can always trigger conflicts among them. It is necessary for a team manager to be precise and dynamic and enthusiastic regarding reducing the conflicts. It also is necessary for the team manager or the project manager to get rid of any unhealthy covenant that can reduce the team perfor mance. The four Cs in a combined form can help in designing the best possible teams. Team Dynamics Team dynamics can be referred to be the psychological and unconscious elements that do have the potential to influence team performance and behavior. These can be referred to the idea of undercurrents of sea that can drive boats in a direction that is needed rather intended. These dynamics can be designed in consideration of the team works nature, working relationships, individualities within the team along with the environment that the team works within (Cur?eu et.al, 2010). The list of team dynamics that every happy team includes are mentioned underneath: A leader: For obvious reasons, a team needs a leader that would drive the team members to achieve certain goal or objective. One common mistake that every failing team does is they fail to recognize or identify a team leader. The leader wouldnt give order or to tell team members to do certain task. These individuals would guide and assist the members in attaining their objectives. Establishing responsibilities: Each one of the team member needs to work in collaboration with one another. To do so, they must develop a clear understanding regarding their roles and responsibilities. Such understanding is significant for ensuring success; establishing responsibilities would help each one of the member to evaluate their self-abilities against their responsibilities. Establishing a set of objectives and personal goals: Team members must be aware of the objectives along with their personal goals. Every organization has certain long-term goals that must be achieved; team members would be provided with precise milestones of such projects. Establishing a schedule for supervising tasks: Tasks without a schedule would certainly draw negative or sluggish growth. It is imperative for organizations to set schedules that would strictly be followed by the team members. Organizations must shorten their schedules at times, as analyses show certain groups of people do perform in a better manner under pressurized conditions. Timely and adequate employment of quality tools: Knowledge and precise use of technology are the best possible combination that would drive the team members to perform effectively in their tasks and responsibilities. However, it also is necessary for them to use such tools on perfect time; using tools in an untimely manner would certainly cause zero outcomes (Shelton et.al, 2010). Quick startups: There are situations when teams waste a significant amount of time over discussions, meetings, and other activities. While, there are certain tasks that need quick and dynamic response, wasting time in such conditions would be dreadful. These above-mentioned team dynamics can be significantly helpful regarding ensuring better and improved team performance. These would certainly enhance the quality of communication that team used to engage previously within, the intensity of motivation, enhanced efficiency and finally the results would be innovative. Bruce Tuckmans Theory It would be entirely unfair to expect a new team to perform in a manner that professionals do, however organizing training sessions would certainly ensure better performance in far future. Bruce Tuckman developed the theory during 1965; Forming, Storming, Norming and Performing are the four fundamental stages of this particular model (Chatenier et.al, 2010). However, he later (during the 1970s) added another (fifth) stage called "adjourning." The model can be referred as a helpful and elegant explanation that is helpful in developing the most effective and efficient team and shaping their behavior. However, there are certain similarities that can be found if compared with other similar models such as with the Tannenbaum and Schmidt Continuum or the Situational model of leadership developed by Blanchard; these models were developed quite the same time when Tuckman developed these models. The theory, in particular, describes that a team, as it grows it tend to hone its abilities, level of maturity, establishes relationships, even the leader tend to make significant modifications in his/her leadership pattern. A leader at his premature stage tends to act as a director, with time and maturity he advances to become a coach, followed by a participatory, then a delegator for finishing things up. The team depends on the leader extensively, expecting direction and guidance from the individual. Until leader's signal, the team members do not give the team aims and objectives much importance. Team members during this particular stage arent much aware of their personal roles and responsibilities. The leaders are accountable for answering multiple questions related to the purpose of the team, external associations and objectives (Morgeson et.al, 2010). This particular stage is entirely concerned about developing opinions and decisions that would be helpful in attaining final results. However, devising decisions within a team is never easy; team members compete for developing a relation with the team leader and establish dominance over other team members. This competitive environment might clarify the purpose and any other conflict associated with it, but chances of multiple uncertainties persists (Day and Antonakis, 2012). Consensus and agreement are two common elements that every team develops, which response effectively to facilitation by the leader. During this stage, team members accept their roles and responsibilities clearly. Certain important and big decisions are developed in consideration of team agreement. While