MGMT 591 Entire Course NEW

DEVRY MGMT 591 Case Study Building a Coalition (Woodson
Foundation) (2 Papers) NEW
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This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit
a two- to three-page paper addressing the key questions
identified. Remember that all case studies present both too
much and too little information. There may be information
presented that is not really relevant, and there may be scant
information about a key area. This analysis does require
interpretation of the information and there is not one right
answer. However, you must explain and defend any
assumptions you made or conclusions resulting from your
analysis with citations from the text or from the case itself.
There is no need to research outside sources for this paper. I
will copy/paste the entire case from my text on to here so you
can read it.
Your paper must include the following labeled sections.

CategoryPointsDescription
Part I: Group Development15Identify and summarize the stages
of group development.
Reflecting on the case and textbook material, what stage is the
group at now? How could an understanding of the stages of
group development have assisted The Woodson Foundation in
building a cohesive coalition?
Support your conclusion with evidence from the case and our
text.
Part II: Problem Identification30Identify key problems.
Identify primary and secondary problems the Woodson
Foundation is facing. Identify what the organization should
have understood about individual membership in teams in
order to have built group processes that were supportive of her
groups' goals.
Do not necessarily limit yourself to only team theory here.
Plumb any concepts we have covered to date in class if you feel
they are relevant.
Part III: Retrospective Evaluation40Given that there is no one
perfect solution for this situation,identify, describe, and defend
two possible solutions to the primary problem(s).
Clearly identify and defend both courses of action. Identify and
discuss specific steps needed to implement your selections.
Support your selections with evidence from the case, the text,
or weekly discussion.
Remember that deciding on a course of action entails
envisioning and planning the steps to success. Be sure to
identify implementation steps for both possible solutions.

Almost every situation presented with relation to group
dynamics and behavior can have multiple avenues for remedy.
It is important to develop the ability to critically evaluate more
than one alternative and rationally identify pros and cons of
each.
Presenting pros and cons for the identified alternative
solutions in a table format within the paper is acceptable.
Part IV: Reflection15What would you advise as a strategy for
managing diversity issues for program leaders?
This case describes a multiorganizational effort, but the same
principles of accommodation and compromise also apply when
trying to work with multiple divisions within a single
organization. You’ll create a blueprint for managing a complex
development team’s progress, steering team members away
from negative conflicts and toward productive discussion.
You’ll also be asked to help create a new message for executives
so they can lead effectively.
Major Topic Areas
● Group dynamics
● Maximizing team performance
● Organizational culture
● Integrative bargaining
The Scenario
The Woodson Foundation, a large nonprofit social service
agency, is teaming up with the public school system in
Washington, D.C., to improve student outcomes. There’s ample
room for improvement. The schools have problems with
truancy, low student performance, and crime. New staff quickly
burn out as their initial enthusiasm for helping students is

blunted by the harsh realities they encounter in the classroom.
Turnover among new teachers is very high, and many of the
best and brightest are the most likely to leave for schools that
aren’t as troubled.
The plan is to create an experimental after-school program that
will combine the Woodson Foundation’s skill in raising private
money and coordinating community leaders with the
educational expertise of school staff. Ideally, the system will be
financially self-sufficient, which is important because less
money is available for schools than in the past. After several
months of negotiation, the leaders of the Woodson Foundation
and the school system have agreed that the best course is to
develop a new agency that will draw on resources from both
organizations. The Woodson foundation will provide logistical
support and program development and measurement staff; the
school system will provide classrooms and teaching staff.
The first stage in bringing this new plan to fruition is the
formation of an executive development team. This team will
span multiple functional areas and establish the operating plan
for improving school performance. Its cross-organizational
nature means representatives from both the Woodson
Foundation and the school district must participate. The
National Coalition for Parental Involvement in Education
(NCPIE) is also going to be a major partner in the program,
acting as a representative for parents on behalf of the PTA.
While it would be perfect if all the groups could work together
easily to improve student outcomes, there is little doubt some
substantive conflicts will arise. Each group has its own
interests, and in some cases these are directly opposed to one
another.
School district representatives want to ensure the new jobs will
be unionized and will operate in a way consistent with current

school board policies. They are very concerned that if Woodson
assumes too dominant a role, the school board won’t be able to
control the operations of the new system. The complexity of the
school system has led to the development of a highly complex
bureaucratic structure over time, and administrators want to
make sure their policies and procedures will still hold for
teachers in these programs even outside the regular school day.
They also worry that jobs going into the new system will take
funding from other school district jobs.
Woodson, founded by entrepreneur Theodore Woodson
around 1910, still bears the hallmarks of its founder’s way of
doing business. Woodson emphasized efficiency and
experimentation in everything he did. Many of the foundation’s
charities have won awards for minimizing costs while still
providing excellent services. Their focus on using hard data to
measure performance for all their initiatives is not consistent
with the school district culture.
Finally, the NCPIE is driven by a mission to increase parental
control. The organization believes that when communities are
able to drive their own educational methods, students and
parents are better able to achieve success together. The
organization is strongly
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630
committed to celebrating diversity along racial, gender, ethnic,
and disability status categories. Its members are most
interested in the process by which changes are made, ensuring
everyone has the ability to weigh in.
Some demographic diversity issues complicate the team’s
situation. Most of the students served by the Washington, D.C.,
school district are African American, along with large
populations of Caucasians and Hispanics. The NCPIE makeup

generally matches the demographic diversity of the areas
served by the public schools. The Woodson foundation, based
in northern Virginia, is predominantly staffed by Caucasian
professionals. There is some concern with the idea that a new
group that does not understand the demographic concerns of
the community will be so involved in a major change in
educational administration. The leadership of the new program
will have to be able to present an effective message for
generating enthusiasm for the program across diverse
stakeholder groups.
Although the groups differ in important ways, it’s also worth
considering what they have in common. All are interested in
meeting the needs of students. All would like to increase
student learning. The school system does benefit from anything
that increases student test scores. And the Woodson
Foundation and NCPIE are united in their desire to see more
parents engaged in the system. The development team will
consist of three individuals—HR representatives from the
Woodson Foundation, the schools, and the NCPIE—who have
prepared the following list of potential candidates for
consideration.
Victoria Adams is the superintendent of schools for
Washington, D.C. She spearheaded the initial communication
with the Woodson Foundation and has been building support
among teachers and principals. She thinks the schools and the
foundation need to have larger roles than the parents and
communities. “Of course we want their involvement and
support, but as the professionals, we should have more say
when it comes to making decisions and implementing
programs. We don’t want to shut anyone out, but we have to be
realistic about what the parents can do.”

