Initial Post 4801 Unit 2 D1Hi Class, Ethics of Workplace Priva.docx

Initial Post 4801 Unit 2 D1
Hi Class,
Ethics of Workplace Privacy
Employees are protected by the law against arbitrary searches
by employers and infringement on their privacy. However, the
employer has the right to search without requesting the
employee. However, this action is only applicable whenever the
employer is inspecting the items belonging to the company such
as the employee’s locker or car. If the vehicle belongs to the
employee, the employer has no right to search. Otherwise, that
will be considered as an invasion of the worker’s privacy.
An employer has the right to watch a nanny’s behavior
whenever the nanny is on the employer’s premises and taking
care of the employer's children. The employer has a right to
listen in to the phone calls and messages of the nanny, as long
as the phone being used belongs to the employer. The employer
can read the emails of the nanny, force the employee to take a
drug test to ensure the employee is not drugging the kids or
acting under the influence of narcotics.
However, it is not allowed for the employer to install security
cameras in sensitive places such as bathrooms or toilets. These
cameras can be installed in public places such as kitchen, living
room or in the yard. The employers are allowed by the law to
have these cameras in such public places. The employer should
however not invade the privacy of the employees.
References
Berenbeim, R. (1990). Employee privacy. New York, N.Y.:
Conference Board.
Espejo, R. (2011). Privacy. Detroit: Greenhaven Press.
Lane, F. (2003). The naked employee. New York: AMACOM.

Initial Post 4801 Unit 2 D2
Hi Class,
Whistleblowing
Whistleblowing is a process where an employee communicates
on non-ethical issues done in an organization. One of the real
life experience I had had of whistleblowing when a fellow
employee in a bookstore I was working in who had been denied
leave for over five years decided to report the act to the
worker’s union. This action prompted a harsh reaction from the
union which gave the management of the bookstore an
ultimatum within which it should have provided a list of the
dates its employees are scheduled to go for leave.
Also, the union streamlined other issues within the workplace
besides the granting of leave to employees. Before this time, I
felt the pressure to express my despair since I was also
expecting to get a leave but was afraid that would cause trouble
between my employer and me.
In the years before 2013, the Bank of America was accused of
getting rid of employees it suspected would blow the whistle.
This came as a result of the great fraud that was taking place in
the company which posed the danger that if notice, the bank
would be closed or face different serious legal battles. Edward
O’Donnell was one of the whistleblowers who led the court into
gathering enough evidence about the shoddy mortgage deals that
the Bank of America was undertaking.
The whistleblower was awarded $57 million for his act. As
much as the code of ethics is supposed to regulate exposure of
the internal issues of an organization to the public, some issues

are better exposed than hidden. I would not be hindered from
blowing the whistle whenever I think it is necessary to. This is
because some management structures are not receptive of people
who grumble and complain. Therefore, it is better to raise the
whistle and solve the issue rather than complain and get fired
leaving the issue unsolved.
References
Harrell, K. (1983). Whistleblowing. Monticello, Ill.: Vance
Bibliographies.
Johnson, R. (2003). Whistleblowing. Boulder: L. Rienner
Publishers.
Vandekerckhove, W. (2006). Whistleblowing and organizational
social responsibility. Aldershot, Hampshire, England: Ashgate.
4801 U7_D1_P1 Chandrika Pacheco
unit 7 discussion 1
Top of Form
I believe that employees should have privacy within the
restroom, break rooms, changing rooms, etc. When it comes to
social media it is a different story, because many employees
feel that they should not be monitored on what they research
and look up. The fact of the matter is that companies have and
should have the right to monitor what their employees view.
That said this should only be allowed during breaks of any kind,
on the job however everything should always be work related
and nothing else.
Employers should be able to have surveillance within the
company, meaning they should be able to have cameras in all
throughout the building. That said bathrooms and changing
rooms should always be off limits, because that is a huge
violation of privacy, and it defeats the point of true
surveillance. If put in the spot of hiring a nanny for my child I
would want surveillance throughout my entire house. It is only
fair to me as an employer to know what the nanny is doing
while on the job. Not only that but they are watching over my

child, and that requires monitoring at all times from cameras all
throughout the house, to phone calls from the house phone etc.
Workplace privacy is important and should be taken seriously
by the company and employer. This means that even though
they are able to monitor one’s actions throughout the workday
from phone calls, computer activities, and activities while on
the clock. The line should be drawn at snooping through
employee’s email, personal belongings and monitoring one
when on short or long break.
Monica Shamlin
4801 U7_D2
Top of Form
The whistleblowing experience that I am relate deals
with Barbara Allatt, an RN that reported the mistreatment of
elderly patients at hospital trust where she interned. As she
documents and reported the outcries and complaints of ill and
helpless individual in the care of this facility over the course of
a four months back in 2009. She documented verbally abuse of
name-calling and yelling at patients, giving sedatives without
cause as well as not changing soiled sheets for long periods of
time. As a result, she was criticized and viewed as a nuisance
by those she worked with. Eventually Ms. Allatt was kicked out
of her training program at the center.
I consider myself very sensitive to the mistreatment of others. I
would want others to treat me as I would treat them and do not
understand acts of unkindness towards those who are frail due
to medical conditions. As my grandmother has been to a
wheelchair, her ability to care for herself has significantly
declined over the past few years. It was a family decision that
she should have 24/7 care at a nursing home facility. I know
that if I had found myself in a similar situation that I would
document and report. It would be necessary to have proof and
then follow through with finding an immediate resolution. I
will say that my family and I regularly check in on my
grandmother and make sure she is being well taken care of at

