1.Research at least two articles on the topic of Information systems.docx
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1.Research at least two articles on the topic of Information systems infrastructure: evolution and trends. Write a brief synthesis and summary of the two articles. How are the topics of the two articles related to the topic? What information was relevant and why? (300 Words) 2. Part 1: According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member? Part 2: DeRue, Barnes, and Morgeson (2010) found that team leadership style effectiveness depended on the level of charisma exhibited by the leader. Drawing from the article and the textbook, have you ever worked for a charismatic leader? What style (coaching or directing) did that leader administer? Was he or she effective in leading you as part of the team? (300 Words) .
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Lesson 1 Discussion Forum Read InstructionsTeam Leadership
Lesson 1 Discussion Forum: Read Instructions
Team Leadership/Management Style
Part 1:
According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
Part 2:
DeRue, Barnes, and Morgeson (2010) found that team leadership style effectiveness depended on the level of charisma exhibited by the leader. Drawing from the article and the textbook, have you ever worked for a charismatic leader? What style (coaching or directing) did that leader administer? Was he or she effective in leading you as part of the team?
Specific Instructions:
Read and respond to three (3) of your classmates’ posts. See posting/discussion requirements.
Be sure to support your work with specific citations from this week's Learning Resources and any additional sources.
Read a selection of your colleagues' postings.
Respond to at least 3 your colleagues' posts in one or more of the following ways:
• Ask a probing question, substantiated with additional background information, evidence or research.
• Share an insight from having read your colleagues' postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from the classroom or from your own research
• Validate an idea with your own experience and additional research.
• Make suggestions based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on your colleagues' postings by providing additional insights or contrasting perspectives based on readings and evidence.
respond to three (3) of your classmates’
class mate 1:
Part 1: According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
Shikhar Sarin and Gina Colarelli O'Connor have clarified the team leader management style authority ideas in an all-around refined route as for the leadership attributes in the objective way hypothesis. In light of an examination from new item improvement (NPD) team. Team leader management authority speaks to a normal for effective team execution. Many teams in the organization contain certain people who are essentially in charge of characterizing team objectives and for creating and organizing the team to achieve these missions. These jobs exist in self overseeing teams in spite of the fact that the direct of positions of authority in such teams changes impressively from comparative jobs in more conventional teams. Notwithstanding, the accomplishment o ...
Discussion 1Team LeadershipManagement StylePart 1 A.docx
Discussion 1
Team Leadership/Management Style
Part 1: According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
Part 2: DeRue, Barnes, and Morgeson (2010) found that team leadership style effectiveness depended on the level of charisma exhibited by the leader. Drawing from the article and the textbook, have you ever worked for a charismatic leader? What style (coaching or directing) did that leader administer? Was he or she effective in leading you as part of the team?
A 300 word in APA format, you must provide a references.
=====================================================================================================
Week 2: Discussion 2
Team Performance, Productivity and Rewording Teamwork
Module 2 focuses on performance, productivity, and rewarding teamwork. Based on your understanding, discuss the following.
Discuss how to access team productivity:
What conditions need to be in place for teams to excel and why?
Suggestion ways to design teamwork so that threats to performance is minimized
As a manager, how would you reward teamwork?
A 300 word in APA format, you must provide a references.
===========================================================================================
Week 3
Designing Team and Team Identity
Part 1: Think about how to build teams in terms of designing the task, selecting the people, and then, managing their relationships. How would compose a team for completing a course/work project in terms of the three dimensions listed above. How would you incorporate diversity in designing a team?
Part 2: Discuss team identity. Why do you feel attached to certain groups and teams but not to others?
A 300 word in APA format, you must provide a references.
===========================================================================================
Week 4:
Communication and Team Decision Making
Part 1: Sharpening the Team Mind: Communication and Collective Intelligence
A. What are some of the possible biases and points of error that may arise in team communication systems? In addition to those cited in the opening of Chapter 6, what are some other examples of how team communication problems can lead to disaster?
B. Revisit communication failure examples in Exhibit 6-1. Identify the possible causes of communication or decision-making failure in each example, and, drawing on the information presented in the chapter, discuss measures that might have prevented problems from arising within each team’s communication system.
Part 2: Team Decision-Making: Pitfalls and
Solution
s
A. What are the key symptoms of groupthink? ...
Small Group Research41(5) 621 –651© The Author(s) 2010.docx
Small Group Research
41(5) 621 –651
© The Author(s) 2010
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1046496410373808
http://sgr.sagepub.com
373808 SGR
1University of Michigan, Ann Arbor, MI, USA
2U.S. Military Academy at West Point, New York, NY, USA
3Michigan State University, East Lansing, MI, USA
Corresponding Author:
D. Scott DeRue, Management and Organizations, Stephen M. Ross School of Business,
University of Michigan, Ann Arbor, MI 48109, USA
Email: [email protected]
Understanding the
Motivational Contingencies
of Team Leadership
D. Scott DeRue1, Christopher M. Barnes2,
and Frederick P. Morgeson3
Abstract
Despite increased research on team leadership, little is known about the
conditions under which coaching versus directive forms of team leader-
ship are more effective, or the processes through which team leadership
styles influence team outcomes. In the present study, the authors found that
coaching leadership was more effective than directive leadership when the
team leader was highly charismatic and less effective than directive leader-
ship when the team leader lacked charisma. Directive leadership was more
effective than coaching leadership when team members were high in
self-efficacy and less effective than coaching leadership when team members
lacked self-efficacy. The moderating effects of leader charisma and team
member self-efficacy were mediated through motivational pathways involving
team member effort.
Keywords
teams, leadership, motivation
A growing body of research highlights how important leader behaviors are
for team performance (DeRue, Nahrgang, Wellman, & Humphrey, in press;
622 Small Group Research 41(5)
Druskat & Wheeler, 2003; Durham, Knight, & Locke, 1997). In fact, Zaccaro,
Rittman, and Marks (2001) suggest that effective leadership is one of the
more important factors in the success of organizational teams. Yet at the same
time, we still have a limited understanding of how leaders create and manage
effective teams (Burke et al., 2006; Kozlowski, Gully, Salas, & Cannon-
Bowers, 1996; Zaccaro et al., 2001).
Research indicates that team leaders engage in a variety of behaviors
aimed at facilitating team functioning and performance (Morgeson, DeRue,
& Karam, 2010). One approach involves encouraging the team to manage its
own affairs and developing the team’s capacity to function effectively with-
out direct intervention from the team leader. First identified by Manz and
Sims (1987), and later analyzed by many other scholars (e.g., Hackman &
Wageman, 2005; Morgeson, 2005; Wageman, 2001), this form of leadership
focuses on coaching the team and empowering its self-management. This
coaching form of leadership is particularly important given that team leaders
are sometimes external to a team and not involved in its daily task activities.
Using in-depth interviews and survey-based research, Manz and Sims found
that team leaders who encourag.
Small Group Research41(5) 621 –651© The Author(s) 2010.docx
Small Group Research
41(5) 621 –651
© The Author(s) 2010
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1046496410373808
http://sgr.sagepub.com
373808 SGR
1University of Michigan, Ann Arbor, MI, USA
2U.S. Military Academy at West Point, New York, NY, USA
3Michigan State University, East Lansing, MI, USA
Corresponding Author:
D. Scott DeRue, Management and Organizations, Stephen M. Ross School of Business,
University of Michigan, Ann Arbor, MI 48109, USA
Email: [email protected]
Understanding the
Motivational Contingencies
of Team Leadership
D. Scott DeRue1, Christopher M. Barnes2,
and Frederick P. Morgeson3
Abstract
Despite increased research on team leadership, little is known about the
conditions under which coaching versus directive forms of team leader-
ship are more effective, or the processes through which team leadership
styles influence team outcomes. In the present study, the authors found that
coaching leadership was more effective than directive leadership when the
team leader was highly charismatic and less effective than directive leader-
ship when the team leader lacked charisma. Directive leadership was more
effective than coaching leadership when team members were high in
self-efficacy and less effective than coaching leadership when team members
lacked self-efficacy. The moderating effects of leader charisma and team
member self-efficacy were mediated through motivational pathways involving
team member effort.
