BUSM 4194 Leading for Change Semester 1, 2014 Assessme.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way
the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing
Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in
different disciplines and geographical locations. You are required to use the RMIT Business Referencing
System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to
the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will
be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and
a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review
what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective
and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a
particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear
understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some
statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial)
draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
BUSM 4194 Leading for Change task 1 Marking Rubric [sem 1 2014, Singapore]
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the
report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you
performed.
The most important thing about the rubric is that it DEFI ...
BUSM 4194 Leading for ChangeSemester 1, 2014Assessment Tas.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to w ...
You might find that using analysis tools to analyze internal .docxMargaritoWhitt221
You might find that using analysis tools to analyze internal
and external environments is an effective way of analyzing the
chosen capstone organization. If you need to learn more
about these types of analysis tools, check out the resources
below.
Internal Analysis Tools
• tutor2u. (2016). PESTLE (PEST) analysis
explained [Video]. YouTube. https://www.youtube.com/
watch?v=sP2sDw5waEU
• SmartDraw. (n.d.). SWOT analysis. https://
www.smartdraw.com/swot-analysis/
• SWOT Framework.
External Analysis Tools
• Applying VRIO and PESTLE.
• PESTLE Analysis. (n.d.). What is PESTLE analysis? A
tool for business analysis. http://pestleanalysis.com/what-
is-pestle-analysis/
• Study.com. (n.d.). What is PESTLE analysis? Definition
and examples. https://study.com/academy/lesson/what-
is-pestle-analysis-definition-examples.html
• Management & Finance1 TU Delft. (2016). The five
competitive forces that shape strategy [Video]. YouTube.
https://www.youtube.com/watch?v=mYF2_FBCvXw
Use these resources as you see appropriate:
• Research Guide – MBA
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.smartdraw.com/swot-analysis/
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/SWOTFramework/wrapper.asp
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/ApplyVRIOandPESTLE/wrapper.asp
http://pestleanalysis.com/what-is-pestle-analysis/
http://pestleanalysis.com/what-is-pestle-analysis/
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://capellauniversity.libguides.com/MBA
• This research guide was custom created to help
MBA learners. If you are feeling a bit lost on where
to start, this would be a good starting point.
• James, N. (2007). Writing at work: How to write clearly,
effectively and professionally. Crows Nest, Australia:
Allen & Unwin.
• Use this as a general writing handbook. For
example, there are chapters on tone, grammar,
punctuation, style, et cetera.
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
1
MBA Capstone Project Description
MBA Capstone Project Description
Throughout your MBA program, you have worked to develop as a business professional and
prepare to meet future challenges as a business leader. Your program culminates in the
capstone project, which forms the primary focus of MBA-FPX5910, the final course you will take
in the program. The capstone project is intended to provide you the opportunity to demonstrate
your MBA program outcomes by:
• Planning and executing .
1 MBA Capstone Project Description MBA Capston.docxdurantheseldine
The document provides information about the MBA capstone project requirements at Capella University. It can be summarized as follows:
1) The capstone project is the final project in the MBA program intended to demonstrate mastery of program outcomes by planning and executing a strategic project for a real organization.
2) Examples of acceptable projects include developing a strategic plan, conducting an organizational analysis, creating a case study or training intervention. The project must demonstrate all program outcomes in a 15-20 page written report.
3) Students must obtain approval for their project topic and organization. The project will involve a proposal, annotated outline, final written report, and presentation. Sources used must be credible and from the Capella
OL 421 Final Project Guidelines and Rubric Overview .docxcherishwinsland
This document provides guidelines and a rubric for a capstone project in an online business course. The capstone consists of two components: an executive summary analyzing a company's performance based on a business simulation, and a professional reflection on skills developed in the course. The executive summary includes sections on the company's progress, current situation using a SWOT analysis, future plans, ethical/legal challenges, and global expansion considerations. The reflection addresses business communication skills, collaboration, and how the capstone and coursework will benefit future academic or professional pursuits. Students are evaluated based on demonstrating proficiency in areas like strategic problem-solving, decision-making, collaboration, and addressing challenges.
Page 1 of 8
School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
Page 2 of 8
CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the futu ...
COURSEWORKNOTES FOR STUDENTSThis assessment has 1 ComponentCruzIbarra161
COURSEWORK
NOTES FOR STUDENTS:
This assessment has 1 Component:
MODULE TITLE
Becoming a Master Manager
Component 1
With reference to at Least one Competency from Module 1, Module 2, Module 3 and Module 4 of the Competing Values Framework, produce a report that critically articulates the extent to which managers can create and sustain commitment and cohesion (Module1), whilst establishing and maintaining stability and continuity (Module 2), with a view to improving productivity and increasing profitability (Module 3), whilst promoting change and encouraging adaptability (Module 4).
In addition, utilise the ‘Self-Evaluation Matrix’ for each of the 4 Modules to inform the ‘Re-examining Your Personal Competencies Matrix’. From this, produce a Personal Development Plan which demonstrates the ‘next steps’ on your management development journey to ‘Becoming a Master Manager’
PLEASE NOTE: This assessment requires you to consider the organisational issues which apply to the theoretical frameworks you refer to in the narrative. Therefore, it is acceptable to talk about your own organisation, or other organisations, providing that it is a critical analysis, not merely a description of what is happening in the organisation/s you are discussing
The TASK above should be broken down into TWO sections plus ONE Appendix entry which will provide some directed guidance as to your approach to the assessment:
Section 1 (40% weighting / 3,000 words)
With reference to at Least one Competency from Module 1 and one Competency from Module 3, critically articulate the extent to which managers can create and sustain commitment and cohesion whilst improving productivity and increasing profitability
Section 2 (40% weighting / 3,000 words)
With reference to at Least one Competency from Module 2 and one Competency from Module 4, critically articulate the extent to which managers can establish and maintain stability and continuity whilst promoting change and encouraging adaptability
Appendix (15% weighting) - no word count
Utilise the ‘Self-Evaluation Matrix’ for each of the 4 Modules to inform the ‘Re-examining Your Personal Competencies Matrix’. From this, produce a Personal Development Plan which demonstrates the ‘next steps’ on your management development journey to ‘Becoming a Master Manager’
Academic skills and competences (5% weighting): To gain maximum marks here, the student has an opportunity to clearly demonstrate how their assessment meets the exacting standards of a piece of work at Master’s level which clearly exemplifies an outstanding structure and presentation with precise, full and appropriate references and subtle use of language expressing a high degree of critical thinking and a critical writing style allowing scope, depth and currency of materials to be meticulously scrutinised and evaluated. The evaluative report, indeed, should be a page-turner!
Additional guidance:
Becoming a Master Manager is built on a solid conceptual foundation. T ...
BUSM 4194 Leading for Change Semester 1, 2014 Assessme.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way
the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing
Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in
different disciplines and geographical locations. You are required to use the RMIT Business Referencing
System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to
the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will
be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and
a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review
what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective
and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a
particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear
understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some
statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial)
draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
BUSM 4194 Leading for Change task 1 Marking Rubric [sem 1 2014, Singapore]
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the
report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you
performed.
The most important thing about the rubric is that it DEFI ...
BUSM 4194 Leading for ChangeSemester 1, 2014Assessment Tas.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to w ...
You might find that using analysis tools to analyze internal .docxMargaritoWhitt221
You might find that using analysis tools to analyze internal
and external environments is an effective way of analyzing the
chosen capstone organization. If you need to learn more
about these types of analysis tools, check out the resources
below.
Internal Analysis Tools
• tutor2u. (2016). PESTLE (PEST) analysis
explained [Video]. YouTube. https://www.youtube.com/
watch?v=sP2sDw5waEU
• SmartDraw. (n.d.). SWOT analysis. https://
www.smartdraw.com/swot-analysis/
• SWOT Framework.
External Analysis Tools
• Applying VRIO and PESTLE.
• PESTLE Analysis. (n.d.). What is PESTLE analysis? A
tool for business analysis. http://pestleanalysis.com/what-
is-pestle-analysis/
• Study.com. (n.d.). What is PESTLE analysis? Definition
and examples. https://study.com/academy/lesson/what-
is-pestle-analysis-definition-examples.html
• Management & Finance1 TU Delft. (2016). The five
competitive forces that shape strategy [Video]. YouTube.
https://www.youtube.com/watch?v=mYF2_FBCvXw
Use these resources as you see appropriate:
• Research Guide – MBA
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.smartdraw.com/swot-analysis/
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/SWOTFramework/wrapper.asp
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/ApplyVRIOandPESTLE/wrapper.asp
http://pestleanalysis.com/what-is-pestle-analysis/
http://pestleanalysis.com/what-is-pestle-analysis/
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://capellauniversity.libguides.com/MBA
• This research guide was custom created to help
MBA learners. If you are feeling a bit lost on where
to start, this would be a good starting point.
• James, N. (2007). Writing at work: How to write clearly,
effectively and professionally. Crows Nest, Australia:
Allen & Unwin.
• Use this as a general writing handbook. For
example, there are chapters on tone, grammar,
punctuation, style, et cetera.
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
1
MBA Capstone Project Description
MBA Capstone Project Description
Throughout your MBA program, you have worked to develop as a business professional and
prepare to meet future challenges as a business leader. Your program culminates in the
capstone project, which forms the primary focus of MBA-FPX5910, the final course you will take
in the program. The capstone project is intended to provide you the opportunity to demonstrate
your MBA program outcomes by:
• Planning and executing .
1 MBA Capstone Project Description MBA Capston.docxdurantheseldine
The document provides information about the MBA capstone project requirements at Capella University. It can be summarized as follows:
1) The capstone project is the final project in the MBA program intended to demonstrate mastery of program outcomes by planning and executing a strategic project for a real organization.
2) Examples of acceptable projects include developing a strategic plan, conducting an organizational analysis, creating a case study or training intervention. The project must demonstrate all program outcomes in a 15-20 page written report.
3) Students must obtain approval for their project topic and organization. The project will involve a proposal, annotated outline, final written report, and presentation. Sources used must be credible and from the Capella
OL 421 Final Project Guidelines and Rubric Overview .docxcherishwinsland
This document provides guidelines and a rubric for a capstone project in an online business course. The capstone consists of two components: an executive summary analyzing a company's performance based on a business simulation, and a professional reflection on skills developed in the course. The executive summary includes sections on the company's progress, current situation using a SWOT analysis, future plans, ethical/legal challenges, and global expansion considerations. The reflection addresses business communication skills, collaboration, and how the capstone and coursework will benefit future academic or professional pursuits. Students are evaluated based on demonstrating proficiency in areas like strategic problem-solving, decision-making, collaboration, and addressing challenges.
Page 1 of 8
School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
Page 2 of 8
CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the futu ...
COURSEWORKNOTES FOR STUDENTSThis assessment has 1 ComponentCruzIbarra161
COURSEWORK
NOTES FOR STUDENTS:
This assessment has 1 Component:
MODULE TITLE
Becoming a Master Manager
Component 1
With reference to at Least one Competency from Module 1, Module 2, Module 3 and Module 4 of the Competing Values Framework, produce a report that critically articulates the extent to which managers can create and sustain commitment and cohesion (Module1), whilst establishing and maintaining stability and continuity (Module 2), with a view to improving productivity and increasing profitability (Module 3), whilst promoting change and encouraging adaptability (Module 4).
In addition, utilise the ‘Self-Evaluation Matrix’ for each of the 4 Modules to inform the ‘Re-examining Your Personal Competencies Matrix’. From this, produce a Personal Development Plan which demonstrates the ‘next steps’ on your management development journey to ‘Becoming a Master Manager’
PLEASE NOTE: This assessment requires you to consider the organisational issues which apply to the theoretical frameworks you refer to in the narrative. Therefore, it is acceptable to talk about your own organisation, or other organisations, providing that it is a critical analysis, not merely a description of what is happening in the organisation/s you are discussing
The TASK above should be broken down into TWO sections plus ONE Appendix entry which will provide some directed guidance as to your approach to the assessment:
Section 1 (40% weighting / 3,000 words)
With reference to at Least one Competency from Module 1 and one Competency from Module 3, critically articulate the extent to which managers can create and sustain commitment and cohesion whilst improving productivity and increasing profitability
Section 2 (40% weighting / 3,000 words)
With reference to at Least one Competency from Module 2 and one Competency from Module 4, critically articulate the extent to which managers can establish and maintain stability and continuity whilst promoting change and encouraging adaptability
Appendix (15% weighting) - no word count
Utilise the ‘Self-Evaluation Matrix’ for each of the 4 Modules to inform the ‘Re-examining Your Personal Competencies Matrix’. From this, produce a Personal Development Plan which demonstrates the ‘next steps’ on your management development journey to ‘Becoming a Master Manager’
Academic skills and competences (5% weighting): To gain maximum marks here, the student has an opportunity to clearly demonstrate how their assessment meets the exacting standards of a piece of work at Master’s level which clearly exemplifies an outstanding structure and presentation with precise, full and appropriate references and subtle use of language expressing a high degree of critical thinking and a critical writing style allowing scope, depth and currency of materials to be meticulously scrutinised and evaluated. The evaluative report, indeed, should be a page-turner!
Additional guidance:
Becoming a Master Manager is built on a solid conceptual foundation. T ...
A company has experienced several lawsuits as a result of equal emplrhetttrevannion
A company has experienced several lawsuits as a result of equal employment opportunity (EEO) infractions. No diversity training has occurred within the company to date. As a newly promoted manager in this organization, you are given the responsibility to determine the effects of implementing diversity training for all levels of the employees in terms of future litigation and EEO problems. Consider how diversity fits into the scope of organization development and how the organizational leaders may have to change to learn from these lawsuits.
Write an eight to ten (8-10) page paper in which you:
Outline an HR strategic plan that includes diversity training for all employee levels.
Focus specific diversity training segments to address management’s perspectives.
Use a change model to persuade management to implement needed modifications to the organization’s practices.
Propose a brief training outline of diversity content.
Recommend a comprehensive method of evaluation to ensure the training will create the needed changes.
Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
The specific course learning outcomes associated with this assignment are:
Reconstruct career management models to achieve career goals.
Classify management development factors.
Research organization development and change theories.
Evaluate the effects of Diversity Training on HRD.
Use technology and information resources to research issues in developing human capital.
Write clearly and concisely about developing human capital using proper writing mechanics
ASSIGNMENT GUIDE
A company has experienced several lawsuits as a result of equal employment opportunity (EEO) infractions. No diversity training has occurred within the company to date. As a newly promoted manager in this organization, you are given the responsibility to determine the effects of implementing diversity training for all levels of the employees in terms of future litigation and EEO problems. Consider how diversity fits into the scope of organization development and how the organizational leaders may have to change to learn from these lawsuits.
Write an eight to ten (8-10) page paper in which you:
1. Outline an HR strategic plan that includes diversity training for all employee levels.
Your strategy should be geared to overcome the issues in the description (no established diversity training, lawsuits and EEO i ...
This document outlines an assignment for a leadership course. It describes a two-part assignment where students will:
1) Evaluate a contemporary media example of leadership and analyze the leader's style, influence, and ethics. Students will also propose how they would lead in the same situation as a servant leader.
2) Develop a 250-500 word personal leadership philosophy statement incorporating their values, influences, expectations for themselves and others, and leadership style.
The document provides details on what to include in each part and the formatting requirements for the assignment.
Course Comprehensive ProjectCollaboration in a business environmen.docxbuffydtesurina
Course Comprehensive Project
Collaboration in a business environment is a best practice that leverages the collective knowledge of the team assembled. Peer evaluation and support, provided in the spirit of continuous improvement and organizational success, result in higher quality deliverables than generally possible by the efforts of an individual. Please describe the process you plan to use to conduct research, identify findings, and develop the Comprehensive Project due in Unit 5 and present a preliminary outline indicating how you intend to organize the project deliverable.
Please review the process and outlines of other students, providing an objective assessment and constructive feedback that will help strengthen the effectiveness of their efforts and the quality of the finished product.
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric:
Grading Criteria
Percentage
Post explains issues, elaborates on all parts of the topic, and contributes to group understanding of topic
40%
Multiple substantive responses reflecting participation are evenly spread throughout the discussion period - 2 or more per week - sharing opinions, observations, and experiences, asking questions and making suggestions
40%
Comments are appropriately addressed, well written, timely, relevant and coherent displaying accurate spelling, grammar, and punctuation
20%
Reading Assignment
Editorial Board, Chap. 7-9
Assignment Objectives
Describe the key factors, such as demographic, economic, natural, technological, political, and cultural developments, that affect marketing strategies.
Assess the major influences in current consumer and organizational buying decisions.
Analyze the appropriate marketing strategies to apply at each stage of the product life cycle.
Construct a strategic marketing plan.
Other Information
This is the comprehensive Projrct that is due in Unit 5
STRATEGIC MARKETING PLAN
INTRODUCTION
This assignment entails development of a comprehensive strategic marketing plan for a new product or service that is ready to “go to market”. A Project Template is provided that allows you to organize your work in increments and see how the sections come together to produce a comprehensive plan.
PRODUCT/SERVICE
This assignment requires application of concepts learned to build a strategic marketing plan for a new product or service that is ready to “go to market”. You will not be allowed to mimic plans or ideas from larger or already "in-place" campaigns. You must develop the business concept in its entirety.
Describe the new product or service.
Discuss the qualities that make this product/service new to the marketplace and the rationale for your decision to pursue the concept. Be sure to pick a product or service that is ready to market. If .
MGT 605 help Successful Learning/Snaptutorialwilliamtrumpz3t
This document outlines an assignment for a leadership and management course. Students are asked to select a team of 6 members from provided profiles to complete a project for an airline company. They must explain their team selection and strategies for motivating, managing conflicts, and ensuring the team's success. The assignment requires applying leadership concepts learned in prior modules and will be graded based on a rubric.
This document outlines an assignment for a leadership and management course. Students are asked to select a team of 6 members from provided profiles to complete a project for an airline company. They must explain their team selection and strategies for motivating, managing conflicts, and ensuring the team's success. The assignment requires applying leadership concepts learned in prior modules and will be graded based on a rubric.
Details:
In earlier modules you explored the influence of self-awareness on your leadership style and established that a clear understanding of your abilities, motivation, and goals provides a firm foundation for leading others. Leadership studies demonstrate that the most effective leaders know how to draw upon self-leadership skills to in turn motivate and lead others to expand their strengths to ultimately better serve the goals of an organization. For this assignment you will look at a leadership example from
· · · Must be a foreign film with subtitles· Provide you wit.docxLynellBull52
The document provides guidance for a management plan assignment. It discusses three best methods for management teams to use when problem solving: means-ends analysis, back up avoidance, and difference reduction. Means-ends analysis is recommended as it combines goal-driven and creative approaches. The role of judgment in problem solving processes and an example for the management plan are to be included. Problem solving involves breaking goals into sub-goals and applying appropriate methods. Management teams can acquire problem solving methods through discovery, instruction, or observing examples.
· Identify the stakeholders and how they were affected by Heene.docxLynellBull52
· Identify the stakeholders and how they were affected by Heene's actions?
· 2. What stage of moral reasoning is exhibited by Richard Heene's actions? Do you believe the punishment fit the crime? Why or why not?
· 3. Explain how the cognitive-developmental approach influences one's ability to make ethical judgments.
4. How do you assess at what stage of moral development in Kohlberg's model you reason at in making decisions? Are you satisfied with that stage? Do you believe there are factors or forces preventing you from reasoning at a higher level? If so, what are they?