the nursing home. We are present and the staff knows us very
well. A lot of individuals do not have that and mistreatment can
go widely unchecked.
I believe that I would report unethical behavior without need of
a code ethics as I score pretty high on ethical views. I think
they are helpful overall by having some measure of what should
be expected from everyone on an organizational level.
Bottom of Form
Bottom of Form
Please allow me to provide some feedback and guidance:
I appreciate the time and effort you put into Bus 3012 Unit 1
Assignment 1
Good depth / insight. Nice examples. Strong research.
However, your APA needs much work. In my attached update
regarding APA, I provided a template for you to use I
recommend that you use it on all remaining assignments.
What follows are sample headings that would align with this
assignment:
Introduction (Title of Paper to be used, not Introduction.)
Define Leadership
Importance of Leadership
Understanding Leadership
Define Management
Leadership versus Management
Conclusion
References
I suggest that you create an outline like the one above before
you write Unit 2 assignments and future assignments.
Read this prior to beginning Bus 3012 Unit 2 Assignment 1
Bus 3012 Professor Feedback U1A1
Class,

Please allow me to share an observation and some guidance
which will help you with your assignments.
Observation: Twenty years of teaching and I have seen more
students lose points (Earn low grades) due to incomplete work
versus submitting poor work. What they submit is very good,
but limited in depth or missing sections.
Guidance: I truly believe that this is due to the fact that most
students do not create an outline before they begin writing their
paper. Frankly, it is easy and can be done very quickly. Allow
me to show you how.
When reading the directions for u02a1 you will see that there
are two parts. Part one has three requirements and part two has
two. Depending on how you would like to set up your paper,
you are looking at five to seven headings. Add in an
introduction, conclusion and references and now you have
between eight and ten headings. Type them into the APA
template and begin writing your paper. That is all there is to it.
You have to decide what your headings should be, but the
directions will guide you.
Dr. Sam
Brevity is KING!!!
Class,
Please note the following. “I am not about to practice what I am
going to preach”. :)
In the world of business and in the academic environment,
brevity is KING when sending communications. You should
strive to make your point in three sentences max. Studies have
shown that successful executives all have this rule down to a
science. Even when replying to emails they receive. Why?
Time! The do not have time to read long rambling emails and
reply with detail. The last corporation I worked for had a rule of
five max slides in any PowerPoint presentation.
Now my point. I suggest you begin developing this skill in the
confines of a safe environment, the classroom. Instructors
generally have over 100 students per quarter and reading long

emails/messages or replying in great detail is very time
consuming. For example, there is no reason to provide an
instructor with “personal detail” as to why you are going to be
late with or miss an assignment. Also, when reading my short
response, please do not mistaken it for me being uninterested
and sounding curt. I can assure you that it is not the case. It is
just me practicing brevity.
Now this is how I could have written this email.
When sending me a message, please keep it brief and I will
reply in kind.
See? Short and to the point.
On another note. When leaving a voicemail message, always
begin with your name and phone number. Then repeat it. How
many times have you listened to a long winded voicemail
message and then missed the phone number because it was not
clearly stated or said to fast?
Dr. Sam
The below information will provide access to the ebook The
leadership challenge for course Bus 3012
BookShelf – Vital Source
Website https://www.vitalsource.com/
Website Signin https://bookshelf.vitalsource.com/#/user/signin
Login ID [email protected]
PW CPU_2016_
3012 U2 D2 P1 Brian Caswell Post
Maximizing the Team
Top of Form
Describe the best team you have ever been associated with, and
explain why it resulted in a favorable experience. What did the

leader do to maximize the strengths of the team?
The best team I have been associated with is the current
leadership that we have from our plant manager leading the
plant through rough times due to the lack of leadership of the
past four years leading to poor workmanship and massive
turnover in production employees. This person came up with
incentive programs and gave us the necessary employees needed
to run the plant efficiently this in turn changed the attitude of
the employees and returned the team spirit.
Describe the worst team you have been associated with, and
explain why it was an unfavorable experience. What could the
leader have done to maximize the strengths of the team?
The worst team that I was associated with was under the
previous leader (Plant Manager) this person was in charge of
two plants within forty miles of each other and this person tried
every effort to close are plant down by misguided leadership
and poor management with the hopes of combining both plants
to the Bloomington facility. This had been attempted for
instance by scheduling the work load hap hazardously in a way
that would create the most amount of scrap product, and by
minimizing the work force by thirty percent creating wasteful
overtime and over working the minimized staff, just a lot of bad
but intentional decisions. He could have as a leader listened to
the staff that had been at both plants for more than twenty
years, by taking or listening to the ideas they had and running
the plants accordingly. In the end this person was fired from the
position and we are now the number one plant again in the
division.
Based on the research you conducted on the Herzberg model,
apply the model to your analysis of each team to see if it can
fully or partially explain the team's success or failure. Be sure
to cite resources.
(Chapman,2016) Herzberg's research proved that people will
strive to achieve 'hygiene' needs because they are unhappy
without them, but once satisfied the effect soon wears off -
satisfaction is temporary. Then as now, poorly managed

organizations fail to understand that people are not 'motivated'
by addressing 'hygiene' needs. People are only truly motivated
by enabling them to reach for and satisfy the factors that
Herzberg identified as real motivators, such as achievement,
advancement, development, etc., which represent a far deeper
level of meaning and fulfilment.
3012 U2_D2_P2 Becky Cote
Unit 2, Discussion 2
· Describe the best team you have ever been associated with,
and explain why it resulted in a favorable experience. What did
the leader do to maximize the strengths of the team?
The best team I have been associated with was a past employer.
This was a favorable experience because everyone helped each
other out when needed, all the employees were team players
including the supervisor. The leader would work side by side
with employees to make sure deadlines were met, and would
make the employees seem equal. I feel that is a very good trait
of a leader.
· Describe the worst team you have been associated with, and
explain why it was an unfavorable experience. What could the
leader have done to maximize the strengths of the team?
One of the worst teams I have been associated with was a past
employer, the employees were not team players, and were only
worried about themselves. The leader could had made it a
priority to be a team player, I think when a company has

