Assessment details
The details of each assessment component are set out below. Each assessment will be marked according to the general criteria for assessment as prescribed by the university grading system and the specific criteria set out in the Cover and Assessment Sheets that are available in the Appendices of this booklet and in the Assignment Tool in the online unit.
In your assessments, make sure that you correctly cite all references.
Present a 1500-word persuasive essay for a selected national health priority area.
MUST THINGS TO COVER
Ottawa charter ( Focus on those things on page 2 ! and ignore page 1 )
Link
livelighter.com (health-professionals/for-ur-practice) to Ottawa charter
Choose one of these theories:
· Erikson’s psychological stages and Seligman- positive psychology (these two theories must go together)
· McNaught’s framework of well-being
· Constructivist
Present a persuasive essay for a selected (evidence based) national health priority area “Why is your topic a national health priority area and how is this being addressed?’
Choose a country and a disease that many people of the country have.
Description of Task
Research a national health priority area that and present an argument with supporting literature that this is a valid and credible health priority for a specific country or region. You need to justify why this has been classified as a health priority area and argue a case for being an area of focus for health promotion.
Your essay should address the following requirements:
• Define the health priority and state why it is a priority. Include information on what it is and whom it affects.
• In your priority areas, show evidence of credible and current research data to illustrate that this is a valid argument.
• Which specific target groups are impacted e.g. youth (12–18 years), young adults (18– 30 years) or seniors (60+)
• Illustrate the positioning of the priority within frameworks of wellbeing.
• How are fundamentals of health promotion addressing this area of concern? Discuss in relation to action and strategies of health promotion. Are there any gaps?
• Reference in text (APA) format and include reference list as per APA format
* Academy of Managemenf Executive, 2004, Vol. 18. No. 1
An interview with
Geert Hofstede
Interview by Michael H. Hoppe
Geert Hofstede received an M.Sc. in mechanical engineering from Delft Technical
University in 1953 and earned his Ph.D. in social psychology, cum laude, from Groningen
University in 1967. He worked for six years for IBM Europe where he founded and
managed the Personnel Research Department. He first entered academics in 1971 virhen
he assumed a visiting lecturer position at IMD in Lausanne, Switzerland. Subsequently
Professor Hofstede held faculty positions at the European Institute for Advanced Studies
in Management in Brussels and at INSEAD in Fontainebleau, France. In 1980 he returned
to industry as a director of human resources of Fasson Europe in L.
2
Probation and Punishment
1. As explained in the text, Islam was founded by the prophet Mohammed. After his death in 632, a split occurred in Islam creating two groups who became known as Shi’ites and Sunnis. Assess the importance of the split in Islam to both the war on terrorism and the war in Iraq. Provide a rationale for your response.
2. Analyze the fundamental differences between Shi’ites and Sunnis in relation to the war on terrorism. Hypothesize one (1) way in which the analysis of such differences and the information that it yields is useful relative to the current situation in Iraq. Provide a rationale for your response.
3. Per the text, the militant version of Islam first began in the 11th century and has continued to develop in modern times. Determine whether or not you believe that the three (3) individuals most recognized as founding this militant philosophy influenced Osama Bin Laden’s decisions and / or his role in terrorism. Provide support for your rationale.
4. Examine the seminal contributions that each of the three (3) individuals from the first part of this discussion have afforded to the militant Islamic philosophy. Choose the one (1) contributor that you believe has had the most influence on current Islamic Jihadists. Defend your choice, and explain the key reasons why the person you chose was the most influential.
5. Describe the precautionary measures taken by airlines to prepare for probable issues before they arise.
Course name: Cross Cultural Management
Assignment 1
Module 1 - The Importance of Cross Cultural Management
Objectives
The aim of this assignment is to provide learners with an opportunity to reflect, in their own words, on the insight of three ongoing extensive initiatives seeking to help us improve our understanding of managing across cultures.
Instructor Comments
A little bit of travel opens up the mind to new possibilities as well as the importance of understanding foreign cultures. In North America, our business system accentuates the formal contractual nature of relationships. We often shop for price and/or quality with little thought given as to who produces an item or who provides particular services. Practices in other national cultures can be different. In many instances, a purchase is made or a relationship developed because of a friendship or family relationship. Deals are sealed by a handshake, not the ink of a pen. Understanding the cultural subtleties surrounding practices can make or break a business deal unbeknownst to the deal-makers.
Geert Hofstede is probably the best known researcher of national cultures as they relate to business practices. His insights obtained from a 1970's study of 100,000 IBM employees around the world serve as the benchmark for this important area of understanding. Fons Trom ...
Argument In Support And Against Of Hofstede WorkTodd Turner
This document provides an overview of Hofstede's seminal work describing five cultural dimensions and discusses arguments both for and against his work. It summarizes Hofstede's study using data from 116,000 IBM employees in over 50 countries to identify four main cultural dimensions. It then reviews Hofstede's five dimensions in more detail and outlines some common criticisms of his work, including that surveys may not accurately measure cultural values, his assumptions of cultural homogeneity within countries ignores variations, and that cultures are not bounded by national borders.
In our globalised world, the contribution of social sciences is crucial, particularly with regard to the challenges of our time. Migrations, transnational undertakings, international issues health and environment related are major concerns that require shared perspectives. We can no longer afford former and standardized responses. Our generation smartly need a deeper understanding of diverse realities. The construction and the dissemination of cross-cultural knowledge’s are essential in order to break through received ideas and misconceptions. Majority and minority world traditions in the psychological sciences. Science is a tool into the hands of the ruling classes who ask questions, determine objects of study and choose attractive notions [1].
In that respect, the mainstream psychology inherited a double cultural halo effect, at the expense of “minorities” (or the dominated groups, who actually represent the majority) [2]. First, from an intercultural point of view, the global preponderance of western culture tend to present western school of thinking as “natural” and universal [3-5]. This ethnocentric vision is consistent with colonialist history of the 19-20th century. Thus, most of scientific theories –not only in psychology, but in social and human sciences at large– assume an individualistic point of view where individual factors explain behaviour [6]. Yet, in most cultures, the sense of self is mostly nested in the relationship with the social and the metaphysical environment [7-10].
Secondly, from an intracultural point of view, studies are mainly conducted with sampled from WEIRD (white, educated, industrialized, rich, developed) countries, typically with young, educated and white individuals, from which results are generalized to the global population [11]. Historically, this western approach occurred when psychology claimed the status of exact science, developing a positivist vision relying on validated concepts and instruments. Wilhelm Wundt (1832-1920), the founder of the first pioneering psychological laboratory in Leipzig in 1879, laid the first stone of a “genuinely empirical” psychology, physiology-related but purposely completely disconnected from the social reality [12,13]. Marking a shift from general to applied psychology, but still relying on the same empirical standpoint, William Stern (1871-1938) introduced the notion of intelligence quotient and coined the term “psycho-technical” to refer to “a technical science, related to causal psychology as engineering is related to physics” (Miinsterberg 1914, cited in [14]). His work did not explore the social structuration but, rather posed the “national nature” as immutable and definitely established [1]. For instance, the intelligence tests do not consider the environmental impact of formation and learning. The plasticity of human nature, the structuration through environment, the lability of psychological trait was denied [1].
This document discusses applying Geert Hofstede's model of national culture to analyze and localize Missouri University of Science and Technology's international student recruitment video. It first provides an overview of Hofstede's six dimensions of national culture and his definitions. It then analyzes how the original recruitment video reflects American culture based on Hofstede's model. Finally, it proposes ways to localize the video for South Korea and China by modifying elements to better align with those countries' cultural dimensions as defined by Hofstede, such as emphasizing community and long-term impact more for South Korea and collective achievements and influence for China.
Module 7 - The Ideas of Fons Trompenaars Country Profiles & Onlin.docxmoirarandell
Module 7 - The Ideas of Fons Trompenaars: Country Profiles & Online Information Sources
Objectives
The aim of this assignment is to expose learners to the information offered by the Canadian Centre for Inter-Cultural Learning and apply this information to the ideas of Fons Trompenaars.
Instructor Comments
When completing these assignments do consider that Kwintessential.com and the Centre for Inter-Cultural Learning websites offer fairly comprehensive insight into national cultures. Based on these insights consider the similarities and difference between Holland and France and then think about Malaysia and Pakistan. The dominant religion in both of these latter two countries in Islam. Despite being separated geographically by thousands of miles, do the cultures of these two countries appear more similar then France and Holland, two countries that share a border?
Although the role of religion has not been the focus of this course, it is important. At this point, you will be completing your seventh assignment. Think back on the countries whose cultures you have studied. Aside from the ideas of Trompenaars and Hofstede, is there another important dimension at play? Could it be the role of the dominant religion of the country? In your mind is there a connection? Although not the subject of this or the following assignments, it is worth considering.
Assignment
This assignment seeks to help you understand the answer to a broader concern and that is, "How might the ideas of Fons Trompenaars be applied in real life?" You should base your responses to the following questions on the country cultural descriptions found on the website of the Canadian Centre for Inter Cultural Learning and the National Cultural Profiles found on the Telegraph.co.uk website.
In order to complete the assignment, please recall that Trompenaars defines a national culture in terms of seven dimensions: achievement vs. ascription, individualism vs. collectivism, internal vs. external, neutral vs. emotional, specific vs. diffuse, time orientation, and universalism vs. particularism.
Please base your responses to the following questions on your analysis of the article and the series of websites noted below.
· Fons Trompenaars Trade Culture Dimensions.
http://www.mindtools.com/pages/article/seven-dimensions.htm
· Fons Trompenaars and Peter Wooliams: A new framework for managing change across cultures, Journal of Change Management 2003 3(4) 361 - 375
· Country Insights found on Centre for Inter-Cultural Learning website.
http://www.intercultures.ca/cil-cai/countryinsights-apercuspays-eng.asp
· Country Etiquette Guides found on Kwintessential's website.
http://www.kwintessential.co.uk/resources/country-profiles.html and http://www.kwintessential.co.uk/etiquette/doing-business-in.html
Please complete the following exercises:
· To the best of your ability please briefly describe the national culture of Singapore using Trompenaars seven cultural dimensions.
· To the best of your ability ...
The document discusses critical theory and its focus on critique of who controls educational institutions and processes, as well as reform to challenge the status quo. It outlines key proponents of critical theory like Gramsci, Habermas, Marcuse, and Freire, and examines implications for philosophy of education like empowering students and facilitating authentic learning. Critical theory seeks to spark debate over education and its role in society.
French Essay.pdfFrench Essay. French a level essay help - writefiction581.web...Nicole Heinen
Describe Your Vacation in French Essay - Moses-has-Stout. Causes of the French Revolution - Free Essay Example PapersOwl.com. French Cuisine Essay Example - PHDessay.com. french essay - GCSE Modern Foreign Languages - Marked by Teachers.com. Sample essay on france. French school - GCSE Modern Foreign Languages - Marked by Teachers.com. Unique Essay About France Thatsnotus. How To Write French Essay. French essay phrases pdf. The French Revolution 1st essay. essay examples: french revolution essay. French Essay - 1. How To Write A French Essay A Level - Ahern Scribble. French a level essay help - writefiction581.web.fc2.com. French essay titles for AS Teaching Resources. Frightening Essay In French Thatsnotus. 30 Useful French Essay Phrases and Transition Words in French. French essay phrases a level - writefiction581.web.fc2.com. My favourite sports essay in french. 003 Essay Example In French Thatsnotus. 7 NEW GCSE FRENCH SAMPLE ESSAYS WITH TRANSLATION Teaching Resources. 30 Useful French Essay Phrases and Transition Words in French в⃜ How .... Pin on Writing. French Essay - 2. French essay sample - copywriterschecklist.web.fc2.com. French Essay - International Baccalaureate Languages - Marked by .... AS French - how to write an essay Teaching Resources. Gcse french essay health - persepolisthesis.web.fc2.com French Essay French Essay. French a level essay help - writefiction581.web.fc2.com
2
Probation and Punishment
1. As explained in the text, Islam was founded by the prophet Mohammed. After his death in 632, a split occurred in Islam creating two groups who became known as Shi’ites and Sunnis. Assess the importance of the split in Islam to both the war on terrorism and the war in Iraq. Provide a rationale for your response.
2. Analyze the fundamental differences between Shi’ites and Sunnis in relation to the war on terrorism. Hypothesize one (1) way in which the analysis of such differences and the information that it yields is useful relative to the current situation in Iraq. Provide a rationale for your response.
3. Per the text, the militant version of Islam first began in the 11th century and has continued to develop in modern times. Determine whether or not you believe that the three (3) individuals most recognized as founding this militant philosophy influenced Osama Bin Laden’s decisions and / or his role in terrorism. Provide support for your rationale.
4. Examine the seminal contributions that each of the three (3) individuals from the first part of this discussion have afforded to the militant Islamic philosophy. Choose the one (1) contributor that you believe has had the most influence on current Islamic Jihadists. Defend your choice, and explain the key reasons why the person you chose was the most influential.
5. Describe the precautionary measures taken by airlines to prepare for probable issues before they arise.
Course name: Cross Cultural Management
Assignment 1
Module 1 - The Importance of Cross Cultural Management
Objectives
The aim of this assignment is to provide learners with an opportunity to reflect, in their own words, on the insight of three ongoing extensive initiatives seeking to help us improve our understanding of managing across cultures.