.
· · Re WEEK ONE - DISCUSSION QUESTION # 2posted by DONALD DEN.docxLynellBull52
The document discusses financial statements and their importance for companies. It notes that the income statement shows a company's profitability over time by detailing revenue, gains, expenses, and losses. The balance sheet provides information on a company's assets, liabilities, and stockholders' equity at a point in time. It is used to make business decisions. Other comments add that the cash flow statement shows sources and uses of cash, and the owners' equity statement tracks changes in retained earnings. Unforeseen events like natural disasters, recessions, and changes in laws or regulations can impact businesses. There is a discussion around the importance of independent audits and maintaining separation between personal and business finances.
· Week 3 AssignmentGovernment and Not-For-Profit AccountingVal.docxLynellBull52
· Week 3 Assignment
Government and Not-For-Profit Accounting
Value of Donated Assets
Which is the proper value to be assigned to certain donated assets? (This is a question for which answers cannot be found in either GASB pronouncements or the text), research is necessary.
A city’s road maintenance department received “donations” of two type of assets:
1. From the county in which the city is located it received earthmoving equipment. The equipment had cost the county $800,000 when it was acquired five years earlier. Accounted for in a county proprietary fund, its book value, net of accumulated depreciation at the time of donation, was $500,000. Its fair market value was $530,000.
2. From the city’s own utility fund (a proprietary fund) it received motor vehicles that had cost the city $400,000 when acquired three years earlier. At the time of transfer, the vehicles were recorded on the utility’s books at $180,000, net of accumulated depreciation. Their fair market value was #225,000.
Write a 1000 word, APA you answer style paper where the following:
1. At what value should the city record in its government-wide financial statements for: (1) the earth-moving equipment, and (2) the motor vehicles?
1. Briefly justify your response, commenting on any apparent inconsistencies in the values assigned to each of the two types of assets.
1. Comment on the significance of the resultant book values for decisions or assessments to be made by statement users.
Myth Clash Paper #1
Zheng Hui
The present paper will discuss how different ancient poets describe the myths. It will compare and Contrast the two versions of the myth of the Cyclops Polyphemus in the Archaic Greek poet Homer’s Odyssey (EH 298-314) and in the Hellenistic poet Theocritus' poem (Idyll 11) (ACM 399-401). It will also elaborate how Roman poet Ovid combine elements from each of these earlier poets’ versions to make his own version of the myth in his poem, the Metamorphoses (OM 374-381). In general, the paper will discuss and analyze the differences and similarities among several versions from different aspects including characters, features, techniques and others.
According to ancient Greek myth, there were three separate tribes of the mythical, one eyed giants known as Cyclops, or Cyclopes. One of them is the Ouranian Cyclopes, who was the offspring of Gaea and Ouranos. Besides, there is also another Cyclops called the mason-Cyclopes, who represents workers in Hephaestus’s forge. The third one is the shepherd-like Cyclopes, who was neighbors of the island-dwelling Polyphemus, who was a son of Poseidon (Weinstock, 2013). Based on the description of the Cyclopes in the ancient Greek myth, one feature that is present in all these Cyclopes is that they had one unique anatomy. In addition, they all had a single round eye in the middle of their foreheads. In fact, the eye, according to the Greek poet Hesiod, is the source of their name.
In Greek, Cyclops means “circle-eye.” These giants .
· Week 10 Assignment 2 Submission
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Click the link above to submit your assignment.
Assignment 2: Critical Thinking
Topic: "People have become overly dependent on technology"
Your paper should present a reasoned, convincing argument for a position on a selected topic.
Write a four to six (4-6) page paper in which you:
1. Follow the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
2. Clearly define your position and supporting evidence.
3. Include all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper (whether the overriding argument or one contained in an individual paragraph)
4. Ensure that each argument in the paper (whether the overriding argument or one contained in an individual paragraph) is valid and free from both formal and informal fallacies.
5. Include at least four (4) references (sources). At least one (1) of your sources must be obtained from the collection of databases accessible from the Learning Resources Center Web page.
The paper should follow guidelines for clear and effectively organized writing:
• The paper is well-organized, and every explanation is both complete and easy to understand.
• Include an introductory paragraph and concluding paragraph for the paper.
• Main ideas should be addressed in body paragraphs with a topic sentence and supporting sentences.
• Adhere to standard rules of English grammar, punctuation, and mechanics.
• The paper should be checked for spelling and grammatical errors.
Your assignment must:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
• Create written work utilizing the concepts of critical thinking.
• Use technology and information resources to research issues in critical thinking skills and informal logic.
• Write clearly and concisely about issues in critical thinking using proper writing mechanics.
.
· Write in paragraph format (no lists, bullets, or numbers).· .docxLynellBull52
The document discusses California becoming the first state to pass a law in 1999 legalizing electronic contracts and signatures. The law aims to ensure electronic contracts and signatures have the same legal standing as paper contracts. However, the law only applies when parties agree in advance to electronic transactions and excludes some transactions like wills and certain consumer protection agreements. While the law will significantly impact contract law in California and nationwide, its full effects remain to be determined through future legal cases involving electronic contracts.
· WEEK 1 Databases and SecurityLesson· Databases and Security.docxLynellBull52
· WEEK 1: Databases and SecurityLesson
· Databases and Security
Databases are in just about everything we use today. When you are performing any task, think to yourself, Does this involve a database in some way?
As a daily process, communication occurs between people by many mediums, but there is no other medium more utilized than the large internetwork of computer systems we know as the Internet. When we look at some of the transactions that are performed on a daily basis, it is highly likely that there is a database involved. For example, if you open a web page to www.google.com and type a keyword in the textbox to search for, this process starts a series of searches through multiple databases. Another example is when searching for a book in the APUS library, this search is conducted using a database of books known as a catalog. so databases play an integral part in our daily lives; they store millions of pieces of data and more is collected each day (Basta, 2012).
In recent years, we find that technology has expanded to the reaches of utilities and production environments. Many of the utilities we come to rely on so heavily, such as gas, oil and electric, have been tied into the networks we use today. This interconnection allows for many new innovations in keeping everything in working order, but at the same time it also presents some very real threats to security. In reality, an intruder could take down an entire electrical grid which would remove power to millions of customers. An article in CIO Insight gives a great perspective on this and other issues in security where databases play such an important role (CIOInsight, 2011).
With the importance of securing the database infrastructure, we need to look at a multilayered approach to security. As can be seen in many security programs, multiple layers allow for strong security because it adds another roadblock that an intruder has to bypass to get to these systems. This same approach leads us to begin with the foundation of security; the CIA Triad. It all begins with the most basic approach, computer security and moves forward from that point on. Below is a detailed description of the components of the CIA Triad from (Basta, 2012):
· Confidentiality: For a system to provide confidentiality, it needs to do two things: ensure that information maintains its privacy by limiting authorized access to resources; block unauthorized access to resources.
· Integrity: This refers to the efforts taken through policy, procedure, and design in order to create and maintain reliable, consistent, and complete information and systems.
· Availability: This refers to the efforts taken through policy, procedures, and design to maintain the accessibility of resources on a network or within a database. These resources include, but are not limited to, data, applications, other databases, computers, servers, applications, files, drives, shares, and network access.
Database Structure, Models and Management
A databa.
· Unit 4 Citizen RightsINTRODUCTIONIn George Orwells Animal.docxLynellBull52
· Unit 4 Citizen Rights
INTRODUCTION
In George Orwell's Animal Farm, the assertion that "all animals are equal but some animals are more equal than others" signals the breakdown of any semblance of a fair society. We have probably all experienced it: a situation where someone who was better connected, more influential, or in a position of power could advance far beyond the position or actions of the common person. On a typical day, this happens in travel, restaurant seating, the selection of a church pew, and the line at the grocery store.
It should not, however, happen in our public services. As citizens, we all have rights, and we all have the same rights. That is the beauty of the United States's democratic government structure, and perhaps one of the most cherished aspects of it. Economic and social diversity aside, when we interact with the government, we expect to receive the same treatment, whether we are a Rockefeller or a plumber. The reality is that this balance of citizen rights is difficult to achieve, because in many cases, those wielding power and influence attempt to trump equity.
TOGGLE DRAWERHIDE FULL INTRODUCTION
Inherent in the concept of citizenship is the exchange wherein citizens give allegiance to a nation and receive protection offered by that nation. Citizens therefore have certain privileges in the eyes of the nation, such as the right to vote, to pay taxes, and to refuse certain actions, such as reciting the Pledge of Allegiance because it refers to God. There are benefits and entitlements that the citizen can demand from the government. These rights are balanced by responsibilities, such as upholding the law, participating in government, and engaging in the same privileges previously mentioned.
In this unit, issues of the middle class, the welfare state, and what constitutes citizenship will be examined based on the concept of citizen rights.
Reference
Orwell, G. (1945). Animal Farm. New York, NY: Harcourt Brace & Company.
SANDRA CISNEROS
Woman Hollering Creek
The day Don Serafín gave Juan Pedro Martínez Sánchez permission to take CleófilasEnriquetaDeLeón Hernández as his bride, across her father’s threshold, over several miles of dirt road and several miles of paved, over one border and beyond to a town en el otrolado—on the other side—already did he divine the morning his daughter would raise her hand over her eyes, look south, and dream of returning to the chores that never ended, six good-for-nothing brothers, and one old man’s complaints.
He had said, after all, in the hubbub of parting: I am your father, I will never abandon you. He had said that, hadn’t he, when he hugged and then let her go. But at the moment Cleófilas was busy looking for Chela, her maid of honor, to fulfill their bouquet conspiracy. She would not remember her father’s parting words until later. I am your father, I will never abandon you.
Only now as a mother did she remember. Now, when she and Juan Pedrito sat by the creek’s edge..
· Unit Interface-User Interaction· Assignment Objectives Em.docxLynellBull52
· Unit: Interface-User Interaction
· Assignment Objectives: Employ appropriate tools and methods for simple, functional, and effective interfaces.
· Deliverable Length: Screenshot or functional application, and a Word document of 1-2 pages
Building on your initial user interface (UI) design mock-up of the organization’s program UI, the interface now needs to present more information to the user. Complete the following for this assignment:
· The interface should present information visually with icons or graphics and text regarding critical issues related to the system, such as the following:
· New orders
· Change in employee status
· Updated pictures
· New products or services offered
· You must add at least 5 critical issue UI design items to your interface. Remember to ensure that these are easily understood by users.
· Submit a screenshot in Word or another functional application.
· Describe the items that you added to your interface design. Be specific with your descriptions, and identify the particular design features along with an explanation of why they are added in the way that they were.
.
· The Victims’ Rights MovementWrite a 2 page paper. Address the.docxLynellBull52
· The Victims’ Rights Movement
Write a 2 page paper. Address the following in your paper:
· Explain how has the victims’ rights movement has affected the criminal justice system and the rights of offenders?
Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia).
Paper 2
· Victim Selection
Write a 2 page paper. Address the following in your paper:
· Is the victim selection process different between team serial killers and those who work alone?
· Discuss any differences and or similarities as it relates to motives, methods, and offender history.
· Support your argument. Be sure to cite your resource(s), use APA style formatting.
Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia
Paper 3
· Credit Card Crime
In a two to three page paper, please discuss the following: Assume a person accidentally picks up a credit card that is not theirs and uses the card in several instances.
Can the person be charged with multiple violations of a state statute that makes it a crime to "knowingly obtain, possess, use, or transfer a means of identification or financial information of another?" Why or why not? See State vs. Leyda, 138 P.3d 610 (Wash. 2006).
Make sure you format your paper and cite all sources used in this paper appropriately according to APA style guidelines.
.
· Question 1· · How does internal environmental analy.docxLynellBull52
· Question 1
·
·
How does internal environmental analysis help health care organizations sustain competitive advantage? As a health care leader, what are some of the key aspects that you will assess in conducting your own internal environmental analysis?
Question 2
· How does the “value chain” relate to health care organizations? What is the role of the value chain in the strategic planning process?
Question 3
· How can the value chain be used to identify organizational strengths and weaknesses in health care organizations?
· Question 4
·
Read the Perspective 4-3–LEAN Six Sigma on page 140 in your textbook Discuss the Ottawa Ankle Rules as an example of Six Sigma utilization. How was Six Sigma beneficial in this case example? Think about your own health care organization or one which you hope to lead. How might Six Sigma be utilized in your own facility, as our colleagues in Ottawa did a few years ago?
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Clarence_Eder_Biography_(Jan_2015) (1).pdf
BIOGRAPHY: CLARENCE L. EDER (January 2015)
Clarence Eder is a retired United States Air Force officer and is currently working as Principal Acquisition
Associate and Senior Systems Engineer for Quantech Services, Inc. in El Segundo, California. He leads a team
of systems engineers and acquisition professionals in the development of strategies and documents to start the
new Air Force Weather Systems Follow-On (WSF) program. Clarence has over 18 years of acquisitions,
engineering, and operational experience in space, intelligence, missile defense, and aircraft programs.
Clarence was raised in Honolulu, Hawaii. He graduated with a Mechanical Engineering degree from the
University of Hawaii and was commissioned into the Air Force in 1996. As a second lieutenant, he was
assigned to Wright-Patterson Air Force Base in Dayton, Ohio. He worked to improve Air Force flying training
systems, and then became a project manager to improve T-37 aircraft engines and A-10 aircraft engines.
In 1999, he was assigned to Space and Missiles Systems Center in Los Angeles, California. He worked as an
Acquisition Support manager to implement Department of Defense (DoD) processes and policies to major space
programs. As a captain, he became a Mission Integration Manager for launch vehicles. He led teams to
integrate Global Positioning System (GPS), weather, and intelligence satellites into the newly acquired $18.8B
Air Force rockets. He also worked Ground systems integration issues.
In 2003, he was assigned to the National Geospatial Intelligence Agency (NGA) in Reston, Virginia to be Chief
of Tactical Imagery Dissemination. He led a team to develop, test, and deploy a $17M imagery system. He
trained Navy Seals and Special Forces deployed worldwide to use the system. As a major, he became a
Contacting Officer Technical Representative (COTR) for the $2B Geoscout program, NG.
· Question 1Question 192 out of 2 pointsWhat file in the.docxLynellBull52
· Question 1Question 19
2 out of 2 points
What file in the etc/ directory contains user’s hashed password?
Selected Answer:
etc/shadow file
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 20
1 out of 2 points
What file and file-field are read by the finger command?
Selected Answer:
Passwd file, it reads user id info like user name phone number and so on
Correct Answer:
[None]
Response Feedback:
gecos field
· Question 21
0 out of 2 points
When a parent process dies, what happens to any child processes that are still running?
Selected Answer:
They Child Processes keep running
Correct Answer:
[None]
Response Feedback:
process becomes child of init
· Question 22
1 out of 2 points
What is the effect of the command: $ killall root (Where root is the root account of the system)
Selected Answer:
It canceles all the Processes that the user
Correct Answer:
[None]
Response Feedback:
shutdown
· Question 23
2 out of 2 points
List 4 shortcomings of root accounts.
Selected Answer:
1- Single Point of failure if compromised
2-The security model is not strong enough for a network
3-High security environments enforce rules that cannot be implemented with traditional UNIX
4- Since some rules are implemented in command code, modification requires rewrite and recompilation
5- Minimal support for auditing
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 24
1 out of 2 points
Write a BASH command that would force the OS into single-user mode.
Selected Answer:
Root should run the init command to change the run level using the letter s or the number 1 for example
Correct Answer:
[None]
Response Feedback:
telinit 1
· Question 25
0 out of 2 points
Explain when it would be necessary to use the non-rewinding interface file of any backup device.
Selected Answer:
To implement permanent changes to the backup device
Correct Answer:
[None]
Response Feedback:
Only if multiple dumps were being made to the same tape drive. Failure to use the non-rewind would cause successive dumps to overwrite each other.
· Question 26
2 out of 2 points
What BASH shell command can send any signal level to a running process?
Selected Answer:
Kill Command
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 27
2 out of 2 points
Which two inter-process signals cannot be caught or blocked?
Selected Answer:
Kill process
Stop Process
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 28
2 out of 2 points
What BASH shell utility allows you to monitor CPU and memory usage?
Selected Answer:
Network Monitoring: Netstat, nethogs, iptraf, iftop
Disk I/O: iotop
CPU/ memory: top, Ps, htop, atop
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 29
0 out of 2 points
In the file permission listing drwxr-xr-x, what is the file type?
Selected Answer:
.sh
Correct Answer:
[None]
Response Feedback:
directory
· .
· Question 15 out of 5 pointsWhen psychologists discuss .docxLynellBull52
· Question 1
5 out of 5 points
When psychologists discuss fear, anger, sadness, joy, surprise, disgust, and contempt, they are usually describing the:
Answer
Selected Answer:
b.
primary emotions
· Question 2
5 out of 5 points
Studies on sex differences in emotion have found that men are more likely to ruminate about _____________ thoughts whereas women are more likely to ruminate about ____________.
Answer
Selected Answer:
a.
anger; depression
· Question 3
5 out of 5 points
Positive emotions evoke more electrical activity in the __________, and negative emotions evoke more activity in the __________.
Answer
Selected Answer:
c.
left hemisphere; right hemisphere
· Question 4
5 out of 5 points
What limbic structure is a center for fear responses?
Answer
Selected Answer:
b.
amygdala
· Question 5
5 out of 5 points
Imagine that you have just discovered a space craft that landed in a remote field near your home. Fortunately, the aliens aboard the space craft share your language, but they do not know anything about how to interact appropriately within the cultural norms of North America. Using your knowledge of emotions and emotional expression, create a list of 5 important points to remember when expressing emotion in this culture.
Answer
Selected Answer:
Smiling Frequently is ok
Dont kiss other male friends if male (european countries)
shake hands before hugging
Arms length of space between people, it can be seen as hostile or uncomfortable otherwise
Public displays of affection are often more acceptable then in other cultures
· Question 6
0 out of 5 points
Cindy used to study with her friend Amanda but found that she had to quit studying with her because Amanda was always so hyper and anxious before taking tests. Cindy often felt anxious after the study sessions and was worried that this might have a negative influence on her test performance. Cindy was probably experiencing:
Answer
Selected Answer:
c.
catharsis.
· Question 7
5 out of 5 points
Social and cultural rules that regulate when, how, and where a person may express emotions are referred to as:
Answer
Selected Answer:
c.
display rules
· Question 8
5 out of 5 points
Why are polygraph tests considered invalid or unreliable?
Answer
Selected Answer:
d.
There is no pattern of physical arousal that is specific to lying and distinct from other types of arousal
· Question 9
5 out of 5 points
This term is the process by which the facial muscles send messages to the brain about the basic emotion being expressed.
Answer
Selected Answer:
c.
facial feedback
· Question 10
5 out of 5 points
___________, or how we explain events or behavior, affect our emotional responses.
Answer
Selected Answer:
a.
Attributions
· Question 11
0 out of 5 points
In one study, infants were put on a modified version of a visual cliff that is only moderately frightening because the cliff did not dr.
· Question 1 2 out of 2 pointsWhich of the following i.docxLynellBull52
· Question 1
2 out of 2 points
Which of the following is not considered a union unfair labor practice?
