This document discusses managing diversity on a work team. It describes how Marni, a team leader, noticed conflicts arising on her diverse international team. To address this, Marni held informal team lunches to allow members to bond over personal interests rather than just work. This helped the team feel more connected and reduced conflicts over time. The document then provides context on evolving views of diversity and the case for diversity in maximizing resources, innovation, and mutual understanding between organizations and their customers. However, it also notes diversity can increase the potential for conflicts if not properly managed.
The document discusses the importance of diversity and managing diversity in organizations. It states that as the American workforce becomes more diverse, organizations must adapt to this changing environment. The document then discusses the growing importance of workplace diversity, the benefits of a diverse workforce, methods for increasing diversity, and strategies for effectively managing a diverse workforce. It emphasizes that diversity fosters creativity, innovation, and a better understanding of markets to help organizations succeed.
The document discusses managing diversity in the workplace in South Africa. It notes that workplaces have diversity in terms of ethnicity, education, age, gender, and other factors. Managing this diversity effectively requires innovative ideas from managers. Diversity management is still a new concept in South African businesses. Factors like an organization's mission and goals as well as the external environment influence how diversity is managed. Managing diversity provides competitive advantages like improved employee retention and creativity. It can also help organizations better understand changing customer needs.
This document summarizes a report on incorporating diversity into the workplace. It will first identify current programs targeting gender diversity and how they are working to address issues. Second, it will explain how business performance relates to workplace diversity. Third, it will discuss cognitive bias and how this influences the work environment. Finally, it will provide any reflections or recommendations. The report aims to show the benefits of a gender diverse workplace as well as the challenges and rewards of achieving diversity.
This document discusses the importance of diversity and inclusion in the workplace. It explains that as organizations incorporate the ideas and perspectives of their diverse employees, it benefits both the employees and the organization. The document advocates moving beyond considerations of race, sex and gender, and focusing more on individuals' human aspects like thoughts, feelings and emotions. It suggests that inclusion allows organizations to view things differently than in the past by taking a more holistic view of their diverse workforce.
The document discusses the concept of "beyond diversity" which involves moving past a focus solely on differences like race, gender, and religion, toward promoting equal treatment and reducing discrimination. It describes beyond diversity as shaping attitudes from top-down and bottom-up in an organization to create a fair and level playing field for all. Cultural competence is discussed as having awareness of one's own culture, attitudes toward differences, knowledge of other cultures, and skills to interact cross-culturally. The goal of beyond diversity is understanding different perspectives to build more inclusive communities and effective communication.
The document is a quarterly newsletter from Publicis Groupe focused on talent engagement and inclusion. It includes:
- A welcome message from the Chief Diversity Officer highlighting accomplishments in 2015 and inviting employees to participate in upcoming professional development and business resource group opportunities.
- Thought leader articles on why diversity and inclusion are important for business success and valuing LGBT talent and their allies.
- News from across Publicis Groupe including sponsoring a career conference and a session on diversity and innovation hosted by SapientNitro.
- Upcoming professional development events and updates from business resource groups.
2000 words essay CASE STUDY Select a significant event o.docxlorainedeserre
2000 words essay
CASE STUDY
Select a significant event or a situation in a developing country setting that you have observed e.g. through the media or read about; and identify a prominent response to that event or situation, which you observed or read about. Note that the event or situation might include, for example, an emergency, security threat, development crisis, social or political unrest, discovery of valuable natural resources, among others. These are just a few examples.
The case study should address the following points:
o Assess the event or situation, the key issues involved and the impact on the society
o Discuss the key goals and results sought by the society in this situation
o Determine whether and how a leader emerged in that context and what factors demonstrated this
o Analyze the leadership process outlining the following:
▪ Whose ideas shaped the responses to the situation. ▪ What evidence supported these ideas and how were they received by the society? ▪ The nature of the relationship between emergent leaders and the rest of the group or society ▪ Who provided guidance toward the defined goal(s)? ▪ What leadership qualities were useful in that situation?
o What outcomes were produced from the responses to that situation? Were these outcomes consistent with the goals initially expressed by that society?
o Did this event or situation and the response to it produce a new situation?
o Would you say that the society was better or worse off as a result of the responses to this event or situation?
o What overall conclusions can you draw from this experience about leadership and the leadership process?
Diversity at Workplace
The issue of workplace diversity has been at the center of battles and conflicts at many companies when doing recruitment. Some organizations believe that diversity is achieved by simply meeting the necessary proportions for the gender and race of the employees. However, there is more to this issue than meets the eye. Companies need to know that diversity at places of work is a multifaceted subject and needs the attention and comprehensiveness that it deserves. True diversity in most organizations has been a challenge to realize since many companies feel that they are good to go once they have a given number of employees from a certain gender, race, or religion.
Misconceptions about workplace diversity: what it is and what it is not
Diversity at places of work cannot be complete if there is no respect, acceptance, and collaboration regardless of the differences in gender, race, religion, political beliefs, native language, styles of communication, or sexual orientation among workers. Unfortunately, many organizations think that they have embraced diversity once they have employed people from different ethnicities, religious backgrounds, nationalities, races, sexual orientations, and gender. It should be understood that while this is a good step, it is just one of the ma ...
Ethnolinguistics, Diversity, And Social JusticeAimee Brown
The document discusses the importance of diversity in the workplace. It defines diversity as including differences in age, ethnicity, gender, abilities, race, orientation, education and other attributes. A diverse workforce brings a variety of ideas and experiences, which can lead to innovative solutions and improved adaptability. Managing diversity effectively helps companies attract and retain the best talent, improve customer relations, and enhance business outcomes and competitiveness. However, poor management of diversity can create communication barriers and cultural resistance among employees.
The document discusses the importance of diversity and managing diversity in organizations. It states that as the American workforce becomes more diverse, organizations must adapt to this changing environment. The document then discusses the growing importance of workplace diversity, the benefits of a diverse workforce, methods for increasing diversity, and strategies for effectively managing a diverse workforce. It emphasizes that diversity fosters creativity, innovation, and a better understanding of markets to help organizations succeed.
The document discusses managing diversity in the workplace in South Africa. It notes that workplaces have diversity in terms of ethnicity, education, age, gender, and other factors. Managing this diversity effectively requires innovative ideas from managers. Diversity management is still a new concept in South African businesses. Factors like an organization's mission and goals as well as the external environment influence how diversity is managed. Managing diversity provides competitive advantages like improved employee retention and creativity. It can also help organizations better understand changing customer needs.
This document summarizes a report on incorporating diversity into the workplace. It will first identify current programs targeting gender diversity and how they are working to address issues. Second, it will explain how business performance relates to workplace diversity. Third, it will discuss cognitive bias and how this influences the work environment. Finally, it will provide any reflections or recommendations. The report aims to show the benefits of a gender diverse workplace as well as the challenges and rewards of achieving diversity.
This document discusses the importance of diversity and inclusion in the workplace. It explains that as organizations incorporate the ideas and perspectives of their diverse employees, it benefits both the employees and the organization. The document advocates moving beyond considerations of race, sex and gender, and focusing more on individuals' human aspects like thoughts, feelings and emotions. It suggests that inclusion allows organizations to view things differently than in the past by taking a more holistic view of their diverse workforce.
The document discusses the concept of "beyond diversity" which involves moving past a focus solely on differences like race, gender, and religion, toward promoting equal treatment and reducing discrimination. It describes beyond diversity as shaping attitudes from top-down and bottom-up in an organization to create a fair and level playing field for all. Cultural competence is discussed as having awareness of one's own culture, attitudes toward differences, knowledge of other cultures, and skills to interact cross-culturally. The goal of beyond diversity is understanding different perspectives to build more inclusive communities and effective communication.
The document is a quarterly newsletter from Publicis Groupe focused on talent engagement and inclusion. It includes:
- A welcome message from the Chief Diversity Officer highlighting accomplishments in 2015 and inviting employees to participate in upcoming professional development and business resource group opportunities.
- Thought leader articles on why diversity and inclusion are important for business success and valuing LGBT talent and their allies.
- News from across Publicis Groupe including sponsoring a career conference and a session on diversity and innovation hosted by SapientNitro.
- Upcoming professional development events and updates from business resource groups.
2000 words essay CASE STUDY Select a significant event o.docxlorainedeserre
2000 words essay
CASE STUDY
Select a significant event or a situation in a developing country setting that you have observed e.g. through the media or read about; and identify a prominent response to that event or situation, which you observed or read about. Note that the event or situation might include, for example, an emergency, security threat, development crisis, social or political unrest, discovery of valuable natural resources, among others. These are just a few examples.
The case study should address the following points:
o Assess the event or situation, the key issues involved and the impact on the society
o Discuss the key goals and results sought by the society in this situation
o Determine whether and how a leader emerged in that context and what factors demonstrated this
o Analyze the leadership process outlining the following:
▪ Whose ideas shaped the responses to the situation. ▪ What evidence supported these ideas and how were they received by the society? ▪ The nature of the relationship between emergent leaders and the rest of the group or society ▪ Who provided guidance toward the defined goal(s)? ▪ What leadership qualities were useful in that situation?
o What outcomes were produced from the responses to that situation? Were these outcomes consistent with the goals initially expressed by that society?
o Did this event or situation and the response to it produce a new situation?
o Would you say that the society was better or worse off as a result of the responses to this event or situation?
o What overall conclusions can you draw from this experience about leadership and the leadership process?
Diversity at Workplace
The issue of workplace diversity has been at the center of battles and conflicts at many companies when doing recruitment. Some organizations believe that diversity is achieved by simply meeting the necessary proportions for the gender and race of the employees. However, there is more to this issue than meets the eye. Companies need to know that diversity at places of work is a multifaceted subject and needs the attention and comprehensiveness that it deserves. True diversity in most organizations has been a challenge to realize since many companies feel that they are good to go once they have a given number of employees from a certain gender, race, or religion.
Misconceptions about workplace diversity: what it is and what it is not
Diversity at places of work cannot be complete if there is no respect, acceptance, and collaboration regardless of the differences in gender, race, religion, political beliefs, native language, styles of communication, or sexual orientation among workers. Unfortunately, many organizations think that they have embraced diversity once they have employed people from different ethnicities, religious backgrounds, nationalities, races, sexual orientations, and gender. It should be understood that while this is a good step, it is just one of the ma ...
Ethnolinguistics, Diversity, And Social JusticeAimee Brown
The document discusses the importance of diversity in the workplace. It defines diversity as including differences in age, ethnicity, gender, abilities, race, orientation, education and other attributes. A diverse workforce brings a variety of ideas and experiences, which can lead to innovative solutions and improved adaptability. Managing diversity effectively helps companies attract and retain the best talent, improve customer relations, and enhance business outcomes and competitiveness. However, poor management of diversity can create communication barriers and cultural resistance among employees.
This document discusses diversity in public relations and organizational processes. It notes that while progress has been made in increasing diversity, minorities still face challenges. Specifically, it mentions that African Americans have helped drive changes in public relations. While their numbers are growing, stereotyping and discrimination present barriers. Managing diversity effectively and celebrating cultural differences can help organizations benefit from diverse perspectives and experiences.
The survey found inconsistencies in how PR professionals define diversity, equity, and inclusion terms. Less than half felt their organizations clearly explained the importance of language used to discuss DEI. Definitions provided for key terms like diversity, equity, inclusion, and social justice varied widely. While most organizations express public commitment to DEI, fewer take meaningful internal actions or work to advance social justice. The language used to discuss DEI shapes workplace culture and perceptions of equity, so consistent, well-defined terms are needed.
atify and describe the cult alue dimensions that help ural profile of.pdfjeeteshmalani1
atify and describe the cult alue dimensions that help ural profile of a country iad affect
organizational processes: power distance. quently arise out of garding time, change, material f
fre- values and orientations re- ancertainty avoidance, individualism, and mascu- In his later
research, Hofstede explored the encept of long-term versus short-term orientation . Managers can
use research results and personal obser vations to develop a character sketch, or cultural profile,
of a country. This profile can help managers anticipate how to motivate people and coordinate
work processes in a particular international context. piscussion Questions What is meant by the
culture of a society, and why is it im portant for international managers to understand it? Do you
notice cultural differences among your classmates? How do e differences affect the class
environment? How do they 3-3. Di Discuss how the Internet and culture interact. Which most af-
fects the other, and how? Give some examples Discuss collectivism as it applies to the Japanese
workplace. 3-4. affect your group projects? s does it affect? uss the types of operational conflicts
that could occur in an international context because of different attitudes toward time, change,
material factors, and individualism hat managerial functi Discuss the role of Islam in cross-
cultural relations and busi- ness operations. 3-5. Give examples relative to specific countries.
plication Exercises Develop a cultural profile for one of the countries in the fol- 37. In small
groups of students, lowing list. Form small groups of students and compare your findings in class
with those of another group preparing a pro- file for another country. Be sure to compare specific
findings regarding religion, kinship, recreation, and other subsystems. What are the prevailing
attitudes toward time, change, mate- ial factors, and individualism? nv A frican country ing the
four dimensions of power distance, uncertaint ance, masculinity, and individualism for one of the
countries in comparison to the United States. (Your inst assign the countries to avoid
duplication.) Present yo to the class. Assume you are a U.S. manager of a subs foreign country
and explain how differences on these are likely to affect your management tasks. What s you
have for dealing with these differences in the w
Solution
Culture of a society means the way people do things living in a society. This varies from place to
place to a large level. People living in a society will have different cultures, customs, behaviours,
language which can become a barrier if not tackled in the right way.
It is important for an international manager to understand it because of the trend of globalising
the business in international market. When the business is expanded to different places problems
are faced to understand the culture of that place and adjust to make variations according to the
existing culture of the place. For example the most important cultural barrier c.
The document discusses diversity in the workplace and its importance for companies. It notes that as the world has become more interconnected through technology and travel, workplaces have become more culturally diverse. It also discusses how some major companies like Microsoft, Google and Apple have benefited from a diverse workforce with different skills and perspectives. These companies evaluate candidates based on their qualifications rather than attributes like gender, race or background. The document emphasizes that diversity is no longer just about being politically correct, but is a business necessity that can improve creativity, problem solving and decision making.
The document discusses how advancing diversity is important for businesses to stay competitive and align with personal values, as executives from 24 companies noted. It provides the example of how PepsiCo's former CEO Steve Reinemund focused on improving diversity and inclusion, which led to a 38.8% increase in employees feeling the culture was more inclusive. The purpose is to introduce CEOs who have contributed to more diverse and inclusive workplace cultures and how that has impacted work life.
The Language of Diversity: A Report on How Communication Leaders are Defining...Sarah Jackson
The survey found inconsistencies in how PR professionals define and discuss diversity, equity, and inclusion (DEI). While most agreed language influences workplace culture, over half were uncomfortable with their organization's DEI language and definitions. Common terms like "diversity" and "inclusion" were confused. Few organizations formally define and publicly share DEI definitions. The report provides standardized definitions and suggests organizations clearly define and regularly update DEI language to improve discussions and initiatives.
The document discusses global diversity and developing a global mindset. It provides information on:
- The definition and importance of global diversity in multinational companies, and the issues organizations face in managing diversity globally.
- The benefits of diverse teams but also the challenges they present for global team leaders.
- The definition of a multicultural workforce and how diversity management can help draw out the benefits while addressing communication barriers.
- A five-step cycle for developing a global mindset, including recognizing your own cultural biases, learning about personality traits like curiosity, learning about workplace expectations in other countries, building intercultural relationships, and developing strategies to adjust your style across cultures.
CASE STUDY COMMENTARY• Individual written task in Harvard sty.docxmoggdede
CASE STUDY COMMENTARY
• Individual written task in Harvard style format, cover page, table of contents, blocked text and reference list.
• The student must build a coherent discussion or argument in essay format, analyzing theories and models. Ethical theories, legal cases and case studies may be referred to when providing examples. Cite all sources.
• Students must write in complete sentences and develop paragraphs. No bullet points are allowed. Provide spacing between the sentences.
• Prepare and Introduction, Body, and Conclusion paragraphs.
• Sources must be used, identified, and properly cited.
