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1. Overview and Resistance to Change Change affects individuals directly and indirectly in this rapidly changing world and directly impacts organizations. Reasons for change range from mandated to geopolitical pressures. In previous modules, we identified what changes when organizations experience change caused from expansion to downsizing, we outlined a number of key diagnoses for change, and we introduced causes for resistance to change. Consider each of the following boxes as they relate to organizational innovation and change on a regional, national, and global scale. As a “refresher,” think about two or three points that come to mind for each of the topics we have covered thus far. Then keep reading to explore resistance to change and implementing change in more detail. Resistance to change Employees do not naturally resist change, but they often resist change because of the way change is implemented. As stated by Specter (2013), a professor of strategic change management and business model innovations: Employee response to change is not either/or, not “for” or “against.” The reactions of employees can be from commitment to aggressive resistance. Each of these reactions to change helps shape the behavior of individuals and, ultimately, the success of a change effort. (p. 10) The following table illustrates the continuum of responses and reactions to change Commitment: Involves a strong emotional attachment to the goals of the organization and the aims of the change effort Involvement: Involves a willingness to participate in the behaviors, being called for by the change effort Support: Involves speaking on behalf of the change effort without taking any other explicit actions to promote the effort Apathy: Represents a neutral zone in which individuals know about the change effort and engage in no behavior either to support or oppose it Passive resistance: A mild form of opposition that involves a willingness to voice reservation or even threatening to resign if the change goes through Active resistance: Involves behaviors that block or impede change, usually by behaving in ways that contradict the goals of the change effort Aggressive resistance: Involves purposeful sabotage and subversion of the change effort Managing Resistance to Change Though there is no best way to manage resistance to change, careful diagnostics can assist in identifying the root cause or causes of the resistance. Strategies can then be employed to manage resistance. Click on the strategies below to explore the advantages and disadvantages associated with each strategy (Palmer, Dunford, & Akin, 2016, p. 267). 2. Implementing Change It is crucial to understand the organizational development (OD) approach to implementing change. The Concept of Organization Development (OD) Organizational Development (OD) is a field of research, theory, and practice dedicated to expanding the knowledge and effectiveness of people to accomplish more successful organization ...
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Organizational and Individual Causes of Resistance to Change (Essay Sample)
This is an essay sample written by our writers. You can order a custom written essay like this on our website: http://www.essaytigers.com
Organizations face substantial change on a regular basis. Technology.docx
Organizations face substantial change on a regular basis. Technology, outsourcing, and restructuring through downsizing or rightsizing are some of the key reasons for change.
Assume you are receiving news that you are the point person within your department/division for one of the change factors listed above. What are the barriers you must address that could challenge the change initiative? What steps will you use to facilitate a successful change process?
Week Three Lecture
Anderson and Anderson (2009), authors of The Change Leaders Roadmap, recognize that there are specific steps to take in the implementation of change. Assessing the situation and analyzing the impact are two primary stepping stones for communication within the organization. This week takes us on the journey of understanding resistance to change and the multitude of reasons behind the resistance. It could be a simple “just because I do not want to do it” resistance to an outright mutiny within the ranks because of the manner in which the change was disseminated. It is important that the change manager understands the impact of change upon those within the dynamic. While the change might be imperative to the organization or in the mind of the leader, without the proper application it has no meaning to the participants or employees.
Please watch the following video: The "X" model of employee engagement: Maximum Satisfaction meets Maximum Contribution (Links to an external site.)Links to an external site.
Our text tells us that change often meets with resistant behaviors that are a challenge to the initiative. While each person has their own reasoning for the resistance, the core of the resistance often has the same context. Palmer, Dunford, and Akin (2009) propose that a dislike to the impending change is a reason to resist an initiative, or that a perceived negative impact on a personal interest or role within the organization could also be the concern. No matter what the reason behind the resistant behavior, it is clear for the action to move forward the behavior must be addressed.
There are certain considerations that the change leader should be mindful of when promoting the change. Variations include: how the person feels about change, or perhaps what they think about the change, and finally how they may act in face of change. Resistance comes in all shapes and forms and we have each experienced resistance to change at one time or another. Some resistance may come in a very active form such as being critical, finding fault appealing, imparting fear, or only using facts that are selected to defeat the change. The more passive format for resisting change may appear as being noncompliant, dragging one’s feet, not helping or supporting the process, withholding information or suggestions, or just allowing the process to fail.