Answer
Selected Answer:
under a valid union-shop agreement, demanding the discharge of an employee who fails to pay union dues
· Question 2
2 out of 2 points
In recent years,
Answer
Selected Answer:
all of the above
· Question 3
0 out of 2 points
The first U.S. President ever to grant official recognition to federal government employees to bargain collectively was President
Answer
Selected Answer:
Nixon
· Question 4
0 out of 2 points
Recent media campaign ads by the Automobile Workers have contained the message
Answer
Selected Answer:
"America works best when we say, 'Union, Yes!' "
· Question 5
0 out of 2 points
Most of the local union's time is devoted to
Answer
Selected Answer:
negotiating labor agreements.
· Question 6
0 out of 2 points
Most members of the National Education Association
Answer
Selected Answer:
support right-to-work laws
· Question 7
0 out of 2 points
About 85 percent of the UAW's spending goes to
Answer
Selected Answer:
strike funds.
· Question 8
0 out of 2 points
As compared to the Teachers, many of the building trades are much
Answer
Selected Answer:
less active in research efforts.
· Question 9
0 out of 2 points
In 1970, an unprecedented federal sector eight-day strile was carried on by the employees of the
Answer
Selected Answer:
State Department
· Question 10
2 out of 2 points
The American Federation of Labor was originally entitled the
Answer
Selected Answer:
Federation of Organized Trades and Labor Unions
· Question 11
0 out of 2 points
Under Taft-Hartley, if management or labor wishes to terminate or modify an existing labor contract, it must give a
Answer
Selected Answer:
thrity-day notice to the other party.
· Question 12
0 out of 2 points
At present, the unionized percentage of all United States workers is approximately
Answer
Selected Answer:
33.4
· Question 13
0 out of 2 points
In 1993, the Retail, Wholesale and Department Store Union merged with the
Answer
Selected Answer:
Service Employees International Union.
· Question 14
0 out of 2 points
By 1917 some thrity states had introduced
Answer
Selected Answer:
antitrust laws for unions.
· Question 15
0 out of 2 points
Investigation of union misconduct under the Landrum-Griffin is the responsibility of the
Answer
Selected Answer:
Senate Subcommittee on Ethics.
· Question 16
0 out of 2 points
COPE is a part of the
Answer
Selected Answer:
Furriers.
· Question 17
0 out of 2 points
When it has found that employees have been unlawfully discharged for union activities, the NLRB has most frequently required
Answer
Selected Answer:
automatic union certification.
· Question 18
2 out of 2 points
Employ.
· Processed on 09-Dec-2014 901 PM CST · ID 488406360 · Word .docxLynellBull52
· Processed on 09-Dec-2014 9:01 PM CST
· ID: 488406360
· Word Count: 1969
Similarity Index
47%
Similarity by Source
Internet Sources:
46%
Publications:
2%
Student Papers:
N/A
sources:
1
30% match (Internet from 27-Mar-2009)
http://www.isaca.org/Content/ContentGroups/Journal1/20023/The_IS_Audit_Process.htm
2
13% match (Internet from 29-Mar-2011)
http://www.scribd.com/doc/36655995/Chapter-1-the-Information-System-Audit-Process
3
2% match (publications)
Athula Ginige. "Web site auditing", Proceedings of the 14th international conference on Software engineering and knowledge engineering - SEKE 02 SEKE 02, 2002
4
1% match (Internet from 26-Feb-2012)
http://www.dc.fi.udc.es/~parapar/files/ai/The_IS_Audit_Process_isaca_sayana.pdf
5
1% match (Internet from 01-Apr-2009)
http://www.idkk.gov.tr/web/guest/it_audit_manual_isaca
paper text:
Running head: AUDITING INFORMATION SYSTEMS PROCESS Auditing information systems process Student’s Name University Affiliation Auditing information systems 2process Information systems are the livelihood of any huge business. As in past years, computer systems do not simply record transactions of business, but essentially drive the main business procedures of the enterprise. In such a situation, superior management and business managers do have worries concerning information systems. Auditing is a methodical process by which a proficient, independent person impartially obtains and assesses evidence concerning assertions about a financial entity or occasion for the reason of outlining an outlook about and reporting on the extent to which the contention matches to an acknowledged set of standards. Auditing of information systems is the administration controls assessment inside the communications of Information Technology. The obtained proof valuation is used to decide if systems of information are defensive assets, maintenance reliability of data, and also if they are efficiently operating in order to attain organization’s goals or objectives (Hoelzer, 2009). Auditing of Information Systems has become an essential part of business organization in both large and small business environments. This paper examines the preliminary points for carrying out and Information system audit and some of the, techniques, tools, guidelines and standards that can be employed to build, manage, and examine the review function. The Certified Information Systems Auditor (CISA) qualifications is recognized worldwide as a standard of accomplishment for those who assess, monitor, control and audit the information technology of an organization and business systems. Information Systems experts with a concern in information systems security, control and audit. At least five years of specialized information systems security, auditing and control work practice is necessary for certification. An audit contract should be present to evidently state the responsibility of the management, 2objectives for, and designation of authority to Information .
· Strengths Public Recognition of OrganizationOverall Positive P.docxLynellBull52
· Strengths Public Recognition of Organization
Overall Positive Perception of Organization
Established Integrity and Longevity of the Organizations
Continued success in saving lives and always willing to lend a helping hand
Weaknesses
Lack of Congruency of public and internal views
Commitment to service to the public overlooks the work environment of the employees that make these endeavors possible daily
Opportunities
Disaster relief is always a turning point for anyone’s perception of the organization especially when it hits close to home
Threats
Possibility of not being able to help someone due to lack in financial or physical resources
Understanding that it’s impossible to please everyone, there could be some bad experiences that are communicated to many tarnishing the positive perception of the brand
Strengths with Opportunities
Increasing amount of volunteers and assistance of employees on a continual basis in order to secure definite support in the face of a disaster
Weaknesses with Threats
Increase and expand awareness of employees concerns through surveys and group discussions in order to increase the morale of the organization.
Strengths with Threats
With understanding the necessity of all aspects of the organization needing to be congruent, implementing and ensuring that public and employees all hold the same values to be true simultaneously through continued efforts of the organization increasing the involvement of the employees in minor decision making abilities in order to feel as if the organization is less of a dictatorship and slightly reflective of a democracy
Weaknesses with Opportunities
Increasing awareness of the severity of a need for this organization in the country due to the lack of ability by the country alone
.
A company has experienced several lawsuits as a result of equal emplrhetttrevannion
A company has experienced several lawsuits as a result of equal employment opportunity (EEO) infractions. No diversity training has occurred within the company to date. As a newly promoted manager in this organization, you are given the responsibility to determine the effects of implementing diversity training for all levels of the employees in terms of future litigation and EEO problems. Consider how diversity fits into the scope of organization development and how the organizational leaders may have to change to learn from these lawsuits.
Write an eight to ten (8-10) page paper in which you:
Outline an HR strategic plan that includes diversity training for all employee levels.
Focus specific diversity training segments to address management’s perspectives.
Use a change model to persuade management to implement needed modifications to the organization’s practices.
Propose a brief training outline of diversity content.
Recommend a comprehensive method of evaluation to ensure the training will create the needed changes.
Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
The specific course learning outcomes associated with this assignment are:
Reconstruct career management models to achieve career goals.
Classify management development factors.
Research organization development and change theories.
Evaluate the effects of Diversity Training on HRD.
Use technology and information resources to research issues in developing human capital.
Write clearly and concisely about developing human capital using proper writing mechanics
ASSIGNMENT GUIDE
A company has experienced several lawsuits as a result of equal employment opportunity (EEO) infractions. No diversity training has occurred within the company to date. As a newly promoted manager in this organization, you are given the responsibility to determine the effects of implementing diversity training for all levels of the employees in terms of future litigation and EEO problems. Consider how diversity fits into the scope of organization development and how the organizational leaders may have to change to learn from these lawsuits.
Write an eight to ten (8-10) page paper in which you:
1. Outline an HR strategic plan that includes diversity training for all employee levels.
Your strategy should be geared to overcome the issues in the description (no established diversity training, lawsuits and EEO i ...
This document outlines an assignment for a leadership course. It describes a two-part assignment where students will:
1) Evaluate a contemporary media example of leadership and analyze the leader's style, influence, and ethics. Students will also propose how they would lead in the same situation as a servant leader.
2) Develop a 250-500 word personal leadership philosophy statement incorporating their values, influences, expectations for themselves and others, and leadership style.
The document provides details on what to include in each part and the formatting requirements for the assignment.
Course Comprehensive ProjectCollaboration in a business environmen.docxbuffydtesurina
Course Comprehensive Project
Collaboration in a business environment is a best practice that leverages the collective knowledge of the team assembled. Peer evaluation and support, provided in the spirit of continuous improvement and organizational success, result in higher quality deliverables than generally possible by the efforts of an individual. Please describe the process you plan to use to conduct research, identify findings, and develop the Comprehensive Project due in Unit 5 and present a preliminary outline indicating how you intend to organize the project deliverable.
Please review the process and outlines of other students, providing an objective assessment and constructive feedback that will help strengthen the effectiveness of their efforts and the quality of the finished product.
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric:
Grading Criteria
Percentage
Post explains issues, elaborates on all parts of the topic, and contributes to group understanding of topic
40%
Multiple substantive responses reflecting participation are evenly spread throughout the discussion period - 2 or more per week - sharing opinions, observations, and experiences, asking questions and making suggestions
40%
Comments are appropriately addressed, well written, timely, relevant and coherent displaying accurate spelling, grammar, and punctuation
20%
Reading Assignment
Editorial Board, Chap. 7-9
Assignment Objectives
Describe the key factors, such as demographic, economic, natural, technological, political, and cultural developments, that affect marketing strategies.
Assess the major influences in current consumer and organizational buying decisions.
Analyze the appropriate marketing strategies to apply at each stage of the product life cycle.
Construct a strategic marketing plan.
Other Information
This is the comprehensive Projrct that is due in Unit 5
STRATEGIC MARKETING PLAN
INTRODUCTION
This assignment entails development of a comprehensive strategic marketing plan for a new product or service that is ready to “go to market”. A Project Template is provided that allows you to organize your work in increments and see how the sections come together to produce a comprehensive plan.
PRODUCT/SERVICE
This assignment requires application of concepts learned to build a strategic marketing plan for a new product or service that is ready to “go to market”. You will not be allowed to mimic plans or ideas from larger or already "in-place" campaigns. You must develop the business concept in its entirety.
Describe the new product or service.
Discuss the qualities that make this product/service new to the marketplace and the rationale for your decision to pursue the concept. Be sure to pick a product or service that is ready to market. If .
MGT 605 help Successful Learning/Snaptutorialwilliamtrumpz3t
This document outlines an assignment for a leadership and management course. Students are asked to select a team of 6 members from provided profiles to complete a project for an airline company. They must explain their team selection and strategies for motivating, managing conflicts, and ensuring the team's success. The assignment requires applying leadership concepts learned in prior modules and will be graded based on a rubric.
This document outlines an assignment for a leadership and management course. Students are asked to select a team of 6 members from provided profiles to complete a project for an airline company. They must explain their team selection and strategies for motivating, managing conflicts, and ensuring the team's success. The assignment requires applying leadership concepts learned in prior modules and will be graded based on a rubric.
Details:
In earlier modules you explored the influence of self-awareness on your leadership style and established that a clear understanding of your abilities, motivation, and goals provides a firm foundation for leading others. Leadership studies demonstrate that the most effective leaders know how to draw upon self-leadership skills to in turn motivate and lead others to expand their strengths to ultimately better serve the goals of an organization. For this assignment you will look at a leadership example from
· · · Must be a foreign film with subtitles· Provide you wit.docxLynellBull52
The document provides guidance for a management plan assignment. It discusses three best methods for management teams to use when problem solving: means-ends analysis, back up avoidance, and difference reduction. Means-ends analysis is recommended as it combines goal-driven and creative approaches. The role of judgment in problem solving processes and an example for the management plan are to be included. Problem solving involves breaking goals into sub-goals and applying appropriate methods. Management teams can acquire problem solving methods through discovery, instruction, or observing examples.
· Identify the stakeholders and how they were affected by Heene.docxLynellBull52
· Identify the stakeholders and how they were affected by Heene's actions?
· 2. What stage of moral reasoning is exhibited by Richard Heene's actions? Do you believe the punishment fit the crime? Why or why not?
· 3. Explain how the cognitive-developmental approach influences one's ability to make ethical judgments.
4. How do you assess at what stage of moral development in Kohlberg's model you reason at in making decisions? Are you satisfied with that stage? Do you believe there are factors or forces preventing you from reasoning at a higher level? If so, what are they?
.
· · Re WEEK ONE - DISCUSSION QUESTION # 2posted by DONALD DEN.docxLynellBull52
The document discusses financial statements and their importance for companies. It notes that the income statement shows a company's profitability over time by detailing revenue, gains, expenses, and losses. The balance sheet provides information on a company's assets, liabilities, and stockholders' equity at a point in time. It is used to make business decisions. Other comments add that the cash flow statement shows sources and uses of cash, and the owners' equity statement tracks changes in retained earnings. Unforeseen events like natural disasters, recessions, and changes in laws or regulations can impact businesses. There is a discussion around the importance of independent audits and maintaining separation between personal and business finances.
· Week 3 AssignmentGovernment and Not-For-Profit AccountingVal.docxLynellBull52
· Week 3 Assignment
Government and Not-For-Profit Accounting
Value of Donated Assets
Which is the proper value to be assigned to certain donated assets? (This is a question for which answers cannot be found in either GASB pronouncements or the text), research is necessary.
A city’s road maintenance department received “donations” of two type of assets:
1. From the county in which the city is located it received earthmoving equipment. The equipment had cost the county $800,000 when it was acquired five years earlier. Accounted for in a county proprietary fund, its book value, net of accumulated depreciation at the time of donation, was $500,000. Its fair market value was $530,000.
2. From the city’s own utility fund (a proprietary fund) it received motor vehicles that had cost the city $400,000 when acquired three years earlier. At the time of transfer, the vehicles were recorded on the utility’s books at $180,000, net of accumulated depreciation. Their fair market value was #225,000.
Write a 1000 word, APA you answer style paper where the following:
1. At what value should the city record in its government-wide financial statements for: (1) the earth-moving equipment, and (2) the motor vehicles?
1. Briefly justify your response, commenting on any apparent inconsistencies in the values assigned to each of the two types of assets.
1. Comment on the significance of the resultant book values for decisions or assessments to be made by statement users.
Myth Clash Paper #1
Zheng Hui
The present paper will discuss how different ancient poets describe the myths. It will compare and Contrast the two versions of the myth of the Cyclops Polyphemus in the Archaic Greek poet Homer’s Odyssey (EH 298-314) and in the Hellenistic poet Theocritus' poem (Idyll 11) (ACM 399-401). It will also elaborate how Roman poet Ovid combine elements from each of these earlier poets’ versions to make his own version of the myth in his poem, the Metamorphoses (OM 374-381). In general, the paper will discuss and analyze the differences and similarities among several versions from different aspects including characters, features, techniques and others.
According to ancient Greek myth, there were three separate tribes of the mythical, one eyed giants known as Cyclops, or Cyclopes. One of them is the Ouranian Cyclopes, who was the offspring of Gaea and Ouranos. Besides, there is also another Cyclops called the mason-Cyclopes, who represents workers in Hephaestus’s forge. The third one is the shepherd-like Cyclopes, who was neighbors of the island-dwelling Polyphemus, who was a son of Poseidon (Weinstock, 2013). Based on the description of the Cyclopes in the ancient Greek myth, one feature that is present in all these Cyclopes is that they had one unique anatomy. In addition, they all had a single round eye in the middle of their foreheads. In fact, the eye, according to the Greek poet Hesiod, is the source of their name.
In Greek, Cyclops means “circle-eye.” These giants .
· Week 10 Assignment 2 Submission
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Click the link above to submit your assignment.
Assignment 2: Critical Thinking
Topic: "People have become overly dependent on technology"
Your paper should present a reasoned, convincing argument for a position on a selected topic.
Write a four to six (4-6) page paper in which you:
1. Follow the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
2. Clearly define your position and supporting evidence.
3. Include all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper (whether the overriding argument or one contained in an individual paragraph)
4. Ensure that each argument in the paper (whether the overriding argument or one contained in an individual paragraph) is valid and free from both formal and informal fallacies.
5. Include at least four (4) references (sources). At least one (1) of your sources must be obtained from the collection of databases accessible from the Learning Resources Center Web page.
The paper should follow guidelines for clear and effectively organized writing:
• The paper is well-organized, and every explanation is both complete and easy to understand.
• Include an introductory paragraph and concluding paragraph for the paper.
• Main ideas should be addressed in body paragraphs with a topic sentence and supporting sentences.
• Adhere to standard rules of English grammar, punctuation, and mechanics.
• The paper should be checked for spelling and grammatical errors.
Your assignment must:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
• Create written work utilizing the concepts of critical thinking.
• Use technology and information resources to research issues in critical thinking skills and informal logic.
• Write clearly and concisely about issues in critical thinking using proper writing mechanics.
.
· Write in paragraph format (no lists, bullets, or numbers).· .docxLynellBull52
The document discusses California becoming the first state to pass a law in 1999 legalizing electronic contracts and signatures. The law aims to ensure electronic contracts and signatures have the same legal standing as paper contracts. However, the law only applies when parties agree in advance to electronic transactions and excludes some transactions like wills and certain consumer protection agreements. While the law will significantly impact contract law in California and nationwide, its full effects remain to be determined through future legal cases involving electronic contracts.
· WEEK 1 Databases and SecurityLesson· Databases and Security.docxLynellBull52
· WEEK 1: Databases and SecurityLesson
· Databases and Security
Databases are in just about everything we use today. When you are performing any task, think to yourself, Does this involve a database in some way?
As a daily process, communication occurs between people by many mediums, but there is no other medium more utilized than the large internetwork of computer systems we know as the Internet. When we look at some of the transactions that are performed on a daily basis, it is highly likely that there is a database involved. For example, if you open a web page to www.google.com and type a keyword in the textbox to search for, this process starts a series of searches through multiple databases. Another example is when searching for a book in the APUS library, this search is conducted using a database of books known as a catalog. so databases play an integral part in our daily lives; they store millions of pieces of data and more is collected each day (Basta, 2012).
In recent years, we find that technology has expanded to the reaches of utilities and production environments. Many of the utilities we come to rely on so heavily, such as gas, oil and electric, have been tied into the networks we use today. This interconnection allows for many new innovations in keeping everything in working order, but at the same time it also presents some very real threats to security. In reality, an intruder could take down an entire electrical grid which would remove power to millions of customers. An article in CIO Insight gives a great perspective on this and other issues in security where databases play such an important role (CIOInsight, 2011).
With the importance of securing the database infrastructure, we need to look at a multilayered approach to security. As can be seen in many security programs, multiple layers allow for strong security because it adds another roadblock that an intruder has to bypass to get to these systems. This same approach leads us to begin with the foundation of security; the CIA Triad. It all begins with the most basic approach, computer security and moves forward from that point on. Below is a detailed description of the components of the CIA Triad from (Basta, 2012):
· Confidentiality: For a system to provide confidentiality, it needs to do two things: ensure that information maintains its privacy by limiting authorized access to resources; block unauthorized access to resources.
· Integrity: This refers to the efforts taken through policy, procedure, and design in order to create and maintain reliable, consistent, and complete information and systems.
· Availability: This refers to the efforts taken through policy, procedures, and design to maintain the accessibility of resources on a network or within a database. These resources include, but are not limited to, data, applications, other databases, computers, servers, applications, files, drives, shares, and network access.
Database Structure, Models and Management
A databa.