Keywords
teams, leadership, motivation
A growing body of research highlights how important leader behaviors are
for team performance (DeRue, Nahrgang, Wellman, & Humphrey, in press;
622 Small Group Research 41(5)
Druskat & Wheeler, 2003; Durham, Knight, & Locke, 1997). In fact, Zaccaro,
Rittman, and Marks (2001) suggest that effective leadership is one of the
more important factors in the success of organizational teams. Yet at the same
time, we still have a limited understanding of how leaders create and manage
effective teams (Burke et al., 2006; Kozlowski, Gully, Salas, & Cannon-
Bowers, 1996; Zaccaro et al., 2001).
Research indicates that team leaders engage in a variety of behaviors
aimed at facilitating team functioning and performance (Morgeson, DeRue,
& Karam, 2010). One approach involves encouraging the team to manage its
own affairs and developing the team’s capacity to function effectively with-
out direct intervention from the team leader. First identified by Manz and
Sims (1987), and later analyzed by many other scholars (e.g., Hackman &
Wageman, 2005; Morgeson, 2005; Wageman, 2001), this form of leadership
focuses on coaching the team and empowering its self-management. This
coaching form of leadership is particularly important given that team leaders
are sometimes external to a team and not involved in its daily task activities.
Using in-depth interviews and survey-based research, Manz and Sims found
that team leaders who encourag.
Small Group Research41(5) 621 –651© The Author(s) 2010.docx
Small Group Research
41(5) 621 –651
© The Author(s) 2010
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1046496410373808
http://sgr.sagepub.com
373808 SGR
1University of Michigan, Ann Arbor, MI, USA
2U.S. Military Academy at West Point, New York, NY, USA
3Michigan State University, East Lansing, MI, USA
Corresponding Author:
D. Scott DeRue, Management and Organizations, Stephen M. Ross School of Business,
University of Michigan, Ann Arbor, MI 48109, USA
Email: [email protected]
Understanding the
Motivational Contingencies
of Team Leadership
D. Scott DeRue1, Christopher M. Barnes2,
and Frederick P. Morgeson3
Abstract
Despite increased research on team leadership, little is known about the
conditions under which coaching versus directive forms of team leader-
ship are more effective, or the processes through which team leadership
styles influence team outcomes. In the present study, the authors found that
coaching leadership was more effective than directive leadership when the
team leader was highly charismatic and less effective than directive leader-
ship when the team leader lacked charisma. Directive leadership was more
effective than coaching leadership when team members were high in
self-efficacy and less effective than coaching leadership when team members
lacked self-efficacy. The moderating effects of leader charisma and team
member self-efficacy were mediated through motivational pathways involving
team member effort.
Keywords
teams, leadership, motivation
A growing body of research highlights how important leader behaviors are
for team performance (DeRue, Nahrgang, Wellman, & Humphrey, in press;
622 Small Group Research 41(5)
Druskat & Wheeler, 2003; Durham, Knight, & Locke, 1997). In fact, Zaccaro,
Rittman, and Marks (2001) suggest that effective leadership is one of the
more important factors in the success of organizational teams. Yet at the same
time, we still have a limited understanding of how leaders create and manage
effective teams (Burke et al., 2006; Kozlowski, Gully, Salas, & Cannon-
Bowers, 1996; Zaccaro et al., 2001).
Research indicates that team leaders engage in a variety of behaviors
aimed at facilitating team functioning and performance (Morgeson, DeRue,
& Karam, 2010). One approach involves encouraging the team to manage its
own affairs and developing the team’s capacity to function effectively with-
out direct intervention from the team leader. First identified by Manz and
Sims (1987), and later analyzed by many other scholars (e.g., Hackman &
Wageman, 2005; Morgeson, 2005; Wageman, 2001), this form of leadership
focuses on coaching the team and empowering its self-management. This
coaching form of leadership is particularly important given that team leaders
are sometimes external to a team and not involved in its daily task activities.
Using in-depth interviews and survey-based research, Manz and Sims found
that team leaders who encourag.
Group effectiveness
The document discusses various factors that influence team effectiveness, including group psychological traits like cohesion, norms, affects, cognition, certainty, and attribution biases. It examines Belbin's team role theory and describes different types of teams. The conclusion is that cognitive and affective dimensions impact outcomes differently and that factors influencing effectiveness depend on the type of team.
10.2307@20159830.pdf
This document summarizes an article that examines how empowering leadership in management teams relates to knowledge sharing, team efficacy, and team performance. The study surveyed management teams in 102 U.S. hotel properties. The results showed that empowering leadership was positively related to both knowledge sharing and team efficacy within teams, which in turn were both positively related to higher team performance as measured by a time-lagged market-based source. The study aimed to provide greater understanding of how empowering leadership can improve team processes and states that ultimately enhance team performance.
The research and practice of leadership focuses on the leader while .docx
The research and practice of leadership focuses on the leader while the role of the follower is often neglected.
1. Using the overview provided in this week’s lecture and readings, how do follower perceptions affect a leader’s style?
2. How might you best assess follower perceptions of your leadership style?
3. What can/should a leader do when the perceptions of the followers are not aligned with the leader’s self-perceptions?
4. Why do you believe this assessment method to be the best option?
Week Four Lecture
Leadership Pipeline
According to Bennis (1989), leaders are made, not born, and "made more by themselves than by any external means" (p. 5). By following leaders at the top of their organizations, Bennis found that "such people have no interest in proving themselves, but an abiding interest in expressing themselves. The difference is crucial, for it's the difference between being driven and leading" (p. 5). With Bennis's work, the age of interviewing top leaders to gain access to how they do their work came into its own.
Charan, Drotter, and Noel's (2001) work supports the idea that a leadership base among its employees will help the organization make its selections to critical executive leadership positions, even in a large, decentralized organization. Their hierarchy is pictured by a pipeline bent in six places, each being a rise in leadership function. At the bottom, the leaders begin with managing self, then managing others, managing managers, managing functions, managing a business, a business group, and ending at managing an enterprise.
The model recognizes several potential leader failures: failing to seek or listen to feedback, identification of failures, leaving the wrong person in the job too long, poor job definition, and selecting the wrong person for the job. Organizations that do not grow their own managers tend not to know their people well enough to understand what risks they are taking when they hire or promote someone, so using a pipeline model would reduce risk in an already volatile environment. One of Northouse's (2007) criticisms of trait theory is that it fails the utility test for leadership training and development. Growing leaders from inside the organization makes sense because it reduces risk for the organization and still allows for application of trait theory in selection of leaders and skill theory in leader development programs.
Followership
Traditional trait and behavior theories assume that a leader adopts a general leadership style that is used with all group members. A more recent approach to leadership behavior research, known as individualized leadership, looks at a specific relationship between leader and each individual member (Yammarino & Dansereau, 2002). Individualized leadership is based on the notion that a leader develops a unique relationship with each subordinate or group member, which determines how the leader behaves for the member and how the member res ...
Recommended
Lesson 1 Discussion Forum Read InstructionsTeam Leadership
Lesson 1 Discussion Forum: Read Instructions
Team Leadership/Management Style
Part 1:
According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
Part 2:
DeRue, Barnes, and Morgeson (2010) found that team leadership style effectiveness depended on the level of charisma exhibited by the leader. Drawing from the article and the textbook, have you ever worked for a charismatic leader? What style (coaching or directing) did that leader administer? Was he or she effective in leading you as part of the team?
Specific Instructions:
Read and respond to three (3) of your classmates’ posts. See posting/discussion requirements.
Be sure to support your work with specific citations from this week's Learning Resources and any additional sources.
Read a selection of your colleagues' postings.
Respond to at least 3 your colleagues' posts in one or more of the following ways:
• Ask a probing question, substantiated with additional background information, evidence or research.
• Share an insight from having read your colleagues' postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from the classroom or from your own research
• Validate an idea with your own experience and additional research.
• Make suggestions based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on your colleagues' postings by providing additional insights or contrasting perspectives based on readings and evidence.
respond to three (3) of your classmates’
class mate 1:
Part 1: According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
Shikhar Sarin and Gina Colarelli O'Connor have clarified the team leader management style authority ideas in an all-around refined route as for the leadership attributes in the objective way hypothesis. In light of an examination from new item improvement (NPD) team. Team leader management authority speaks to a normal for effective team execution. Many teams in the organization contain certain people who are essentially in charge of characterizing team objectives and for creating and organizing the team to achieve these missions. These jobs exist in self overseeing teams in spite of the fact that the direct of positions of authority in such teams changes impressively from comparative jobs in more conventional teams. Notwithstanding, the accomplishment o ...