Is it possible for the organization itself to resist change? Think about a time when it was apparent that technology needed to.
Recommended
Organizational and Individual Causes of Resistance to Change (Essay Sample)
This is an essay sample written by our writers. You can order a custom written essay like this on our website: http://www.essaytigers.com
Organizations face substantial change on a regular basis. Technology.docx
Organizations face substantial change on a regular basis. Technology, outsourcing, and restructuring through downsizing or rightsizing are some of the key reasons for change.
Assume you are receiving news that you are the point person within your department/division for one of the change factors listed above. What are the barriers you must address that could challenge the change initiative? What steps will you use to facilitate a successful change process?
Week Three Lecture
Anderson and Anderson (2009), authors of The Change Leaders Roadmap, recognize that there are specific steps to take in the implementation of change. Assessing the situation and analyzing the impact are two primary stepping stones for communication within the organization. This week takes us on the journey of understanding resistance to change and the multitude of reasons behind the resistance. It could be a simple “just because I do not want to do it” resistance to an outright mutiny within the ranks because of the manner in which the change was disseminated. It is important that the change manager understands the impact of change upon those within the dynamic. While the change might be imperative to the organization or in the mind of the leader, without the proper application it has no meaning to the participants or employees.
Please watch the following video: The "X" model of employee engagement: Maximum Satisfaction meets Maximum Contribution (Links to an external site.)Links to an external site.
Our text tells us that change often meets with resistant behaviors that are a challenge to the initiative. While each person has their own reasoning for the resistance, the core of the resistance often has the same context. Palmer, Dunford, and Akin (2009) propose that a dislike to the impending change is a reason to resist an initiative, or that a perceived negative impact on a personal interest or role within the organization could also be the concern. No matter what the reason behind the resistant behavior, it is clear for the action to move forward the behavior must be addressed.
There are certain considerations that the change leader should be mindful of when promoting the change. Variations include: how the person feels about change, or perhaps what they think about the change, and finally how they may act in face of change. Resistance comes in all shapes and forms and we have each experienced resistance to change at one time or another. Some resistance may come in a very active form such as being critical, finding fault appealing, imparting fear, or only using facts that are selected to defeat the change. The more passive format for resisting change may appear as being noncompliant, dragging one’s feet, not helping or supporting the process, withholding information or suggestions, or just allowing the process to fail.
Is it possible for the organization itself to resist change? Think about a time when it was apparent that technology needed to.
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ABSTRACT One area of emerging research focuses on readiness to change, which has a strong
impact on many decisions in a change process such as planning, implementation, communication
and institutionalization. However, the term ‘readiness’ still creates confusion as it is presented in
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on change success by examining various levels of this concept, namely, micro-individual
readiness, meso-group readiness and macro-organizational readiness, and their dynamics. This
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Organizational change is considered an integral part of organizational life.
However, there is evidence that up to 70% of all major change initiatives fail
(Cartwright & Schoenberg, 2006; Washington & Hacker, 2005). A number of
authors have observed that recipients’ reactions to change play a key role in its
potential success (Bartunek, Rousseau, Rudolph, & DePalma, 2006; Oreg,
Vakola, & Armenakis, 2011). In this context, recipients’ beliefs and perceptions
of their organization level of readiness have an impact on their acceptance and
adaptation to change (Armenakis & Bedeian, 1999; Armenakis, Bernerth, Pitts,
& Walker, 2007; Armenakis, Harris, & Mossholder, 1993). As a result, change
initiatives may not produce the intended results because recipients are simply
not ready (Armenakis, et al., 1993; By, 2007; Neves, 2009).
Journal of Change Management, 2013
Vol. 13, No. 1, 96 – 109, http://dx.doi.org/10.1080/14697017.2013.768436
Correspondence Address: Maria Vakola, Athens University of Economics and Business, 76 Patission str, Athens
104 34, Greece. Email: [email protected]
# 2013 Taylor & Francis
Although beliefs, attitudes and intentions are basically the filters through which
individuals decide whether there is a need for change or whether the organization
is capable of implemention, the concept of ‘individual readiness’ as a stand-alone
concept in an organizational context does not appear in the literature. The term
‘readiness’ is used to reflect three different concepts: individual readiness to
change such as confidence in one’s abilities (self-efficacy); perceived organizational
readiness to change, such as confidence in organizational ability to manage the
change; and the actual organizational readiness to change, which is the organiz-
ation’s ability to implement change. Thus, readiness to change is conceptualized
as a broad construct, reflecting a combination of a number of factors that indicate
the likelihood that someone will start or continue being engaged in ...