· Unit 4 Citizen RightsINTRODUCTIONIn George Orwells Animal.docxLynellBull52
· Unit 4 Citizen Rights
INTRODUCTION
In George Orwell's Animal Farm, the assertion that "all animals are equal but some animals are more equal than others" signals the breakdown of any semblance of a fair society. We have probably all experienced it: a situation where someone who was better connected, more influential, or in a position of power could advance far beyond the position or actions of the common person. On a typical day, this happens in travel, restaurant seating, the selection of a church pew, and the line at the grocery store.
It should not, however, happen in our public services. As citizens, we all have rights, and we all have the same rights. That is the beauty of the United States's democratic government structure, and perhaps one of the most cherished aspects of it. Economic and social diversity aside, when we interact with the government, we expect to receive the same treatment, whether we are a Rockefeller or a plumber. The reality is that this balance of citizen rights is difficult to achieve, because in many cases, those wielding power and influence attempt to trump equity.
TOGGLE DRAWERHIDE FULL INTRODUCTION
Inherent in the concept of citizenship is the exchange wherein citizens give allegiance to a nation and receive protection offered by that nation. Citizens therefore have certain privileges in the eyes of the nation, such as the right to vote, to pay taxes, and to refuse certain actions, such as reciting the Pledge of Allegiance because it refers to God. There are benefits and entitlements that the citizen can demand from the government. These rights are balanced by responsibilities, such as upholding the law, participating in government, and engaging in the same privileges previously mentioned.
In this unit, issues of the middle class, the welfare state, and what constitutes citizenship will be examined based on the concept of citizen rights.
Reference
Orwell, G. (1945). Animal Farm. New York, NY: Harcourt Brace & Company.
SANDRA CISNEROS
Woman Hollering Creek
The day Don Serafín gave Juan Pedro Martínez Sánchez permission to take CleófilasEnriquetaDeLeón Hernández as his bride, across her father’s threshold, over several miles of dirt road and several miles of paved, over one border and beyond to a town en el otrolado—on the other side—already did he divine the morning his daughter would raise her hand over her eyes, look south, and dream of returning to the chores that never ended, six good-for-nothing brothers, and one old man’s complaints.
He had said, after all, in the hubbub of parting: I am your father, I will never abandon you. He had said that, hadn’t he, when he hugged and then let her go. But at the moment Cleófilas was busy looking for Chela, her maid of honor, to fulfill their bouquet conspiracy. She would not remember her father’s parting words until later. I am your father, I will never abandon you.
Only now as a mother did she remember. Now, when she and Juan Pedrito sat by the creek’s edge..
· Unit Interface-User Interaction· Assignment Objectives Em.docxLynellBull52
· Unit: Interface-User Interaction
· Assignment Objectives: Employ appropriate tools and methods for simple, functional, and effective interfaces.
· Deliverable Length: Screenshot or functional application, and a Word document of 1-2 pages
Building on your initial user interface (UI) design mock-up of the organization’s program UI, the interface now needs to present more information to the user. Complete the following for this assignment:
· The interface should present information visually with icons or graphics and text regarding critical issues related to the system, such as the following:
· New orders
· Change in employee status
· Updated pictures
· New products or services offered
· You must add at least 5 critical issue UI design items to your interface. Remember to ensure that these are easily understood by users.
· Submit a screenshot in Word or another functional application.
· Describe the items that you added to your interface design. Be specific with your descriptions, and identify the particular design features along with an explanation of why they are added in the way that they were.
.
· The Victims’ Rights MovementWrite a 2 page paper. Address the.docxLynellBull52
· The Victims’ Rights Movement
Write a 2 page paper. Address the following in your paper:
· Explain how has the victims’ rights movement has affected the criminal justice system and the rights of offenders?
Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia).
Paper 2
· Victim Selection
Write a 2 page paper. Address the following in your paper:
· Is the victim selection process different between team serial killers and those who work alone?
· Discuss any differences and or similarities as it relates to motives, methods, and offender history.
· Support your argument. Be sure to cite your resource(s), use APA style formatting.
Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia
Paper 3
· Credit Card Crime
In a two to three page paper, please discuss the following: Assume a person accidentally picks up a credit card that is not theirs and uses the card in several instances.
Can the person be charged with multiple violations of a state statute that makes it a crime to "knowingly obtain, possess, use, or transfer a means of identification or financial information of another?" Why or why not? See State vs. Leyda, 138 P.3d 610 (Wash. 2006).
Make sure you format your paper and cite all sources used in this paper appropriately according to APA style guidelines.
.
· Question 1· · How does internal environmental analy.docxLynellBull52
· Question 1
·
·
How does internal environmental analysis help health care organizations sustain competitive advantage? As a health care leader, what are some of the key aspects that you will assess in conducting your own internal environmental analysis?
Question 2
· How does the “value chain” relate to health care organizations? What is the role of the value chain in the strategic planning process?
Question 3
· How can the value chain be used to identify organizational strengths and weaknesses in health care organizations?
· Question 4
·
Read the Perspective 4-3–LEAN Six Sigma on page 140 in your textbook Discuss the Ottawa Ankle Rules as an example of Six Sigma utilization. How was Six Sigma beneficial in this case example? Think about your own health care organization or one which you hope to lead. How might Six Sigma be utilized in your own facility, as our colleagues in Ottawa did a few years ago?
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Clarence_Eder_Biography_(Jan_2015) (1).pdf
BIOGRAPHY: CLARENCE L. EDER (January 2015)
Clarence Eder is a retired United States Air Force officer and is currently working as Principal Acquisition
Associate and Senior Systems Engineer for Quantech Services, Inc. in El Segundo, California. He leads a team
of systems engineers and acquisition professionals in the development of strategies and documents to start the
new Air Force Weather Systems Follow-On (WSF) program. Clarence has over 18 years of acquisitions,
engineering, and operational experience in space, intelligence, missile defense, and aircraft programs.
Clarence was raised in Honolulu, Hawaii. He graduated with a Mechanical Engineering degree from the
University of Hawaii and was commissioned into the Air Force in 1996. As a second lieutenant, he was
assigned to Wright-Patterson Air Force Base in Dayton, Ohio. He worked to improve Air Force flying training
systems, and then became a project manager to improve T-37 aircraft engines and A-10 aircraft engines.
In 1999, he was assigned to Space and Missiles Systems Center in Los Angeles, California. He worked as an
Acquisition Support manager to implement Department of Defense (DoD) processes and policies to major space
programs. As a captain, he became a Mission Integration Manager for launch vehicles. He led teams to
integrate Global Positioning System (GPS), weather, and intelligence satellites into the newly acquired $18.8B
Air Force rockets. He also worked Ground systems integration issues.
In 2003, he was assigned to the National Geospatial Intelligence Agency (NGA) in Reston, Virginia to be Chief
of Tactical Imagery Dissemination. He led a team to develop, test, and deploy a $17M imagery system. He
trained Navy Seals and Special Forces deployed worldwide to use the system. As a major, he became a
Contacting Officer Technical Representative (COTR) for the $2B Geoscout program, NG.
· Question 1Question 192 out of 2 pointsWhat file in the.docxLynellBull52
· Question 1Question 19
2 out of 2 points
What file in the etc/ directory contains user’s hashed password?
Selected Answer:
etc/shadow file
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 20
1 out of 2 points
What file and file-field are read by the finger command?
Selected Answer:
Passwd file, it reads user id info like user name phone number and so on
Correct Answer:
[None]
Response Feedback:
gecos field
· Question 21
0 out of 2 points
When a parent process dies, what happens to any child processes that are still running?
Selected Answer:
They Child Processes keep running
Correct Answer:
[None]
Response Feedback:
process becomes child of init
· Question 22
1 out of 2 points
What is the effect of the command: $ killall root (Where root is the root account of the system)
Selected Answer:
It canceles all the Processes that the user
Correct Answer:
[None]
Response Feedback:
shutdown
· Question 23
2 out of 2 points
List 4 shortcomings of root accounts.
Selected Answer:
1- Single Point of failure if compromised
2-The security model is not strong enough for a network
3-High security environments enforce rules that cannot be implemented with traditional UNIX
4- Since some rules are implemented in command code, modification requires rewrite and recompilation
5- Minimal support for auditing
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 24
1 out of 2 points
Write a BASH command that would force the OS into single-user mode.
Selected Answer:
Root should run the init command to change the run level using the letter s or the number 1 for example
Correct Answer:
[None]
Response Feedback:
telinit 1
· Question 25
0 out of 2 points
Explain when it would be necessary to use the non-rewinding interface file of any backup device.
Selected Answer:
To implement permanent changes to the backup device
Correct Answer:
[None]
Response Feedback:
Only if multiple dumps were being made to the same tape drive. Failure to use the non-rewind would cause successive dumps to overwrite each other.
· Question 26
2 out of 2 points
What BASH shell command can send any signal level to a running process?
Selected Answer:
Kill Command
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 27
2 out of 2 points
Which two inter-process signals cannot be caught or blocked?
Selected Answer:
Kill process
Stop Process
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 28
2 out of 2 points
What BASH shell utility allows you to monitor CPU and memory usage?
Selected Answer:
Network Monitoring: Netstat, nethogs, iptraf, iftop
Disk I/O: iotop
CPU/ memory: top, Ps, htop, atop
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 29
0 out of 2 points
In the file permission listing drwxr-xr-x, what is the file type?
Selected Answer:
.sh
Correct Answer:
[None]
Response Feedback:
directory
· .
· Question 15 out of 5 pointsWhen psychologists discuss .docxLynellBull52
· Question 1
5 out of 5 points
When psychologists discuss fear, anger, sadness, joy, surprise, disgust, and contempt, they are usually describing the:
Answer
Selected Answer:
b.
primary emotions
· Question 2
5 out of 5 points
Studies on sex differences in emotion have found that men are more likely to ruminate about _____________ thoughts whereas women are more likely to ruminate about ____________.
Answer
Selected Answer:
a.
anger; depression
· Question 3
5 out of 5 points
Positive emotions evoke more electrical activity in the __________, and negative emotions evoke more activity in the __________.
Answer
Selected Answer:
c.
left hemisphere; right hemisphere
· Question 4
5 out of 5 points
What limbic structure is a center for fear responses?
Answer
Selected Answer:
b.
amygdala
· Question 5
5 out of 5 points
Imagine that you have just discovered a space craft that landed in a remote field near your home. Fortunately, the aliens aboard the space craft share your language, but they do not know anything about how to interact appropriately within the cultural norms of North America. Using your knowledge of emotions and emotional expression, create a list of 5 important points to remember when expressing emotion in this culture.
Answer
Selected Answer:
Smiling Frequently is ok
Dont kiss other male friends if male (european countries)
shake hands before hugging
Arms length of space between people, it can be seen as hostile or uncomfortable otherwise
Public displays of affection are often more acceptable then in other cultures
· Question 6
0 out of 5 points
Cindy used to study with her friend Amanda but found that she had to quit studying with her because Amanda was always so hyper and anxious before taking tests. Cindy often felt anxious after the study sessions and was worried that this might have a negative influence on her test performance. Cindy was probably experiencing:
Answer
Selected Answer:
c.
catharsis.
· Question 7
5 out of 5 points
Social and cultural rules that regulate when, how, and where a person may express emotions are referred to as:
Answer
Selected Answer:
c.
display rules
· Question 8
5 out of 5 points
Why are polygraph tests considered invalid or unreliable?
Answer
Selected Answer:
d.
There is no pattern of physical arousal that is specific to lying and distinct from other types of arousal
· Question 9
5 out of 5 points
This term is the process by which the facial muscles send messages to the brain about the basic emotion being expressed.
Answer
Selected Answer:
c.
facial feedback
· Question 10
5 out of 5 points
___________, or how we explain events or behavior, affect our emotional responses.
Answer
Selected Answer:
a.
Attributions
· Question 11
0 out of 5 points
In one study, infants were put on a modified version of a visual cliff that is only moderately frightening because the cliff did not dr.
· Question 1 2 out of 2 pointsWhich of the following i.docxLynellBull52
· Question 1
2 out of 2 points
Which of the following is not considered a union unfair labor practice?
Answer
Selected Answer:
under a valid union-shop agreement, demanding the discharge of an employee who fails to pay union dues
· Question 2
2 out of 2 points
In recent years,
Answer
Selected Answer:
all of the above
· Question 3
0 out of 2 points
The first U.S. President ever to grant official recognition to federal government employees to bargain collectively was President
Answer
Selected Answer:
Nixon
· Question 4
0 out of 2 points
Recent media campaign ads by the Automobile Workers have contained the message
Answer
Selected Answer:
"America works best when we say, 'Union, Yes!' "
· Question 5
0 out of 2 points
Most of the local union's time is devoted to
Answer
Selected Answer:
negotiating labor agreements.
· Question 6
0 out of 2 points
Most members of the National Education Association
Answer
Selected Answer:
support right-to-work laws
· Question 7
0 out of 2 points
About 85 percent of the UAW's spending goes to
Answer
Selected Answer:
strike funds.
· Question 8
0 out of 2 points
As compared to the Teachers, many of the building trades are much
Answer
Selected Answer:
less active in research efforts.
· Question 9
0 out of 2 points
In 1970, an unprecedented federal sector eight-day strile was carried on by the employees of the
Answer
Selected Answer:
State Department
· Question 10
2 out of 2 points
The American Federation of Labor was originally entitled the
Answer
Selected Answer:
Federation of Organized Trades and Labor Unions
· Question 11
0 out of 2 points
Under Taft-Hartley, if management or labor wishes to terminate or modify an existing labor contract, it must give a
Answer
Selected Answer:
thrity-day notice to the other party.
· Question 12
0 out of 2 points
At present, the unionized percentage of all United States workers is approximately
Answer
Selected Answer:
33.4
· Question 13
0 out of 2 points
In 1993, the Retail, Wholesale and Department Store Union merged with the
Answer
Selected Answer:
Service Employees International Union.
· Question 14
0 out of 2 points
By 1917 some thrity states had introduced
Answer
Selected Answer:
antitrust laws for unions.
· Question 15
0 out of 2 points
Investigation of union misconduct under the Landrum-Griffin is the responsibility of the
Answer
Selected Answer:
Senate Subcommittee on Ethics.
· Question 16
0 out of 2 points
COPE is a part of the
Answer
Selected Answer:
Furriers.
· Question 17
0 out of 2 points
When it has found that employees have been unlawfully discharged for union activities, the NLRB has most frequently required
Answer
Selected Answer:
automatic union certification.
· Question 18
2 out of 2 points
Employ.
· Processed on 09-Dec-2014 901 PM CST · ID 488406360 · Word .docxLynellBull52
· Processed on 09-Dec-2014 9:01 PM CST
· ID: 488406360
· Word Count: 1969
Similarity Index
47%
Similarity by Source
Internet Sources:
46%
Publications:
2%
Student Papers:
N/A
sources:
1
30% match (Internet from 27-Mar-2009)
http://www.isaca.org/Content/ContentGroups/Journal1/20023/The_IS_Audit_Process.htm
2
13% match (Internet from 29-Mar-2011)
http://www.scribd.com/doc/36655995/Chapter-1-the-Information-System-Audit-Process
3
2% match (publications)
Athula Ginige. "Web site auditing", Proceedings of the 14th international conference on Software engineering and knowledge engineering - SEKE 02 SEKE 02, 2002
4
1% match (Internet from 26-Feb-2012)
http://www.dc.fi.udc.es/~parapar/files/ai/The_IS_Audit_Process_isaca_sayana.pdf
5
1% match (Internet from 01-Apr-2009)
http://www.idkk.gov.tr/web/guest/it_audit_manual_isaca
paper text:
Running head: AUDITING INFORMATION SYSTEMS PROCESS Auditing information systems process Student’s Name University Affiliation Auditing information systems 2process Information systems are the livelihood of any huge business. As in past years, computer systems do not simply record transactions of business, but essentially drive the main business procedures of the enterprise. In such a situation, superior management and business managers do have worries concerning information systems. Auditing is a methodical process by which a proficient, independent person impartially obtains and assesses evidence concerning assertions about a financial entity or occasion for the reason of outlining an outlook about and reporting on the extent to which the contention matches to an acknowledged set of standards. Auditing of information systems is the administration controls assessment inside the communications of Information Technology. The obtained proof valuation is used to decide if systems of information are defensive assets, maintenance reliability of data, and also if they are efficiently operating in order to attain organization’s goals or objectives (Hoelzer, 2009). Auditing of Information Systems has become an essential part of business organization in both large and small business environments. This paper examines the preliminary points for carrying out and Information system audit and some of the, techniques, tools, guidelines and standards that can be employed to build, manage, and examine the review function. The Certified Information Systems Auditor (CISA) qualifications is recognized worldwide as a standard of accomplishment for those who assess, monitor, control and audit the information technology of an organization and business systems. Information Systems experts with a concern in information systems security, control and audit. At least five years of specialized information systems security, auditing and control work practice is necessary for certification. An audit contract should be present to evidently state the responsibility of the management, 2objectives for, and designation of authority to Information .
· Strengths Public Recognition of OrganizationOverall Positive P.docxLynellBull52
· Strengths Public Recognition of Organization
Overall Positive Perception of Organization
Established Integrity and Longevity of the Organizations
Continued success in saving lives and always willing to lend a helping hand
Weaknesses
Lack of Congruency of public and internal views
Commitment to service to the public overlooks the work environment of the employees that make these endeavors possible daily
Opportunities
Disaster relief is always a turning point for anyone’s perception of the organization especially when it hits close to home
Threats
Possibility of not being able to help someone due to lack in financial or physical resources
Understanding that it’s impossible to please everyone, there could be some bad experiences that are communicated to many tarnishing the positive perception of the brand
Strengths with Opportunities
Increasing amount of volunteers and assistance of employees on a continual basis in order to secure definite support in the face of a disaster
Weaknesses with Threats
Increase and expand awareness of employees concerns through surveys and group discussions in order to increase the morale of the organization.
Strengths with Threats
With understanding the necessity of all aspects of the organization needing to be congruent, implementing and ensuring that public and employees all hold the same values to be true simultaneously through continued efforts of the organization increasing the involvement of the employees in minor decision making abilities in order to feel as if the organization is less of a dictatorship and slightly reflective of a democracy
Weaknesses with Opportunities
Increasing awareness of the severity of a need for this organization in the country due to the lack of ability by the country alone
.
· Part I Key Case SummaryThis case discusses the Union Carbid.docxLynellBull52
· Part I: Key
Case Summary
This case discusses the Union Carbide gas leak that occurred in Bhopal, India in 1984. Over five thousand people were killed and hundreds of thousands were injured after water inadvertently mixed with methyl isocyanate (MIC) causing the release of a deadly gas. The plant in Bhopal was a pesticide production facility that served the increasing demand of India’s thriving farming industry. However, uncontrolled zoning allowed the plant to be built within close proximity to a densely populated region. While the plant was initially profitable, market changes negatively impacted revenue forcing budget cuts that led to the decay of maintenance and safety practices. There are several theories as to why the incident occurred such as a disgruntled employee’s maliciousness or an accidental contamination. Over several years, Union Carbide paid out hundreds of millions of dollars to the survivors and ultimately ceased to exist, while the community continues to struggle with the aftermath of the disaster.
Main Critical Issues (the list):
· India’s officials adopted careless zoning practices and allowed the construction of the plant near dense population.
· The proper safety procedures were not followed and the equipment was not being properly utilized as designed. UCIL managers placed a higher weight on cost cutting than on safety, resulting in the reduction of maintenance and safety practices.