Discussion 1Team LeadershipManagement StylePart 1 A.docx
Discussion 1
Team Leadership/Management Style
Part 1: According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
Part 2: DeRue, Barnes, and Morgeson (2010) found that team leadership style effectiveness depended on the level of charisma exhibited by the leader. Drawing from the article and the textbook, have you ever worked for a charismatic leader? What style (coaching or directing) did that leader administer? Was he or she effective in leading you as part of the team?
A 300 word in APA format, you must provide a references.
=====================================================================================================
Week 2: Discussion 2
Team Performance, Productivity and Rewording Teamwork
Module 2 focuses on performance, productivity, and rewarding teamwork. Based on your understanding, discuss the following.
Discuss how to access team productivity:
What conditions need to be in place for teams to excel and why?
Suggestion ways to design teamwork so that threats to performance is minimized
As a manager, how would you reward teamwork?
A 300 word in APA format, you must provide a references.
===========================================================================================
Week 3
Designing Team and Team Identity
Part 1: Think about how to build teams in terms of designing the task, selecting the people, and then, managing their relationships. How would compose a team for completing a course/work project in terms of the three dimensions listed above. How would you incorporate diversity in designing a team?
Part 2: Discuss team identity. Why do you feel attached to certain groups and teams but not to others?
A 300 word in APA format, you must provide a references.
===========================================================================================
Week 4:
Communication and Team Decision Making
Part 1: Sharpening the Team Mind: Communication and Collective Intelligence
A. What are some of the possible biases and points of error that may arise in team communication systems? In addition to those cited in the opening of Chapter 6, what are some other examples of how team communication problems can lead to disaster?
B. Revisit communication failure examples in Exhibit 6-1. Identify the possible causes of communication or decision-making failure in each example, and, drawing on the information presented in the chapter, discuss measures that might have prevented problems from arising within each team’s communication system.
Part 2: Team Decision-Making: Pitfalls and
Solution
s
A. What are the key symptoms of groupthink? ...
Small Group Research41(5) 621 –651© The Author(s) 2010.docx
Small Group Research
41(5) 621 –651
© The Author(s) 2010
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1046496410373808
http://sgr.sagepub.com
373808 SGR
1University of Michigan, Ann Arbor, MI, USA
2U.S. Military Academy at West Point, New York, NY, USA
3Michigan State University, East Lansing, MI, USA
Corresponding Author:
D. Scott DeRue, Management and Organizations, Stephen M. Ross School of Business,
University of Michigan, Ann Arbor, MI 48109, USA
Email: [email protected]
Understanding the
Motivational Contingencies
of Team Leadership
D. Scott DeRue1, Christopher M. Barnes2,
and Frederick P. Morgeson3
Abstract
Despite increased research on team leadership, little is known about the
conditions under which coaching versus directive forms of team leader-
ship are more effective, or the processes through which team leadership
styles influence team outcomes. In the present study, the authors found that
coaching leadership was more effective than directive leadership when the
team leader was highly charismatic and less effective than directive leader-
ship when the team leader lacked charisma. Directive leadership was more
effective than coaching leadership when team members were high in
self-efficacy and less effective than coaching leadership when team members
lacked self-efficacy. The moderating effects of leader charisma and team
member self-efficacy were mediated through motivational pathways involving
team member effort.
Keywords
teams, leadership, motivation
A growing body of research highlights how important leader behaviors are
for team performance (DeRue, Nahrgang, Wellman, & Humphrey, in press;
622 Small Group Research 41(5)
Druskat & Wheeler, 2003; Durham, Knight, & Locke, 1997). In fact, Zaccaro,
Rittman, and Marks (2001) suggest that effective leadership is one of the
more important factors in the success of organizational teams. Yet at the same
time, we still have a limited understanding of how leaders create and manage
effective teams (Burke et al., 2006; Kozlowski, Gully, Salas, & Cannon-
Bowers, 1996; Zaccaro et al., 2001).
Research indicates that team leaders engage in a variety of behaviors
aimed at facilitating team functioning and performance (Morgeson, DeRue,
& Karam, 2010). One approach involves encouraging the team to manage its
own affairs and developing the team’s capacity to function effectively with-
out direct intervention from the team leader. First identified by Manz and
Sims (1987), and later analyzed by many other scholars (e.g., Hackman &
Wageman, 2005; Morgeson, 2005; Wageman, 2001), this form of leadership
focuses on coaching the team and empowering its self-management. This
coaching form of leadership is particularly important given that team leaders
are sometimes external to a team and not involved in its daily task activities.
Using in-depth interviews and survey-based research, Manz and Sims found
that team leaders who encourag.
Small Group Research41(5) 621 –651© The Author(s) 2010.docx
Small Group Research
41(5) 621 –651
© The Author(s) 2010
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1046496410373808
http://sgr.sagepub.com
373808 SGR
1University of Michigan, Ann Arbor, MI, USA
2U.S. Military Academy at West Point, New York, NY, USA
3Michigan State University, East Lansing, MI, USA
Corresponding Author:
D. Scott DeRue, Management and Organizations, Stephen M. Ross School of Business,
University of Michigan, Ann Arbor, MI 48109, USA
Email: [email protected]
Understanding the
Motivational Contingencies
of Team Leadership
D. Scott DeRue1, Christopher M. Barnes2,
and Frederick P. Morgeson3
Abstract
Despite increased research on team leadership, little is known about the
conditions under which coaching versus directive forms of team leader-
ship are more effective, or the processes through which team leadership
styles influence team outcomes. In the present study, the authors found that
coaching leadership was more effective than directive leadership when the
team leader was highly charismatic and less effective than directive leader-
ship when the team leader lacked charisma. Directive leadership was more
effective than coaching leadership when team members were high in
self-efficacy and less effective than coaching leadership when team members
lacked self-efficacy. The moderating effects of leader charisma and team
member self-efficacy were mediated through motivational pathways involving
team member effort.
Keywords
teams, leadership, motivation
A growing body of research highlights how important leader behaviors are
for team performance (DeRue, Nahrgang, Wellman, & Humphrey, in press;
622 Small Group Research 41(5)
Druskat & Wheeler, 2003; Durham, Knight, & Locke, 1997). In fact, Zaccaro,
Rittman, and Marks (2001) suggest that effective leadership is one of the
more important factors in the success of organizational teams. Yet at the same
time, we still have a limited understanding of how leaders create and manage
effective teams (Burke et al., 2006; Kozlowski, Gully, Salas, & Cannon-
Bowers, 1996; Zaccaro et al., 2001).
Research indicates that team leaders engage in a variety of behaviors
aimed at facilitating team functioning and performance (Morgeson, DeRue,
& Karam, 2010). One approach involves encouraging the team to manage its
own affairs and developing the team’s capacity to function effectively with-
out direct intervention from the team leader. First identified by Manz and
Sims (1987), and later analyzed by many other scholars (e.g., Hackman &
Wageman, 2005; Morgeson, 2005; Wageman, 2001), this form of leadership
focuses on coaching the team and empowering its self-management. This
coaching form of leadership is particularly important given that team leaders
are sometimes external to a team and not involved in its daily task activities.
Using in-depth interviews and survey-based research, Manz and Sims found
that team leaders who encourag.
Small Group Research41(5) 621 –651© The Author(s) 2010.docx
Small Group Research
41(5) 621 –651
© The Author(s) 2010
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1046496410373808
http://sgr.sagepub.com
373808 SGR
1University of Michigan, Ann Arbor, MI, USA
2U.S. Military Academy at West Point, New York, NY, USA
3Michigan State University, East Lansing, MI, USA
Corresponding Author:
D. Scott DeRue, Management and Organizations, Stephen M. Ross School of Business,
University of Michigan, Ann Arbor, MI 48109, USA
Email: [email protected]
Understanding the
Motivational Contingencies
of Team Leadership
D. Scott DeRue1, Christopher M. Barnes2,
and Frederick P. Morgeson3
Abstract
Despite increased research on team leadership, little is known about the
conditions under which coaching versus directive forms of team leader-
ship are more effective, or the processes through which team leadership
styles influence team outcomes. In the present study, the authors found that
coaching leadership was more effective than directive leadership when the
team leader was highly charismatic and less effective than directive leader-
ship when the team leader lacked charisma. Directive leadership was more
effective than coaching leadership when team members were high in
self-efficacy and less effective than coaching leadership when team members
lacked self-efficacy. The moderating effects of leader charisma and team
member self-efficacy were mediated through motivational pathways involving
team member effort.
