The document discusses various decision-making techniques including:
- Pareto analysis to identify the most important changes that will have the biggest impact
- Paired comparison analysis to determine the relative importance of different options
- Grid analysis to make decisions that balance many factors by scoring options on important criteria
- Force field analysis to analyze the pressures for and against a decision
- Six thinking hats to examine a decision from different perspectives including facts, emotions, and benefits.
This document describes how to use the Analytic Hierarchy Process (AHP) to make a multi-criteria decision about purchasing an inventory management system. It involves defining the goal, criteria, and alternatives in a hierarchy. Pairwise comparisons are made between criteria and alternatives to assign weights. The weighted scores are calculated and the alternative with the highest score is selected. In this example, the goal is to purchase a system, the criteria are cost, functionality, supplier reputation, and user services, and the alternatives are Systems A, B, and C. System A is determined to have the highest total weighted score, making it the best choice.
This document provides instructions for conducting a usability test of a workplace communication app. Students will identify 10 criteria for tasks that users should be able to complete. For each criteria, they will rate their experience on 5 metrics (effective, efficient, engaging, error tolerant, easy to learn) using a Likert scale from 1 to 5. Students will create a data collection sheet with their criteria and metric ratings to collect both qualitative and quantitative results from their usability testing. The goal is to evaluate the usability of the selected app and provide a recommendation to the professor.
DAT 520 Final Project Guidelines and Rubric Overview .docxsimonithomas47935
DAT 520 Final Project Guidelines and Rubric
Overview
You must complete a decision analysis research project as your final project for this course. Your research project will focus on a real-world topic of your choice,
as approved by your instructor. You will pick a topic from the list provided or with approval from your instructor, and create a data analysis plan and decision
tree model based on a real-world scenario. This assessment will provide you with the opportunity to employ highly valued decision support skills and concepts
for data within a real-world context. You can use the Final Project Notes document, found in the Assignment Guidelines and Rubrics section of the course.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Five, and Seven. The final submission will occur in Module Nine.
This project will address the following course outcomes:
Appraise data in context according to industry-standard methods and techniques for its utility in supporting decision making
Determine suitable data manipulation and modeling methods for decision support
Articulate data frameworks for organizational decision support by applying data manipulation, modeling, and management concepts
Evaluate the ethical issues surrounding organizational use of decision-oriented data based on industry standards and one’s personal ethical criteria
Create and assess the agility of solutions through application of data-mining procedures for decision support in various industries
Prompt
Your decision analysis model and report should answer the following prompt: How does your model and evaluation resolve uncertainty in making a decision? In
order to produce your analytic report, you will need to choose and investigate a data set using the decision analysis techniques you learned in class. Then you
will formulate a research question, write an analytic plan, and implement it. Your report should not solely consist of descriptions of what you did. It should also
contain detailed explorations into the meaning behind your model and the implications of its results. You will also be testing your model’s fitness and evaluating
its strengths and weaknesses.
The project in a nutshell:
1. Choose a data set (get ideas from the source list in the spreadsheet Final Project Topics and Sources.xls)
2. Formulate your decision analysis research question
3. Write an analytic plan
4. Perform the top-down or bottom-up modeling
5. Perform model diagnostics
6. Evaluate
These activities are broken up into milestones so that the work is spread throughout the term and you can get early assistance with any obstacles.
A decision analysis report is similar to any other analytic report. These reports introduce a problem, state a line of inquiry, explain a model th.
QSO 510 Final Project Guidelines and Rubric Overview .docxmakdul
QSO 510 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a statistical analysis report.
Each day, operations management professionals are faced with multiple decisions affecting various aspects of the operation. The ability to use data to drive
decisions is an essential skill that is useful in any facet of an operation. The dynamic environment offers daily challenges that require the talents of the operations
manager; working in this field is exciting and rewarding.
Throughout the course, you will be engaged in activities that charge you with making decisions regarding inventory management, production capacity, product
profitability, equipment effectiveness, and supply chain management. These are just a few of the challenges encountered in the field of operations management.
The final activity in this course will provide you with the opportunity to demonstrate your ability to apply statistical tools and methods to solve a problem in a
given scenario that is often encountered by an operations manager. Once you have outlined your analysis strategy and analyzed your data, you will then report
your data, strategy, and overall decision that addresses the given problem.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Seven. The final project is due in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Apply data-based strategies in guiding a focused approach for improving operational processes
Determine the appropriate statistical methods for informing valid data-driven decision making in professional settings
Select statistical tools for guiding data-driven decision making resulting in sustainable operational processes
Utilize a structured approach for data-driven decision making for fostering continuous improvement activities
Propose operational improvement recommendations to internal and external stakeholders based on relevant data
Prompt
Operations management professionals are often relied upon to make decisions regarding operational processes. Those who utilize a data-driven, structured
approach have a clear advantage over those offering decisions based solely on intuition. You will be provided with a scenario often encountered by an operations
manager. Your task is to review the “A-Cat Corp.: Forecasting” scenario, the addendum, and the accompanying data in the case scenario and addendum; outline
the appropriate analysis strategy; select a suitable statistical tool; and use data analysis to ultimately drive the decision. Once this has been completed, you will
be challenged to present your data, data analysis strategy, and overall decision in a concise report, justifying your analysis.
Specifically, the ...
Case AnalysisScenarioThe Senior Vice President of Human Resou.docxtidwellveronique
Case Analysis/Scenario
The Senior Vice President of Human Resources has just informed you that she would like for you to research various HRM practices of Fortune 500 companies. This research will be presented to the board of trustees next month. They want to review other company’s best practices to help them realign their strategic initiatives. In organizational studies, the process of reviewing other organizations’ best practices and adapting them to one’s own organization is called “benchmarking.”
Begin by identifying 2 -3 organizations listed in the Fortune 500. Once you have identified those companies, research best practices used by those organizations, paying particular attention to these HRM functional areas:
· Recruitment/On boarding
· Training & Development
· Employee/Labor Relations
· Performance Management
· Compensation & Benefits Incentives/Practices
To begin your paper, provide a summary of key details about the organizations you are using to benchmark HRM best practices. Who are the organizations? What do they do? Why are they a good candidate for benchmarking? This section of you paper only needs to be a paragraph or two.
For the next section of your paper, evaluate the pros and cons of the best practices you have benchmarked in each functional area. For example, if external recruitment is a “best practice,” what are some pros and cons of external recruitment? As a guide, your evaluation of best practices in each functional area should be 1 to 2 pages.
For the final section of your paper, justify the top best practices recommendation in each HRM functional area that you will make to the board of trustees. Imagine that you are actually going to present the recommendations to the board. What will you recommend? Why? How will you link them altogether to form a cohesive and persuasive presentation? Hint: Based upon your evaluation of those best practices in the earlier sections of the paper, summarize the key arguments and research support for your recommended practices to justify them to the board. This section of your paper should be 2 to 3 pages in length.
Submit your report as an eight to ten page paper written in APA format to the Drop Box.
Paper should include at least 5 references in APA format.
Research hints…
In addition to searching for the specific organization name “and best practices” or “best HRM practices,” you might find it helpful to search for the specific organization name “and recruitment.” “Specific organization name and training & development,” and so forth. For example, if Walmart is one of your organizations, search terms could include:
· Walmart and best practices
· Walmart and best HRM practices
· Walmart and Recruitment
· Walmart and Onboarding
· Walmart and Training & Development
· Walmart and Employee Labor Relations
· Walmart and Performance Management
· Walmart and Compensation
· Walmart and Employee Benefits
· Walmart and Employee Incentives
· Etc.
You can follow the above search ...
From this presentation you will learn how to prioritize decision-making criteria with your team. You need to agree on criteria priorities in order to make decisions together.
The document discusses the seven new tools of quality: 1) Affinity Diagram, 2) Interrelationship Digraph, 3) Tree Diagram, 4) Prioritization Grid, 5) Matrix Diagram, 6) Process Decision Program Chart, and 7) Activity Network Diagram. For each tool, the document provides a brief overview of its purpose and the typical steps to create the tool. Examples of each completed tool are also included. The tools are methods for organizing information, determining relationships between issues, planning processes, making decisions, and evaluating timelines.
The document discusses various decision-making techniques including:
- Pareto analysis to identify the most important changes that will have the biggest impact
- Paired comparison analysis to determine the relative importance of different options
- Grid analysis to make decisions that balance many factors by scoring options on important criteria
- Force field analysis to analyze the pressures for and against a decision
- Six thinking hats to examine a decision from different perspectives including facts, emotions, and benefits.
This document describes how to use the Analytic Hierarchy Process (AHP) to make a multi-criteria decision about purchasing an inventory management system. It involves defining the goal, criteria, and alternatives in a hierarchy. Pairwise comparisons are made between criteria and alternatives to assign weights. The weighted scores are calculated and the alternative with the highest score is selected. In this example, the goal is to purchase a system, the criteria are cost, functionality, supplier reputation, and user services, and the alternatives are Systems A, B, and C. System A is determined to have the highest total weighted score, making it the best choice.
This document provides instructions for conducting a usability test of a workplace communication app. Students will identify 10 criteria for tasks that users should be able to complete. For each criteria, they will rate their experience on 5 metrics (effective, efficient, engaging, error tolerant, easy to learn) using a Likert scale from 1 to 5. Students will create a data collection sheet with their criteria and metric ratings to collect both qualitative and quantitative results from their usability testing. The goal is to evaluate the usability of the selected app and provide a recommendation to the professor.
DAT 520 Final Project Guidelines and Rubric Overview .docxsimonithomas47935
DAT 520 Final Project Guidelines and Rubric
Overview
You must complete a decision analysis research project as your final project for this course. Your research project will focus on a real-world topic of your choice,
as approved by your instructor. You will pick a topic from the list provided or with approval from your instructor, and create a data analysis plan and decision
tree model based on a real-world scenario. This assessment will provide you with the opportunity to employ highly valued decision support skills and concepts
for data within a real-world context. You can use the Final Project Notes document, found in the Assignment Guidelines and Rubrics section of the course.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Five, and Seven. The final submission will occur in Module Nine.
This project will address the following course outcomes:
Appraise data in context according to industry-standard methods and techniques for its utility in supporting decision making
Determine suitable data manipulation and modeling methods for decision support
Articulate data frameworks for organizational decision support by applying data manipulation, modeling, and management concepts
Evaluate the ethical issues surrounding organizational use of decision-oriented data based on industry standards and one’s personal ethical criteria
Create and assess the agility of solutions through application of data-mining procedures for decision support in various industries
Prompt
Your decision analysis model and report should answer the following prompt: How does your model and evaluation resolve uncertainty in making a decision? In
order to produce your analytic report, you will need to choose and investigate a data set using the decision analysis techniques you learned in class. Then you
will formulate a research question, write an analytic plan, and implement it. Your report should not solely consist of descriptions of what you did. It should also
contain detailed explorations into the meaning behind your model and the implications of its results. You will also be testing your model’s fitness and evaluating
its strengths and weaknesses.
The project in a nutshell:
1. Choose a data set (get ideas from the source list in the spreadsheet Final Project Topics and Sources.xls)
2. Formulate your decision analysis research question
3. Write an analytic plan
4. Perform the top-down or bottom-up modeling
5. Perform model diagnostics
6. Evaluate
These activities are broken up into milestones so that the work is spread throughout the term and you can get early assistance with any obstacles.
A decision analysis report is similar to any other analytic report. These reports introduce a problem, state a line of inquiry, explain a model th.
QSO 510 Final Project Guidelines and Rubric Overview .docxmakdul
QSO 510 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a statistical analysis report.
Each day, operations management professionals are faced with multiple decisions affecting various aspects of the operation. The ability to use data to drive
decisions is an essential skill that is useful in any facet of an operation. The dynamic environment offers daily challenges that require the talents of the operations
manager; working in this field is exciting and rewarding.
Throughout the course, you will be engaged in activities that charge you with making decisions regarding inventory management, production capacity, product
profitability, equipment effectiveness, and supply chain management. These are just a few of the challenges encountered in the field of operations management.
The final activity in this course will provide you with the opportunity to demonstrate your ability to apply statistical tools and methods to solve a problem in a
given scenario that is often encountered by an operations manager. Once you have outlined your analysis strategy and analyzed your data, you will then report
your data, strategy, and overall decision that addresses the given problem.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Seven. The final project is due in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Apply data-based strategies in guiding a focused approach for improving operational processes
Determine the appropriate statistical methods for informing valid data-driven decision making in professional settings
Select statistical tools for guiding data-driven decision making resulting in sustainable operational processes
Utilize a structured approach for data-driven decision making for fostering continuous improvement activities
Propose operational improvement recommendations to internal and external stakeholders based on relevant data
Prompt
Operations management professionals are often relied upon to make decisions regarding operational processes. Those who utilize a data-driven, structured
approach have a clear advantage over those offering decisions based solely on intuition. You will be provided with a scenario often encountered by an operations
manager. Your task is to review the “A-Cat Corp.: Forecasting” scenario, the addendum, and the accompanying data in the case scenario and addendum; outline
the appropriate analysis strategy; select a suitable statistical tool; and use data analysis to ultimately drive the decision. Once this has been completed, you will
be challenged to present your data, data analysis strategy, and overall decision in a concise report, justifying your analysis.
Specifically, the ...
Case AnalysisScenarioThe Senior Vice President of Human Resou.docxtidwellveronique
Case Analysis/Scenario
The Senior Vice President of Human Resources has just informed you that she would like for you to research various HRM practices of Fortune 500 companies. This research will be presented to the board of trustees next month. They want to review other company’s best practices to help them realign their strategic initiatives. In organizational studies, the process of reviewing other organizations’ best practices and adapting them to one’s own organization is called “benchmarking.”
Begin by identifying 2 -3 organizations listed in the Fortune 500. Once you have identified those companies, research best practices used by those organizations, paying particular attention to these HRM functional areas:
· Recruitment/On boarding
· Training & Development
· Employee/Labor Relations
· Performance Management
· Compensation & Benefits Incentives/Practices
To begin your paper, provide a summary of key details about the organizations you are using to benchmark HRM best practices. Who are the organizations? What do they do? Why are they a good candidate for benchmarking? This section of you paper only needs to be a paragraph or two.
For the next section of your paper, evaluate the pros and cons of the best practices you have benchmarked in each functional area. For example, if external recruitment is a “best practice,” what are some pros and cons of external recruitment? As a guide, your evaluation of best practices in each functional area should be 1 to 2 pages.
For the final section of your paper, justify the top best practices recommendation in each HRM functional area that you will make to the board of trustees. Imagine that you are actually going to present the recommendations to the board. What will you recommend? Why? How will you link them altogether to form a cohesive and persuasive presentation? Hint: Based upon your evaluation of those best practices in the earlier sections of the paper, summarize the key arguments and research support for your recommended practices to justify them to the board. This section of your paper should be 2 to 3 pages in length.
Submit your report as an eight to ten page paper written in APA format to the Drop Box.
Paper should include at least 5 references in APA format.
Research hints…
In addition to searching for the specific organization name “and best practices” or “best HRM practices,” you might find it helpful to search for the specific organization name “and recruitment.” “Specific organization name and training & development,” and so forth. For example, if Walmart is one of your organizations, search terms could include:
· Walmart and best practices
· Walmart and best HRM practices
· Walmart and Recruitment
· Walmart and Onboarding
· Walmart and Training & Development
· Walmart and Employee Labor Relations
· Walmart and Performance Management
· Walmart and Compensation
· Walmart and Employee Benefits
· Walmart and Employee Incentives
· Etc.
You can follow the above search ...
From this presentation you will learn how to prioritize decision-making criteria with your team. You need to agree on criteria priorities in order to make decisions together.
The document discusses the seven new tools of quality: 1) Affinity Diagram, 2) Interrelationship Digraph, 3) Tree Diagram, 4) Prioritization Grid, 5) Matrix Diagram, 6) Process Decision Program Chart, and 7) Activity Network Diagram. For each tool, the document provides a brief overview of its purpose and the typical steps to create the tool. Examples of each completed tool are also included. The tools are methods for organizing information, determining relationships between issues, planning processes, making decisions, and evaluating timelines.
Sheet1Points:0ENGL510 Grading Rubric Group Project/Bad NewsPercent:0%Your
PointsMax
PointsComments for points earned (80 points possible) 20Content: Content is excellent; information and ideas are correct, complete, logical, consistent, and appropriate for purpose and audience. (15)
*Content is good; information and ideas are mostly correct, complete, logical, consistent, and appropriate for purpose and audience. (12)
Content is minimally effective; information or ideas are incorrect, incomplete, illogical, inconsistent, or inappropriate for purpose or audience. (6)
Content does not meet requirements for purpose or audience. (0)
15Organization: Organization is excellent; overall approach is appropriate for purpose and audience; information and ideas are arranged logically; and transitions are clear and smooth. (15)
*Organization is good; overall approach is generally appropriate for purpose and audience; information and ideas are usually arranged logically; and transitions are usually clear and smooth. (12)
Organization is minimally effective; there are problems with overall approach, logic, or transitions. (6)
Organization does not meet requirements for purpose or audience. (0)
3Design and Format: Formatting is excellent with a logical and visually appealing use of headings and bulleted or numbered lists; letter or memo format is used appropriately and correctly. (5)
*Formatting is good, with mostly a logical and visually appealing use of headings and bulleted or numbered lists; there are clear efforts to use letter or memo format appropriately and correctly. (4)
Formatting is minimally effective; there are problems with the logic or visual effectiveness of headings and bulleted or numbered lists; letter or memo format may not be used appropriately or correctly. (2)
Formatting does not meet requirements for purpose or audience. (0)
10Style and Readability: Style is excellent; sentences are clear and concise; word choice is precise; and tone is appropriate for purpose and audience. (10)
*Style is good; most sentences are clear and concise; word choice is usually precise; and tone is mostly appropriate for purpose and audience. (8)
Style is minimally effective; there are problems with clarity, conciseness, word choice, or tone. (4)
Writing does not meet requirements for purpose or audience. (0)
10Grammar: Sentence structure, grammar, punctuation, mechanics, and usage are correct and consistent with Standard American English. (10)
*Sentence structure, grammar, punctuation, mechanics, and usage are usually correct and mostly consistent with Standard American English; errors do not interfere with understanding. (8)
Errors in sentence structure, grammar, punctuation, mechanics, or usage interfere with understanding. (4)
Sentence structure, grammar, punctuation, mechanics, and usage do not meet requirements for purpose and audience. (0)
20Participation Score: Possible 20. Each student receives individu.