Duane Hardy has been a principal in the Washington area for
more than 15 years. He also thinks the schools should have the
most power. “We’re the ones who work with these kids every
day. I’ve watched class sizes get bigger, and scores and
graduation rates go down. Yes, we need to fix this, but these
outside groups can’t understand the limitations we’re dealing
with. We have the community, the politicians, the taxpayers—
everyone watching what we’re doing, everyone thinking they
know what’s best. The parents, at least, have more of a stake in
this.”
“The most important thing is the kids,” says second-year
teacher Ari Kaufman. He is well liked by his students but
doesn’t get along well with other faculty members. He’s seen as
a “squeaky wheel.” “The schools need change so badly. And how
did they get this way? From too little outside involvement.”
Community organizer Mason Dupree doesn’t like the level of
bureaucracy either. He worries that the school’s answer to its
problems is to throw more money at them. “I know these kids. I
grew up in these neighborhoods. My parents knew every single
teacher I had. The schools wanted our involvement then. Now
all they want is our money. And I wouldn’t mind giving it to
them if I thought it would be used responsibly, not spent on
raises for people who haven’t shown they can get the job done.”
Meredith Watson, with the Woodson Foundation, agrees the
schools have become less focused on the families. A former
teacher, she left the field of education after being in the
classroom for 6 years. “There is so much waste in the system,”
she complains. “Jobs are unnecessarily duplicated, change
processes are needlessly convoluted. Unless you’re an insider
already, you can’t get anything done. These parents want to be
involved. They know their kids best.”

Unlike her NCPIE colleagues, Candace Sharpe thinks the schools
are doing the best they can. She is a county social worker,
relatively new to the D.C. area. “Parents say they want to be
involved but then don’t follow through. We need to step it up,
we need to lead the way. Lasting change doesn’t come from the
outside, it comes from the home.”
Victor Martinez has been at the Woodson Foundation for 10
years, starting as an intern straight out of college. “It’s
sometimes hard to see a situation when you’re in the thick of
it,” he explains. “Nobody likes to be told they’re doing
something wrong, but sometimes it has to be said. We all know
there are flaws in the system. We can’t keep the status quo. It
just isn’t cutting it.” Strategies for the Program Team
Once the basic membership and principles for the development
team have been established, the program team would also like
to develop a handbook for those who will be running the new
program. Ideally, this set of principles can help train new
leaders to create an inspirational message that will facilitate
success. The actual content of the program and the nature of
the message will be hammered out by the development team,
but it is still possible to generate some overriding principles for
the program team in advance of these decisions.

DEVRY MGMT 591 Final Exam Guide Set 1 NEW
devry/mgmt-591-final-exam-guide-set-1-recent
MGMT 591 Final Exam Study Guide v7-3-15
SA 1. (TCOs 1 and 2) Organizational behavior is an
interdisciplinary body of knowledge with strong ties to several
academic disciplines. Please identify three of the four primary
areas.
SA 1. (TCOs 1 and 2) OB defines stress in
terms of both work stressors and life stressors. Please identify
four common sources of stress at work.
SA 1. (TCOs 1 and 2) Please identify and
briefly explain two of the five dimensions of national culture.
SA 1. (TCOs 1 and 2) What is organizational
learning? Why is it important for firms to emphasize
organizational learning?
SA 1. (TCO 1 and 2) What is the goal in
studying and applying organizational behavior concepts? Pick
one of the four organizational behavior disciplines and use a
brief example to describe how it relates to this goal.

SA 1. (TCO 1, 2) Identify the main elements
included in affective events theory. Select any two of these
elements, and provide an example of how the factor can
influence an employee’s job performance and satisfaction.
SA 1. (TCO 1, 2) What is organizational
behavior, and to what degree do you think an understanding of
it may increase one’s managerial success in the workplace?
SA 2. (TCO 4) Please define self-managing
teams and identify three of the five tasks a true self-managing
team is responsible for.
SA 2. (TCO 4) Referring to the team decision
making process, define consensus and unanimity, and explain
the difference between the two.
SA 2. (TCO 4) There are six methods that
teams use to make decisions. Identify and define three of the
six.
SA 2. (TCO 4) What is groupthink? Why can
groupthink be detrimental to effective group functioning?
SA 2. (TCO 4) What factors determine
whether teams are successful? Please briefly describe each
factor.
SA 3. (TCO 5) Please define and explain the
difference between functional conflict and dysfunctional
conflict.

SA 3. (TCO 5) Identify and define four of the
seven key elements in the communication process. Give a
specific example of a possible breakdown in a communication
flow.
SA 3. (TCO 5) Please identify and give
examples of four of the five direct conflict management
strategies.
SA 3. (TCO 5) Please identify and give
examples of four of the five indirect conflict management
strategies.
SA 3. (TCO 5) Identify four of the barriers to
effective communication and give an example of
each.
SA 3. (TCO 5) Based on the value of
leadership communication and conflict management skills
presented in the course, list a minimum of five major conflict
resolution techniques that allow managers to control
dysfunctional conflict or increase conflict when it is too low
between parties. Support each technique with a clear and
concise example of a manager's application of each technique
during conflict resolution situations in the workplace.
SA 3. (TCO 5) Define the term channel
richness as it relates to the communication process. Briefly
describe and defend which level of richness you would select
when addressing a workplace conflict in the antecedent
stage.
SA 4. (TCO 5) What is leadership, and how
does it differ from management?

SA 4. (TCO 5) Define power from an
organizational behavior perspective. What is the difference
between power and influence?
SA 4. (TCO 5) There are four forms of
personal power. Please identify and explain any three of the
four.
SA 4. (TCO 5) Compare and contrast
charismatic and transformational leadership styles. Provide
two characteristics of each leadership style.
SA 4. (TCO 5) Differentiate between trait
theories of leadership and behavioral theories of leadership.
Describe each and give an example of each type of leadership.
SA 5. (TCO 6 & 7) Explain how interpersonal
conflict occurs, and give two examples of substantive conflict
and two examples of emotional interpersonal conflict.
SA 5. (TCO 6 & 7) Describe and illustrate with
an example an advantage that face-to-face communication has
over written communication. Describe and illustrate with an
example an advantage that written communication has over
face-to-face communication.
SA 5. (TCO 6 & 7) Workplace deviance is
costly to both organizations and employees. Victims of
workplace deviance suffer from stress-related conditions,
decreased productivity, and low morale, and are more likely to
leave the organization. How can norms be used to reduce
deviant workplace behavior?