Instructor Comments
A little bit of travel opens up the mind to new possibilities as well as the importance of understanding foreign cultures. In North America, our business system accentuates the formal contractual nature of relationships. We often shop for price and/or quality with little thought given as to who produces an item or who provides particular services. Practices in other national cultures can be different. In many instances, a purchase is made or a relationship developed because of a friendship or family relationship. Deals are sealed by a handshake, not the ink of a pen. Understanding the cultural subtleties surrounding practices can make or break a business deal unbeknownst to the deal-makers.
Geert Hofstede is probably the best known researcher of national cultures as they relate to business practices. His insights obtained from a 1970's study of 100,000 IBM employees around the world serve as the benchmark for this important area of understanding. Fons Trom ...
Argument In Support And Against Of Hofstede WorkTodd Turner
This document provides an overview of Hofstede's seminal work describing five cultural dimensions and discusses arguments both for and against his work. It summarizes Hofstede's study using data from 116,000 IBM employees in over 50 countries to identify four main cultural dimensions. It then reviews Hofstede's five dimensions in more detail and outlines some common criticisms of his work, including that surveys may not accurately measure cultural values, his assumptions of cultural homogeneity within countries ignores variations, and that cultures are not bounded by national borders.
In our globalised world, the contribution of social sciences is crucial, particularly with regard to the challenges of our time. Migrations, transnational undertakings, international issues health and environment related are major concerns that require shared perspectives. We can no longer afford former and standardized responses. Our generation smartly need a deeper understanding of diverse realities. The construction and the dissemination of cross-cultural knowledge’s are essential in order to break through received ideas and misconceptions. Majority and minority world traditions in the psychological sciences. Science is a tool into the hands of the ruling classes who ask questions, determine objects of study and choose attractive notions [1].
In that respect, the mainstream psychology inherited a double cultural halo effect, at the expense of “minorities” (or the dominated groups, who actually represent the majority) [2]. First, from an intercultural point of view, the global preponderance of western culture tend to present western school of thinking as “natural” and universal [3-5]. This ethnocentric vision is consistent with colonialist history of the 19-20th century. Thus, most of scientific theories –not only in psychology, but in social and human sciences at large– assume an individualistic point of view where individual factors explain behaviour [6]. Yet, in most cultures, the sense of self is mostly nested in the relationship with the social and the metaphysical environment [7-10].
Secondly, from an intracultural point of view, studies are mainly conducted with sampled from WEIRD (white, educated, industrialized, rich, developed) countries, typically with young, educated and white individuals, from which results are generalized to the global population [11]. Historically, this western approach occurred when psychology claimed the status of exact science, developing a positivist vision relying on validated concepts and instruments. Wilhelm Wundt (1832-1920), the founder of the first pioneering psychological laboratory in Leipzig in 1879, laid the first stone of a “genuinely empirical” psychology, physiology-related but purposely completely disconnected from the social reality [12,13]. Marking a shift from general to applied psychology, but still relying on the same empirical standpoint, William Stern (1871-1938) introduced the notion of intelligence quotient and coined the term “psycho-technical” to refer to “a technical science, related to causal psychology as engineering is related to physics” (Miinsterberg 1914, cited in [14]). His work did not explore the social structuration but, rather posed the “national nature” as immutable and definitely established [1]. For instance, the intelligence tests do not consider the environmental impact of formation and learning. The plasticity of human nature, the structuration through environment, the lability of psychological trait was denied [1].
This document discusses applying Geert Hofstede's model of national culture to analyze and localize Missouri University of Science and Technology's international student recruitment video. It first provides an overview of Hofstede's six dimensions of national culture and his definitions. It then analyzes how the original recruitment video reflects American culture based on Hofstede's model. Finally, it proposes ways to localize the video for South Korea and China by modifying elements to better align with those countries' cultural dimensions as defined by Hofstede, such as emphasizing community and long-term impact more for South Korea and collective achievements and influence for China.
Module 7 - The Ideas of Fons Trompenaars Country Profiles & Onlin.docxmoirarandell
Module 7 - The Ideas of Fons Trompenaars: Country Profiles & Online Information Sources
Objectives
The aim of this assignment is to expose learners to the information offered by the Canadian Centre for Inter-Cultural Learning and apply this information to the ideas of Fons Trompenaars.
Instructor Comments
When completing these assignments do consider that Kwintessential.com and the Centre for Inter-Cultural Learning websites offer fairly comprehensive insight into national cultures. Based on these insights consider the similarities and difference between Holland and France and then think about Malaysia and Pakistan. The dominant religion in both of these latter two countries in Islam. Despite being separated geographically by thousands of miles, do the cultures of these two countries appear more similar then France and Holland, two countries that share a border?
Although the role of religion has not been the focus of this course, it is important. At this point, you will be completing your seventh assignment. Think back on the countries whose cultures you have studied. Aside from the ideas of Trompenaars and Hofstede, is there another important dimension at play? Could it be the role of the dominant religion of the country? In your mind is there a connection? Although not the subject of this or the following assignments, it is worth considering.
Assignment
This assignment seeks to help you understand the answer to a broader concern and that is, "How might the ideas of Fons Trompenaars be applied in real life?" You should base your responses to the following questions on the country cultural descriptions found on the website of the Canadian Centre for Inter Cultural Learning and the National Cultural Profiles found on the Telegraph.co.uk website.
In order to complete the assignment, please recall that Trompenaars defines a national culture in terms of seven dimensions: achievement vs. ascription, individualism vs. collectivism, internal vs. external, neutral vs. emotional, specific vs. diffuse, time orientation, and universalism vs. particularism.
Please base your responses to the following questions on your analysis of the article and the series of websites noted below.
· Fons Trompenaars Trade Culture Dimensions.
http://www.mindtools.com/pages/article/seven-dimensions.htm
· Fons Trompenaars and Peter Wooliams: A new framework for managing change across cultures, Journal of Change Management 2003 3(4) 361 - 375
· Country Insights found on Centre for Inter-Cultural Learning website.
http://www.intercultures.ca/cil-cai/countryinsights-apercuspays-eng.asp
· Country Etiquette Guides found on Kwintessential's website.
http://www.kwintessential.co.uk/resources/country-profiles.html and http://www.kwintessential.co.uk/etiquette/doing-business-in.html
Please complete the following exercises:
· To the best of your ability please briefly describe the national culture of Singapore using Trompenaars seven cultural dimensions.
· To the best of your ability ...
The document discusses critical theory and its focus on critique of who controls educational institutions and processes, as well as reform to challenge the status quo. It outlines key proponents of critical theory like Gramsci, Habermas, Marcuse, and Freire, and examines implications for philosophy of education like empowering students and facilitating authentic learning. Critical theory seeks to spark debate over education and its role in society.
French Essay.pdfFrench Essay. French a level essay help - writefiction581.web...Nicole Heinen
Describe Your Vacation in French Essay - Moses-has-Stout. Causes of the French Revolution - Free Essay Example PapersOwl.com. French Cuisine Essay Example - PHDessay.com. french essay - GCSE Modern Foreign Languages - Marked by Teachers.com. Sample essay on france. French school - GCSE Modern Foreign Languages - Marked by Teachers.com. Unique Essay About France Thatsnotus. How To Write French Essay. French essay phrases pdf. The French Revolution 1st essay. essay examples: french revolution essay. French Essay - 1. How To Write A French Essay A Level - Ahern Scribble. French a level essay help - writefiction581.web.fc2.com. French essay titles for AS Teaching Resources. Frightening Essay In French Thatsnotus. 30 Useful French Essay Phrases and Transition Words in French. French essay phrases a level - writefiction581.web.fc2.com. My favourite sports essay in french. 003 Essay Example In French Thatsnotus. 7 NEW GCSE FRENCH SAMPLE ESSAYS WITH TRANSLATION Teaching Resources. 30 Useful French Essay Phrases and Transition Words in French в⃜ How .... Pin on Writing. French Essay - 2. French essay sample - copywriterschecklist.web.fc2.com. French Essay - International Baccalaureate Languages - Marked by .... AS French - how to write an essay Teaching Resources. Gcse french essay health - persepolisthesis.web.fc2.com French Essay French Essay. French a level essay help - writefiction581.web.fc2.com
Background Judith and Eric Sultan own a business providing HR dec.docxjasoninnes20
Background: Judith and Eric Sultan own a business providing HR decision-making expertise to employers across the nation. The name of their business is HRM Analysis Services. Their business is located in Phoenix and has grown exponentially since 2005. Up to this point they have not had their own employees, but instead hired established consultants (often called management analysts) to work on a project-by-project basis.
They want to hire three full-time management analysts to work in three different locations: San Francisco, Philadelphia, and Miami. The analysts would scout out work in their designated regions and manage the contracting and oversight of contractual consultants.
Judith and Eric plan to keep ownership of the company, but want to step away from the day-to-day as soon as the business is working well enough without them.
The focus of this assignment is to assist Judith and Eric with the selection of three Management Analysts by coming up with a weighted formula of important selection factors. The Job Applicants Table shows the applicants who applied for the position. See What Management Analysts Do for a description of the position.
Your task is to:
1. Develop a formula to quantify the merits of each applicant based on the factors provided. Justify why you gave heavier weight to some factors over others.
2. Develop your own visual/graphic showing how each applicant fared.
3. Discuss your visual/graphic in essay format.
4. Recommend 6-8 applicants to proceed to a panel interview phase.
5. Critique the process of identifying best candidates to proceed in a selection process by using a custom-designed formula applied to each candidate.
Use at least 3 library sources to help strengthen your discussion. Reference all material cite
Duties
Management analysts typically do the following:
· Gather and organize information about the problem to be solved or the procedure to be improved.
· Interview personnel and conduct onsite observations to determine the methods, equipment, and personnel that will be needed.
· Analyze financial and other data, including revenue, expenditure, and employment reports.
· Develop solutions or alternative practices.
· Recommend new systems, procedures, or organizational changes.
· Make recommendations to management through presentations or written reports.
· Confer with managers to ensure changes are working.
Although some management analysts work for the organization that they analyze, most work as consultants on a contractual basis.
Individuals Applying for HR Management Analyst:Applicant (no specific order):Average number of months worked for Sultan Services (in past 3 years):Performance Appraisal Rating by Sultan Services:
1 = below average
2 = average
3 = above average
4 =excellentHRM-Related Certifications:
SHRM, HRCI, or WorldatWork# of Publications in past 5 years:Terminal Degree:Degree Granting Institution—Regional Accreditation?Total # Years Classroom Experience (teaching coll ...
Background Judith and Eric Sultan own a business providing HR dec.docxwilcockiris
Background: Judith and Eric Sultan own a business providing HR decision-making expertise to employers across the nation. The name of their business is HRM Analysis Services. Their business is located in Phoenix and has grown exponentially since 2005. Up to this point they have not had their own employees, but instead hired established consultants (often called management analysts) to work on a project-by-project basis.
They want to hire three full-time management analysts to work in three different locations: San Francisco, Philadelphia, and Miami. The analysts would scout out work in their designated regions and manage the contracting and oversight of contractual consultants.
Judith and Eric plan to keep ownership of the company, but want to step away from the day-to-day as soon as the business is working well enough without them.
The focus of this assignment is to assist Judith and Eric with the selection of three Management Analysts by coming up with a weighted formula of important selection factors. The Job Applicants Table shows the applicants who applied for the position. See What Management Analysts Do for a description of the position.
Your task is to:
1. Develop a formula to quantify the merits of each applicant based on the factors provided. Justify why you gave heavier weight to some factors over others.
2. Develop your own visual/graphic showing how each applicant fared.
3. Discuss your visual/graphic in essay format.
4. Recommend 6-8 applicants to proceed to a panel interview phase.
5. Critique the process of identifying best candidates to proceed in a selection process by using a custom-designed formula applied to each candidate.
Use at least 3 library sources to help strengthen your discussion. Reference all material cite
Duties
Management analysts typically do the following:
· Gather and organize information about the problem to be solved or the procedure to be improved.
· Interview personnel and conduct onsite observations to determine the methods, equipment, and personnel that will be needed.
· Analyze financial and other data, including revenue, expenditure, and employment reports.
· Develop solutions or alternative practices.
· Recommend new systems, procedures, or organizational changes.
· Make recommendations to management through presentations or written reports.
· Confer with managers to ensure changes are working.
Although some management analysts work for the organization that they analyze, most work as consultants on a contractual basis.
Individuals Applying for HR Management Analyst:Applicant (no specific order):Average number of months worked for Sultan Services (in past 3 years):Performance Appraisal Rating by Sultan Services:
1 = below average
2 = average
3 = above average
4 =excellentHRM-Related Certifications:
SHRM, HRCI, or WorldatWork# of Publications in past 5 years:Terminal Degree:Degree Granting Institution—Regional Accreditation?Total # Years Classroom Experience (teaching coll.
1) The document discusses selecting a theorist that best explains cultural development. It establishes criteria for the selection, including studying multiple cultures using consistent measures, validated and replicable findings, acceptance among scholars, a clear definition of culture, testable hypotheses, and a comprehensive explanatory framework.
2) The document argues that Geert Hofstede best meets the criteria. It notes he studied over 88,000 IBM employees in 71 countries, identifying stable patterns in values and beliefs across cultures. His work produced reliable measures that have been validated by other researchers.
3) Hofstede's theory includes five dimensions of culture: power distance, individualism vs collectivism, masculinity vs femininity, uncertainty avoidance,
Module 1 - The Importance of Cross Cultural ManagementObjectives.docxannandleola
Module 1 - The Importance of Cross Cultural ManagementObjectives
The aim of this assignment is to provide learners with an opportunity to reflect, in their own words, on the insight of three ongoing extensive initiatives seeking to help us improve our understanding of managing across cultures.Instructor Comments
A little bit of travel opens up the mind to new possibilities as well as the importance of understanding foreign cultures. In North America, our business system accentuates the formal contractual nature of relationships. We often shop for price and/or quality with little thought given as to who produces an item or who provides particular services. Practices in other national cultures can be different. In many instances, a purchase is made or a relationship developed because of a friendship or family relationship. Deals are sealed by a handshake, not the ink of a pen. Understanding the cultural subtleties surrounding practices can make or break a business deal unbeknownst to the deal-makers.