• Format: PDF submitted through Turnitin
• The answers should analyse the following based on the case study provided with this task below the Rubrics:
1. Identify and explain the relevant parties in this case study?
2. Identify and explain in order the ethical issues related to each party involved in this case study? Cite your sources.
3. What ethical theories can each party use to support their behavior or decisions? Cite your sources.
4. Identify and discuss the points of law raised in the case? Cite your sources.
5. Identify and explain an additional case that supports or differentiates this case/situation.
Case study:
Cyber Harassment
In many ways, social media platforms have created great benefits for our societies by expanding and diversifying the ways people communicate with each other, and yet these platforms also have the power to cause harm. Posting hurtful messages about other people is a form of harassment known as cyberbullying. Some acts of cyberbullying may not only be considered slanderous, but also lead to serious consequences. In 2010, Rutgers University student Tyler Clementi jumped to his death a few days after his roommate used a webcam to observe and tweet about Tyler’s sexual encounter with another man. Jane Clementi, Tyler’s mother, stated, “In this digital world, we need to teach our youngsters that their actions have consequences, that their words have real power to hurt or to help. They must be encouraged to choose to build people up and not tear them down.”
In 2013, Idalia Hernández Ramos, a middle school teacher in Mexico, was a victim of cyber harassment. After discovering that one of her students tweeted that the teacher was a “bitch” and a “whore,” Hernández confronted the girl during a lesson on social media etiquette. Inquiring why the girl would post such hurtful messages that could harm the teacher’s reputation, the student meekly replied that she was upset at the time. The teacher responded that she was very upset by the student’s actions. Demanding a public apology in front of the class, Hernández stated that she would not allow “young brats” to call her those names. Hernández uploaded a video of this confrontation online, attracting much attention.
While Hernández was subject to cyber harassment, some felt she went too far by confronting the student in the classroom.
Case Study Chapter 5 100 wordsTranscultural Nursing in the.docxmoggdede
Case Study Chapter 5
100 words
Transcultural Nursing in the Community Community health clients belong to a variety of cultural groups. To gain acceptance, nurses must strive to introduce improved health practices that are presented in a manner consistent with clients’ cultural values. The student nurse is going to visit two different homes with the community health nurse with different cultural beliefs. 1. In preparation for the student nurse’s visits to two different homes, what five transcultural principles will assist in guiding community health nursing practice in these settings? 2. During the first visit, the student nurse has to conduct a cultural assessment by questioning the patient and observing the family dynamics. The community health nurse has requested that the student nurse assess for appropriate information in six major areas. What six major areas should the student nurse consider? 3. After the conclusion of the first visit, the community health nurse cautions the student nurse to be consciously aware of any ethnocentrism attitudes toward other cultures and the importance of cultural diversity. What is ethnocentrism and why is it so important to be conscious of cultural diversity?
.
Case Study Chapter 10 Boss, We’ve got a problemBy Kayla Cur.docxmoggdede
Case Study: Chapter 10
Boss, We’ve got a problem
By Kayla Curry
Background
Charlie Upton was the most beloved citizen of the close knit village of Summit. Everyone knew and respected Charlie. As a 17 year veteran of the police department, he was valued and admired for his unyielding care for the community. Charlie Upton gained acclaim for his heavy involvement in youth activities. He coached the boys pee-wee football team to victory in back to back seasons. He was known to get passionate about a bad call by referees. Coach Upton cared so much for his team, he generously offered to reward the team with a trip to Disney World. The man was even President of the local school board at one time. The highlight of the Christmas season was when he would dress up as a convincing Santa Claus for all of Summit’s children and visit the elementary schools.
Cont.
Charlie Upton’s popularity within Summit was unparalleled. Upton was known to rub shoulders with the Village’s elite. Primarily Village Administrator Tim Bell, whose son was star quarterback of Upton’s pee-wee team, and his own boss Police Chief Martin Owens. It was safe to say, nobody was expecting the coming scandal that would forever shake the community of Summit.
When Chief Martin Owens first heard the news, he decided to run straight to Administrator Tim Bell for direction. Highly unsettled, together they came up with a plan to combat the coming storm.
Cont.
Chief Owens and Administrator Bell called Charlie Upton into the Chief’s office and demanded an explanation to the allegations brought against him. A 12 year old boy who was being treated by a social worker for emotional problems, claimed that he had been sexual molested by none other than the Department’s beloved Charlie Upton.
When confronted with the accusations Upton replied simply, “well, there goes 17 years of police work down the drain.” Taking Upton’s non-denial as admission of guilt, Bell furiously demands he surrenders his badge and places him on unpaid leave on the spot. An outside agency would handle a 3 week investigation into the charges and in the meantime nobody outside of those three parties would know why Charlie Upton was being investigated.
Cont.
The investigation was completed and Upton was charged with criminal sexual conduct with a minor. He was immediately terminated. Against legal advice Administrator Bell refused to pay Upton’s separation pay of $26,000 in unused vacation time and sick leave.
From that point, the Village of Summit turned into a political circus:
Anticipating tough questions, Bell and Owens crafted their responses ahead of time
Pending public announcement Administrator Bell held a closed door meeting with the Council informing them that the Officer in charge of youth offenses was a child molester
Three of the Council members didn’t believe Upton would do such a thing and demanded Bell put him back in a uniform and on the streets
When the public was made aware they went int.
CASE STUDY Caregiver Role Strain Ms. Sandra A. Sandra, a 47-year-o.docxmoggdede
CASE STUDY: Caregiver Role Strain: Ms. Sandra A. Sandra, a 47-year-old divorced woman, received a diagnosis of stage 3 ovarian cancer 4 years ago, for which she had a total hysterectomy, bilateral salpingo- oophorectomy, omentectomy, lymphadenectomy, and tumor debulking followed by chemotherapy, consisting of cisplatin (Platinol), paclitaxel (Taxol), and doxorubicin (Adriamycin). She did well for 2 years and then moved back to her hometown near her family and underwent three more rounds of secondline chemotherapy. She accepted a less stressful job, bought a house, renewed old friendships, and became more involved with her two sisters and their families. Sandra developed several complications, including metastasis to the lungs. Then she could no longer work, drive, or care for herself. She had been told by her oncologist that there was nothing else that could be done and that she should consider entering a hospice. She met her attorney and prepared an advance directive and completed her will. She decided to have hospice care at home and, with the help of her family, set up her first floor as a living and sleeping area. She was cared for by family members around the clock for approximately 3 days. Sandra observed that she was tiring everyone out so much that they could not really enjoy each other’s company. At this time, she contacted the Visiting Nurse Association (VNA) to seek assistance. Her plan was to try to enjoy her family and friend’s visits. After assessment, the VNA nurse prioritized her problems to include fatigue and caregiver role strain. Other potential problem areas that may need to be incorporated into the care plan include anticipatory grieving and impaired comfort.
Reflective Questions
1. What are some of the stresses on Sandra’s middle-aged sisters and their families?
2. What resources are available to manage these stresses and support the sisters while caring for their dying sister Sandra?
3. Describe Sandra’s feelings about dependency and loss of autonomy because she is unable to do her own activities of daily living any longer
.
Case Study Answers Week 7 and 8Group OneIn your grou.docxmoggdede
This document outlines case study assignments for four groups. Each group is assigned to analyze one of InFocus's four business units (Beverages, Snackfoods, Supplements, Sportswear) using the BCG matrix, GE-McKinsey matrix, and Synergy matrix. They must also provide a recommendation for what InFocus should do with that business unit. The document also provides InFocus business statistics and outlines portfolio analyses and recommendations for each business unit.
Case Study and Transition Plan TemplateCase StudyD.docxmoggdede
Case Study and Transition Plan Template
Case Study
Darren is a 17-year-old student. He is a junior at his local high school. Darren has a specific learning disability in reading. He attends the resource classroom for English classes. All other courses are in the general education setting with accommodations, modified grades (for some subjects), and push-in supports from the special education teacher at least three times per week for core courses requiring extensive reading and writing. He is currently decoding at the fifth grade reading level, but reading comprehension is at the third grade level. Fluency is at the fifth grade level.
Darren also has difficulty with written expression, and needs graphic organizers and pre-writing activities to help him develop a thesis statement and organize his written work. His handwriting is difficult to read and it takes him a long time to complete written assignments without assistive technology and software. He can be impulsive, and will sometimes miss important portions of written directions resulting in frequent errors on assignments. He frequently turns in assignments late or not at all. He needs assistance remembering to take his medication at school and at home. He has tried to pass a driver’s license exam so he can get a driver’s permit to learn how to drive. However, his impulsivity and reading ability have affected his performance and he has not been able to pass the written exam as required by the state motor vehicle department.
Darren loves cars. He can describe makes and models of practically any vehicle and describe the type of engine and standard features. He also helps his dad and older brother work on vehicles in the family’s car restoration business. Darren can wash the cars, detail the interior, and clean the windows. He has recently started doing oil changes with some supervision.
His parents are concerned about Darren’s impulsivity, his inability to remember directions, and his unrealistic views of his abilities. His mother is concerned about him needing prompts to brush his teeth, wear clean clothes, and comb his hair before leaving the house. He tends to blame others when he is not successful and makes excuses for not following through on responsibilities. His father expressed concern about Darren’s difficulty in putting tools away in the shop and cleaning up his work area after he changes the oil in a vehicle. Teachers express concern over late assignments, a reluctance to take responsibility for his own actions, and the need for constant prompts and reminders. Darren uses an electronic spelling dictionary and a word processor with word prediction software and spell check to complete assignments.
Darren’s parents indicated on a parent survey that they do not know if Darren would be eligible to receive adult services, social security, and they do not know how to contact adult service agencies.
During a student interview, Darren stated he wanted to become a professional foo.
Case Study AnalysisRead Compassion for Samantha Case Study.docxmoggdede
Case Study Analysis
Read
Compassion for Samantha Case Study
Samantha Lizonia has been with Prestige Shipping for 35 years. As one of the first employees hired when the business launched, she has weathered many storms with the company, including receiving late paychecks, times of slow growth, a year where she worked 7 days a week without fail, and working for 4 years in a row without a vacation or sick day. As the office manager, she greets all visitors and is the first point of contact when customers and vendors calls. The CEO always praises Samantha and often states that without her diligence and faithfulness all those years they may not have survived.
Unfortunately, Samantha’s job performance has been declining. She has submitted reports untimely and unfinished, been late to work, and has become cold and difficult to work with. Coworkers and vendors complain about her rude comments and harsh demeanor. The CEO spoke to Samantha about her performance and behavior, but nothing has changed. Actually, she did not appreciate being reprimanded, and her behavior got worse. However, during their meeting, the CEO did find out that Samantha is planning on retiring in 2 years, and the value of her retirement savings plan has drastically declined.
If Samantha would have been any other employee, she would have been fired a long time ago. Because of her age, years of loyal service, lack of retirement savings, and the CEO’s commitment to continuing the family-like environment, this is a difficult choice. However, he knows that he must come to a decision about her soon.
Consider
the following:
SHRM ethical guidelines
Ethical processes for hiring, evaluating, disciplining, and terminating employees
Regulations for equal opportunity and employee rights
Commonly held values such as compassion, courage, integrity, and wisdom that can help people clarify their differences with others, understand their positions, and communicate values more effectively
Disagreements about moral choices in an organization are a natural part of doing business. Appreciate the viewpoints of other parties instead of vilifying them. Anticipate these disagreements by developing strategies for dealing with the most common conflicts you will face in your work.
Your personal strengths, unique voice, core identity and desired self-image.
Potential arguments that others will use to support immoral or unethical behavior
Write
a 1,050- to 1,400-word analysis of the scenario. Include the following:
Describe the ethical dilemma presented in the scenario, and explain why it is an ethical dilemma.
Describe the government and industry regulations relevant to this scenario.
Explain why specific elements from SHRM guidelines would apply to this situation.
Describe the ethical way to resolve the issue with Samantha.
Justify your resolution.
Format
your paper according to APA guidelines.
Reference
2 peer-reviewed scholarly ariticles
.
Case Study AnalysisAn understanding of cells and cell behavi.docxmoggdede
Case Study Analysis
An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.
Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.
An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.
Scenario: Case study
An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen. History obtained from staff reveals the patient has history of malabsorption syndrome and difficulty eating due to lack of dentures. The patient has been diagnosed with protein malnutrition
To prepare:
By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
The Assignment (1- to 2-page case study analysis)
Develop a 1- to 2-page case study analysis in which you:
Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems
Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain why you think the patient presented the symptoms described.
28 (28%) - 30 (30%)
The response accurately and thoroughly describes the patient symptoms.
The response includes accurate, clear, and detailed reasons, with an explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.
25 (25%) - 27 (27%)
The response describes the patient's symptoms.
The response includes accurate reasons, with an explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.
23 (23%) - 24 (24%)
The response describes the patient's symptoms in a manner that is vague or inaccurate.
The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.
0 (0%) - 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the de.
Case Study Analysis and FindingsThe final assignment for this co.docxmoggdede
Case Study Analysis and Findings
The final assignment for this course is a Case Study Analysis and Findings. The purpose of the Case Study Analysis and Findings is for you to utilize the knowledge and skills developed in this course to evaluate the psychological methods and theoretical models of criminal behavior as well as the police psychology and the psychological aspects of all participants in the criminal justice process relative to a specific criminal episode. An overview of forensic psychology as it relates to the criminal justice process should be included.
This course has addressed issues of psychological theory and practice relative to the functioning of the criminal justice system. These impacts range from the offender, to law enforcement and investigations, to practices and legalities of law in the courtroom, to the participation and impact of victims and witnesses, and to treatment and sentencing rendered in the correctional environment. Research continues regarding the biological, genetic, psychological, and social impacts on mental health and resulting behavior. These findings will continue to find their way into the legal implications of the psychological influences on behavior.
The focus of your Case Study Analysis and Findings paper will be based, in large part, on the weekly assignments you completed throughout the course. In each of the weekly assignments, you address a particular aspect of the overall criminal case and offender that you selected in Week 1.
In the Week 1 Literature Review assignment, you provide the resources necessary for each phase of your final analysis and findings.
In the Week 2 Case Summary and Offender Profile assignment, you provide an analysis of the behavior of the offender relative to the psychological history and evaluation of the offender.
In the Week 3 Investigative Psychology assignment, you provide an analysis of the behavior of the investigators including the analysis of the crime scene. This assignment also describes the psychological, behavioral, environmental, and cognitive factors that influence the investigation, including intervention strategies to reduce the impact of stress on law enforcement.
In the Week 4 Legal Psychology and Victimization assignment, you provide a discussion on the role of the psychological profile of the offender and the victims have on the presentation of evidence in court, including the analysis of legal psychology as it is implemented in the criminal justice process.
Finally, in the Week 5 Psychological Treatment in Correctional Settings assignment, you provide a discussion on the impacts the psychological make–up of offenders have on the functional responsibilities of incarceration facilities and how the biases and assumptions of correctional service providers influence their assessment of and interaction with these offenders.
Utilizing your research and analyses completed for the Weeks 1 through 5 assignments, consider the psychological methods .
Case Study Analysis A TutorialWhat is it Case studies are a .docxmoggdede
Case Study Analysis: A Tutorial
What is it? Case studies are a popular and effective teaching tool for business and non-business students. Often described as the “Harvard method,” case studies permit students to apply learned concepts and techniques to “real world” situations. Although our assignments are individual work only, case studies may also allow students to use their knowledge of course material in addressing business/marketing problems or issues through collaboration (much as in the workplace). Case studies may be quite detailed or simple in scope. In some assignments, strong familiarity with financial analysis and operations management are needed to successfully complete the case.
How to be effective? For any case study assignment, common sense; research; and a good understanding of basic marketing/management concepts are needed. You should carefully read the case several times, highlighting information/details that you believe important. Understand what the assignment is requesting. In the Popchips and Grand Theft Auto cases, you are asked questions for response. In addressing each question, you should justify (document) your answer with case information and additional Internet research. All sources should be properly cited.
It is important that you do not assume anything. Many students err in case analysis by confusing personal opinion or inference (guess) with the facts presented in the case. It is permissible (and, often required) to supplement case information with various research methods (i.e., observation and/or Internet) gain a clearer understanding of the issues, forces, questions and requirements of the case. Rely on the text book and lecture notes to help you.