1. Start of Question Pool - "" - The exam will display 1 of
these questions
2. SA 1. (TCOs A and B) Organizational behavior
is an interdisciplinary body of knowledge with strong ties to
several academic disciplines. Please identify three of the four
primary areas.
3. SA 1. (TCOs A and B) OB defines stress in
terms of both work stressors and life stressors. Please identify
four common sources of stress at work.
4. SA 1. (TCOs A and B) Please identify and
briefly explain two of the five dimensions of national culture.
5. SA 1. (TCOs A and B) What is organizational
learning? Why is it important for firms to emphasize

organizational learning?
6. SA 1. (TCOs A and B) What is the goal in
studying and applying organizational behavior concepts? Pick
one of the four organizational behavior disciplines and use a
brief example to describe how it relates to this goal.
7. SA 1. (TCOs A and B) Identify the main
elements included in affective events theory. Select any two of
these elements, and provide an example of how the factor can
influence an employee’s job performance and satisfaction.
8. SA 1. (TCOs A and B) What is organizational
behavior, and to what degree do you think an understanding of
it may increase one’s managerial success in the workplace?
9. End of Question Pool - "" End of pool to row
these questions
11 SA 2. (TCO D) Please define self-managing
teams and identify three of the five tasks a true self-managing
team is responsible for.
12. SA 2. (TCO D) Referring to the team decision
making process, define consensus and unanimity, and explain
the difference between the two.

13. SA 2. (TCO D) There are six methods that
teams use to make decisions. Identify and define three of the
six.
14. SA 2. (TCO D) What is groupthink? Why can
groupthink be detrimental to effective group functioning?
15. SA 2. (TCO D) What factors determine
whether teams are successful? Please briefly describe each
factor.
these questions
18. SA 3. (TCO E) Please define and explain the
difference between functional conflict and dysfunctional
conflict.
19. SA 3. (TCO E) Identify and define four of the
seven key elements in the communication process. Give a
specific example of a possible breakdown in a communication
flow.
20. SA 3. (TCO E) Please identify and give
examples of four of the five direct conflict management
strategies.

21. SA 3. (TCO E) Please identify and give
examples of four of the five indirect conflict management
strategies.
22. SA 3. (TCO E) Identify four of the barriers to
effective communication and give an example of each.
23. SA 3. (TCO E) Based on the value of
leadership communication and conflict management skills
presented in the course, list a minimum of five major conflict
resolution techniques that allow managers to control
dysfunctional conflict or increase conflict when it is too low
between parties. Support each technique with a clear and
concise example of a manager's application of each technique
during conflict resolution situations in the workplace.
24. SA 3. (TCO E) Define the term channel
richness as it relates to the communication process. Briefly
describe and defend which level of richness you would select
when addressing a workplace conflict in the antecedent stage.
these questions
27. SA 4. (TCO E) What is leadership, and how
does it differ from management?

28. SA 4. (TCO E) Define power from an
organizational behavior perspective. What is the difference
between power and influence?
29. SA 4. (TCO E) There are two forms of
personal power. Select one of the forms. Explain the theory of
how this power comes to be and is used. Then provide an
example of a person who possesses this type of power and how
he/she uses it.
30. SA 4. (TCO E) Compare and contrast charismatic
and transformational leadership styles. Provide two
characteristics of each leadership style.
31. SA 4. (TCO E) Differentiate between trait
theories of leadership and behavioral theories of leadership.
Describe each and give an example of each type of leadership.
these questions
34. SA 5. (TCOs F and G) Explain how
interpersonal conflict occurs, and give two examples of
substantive conflict and two examples of emotional
interpersonal conflict.

35. SA 5. (TCOs F and G) Although conflict is
usually considered a negative experience to be avoided, it
actually has the potential to produce positive organizational
outcomes. Please identify three ways in which conflict can be a
positive influence.
36. SA 5. (TCOs F and G) Describe and illustrate
with an example an advantage that face-to-face communication
has over written communication. Describe and illustrate with
an example an advantage that written communication has over
face-to-face communication.
37. SA 5. (TCOs F and G) Workplace deviance is
costly to both organizations and employees. Victims of
workplace deviance suffer from stress-related conditions,
decreased productivity, and low morale, and are more likely to
leave the organization. How can norms be used to reduce
deviant workplace behavior?
these questions
2. EQ 1. (TCO B) Faxco Incorporated is a
business with 500 employees. The CEO of the company has
recently learned, based on employee surveys, that the
employees are not very happy with the company. In fact, the
CEO is starting to believe that this may be the reason why Faxco
is experiencing slower sales and a recent budget crisis that
threatens to shut down the company in three years if it is not
fixed.

You are a consultant, and the CEO has asked you to visit the
company for a week and analyze what might be going wrong.
Here are your notes from the week.
(1) Attended Manager 1's staff meeting. He has 200 employees
working under him. Manager 1 talked about the recent budget
problems that Faxco is having. He said, "It's not like we didn't
know this was coming. The company makes a junky product
compared to our competitors, and half the time, I think the
manufacturing department is cutting corners." Manager 1 was
overheard telling an employee, "I don't blame anyone if they
are looking for work elsewhere."
(2) You overheard three employees talking after Manager 1's
staff meeting. Employees are upset about the idea that the
manufacturing department might be cutting corners and
creating junky products. The company advertises its products
as having the finest quality and durability.
(3) You attended Manager 2's staff meeting. He runs the tech
department and has 20 employees. He was very upset with the
marketing department. He stated, "Someone over in marketing
reported to the CEO that a computer technician from this
department was rude to them. I did not even ask who it was
that was supposedly being rude. I know we're all techies in this
department together and we don't behave that way." He also
read an e-mail from a customer who said that someone from
the tech department was rude. His response was, "All these
customers do is complain. It's us versus them apparently, so we
have to watch out."
In light of what you learned in MGMT591 about diversity, job
satisfaction, and attitudes, please write up a neatly-organized
analysis for the CEO.

3. EQ 1. (TCO B) What is an attitude? Discuss the
three basic components of an attitude.
4. EQ 1. (TCO B) Discuss and provide examples
of best practices an organization can implement to leverage
diversity in areas such as group management, recruiting,
hiring, retention, and development practices to increase an
organization’s competitive advantage.
5. EQ 1. (TCO B) Just as Judy Garland and Mickey
Rooney cried, "Let's put on a show!" to solve problems in their
1940s movie lives, many businesses cry "Let's build teams!" to
attack problems ranging from low productivity to poor morale,
high costs, and missed deadlines. Likewise, in our Week 3 Case
Study, Building a Coalition, we had a team begin to form to
address problems in the Washington, DC school system.
Employee teams intuitively seem to be a great idea and are
certainly a growing trend.
Use your newfound knowledge of teams and discuss the
following three elements:
(a). Describe the stages of group development. Why is it
important that managers have an understanding of the group
development process? (15 points)
(b). Identify and discuss three group property or team process
elements you feel are most important in building a high
performing team. (15 points)
(c). Identify and discuss at least TWO factors that determine
whether teams are successful. (15 points).