1. The document outlines the steps to conduct a usability test, including deciding what to test, designing the test, conducting the test, and writing up the test findings.
2. Key steps in designing the test involve identifying users and test tasks, developing metrics to evaluate usability, and creating a data collection form.
3. Conducting the test involves playing the role of a new user, completing each task while collecting data, and taking screenshots to support findings.
Assignment 2.2 Justification Report - Part 2Due Week 5 and wort.docxsherni1
Assignment 2.2: Justification Report - Part 2
Due Week 5 and worth 150 points
In Part 1 of your Justification Report assignment, you built up the following sections: Problem Statement, Overview of Alternatives, Criteria, and Methods. In Part 2, you will revise Part 1 based on your instructor's suggestions and add to it the following sections: Evaluation of Alternatives, Findings and Analysis, and References.
Use the basic outline below to draft your paper. Organize your responses to each question under the following section headings:
· Evaluation of Alternatives (for Questions 1-3)
· Findings and Analysis (for Questions 4-5)
· References (for Question 6)
Write a two (2) page, single-spaced report in which you:
1. Research the two (2) alternatives (i.e. possible solutions) that you've identified in your Part 1 Evaluation of Alternatives section. Record bibliographic information during research.
a. Example: You might research other organizations that have attempted similar solutions to the problem you have identified and explore the results of those experiments.
2. Use what you discover in your research to evaluate each alternative by each of your five (5) criteria.
a. Example: If your research revealed that four companies similar to yours increased productivity after allowing their workers to telework from home three days per week, you might conclude that one of your suggested alternatives – in this case, the option to telework from home three days per week – satisfies one of your criterion of “Productivity” as a high-potential solution to a problem you’ve identified (of decreased worker morale and productivity at Doe’s Electronics). However, additional research might frustrate a recommendation of this alternative if it is found to fall short of other criteria while a second alternative fares better. For instance, a telework alternative might be found to be too costly to implement; too frustrating for consumers who prefer daily, in-person customer service; or too divergent from the company’s brand, “Always there for you!”�
3. Organize the assignment by your criteria. Explain in narrative form how each of your two (2) alternatives stacks up against your first criterion. Next, explain how each alternative stacks up against your second criterion, etc.
a. Example: An abbreviated outline of what this longer section might look like based on the above example is below (Note: Only the first two [2] of five [5] required criteria are included to give you a feel for the structure). Your researched findings, represented as circled bullets below, should be explained in two to five (2-5) sentences. Include in-text citations and follow up with References in APA style):
Evaluation of Alternatives
· Productivity
a. Alternative A: Telework from home 3 days per week
a. {narrate findings based on research article 1 here}
a. Alternative B: Offer two extra Floating Holidays to each employee per year
a. {narrate findings based on research article ...
Paired Comparison Analysis: A Practical Tool for Evaluating Options and Prior...CIToolkit
Paired Comparison Analysis is an activity for evaluating a small range of options by comparing them against each other. It is an easy and useful tool for rating and ranking alternatives for decision making where evaluation criteria are subjective.
PurposeThis project is the third of three projects. You will g.docxmitziesmith74
Purpose:
This project is the third of three projects. You will generate a pool of alternative strategies, evaluate these alternative strategies, and select the best strategy using the tools and concepts learned throughout the course. You will develop implementation plans, evaluative plans to control the implementation process, and plan for post-evaluation measures. You will also draw from previous business courses to develop an understanding of how organizations develop and manage strategies to establish, safeguard and sustain its position in a competitive market.
Skill Building:
In this project, you are building many different skills including research, critical thinking, writing and developing analytical skills related to various financial analysis tools and strategy tools used in business. You will select optimal strategies, design how to implement and evaluate the implementation process of the optimal strategies.
Outcomes Met With This Project:
· Examine the impact of ethical decision making, social responsibility, stakeholder analysis, and corporate governance on organizations and society
· Utilize a set of useful analytical skills, tools, and techniques for analyzing a company strategically;
· Integrate ideas, concepts, and theories from previously taken functional courses including, accounting, finance, market, business and human resource management;
· Analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to revise a current plan or write a new plan and present a strategic plan;
· Evaluate the outcomes of identified strategies to determine their success and impact on short-term and long-term objectives.
Instructions:
Step 1: Research
In completing the report, you will use the chapters in the eBook as a guide and perform research on the same company as in Projects 1 and 2, answer the required elements below in narrative form following the steps.
Note: Your report is based on the results of the research performed and not on any prepared documentation. What this means is that you will research and draw your own conclusions that are supported by the research and the course material rather than the use any source material that puts together any of the tools or techniques whether from the Internet, for-pay websites or any document, video or source material. A zero will be earned for not doing your own analysis.
Library Resources
You will be using scholarly material and Mergent Online to research privately held and private companies. On the main navigation bar in the classroom select, Resources and then select Library. Select Databases by Title (A - Z). Select M from the alphabet list, and then select Mergent Online.
UMUC library is available for providing resources and services. Seek library support for excellence in your academic pursuit.
Library Support
Extensive library resources and services are available online, 24 hours a d.
A3 using data modelling to consider alternatives updatedPeter R Breach
This document discusses using data modeling to consider alternatives. It begins by identifying the key inputs required for a model and the range of outputs that can be produced. It then discusses the benefits and limitations of alternative solutions and the impact and consequences of each alternative. Finally, it addresses identifying the alternative solutions that produce the best decision or compromise, noting that the best solution may require compromising between alternatives.
Workbook for Designing a Process Evaluation MoseStaton39
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Workbook for Designing a Process Evaluation .docxAASTHA76
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation MikeEly930
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
The document discusses analyzing and selecting solutions to problems. It covers developing criteria to analyze solutions, distinguishing between wants and needs, cost-benefit analysis, and techniques for final analysis and selection. Specifically, it describes analyzing qualitative and quantitative data, criteria like timing, trend and impact, weighing wants vs needs, assigning monetary values to benefits and costs, and the paired comparison analysis method of prioritizing solutions by comparing them in pairs. The goal is to analyze potential solutions, narrow the options, and select the most effective solution to the problem.
The document discusses various steps and methods for analyzing potential solutions to problems, including developing criteria, analyzing wants and needs, cost-benefit analysis, and selecting the best solution. Specifically, it outlines how to 1) develop criteria considering timing, trend, and impact, 2) analyze wants and needs by distinguishing them and scoring solutions, 3) perform cost-benefit analysis by assigning monetary values to benefits and costs, and 4) select the best solution using a final analysis or paired comparison analysis to prioritize options.
Ddoocp assignment qp spring winter 2021 finalBoitumeloSelelo
This document outlines an assignment to design and develop a consumer survey system using object-oriented programming principles. Students must choose three question types from lists provided to include in a survey for a chosen product. The system must allow administrators to create surveys with the chosen question types and analyze survey results. Students must implement the system, write test plans and scripts, and produce a class diagram and documentation.
Feedback from Part 1 please read and look for typos and grammar!! .docxmglenn3
Feedback from Part 1 please read and look for typos and grammar!! 100 Authentic
· Attempts in-text citations and reference lists; APA style errors are noted throughout; Fails to use APAcitations when appropriate 3 times in document. (0.525 - 0.59)
12:13
· Attempts to presents company conclusion that emphasizes the purpose/significance of the analysis, the consequences of findings, and indicate the wider application derived from main points using course material and research to support the reasoning and conclusions but significant clarity or development is needed.
Instructions
Project 2: Internal Environmental Analysis/Strategy Analysis (Week 6)
NOTE: All submitted work is to be your original work (and only yours). You may not use any work from another student, the Internet or an online clearinghouse. You are expected to understand the Academic Dishonesty and Plagiarism Policy, and know that it is your responsibility to learn about instructor and general academic expectations with regard to proper citation of sources as specified in the APA Publication Manual, 6th Ed. (Students are held accountable for in-text citations and an associated reference list only).
Purpose:
This project is the second of three projects. Students will perform an internal environmental analysis using the tools and concepts learned in the course to date. You will also draw from previous business courses to develop an understanding of how organizations develop and manage strategies to establish, safeguard and sustain its position in a competitive market.
Students also have the opportunity to review an organization’s objectives and goals and the key functional areas within the organization. Performing an internal environment analysis helps assess a firm’s internal resources and capabilities and plays a critical role in formulating strategy by identifying a firm’s strengths to capitalize on so that it can effectively overcome weaknesses.
Skill Building:
In this project, you are building many different skills including research, critical thinking, writing and developing analytical skills related to various financial analysis tools and strategy tools used in business.
Outcomes Met With This Project:
· utilize a set of useful analytical skills, tools, and techniques for analyzing a company strategically;
· integrate ideas, concepts, and theories from previously taken functional courses including, accounting, finance, market, business and human resource management;
· analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to revise a current plan or write a new plan and present a strategic plan.
Instructions:
Step 1: Research
In completing the report, students will use the chapters in the eBook as a guide and perform research on the company from Project 1 so that they can answer the required elements below in narrative form following the steps.
Library Resources
Y.
Tutorial for Beginners WHAT IS TABLEAU.docxjuliennehar
Tutorial for
Beginners
WHAT IS TABLEAU?
Tableau is an easy to use business intelligence software. It makes data visualization, data analytics,
and reporting as easy as dragging and dropping. Anyone can learn to use Tableau without having
a prior programming experience. Tableau can combine data from various data sources such as
spreadsheets, databases, cloud data, and even big data- all into one program to perform dynamic
analysis.
WHY TABLEAU?
Whether it’s small or large, profitable or non-profit, every organization needs to analyze their
data for optimal decision making. Analyzing data has never been easier with traditional business
intelligence tools.
Here are some of the advantages of using Tableau over the traditional BI tools:
Traditional Method Tableau
Requires specific programming skills No programming skills required
Focused on only one type of database Combines different types of database
spreadsheets, databases, cloud data, and even
big data such as Hadoop
Time consuming Time saving
Decision makers have to ask the IT people to
retrieve any information from the database
Decision makers can directly use the
dashboard to retrieve any information from
the database
Largely depends on Query languages Query is done behind the scene
Combining different types of database is
difficult
Different types of databases can be
combined easily
Not every business intelligence tool offers
interactive dashboard
Interactive dashboard is easy to build and it
makes data visualization quick and efficient
Comparatively expensive Comparatively affordable
Mostly designed for large businesses Perfect BI solution for small, medium, and
large businesses, and even for non-profits
Tableau is the next generation’s business intelligence software that brings traditional complex
analytics to the end user in a desktop environment with dynamic and faster performance.
CONNECTING TO EXCEL FILE
There are many ways to connect to data as you can see on left side.
Navigate to the bottom and click on Sample-Superstore as shown here.
This is data that came with your installation of Tableau.
Now you are in the data connection window, It looks somewhat like the following-
Notice there are three sheets in this file-
Orders, People, and Returns. You can simply drag
the table you want. If you drag more than one
table, Tableau automatically creates the join
between the tables.
CREATING CHARTS
Creating charts based on the data we connected is easy. At the bottom of the page, Click on a
sheet (sheet 1) and we will see the following screen:
Tableau automatically
separates the data into
Dimensions and Measures.
Dimensions are the
categorical fields. These
fields will create labels in the
chart. Measures are the
quantitative fields. These are
the numbers we want to
analyze. They create axis in
the chart.
After adding Order Date, Category, and Sales, the chart looks li ...
MBA540 Term Paper Directions Due by the end of Module 7.docxARIV4
MBA540 Term Paper Directions:
Due by the end of Module 7
Term Paper: A final paper that focuses on the course content, applied in the setting of your current or
past employer, will be due in Module 7. In this paper you will focus on the following:
1. Provide a description of the company that you work for. As part of your description include a
discussion of the type of organizational structure.
2. Describe an agency problem within the firm and discuss what you think is causing the problem
and how the problem might be better controlled.
3. Describe the job dimensions of the firm and discuss whether or not you believe the current design
is appropriate for the firm. Discuss any suggestions you might have for improving the job design.
Grouped by function or by product or geography or a matrix organization? Provide a diagram if
helpful to illustrate. Is this organization effective?
4. Describe the compensation package for executives and employees within the firm. Discuss
whether or not you believe that the compensation package is effective and any suggestions that
you might have for improving the compensation package.
While these questions focus on the latter half of the course, you should remain mindful of the economic
concepts that were developed in the beginning of the course. An “A” paper will demonstrate a thorough
understanding of the relevant topics, completely discuss each of the four points of the paper, use
terminology appropriate to the topic, and use word choice, spelling, and sentence structure appropriate
for graduate-level work.
Specific Formatting Instructions
1. All assignments must be completed as Word documents. If you do not have Word you can
use Microsoft WordPad and use the rich text format (.rtf extension).
2. All assignments must be prepared in the APA format, including references.
3. Cover page. Use a single cover page that contains:
a. the title of the assignment
b. your name
4. Margins. All page margins should be the default margins for your word processing program.
Use only the LEFT margin justification setting.
5. Page numbering. Please use page numbering for all pages except the cover page.
6. Spacing/Font. All papers should be single-spaced only (this includes spacing between
paragraphs) and a 12 point font.
7. Direct quotes/ paraphrasing. Direct quotes and paraphrasing MUST be referenced and cited
using APA guidelines. Although there is no limit on how many citations are in the paper, I will
use limits of 15% for quotations and 25% for unoriginal wording for this course. When more
than one quarter of a paper seems to be unoriginal, it usually indicates a problem. Even if
sources are properly cited and some of the words are changed, it raises the question of how
much original thinking went into the paper. There is a big difference between starting with a
blank page and writing your own thoughts, and building the paper around ...
The pyramid approach to testtool selectionBernd Beersma
The document describes a pyramid approach for selecting an automated testing tool that involves 4 phases: 1) creating a long list of potential tools, 2) shortening the list to the top candidates, 3) conducting proofs of concept with top candidates, and 4) piloting the top one or two tools. Each phase involves defining requirements, evaluating tools, and ensuring stakeholder involvement before moving to the next phase. The goal is to select the best fitting tool through a structured process.
The document discusses several problem solving and analysis techniques used at different organizations:
Root cause analysis is used at Pioneer to trace problems back to their source by eliminating symptoms. It can incorporate knowledge from multiple stakeholders but may be time consuming.
Cost benefit analysis quantifies costs and benefits to compare options. It helps make informed choices but data is not always quantifiable.
Process mapping is used at Kerry to analyze workflows, roles, and bottlenecks. It identified duplicated and inefficient processes.
Sub-goal analysis divides large tasks into manageable parts. It is used at Curtis Elementary to distribute responsibilities among teachers.
M3 ch12 discussionConnecting Eligible Immigrant Families to Heal.docxjeremylockett77
M3 ch12 discussion
Connecting Eligible Immigrant Families to Health Coverage
Instructions:
Read the report
Connecting Eligible Immigrant Families to Health Coverage and Care
.
Write a one page post offering solutions to the problem from the nurse's standpoint.
.
Loudres eats powdered doughnuts for breakfast and chocolate that sh.docxjeremylockett77
Loudres eats powdered doughnuts for breakfast and chocolate that she can get out of the vending machines before class. Between classes , she grabs some chips and a caffine drink for lunch. By the end of the day, she is exhauted and cannot study very long before she falls asleep for a few hours. Then, she stays up untils 2.A.M to finish her work and take care of things she could not do during the day. She feels that she has to eat sugary foods and caffeinated drinks to keep her schedule going and to fit in all her activities. What advice would you give her?
.
Sheet1Points:0ENGL510 Grading Rubric Group Project/Bad NewsPercent:0%Your
PointsMax
PointsComments for points earned (80 points possible) 20Content: Content is excellent; information and ideas are correct, complete, logical, consistent, and appropriate for purpose and audience. (15)
*Content is good; information and ideas are mostly correct, complete, logical, consistent, and appropriate for purpose and audience. (12)
Content is minimally effective; information or ideas are incorrect, incomplete, illogical, inconsistent, or inappropriate for purpose or audience. (6)
Content does not meet requirements for purpose or audience. (0)
15Organization: Organization is excellent; overall approach is appropriate for purpose and audience; information and ideas are arranged logically; and transitions are clear and smooth. (15)
*Organization is good; overall approach is generally appropriate for purpose and audience; information and ideas are usually arranged logically; and transitions are usually clear and smooth. (12)
Organization is minimally effective; there are problems with overall approach, logic, or transitions. (6)
Organization does not meet requirements for purpose or audience. (0)
3Design and Format: Formatting is excellent with a logical and visually appealing use of headings and bulleted or numbered lists; letter or memo format is used appropriately and correctly. (5)
*Formatting is good, with mostly a logical and visually appealing use of headings and bulleted or numbered lists; there are clear efforts to use letter or memo format appropriately and correctly. (4)
Formatting is minimally effective; there are problems with the logic or visual effectiveness of headings and bulleted or numbered lists; letter or memo format may not be used appropriately or correctly. (2)
Formatting does not meet requirements for purpose or audience. (0)
10Style and Readability: Style is excellent; sentences are clear and concise; word choice is precise; and tone is appropriate for purpose and audience. (10)
*Style is good; most sentences are clear and concise; word choice is usually precise; and tone is mostly appropriate for purpose and audience. (8)
Style is minimally effective; there are problems with clarity, conciseness, word choice, or tone. (4)
Writing does not meet requirements for purpose or audience. (0)
10Grammar: Sentence structure, grammar, punctuation, mechanics, and usage are correct and consistent with Standard American English. (10)
*Sentence structure, grammar, punctuation, mechanics, and usage are usually correct and mostly consistent with Standard American English; errors do not interfere with understanding. (8)
Errors in sentence structure, grammar, punctuation, mechanics, or usage interfere with understanding. (4)
Sentence structure, grammar, punctuation, mechanics, and usage do not meet requirements for purpose and audience. (0)
20Participation Score: Possible 20. Each student receives individu.