employees that are not willing to lend a hand to other
employees, it will hurt the company in the long run.
· Based on the research you conducted on the Herzberg model,
apply the model to your analysis of each team to see if it can
fully or partially explain the team's success or failure. Be sure
to cite your resources.
For the best team I described above in Herzberg model he
states “Examine every job to see if it can be made better and
more satisfying for the worker”. I think this is true. Even if an
employee is happy with the job and company, there are always
ways to change things, or add things to make it more
challenging, or just different. This is good as well so an
employee will not get bored doing repetitive things.
For the worst team I described above in Herzberg model he
states “Think of ways you can empower, delegate, enhance job
roles to keep people interested and stimulated”. I think by
doing this that you can correct any issues that an employee
might have with the company.
Bottom of Form
Bottom of Form
Unit 2/APA Sample_Template_Dr. Sam.docx
Running head: Title of your paper 1
Title of your paper 2
Note: The words “Running head:” belong on the cover page
only.

Title of your Paper
Jane Q. Learner
Capella University
Title of your Paper
Note: The title of your paper replaces the word introduction
(Read below).
The text of the paper starts here. In place of the word
“Introduction”, APA requires that the writer insert the title of
the paper (Upper lower case, not bold.). Typically the writer
provides an introduction sharing something of interest to
capture the reader's attention and introduce the topic. Also, it
helps to include a specific statement of purpose For example,
the writer might state "This paper will address the pros and cons
of vertical marketing systems. Adding an introduction or
statement of purpose not only helps the reader know what to
expect, it forces the writer to focus and stay on task.
First Major Heading
(Note:Level 1 heading)
Depending on your topic and the length of paper, it might help
to use category headings like the one above. The main sections
of your paper will begin with Level One headings. They are to
be in BOLD upper and lower case letters and must be centered
on the page. All material in the paper is double-spaced.
Sub Heading (Level 2 heading)
A Level Two heading, like the one above, are also in BOLD
upper and lower case letters, but left justified to the left.
Consider them as sub headings under each of your main
headings.
Please note: The overuse of category headings can be very
annoying and distracting. The number of level one and level two
headings you use are based on how you set up your paper. For
example, you may have three level one headings and each
section may have multiple level two (subsections) headings.

Conclusion
(Note: Back to a Level 1 heading)
One way you can improve your work is to have a conclusion at
the end of a paper with the heading “Conclusion” above it
(Level One since it is a Major section.). Summarizing your key
points and arguments is a professional way to end a paper.
Each paper must include a separate references page (see the
page below) with references listed in alphabetical order, with
the heading "References" centered at the top. Only include
references for sources used in the body of your text. Use APA
style for your reference list and in-text citations.
Note: Scroll below to the reference page.
References
Oblinger, D., & Verville, A. (1998). What business wants from
higher education. New York: The Oryx Press. (Note the hanging
indent.)
Starbucks, http://www.starbucks.com/career-center/working-at-
starbucks,
Accessed on 6/10/12.
Wheelen, T. L., & Hunger, J. D. (2008). Concepts in Strategic
Management and
Business Policy (11th ed.). Upper Saddle River, NJ:
Pearson Education, Inc.
Unit 2/Discussion Participation Scoring Guide.pdf

5/19/2016 Discussion Participation Scoring Guide
https://courserooma.capella.edu/bbcswebdav/institution/BUS/B
US3012/160500/Scoring_Guides/discussion_participation_scori
ng_guide.html 1/1
Due Date: Weekly. Percentage of Course Grade: 30%.
Discussion Participation Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Applies relevant course
concepts, theories, or
materials correctly.
Does not explain relevant
course concepts, theories,
or materials.
Explains relevant course
concepts, theories, or materials.
Applies relevant course
concepts, theories, or
materials correctly.
Analyzes course concepts, theories, or
materials correctly, using examples or
supporting evidence.
Collaborates with fellow
learners, relating the
discussion to relevant course
concepts.

Does not collaborate with
fellow learners.
Collaborates with fellow learners
without relating discussion to
the relevant course concepts.
Collaborates with fellow
learners, relating the
discussion to relevant course
concepts.
Collaborates with fellow learners,
relating the discussion to relevant course
concepts and extending the dialogue.
Applies relevant professional,
personal, or other real-world
experiences.
Does not contribute
professional, personal, or
other real-world
experiences.
Contributes professional,
experiences, but lacks relevance.
Applies relevant professional,
experiences.
Applies relevant professional, personal,
or other real-world experiences to extend

the dialogue.
Participation Guidelines
Actively participate in discussions. To do this you should create
a substantive post for each of the
discussion topics. Each post should demonstrate your achieveme
nt of the participation criteria. In addition,
you should also respond to the posts of at least two of your fello
w learners for each discussion question-
unless the discussion instructions state otherwise. These respons
es to other learners should also be
substantive posts that contribute to the conversation by asking q
uestions, respectfully debating positions,
and presenting supporting information relevant to the topic. Als
o, respond to any follow-up questions the
instructor directs to you in the discussion area.
To allow other learners time to respond, you are encouraged to
post your initial responses in the discussion
area by midweek. Comment to other learners' posts are due by S
unday at 11:59 p.m. (Central time zone).
Print
Discussion Participation Scoring Guide
javascript:window.print()
Unit 2/GREAT Discussion Guidelines and Checklist.pdf
5/19/2016 GREAT Discussion Guidelines and Checklist
US3012/160500/Course_Files/cf_great_course_discussion_guid