6. EQ 1. (TCO B) Researchers report that heredity has
a strong influence on an individual’s personality. What are the
implications of this in organizational settings?
7. EQ 1. (TCO B) John supervises five employees at a
local manufacturing office and is trying to decide how to
motivate them. The office is rather small and his employees
work an eight hour day with only a 30 minute break for lunch
(and they eat at their desks). He thinks that giving them a
monetary bonus or a raise might be the way to get the group to
start producing more. Discuss why money might not be a
motivator to these employees, and what action could be taken
instead to get them motivated.
8. EQ 1. (TCO B) You are the manager of a business
that cleans airliners. You are contracted by airlines to perform
quick cleanups on planes between flights, as well as more
extensive cleanings while planes are parked overnight. The
airline industry is facing financial pressures and these
pressures have trickled down to you. The airlines are having
their planes cleaned less often and, as a result, they are dirtier
when they are cleaned. It also seems like passengers are
increasingly likely to leave really gross stuff behind.
The work is difficult. Your employees have not received raises
in some time, and it likely that they won’t receive raises in the
near future. The employees, individually and as a group, are
quite open about not liking their jobs. Your managers are
placing pressure on you to make the employees more
productive. You subscribe to the theory that workers who are
more satisfied with their jobs are more productive. You cannot
give the employees raises, but you do have a very limited

amount of discretionary funds. What can you do to increase the
workers’ level of job satisfaction? Provide five specific steps
you could take.
9. EQ 1. (TCO B) Juanita Perez strongly believes
in working for a company which promotes diversity. She is
currently enrolled with you in a graduate program with a major
in human resources management; and, she aspires to become a
Chief Diversity Officer (CDO) in an organization respectful of
differences. You have taken several courses with her; and, you
both have discussed the fact that adult learners want to be
involved and gain more exposure in the operations of the
company they work for. You understand that she is searching
for a new job.
Recently, Juanita attended an interview, where she was told
that the company follows policies which focus on
organizational diversity. This was very encouraging; and, she
left the interview with a very positive feeling. Based on what
she learned about selecting the right job early in one’s career,
she decided to research the company’s claims. In addition, she
wanted to look back on the Life Style Inventory data results
(LSI) to review her personality traits and interests before
considering taking a job if it was offered from this company.
Three days later, Juanita received a telephone call from the
Human Resources department offering her the position she
interviewed for the week prior. Based on the research findings
she gathered after her visit to the company, and your
understanding of using the LSI assessment tool for career
decisions, please offer Juanita your recommendation based on
the data she shared with you about the organization she is
thinking about joining. She has to respond back with her

decision within 48 hours; and, emailed you for your
constructive analysis of the data and advice. Reflect on the
research findings below, and prepare a detailed email with
your recommendation. Substantiate your argument and be
specific to accept or turn down the job offer. Juanita’s research
about the company includes:
85% percent of the top management positions in the company
are held by men.
She is the only Hispanic, Spanish speaking female in this
division.
The workforce is not dominated by any specific ethnic or racial
group.
The employees she talked with during her interview believe
that they are treated equally in spite of differences in
performance.
Juanita’s LSI assessment points out positive leadership
attributes and communication skills verbal/written.
these questions
12. EQ 2. (TCO E) You lead a team of marketing
professionals. At a recent team meeting, Curtis and Andrea got
into an argument in front of you and are no longer speaking to
each other. Curtis came to you and complained that Andrea
always tries to get all of the attention. Andrea came to you with
that same complaint about Curtis after the argument. Recently
you and your entire team took the Life Styles Inventory (LSI).

Andrea is Conventional while Curtis is Competitive. Your style
is Humanistic-Encouraging. You plan to hold a meeting with the
three of you. What four specific things will you cover, and how
will you approach each part of the communication differently
based on the LSI results?
13. EQ 2. (TCO E) Mary has accepted a position as
director of a non-profit organization that represents a cause
she deeply believes in. Her pay is $28,000 per year. Her
position allows considerable flexibility, which is critical given
her three school age children and family needs. Additionally,
Mary works with many peers who she respects and her
leadership essentially allows her the freedom to make
decisions without too much upper management review. Mary’s
husband Bill works as a Computer Engineer for a large
consulting firm. His pay is $95,000 per year. Bill’s work
requires many late hours and weekends, as well as a
considerable travel demand. This means that Bill misses much
of the children’s growing up experiences and that Mary has to
carry those responsibilities alone. Bill’s peers are extremely
competitive and the nature of the role allows little
collaboration. Additionally, Bill’s boss is extremely aggressive
and a micromanager. He and Bill clash constantly, and the boss
has been very antagonistic and anxious that Bill is “out for his
job.” Bill and Mary live in a part of the country where the
median wage for a professional is approximately $65,000. Mary
and Bill’s dinner time conversations seem to regularly revolve
around how dissatisfied they both are with their careers.
Evaluate reasons why each seems dissatisfied and recommend
how each can work to improve their levels of satisfaction in the
workplace. What are their choices if they cannot resolve their
concerns?

14. EQ 2. (TCO E) Describe the communications
process in detail, including all key parts and their particular
function; as well as movement of the communications. Provide
examples of each part and elaborate on each example.
15. EQ 2. (TCO E) The use of social networking by
professionals in the workplace as a means of communication is
increasing dramatically. Describe how the use of social
networks enhances or reduces productivity at an
organizational level. Discuss how their social and work uses
affect employee attitudes and behaviors.
these questions
18. EQ 3. (TCO E) Eagle Standard Inc., (ESI) a
major engineering firm, specializes in designing aircraft parts
for government contracts. ESI employs project managers and
42 engineers who are divided into project groups of six to
seven members. The majority of project team leaders have
spent time in France and Britain learning new technology. The
Eagle 6 Project Team, consisting of six engineers, is developing
new equipment for a jet fighter. The project has been ongoing
for 18 months, and all six engineers have been with this project
group since its inception, working together on all of these
projects. Eagle 6 works well together.
However, the Eagle 6 team has the most technical project, and
its engineers have been working too much overtime. The senior
project manager, Bruce Chalnick, interviewed and hired a new
engineer to help out, Richard Hue. Richard has good
qualifications and seems to be knowledgeable and motivated.

The work is challenging and gives him the opportunity to
showcase his computer skills and engineering knowledge. Two
weeks in, he quickly became a contributing member of the
team, showing initiative and the willingness to work overtime
and weekends to research possible solutions to potential
problems. Richard was particularly adept with the computer
system, and Bruce is ecstatic about his new hire. Richard is a
loner, on and off the job. He is from Country X, a small island
with a high power-distance culture; all of the other members of
the team were born and raised in the United States.
After three months, Richard's learning curve had just about
peaked, and he began to suggest new ways of doing things. He
offered to mentor the other engineers, but each time he was
rebuffed. He then went to Bruce Chalnick and asked for another
part of the program to work on. At that point, a senior member
of Eagle 6, Tim Flossner, met with Bruce to discuss Richard. Tim
stated he was speaking for the rest of the team, and said
Richard is stuck up and arrogant. Tim said he and the other
team members felt Richard flaunts his education and
knowledge, and none of them like him. In fact, they can't stand
him.
Bruce told Tim that Richard thinks that the rest of the team are
slackers who talk about bowling and sports instead of working.
Richard thinks he is disliked because he's from Country X.
Bruce wants to keep everyone in the company, and more
importantly within the team, so how should Bruce handle this
problem? Detail what he should do by applying at least two
conflict management methods to enhance group and team
performance. Include roles and decision making in your
response.
19. EQ 3. (TCO E) As a manager of people, it is
inevitable that you will have to deal with conflict issues. In our
studies, we have identified the need to resolve conflict when it