Geert Hofstede is probably the best known researcher of national cultures as they relate to business practices. His insights obtained from a 1970's study of 100,000 IBM employees around the world serve as the benchmark for this important area of understanding. Fons Trompenaars undertook his own research and built on Hofstede's ideas to create his own framework of understanding national cultures. Along with these two large research programs, a third is currently underway seeking to understand the difference in leadership around the world. Robert House and Mansour Javidan lead this group. These three research programs inform this assignment and hopefully serve to improve your knowledge of all important differences and similarities across cultures.Assignment
This assignment seeks to help you understand the answer to a broader concern and that is, "Why does cross-cultural management matter?"
You should base your responses to the following questions on the insight found in the following four readings:
(Note: To access Library Articles and Journals from off-campus use VPN)
· John Bing: Hofstede's consequences: The impact of his work on consulting and business practices. Academy of Management Executive. 2004
· Geert Hofstede: Cultural Constraints in Management Theories, Academy of Management Executive. 1993 7(1) 81 - 94.
· Mansour Javidan, Peter Dorfman, Mary Sully de Luque and Robert House:In the eye of the beholder: Cross Cultural Lessons in Leadership from Project Globe, Academy of Management Perspectives. 2006 67 -89
· Fons Trompenaars and Peter Wooliams: A new framework for managing change across cultures, Journal of Change Management 2003 3(4) 361 - 375
In order to complete this assignment, please write an essay that offers your ideas about the definition of culture and the importance of cross cultural management frameworks as evident from the ideas found in the readings noted above. In the essay you should answer the following three questions:
· Ho ...
Assignment 6Module 6 - The Ideas of Geert Hofstede Similar Coun.docxrock73
Assignment 6
Module 6 - The Ideas of Geert Hofstede: Similar Countries & Online Information Sources
Objectives
The aim of this assignment is to expose learners to the information offered by the Canadian Centre for Cross Cultural Effectiveness and apply this information to the ideas of Geert Hofstede.
Instructor Comments
When completing these exercises one might also want to think about the real life applications of Hofstede's dimensions and national culture characteristics. In other words show how can they be used in practice.
Bing (2004) suggests a strong role in the area of training and company orientation initiatives. For example, when orienting new employees, they can be offered an overview of cultural differences and how they may influence communications and other transactions between various parts of a company. In regards to multicultural workplaces, models can be provided and examples offered of the specific influence of culture on transactions within multicultural work environments. Employees who are relocating internationally can be offered an understanding of their own cultural preferences and those of the country of assignment. Finally, nuanced global business practices can be developed such as communication protocols for working across countries.
Assignment
This assignment seeks to help you understand the answer to a broader concern and that is, "How might the ideas of Geert Hofstede be applied in real life?" You should base your responses to the following questions on the country cultural descriptions found on the Website of the Canadian Centre for Inter Cultural Learning.
In order to complete the assignment, please access the CCICL website http://www.intercultures.ca/. On the country Insights page, please use the Country List scroll bar and choose a country. For this assignment please choose four countries for comparative purposes. Once a specific country is chosen, please use the Country Insight scroll bar and choose 'culture'. Please recall that the issues covered include making a good impression, dress, punctuality and formality, preferred managerial qualities, religion, class ethnicity and gender, relationship building, recommended books, films and foods, conflicts in the workplace, motivating local colleagues, in-country activities, national heroes, shared historical events, and stereotypes.
Please answer the following questions.
Which inter-cultural issues noted in the Country Insights database help to explain differences (if any) in Power Distance among the four countries? What are some of the differences?
Which inter-cultural issues noted in the Country Insights database help to explain differences (if any) in Individualism among the four countries? What are some of the differences?
Which inter-cultural issues noted in the Country Insights database help to explain differences (if any) in Masculinity/Femininity among the four countries? What are some of the differences?
Which inter-cultural issues noted in the Coun ...
Annotated Bibliography Of Materials For Adding An International Dimension To ...Scott Bou
This document provides an annotated bibliography of materials that can help incorporate an international dimension into undergraduate courses in developmental and social psychology. It summarizes resources that illustrate universal and culturally relative aspects of human behavior and development. The bibliography is organized into sections on resources for developmental psychology and social/organizational psychology. Examples of activities suggested include simulations where students take on the roles of international psychologists presenting papers, and rewriting domestic psychology studies as proposals for cross-cultural research. The goal is to help students develop cross-cultural awareness and sensitivity.
Quantitative Business Analysis HelpTo support your work, use s.docxamrit47
Quantitative Business Analysis Help
To support your work, use scholarly sources and outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Part 1 Measuring Responses
In Part I, a company’s cereal is not selling well. You have to create a 10–15-question survey that measures customers’ preferences for the company’s cereal product.
In the present business environment, the best decisions are the ones that are informed decisions. Such decisions are based on collecting and analyzing good data. In order to properly measure, for example, the customers’ preferences regarding a product, it is important for a survey to ask the correct questions and in the correct manner.
Now what type of questions you will use to measure the preference is the crux of the assignment. Think about all the questions you need to ask when you are trying to determine customer-buying decisions about a product (taste, price, other products, etc.). Additionally you need to answer the following questions:
· How many scale items will you put in the survey? Justify your answer.
· Will you use multiple-choice questions? Why or why not?
· How many scale items will you use in the survey?
· Why did you select that number of scale items?
· How many scale points will you use in the survey? Justify your answer.
· What data type will be used in the survey? Justify your answer.
Part 2 Obtaining Results from a Survey
In Part II, you have to create a set of survey questions, assuming that you sell cars. You are attempting to measure how customers perceive the quality of the cars that you sell.
Surveys are a good tool for collecting valuable information, if designed and implemented properly.
It is important that a survey provide valuable results. Make sure you create three survey questions (with justification) each for simple category scales, multiple-choice single-response scales, multiple-choice multiple-response scales and Likert scale summated ratings.
It is important that a survey provide valuable results.
EDUC 1002: Pioneers and Philosophies of Education
Week 3
The Learning Environment
Throughout history we have been searching for quality educational environments and
practices for young children. European thought and practice, adapted to the unique
circumstances and culture of American society, has greatly influenced today’s early
childhood programs. By learning about the theories and practices of some of the
great educational philosophers, we better prepare ourselves to contribute to and
advance early childhood education.
Objectives
By completing this week, you should be able to:
• Recognize how environment affects learning
• Identify the major contributions of the targeted philosophers
• Analyze the impact of the targeted philosophers on modern education
You will know you have successfully completed this week when:
• You can discuss how environment affec ...
1. The document discusses criticisms of Hofstede's model for analyzing cultural dimensions. While Hofstede's work in the 1980s was groundbreaking, some scholars argue it has limitations.
2. Major criticisms include that Hofstede's research was based on data from only one company, used few dimensions that may not fully capture culture, and the cultural assessments may not apply equally across all groups within a nation.
3. The document also reviews alternative approaches and dimensions proposed by other researchers to analyze national culture, as Hofstede's work is seen as too simplistic by some or outdated given changing globalization trends over time.
This document provides an overview of several social science disciplines:
- Linguistics is the study of language through examining grammar, language acquisition, and the formal properties of natural language. Its branches include phonetics, phonology, morphology, syntax, semantics, and pragmatics.
- Political science is the systematic study of politics, power, and government. Its branches are public administration, political economy, and comparative politics.
- Psychology is the scientific study of behavior and mental processes. Its branches are clinical psychology, developmental psychology, and experimental psychology.
- Sociology is the systematic study of human social life, groups, and society. It studies how people relate to each other and work as a
ObjectivesThe aim of this assignment is to provide learners wi.docxgabriellabre8fr
Objectives
The aim of this assignment is to provide learners with an opportunity to reflect, in their own words, on the insight of three ongoing extensive initiatives seeking to help us improve our understanding of managing across cultures.
Instructor Comments
A little bit of travel opens up the mind to new possibilities as well as the importance of understanding foreign cultures. In North America, our business system accentuates the formal contractual nature of relationships. We often shop for price and/or quality with little thought given as to who produces an item or who provides particular services. Practices in other national cultures can be different. In many instances, a purchase is made or a relationship developed because of a friendship or family relationship. Deals are sealed by a handshake, not the ink of a pen. Understanding the cultural subtleties surrounding practices can make or break a business deal unbeknownst to the deal-makers.
Geert Hofstede is probably the best known researcher of national cultures as they relate to business practices. His insights obtained from a 1970's study of 100,000 IBM employees around the world serve as the benchmark for this important area of understanding. Fons Trompenaars undertook his own research and built on Hofstede's ideas to create his own framework of understanding national cultures. Along with these two large research programs, a third is currently underway seeking to understand the difference in leadership around the world. Robert House and Mansour Javidan lead this group. These three research programs inform this assignment and hopefully serve to improve your knowledge of all important differences and similarities across cultures.
Assignment
This assignment seeks to help you understand the answer to a broader concern and that is, "Why does cross-cultural management matter?"world
You should base your responses to the following questions on the insight found in the following four readings:
(Note: To access Library Articles and Journals from off-campus use VPN)
John Bing: Hofstede's consequences: The impact of his work on consulting and business practices. Academy of Management Executive. 2004
Geert Hofstede: Cultural Constraints in Management Theories, Academy of Management Executive. 1993 7(1) 81 - 94.
Mansour Javidan, Peter Dorfman, Mary Sully de Luque and Robert House:In the eye of the beholder: Cross Cultural Lessons in Leadership from Project Globe, Academy of Management Perspectives. 2006 67 -89
Fons Trompenaars and Peter Wooliams: A new framework for managing change across cultures, Journal of Change Management 2003 3(4) 361 - 375
In order to complete this assignment, please write an essay that offers your ideas about the definition of culture and the importance of cross cultural management frameworks as evident from the ideas found in the readings noted above. In the essay you should answer the following three questions:
How do each of th.
This document provides guidance on leading virtual teams. It begins with an overview of the typical stages of team development: dependence and inclusion, counter-dependence and fight, trust and structure, and work and productivity. It focuses on the counter-dependence and fight stage, where conflicts naturally arise. It recommends leaders understand cultural, professional, and linguistic diversity to handle conflicts effectively using non-violent communication and emotional intelligence. The document then discusses cultural diversity concepts from Hofstede, Hall, and Lewis to illustrate how differences can lead to misunderstandings if not properly addressed when working in multicultural virtual teams.
This document provides an overview of the disciplines of anthropology, sociology, and political science. It defines each discipline, their main goals and concerns. Anthropology is defined as the scientific study of human cultures and societies. Its main goals are to describe, analyze, and explain different cultures. Sociology is defined as the scientific study of human society and social interactions, focusing on groups rather than individuals. Political science is defined as the academic study of politics, addressing empirical and normative questions about politics. It also discusses their intersections and why these three disciplines are important to study together to gain a holistic understanding of societal issues.
This document provides an overview of political psychology as a field of study. It discusses how political psychology explores the relationship between political science and psychology by examining how political institutions influence and are influenced by human behavior. The document outlines some of the major thinkers in political psychology, such as Machiavelli, and how their work examined human nature and strategies for maintaining power. It also summarizes recent trends in political psychology, such as the incorporation of neuroscience and genetics research. The purpose of political psychology is to understand the reciprocal relationship between politics and psychology to better explain political phenomena through a psychological lens.
Does Psychology Make a Significant Differencein Our LivesDustiBuckner14
Does Psychology Make a Significant Difference
in Our Lives?
Philip G. Zimbardo
Stanford University
The intellectual tension between the virtues of basic versus
applied research that characterized an earlier era of psy-
chology is being replaced by an appreciation of creative
applications of all research essential to improving the
quality of human life. Psychologists are positioned to “give
psychology away” to all those who can benefit from our
wisdom. Psychologists were not there 35 years ago when
American Psychological Association (APA) President
George Miller first encouraged us to share our knowledge
with the public. The author argues that psychology is
indeed making a significant difference in people’s lives;
this article provides a sampling of evidence demonstrating
how and why psychology matters, both in pervasive ways
and specific applications. Readers are referred to a newly
developed APA Web site that documents current opera-
tional uses of psychological research, theory, and method-
ology (its creation has been the author’s primary presiden-
tial initiative): www.psychologymatters.org.
Does psychology matter? Does what we do, andhave done for a hundred years or more, reallymake a significant difference in the lives of indi-
viduals or in the functioning of communities and nations?
Can we demonstrate that our theories, our research, our
professional practice, our methodologies, our way of think-
ing about mind, brain, and behavior make life better in any
measurable way? Has what we have to show for our dis-
cipline been applied in the real world beyond academia and
practitioners’ offices to improve health, education, welfare,
safety, organizational effectiveness, and more?
Such questions, and finding their answers, have al-
ways been my major personal and professional concern.
First, as an introductory psychology teacher for nearly six
decades, I have always worked to prove relevance as well
as essence of psychology to my students. Next, as an author
of the now classic basic text, Psychology and Life (Ruch &
Zimbardo, 1971), which claimed to wed psychology to life
applications, I constantly sought to put more psychology in
our lives and more life in our psychology (Gerrig & Zim-
bardo, 2004; Zimbardo, 1992). To reach an even broader
student audience, I have coauthored Core Concepts in
Psychology (Zimbardo, Weber, & Johnson, 2002) that
strives to bring the excitement of scientific and applied
psychology to students in state and community colleges.