Keywords
teams, leadership, motivation
A growing body of research highlights how important leader behaviors are
for team performance (DeRue, Nahrgang, Wellman, & Humphrey, in press;
622 Small Group Research 41(5)
Druskat & Wheeler, 2003; Durham, Knight, & Locke, 1997). In fact, Zaccaro,
Rittman, and Marks (2001) suggest that effective leadership is one of the
more important factors in the success of organizational teams. Yet at the same
time, we still have a limited understanding of how leaders create and manage
effective teams (Burke et al., 2006; Kozlowski, Gully, Salas, & Cannon-
Bowers, 1996; Zaccaro et al., 2001).
Research indicates that team leaders engage in a variety of behaviors
aimed at facilitating team functioning and performance (Morgeson, DeRue,
& Karam, 2010). One approach involves encouraging the team to manage its
own affairs and developing the team’s capacity to function effectively with-
out direct intervention from the team leader. First identified by Manz and
Sims (1987), and later analyzed by many other scholars (e.g., Hackman &
Wageman, 2005; Morgeson, 2005; Wageman, 2001), this form of leadership
focuses on coaching the team and empowering its self-management. This
coaching form of leadership is particularly important given that team leaders
are sometimes external to a team and not involved in its daily task activities.
Using in-depth interviews and survey-based research, Manz and Sims found
that team leaders who encourag.
Group effectiveness
The document discusses various factors that influence team effectiveness, including group psychological traits like cohesion, norms, affects, cognition, certainty, and attribution biases. It examines Belbin's team role theory and describes different types of teams. The conclusion is that cognitive and affective dimensions impact outcomes differently and that factors influencing effectiveness depend on the type of team.
10.2307@20159830.pdf
This document summarizes an article that examines how empowering leadership in management teams relates to knowledge sharing, team efficacy, and team performance. The study surveyed management teams in 102 U.S. hotel properties. The results showed that empowering leadership was positively related to both knowledge sharing and team efficacy within teams, which in turn were both positively related to higher team performance as measured by a time-lagged market-based source. The study aimed to provide greater understanding of how empowering leadership can improve team processes and states that ultimately enhance team performance.
The research and practice of leadership focuses on the leader while .docx
The research and practice of leadership focuses on the leader while the role of the follower is often neglected.
1. Using the overview provided in this week’s lecture and readings, how do follower perceptions affect a leader’s style?
2. How might you best assess follower perceptions of your leadership style?
3. What can/should a leader do when the perceptions of the followers are not aligned with the leader’s self-perceptions?
4. Why do you believe this assessment method to be the best option?
Week Four Lecture
Leadership Pipeline
According to Bennis (1989), leaders are made, not born, and "made more by themselves than by any external means" (p. 5). By following leaders at the top of their organizations, Bennis found that "such people have no interest in proving themselves, but an abiding interest in expressing themselves. The difference is crucial, for it's the difference between being driven and leading" (p. 5). With Bennis's work, the age of interviewing top leaders to gain access to how they do their work came into its own.
Charan, Drotter, and Noel's (2001) work supports the idea that a leadership base among its employees will help the organization make its selections to critical executive leadership positions, even in a large, decentralized organization. Their hierarchy is pictured by a pipeline bent in six places, each being a rise in leadership function. At the bottom, the leaders begin with managing self, then managing others, managing managers, managing functions, managing a business, a business group, and ending at managing an enterprise.
The model recognizes several potential leader failures: failing to seek or listen to feedback, identification of failures, leaving the wrong person in the job too long, poor job definition, and selecting the wrong person for the job. Organizations that do not grow their own managers tend not to know their people well enough to understand what risks they are taking when they hire or promote someone, so using a pipeline model would reduce risk in an already volatile environment. One of Northouse's (2007) criticisms of trait theory is that it fails the utility test for leadership training and development. Growing leaders from inside the organization makes sense because it reduces risk for the organization and still allows for application of trait theory in selection of leaders and skill theory in leader development programs.
Followership
Traditional trait and behavior theories assume that a leader adopts a general leadership style that is used with all group members. A more recent approach to leadership behavior research, known as individualized leadership, looks at a specific relationship between leader and each individual member (Yammarino & Dansereau, 2002). Individualized leadership is based on the notion that a leader develops a unique relationship with each subordinate or group member, which determines how the leader behaves for the member and how the member res ...
Leadership
This document compares and contrasts two leadership theories: trait theory and situational leadership theory. Trait theory suggests that leadership skills are innate, while situational leadership theory posits that the leadership style should depend on the situation. The document assesses that situational leadership is a more effective approach because it is flexible in different organizational contexts and motivates employees through supportive communication and emphasis on goals.
Study of leadership styles and staff retentio1
This document provides an overview of a proposed study on the relationship between leadership styles and staff retention. The study aims to identify how leadership styles influence staff turnover and what factors cause employees to leave organizations. It will evaluate the qualities of leaders that impact retention and analyze the degree to which leadership style affects retention. Both primary research through surveys and secondary research of literature will be used. The findings intend to provide insights on how organizations can best manage talent and reduce staff turnover through leadership.
Module 4 - BackgroundOrganizational Structure and CultureNote A.docx
This document provides background information on organizational structure and culture. It discusses key elements of organizational structure including work specialization, departmentalization, chain of command, span of control, centralization/decentralization, and formalization. Mechanistic and organic structures are described as well as divisional, functional, team-based, and flexible structures. The reading also covers organizational culture, how it is formed and taught to new members. It emphasizes that organizational culture and structure should align for effective functioning and to avoid tension between how people work and imposed structures.
Ud44132 bhu52973 173174_essay on motivation and employee performance - aiu(fi...
The majority of organizations are competing to survive in this volatile and fierce market environment. Motivation and performance of the employees are essential tools for the success of any organization in the long run. On the one hand, measuring performance is critical to organization’s management, as it highlights the evolution and achievement of the organization. On the other hand, there is a positive relationship between employee motivation and organizational effectiveness, reflected in numerous studies (Dobre, 2013).
All organizations want to be successful, even in current environment which is highly competitive. Therefore, companies irrespective of size and market strive to retain their best employees, acknowledging their important role and influence on organizational effectiveness. In order to overcome these challenges, companies should create a strong and positive relationship with its employees and direct them towards task fulfillment. Motivation is important in the organization to boost morale among employees in order to achieve their goals. Motivated employees help the organization to become more success because motivated employees are consistently looking forward to improve their work performance (Ali & Ahmed, 2009). The outcome from a motivated employee will produce high level of productivity since they are enjoying their work. Therefore, they feel satisfied in the workplace which resulted in lower absenteeism and reducing turnover rate. It is not an easy task especially for the managers to retain highly motivated employees within the organization as they are the valuable assets of the organization to achieve success in the future (Kreisman, 2002). Employees are the human capital to the organizations, and performance of them within an organization which can lead to organizational prosperity or failure (Salleh, 2011).Motivation is considered as a predictor of job performance. In other words, the determinants of employee job performance were motivation, aptitudes and skill. Thus, motivated employees with high levels of job involvement are considered as important elements to an organization. In this essay, it attempts to measure the effect of employee motivation towards job performance. Motivation is crucial for organizations to functions; without motivation employees will not put up their best and the company’s performance would be less efficient.
Motivation and EmpowermentLeaders must often motivate team members.docx
Motivation and Empowerment
Leaders must often motivate team members to perform at their optimal levels and remain engaged. Motivation can be broken down into two types of motivators–internal and external or intrinsic and extrinsic. Given what you are learning in this class, write a paper describing a system designed for motivation and empowerment in your organization. In your assessment address the following questions:
What would you do to make your team members excited about the work?
Find some examples of each type of motivator, and which is more powerful for leaders to use?
Based on your experiences in teams or organizations, which types of motivators are used most often?
Needs in-text citations and references in APA format. Also needs headings.
EXAMPLE OF HEADINGS:
Name of Paper
(center this in the middle of the paper)
Write an introduction which tells the reader what will be addressed in the paper.
Emotional Intelligence Analysis
In this area...Write about the first area in the rubric which is ... Analyzed and outlined how the leader handled his or her emotions, how did the team deal with emotions and justified how leaders enhance team EI along with specific examples.
Leader Communication Style
In this area ..Write about the first area in the rubric which is.... Analyzed and described the leaders' communication style as whether persuasive, manipulative, or coercive.