Put yourself in the case as the key decision maker(s). What needs to be addressed concerning marketing? What could have been done differently? What should the marketing strategy (plan) be going forward? Be prepared to explain your reasoning.
Most importantly, don’t procrastinate on this assignment. Your time well-spent will result in a well-done report.
In summary, to complete a case study assignment successfully, you must:
1. Read the case thoroughly several times.
2. Complete independent research about the case issue/topic.
3. Identify and verify sources.
4. Answer the questions contained in the case with completeness and accuracy using case and research information.
5. Write your report and proof it for grammar, spelling and punctuation mistakes.
A Rite of Passage Approach
Designed to Preserve the
Families of Substance-Abusing
African American Women
Vanesta L. Poitier, Makini Niliwaambieni, and
Cyprian Lamar Rowe
This article approaches the treatment of addicted
African American women in ways drawn from
traditional African culture. While the modern African
American woman is clearly not the same as her
continental African foremother, the reality of her life
is still predicated on the basis of her culture and
her material wealth or.
Case Study AlcoholCertain occasional behaviors can cause more tro.docxmoggdede
Case Study: Alcohol
Certain occasional behaviors can cause more trouble than one might think. For many college students, drinking does not seem dangerous and is often viewed as a normal. Alcohol absorption and factors involved with alcohol metabolism are rarely discussed.
Review the following case study and answer the questions in essay format.
Paulo is a sophomore in college. On the weekends he goes out with his friends and will have anywhere from 5-8 drinks during the evening. Paulo met his friends during freshman year and they all agree that drinking is part of the college experience. Paulo always has a hangover after a big night of drinking, but doesn't think it's an issue because he never drinks on the weekdays and it isn't affecting his schoolwork. On a football weekend that included a lot of drinking, one of Paulo's friends, Luke, got into a fight and ended up in the emergency room. The doctor told Luke his Blood Alcohol Concentration was so high that he nearly had alcohol poisoning. Although Paulo knew drinking and driving could be dangerous, Paulo was surprised that the doctor warned Luke about "binge drinking." Paulo began to wonder whether his drinking was affecting his own health.
How common is binge drinking in college? What factors increase an individual's risk for the short and long term effects of alcohol? Why do college students like Paulo feel it is part of the college experience to drink regularly? What should universities, parents, friends, and others do to address high risk drinking and to change these behaviors?
4 Essays, 1 essay per Part:
Part I: Finding the Perfect Balance
Chapter # 1 General Health Concepts
Chapter # 2 Promoting and Preserving Your Psychological Health
Chapter # 3 Managing Stress: Managing Stress and Coping with Life Challenges
Chapter # 4 Preventing Violence and Injury
Part II: Building Healthy Relationships
Chapter # 5 Understanding Sexuality
Chapter # 6 Considering your Reproductive Alternatives
Part III: Avoiding Risks Related to Bad Habits
Chapter # 7 Recognizing and Avoiding Addiction and Drug Use
Chapter # 8 Drinking Alcohol Responsibly and Ending Tobacco Use
Part IV: Building Healthy Lifestyles
Chapter # 9 Eating for a Healthier You
Chapter # 10 Reaching and Maintaining a Healthy Weight
.
Case study A group of nurse educators are having a discussion about.docxmoggdede
Case study: A group of nurse educators are having a discussion about the minority student nurses. The nurse educators believe that there are numerous barriers to minority student success in nursing education. The nurse educators want to develop strategies to increase the success rate in graduation of these students.
1. The nurse educators make a list of the barriers that exist for minority student success. What are common barriers for minority student success?
2. The group of nurse educators is acutely aware that different generations are represented in nursing today. These different generations have different attitudes and value systems, which greatly affect the settings in which they work. What are the key characteristics of the four generational groups that are present in today’s workforce?
3. Analyze and describe how the different generations present in nursing today affect nursing care and the nursing workplace.
.
Case study ;1Callista Roy and Betty Neumans theories view the.docxmoggdede
Case study ;1
Callista Roy and Betty Neuman's theories view the person (individual, group, or community) as a holistic adaptive system that constantly interacts with the internal and external environments. Both theories view the person as being the center of nursing and present health/wellness and illness as parts of the same continuum, however there are some key assumptions that are different. As such, select one of the theories and identify1 assumption of the theory and discuss how the care rendered for this patient by an advanced practice nurse would be structured (assessment, diagnosis, planning, intervention, evaluation) according to the theory. Give 2 specific examples of interventions that you anticipate will be included in the patient's care.
Mr. Reynolds is a 32 year-old male patient hospitalized on the orthopedic unit of the hospital. He is status-post motorcycle accident and right leg below the knee amputation. He has a history of Depression and Schizophrenia. He is currently separated from his wife and estranged from his family. He is awaiting social work for placement in a rehabilitation facility, where he will continue his recovery.
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Case Study 9Running head BP & THE GULF OF MEXICO OIL SPILLC.docxmoggdede
Case Study 9
Running head: BP & THE GULF OF MEXICO OIL SPILL
Case Study: BP & The Gulf of Mexico Oil Spill
Central Michigan University
Organizational Dynamics & Human Behavior – MSA 601
Abstract
This paper will focus on the monumental disaster and ensuing public relations nightmare of British Petroleum (BP). This disaster of course was brought about by the oil rig explosion and fire in the Gulf of Mexico. BP is a multinational conglomerate of gargantuan proportions. They have molded and perfected their public image over decades. This paper will take a look at the lapses in BP’s management and public relations efforts and what measures the company should have taken.
BP & the Gulf of Mexico Oil Spill
The reason that the authors selected to evaluate British Petroleum (BP) for a case study was due in no small part to the endless media attention given to the oil spill in the Gulf. BP is an extremely popular brand that everyone in this country undoubtedly is effected by in one way or another. One of the initial reasons for choosing BP was the unmitigated disaster put forth on the public relations front in explaining the company’s efforts at dealing with the Gulf of Mexico oil crisis. The authors were further intrigued at this assignment for the poor leadership and decision making acumen of the former CEO Tony Hayward (CMU, 2009, p. 227). With this multi-focal approach, the study will highlight the conflicting messaging presented to the public and the lackluster and ultimately ineffective leadership within the organization.
BP is a huge multinational conglomerate whose primary focus is the petroleum industry. The company does business in over 30 countries around the globe. Its annual operating income is $239 billion dollars with over $14 billion dollars in profit in the year 2009. The company employs over 80,300 individuals and owns 16 refineries worldwide. BP operates several subsidiaries under the names AM/PM markets, BP and ARCO gas stations, Aral gas stations in Germany, Wild Bean Café, and Castrol Motor Oil (BP at a glance, 2010).
The competition within the petroleum industry is not as plentiful as one might think. There are actually very few players in the game. Due to the limited number of refiners of crude in this country the oil from various sources are blended prior to coming to the consumer. BP doesn’t have much use for the service station business anymore. In 2007, it announced plans to sell the last 700 stations that it hadn’t already sold to franchisees. The company chose to focus on finding and collecting oil. Once companies make a discovery, it comes out of the ground and ends up at a refinery. There, it can be mixed with oil that a variety of companies have poured into the tanks. This is further evidenced by BP’s plans to divest itself of its remaining 700 gas service stations. The highest percentage of income is made from oil exploration and extraction and not in the selling of gasoline at its stations (Lieber, 2010).
BP.
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atify and describe the cult alue dimensions that help ural profile of a country iad affect
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Solution
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language which can become a barrier if not tackled in the right way.
It is important for an international manager to understand it because of the trend of globalising
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are faced to understand the culture of that place and adjust to make variations according to the
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The Language of Diversity: A Report on How Communication Leaders are Defining...Sarah Jackson
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CASE STUDY COMMENTARY• Individual written task in Harvard sty.docxmoggdede
CASE STUDY COMMENTARY
• Individual written task in Harvard style format, cover page, table of contents, blocked text and reference list.
• The student must build a coherent discussion or argument in essay format, analyzing theories and models. Ethical theories, legal cases and case studies may be referred to when providing examples. Cite all sources.
• Students must write in complete sentences and develop paragraphs. No bullet points are allowed. Provide spacing between the sentences.
• Prepare and Introduction, Body, and Conclusion paragraphs.
• Sources must be used, identified, and properly cited.
• Format: PDF submitted through Turnitin
• The answers should analyse the following based on the case study provided with this task below the Rubrics:
1. Identify and explain the relevant parties in this case study?
2. Identify and explain in order the ethical issues related to each party involved in this case study? Cite your sources.
3. What ethical theories can each party use to support their behavior or decisions? Cite your sources.
4. Identify and discuss the points of law raised in the case? Cite your sources.
5. Identify and explain an additional case that supports or differentiates this case/situation.
Case study:
Cyber Harassment
In many ways, social media platforms have created great benefits for our societies by expanding and diversifying the ways people communicate with each other, and yet these platforms also have the power to cause harm. Posting hurtful messages about other people is a form of harassment known as cyberbullying. Some acts of cyberbullying may not only be considered slanderous, but also lead to serious consequences. In 2010, Rutgers University student Tyler Clementi jumped to his death a few days after his roommate used a webcam to observe and tweet about Tyler’s sexual encounter with another man. Jane Clementi, Tyler’s mother, stated, “In this digital world, we need to teach our youngsters that their actions have consequences, that their words have real power to hurt or to help. They must be encouraged to choose to build people up and not tear them down.”
In 2013, Idalia Hernández Ramos, a middle school teacher in Mexico, was a victim of cyber harassment. After discovering that one of her students tweeted that the teacher was a “bitch” and a “whore,” Hernández confronted the girl during a lesson on social media etiquette. Inquiring why the girl would post such hurtful messages that could harm the teacher’s reputation, the student meekly replied that she was upset at the time. The teacher responded that she was very upset by the student’s actions. Demanding a public apology in front of the class, Hernández stated that she would not allow “young brats” to call her those names. Hernández uploaded a video of this confrontation online, attracting much attention.
While Hernández was subject to cyber harassment, some felt she went too far by confronting the student in the classroom.
Case Study Chapter 5 100 wordsTranscultural Nursing in the.docxmoggdede
Case Study Chapter 5
100 words
Transcultural Nursing in the Community Community health clients belong to a variety of cultural groups. To gain acceptance, nurses must strive to introduce improved health practices that are presented in a manner consistent with clients’ cultural values. The student nurse is going to visit two different homes with the community health nurse with different cultural beliefs. 1. In preparation for the student nurse’s visits to two different homes, what five transcultural principles will assist in guiding community health nursing practice in these settings? 2. During the first visit, the student nurse has to conduct a cultural assessment by questioning the patient and observing the family dynamics. The community health nurse has requested that the student nurse assess for appropriate information in six major areas. What six major areas should the student nurse consider? 3. After the conclusion of the first visit, the community health nurse cautions the student nurse to be consciously aware of any ethnocentrism attitudes toward other cultures and the importance of cultural diversity. What is ethnocentrism and why is it so important to be conscious of cultural diversity?
.
Case Study Chapter 10 Boss, We’ve got a problemBy Kayla Cur.docxmoggdede
Case Study: Chapter 10
Boss, We’ve got a problem
By Kayla Curry
Background
Charlie Upton was the most beloved citizen of the close knit village of Summit. Everyone knew and respected Charlie. As a 17 year veteran of the police department, he was valued and admired for his unyielding care for the community. Charlie Upton gained acclaim for his heavy involvement in youth activities. He coached the boys pee-wee football team to victory in back to back seasons. He was known to get passionate about a bad call by referees. Coach Upton cared so much for his team, he generously offered to reward the team with a trip to Disney World. The man was even President of the local school board at one time. The highlight of the Christmas season was when he would dress up as a convincing Santa Claus for all of Summit’s children and visit the elementary schools.
Cont.
Charlie Upton’s popularity within Summit was unparalleled. Upton was known to rub shoulders with the Village’s elite. Primarily Village Administrator Tim Bell, whose son was star quarterback of Upton’s pee-wee team, and his own boss Police Chief Martin Owens. It was safe to say, nobody was expecting the coming scandal that would forever shake the community of Summit.
When Chief Martin Owens first heard the news, he decided to run straight to Administrator Tim Bell for direction. Highly unsettled, together they came up with a plan to combat the coming storm.
Cont.
Chief Owens and Administrator Bell called Charlie Upton into the Chief’s office and demanded an explanation to the allegations brought against him. A 12 year old boy who was being treated by a social worker for emotional problems, claimed that he had been sexual molested by none other than the Department’s beloved Charlie Upton.
When confronted with the accusations Upton replied simply, “well, there goes 17 years of police work down the drain.” Taking Upton’s non-denial as admission of guilt, Bell furiously demands he surrenders his badge and places him on unpaid leave on the spot. An outside agency would handle a 3 week investigation into the charges and in the meantime nobody outside of those three parties would know why Charlie Upton was being investigated.
Cont.
The investigation was completed and Upton was charged with criminal sexual conduct with a minor. He was immediately terminated. Against legal advice Administrator Bell refused to pay Upton’s separation pay of $26,000 in unused vacation time and sick leave.
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Anticipating tough questions, Bell and Owens crafted their responses ahead of time
Pending public announcement Administrator Bell held a closed door meeting with the Council informing them that the Officer in charge of youth offenses was a child molester
Three of the Council members didn’t believe Upton would do such a thing and demanded Bell put him back in a uniform and on the streets
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CASE STUDY Caregiver Role Strain Ms. Sandra A. Sandra, a 47-year-o.docxmoggdede
CASE STUDY: Caregiver Role Strain: Ms. Sandra A. Sandra, a 47-year-old divorced woman, received a diagnosis of stage 3 ovarian cancer 4 years ago, for which she had a total hysterectomy, bilateral salpingo- oophorectomy, omentectomy, lymphadenectomy, and tumor debulking followed by chemotherapy, consisting of cisplatin (Platinol), paclitaxel (Taxol), and doxorubicin (Adriamycin). She did well for 2 years and then moved back to her hometown near her family and underwent three more rounds of secondline chemotherapy. She accepted a less stressful job, bought a house, renewed old friendships, and became more involved with her two sisters and their families. Sandra developed several complications, including metastasis to the lungs. Then she could no longer work, drive, or care for herself. She had been told by her oncologist that there was nothing else that could be done and that she should consider entering a hospice. She met her attorney and prepared an advance directive and completed her will. She decided to have hospice care at home and, with the help of her family, set up her first floor as a living and sleeping area. She was cared for by family members around the clock for approximately 3 days. Sandra observed that she was tiring everyone out so much that they could not really enjoy each other’s company. At this time, she contacted the Visiting Nurse Association (VNA) to seek assistance. Her plan was to try to enjoy her family and friend’s visits. After assessment, the VNA nurse prioritized her problems to include fatigue and caregiver role strain. Other potential problem areas that may need to be incorporated into the care plan include anticipatory grieving and impaired comfort.
Reflective Questions
1. What are some of the stresses on Sandra’s middle-aged sisters and their families?
2. What resources are available to manage these stresses and support the sisters while caring for their dying sister Sandra?
3. Describe Sandra’s feelings about dependency and loss of autonomy because she is unable to do her own activities of daily living any longer
.
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This document outlines case study assignments for four groups. Each group is assigned to analyze one of InFocus's four business units (Beverages, Snackfoods, Supplements, Sportswear) using the BCG matrix, GE-McKinsey matrix, and Synergy matrix. They must also provide a recommendation for what InFocus should do with that business unit. The document also provides InFocus business statistics and outlines portfolio analyses and recommendations for each business unit.
Case Study and Transition Plan TemplateCase StudyD.docxmoggdede
Case Study and Transition Plan Template
Case Study
Darren is a 17-year-old student. He is a junior at his local high school. Darren has a specific learning disability in reading. He attends the resource classroom for English classes. All other courses are in the general education setting with accommodations, modified grades (for some subjects), and push-in supports from the special education teacher at least three times per week for core courses requiring extensive reading and writing. He is currently decoding at the fifth grade reading level, but reading comprehension is at the third grade level. Fluency is at the fifth grade level.