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MARIA VAKOLA
Athens University of Economics and Business, Greece
ABSTRACT One area of emerging research focuses on readiness to change, which has a strong
impact on many decisions in a change process such as planning, implementation, communication
and institutionalization. However, the term ‘readiness’ still creates confusion as it is presented in
a simplistic way. This conceptual article aims at increasing our understating of readiness impact
on change success by examining various levels of this concept, namely, micro-individual
readiness, meso-group readiness and macro-organizational readiness, and their dynamics. This
article ends with a discussion of how to create multilevel readiness to change for both planning
and implementing organizational change.
KEY WORDS: Individual readiness, group readiness, organizational readiness, organizational
change, multilevel readiness to change
Introduction
Organizational change is considered an integral part of organizational life.
However, there is evidence that up to 70% of all major change initiatives fail
(Cartwright & Schoenberg, 2006; Washington & Hacker, 2005). A number of
authors have observed that recipients’ reactions to change play a key role in its
potential success (Bartunek, Rousseau, Rudolph, & DePalma, 2006; Oreg,
Vakola, & Armenakis, 2011). In this context, recipients’ beliefs and perceptions
of their organization level of readiness have an impact on their acceptance and
adaptation to change (Armenakis & Bedeian, 1999; Armenakis, Bernerth, Pitts,
& Walker, 2007; Armenakis, Harris, & Mossholder, 1993). As a result, change
initiatives may not produce the intended results because recipients are simply
not ready (Armenakis, et al., 1993; By, 2007; Neves, 2009).
Journal of Change Management, 2013
Vol. 13, No. 1, 96 – 109, http://dx.doi.org/10.1080/14697017.2013.768436
Correspondence Address: Maria Vakola, Athens University of Economics and Business, 76 Patission str, Athens
104 34, Greece. Email: [email protected]
# 2013 Taylor & Francis
Although beliefs, attitudes and intentions are basically the filters through which
individuals decide whether there is a need for change or whether the organization
is capable of implemention, the concept of ‘individual readiness’ as a stand-alone
concept in an organizational context does not appear in the literature. The term
‘readiness’ is used to reflect three different concepts: individual readiness to
change such as confidence in one’s abilities (self-efficacy); perceived organizational
readiness to change, such as confidence in organizational ability to manage the
change; and the actual organizational readiness to change, which is the organiz-
ation’s ability to implement change. Thus, readiness to change is conceptualized
as a broad construct, reflecting a combination of a number of factors that indicate
the likelihood that someone will start or continue being engaged in.
Strategic Change
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Read the article Overcome the Five Main Reasons People Resist Chang.docx
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Week Three Lecture
Anderson and Anderson (2009), authors of The Change Leaders Roadmap, recognize that there are specific steps to take in the implementation of change. Assessing the situation and analyzing the impact are two primary stepping stones for communication within the organization. This week takes us on the journey of understanding resistance to change and the multitude of reasons behind the resistance. It could be a simple “just because I do not want to do it” resistance to an outright mutiny within the ranks because of the manner in which the change was disseminated. It is important that the change manager understands the impact of change upon those within the dynamic. While the change might be imperative to the organization or in the mind of the leader, without the proper application it has no meaning to the participants or employees.
Please watch the following video: The "X" model of employee engagement: Maximum Satisfaction meets Maximum Contribution (Links to an external site.)Links to an external site.
Our text tells us that change often meets with resistant behaviors that are a challenge to the initiative. While each person has their own reasoning for the resistance, the core of the resistance often has the same context. Palmer, Dunford, and Akin (2009) propose that a dislike to the impending change is a reason to resist an initiative, or that a perceived negative impact on a personal interest or role within the organization could also be the concern. No matter what the reason behind the resistant behavior, it is clear for the action to move forward the behavior must be addressed.
There are certain considerations that the change leader should be mindful of when promoting the change. Variations include: how the person feels about change, or perhaps what they think about the change, and finally how they may act in face of change. Resistance comes in all shapes and forms and we have each experienced resistance to change at one time or another. Some resistance may come in a very active form such as being critical, finding fault appealing, imparting fear, or only using facts that are selected to defeat the change. The more passive format for resisting change may appear as being noncompliant, dragging one’s feet, not helping or supporting the process, withholding information or suggestions, or just allowing the process to fail.