is seen to be counter to the organization’s goals, and in some
cases, to stimulate conflict to arrive at organizational goals or
increase performance. Select any two of the nine conflict-
resolution techniques. Explain how each technique could be
used to reduce or eliminate conflict. Provide an example
scenario for each. (15 points for each technique with an
example scenario.) Select one of the four conflict-stimulation
techniques. Explain how that technique could be used to
improve a group’s performance. Provide an example scenario.
(15 points)
20. EQ 3. (TCO E) In the small town of Evansville,
Indiana, Amberville Textiles was not producing parachute and
military blankets as it did in its height of success thirty years
ago. When Joe Harley, the middle-level manager of the
production department at Amberville was laid off, many
employees who worked under him became apprehensive about
their job security. They were aware of the current trend toward
laying-off employees in the textile industry.
The termination of their manager, combined with the fact that
the plant had performed only moderately well in the last two
quarters, led the employees to believe that they were at a high
risk of losing their jobs as well. Rumors had spread about
impending lay-offs and the human resources manager was just
developing the first formal inter-departmental communication
network for managers to put into place the same week Joe
Harley left the organization.
Analyze the current organizational and inter-departmental
structure; then, prepare a clear, concise process-improvement
strategy plan, which you will present in writingto the President
and Human Resources Manager. Include specific examples of

current communication issues and specific suggestions for
improvement. Conclude with two recommendations for how
the inter-departmental communication conflicts could be
altered to improve accurate and timely communication and
productivity within the current workforce.
21. EQ 3. (TCO E) You are the chair of the newly
formed Campus Speaker Committee, a student organization
that selects campus speakers. The funding for speakers
selected by the committee comes from a wealthy, respected
alumnus who wants more controversial speakers to speak to
students on campus. The alumnus gave the school a $50,000
endowment earmarked for this purpose. However, his
endowment is contingent upon students’ ability to choose
speakers without interference from faculty and administration.
The Campus Speaker Committee has selected Representative
Baker, a Republican member of Congress who is actively
involved in a number of controversial political issues and is an
alumnus of your college. The board of trustees for the college is
thrilled with the choice of a conservative speaker, but many
students on campus have given the announcement a lukewarm
reception. Three days before the speaker’s scheduled visit, an
article in the student newspaper reveals that Representative
Baker was a member of a white supremacist group when he
was in college. The article reports that the white supremacist
group still exists, and it lists the group’s website, which is full of
racist statements.
Many students and faculty are now denouncing the Campus
Speaker Committee for inviting such a person. The trustees and
the school’s president downplay the representative’s former
involvement in the group and continue to support his speaking

on campus. The committee now must meet to decide whether
or not to revoke Representative Baker’s invitation to speak on
campus.
Please respond to each of the following questions:
As the chair, consider potential barriers to effective
communication and which communication strategies you
would recommend to help committee members to (a) to
minimize the possibility of groupthink; (b) to reach consensus
if not unanimity. Why?
Specific conflict management (resolution and stimulation)
techniques might help you to negotiate an optimal solution?
Discuss. Why?
How will you use the “dimensions of conflict handling
intentions” to address any conflict that may arise between
committee members? Why?
22. EQ 3. (TCO E) William Smith and Julia Morin met
each other during cycling competitions in Brooklyn, New York
two years ago. Each of them worked in specialty bicycle shops
in Manhattan as high-end mechanical technicians. Recently,
they began to ‘dream’ about the possibility of combining the
two shops; then, starting up a third shop in Brooklyn. Their
shop owners loved the idea, but the twenty-five current
employees in each of the downtown Manhattan shops
considered the start-up store in Brooklyn a threat.

these questions
25. EQ 4. (TCOs C and D) Identify the five stages of team
development, and explain what happens at each stage. Give a
specific example from your own experience to highlight one of
the stages.
26. EQ 4. (TCOs C and D) When a team works
together, it has a huge range of skills available that it can utilize
to deliver extraordinary results. Explain how organizations can
create team players.
27. EQ 4. (TCOs C and D) Congratulations! Your
manager just informed you that you’ve been promoted to the
team lead role for a multi-functional, virtual team. The stakes
are high. The deliverables for this team are essential to the
organization’s strategic goals. Most of the team interaction will
be online and your charter is to effectively manage the team,
keep executive management updated on the status of critical
milestones, and maintain a high performing team. Using the
Team Effectiveness Model as a foundation, analyze and
prioritize one solution from each category of the model
(context, composition,and process) that you believe creates the
best foundation for your team’s success. Provide your rationale
for your recommended solutions.
28. EQ 4. (TCOs C and D) The amount of cohesiveness
and diversity found within teams can have both positive and
negative effects upon a team’s performance. Answer the

following.
(a). Describe how a team’s level of cohesiveness could have a
negative impact upon performance.
(b). List four ways to increase team cohesiveness.
(c). How can increasing diversity in team membership decrease
the team’s performance? d. Indicate two ways to improve
performance within diverse teams.
29. EQ 4. (TCOs C and D) Monica was recently
promoted to the manager role for a large function in her
organization that oversees global regulatory compliance for the
company’s products. Her prior department—Customer
Complaints—is just one of the functional groups that provide
input for her new department’s charter. Monica is tasked with
revising a set of complex processes to improve the quality and
timeliness of regulatory reporting, and she has asked you for
some recommendations about team format. Considering the
numerous inputs and outputs of the affected processes, and the
global reporting requirement, should Monica create a cross-
functional team, a problem-solving team, a virtual team, or a
hybrid? After careful analysis, write up your recommended
team format and defend your reasons for the type of team
Monica should establish.
30. EQ 4. (TCOs C and D) Managers and leaders
must possess good communication skills in order to be
successful and achieve their goals. However, there are many
barriers to effective communication. Please describe five
common barriers to effective communication that managers
and leaders often need to overcome. Evaluate each of the five
barrier’s significance to the communication process. Then,
identify an action that a manager or leader could take to
overcome each barrier.