· Union Carbide Corp. did not require frequent reporting from its subsidiary in India (UCIL), which allowed malpractices and unsafe systems in the Bhopal plant to go unnoticed.
· Union Carbide Corporation and UCIL had an ethical obligation to warn the surrounding community of potential dangers of living close to the pesticide plant
· If the case, the disgruntled employees action to sabotage the plant to take vengeance
· Employees and supervisors in the Bhopal plant did not follow numerous policies and routines that could have prevented the tragedy (e.g. acting upon the alarming increase in the tank pressure, instead of postponing it to after the tea break).
· The residents were not informed of what actions to take in the event of a toxic leak or accident.
· The employees did not use the emergency buses to evacuate surrounding residents.
·
Part II: Key
Stakeholders:
The following are the stakeholders in the case: The Union Carbide’s Corporation Stockholders, The Bhopal’s population, The Indian Government, The Bombay Stock Exchange, The Union Carbide’s workers from de Indian subsidiary “UCIL”. The workers from Union Carbide headquarter in Connecticut, The Board of Directors of Union Carbide Headquarter, and The Board of Directors from Union Carbide’s Indian subsidiary. The American and Indian lawyers. UCIL’s Executives. Carbides’ Scientifics. Indian Scientists and engineers. Indian Court Systems. Insurance company. Indian Public. Corrupts Physicians. Corrupts Court Officials. Bhopal Congress. Chemical Industry. Dow Chemical. The Activis.
· Perceptual process is a process through manager receive organize.docxLynellBull52
· Perceptual process is a process through manager receive organize and interpret information. According to this case, after Andrea decided quit this job, Sam chose Grant for the manager position from three candidates, even he is not very suitable for this position, because Sam strongly believes the manager have to be a full time based on previous customer experience(He believed that you can’t be a part time manager and that his customers would think Vibe was not a serious company if he appointed a part time manager for marketing and public relations-Sam Nguyen) Moreover Sam thought Grant could Increase himself-awareness to achieve demonstrate good relationship with customer.
· Job satisfaction is a collection of positive or negative felling that an individual holds toward their job. In this case, Andrea is a good example of having a negative felling of her job. ( Sam’s only criticism of her was that she seemed to live to work). Because Sam does not care about the employee satisfaction, Andrea can not get more spiritual benefit even get good salary. People may have different level of the job satisfaction. In this case, Andrea work long hours, she may feel very stressful, she is happy with cognitive job satisfaction, but not with the affective job satisfaction.
LIBRARY USE
lllillllllllllllll LA TROBE UNIVERSITY
3 2934 02374381 0
SEMESTER TWO EXAMINATION PERIOD
2010
student ID: Seat Number:
Unit Code: LST2LBA
Unit Name:
Paper Name:
Reading Time:
Writing Time:
Paper No: 1
Law of Business Association
Final
30 minutes
3 hours
No. of Pages (including cover sheet): 9
OFFICE USE ONLY (FACULTY/SCHOOL STAFF):
CAMPUS AW BE BU MI SH
Number
102
92
ALLOWABLE MATERIALS
Description
Open book, including electronic dictionary
Students may make notes during reading time (not on script books or multiple
choice answer sheets)
INSTRUCTIONS TO CANDIDATES
1. This examination Is in three parts:
i. Part A: This Is a set of 20 multiple choice questions, worth 1 mark each. You may tear off the
answer sheet at the back of the examination paper. Write your student number on the answer
sheet. Circle the appropriate letter for each question.
li. Part B: This comprises three questions worth 10 marks each. Answer all questions.
III. Part C: Answer ONE of the two questions In Part C. It Is worth 20 marks.
2. This examination is worth 70 marks, being 70% of the marks for the course.
This paper MUST NOT BE REMOVED from the examination venue
Part A
This Part of the examination consists of twenty (20) multiple choice questions, each worth
one (1) marlc. The suggested time for completion is fifty minutes; that is, two minutes and
thirty seconds for each question. Be very careftal not to spend too much time on this section.
Students should circle the most appropriate answer to each question in Part A on the Part A
answer sheet provided at the end of this examination paper. Y o u may tear the answer shee.
· Performance Critique Assignment· During the first month of.docxLynellBull52
This document outlines an assignment to write a performance critique of a theatrical production attended during the first month of class. Students are instructed to develop an argument about how the production choices reflected or failed to reflect the play's central message. They should explore specific scenic choices and argue whether they furthered audience understanding or made sense within the world created. The critique should be 4 pages, describe the production, develop a clear thesis, and provide specific examples to back up the argument.
· Please read the following article excerpt, and view the video cl.docxLynellBull52
· Please read the following article excerpt, and view the video clips below. Listen carefully in order to understand as much of the Spanish as you can, using the images and contextual clues to help you get a sense of the gist of the video content.
· Next, write a 200-word response in English to the issues raised. Make sure to address the following questions:
1. What is syncretism and how does it differ from the concept of the melting pot?
2. How is Latin America’s (specifically Brazil and Cuba) experience with racial and cultural mixture different from that of the U.S.?
3. Can you give a couple of examples of syncretism in your own culture or in the U.S.?
Article
SYNCRETISM AND ITS SYNONYMS: REFLECTIONS ON CULTURAL MIXTURE by CHARLES STEWART
(If you would like to read the article from which this excerpt was taken, you can find it in Doc Sharing.)
The subject matter of anthropology has gradually changed over the last twenty years. Nowadays ethnographers rarely search for a stable or original form of cultures; they are usually more concerned with revealing how local communities respond to historical change and global influences. The burgeoning literature on transnational flows of ideas, global institutions, and cultural mixture reflects this shift of attention. This increased awareness of cultural penetration has, furthermore, been instrumental in the critique of earlier conceptions of “culture” that cast it as too stable: bounded, and homogeneous to be useful in a world characterized by migrations (voluntary or forced), cheap travel, international marketing, and telecommunications… In this body of literature the word syncretism has begun to reappear alongside such related concepts as hybridization and creolization as a means of portraying the dynamics of global social developments.
My purpose in considering the history of syncretism up to the present is not to enforce a standard usage conformed to the domain of religion; nor is it my goal to promote syncretism to a position of primus inter pares in the company of all other terms for mixture. I see my approach instead as an attempt to illustrate historically that syncretism has an objectionable but nevertheless instructive past…
Current Discussions of Mixture
Cultures, if we still wish to retain this term (and I do), are porous; they are open to intermixture with other, different cultures and they are subject to historical change precisely on account of these influences. This has no doubt always been the case…
Cultural borrowing and interpenetration are today seen as part of the very nature of cultures… To phrase it more accurately, syncretism describes the process by which cultures constitute themselves at any given point in time. Today's hybridization will simply give way to tomorrow's hybridization, the form of which will be dictated by historical-political events and contingencies… As [Edward] Said expresses it: all cultures are involved in one another, none is simple and pure, all.
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6. BUSM 4194 Leading for Change
One potential approach to working up your leadership plan
CHOICE OF MODEL
SKILL SELECTION
CURRENT STATUS
DESIRED STATUS
MEASUREMENT TOOL
DEVELOPMENT STRATEGY
SCHOLARLY ARTICLES DESCRIBING SKILL
SCHOLARLY ARTICLES DESCRIBING HOW TO BUILD THE
SKILL
What changes did you make after talking to your “leadership
advisor”
Why you chose this model
Which skills have you chosen?
How are the “labelled” in the NHS / CMU model?
Why did you choose these particular skills? How will this
combination of skills improve your leadership effectiveness?
What you think is your current skill
Perhaps this is a “qualitative” assessment of your skill level (by
yourself as reflection or by others as feedback)
7. Or maybe it is quanta
Where you think your skill level should be?
Does your CMU / NHS model provide information about the
“amount” of this skill required?
How can you “measure” this skill?
Does your CMU / NHS model provide the measuring tool?
Has a professional organisation published a measuring tool? (eg
an online survey)
How will you build this skill?
What practical steps will you take to ensure that you develop
this skill?
What scholarly article(s) can you find that:
- define this skill?
- describe how the skill contributes to better leadership?
- consider how relevant this
What scholarly article(s) can you find that describe how to
build this skill / why this skill is important for effective
leadership?
Confirmed your model selection?
Greed with your selection of skills?
Thought your timelines were OK?
Suggested additional / different literature to review?
Report format
One suggestion…
8. Exec summary
· Model I chose
· skills I identified
· timelines I estimated
· Expected impact on my overall leadership potential
Body of report
· intro
· Spreadsheet / table of skills
· Summary of how skills will combine to enhance my leadership
effectiveness
· Summary
· What I did and how it will help
References
RMIT Business reference list
You should by now should be proficient in the art of
referencing. There are many styles of referencing in use in
different disciplines and geographical locations. You are
required to use the RMIT Business Referencing System. This is
available to you via the Library website, in your course site on
myRMIT and is uploaded to the assessments folder in the
BUSM 4194 course site. This is a 50 page document but reading
it through will be enormously helpful for you in this and future
assessment tasks.
Make sure that you can clearly distinguish the difference
between an essay (page 28 of the document) and a report (page
36).
Remember: this current assessment task is a REPORT not an
ESSAY.
9. The critical thinking element
We want you to be very comfortable with questioning
everything you read and hear.
Anyone can remember facts and state other people’s views but a
far more useful skill is to critically review what you read and
hear and decide for yourself how reliable, accurate, applicable,
contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able
to see both benefits and deficiencies in a particular theory.
Make sure you look through the critical thinking exercises in
the course site to get a clear understanding of critical thinking!
How will the report be marked?
Your lecturers have already created a marking rubric that will
be used to award you a mark out of 50 as the report comprises
50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a
way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES
what you will be marked on. If you include additional material
that is not mentioned in the rubric it will not attract any marks,
if you forget to write about something listed in the rubric,
you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer.
Following the rubric clearly is your best strategy for a good
result
BUSM 4194 Leading for Change task 2 Marking Rubric
[sem 2 2014, Singapore]
The task and its marking rubric
10. Steps in the task
Considerations
Link to literature
Marks
1.
Explore the Central Michigan University and National Health
Service competencies models and select ONE of the two models
as the framework or foundation of your own leadership
development.
Decide which of the two models you want to use as the
foundation for your leadership development plan (LDP).
Explain your rationale / logic for the choice you made.
Is your selected model a better “fit” for your future profession?
Does it seem to align better with a particular industry type?
Does it blend better with your culture and customs?
Simply cite the model chosen
5
2.
Select some competencies from your chosen model that you
want to develop in order to improve your leadership.
Select some of the competencies from your chosen competency
model to work on for your LDP.
You are advised to select competencies broadly from across the
model rather than focussing one just one section of the model.
Explain why you chose these competencies
Explain the likely impact of choosing only some of the
competencies in the model (ie the fact that you have left out
some components of the overall model?
Support your selection of competencies with at least 5 scholarly
articles
10
3.
Consider how you will achieve the skill level described in your
chosen competencies
This should include:
11. a. An assessment of your current strength (or weakness) in these
competencies
b. The steps you will take to build these skills
c. A (very approximate) timeline for achieving each skill
d. Explanation of how you will know that you’ve (eventually)
achieved your desired skill level
e. A brief summary of how these enhanced skills will enhance
your leadership
How did you assess your current level of competence?
What will you do to build your skills in the competencies
you’ve chosen?
How long will it take you to achieve your desired skill level for
each of the competencies you’ve selected?
Is there a way to measure / assess / evaluate whether you have
actually succeeded in building your skill in each of these
competencies?
What are these measures? When would apply these measures?
What does the academic literature say about the impact that
these skills on leadership success?
30
f.
g.
h.
i.
Support this section with at least 5 scholarly articles
j.
k.
12. l.
m.
4.
Combine above steps into a draft leadership development plan
Create a document that describes and justifies all of the above
steps.
-
5.
Show your draft to someone in a leadership position who is able
to give honest and helpful feedback.
Show your document to someone who has experience as a leader
and ask her / him to suggest improvements.
-
6.
Describe what you changed in your draft plan as a result of the
feedback you got from this person
Describe what you changed in your document. You are not
required to detail what the person said… just focus on what you
changed in the document.
5
7.
Put all of the above together in a report that has a brief
executive summary, main body, brief conclusion and properly
cited scholarly articles
· Word limit 2500 words (not including references)
· Written in the first person… eg I will enhance my leadership
13. capacity by / I will use the 360 degree feedback tool to
evaluate my skill development )
· In text citation of at least 10 scholarly articles
· Correctly formatted reference list
-
Total marks for this assessment task
50
A Leadership
Competency Model:
Describing the Capacity
to Lead
LEADERSHIP
2
Table of Contents
Introduction 4
A Model of the Dimensions of Leadership Competency 6
14. Self-Management
A Model of the Core Competencies of Self Management 7
Self Management Dimension 8
Examples of Excellence in Self Management 8
Examples of Poor Self Management 9
Core Competencies of Self-Management
Work Habits 10
Work Attitudes 11
Stress Management 12
Self Insight 13
Learning 14
Situations Requiring Focus on Self Management 15
Leading Others
A Model of the Core Competencies of Leading Others 16
Leading Others Dimension 17
Examples of Excellence in Leading Others 17
Examples of Leading Others Poorly 18
Core Competencies of Leading Others
Communicating 19
15. Interpersonal Awareness 20
Motivating Others 21
Developing Others 22
Influencing 23
Situations Requiring Focus on Leading Others 24
Task Management
A Model of the Core Competencies of Task Management 25
Task Management Dimension 26
Examples of Excellence in Task Management 26
Examples of Poor Task Management 27
3
Core Competencies of Task Management
Executing Tasks 28
Solving Problems 29
Managing Information and Material Resources 30
Managing Human Resources 31
Enhancing Performance 32
16. Situations Requiring Focus on Task Management 33
Innovation
A Model of the Core Competencies of Innovation 34
Innovation Dimension 35
Examples of Excellence in Innovation 35
Examples of Poor Innovation 36
Core Competencies of Innovation
Creativity 37
Enterprising 38
Integrating Perspectives 39
Forecasting 40
Managing Change 41
Situations Requiring Focus on Innovation 42
Social Responsibility
A Model of the Core Competencies of Social Responsibility
43
Social Responsibility Dimension 44
Examples of Excellence in Social Responsibility 44
Examples of Poor Social Responsibility 45
Core Competencies of Civic Responsibility
17. Civic Responsibility 46
Social Knowledge 47
Ethical Processes 48
Leading Others Ethically 49
Acting with Integrity 50
Situations Requiring Focus on Social Responsibility 51
4
Introduction
Although people tend to recognize leadership when they see it,
defining leadership with
precision and detail is often more difficult. The purpose of this
report is to provide a
detailed model of leadership to aid in the development of
leaders.
This report describes competencies of leadership—valuable
skills, abilities,
behaviors, attitudes, and knowledge areas. Although leaders are
not going to master every
18. competency, they will need to be aware of all of them, know
their own shortcomings, and
focus on developing these competencies in themselves or be
able to recognize these
qualities in others so they can select people who compensate for
their weaknesses.
This model of leadership was developed through a number of
processes, including:
a) Reviewing the academic literature on leadership,
b) Studying the practice of competency modeling and existing
leadership
competency models developed by corporations and government
agencies,
c) Analyzing the content of the Occupational Information
Network (O*NET),
and
d) Interviewing member of Central Michigan University
community
19. (students, alumni, administrators, professors, and employers of
our
graduates). Highlights of these interviews are presented at
the end of
this report.
5
Note. A technical report providing a more detailed description
of the process of
developing the competency model is available by emailing
Stephen Wagner
([email protected]).
6
Introduction
Five dimensions of leadership competency are described in this
report.
• Self Management
20. • Leading Others
• Task Management
• Innovation
• Social Responsibility
A graphic depiction of this model is presented on page six.
Although there are many
things that leaders are expected to do, these five dimensions
capture the primary
categories that are considered the most important for leadership
success.
Each of the dimensions includes several core competencies that
are considered valuable
skills, abilities, behaviors, attitudes and knowledge areas in
which leaders are expected to
excel. This report describes each competency dimension by:
a) Displaying a model of the core competencies for that
dimension,
21. b) Defining the leadership dimension,
c) Providing examples of excellent and poor leadership
behavior for that
dimension,
d) Defining the core competencies for that dimension, and
7
e) Identifying situations that require focusing on that
dimension.
8
22. A Model of the Dimensions of Leadership Competency
LEADERSHIP
Self-Management
Leading Others
Task Management
Innovation
Social Responsibility
•Time Management
•Goal Orientation
•Organization Skills
•Work Ethic
•Follow Through
23. 9
A Model of Core Competencies for Self-Management
Self Management Dimension
Work
Attitudes
•Initiative
•Effort
•Persistence
•Energy
•Independence
SELF
MANAGEMENT
Learning
Stress
Managemen
t
Work
Habits
Self
24. Insight
•Learning Strategies
•Intellectual Curiosity
•Continuous Learning
•Seeking Feedback
•Self Control
•Stress Tolerance
•Personal Resiliency
•Work-Life Balance
•Adaptability
•Optimism
•Self Confidence
•Self Awareness
•Humility
•Suspending Prejudices
SELF
MANAGEMENT
10
Good leaders know their own values, strengths, and
limitations and are able to control their emotions
and behaviors. They must strive for personal
development by engaging in continuous learning
and being willing to seek help when needed or
admit when they have made a mistake. They should
be able to adapt to stressful or dynamic situations
and be able to maintain a balance between their
work and non-work lives.
25. Examples of Excellence in Self-Management
A sales manager from a real estate agency had overcome
challenges in less difficult
markets. As a result, he was moved into the most challenging
market in Metro Detroit. As
soon as he realized the complexities of his job, he sought advice
from more established
sales counselors, managers, area vice presidents and regional
vice presidents. He drew
from others’ experiences and worked longer hours to
incorporate these newly learned
strategies. He quickly adapted to his new tasks without getting
emotionally overwhelmed
and brought energy, dedication, out of the box thinking,
ownership and accountability to
the site. As a result, the agency sold more properties.
A Resident Hall Advisor (RA) was too busy with her leadership
role and felt she was
neglecting her academic and personal life. Since she was living
where she worked, she
found herself getting too involved in the personal lives of her
residents, and in general,
was constantly doing too much for others. Due to this situation,
she found no time for
herself. She learned to set strong boundaries for keeping her
personal life separate by
scheduling specific time to meet with her residents. She learned
26. her limitations and her
priorities changed because of them. She took more time for
herself, school, family, and
friends and as a result she had more energy and focus for her
RA role. In the long run,
she accomplished more.
11
Examples of Poor Self-Management
27. A student was asked to head a committee to raise funds for an
upcoming group trip. He
had never participated in any fundraising project before, but felt
as though he could lead
effectively anyway. The president of the organization informed
him of a campus
fundraising workshop being held as part of an enrichment series
for student
organizations. Instead of taking the president’s advice and
attending the workshop, the
student developed a poor attitude and blamed his group
members for lacking the
necessary expertise. When the fundraising effort failed, he was
asked to explain the
failure. The student refused to acknowledge his own lack of
ability and unwillingness to
seek improvement. He said that they were too busy to attend
the fundraising workshop
and the failure of the project was due to the irresponsibility of
his group members.
Despite having a heavy class load, a member of a student group
chose to be an officer on
the executive board. Because she was poorly skilled at
managing her academic and
organizational duties, she regularly handed in reports late,
missed meetings, and attended
none of the group’s social activities. When the organization’s
president questioned her
about this poor performance, she made excuses about the late
reports and said she felt
harassed. She began badmouthing the group and its members to
other students.