Is it possible for the organization itself to resist change? Think about a time when it was apparent that technology needed to be upgraded within the organization. Technology is changing rapidly within our world and many see the expense of upgrade ...
Running Head; ORGANIZATIONAL CHANGE CONSULTANCY AND MANAGEMENT1.docx
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Organizational structures and corporate management systems and designs are only empty instructions until they are given life by those who use them in their daily tasks (Anderson, 2013). the input of an organization's staff is therefore important in making it successful in its practical application. unfortunately, the majority of modern companies disregard the contributions of each employee and therefore ends up imposing new operational strategies on workers who do not believe in them. the result of such approaches to organizational change is often failed systems despite the heavy budgetary investments these companies put on them. employee goodwill on new operational strategies is a determinant of the strategy's operations as they work to positively improve it daily rather than make it the excuse of non-performance (Anderson, 2013). managers and departmental heads should, therefore, purpose to take the contributions of employees who will use or be affected by a change in the way they work (Anderson, 2013). this way, the workers own the changes and consequently make them effective.
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Recent studies have attributed failed organization changes to factors, among them poor organizational communication (Anderson, 2013). the researchers state that decision makers fail to communicate effectively on the role of the newly adopted c.
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Organizational change is considered an integral part of organizational life.
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(Cartwright & Schoenberg, 2006; Washington & Hacker, 2005). A number of
authors have observed that recipients’ reactions to change play a key role in its
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Journal of Change Management, 2013
Vol. 13, No. 1, 96 – 109, http://dx.doi.org/10.1080/14697017.2013.768436
Correspondence Address: Maria Vakola, Athens University of Economics and Business, 76 Patission str, Athens
104 34, Greece. Email: [email protected]
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Although beliefs, attitudes and intentions are basically the filters through which
individuals decide whether there is a need for change or whether the organization
is capable of implemention, the concept of ‘individual readiness’ as a stand-alone
concept in an organizational context does not appear in the literature. The term
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change such as confidence in one’s abilities (self-efficacy); perceived organizational
readiness to change, such as confidence in organizational ability to manage the
change; and the actual organizational readiness to change, which is the organiz-
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impact on many decisions in a change process such as planning, implementation, communication
and institutionalization. However, the term ‘readiness’ still creates confusion as it is presented in
a simplistic way. This conceptual article aims at increasing our understating of readiness impact
on change success by examining various levels of this concept, namely, micro-individual
readiness, meso-group readiness and macro-organizational readiness, and their dynamics. This
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KEY WORDS: Individual readiness, group readiness, organizational readiness, organizational
change, multilevel readiness to change
Introduction
Organizational change is considered an integral part of organizational life.
However, there is evidence that up to 70% of all major change initiatives fail
(Cartwright & Schoenberg, 2006; Washington & Hacker, 2005). A number of
authors have observed that recipients’ reactions to change play a key role in its
potential success (Bartunek, Rousseau, Rudolph, & DePalma, 2006; Oreg,
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of their organization level of readiness have an impact on their acceptance and
adaptation to change (Armenakis & Bedeian, 1999; Armenakis, Bernerth, Pitts,
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Journal of Change Management, 2013
Vol. 13, No. 1, 96 – 109, http://dx.doi.org/10.1080/14697017.2013.768436
Correspondence Address: Maria Vakola, Athens University of Economics and Business, 76 Patission str, Athens
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# 2013 Taylor & Francis
Although beliefs, attitudes and intentions are basically the filters through which
individuals decide whether there is a need for change or whether the organization
is capable of implemention, the concept of ‘individual readiness’ as a stand-alone
concept in an organizational context does not appear in the literature. The term
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change such as confidence in one’s abilities (self-efficacy); perceived organizational
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change; and the actual organizational readiness to change, which is the organiz-
ation’s ability to implement change. Thus, readiness to change is conceptualized
as a broad construct, reflecting a combination of a number of factors that indicate
the likelihood that someone will start or continue being engaged in.
Strategic Change
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Read the article Overcome the Five Main Reasons People Resist Chang.docx
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Week Three Lecture
Anderson and Anderson (2009), authors of The Change Leaders Roadmap, recognize that there are specific steps to take in the implementation of change. Assessing the situation and analyzing the impact are two primary stepping stones for communication within the organization. This week takes us on the journey of understanding resistance to change and the multitude of reasons behind the resistance. It could be a simple “just because I do not want to do it” resistance to an outright mutiny within the ranks because of the manner in which the change was disseminated. It is important that the change manager understands the impact of change upon those within the dynamic. While the change might be imperative to the organization or in the mind of the leader, without the proper application it has no meaning to the participants or employees.