1. The document outlines the steps to conduct a usability test, including deciding what to test, designing the test, conducting the test, and writing up the test findings.
2. Key steps in designing the test involve identifying users and test tasks, developing metrics to evaluate usability, and creating a data collection form.
3. Conducting the test involves playing the role of a new user, completing each task while collecting data, and taking screenshots to support findings.
Assignment 2.2 Justification Report - Part 2Due Week 5 and wort.docxsherni1
Assignment 2.2: Justification Report - Part 2
Due Week 5 and worth 150 points
In Part 1 of your Justification Report assignment, you built up the following sections: Problem Statement, Overview of Alternatives, Criteria, and Methods. In Part 2, you will revise Part 1 based on your instructor's suggestions and add to it the following sections: Evaluation of Alternatives, Findings and Analysis, and References.
Use the basic outline below to draft your paper. Organize your responses to each question under the following section headings:
· Evaluation of Alternatives (for Questions 1-3)
· Findings and Analysis (for Questions 4-5)
· References (for Question 6)
Write a two (2) page, single-spaced report in which you:
1. Research the two (2) alternatives (i.e. possible solutions) that you've identified in your Part 1 Evaluation of Alternatives section. Record bibliographic information during research.
a. Example: You might research other organizations that have attempted similar solutions to the problem you have identified and explore the results of those experiments.
2. Use what you discover in your research to evaluate each alternative by each of your five (5) criteria.
a. Example: If your research revealed that four companies similar to yours increased productivity after allowing their workers to telework from home three days per week, you might conclude that one of your suggested alternatives – in this case, the option to telework from home three days per week – satisfies one of your criterion of “Productivity” as a high-potential solution to a problem you’ve identified (of decreased worker morale and productivity at Doe’s Electronics). However, additional research might frustrate a recommendation of this alternative if it is found to fall short of other criteria while a second alternative fares better. For instance, a telework alternative might be found to be too costly to implement; too frustrating for consumers who prefer daily, in-person customer service; or too divergent from the company’s brand, “Always there for you!”�
3. Organize the assignment by your criteria. Explain in narrative form how each of your two (2) alternatives stacks up against your first criterion. Next, explain how each alternative stacks up against your second criterion, etc.
a. Example: An abbreviated outline of what this longer section might look like based on the above example is below (Note: Only the first two [2] of five [5] required criteria are included to give you a feel for the structure). Your researched findings, represented as circled bullets below, should be explained in two to five (2-5) sentences. Include in-text citations and follow up with References in APA style):
Evaluation of Alternatives
· Productivity
a. Alternative A: Telework from home 3 days per week
a. {narrate findings based on research article 1 here}
a. Alternative B: Offer two extra Floating Holidays to each employee per year
a. {narrate findings based on research article ...
Paired Comparison Analysis: A Practical Tool for Evaluating Options and Prior...CIToolkit
Paired Comparison Analysis is an activity for evaluating a small range of options by comparing them against each other. It is an easy and useful tool for rating and ranking alternatives for decision making where evaluation criteria are subjective.
PurposeThis project is the third of three projects. You will g.docxmitziesmith74
Purpose:
This project is the third of three projects. You will generate a pool of alternative strategies, evaluate these alternative strategies, and select the best strategy using the tools and concepts learned throughout the course. You will develop implementation plans, evaluative plans to control the implementation process, and plan for post-evaluation measures. You will also draw from previous business courses to develop an understanding of how organizations develop and manage strategies to establish, safeguard and sustain its position in a competitive market.
Skill Building:
In this project, you are building many different skills including research, critical thinking, writing and developing analytical skills related to various financial analysis tools and strategy tools used in business. You will select optimal strategies, design how to implement and evaluate the implementation process of the optimal strategies.
Outcomes Met With This Project:
· Examine the impact of ethical decision making, social responsibility, stakeholder analysis, and corporate governance on organizations and society
· Utilize a set of useful analytical skills, tools, and techniques for analyzing a company strategically;
· Integrate ideas, concepts, and theories from previously taken functional courses including, accounting, finance, market, business and human resource management;
· Analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to revise a current plan or write a new plan and present a strategic plan;
· Evaluate the outcomes of identified strategies to determine their success and impact on short-term and long-term objectives.
Instructions:
Step 1: Research
In completing the report, you will use the chapters in the eBook as a guide and perform research on the same company as in Projects 1 and 2, answer the required elements below in narrative form following the steps.
Note: Your report is based on the results of the research performed and not on any prepared documentation. What this means is that you will research and draw your own conclusions that are supported by the research and the course material rather than the use any source material that puts together any of the tools or techniques whether from the Internet, for-pay websites or any document, video or source material. A zero will be earned for not doing your own analysis.
Library Resources
You will be using scholarly material and Mergent Online to research privately held and private companies. On the main navigation bar in the classroom select, Resources and then select Library. Select Databases by Title (A - Z). Select M from the alphabet list, and then select Mergent Online.
UMUC library is available for providing resources and services. Seek library support for excellence in your academic pursuit.
Library Support
Extensive library resources and services are available online, 24 hours a d.
A3 using data modelling to consider alternatives updatedPeter R Breach
This document discusses using data modeling to consider alternatives. It begins by identifying the key inputs required for a model and the range of outputs that can be produced. It then discusses the benefits and limitations of alternative solutions and the impact and consequences of each alternative. Finally, it addresses identifying the alternative solutions that produce the best decision or compromise, noting that the best solution may require compromising between alternatives.
Workbook for Designing a Process Evaluation MoseStaton39
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Workbook for Designing a Process Evaluation .docxAASTHA76
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation MikeEly930
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
The document discusses analyzing and selecting solutions to problems. It covers developing criteria to analyze solutions, distinguishing between wants and needs, cost-benefit analysis, and techniques for final analysis and selection. Specifically, it describes analyzing qualitative and quantitative data, criteria like timing, trend and impact, weighing wants vs needs, assigning monetary values to benefits and costs, and the paired comparison analysis method of prioritizing solutions by comparing them in pairs. The goal is to analyze potential solutions, narrow the options, and select the most effective solution to the problem.
The document discusses various steps and methods for analyzing potential solutions to problems, including developing criteria, analyzing wants and needs, cost-benefit analysis, and selecting the best solution. Specifically, it outlines how to 1) develop criteria considering timing, trend, and impact, 2) analyze wants and needs by distinguishing them and scoring solutions, 3) perform cost-benefit analysis by assigning monetary values to benefits and costs, and 4) select the best solution using a final analysis or paired comparison analysis to prioritize options.
Ddoocp assignment qp spring winter 2021 finalBoitumeloSelelo
This document outlines an assignment to design and develop a consumer survey system using object-oriented programming principles. Students must choose three question types from lists provided to include in a survey for a chosen product. The system must allow administrators to create surveys with the chosen question types and analyze survey results. Students must implement the system, write test plans and scripts, and produce a class diagram and documentation.
Feedback from Part 1 please read and look for typos and grammar!! .docxmglenn3
Feedback from Part 1 please read and look for typos and grammar!! 100 Authentic
· Attempts in-text citations and reference lists; APA style errors are noted throughout; Fails to use APAcitations when appropriate 3 times in document. (0.525 - 0.59)
12:13
· Attempts to presents company conclusion that emphasizes the purpose/significance of the analysis, the consequences of findings, and indicate the wider application derived from main points using course material and research to support the reasoning and conclusions but significant clarity or development is needed.
Instructions
Project 2: Internal Environmental Analysis/Strategy Analysis (Week 6)
NOTE: All submitted work is to be your original work (and only yours). You may not use any work from another student, the Internet or an online clearinghouse. You are expected to understand the Academic Dishonesty and Plagiarism Policy, and know that it is your responsibility to learn about instructor and general academic expectations with regard to proper citation of sources as specified in the APA Publication Manual, 6th Ed. (Students are held accountable for in-text citations and an associated reference list only).
Purpose:
This project is the second of three projects. Students will perform an internal environmental analysis using the tools and concepts learned in the course to date. You will also draw from previous business courses to develop an understanding of how organizations develop and manage strategies to establish, safeguard and sustain its position in a competitive market.
Students also have the opportunity to review an organization’s objectives and goals and the key functional areas within the organization. Performing an internal environment analysis helps assess a firm’s internal resources and capabilities and plays a critical role in formulating strategy by identifying a firm’s strengths to capitalize on so that it can effectively overcome weaknesses.
Skill Building:
In this project, you are building many different skills including research, critical thinking, writing and developing analytical skills related to various financial analysis tools and strategy tools used in business.
Outcomes Met With This Project:
· utilize a set of useful analytical skills, tools, and techniques for analyzing a company strategically;
· integrate ideas, concepts, and theories from previously taken functional courses including, accounting, finance, market, business and human resource management;
· analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to revise a current plan or write a new plan and present a strategic plan.
Instructions:
Step 1: Research
In completing the report, students will use the chapters in the eBook as a guide and perform research on the company from Project 1 so that they can answer the required elements below in narrative form following the steps.
Library Resources
Y.
Tutorial for Beginners WHAT IS TABLEAU.docxjuliennehar
Tutorial for
Beginners
WHAT IS TABLEAU?
Tableau is an easy to use business intelligence software. It makes data visualization, data analytics,
and reporting as easy as dragging and dropping. Anyone can learn to use Tableau without having
a prior programming experience. Tableau can combine data from various data sources such as
spreadsheets, databases, cloud data, and even big data- all into one program to perform dynamic
analysis.
WHY TABLEAU?
Whether it’s small or large, profitable or non-profit, every organization needs to analyze their
data for optimal decision making. Analyzing data has never been easier with traditional business
intelligence tools.
Here are some of the advantages of using Tableau over the traditional BI tools:
Traditional Method Tableau
Requires specific programming skills No programming skills required
Focused on only one type of database Combines different types of database
spreadsheets, databases, cloud data, and even
big data such as Hadoop
Time consuming Time saving
Decision makers have to ask the IT people to
retrieve any information from the database
Decision makers can directly use the
dashboard to retrieve any information from
the database
Largely depends on Query languages Query is done behind the scene
Combining different types of database is
difficult
Different types of databases can be
combined easily
Not every business intelligence tool offers
interactive dashboard
Interactive dashboard is easy to build and it
makes data visualization quick and efficient
Comparatively expensive Comparatively affordable
Mostly designed for large businesses Perfect BI solution for small, medium, and
large businesses, and even for non-profits
Tableau is the next generation’s business intelligence software that brings traditional complex
analytics to the end user in a desktop environment with dynamic and faster performance.
CONNECTING TO EXCEL FILE
There are many ways to connect to data as you can see on left side.
Navigate to the bottom and click on Sample-Superstore as shown here.
This is data that came with your installation of Tableau.
Now you are in the data connection window, It looks somewhat like the following-
Notice there are three sheets in this file-
Orders, People, and Returns. You can simply drag
the table you want. If you drag more than one
table, Tableau automatically creates the join
between the tables.
CREATING CHARTS
Creating charts based on the data we connected is easy. At the bottom of the page, Click on a
sheet (sheet 1) and we will see the following screen:
Tableau automatically
separates the data into
Dimensions and Measures.
Dimensions are the
categorical fields. These
fields will create labels in the
chart. Measures are the
quantitative fields. These are
the numbers we want to
analyze. They create axis in
the chart.
After adding Order Date, Category, and Sales, the chart looks li ...
MBA540 Term Paper Directions Due by the end of Module 7.docxARIV4
MBA540 Term Paper Directions:
Due by the end of Module 7
Term Paper: A final paper that focuses on the course content, applied in the setting of your current or
past employer, will be due in Module 7. In this paper you will focus on the following:
1. Provide a description of the company that you work for. As part of your description include a
discussion of the type of organizational structure.
2. Describe an agency problem within the firm and discuss what you think is causing the problem
and how the problem might be better controlled.
3. Describe the job dimensions of the firm and discuss whether or not you believe the current design
is appropriate for the firm. Discuss any suggestions you might have for improving the job design.
Grouped by function or by product or geography or a matrix organization? Provide a diagram if
helpful to illustrate. Is this organization effective?
4. Describe the compensation package for executives and employees within the firm. Discuss
whether or not you believe that the compensation package is effective and any suggestions that
you might have for improving the compensation package.
While these questions focus on the latter half of the course, you should remain mindful of the economic
concepts that were developed in the beginning of the course. An “A” paper will demonstrate a thorough
understanding of the relevant topics, completely discuss each of the four points of the paper, use
terminology appropriate to the topic, and use word choice, spelling, and sentence structure appropriate
for graduate-level work.
Specific Formatting Instructions
1. All assignments must be completed as Word documents. If you do not have Word you can
use Microsoft WordPad and use the rich text format (.rtf extension).
2. All assignments must be prepared in the APA format, including references.
3. Cover page. Use a single cover page that contains:
a. the title of the assignment
b. your name
4. Margins. All page margins should be the default margins for your word processing program.
Use only the LEFT margin justification setting.
5. Page numbering. Please use page numbering for all pages except the cover page.
6. Spacing/Font. All papers should be single-spaced only (this includes spacing between
paragraphs) and a 12 point font.
7. Direct quotes/ paraphrasing. Direct quotes and paraphrasing MUST be referenced and cited
using APA guidelines. Although there is no limit on how many citations are in the paper, I will
use limits of 15% for quotations and 25% for unoriginal wording for this course. When more
than one quarter of a paper seems to be unoriginal, it usually indicates a problem. Even if
sources are properly cited and some of the words are changed, it raises the question of how
much original thinking went into the paper. There is a big difference between starting with a
blank page and writing your own thoughts, and building the paper around ...
The pyramid approach to testtool selectionBernd Beersma
The document describes a pyramid approach for selecting an automated testing tool that involves 4 phases: 1) creating a long list of potential tools, 2) shortening the list to the top candidates, 3) conducting proofs of concept with top candidates, and 4) piloting the top one or two tools. Each phase involves defining requirements, evaluating tools, and ensuring stakeholder involvement before moving to the next phase. The goal is to select the best fitting tool through a structured process.
The document discusses several problem solving and analysis techniques used at different organizations:
Root cause analysis is used at Pioneer to trace problems back to their source by eliminating symptoms. It can incorporate knowledge from multiple stakeholders but may be time consuming.
Cost benefit analysis quantifies costs and benefits to compare options. It helps make informed choices but data is not always quantifiable.
Process mapping is used at Kerry to analyze workflows, roles, and bottlenecks. It identified duplicated and inefficient processes.
Sub-goal analysis divides large tasks into manageable parts. It is used at Curtis Elementary to distribute responsibilities among teachers.
M3 ch12 discussionConnecting Eligible Immigrant Families to Heal.docxjeremylockett77
M3 ch12 discussion
Connecting Eligible Immigrant Families to Health Coverage
Instructions:
Read the report
Connecting Eligible Immigrant Families to Health Coverage and Care
.
Write a one page post offering solutions to the problem from the nurse's standpoint.
.
Loudres eats powdered doughnuts for breakfast and chocolate that sh.docxjeremylockett77
Loudres eats powdered doughnuts for breakfast and chocolate that she can get out of the vending machines before class. Between classes , she grabs some chips and a caffine drink for lunch. By the end of the day, she is exhauted and cannot study very long before she falls asleep for a few hours. Then, she stays up untils 2.A.M to finish her work and take care of things she could not do during the day. She feels that she has to eat sugary foods and caffeinated drinks to keep her schedule going and to fit in all her activities. What advice would you give her?
.
Lori Goler is the head of People at Facebook. Janelle Gal.docxjeremylockett77
Lori Goler is the head
of People at Facebook.
Janelle Gale is the head
of HR Business Partners
at Facebook. Adam Grant
is a professor at Wharton,
a Facebook consultant,
and the author of Originals
and Give and Take.
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HBR.ORG
Let’s Not Kill
Performance
Evaluations Yet
Facebook’s experience shows
why they can still be valuable.
BY LORI GOLER, JANELLE GALE, AND ADAM GRANT
November 2016 Harvard Business Review 91
LET’S NOT KILL PERFORMANCE EVALUATIONS YET
tThe reality is, even when companies get rid of performance evaluations, ratings still exist. Employees just can’t see them. Ratings are done sub-jectively, behind the scenes, and without input from the people being evaluated.
Performance is the value of employees’ contribu-
tions to the organization over time. And that value
needs to be assessed in some way. Decisions about
pay and promotions have to be made. As research-
ers pointed out in a recent debate in Industrial and
Organizational Psychology, “Performance is always
rated in some manner.” If you don’t have formal
evaluations, the ratings will be hidden in a black box.
At Facebook we analyzed our performance man-
agement system a few years ago. We conducted fo-
cus groups and a follow-up survey with more than
300 people. The feedback was clear: 87% of people
wanted to keep performance ratings.
Yes, performance evaluations have costs—but
they have benefits, too. We decided to hang on
to them for three reasons: fairness, transparency,
and development.
Making Things Fair
We all want performance evaluations to be fair. That
isn’t always the outcome, but as more than 9,000
managers and employees reported in a global sur-
vey by CEB, not having evaluations is worse. Every
organization has people who are unhappy with their
bonuses or disappointed that they weren’t pro-
moted. But research has long shown that when the
process is fair, employees are more willing to accept
undesirable outcomes. A fair process exists when
evaluators are credible and motivated to get it right,
and employees have a voice. Without evaluations,
people are left in the dark about who is gauging their
contributions and how.
At Facebook, to mitigate bias and do things sys-
tematically, we start by having peers write evalua-
tions. They share them not just with managers but
also, in most cases, with one another—which reflects
the company’s core values of openness and transpar-
ency. Then decisions are made about performance:
Managers sit together and discuss their reports
face-to-face, defending and championing, debating
and deliberating, and incorporating peer feedback.
Here the goal is to minimize the “idiosyncratic rater
effect”—also known as personal opinion. People
aren’t unduly punished when individual managers
are hard graders or unfairly rewarded when they’re
easy graders.
Next managers write the performance reviews.
We have a team of analysts who examine evalua-
tions f.