Eventually, she resigned the office and left the organization.
29. Work Habits
• Time Management: Making good use of time by organizing,
prioritizing and
scheduling tasks.
• Goal Orientation: Setting and attaining specific and
challenging goals for
oneself.
• Organization Skills: Organizing one’s responsibilities and
performing them in an
efficient manner.
• Work Ethic: Being diligent to ensure the successful
completion of tasks related
to one’s job as a leader.
• Follow Through: Ensuring that one’s promises are realized in
behavior; doing
what one said one would do.
SELF
MANAGEMENT
13
30. Core Competencies of Self-Management
Work Attitudes
• Initiative: Initiating tasks and taking on new challenges.
• Effort: Exerting oneself to complete tasks successfully and
achieve goals.
• Persistence: Enduring in one’s tasks despite challenges or
31. difficulties.
• Energy: Maintaining progress and enthusiasm throughout the
completion of a
task.
SELF
MANAGEMENT
14
• Optimism: Having a positive outlook about oneself and
others.
32. Core Competencies of Self-Management
Stress Management
• Self Control: Controlling one’s emotions even in difficult or
challenging
situations.
• Stress Tolerance: Remaining effective even when situations
become stressful.
• Personal Resiliency: Withstanding and overcoming stressful
situations.
SELF
MANAGEMENT
33. 15
• Work/Life Balance: Controlling the influence of stresses of
one’s non-work life
on work life and vice-versa.
• Adaptability: Adapting to changing or dynamic situations.
Core Competencies of Self-Management
Self-Insight
34. SELF
MANAGEMENT
16
• Self Confidence: Believing in one’s self and in one’s ability
to perform a
successful job as a leader and acting accordingly.
• Self-Awareness: Assessing one’s success in learning or
working activities and
being honest about said judgments. Knowledge of one’s
strengths and weaknesses
and knowledge of one’s boundaries and limits.
• Self Reliance: Being able to work and think without the
guidance or supervision
of others.
• Humility: Being able to have a realistic perspective of one’s
worth and ability to
admit to one’s mistakes.
• Suspending Judgment: Keeping one’s personal beliefs and
biases from overly
influencing one’s decisions.
35. Core Competencies of Self Management
SELF
MANAGEMENT
17
Learning
• Learning Strategies: Learning new techniques for developing
oneself through
the use of multiple approaches.
36. • Intellectual Curiosity: Valuing learning and seeking situations
to increase one’s
knowledge.
• Continuous Learning: Keeping informed on updates to one’s
profession and
leadership in general.
• Seeking Feedback: Willingness to seek feedback on one’s
performance as a
leader and to use the feedback to learn and grow as a leader.
SELF
MANAGEMENT
18
Situations Requiring Focus on Self Management
tion
requires its
members to periodically set their own goals, organization skills,
time
management, and self-awareness are particularly important.
37. conflicting duties as part of
their job as a leader, a variety of self-management competencies
may become very important. These include stress tolerance,
resilience, and
prioritizing demands.
expectations of others
and one’s ability to fulfill those expectations, then persistence,
learning strategies,
and self-monitoring are important self-management
competencies for a leader.
and extensive
negative outcomes, leaders must be aware of their own
performance to avoid
mistakes.
result in difficulties
attaining goals, leaders have no control, they must have control
over their
emotions, be aware of their own limitations, and know when
they have to improve
38. in order to complete work.
maintain concentration or
awareness because the situation continuously changes, they
must be able to keep
themselves on track and know how they must adapt to deal with
a new situation.
•Communicating with Coworkers
•Active Listening
•Facilitating Discussion
•Public Speaking
•Developing External Contacts
•Communicating Outside the Organization
19
A Model of Core Competencies for Leading Others
Leading Others Dimension
Developing
40. •Coaching, Developing and Instructing
•Psychological Knowledge
•Social Orientation
•Social Perceptiveness
•Service Orientation
•Nurturing Relationships
Influencing
LEADING
OTHERS
20
Leaders must maximize the potential of others and
motivate them to attain shared goals. They must be
able to manage individual and group performance
with an understanding of group dynamics and team
building. Leaders must actively listen and
communicate effectively to persuade others and
build consensus and trust. They should understand
and be empathic toward individual’s emotions and
needs and be able to resolve conflicts in a respectful
manner.
Examples of Excellence in Leading Others
A manager was assigned to a store where the existing employees
41. had been managed by
fear for many years. The newly assigned manager had an open
door policy and
communicated daily with the employees during frequent store
walks. He also worked
hand in hand with each employee over the period of 1½ years.
He held luncheons for all
the employees and kept the lines of communication open. He
handled problems as they
arose and nothing was ignored. He challenged people to see him
as an associate rather
than as an authoritarian manager watching over them. He was
involved in the community
and had a genuine interest in others. Because of his actions, he
was able to improve the
store’s morale. The overall store’s conditions improved along
with customer service and
sales.
A new student organization had a hard time getting off the
ground soon after its founder
left. One of the members volunteered to be president. She
worked well with her executive
board, giving them responsibilities, and expecting results. She
listened to members'
needs (meeting times, office space, projects) and acted in their
best interests.
There was camaraderie, exchange of ideas, and acceptance of
differences of opinions
academic status. Members helped each other to understand
student policies, shared
conversation over lunch, and felt comfortable with voicing their
frustrations. Word got
out, and more students joined and enjoyed participating in the
42. various get-togethers.
21
Examples of Leading Others Poorly
There had been a work situation in which a subordinate's action
could have been
interpreted in two ways: either a costly intentional mistake or
an honorable action to
assist others and help the organization. The manager could have
made a 5-minute phone
call to the subordinate, which would have made it clear that her
intentions were
honorable. However, no call was made. The manager's assistant
was highly confident that
the mistake was intentional. The manager chose to let his
assistant draft a disciplinary
43. letter to the subordinate. The letter was then distributed to
several people. Upon receiving
the letter, the subordinate provided the manager with
documentation that proved that her
actions had good intentions. In addition, independent reviews of
the matter (union, peers,
etc.) also concluded that the subordinate indeed had good
intentions. The manager had
clearly made a mistake, but never apologized. As a result, the
subordinate doubted
whether her manager had the leadership qualities to succeed in
the future. Ultimately,
loss of trust occurred between the manager and his other
subordinates.
A leader made a decision with no input from others and little
background research. When
the decision was announced, and those people affected were
asked for background
information to support the decision, none was forthcoming.
Thus, the leader and her
support staff spent many hours to try to 'spin' the decision,
making up data along the way.
There was no ownership of the decision. The leader’s lack of
using a participatory style
was so offensive that even those who internally agreed with her
decision resisted
supporting it due to her autocratic style. She did not spend the
time gathering relevant
information or input from key subordinates and experienced
resistance for her decision.
45. • Communicating with Coworkers: Communicating information
using either face-
to-face, written, or via telephone or computer.
• Active Listening: Listening intently to what others are saying
and asking for
further details when appropriate.
• Facilitating Discussion: Promoting the involvement of various
individuals and a
norm of openness and collegiality during group discussions.
• Public Speaking: Vocalizing clearly, maintaining a
comfortable pace, and using
appropriate non-verbal behaviors during formal presentations.
Utilizing visual
aids during presentations. Engaging the audience and
responding to questions
from the audience.
• Developing External Contacts: Developing portfolio of
external contacts within
the professional community.
LEADING
OTHERS
46. 23
• Communicating Outside the Organization: Exchanging
information with others
outside the organization (e.g., customers, other organizations)
using face-to-face,
written, telephonic or electronic means.
Core Competencies of Leading Others
Interpersonal Awareness
• Psychological Knowledge: Knowledge of human behavior,
mental processes,
and individual and group performance.
47. • Social Orientation: Being comfortable interacting and
working with others.
• Social Perceptiveness: Awareness and understanding of how
and why others are
reacting the way they are.
• Service Orientation: Actively seeking out ways to assist
people in their duties.
LEADING
OTHERS
24
• Nurturing Relationships: Building positive and cooperative
working
relationships with others. Maintaining relationships over time.
48. Core Competencies of Leading Others
Motivating Others
• Taking Charge: A willingness to initiate the activities of
groups and lead others
toward common goals.
• Orienting Others: Orienting new employees to provide an
overview of the
organization and its policies, work rules, and job
responsibilities. Reviewing
LEADING
OTHERS
49. 25
current job assignments for existing employees to identify work
experiences that
will help the employee develop.
• Setting Goals for Others: Setting challenging but attainable
goals for individuals
and groups. Specifying actions, strategies and timelines
necessary for goal
attainment.
• Reinforcing Success: Measuring and tracking progress toward
goals to evaluate
individual and group performance and provide feedback.
Rewarding positive
work behavior to reinforce activities that are aligned with the
goals of the work
group and the organization.
• Developing and Building Teams: Managing inertia and
conflict during the
formative stages of group functioning. Enhancing the
performance of a group and
the satisfaction of its members by promoting cooperation, trust,
and confidence in
the group.
50. Core Competencies of Leading Others
Developing Others
LEADING
OTHERS
26
• Knowledge of Principles of Learning: Knowledge of learning
theories and
design of individual and group teaching plans.
• Interpreting the Meaning of Information for Others:
Translating or explaining
information in a way that can be understood and used to support
responses or
feedback to others.
51. • Assessing Others: Evaluating the strengths and weaknesses of
others’ efforts at
learning or performing tasks.
• Coaching, Developing, Instructing: Coaching, teaching, and
advising others to
help them develop their knowledge and skills. Creating
individual development
plans. Selecting appropriate training courses to address
developmental needs.
LEADING
OTHERS
27
Core Competencies of Leading Others
Influencing
• Cooperating: Working well with others to jointly achieve
goals.
• Persuading: Communicating with others to convince them to
52. perform a task or
approach something in a different manner.
• Resolving Conflicts/Negotiating: Dealing with complaints,
resolving conflicts
and grievances of others. Encouraging others to come together
and reconcile
differences.
• Empowering: Delegating authority and investing power in
others.
• Inspiring: Convincing others to believe in the organization’s
values and to act in
accordance with those values.
• Political Savvy: Knowledge of the political climate and how
decisions will be
affected by the organization’s culture.
LEADING
OTHERS
28
53. Situations Requiring Focus on Leading Others
participants in the decision-
making process, cooperation, coordination, and conflict
resolution
strategies are important competencies for leaders.
experienced, high
interdependence vs. low interdependence), leaders must be able
to adapt how they
guide, direct, interact with, and motivate group members.
the leader must
use teaching, coaching, and mentoring to acclimate the person
to the group.
When leaders must
communicate with
54. different types of groups and individuals, they must be able to
recognize and
adapt to the necessary modes of communication that will fit
their needs.
coach, or supervise
others, they need to understand others’ beliefs, abilities, and
perspectives.
persuade or influence
people easily, they need to have good communication and
negotiation skills and
listen effectively to others.
29
TASK
MANAGEMENT
Enhancing
Performanc
Managing
55. Information
and
Material
Solving
Problems
Managing
Human
Resources
•Enhancing Task Knowledge
•Eliminating Barriers to
Performance
•Benchmarking
•Strategic Task Management
•Managing Materials & Facilities
•Managing Information Resources
•Performing Administrative Activities
•Maintaining Quality
•Succession Planning/Recruiting
•Personnel Decision Quality
•Managing Personnel Policies
•Maintaining Safety
•Analytic Thinking
•Analyzing Data
•Mental Focus
•Decision Making
•Designing Work Systems
56. •Task-Relevant Knowledge
•Delegating
•Attention to Detail
•Coordinating Work Activities
•Providing Feedback
•Multi-Tasking
Executing
Tasks
30
A Model of Core Competencies for Task Management
Task Management Dimension
Leaders use task-specific knowledge and experience
to guide the group to attaining its goals. Leaders
must engage in problem solving, delegation, time
and resource management, and eliminating barriers
to performance. Leaders also must strive for results
and provide feedback to ensure effective
contributions from all constituents
57. Examples of Excellence in Task Management
A group of students was involved in a consulting project. One
of the students emerged as
a leader and mobilized them to achieve a goal. He took on the
role of a communicator
and a liaison between the client, the group, and the instructor.
In addition, he worked hard
to allow all group members to contribute to the project, despite
their different skill levels
and backgrounds. The group was extremely diverse and the
situation was ripe for a
conflict due to misunderstanding. The leader assigned tasks to
group members and
clarified responsibilities and deadlines. He also made sure that
everyone was focused on
the same goals because the nature of the project made it easy to
shift the focus from
essential tasks to other activities that were less important.
Because of this, the group
members invested a large amount of time, energy, and
enthusiasm in the project. The
leader achieved this level of group performance by empowering
others.
A leader provided feedback to her employees effectively and in
a timely manner. She set
aside specific times to meet with the employees individually.
She was mindful of the
various work schedules and allowed the employees to schedule
the sessions at their
convenience. When it was time for a meeting to take place, she
ensured that it was in a
58. private setting. During the meeting the leader used constructive
criticism, avoiding a
negative focus. She explained what influenced her assessment
by describing the task-
TASK
MANAGEMENT
31
specific behaviors over which the employee had direct control.
When she outlined
recommendations to address the employee’s performance
improvement, she allowed the
employee to comment and then actively listened to the
employee’s perspective. Finally,
the leader and employee came to an understanding of the next
steps the employee needed
to undertake for future success.
59. Examples of Poor Task Management
A student organization was planning an event, which would
require a substantial amount
of funding from their private account. The treasurer of the
organization informed the
president that they did not have enough funding to host the
event. An emergency meeting
was called by the president of the organization, in which all of
the executive members of
the organization would attempt to resolve the situation. The
president emailed the
executive board members about the meeting one day before it
was scheduled to be held.
Upon arriving to the meeting, the president convened without
even acknowledging that
three of the eight executive members were not present. The
treasurer fielded questions
about the situation and took charge of the meeting by delegating
tasks and
responsibilities. There seemed to be no order to the schedule of
the meeting. The
president sat idly by, paying little attention, while the meeting
was underway. The
meeting came to a close without the president questioning the
treasurer about the current
allocation and history of the funds. The issue was never
resolved and the event did not
60. take place.
TASK
MANAGEMENT
32
A company expected leadership and customer maintenance from
its recruiters. A recruiter
who was not very organized lost track of many of the people
with whom she had been in
contact. By not keeping in touch with these potential
contractors meant to fill the
company’s openings, she lost track of many individuals that
could have filled these
positions. When she was ready to recruit for these positions, she
could remember talking
to the people that would have been great fits, but, because of
her lack of organization, she
was unable to find their resumes or their contact information.
Because of this, she had to
spend extra time recruiting people. It cost her and the company
valuable time and money.
61. Core Competencies of Task Management
Executing Tasks
• Task-Relevant Knowledge: Knowledge of standard practices
and procedures
necessary to accomplish tasks.
• Delegating: Assigning tasks to the appropriate people based on
knowledge of
individuals, work processes, organizational planning and work
group flow.
TASK
MANAGEMENT
62. 33
• Attention to Detail: Placing focus on the details of the task to
be accomplished.
• Coordinating Work Activities: Coordinate the work-related
activities necessary
for task completion of all relevant constituents (both inside and
outside of the
group/organization). Adjusting one’s own plans in light of how
others are acting
or how the environment is changing
• .
• Providing Feedback: Providing both positive feedback and
critiques, in a timely
and constructive manner, to allow others to know how they are
doing and improve
on weaknesses.
• Multi-Tasking: Working on a variety of tasks simultaneously
and shifting one’s
resources between multiple systems when needed.
63. Core Competencies of Task Management
Solving Problems
• Analytic Thinking: Using existing information to logically
evaluate situations
and solve problems. Utilizing inductive and deductive logic to
make inferences.
TASK
MANAGEMENT
34
• Analyzing Data: Summarizing and making inferences from
information
through the application of statistics and qualitative analyses.
• Mental Focus: Concentrating and avoiding distractions when
making
sense of information that is not immediately coherent.
64. • Decision Making: Quickly prioritizing and evaluating the
relative costs and
benefits of potential actions needed to complete a task.
• Designing Work Systems: Designating the responsibilities of
individual jobs and
structuring the work of groups in organizations.
TASK
MANAGEMENT
35
Core Competencies of Task Management
Managing Information and Material Resources
• Managing Materials and Facilities: Monitoring the delivery,
inventory and flow
of materials using tracking systems as well as, identifying and
designing facility
location/layout to maximize productivity.
• Managing Information Resources: Understanding information
needs and
65. providing access to efficient tools for project management, data
analysis, strategic
planning, and process controls.
• Performing Administrative Activities: Approving requests,
handling paperwork,
and performing other daily administrative tasks. Entering,
transcribing, recording,
or storing either written or electronic information.
• Maintaining Quality: Evaluating materials and information
produced against a
set of standards through the use of measures of quality in order
to track system
and/or group progress.
TASK MANAGEMENT
36
66. Core Competencies of Task Management
Managing Human Resources
• Succession Planning/Recruiting: Examining organizational
structure to identify
staffing issues needed to achieve strategic objectives. Attracting
many qualified
applicants for open positions within the organization.
• Personnel Decision Quality: Making good personnel decisions
by identifying and
assessing the knowledge, skills, and experiences needed to
successfully perform a
role in the organization.
• Managing Personnel Policies: Developing and monitoring
policies, programs,
and procedures related to work practices and compensation.
• Maintaining Safety: Minimizing potential safety hazards and
maintaining
compliance with company policies, safety laws, and regulations.
67. 37
Core Competencies of Task Management
Enhancing Performance
• Enhancing Task Knowledge: Involving the group in
discovering methods to
enhance task performance and redirecting the group to achieve
better task
completion.
• Eliminating Barriers to Performance: Identifying roadblocks
and redundancies
in work processes. Promoting improvements in task
performance.
• Benchmarking: Facilitating communication outside of the
organization to
identify and integrate the best practices in task design and
performance.
• Strategic Task Management: Matching the appropriate people
and resources in
the organization to maximize task performance. Maintaining
task performance
through times of turbulence.
68. TASK
MANAGEMENT
38
Situations Requiring Focus on Task Management
communication of an
organization are written down, a leader must communicate and
enforce the rules
while setting a good example.
characterized by
autonomy, a variety of responsibilities, and extensive feedback,
competence in
many areas of task management will be important.
expected to assign tasks
and goals for the group, deductive reasoning, implementing
ideas, and attention to
69. detail are particularly important.
only by the end
result of their work, leaders should be extremely careful that
everything happens
according to plan so as not to adversely affect the end result.
TASK
MANAGEMENT
39
success, leaders must be
able to manage details and ensure the successful completion of
tasks in a timely
manner.
work must
be done by
frequent, stringent deadlines, leaders must be able to manage
time well and
70. prioritize.
Enterprisin
g
•Problem Identification
•Seeking Improvement
•Gathering Information
•Independent Thinking
•Technological Savvy
INNOVATION
Managing
Change
Creativity
•Sensitivity to Situations
•Challenging the Status Quo
•Intelligent Risk-Taking
•Reinforcing Change
•Generating Ideas
•Critical Thinking
•Synthesis/Reorganization
•Creative Problem Solving
40
71. A Model of Core Competencies for Innovation
Innovation Dimension
Leaders must be able to think creatively while
taking initiative and calculated risks. Effective
leaders have a vision beyond the immediate work of
the group. This involves exploring and integrating
diverse perspectives and recognizing unexpected
opportunities.