Darren also has difficulty with written expression, and needs graphic organizers and pre-writing activities to help him develop a thesis statement and organize his written work. His handwriting is difficult to read and it takes him a long time to complete written assignments without assistive technology and software. He can be impulsive, and will sometimes miss important portions of written directions resulting in frequent errors on assignments. He frequently turns in assignments late or not at all. He needs assistance remembering to take his medication at school and at home. He has tried to pass a driver’s license exam so he can get a driver’s permit to learn how to drive. However, his impulsivity and reading ability have affected his performance and he has not been able to pass the written exam as required by the state motor vehicle department.
Darren loves cars. He can describe makes and models of practically any vehicle and describe the type of engine and standard features. He also helps his dad and older brother work on vehicles in the family’s car restoration business. Darren can wash the cars, detail the interior, and clean the windows. He has recently started doing oil changes with some supervision.
His parents are concerned about Darren’s impulsivity, his inability to remember directions, and his unrealistic views of his abilities. His mother is concerned about him needing prompts to brush his teeth, wear clean clothes, and comb his hair before leaving the house. He tends to blame others when he is not successful and makes excuses for not following through on responsibilities. His father expressed concern about Darren’s difficulty in putting tools away in the shop and cleaning up his work area after he changes the oil in a vehicle. Teachers express concern over late assignments, a reluctance to take responsibility for his own actions, and the need for constant prompts and reminders. Darren uses an electronic spelling dictionary and a word processor with word prediction software and spell check to complete assignments.
Darren’s parents indicated on a parent survey that they do not know if Darren would be eligible to receive adult services, social security, and they do not know how to contact adult service agencies.
During a student interview, Darren stated he wanted to become a professional foo.
Case Study AnalysisRead Compassion for Samantha Case Study.docxmoggdede
Case Study Analysis
Read
Compassion for Samantha Case Study
Samantha Lizonia has been with Prestige Shipping for 35 years. As one of the first employees hired when the business launched, she has weathered many storms with the company, including receiving late paychecks, times of slow growth, a year where she worked 7 days a week without fail, and working for 4 years in a row without a vacation or sick day. As the office manager, she greets all visitors and is the first point of contact when customers and vendors calls. The CEO always praises Samantha and often states that without her diligence and faithfulness all those years they may not have survived.
Unfortunately, Samantha’s job performance has been declining. She has submitted reports untimely and unfinished, been late to work, and has become cold and difficult to work with. Coworkers and vendors complain about her rude comments and harsh demeanor. The CEO spoke to Samantha about her performance and behavior, but nothing has changed. Actually, she did not appreciate being reprimanded, and her behavior got worse. However, during their meeting, the CEO did find out that Samantha is planning on retiring in 2 years, and the value of her retirement savings plan has drastically declined.
If Samantha would have been any other employee, she would have been fired a long time ago. Because of her age, years of loyal service, lack of retirement savings, and the CEO’s commitment to continuing the family-like environment, this is a difficult choice. However, he knows that he must come to a decision about her soon.
Consider
the following:
SHRM ethical guidelines
Ethical processes for hiring, evaluating, disciplining, and terminating employees
Regulations for equal opportunity and employee rights
Commonly held values such as compassion, courage, integrity, and wisdom that can help people clarify their differences with others, understand their positions, and communicate values more effectively
Disagreements about moral choices in an organization are a natural part of doing business. Appreciate the viewpoints of other parties instead of vilifying them. Anticipate these disagreements by developing strategies for dealing with the most common conflicts you will face in your work.
Your personal strengths, unique voice, core identity and desired self-image.
Potential arguments that others will use to support immoral or unethical behavior
Write
a 1,050- to 1,400-word analysis of the scenario. Include the following:
Describe the ethical dilemma presented in the scenario, and explain why it is an ethical dilemma.
Describe the government and industry regulations relevant to this scenario.
Explain why specific elements from SHRM guidelines would apply to this situation.
Describe the ethical way to resolve the issue with Samantha.
Justify your resolution.
Format
your paper according to APA guidelines.
Reference
2 peer-reviewed scholarly ariticles
.
Case Study AnalysisAn understanding of cells and cell behavi.docxmoggdede
Case Study Analysis
An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.
Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.
An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.
Scenario: Case study
An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen. History obtained from staff reveals the patient has history of malabsorption syndrome and difficulty eating due to lack of dentures. The patient has been diagnosed with protein malnutrition
To prepare:
By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
The Assignment (1- to 2-page case study analysis)
Develop a 1- to 2-page case study analysis in which you:
Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems
Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain why you think the patient presented the symptoms described.
28 (28%) - 30 (30%)
The response accurately and thoroughly describes the patient symptoms.
The response includes accurate, clear, and detailed reasons, with an explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.
25 (25%) - 27 (27%)
The response describes the patient's symptoms.
The response includes accurate reasons, with an explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.
23 (23%) - 24 (24%)
The response describes the patient's symptoms in a manner that is vague or inaccurate.
The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.
0 (0%) - 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the de.
Case Study Analysis and FindingsThe final assignment for this co.docxmoggdede
Case Study Analysis and Findings
The final assignment for this course is a Case Study Analysis and Findings. The purpose of the Case Study Analysis and Findings is for you to utilize the knowledge and skills developed in this course to evaluate the psychological methods and theoretical models of criminal behavior as well as the police psychology and the psychological aspects of all participants in the criminal justice process relative to a specific criminal episode. An overview of forensic psychology as it relates to the criminal justice process should be included.
This course has addressed issues of psychological theory and practice relative to the functioning of the criminal justice system. These impacts range from the offender, to law enforcement and investigations, to practices and legalities of law in the courtroom, to the participation and impact of victims and witnesses, and to treatment and sentencing rendered in the correctional environment. Research continues regarding the biological, genetic, psychological, and social impacts on mental health and resulting behavior. These findings will continue to find their way into the legal implications of the psychological influences on behavior.
The focus of your Case Study Analysis and Findings paper will be based, in large part, on the weekly assignments you completed throughout the course. In each of the weekly assignments, you address a particular aspect of the overall criminal case and offender that you selected in Week 1.
In the Week 1 Literature Review assignment, you provide the resources necessary for each phase of your final analysis and findings.
In the Week 2 Case Summary and Offender Profile assignment, you provide an analysis of the behavior of the offender relative to the psychological history and evaluation of the offender.
In the Week 3 Investigative Psychology assignment, you provide an analysis of the behavior of the investigators including the analysis of the crime scene. This assignment also describes the psychological, behavioral, environmental, and cognitive factors that influence the investigation, including intervention strategies to reduce the impact of stress on law enforcement.
In the Week 4 Legal Psychology and Victimization assignment, you provide a discussion on the role of the psychological profile of the offender and the victims have on the presentation of evidence in court, including the analysis of legal psychology as it is implemented in the criminal justice process.
Finally, in the Week 5 Psychological Treatment in Correctional Settings assignment, you provide a discussion on the impacts the psychological make–up of offenders have on the functional responsibilities of incarceration facilities and how the biases and assumptions of correctional service providers influence their assessment of and interaction with these offenders.
Utilizing your research and analyses completed for the Weeks 1 through 5 assignments, consider the psychological methods .
Case Study Analysis A TutorialWhat is it Case studies are a .docxmoggdede
Case Study Analysis: A Tutorial
What is it? Case studies are a popular and effective teaching tool for business and non-business students. Often described as the “Harvard method,” case studies permit students to apply learned concepts and techniques to “real world” situations. Although our assignments are individual work only, case studies may also allow students to use their knowledge of course material in addressing business/marketing problems or issues through collaboration (much as in the workplace). Case studies may be quite detailed or simple in scope. In some assignments, strong familiarity with financial analysis and operations management are needed to successfully complete the case.
How to be effective? For any case study assignment, common sense; research; and a good understanding of basic marketing/management concepts are needed. You should carefully read the case several times, highlighting information/details that you believe important. Understand what the assignment is requesting. In the Popchips and Grand Theft Auto cases, you are asked questions for response. In addressing each question, you should justify (document) your answer with case information and additional Internet research. All sources should be properly cited.
It is important that you do not assume anything. Many students err in case analysis by confusing personal opinion or inference (guess) with the facts presented in the case. It is permissible (and, often required) to supplement case information with various research methods (i.e., observation and/or Internet) gain a clearer understanding of the issues, forces, questions and requirements of the case. Rely on the text book and lecture notes to help you.
Put yourself in the case as the key decision maker(s). What needs to be addressed concerning marketing? What could have been done differently? What should the marketing strategy (plan) be going forward? Be prepared to explain your reasoning.
Most importantly, don’t procrastinate on this assignment. Your time well-spent will result in a well-done report.
In summary, to complete a case study assignment successfully, you must:
1. Read the case thoroughly several times.
2. Complete independent research about the case issue/topic.
3. Identify and verify sources.
4. Answer the questions contained in the case with completeness and accuracy using case and research information.
5. Write your report and proof it for grammar, spelling and punctuation mistakes.
A Rite of Passage Approach
Designed to Preserve the
Families of Substance-Abusing
African American Women
Vanesta L. Poitier, Makini Niliwaambieni, and
Cyprian Lamar Rowe
This article approaches the treatment of addicted
African American women in ways drawn from
traditional African culture. While the modern African
American woman is clearly not the same as her
continental African foremother, the reality of her life
is still predicated on the basis of her culture and
her material wealth or.
Case Study AlcoholCertain occasional behaviors can cause more tro.docxmoggdede
Case Study: Alcohol
Certain occasional behaviors can cause more trouble than one might think. For many college students, drinking does not seem dangerous and is often viewed as a normal. Alcohol absorption and factors involved with alcohol metabolism are rarely discussed.
Review the following case study and answer the questions in essay format.
Paulo is a sophomore in college. On the weekends he goes out with his friends and will have anywhere from 5-8 drinks during the evening. Paulo met his friends during freshman year and they all agree that drinking is part of the college experience. Paulo always has a hangover after a big night of drinking, but doesn't think it's an issue because he never drinks on the weekdays and it isn't affecting his schoolwork. On a football weekend that included a lot of drinking, one of Paulo's friends, Luke, got into a fight and ended up in the emergency room. The doctor told Luke his Blood Alcohol Concentration was so high that he nearly had alcohol poisoning. Although Paulo knew drinking and driving could be dangerous, Paulo was surprised that the doctor warned Luke about "binge drinking." Paulo began to wonder whether his drinking was affecting his own health.
How common is binge drinking in college? What factors increase an individual's risk for the short and long term effects of alcohol? Why do college students like Paulo feel it is part of the college experience to drink regularly? What should universities, parents, friends, and others do to address high risk drinking and to change these behaviors?
4 Essays, 1 essay per Part:
Part I: Finding the Perfect Balance
Chapter # 1 General Health Concepts
Chapter # 2 Promoting and Preserving Your Psychological Health
Chapter # 3 Managing Stress: Managing Stress and Coping with Life Challenges
Chapter # 4 Preventing Violence and Injury
Part II: Building Healthy Relationships
Chapter # 5 Understanding Sexuality
Chapter # 6 Considering your Reproductive Alternatives
Part III: Avoiding Risks Related to Bad Habits
Chapter # 7 Recognizing and Avoiding Addiction and Drug Use
Chapter # 8 Drinking Alcohol Responsibly and Ending Tobacco Use
Part IV: Building Healthy Lifestyles
Chapter # 9 Eating for a Healthier You
Chapter # 10 Reaching and Maintaining a Healthy Weight
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Case study A group of nurse educators are having a discussion about.docxmoggdede
Case study: A group of nurse educators are having a discussion about the minority student nurses. The nurse educators believe that there are numerous barriers to minority student success in nursing education. The nurse educators want to develop strategies to increase the success rate in graduation of these students.
1. The nurse educators make a list of the barriers that exist for minority student success. What are common barriers for minority student success?
2. The group of nurse educators is acutely aware that different generations are represented in nursing today. These different generations have different attitudes and value systems, which greatly affect the settings in which they work. What are the key characteristics of the four generational groups that are present in today’s workforce?
3. Analyze and describe how the different generations present in nursing today affect nursing care and the nursing workplace.
.
Case study ;1Callista Roy and Betty Neumans theories view the.docxmoggdede
Case study ;1
Callista Roy and Betty Neuman's theories view the person (individual, group, or community) as a holistic adaptive system that constantly interacts with the internal and external environments. Both theories view the person as being the center of nursing and present health/wellness and illness as parts of the same continuum, however there are some key assumptions that are different. As such, select one of the theories and identify1 assumption of the theory and discuss how the care rendered for this patient by an advanced practice nurse would be structured (assessment, diagnosis, planning, intervention, evaluation) according to the theory. Give 2 specific examples of interventions that you anticipate will be included in the patient's care.
Mr. Reynolds is a 32 year-old male patient hospitalized on the orthopedic unit of the hospital. He is status-post motorcycle accident and right leg below the knee amputation. He has a history of Depression and Schizophrenia. He is currently separated from his wife and estranged from his family. He is awaiting social work for placement in a rehabilitation facility, where he will continue his recovery.
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Case Study 9Running head BP & THE GULF OF MEXICO OIL SPILLC.docxmoggdede
Case Study 9
Running head: BP & THE GULF OF MEXICO OIL SPILL
Case Study: BP & The Gulf of Mexico Oil Spill
Central Michigan University
Organizational Dynamics & Human Behavior – MSA 601
Abstract
This paper will focus on the monumental disaster and ensuing public relations nightmare of British Petroleum (BP). This disaster of course was brought about by the oil rig explosion and fire in the Gulf of Mexico. BP is a multinational conglomerate of gargantuan proportions. They have molded and perfected their public image over decades. This paper will take a look at the lapses in BP’s management and public relations efforts and what measures the company should have taken.
BP & the Gulf of Mexico Oil Spill
The reason that the authors selected to evaluate British Petroleum (BP) for a case study was due in no small part to the endless media attention given to the oil spill in the Gulf. BP is an extremely popular brand that everyone in this country undoubtedly is effected by in one way or another. One of the initial reasons for choosing BP was the unmitigated disaster put forth on the public relations front in explaining the company’s efforts at dealing with the Gulf of Mexico oil crisis. The authors were further intrigued at this assignment for the poor leadership and decision making acumen of the former CEO Tony Hayward (CMU, 2009, p. 227). With this multi-focal approach, the study will highlight the conflicting messaging presented to the public and the lackluster and ultimately ineffective leadership within the organization.
BP is a huge multinational conglomerate whose primary focus is the petroleum industry. The company does business in over 30 countries around the globe. Its annual operating income is $239 billion dollars with over $14 billion dollars in profit in the year 2009. The company employs over 80,300 individuals and owns 16 refineries worldwide. BP operates several subsidiaries under the names AM/PM markets, BP and ARCO gas stations, Aral gas stations in Germany, Wild Bean Café, and Castrol Motor Oil (BP at a glance, 2010).
The competition within the petroleum industry is not as plentiful as one might think. There are actually very few players in the game. Due to the limited number of refiners of crude in this country the oil from various sources are blended prior to coming to the consumer. BP doesn’t have much use for the service station business anymore. In 2007, it announced plans to sell the last 700 stations that it hadn’t already sold to franchisees. The company chose to focus on finding and collecting oil. Once companies make a discovery, it comes out of the ground and ends up at a refinery. There, it can be mixed with oil that a variety of companies have poured into the tanks. This is further evidenced by BP’s plans to divest itself of its remaining 700 gas service stations. The highest percentage of income is made from oil exploration and extraction and not in the selling of gasoline at its stations (Lieber, 2010).
BP.
Case Study 9-1 IT Governance at University of the Southeast. Answer .docxmoggdede
The University of the Southeast had an IT governance system in place that involved decision rights and structure. The IT governance structure included an IT steering committee that was responsible for making strategic IT decisions and an IT coordinating council that implemented the decisions of the steering committee. This ensured that IT decisions were made strategically with input from stakeholders and then properly implemented.
Case Study 7-2 Sony Pictures The Criminals Won. Answer question 2 W.docxmoggdede
Case Study 7-2 Sony Pictures: The Criminals Won. Answer question 2 What access and data protection controls would you recommend Sony use to provide better security for unreleased digital films and emails?
Note: Minimum 300 words not including title and reference page. References should be taken from peer revived
.