Team Communication Style
In this area...Write about the first area in the rubric which is ... Analyzed and identified the most dominant communication style within the team. Analyzed and inferred how the leaders' communication style affects the team.
Philosophy, Style, and Action Steps
In this area..Write about the first area in the rubric which is ... Analyzed and identified the type of philosophy held by leaders and other members of the team, the type of leadership style being presented and the action steps which would help enhance the leadership style in the team.
Conclusion
Wrap up your paper reviewing the key aspects of your paper
.
Dolenc_kandi_V3
This document provides a literature review summary of a bachelor's thesis titled "Leadership in Agile self-organizing teams implementing Scrum". The thesis examines what leadership is in self-organizing teams implementing the Scrum framework through a literature review. The review finds that leadership differs from management in tasks, with leadership focusing more on human relationships and motivation. Self-organizing teams are better described as self-managing teams. When implementing Scrum, leadership is combined with distributed internal management, with the Scrum Master providing some external leadership.
Article 1Team LeadershipManagement StylePart 1 According to.docx
Article 1:
Team Leadership/Management Style
Part 1: According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
Part 2: DeRue, Barnes, and Morgeson (2010) found that team leadership style effectiveness depended on the level of charisma exhibited by the leader. Drawing from the article and the textbook, have you ever worked for a charismatic leader? What style (coaching or directing) did that leader administer? Was he or she effective in leading you as part of the team?
Answer:
Part 1:
Participative leadership style would have been the best management style for our team which was working on a project to improve our e-commerce platform. With participative leadership style, team leaders have an opportunity to involve their team members in the decision-making process, consult their team members and ask for their inputs. Participative leadership generates a special type of trust that enables team members to take ownership and the responsibility of the project outcomes (DeRue et al., 2010).
An effective team management style has much impact on the internal dynamics of a team. Communication behaviors, collaboration and conflict resolution strategies are the key elements of the internal dynamics of a team. Communication involves the exchange of information between individuals working in a team. High communication quality and frequency have been associated with greater team performance and productivity. Collaboration is the extent to which individuals within a team work together to accomplish a particular task. Since a team is made of individuals with different perspectives and functional backgrounds, the probability of conflict is very high hence the need to incorporate conflict resolution strategies (DeRue et al., 2010).
Part 2:
According to (Sarin & O'Connor, 2009), a charismatic leader is the one who uses personal abilities to induce extraordinary influence on his followers. They are skilled at upgrading the performance of the team and seek radical reforms to accomplish the goals efficiently. I have been working for a charismatic leader for two years now.
He has been effective in leading our team since we promptly meet the goals and objectives of our team. Also, team members have high emotional attachment and involvement with him. Lastly, we experience high job satisfaction which is much essential in developing an effective team. This results in low-stress levels and low job burn out since members of the team have an opportunity to work by themselves without micro-managing.
Article 2:
Answers:
PART1
According to Sarin s. et al., (2009) a team leader is a person who has the most important role of creating a work environment inside a team who will not only motiva.
5 pages in length (not including title page or references)This.docx
5 pages in length (not including title page or references)
This week’s journal article focuses on attribution theory and how it influences the implementation of innovation technologies. Two types of employee attributions are noted in the article (intentionality and deceptive intentionality), please review these concepts and answer the following questions:
1. Provide a high-level overview/ summary of the case study
2. Note how constructive intentionality impacts innovation implementations
3. Find another article that adds to the overall findings of the case and note how attribution-based perspective enhances successful innovation implementations. Please be explicit and detailed in answering this question.
4. Discuss what ethical leadership is and how it impacts the organizational culture.
5. What are the various dimensions of ethical leadership?
6. Note some failures in ethical leadership, please find an example, explain the failure and note possible solutions to fix the issue with leadership.
(Question 1, 2 and 3 below Journals):
Journal Article 3.1: Lucas, J.W. and Baxter, A.R. (2012) ‘Power, influence, and diversity in organizations’, The ANNALS of the American Academy of Political and Social Science, 639(1): 49–70.
Journal Article 3.2: Martinez, A.D., Kane, R.E., Ferris, G.R. and Brooks, C.D. (2012) ‘Power in leader–follower work relationships’, Journal of Leadership & Organizational Studies, 19(2): 142–151.
Journal Article 4.1: Petty, M.M., Beadles, N.A., Chapman, D.F., Lowery, C.M. and Connell, D.W. (1995) ‘Relationships between organizational culture and organizational performance,’ Psychological Reports, 76(2): 483–492.
Journal Article 4.2: Bonavia, T. (2006) ‘Preliminary organizational culture scale focused on artifacts’, Psychological Reports, 99(3): 671–674.
Journal Article 4.3: Walker, R.C. and Aritz, J. (2015) ‘Women doing leadership: leadership styles and organizational culture,’ International Journal of Business Communication, 52(4): 452–478.
(Question 4, 5 and 6 below Journals):
Journal Article 5.1:Bormann, K.C. and Rowold, J. (2016) ‘Ethical leadership’s potential and boundaries in organizational change: a moderated mediation model of employee silence,’ German Journal of Human Resource Management, 30(3–4): 225–245.
Journal Article 5.2:Haney, A.B., Pope, J. and Arden, Z. (2018) ‘Making it personal: developing sustainability leaders in business,’ Organization & Environment. DOI: 10.1177/1086026618806201
Please be sure that journal articles are peer-reviewed and are published within the last five years.
The paper should meet the following requirements:
• 5 pages in length (not including title page or references)
• APA guidelines must be followed. The paper must include a cover page, an introduction, a body with fully developed content, and a conclusion.
.
BUS 119 – Principles of Personal & Organizational Le.docx
BUS 119 – Principles of
Personal &
Organizational
Leadership
Overview – Suggested and Required Actions for this week
• Post your introduction – What would you like us to know about you?
• Read Chapters 1 & 2 in your text book
• 2 Discussion Questions – Original Posts – Due by Thursday, 11:59 pm
• Respond to at least 2 classmates for each question – Due by Monday 11:59 pm
• Leadership Journal
Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4 ed.).
Retrieved from https://content.ashford.edu/
This textbook is a
ConstellationTM
Course digital materials
(CDM) title.
This week students will
1. Define leadership.
2. Identify key characteristics associated with
effective practice of leadership.
3. Explore the impact of definitions and traits on the
study of leadership.
Activity Due Date Format
Grading
Percent
Read Chapters 1 & 2
Post Your Introduction Day 1 Discussion 2
Conceptualizing Leadership
Questionnaire
Day 3
(1st post)
Discussion 3
Respond to at least 2 classmates’
posts
Day 7 Discussion Part of 3
above
Leadership Lessons Day 3 (1st post) Discussion 3
Respond to at least 2 classmates’
posts
Day 7 Discussion Part of 3
above
Leadership Journal Day 6 500 to 1,000
words
6
“Leadership is a process of social influence which maximizes
efforts of others towards achievement of a goal” (Kruse,
2013, para. 1).
What is leadership?
Leadership has nothing to do with seniority or one’s position in the
hierarchy of a company.
Leadership has nothing to do with titles.
Leadership has nothing to do with personal attributes.
KEY LEADERSHIP PARADIGMS
Just as every other field of study changes with time so too is the field of
leadership study changing. Consider the following changes in thinking
regarding leadership:
Traditional Contemporary
Departments System
Fragmented, Specialized Connected, Flexible
Authority, Decision Level Empower, Facilitation
Control Envision
Permanent, Growing Temporary, Trimmed
Pyramid Flat
Cost Cutting Social Sensitivity
WHAT IS LEADERSHIP?
Ask 20 people the question “What is leadership?” and you may get 30 different
answers. If we examine the differences we receive, we may be able to identify
a few themes, from which we may be able to construct a rough definition.
Here are the themes we receive back:
leading – setting direction, pace, and rhythm toward a vision
leader – one who is setting the direction, pace, and rhythm toward a vision
So then
leadership – the ability to set direction, pace, and rhythm, and organize and
motivate supporters, subordinates, and/or populations toward achieving the
vision.
So leadership is a term that is somewhat difficult to set in fixed terms. We may often
hear people say, “I can’t define it, but I know it when I see it.”
If we can agree that leadership is the ability to help individuals achieve a goal, then
we can set some fixed aspects of leadership. Here are some items to .
