One page APA format.

Analytical Framework: You are to type responses to the prompts in an analytical framework outlined below using your own words (unless it is a definition). If there is more than one reading, please respond to the prompts for all readings. No untyped or late analytical frameworks will be accepted. Analytical Framework components include: Main concepts and research findings (6 points) and Application to your organization (4 points).  

Both Reading are required. 

Chapter 8 (Page#165)  in the textbook in the attachment. and the other article only. nothing more. 

Learning Outcomes

Students will understand group dynamics in regard to organizational behavior (Group Development: Understands the process of group development; Organizational Behavior: Understands organizational behavior).Students will understand the role of dysfunctional teams in regard to organizational behavior (Organizational Behavior: Understands organizational behavior; Group Development: Understands the process of group development).Students will analyze dysfunctions of a team to better explain dysfunctional teams (Analysis: Analyzes examine information for more thorough understanding).Students will understand strategies to appropriately and effectively interact with others in a group (Appropriate Interaction: Understands how to interact with others appropriately).Students will analyze a case to understand group dynamics and apply effective strategies for working in groups (Analysis: Analyzes information for more thorough understanding; Group Development: Understands the process of group development).Students will understand the influence of group thinking in regard to organizational behavior (Group Development: Understands the process of group development; Organizational Behavior: Understands how to apply concepts of organizational behavior).Students will analyze a case to understand group thinking (Analysis: Analyzes information for more thorough understanding; Group Development: Understands the process of group development).
 
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