Please watch the following video: The "X" model of employee engagement: Maximum Satisfaction meets Maximum Contribution (Links to an external site.)Links to an external site.
Our text tells us that change often meets with resistant behaviors that are a challenge to the initiative. While each person has their own reasoning for the resistance, the core of the resistance often has the same context. Palmer, Dunford, and Akin (2009) propose that a dislike to the impending change is a reason to resist an initiative, or that a perceived negative impact on a personal interest or role within the organization could also be the concern. No matter what the reason behind the resistant behavior, it is clear for the action to move forward the behavior must be addressed.
There are certain considerations that the change leader should be mindful of when promoting the change. Variations include: how the person feels about change, or perhaps what they think about the change, and finally how they may act in face of change. Resistance comes in all shapes and forms and we have each experienced resistance to change at one time or another. Some resistance may come in a very active form such as being critical, finding fault appealing, imparting fear, or only using facts that are selected to defeat the change. The more passive format for resisting change may appear as being noncompliant, dragging one’s feet, not helping or supporting the process, withholding information or suggestions, or just allowing the process to fail.
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You have been hired to secure ZXY’s network and ensure that the company has the highest levels of security to protect against internal and external attacks. In an 8-10 page proposal, include the following items to provide a comprehensive secure environment:
A plan to provide secure access control methods for all user access
A viable password policy, which includes complexity, duration, and history requirements
A cryptography method to ensure vital data is encrypted
A remote access plan to ensure that users who access the network remotely do so in a secure and efficient manner
A thorough plan to protect the network from malware and various types of malicious attacks
Your proposal should include all of the elements noted above with support, detail, and elaboration for each section explicitly grounded in knowledge from the assigned readings and media along with any outside sources you may choose to bring into your writing.
Your paper should be 8-10 pages in length with document formatting and citations of sources in conformity with APA Guidelines
.
Zero Describe the system (briefly!). As in I’m going to talk ab.docx
Zero:
Describe the system (briefly!). As in: I’m going to talk about the _____ system, which does this, that and the other thing.
First
: When we talk about confidentiality, we’re talking about
un
authorized access to information. That means there is (or at least probably is) authorized access to information. For your system, what roles or people are there with authorized access – and what information can they see or use. Is there anything special about their roles or their level of access? Are there exceptions?
Second
: What (briefly) is the worst possible scenario you can think of for a confidentiality failure/breach? What repercussions or impacts are there?
Third
: How – in technical or other terms – could (or can) you improve the security of the situation? What measures or technologies would make sense? Why?
.
Youre the JudgeThis week, you are a judge in a federal district c.docx
You're the Judge
This week, you are a judge in a federal district court where a man has been charged with possessing and distributing cocaine. The police obtained the evidence of his drug possession and sale by searching his home. Police arrived at the defendant’s house without a warrant, and the defendant and his wife were at home. The officers knocked, and the wife answered the door and consented to the search. The defendant objected to the search. The defendant has filed a motion to have the evidence excluded from his trial. Decide if the evidence should be admitted, and provide the best arguments both the prosecutor and defendant can make to win the motion.
.
Your Week 2 collaborative discussion and the Ch. 2 of Introduction.docx
Your Week 2 collaborative discussion and the Ch. 2 of
Introduction to Business
Research
the evolution of business with your assigned team members.
Locate
information on the following points:
Feudalism
Mercantilism
Capitalism
Commerce
Property rights
The Industrial Revolution
Individually,
create
a 10- to 15-slide Microsoft
®
PowerPoint
®
presentation describing the evolution of business.
BUS/211
.
Your thesis statement will explain the ambiguity of why Prince hal b.docx
Your thesis statement will explain the ambiguity of why Prince hal behaves the way he does, and how he arrives at his final comittment for his future. The book is " Henry the IV part 1"
Will be three pages, double spaced, using MLA format. Research is optional but would help. Any quotations must be in the orginal Shakesperean language.
.
Your textbook states that body image—how a person believes heshe .docx
Your textbook states that body image—how a person believes he/she looks—begins to be important in early childhood, especially for girls (Papalia et al., 2011). It has been suggested that the media plays a significant part in perpetuating the desire to be thin. What are your thoughts? How would you apply biblical principles to address this issue with your children?