Case Study 8.1 Team DenialEmory University Holocaust studies pr.docxmoggdede
Case Study 8.1: Team Denial
Emory University Holocaust studies professor Deborah Lipstadt faced an uphill battle when she was sued by British amateur historian David Irving in 1995. Irving was the world’s best known Holocaust denier. He claimed that Hitler didn’t order the killing of Jews. Instead, the Führer’s subordinates acted on their own, without his knowledge. Irving’s most audacious assertion was that no Jews and other victims were gassed at the Auschwitz concentration camp. He denied that there were gas chambers. Instead, deaths were caused by typhus and other illnesses, not murder. Speaking before neo-Nazi groups, Irving declared that more people died in the back of Senator Edward Kennedy’s car (one young woman) than were deliberately killed at Auschwitz.
In her book Denying the Holocaust: The Growing Assault on Truth and Memory, professor Lipstadt called Irving “a Hitler partisan wearing blinkers” who distorted historical evidence to “reach historically untenable conclusions.”1 Irving then threatened to sue unless she retracted her comments. He likely thought she would settle out of court. Not Lipstadt. Surrender would give deniers a victory, meaning a “second death” to the victims of Auschwitz and other Jews who perished under the Nazis. But Irving had the upper hand. Under British law, Lipstadt had to defend herself from the allegations. (In the United States, accusers have to prove that they have been libeled and defamed.) The lengthy court case would cost over a million dollars to fight and would be held in London, thousands of miles from Atlanta, where Lipstadt taught.
Fortunately for Dr. Lipstadt, others rallied to her cause. Emory gave her financial support and paid leave while hiring adjuncts to teach her classes. (School officials believed that canceling Holocaust courses would be a victory for Irving.) Penguin, her publisher, provided legal and financial support and Jewish groups raised money for her defense. Most important, she gained the support of a top-notch legal team who believed in her cause. This team included (1) those who prepared her case—a team of researchers who gathered information and the attorneys who assembled court documents; and (2) a pair of barristers who argued in front of the judge. (In Britain, one set of attorneys prepares the case while a different set of attorneys presents the case in court.) Lipstadt needed all the help she could get. Preparation for the trial took five years. Researchers had to sift through thousands of documents checking footnotes as well as hundreds of Irving’s personal diaries. They generated an eight-foot-tall stack of trial notebooks.
The legal team decided to put Irving on trial, demonstrating how he systematically altered historical evidence to support his anti-Semitic views. That meant that Deborah wouldn’t testify, turning her into a spectator at her own trial. Lipstadt, a skilled public speaker, objected to these restrictions but eventually gave in. She said, “Being q.
Case Study 7 Solving Team Challenges at DocSystems Billing, Inc.docxmoggdede
Case Study 7: Solving Team Challenges at DocSystems Billing, Inc.
Read the DocSystems Billing case, including the briefing document and four scenes, and consider the following questions:
What problems exist in this organization? How do these problems differ based on the employees’ roles? Why do employees object to Jim’s proposed solution?
Make a recommendation to the client about what could be done next based on the data included. Summarize your observations for Jim, offer possible interpretations, and suggest an approach for next steps.
Briefing Document: DocSystems Billing, Inc.
About the Company
DocSystems Billing, Inc., processes insurance billing paperwork for a network of small health care clinics throughout the United States. Privately owned physician practices, as well as specialists such as cardiologists and physical therapists, contract with DocSystems to process the billing paperwork through the maze of health care insurance companies and networks. DocSystems charges either a flat fee for each bill it processes or a percentage of the total, depending on the contract with the provider.
About the Call Center
Forty full-time employees work at the onsite call center: 30 Medical Insurance Specialists (who handle cases of moderate complexity) and 10 Senior Insurance Consultants (who handle very complex cases). The senior consultants have usually worked up through the ranks, often first working on basic billing, then as medical insurance specialists. Most of them have a long tenure with DocSystems, ranging from 17 to 23 years.
An additional 100 employees (called Billing Specialists) work at an outsourced call center. DocSystems contracts out the initial processing of claims and basic computer input. The contract employees used to work at DocSystems until the outsourcing.
285
The call center was outsourced a year ago to another organization. Almost all of the former DocSystems employees were offered jobs with the new company, but the pay and benefits were not comparable. Word has spread to the former colleagues who remain at DocSystems that the outsourcing company treats its employees poorly.
Call Center Reorganization
The remaining group of 40 employees was reorganized into two new teams about 3 months ago. Initially, there had been two managers—Alex managed the senior insurance consultants, and Dana managed the medical insurance specialists. Both reported to Jim, the senior director. In the new structure, Alex and Dana both manage 20 employees, with each managing half of the specialists and half of the consultants.
That meant that some of each group remained with their former manager, while some moved to a new manager. Senior management hoped that the integrated teams would start to share knowledge between more senior and more junior practitioners.
Roles and Work Process
Billing Specialist
The billing specialists do the initial computer input and handle the majority of the cases. Normally this occurs without any need .
Case Study 5.2 Hiding the Real Story at Midwestern Community Acti.docxmoggdede
Case Study 5.2: Hiding the Real Story at Midwestern Community Action
Recently, life at Midwestern Community Action has been anything but smooth. The nonprofit runs a variety of programs in a midsized city, including preschools, teen drop-in centers, a food pantry, a medical clinic, and low-income housing. Health problems forced founding executive director Sally May, who was well loved by staff, to quit after 20 years in her position. The board then appointed Josiah Lang, who had served as the manager of a local government service agency, as the next executive director.
When Lang arrived at Community Action, he discovered that May had been a hands-off leader. She allowed coordinators to run their programs without much supervision. Used to operating on their own, they resisted Lang’s efforts to institute performance evaluations, to evaluate the effectiveness of each program, and to reallocate funds between programs. It didn’t help that Lang made little effort to get to know his subordinates and has an abrasive personality. Three coordinators and a half dozen front-line staff quit. Lang has the support of the board, which believes that the organization needs more structure and accountability, but staff morale is low. Employees have lost faith in the organization’s leadership. However, they remain committed to helping the disadvantaged and to Community Action’s mission. For that reason, they largely keep their frustrations to themselves and are careful to protect the organization’s public image. Community Action continues to be well regarded by clients, government officials, donors, and the public at large.
This week Community Action will interview an applicant for its housing coordinator position, a vacancy created when the previous coordinator left in frustration. This is the most important open position to fill. The housing coordinator oversees three apartment complexes with 200 tenants and manages the most employees. Failure to fill the vacancy soon could reduce Community Action’s outreach to the homeless. The applicant, Albert Singh, appears to be highly qualified. If he takes the position, Singh will move his family from out of state. He has no idea that Community Action is dealing with significant conflict and poor morale.
Singh will make a brief presentation to the entire staff during his visit and then meet for an extended time with the current program coordinators. During this session, the coordinators (without the director present) will question him and present an overview of Community Action. Albert will also have an opportunity to ask questions of the coordinators.
Discussion Probes
1. What ethical duties are in conflict in this situation?
2. Are Community Action employees justified in keeping their concerns “in house,” out of the public eye? Why or why not?
3. If you were one of the current program coordinators, how much would you reveal about the turmoil at Community Action to Singh?
4. As a coordinator, what would you say if Singh.
Case Study 5.1Write a 3 to 4 (not including title or reference.docxmoggdede
Case Study 5.1
Write a 3 to 4 (not including title or reference page) page paper that describes some your state laws protecting data or security of personal information (the state you live in ,have lived in, or want to live in). First, list the state you chose. Then provide the name and a brief description of the law, to include when it was enacted, punishment if not followed, and who/what the law protects. Make sure you follow the grading rubric and write your paper in APA format. Cite all sources appropriately.
Writing Requirements
4 pages in length (excluding cover page, abstract, and reference list)
Include at least two peer reviewed sources that are properly cited
APA format, Use the
APA template
located in the
Student Resource Center
to complete the assignment.
Please use the Case Study Guide as a reference point for writing your case study.
.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
2. 1. Diversity in today’s workplace is a response to the need to
equalize job opportunities for
minorities. T/F
2. Diversity adds little to organizational performance; it is
simply a fact of life in the
contemporary workplace. T/F
3. Stereotypes are negative preconceptions we hold about other
team members. T/F
4. Diversity characteristics are readily observable. T/F
5. Assumed differences that are false are just as impactful as
actual diversity between
members. T/F
Answers can be found at the end of the chapter.
Introduction
Marni is a team leader at a large, international software
company. Her team is composed
of five other individuals who were each brought in from
different international offices. In
addition to their diverse personal backgrounds—in terms of
race, culture, and education
level—each member of the team was specifically recruited for
their particular KSAs.
Before they started working as a group, Marni took the time to
meet individually with
team members to gain insight into their background as well as
their skills and abilities.
She also gauged their work preferences—for example, what
types of projects they enjoy
and how they like to accomplish their work. When they were
3. ready to begin working
together, Marni introduced team members to each other,
highlighting their personal
experiences and skills. This helped clarify everyone’s value to
the group and made all
members feel equally important, despite the diversity of their
individual experiences and
KSAs.
Marni observed her team closely during their initial months
working together. She soon
became concerned over the number of interpersonal conflicts
occurring between team
members. While Marni attempted to diffuse these conflicts and
foster a more collabora-
tive environment, her efforts to set a positive example and
demonstrate effective conflict
resolution were not working. The team members continued to
struggle because of their
vast differences, both personal and KSA related.
Marni’s observations led her to believe that her teammates
lacked cross-cultural self-
efficacy, meaning they did not believe in their own ability to
interact with people from
other cultures. This perceived lack of ability was contributing to
the frequency of inter-
personal conflicts. Having identified what she thought was the
root cause of the problem,
Marni asked herself how she could make the team members
more confident in their own
cross-cultural abilities, as well as more comfortable with each
other.
After asking this question, it became obvious to Marni that her
team only interacted
5. Marni made these informal lunch gatherings a regular
occurrence. Over the months that
followed, she also developed opportunities for the team to work
off-site together. Slowly,
the interpersonal conflicts dissipated. Disagreements became
more constructive in nature
as the team members became more open to each other’s diverse
viewpoints.
Diversity plays a major role in today’s workplace. As of 2010
there were more than
39 million immigrants living in the United States, and 68% of
these actively participate
in the workforce (Grieco et al., 2012). Overseas, the highly
diverse population of South
Africa—increasingly popular as a business process outsourcing
location—has earned it
the epitaph of “Rainbow Nation” (Reichard, Dollwet, & Louw-
Potgieter, 2014). But what
does an increasingly diverse workforce mean for small groups,
teams, and organiza-
tions? It all depends on the type of diversity involved, and how
it is managed.
The effects of diversity are notoriously double-sided when it
comes to group and team
performance. Diversity of expertise and perspective enhance the
prime benefit of
working together—which is to combine material and human
resources. Yet diversity of
background and worldview also make it harder for group
members to understand each
other, which can potentially threaten their ability to work
together. In Chapter 4 we
explore workplace diversity from a contemporary viewpoint and
examine the different
6. effects of cultural and skill-based diversity. We also highlight
diversity challenges and
outline strategies for managing group diversity to achieve
positive outcomes.
4.1 Diversity: An Evolving Viewpoint
As we learned in Chapter 1, perceived similarities between
individuals are a major factor in
the group identification process. Still, no two group members
are truly identical. Diversity is
the degree of variation in group members’ qualities, interests,
and needs. Diversity can range
from very high—as in cross-functional, virtual, special project
teams brought together from
across a multinational organization—to very low—as in a group
gathered based on similari-
ties to test market reactions from a very specific client base.
Although groups with extremely
low diversity are labeled homogenous, all groups possess at
least some level of diversity.
With the ease of travel, the global reach of marketing and sales,
the omnipresence of online
communication and virtual groups, and an increasingly global
mindset among both individu-
als and organizations, diversity is a very real and influential
factor in our personal and profes-
sional lives. Diversity is more than a simple side effect of the
technological and social changes
associated with modernity, however. The United States has a
long (albeit complicated) history
as a diverse nation. Since the early 20th century, the term
melting pot has been used to
Section 4.1
8. diversity injected instant complexity and
increased potential for misunderstand-
ing and conflict in the workplace. This
spurred a movement of political correct-
ness in the 1980s and 1990s. Diversity
within organizations during these years
was predominantly focused on increasing
the numbers of individuals with specific
demographic characteristics and then
training people to skirt politely around
individual differences and their newly
diverse working conditions.
Today workplace diversity no longer centers on
antidiscrimination compliance. The new
focus for diversity in groups and teams revolves around the
variation in specific traits, skills,
experiences, and qualifications that can increase the
performance of a group in general or
on a specific project. This new focus came as a result of
contemporary organizations operat-
ing in a global work environment fueled by multinational
corporations. Following the eco-
nomic downturns at the start of the millennium and the collapse
of the U.S. housing bubble in
2007, organizations began positively transforming the need to
cut costs and downsize their
workforce. They employed the concept of rightsizing, or
functioning effectively with a smaller
employee base (Lawler, Mohrman, & Ledford, 1992; Manz &
Sims, 1987). Employee diversity
in traits, skills, experiences, and qualifications became critical
to enacting this concept. The
rise of groups and teams in organizations, and of teamwork-
centered practices, has given
diversity a new set of characteristics. While superficial
10. diversity in group member selection, team building, and
organizational hiring.
In the next section, we examine the case for diversity in the
workplace.
4.2 The Case for Workplace Diversity
Diversity is a key element in maintaining organizational
effectiveness. It engages new per-
spectives, enhances product and service development, and
positively or negatively impacts
employee interactions, productivity, satisfaction, and turnover,
as well as the ongoing devel-
opment of organizational learning and culture (Rašticová &
Senichev, 2011; Senichev, 2013a,
2013b). But how exactly does workplace diversity achieve all of
this? It does so by addressing
three core needs in contemporary organizations: developing
mutual understanding, maxi-
mizing human resources, and cultivating ability and innovation
(see Figure 4.1).
Figure 4.1: Diversity and core organizational needs
Contemporary organizations look to diversity to address three
core needs.
Diversity
Developing
Mutual
Understanding
Cultivating
Adaptability &
12. between and within various groups, teams, organizational
departments, and levels
of hierarchy;
• identify and attract new markets and expand their customer or
client base;
• effectively serve, communicate, and interact with new and
existing customers and
clients; and
• engender fellowship among employees and clients alike and
build trust and loyalty
toward the organization; this can be achieved by internally
generating organiza-
tional cohesiveness via a corporate identity infused with team
spirit and externally
fostering customer loyalty and goodwill.
Maximizing Human Resources
In Chapter 1, we outlined the benefits of and tendency toward
efficiency or effectiveness in
work groups and teams. Of course, the best performance
outcomes occur when we break with
“either/or” thinking and find a balance between efficiency and
effectiveness. It is by realizing
their potential for achieving this balance that diverse groups
outperform homogenous ones.
One of the key advantages of working in groups is the potential
to access a broad scope of col-
lective KSAs and experience; indeed, this is the fundamental
concept behind the now popular
use of cross-functional teams. Today’s organizational strategies
call for making the most out
of a minimal workforce by capitalizing on a diverse range of
employee capabilities.
13. In cases that involve complex problem solving and decision
making, two heads really are bet-
ter than one. Diverse groups tend to generate more effective and
higher quality decisions and
solutions because they can access a wider range of relevant
knowledge, viewpoints, experi-
ence, and skills (Leonard, Levine, & Joshi, 2004). This also
mitigates group tendency toward
dysfunctional process behavior such as groupthink, which we
address in Chapter 5.
Cultivating Adaptability and Innovation
In nature, genetic diversity within a group—such as a herd of
elephants—is beneficial
because, in crisis, diverse groups are far more adaptable and
resilient than homogenous ones
(Senichev, 2013b; Kreitz, 2008). For example, a herd with a
diverse gene pool would have a
better chance of surviving a deadly hereditary disease than a
herd that lacked genetic diver-
sity. This adaptability and resilience gives the diverse group
stability. In this case stability
refers to more than the ability to maintain a status quo; rather, it
is the capacity to survive
and thrive amid changing conditions. The ability to adapt and
change is just as critical for
contemporary organizations. Diverse groups and teams have an
inherently broader range of
KSAs and experience to draw from in response to changing
circumstances.