Looking for someone to take these two documents- annotated bibliogra.docxjeremylockett77
Looking for someone to take these two documents- annotated bibliography and an issue review(outline)
to conduct an argumentative paper about WHY PEOPLE SHOULD GET THE COVID-19 VACCINE
Requirements:
Length: 4-6 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
.
Lorryn Tardy – critique to my persuasive essayFor this assignm.docxjeremylockett77
Lorryn Tardy – critique to my persuasive essay
For this assignment I’ll be workshopping the work of Lisa Oll-Adikankwu. Lisa has chosen the topic of Assisted Suicide; she is against the practice and argues that it should be considered unethical and universally illegal.
Lisa appears to have a good understanding of the topic. Her sources are well researched and discuss a variety of key points from seemingly unbiased sources. Her sources are current, peer reviewed and based on statistical data.
Lisa’s summaries are well written, clear and concise. One thing I noticed is that the majority of her writing plan is summarized and cited at the end of each paragraph. I might suggest that she integrate more synthesis of the different sources, by combining evidence from more than one source per paragraph and using more in text citations or direct quotes to reinforce her key points.
I think that basic credentialing information could be provided for Lisa’s sources, this is something that looking back, I need to add as well. I think this could easily be done with just a simple “(Authors name, and their title, i.e. author, statistician, physician etc.…)”, when the source is introduced into the paper might provide a reinforced credibility of the source.
As far as connection of sources, as previously mentioned, I think that in order to illustrate a stronger argument, using multiple sources to reinforce a single key point would solidify Lisa’s argument. I feel that more evidence provided from a variety of different sources, will provide the reader with a stronger sense of credibility and less room for bias that could be argued if the point is only credited to one source.
One area that stuck out to me for counter argument, being that my paper is in favor of this issue, is in paragraph two where Lisa states that “physicians are not supposed to kill patients or help them kill themselves, and terminally ill patients are not in a position of making rational decisions about their lives.” I’d like to offer my argument for this particular statement. In states where assisted suicide (or as I prefer to refer to it, assisted dying) is legal, there are several criteria that a patient has to meet in order to be considered a candidate. These criteria include second, even third opinions to determine that death is imminent, as well psychological evaluation(s) and an extensive informed consent process that is a collaborative effort between the patient, the patient’s family, physicians, psychologists and nurses. It is a process that takes weeks to months. Patients that wish to be a candidate, should initiate the process as soon as they have been diagnosed by seeking a second opinion. As an emergency room nurse, I have been present for a substantial amount of diagnoses that are ‘likely’ terminal. Many of these patients presented to the emergency for a common ailment and have no indication that they don’t have the capacity to make such a decision. Receiving a terminal diagnos.
M450 Mission Command SystemGeneral forum instructions Answ.docxjeremylockett77
M450 Mission Command: System
General forum instructions: Answer the questions below and provide evidence to support your claims (See attached slides). Your answers should be derived primarily from course content. When citing sources, use APA style. Your initial posts should be approximately 150-500 words.
1. Describe and explain two of the Warfighting Functions.
2. How do commanders exercise the Command and Control System?
.
Lymphedema following breast cancer The importance of surgic.docxjeremylockett77
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
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Love Beyond Wallshttpswww.lovebeyondwalls.orgProvid.docxjeremylockett77
Love Beyond Walls
https://www.
lovebeyondwalls
.org
Provide a brief background of your chosen nonprofit entity using evidence from their publications or any other published materials. Then evaluate the factors, which may include economic, political, historic, cultural, institutional conditions, and changes that contributed to the creation and growth (decline) of the nonprofit organization. Justify your response.
.
Longevity PresentationThe purpose of this assignment is to exami.docxjeremylockett77
Longevity Presentation
The purpose of this assignment is to examine societal norms regarding aging and to integrate the concepts of aging well and living well into an active aging framework that promotes longevity.
Using concepts from the Hooyman and Kiyak (2011) text and the Buettner (2012) book, consider the various perspectives on aging.
Identify the underlying values or assumptions that serve as the basis for longevity, including cultural, religious, and philosophical ideas.
Present an overview of three holistic aging theories.
Integrate the values, assumptions, and theories to indicate what is necessary for an active aging framework where individuals both live well and age well.
Presentations should be 10-15 minutes in length, use visual aids, and incorporate references from the course texts and 5 additional scholarly journal articles.
.
Look again at the CDCs Web page about ADHD.In 150-200 w.docxjeremylockett77
The CDC's page on ADHD aims to educate the general public about Attention Deficit Hyperactivity Disorder by providing facts and information on symptoms, diagnosis, and treatment. It presents ADHD as a real disorder with neurological causes in order to increase understanding and help those affected. As the nation's leading health protection agency, the CDC's role is to inform the public about health issues like ADHD.
M8-22 ANALYTICS o TEAMS • ORGANIZATIONS • SKILLS .fÿy.docxjeremylockett77
M8-22 ANALYTICS o TEAMS • ORGANIZATIONS • SKILLS .fÿy' ÿ,oÿ ()V)g
The Strategy That Wouldn't Travel
by Michael C. Beer
It was 6:45 P.M. Karen Jimenez was reviewing the
notes on her team-based productMty project tbr
what seemed like the hundredth time. I31 two days,
she was scheduled to present a report to the senior
management group on the project's progress. She
wasn't at all sure what she was going to say.
The project was designed to improve productiv-
it3, and morale at each plant owned and operated by
Acme Minerals Extraction Company. Phase one--
implemented in early 1995 at the site in Wichita,
I(amsas--looked like a stunning, success by the mid-
dle of 1996. Productivity and mo[ÿale soared, and
operating and maintenance costs decreased signifi-
cantly. But four months ago, Jimenez tried to
duplicate the results at the project's second
target--the plant in Lubbock, Texas--and some-
thing went wrong. The techniques that had worked
so well in Wichita met with only moderate success
in Lubbock. ProductMty improved marginally and
costs went down a bit, but morale actually seemed
to deteriorate slightl): Jimenez was stumped,
approach to teamwork and change. As it turned
out, he had proved a good choice. Daniels was a
hands-on, high-energy, charismatic businessman
who seemed to enjoy media attention. Within his
first year as CEO, he had pretty much righted the
floundering company by selling oft:some unrelated
lines of business. He had also created the share-
services deparnnent--an internal consulting organ-
ization providing change management, reengineer-
ing, total quailB, management, and other
services--and had rapped Jimenez to head the
group. Her first priority Daniels told her, would be
to improve productiviB, and morale at the com-
pany's five extraction sites. None of them were
meeting their projections. And although Wichita
was the only site at which the labor-management
conflict was painfiflly apparent, Daniels and Jimenez
both thought that morale needed an all-around
boost. Hence the team-based productivity project.
She tried to "helicopter up" and think about
the problem in the broad context of the com-
pany's history. A few ),ears ago, Acme had been in
bad financial shape, but what had really brought
things to a head--and had led to her current
dilemma--was a labor relations problem. Acme
had a wide variety of labor requirements For its
operations. The company used highly sophisti-
cated technologB employing geologists, geophysi-
cists, and engineers on what was referred to as the
"brains" side of the business, as well as skilled and
semi-skilled labor on the "brawn" side to run the
extraction operations. And in the summer of
1994, brains and brawn clashed in an embarrass-
ingly public way. A number of engineers at the
Wichita plant locked several union workers out of
the offices in 100-degree heat. Although most
Acme employees now felt that the incident had
been blown out of propo,'tion by the press, .
Lombosoro theory.In week 4, you learned about the importance.docxjeremylockett77
Lombosoro theory.
In week 4, you learned about the importance of theory, the various theoretical perspectives and the ways in which theory help guide research in regards to crime and criminal behavior.
To put this assignment into context, I want you to think about how Lombroso thought one could identify a criminal. He said that criminals had similar facial features. If that was the case you would be able to look at someone and know if they were a criminal! Social theories infer that perhaps it is the social structures around us that encourage criminality. Look around your city- what structures do you think may match up to something you have learned about this week in terms of theory? These are just two small examples to put this assignment into context for you. The idea is to learn about the theories, then critically think about how can one "show" the theory without providing written explanation for their chosen image.
Directions: With the readings week 4 in mind, please do the following:
1. Choose a theoretical perspective (I.e., biological, psychological sociological)
2. Look through media images (this can be cartoons, magazines, newspapers, internet stories, etc...) and select 10 images that you think depict your chosen theory without written explanation.
3. Provide a one paragraph statement of your theory, what kinds of behavior it explains and how it is depicted through images. Be sure to use resources to support your answer.
4. You will copy and paste your images into a word document, along with your paragraph. You do not need to cite where you got your images, but you do need to cite any information you have in number 3.
Format Directions:
Typed, 12 point font, double spaced
APA format style (Cover page, in text citations and references)
.
Looking over the initial material on the definitions of philosophy i.docxjeremylockett77
Looking over the initial material on the definitions of philosophy in
the course content section, which definition (Aristotle, Novalis,
Wittgenstein) would you say gives you the best feel for philosophy? What
is it about the definition that interests you? do you find there to be any problems with the definition? what other questions do you have regarding the meaning of philosophy?
ARISTOTLE :
Definition 1: Philosophy begins with wonder. (Aristotle)
Our study of philosophy will begin with the ancient Greeks. This is not because the Greeks were necessarily the first to philosophize. They were the first to address philosophical questions in a systematic manner. Also, the bodies of works which survive from the Greeks is quite substantial so in studying philosophy we have a lot to go on if we start with the Greeks.
Philosophy is, in fact, a Greek word. Philo is one of the Greek words for love: in this case the friendship type of love. (What other words can you think of that have "philo" as a part?) Sophia, has a few different uses in Greek. Capitalized it is the name of a woman or a Goddess: wisdom. Philosophy, then, etymologically, (that is from its roots) means love of wisdom.
But what exactly is wisdom? Is it merely knowledge? Intelligence? If I know how to perform a given skill does this necessarily imply that I also have wisdom or am wise?
The word "wise" is not in fact a Greek word. Remember for the Greeks that's "Sophia". Wise is Indo-European and is related to words like "vision", "video", "Veda" (the Indian Holy scriptures). The root has something to do with seeing. Wisdom then has to do with applying our knowledge in a meaningful and practically beneficial way. Perhaps this is the reason why philosophy is associated with the aged. Aristotle believes that philosophy in fact is more suitably studied by the old rather than the young who are inclined to be controlled by the emotions. Do you think this is correct? Nevertheless, whether Aristotle is correct or not, typically the elderly are more likely to be wise as they have more experience of life: they have seen more and hopefully know how to respond correctly to various situations.
Philosophy is not merely confined to the old. Aristotle also says that philosophy begins with wonder and that all people desire to know. Children often are paradigm cases of wondering. Think about how children (perhaps a young sibling or a son or daughter, niece or nephew of your acquaintance) inquistively ask their parents "why" certain things are the case? If the child receives a satisfying answer, one that fits, she is satisfied. If not there is dissatisfaction and frustration. Children assume that their elders know more than they do and thus rely on them for the answers. Though there is a familiar cliche that ignorance is bliss, (perhaps what is meant by this is that ignorance of evil is bliss), Aristotle sees ignorance as painful, a wonder that I would rather fill with knowledge. After all wha.
Lucky Iron Fish
By: Ashley Snook
Professor Phillips
MGMT 350
Spring 2018
Table of Contents
Executive Summary
Introduction
Human Relations Theory
Communications Issues
Intercultural Relations
Ethics Issues
Conclusion
Works Cited
Executive Summary
The B-certified organization that I chose is Lucky Iron Fish Enterprise which is located in Guelph, Ontario Canada. The company distributes iron fish that are designed to solve iron deficiency and anemia for the two billion people who are affected worldwide.
The human relations model is comprised of McGregor’s Theory X and Theory Y, Maslow’s Hierarchy of Needs, and theories from Peters and Waterman. These factors focus on the organizational structure of the company as it relates to the executives, the staff, and the customers. The executives provide meaningful jobs for the staff which gives them high levels of job satisfaction. Together, they are able to provide a product that satisfies the thousands of customers they have already reached.
Communication in this company flows smoothly. They implement open communication, encourage participation, and have high levels of trust among employees. Each of their departments are interconnected through teamwork.
Their intercultural relations, although successful, require a significant amount of time. They need to emphasize to the high context cultures that they are willing to understand their culture and possibly adopt some aspects of it. Additionally, they face barriers such as language dissimilarity and lack of physical store locations.
Ethics remains a top priority for this organization. They have high ethical standards that are integrated into their operations. They make decisions that do the most good for the most people, they do not take into consideration financial or political influence, and they strive to protect the environment through their sustainability measures.
Every employee is dedicated to improving the lives of those who suffer from iron deficiency
and anemia. As their organization grows, they continue to impact thousands of lives around the world. They are on a mission to put “a fish in every pot” (Lucky Iron Fish).
Introduction
Lucky Iron Fish, located in Guelph Canada, is a company that is dedicated to ending worldwide iron deficiency and anemia. They do this by providing families with iron fish that release iron when heated in food or water. They sell this product in developed countries in order to support their business model of buy one give one. Each time an iron fish is purchased, one is donated to a family in a developing country. They designed their product to resemble the kantrop fish of Cambodia; in their culture this fish is a symbol of luck. Another focus of theirs is to remain sustainable, scalable, and impactful (Lucky Iron Fish). Each of their products is made from recycled material and their packaging is biodegradable. Their organization has a horizontal stru.
Lucky Iron FishBy Ashley SnookMGMT 350Spring 2018ht.docxjeremylockett77
Lucky Iron Fish
By: Ashley Snook
MGMT 350
Spring 2018
https://www.youtube.com/watch?v=G6Rx3wDqTuI
Table of Contents
Case Overview
Introduction
Human Relations
Communications
Intercultural Relations
Ethics
Conclusion
Works Cited
https://www.youtube.com/watch?v=iY0D-PIcgB4
Video ends at 1:45
2
Case Overview
Company located in Guleph, Ontario Canada
Mission is to end iron deficiency and anemia
A fish in every pot
Gavin Armstrong, Founder/CEO
Introduction
Idea originated in Cambodia
Distribute fish through buy one give one model
Sustainable, scalable, impactful
Human Relations
McGregor’s Theory X and Y
-X: employees focused solely on financial gain
-Y: strive to improve worldwide health
Maslow’s Hierarchy of Needs
-Affiliation: desire to be part of a unit, motivated by connections
-Self-esteem: recognition for positive impact
Peters and Waterman
-Close relations to the customer
-Simple form & lean staff
Communications
Time and Distance
-Make product easily and quickly accessible
Communication Culture
-Encourages active participation
Teamwork
-Each role complements the overall mission
Gavin Armstrong Kate Mercer Mark Halpren Melissa Saunders Ashley Leone
Founder & CEO VP Marketing Chief Financial Officer Logistics Specialist Dietician
Intercultural Relations
High/Low Context
-Targets high context cultures
Barriers
-Language dissimilarity
Overcoming Barriers
-Hire a translator
Ethics
Utilitarianism
-Targets countries where majority of people will benefit
Veil of Ignorance
-Not concerned with financial influence
Categorical Imperative
-Accept projects only if environmentally friendly
Conclusion
Buy one give one model
Expansion
Sustainability
Works Cited
Guffey, Mary. “Essentials of Business Communication.” Ohio: Erin Joyner. 2008. Print.
“Lucky Iron Fish.” Lucky Iron Fish. Accessed 30 May 2018. https://luckyironfish.com/
“Lucky Iron Fish Enterprise.” B Corporation.net. Accessed 30 May 2018. https://www.bcorporation.net/community/lucky-iron-fish-enterprise
Lucky Iron Fish. “Lucky Iron Fish: A Simple
Solution
for a global problem.” Youtube. 28 October 2014. Accessed 4 June 2018. https://www.youtube.com/watch?v=iY0D-PIcgB4
“Lucky little fish to fight iron deficiency among women in Cambodia.” Grand Challenges Canada. Accessed 6 June 2018. http://www.grandchallenges.ca/grantee-stars/0355-05-30/
Podder, Api. “Lucky Iron Fish Wins 2016 Big Innovation Award.” SocialNews.com. 5 February 2016. Accessed 4 June 2018. http://mysocialgoodnews.com/lucky-iron-fish-wins-2016-big-innovation-award/
Zaremba, Alan. “Organizational Communication.” New York: Oxford University Press Inc. 2010. Print.
Lucky Iron Fish
By: Ashley Snook
Professor Phillips
MGMT 350.
look for a article that talks about some type of police activity a.docxjeremylockett77
look for a article that talks about some type of police activity and create PowerPoint and base on the history describe
-What is the role of a police officer in society? (general statement )
-how are they viewed by society?
what is the role of the police in this case?
how it is seems by society?
Article
An unbelievable History of Rape
An 18-year-old said she was attacked at knifepoint. Then she said she made it up. That’s where our story begins.
by T. Christian Miller, ProPublica and Ken Armstrong, The Marshall Project December 16, 2015
https://www.propublica.org/article/false-rape-accusations-an-unbelievable-story
.
Look at the Code of Ethics for at least two professional agencies, .docxjeremylockett77
Look at the Code of Ethics for at least two professional agencies, federal agencies, or laws that would apply to Health IT professionals. In two pages (not including the reference list), compare and contrast these standards. How much overlap did you find? Is one reference more specific than the other? Does one likely fit a broader audience, etc... Would you add anything to either of these documents?
.
Locate an example for 5 of the 12 following types of communica.docxjeremylockett77
Locate
an example for 5 of the 12 following types of communication genres:
Business card
Resume/CV
Rules and regulations
Policy handbook
Policy manual
Policy guide
Policy or departmental memorandum
Public policy report
Government grant
Government proposal
Departmental brochure or recruitment materials
Governmental agency social media (Twitter, Facebook, etc...)
Write
a 1,050- to 1,400-word paper in which you refer to your examples for each of the above listed communication genres. Be sure to address the following in your paper:
How does the purpose of the communication relate to the particular communication genre? In what ways does the genre help readers grasp information quickly and effectively? In what way is the genre similar or different than the other genres you chose?