elines.html 1/3
Introduction
This document provides guidance in creating substantive discus
sion posts and providing feedback to
learning peers within the context of the coursework.
Substantive Discussion Posts
At the core of all Capella courses is a public discussion of issue
s pertinent to the topics at hand. Typically,
in each unit, your instructor will post two or three questions in t
he courseroom (which is where discussion
takes place). You are required to respond substantively to each.
You may ask, what is meant by
substantively?
To understand what a substantive discussion is, remember the c
omponents of a G.R.E.A.T. post:
Grammar rules apply. Make sure your posts are written effective
ly.
Relevance is important. Your posts should pertain to the reading
s, assignment or to the ongoing
discussion.
Engage your audience. Incorporate your interpretation of the top
ic or issue.
Add value to the discussion. Generate questions, or provide othe
r learners with new information.
Timeliness is key. Provide your peers and instructors the opport
unity to respond.
The guideline is 250 words in length, but you should regard this
only as a guideline. If you have more to
say about a topic, you should do so. If you have said everything

that you can about a question and cannot
meet the guideline, it is better to post what you have than to add
irrelevant material just to get to 250 words.
Your instructor is going to evaluate you on what you wrote mor
e than on how much you wrote.
Responses to Other Learners
Capella learners bring a wealth of experiences to the course, bui
lding and engaging our courseroom
learning community. As a member of the learning community, y
ou are expected to respond to the posts of
your peers. Your responses should address the substance of wha
t was written. Learning is a social
experience; others are depending on your insightfulness and con
tributions. A good technique is to react and
ask the author of the initial post questions about what he or she
wrote. This accomplishes two useful things:
You will think more carefully about what was written if you hav
e to ask a question about it.
It stimulates discussion.
You should be supportive of and encouraging to your fellow lea
rners. If you read something that you like or
that you think was well written, say so. However, simple agree
ment or disagreement should be
accompanied by substantive reasons, examples, or evidence. As
king questions is an excellent way to
encourage your peers to share that experience.
Most learners find discussion posts and responses very helpful i
n building their online community. Your
fellow learners comprise a valuable resource for you. Typically,
they are very experienced in their own
fields and have a great deal to share. Most are interested in form

ing a scholarly network that can provide
support and resources with whom to share ideas. Being part of a
community of learning may be one of the
Print
GREAT Discussion Guidelines and Checklist
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most valuable aspects of your time with Capella.
Guidelines for Effective Feedback
What Is Effective Feedback?
One of your responsibilities to yourself and your learning comm
unity is to contribute to the process of
giving and receiving feedback. To help support a positive learni
ng experience at Capella, there are
guidelines for giving and receiving such feedback. Generally, e
xchanging effective feedback is a part of
your weekly interactive learning discussions. Many courses at C
apella also use a formal peer review
process for giving and receiving feedback on course papers and
projects.
Effective feedback:

Honors competence and reinforces behaviors.
Aligns expectations and course work priorities.
Fills gaps in knowledge.
Supports individuals to take corrective action.
Directs individuals toward meeting learning goals.
Giving Feedback
The following is a list of tips for giving effective feedback:
Plan your feedback. Making notes first may help you decide wh
at you want to say and how you want
to say it.
Focus on the work. Address the ideas shared, and avoid personal
comments.
Be specific. If something is not working, identify it and describ
e why.
Suggest alternatives.
Acknowledge what works well. Offer praise.
Be courteous and truthful.
Ask questions for clarity.
Acknowledge valid points of view. Agree with what is true.
Explain yourself. Go beyond, “good point!” Elaborate your com
ments with concisely written
paragraphs.
Receiving Feedback
The following is a list of tips for receiving effective feedback:
Listen at all times, even in an online environment.
Be receptive to what others have to say.
Ponder what is said.
Challenge your work.
Prioritize the feedback you receive. Some learners use green, ye
llow, and red to categorize their

revisions according to importance.
Remember that not everyone has to agree with your work. It is o
kay for others to challenge it.
Checklist for Discussion Posts
elines.html 3/3
Ask yourself the following questions when participating in the c
lass dialogue, to improve the quality of the
courseroom discussion and to support team learning:
1. Does my contribution fit with the dialogue, or should I start a
separate discussion?
2. Are my ideas logically organized into an argument, and writt
en in clear and mechanically clean
prose?
3. Am I expressing worthwhile ideas, or do they just take up spa
ce?
4. Is the central thesis statement clear (whether direct or implie
d)?
5. Can the reader easily determine what my main point is?
6. Does it provide sufficient, relevant, and interesting details?
7. Are there sufficient explanations or examples to support any
generalizations?
8. Does this contribution provide a series of points that add up t
o an argument supporting the main point
(thesis)?