Assignment 2 Analysis of Individual Performance in a TeamBy Fri.docx
Assignment 2: Analysis of Individual Performance in a Team
By
Friday, November 23, 2012
, write a 3–5 page analysis of team dynamics in a team of which you have been a part. Incorporate what you have learned about your emotional intelligence skills into this paper, as well as other characteristics of individual behavior we have studied so far. Support your analysis with what you have learned from the course text, in addition to a minimum of five peer-reviewed articles. Use proper APA format. Include the following in your analysis:
Briefly describe the team about which you will be writing. What was the purpose of the team? Was it an ongoing team or a project team?
What was your role in the team? How did that affect the team's dynamics?
What strategies did the team use to manage the group process?
Describe the processes and standards followed by your team to perform at its best.
After assessing your team’s performance, what changes would you make if you could reformulate the team from scratch? Explain your rationale.
Use the following file naming convention for your document: LastnameFirstInitial_M4_A2.doc
For example, if your name is John Smith, your document will be named SmithJ_M4_A2.doc
Submit the paper to the
M4: Assignment 2 Dropbox
.
All written assignments and responses should follow APA rules for attributing sources.
Grading Criteria
Maximum Points
Described the team and the purpose of forming the team
8
Described his or her role in the team and examined how it affected the team’s dynamics
8
Examined the strategies adopted by the team to manage the group process
4
Described the processes and standards followed by the team to perform at its best
8
Suggested changes to the team’s formulation after assessing the team’s performance.
Justified the ideas for making the changes.
8
Followed the correct file naming convention and the correct format
4
Submitted on time, and wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
8
Total
48
.
BCJ 3601, Criminal Law 1 Course Learning Outcomes for.docx
BCJ 3601, Criminal Law 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
1. Define terms related criminal law.
1.1 Define terms related to criminal defenses.
1.2 Define insanity and how it is used as a defense.
3. Assess legal issues as presented in court cases.
3.1 Examine when deadly force can be used as a claim of self-defense.
3.2 Debate the use of the “battered woman’s” defense.
3.3 Analyze what constitutes entrapment by government agents.
4. Analyze key concepts related to criminal law.
4.1 Describe the nature of defenses.
4.2 Illustrate categories of justifications and excuses as defenses.
4.3 Explain how competency to stand trial is assessed today.
Reading Assignment
Chapter 5:
Justifications as Defenses
Chapter 6:
Defenses: Excuses and Insanity
Read the following handouts:
“Can a Defendant Who Lies About her Role in Spousal Homicide Still Raise a ‘Battered Woman’s’ Defense?”
“Is there a Meaningful Difference Between ‘Insanity’ and ‘Temporary Insanity’?”
“What Constitutes Entrapment by Government Agents?”
Unit Lesson
Please view the Unit III, Part 1 Presentation and Unit III, Part 2 Presentation located underneath the Unit III
Study Guide in your course in Blackboard.
UNIT III STUDY GUIDE
Defenses and Insanity
https://media.pearsoncmg.com/pls/products/coco/criminal_law/125689897x/assignments/pdfs/criminal_law_handout_lesson_04.pdf
https://media.pearsoncmg.com/pls/products/coco/criminal_law/125689897x/assignments/pdfs/criminal_law_handout_lesson_05.pdf
https://media.pearsoncmg.com/pls/products/coco/criminal_law/125689897x/assignments/pdfs/criminal_law_discussion_lesson_04.pdf
Running head: LEADERSHIP
1
LEADERSHIP
2
Abbreviated rubric for Homework #1 (Leadership)Criteria
Score
1
Submitted late: minus 5% per day
2
3
Meets expectations for content and purpose of the assignment.
Title page, abstract, text, references, and outline.
10
4
Outline
10
5
5
Develops a clearly articulated and original thesis and/or main idea that are consistent with expectations of content and purpose. Topic sentence and paper is FOCUSED..
10
5
6
Organizes ideas in clear and sequential paragraphs that logically reinforce the main idea. A paragraph is a collection of related sentences dealing with a single topic. Uses level 1, 2, and 3 headings as appropriate.
10
5
7
Incorporates sufficient use of appropriate research, supporting evidence, and relevant sources (OER & module sources).
10
8
Critically evaluates information and/or data within boundaries established by the main idea.
10
5
9
Conforms to APA and/or additional guidelines from the instructor. (Refer to the paper in Conferences, “Writing Papers That Are Easy to Grade.” Your paper should look like this paper.)
20
10
Displays sound grammar, spelling, punctuation and appropriate conventions. See *NOTE below.
20
Total
80
Where (depending on whether weight is 10 or 20:
1-6 o ...
Perception of civil servants on performance : An Emperical Analysis of Indone...
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
A THEORY OF TEAM COACHING
This paper proposes a new theory of team coaching with three distinguishing features: (1) it focuses on the functions that coaching serves for a team rather than specific leader behaviors, (2) it identifies when coaching interventions are most effective during the task performance process, and (3) it explains when team-focused coaching is likely to facilitate performance. The paper reviews existing approaches to team coaching and draws on them to develop testable propositions for a comprehensive research-based model of effective team coaching.
Resources for Papers 1 and 2Part 1 The Culture CompassAs the .docx
This document provides resources for papers on organizational culture and ethics. It includes required and optional readings on organizational culture, values, ethics, and strategic leadership. The document discusses using the DISC assessment tool to coach top performers to improve their interpersonal skills and relationship when working with teams. It provides instructions on completing a DISC assessment and discussing the results with a coach to develop an action plan.
2 questions.docx
This document provides an overview of a unit on building high-performance teams. It discusses the four determinants of team performance known as the "four Cs": context, composition, coordination, and change. Context refers to how the organization's culture, structure, and systems support teamwork. Composition examines the skills and experiences of team members. Coordination focuses on how well members communicate and make decisions together. Change considers a team's ability to adapt over time. The document emphasizes understanding these factors when designing teams and resolving conflicts that could hinder performance.
2 questions.docx
This document provides an overview of a unit on building high-performance teams. It discusses the four determinants of team performance known as the "four Cs": context, composition, coordination, and change. Context refers to how the organization's culture, structure, and systems support teamwork. Composition examines the skills and experiences of team members. Coordination focuses on how well members communicate and make decisions together. Change considers a team's ability to adapt over time. The document emphasizes understanding these factors when designing teams and resolving conflicts that could hinder performance.
Maurice Roussety
Dr. Maurice Roussety is an Executive Consultant at DST Advisory and Lecturer in Small Business, Franchising and Entrepreneurship at Griffith University in Queensland, Australia
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docx
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docx
This document summarizes competing theories on whether the perceived risk of punishment deters criminally prone individuals from committing crimes. It discusses three main perspectives: 1) that all individuals are equally deterred regardless of criminal propensity, 2) that criminally prone individuals are less deterred due to their impulsivity and focus on immediate gratification, and 3) that criminally prone individuals are more deterred since socialized individuals act based on moral obligations rather than costs/benefits. The article then analyzes data from a longitudinal study in New Zealand to test the relationship between criminal propensity, perceived punishment risks, and criminal behavior.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docx
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
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What would you do to make your team members excited about the work?
Find some examples of each type of motivator, and which is more powerful for leaders to use?
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Needs in-text citations and references in APA format. Also needs headings.
EXAMPLE OF HEADINGS:
Name of Paper
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Write an introduction which tells the reader what will be addressed in the paper.
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In this area ..Write about the first area in the rubric which is.... Analyzed and described the leaders' communication style as whether persuasive, manipulative, or coercive.
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Article 1:
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Part 1: According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
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Answer:
Part 1:
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Part 2:
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Article 2:
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This week’s journal article focuses on attribution theory and how it influences the implementation of innovation technologies. Two types of employee attributions are noted in the article (intentionality and deceptive intentionality), please review these concepts and answer the following questions:
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4. Discuss what ethical leadership is and how it impacts the organizational culture.
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(Question 1, 2 and 3 below Journals):
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Journal Article 4.3: Walker, R.C. and Aritz, J. (2015) ‘Women doing leadership: leadership styles and organizational culture,’ International Journal of Business Communication, 52(4): 452–478.
(Question 4, 5 and 6 below Journals):
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Please be sure that journal articles are peer-reviewed and are published within the last five years.
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BUS 119 – Principles of Personal & Organizational Le.docx
BUS 119 – Principles of
Personal &
Organizational
Leadership
Overview – Suggested and Required Actions for this week
• Post your introduction – What would you like us to know about you?