What role has technology played in the development of the genre? How is it similar or different than the other genres you chose?
How does the use of these conventions promote understanding for the intended audience of the communication? How is it similar or different than the other genres you chose?
Is the communication intended for external or internal distribution? Describe ethical and privacy considerations used for determining an appropriate method of distribution. How is it similar or different than the other genres you chose?
Cite
at least three academic sources in your paper.
Format
your paper consistent with APA guidelines.
.
Locate and read the other teams’ group project reports (located .docxjeremylockett77
Locate and read the other teams’ group project reports (located in Doc Sharing).
Provide some comments for two reports in terms of what you think they did right, what you learned from these reports, as well as what else they could have done.
In addition, read the comments that other students made about your team’s report and respond to at least one of them.
Review ATTACHMENTS!!!!
.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
7. several alternative choices to consider before deciding on one
specific solution. The project manager should examine the
solution alternatives and the factors of the decision for each of
his/her team members to make sure that they are viable and
appropriately weighted.
Properly using Tool Seven is an opportunity for the project
manager to demonstrate his/her leadership influence skills.
BACKGROUND ON GRID ANALYSIS:
Grid analysis involves making decisions by weighting different
factors.
Many decisions have several alternatives to choose from for a
solution. This tool is especially useful in making a decision
where there is not a clear and obvious solution. Using grid
analysis allows a leader to make a decision in a rational and
measured way that then leads to increased confidence in the
decision.
The information on this tool comes from www.mindtools.com.
You may want to go the website and download the free Grid
Analysis worksheet or you can find one on Canvas. Other
Internet and/or library resources may yield variations of the
worksheets that may be more adaptable to your needs. Feel free
to use any related worksheets, but keep in mind that “trial”
worksheets usually carry the trial company’s name and/or logo
or that they may have other restrictions that may cause
problems with reproduction down the road. Check out any
restrictions before your work effort becomes too involved and
your work product is basically useless.
Grid Analysis Example:
Steps In Using The Tool For A Caterer Who Needs To Find A
New Supplier For Raw Materials:
8. 1. List the solution options as rows.
a. The caterer generally uses four suppliers; 1, 2, 3, and 4.
2. List the factors that must be considered as columns.
a. The caterer wants to look at five factors – cost, quality,
location, reliability, and payment options – for each supplier.
3. Score each option/factor combination by weighing each score
by the relative importance of the factor. Use 0 (very poor) to 5
(very good). It is not necessary to have a different score in each
box. If all of the options are 0 (very poor) on a factor, put a 0 in
the box.
a. Figure One:
Factors:
Cost
Quality
Location
Reliability
Payment Options
Total
Weights:
Supplier 1
1
0
0
1
3
Supplier 2
0
9. 3
2
2
1
Supplier 3
2
2
1
3
0
Supplier 4
2
3
3
3
0
4. Decide the relative importance of the factors in the decision.
Use 0 (very poor) to 5 (very good). It is acceptable to have
factors with the same importance. (If the values are not obvious,
you may want to us a tool called the “Paired Comparison
Analysis” (from www.mindtools.com) for a better estimate.)
a. Figure Two:
Factors:
Cost
Quality
Location
Reliability
Payment Options
Total
Weights:
10. 4
5
1
2
3
5. To get the weighted scores for each option/factor
combination, multiply the numbers in Figure One with the
numbers with Figure Two to derive Figure Three.
a. Figure Three:
Factors:
Cost
Quality
Location
Reliability
Payment Options
Total
Supplier 1
4
0
0
2
9
Supplier 2
0
15
2
4
3
Supplier 3
8
10
11. 1
6
0
Supplier 4
8
15
3
6
0
6. Add up the horizontally weighted scores for each option. (See
Figure Four.) Select the option with the highest score. In this
example, the caterer should choose the fourth supplier even
though there is a lack of flexibility in payment options.
a. Figure Four
Factors:
Cost
Quality
Location
Reliability
Payment Options
Total
Weights:
4
5
1
2
3
Supplier 1
4
0
12. 0
2
9
15
Supplier 2
0
15
2
4
3
24
Supplier 3
8
10
1
6
0
25
Supplier 4
8
15
3
6
0
32
Keep in mind that in most cases using grid analysis, there is no
perfect decision in the beginning of the decision-making
process. However, if there was a perfect decision in the start of
the decision-making process, grid analysis would not be needed.
NOTE: Grid analysis is also referred to as the “Decision Matrix
Analysis,” the “Pugh Matrix Analysis,” or the “Multi-Attribute
Utility Theory.” In terms of locating reference material, it may
be helpful to utilize these other configurations. However, if
13. discussing them in your work, put them in context with the
specific model name since it is most likely that the models may
have slight differences when compared to the “Grid Analysis”
tool.
REQUIREMENTS:
RESPONSIBILITIES TO BE COMPLETED BY THE
INDIVIDUAL:
This section should be no longer than six single-spaced pages in
the written summary. Please note that this section should be
pulled together by each individual contributor -- where the
content of this material must be unique and different from the
others in the course.
A template for this section includes the following component
that is to be completed by each individual contributor:
1. In the course of completing the Leadership Tools Marathon,
each team will have several decisions to make. The project
manager should not be the only individual making decisions.
Each member of the team should have a job and/or a duty that
he/she has agreed to complete on behalf of the team. Therefore,
each team member will have at least one decision to make in the
completion of his/her job or duty. What was this decision(s)?
Using Grid Analysis, explain the problem in detail and
construct the four figures from this section using the relevant
data. Explain if and how you used the Grid Analysis tool in
implementing your decision. What were the results of your
decision and how did these results impact the progress of the
team project?
If needed, consider putting the decision tree (from
www.mindtools.com) in your written summary, if this decision
is different from the example decision used in Tool #6. A flow
14. chart or process map to outline your specific steps may be
helpful to your decision-making process in total.
Include at least three references on Grid Analysis from sources
other than www.mindtools.com and the syllabus.
Suggested Lussier and Achua textbook chapters that concern
making decisions include Chapters 3 and 4.
EXTRA CREDIT TOOL: PAIRED COMPARISON ANALYSIS
Students may earn up to 50 points of extra credit by completing
a paired comparison analysis using the tool described in this
section. Information on this tool is taken from
www.mindtools.com.
Sometimes, there are many different options as a solution to a
problem. These different options can be given relative weights.
Making a decision under this scenario is extremely challenging
when priorities are not clear, the options are quite different
from one another, if the decision criteria are subjective, and/or
if there is no objective data to use for the decision, and/or
where the options are competing in importance.
Paired Comparison Analysis (also known as Pairwise
Comparison) involves the “apples to oranges” scenario. Paired
Comparison Analysis makes it easy to choose the most
important problem to solve or to pick the solution that will be
most efficient and effective to incorporate. This tool also helps
a decision-maker set priorities when there are conflicting
demands on the resources.
Paired Comparison Analysis is also useful when there is a
comparison of different options that are subjective in nature.
For example, if a person(s) needs to be hired for a new role,
he/she may need to be relatively evaluated based on his/her
15. qualifications, skills, experience, and team working ability.
Note that the information on this tool comes from
www.mindtools.com. You may want to go the website and
download the free worksheet on Paired Comparison Analysis or
you can find one on Canvas. Other resources may yield
variations of the worksheets that may be more adaptable to your
needs. Feel free to use any related worksheets, but keep in mind
that “trial” worksheets may carry the trial company’s name
and/or logo or have other restrictions that may cause problems
with reproduction down the road. Check these out before your
work effort becomes too involved.
Paired Comparison Analysis Example:
Steps In Using The Tool For A Philanthropist In Choosing
Several Different Nonprofit Organizations Looking For
Funding:
1. Make a list of all of the options that are to be compared.
Assign each option a letter (A, B, C, D, and so on.)
A. In this example, only a few can receive funding to maximize
impact.
· A: An overseas development project.
· B: A local educational project.
· C: A bequest for the local university.
· D: Disaster relief.
B. See Figure 1.
Figure 1 – Example Paired Comparison Analysis Table (not
filled in):
A: Overseas Development
B: Local Educational
C: University
D: Disaster Relief
16. A: Overseas Development
B: Local Educational
C: University
D: Disaster Relief
2. Place the options as both the row and column headings on the
worksheet. (This allows the comparison of the options with each
other.) Each comparison is used only one time. The cells where
the option is compared with itself are blocked out. The cells
where there is a duplicated comparison are also blocked out.
3. Within each of the blank cells, compare the option in the row
with the option in the column. Decide which of the two options
is most important.
4. Write down the letter of the most important option in the cell.
Then, score the difference in importance between the options,
running from zero (no difference and/or same importance) to
three (major difference and/or one option is much more
important than the other.)
A. See Figure 2.
17. Figure 2 – Example Paired Comparison Analysis Table (filled
in):
A: Overseas Development
B: Local Educational
C: University
D: Disaster Relief
A: Overseas Development
A, 2
C, 1
A, 1
B: Local Educational
C, 1
B, 1
C: University
C, 2
D: Disaster Relief
5. Finally, consolidate the results by adding up the values for
each of the options from A to D. The values can be converted
into a percentage of the total score.
A. These calculations yield the following totals:
· A = 3 (37.5 percent).
· B = 1 (12.5 percent).
18. · C = 4 (50 percent).
· D = 0.
B. The philanthropist decides to make a bequest to the local
university (C) and to allocate some funding to overseas
development (A).
6. Common sense can be used to manually adjust the results if
necessary.
REQUIREMENTS:
RESPONSIBILITIES TO BE COMPLETED BY THE
INDIVIDUAL:
This section should be no longer than three single-spaced pages
in the written summary. Since this section involves extra credit
points, please note that this section should be pulled together by
each individual contributor -- where the content of this material
must be unique and different from the others in the course.
Paired Comparison Analysis is useful in weighing the relative
importance of different options. It is especially helpful when
priorities are not clear, where the options are completely
different, where evaluation criteria are subjective, there is no
objective data, and/or where the options are competing in
importance. As a tool, Paired Comparison Analysis provides a
framework for comparing each option against all others and in
showing the differences in importance between factors.
Over the course of the Leadership Tools Marathon, if you have
to make a decision that would fit the criteria in using Paired
Comparison Analysis, consider using this tool. To earn extra
credit points, describe how you applied the Paired Comparison
Analysis tool to a decision that you made, including the tabular
representation of the process as shown in the example. Explain,
step-by-step, how you arrived at a workable decision.
19. Include at least three references on the Paired Comparison
Analysis model from sources other than www.mindtools.com
and the syllabus. Suggested Lussier and Achua textbook
chapters that concern making decisions include Chapters 3 and
4.
REMINDER: Students need to be aware that extra credit points
in CMR 401 will ONLY be awarded to students who complete
all forty Self-Assessment Tests required as part of this course.
Extra credit points will be recorded throughout the semester for
tracking purposes only and they will not be included in a
student’s grade until it is verified that the student has fully
completed all forty Self-Assessment Tests at the end of the
semester.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom •
United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
20. & SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
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Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
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This is an electronic version of the print textbook. Due to
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Leadership: Theory, Application, & Skill
Development, 6e
Robert N. Lussier, Christopher F. Achua
Vice President, General Manager, Social
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
25. Editorial review has deemed that any suppressed content does
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time if subsequent rights restrictions require it.
WCN: 02-200-203
DEDICATION
To my wife Marie and our six children:
Jesse, Justin, Danielle, Nicole, Brian, and Renee
— Robert N. Lussier
To my family, especially my wife (Pauline),
the children (Justin, Brooke, Jordan, Cullen, Gregory and Zora)
and my mother (Theresia Sirri).
— Christopher F. Achua
26. 66352_FM_ptg01_i-xxviii.indd 3 10/21/14 12:16 AM
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
27. v
Brief Contents
Preface xiii
Acknowledgments xxv
About the Authors xxviii
PART ONE INDIVIDuALS AS LEADERS
1 Who Is a Leader and What Skills Do Leaders Need? 1
2 Leadership Traits and Ethics 31
3 Leadership Behavior and Motivation 68
4 Contingency Leadership Theories 108
5 Influencing: Power, Politics, Networking, and Negotiation
144
PART TWO TEAM LEADERSHIP
28. 6 Communication, Coaching, and Conflict Skills 183
7 Leader–Member Exchange and Followership 230
8 Team Leadership and Self-Managed Teams 268
PART THREE ORgANIzATIONAL LEADERSHIP
9 Charismatic and Transfor mational Leadership 319
10 Leadership of Culture, Ethics, and Diversity 357
11 Strategic Leadership and Change Management 395
12 Crisis Leadership and the Learning Organization 428
Appendix: Leadership and Spirituality in the Workplace 464
Glossary 474
Index 481
66352_FM_ptg01_i-xxviii.indd 5 10/21/14 12:16 AM
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29. not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
v i
Contents
Preface xiii
Acknowledgments xxv
About the Authors xxviii
PART ONE INDIVIDuALS AS LEADERS
CHAPTER 1
Who Is a Leader and What Skills Do Leaders Need? 1
Leadership Described 2
Leadership Development 2 / Defining Leadership with Five Key
Elements 5
30. Leadership Skills 8
Are Leaders Born or Made? 8 / Can Leadership Be Taught and
Skills
Developed? 9 / Managerial Leadership Skills 9
Leadership Managerial Roles 11
Interpersonal Roles 11 / Informational Roles 12 / Decisional
Roles 12
Levels of Analysis of Leadership Theory 14
Individual Level of Analysis 14 / group Level of Analysis 14 /
Organizational Level of
Analysis 14 / Interrelationships among the Levels of Analysis
15
Leadership Theory Paradigms 16
The Trait Theory Paradigm 16 / The Behavioral Leadership
Theory
Paradigm 16 / The Contingency Leadership Theory Paradigm 17
/ The Integrative
Leadership Theory Paradigm 17 / From the Management to the
Leadership Theory
Paradigm 17
31. Objectives of the Book 18
Leadership Theory 19 / Application of Leadership Theory 20 /
Leadership Skill
Development 20 / Flexibility 20
Organization of the Book 20
Chapter Summary 21
Key Terms 22 / Review Questions 22 / Critical-Thinking
Questions 22
CASE: From Steve Jobs to Tim Cook—Apple 23
VIDEO CASE: Leadership at P. F. Chang’s 24
Developing Your Leadership Skills 1-1 24
Developing Your Leadership Skills 1-2 26
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32. CONTENTS vii
CHAPTER 2
Leadership Traits and Ethics 31
Personality Traits and Leadership Trait universality 32
Personality and Traits 33 / Personality Profiles 34 / Leadership
Trait
universality 35
The Big Five Including Traits of Effective Leaders 36
Surgency 36 / Agreeableness 37 / Adjustment 37 /
Conscientiousness 38 /
Openness 38
The Personality Profile of Effective Leaders 41
Achievement Motivation Theory 41 / Leader Motive Profile
Theory 43
Leadership Attitudes 45
Theory X and Theory Y 46 / The Pygmalion Effect 47 /
Self-Concept 48 / How Attitudes Develop Leadership Styles 49
33. Ethical Leadership 50
Does Ethical Behavior Pay? 51 / Factors Influencing Ethical
Behavior 52 /
How People Justify unethical Behavior 54 / guides to Ethical
Behavior 56
Chapter Summary 57
Key Terms 58 / Review Questions 58 / Critical-Thinking
Questions 59
CASE: Blake Mycoskie and TOMS 59
VIDEO CASE: “P.F.” Chang’s Serves Its Workers Well 61
Developing Your Leadership Skills 2-1 61
Developing Your Leadership Skills 2-2 63
Developing Your Leadership Skills 2-3 63
CHAPTER 3
Leadership Behavior and Motivation 68
Leadership Behavior and Styles 69
Leadership Behavior 69 / Leadership Styles and the university
of Iowa Research 70
university of Michigan and Ohio State university Studies 71
university of Michigan: Job-Centered and Employee-Centered
34. Behavior 72 / Ohio
State university: Initiating Structure and Consideration
Behavior 74 / Differences,
Contributions, and Applications of Leadership Models 75
The Leadership grid 75
Leadership grid Theory 76 / Leadership grid and High-High
Leader
Research 77 / Behavioral Theory Contributions and
Applications 78
Leadership and Major Motivation Theories 79
Motivation and Leadership 79 / The Motivation Process 79 / An
Overview of Three
Major Classifications of Motivation Theories 80
Content Motivation Theories 80
Hierarchy of Needs Theory 80 / Two-Factor Theory 82 /
Acquired Needs
Theory 86 / Balancing Work–Life Needs 87
Process Motivation Theories 87
Equity Theory 87 / Expectancy Theory 88 / goal-Setting Theory
89 / using goal
Setting to Motivate Employees 91
35. Reinforcement Theory 92
Types of Reinforcement 93 / Schedules of Reinforcement 94 /
You get What You
Reinforce 95 / Motivating with Reinforcement 96 / giving
Praise 96
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viii CONTENTS
Putting the Motivation Theories Together within the Motivation
Process 99
36. Chapter Summary 100
Key Terms 100 / Review Questions 101 / Critical-Thinking
Questions 101
CASE: Facebook COO Sheryl Sandberg 102
VIDEO CASE: Motivation at Washburn guitars 103
Developing Your Leadership Skills 3-1 103
Behavior Model Skills Training 3-1 104
Behavior Model Video 3-1 104
Developing Your Leadership Skills 3-2 104
CHAPTER 4
Contingency Leadership Theories 108
Contingency Leadership Theories and Models 109
Leadership Theories versus Leadership Models 110 /
Contingency Theory and Model
Variables 110 / global Contingency Leadership 111
Contingency Leadership Theory and Model 112
Leadership Style and the LPC 113 / Situational Favorableness
114 /
Determining the Appropriate Leadership Style 114 / Research,
Criticism,
and Applications 116
37. Leadership Continuum Theory and Model 117
Path–goal Leadership Theory and Model 119