.
Your textbook discusses various cultural models in terms of immigrat.docx
Your textbook discusses various cultural models in terms of immigration, such as assimilation, pluralism, and multiculturalism. What model is used today?
Use the library and your course materials to research these models. Your analysis should include a response to the following:
Discuss the assimilation, pluralism, and multiculturalism models, and include their historical timelines.
How is it that certain groups in the United States never given the opportunity to “assimilate”? Include the following groups in your analysis: Hispanics, African-Americans and others of African descent, Native-Americans, and Asian-Americans.
What model is used today?
Why is the current model significant in terms of access and privilege?
.
Your team has been given the land rights to an abandoned parcel of.docx
Your team has been given the land rights to an abandoned parcel of land. The land has some unknown contamination; it has been stripped of natural vegetation, soil erosion has occurred, and a stream on the property is polluted. You have decided to turn this land into a sustainable agricultural food supply.
Resource:
University of Phoenix Material: Sustainable Agriculture Project Proposal Template
Design
solutions to develop the land. Provide a development plan to bring this land up to agricultural standards.
Write
a proposal to the city that describes the step-by-step plan your team intends to implement. Record your ideas on the University of Phoenix Material: Sustainable Agriculture Project Proposal Template.
Explain
the following in the proposal:
The importance—both locally and globally—of having a sustainable food supply
The major threats to this land’s sustainability
The characteristics that will enable your land to provide a long-term sustainable food supply
The steps your team will take to develop these characteristics
Ways this land will benefit the city economically and environmentally
The timeline of your plan
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Your supervisor, Ms. Harris, possesses a bachelors of social work (.docx
Your supervisor, Ms. Harris, possesses a bachelor's of social work (B.S.W.) degree and is working on her master's degree in social work (M.S.W.) by going to school at night on a part-time basis. Prior to accepting the position at the pretrial diversion program, she worked in a community mental health clinic providing services to low-income families. You have your bachelor's degree in criminal justice behind you and your internship with the pretrial diversion program is halfway completed. You and Ms. Harris have had some intense discussions about human service practice in general and human service practice in the criminal justice field in particular.
You decide that you will chart the similarities and differences between the two and present a detailed outline to her comparing and contrasting the two. A detailed outline is in the traditional form of an outline; however, the text will contain sentences as opposed to single words or phrases. In your detailed outline, you should cover the following topics:
Identify 2 ways in which human service practice is different in the mental health setting versus the criminal justice setting (you may use any venue in the criminal justice setting for comparison, such as prison, jail, juvenile detention, pretrial diversion, parole, probation, etc.).Identify 2 ways in which human service practice is similar in the mental health setting versus the criminal justice setting (you may use any venue in the criminal justice setting for comparison, such as prison, jail, juvenile detention, pretrial diversion, parole, probation, etc.).What role does human service practice play in the pretrial diversion setting specifically?At what point, if any, does human service practice in the mental health setting converge on the pretrial diversion setting?
You should cite all sources using APA style format, and include a reference section at the end of your submission.
Up to 300 words times new Roman,12 font
.
Your RatingGroup DiscussionDelinquency Prevention Please .docx
Your Rating:
Group Discussion
"Delinquency Prevention" Please respond to the following:
Describe the key differences between primary, secondary, and tertiary prevention programs. Discuss the overall effectiveness of these types of programs.
From the e-Activity, identify at least two (2) factors that contribute to a delinquency prevention program’s success. Specify the primary manner in which these types of programs have improved the lives of juveniles and their families.
.
Your report due in Week 6 requires you to look at tools of liquidity.docx
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Identify the inventory valuation method (LIFO, FIFO, Average, etc.) used by your company and discuss the impact of the method on the income statement and balance sheet. Include the pros and cons/ tradeoffs of the method on the reported numbers.
.
Your Project Sponsor pulls you aside and admits that he has no idea .docx
Your Project Sponsor pulls you aside and admits that he has no idea what earned value management concepts (EVM), such as AC, BCWP, and EV mean; he is only concerned that you deliver the project ahead of schedule and under budget. Using the information covered from your readings and other activities, develop a project to educate him, including which EVM performance measures you would educate him on. Provide a rationale for your selection of topics.
.
Your progress on the project thus far. Have you already compiled i.docx
Your progress on the project thus far. Have you already compiled it?