In order to further expand the audience for what is best
in psychology, I accepted an invitation to help create, be
scientific advisor for, and narrator of the 26-program PBS
TV series, Discovering Psychology (1990/2001). For this
general public audience, we have provided answers—as
viewable instances—to their “so what?” questions. This
award-winning series is shown both nationally and inter-
nationally (in at least 10 nations) and has been the foun-
dation for the most popular telecou ...
Lecture 1.1: CommunismLecture 1.1: CommunismLecture 1.1: CommunismLecture 1.1: Communism
(Unit 1) (Unit 1) (Unit 1) (Unit 1)
CAPS 407: Cultural and Political SystemsCAPS 407: Cultural and Political SystemsCAPS 407: Cultural and Political SystemsCAPS 407: Cultural and Political Systems
MMMMethod of Delivery: ethod of Delivery: ethod of Delivery: ethod of Delivery: OnlineOnlineOnlineOnline
Instructor: Patty Zakaria Instructor: Patty Zakaria Instructor: Patty Zakaria Instructor: Patty Zakaria
� An ideology can be viewed as a set of ideas
or beliefs held by individuals about the world,
domestic politics, and international system.
Political Scientists Kay Lawson defined
ideology as “a comprehensive set of beliefs
and attitudes about social and economic
institutions and process” (1999, G-5).
What What What What is an ideology? is an ideology? is an ideology? is an ideology?
� Ideology can also be viewed as values
individuals have or beliefs (something they
strongly believe in)
� Political ideology is similar it just includes a
political element.
� For example, an individual or party's ideology
can be social-democracy.
� Liberal party in Canada follows social-
democracy ideology.
What is an ideology? What is an ideology? What is an ideology? What is an ideology?
� Political ideology starts with....
◦ Human nature, which can take on the following
roles:
� 1) Pessimistic nature - the person is self-centered,
selfish as well as non-cooperative with others in
society.
� 2) Optimistic nature - the person is good natured,
rational individual, and cooperates with others in
society.
� It is important to note that an individual's
human nature will help them develop their
political ideology.
So how is political ideology So how is political ideology So how is political ideology So how is political ideology
developed? developed? developed? developed?
� In addition to human nature, agents of
political socialization as well as political and
economic factors help to develop one’s
political ideology. Political socialization is the
life-long process of acquiring—and
eventually passing on—values, beliefs, and
opinions about a society and its political
culture Agents of political socialization refer
to the following factors: family, peers, media,
school, social/economic status, gender, and
religious affiliation.
So how is political ideology So how is political ideology So how is political ideology So how is political ideology
developed? developed? developed? developed?
� 1) Conservatism
� 2) Liberalism
� 3) Socialism (the concept of socialism covers
a wide range of beliefs from a moderate to
hard-line view, for example, from democratic
socialism to Maoist Communism)
� 4) Fascism
Five major ideologies are as Five major ideologies are as Five major ideologies are as Five major ideologies are as
follows: follows: follows: follows:
� Kay Lawson (1999) offers are gr ...
The role of theory in research on the education and learning of adults5ncoal
This document discusses theories related to research on adult education and learning. It provides a brief history of the field, noting key figures and concepts like andragogy. It also examines debates around how to conceptualize adult education, including whether it should be viewed as a theoretical field that draws on other disciplines, or a practical field. Additionally, the document analyzes four academic journals to explore current theories being used in adult education research, such as critical pedagogy, post-structural perspectives, and transformative learning. It concludes by calling for strengthening the research community to allow for more diverse theoretical development.
Anthropology is concerned with the study of human beings and their cultures. It examines how culture manifests in various symbols, languages, norms and values that people in a group share. Cultural anthropology specifically focuses on the study of culture and how it influences people's views and helps them make sense of the world. Culture is shaped by common experiences and defines groups, while conforming to societal expectations. Anthropologists seek to understand culture, how it interacts with people and societies, and how it changes over time.
Disadvantages Of Applied EthnomethodologyAshley Fisher
Participant observation was used to study drug dealers and smugglers. This qualitative method allowed the researchers to gain the trust of and interact with their subjects. However, it also presented challenges, such as subjects experiencing drug withdrawal during interviews, becoming malicious without warning. The researchers had to take precautions and balance overt and covert roles with different levels of relationships within the group to overcome issues.
Assessment 4 Instructions Health Promotion Plan Presentation.docxgalerussel59292
This document provides instructions for Assessment 4 which requires students to:
1. Create a PowerPoint presentation with audio narration to present their hypothetical health promotion plan from Assessment 1 to a selected audience.
2. In their narration, students must evaluate the session outcomes and goals, suggest revisions to improve future sessions, and align the session with Healthy People 2020 goals.
3. Students must tailor their presentation to their selected audience and support it with at least three references published within the last 5 years.
Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docxgalerussel59292
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
The Vila Health: Remote Collaboration on Evidence-Based Care simu.
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Background: Judith and Eric Sultan own a business providing HR decision-making expertise to employers across the nation. The name of their business is HRM Analysis Services. Their business is located in Phoenix and has grown exponentially since 2005. Up to this point they have not had their own employees, but instead hired established consultants (often called management analysts) to work on a project-by-project basis.
They want to hire three full-time management analysts to work in three different locations: San Francisco, Philadelphia, and Miami. The analysts would scout out work in their designated regions and manage the contracting and oversight of contractual consultants.
Judith and Eric plan to keep ownership of the company, but want to step away from the day-to-day as soon as the business is working well enough without them.
The focus of this assignment is to assist Judith and Eric with the selection of three Management Analysts by coming up with a weighted formula of important selection factors. The Job Applicants Table shows the applicants who applied for the position. See What Management Analysts Do for a description of the position.
Your task is to:
1. Develop a formula to quantify the merits of each applicant based on the factors provided. Justify why you gave heavier weight to some factors over others.
2. Develop your own visual/graphic showing how each applicant fared.
3. Discuss your visual/graphic in essay format.
4. Recommend 6-8 applicants to proceed to a panel interview phase.
5. Critique the process of identifying best candidates to proceed in a selection process by using a custom-designed formula applied to each candidate.
Use at least 3 library sources to help strengthen your discussion. Reference all material cite
Duties
Management analysts typically do the following:
· Gather and organize information about the problem to be solved or the procedure to be improved.
· Interview personnel and conduct onsite observations to determine the methods, equipment, and personnel that will be needed.
· Analyze financial and other data, including revenue, expenditure, and employment reports.
· Develop solutions or alternative practices.
· Recommend new systems, procedures, or organizational changes.
· Make recommendations to management through presentations or written reports.
· Confer with managers to ensure changes are working.
Although some management analysts work for the organization that they analyze, most work as consultants on a contractual basis.
Individuals Applying for HR Management Analyst:Applicant (no specific order):Average number of months worked for Sultan Services (in past 3 years):Performance Appraisal Rating by Sultan Services:
1 = below average
2 = average
3 = above average
4 =excellentHRM-Related Certifications:
SHRM, HRCI, or WorldatWork# of Publications in past 5 years:Terminal Degree:Degree Granting Institution—Regional Accreditation?Total # Years Classroom Experience (teaching coll ...
Background Judith and Eric Sultan own a business providing HR dec.docxwilcockiris
Background: Judith and Eric Sultan own a business providing HR decision-making expertise to employers across the nation. The name of their business is HRM Analysis Services. Their business is located in Phoenix and has grown exponentially since 2005. Up to this point they have not had their own employees, but instead hired established consultants (often called management analysts) to work on a project-by-project basis.
They want to hire three full-time management analysts to work in three different locations: San Francisco, Philadelphia, and Miami. The analysts would scout out work in their designated regions and manage the contracting and oversight of contractual consultants.
Judith and Eric plan to keep ownership of the company, but want to step away from the day-to-day as soon as the business is working well enough without them.
The focus of this assignment is to assist Judith and Eric with the selection of three Management Analysts by coming up with a weighted formula of important selection factors. The Job Applicants Table shows the applicants who applied for the position. See What Management Analysts Do for a description of the position.
Your task is to:
1. Develop a formula to quantify the merits of each applicant based on the factors provided. Justify why you gave heavier weight to some factors over others.
2. Develop your own visual/graphic showing how each applicant fared.
3. Discuss your visual/graphic in essay format.
4. Recommend 6-8 applicants to proceed to a panel interview phase.
5. Critique the process of identifying best candidates to proceed in a selection process by using a custom-designed formula applied to each candidate.
Use at least 3 library sources to help strengthen your discussion. Reference all material cite
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Management analysts typically do the following:
· Gather and organize information about the problem to be solved or the procedure to be improved.
· Interview personnel and conduct onsite observations to determine the methods, equipment, and personnel that will be needed.
· Analyze financial and other data, including revenue, expenditure, and employment reports.
· Develop solutions or alternative practices.
· Recommend new systems, procedures, or organizational changes.
· Make recommendations to management through presentations or written reports.
· Confer with managers to ensure changes are working.
Although some management analysts work for the organization that they analyze, most work as consultants on a contractual basis.
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1) The document discusses selecting a theorist that best explains cultural development. It establishes criteria for the selection, including studying multiple cultures using consistent measures, validated and replicable findings, acceptance among scholars, a clear definition of culture, testable hypotheses, and a comprehensive explanatory framework.
2) The document argues that Geert Hofstede best meets the criteria. It notes he studied over 88,000 IBM employees in 71 countries, identifying stable patterns in values and beliefs across cultures. His work produced reliable measures that have been validated by other researchers.
3) Hofstede's theory includes five dimensions of culture: power distance, individualism vs collectivism, masculinity vs femininity, uncertainty avoidance,
Module 1 - The Importance of Cross Cultural ManagementObjectives.docxannandleola
Module 1 - The Importance of Cross Cultural ManagementObjectives
The aim of this assignment is to provide learners with an opportunity to reflect, in their own words, on the insight of three ongoing extensive initiatives seeking to help us improve our understanding of managing across cultures.Instructor Comments
A little bit of travel opens up the mind to new possibilities as well as the importance of understanding foreign cultures. In North America, our business system accentuates the formal contractual nature of relationships. We often shop for price and/or quality with little thought given as to who produces an item or who provides particular services. Practices in other national cultures can be different. In many instances, a purchase is made or a relationship developed because of a friendship or family relationship. Deals are sealed by a handshake, not the ink of a pen. Understanding the cultural subtleties surrounding practices can make or break a business deal unbeknownst to the deal-makers.
Geert Hofstede is probably the best known researcher of national cultures as they relate to business practices. His insights obtained from a 1970's study of 100,000 IBM employees around the world serve as the benchmark for this important area of understanding. Fons Trompenaars undertook his own research and built on Hofstede's ideas to create his own framework of understanding national cultures. Along with these two large research programs, a third is currently underway seeking to understand the difference in leadership around the world. Robert House and Mansour Javidan lead this group. These three research programs inform this assignment and hopefully serve to improve your knowledge of all important differences and similarities across cultures.Assignment
This assignment seeks to help you understand the answer to a broader concern and that is, "Why does cross-cultural management matter?"
You should base your responses to the following questions on the insight found in the following four readings:
(Note: To access Library Articles and Journals from off-campus use VPN)
· John Bing: Hofstede's consequences: The impact of his work on consulting and business practices. Academy of Management Executive. 2004
· Geert Hofstede: Cultural Constraints in Management Theories, Academy of Management Executive. 1993 7(1) 81 - 94.
· Mansour Javidan, Peter Dorfman, Mary Sully de Luque and Robert House:In the eye of the beholder: Cross Cultural Lessons in Leadership from Project Globe, Academy of Management Perspectives. 2006 67 -89
· Fons Trompenaars and Peter Wooliams: A new framework for managing change across cultures, Journal of Change Management 2003 3(4) 361 - 375
In order to complete this assignment, please write an essay that offers your ideas about the definition of culture and the importance of cross cultural management frameworks as evident from the ideas found in the readings noted above. In the essay you should answer the following three questions:
· Ho ...
Assignment 6Module 6 - The Ideas of Geert Hofstede Similar Coun.docxrock73
Assignment 6
Module 6 - The Ideas of Geert Hofstede: Similar Countries & Online Information Sources
Objectives
The aim of this assignment is to expose learners to the information offered by the Canadian Centre for Cross Cultural Effectiveness and apply this information to the ideas of Geert Hofstede.
Instructor Comments
When completing these exercises one might also want to think about the real life applications of Hofstede's dimensions and national culture characteristics. In other words show how can they be used in practice.
Bing (2004) suggests a strong role in the area of training and company orientation initiatives. For example, when orienting new employees, they can be offered an overview of cultural differences and how they may influence communications and other transactions between various parts of a company. In regards to multicultural workplaces, models can be provided and examples offered of the specific influence of culture on transactions within multicultural work environments. Employees who are relocating internationally can be offered an understanding of their own cultural preferences and those of the country of assignment. Finally, nuanced global business practices can be developed such as communication protocols for working across countries.
Assignment
This assignment seeks to help you understand the answer to a broader concern and that is, "How might the ideas of Geert Hofstede be applied in real life?" You should base your responses to the following questions on the country cultural descriptions found on the Website of the Canadian Centre for Inter Cultural Learning.