• Read Chapters 1 & 2 in your text book
• 2 Discussion Questions – Original Posts – Due by Thursday, 11:59 pm
• Respond to at least 2 classmates for each question – Due by Monday 11:59 pm
• Leadership Journal
Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4 ed.).
Retrieved from https://content.ashford.edu/
This textbook is a
ConstellationTM
Course digital materials
(CDM) title.
This week students will
1. Define leadership.
2. Identify key characteristics associated with
effective practice of leadership.
3. Explore the impact of definitions and traits on the
study of leadership.
Activity Due Date Format
Grading
Percent
Read Chapters 1 & 2
Post Your Introduction Day 1 Discussion 2
Conceptualizing Leadership
Questionnaire
Day 3
(1st post)
Discussion 3
Respond to at least 2 classmates’
posts
Day 7 Discussion Part of 3
above
Leadership Lessons Day 3 (1st post) Discussion 3
Respond to at least 2 classmates’
posts
Day 7 Discussion Part of 3
above
Leadership Journal Day 6 500 to 1,000
words
6
“Leadership is a process of social influence which maximizes
efforts of others towards achievement of a goal” (Kruse,
2013, para. 1).
What is leadership?
Leadership has nothing to do with seniority or one’s position in the
hierarchy of a company.
Leadership has nothing to do with titles.
Leadership has nothing to do with personal attributes.
KEY LEADERSHIP PARADIGMS
Just as every other field of study changes with time so too is the field of
leadership study changing. Consider the following changes in thinking
regarding leadership:
Traditional Contemporary
Departments System
Fragmented, Specialized Connected, Flexible
Authority, Decision Level Empower, Facilitation
Control Envision
Permanent, Growing Temporary, Trimmed
Pyramid Flat
Cost Cutting Social Sensitivity
WHAT IS LEADERSHIP?
Ask 20 people the question “What is leadership?” and you may get 30 different
answers. If we examine the differences we receive, we may be able to identify
a few themes, from which we may be able to construct a rough definition.
Here are the themes we receive back:
leading – setting direction, pace, and rhythm toward a vision
leader – one who is setting the direction, pace, and rhythm toward a vision
So then
leadership – the ability to set direction, pace, and rhythm, and organize and
motivate supporters, subordinates, and/or populations toward achieving the
vision.
So leadership is a term that is somewhat difficult to set in fixed terms. We may often
hear people say, “I can’t define it, but I know it when I see it.”
If we can agree that leadership is the ability to help individuals achieve a goal, then
we can set some fixed aspects of leadership. Here are some items to .
Assignment 2 Analysis of Individual Performance in a TeamBy Fri.docx
Assignment 2: Analysis of Individual Performance in a Team
By
Friday, November 23, 2012
, write a 3–5 page analysis of team dynamics in a team of which you have been a part. Incorporate what you have learned about your emotional intelligence skills into this paper, as well as other characteristics of individual behavior we have studied so far. Support your analysis with what you have learned from the course text, in addition to a minimum of five peer-reviewed articles. Use proper APA format. Include the following in your analysis:
Briefly describe the team about which you will be writing. What was the purpose of the team? Was it an ongoing team or a project team?
What was your role in the team? How did that affect the team's dynamics?
What strategies did the team use to manage the group process?
Describe the processes and standards followed by your team to perform at its best.
After assessing your team’s performance, what changes would you make if you could reformulate the team from scratch? Explain your rationale.
Use the following file naming convention for your document: LastnameFirstInitial_M4_A2.doc
For example, if your name is John Smith, your document will be named SmithJ_M4_A2.doc
Submit the paper to the
M4: Assignment 2 Dropbox
.
All written assignments and responses should follow APA rules for attributing sources.
Grading Criteria
Maximum Points
Described the team and the purpose of forming the team
8
Described his or her role in the team and examined how it affected the team’s dynamics
8
Examined the strategies adopted by the team to manage the group process
4
Described the processes and standards followed by the team to perform at its best
8
Suggested changes to the team’s formulation after assessing the team’s performance.
Justified the ideas for making the changes.
8
Followed the correct file naming convention and the correct format
4
Submitted on time, and wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
8
Total
48
.
BCJ 3601, Criminal Law 1 Course Learning Outcomes for.docx
BCJ 3601, Criminal Law 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
1. Define terms related criminal law.
1.1 Define terms related to criminal defenses.
1.2 Define insanity and how it is used as a defense.
3. Assess legal issues as presented in court cases.
3.1 Examine when deadly force can be used as a claim of self-defense.
3.2 Debate the use of the “battered woman’s” defense.
3.3 Analyze what constitutes entrapment by government agents.
4. Analyze key concepts related to criminal law.
4.1 Describe the nature of defenses.
4.2 Illustrate categories of justifications and excuses as defenses.
4.3 Explain how competency to stand trial is assessed today.
Reading Assignment
Chapter 5:
Justifications as Defenses
Chapter 6:
Defenses: Excuses and Insanity
Read the following handouts:
“Can a Defendant Who Lies About her Role in Spousal Homicide Still Raise a ‘Battered Woman’s’ Defense?”
“Is there a Meaningful Difference Between ‘Insanity’ and ‘Temporary Insanity’?”
“What Constitutes Entrapment by Government Agents?”
Unit Lesson
Please view the Unit III, Part 1 Presentation and Unit III, Part 2 Presentation located underneath the Unit III
Study Guide in your course in Blackboard.
UNIT III STUDY GUIDE
Defenses and Insanity
https://media.pearsoncmg.com/pls/products/coco/criminal_law/125689897x/assignments/pdfs/criminal_law_handout_lesson_04.pdf
https://media.pearsoncmg.com/pls/products/coco/criminal_law/125689897x/assignments/pdfs/criminal_law_handout_lesson_05.pdf
https://media.pearsoncmg.com/pls/products/coco/criminal_law/125689897x/assignments/pdfs/criminal_law_discussion_lesson_04.pdf
Running head: LEADERSHIP
1
LEADERSHIP
2
Abbreviated rubric for Homework #1 (Leadership)Criteria
Score
1
Submitted late: minus 5% per day
2
3
Meets expectations for content and purpose of the assignment.
Title page, abstract, text, references, and outline.
10
4
Outline
10
5
5
Develops a clearly articulated and original thesis and/or main idea that are consistent with expectations of content and purpose. Topic sentence and paper is FOCUSED..
10
5
6
Organizes ideas in clear and sequential paragraphs that logically reinforce the main idea. A paragraph is a collection of related sentences dealing with a single topic. Uses level 1, 2, and 3 headings as appropriate.
10
5
7
Incorporates sufficient use of appropriate research, supporting evidence, and relevant sources (OER & module sources).
10
8
Critically evaluates information and/or data within boundaries established by the main idea.
10
5
9
Conforms to APA and/or additional guidelines from the instructor. (Refer to the paper in Conferences, “Writing Papers That Are Easy to Grade.” Your paper should look like this paper.)
20
10
Displays sound grammar, spelling, punctuation and appropriate conventions. See *NOTE below.
20
Total
80
Where (depending on whether weight is 10 or 20:
1-6 o ...
Perception of civil servants on performance : An Emperical Analysis of Indone...
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
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This document provides an overview of a unit on building high-performance teams. It discusses the four determinants of team performance known as the "four Cs": context, composition, coordination, and change. Context refers to how the organization's culture, structure, and systems support teamwork. Composition examines the skills and experiences of team members. Coordination focuses on how well members communicate and make decisions together. Change considers a team's ability to adapt over time. The document emphasizes understanding these factors when designing teams and resolving conflicts that could hinder performance.
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This document provides an overview of a unit on building high-performance teams. It discusses the four determinants of team performance known as the "four Cs": context, composition, coordination, and change. Context refers to how the organization's culture, structure, and systems support teamwork. Composition examines the skills and experiences of team members. Coordination focuses on how well members communicate and make decisions together. Change considers a team's ability to adapt over time. The document emphasizes understanding these factors when designing teams and resolving conflicts that could hinder performance.