9. Does the contribution proceed logically from point to point?
10. Are there any contradictions? Is the paragraph structure logi
cal?
11. Are there appropriate transitions words between ideas? Does
it flow?
12. Have I followed the courseroom etiquette?
13. Is my point of view clear?
14. Is the tone appropriate and respectful of others' ideas?
15. Do the hyperlinks work and follow the correct format?
16. Is the writing punctuated appropriately?
17. Is my contribution concise, precise, and free of grammatical
errors?
18. Are words spelled correctly?
19. If I referenced other authors, did I provide the appropriate c
itation?
Unit 2/Leadership Theories Scoring Guide.pdf
5/19/2016 Leadership Theories Scoring Guide
US3012/160500/Scoring_Guides/u02a1_scoring_guide.html 1/1
Due Date: End of Unit 2.
Percentage of Course Grade: 10%.
Leadership Theories Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Summarize leadership
theories.
50%
Does not describe leadership

theories.
Describes leadership theories. Summarizes leadership
theories.
Analyzes leadership theories.
Analyze leadership theories
and how they can be used to
influence and reward
individuals and teams.
25%
Does not report on the leadership
theories and how they can be
used to influence and reward
Reports on the leadership
Analyzes the leadership
Evaluates the leadership
Analyze leadership theories

develop interpersonal skills
that build trust.
25%
Does not report on leadership
used to develop interpersonal
skills that build trust.
Reports on the leadership
used to develop interpersonal
skills that build trust.
Analyzes leadership theories
that build trust.
Evaluates leadership theories
that build trust.
Print
Leadership Theories Scoring Guide
Unit 2/Option B Leaders List.pdf
5/19/2016 Option B Leaders List

US3012/160500/Course_Files/cf_option_b_leader_list.html 1/2
The following list of individuals includes well-known leaders w
ho would be appropriate subjects for your
Effective Leadership Practices course project. Take some time t
o research a few names that you may not
recognize.
As soon as possible, contact your instructor to request approval
for your first, second, and third choice
leaders. (Use the Message center versus e-mail.) Your instructor
will inform you whether your first choice
is still available. Before starting your research, ensure that your
instructor has confirmed your selection.
Note: This is the list for Option B. If you select Option A, you
will interview a business leader to whom
you have access:
Angela Ahrendts.
C. Michael Armstrong.
Mary Kay Ash.
Jeff Bezos.
Sir Richard Branson.
Rosaline Brewer.
Warren Buffett.
Ursula Burns.
Kenneth Chenault.
Kate Cole.
Tim Cook.
Barbara Corcoran.
Dick Costolo.
Mark Cuban.
Fred DeLuca.

Roger Ferguson.
Carly Fiorina.
Henry Ford.
Kenneth C. Frazier.
Bill Gates.
Dan Gilbert.
Lori Greiner.
Reed Hastings.
Henry J. Heinz.
Marilly Hewson.
Bob Iger.
Steve Jobs.
Hubert Joly.
Daymond Johns.
Ervin "Magic" Johnson.
Herb Kelleher.
Ray Kroc.
Marissa Mayer.
Alan Mulally.
Anne Mulcahy.
Indra Nooyi.
Print
Option B Leaders List
5/19/2016 Option B Leaders List
US3012/160500/Course_Files/cf_option_b_leader_list.html 2/2
Larry Page.
Antonio M. Perez.

Tyler Perry.
Carlos A. Rodriguez.
Ginni Rometty.
Sheryl Sandberg.
Colonel Sanders.
Howard Schultz.
Fred Smith.
John Thompson.
Kip Tindall.
Donald Trump.
Ted Turner.
Sam Walton.
Jack Welch.
Jeff Weiner.
Oprah Winfrey.
Steve Wynn.
Mark Zuckerberg.
Unit 2/Purdue OWL_ APA Formatting and Style Guide.pdf
5/19/2016 Purdue OWL: APA Formatting and Style Guide
https://owl.english.purdue.edu/owl/resource/560/01/ 1/5
General Writing • Research and Citation • Teaching and Tutorin
g • Subject-Specific
Writing • Job Search Writing • ESL
This page is brought to you by the OWL at Purdue (https://owl.e
nglish.purdue.edu/). When
printing this page, you must include the entire legal notice at bo
ttom.
General Format

Summary:
APA (American Psychological Association) style is most comm
only used to cite sources within the social sciences. This
resource, revised according to the 6th edition, second printing o
f the APA manual, offers examples for the general format
of APA research papers, in-text citations, endnotes/footnotes, a
nd the reference page. For more information, please consult
the Publication Manual of the American Psychological Associati
on, (6th ed., 2nd printing).
Contributors:Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, El
ena Lawrick, Kristen Moore, Michael Anderson, Lars
Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24
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http://owl.english.purdue.edu/owl/resource/949/01/
http://www.youtube.com/playlist?list=PL8F43A67F38DE3D5D
&feature=edit_ok
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Unit 2/Starbucks Launches Profit Sharing Stores in NYC and
LA_Transcript.pdf
5/19/2016 Transcript
http://media.capella.edu/CourseMedia/NBC_Transcripts/starbuc
ksLaunches_nbc_ts.html 1/4
P r i n t
STARBUCKS LAUNCHES PROFIT
SHARING STORES IN NYC AND LA
MIKA BRZEZINSKI, co-host
This morning, Starbucks is introducing a new community
model, in two neighborhoods, Harlem and
Crenshaw, Los Angeles, where organizations will share in the
pro�厗ts of a store in each community. Joining us
now from Harlem is the Chairman and C.E.O. of Starbucks,