Anything interesting you learned about the organization you chose.
The most difficult component of this project. What made it challenging? How did you address this challenge?
Post a 2 to 4 paragraph discussion post (300 words minimum). Justify your explanations by including in-text citations and references in APA format as applicable.
.
Week 6 - Discussion 1Evaluate the characteristics of each mode o.docx
Week 6 - Discussion 1
Evaluate the characteristics of each mode of transportation in terms of time and cost efficiencies. Give examples.
Week 6 - Discussion 2
The Bill of Lading is the single most important document in transportation. Describe at least two functions it performs in international logistics.
.
WEEK 5 – EXERCISES Enter your answers in the spaces pr.docx
WEEK 5 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week5_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
For the following question(s): A school counselor tests the level of depression in fourth graders in a particular class of 20 students. The counselor wants to know whether the kind of students in this class differs from that of fourth graders in general at her school. On the test, a score of 10 indicates severe depression, while a score of 0 indicates no depression. From reports, she is able to find out about past testing. Fourth graders at her school usually score 5 on the scale, but the variation is not known. Her sample of 20 fifth graders has a mean depression score of 4.4. Use the .01 level of significance.
1.
The counselor calculates the unbiased estimate of the population’s variance to be 15. What is the variance of the distribution of means?
A)
15/20 = 0.75
B)
15/19 = 0.79
C)
15
2
/20 = 11.25
D)
15
2
/19 = 11.84
2.
Suppose the counselor tested the null hypothesis that fourth graders in this class were
less
depressed than those at the school generally. She figures her
t
score to be
-
.20. What decision should she make regarding the null hypothesis?
A)
Reject it
B)
Fail to reject it
C)
Postpone any decisions until a more conclusive study could be conducted
D)
There is not enough information given to make a decision
3.
Suppose the standard deviation she figures (the square root of the unbiased estimate of the population variance) is .85. What is the effect size?
A)
5/.85 = 5.88
B)
.85/5 = .17
C)
(5
-
4.4)/.85 = .71
D)
.85/(5
-
4.4) = 1.42
For the following question(s): Professor Juarez thinks the students in her statistics class this term are more creative than most students at this university. A previous study found that students at this university had a mean score of 35 on a standard creativity test. Professor Juarez finds that her class scores an average of 40 on this scale, with an estimated population standard deviation of 7. The standard deviation of the distribution of means comes out to 1.63.
4.
What is the
t
score?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
5.
What effect size did Professor Juarez find?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
6.
If Professor Juarez had 30 students in her class, and she wanted to test her hypothesis using the 5% level of significance, what cutoff
t
score would she use? (You should be able to figure this out without a table because only one answer is in the correct region.)
A)
304.11
B)
1.699.
Week 5 Writing Assignment (Part 2) Outline and Preliminary List o.docx
Week 5
Writing Assignment (Part 2): Outline and Preliminary List of References
Due Week 5 and worth 100 points
Complete the outline after you have done library / Internet research for evidence that bears on your hypothesis. Provide information about all of the following components of the final paper:
Subject:
Poverty.
What is your hypothesis?
1.
Specific Hypothesis
.
2.
Applicable Sociological Concepts
.
3.
Practical Implications
. Discuss the value of sociological research into your issue. Determine whether or not there are (or would be) practical implications of sociological inquiry into this issue.
Evidence
. This is the most important part of the paper. Analyze at least two (2) lines of evidence that pertain to the hypothesis that you are evaluating. Does the evidence support your hypothesis? For each type of evidence, consider possible biases and alternative interpretations.
Conclusions
. Draw conclusions based on the evidence that you have discovered. Does the evidence confirm or refute your hypothesis? Is the evidence sufficiently convincing to draw firm conclusions about your hypothesis?
For example, here is a generic example of what the headings of your possible outline might look like:
I.
Specific Hypothesis.
II.
Applicable Sociological Concepts.
a.
Theory A
b.
Concept 1
c.
Concept 2
III.
Practical Implications.
a.
Implications for public policy
i.
Education
ii.
Taxes
b.
Implications for employers
c.
Implications for spouses of workaholics
Evidence.
Line of evidence 1
i.
The evidence and what it means
ii.
Possible biases
iii.
Alternative explanations of what it means.
b.
Line of evidence 2
i.
The evidence and what it means
ii.
Possible biases
Conclusion(s): All available evidence refutes the hypothesis, but there are alternative explanations.