smaller or less important decisions are delegated to few group members to deal with (Decuyper et.al, 2010). Teams tend to be significantly aware at this particular point in time; the team also knows its actions and purposes. At this particular stage, teams are communicated with the vision and mission they are to serve. This helps them to perform their roles and responsibilities without any interference or guidance from the leader. The prime focus of the team revolves around achieving the objectives; however, they are accountable for consulting with the leader whenever needed. Members at this certain point enjoy a great amount of autonomy, disagreements persist in the team but, after this point team members can deal with such aspects successfully (Knzle et.al, 2010). Relation between Team Leader and Team Members A typical team does engage an intrapersonal pattern of relation since team members provide assistance and guidance to one another for achieving common goals. This ultimately helps them to achieve the common and shared goal. As far as the relationship pattern of a team leader and team members are concerned, leaders tend to develop a multifaceted relationship with their teams (Northouse, 2012). A leader has to play multiple roles within their teams throughout different stages ranging from "Forming to Performing." During the initial stage of forming the leader has to act as a director, who would give directions to their team members to act in a certain manner. While during the consecutive storming stage, the leader initiates gathering opinions and perception to be considered for further performance activities (Knzle et.al, 2010). During the following Norming stage, team leaders describe the roles and responsibilities to the team members, and during the final stage, the team members perform their proposed tasks in consideration of the leaders guidance and supervision. The leader at certain point delegates his/her authoritative control to certain team members for, this helps in developing further leadership skills within those team members. Team leaders dont hand out their authoritative control to any random team members; they watch over the performances of the team members and then select the person (s) that the powers can be delegated to (Meirink et.al, 2010). There are certain ways and manner the team leaders can develop a constructive and positive relationship with their team members. These ways are mentioned underneath: Convey clearly: The leader must be clear and precise regarding conveying his/her expectations from each one of the team members. This would help the members be aware of the knowledge that team leader knows their talent individually. Giving verbal boost is another constructive way that would encourage the team members at the time they have to perform a particular task that is out of their comfort zone (Levi, 2015). Demonstrating self-accountability: Showing compassion and faith are two most critical and effective way that team leaders can extract most out their team members. The team leader can also make a projection that his/her superiors do have full faith and are relying to the maximum extent (Hoch and Kozlowski, 2014). The leader must also perform the best performance, which would ensure a role model place among the team members. Developing relationship among team members: A team needs coordination and coordination are not possible without harmony among the team members. It is necessary for the team leader to encourage positive vibe within the team, which eventually would help them to form a team that is positive and effective (Dyer and Dyer, 2013). Team members must be aware of the strengths and weaknesses of one another, which would certainly be helpful in case of an absence of the team leader. Being a good listener: A leader must as well be a good listener; a leader cannot just impose his opinions and judgments of the team members. For achieving respect and obedience, the leader would have to listen to what the team members have to convey (Fransen et.al, 2014). Developing personal attachment: Providing glimpses of personal life would certainly encourage better and deeper relationship among the team members. The leader must also encourage the team members to do the same. Building relationship unofficially: Besides from official and professional relation, a good leader would always look forward to building a relationship with the team members outside the office premises. Celebrating birthdays, get together, going for outing more often would certainly be beneficial for developing strongest team (Bryde, 2013). Attributes Of an Effective Team Teamwork has been defined to be An accommodating and mutual procedure, which does allow people with average skills attain extraordinary outcomes (Mahembe and Engelbrecht, 2014). Teams (in an organizational context) have also been referred to be platforms for people to develop mutual relationships that eventually assist every team member to be an integral part of the goal attainment procedure. Working in teams do have significant benefits such as, team members tend to share knowledge and experience with every team member, which automatically enhances the knowledge base of members with inferior working abilities. Every piece of literature dedicated towards the notions of team and teamwork consistently highlight the fact that teamwork is the key to attaining quality results and outcomes. Many literature experts portray the importance of the factor synergism and how it contributes towards attaining maximum out of a team (Rushmer, 2013). However, team members must also believe in the prac tice of reciprocity; they must be adaptive to any change organization intend to bring upon. Teams are made up of employees and employees tend to be highly reluctant to any sort of change that organizations intend to draw upon. The organizational change means