In order to complete the assignment, please access the CCICL website http://www.intercultures.ca/. On the country Insights page, please use the Country List scroll bar and choose a country. For this assignment please choose four countries for comparative purposes. Once a specific country is chosen, please use the Country Insight scroll bar and choose 'culture'. Please recall that the issues covered include making a good impression, dress, punctuality and formality, preferred managerial qualities, religion, class ethnicity and gender, relationship building, recommended books, films and foods, conflicts in the workplace, motivating local colleagues, in-country activities, national heroes, shared historical events, and stereotypes.
Please answer the following questions.
Which inter-cultural issues noted in the Country Insights database help to explain differences (if any) in Power Distance among the four countries? What are some of the differences?
Which inter-cultural issues noted in the Country Insights database help to explain differences (if any) in Individualism among the four countries? What are some of the differences?
Which inter-cultural issues noted in the Country Insights database help to explain differences (if any) in Masculinity/Femininity among the four countries? What are some of the differences?
Which inter-cultural issues noted in the Coun ...
Annotated Bibliography Of Materials For Adding An International Dimension To ...Scott Bou
This document provides an annotated bibliography of materials that can help incorporate an international dimension into undergraduate courses in developmental and social psychology. It summarizes resources that illustrate universal and culturally relative aspects of human behavior and development. The bibliography is organized into sections on resources for developmental psychology and social/organizational psychology. Examples of activities suggested include simulations where students take on the roles of international psychologists presenting papers, and rewriting domestic psychology studies as proposals for cross-cultural research. The goal is to help students develop cross-cultural awareness and sensitivity.
Quantitative Business Analysis HelpTo support your work, use s.docxamrit47
Quantitative Business Analysis Help
To support your work, use scholarly sources and outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Part 1 Measuring Responses
In Part I, a company’s cereal is not selling well. You have to create a 10–15-question survey that measures customers’ preferences for the company’s cereal product.
In the present business environment, the best decisions are the ones that are informed decisions. Such decisions are based on collecting and analyzing good data. In order to properly measure, for example, the customers’ preferences regarding a product, it is important for a survey to ask the correct questions and in the correct manner.
Now what type of questions you will use to measure the preference is the crux of the assignment. Think about all the questions you need to ask when you are trying to determine customer-buying decisions about a product (taste, price, other products, etc.). Additionally you need to answer the following questions:
· How many scale items will you put in the survey? Justify your answer.
· Will you use multiple-choice questions? Why or why not?
· How many scale items will you use in the survey?
· Why did you select that number of scale items?
· How many scale points will you use in the survey? Justify your answer.
· What data type will be used in the survey? Justify your answer.
Part 2 Obtaining Results from a Survey
In Part II, you have to create a set of survey questions, assuming that you sell cars. You are attempting to measure how customers perceive the quality of the cars that you sell.
Surveys are a good tool for collecting valuable information, if designed and implemented properly.
It is important that a survey provide valuable results. Make sure you create three survey questions (with justification) each for simple category scales, multiple-choice single-response scales, multiple-choice multiple-response scales and Likert scale summated ratings.
It is important that a survey provide valuable results.
EDUC 1002: Pioneers and Philosophies of Education
Week 3
The Learning Environment
Throughout history we have been searching for quality educational environments and
practices for young children. European thought and practice, adapted to the unique
circumstances and culture of American society, has greatly influenced today’s early
childhood programs. By learning about the theories and practices of some of the
great educational philosophers, we better prepare ourselves to contribute to and
advance early childhood education.
Objectives
By completing this week, you should be able to:
• Recognize how environment affects learning
• Identify the major contributions of the targeted philosophers
• Analyze the impact of the targeted philosophers on modern education
You will know you have successfully completed this week when:
• You can discuss how environment affec ...
1. The document discusses criticisms of Hofstede's model for analyzing cultural dimensions. While Hofstede's work in the 1980s was groundbreaking, some scholars argue it has limitations.
2. Major criticisms include that Hofstede's research was based on data from only one company, used few dimensions that may not fully capture culture, and the cultural assessments may not apply equally across all groups within a nation.
3. The document also reviews alternative approaches and dimensions proposed by other researchers to analyze national culture, as Hofstede's work is seen as too simplistic by some or outdated given changing globalization trends over time.
This document provides an overview of several social science disciplines:
- Linguistics is the study of language through examining grammar, language acquisition, and the formal properties of natural language. Its branches include phonetics, phonology, morphology, syntax, semantics, and pragmatics.
- Political science is the systematic study of politics, power, and government. Its branches are public administration, political economy, and comparative politics.
- Psychology is the scientific study of behavior and mental processes. Its branches are clinical psychology, developmental psychology, and experimental psychology.
- Sociology is the systematic study of human social life, groups, and society. It studies how people relate to each other and work as a
ObjectivesThe aim of this assignment is to provide learners wi.docxgabriellabre8fr
Objectives
The aim of this assignment is to provide learners with an opportunity to reflect, in their own words, on the insight of three ongoing extensive initiatives seeking to help us improve our understanding of managing across cultures.
Instructor Comments
A little bit of travel opens up the mind to new possibilities as well as the importance of understanding foreign cultures. In North America, our business system accentuates the formal contractual nature of relationships. We often shop for price and/or quality with little thought given as to who produces an item or who provides particular services. Practices in other national cultures can be different. In many instances, a purchase is made or a relationship developed because of a friendship or family relationship. Deals are sealed by a handshake, not the ink of a pen. Understanding the cultural subtleties surrounding practices can make or break a business deal unbeknownst to the deal-makers.
Geert Hofstede is probably the best known researcher of national cultures as they relate to business practices. His insights obtained from a 1970's study of 100,000 IBM employees around the world serve as the benchmark for this important area of understanding. Fons Trompenaars undertook his own research and built on Hofstede's ideas to create his own framework of understanding national cultures. Along with these two large research programs, a third is currently underway seeking to understand the difference in leadership around the world. Robert House and Mansour Javidan lead this group. These three research programs inform this assignment and hopefully serve to improve your knowledge of all important differences and similarities across cultures.
Assignment
This assignment seeks to help you understand the answer to a broader concern and that is, "Why does cross-cultural management matter?"world
You should base your responses to the following questions on the insight found in the following four readings:
(Note: To access Library Articles and Journals from off-campus use VPN)
John Bing: Hofstede's consequences: The impact of his work on consulting and business practices. Academy of Management Executive. 2004
Geert Hofstede: Cultural Constraints in Management Theories, Academy of Management Executive. 1993 7(1) 81 - 94.
Mansour Javidan, Peter Dorfman, Mary Sully de Luque and Robert House:In the eye of the beholder: Cross Cultural Lessons in Leadership from Project Globe, Academy of Management Perspectives. 2006 67 -89
Fons Trompenaars and Peter Wooliams: A new framework for managing change across cultures, Journal of Change Management 2003 3(4) 361 - 375
In order to complete this assignment, please write an essay that offers your ideas about the definition of culture and the importance of cross cultural management frameworks as evident from the ideas found in the readings noted above. In the essay you should answer the following three questions:
How do each of th.
This document provides guidance on leading virtual teams. It begins with an overview of the typical stages of team development: dependence and inclusion, counter-dependence and fight, trust and structure, and work and productivity. It focuses on the counter-dependence and fight stage, where conflicts naturally arise. It recommends leaders understand cultural, professional, and linguistic diversity to handle conflicts effectively using non-violent communication and emotional intelligence. The document then discusses cultural diversity concepts from Hofstede, Hall, and Lewis to illustrate how differences can lead to misunderstandings if not properly addressed when working in multicultural virtual teams.
This document provides an overview of the disciplines of anthropology, sociology, and political science. It defines each discipline, their main goals and concerns. Anthropology is defined as the scientific study of human cultures and societies. Its main goals are to describe, analyze, and explain different cultures. Sociology is defined as the scientific study of human society and social interactions, focusing on groups rather than individuals. Political science is defined as the academic study of politics, addressing empirical and normative questions about politics. It also discusses their intersections and why these three disciplines are important to study together to gain a holistic understanding of societal issues.
This document provides an overview of political psychology as a field of study. It discusses how political psychology explores the relationship between political science and psychology by examining how political institutions influence and are influenced by human behavior. The document outlines some of the major thinkers in political psychology, such as Machiavelli, and how their work examined human nature and strategies for maintaining power. It also summarizes recent trends in political psychology, such as the incorporation of neuroscience and genetics research. The purpose of political psychology is to understand the reciprocal relationship between politics and psychology to better explain political phenomena through a psychological lens.
Does Psychology Make a Significant Differencein Our LivesDustiBuckner14
Does Psychology Make a Significant Difference
in Our Lives?
Philip G. Zimbardo
Stanford University
The intellectual tension between the virtues of basic versus
applied research that characterized an earlier era of psy-
chology is being replaced by an appreciation of creative
applications of all research essential to improving the
quality of human life. Psychologists are positioned to “give
psychology away” to all those who can benefit from our
wisdom. Psychologists were not there 35 years ago when
American Psychological Association (APA) President
George Miller first encouraged us to share our knowledge
with the public. The author argues that psychology is
indeed making a significant difference in people’s lives;
this article provides a sampling of evidence demonstrating
how and why psychology matters, both in pervasive ways
and specific applications. Readers are referred to a newly
developed APA Web site that documents current opera-
tional uses of psychological research, theory, and method-
ology (its creation has been the author’s primary presiden-
tial initiative): www.psychologymatters.org.
Does psychology matter? Does what we do, andhave done for a hundred years or more, reallymake a significant difference in the lives of indi-
viduals or in the functioning of communities and nations?
Can we demonstrate that our theories, our research, our
professional practice, our methodologies, our way of think-
ing about mind, brain, and behavior make life better in any
measurable way? Has what we have to show for our dis-
cipline been applied in the real world beyond academia and
practitioners’ offices to improve health, education, welfare,
safety, organizational effectiveness, and more?
Such questions, and finding their answers, have al-
ways been my major personal and professional concern.
First, as an introductory psychology teacher for nearly six
decades, I have always worked to prove relevance as well
as essence of psychology to my students. Next, as an author
of the now classic basic text, Psychology and Life (Ruch &
Zimbardo, 1971), which claimed to wed psychology to life
applications, I constantly sought to put more psychology in
our lives and more life in our psychology (Gerrig & Zim-
bardo, 2004; Zimbardo, 1992). To reach an even broader
student audience, I have coauthored Core Concepts in
Psychology (Zimbardo, Weber, & Johnson, 2002) that
strives to bring the excitement of scientific and applied
psychology to students in state and community colleges.
In order to further expand the audience for what is best
in psychology, I accepted an invitation to help create, be
scientific advisor for, and narrator of the 26-program PBS
TV series, Discovering Psychology (1990/2001). For this
general public audience, we have provided answers—as
viewable instances—to their “so what?” questions. This
award-winning series is shown both nationally and inter-
nationally (in at least 10 nations) and has been the foun-
dation for the most popular telecou ...
Lecture 1.1: CommunismLecture 1.1: CommunismLecture 1.1: CommunismLecture 1.1: Communism
(Unit 1) (Unit 1) (Unit 1) (Unit 1)
CAPS 407: Cultural and Political SystemsCAPS 407: Cultural and Political SystemsCAPS 407: Cultural and Political SystemsCAPS 407: Cultural and Political Systems
MMMMethod of Delivery: ethod of Delivery: ethod of Delivery: ethod of Delivery: OnlineOnlineOnlineOnline
Instructor: Patty Zakaria Instructor: Patty Zakaria Instructor: Patty Zakaria Instructor: Patty Zakaria
� An ideology can be viewed as a set of ideas
or beliefs held by individuals about the world,
domestic politics, and international system.
Political Scientists Kay Lawson defined
ideology as “a comprehensive set of beliefs
and attitudes about social and economic
institutions and process” (1999, G-5).
What What What What is an ideology? is an ideology? is an ideology? is an ideology?
� Ideology can also be viewed as values
individuals have or beliefs (something they
strongly believe in)
� Political ideology is similar it just includes a
political element.
� For example, an individual or party's ideology
can be social-democracy.
� Liberal party in Canada follows social-
democracy ideology.
What is an ideology? What is an ideology? What is an ideology? What is an ideology?
� Political ideology starts with....
◦ Human nature, which can take on the following
roles:
� 1) Pessimistic nature - the person is self-centered,
selfish as well as non-cooperative with others in
society.
� 2) Optimistic nature - the person is good natured,
rational individual, and cooperates with others in
society.
� It is important to note that an individual's
human nature will help them develop their
political ideology.
So how is political ideology So how is political ideology So how is political ideology So how is political ideology
developed? developed? developed? developed?
� In addition to human nature, agents of
political socialization as well as political and
economic factors help to develop one’s
political ideology. Political socialization is the
life-long process of acquiring—and
eventually passing on—values, beliefs, and
opinions about a society and its political
culture Agents of political socialization refer
to the following factors: family, peers, media,
school, social/economic status, gender, and
religious affiliation.
So how is political ideology So how is political ideology So how is political ideology So how is political ideology
developed? developed? developed? developed?
� 1) Conservatism
� 2) Liberalism
� 3) Socialism (the concept of socialism covers
a wide range of beliefs from a moderate to
hard-line view, for example, from democratic
socialism to Maoist Communism)
� 4) Fascism
Five major ideologies are as Five major ideologies are as Five major ideologies are as Five major ideologies are as
follows: follows: follows: follows:
� Kay Lawson (1999) offers are gr ...
The role of theory in research on the education and learning of adults5ncoal
This document discusses theories related to research on adult education and learning. It provides a brief history of the field, noting key figures and concepts like andragogy. It also examines debates around how to conceptualize adult education, including whether it should be viewed as a theoretical field that draws on other disciplines, or a practical field. Additionally, the document analyzes four academic journals to explore current theories being used in adult education research, such as critical pedagogy, post-structural perspectives, and transformative learning. It concludes by calling for strengthening the research community to allow for more diverse theoretical development.