References
:
Baker, A. & Abel, E (2005) Villagers reject modern attitudes about car washing.
International Journal of Sociology
, 11, 12-57. Retrieved from EBSCO-Host.
Doe, J. (2010, April 1) Villagers retain traditional attitudes despite bombardment with western television.
The New York Times
. Retrieved from
www.nytimes.com/village_update
Steiner, H. (2012, January 4) Revolt against local ordinances in the village.
Time Magazine
. pp. 14-15.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA format.
The specific course learning outcomes associated with this assignment are:
Evaluate the various methodologies for sociological research.
Apply the sociological perspective to a variety of socioeconomic and political problems.
Critically examine how society shapes individuals and how individuals shape society.
Use technology and information resources to research issues in sociology.
Write clearly and concisely about sociology using proper writing mechanics.
.
Week 5 eActivityRead the Recommendation for Cryptographic Key.docx
Week 5 eActivity
Read the "
Recommendation for Cryptographic Key Generation
" by NIST.
Read Chapter 19 of "
An Introduction to Computer Security: The NIST Handbook.
"
Please be prepared to discuss each of these items
Analyze the overall attributes of symmetric and asymmetric cryptography technologies. Discuss the advantages and disadvantages of each, and speculate upon the main reasons why organizations utilize both technologies today. Give an example of where you would consider using each of these forms of encryption within an organization to support your response.
From the e-Activity, give your opinion of whether cryptography should be a part of every email security strategy or if there are specific characteristics of organizations where such measures are not needed. Justify your answer.
.
Week 5 DiscussionNetwork SecuritySupporting Activity Netw.docx
Week 5 Discussion
Network Security
Supporting Activity: Network Security I
Write
a 200- to 300-word response to the following:
1
• What are the predominant electronic and physical threats to communications networks?
Supporting Activity Network Security II
Write
a 200- to 300-word response to the following question:
2 • What is the importance of explicit enterprise security policies and procedures?
.
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● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
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Wednesday 22 May 2024, 14:00-15:00.
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This Presentation in details discusses on Digital Tools and AI for Teaching Learning and Research
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. Overview and Resistance to ChangeChange affects individua.docx
- 1. 1. Overview and Resistance to Change Change affects individuals directly and indirectly in this rapidly changing world and directly impacts organizations. Reasons for change range from mandated to geopolitical pressures. In previous modules, we identified what changes when organizations experience change caused from expansion to downsizing, we outlined a number of key diagnoses for change, and we introduced causes for resistance to change. Consider each of the following boxes as they relate to organizational innovation and change on a regional, national, and global scale. As a “refresher,” think about two or three points that come to mind for each of the topics we have covered thus far. Then keep reading to explore resistance to change and implementing change in more detail. Resistance to change Employees do not naturally resist change, but they often resist change because of the way change is implemented. As stated by Specter (2013), a professor of strategic change management and business model innovations: Employee response to change is not either/or, not “for” or “against.” The reactions of employees can be from commitment to aggressive resistance. Each of these reactions to change helps shape the behavior of individuals and, ultimately, the success of a change effort. (p. 10) The following table illustrates the continuum of responses and reactions to change Commitment: Involves a strong emotional attachment to the goals of the organization and the aims of the change effort Involvement: Involves a willingness to participate in the behaviors, being called for by the change effort Support: Involves speaking on behalf of the change effort without taking any other explicit actions to promote the effort
- 2. Apathy: Represents a neutral zone in which individuals know about the change effort and engage in no behavior either to support or oppose it Passive resistance: A mild form of opposition that involves a willingness to voice reservation or even threatening to resign if the change goes through Active resistance: Involves behaviors that block or impede change, usually by behaving in ways that contradict the goals of the change effort Aggressive resistance: Involves purposeful sabotage and subversion of the change effort Managing Resistance to Change Though there is no best way to manage resistance to change, careful diagnostics can assist in identifying the root cause or causes of the resistance. Strategies can then be employed to manage resistance. Click on the strategies below to explore the advantages and disadvantages associated with each strategy (Palmer, Dunford, & Akin, 2016, p. 267). 2. Implementing Change It is crucial to understand the organizational development (OD) approach to implementing change. The Concept of Organization Development (OD) Organizational Development (OD) is a field of research, theory, and practice dedicated to expanding the knowledge and effectiveness of people to accomplish more successful organizational change and performance. It is explained in more detail in the following video: https://youtu.be/MuUvJk7_c1c