1. TCO A, B) Define organizational behavior and list the four
emotional intelligence competencies that contribute to
understanding ourselves and others within the organizational
behavior environment. (Points : 10)
2. (TCO D) Referring to the team decision-making process,
define consensus and unanimity and explain the difference
between the two.(Points : 10)
3. (TCO E, F) Although conflict is usually considered a
negative experience to be avoided, it actually has the potential
to produce positive organizational outcomes. Please identify
three ways in which conflict can be a positive influence. (Points
: 10)
4. (TCO G) There are six sources of position power in
organizational settings. Identify and define three of these
sources. (Points : 10)
5.(TCO H, I, J) The senior executive team at AllGoodThings.com,
after a strategy review session with the Board of Directors, has
decided that it's time to invest some time and capital in
improving the corporate culture. The company has rebounded

from a near calamity two years ago, and while it was a great
scramble, the company survived and is in the strongest position
ever. They knew that the culture had been strained by the
episode and wanted sincerely to work to bring things back to
"normal." With the assistance of local HR offices, a case was
made to the employee population that certain aspects of their
current culture might have suffered over the past few years and
that it was time to think about change. They announced that
they would be undergoing an organizational culture review and
that everyone's opinion was valued. A whopping 79% of the
employees participated in the survey that they administered.
Senior management had worked with the consultants for a few
months before the survey was given and had determined their
"Ideal" scores. The survey confirmed their suspicions.
6.(TCO C) As a manager you are in a situation where a key
employee seems to have lost his excitement about the job. The
employee's familiar positive tone and high energy approach to
the job and the workplace seem to be on the wane. You really
don't know what is going on with this person. But, you can try
to start to understand this employee by examining various
motivation theories. Use elements from each of Maslow's
theory, Herzberg's Two-Factor theory, and Equity theory and
assemble your own motivation theory to help you to start
understanding this employee. Be sure to fully explain and
define all elements that you use in your new model of
motivation. Finally, compose a short case to demonstrate how
your motivation model can actually be applied. (
7. (TCO G) The Michigan and Ohio State studies represent
seminal research on leadership theory. Both studies identified
two basic forms of leader behaviors. What were the similarities
in the findings from these two studies and what was the
significance of the research?
8. (TCO A, B) In order to meet organizational goals and

objectives management must comprehend organizational
behavior in relationship to the functions of management. List
and describe the management process functions and describe
how the five personality traits contribute to the management
process. (Points : 30)
9. (TCO E, F) Neff Incorporated is a small business with 100
employees and 4 managers.
Susan and Bob work are co-workers at Neff Incorporated. Ever
since they were both assigned to work on Project X, they have
been arguing about how to meet the goals of that project.
On Monday they get into a very loud argument about Project X,
in the cafeteria during lunch break. Manager 1 is told about the
argument and he sends out an email which says: "Greetings
everyone. I heard that there may have been a small
disagreement in the cafeteria at lunchtime. I just want you all to
know that I appreciate the good work you are all doing on
Project X. I know that everyone here really gets along even
though a little workplace stress can sometimes build up. It is
good that we have such a warm, friendly group of employees
working here at Neff Incorporated".
10. (TCO D) Define the concept of social loafing. Why does
social loafing occur? Give an example of social loafing and a
suggestion for how to prevent it. (Points : 20)

1.Please identify and briefly explain two of the five dimensions
of national culture. (Points : 10)
2. There are six methods that teams use to make decision
3. Identify and define four of the seven key elements in the
communication process. Give a specific example of a possible
breakdown in a communication flow.(Points : 10)
Differentiate between trait theories of leadership and
behavioral theories of leadership.
5. Describe and illustrate with an example an advantage that
face-to-face communication has over written communication.
Describe and illustrate with an example an advantage that
written communication has over face-to-face communication.
6. The amount of cohesiveness and diversity found within
teams can have both positive and negative effects upon a team’s
performance. Answer the following.
(a). Describe how a team’s level of cohesiveness could have a
negative impact upon performance.
(b). List four ways to increase team cohesiveness.
(c). How can increasing diversity in team membership decrease
the team’s performance? d. Indicate two ways to improve
performance within diverse teams
7. The use of social networking by professionals in the
workplace as a means of communication is increasing

dramatically. Describe how the use of social networks enhances
or reduces productivity at an organizational level. Discuss how
their social and work uses affect employee attitudes and
behaviors.
TCO B) You are the manager of a business that cleans airliners.
You are contracted by airlines to perform quick cleanups on
planes between flights, as well as more extensive cleanings
while planes are parked overnight. The airline industry is
facing financial pressures and these pressures have trickled
down to you. The airlines are having their planes cleaned less
often and, as a result, they are dirtier when they are cleaned. It
also seems like passengers are increasingly likely to leave
really gross stuff behind.
The work is difficult. Your employees have not received raises
in some time, and it likely that they won’t receive raises in the
near future. The employees, individually and as a group, are
quite open about not liking their jobs. Your managers are
placing pressure on you to make the employees more
productive. You subscribe to the theory that workers who are
more satisfied with their jobs are more productive. You cannot
give the employees raises, but you do have a very limited
amount of discretionary funds. What can you do to increase the
workers’ level of job satisfaction? Provide five specific steps
you could take. (Points : 45)
As the chair, consider potential barriers to effective
communication and which communication strategies you
would recommend to help committee members to (a) to
minimize the possibility of groupthink; (b) to reach consensus
if not unanimity. Why?
Specific conflict management (resolution and stimulation)
techniques might help you to negotiate an optimal solution?
Discuss. Why?

How will you use the “dimensions of conflict handling
intentions” to address any conflict that may arise between
committee members? Why?

DEVRY MGMT 591 Final Exam (All 4 Sets) NEW
devry/mgmt-591-final-exam-all-4-sets-recent
Details of All 4 Sets could be found individually under each
product
MGMT 591 Final Exam Guide Set 1 (New)

DEVRY MGMT 591 Midterm Exam NEW
devry/mgmt-591-midterm-exam-recent
1. Question: Consider this story that appeared in the August 11,
1998 Wall Street Journal: Work Hard, Play Hard: Employers use
fun to boost morale
All 25 partners at Certilman, Balin, Adler & Hyman, an East
Meadow, N.Y., law firm, are invited to a free conference-room
lunch every day. Managing partner Bernard Hyman says the
lunches began as a chance to talk business but soon became
anticipated social gatherings. “We tell stories, talk about the
weekend,” he says, “talk about the football game, talk about our
husbands, talk about our wives, talk about our children.”
2. Question: TCO (C). An October 15, 2004 article by Scott
Wyman in the South Florida Sun-Sentinel included the
following information on salaries awarded in the county:
“When it comes to getting extra money as a reward for hard
work in Broward County government, it pays to work as closely
as possible to county commissioners -- preferably right outside
their office doors. The average bonus given to that elite staff
topped the $5,000 maximum set in the incentive program
3. Question: Organizational Behavior is just common sense and

has little relevance for managers today. Discuss this statement
giving examples to support your answer.
4. Question: TCO (E). In the May 18, 1998 issue of
BusinessWeek, the story line read “Nice Guys Finish With
MBAs.” The following is an excerpt from that piece:
“ . . . nearly half of this year’s top B-school graduates turned
down their highest-paying job offer, preferring to work for
companies that offered room for personal growth or had a
more appealing corporate culture.” (p. 8)