Anthropology is concerned with the study of human beings and their cultures. It examines how culture manifests in various symbols, languages, norms and values that people in a group share. Cultural anthropology specifically focuses on the study of culture and how it influences people's views and helps them make sense of the world. Culture is shaped by common experiences and defines groups, while conforming to societal expectations. Anthropologists seek to understand culture, how it interacts with people and societies, and how it changes over time.
Disadvantages Of Applied EthnomethodologyAshley Fisher
Participant observation was used to study drug dealers and smugglers. This qualitative method allowed the researchers to gain the trust of and interact with their subjects. However, it also presented challenges, such as subjects experiencing drug withdrawal during interviews, becoming malicious without warning. The researchers had to take precautions and balance overt and covert roles with different levels of relationships within the group to overcome issues.
Similar to Assessment details The details of each assessment component are .docx (20)
Assessment 4 Instructions Health Promotion Plan Presentation.docxgalerussel59292
This document provides instructions for Assessment 4 which requires students to:
1. Create a PowerPoint presentation with audio narration to present their hypothetical health promotion plan from Assessment 1 to a selected audience.
2. In their narration, students must evaluate the session outcomes and goals, suggest revisions to improve future sessions, and align the session with Healthy People 2020 goals.
3. Students must tailor their presentation to their selected audience and support it with at least three references published within the last 5 years.
Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docxgalerussel59292
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
The Vila Health: Remote Collaboration on Evidence-Based Care simu.
Assessment 4Cost Savings AnalysisOverviewPrepare a spreads.docxgalerussel59292
Assessment 4
Cost Savings Analysis
OverviewPrepare a spreadsheet of cost savings data showing efficiency gains attributable to care coordination over the course of one fiscal year, and report your key findings in an executive summary, 4–5 pages in length.
Information plays a fundamental role in health care. Providers such as physicians and hospitals create and process information as they deliver care to patients. However, managing that information and using it productively poses an ongoing challenge, particularly in light of the complexity of the U.S. health care sector, with its many diverse settings for care and types of providers and services. Health information technology (HIT) has the potential to considerably increase the productivity of the health sector by assisting providers in managing information. Furthermore, HIT can improve the quality of health care and, ultimately, the outcomes of that care for patients.
The use of HIT has been upheld as having remarkable promise in improving the efficiency, quality, cost-effectiveness, and safety of medical care delivery in our nation's health care system. This assessment provides an opportunity for you to examine how utilizing HIT can positively affect the financial health of an organization, improve patient health, and create better health outcomes.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Describe ways in which care coordination can generate cost savings.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which care coordination efforts can enhance the collection of evidence-based data and improve quality through the application of an emerging health care model.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how care coordination can promote improved health consumerism and effect positive health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Present cost savings data and information clearly and accurately.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
APA Module
.
Academic Honesty & APA Style and Formatting
.
APA Style Paper Tutorial [DOCX]
.
Capella Resources
ePortfolio
.
Research Resources
You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriat.
Assessment 4 Instructions Final Care Coordination Plan .docxgalerussel59292
Assessment 4 Instructions: Final Care Coordination Plan
For this assessment, you will simulate implementation of the preliminary care coordination plan you developed in Assessment 1. The presentation would be structured for the hypothetical patient.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Use the literature on evaluation as a guide to compare learning session content with best practices.
Competency 3: Create a satisfying patient experience.
Describe what the literature says about effective care coordination and patient satisfaction verses experience, including how to align teaching sessions to the Healthy people 2020 document..
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan yo.
Assessment 3PRINTPatient Discharge Care Planning .docxgalerussel59292
Assessment 3
PRINT
Patient Discharge Care Planning
prepare a written analysis of key issues, 6–7 pages in length, applicable to the development of an effective patient discharge care plan.
The Institute of Medicine's 2000 report
To Err Is Human
:
Building a Safer Health System
identified health information technology (HIT) as one avenue to explore to reduce avoidable medical errors. As a result of the IOM report and suggestions for patient advocacy groups, health care organizations are encouraged to act by utilizing HIT to improve patient quality and safety.
SHOW LESS
Health care organizations determine outcomes by how patient information is collected, analyzed, and presented, and nurse leaders are taking the lead in using HIT to bridge the gaps in care coordination. This assessment provides an opportunity for you to analyze the effects of HIT support, data reporting, and EHR data collection on effective care planning.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Explain how HIT can be used to provide a longitudinal, patient-centered care plan across the continuum of care.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which data reporting specific to client behaviors can shape care coordination, care management, clinical efficiency, and interprofessional idea development.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how information collected from client records can be used to positively influence health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
Institute of Medicine. (2000).
To err is human: Building a safer health system
. Washington, DC: National Academies Press.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ResourcesHealth Informatics
Mosier, S., & Englebright, J. (2019).
The first step toward reducing documentation: Defining ideal workflows.
CIN: Computers, Informatics, Nursing, 37
(2), 57–59.
Yang, Y., Bass, E. J., Bowles, K. H., & Sockolow, P. S. (2019).
Impact of home care admission nurses' goals on electronic health record documentation strategies at the point of care.
CIN: Computers, Informatics, Nursing, 37
(1), 39–46.
SHOW LESS
Writing Resources
You are encou.
Assessment 4 ContextRecall that null hypothesis tests are of.docxgalerussel59292
Assessment 4 Context
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test again, with the added capability of comparing the means among more than two group at a time. This is the same type of test of difference between group means. In variations on this model, the groups can actually be the same people under different conditions. The main idea is that several group mean values are being compared. The groups each have an average score or mean on some variable. The null hypothesis is that the difference between all the group means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups.
One might ask why we would not use multiple t tests in this situation. For instance, with three groups, why would I not compare groups one and two with a t test, then compare groups one and three, and then compare groups two and three?
The answer can be found in our basic probability review. We are concerned with the probability of a TYPE I error (rejecting a true null hypothesis). We generally set an alpha level of .05, which is the probability of making a TYPE I error. Now consider what happens when we do three t tests. There is .05 probability of making a TYPE I error on the first test, .05 probability of the same error on the second test, and .05 probability on the third test. What happens is that these errors are essentially additive, in that the chances of at least one TYPE I error among the three tests much greater than .05. It is like the increased probability of drawing an ace from a deck of cards when we can make multiple draws.
ANOVA allows us do an "overall" test of multiple groups to determine if there are any differences among groups within the set. Notice that ANOVA does not tell us which groups among the three groups are different from each other. The primary test.
Assessment 3PRINTLetter to the Editor Population Health P.docxgalerussel59292
- The document provides instructions for Assessment 3, which requires students to write a letter to the editor of an academic or professional journal advocating for a health policy developed in Assessment 2.
- The letter must evaluate current quality of care/outcomes for the issue/population, analyze how this necessitates policy development, justify how the proposed policy will improve care/outcomes, and advocate for similar policies in other settings.
- Students must choose an appropriate nursing journal, follow its submission guidelines, and integrate sources using APA style to support their letter.
Assessment 3 Instructions Disaster Recovery PlanDevelop a d.docxgalerussel59292
Assessment 3 Instructions: Disaster Recovery Plan
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly .
Assessment 3 Instructions Professional Product Develop a .docxgalerussel59292
Assessment 3 Instructions: Professional Product
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important:
You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options.
The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder:
For this assessment, you are required to log in
CORE ELMS
the hours that you spend in remote contact with a patient (who could be a friend or family member).
Three hours of remote contact is the minimum
total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a d.
Assessment 3 Instructions Care Coordination Presentation to Colleag.docxgalerussel59292
Assessment 3 Instructions: Care Coordination Presentation to Colleagues
Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4–5 pages in length, and record a video of your presentation.
Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.
This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.
Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Competency 3: Create a satisfying patient experience.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Competency 4: Defend decisions based on the code of ethics for nursing.
Explain the rationale for coordinated care plans based on ethical decision making.
Competency 5: Explain how health care policies affect patient-centered care.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Raise awareness of the nurse's vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted.
Preparation
Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, yo.
Assessment 3Essay TIPSSWK405 The taskEssayWhen.docxgalerussel59292
Assessment 3
Essay TIPS
SWK405
The task
Essay
When preparing to write an essay be sure to read the question. It is helpful to break it down as demonstrated below.
PART 1
Critically analyse the strengths and weaknesses in the delivery of services to remote communities via face to face and virtual service models.
PART 2
Identify within each approach (FACE TO FACE AND VIRTUAL) the challenges for the human services worker and professional development strategies for improving regional and remote skills
In considering each approach select one of the following population groups or service needs.
Essay Structure
My suggestion is to start by identifying the group/population/issue you have selected to work with. You may think about the agency interview and report you have completed in Assessment 2 to inform your choice of service.
In considering each approach select one of the following population groups or service needs.
Your population/issue
Step 1:
Select your population or issue and the type of service to be offered.
Disaster recovery within Australia
Domestic Violence Services for women in remote and regional Australia
Mental Health Services for remote Aboriginal community
Other
What is the service you are providing?
Step 2:
Consider what part/s of the service is suited to face to face or virtual service delivery?
e.g.
Critically Analyse
Step 3: It is important to consider carefully the strengths and weaknesses of each type of service delivery model to remote areas.
When you think about these strengths and weaknesses, some will relate to client outcomes and some will relate to the service provider (logistics, cost, personnel).
Not simply a description but your own critique.
The following questions will help you to focus your reading and develop a critical lens.
Critical Reading
Step 4:
What have some authors written about the advantages and disadvantages of each type of service model?
What do you think about their positions?
Does this fit with the service you have selected for the essay?
Has technology come further since the article was written?
Is there a research that supports the arguments proposed in the literature? Critique the research that supports the author’s argument.
What position do you take in relation to ideas raised in the literature?
Is there a bias in the readings in favour of one type of service delivery over another?
Step 5: Shaping your argument
Consider the following focus questions to shape your argument
Strengths and weakness of face to face service delivery
What is face to face service delivery?
e.g. this could be where staff live and work within the community or where staff undertake remote community visits to deliver services.
What are the benefits of delivering services face to face?
To the client, for the worker
What are the challenges of delivering face to face services to remote areas?
e.g. Cost, staff recruitment and retention, staff skills and resilience, .
Assessment 3 Health Assessment ProfessionalCommunication.docxgalerussel59292
This document contains the script for a nurse-patient interaction as part of a health assessment. The nurse, Sarah, conducts an assessment of a patient, David Flores, who has come in for a checkup due to joint pain. Sarah takes David's medical history and vital signs, discusses his general health, diet, social activities and sun protection habits. She notes he is overweight and advises changes to his diet and alcohol intake. Sarah also schedules a skin check and refers David to resources on heart health. They discuss his joint pain symptoms to help determine the cause.
Assessment 3Disaster Plan With Guidelines for Implementation .docxgalerussel59292
Assessment 3
Disaster Plan With Guidelines for Implementation: Tool Kit for the Team
Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
SHOW LESS
This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
Competency 2: Align care coordination resources with community health care needs.
Assess the care coordination needs of a community or population in a disaster situation.
Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
Support main points, arguments, and conclusions with relevant and credible ev.
Assessment 3 ContextYou will review the theory, logic, and a.docxgalerussel59292
Assessment 3 Context
You will review the theory, logic, and application of t-tests. The t-test is a basic inferential statistic often reported in psychological research. You will discover that t-tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test. This is the test of difference between group means. In variations on this model, the two groups can actually be the same people under different conditions, or one of the groups may be assigned a fixed theoretical value. The main idea is that two mean values are being compared. The two groups each have an average score or mean on some variable. The null hypothesis is that the difference between the means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups. Means, and difference between them.
Null Hypothesis Significance Test
The most common forms of the Null Hypothesis Significance Test (NHST) are three types of t tests, and the test of significance of a correlation. The NHST also extends to more complex tests, such as ANOVA, which will be discussed separately. Below, the null hypothesis and the alternative hypothesis are given for each of the following tests. It would be a valuable use of your time to commit the information below to memory. Once this is done, then when we refer to the tests later, you will have some structure to make sense of the more detailed explanations.
1. One-sample t test: The question in this test is whether a single sample group mean is significantly different from some stated or fixed theoretical value - the fixed value is called a parameter.
· Null Hypothesis: The difference between the sample group mean and the fixed value is zero in the population.
· Alternative hypothesis: T.
Assessment 2
Quality Improvement Proposal
Overview:
Write a quality improvement proposal, 5–7 pages in length, that provides your recommendations for expanding a hospital's HIT to include quality metrics that will help the organization qualify as an accountable care organization.
Health care has undergone a transformation since the release of the Institute of Medicine's 2000 report
To Err Is Human: Building a Safer Health System.
The report highlighted medical errors as a contributing factor leading to poor patient outcomes. The Institute of Medicine challenged organizations to implement evidence-based performance improvement strategies in order to improve patient quality and safety. Multiple governmental and regulatory agencies, such as the Centers for Medicare and Medicaid Services (CMS) and the Agency for Healthcare Quality and Research (AHRQ), vowed to strengthen and improve incentives for participation, safety, quality, and efficiency in accountable care organizations (ACOs).
Health information technology (HIT) performs an essential role in improving health outcomes of individuals, the community, and populations. Health organizations, consumer advocacy groups, and regulatory committees have made a commitment to explore current and future opportunities that HIT offers to continue momentum to meet the Institute of Medicine's goal of improving safety and quality.
Understanding HIT is important to improving individual, community, and population access to health care and health information. HIT enables quick and easy access to information for both patients and providers. Accessible information has been shown to improve the patient care experience and reduce redundancies, thereby reducing health care costs.