Howard Schultz. And of course Starbucks, we
should mention if you didn't already know, is a proud sponsor
of Morning Joe. Howard, good morning tell us
about this new project.
HOWARD SCHULTZ:
Good morning, Mika. Well, I think there's no getting around the
fact that as a result of the federal de�厗cit and
budget cuts at the state level that organizations like the
Abyssinian Development Corporation and the L.A.
Urban League are facing de�厗cits in their ability to raise
money and serve the community. We've had stores in
these communities for over a decade, and as a result of the
鲻orts of these two organizations, who
do so much around education, health services, the homeless, we
are partnering with these organizations to
at least give them $100,000 a year from the pro�厗ts of each
store, and I think most importantly, trying to
demonstrate to other business leaders that we can't wait for
Washington, that businesses and business
leaders are going to have to step up and demonstrate that
pro�厗tability as a sole objective is a pretty shallow
goal, and in fact, it's good business to balance pro�厗tability
with a social conscience.
WILLIE GEIST, co-host
Howard, it's Willie, good morning, good to see you again. The
other initiative you're working on is Create Jobs
For The U.S.A., where customers who go into any Starbucks
store can donate �厗ve dollars, and that will create
$35 worth of �厗nancing community business lending. This is a
theme between these two initiatives now that
you've really been talking about for several months now, which
is that we can't sit, as you just said, and wait
for Washington. What was the moment, if you can think back to
it, where you said, "Enough, I'm not going to

sit back and wait for Washington. I've seen enough. I've go to
do something"?
SCHULTZ:
Well I think, Willie, that the situation in America today,
unfortunately, is we have a crisis of con�厗dence, and
the cloud over the country, I think, began as a result of the debt
ceiling debacle. With 9.1% unemployment
coupled with the fact that small businesses are the engine for
employment opportunities in this country, and
they can't get access to credit, we began at Starbucks to kind of
get underneath the hood and understand
could we create this wristband, and as an opportunity create
donations in our stores with the millions of
people who come in our stores, and as a result of that, �厗lter
millions of dollars back into the community with
community lending organizations, not unlike micro �厗nancing
in the developing world. And as a result of that,
I think that we will be a catalyst to create jobs across America,
and once and for all, provide small businesses
and start-up businesses with access to cash and credit that
they've been unable to get from the banks.
JOE SCARBOROGUH, co-host
C i t a t i o n C i t a t i o n
Hey Howard, what…

SCHULTZ:
And I think the answer to your question…go ahead Joe
SCARBOROUGH:
I'm sorry, I was just going to follow up on Willie's question,
just ask, what's wrong with Washington D.C.?
What's wrong?
SCHULTZ:
Well, I think, I don't want to in any way criticize the President
or one party versus the other, but as you and I
have discussed, there clearly is a situation in which ideology
and re-election is the lens, in which, people are
seeing their role and responsibility. And, I have to tell you, I
look at that and I see a crisis of leadership in the
country, as I've said on this show before, I begged the people in
Washington to literally put their feet in the
shoes of Americans and understand that the access to the
American Dream, and people feel unrepresented,
and we've got to get Washington to understand that we know
longer have a crisis, we have an emergency,
and a sense of urgency that needs to be addressed, not in 14
months, but today.
SCARBOROUGH:
Mike Barnicle is here, and he is sober, so it is a very special
morning.
BRZEZINSKI:
Well, I'm not sure about that.
SCARBOROUGH:
He knew you were coming on. Mike.
MIKE BARNICLE:

Hey, Howard, we were talking earlier about some people, me
included, think there has been a weakening of
the strands of a social contract that used to tie us together as a
nation. And as the economy has tanked, and
your correct, as the debt ceiling debate dragged on during the
summer, and people saw how polarized the
government is, people tend to withdraw into themselves, and do
very little about problems like
unemployment, and in Washington, they're only interested in
their own employment every two or six years.
What are your thoughts on the social contract that does bind us
together, that programs like this do help in
terms of reach- 鲻orts in their own communities? Ought
鲻?
SCHULTZ:
Well, I think the one thing that, perhaps, gets lost in all of this
is that there are heroic people doing heroic
things throughout America, like the Abyssinian Development
Corporation, like the L.A. Urban League, and
there are thousands of others. However, the pressure on these
organizations today because of the state
budget cuts for social services are signi�厗cant. The social
contract that you talk about is we need both
Washington and the private sector to understand that this is a
moment in time where there has to be
cooperation between business and government, and we have to
remove the crisis of con�厗dence that exists
in this country, and that has to come from political will and
political courage to address the issues. And, if I
could bring up one thing, this'll be a little long winded, and stop
me if I don't have the time. Over the

weekend, for some reason, I found myself reading the Marshall
Plan, which was 1945-1946, and just think of
the pressure on Harry Truman and Secretary Marshall to
convince the country and a Republican Congress to
fund the rebuilding of Europe and Germany after the war. Now,
if we were able to do that, and there was
political courage and political will for the Marshall Plan after
we lost tens of thousands of men and women
who fought and died for that war, and we rebuilt that entire
continent, tell me why we can't �厗nd the political
courage and will to create the analog for something like the
Marshall Plan to address the domestic agenda in
America? This is a stunning lack of leadership and courage
throughout Washington, and enough is enough.
SCARBOROUGH:
Howard, we couldn't agree with you more. We actually rebuilt
the cities and the industries of our enemies,
and we did it because, as you said, Truman and Marshall, and
our leaders in 1945,1946, 1947, knew that was
in America's best interest, and the question is, when is
everybody going to understand that instead of
rebuilding other countries that we're �厗ghting, we need to
rebuild this country? It's a great point that you
make.
BARNICLE:
In addition to what Howard just pointed out about the Marshall
Plan, he's absolutely correct, during that
same period of time, Congress passed the G.I. Bill, passed V.A.
loans so that people returning from �厗ghting
wars could return homes. We couldn't get any of that through