Situational Factors 120 / Leadership Styles 121 / Research,
Criticism, and
Applications 122
Normative Leadership Theory and Models 123
Leadership Participation Styles 124 / Model Questions to
Determine the Appropriate
Leadership Style 124 / Selecting the Time-Driven or
Development-Driven Model for
the Situation 127 / Determining the Appropriate Leadership
Style 127 / Research,
Criticism, and Applications 127
Putting the Behavioral and Contingency Leadership Theories
Together 128
Prescriptive and Descriptive Models 129
Leadership Substitutes Theory 131
Substitutes and Neutralizers 131 / Leadership Style 132 /
Changing the
Situation 132 / Research, Criticism, and Applications 132
38. Chapter Summary 133
Key Terms 134 / Review Questions 134 / Critical-Thinking
Questions 134
CASE: Foxconn Technology group 135
VIDEO CASE: Leadership at McDonald’s 136
Developing Your Leadership Skills 4-1 139
Developing Your Leadership Skills 4-2 140
CHAPTER 5
Influencing: Power, Politics, Networking, and Negotiation 144
Power 145
Sources of Power 146 / Types of Power and Influencing Tactics,
and Ways to Increase
Your Power 146
Organizational Politics 153
The Nature of Organizational Politics 154 / Political Behavior
155 / guidelines for
Developing Political Skills 156
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39. to electronic rights, some third party content may be suppressed
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CONTENTS ix
Networking 159
Perform a Self-Assessment and Set goals 160 / Create Your
One-Minute
Self-Sell 161 / Develop Your Network 162 / Conduct
Networking
Interviews 162 / Maintain Your Network 164 / Social
Networking at Work 164
Negotiation 165
Negotiating 166 / The Negotiation Process 166
Ethics and Influencing 171
Chapter Summary 172
40. Key Terms 173 / Review Questions 173 / Critical-Thinking
Questions 173
CASE: Organizational Power and Politics 174
VIDEO CASE: Employee Networks at Whirlpool Corporation
175
Developing Your Leadership Skills 5-1 176
Developing Your Leadership Skills 5-2 177
Developing Your Leadership Skills 5-3 178
Developing Your Leadership Skills 5-4 179
PART TWO TEAM LEADERSHIP
CHAPTER 6
Communication, Coaching, and Conflict Skills 183
Communication 184
Communication and Leadership 185 / Sending Messages and
giving
Instructions 185 / Receiving Messages 188
Feedback 191
The Importance of Feedback 191 / Common Approaches to
getting Feedback on
Messages—and Why They Don’t Work 192 / How to get
Feedback on Messages 192
41. Coaching 194
How to give Coaching Feedback 194 / What Is Criticism—and
Why Doesn’t It
Work? 197 / The Coaching Model for Employees Who Are
Performing Below
Standard 198 / Mentoring 200
Managing Conflict 200
The Psychological Contract 201 / Conflict Management Styles
201
Collaborating Conflict Management Style Models 205
Initiating Conflict Resolution 206 / Responding to Conflict
Resolution 207 / Mediating Conflict Resolution 207
Chapter Summary 210
Key Terms 210 / Review Questions 211 / Critical-Thinking
Questions 211
CASE: Reed Hastings—Netflix 211
VIDEO CASE: Communication at Navistar International 213
Developing Your Leadership Skills 6-1 214
Behavior Model Skills Training 6-1 215
Behavior Model Video 6-1 221
Developing Your Leadership Skills 6-2 222
42. Behavior Model Skills Training 6-2 222
Behavior Model Video 6-2 223
Developing Your Leadership Skills 6-3 223
Developing Your Leadership Skills 6-4 224
Behavior Model Video 6-3 225
Developing Your Leadership Skills 6-5 225
Behavior Model Video 6-4 226
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x CONTENTS
CHAPTER 7
Leader–Member Exchange and Followership 230
43. From Vertical Dyadic Linkage Theory to Leader–Member
Exchange Theory 232
Vertical Dyadic Linkage Theory 232 / Leader–Member
Exchange (LMX)
Theory 234 / Factors That Influence LMX Relationships 235 /
The Benefits of
High-Quality LMX Relationships 237 / Criticisms of LMX
Theory 238
Followership 239
Defining Followership 240 / Types of Followers 241 /
Becoming an Effective
Follower 242 / guidelines to Becoming an Effective Follower
244 / Factors That Can
Enhance Follower Influence 246 / Dual Role of Being a Leader
and a Follower 249
Delegation 249
Delegating 249 / Delegation Decisions 250 / Delegating with
the use of a
Model 252 / Evaluating Followers: guidelines for Success 254
Chapter Summary 255
Key Terms 256 / Review Questions 256 / Critical-Thinking
44. Questions 257
CASE: W. L. gore & Associates 257
VIDEO CASE: Delegation at Boyne uSA Resorts 259
Developing Your Leadership Skills 7-1 260
Behavior Model Skills Training 260
The Delegation Model 260
Behavior Model Video 7.1 261
Developing Your Leadership Skills 7-2 261
CHAPTER 8
Team Leadership and Self-Managed Teams 268
The use of Teams in Organizations 270
Is It a group or a Team? 271 / Benefits and Limitations of
Teamwork 272 /
What Is an Effective Team? 275 / Characteristics of Highly
Effective Teams 276 /
Team Leadership 279 / Organizational Culture and Team
Creativity 281
Types of Teams 283
Functional Team 283 / Cross-Functional Team 284 / Virtual
Team 285 /
Self-Managed Team (SMT) 285
45. Decision Making in Teams 286
Normative Leadership Model 286 / Team-Centered Decision-
Making
Model 287 / Advantages and Disadvantages of Team-Centered
Decision Making 287
Conducting Effective Team Meetings 288
Planning Meetings 289 / Conducting Meetings 290 / Handling
Problem
Members 291
Self-Managed Teams 293
The Nature of Self-Managed Teams 294 / The Benefits of Self-
Managed
Teams 295 / Top Management and Self-Managed Team Success
297 / The Changing
Role of Leadership in Self-Managed Teams 298 / The
Challenges of Implementing
Self-Managed Teams 299
Chapter Summary 300
Key Terms 301 / Review Questions 301 / Critical Thinking
Questions 302
CASE: Frederick W. Smith—FedEx 302
VIDEO CASE: The NEADS Team: People and Dogs 304
46. Behavior Model Skills Training 8-1 304
Leadership Decision-Making Model 305
Behavior Model Video 8-1 and Video Exercise 307
Developing Your Leadership Skills 8-1 308
Developing Your Leadership Skills 8-2 310
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CONTENTS xi
PART THREE ORgANIzATIONAL LEADERSHIP
CHAPTER 9
Charismatic and Transfor mational Leadership 319
47. Charismatic Leadership 321
Weber’s Conceptualization of Charisma 321 / Locus of
Charismatic Leadership 322 /
The Effects of Charismatic Leaders on Followers 323 / How
One Acquires Charismatic
Qualities 324 / Charisma: A Double-Edged Sword 326
Transformational Leadership 328
The Effects of Transformational Leadership 328 /
Transformational versus
Transactional Leadership 329 / The Transformation Process 331
Charismatic-Transformational Leadership 333
Qualities of Effective Charismatic and Transformational
Leadership 333 /
Charismatic and Transformational Leadership: What’s the
Difference? 339
Stewardship and Servant Leadership 342
Stewardship and Attributes of the Effective Steward Leader
343 /
Servant Leadership and Attributes of the Effective Servant
Leader 344
48. Chapter Summary 346
Key Terms 348 / Review Questions 348 / Critical-Thinking
Questions 348
CASE: ursula Burns: Xerox’s Chairwoman and CEO 349
VIDEO CASE: Timbuk2: Former CEO Sets a Course 351
Developing Your Leadership Skills 9-1 351
CHAPTER 10
Leadership of Culture, Ethics, and Diversity 357
What Is Organizational Culture? 359
Culture Creation and Sustainability 359 / The Power of Culture
360 / Strong versus
Weak Cultures 361 / The Leader’s Role in Influencing Culture
364 / Types of
Culture 366 / National Culture Identities—Hofstede’s Value
Dimensions 369
Organizational Ethics 371
Fostering an Ethical Work Environment 372 / Authentic
Leadership 374
Diversity Leadership 375
The Changing Work Place 376 / Benefits of Embracing
Diversity 376 / Creating a
49. Pro-Diversity Organizational Culture 378 / The Effects of
globalization on Diversity
Leadership 382
Chapter Summary 383
Key Terms 384 / Review Questions 385 / Critical-Thinking
Questions 385
CASE: Mary Barra—New CEO of general Motors 385
VIDEO CASE: Diversity at PepsiCo 387
Developing Your Leadership Skills 10-1 387
Developing Your Leadership Skills 10-2 388
Developing Your Leadership Skills 10-3 389
CHAPTER 11
Strategic Leadership and Change Management 395
Strategic Leadership 397
globalization and Environmental Sustainability 399 / Strategic
Leadership and the
Strategic Management Process 400
The Strategic Management Process 401
Crafting a Vision and Mission Statement 402 / Setting
Organizational Objectives 404 /
Strategy Formulation 405 / Strategy Execution 408 / Strategy
50. Evaluation and Control 411
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xii CONTENTS
Leading Organizational Change 411
The Need for Organizational Change 412 / The Role of Top
Leaders in Managing
Change 412 / The Change Management Process 413 / Why
People Resist
Change 414 / Minimizing Resistance to Change 416
Chapter Summary 418
51. Key Terms 419 / Review Questions 419 / Critical Thinking
Questions 420
CASE: Nike in the Era of CEO Mark Parker 420
VIDEO CASE: Original Penguin Spreads Its Wings 422
Developing Your Leadership Skills 11-1 422
Developing Your Leadership Skills 11-2 423
Developing Your Leadership Skills 11-3 423
CHAPTER 12
Crisis Leadership and the Learning Organization 428
Crisis Leadership 430
Crisis Communication in the Age of Social Media 432 /
Formulating a Crisis
Plan 433 / The Three-Stage Crisis Management Plan 433 / The
Five-Step Crisis
Risk Assessment Model 437 / Effective Crisis Communication
440 / guideliness
to Effective Crisis Communication 441
The Learning Organization and Knowledge Management 443
Learning Organization Characterisitcs 444 / What Is Knowledge
Management? 445 / Traditional Versus the Learning
Organization 446 / The Learning
Organizational Culture and Firm Performance 449 / The Role
52. of Leaders in Creating a
Learning Organization Culture 449
Chapter Summary 452
Key Terms 454 / Review Questions 454 / Critical Thinking
Questions 454
CASE: Merck CEO–Ken Frazier. First African American
Leading a Major Pharmaceutical
Company 455
VIDEO CASE: Managing in Turbulent Times at Second City
Theater 457
Developing Your Leadership Skills 12-1 457
Developing Your Leadership Skills 12-2 458
Appendix: Leadership and Spirituality in the Workplace 464
Glossary 474
Index 481
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x i i i
Preface
Target Market
This book is intended for leadership courses offered at the
undergraduate and graduate levels in schools of busi-
ness, public administration, health care, education, psychology,
and sociology. No prior coursework in business or
management is required. The textbook can also be used in
management development courses that emphasize the
leadership function, and can supplement management or
organizational behavior courses that emphasize leader-
ship, especially with an applications/skill development focus.
Goals and Overview of Competitive Advantages
In his book Power Tools, John Nirenberg asks, “Why are so
many well-intended students learning so much and yet
able to apply so little in their personal and professional lives?”
Is it surprising that students cannot apply what they
54. read and cannot develop skills, when most textbooks continue to
focus on theoretical concepts? Textbooks need
to take the next step and develop students’ ability to apply what
they read and to build skills using the concepts. I
(Lussier) started writing management textbooks in 1988—prior
to the call by the Association to Advance Collegiate
Schools of Business (AACSB) for skill development and
outcomes assessment—to help professors teach their stu-
dents how to apply concepts and develop management skills.
Pfeffer and Sutton concluded that the most important
insight from their research is that knowledge that is actually
implemented is much more likely to be acquired from
learning by doing, than from learning by reading, listening, or
thinking. We designed this book to give students the
opportunity to learn by doing.
The overarching goal of this book is ref lected in its subtitle:
theory, application, skill development. We devel-
oped the total package to teach leadership theory and concepts,
to improve ability to apply the theory through
critical thinking, and to develop leadership skills. Following are
our related goals in writing this book:
• To be the only traditional leadership textbook to incorporate
the three-pronged approach. We make a clear dis-
55. tinction between coverage of theory concepts, their application,
and the development of skills based on the con-
cepts. The Test Bank includes questions under each of the three
approaches.
• To make this the most “how-to” leadership book on the
market. We offer behavior models with step-by-step
guidelines for handling various leadership functions (such as
how to set objectives, give praise and instructions,
coach followers, resolve conflicts, and negotiate).
• To offer the best coverage of traditional leadership theories,
by presenting the theories and research findings with-
out getting bogged down in too much detail.
• To create a variety of high-quality application material, using
the concepts to develop critical-thinking skills.
• To create a variety of high-quality skill-development
exercises, which build leadership skills that can be used in
students’ personal and professional life.
• To offer behavior-modeling leadership skills training.
• To make available a DVD, including 7 Behavior Model
Videos and 12 Video Cases.
• To suggest self-assessment materials that are well integrated
56. and illustrate the important concepts discussed in the
text. Students begin by determining their personality profile in
Chapter 2, and then assess how their personality
affects their leadership potential in the remaining chapters.
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xiv PREFACE
• To provide a flexible teaching package, so that professors can
design the course to best
meet the leadership needs of their students. The total package
includes more material
57. than can be covered in one course. Supplemental material is
included, thus only one
book is needed—making it a low-cost alternative for the
student.
Flexibility Example
The textbook, w it h 12 chapters, a llows time for ot her materia
ls to be used in t he
leadership course. The textbook includes all the traditional
topics in enough detail,
however, to use only the textbook for the course. It offers so
much application and
skill-development material that it cannot all be covered in class
during one semester.
Instructors have the f lexibility to select only the content and
features that best meet
their needs.
Specific Competitive Advantage—
Pedagogical Features
Three-Pronged Approach
We created course materials that truly develop students into
leaders. As the title of this
book implies, we provide a balanced, three-pronged approach to
the curriculum:
58. • A clear understanding of the traditional theories and concepts
of leadership, as well as
of the most recently developed leadership philosophies
• Application of leadership concepts through critical thinking
• Development of leadership skills
The three-pronged approach is clear in the textbook and is
carried throughout the
Instructor’s Manual and Test Bank.
Theory
Leadership Theories, Research and References, and Writing
Style: This book has
been written to provide the best coverage of the traditional
leadership theories, present-
ing the theories and research findings clearly without being
bogged down in too much
detail. The book is heavily referenced with classic and current
citations. Unlike the text-
books of some competitors, this book does not use in-text
citations, to avoid distract-
ing the reader and adding unnecessary length to the text
59. chapters. Readers can refer to
the notes for complete citations of all sources. Thus, the book
includes all the traditional
leadership topics, yet we believe it is written in a livelier, more
conversational manner
than those of our competitors.
The following features are provided to support the first step in
the three-pronged
approach—theory.
Learning Outcomes: Each chapter begins with Learning
Outcomes. At the end of the
chapter, the Learning Outcomes are integrated into the chapter
summary.
Key Terms: A list of key terms appears at the end of each
chapter. Clear definitions are
given in the text for approximately 15 of the most important
concepts from the chapter
(with the key term in bold and the definition in italic).
Chapter Summary: The summary lists the Learning Outcomes
from the beginning of
the chapter and gives the answers. For each chapter, the last
60. Learning Outcome requires
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PREFACE xv
students to define the key terms of the chapter by writing the
correct key term in the
blank provided for each definition.
Review Questions: These questions require recall of information
generally not covered
in the Learning Outcomes.
61. Application
The second prong of our textbook is to have students apply the
leadership theories and
concepts so that they can develop critical-thinking skills.
Students develop their applica-
tion skills through the following features.
Opening Case Application: At the beginning of each chapter,
information about an
actual manager and organization is presented. The case is
followed by four to eight
questions to get students involved. Throughout the chapter, the
answers to the ques-
tions are given to i l lustrate how t he ma nager/orga nization
actua l ly uses t he tex t
concepts to create oppor tunities and solve problems t hrough
decision ma k ing. A
distinctive head (Opening Case APPLICATION) appears when
the opening case is
applied in the text.
Work Applications: Open-ended questions, ca l led Work
Applications, require
students to explain how the text concepts apply to their own
work experience; there are
62. over 100 of these scattered throughout the text. Student
experience can be present, past,
summer, full-time, or part-time employment. The questions help
the students bridge the
gap between theory and the real world. The Work Applications
are also included in the
Test Bank, to assess students’ ability to apply the concepts.
Concept Applications: Every chapter contains a series of two to
six Concept Applica-
tion boxes that require students to determine the leadership
concept being illustrated in a
specific, short example. All the recommended answers appear in
the Instructor’s Manual
with a brief explanation. In addition, the Test Bank has similar
questions, clearly labeled,
to assess students’ ability to apply the concepts.
WORK
Application 2-1
Based on your
personality profile,
identify which
dimensions are
stronger, moderate,
63. and weaker.
1. What Big Five and leadership personality traits does Ellen
Kullman possess?
To a large extent, Ellen Kullman is a successful leader because
of her strong personality in the Big Five.
She has a strong need for surgency that helped her climb the
corporate ladder at DuPont, which is dominated by men.
It took energy and determination to become the first woman
CEO of DuPont. She is ranked #3 on the Fortune 50 Most
Powerful Women list.
Kullman has agreeableness. She gets along well with people
having strong interpersonal skills with EI. Kullman relies more
on her personal relationships than her power as CEO to get the
job done. She is also sociable and sensitive to others.
She is conscientious at getting the job done. Being very
dependable by achieving great success was a cornerstone of her
64. climbing the corporate ladder at DuPont. Plus she is viewed has
having a high level of integrity.
Kullman is well adjusted. Competing in a company and industry
dominated by men, she has self-control and self-confidence.
She is calm, good under pressure, relaxed, secure, and positive.
She praises the accomplishments of her employees at all levels.
She is open to new experience because of her innovating and
bringing to market new products at a faster clip. Kullman
is highly intelligent, has an internal locus of control as she
takes charge to bring changes, and is flexible.