This assessment provides an opportunity for you to make recommendations for expanding a hospital's HIT in ways that will help the hospital qualify as an ACO.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Explain the relationship between care coordination and evidence-based data.
Recommend ways to expand an organization's HIT to include quality metrics.
Identify potential problems that can arise with data gathering systems and outputs.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Describe the main focus of information gathering in health care and how it contributes to guiding the development of organizational practice.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
.
Assessment 2by Jaquetta StevensSubmission dat e 14 - O.docxgalerussel59292
Assessment 2
by Jaquetta Stevens
Submission dat e : 14 - Oct- 2018 03:06PM (UT C- 0500)
Submission ID: 101964 1991
File name : Stevens_J_Assessment_2.do c (66K)
Word count : 1894
Charact e r count : 134 64
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Assessment 2
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Capella Education Company
St udent Paper
www.nivel.nl
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Submitted to EDMC
St udent Paper
Submitted to University of Abertay Dundee
St udent Paper
uncch.pure.elsevier.com
Int ernet Source
Matthew A. Jarrett, Anna Van Meter, Eric A.
Youngstrom, Dane C. Hilton, Thomas H.
Ollendick. "Evidence-Based Assessment of
ADHD in Youth Using a Receiver Operating
Characteristic Approach", Journal of Clinical
Child & Adolescent Psychology, 2016
Publicat ion
eprints.bbk.ac.uk
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www.jove.com
Int ernet Source
"Handbook of Childhood Psychopathology and
Developmental Disabilities Assessment",
Springer Nature America, Inc, 2018
Publicat ion
espace.library.uq.edu.au
Int ernet Source
Submitted to Marist College
St udent Paper
openaccess.city.ac.uk
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www.raikesf oundation.org
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www.medicalnewstoday.com
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Assessment 2by Jaquetta StevensAssessment 2ORIGINALITY REPORTPRIMARY SOURCES
Running head: EVALUATION OF TECHNICAL QUALITY 8
Assessment 2: Evaluation of Technical Quality
This worksheet contains three sections:
· Section One: Purpose and Intended Population of Selected Test.
· Section Two: Technical Review - Reliability of Selected Test.
· Section Three: Technical Review - Validity of Selected Test.
· Section Four: Synthesis and Conclusion about Selected Test’s Psychometrics.
· Section Five: Resources (APA Style).
Section One: Purpose and Intended Population of Selected Test
Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about your one selected test*.
Selected Test
Achenbach System of Empirically Based Assessment
Purpose of Test
The purpose of ASEBA is to measure mental capabilities, the ability to function, and to target specific issues (Achenbach, 2014).
Intended Population
18 mos.- 90 years old
* in some cases, you may find limited published work on the most recent version of a.
Assessment 2PRINTBiopsychosocial Population Health Policy .docxgalerussel59292
Assessment 2
PRINT
Biopsychosocial Population Health Policy Proposal
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextAs a master's-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for .
Assessment 2 Instructions Ethical and Policy Factors in Care Coordi.docxgalerussel59292
Assessment 2 Instructions: Ethical and Policy Factors in Care Coordination
Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length.
As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care.
This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional.
It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 4: Defend decisions based on the code of ethics for nursing.
Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
Competency 5: Explain how health care policies affect patient-centered care.
Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.
Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.
Preparation
Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaki.
Assessment 2-Analysing factual texts This assignment re.docxgalerussel59292
This document provides guidelines for Assessment 2 which requires students to critically analyze one or two key issues, concepts, or themes from the module materials. Students must apply the concept to a factual television format example, such as a news broadcast, documentary, or reality show. The essay should principally focus on one concept and one television example. Higher grades will be given to those who can apply analytical frameworks from one area to a different example. The essay must be 2500 words with proper citations and referencing of academic sources to support the critical analysis.
Assessment 2:
Description/Focus
Essay
Value
50%
Due Date
Midnight Sunday 2 (Week 12)
Length
2500 words
Task: Human services practitioners work across many domains of practice including direct work with individuals, groups and communities.
1. Critically examine the policy or policies that you consider impact upon a client group and suggest ways that policy could be changed to improve the life outcomes for those with whom you are working.
2. Develop a framework that you would adopt for influencing policy change that aligns with your professional values, standards and ethics.
Presentation: The document will be typed in a word document, 12 pt. Font, 1½ or Double spacing
Assessment criteria:
· Critical analysis of social policy
· Application of theory to practice
· Adherence to academic conventions of writing
(eg referencing; writing style)
· At least 8 references. Format APA 6th referencing.
Running head: NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 1
NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 2
Network and Workflow for a Data Analytics Company on Ssports
Student Name Nezar Al Massad
Institution Name Dr. Mark O'Connell
Network and Workflow for a Ddata Analytics Company on Ssports.
A company’s network and workflow play a major roles in its performance and growth. Different companies consist of rely on different networks and workflows depending on the services/tasks they are providing and the number of workers and members of staff. A network tends to connect workers and members of staff at different levels of the company. This network tends to create a good and effective workflow within the company, hence a company network and workflow go hand in hand. When creating a network and a workflow of a company, the workers and members of staff working duration must be considered in order to achieve a company objective (Moretti, 2017).Also, the mode of employment which may be permanent or temporary/laying down of workers within a short period of time, to a large extent determines a company’s network and workflow. The change of an organizational requirement due to growth and expansion creates a need for a company to adapt a new network and workflow. A network in company plays a vital role of guiding how the company should run its operations. Comment by Mark O'Connell: Duration?? Comment by Mark O'Connell: What? Laying down?? Comment by Mark O'Connell: OK so stop educating us about the factors that determine a company’s network and tell us about YOUR network Comment by Mark O'Connell: Too obvious
My company in the world requires data analysts for to perform analysisdata analysis allowing them to and make important strategic decisions and identify opportunities in the market, and therefore data analysts are becoming very important vital to our company. Despite this, there are many companies coming u.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Assessment details The details of each assessment component are .docx
1. Assessment details
The details of each assessment component are set out below.
Each assessment will be marked according to the general
criteria for assessment as prescribed by the university grading
system and the specific criteria set out in the Cover and
Assessment Sheets that are available in the Appendices of this
booklet and in the Assignment Tool in the online unit.
In your assessments, make sure that you correctly cite all
references.
Present a 1500-word persuasive essay for a selected national
health priority area.
MUST THINGS TO COVER
Ottawa charter ( Focus on those things on page 2 ! and ignore
page 1 )
Link
livelighter.com (health-professionals/for-ur-practice) to Ottawa
charter
Choose one of these theories:
· Erikson’s psychological stages and Seligman- positive
psychology (these two theories must go together)
· McNaught’s framework of well-being
· Constructivist
Present a persuasive essay for a selected (evidence based)
national health priority area “Why is your topic a national
health priority area and how is this being addressed?’
Choose a country and a disease that many people of the country
have.
Description of Task
Research a national health priority area that and present an
argument with supporting literature that this is a valid and
2. credible health priority for a specific country or region. You
need to justify why this has been classified as a health priority
area and argue a case for being an area of focus for health
promotion.
Your essay should address the following requirements:
• Define the health priority and state why it is a priority.
Include information on what it is and whom it affects.
• In your priority areas, show evidence of credible and current
research data to illustrate that this is a valid argument.
• Which specific target groups are impacted e.g. youth (12–18
years), young adults (18– 30 years) or seniors (60+)
• Illustrate the positioning of the priority within frameworks of
wellbeing.
• How are fundamentals of health promotion addressing this
area of concern? Discuss in relation to action and strategies of
health promotion. Are there any gaps?
• Reference in text (APA) format and include reference list as
per APA format
* Academy of Managemenf Executive, 2004, Vol. 18. No. 1
An interview with
Geert Hofstede
Interview by Michael H. Hoppe
Geert Hofstede received an M.Sc. in mechanical engineering
from Delft Technical
University in 1953 and earned his Ph.D. in social psychology,
cum laude, from Groningen
University in 1967. He worked for six years for IBM Europe
where he founded and
managed the Personnel Research Department. He first entered
academics in 1971 virhen
3. he assumed a visiting lecturer position at IMD in Lausanne,
Switzerland. Subsequently
Professor Hofstede held faculty positions at the European
Institute for Advanced Studies
in Management in Brussels and at INSEAD in Fontainebleau,
France. In 1980 he returned
to industry as a director of human resources of Fasson Europe in
Leyden, the Netherlands.
Just previously, he had published Culture's Consequences, the
book which is the subject
of this Retrospective, and opened wide the door of comparative
cultural analysis in
business and elsewhere, as a tool for both academics and
practitioners. He returned to
academics in 1983 to serve as dean of the Semafor Senior
Management Program in
Arnhem. In 1986 he was appointed professor of organizational
anthropology and
international management at Maastricht University where he
received emeritus status in
1993. During his time at Maastricht, he published a student-
level book. Cultures and
Organizations: Software of the Mind (1991) which has been
translated into 16 other
languages. Since retiring in 1993, Professor Hofstede has served
as a fellow at the
Institute for Research on Intercultural Cooperation and of the
Center for Economic
Research, both at Tilburg University, and has held visiting
professorships in Hong Kong,
Hawaii, and Australia. An entirely re-written second edition of
Culture's Consequences
appeared in 2001, and a re-written Third Millennium Edition of
Cultures and
Organizations: Software of the Mind, co-authored by Gert Jan
Hofstede, followed in 2004.
4. Professor Hofstede is a fellow of the Academy of Management
and an eminent scholar
with the Academy of International Business. He has received
honorary doctorate degrees
from universities in the Netherlands, Bulgaria, Greece, and
Sweden. Geert Hofstede has
been married to Maaike van den Hoek since 1955. They have
four sons and eight
grandchildren. Contact: [email protected]
When I read Culture's Consequences in 1980 for
the first time, it greatly helped me make sense of
my personal and professional cross-cultural
experiences up to that point in my life. What
personal and professional experiences led you to
write the book?
The main motive w a s intellectual curiosity. I had
worked a s a psychologist on the international staff
of IBM Europe, traveling around and observing the
ways IBMers in different countries went about sim-
ilar tasks. Having been a factory worker, work-
study engineer, and line manager myself made me
see things other psychologists might have missed.
Then I was a polyglot, a product of the Dutch
school system of the 1940s—I could converse with
people in Dutch, English, French, German, and
Italian, and I picked up bits and pieces of other
languages, like Greek and Turkish. Being origi-
nally trained a s a mechanical engineer had disci-
plined my mind to order experiences in a system-
atic and parsimonious way. In IBM and later in
IMD, INSEAD, and ELASM, I met many bright peo-
ple from different countries who were very willing
to share their own insights and observations. And
living abroad as a Dutch family in Switzerland and
5. Belgium, with four children in the local school sys-
75
76 Academy of Management Executive February
Geert Hofstede
tems, supplied us with first-hand experiences of
the transfer of local culture.
Giants in a field of study tend to stand on the
intellectual shoulders of other past and present
giants of their own and other fields. Less well-
known thinkers may contribute at times, too. Who
influenced your thinking and work in large
measure, then and now?
Adriaan de Groot [1914-], the founder of psycholog-
ical measurement in Holland. He was trained as a
mathematician and later wrote his doctoral thesis
based on interviews with chess grand masters.
During the chess world championships in Holland
in 1937, he asked them to think aloud while they
were playing a match. When de Groot had become
a professor of psychology, he published a book on
social science methodology that became my most
inspiring reading during my own doctoral study.
De Groot justified my structured approach to hu-
man issues. In the USA he influenced Herbert
Simon's work on the empirical study of decision-
making and the limits to rationality. Another
source of inspiration was Karl Popper, whose the-
ory of the progress of science through falsification
6. has remained my philosophy to the present day.
Then I should name Alex Inkeles and Daniel Levin-
son who from a broad analysis of the anthropolog-
ical, sociological and psychological literature
back in 1954 predicted the dimensions of national
culture that I was to find empirically in the 1970s.
Finally there is Thomas Kuhn, whose idea of the
structure of scientific revolutions helped me under-
stand the initial and later reactions to my own
publications on culture.
As you were conducting your research for
Culture's Consequences, what particular
theoretical or methodological issues presented
you with the greatest difficulties to overcome?
The level-of-analysis issue! Discovering that you
can't compare countries on categories developed
for comparing individuals. Countries aren't king-
size individuals; they are social systems. It is like
the forest and the trees. Forests are not king-size
trees; they are eco-systems of different trees,
shrubs, animals, and other organisms. National
cultures are eco-systems of different individuals,
institutions, and resources. For comparing organi-
zations or occupations, one needs again different
categories. Even quite respectable authors have
gone astray on this issue. The problem is that each
level is dealt with by a different social science
discipline: countries by anthropology and political
science, organizations and occupations by sociol-
ogy, individuals by psychology. Most authors have
been trained in one of these disciplines only. When
they move into another discipline's territory, they
are unaware of the different laws that apply there,
7. or they think they don't need them. In this era of
interdependence, choosing the right level of anal-
ysis and what happens when we move across lev-
els should be part of the basic training for all the
social sciences, which is rarely the case.
What accounted for the tremendous impact that
the book had on those studying and practicing
cross-cultural issues in management at the time?
Being there at the right time [1980], when the im-
portance of culture, both national and corporate,
began to be recognized. Before me, there were lots
of theories, but no one else had done any serious
empirical research in the field. And, of course, writ-
ing the book in English and having it published by
a good publishing house (Sage) provided a broad
distribution across social science boundaries.