Congress today!
Unidenti�厗ed Man:
And what if we took the $100 billion that we spent this year in
Afghanistan and put it into the communities?
BRZEZINSKI:
Thank you!
SCARBOROUGH:
Howard, go ahead.
SCHULTZ:
We'll I was just going to say, if we could use that as a litmus
test to demonstrate that that was a Republican
Congress, that was a Democratic President, we have
signi�厗cant issues we need to address, and we need
cooperation on both parties and compromise to get it done.
SCARBOROUGH:
We're really excited, Howard, also, about the partnership that
we've had from the very beginning. We're very
excited about going down to New Orleans with you and your
team, going to Crenshaw High School with you
and your team this past weekend, being in the Bronx, and also,
the initiative that we launched with
Starbucks, and if you could brie‫بح‬澍y tell everybody about
Donors Choose and Morning Joe and Starbucks and
what we're doing to try to help education in America.
SCHULTZ:
Well, I want to thank the entire show at Morning Joe, especially
you and Mike and Willie for donating your
time, and recognizing that it's not just about ratings, it's about
doing the right thing. So what we're doing
鲻ee, and there's

a sticker on there for a �厗ve dollar coupon with
regard to Donor's Choose. Donor's Choose is an extraordinary
organization where our customers can take a
�厗ve dollar credit, and as a result of that, direct that money to
a school, a program of any kind in the country,
and Donor's Choose will facilitate that, and it's a great
partnership of leveraging the assets of Morning Joe,
Starbucks, and Donor's Choose, to bene�厗t those kids
throughout the country who are being left behind.
BRZEZINSKI:
Howard Schultz C.E.O. of Starbucks, our sponsor. Not afraid to
say it, Starbucks doing great things, stepping
in where there is a need in our country. Howard, thank you very
much!
REFERENCES
http:highered.nbclearn.com/portal/site/HigherEd/browse?cuecar
d=54901Joe
Scarborough/Mike Brzezinski/Willie Geist. "Starbucks
Launches Pro�厗t Sharing Stores in
NYC and LA." NSNBC. NBCUniversal Media, LLC. 10/04/2011
Licensed under a Creat ive Commons Attribut ion 3.0 License.
http://media.capella.edu/CourseMedia/NBC_Transcripts/highere
d.nbclearn.com/portal/site/HigherEd/browse?cuecard=54901

http://creativecommons.org/licenses/by-nc-nd/3.0/
Unit 2/Unit 2 Getting Started.pdf
5/19/2016 Unit 2 –
BUS3012 - May 16 2016 to Jun 17 2016 - Section 02
https://courserooma.capella.edu/webapps/blackboard/content/lis
tContent.jsp?course_id=_35899_1&content_id=_3599944_1&m
ode=reset 1/5
UNIT 2
Motivating, Inspiring, And Maximizing Teams And Individuals
Introduction
In this unit, you will continue to explore Kouzes and Posner's fi
ve practices of effective leadership,
focusing on the practice of inspiring a shared vision. This practi
ce calls upon the leader to envision the
future and enlist others to follow. In addition to examining the
Kouzes and Posner approach, you will
research multiple motivational and leadership theories. A facet
of effective leadership is maximizing
the individual talents and group strengths of a team. You will le
arn the four domains of leadership and
how these domains can be used to lead productive and healthy t
eams.
Reference
Kouzes, J., & Posner, B. (2012). The leadership challenge (5th e
d.). San Francisco, CA: Jossey-Bass.
Objectives
To successfully complete this learning unit, you will be expecte
d to:

1. Analyze an experience or case that demonstrates the practice
of inspiring a shared vision.
2. Evaluate factors that produce favorable and unfavorable expe
riences and outcomes for working in a team.
3. Analyze motivational theories and how they can be used to in
fluence and reward individuals and teams, and
develop interpersonal skills that build trust.
[u02s1] Unit 2 Study 1
Studies
Readings
Use your The Leadership Challenge text to complete the followi
ng readings:
Chapter 4, "Envision the Future," pages 101–126.
Chapter 5, "Enlist Others," pages 127–153.
Use your Strengths Based Leadership text to complete the follo
wing reading:
"Part Two," pages 20–76.
Independent Research
Use the Capella University Library and the Internet to:
Select three leadership theories from the following list and cond
uct research on them. You will use your
research to complete the Leadership Theories assignment in this
unit.
Great Man Theory.
Trait Theory.
Role Theory.
The Managerial Grid.
Lewin's Leadership Style.

Likert's Leadership Style.
Hersey and Blanchard's Situational Leadership.
Vroom and Yetton's Normative Model.
House's Path-Goal Theory.
Fiedler's Least-Preferred Coworker Theory.
http://campustools.capella.edu/redirect.aspx?linkid=1651
5/19/2016 Unit 2 –
ode=reset 2/5
Cognitive Resource Theory.
Strategic Contingencies Theory.
Leader-Member Exchange (LMX) Theory.
Bass' Transformational Leadership Theory.
Burn's Transformational Leadership Theory.
For the second discussion in this unit, Maximizing the Team, re
search the Herzberg model and use it to
complete this discussion on what makes effective teams.
Multimedia
Click Launch Presentation to view the Starbucks
Launches Profit Sharing Stores in NYC and LA video
from NBC Learn. You will use this video to complete
one of the discussions in this unit.
[u02a1] Unit 2 Assignment 1
Leadership Theories
A leader must understand how

leadership theories can be used to
influence and reward individuals and
teams, and develop interpersonal skills
that build trust.
In your paper, address the following:
Part One
In this unit's studies, you were directed
to select and research three leadership
theories. If you have not already done so, return to the Independ
ent Research section of this
unit's studies and complete the research. Summarize the three le
adership theories that you have
selected. For each of the three theories, identify the theorists, pr
ovide a context, and provide an
overall synopsis.
Part Two
Answer the following questions for each theory:
How can a leader use the theory to influence and reward individ
uals and teams? Provide examples of
how a leader might use the theory as a strategy for leading in a
work environment or in a community.
How can a leader use the theory to develop interpersonal skills f
or building trust? Provide examples of
how a leader might use the theory as a strategy for leading in a
work environment or in a community.
Complete and submit your assignment as an attachment. You are
also required to submit your
assignment to Turnitin (Unit 2 Leadership Theories).