transformation and implementation of new technologies that every employee must learn to operate with. Employees being reluctant to change would certainly act as the major obstacle that would restrict organizations to attain their long and short term objectives. Thus, it is necessary for the employees (team members) to be supple and adapt to any change the organization desires to draw (Thomas and Galla, 2013). Past studies have provided multiple attributes that are essential for ensuring the success of a team along with successful objective achievement. Some of these attributes of successful teams are mentioned underneath: The sense of commitment: The success mantra for most successful teams is that each one of their team members does serve the project objectives with a sense of commitment. They share knowledge, experience, and the shared goal. Authors also advocate that these team members are highly engaged, aims for attaining a highest possible level and motivated to the maximum limit (Driedonks, 2014). Interdependence: Teams must be interdependent, which means they must develop an environment that would encourage them to contribute as a team rather than acting as an individual. Following this fundamental principle would help them to deliver most favorable outcome as there would be multiple brains working on a single objective. The team leader has to play the leading role of motivating, encouraging, contributing and even learning from their fellow team members (Kor and Mesko, 2013). Interpersonal skills: It is as important to consult and convey possible issues as it is to communicate about the objectives. Each one of the team members must develop the ability to communicate freely regarding the probable issues that their project might face during the processing till the finishing tenure. The term Interpersonal Skills refers to the basic ability to communicate personal thoughts and opinions with others. In a project management environment, every members accountability is vital since, each one of them would be working on separate elements under the same project topic (Hawkins, 2014). Being sound at communicating problems would certainly be beneficial for the project and the person as well, as he/she would get recognized for their ability to communicate in the most effective manner (Nancarrow et.al, 2013). Positive feedback and open communication: Feedback is the key to enhance future outcomes and reduce probabilities of future mistakes in a parallel manner. While at the same time, open communication would help the team members to be communicating with team leader and others effectively. Open communication is a notion that almost 99.99% organizations value that considers "horizontal integration" o an organizational structure, which has no limitation or restriction upon communicating with the paramount personality. While on the other hand, feedback from the paramount personality would certainly be considered on the supreme level of importance (Watkins and Norris, 2013). Although, despite the position of an individual within an organization, every member associated with a project must be given equal importance. Thus, both of these aspects are associated with one another in an inherent manner. Appropriate team composition: Choosing the right team incorporating the right quality people is as vital as it is to decide the number of members that the team would have (Brock et.al, 2013). For obvious reasons, the composition and size of a team do put significant impact over the final outcomes. It entirely depends on the span of team objective how the team leader would compose the team. Optimal size wouldnt mean that the results would as well be optimal; selecting right quality of people or members is the most vital part of composing a team. In comparison to a large team, few people can never form a team together, and even if they do there wouldnt be much skills and knowledge to accomplish the common goal. Thus, composing a team together is vital and must be done in the most effective manner (Fapohunda, 2013). Commitment to leadership, team processes, and accountability: The team leader is accountable for ensuring the common goal is being served. However, he/she cannot force the team members to accommodate the goal requirements. It is necessary for the team members to develop the urge or sense of commitment towards serving the common goal. Commitment towards leadership would automatically mean that the team members are committed towards their leader. The members must also agree to the common process for conducting the goal achievement activity. Last but not the least, each member of a team is accountable for their personal contribution and must adhere to the rules and regulations imposed by the team leader and the organization (Wang et.al, 2014). Conclusion On the contrary to a successful team, there are times when a team fails to attain its goals and objectives. The same aspects that would contribute to the process of achieving the common goals, if ignored would certainly bring devastating results (Wheelan, 2014). For example lack of commitment; just as there is an abundance of highly driven and committed members, there is an abundance of least interest and motivated members. Such team members do not prefer communicating with other peers and colleagues. As a result, the team and the project are suffering. Thus, it is necessary for the team leader to ensure that he/she is entirely dedicated to ensuring that the members of the team are highly motivated and driven by the principles of teamwork (Banks et.al, 2014). The study overall consistently showcases how well-organized teams perform and show their enthusiasm towards achieving the team goals and project objectives. It also showcases how team attributes are the key to forecast if the te am would achieve success or not. 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