OPENING CASE Application
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65. xvi PREFACE
Critical-Thinking Questions: There are more than 80 critical-
thinking questions (an
average of seven per chapter) that can be used for class
discussion and/or written assign-
ments to develop communication and critical thinking skills.
Cases: Following the Review Questions and Critical Thinking
Questions, students are
presented with another actual manager and organization. The
students learn how the
manager/organization applies the leadership concepts from that
chapter. Each Case is fol-
lowed by questions for the student to answer. Chapters 2
through 11 also include cumula-
tive case questions. Cumulative questions relate case material
from prior chapters. Thus,
students continually review and integrate concepts from
previous chapters. Answers to
the Case questions are included in the Instructor’s Manual.
66. Video Cases: All chapters include one Video Case. Seeing
actual leaders tackling real
management problems and opportunities enhances student
application of the concepts.
The 12 Video Cases have supporting print material for both
instructors and students,
including a brief description and critical-thinking questions.
Answers to the Video Case
questions are included in the Instructor’s Manual.
P.F. Chang’s has over 120 full-service, casual dining Asian
bistros and contemporar y Chinese diners across the country,
and its employees have the authority to make
decisions that benefit customers. Giving employees the free-
dom to make decisions has had a huge impact on their at-
titudes and performance. Managers at P.F. Chang’s receive
extensive training on how to create and nur ture a positive
attitude among their employees, and all workers receive an
employee handbook, which clearly spells out exactly what is
expected of them.
1. In what ways does P.F. Chang’s create organizational
commitment among its workers?
67. 2. How might a manager at P.F. Chang’s use the Big Five
personality factors to assess whether a candidate for a
position on the wait staff would be suitable?
V I D E O C A S E
“P.F.” Chang’s Serves Its Workers Well
CONCEPT APPLICATION 2-1
Big Five Personality Dimensions
Identify each of these seven traits/behaviors by its personality
dimension. Write the appropriate letter in the blank before
each item.
a. surgency d. conscientiousness
b. agreeableness e. openness to experience
c. affiliation
1. A leader is saying a warm, friendly hello to followers as
they arrive at the meeting.
2. A leader is brainstorming ideas with followers on new
products.
3. A follower is yelling about a problem, a leader calmly
68. explains how to solve it.
4. A leader is not very talkative when meeting some unexpected
customers.
5. A leader is letting a follower do the job his or her own way
to avoid a conflict.
6. A leader is giving detailed instructions to a follower to do
the job.
7. A purchasing agent submitted the monthly report on time as
usual.
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69. PREFACE xvii
Skill Development
The difference between learning about leadership and learning
to be a leader is the ac-
quisition of skills, our third prong. This text focuses on skill
development so students can
use the leadership theories and concepts they learn to improve
their personal and profes-
sional life.
Self-Assessments: Scattered throughout the text are 37Self-
Assessments. Students com-
plete these exercises to gain personal knowledge. All
information for completing and
scoring the assessments is contained within the text. Students
determine their personal-
ity profile in Chapter 2, and then assess how their personality
affects their leadership in
the remaining chapters. Self-knowledge leads students to an
understanding of how they
can and will operate as leaders in the real world. Although Self-
Assessments do not de-
70. velop a specific skill, they serve as a foundation for skill
development.
SELF-ASSESSMENT 9-3 Personality and Charismatic and
Transformational
Leadership
Charismatic leaders have charisma based on personality
and other personal traits that cut across all of the
Big Five personality types. Review the ten qualities of
charismatic leaders in Exhibit 9.3 on page 333. Which
traits do you have?
If you have a high surgency Big Five personality
style and a high need for power, you need to focus on
using socialized, rather than personalized, charismatic
leadership.
Transformational leaders tend to be charismatic as well.
In Self-Assessment 9-1 on page 329 you determined if you
were more transformational or transactional. How does
your personality affect your transformational and transac-
tional leadership styles?
71. You Make the Ethical Call The boxes present issues of ethics
for class discussion, with
many presenting actual situations faced by real companies. Each
dilemma contains two
to four questions for class discussion.
YOU
Make the
ETHICAL
Call
1.1 Is Leadership Really Important?
Scott Adams is the creator of the car toon character Dilber t.
Adams makes fun of manag-
ers, in par t because he distrusts top-level managers, saying that
leadership is really a crock.
Leadership is about manipulating people to get them to do
something they don’t want
to do, and there may not be anything in it for them. CEOs
basically run the same scam as
for tune-tellers, who make up a bunch of guesses, and when by
chance one is correct, they
hope you forget the other errors. First, CEOs blame their
predecessors for anything that
72. is bad, then they shuffle everything around, star t a new
strategic program, and wait. When
things go well, despite the CEO, the CEO takes the credit and
moves on to the next job.
Adams says we may be hung up on leadership as par t of our
DNA. It seems we have
always sought to put somebody above everybody else.
1. Do you agree with Scott Adams that leadership is a crock?
2. Do we really need to have someone in the leadership role?
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to electronic rights, some third party content may be suppressed
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73. xviii PREFACE
Developing Your Leadership Skills: There are between one and
four Exercises at the end
of each chapter. We use the term developing your leadership
skills only in referring to an
exercise that will develop a skill that can be used in the
students’ personal or professional
life at work. Full support of 30 activities can be found in the
Instructor’s Manual, includ-
ing detailed information, timing, answers, and so on. There are
three primary types of
exercises:
Individual Focus. Students make individual decisions about
exercise questions before or
during class. Students can share their answers in class
discussions, or the instructor may
elect to go over recommended answers.
Group/Team Focus. Students discuss the material presented and
may select group an-
swers and report to the class.
Role-Play Focus. Students are presented with a model and given
74. the opportunity to use
the model to apply their knowledge of leadership theories
through role-playing exercises.
Behavior Model Skills Training: Six of the Developing Your
Leadership Skills Exercises
may be used as part of behavior modeling by using the step-by-
step models in the text
and the Behavior Model Videos. Meta-analysis research has
concluded that behavior
modeling skills training is effective at developing leadership
skills. For example, students
read the conf lict resolution model in the text, watch the video
in class, and then complete
an Exercise (role-play) to resolve a conf lict, using the model
and feedback from others.
Case Role-Play Exercise: Following each Case are instructions
to prepare students to
conduct an in-class role-play, based on a situation presented in
the Case. Through role-
playing, students develop their skills at handling leadership
situations. For example, stu-
dents are asked to conduct a motivational speech and to develop
a vision and mission
75. statement for an organization.
Step-by-Step Behavior Models: In addition to traditional
theories of leadership, the text
includes behavior models: how-to steps for handling day-to-day
leadership functions,
such as how to set objectives, give praise, coach, resolve conf
licts, delegate, and negotiate.
Behavior Model Videos: There are seven Behavior Model
Videos that reinforce the de-
velopment of skills. The videos demonstrate leaders
successfully handling common lead-
ership functions, using the step-by-step behavior models
discussed earlier in the Theory
section. Students learn from watching the videos and/or using
them in conjunction with
the Skill-Development Exercises. Material in the text integrates
the videos into the chap-
ters. Ideas for using all videos are detailed in the Instructor’s
Manual.
Objectives
To better understand the four situational communication styles
76. and which style to use in a given situation
Video (12 minutes) Overview
You will first listen to a lecture to understand how to use the
situational communications model. Then, you will view two
man-
agers, Steve and Darius, meeting to discuss faulty parts. You
are
asked to identify the communication style Darius uses in four
different scenes. Write the letters of the style on the scene line
after each scene. This may be completed as part of Developing
Your Leadership Skills Exercise 6-2.
Scene 1. Autocratic (S1A)
Scene 2. Consultative (S2C)
Scene 3. Participative (S3P)
Scene 4. Empowerment (S4E)
Behavior Model Video
77. Situational Communications
6.1
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PREFACE xix
In this behavior model skills training session, you will perform
three activities:
1 Read “Improving Performance with the Coaching Model”
(to review how to use the model).
78. 2 Watch Behavior Model Video 6.2, “Coaching.’’
3 Complete Developing Your Leadership Skills Exercise 6-3
(to develop your coaching skills).
For further practice, use the coaching model in your personal
and professional life.
Session 2
Behavior Model Skills Training 2
Supplements Support
Instructor’s Companion Site. Access important teaching
resources on this companion
Web site. For your convenience, you can download electronic
versions of the instructor
supplements from the password-protected section of the site,
including the Instructor’s
Manual, Cognero Testing files, Word Test Bank files,
PowerPoint® slides, and a DVD Guide.
• Instructor’s Manual. The accompanying Instructor’s Manual,
prepared by Robert Lus-
sier and Christopher Achua, contains the following for each
79. chapter of the book: a de-
tailed outline for lecture enhancement, Review Question
answers, Concept Application
answers, Case and Video Case question answers, instructions on
use of videos, and De-
veloping Your Leadership Skills Exercise ideas (including setup
and timing). The In-
structor’s Manual also contains an introduction that discusses
possible approaches to
the course and provides an overview of possible uses for
various features and how to
test and grade them. It explains the use of permanent groups to
develop team leadership
skills and provides guidance in the development of a course
outline/syllabus.
• Cengage Learning Testing Powered by Cognero. This is a
flexible, online system that al-
lows you to author, edit, and manage test bank content from
multiple Cengage Learning
solutions; create multiple test versions in an instant; and deliver
tests from your LMS,
your classroom, or wherever you want. Cengage Learning
Testing Powered by Cognero
works on any operating system or browser, no special installs or
80. downloads needed. You
can create tests from school, home, the coffee shop—anywhere
with Internet access.
• Word Test Bank files. These files are converted from the
Cognero testing system. All
questions have been scrutinized for accuracy, the test bank for
each chapter includes
true/false, multiple-choice, and essay questions, all correlated
to national business
standards, learning objectives, level of difficulty, and page
references.
• PowerPoint® Lecture Presentations. An asset to any
instructor, the lectures provide out-
lines for every chapter, illustrations from the text, and
emphasize key concepts provid-
ing instructors with a number of learning opportunities for
students.
• DVD Guide. Designed to facilitate use of the accompanying
DVD, this guide provides
summaries of each Video Case, as well as the Behavior Model
Video segments. Discus-
sion starter question and suggested answers are included.
81. DVD. Chapter closing videos and Behavior Model videos
compiled specifically to accom-
pany Leadership allow students to engage with the textual
materials by applying theories
and concepts of real-world situations.
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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not materially affect the overall learning experience. Cengage
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time if subsequent rights restrictions require it.
xx PREFACE
Summary of Key Innovations
Our goal is to make both students and instructors successful by
providing learning fea-
82. tures that not only teach about leadership but also help students
become leaders. Here are
the special ways in which this is done:
• Three-pronged approach (theory, application, skill
development) in the textbook and
corresponding assessment of the three areas in the Test Bank
• Unique skill-development materials that build leadership
skills for use in students’ per-
sonal and professional life
• Unique application material to develop critical-thinking skills
in applying the leadership
concepts and theories
• Unsurpassed video package, with 12 Video Cases and 7
Behavior Model Videos
• Flexibility—use any or all of the features that work for you!
Changes to the Sixth Edition
The sixth edition and accompanying supplements have been
thoroughly revised.
Chapter 1
83. The chapter has been updated and 90 percent of the references
are new to this edition.
Learning outcomes 5 and 6 have been combined because they
are related, and learning
outcome 7 has been deleted, but the review and list of key terms
remains in the Chapter
Summary. There is a new Opening Case Application about
Amazon. The opening section
headings (level 1 and 2 heads) have been changed to better
match the first learning out-
come. The subsection (level 3 head) on the Importance of
Leadership has been rewritten
with all new current references. There is a new subsection, Why
Study Leadership? to an-
swer this question. There is a new sub-section, The Need for
Self-Assessment in Leader-
ship Development, so that students understand the value of the
self-assessment exercises
in each chapter. Also, it gets student self-assessment in the very
first section of the chap-
ter. Self-Assessment 1-1 has been expanded to include more
questions, which makes some
changes to the Five Elements of Leadership. Within the Five
Elements of Leadership, The
Leader–Follower subsection now has level 4 headings and the
84. inf luencing, organizational
objectives, change, and people subsections have been heavily
revised and shortened with
new references. The section “Can Leadership Skills be Taught
and Skills Developed” has
been rewritten and shortened with all new references. The
introduction to the Manage-
ment Leadership Skills and the discussion of the three
management skills has been short-
ened with new references. The Interpersonal Roles now begins
with the leader, and the
discussion of all ten roles has been condensed. You Make the
Ethical Call 1.2, Execu-
tive Compensation, has been shortened and updated with all new
references. Each of the
Leadership Theory Paradigms has been shortened by removing
some of the details of the
findings of each paradigm that is discussed in later chapters.
AACSB standards have been
updated using the 2013 AACSB Business Accreditation
Standards, General Skills Areas.
The listing of AACSB skills developed in each of the Skill
Building Exercises throughout
the book has also been updated. The case is essentially new as
indicated in the new title
85. “From Steve Jobs to Tim Cook—Apple.” The information on
Jobs has been decreased and
the information on Cook has been increased, with several new
references and current
performance reported with Cook as CEO.
Chapter 2
The chapter has been updated and 92 percent of the references
are new to this edition. The
opening case is still DuPont, but it has been rewritten and
updated with new references.
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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not materially affect the overall learning experience. Cengage
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time if subsequent rights restrictions require it.
86. PREFACE xxi
The first major section has been re-titled “Personality Traits and
Leadership Trait Uni-
versality” and reorganized to better focus on Learning Outcome
1, “Explain the univer-
sality of traits of effective leaders.” The number 2 head
“Applying Trait Theory” has been
replaced with “Leadership Trait Universality,” and the
discussion of “We Can Improve”
and “Derailed Leadership Traits” level 3 heads has been moved
to the “Personality Pro-
file” section. The introduction to the Ethical Leadership section
has been rewritten with
all new references. The section “Does Ethical Behavior Pay?”
has been rewritten with all
new references. There is a new subsection, “Why Do Good
People Do Bad Things?” The
subsection “The Situation” has been expanded to include the
“bad apple bad barrel” con-
cept and include more situations in which unethical behavior
may occur. In the “Guides
to Ethical Behavior” section, subsection discussing codes of
ethics and discernment and
getting advice have been added. There is a new Work
87. Application 2-4 to apply how people
justify unethical behavior at work. The section “ Being an
Ethical Leader ” has been de-
leted to shorten the chapter a bit. The end-of-chapter case is
new—TOMS.
Chapter 3
The chapter has been updated and 86 percent of the references
are new to this edition
while listing the classical references to leadership and
motivation theory. The opening
case is still Trader Joe’s, but it has been updated and shortened.
The introduction to the
chapter has been rewritten with all new references. The
“University of Michigan and
Ohio State University Studies” section has been shortened a bit.
The section, Motivation
and Leadership, has been rewritten with all new references. The
section on Reinforce-
ment Theory has been shortened some, and the subsection “The
Folly of Rewarding A,
While Hoping for B” with Exhibit 3.12 has been deleted. The
end-of-chapter case is new,
Facebook COO Sheryl Sandberg. There is also a new role-play
exercise that goes with it.
88. Chapter 4
The chapter has been updated throughout. However, this chapter
is based on older con-
tingency leadership theories. Therefore, it includes more
classical references than several
of the other chapters. There are 46 references and 13 are from
the fifth edition, so 33
or 72 percent of the references are new to this edition. The
opening case is still Indra
Nooyi at PepsiCo, but the case has been completely rewritten.
The Contingency Leader-
ship Theory and Models section introduction has been updated
with all new references.
The closing case name has been changed by dropping the name
Terry Gou from the title.
It has been updated and the information about Foxconn has been
shortened a bit. There
are changes to all of the applying the concept boxes. The skill
building exercises include
the new AACSB General Skills Areas.
Chapter 5
The chapter has been updated throughout. There are 80
references and 5 are from the
89. fifth edition; so 75, or 94 percent, of the references are new to
this edition. The opening
case is Mark Cuban, but the case has been completely rewritten
and shorter. The intro-
duction to the Power section has been essentially rewritten with
all new references. The
amount of explanation of the Types of Power and Inf luencing
Tactics, and Ways to In-
crease Your Power has been reduced. The subsection “Acquiring
and Losing Power” has
been deleted. The introduction to the Networking section has
been rewritten with all
new references. The second level heading Social Networking at
Work has been dropped
to a third level, rewritten and shortened. The key term
definition of negotiation has been
changed. The end-of-chapter case title and the people’s names
in the case have been
changed.
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to electronic rights, some third party content may be suppressed
90. from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
xxii PREFACE
Chapter 6
The chapter has been updated throughout. There are 87
references and 3 are from the
fifth edition; so 84, or 97 percent, of the references are new to
this edition. The entire
Communications section has been shortened a bit throughout.
The section “Communi-
cation and Leadership” has been completely rewritten with all
new references. The second
level heading 360-Degree Multirater Feedback is now a level 3
head. Learning Outcome
6 and the section “Common Approaches to “Getting Feedback
on Messages, and Why
They Don’t Work” have been changed by dropping the four
reasons why people don’t ask
91. questions. The introduction to the Coaching section has been
rewritten with new refer-
ences. The Managing Conf lict section has been reorganized,
moving the Conf lict and
Leadership section into the introduction and Psychological
Contract sections. The end-
of-chapter cases is still Netf lix, but it has been updated and
shortened a bit.
Chapter 7
More than 90 percent of the references are new to this edition.
Learning Outcomes 1
through 4 and 8 are new. The opening case has been updated
with new references. We
changed the opening section title heading to read as follows:
“From Vertical Dyadic Link-
age Theory to Leader–Member Exchange Theory.” We
redirected the discussion away
from Evolution of Dyadic Theory and focused only on VDL and
LMX. The subsection on
Team Member Exchange Theory is eliminated from Chapter 7
and moved to Chapter 8
that deals with Team Leadership. The subsection on factors that
inf luence LMX relation-
ships has been rewritten with two new level 3 headings: The
92. Role of the Leader and The
Role of the Follower in Inf luencing LMX relationships. We
eliminated the subsection
titled “Developing High-Quality LMX Relationships.” The
content in this section is now
discussed under the newly created subsection titled “The Role
of the Follower in Inf lu-
encing LMX Relationships.” The subsection on strengths and
limitations of LMX theory
has been eliminated. In its place is a new subsection titled “The
Two Main Criticisms of
LMX Theory.” The subsection “Determinants of Follower Inf
luence” has been renamed
“Factors That Can Enhance Follower Inf luence.” The
subsection “Follower Evaluation
and Feedback” has been renamed “Evaluating Followers:
Guidelines for Success.”