As Indra Nooyi noted upon becoming chief executive officer
(CEO) of PepsiCo, people are an
organizations’ biggest asset (Aspen Institute, 2014). Great ideas
come from people. Diversifi-
15. inability to agree and collectively
commit to a specific course of action can delay the group’s
progress and lower individual
motivation and effort (Mello & Ruckes, 2006). The very
differences that broaden the group’s
capacity for adaptability, innovation, and effective performance
can act as a divisive force
and foster separation, miscommunication, and conflict between
team members (Harrison &
Klein, 2007; Polzer, 2008).
Group diversity is often portrayed as a double-edged sword
because it heightens the poten-
tial for significant gains and losses in the performance process
(Horwitz & Horwitz, 2007;
Pieterse et al., 2013). On the one hand, diverse perspectives
enhance an organization’s abil-
ity to identify opportunities; rethink and redefine business
strategies, practices, tasks, pro-
cesses, products, and services; and interact with both new and
existing markets (Agrawal,
2012). On the other hand, poorly managed diversity can stunt
developmental processes such
as identification and cohesion. This can lower employee
commitment and satisfaction and
decrease task-related process speeds, which impede the group’s
capacity for effective action
and response (Agrawal, 2012).
While diversity broadens the range of perspectives and
expertise, it also increases the poten-
tial for miscommunication and conflict between group members
(Agrawal, 2012). Dysfunc-
tional dynamics are often attributed to internal cognitive
barriers—or limiting preconcep-
tions such as stereotyping, prejudice, and discrimination—that
17. motivation for many human behaviors (Pyszczynski, Solomon,
Greenberg, Arndt, &
Schimel, 2004).
Through shared social identity, we develop a sense of “us-ness”
that then dictates the bound-
ary between our in-groups and out-groups. The development of
an “us” and “them” mentality
invites comparison between in-groups and out-groups, and our
need for positive self-esteem
demands that we perceive our own groups as preferable. The
tendency to perceive the mem-
bers, products, and efforts of in-groups as relatively superior to
the members, products, and
efforts of out-groups is known as in-group-out-group bias. The
desire to champion our own
group can lead us to denigrate others, particularly when we
associate them with negative
stereotypes.
Stereotyping
Stereotypes represent conscious and unconscious beliefs about
the attributes of whole social
categories or groups and their individual members (Ashmore &
DelBoca, 1981; Jussim, Har-
ber, Crawford, Cain, & Cohen, 2005). When we stereotype, we
categorize. We take the people
or groups that we encounter and place them in a cognitive bin
with information about other
people whom we believe are similar in key respects, such as
educational level, occupation,
or age. People categorize all kinds of objects as a form of
cognitive economy; for example,
we might assume that a particular brand of toothpaste is pretty
much the same as another.
Stereotypes we hold regarding people, however, are much more
18. significant in that they can
profoundly impact our interactions.
While not all stereotypes are negative—such as the stereotype
that all Asians are good at
math—they are all limiting. When we stereotype, we see group
members as more alike than
they really are. Such stereotypes may be reinforced by focusing
on obvious similarities or by
attributing similarities without basis in fact. Within a specific
group or team, for example,
members who share obvious similarities such as gender, culture,
or ethnicity may be per-
ceived as similar even if their actual background or personality
traits are quite different.
When we engage in in stereotypical thinking we
deindividualize, and in some cases dehuman-
ize, the people around us.
When presented with information that runs contrary to existing
biases and stereotypes, peo-
ple may alter their generalizations, at least to some degree.
However, we are likely to defend
our stereotypes, claiming the contradictory information is the
exception to the rule (Jussim
et al., 2005). What’s more, our perception of others is often
more selective than accurate.
Expectations based on stereotypes can affect our perception of
other group members and
how we interpret what they say and do (Jost & Kruglanski,
2002). Studies on how teachers’
expectations affect their grading, for example, showed a distinct
variation in how a student
was evaluated based on whether the reviewers were told that she
came from a lower or
middle-class background (see Darley & Gross, 1983; Jussim,
20. of self and a legitimate
influence on our self-concept and self-esteem (Hogg, 2005).
• Maintaining positive self-esteem is a basic human need that
provides the underlying
motivation for many human behaviors (Pyszczynski, Solomon,
Greenberg, Arndt, &
Schimel, 2004).
Through shared social identity, we develop a sense of “us-ness”
that then dictates the bound-
ary between our in-groups and out-groups. The development of
an “us” and “them” mentality
invites comparison between in-groups and out-groups, and our
need for positive self-esteem
demands that we perceive our own groups as preferable. The
tendency to perceive the mem-
bers, products, and efforts of in-groups as relatively superior to
the members, products, and
efforts of out-groups is known as in-group-out-group bias. The
desire to champion our own
group can lead us to denigrate others, particularly when we
associate them with negative
stereotypes.
Stereotyping
Stereotypes represent conscious and unconscious beliefs about
the attributes of whole social
categories or groups and their individual members (Ashmore &
DelBoca, 1981; Jussim, Har-
ber, Crawford, Cain, & Cohen, 2005). When we stereotype, we
categorize. We take the people
or groups that we encounter and place them in a cognitive bin
with information about other
people whom we believe are similar in key respects, such as
educational level, occupation,
21. or age. People categorize all kinds of objects as a form of
cognitive economy; for example,
we might assume that a particular brand of toothpaste is pretty
much the same as another.
Stereotypes we hold regarding people, however, are much more
significant in that they can
profoundly impact our interactions.
While not all stereotypes are negative—such as the stereotype
that all Asians are good at
math—they are all limiting. When we stereotype, we see group
members as more alike than
they really are. Such stereotypes may be reinforced by focusing
on obvious similarities or by
attributing similarities without basis in fact. Within a specific
group or team, for example,
members who share obvious similarities such as gender, culture,
or ethnicity may be per-
ceived as similar even if their actual background or personality
traits are quite different.
When we engage in in stereotypical thinking we
deindividualize, and in some cases dehuman-
ize, the people around us.
When presented with information that runs contrary to existing
biases and stereotypes, peo-
ple may alter their generalizations, at least to some degree.
However, we are likely to defend
our stereotypes, claiming the contradictory information is the
exception to the rule (Jussim
et al., 2005). What’s more, our perception of others is often
more selective than accurate.
Expectations based on stereotypes can affect our perception of
other group members and
how we interpret what they say and do (Jost & Kruglanski,
2002). Studies on how teachers’
22. expectations affect their grading, for example, showed a distinct
variation in how a student
was evaluated based on whether the reviewers were told that she
came from a lower or
middle-class background (see Darley & Gross, 1983; Jussim,
1989; Williams, 1976). When we
hold conscious or unconscious stereotypes about other group
members, we often see what
we expect to see, ignore discrepancies, and selectively make
note of evidence that confirms
our stereotypical beliefs (Fiske & Taylor, 1991; Jussim et al.,
2005).
Concepts in Action: Stereotypical Thinking
Based on appearance, which one of these individuals was the
head of a major American
automaker?
Answer: Both. That’s Mary Barra on the left and Dan Akerson
on the right. If you recognized
Barra or Akerson, this question might have seemed easy to you.
But look again, and be honest:
If you did not know who they were, what career choices would
you expect them to make—or
not make—based on the way they look?
Jamie McCarthy/Getty Images
for LinkedIn
Paul Warner/Getty Images
While stereotypes tend to flatten distinctions between members
of out-groups, they exagger-
ate differences between in-groups and out-groups. For instance,
members of a rival company
may be portrayed as particularly lazy or unethical, while
23. members of one’s own company are
automatically characterized as hard-working and ethical.
Denigrating those in the out-group
by emphasizing their differences and ignoring their similarities
with in-group members rein-
forces the idea that the out-group is inferior and bolsters the
solidarity and unity of those in
the in-group. When diverse members must work together,
however, this negative in-group-
out-group dynamic can seriously demoralize an entire group or
team. When negative stereo-
types move from expectation to prejudgment, prejudice and
discrimination occur.
Prejudice
Prejudice represents unjustified negative attitudes toward others
based solely on their mem-
bership in a particular group or subgroup. Prejudice sustains a
superior us versus inferior
them belief system that becomes ingrained in how we feel about
other people. When we dis-
like, take offense with, or exclude someone based on attributes
such as ethnicity, national-
ity, sexual orientation, or gender, we are engaging in prejudice.
Although in popular usage
ethnicity refers to differences in genetic background, the term
ethnic refers to any distinc-
tive characteristic held in common by a group of people,
including language, culture, religion,
race, customs, orientations, and physical characteristics.
Related to in-group-out-group bias,
ethnocentrism refers to our tendency to regard ethnic
characteristics associated with our
own groups as superior, or more “natural” and “correct” than
those associated with others.
Ethnocentrism is a major cause of prejudice.
25. • ageism, or prejudice directed toward members of a certain age
range, usually
older adults, but sometimes directed in the reverse, from older
to younger group
members.
Ethnocentrism, racism, sexism, and ageism are often instilled
and perpetuated by cultural
conditioning. As children, and throughout our lifetime, we are
conditioned to conform and
respond positively to the culture in which we are raised. This
includes our national culture
as well as our own family’s beliefs, attitudes, and behavioral
norms. As we grow older, we are
also influenced by the cultural norms attached to the major
secondary groups in our lives.
Because of this conditioning, we tend to respond negatively to,
be confused by, or question the
“correctness” of attitudes, thoughts, or behaviors that fall
outside our cultural norms.
In his classic treatise, The Nature of Prejudice, psychologist
Gordon Allport (1954/1979)
presents a vivid example of the effects of cultural conditioning
on our perception. Recount-
ing an experiment conducted with colleague Leo Postman
(Allport & Postman, 1947), All-
port describes seating Caucasian study participants in a circle
and then presenting just
one individual with a drawing to briefly study before beginning
the round. The drawing
depicted White people of varying genders and attitudes riding in
a subway car, watching an
angry White man with a switchblade threatening a conciliatory
Black man. Without showing
27. treatment of others based on ste-
reotypical thinking and prejudice (Pagura, 2012). Examples of
discrimination in the work-
place may include when someone is:
• denied equal opportunities or benefits;
• overlooked or refused promotion or reward;
• unfairly chastised, demoted, fired, or excluded from groups;
and
• declined for hire based on stereotyping and prejudice.
Consider, for example, two individuals, one man and one
woman, who are applying for the
same job. Aside from gender, they are equal in all respects (that
is, in terms of age, educa-
tional background, qualifications, quality of references, and the
degree to which they are well
spoken, look presentable, and have a personable nature). The
exception is that the man has
3 years more experience than the woman in handling projects
similar to those the employee
will be asked to take on.
If the man is selected based on his additional experience, this is
a fair and logical choice.
However, if the man is selected because the interviewing
manager believes that women in
general are less dedicated and more prone to familial
distractions than men, discrimination
has influenced the choice. Discrimination would also be a factor
if the woman is hired because
the manager thinks that men are too chauvinistic and
overbearing to be good team players.
Instead of observing and responding to an actual interaction,
(such as, “She clearly stated
that she has just married, desires children, and would want to be
28. a stay-at-home mom for
her child’s first four years,” or “He made several chauvinistic
remarks that I found very offen-
sive”), the interviewing manager made the decision based on
blindly applied stereotypes and
prejudice.
Within specific groups and teams, discrimination can be
expressed as:
• discounting or refusing praise for particular members’
contributions or work,
• refusing to collaborate or respect assigned roles, and
• two negative phenomena: scapegoating and blaming the
victim.
Scapegoating occurs when a group member (the scapegoat) is
unfairly singled out and
blamed or aggressed against for something, in order to release
the group’s pent-up anger and
frustration. For example, if a new product or marketing design
fails in testing, a constructive
reaction would be to come together as a team to evaluate the
failure and potential solutions.
However, disappointment combined with underlying stereotypes
or prejudice can lead some
group members to unfairly lash out and blame another member,
saying, for example, “It’s
Geri’s fault. He probably isn’t even qualified for this. Everyone
knows people from India fake
their diplomas. He’s probably here under a visa scam!”
Geri, who has done none of those things and does not deserve to
be singled out for the entire
team’s failure, will be understandably offended. It is also likely
that other members of the
30. psychological or physical abuse—
toward members of another group because we were jealous,
coveted their resources, or sim-
ply lashed out. To make ourselves feel better about negative
feelings and actions, we might
convince ourselves that members of the other group deserve
such treatment. Unfortunately,
this type of thinking is often applied to victims of violence,
with aggressors and even other
parties blaming the victim. You may have heard victim-blaming
statements such as, “Anyone
walking alone in a bad neighborhood at night deserves to be
mugged.”
It is natural for us to try to assign blame or find a cause for
negative experiences (Hersh,
2013). As harmful as it might be, blaming the victim reinforces
the belief that bad things hap-
pen for a reason and are therefore preventable. This gives us a
sense of control and restores
our confidence in our ability to predict and avoid negative
experiences. Causal attribution,
wherein we analyze events and interactions and infer causes, is
a natural part of our learning
process. If we cannot find a cause for a negative experience, we
have no way of protecting our-
selves from it. Unfortunately, sometimes there is no logical or
discernable reason for a nega-
tive outcome. For example, perhaps there was nothing wrong
with the product or marketing
design handed in by Geri’s team; perhaps the deciding project
manager simply felt it was not
right for the market or that another ideation round might
produce an even better solution.
In that case there was no overt error or tangible reason for the
rejection—the team itself did
32. Section 4.3 The Downside to Member Diversity
basement of the Stanford psychology building. ‘Prisoners’ were
publically arrested on charges
of armed robbery and burglary. They were searched,
handcuffed, and taken to the Palo Alto
Police Department, where they were booked, blindfolded, and
placed in cells. They were then
transported to the constructed prison area. There, the students
acting as guards—dressed in
uniform and wearing dark sunglasses—systematically stripped
and searched the prisoners.
They also doused the prisoners with spray—an act meant to
convey the idea that they may be
riddled with vermin. Prisoners were issued a humiliating smock
and stocking cap and given
a number that became the only name by which they were known.
A chain was also wrapped
around each prisoner’s ankle to increase the sense of captivity.
The guards were told to do whatever they felt necessary, within
reason, to maintain law and
order and to command the prisoners’ respect (Zimbardo, 1999).
Researchers were somewhat
shocked by what took place. The guards became abusive, and as
many as one third engaged
in behavior described as sadistic. Some prisoners had severe
psychological reactions, others
rebelled against the guards, and some abandoned the experiment
entirely. Interestingly, none
of the guards quit, left early, called in sick, came late for their
shift, or demanded pay for over-
time work. Though the experiment was set to last 2 weeks, it
had to be halted after only 6 days.
33. So what happened during the Stanford prison experiment?
Psychologists tend to treat ste-
reotypes and other ideological factors held by individuals as
causes for hostility toward out-
groups. However, social psychology has shown that if people
change their behavior (perhaps
due to outside forces, like conditions in an experiment) and feel
committed to that change,
attitudes often follow suit. This suggests that, while some
conflict involving out-groups stems
from preexisting negative attitudes toward a particular group, it
is also possible that because
we treat members of a group poorly, we develop hostile
attitudes toward them (Jussim et al.,
2005). This shift results in new sets of norms consistent with
the altered behavior. Zimbardo’s
(1999) test subjects were randomly divided into prisoners and
guards. There were no preex-
isting negative attitudes between the two groups, but the guards
became increasingly hostile
as they treated their fellow test subjects like prisoners. These
attitudes and behaviors gener-
ated a new set of norms through which they perceived their poor
treatment of the prisoners
as expected, acceptable, and even deserved.
The full story of the Stanford prison experiment, including
multimedia and the prisoners’ plot
to escape, can be found at http://www.prisonexp.org.