DEVRY MGMT 591 Organization Cultural Inventory (OCI
Profile) (2 Papers) NEW
devry/mgmt-591-organization-cultural-inventory-oci-
profile-2-papers-recent
Identify and describe the cultural aspects that management
cites as important and contrast them to the cultural attributes
that employees report as being expected. How do employees
believe they are expected to act to “fit in?”
The management team claims that they value a cooperative and
constructive culture. According to the results of the survey
conducted by the.
What are the most significant gaps between management and
staff?
The most significant gaps are in the management’s and staff’s
perceptions of the organization’s culture and the behaviors
encouraged within the

What observations can you make on the differences between
Conglomerate Inc.’s preferred culture and “ideal” culture
presented by HSI?
The ideal culture described by management is opposite to the
culture perceived by the employees. While management wishes

DEVRY MGMT 591 The Forgotten Group Member Case Study
NEW
devry/mgmt-591-the-forgotten-group-member-case-
study-recent
MGMT 591 The Forgotten Group Member Case Study NEW

DEVRY MGMT 591 Week 1to 7 All Discussion Question NEW
devry/mgmt-591-week-1to-7-all-discussion-question-
recent
Week 1 DQ 1: Rules for High Performance Organizations
(Graded)
This week our text discusses the definition of organizational
behavior and in particular its applied focus and our lecture
focus on high performance organizations (HPOs). Right at the
intersection of those would be the “Ten Golden Rules of High
Performance” listed below. What do you think should be added
to the list? Is there anything on the list that you disagree with?
Please support your opinion with evidence from our readings
and also from your own work and life experience. Please also
remember to respond to your classmates’ posts to stimulate
further discussion.
Week 1 DQ 2 : Satisfied Workers (Graded)
Our second Graded discussion question this week comes
primarily from Chapter 3 in the textbook. Assume you are new
to your job and on the first day you have a conversation with
your boss, who says, “Satisfied workers are productive
workers.” Do you agree with her statement? Why? Why not?

Please support your opinion with evidence from our readings.
Please also remember to respond to your classmates’ posts to
stimulate further discussion.
Week 2
Week 2 DQ 1 : Performance Mgmt, Diversity, & Motivation
(Graded)
Please consult the course Webliography, listen to the WBUR
radio article “Introspection After Allegation of Discrimination,”
and read the summary. The discussion is rich in references to
many of our current topics and touches on some that we will
cover in more depth later. These include diversity, cultural
influences on behavior, and managing across cultures, and
specifically touch on performance management and
motivation.
Week 2 DQ 2 : Room to Read – Motivational Theory (Graded)
Chapter 5 (p 110) “Ethics in OB” features an ethical scenario
where an employee finds confidential papers on a photocopier.
Of course, she reviews the papers and notes they are full of
information on performance evaluations, pay and bonuses.
Week 3

Week 3 DQ 1
What Constitutes a Team? (Graded)
Focusing on the material related to team building, compare and
contrast this MGMT591 session with a team that you are
familiar with. In what aspects does the class resemble a team?
Are there parallels between the stages of team development
and the progression of our class? What type of team formation
is going on in this classroom? Does the notion of social loafing
apply to our class in any respect?
Please be specific in your examples, and support your opinion
with evidence from the text.
Week 3 DQ 2
A Lesson in Team Building (Graded)
“Help! I have just been assigned to head a new product design
team at my company. The division manager has high
expectations for the team and for myself, but I have been a
technical design engineer for 4 years since graduating from
college. I have never managed anyone, let alone led a team. The
manager keeps talking about her confidence that I will be very
good at creating lots of teamwork. Does anyone out there have
any tips to help me master this challenge? Help!” You
immediately start to formulate your recommendations. What
are the three key things you will advise her to do, and why
those three first?

Week 4 DQ 1 : Conflict and Negotiation (Graded)
Research on the Internet (and provide the reference) a recent
situation where a fundamental conflict or disagreement
occurred within a group setting. How was the conflict resolved
(if at all)? What resolution methods were used in order to
resolve the issue? Learning from the conflict resolution
methods presented this week, what methods would you have
implemented and used in this situation and why?
Week 4 DQ 2 : Organizational Communication (Graded)
It seems common in many of today’s workplaces that people
don’t actually talk to one another frequently. We rely on e-mail
or the even less rich communication channel of text messaging.
The benefits of moving lots of information quickly around an
organization and between individuals are real. However,
people can too frequently hide behind their computers and
send messages electronically that they might otherwise censor
or rethink in face-to-face communication. What approaches
would you recommend or implement as a new manager taking
over an organization to improve communications without
abandoning the use of e-mail?
Week 5

Week 5 DQ 1 :Power and Influence (Graded)
From the Cairo Review of Foreign Affairs (read the Cairo
Review), we read about Nelson Mandela's use of power for the
greater good. Using the text's discussion of power and influence
as a backdrop, analyze Mandela's power from multiple
perspectives, and assess how his use of power changed the
perspective of a nation.
Week 5 DQ 2 :Leadership (Graded)
Read the following Harvard Business Review interview of
Howard Schultz, CEO of Starbucks, regarding his leadership
principles and vision regarding the turnaround strategy of
Starbucks.
What leadership principles did Schultz display in applying his
personal beliefs and values in transforming the organizational
culture at Starbucks? What are Schultz's views regarding the
championing of innovative practices within an organization?
Week 6
Week 6 DQ 1 : Organizational Culture Inventory (Graded)
Using the OCI instrument online, and the cultural change
background information on Conglomerate, Inc. provided in Doc
Sharing, we will be identifying and prioritizing cultural
attributes and also identifying areas for change. (Note: The
Cultural Change Situation can be downloaded from Doc

Sharing.)
• Review Profiles 1a (workforce results) and 1b (senior
leadership team’s ideal state) closely.
o Identify and describe the cultural aspects that
management cites as important and contrast them to the
cultural attributes that employees report as being expected.
How do employees believe they are expected to act to “fit in?”
o What are the most significant gaps between management
and staff?
o What observations can you make on the differences
between Conglomerate Inc.’s preferred culture and “ideal”
culture presented by HSI?
• Once we’ve identified and discussed the gaps, I’ll cue
everyone to move onto the review of the suggested change
initiatives and onto observations around your own OCI results.
Week 6 DQ 2 :Resistance to Change (Graded)
When Jorge Maldonado became general manager of the local
civic recreation center, he realized that many changes would be
necessary to make the facility a true community resource.
Having the benefit of a new bond issue, the center had the funds
for new equipment and expanded programming. All he needed
to do now was get the staff committed to the new initiatives.
Unfortunately, his efforts have been met with considerable
resistance to change. A typical staff comment is, “Why do we
need all these extras? Everything is fine as it is.” How can Jorge
deal with the employees’ resistance to change, to enable him to
move the change process along?