Your paper should be 3–
4 pages in length and include a minimum of two sources other t
han your
Starbucks Launches Profit
Sharing Stores in NYC
and LA
Video purchased for use in this Capella
course through NBC Archives on Demand.
Launch Presentation |
Transcript
Resources
Leadership Theories Scoring Guide.
Capella Writing Center.
APA Style and Formatting.
Turnitin.
javascript:void(open('http://nbclearn.capella.edu/NBCLearn/cus
tomNBCPortal.do?cuecard=54901', 'newWin', 'menubar=0,
toolbar=0, location=0, status=0, left=0, top=0, screenX=0,
screenY=0, width=600, height=500, resizable=1,
scrollbars=0'));
javascript:loadPopupWithParmNoToolbar('http://media.capella.
edu/CourseMedia/NBC_Transcripts/starbucksLaunches_nbc_ts.h
tml', '650', '500')
US3012/160500/Scoring_Guides/u02a1_scoring_guide.html

https://campustools.capella.edu/redirect.aspx?linkid=2684
5/19/2016 Unit 2 –
ode=reset 3/5
textbook.
Format your paper according to current APA style and formattin
g guidelines.
[u02d1] Unit 2 Discussion 1
Inspiring a Shared Vision
In your readings for this unit from The
Leadership Challenge, you are
introduced to the second of the five
practices of effective leadership: inspire
a shared vision. According to Kouzes
and Posner, leaders must envision the
future and enlist others in order to
inspire a shared vision.
The essentials of envisioning the future include:
Imagine the possibilities.
Find a common purpose.
The essentials of enlisting others include:
Appeal to common ideas.
Animate the vision.

For this discussion:
1. If you have not already done so, view the NBC video "Starbu
cks Launches Profit Sharing Stores in NYC
and LA," in which the CEO of Starbucks speaks about seeking s
upport for opening profit-sharing stores.
2. Analyze how and what the CEO did (or did not do) to address
the following:
Connecting to what is meaningful to others.
Taking pride in being unique.
Aligning your dreams with the people's dream.
Using symbolic language.
Making images of the future.
Practicing positive communication.
Expressing your emotions.
Speaking from the heart.
3. Do you think the CEO's leadership behavior exemplified the
practice of inspiring a shared vision? Why or
why not?
Response Guidelines
Read your peers' posts and respond to at least two. In each resp
onse, include additional thoughts
or reflections that further the discussion. If possible, respond to
peers who have not already
received feedback.
Reference
Kouzes, J., & Posner, B. (2012). The leadership challenge (5th e
d.). San Francisco, CA: Jossey-
Bass.

Resources
Discussion Participation Scoring Guide.
GREAT Discussion Guidelines.
ng_guide.html
elines.html
5/19/2016 Unit 2 –
ode=reset 4/5
Maximizing the Team
In your readings for this unit from
Strengths Based Leadership, Rath and
Conchie state that "in most cases,
leadership teams are a product of
circumstances more than design." They
go on to say that "rarely are people
recruited to an executive team because
their strengths are the best component
to those of the existing team members" (Rath & Conchie, 2008,
p. 21).
Perhaps this is the case with teams in general. Everyone has had
both favorable and unfavorable

team experiences.
Describe the best team you have ever been associated with, and
explain why it resulted in a favorable
experience. What did the leader do to maximize the strengths of
the team?
Describe the worst team you have been associated with, and exp
lain why it was an unfavorable
experience. What could the leader have done to maximize the st
rengths of the team?
Based on the research you conducted on the Herzberg model, ap
ply the model to your analysis of each
team to see if it can fully or partially explain the team's success
or failure. Be sure to cite your
resources.
Response Guidelines
Read your peers' posts and respond to at least two. In each resp
onse, consider:
What are the differences and similarities between your best tea
m experience and your peer's?
What are the differences and similarities between your worst tea
m experience and your peer's?
Did your peer apply the Herzberg model effectively? Explain.
Include additional thoughts or reflections that further the discus
sion. If possible, respond to peers
who have not already received feedback.
Reference
Rath, T., & Conchie, B. (2008). Strengths based leadership. Ne
w York, NY: Gallup Press.

Project Option Selection
In the project preparation study in Unit
1, you were directed to use the course
message system to contact your
instructor with your leader choices. If
you have not yet done so, please
complete this task now. You will need
your instructor's approval prior to
completing this discussion.
Resources
GREAT Discussion Guidelines
Resources
Option B Leader List.
GREAT Discussion Guidelines
ng_guide.html
elines.html
ng_guide.html
US3012/160500/Course_Files/cf_option_b_leader_list.html
elines.html

5/19/2016 Unit 2 –
ode=reset 5/5
For this discussion, identify and share
background information on the leader you have chosen. Explain
why you selected this individual.
List the leader's profession, title, and enough additional informa
tion for your peers to have an
understanding of your subject. Your total grade will be based on
your initial post.
Response Guidelines
Simply read your peers' posts. No responses are required for thi
s discussion.
Updates and Handouts
Periodically, information will be posted in this space for the go
od of the class.
Ask Your Instructor
This thread was created to provide a convenient space for you to
ask questions—questions about
particular assignment and discussion activities, questions about
the course in general, questions
about expectations. If there is something that you feel you could
use help with, please post your
question here. Most likely, some of your classmates will have th
e same concern, so your post

may help several learners. If you feel your question is private, p
lease use the Messages tool
found under Notifications.
Unit 2/Strengths Based Leadership Part 2.pdf

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