Maurice Roussety
Dr. Maurice Roussety is an Executive Consultant at DST Advisory and Lecturer in Small Business, Franchising and Entrepreneurship at Griffith University in Queensland, Australia
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10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
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10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docx
This document summarizes competing theories on whether the perceived risk of punishment deters criminally prone individuals from committing crimes. It discusses three main perspectives: 1) that all individuals are equally deterred regardless of criminal propensity, 2) that criminally prone individuals are less deterred due to their impulsivity and focus on immediate gratification, and 3) that criminally prone individuals are more deterred since socialized individuals act based on moral obligations rather than costs/benefits. The article then analyzes data from a longitudinal study in New Zealand to test the relationship between criminal propensity, perceived punishment risks, and criminal behavior.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docx
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.11770011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST M.docx
10.1177/0011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST / March 2003Westefeld, Heckman-Stone / CRISIS INTERVENTION
• PROFESSIONAL FORUM
The Integrated Problem-Solving
Model of Crisis Intervention:
Overview and Application
John S. Westefeld
The University of Iowa
Carolyn Heckman-Stone
Iowa State University
Crisis intervention is a role that fits exceedingly well with counseling psychologists’
interests and skills. This article provides an overview of a new crisis intervention model,
the Integrated Problem-Solving Model (IPSM), and demonstrates its application to a
specific crisis, sexual assault. It is hoped that this article will encourage counseling psy-
chologists to become more involved in crisis intervention itself as well as in research and
training in this important area.
Recently, significant crisis events (e.g., sexual assaults, school shootings,
terrorist attacks, and other violent crimes) have received major media atten-
tion. This has led, among other things, to an increased interest in this topic as
a subspecialty among human service providers (James & Gilliland, 2001). In
addition, it appears that we live in an increasingly fast-paced and technologi-
cal society in which individuals may be less connected with family and other
positive influences than in the past (Pitcher & Poland, 1992). Mental health
professionals need to be prepared to help society cope with such crises, and
counseling psychologists are particularly well suited for this type of interven-
tion. Coping with life transitions, a major focus of counseling psychology
throughout its history, sometimes involves the successful negotiation of cri-
ses (Brown & Lent, 2000). Counseling psychologists are particularly skilled
in promoting self-enhancement among relatively healthy individuals, which
is often the case in crisis situations. In addition, crisis intervention matches
well with counseling psychologists’ skills at implementing brief, problem-
solving, developmental, educational, and self-empowering intervention
approaches.
Relatively few articles have been published in The Counseling Psycholo-
gist concerning crisis intervention and the role of the counseling psycholo-
221
Correspondence concerning this article should be addressed to John S. Westefeld, Coun-
seling Psychology, 361 Lindquist Center, The University of Iowa, Iowa City, IA 52242;
e-mail: [email protected]
THE COUNSELING PSYCHOLOGIST, Vol. 31 No. 2, March 2003 221-239
DOI: 10.1177/0011000002250638
© 2003 by the Division of Counseling Psychology.
gist. Indeed, we believe that the field of counseling psychology has not his-
torically seen itself as working extensively in this area. Interestingly, in
1979—more than 20 years ago—Baldwin published an excellent manuscript
in The Counseling Psychologist, wherein he reviewed crisis theory, discussed
types of crises, and described his own stage model of crisis intervention.
Baldwin’s model consisted of the following major steps: catharsis/assess-
m.
10.1 What are three broad mechanisms that malware can use to propa.docx
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docx
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K1f12312012-10k.htm10-KUNITED STATESSECURIT.docx
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docx
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docx
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 September 2018· Watch video· Take notes withfor students.docx
10 September 2018
· Watch video
· Take notes with/for students
Zeynep Tufekci TED Talk
“We’re building a dystopia just to make people click on ads”
https://www.ted.com/talks/zeynep_tufekci_we_re_building_a_dystopia_just_to_make_people_click_on_ads?referrer=playlist-the_race_for_your_attention
Keywords from first half
· persuasion architecture
· Algorithms
· Dark posts
· Data brokers
FIRST HALF OF TALK
Profiling people – individual profiles
· AI is tailor-making “ads” for individual
Algorithms – Picking up on human behaviors
· No one (no person) understands the algorithms. But artificial intelligence does, i.e., Facebook and Google
Like taking a cross-section of the brain, and no one knows what she is thinking.
· Only the AI (artificial intelligence) knows.
Artificial Intelligence means
· Internet and technology
· Means that computers can use algorithms and “big data” to learn about an individual
· Facebook and Google, examples of using “persuasion architecture”
Her example of “selling plane tickets to Las Vegas”
· Mania and bipolar people
SECOND HALF OF TALK
“Dark posts”
· Targeting people
· They are not doing public posts; individualized
Good persuasion architecture makes a company successful
· Two parts: Facebook has it; a company can buy it.
Information/news is individualized so that people don’t have the same knowledge or news.
Persuades your political views; who to vote for or not.
· They are not considering your opinion; they are trying to give you an opinion
· Because of a lack of transparency, voters don’t know who are persuading them
Facebook algorithms does not show posts in time order but algorithms selecting which ones to see
· Posts are affecting you emotionally
Reforming the internet/technology?
· We need to take control of the technology, so that information is transparent.
· We need to re-structure the “business model.”
· We should restrict algorithms. For example, not apply algorithms to politicians
· Do not offer data from algorithms to the highest bidder/the biggest company
Week 4
Uniform Crime Report (UCR)
Performance Task
Assignment #1
Quick Links
SCENARIO
TASK
RUBRIC
DOCUMENT LIBRARY
CRJ 105 – Crime and Criminal Behavior
© 2017 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may
not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.
Page 2 of 14
Scenario
In June of 2016 you begin your first week as an intern at the Happy Town Police Department. As
an intern, you develop a good rapport with Police Chief Rodney Hurt.
On the second week of your internship you begin to ask questions (of the police officers you
have been working with at the department) concerning the Uniform Crime Rate. You tell them
you are taking a class at Strayer University and are interested in gaining a better understanding
of.
10 Research-Based Tips for Enhancing Literacy Instruct.docx
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
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by guest on October 20, 2016tcx.sagepub.comDownloaded from
http://tcx.sagepub.com/
TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docx
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Err.docx
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Introduction Ask any IT manager about the chall.docx
10
Introduction
Ask any IT manager about the challenges in conveying IT risks in terms of business risks, or
about translating business goals into IT goals. It’s a common difficulty, as the worlds of business
and IT do not inherently align. This lack of alignment was unresolved until ISACA developed a
framework called COBIT, first released in 1996. ISACA is an IT professionals’ association
centered on auditing and IT governance. This lab will focus on the COBIT framework. The lab
uses the latest two versions: COBIT 4.1, which is currently the most implemented version, and
COBIT 5, which is the latest version released in June 2012.
Because COBIT 4.1 is freely available at the time of this writing, the lab uses this version to
present handling of risk management. Presentation is done making use of a set of COBIT control
objectives called P09. COBIT P09’s purpose is to guide the scope of risk management for an IT
infrastructure. The COBIT P09 risk management controls help organize the identified risks,
threats, and vulnerabilities, enabling you to manage and remediate them. This lab will also
present how COBIT shifts from the term “control objectives” to a set of principles and enablers
in version 5.
In this lab, you will define COBIT P09, you will describe COBIT P09’s six control objectives,
you will explain how the threats and vulnerabilities align to the definition for the assessment and
management of risks, and you will use COBIT P09 to determine the scope of risk management
for an IT infrastructure.
Learning Objectives
Upon completing this lab, you will be able to:
Define what COBIT (Control Objectives for Information and related Technology) P09 risk
management is for an IT infrastructure.
Describe COBIT P09’s six control objectives that are used as benchmarks for IT risk
assessment and risk management.
Explain how threats and vulnerabilities align to the COBIT P09 risk management definition
for the assessment and management of IT risks.
Use the COBIT P09 controls as a guide to define the scope of risk management for an IT
infrastructure.
Apply the COBIT P09 controls to help organize the identified IT risks, threats, and
vulnerabilities.
Lab #2 Aligning Risks, Threats, and Vulnerabilities to
COBIT P09 Risk Management Controls
11
Copyright © 2015 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com Student Lab Manual
Deliverables
Upon completion of this lab, you are required to provide the following deliverables to your
instructor:
1. Lab Report file;
2. Lab Assessments file.
12 | LAB #2 Aligning Risks, Threats, and Vulnerabilities to COBIT P09 Risk
Management Controls
Hands-On Steps
Note:
This is a paper-based lab. To successfully complete the deliverables for this lab, you will need access to Microsoft®
Word or another compatible word processor. For some labs, you may also need access to a.
10 Customer Acquisition and Relationship ManagementDmitry .docx
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docx
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docx
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docx
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
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