Critical-Thinking Questions
1. Zimbardo concluded that the treatment in prisons
dehumanizes people. Do you think he
was talking about the prisoners or the guards? Explain your
36. Section 4.4 Examining Diversity Within Workplace Groups
4.4 Examining Diversity Within Workplace Groups
In the overview on member diversity in Chapter 1, we separated
member qualities into two
basic categories: demographic characteristics and individual
attributes. Demographic charac-
teristics represent a surface-level diversity that is fairly overt
and readily observable, either
as physical and behavioral characteristics (that is, gender,
language, ethnicity, or handicap-
ping conditions) or as socially acknowledged identifiers (that is,
social position, education
level, nationality, and religion) (Chidambaram & Carte, 2005;
Phillips, Northcraft, & Neale,
2006). Social networking platforms such as Facebook and
LinkedIn have normalized online
profiles that announce surface-level diversity, making even less
obvious characteristics (such
as sexual orientation or educational background) easier to
perceive. In contrast, individual
attributes, interests, and needs represent deep-level diversity, or
characteristics that can
only be perceived over time by engaging in verbal and
nonverbal interactions (Harrison,
Price, Gavin, & Florey, 2002; Phillips et al., 2006). Figure 4.2
provides a graphic representa-
tion of surface-level and deep-level diversity.
Figure 4.2: Levels of member diversity
There are two levels of member diversity: surface-level
diversity, which consists of observable
characteristics, and deep-level diversity, which consists of less
readily perceived characteristics.
39. In essence, surface-level diversity promotes division and
conflict that can be either strength-
ened or resolved, depending on group members’ ability to find
common ground within deep-
level diversity characteristics. Table 4.1 outlines this concept.
Table 4.1: Effects of surface-level and deep-level diversity
Diversity level Basic dynamics Long-term effects
Surface level • This level activates stereotyping,
prejudice, and discrimination
between members.
• This level fosters factions
and in-group and out-group
subdivisions.
Negative interactions caused by
surface-level diversity can be miti-
gated and resolved over the long term
if members connect over similar or
complementary deep-level diversity
characteristics.
Deep level • This level is less overtly
noticeable, and therefore less
likely to generate conflict at the
beginning of group work.
• Differences tend to be more
profound and personal in nature,
resulting in conflict that is more
emotional and less easily resolved.
• Diversity in expertise almost
41. resale or redistribution.
Section 4.4 Examining Diversity Within Workplace Groups
An organization itself can encompass one or many cultural
identities, each representing
the total construct of an entity’s culturally specific norms,
beliefs, attitudes, and experiences
(Chao, 2000).
So how does cultural diversity play out in groups and teams?
First, let’s consider cross-
cultural teams. These have members who are culturally diverse
and may cut across organi-
zational and/or national boundaries (Paul & Ray, 2013).
Members may have different back-
grounds and affiliations, whether they are individual cultural
identities and nationalities or
distinct organizational cultures (Earley & Erez, 1997; Bell &
Kozlowski, 2002). Cross-cultural
team members face broad diversity issues, since each person can
bring an entirely differ-
ent set of cultural identities to the group. Interactions within
cross-cultural teams typically
involve conflict, since members exchange diverse information
and viewpoints (Paul & Ray,
2013). However, this is not necessarily a bad thing. In fact,
inviting that wealth of exchange to
encourage constructive controversy, a concept we will cover
further in Chapter 6, is often the
point of building a cross-cultural team.
Imagine the cultural clash that occurred when Microsoft and
Apple collaborated to include
42. Microsoft’s Bing- as the default search engine in Apple’s iOS7
(McLaughlin, 2013). Each of
these organizations possess a strong and dynamically opposing
cultural identity. Their cul-
tures are so distinctive that they have even spawned cultural
followings among their clients,
as Apple’s 2006 “get a Mac” campaign
(http://youtu.be/p5Yt30wrbl4) humorously capital-
ized on. Still, any cultural conflict they may have experienced
during their collaboration was
put to good use in their efforts to take market share away from
their mutual rival, Google.
Of the various forms of cultural diversity, national diversity
among team members is per-
haps the most potentially negative. National diversity is more
complex than other forms of
cultural diversity because, along with differences in culture,
team members must deal with
differences in language proficiency. This is of particular
concern for today’s multinational
organizations. Multinational teams tend to be temporary in
nature and feature members who
have neither worked together before nor expect to work together
in the same context again
(Lipnack & Stamps, 1997; Jarvenpaa & Ives, 1994). Team
members may rarely engage in face-
to-face in-person interactions and are typically drawn from
across organizational, functional,
and national boundaries (Paul & Ray, 2013). Although members
of multinational teams typi-
cally speak a common language, they frequently encounter
language barriers, conceptual dif-
ferences based on cultural background and norms, and cultural
conditioning specific to their
country of origin. Add the fact that multinational teams are
44. constitute KSAs:
• Knowledge refers to any information or subject matter
familiarity possessed by the
employee at the outset of the performance that can be directly
applied to undertak-
ing tasks and activities.
• Skills represent learned and observable competencies in the
manual, verbal, or
mental manipulation of people, ideas, or things. Skills fall into
four basic categories:
hard, soft, critical-thinking, and problem-solving skills (for
more on these, see Chap-
ter 2).
• Abilities represent the power and capacity to perform tasks or
functions and to
carry out activities while applying or utilizing relevant skills
and knowledge. Abili-
ties can be physical—for example, an employee who is hired to
lift heavy stock must
be physically able to do so. They can also be mental. An
employee may be a very fast
typist, for example, but the ability to clearly and concisely
outline points, organize
information, and put together a project proposal is far more
valuable than the speed
at which it is typed up.
As we know from Chapter 1, skill-diverse memberships drawn
from different functional or
departmental backgrounds are referred to as cross-functional.
Cross-functional teams have
become popular across all team variations and settings as a
viable way to enhance creativity,
45. flexibility, and functionality of collaborative work processes
and products. Diversity based on
differences in members’ KSAs tends to improve the group’s
performance outcomes, particu-
larly when they involve complex group processes or tasks
(Bowers, Pharmer, & Salas, 2000).
Members who vary in type or level of KSAs will naturally
complement each other during
properly managed group work and teamwork, enhancing
performance levels for the entire
team. Homogenous groups, which are based on similarities
between members, tend to miss
out on this important advantage. In such cases the primary
benefit of group work devolves
from the ability to collaborate and pool useful knowledge,
skills, and abilities toward effective
performance to a simple efficiency boost based on strength in
numbers.
So how does skill diversity affect group performance? Unlike
cultural diversity, there is no
evidence that skill diversity is ever a drawback. However, its
positive value depends mainly
on two factors:
1. Effective team building for relevant and complementary
expertise.
2. Members’ ability to work past other diversity characteristics
to effectively collaborate.
This includes surface-level diversity as well as deep-level
diversities such as personal-
ity differences and individual interests and needs.
We will examine the dynamics attached to these diversity
characteristics next.
47. Like other forms of diversity, personality can be either an asset
or a drawback to both group
work and teamwork. Because personality is complex and its
expression can highly depend
on the situation, individual personality differences can be hard
to define. We may not even
be aware that we possess a particular set of personality traits.
For this reason, personality
differences can lead to serious miscommunication and
dysfunctional conflict in teams (Utley,
Richardson, & Pilkington, 1989). It is therefore good practice
for groups and teams to become
aware of individual personality differences by taking
personality tests and understanding
that these differences can impact interaction.
Cognitive style reflects our habitual preferences for perceiving
and processing information;
our approach to knowledge retrieval and use; and our preferred
ways of thinking, solving
problems, and dealing with change (Chilton & Bloodgood,
2010). As a dimension of personal-
ity, cognitive style affects our tendency to be more or less
independent, attentive, impulsive,
reflective, adaptive, and innovative. It also affects our ability to
learn and recall information,
and it influences our attitudes, values, and behavior in social
interactions. Likewise, behav-
ioral style reflects habitual patterns of behavior developed over
time and influences our ten-
dency to be task or relationship oriented; prefer fast or slow
pacing; and be more or less
dominant, expressive, supportive, or calculating in social
interactions (McKenna, Shelton, &
Darling, 2002). Together, cognitive and behavioral styles make
up the dimensions of our per-
48. sonality (Robbins, 2001).
The Big Five and Myers–Briggs
Psychologists organize personality into specific dimensions,
referred to as traits (McCrae &
Costa, 1997). While hundreds of traits have been identified and
observed since personality
theory was introduced, five traits have emerged as cardinal in
their ability to influence behav-
ior and social patterns. These five traits form the five-factor (or
Big Five) model of personal-
ity (Goldberg, 1990). They include openness to experience,
conscientiousness, extroversion,
agreeableness, and neuroticism (see Table 4.2).
Another tool for examining personality is the Myers -Briggs
Type Indicator (MBTI) (Briggs-
Myers & Myers, 1980), which identifies four dual-poled
dimensions of personality. The four
dimensions include: extroversion -introversion, sensing -
intuition, thinking -feeling, and
judging -perceiving. The MBTI personality dimensions are
outlined in Table 4.3.
Table 4.2: Big Five personality traits
Trait Description Example
Openness to
experience
A person’s degree of intellectual
curiosity, creativity, and preference
for novelty; includes how imaginative
or independent a person is and the
degree to which one prefers to engage
49. in a variety of activities over a strict
routine
Members with a high level of openness
to experience are less likely to perceive
diversity as negative, more likely to
voluntarily engage in cross-cultural
interactions, and view differences as
interesting rather than threatening.
Conscientiousness A person’s degree of organization, level
of discipline, and how prone he or she
is to taking risks
Highly conscientious group members
will likely respond to all messages by
the end of each day, maintain impecca-
ble work areas, and make comprehen-
sive and detailed reports. They might
also avoid taking risks, challenging
boundaries, or breaking with norms.
Extroversion The degree to which a person dem-
onstrates energy, positive emotions,
positive engagement, assertiveness,
sociability, and talkativeness and seeks
stimulation in the company of others
Highly extroverted group members are
more likely to volunteer and discuss
ideas, seek out other members for col-
laboration, and prefer to socialize with
coworkers outside of work, as opposed
to staying in and watching a movie.
Agreeableness The degree to which a person is kind,
51. in characteristic patterns of thinking, feeling, and behaving
based on individual cognitive and
behavioral styles (McCreary, 1960; George & Jones, 2002).
These differences tend to be rela-
tively stable across time and situation. This definition makes
intuitive sense; when we label
an individual as a “grump,” we insinuate that he or she is
habitually in a bad mood, pessimis-
tic, and unhappy, regardless of the situation.
Like skill-based diversity, personality differences represent a
deep-level diversity. Although
some aspects of personality can be more obvious than others
(like extreme confidence or
shyness), member personality as a whole is complex and not
readily observable. Rather, one’s
personality may only surface after substantial interaction and
discussion among team mem-
bers. In fact, some aspects of personality can be so deeply
hidden or subtle that they can go
completely unnoticed, despite significantly influencing our
interactions.
Like other forms of diversity, personality can be either an asset
or a drawback to both group
work and teamwork. Because personality is complex and its
expression can highly depend
on the situation, individual personality differences can be hard
to define. We may not even
be aware that we possess a particular set of personality traits.
For this reason, personality
differences can lead to serious miscommunication and
dysfunctional conflict in teams (Utley,
Richardson, & Pilkington, 1989). It is therefore good practice
for groups and teams to become
aware of individual personality differences by taking
52. personality tests and understanding
that these differences can impact interaction.
Cognitive style reflects our habitual preferences for perceiving
and processing information;
our approach to knowledge retrieval and use; and our preferred
ways of thinking, solving
problems, and dealing with change (Chilton & Bloodgood,
2010). As a dimension of personal-
ity, cognitive style affects our tendency to be more or less
independent, attentive, impulsive,
reflective, adaptive, and innovative. It also affects our ability to
learn and recall information,
and it influences our attitudes, values, and behavior in social
interactions. Likewise, behav-
ioral style reflects habitual patterns of behavior developed over
time and influences our ten-
dency to be task or relationship oriented; prefer fast or slow
pacing; and be more or less
dominant, expressive, supportive, or calculating in social
interactions (McKenna, Shelton, &
Darling, 2002). Together, cognitive and behavioral styles make
up the dimensions of our per-
sonality (Robbins, 2001).
The Big Five and Myers–Briggs
Psychologists organize personality into specific dimensions,
referred to as traits (McCrae &
Costa, 1997). While hundreds of traits have been identified and
observed since personality
theory was introduced, five traits have emerged as cardinal in
their ability to influence behav-
ior and social patterns. These five traits form the five-factor (or
Big Five) model of personal-
ity (Goldberg, 1990). They include openness to experience,
conscientiousness, extroversion,
53. agreeableness, and neuroticism (see Table 4.2).
Another tool for examining personality is the Myers -Briggs
Type Indicator (MBTI) (Briggs-
Myers & Myers, 1980), which identifies four dual-poled
dimensions of personality. The four
dimensions include: extroversion -introversion, sensing -
intuition, thinking -feeling, and
judging -perceiving. The MBTI personality dimensions are
outlined in Table 4.3.
Table 4.2: Big Five personality traits
Trait Description Example
Openness to
experience
A person’s degree of intellectual
curiosity, creativity, and preference
for novelty; includes how imaginative
or independent a person is and the
degree to which one prefers to engage
in a variety of activities over a strict
routine
Members with a high level of openness
to experience are less likely to perceive
diversity as negative, more likely to
voluntarily engage in cross-cultural
interactions, and view differences as
interesting rather than threatening.
Conscientiousness A person’s degree of organization, level
of discipline, and how prone he or she
is to taking risks
54. Highly conscientious group members
will likely respond to all messages by
the end of each day, maintain impecca-
ble work areas, and make comprehen-
sive and detailed reports. They might
also avoid taking risks, challenging
boundaries, or breaking with norms.
Extroversion The degree to which a person dem-
onstrates energy, positive emotions,
positive engagement, assertiveness,
sociability, and talkativeness and seeks
stimulation in the company of others
Highly extroverted group members are
more likely to volunteer and discuss
ideas, seek out other members for col-
laboration, and prefer to socialize with
coworkers outside of work, as opposed
to staying in and watching a movie.
Agreeableness The degree to which a person is kind,
dependable, and cooperative
Highly agreeable group members
are typically more interested in
doing things for the common good,
as opposed to fulfilling their own
self-interests.
Neuroticism A person’s tendency toward unpleas-
ant emotions, such as anger, anxiety,
depression, and vulnerability; also
refers to a person’s tendency to be
nervous, anxious, and suffer from low
55. self-confidence and self-contentment
Members with a high degree of neu-
roticism tend to view interaction in a
negative light and to perceive and/or
start conflict, but they may be just as
quick to shy away from difficult con-
versations needed to resolve it. Anxiety
or lack of self-confidence can also lead
to poor participation in group efforts.
The Big Five traits and the MBTI are often used to evaluate
employees’ potential personality
dynamics as new hires or for group work and teamwork. Though
the results are not defini-
tive, they can help raise our awareness of our personality traits
and dimensions and the way
these may affect our interactions. Ideally, this can help
individuals better understand team-
mates who differ from them, and adjust their expectations and
behavior to accommodate
these differences.
For instance, extroverts and introverts have different
preferences when it comes to answer-
ing questions. Extroverts like to think out loud, while introverts
tend to prefer quiet time to
gather their thoughts. In groups, extroverts can crowd out
introverts by occupying a domi-
nant position in the conversation, disrupting introverts’ thought
processes, and not allowing
them enough time to answer questions. Groups that are aware of
these tendencies can work
to address them by:
cog81769_04_c04_125-162.indd 143 8/19/16 9:35 AM
57. be understood by the five senses and
that is in the present, tangible, and
concrete
Intuitive: prefers information that
comes from hunches; tends to instinc-
tively build patterns that provide a big-
picture view of a situation or problem
out of isolated facts
Thinking–feeling Deals with how people tend to make
decisions
Thinking: tends to make decisions
from a detached standpoint, measuring
the decision by what seems reasonable,
logical, causal, consistent, and to match
a given set of rules
Feeling: tends to come to decisions by
associating or empathizing with the
situation and weighing it to achieve
the greatest harmony, considering the
needs of those involved
Judging–perceiving Deals with preferences for using either
the judging function (thinking or feel-
ing) or perceiving function (sensing or
intuition) when relating to the outside
world
Judging: tends to have her life orga-
nized and under control; likes to meet
deadlines and be on time
Perceiving: tends to be spontaneous
59. from diverse personalities in the same way they can benefit
from diverse skills. For instance,
in a project team composed of both intuitive and sensing types,
the intuitive types will tend to
focus on the big-picture aspects of the project, whereas the
sensing types will pay attention to
and manage its details. Both of these aspects are important to
the project’s successful comple-
tion. Furthermore, they are complementary.