Examples of Excellence in Innovation
A team was having difficulties with meeting a customer’s
deadlines and expectations.
The individual was a long-standing customer with whom the
team had previously
completed project work successfully; however, the current
project was causing many
problems for the team members. The leader held a quick
meeting to discuss the problem,
where she implemented a creative problem-solving approach.
She asked each team
Forecasting
Integrating
Perspective
72. •Perceiving Systems
•Identifying of Downstream
Consequences
•Visioning
•Managing the Future
•Openness to Ideas
•Research Orientation
•Collaborating
•Engaging in Non-Work Interests
INNOVATION
41
member to interview three other members of the team (including
the customer) to
understand their perspectives about the problem. They were not
allowed to include their
own perspective when reporting their findings; rather, they had
to be objective and
professional. The process of debriefing these interviews
provided the group an
opportunity to analyze objective information, which led to a
consensus about the problem
and how to fix it. This creative approach was useful because it
involved everyone and
eliminated the conflicts that typically arise from hidden agendas
and defensive egos. The
project was completed in an efficient manner and the customer
was happy.
73. A manager approached his division leader with a new technical
solution that his group
was eager to solve a difficult problem that the company was
facing regarding
electronically linking external trading partners. The division
leader was very
apprehensive about implementing the program. However, the
manager and his group had
strong feelings about the capability of the technical solution
proposed. He convinced the
division leader to permit a one-week trial run, and was willing
to assume complete
responsibility for the project outcome. He used technology to
electronically link partners
to information about the company’s schedules, product rules,
and ability to deliver in the
order-fulfillment chain. A process that previously took days was
completed
instantaneously. The result was a significant financial savings
for the organization and
the partners.
Examples of Poor Innovation
INNOVATION
42
74. A grocery store emphasized to its newly hired employees that
they should perform given
tasks strictly according to the company’s preferred manner.
After several months of
following these traditional procedures, three employees
developed a new method for
doing the work. They discovered that by working in teams, they
were more efficient, the
work became more enjoyable, and they could interact more with
customers. The manager
discovered this new practice after the employees had tried it for
several weeks. Despite
the increased productivity of the teams, he could not accept this
change from the status
quo. He no longer allowed the employees to work together.
Therefore, productivity
declined and the work atmosphere became less enjoyable.
The leader of an information technology division was asked to
shorten a process that was
used to test software solutions. She was provided with some of
the brightest technical and
analytical people as resources and was also given access to
many research organizations.
She was too focused on examining current problems with the
process rather than
envisioning what it may become in the future. Instead of trying
a different approach and
engaging the collective creative power of the team, she made it
her personal agenda to
keep making adjustments to the ways things had always been
done (something that had
been tried before with no success). The final software
development project was
ineffective due to its incapacity to withstand dynamic and
75. unforeseen issues. This led to
financial losses for the company.
INNOVATION
43
Core Competencies of Innovation
Creativity
• Generating Ideas: Coming up with a variety of approaches to
problem solving.
• Critical Thinking: Logically identifying how different
possible approaches are
strong and weak, and analyzing these judgments.
• Synthesis/Reorganization: Finding a better way to approach
problems through
synthesizing and reorganizing the information.
• Creative Problem Solving: Using novel ideas to solve
77. Core Competencies of Innovation
Enterprising
• Identifying Problem: Pinpointing the actual nature and cause
of problems and
the dynamics that underlie them.
• Seeking Improvement: Constantly looking for ways that one
can improve
one’s organization.
• Gathering Information: Identifying useful sources of
information and gathering
and utilizing only that information which is essential.
• Independent Thinking: Thinking ‘outside the box’ even if this
sometimes
may go against popular opinion.
• Technological Savvy: Understanding and utilizing technology
to improve work
processes.
78. 45
Core Competencies of Innovation
Integrating Perspectives
• Openness to Ideas: A willingness to listen to suggestions
from others and to try
new ideas.
• Research Orientation: Observing the behavior of others,
reading extensively,
and keeping your mind open to ideas and solutions from others.
Reading and
talking to people in related fields to discover innovations or
current trends in the
field.
• Collaborating: Working with others and seeking the opinions
79. of others to reach a
creative solution.
• Engaging in Non-Work Related Interests: Being well-rounded
and seeking
information from other fields and areas of life to find novel
approaches to
situations.
INNOVATION
46
Core Competencies of Innovation
Forecasting
• Perceiving Systems: Acknowledging important changes that
occur in a system or
predicting accurately when they might occur.
• Evaluating Long-Term Consequences: Concluding what a
change in systems
will result in long-term
80. • Visioning: Developing an image of an ideal working state of
an organization.
• Managing the Future: Evaluating future directions and risks
based on current
and future strengths, weaknesses, opportunities and threats.
INNOVATION
47
Core Competencies of Innovation
Managing Change
• Sensitivity to Situations: Assessing situational forces that are
promoting and
inhibiting an idea for change.
• Challenging the Status Quo: Willingness to act against the
way things have
traditionally been done when tradition impedes performance
81. improvements.
INNOVATION
48
• Intelligent Risk-Taking: Being willing and able to take
calculated risks when
necessary.
• Reinforcing Change: Encouraging subordinates to come up
with innovative
solutions. Recognizing and rewarding those who take initiative
and act in a
creative manner. Facilitating the institutionalization of change
initiatives.
Situations Requiring Focus on Innovation
organizational goals are
explicitly stated, identification of downstream consequences
and appraisal of
solutions are critical innovation competencies.
82. INNOVATION
49
clear vision, leaders
will need to develop an image of the future, utilizing creative
ideas and
information.
difficult problem arises,
leaders must critically
appraise the problem, arrive at a solution, and evaluate the
solution quickly and
effectively.
leaders must be able to
be creative, inventive, and move in new directions when they
arise.
discretion, leaders
must be able to figure out the best way to accomplish their
83. work.
rs must compete or be
aware of competitive
pressures, they must be innovative in their approach to work
and create new ideas
before competitors.
Civic
Responsibility
•Communicating with the Community
•Helping the Community
•Civic Action
•Adopting Beneficial Values for Society
•Providing a Good Example
•Social Action
50
A Model of Core Competencies for Social Responsibility
Social Responsibility Dimension
84. Leaders must act with integrity, honesty, and
justice. They must work in the best interest of
others, showing respect and empathy for unique
individual and cultural differences. Good leaders
create a culture that promotes high ethical standards
along with personal, organizational, and civic
responsibility. Ethical leaders recognize and
Social
Knowledge
Knowledge of:
•Sociology and Anthropology
•History and Geography
•Foreign Language
•Philosophy and Theology
•Organizational Justice Principles
•Legal Regulations
SOCIAL
RESPONSIBILITY
Acting with
Integrity
Ethical
Processe
Leading
Others
•Financial Ethics
•Work-Place Ethics
•Honesty and Integrity
85. •Being Accountable
•Courage of Convictions
•Open-Door Policy
•Instituting and Following Fair Procedures
•Explaining Decisions in a Respectful Manner
•Ensuring Ethical Behavior of Subordinates
•Servant Leadership
•Valuing Diversity
•Distributing Rewards Fairly
•Responsibility for Others
•Avoiding Exploitative Mentality
SOCIAL
RESPONSIBILITY
51
conduct themselves in concert with universal moral
principles as well as specific values, laws, and
ethics relevant to their group or organization.
Examples of Excellence in Social Responsibility
A Resident Hall Advisor realized that none of her residents had
received an invitation to
compete for Freshman of the Year. She knew that all students
who were in the top ten
percent academically during their year as a freshman should
have received a letter
86. inviting them to compete for the honor. She immediately
checked with other RAs in
various halls and confirmed her suspicions. She also found out
that finalists had already
been selected and the process was closed. She called the chair
of the selection committee
for Freshman of the Year and the committee’s president. She
found out that the wrong
year group had mistakenly received invitations to compete. She
persisted in her efforts to
ensure fair treatment of the students for whom she was
responsible. She rallied other
students and administrators to get the selection committee to
restart the process and the
appropriate students were allowed to compete.
An older couple was seated in a restaurant next to another
family waiting for service.
After a short while, a waitress came to take the couple’s order.
The couple told her that
the other family was there first she should wait on them. She
replied, "That's okay; they
can wait. Besides, I don't like to wait on those kind of people
anyway." They were an
ethnic-minority family. The couple thanked the waitress, got up
and began to walk
out. At the register, the manager asked if everything was all
right. The couple told him
what had happened. He said he appreciated their thoughts,
invited them to go back into
the dining area, and said he'd take care of the situation. He
walked over to the African-
American family, apologized for the wait, and took their order.
As he walked back
toward the kitchen, he stopped to talk with the waitress. He
87. served the family himself and
again offered his apologies for the wait.
SOCIAL
RESPONSIBILITY
52
Examples of Poor Social Responsibility
Several years ago a group of students were taking a class
together as a cohort. These
students all knew each other and were living together in the
88. same residence hall. One
influential member of this group had an idea that could result in
everyone getting a good
grade on the class final. The final was going to be essay
questions selected from 4-5
questions given to the class in advance. His idea was to have
everyone have their blue
books filled out with the answers to the questions before the
exam. He was
inappropriately using his strong interpersonal skills and his
charisma to persuade others
to commit an unethical act. Fortunately, others in the group had
the courage to notify the
appropriate authorities the night before the exam. The
authorities dealt with this
individual and prevented the scheme from coming to fruition.
A student group planned to sponsor a concert, but had problems
securing finances. To
acquire enough funds, the group’s chair agreed to work with
two other student groups in
a collaborative effort to sponsor a campus wide concert. She
subsequently became the
chair of this new collaborative committee and began meeting
with students from the other
groups. The make up of the committee was demographically
diverse. The chair advocated
for hiring a performer liked by the student group she
represented.. When concerns about
the group’s lyrics were mentioned, the committee came up with
a more multicultural
group to hire. The chair rejected this alternative because her
student group had hired the
band in the past. She again advocated for hiring the performer
preferred by her student
89. group and then insisted they vote. She was insensitive to the
cultural diversity of the
committee and her attempts at persuasion alienated the other
people on the committee.
The college ultimately rejected the performer that the chair
supported due to concerns
over racist and misogynist lyrics. The collaborative committee
broke up, and it resulted in
strained relations of the three groups.
SOCIAL
RESPONSIBILITY
53
Core Competencies of Social Responsibility
Civic Responsibility
• Communicating with the Community: Communicating
organization’s intentions
90. and activities to the public (e.g., local press, radio, television)
and representing the
organization in community affairs and public activities to
promote awareness and
foster goodwill.
• Helping the Community: Meeting the needs of the community
by promoting
opportunities for corporate giving of financial and human
resources.
• Civic Action: Supporting participation in civic duties by
encouraging others to
vote and engaging in other duties of the political system.
• Adopting Beneficial Values for Society: Seeking and
embracing values that
benefit society rather than the organization.
• Providing a Good Example: Always acting in accordance with
society’s and the
organization’s laws, rules, and guidelines, and behaving in fair
and ethical
manner.
• Social Action: Actively creating necessary change in one’s
community or country
by advocating for underrepresented or needy groups.
91. 54
Core Competencies of Social Responsibility
Social Knowledge
• Sociology and Anthropology Knowledge: Knowledge of the
political systems,
92. values, beliefs, economic practices, and leadership styles of
countries other than
one’s home country, as well as knowledge of universal group
dynamics, behavior,
and socio-cultural history.
• History and Geography Knowledge: Knowledge of the
physical location and
relationships between different land and sea regions and the
historical events that
have shaped the culture of inhabitants of these regions.
• Foreign Language Knowledge: Understanding a non-native
language in order to
communicate in oral and written form with people who speak
that language.
• Philosophy and Theology Knowledge: Knowledge of ethics
and the
philosophical viewpoints behind various ethical models and
understanding how
SOCIAL
RESPONSIBILITY
55
different philosophical and religious systems affect behavior of
groups and
individuals within a cultural context.
93. • Knowledge of Organizational Justice Principles: Knowing and
understanding
distributive justice, informational justice, interpersonal justice,
and procedural
justice and being able to apply those principles to ensure
subordinates are treated
fairly.
• Legal Regulations: Awareness of local, state, and federal laws
and regulations
and abiding by these regulations at all times.
Core Competencies of Social Responsibility
Ethical Processes
94. • Open-Door Policy: Promoting a climate of openness and trust.
Allowing
individuals who are upset about an aspect of the organization to
voice
displeasures without retribution or repercussions.
• Instituting and Following Fair Procedures: Instituting and
applying rules and
procedures in a consistent, unbiased, accurate, and correctable
fashion to ensure
that subordinates know that fair rules are being used.
SOCIAL
RESPONSIBILITY
56
• Explaining Decisions in a Respectful Manner: Explaining
decisions that affect
subordinates thoroughly and in a manner that demonstrates
dignity and respect for
the subordinates.
• Ensuring Ethical Behavior of Subordinates: Instituting,
training, and
reinforcing policies to ensure that subordinates treat each other
and the
organization fairly and with respect and dignity. Disseminating
95. information about
laws and regulations to subordinates and make sure that they
follow laws and
regulations by overseeing, monitoring, and auditing behavior.
Disciplinary action
should be taken against those who do not comply with laws and
regulations.
Core Competencies of Social Responsibility
96. Leading Others Ethically
• Servant Leadership: Being attentive to the needs of followers,
empathizing with
their concerns, and serving their best interests.
SOCIAL
RESPONSIBILITY
57
• Valuing Diversity: Encouraging a wide range of viewpoints
among team
members in order to avoid groupthink and create more
culturally sensitive
solutions.
• Distributing Rewards Fairly: Ensuring that pay, recognition,
and other rewards
are distributed in a fair manner, with clear guidelines and
enforcement of those
guidelines.
• Responsibility for Others: Willingness to be responsible for
the behavior of
subordinates in one’s organization and correct their unethical
97. behaviors.
• Avoiding Exploitative Mentality: Not sacrificing concern for
others or using
people and exploiting them to achieve goals for the
organization.
Core Competencies of Social Responsibility
SOCIAL
RESPONSIBILITY
58
98. Acting with Integrity
• Financial Ethics: Understanding and following ethical
financial management and
accounting principles.
• Work-Place Ethics: Understanding and following ethical
guidelines at one’s
work place.
• Honesty and Integrity: Behaving in an honest and ethical
manner.
• Being Accountable: Accepting responsibility for the effects
of one’s own
actions.
• Courage of Convictions: Avoiding behavior that is unethical
even if it may
appear ethical to the public or may be consistent with the public
opinion.
Upholding decisions that are ethical yet unpopular.
SOCIAL
RESPONSIBILITY
99. 59
Situations Requiring Focus on Social Responsibility
information, leaders
must ethically and honestly communicate all information to
subordinates, peers,
and clients.
sses: When employers must hire new
members, leaders must
recruit in an honest manner, following all relevant laws and
regulations and
recognizing the diversity in the workplace.
organizational
values vary significantly from the leader’s values, honesty,
courage, integrity, and
acting ethically are important competencies for leaders.
100. involves communicating
emotionally/psychologically valued subjective information,
leaders need to
respect the anonymity and confidentiality of the information.
careful not to cause
harm to others or are in charge of establishing policies to
protect others, they need
to understand social responsibility and behave ethically.
are severe and
widespread, leaders must know the most ethical way to handle a
situation so as
not to cause terrible outcomes.
60
Acknowledgements
101. The authors appreciate the participation of the community of
Central Michigan
University in the development of this competency model. The
contents of this report were
greatly influenced by information gathered from interviews and
surveys of seventy-five
members of this community, including students, alumni, faculty,
administrators, the
Leadership Council, and employers of graduates of Central
Michigan University.
A variety of sources of academic literature also influenced the
development of this
competency model (a complete reference list is included in a
technical report that is
available by emailing Steve Wagner at [email protected] ).
Three books in particular were utilized extensively. Northouse
(2004) furnished
information on leadership theories and his chapter on
Leadership Ethics was especially
useful. Schippman (1999) provided a great deal of practical
information on topic of
competency modeling. Peterson, Mumford, Borman, Jeanneret,
& Fleishman (1999)
supplied a detailed description of the O*NET, a database of job
information maintained
by the United States Department of Labor. The O*NET system
was utilized by the
authors to identify leadership competencies across a wide range
of occupations.
References for these books are presented below.
102. Northouse, P. G. (2004). Leadership: Theory and practice.
Thousand Oaks, CA: Sage.
Peterson, N. G., Mumford, M. D., Borman, W. C., Jeanneret, P.
R., & Fleishman, E. A.
(1999). An occupational information system for the 21st
century: The development
of O*NET. Washington, D.C.: American Psychological
Association.
Schippmann, J. S. (1999). Strategic job modeling: Working at
the core of integrated
human resources. Mahwah, NJ: LEA.
61
About the Authors
103. Ashwini Bapat received her M.A. in Psychology from Osmania
University, Hyderabad,
India in1999. She is currently pursuing her PhD in
Industrial/Organizational Psychology
at Central Michigan University.
Misty Bennett is currently a second-year doctoral student in the
Industrial/Organizational Psychology program at Central
Michigan University. She
received her B.S. degree in Chemistry and Psychology with a
Mathematics minor from
Central Michigan University.
Gary Burns is completing a PhD in Industrial and
Organizational Psychology at Central
Michigan University. He received a Bachelors of Arts in
Psychology from West Virginia
University.
Cathy Bush received a Bachelor of Science in Business
Administration and a Masters of
Business Administration from Central Michigan University. She
is currently pursuing her
PhD in Industrial/Organizational Psychology at Central
Michigan University.
Kirsten Gobeski attended Iowa State University and University
of Northern Iowa, where
she received BA in Psychology. She is currently pursuing her
PhD in
Industrial/Organizational Psychology at Central Michigan
University.
Sara Langford graduated with a bachelors degree in Psychology
at Central College in
104. Pella, IA. She is currently pursuing her PhD in
Industrial/Organizational Psychology at
Central Michigan University.
Matthew Monnot received a B.S. in Psychology and B.A. in
Sociology from Colorado
State University, a M.S. in Industrial-Organizational
Psychology from Florida Tech, and
is completing a PhD in Industrial-Organizational Psychology at
Central Michigan
University.
62
Brigitte Pfeiffelmann received a BS in Psychology from Central
Michigan University.
She is currently pursuing her M.A. in Industrial/Organizational
Psychology at Central
Michigan University.
Brian Siers has a B.S. in Psychology, with minors in Business
Administration and
Philosophy, and an M.A. in Industrial/Organizational
Psychology, both from Central
Michigan University. He is currently completing his Ph.D. in
Industrial and
Organizational Psychology.
Aaron Stehura graduated from Ohio University with a BA in
Psychology and
Sociology. He is currently a second-year doctoral student in the
Industrial/Organizational
Psychology Program at Central Michigan University.
105. Stephen Wagner is an Associate Professor in the Psychology
Department at CMU. He
received his Ph.D. in Industrial/Organizational Psychology from
Northern Illinois
University in 2000.