Week 7
Week 7 DQ 1 Thread :Organizational Design Preference
(Graded)
Our text takes us through a thorough review of various
organizational design structures; let's investigate our own
organizational design preferences.
Describe your current or most recent employer's
organizational design (mechanistic, organic, hybrid). Is the
structure consistent with the company goals?
If you had the opportunity to redesign your current
organization where you are employed, would you maintain its
current structure or change it to another model? What would
that model be and why?
Week 7 DQ 2
Empowering Teams: Fact Versus Fiction (Graded)
Over the last 3 weeks, we have focused very much on
leadership, power, organizational culture, and organizational
change. Our case study for the week is a great synthesis piece
that addresses all of these topics through a detailed study of
firm's attempted move to team-based management.

The article is Diagnosing Whether an Organization Is Truly
Ready to Empower Work Teams: A Case Study. By: Bergmann,
Thomas J.; De Meuse, Kenneth P., Human Resource Planning,
1996, Vol. 19 Issue 1, p. 38–47.
As you read through the report, pay close attention to the
discussion about Harley-Davidson and Shelby Die Casting, and
their eventual conclusions about how to manage resistance to
change. Also, keep in mind our OCI material from Week 6 and
think about the process from a cultural change perspective.
And of course, pay close attention to the lessons for top
management presented at the end.

DEVRY MGMT 591 Week 2 Course Project Proposal (2 Projects
Komatsu and Veterinary Center) NEW
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projects-komatsu-and-veterinary-center-recent
Project 1: Veterinary Center of America
Project 2: Komatsu America Corporation
Brief Proposal of Research (Due This Week)
Your individual Brief Proposal of Research is due this week.
Submit a written Brief Proposal of Research containing the
following:
1.a brief overview of the chosen organization and your role in
it;
2.a brief narrative description of the organizational problem
that you would like to research and resolve;
3.a preliminary problem statement in the form of a
researchable question; and
4.which TCO or textbook topic your problem is related to.
This Course Project is NOT a team effort. Review the MGMT591
Course Project Paper Organization Guide located in Doc
Sharing. Your Brief Proposal of Research is due this week.

DEVRY MGMT 591 Week 2 LSI Paper (Life Inventory Style) (2
Papers) NEW
devry/mgmt-591-week-2-lsi-paper-life-inventory-style-2-
papers-recent
Your Assignment:
Complete (on your own) the LSI according to the procedure
outlined here, so that you end up with your "Life Styles
Circumplex" profile: 12 "personal thinking style" scores, one
score for each section of the circumplex.
Write a 3–5 page paper examining and explaining your LSI
results. There are more details in the table below.
LSI Style Interpretations:Go to the LSI1 Results page, find your
circumplex profile, and click on the circumplex "slice" of one of
the styles. The site will bring you to a customized
interpretation of the style you clicked on. Click on each of the
12 "slices" to see all of the customized style description pages.

DEVRY MGMT 591 Week 5 Expanded Research (2 Projects
Komatsu and Veterinary Center) NEW
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Project 1: Veterinary Center of America
Project 2: Komatsu America Corporation
Expanded Research Proposal
Your Expanded Research Proposal is due this week. Refer to the
Course Project content item under Course Home for the
guidelines and grading rubrics.

DEVRY MGMT 591 Week 7 Course Project (Marcelos Care
Home) NEW
devry/mgmt-591-week-7-course-project-marcelos-care-
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Topic Selection
1. Select a specific organization of interest to you and
identify a problem at the firm related to organizational
behavior (OB).
2. Think of yourself as an organizational consultant and
assume that a key manager has requested a thorough analysis
and recommended course of action to resolve an actual
organizational problem that will make a difference to the
future performance of the organization.
3. Identify which of our TCOs or specific topics in the
syllabus are related to the problem you identify.
Research Sources
1. All papers must have a minimum of six scholarly sources
cited within the text of the paper and identified in the
references section.
2. Additional research sources can be attached in a
bibliography.

3. Review the following document for instructions on how
to access and use EBSCOhost for your research: EBSCOhost.
Paper Format
1. All papers should be single sided, double-spaced, using a
11- or 12-point font.
2. Length of the paper to be between 10 and 12 pages, not
counting cover page and appendices.
3. The first page should include the title of the work,
student name, address, telephone and e-mail address, course
number, date, and instructor name.
4. Follow APA style for general format and citations.
5. Paper sections must adhere to the guidelines below and
each section must be labeled in the text.
6. Language should be clear, concise, and precise.
7. Tone should be professional, consistent, and not filled
with jargon.
8. Grammar and syntax (sentence structure) must be
correct.
9. Report must be free of misspellings and typos.
Tables and Figures
1. All figures and tables must be referred to in your text
before they appear on the page.
1. Figures and tables should appear on the same page as or
the page after the text that refers to them.
2. All figures and tables need captions. Captions go below
figures and above tables.
Quotations and Citations
1. Quotations and citations are crucial components of a
research paper and must be present.
2. Failure to properly cite research sources and borrowed
ideas is plagiarism.
3. Refer to APA style guide for assistance with properly
citing quoted and/or borrowed materials and ideas.
Milestones

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WEEK ACTION REQUIRED
1 Familiarize yourself with course content and select an
organization and problem area to research.
2 Submit written Brief Proposal of Research containing the
following:
1. A brief overview of the chosen organization and your role
in it
2. Preliminary problem statement in the form of a
researchable question
3. A brief narrative description of the organizational
problem that you would like to research and resolve
4. Which TCO or textbook topic your problem is related to
3 Conduct library research on your topic.
1. Identify a minimum of six scholarly resources for your
project.
2. All resources for the paper must come from the DeVry
library and must be of scholarly quality.
3. Use the librarians for assistance in accessing materials.
4. Review the "using EBSCO" tutorial.
Please Note: Articles found online (many on consulting
company websites, Internet magazines, or other blogs) will not
be considered an acceptable scholarly resource. Conduct your
research through a library where you can be assured that the
sources are of scholarly quality.
4 Submit written Expanded Research Proposal containing
the following:
1. Documentation of at least three initial scholarly sources
from the library
2. Expanded introduction to the organization
3. Expanded description of your chosen problem
4. Preliminary solution options (bulleted)
5. Preliminary analysis of leadership and organizational
behavior concepts addressed in the paper

5–7 Continue to work on class project; seek instructor help
as required.
7 Submit completed project.

DEVRY MGMT 591 Week 7 Course Project (Spirit Airlines) NEW
devry/mgmt-591-week-7-course-project-spirit-airlines-
recent
Topic Selection
behavior (OB).
Research Sources
references section.
bibliography.
Paper Format

with jargon.
correct.
Tables and Figures
Milestones
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following:
in it
project.
the following:
from the library
as required.

MGMT 591 Entire Course NEW

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