Similarly, both thinking and feeling types can be useful and
complement each other when
teams make decisions. Imagine, for instance, that one member
of a team experiences an
adverse allergic reaction during a lunch meeting. Thinking types
are likely to focus on logic to
deal with the situation (for example, throw the food away, call
911, and search for medication
in their colleague’s belongings). Feeling types are more likely
to offer physical and psycho-
logical comfort (for example, holding the team member’s hand,
telling her it will be alright,
distracting her with a witty story). Both types react usefully to
the situation.
While it is generally desirable to have diverse personality types
within a group or team,
research has shown that certain personality traits are more
beneficial than others. Agree-
ableness can significantly enhance group cohesiveness and
cooperation levels and can
facilitate attachment between members and conflict resolution
(Greene, 1989; Neuman &
Wright, 1999; Klein et al., 2006). Conscientiousness has been
found to be a fairly potent posi-
tive predictor of team effectiveness (Barrick, Stewart, Neubert,
60. & Mount, 1998; Neuman &
Wright, 1999). However, it is more strongly related to
effectiveness for performance and
planning tasks than for creativity and decision-making tasks
(Barry & Stewart, 1997; Neu-
man & Wright, 1999). Furthermore, when decisions require
adaptability, the rule following
and risk avoidance associated with conscientiousness becomes a
negative, and openness to
experience is the more relevant positive predictor of
effectiveness. Therefore, the type of per-
formance required by the group or team determines whether
conscientiousness will be a
desirable personality trait in its members. Finally, extroversion
can have a positive impact
on group performance, since the tendency to “think out loud” is
conducive to communica-
tion and knowledge sharing between members. However, its
impact on team effectiveness is
greater for decision-making tasks than for performance or
planning tasks, possibly because
the former involve a greater degree of persuasion and personal
influence (Barry & Stewart,
1997; Neuman & Wright, 1999).
Overall, personality is an important facet of diversity that
influences the effectiveness of
groups and teams. While certain traits (such as agreeableness)
are desirable in all team mem-
bers, it is also important to have a mix of different personality
traits that complement each
other and maximize group effectiveness. It is also advantageous
for team members to become
aware of their own personality traits and those of their
teammates—this helps avoid destruc-
tive miscommunication and conflict. They can do so by taking
62. cotton swab so that when
you hold it by the end of the thread it balances horizontally.
Swallow about four times, then
hold one end of the swab on your tongue for 20 seconds. Take it
out and place five drops of the
lemon juice concentrate on your tongue. Swallow the juice then
place the remaining dry end of
the swab on your tongue for 20 seconds, take it out, and let it
dangle. What do you see? Some
people will end up with a horizontal swab. Others will watch
one end (the after-juice side) dip
down. What does it mean?
When Eysenck (Eysenck & Eysenck 1967a, 1967b) placed four
drops of lemon juice on a test
subject’s tongue for 20 seconds, extreme extroverts salivated a
little or not at all. Extreme
introverts had a massive response. These and other subsequent
recreations of the lemon-drop
test (Corcoran & Hajduk, 1980) found that generally:
• introverts salivated more than extroverts, and
• most people salivated more heavily in response to noise during
the test and in the
morning, as opposed to afternoon.
Although later studies found this method to be inconclusive
(Ramsay, 1969), the lemon-drop
test is still a fun and easy experiment you can perform at home
by yourself or with family and
friends. Try the test at different times of the day and in both a
quiet and a noisy environment. If
your swab remains level, you might be biogenically predisposed
to extroversion. If your swab
dips, you have a stronger response to sensory stimulation,
64. Physiological Survival Needs: shelter, nourishment, warmth,
sex, sleep
Safety Needs: security, protection, stability, order, limits
Belongingness Needs: relationships, affection, family,
groups, inclusion, acceptance
Esteem Needs: achievement, status,
responsibility, recognition
Cognitive Needs
Aesthetic Needs
Self-Actuation
Needs
Transcendence
Section 4.4 Examining Diversity Within Workplace Groups
game-changing book titled Motivation and Personality. This
seminal work introduced a foun-
dational model of human needs, organized in a pyramid. The
needs at the base of the pyramid
represent the most critical and undeniable, such as basic
physiological survival needs. Each
subsequent level represents higher aims that we are motivated to
satisfy only after fulfilling
the ones below. While later versions of the hierarchy (Maslow,
1969a, 1969b) added layers to
the top, the first four levels remain the same. As shown in
Figure 4.3, these include, in ascend-
65. ing order, our basic survival needs, our safety needs, our desire
to belong, and our desire to
enhance our self-esteem through acceptance, as well as through
personal achievement and
respect from others.
Figure 4.3: Maslow’s hierarchy of needs: The four foundational
needs
In Maslow’s final hierarchy of human needs, belongingness and
esteem rank just after basic survival
and safety needs, taking precedence over our desire to know and
understand and the drive to find
personal fulfillment.
Source: Based on Maslow, A. H. (1970). Motivation and
personality. Boston: Addison-Wesley Educational Publishers
Inc.
Physiological Survival Needs: shelter, nourishment, warmth,
sex, sleep
Safety Needs: security, protection, stability, order, limits
Belongingness Needs: relationships, affection, family,
groups, inclusion, acceptance
Esteem Needs: achievement, status,
responsibility, recognition
Cognitive Needs
Aesthetic Needs
Self-Actuation
Needs
67. ionship, most people want to feel a sense of belongingness
within a specific group or com-
munity of others. The desire to identify with and belong to a
cohesive group is arguably an
evolved species survival trait (DeWall, Deckman, Pond, &
Bonser, 2011). The comparative
luxury of even the most modest modern lifestyles makes it easy
to forget that in early civi-
lizations and primitive cultures, exile from the group was
equated with both physical and
spiritual death.
Physically, an individual is severely disadvantaged when
competing against a group; resource
procurement, allocation, protection, and sharing are all more
easily accomplished within a
cooperative group. Failure to belong is known to be
psychologically and emotionally dam-
aging as well. Many of our positive emotions (triumph, elation,
contentment, serenity) are
linked to our perceived acceptance, inclusion, and welcome by
others. Rejection, exclusion,
and being ignored foster anxiety, depression, anger, and
despair. Acceptance and value within
a group are often denoted by a group member’s status within the
group, which is associated
with esteem needs within Maslow’s hierarchy.
Status
Status is an informally or formally conferred social ranking or
position in relation to oth-
ers. Status can be awarded in two ways: from outside the group
and carried into it (for
example, designated leadership), or granted by other members
of the group (for example,
emergent leadership). Formal status involves specific titles and
69. Section 4.4 Examining Diversity Within Workplace Groups
Status differences can affect the emergence of leadership and
responsibility roles and influ-
ence how team members interact (Berger, Fisek, Norman, &
Zelditch, 1977). For example,
higher status members tend to interrupt more often, sometimes
using this as a tool to control
a conversation—and thereby hold greater influence in the
interaction (Farley, 2008). We tend
to believe that higher status individuals are more trustworthy
and competent than members
with lower status. If group members act on these beliefs, such
assumptions can become self-
fulfilling and potentially impede group achievement. In today’s
workplace, formally trained
expertise is not a given—nor does it always lead to greater skill.
Elon Musk, for example,
typically hires the best students from the top schools—but he
makes a point of disregarding
the educational level or background of new hires when they can
prove unique KSAs in rel-
evant areas (Vance, 2015). Not everybody is so practical,
however. Group members can dis-
count informally trained colleagues, rallying around those with
official titles and degrees. The
expectation of skill can be so strong that even when formally
educated members prove to be
less knowledgeable or skilled than others, this tends to be
overlooked as members with rel-
evant skills pick up the slack. However, unless the members in
power admit their lack of rel-
evant input or contributions—or other group members break
their cycle of expectation and
recognize who is making the most effective contributions—
those doing the actual work will
70. not be credited. Letting members who are doing real and
valuable work go unacknowledged
invites resentment, sets up false expectations about the value of
each group member, and cre-
ates a situation in which some members are working for others,
rather than with the group.
The tendency to assign status based on false assumptions can
involve stereotyping. Group
or team members may use surface-level characteristics to infer
what someone’s skills, expe-
rience, or attitudes may be in group roles or tasks, thereby
affecting the individual’s abil-
ity to achieve status within the group or team. For instance,
stereotypes related to certain
characteristics—such as gender, ethnicity, or age—can factor
into role assignments within
groups. Women—who are often viewed as more intuitive and
conciliatory then men (Carli,
1989)—may be expected to take on mediation or facilitation
duties for the group. Likewise,
nonnative-language speakers may be disregarded or not given
equal attention during discus-
sion because members assume they will not be very good at
expressing themselves. Mem-
bers may also hold expectations about the way interactions will
play out, expecting higher
status members to speak more and set agendas. If such
expectations are based on assumed
rather than actual KSAs, members with worthy ideas or
implementation experience may feel
squelched or unappreciated.
All of these problems are associated with assigning status based
on unfounded assumptions
and can result in damaging the sense of belongingness and
72. this (Jelphs, 2006; Salas et al., 2000). The desire for personal
achievement or recognition can
likewise lead some members to view those who do bring up
potential problems as imped-
ing group progress, rather than raising important concerns. If
they can activate other group
members’ desire for achievement by rapidly accomplishing the
group’s objectives, the team
may fall into groupthink, a process dysfunction that can have
disastrous results. We will exam-
ine groupthink and other decision-making downfalls in Chapter
6. For now, we will focus on
strategies for managing diversity to achieve positive outcomes.
4.5 Managing Diversity for Positive Outcomes
In the workplace, group diversity primarily impacts
performance via the functional dimen-
sions of member interrelations, namely interdependence,
communication, and group pro-
cesses. Fundamentally, this is because diverse groups tend to be
less cohesive and more prone
to conflict (Chidambaram & Carte, 2005). Depending on how
these conditions play out, they
can have either positive or negative results. The tendency
toward greater conflict, for exam-
ple, is generally regarded as conducive to creativity, innovation,
and increased quality in solu-
tion finding and decision making (Agrawal, 2012). However,
poorly managed conflict tends to
lead to more process loss than gain (Kolb, 2013).
To successfully coordinate and collaborate within group
endeavors, both socioemotional and
task interdependence demand a certain level of cohesiveness
and the ability to air and resolve
conflicts between team members. Effective communication is
73. the primary means by which
members can achieve these ends, yet diversity can damage the
development of shared per-
ception and understanding required for effective
communication. This in turn has a profound
effect on group processes and generates negative diversity
effects. Conversely, positive diver-
sity effects (such as increased ideas and viewpoints) can
enhance group discussion, which
increases the quality of group problem-solving and decision-
making outcomes. This in turn
enhances the group’s motivation and satisfaction across both
dimensions of interdependence.
The effects of group diversity, acting in concert with the
functional dimensions of member
interrelations, create a self-sustaining cycle that continuously
generates and reinforces posi-
tive or negative effects and outcomes (see Figure 4.4). It is
therefore of utmost importance to
conscientiously manage member diversity and its associated
dynamics.
Perception and Diversity Management
Perception is critical to managing diversity for positive
outcomes. The perception of diver-
sity—that is, whether it is viewed as positive or negative—
dramatically affects how we engage
it and its overall impact (Podsiadlowski et al., 2013). In the
workplace, diversity perceptions
begin with the organization.
Research suggests that organizations tend to view diversity
from one of four perspectives
(Podsiadlowski, Otten, & Van der Zee, 2009):
Figure 4.4: Interaction cycle: Diversity
75. ticular type of actor. Or it can
be implicit, wherein managers
use highly specific criteria to
select and promote employees.
For example, hiring criteria that
require applicants to know the
local social and business scene,
have long-term residency, and
be able to access certain net-
works would implicitly rein-
force homogeneity by screening
out recent immigrants (Flam,
2008; Podsiadlowski & Ward,
2010).
2. Discrimination and fairness: The
organization advocates treating
people equally no matter what.
However, it does so from a point of intentional blindness that
neither acknowledges
differences nor the need for supportive measures to address
them (Ely & Thomas,
2001; Podsiadlowski et al., 2013).
3. Access: The organization views diversity as a business access
strategy, in which orga-
nizational employees reflect the diversity of the client and
market base.
4. Integration and learning: The organization believes that both
it and its employees
benefit from a diverse workforce. Diversity is viewed as
fostering a learning environ-
ment in which all parties mutually adapt.
An organization’s perspectives on diversity inform the attitudes
76. and behaviors of its manag-
ers and employees. Organizational perspectives also inform the
diversity strategies (ranging
from nonexistent to comprehensive) that communicate the
perceived significance of diversity
within the organization (Bhawuk, Podsiadlowski, Graf, &
Triandis, 2002). If the organization
does not view diversity as a relevant factor, managers and
employees will be less likely to do
so as well. Even those who want to address employee diversity
will find it difficult to do so if
strategic organizational support is insufficient or absent.
Whatever perspective an organization adopts will be reflected in
its employees’ perception
and reaction to diversity within workplace groups and teams. Of
the four perspectives out-
lined previously, the access and integration and learning
perspectives are the most proactive
and useful for promoting positive diversity outcomes, since they
acknowledge the strategic
benefits and advantages of diversity that competitive
organizations call for today (Podsiad-
lowski et al., 2013).
Individual needs for belongingness and esteem can affect group
interaction in other ways.
A desire for acceptance, for example, can cause some group
members to avoid disagreeing
with others or identifying problems, even when knowledge or
experience suggests that they
should. This is a common pitfall in groups and teams in which
members lack the confidence
to engage in open knowledge sharing and conflict, and many
team failures are attributed to
this (Jelphs, 2006; Salas et al., 2000). The desire for personal
77. achievement or recognition can
likewise lead some members to view those who do bring up
potential problems as imped-
ing group progress, rather than raising important concerns. If
they can activate other group
members’ desire for achievement by rapidly accomplishing the
group’s objectives, the team
may fall into groupthink, a process dysfunction that can have
disastrous results. We will exam-
ine groupthink and other decision-making downfalls in Chapter
6. For now, we will focus on
strategies for managing diversity to achieve positive outcomes.
4.5 Managing Diversity for Positive Outcomes
In the workplace, group diversity primarily impacts
performance via the functional dimen-
sions of member interrelations, namely interdependence,
communication, and group pro-
cesses. Fundamentally, this is because diverse groups tend to be
less cohesive and more prone
to conflict (Chidambaram & Carte, 2005). Depending on how
these conditions play out, they
can have either positive or negative results. The tendency
toward greater conflict, for exam-
ple, is generally regarded as conducive to creativity, innovation,
and increased quality in solu-
tion finding and decision making (Agrawal, 2012). However,
poorly managed conflict tends to
lead to more process loss than gain (Kolb, 2013).
To successfully coordinate and collaborate within group
endeavors, both socioemotional and
task interdependence demand a certain level of cohesiveness
and the ability to air and resolve
conflicts between team members. Effective communication is
the primary means by which
78. members can achieve these ends, yet diversity can damage the
development of shared per-
ception and understanding required for effective
communication. This in turn has a profound
effect on group processes and generates negative diversity
effects. Conversely, positive diver-
sity effects (such as increased ideas and viewpoints) can
enhance group discussion, which
increases the quality of group problem-solving and decision-
making outcomes. This in turn
enhances the group’s motivation and satisfaction across both
dimensions of interdependence.
The effects of group diversity, acting in concert with the
functional dimensions of member
interrelations, create a self-sustaining cycle that continuously
generates and reinforces posi-
tive or negative effects and outcomes (see Figure 4.4). It is
therefore of utmost importance to
conscientiously manage member diversity and its associated
dynamics.
Perception and Diversity Management
Perception is critical to managing diversity for positive
outcomes. The perception of diver-
sity—that is, whether it is viewed as positive or negative—
dramatically affects how we engage
it and its overall impact (Podsiadlowski et al., 2013). In the
workplace, diversity perceptions
begin with the organization.
Research suggests that organizations tend to view diversity
from one of four perspectives
(Podsiadlowski, Otten, & Van der Zee, 2009):
Figure 4.4: Interaction cycle: Diversity