Self-ManagementTask ManagementInnovationSocial
ResponsibilityA Model of the Dimensions of Leadership
CompetencyA Model of Core Competencies for Self-
ManagementSelf Management DimensionLearningExamples of
Poor Self-ManagementCore Competencies of Self-
ManagementWork HabitsCore Competencies of Self-
ManagementCore Competencies of Self-ManagementStress
ManagementCore Competencies of Self-ManagementCore
Competencies of Self ManagementSituations Requiring Focus
on Self ManagementA Model of Core Competencies for Leading
OthersInfluencingOthersExamples of Leading Others
PoorlyCore Competencies of Leading OthersCore Competencies
of Leading OthersInterpersonal AwarenessCore Competencies
of Leading OthersCore Competencies of Leading OthersCore
Competencies of Leading OthersSituations Requiring Focus on
Leading OthersA Model of Core Competencies for Task
ManagementExecutingTasksEnhancingMaterialResourcesExamp
les of Excellence in Task ManagementCore Competencies of
Task ManagementCore Competencies of Task ManagementCore
Competencies of Task ManagementCore Competencies of Task
ManagementCore Competencies of Task ManagementSituations
Requiring Focus on Task ManagementA Model of Core
Competencies for
InnovationCreativityManagingChangeExamples of Poor
InnovationCore Competencies of InnovationCore Competencies
of InnovationCore Competencies of InnovationCore
Competencies of InnovationCore Competencies of
InnovationSituations Requiring Focus on InnovationA Model of
Core Competencies for Social ResponsibilitySocial
106. Responsibility DimensionExamples of Excellence in Social
ResponsibilityExamples of Poor Social ResponsibilityCore
Competencies of Social ResponsibilityCore Competencies of
Social ResponsibilityCore Competencies of Social
ResponsibilityCore Competencies of Social ResponsibilityCore
Competencies of Social ResponsibilitySituations Requiring
Focus on Social ResponsibilityAcknowledgementsAbout the
Authors
Components of the social responsibility element of the CMU
LDP
• Financial Ethics
• Work-Place Ethics
• Honesty and Integrity
107. • Being Accountable
• Courage of Convictions
Leaders must act with integrity, honesty, and justice. They must
work in the best interest of others, showing respect
and empathy for unique individual and cultural differences.
Good leaders create a culture that promotes high ethical
standards along with personal, organizational, and civic
responsibility. Ethical leaders recognise and conduct
themselves in concert with universal moral principles as well as
specific values, laws, and ethics relevant to their group
108. or organisation.
• Communicating with the Community
• Helping the Community
• Civic Action
• Adopting Beneficial Values for Society
• Providing a Good Example
• Social Action
Leading others
ethically
(D)
Civic
responsibility
(A)
Social
knowledge
(B)
Ethical
processes
(C)
Acting with
integrity
109. (E)
• Open-Door Policy
• Instituting and Following Fair Procedures
• Explaining Decisions in a Respectful Manner
• Ensuring Ethical Behavior of Subordinates
• Servant Leadership
• Valuing Diversity
• Distributing Rewards Fairly
• Responsibility for Others
• Avoiding Exploitative Mentality
Social
Responsibility
Knowledge of:
• Sociology and Anthropology
• History and Geography
• Foreign Language
• Philosophy and Theology
• Organisational Justice Principles
• Legal Regulations
Task Management Dimension
A Civic responsibility
110. A1 Communicating with the Community:
Communicating organisation’s intentions and activities to the
public (e.g., local press,
radio, television) and representing the organisation in
community affairs and public
activities to promote awareness and foster goodwill.
A2 Helping the Community:
Meeting the needs of the community by promoting opportunities
for corporate giving of
financial and human resources.
A3 Civic Action:
Supporting participation in civic duties by encouraging others
to vote and engaging in
other duties of the political system.
A4 Adopting Beneficial Values for Society:
Seeking and embracing values that benefit society rather than
the organisation.
A5 Providing a Good Example:
Always acting in accordance with society’s and the
organisation’s laws, rules, and
guidelines, and behaving in fair and ethical manner.
B Social knowledge
B1 Sociology and Anthropology Knowledge:
111. Knowledge of the political systems, values, beliefs, economic
practices, and leadership
styles of countries other than your home country, as well as
knowledge of universal
group dynamics, behavior, and socio-cultural history.
B2 History and Geography Knowledge:
Knowledge of the physical location and relationships between
different land and sea
regions and the historical events that have shaped the culture of
inhabitants of these
regions.
B3 Foreign Language Knowledge:
Understanding a non-native language in order to communicate
in oral and written form
with people who speak that language.
B4 Philosophy and Theology Knowledge:
Knowledge of ethics and the philosophical viewpoints behind
various ethical models and
understanding how different philosophical and religious systems
affect behaviour of
groups and individuals within a cultural context.
B5 Knowledge of Organisational Justice Principles:
Knowing and understanding distributive justice, informational
justice, interpersonal
justice, and procedural justice and being able to apply those
principles to ensure
subordinates are treated fairly.
112. B6 Legal Regulations:
Awareness of local, state, and federal laws and regulations and
abiding by these
regulations at all times.
C Ethical processes
C1 Open-Door Policy:
Promoting a climate of openness and trust. Allowing individuals
who are upset about an
aspect of the organisation to voice displeasures without
retribution or repercussions.
C2 Instituting and Following Fair Procedures:
Instituting and applying rules and procedures in a consistent,
unbiased, accurate, and
correctable fashion to ensure that subordinates know that fair
rules are being used.
C3 Explaining Decisions in a Respectful Manner:
Explaining decisions that affect subordinates thoroughly and in
a manner that
demonstrates dignity and respect for the subordinates.
C4 Ensuring Ethical Behavior of Subordinates:
Instituting, training, and reinforcing policies to ensure that
subordinates treat each
other and the organisation fairly and with respect and dignity.
Disseminating
113. information about laws and regulations to subordinates and
make sure that they follow
laws and regulations by overseeing, monitoring, and auditing
behaviour. Disciplinary
action should be taken against those who do not comply with
laws and regulations.
D Leading others ethically
D1 Servant Leadership:
Being attentive to the needs of followers, empathising with their
concerns, and serving
their best interests
D2 Valuing Diversity:
Encouraging a wide range of viewpoints among team members
in order to avoid
groupthink and create more culturally sensitive solutions.
D3 Distributing Rewards Fairly:
Ensuring that pay, recognition, and other rewards are
distributed in a fair manner, with
clear guidelines and enforcement of those guidelines.
D4 Responsibility for Others:
Willingness to be responsible for the behavior of subordinates
in your organisation and
114. correct their unethical behaviours.
D5 Avoiding Exploitative Mentality:
Not sacrificing concern for others or using people and
exploiting them to achieve goals
for the organisation.
E Acting with integrity
E1 Financial Ethics:
Understanding and following ethical financial management and
accounting principles.
E2 Work-Place Ethics:
Understanding and following ethical guidelines at your work
place.
E3 Honesty and Integrity:
Behaving in an honest and ethical manner.
E4 Being Accountable:
Accepting responsibility for the effects of your own actions.
E5 Courage of Convictions:
Avoiding behaviour that is unethical even if it may appear
ethical to the public or may
be consistent with the public opinion. Upholding decisions that
are ethical yet
116. Leaders must be able to think creatively while taking initiative
and calculated risks. Effective leaders have a vision
beyond the immediate work of the group. This involves
exploring and integrating diverse perspectives and recognising
unexpected opportunities.
Forecasting
(I)
118. Innovation
Task Management Dimension
F Creativity
F1 Generating Ideas:
Coming up with a variety of approaches to problem solving.
F2 Critical Thinking:
Logically identifying how different possible approaches are
strong and weak, and
119. analyzing these judgments.
F3 Synthesis / Reorganization:
Finding a better way to approach problems through synthesising
and reorganising
the information.
F4 Creative Problem Solving:
Using novel ideas to solve problems as a leader.
G Enterprising
G1 Identifying Problem:
Pinpointing the actual nature and cause of problems and the
dynamics that underlie
them.
G2 Seeking Improvement:
Constantly looking for ways to improve the organisation.
G3 Gathering Information:
Identifying useful sources of information and gathering and
utilizing only that
information which is essential.
G4 Independent Thinking:
Thinking ‘outside the box’ even if this sometimes may go
against popular opinion.
120. G5 Technological Savvy:
Understanding and utilising technology to improve work
processes.
H Integrating perspectives
H1 Openness to Ideas:
A willingness to listen to suggestions from others and to try
new ideas.
H2 Research Orientation:
Observing the behavior of others, reading extensively, and
keeping your mind open to
ideas and solutions from others. Reading and talking to people
in related fields to
discover innovations or current trends in the field.
H3 Collaborating:
Working with others and seeking the opinions of others to reach
a creative solution.
H4 Engaging in Non-Work Related Interests:
Being well-rounded and seeking information from other fields
and areas of life to find
novel approaches to situations.
121. I Forecasting
I1 Perceiving Systems:
Acknowledging important changes that occur in a system or
predicting accurately
when they might occur.
I2 Evaluating Long-Term Consequences:
Concluding what a change in systems will result in long-term
I3 Visioning:
Developing an image of an ideal working state of an
organisation
I4
Managing the Future:
Evaluating future directions and risks based on current and
future strengths,
weaknesses, opportunities and threats.
J Managing change
J1 Sensitivity to Situations:
122. Assessing situational forces that are promoting and inhibiting
an idea for change.
J2 Challenging the Status Quo:
Willingness to act against the way things have traditionally
been done when tradition
impedes performance improvements.
J3 Intelligent Risk-Taking:
Being willing and able to take calculated risks when necessary.
J4 Reinforcing Change:
Encouraging subordinates to come up with innovative solutions.
Recognising and
rewarding those who take initiative and act in a creative
manner. Facilitating the
institutionalisation of change initiatives.
Components of the leading others element of the CMU LDP
123.
124. Leaders must maximize the potential of others and motivate
them to attain shared goals. They must be able to manage
individual and group performance with an understanding of
group dynamics and team building. Leaders must actively
listen and communicate effectively to persuade others and build
consensus and trust. They should understand and be
empathic toward individual’s emotions and needs and be able to
resolve conflicts in a respectful manner.
Developing
Others (N)
Communicating
(K)
Interpersonal
Awareness (L)
Motivating
Others (M)
126. Leading
Others
Leading Others Dimension
K Communicating
K1 Communicating with Coworkers:
Communicating information face-to-face, written, telephone or
computer.
K2 Active Listening:
Listening intently to what others are saying and asking for
further details when
appropriate.
K3 Facilitating Discussion:
Promoting the involvement of various individuals and a norm of
openness and
collegiality during group discussions.
127. K4 Public Speaking:
Vocalizing clearly, maintaining a comfortable pace, and using
appropriate non-verbal
behaviours during formal presentations. Utilizing visual aids
during presentations.
Engaging the audience and responding to questions from the
audience.
K5 Developing External Contacts:
Developing portfolio of external contacts within the
professional community.
K6 Communicating Outside the Organization:
Exchanging information with others outside the organisation
(e.g., customers, other
organisations).
L Interpersonal Awareness
L1 Psychological Knowledge:
Knowledge of human behavior, mental processes, and individual
and group
performance.
L2 Social Orientation:
Being comfortable interacting and working with others.
L3 Social Perceptiveness:
Awareness and understanding of why others are reacting the
128. way they are.
L4 Service Orientation:
Actively seeking out ways to assist people in their duties.
L5 Nurturing Relationships:
Building positive and cooperative working relationships with
others. Maintaining
relationships over time.
M Motivating Others
M1 Taking Charge:
A willingness to initiate the activities of groups and lead others
toward common
goals.
M2 Orienting Others:
Orienting new employees to provide an overview of the
organisation and its policies,
work rules, and job responsibilities. Reviewing current job
assignments for existing
employees to identify work experiences that will help the
employee develop.
M3 Setting Goals for Others:
Setting challenging but attainable goals for individuals and
groups. Specifying
actions, strategies and timelines necessary for goal attainment.
129. M4 Reinforcing Success:
Measuring and tracking progress toward goals to evaluate
individual and group
performance and provide feedback. Rewarding positive work
behavior to reinforce
activities that are aligned with the goals of the work group and
the organisation.
M5 Developing and Building Teams:
Managing inertia and conflict during the formative stages of
group functioning.
Enhancing the performance of a group and the satisfaction of its
members by
promoting cooperation, trust, and confidence in the group.
N Developing Others
N1 Knowledge of Principles of Learning:
Knowledge of learning theories and design of individual and
group teaching plans.
N2 Interpreting the Meaning of Information for Others:
Translating or explaining information in a way that can be
understood and used to
support responses or feedback to others.
130. N3 Assessing Others:
Evaluating the strengths and weaknesses of others’ efforts at
learning or performing
tasks.
N4 Coaching, Developing, Instructing:
Coaching, teaching, and advising others to help them develop
their knowledge and
skills. Creating individual development plans. Selecting
appropriate training courses
to address developmental needs.
O Influencing
O1 Cooperating:
Working well with others to jointly achieve goals.
O2 Persuading:
Communicating with others to convince them to perform a task
or approach
something in a different manner.
O3 Resolving Conflicts / Negotiating:
Dealing with complaints, resolving conflicts and grievances of
others. Encouraging
others to come together and reconcile differences.
O4 Empowering:
Delegating authority and investing power in others.
131. O5 Inspiring:
Convincing others to believe in the organization’s values and to
act in accordance
with those values.
O6 Political Savvy:
Knowledge of the political climate and how decisions will be
affected by the
organisation’s culture.
Components of the self-management element of the CMU LDP
Self Management Dimension
“Good leaders know their own values, strengths, and limitations
and are able to control their emotions and
behaviors. They must strive for personal development by
engaging in continuous learning and being willing
to seek help when needed or admit when they have made a
mistake. They should be able to adapt to
stressful or dynamic situations and be able to maintain a
balance between their work and non-work lives.”
132. P
Q
R S
T
P
Work Habits
P1 Time Management:
Making good use of time by organizing, prioritising and
scheduling tasks.
P2 Goal Orientation:
Setting and attaining specific and challenging personal goals
P3 Organisation Skills:
Organising responsibilities and performing them efficiently
P4 Work Ethic:
Being diligent to ensure the successful completion of tasks
P5 Follow Through:
Ensuring that you complete tasks you’ve agreed to take on
133. Q
Work Attitudes
Q1 Initiative:
Initiating tasks and taking on new challenges.
379
Q2 Effort:
Exerting yourself to complete tasks successfully and achieve
goals.
302
Q3 Persistence:
Enduring in your tasks despite challenges or difficulties.
Q4 Energy:
Maintaining progress and enthusiasm throughout the
completion of a task.
Q5 Optimism:
Having a positive outlook about yourself and others.
R
Stress Management
134. R1 Self Control:
Controlling your emotions even in difficult or challenging
situations.
402
R2 Stress Tolerance:
Remaining effective even when situations become stressful.
R3 Personal Resiliency:
Withstanding and overcoming stressful situations
402
R4 Work/Life Balance:
Achieving a healthy balance of work and leisure time
R5 Adaptability:
Adapting to changing or dynamic situations
403
S
Self-Insight
S1 Self Confidence:
Believing in yourself and your ability to perform successfully
S2 Self-Awareness:
Honest Assessment of your success in learning or working
135. activities. Knowing your
strengths and weaknesses
360
S3 Self Reliance:
Being able to work and think without the guidance or
supervision of others
S4 Humility:
Being able to have a realistic perspective of your worth and
ability to admit mistakes
370
S5 Suspending Judgment:
Stopping your personal beliefs and biases from overly
influencing your decisions.
372-3
T
Learning
T1 Learning Strategies:
Learning new techniques for self-development
T2 Intellectual Curiosity:
Valuing learning and seeking situations to increase your
knowledge.
136. T3 Continuous Learning:
Keeping informed on updates in your profession and leadership
in general.
T4 Seeking Feedback:
Willingness to seek feedback on your performance as a leader
and to use the feedback to
learn and grow as a leader.
137. • Enhancing Task Knowledge
• Eliminating Barriers to Performance
• Benchmarking
• Strategic Task Management
Leaders use task-specific knowledge and experience to guide
the group to attaining its goals.
Leaders must engage in problem solving, delegation, time and
138. resource management, and eliminating barriers to
performance.
Leaders also must strive for results and provide feedback to
ensure effective contributions from all constituents
Managing
Human
Resources (X)
Executing
Tasks (U)
Solving
Problems (V)
Managing
Information and
Material (W)
• Analytic Thinking
• Analyzing Data
• Mental Focus
• Decision Making
• Designing Work Systems
140. Knowledge of standard practices and procedures necessary to
accomplish tasks.
U2 Delegating:
Assigning tasks to the appropriate people based on knowledge
of individuals, work
processes, organizational planning and work group flow.
U3 Attention to Detail:
Placing focus on the details of the task to be accomplished.
U4 Coordinating Work Activities:
Coordinate the work-related activities necessary for task
completion of all relevant
constituents (both inside and outside of the group/organization).
Adjusting your own
plans in light of how others are acting or how the environment
is changing.
U5 Providing Feedback:
Providing both positive feedback and critiques, in a timely and
constructive manner,
to allow others to know how they are doing and improve on
weaknesses.
U6 Multi-Tasking:
Working on a variety of tasks simultaneously and shifting your
resources between
multiple systems when needed
141. V Solving Problems
V1 Analytic Thinking:
Using existing information to logically evaluate situations and
solve problems.
Utilizing inductive and deductive logic to make inferences.
V2 Analyzing Data:
Summarizing and making inferences from information
through the application of statistics and qualitative analyses.
V3 Mental Focus:
Concentrating and avoiding distractions when making sense of
information that is
not immediately coherent.
V4 Decision Making:
Quickly prioritizing and evaluating the relative costs and
benefits of potential actions
needed to complete a task.
V5 Designing Work Systems:
Designating the responsibilities of individual jobs and
structuring the work of groups
in organizations.
W Managing Information and Material Resources
142. W1 Managing Materials and Facilities:
Monitoring the delivery, inventory and flow of materials using
tracking systems as
well as, identifying and designing facility location/layout to
maximize productivity.
W2 Managing Information Resources:
Understanding information needs and providing access to
efficient tools for project
management, data analysis, strategic planning, and process
controls.
W3 Performing Administrative Activities:
Approving requests, handling paperwork, and performing other
daily administrative
tasks. Entering, transcribing, recording, or storing either written
or electronic
information.
W4 Maintaining Quality:
Evaluating materials and information produced against a set of
standards through
the use of measures of quality in order to track system and/or
group progress.
X Managing Human Resources
X1 Succession Planning/Recruiting:
Examining organizational structure to identify staffing issues
143. needed to achieve
strategic objectives. Attracting many qualified applicants for
open positions within
the organization..
X2 Personnel Decision Quality:
Making good personnel decisions by identifying and assessing
the knowledge, skills,
and experiences needed to successfully perform a role in the
organization.
X3 Managing Personnel Policies:
Developing and monitoring policies, programs, and procedures
related to work
practices and compensation.
X4 Maintaining Safety:
Minimizing potential safety hazards and maintaining
compliance with company
policies, safety laws, and regulations.
Y Enhancing Performance
Y1 Enhancing Task Knowledge:
Involving the group in discovering methods to enhance task
performance and
redirecting the group to achieve better task completion.
144. Y2 Eliminating Barriers to Performance:
Identifying roadblocks and redundancies in work processes.
Promoting improvements
in task performance.
Y3 Benchmarking:
Facilitating communication outside of the organization to
identify and integrate the
best practices in task design and performance
Y4 Strategic Task Management:
Matching the appropriate people and resources in the
organization to maximize task
performance. Maintaining task performance through times of
turbulence.
Social responsibility elements of CMUCivic responsibility
(A)Ethical processes(C)Innovation elements of CMULeading
others elements of CMUSelf Management elements from
CMUTask Management elements of CMUExecutingTasks
(U)EnhancingMaterial (W)