Chapter 8
This chapter has been broadly updated with a significant amount
of references new to
this edition. The opening case is still Southwest Airlines, but it
has been rewritten and
updated with new references. There is a new Concept
Application 8-2 to test the student’s
93. understanding of organizational culture and team creativity.
There has been a major re-
vision of the opening heading “The Use of Teams in
Organizations” with new references.
The subsection “Groups versus Teams: What is the Difference”
has been re-titled “Is It a
Group or a Team?” This section has been completely revised
and shortened. Exhibit 8-2,
“The Team Leader’s Role in Creating Effective,” has been
deleted. The listed activities
in the exhibit have been summarized into a concise but easy to
understand narrative.
Exhibit 8.3, “Guidelines for Improving Cross-Functional Team
Effectiveness,” has been
deleted due to its redundancy to the characteristics of effective
teams presented in
Exhibit 8-1. The end-of-chapter case has been revised with new
references and updates.
Chapter 9
This chapter has been broadly updated with a significant amount
of references new to this
edition. The opening case still features Oprah Winfrey, but it
has been completely rewrit-
ten from a different vantage point and updated with new
94. references. The introduction
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to electronic rights, some third party content may be suppressed
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not materially affect the overall learning experience. Cengage
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PREFACE xxiii
to the chapter has been shortened. All Concept Application
exercises have been updated
and, in many cases, new questions added. The subsection on the
Effects of Transforma-
tional Leadership has been rewritten and the content shortened.
The subsection on the
Transformational versus Transactional Leadership has been
rewritten and the content
95. shortened. The section on Stewardship and Servant Leadership
has been restructured
from three subheadings to just two subheadings. The new sub-
headings are: Stewardship
and Attributes of the Effective Steward Leader and Servant
Leadership and Attributes of
the Effective Servant Leader. The end-of-chapter case still
features Ursula Burns and Xe-
rox Corporation but with new information and updates.
Chapter 10
The chapter has been updated throughout. There are 117
references and 4 are from the
fifth edition; so 113, or 97%, of the references are new to this
edition. The opening case
is Avon Corporation, but the case has been completely rewritten
to focus on Avon’s a
new CEO—Sheri McCoy. All the Concept Application Exercises
have been changed or
modified. A new subsection on Culture Creation and
Sustainability has been added. Two
subheadings—Characteristics of Strong Cultures and
Characteristics of Weak Cultures—
have been dropped from level 2 to level 3 subheadings. These
two subheadings have been
96. significant shortened by not discussing each characteristic as a
separate subheading. In-
stead, a summary narrative is given and the specific
characteristics presented in the ex-
hibits. The four subheadings on types of culture—Cooperative,
Competitive, Adaptive,
and Bureaucratic—have been dropped from level 2 to level 3
subheadings. Each of Hof-
stede’s Five Value Dimensions for Understanding National
Cultures has been dropped
from a level 2 to a level 3 subheading. The four recommended
practices for fostering an
ethical work environment have been dropped from level 2 to
level 3 subheadings. The
subsection on the Characteristics of Authentic Leaders has been
dropped. Its content is
included in the subsection titled “What is Authentic
Leadership?” The subheading for-
merly titled “Changing Demographics and Workforce Diversity”
has been re-titled “The
Changing Workplace.” Also, demographic diversity has been
deleted as a key term. The
subsection titled “The Downside of Diversity” has been deleted.
Each of the factors that
support a pro-diversity organizational culture has been changed
97. from level 2 to level 3
subheadings. The end-of-chapter case is new.
Chapter 11
The chapter has been updated throughout. There are 98
references and 12 are from the
fifth edition; so 86, or 90 percent, of the references are new to
this edition. The opening
case has been updated. All the Concept Application Exercises
have been modified. The
subsection on strategic leadership failures has been dropped.
The focus of the chapter is
on strategic leadership; as such, we made it is the first major
heading (level 1) and con-
verted Globalization and Environmental Sustainability into a
level 2 subheading under
Strategic Leadership. The first part of the chapter on strategic
leadership and the strategic
management process has undergone significant restructuring and
rewriting. A new sub-
heading titled “Leading the Strategic Management Process” has
been added under strate-
gic leadership. Each of the five tasks of the strategic
management process is discussed as
level 2 subheadings with significant revisions and updates.
98. Exhibit 11-1 (Strategic Man-
agement Framework) has been replaced with a new exhibit). It
is now titled “The Strategic
Management Process.” We have eliminated the subsection (level
3 heading) titled “Rec-
ommendations for Minimizing Resistance to Change.” The
subsection titled “Strategic
Management in Action” has been dropped. Exhibit 11-2 (Change
Implementation Pro-
cess) has been dropped. The end-of-chapter case has been
updated.
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
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time if subsequent rights restrictions require it.
99. xxiv PREFACE
Chapter 12
The chapter has been updated throughout. There are 121
references, and only 13 are
from the fifth edition; so 108, or 89 percent, of the references
are new to this edition. The
opening chapter case is new. It focuses on Antonio Perez and
Eastman Kodak. The sub-
section on crisis leadership training has been dropped. Content
has been incorporated
under Crisis Leadership. The section on formulating a crisis
management plan has been
reorganized with two new subsections added and one deleted.
Also, in this section, crisis
risk assessment has received expanded coverage and elevated to
a level 2 subheading now
titled “The Five-Step Risk Assessment Model.” The subsection
titled “Spotlight on the Af-
rican Crisis” has been deleted. The end-of-chapter case is still
on Ken Frazier and Merck
but completely new in its content and focus.
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
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time if subsequent rights restrictions require it.
x x v
Acknowledgments
I’m deeply honored that Judi Neal, CEO of Edgewalkers,
http://edgewalkers.org/ (wrote
the Appendix, “Leadership and Spirituality in the Workplace”).
I also want to thank my
mentor and coauthor of many publications, Joel Corman, for his
advice and encourage-
ment during and after my graduate education at Suffolk
University.
I hope everyone who uses this text enjoys teaching from these
materials as I do.
101. Robert N. Lussier, Spring field College
As it has been with past editions of this book, working with Bob
Lussier is always a learn-
ing and growth experience that I value very much. He is a good
friend and a mentor. To
my students, friends, and colleagues who have encouraged and
supported me morally, I
say thanks. And, finally, I give recognition and thanks to the
leadership of my institution,
the University of Virginia’s College at Wise, for their support
of scholarship of this kind.
Christopher F. Achua, University of Virginia’s College at Wise
Finally, we both would like to acknowledge the superb
assistance we received from our
editorial team. The guidance, support, and professionalism of
Scott Person, Julia Chase,
Jennifer Ziegler, the team at Lumina Datamatics, Inc., and Sally
Nieman were invaluable
to the completion of this project. We would also like to thank
Amy Richard for her prepa-
ration of support material. We sincerely acknowledge the
102. reviewers and survey respon-
dents of this and past editions who provided feedback that
greatly improved the quality of
this book in many areas.
Reviewers
Chris Adalikwu, Concordia College—Selma, Alabama
Josje Andmore, Camosun College School of Business
Kathy Bohley, University of Indianapolis
John Bonosoro, Webster University
Brenda D. Bradford, Missouri Baptist University
Brian W. Bridgeforth, Herzing College
Carl R. Broadhurst, Campbell University
Jon Burch, Trevecca Nazarene University
Debi Cartwright, Truman State University
Don Cassiday, North Park University
Ken Chapman, Webster University
Felipe Chia, Harrisburg Area Community College
Valerie Collins, Sheridan College
George W. Crawford, Clayton College & State University
Janice Cunningham, Indiana Tech
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Learning reserves the right to remove additional content at any
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xxvi ACKNOWLEDgMENTS
Sue Cunningham, Rowan Cabarrus Community College
Joseph Daly, Appalachian State University
Frederick T. Dehner, Rivier College
Melinda Drake, Limestone College
Rex Dumdum, Marywood University
Ray Eldridge, Freed-Hardeman University
Debi Carter-Ford, Wilmington College
Dave Foster, Montana State University
Gerald A. Garrity, Anna Maria College
Thomas Garsombke, Northland College
Ronald Gayhart, Lakeshore Tech College
Michele Geiger, College of Mount St. Joseph
James Gelatt, University of Maryland University College
104. Don R. Gibson, Houston Baptist University
Eunice M. Glover, Clayton College & State University
Garry Grau, Northeast State Community College
Wade Graves, Grayson County College
Ray Grubbs, Millsaps College
Frank Hamilton, Eckerd College
Deborah Hanson, University of Great Falls
Nathan Hanson, Palm Beach Atlantic
Mary Ann Hazen, University of Detroit Mercy
Linda Hefferin, Elgin Community College
Marilyn M. Helms, Dalton State College
Mary Hogue, Kent State University, Stark Campus
Carol Himelhoch, Siena Heights University
Donny Hurwitz, Austin Community College
Stewart Husted, Virginia Military Institute
Dr. Katherine Hyatt, Reinhardt University
Gale A. Jaeger, Marywood University
Lori Happel-Jarratt, The College of St. Scholastica
David Jones, North Carolina State University
Thomas O. Jones, Jr., Greensboro College
Louis Jourdan, Clayton State University
Paul N. Keaton, University of Wisconsin–La Crosse
Gary Kleemann, Arizona State University East
Susan Kowalewski, D’Youville College
Bill Leban, DeVry University
105. Chet Legenza, DeVry University
Sondra Lucht, Mountain State University
Cheryl Macon, Butler Community College
James Maddox, Friends University
Kathleen B. Magee, Anna Maria College
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ACKNOWLEDgMENTS xxvii
Charles Mambula, Suffolk University
Gary May, Clayton College & State University
David McCalman, University of Central Arkansas
Lee E. Meadows, Walsh College
106. Ken Miller, Mountain State University
Michael Monahan, Frostburg State University
Steve Morreale, Worcester State College
Lorrie Mowry, McCook Community College
Jamie Myrtle, MidAmerica Nazarene University
Rhonda S. Palladi, Georgia State University
Patricia Parker, Maryville University
Jeff Pepper, Chippewa Valley Tech College
Nicholas Peppes, St. Louis Community College
Melinda Phillabaum, Indiana University
Laura Poppo, Virginia Tech
William Price, North County Community College
Dr. Kanu Priya, Arkansas State University
Gordon Rands, Western Illinois University
Kira K. Reed, Syracuse University
Marlys Rizzi, Simpson College
Mary Sacavage, Alvernia College Schuylkill Center
Khaled Sartawi, Fort Valley State University
Christopher Sieverdes, Clemson University
H. D. Sinopoli, Waynesburg College
Thomas G. Smith, Fort Valley State University
Emeric Solymossy, Western Illinois University—Quad Cities
Martha C. Spears, Winthrop University
Shane Spiller, Morehead State University
Karen Stephens, Camosun College
107. Bill Tracey, Central Connecticut State University
Dr. Robert Trumpy, Central Washington University
Robin Turner, Rowan-Cabarrus Community College
John Waltman, Eastern Michigan University
Fred A. Ware, Jr., Valdosta State University
Kerr F. Watson, Mount Olive College
Kristopher Weatherly, Campbellsville University
Amy Wojciechowski, West Shore Community College
Mike Woodson, Northeast Iowa Community College
Jan Wyatt, Hesser College
Benjamin R. Wygal, Southern Adventist University
Kimberly S. Young, St. Bonaventure University
Kenneth J. Zula, Keystone College
Joseph E. Zuro, Troy State University
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108. x x v i i i
About the Authors
ROBERT N. LUSSIER is a professor of management at
Springfield College
and has taught management for more than 25 years. He has
developed innovative and
widely copied methods for applying concepts and developing
skills that can be used in
one’s personal and professional life. He was the director of
Israel Programs and taught
there. Other international experiences include Namibia and
South Africa.
Dr. Lussier is a prolific writer, with over 400 publications to his
credit. His articles
have been published in the Academy of Entrepreneurship
Journal, Business Horizons, En-
trepreneurship Theory and Practice, Journal of Business
Strategies, Journal of Management
Education, Journal of Small Business Management, Journal of
Small Business Strategy,
109. SAM® Advanced Management Journal, and others. His other
textbooks include Manage-
ment Fundamentals: Concepts, Applications, Skill Development
6e (Sage); Human Rela-
tions in Organizations: Applications and Skill Building 9e
(Irwin/McGraw-Hill); Business,
Society and Government Essentials: Strategy and Applied
Ethics (Routledge); and others.
When not writing, Dr. Lussier consults to a wide array of
commercial and nonprofit
organizations. In fact, some of the material in the book was
developed for such clients
as Baystate Medical Center, Coca-Cola, Friendly’s Ice Cream,
the Institute of Financial
Education, Mead, Monsanto, Smith & Wesson, the Social
Security Administration, the
Visiting Nurses Associations of America, and the YMCA.
Dr. Lussier holds a bachelor of science in business
administration from Salem State
College, two master’s degrees in business and education from
Suffolk University, and a
doctorate in management from the University of New Haven.
110. CHRISTOPHER F. ACHUA is a professor in the Department of
Business and
Economics at the University of Virginia’s College at Wise. His
teaching has centered on
three disciplines: strategic management, marketing, and
organizational leadership. Dr.
Achua’s interest in engaging students in real-life learning
opportunities led him to create
and direct programs such as the Center for Entrepreneurship,
Leadership, and Service
and the Small Business Institute at his university. These
programs focused on developing
students’ leadership and entrepreneurial skills by applying
theory to real-world situations.
Dr. Achua has presented scholarly papers at regional and
national conferences. His
papers have been published in many refereed proceedings, the
Small Business Institute
Journal, and the Journal of Small Business Strategy. When not
involved in academic pur-
suits, he lends his expertise to community development
programs and initiatives. He has
served on several boards of organizations in the local
community, and was chair of the
111. Mountain Empire Regional Business Incubator’s board of
directors.
Dr. Achua received his undergraduate degree in business
administration and account-
ing from the University of Sioux Falls, South Dakota; his MBA
from the University of
South Dakota; and his doctorate from the United States
International University (now
Alliant International University) in San Diego, California.
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to electronic rights, some third party content may be suppressed
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time if subsequent rights restrictions require it.
1
112. Chapter
1
C h a p t e r O U t L I N e
Leadership Described
Leadership Development
Defining Leadership with
Five Key Elements
Leadership Skills
Are Leaders Born or Made?
Can Leadership Be Taught
and Skills Developed?
Managerial Leadership Skills
Leadership Managerial Roles
113. Interpersonal Roles
Informational Roles
Decisional Roles
Levels of Analysis of
Leadership Theory
Individual Level of Analysis
Group Level of Analysis
Organizational Level of Analysis
Interrelationships among
the Levels of Analysis
Leadership Theory
Paradigms
The Trait Theory Paradigm
The Behavior Leadership
Theory Paradigm
114. The Contingency Leadership
Theory Paradigm
The Integrative Leadership
Theory Paradigm
From the Management to the
Leadership Theory Paradigm
Objectives of the Book
Leadership Theory
Application of Leadership Theory
Leadership Skill Development
Flexibility
Organization of the Book
Who Is a
Leader and
What Skills Do
115. Leaders Need?
Learning Outcomes
After studying this chapter, you should be able to:
1 Briefly describe the five key elements of leadership.
p. 5
2 Identify and define the managerial leadership skills.
p. 8
3 List the ten managerial roles based on their three
categories. p. 11
4 Explain the interrelationships among the levels of
leadership analysis. p. 15
5 Describe the major similarity and difference
between the trait and behavioral leadership
theories, and the interrelationships between them
and contingency theories. p. 16
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time if subsequent rights restrictions require it.
2 part 1 INDIVIDUALS AS LEADERS
Jeff Bezos amazon.com
We begin each chapter by introducing an exceptional
leader and company, followed by some questions for you
to answer, and we answer the questions throughout the
chapter.
Back in July 1995, e-commerce pioneer Jeff Bezos
launched Amazon.com as an online bookstore at age 30.
Over the years he transformed Amazon into “the every-
thing store” that rivals Walmar t as a store, Apple as a de-
vice maker, and IBM as a data services provider. Amazon is
a Fortune 500 company, ranked in the top 50, with sales
expected to exceed $75 billion in 2013.
117. Bezos is a demanding boss who doesn’t tolerate stu-
pidity. If employees don’t have the right answers or try to
bluff or show uncer tainty or frailty, he has been known to
make harsh comments. But his criticism is almost always
on target that leads to improvements. He is obsessed with
improving company performance and customer ser vice
and has a public e-mail. When he gets a complaint that
irks him, employees get a Bezos question mark e-mail, and
they react to resolve the issue quickly, like a ticking bomb.
Bezos is incredibly intelligent, even about things he
knows little about. He has won numerous awards for his
leadership, including Time magazine Person of the Year and
Fortune named Bezos as the best CEO in 2012. He has an
estimated net worth of close to $30 billion.
OpeNING CaSe QUeStIONS:
1. Why is Amazon so successful?
2. Does Amazon use our definition of leadership?
3. What managerial leadership skills does CEO Jeff
Bezos use at Amazon?
118. 4. What managerial leadership roles does CEO Jeff
Bezos perform at Amazon?
Can you answer any of these questions? You’ll find an-
swers to these questions about Amazon and its leadership
throughout the chapter.
To learn more about Amazon, visit the company’s Web
site at http://www. amazon.com.
1 Reference for open case and answers to the question
within the chapter.
OPENING CASE Application
T
he focus of this chapter is on helping you understand what
leadership is and what
this book is all about. As you can see in the chapter outline, we
begin by discussing
why leadership is important and defining leadership. Then we
explain the three
managerial leadership skills and the ten roles that managerial
leaders perform. Next