2004 Hofstede 77
There was also some resistance to your
conclusion that culture matters, in particular
among scholars and practitioners in the United
States. How did you explain it at the time—and
in retrospect?
Yes, in particular to my 1980 article in Organiza-
tional Dynamics: "Motivation, leadership and or-
ganization: Do American theories apply abroad?"
Asking a question like that was sacrilegious to
some people inside and outside the US. In some
circles it still is! It w a s a paradigm shift a la
Thomas Kuhn.
8. Culture's Consequences greatly shaped the study
and methodology of many academic disciplines
and spawned numerous dissertations, including
mine. What were some of the most promising
and less promising directions in which scholars
took your work—and what were clearly dead
ends?
The dissertations can be divided into replications
and applications. Regarding replications, some
people tried to compare categories of respondents
within countries, not realizing that my compari-
sons only apply to entire national or regional cul-
tures. Most other replications were on two or three
cultures, which didn't contribute much, since for
purely statistical reasons a trend found across 40
countries does not need to replicate itself across
every subset of two or three. Yours was a shining
exception with 18 overlapping cultures and, there-
fore, very important. But I like the applications
best, people relating my dimensions to phenom-
ena in societies, such a s differences in language
structure, in savings rates, in consumer behavior,
in corporate governance, in medical practice, and
endless other fields.
This reminds me of your and your associates'
book on Masculinity and Femininity: The Taboo
Dimension of National Cultures [1998], in
particular the discussion in Part III on the
relationships between culture and sexuality and
culture and religion. What reactions and follow-
up research did this discussion generate?
Not a s much a s I would have liked—it's still a
9. taboo. But these things take time. If our book h a s
influenced research by others, it takes years before
the results are published. The citations of Cultme's
Consequences only really took off after eight years.
The issue can only become more important. I ex-
pect more reactions in the coming years.
Since I brought up the masculinity-femininity
dimension, which of your five dimensions (I am
including the short-term versus long-term
dimension that emerged from your work with
Michael Bond) has been either the most
misunderstood or underutilized, as you look back
on the last twenty years of research?
This depends on the area of application. Psychol-
ogists, for example, often overlooked Uncertainty
Avoidance, while management students over-
looked Masculinity and Femininity. Many superfi-
cial readers only remember Individualism and
Collectivism and try to attribute to it all cultural
differences they see.
Overall, what difference, if any, did Culture's
Consequences and the numerous resulting
articles and books on culture and management
make for the practitioners who struggled with
cross-cultural management issues in the
emerging global marketplace at the time?
Providing them with a terminology and a concep-
tual framework through which the fuzzy and scary
area of cultural differences becomes accessible to
management strategy. Recognizing that there is
such a thing a s national cultural differences at all.
At least the younger managers have got accus-
10. tomed to this idea. The older ones who still decide
about major international ventures are often still
incredibly naive about culture, and this, I believe,
explains the dramatically poor success record of
transnational mergers, acquisitions, and alli-
ances. Cultural integration is a top management
responsibility, but if top managers don't know
what culture is, the disasters are predictable.
Cultural integration is a top
management responsibility, but if top
managers don't know what culture is,
the disasters are predictable.
If you could do it over again, what different
publication strategies, if any, would you use to
enhance the message and impact of your work?
None, I think. Publishing books with good publish-
ing houses was the most effective way of spread-
ing my ideas—this is evident from the Social Sci-
ence Citation Index: my books [monographs] are
by far the most cited sources. Next are articles in
good journals, such a s Organizational Dynamics.
Least effective are chapters in readers—hardly
anybody cites them.
78 Academy of Management Executive February
As you reflect on the impact of your work and the
ways in which management theory and practice
are discussed today, what pleases you the most?
Having made a difference. Do you remember the
11. musical from the 1970s How to Succeed in Business
Without Really Trying'? My ideas influenced man-
agement theory and practice beyond what I tried
for. I never planned or expected things to go this
way—it is still a surprise.
What displeases you the most?
Visibility has its price. One also attracts the rats,
fleas, and paranoids of the academic and business
world who try to inflate themselves by disparaging
others.
Culture's Consequences and the thousands of
articles and books that built on it did not only
influence the ways in which we think about and
practice management. In fact, from the beginning
you incorporated findings from many other fields
of study into your work. In what other academic
fields or areas of our lives do you see your
research having had a major influence?
A major influence can be noticed in psychology,
especially through the introduction of the cultural
[rather than individual] dimension of Individual-
ism versus Collectivism. Also, since the 1990s in
marketing, especially for explaining and predict-
ing differences in consumer behavior, and in or-
ganizational theory, especially through the di-
mensions of Power Distance and Uncertainty
Avoidance. But I have seen applications in the
fields of history, medicine, social anthropology,
social geography, law, political science, public
administration, journalism, international sports,
information technology, archives management, ac-
counting, laboratory management, quality control,
12. in ethics, in engineering education, in nuclear
power regulation.
Could you give an example from any of these
fields that truly intrigues or fascinates you?
What most excited me in the past year was an
exchange with Dr. Robert McCrae, the main con-
temporary authority on personality measurement
and one of the champions of the "big five" dimen-
sions of personality. He discovered that national
norms for personality scores across more than 30
countries were significantly correlated with four of
my culture dimensions [all except Long Term Ori-
entation]. We have just submitted a joint article
about this to an anthropology journal.
Two years ago, you published a re-written
second edition of Culture's Consequences in
which you sum up and integrate your and other
scholars' findings and thinking over the past
twenty years. What are the one or two major
ways, if any, in which you think differently today
about the theory and practice of management
than you did in 1980?
Upon reflection, I don't believe that I have very
much changed my mind about management. I
have always been skeptical about fads. A
present fad is the myth of the magical powers of
top executives. The importance of management
in general, and of top management in particular,
is overrated and top managers are overpaid. In
many cases top managers have been brought
in who turn out to be parasites on their corpora-
13. tion rather than assets to its real success. The
importance of the people who do the work is
underrated, although this trend differs between
countries and parts of the world.
The importance of management in
general, and of top management in
particular, is overrated and top
managers are overpaid.
Say more about that!
Last year my associates and I published an article
in the Journal of International Business Studies
based upon the views [collected in the late 1990s]
of evening MBA students from 15 countries. We
asked these people, most of whom had day jobs in
companies, to identify the major goals of the top
business leaders in their country, the tycoons.
There were striking differences between countries.
Among U.S. students from five different universi-
ties from all over the country, there was a remark-
able consensus on the importance of ego goals for
these top leaders: personal wealth and power. In
comparison, students from Latin countries put
"family interests" higher. Asian students more of-
ten chose long-term profits and "creating some-
thing new." European students perceived their ty-
coons to pay more attention to their responsibility
toward employees and toward society.
2004 Hofstede 79
What did you learn about yourself through your
14. extensive and intensive involvement with
"culture"?
That there is a difference between knowing and
practicing.
I admit, this is a pretty personal question, but
could you give an example.
After a lecture in Japan, someone asked me a
"don't you think that. . .?" question and I bluntly
answered "no," as I would have done in Holland. I
must have offended the questioner badly; there are
less direct ways of answering, such as "That is an
interesting question. I would say that.. ." Under
stress, one falls back on one's native instincts.
Understanding the big differences in
mindsets between people from different
countries helps enormously in
interpreting v^hat's going on—and where
we can and cannot hope for progress.
What did you learn about humankind's ongoing
struggles with issues of peace, war, sustainabil-
ity, justice, equity, and so forth?
Those are enough questions for a week's discus-
sion. But if you want a general answer: What I
think I learned is that understanding the big dif-
ferences in mindsets between people from differ-
ent countries helps enormously in interpreting
what's going on—and where we can and cannot
hope for progress.
What's next?
15. Part of my intellectual inheritance is taken over by
our eldest son Gert Jan Hofstede who is a re-
searcher and associate professor at Wageningen
Agricultural University. Gert Jan in 2002 published
a book about training methods. Exploring Cultures,
with our friend Paul B. Pedersen and me as co-
authors. At present, Gert Jan is helping me revise
the popular text Cultures and Organizations: Soft-
ware of the Mind which originally appeared in
1991. We expect it to be available in 2004. And,
since it has appeared in 16 translations, we'll have
to manage the updating of these as well. After that
my ambition is to write my memoirs, in Dutch and
with our grandchildren as a target readership—the
way I would have liked to read about my grand-
father's lifetime.
Geert, thank you for your time and generosity—
with this interview and over the past more than
20 years.
Michael H. Hoppe is a Senior
Program & Research Associate at
the Center for Creative Leader-
ship in Greensboro, North Caro-
lina, where he conducts leader-
ship development programs and
research on cross-cultural leader-
ship effectiveness. He holds de-
grees in clinical and educational
psychology from the University of
Mimich and SUNY at Albany and
earned his Ph.D. in adult and in-
stitutional studies from UNC-
Chapel Hill. Contact: hoppem®
16. ieaders.ccJ.org.
International Encyclopedia of Organization
Studies
Cultural Intelligence
Contributors: Linn Van Dyne, Soon Ang & Tjai M. Nielsen
Edited by: Stewart R. Clegg & James R. Bailey
Book Title: International Encyclopedia of Organization Studies
Chapter Title: "Cultural Intelligence"
Pub. Date: 2008
Access Date: February 1, 2019
Publishing Company: SAGE Publications, Inc.
City: Thousand Oaks
Print ISBN: 9781412915151
Online ISBN: 9781412956246
DOI: http://dx.doi.org/10.4135/9781412956246.n115
Print pages: 346-350
18. Contemporary conceptualizations of intelligence emphasize that
it is more than academic intelligence or cog-
nitive ability, as noted by Robert Sternberg and Douglas
Detterman in 1986. For example, researchers and
managers recognize the importance of nonacademic intelligence
such as interpersonal intelligence, emotion-
al intelligence, and social intelligence. Like these other forms
of intelligence, CQ complements IQ (cognitive
ability) by focusing on specific capabilities that are important
for high-quality personal relationships and ef-
fectiveness in culturally diverse settings. Cultural intelligence
provides insights about individual capabilities to
cope with and flourish in multicultural situations, engage in
intercultural interactions, and perform effectively
in culturally diverse social and work groups.
Sternberg and Detterman integrated the numerous views of
intelligence and proposed four complementary
ways of conceptualizing individual-level intelligence based on
different loci: (a) metacognitive intelligence is
knowledge and control of cognition (the processes individuals
use to acquire and understand knowledge); (b)
cognitive intelligence is individual knowledge and knowledge
structures; (c) motivational intelligence acknowl-
edges that most cognition is motivated and thus it focuses on a
person's capability to channel energy toward
acquiring knowledge as a locus of intelligence; and (d)
behavioral intelligence focuses on individual capabili-
ties at the action level (behavior). This framework is
noteworthy because it recognizes multiple forms and loci
of intelligence within an individual and moves beyond the more
traditional focus on linguistic, logical-mathe-
matical, and spatial intelligence. It complements Howard
Gardner's ideas on aspects of intelligence that are
related to self-regulation and interpersonal relations.
20. Page 2 of 7
International Encyclopedia of Organization Studies
ic to a particular culture (e.g., CQ does not focus on the
capability to function effectively in France or Japan
or any other specific culture). In sum, CQ is a malleable
individual capability that evolves over time and is
specific to culturally diverse types of situations.
CQ is similar to, yet distinct from, two other forms of
intelligence—general cognitive ability and emotional in-
telligence. General cognitive ability (the ability to learn) is an
important individual difference that predicts per-
formance across many jobs and settings. General cognitive
ability, however, is not specific to certain contexts
such as culturally diverse situations. In addition, it does not
include behavioral or motivational aspects of in-
telligence. Emotional intelligence, or EI (the ability to deal with
personal emotions), is similar to CQ because it
goes beyond academic and mental intelligence. However, EI
differs because it focuses on the general ability
to manage emotions without consideration of cultural context.
CQ is also similar to, yet distinct from, other aspects of
intercultural competence. It is similar since it focuses
specifically on capabilities that are related to culture. However,
CQ is different because it is explicitly ground-
ed in the theory of multiple intelligences. Thus, it is based on a
theoretically grounded, comprehensive, and
coherent framework.
Four Factors of Cultural Intelligence
Metacognitive CQ is how a person makes sense of intercultural
21. experiences. It reflects the processes in-
dividuals use to acquire and understand cultural knowledge. It
occurs when people make judgments about
their own thought processes and those of others. This includes
strategizing before a multicultural encounter,
checking assumptions during an encounter, and adjusting mental
maps when actual experiences differ from
expectations.
Cognitive CQ is a person's knowledge and understanding of how
cultures are similar and how cultures are dif-
ferent. It reflects general knowledge structures and mental maps
about cultures. It includes knowledge about
economic and legal systems, norms for social interaction,
religious beliefs, aesthetic values, and language in
different cultures.
Motivational CQ is a person's capability in directing energy and
effort toward learning about and functioning
in cross-cultural situations. It includes a person's inherent
interest in experiencing other cultures and interact-
ing with people from different cultures. It also includes the
extrinsic value people place on culturally diverse
interactions as well as their sense of confidence that they can
function effectively in settings characterized by
cultural diversity.
Behavioral CQ is a person's capability to adapt verbal and
nonverbal behavior so it is appropriate for different
cultures. It includes having a flexible repertoire of behavioral
responses that are appropriate in a variety of
situations and having the capability to modify both verbal and
nonverbal behavior based on those who are
involved in a specific interaction or in a particular setting.
Research Results on Cultural Intelligence
23. cognitive ability, emotional intelligence, and
openness to experience. Those with higher CQ capabilities are
more likely to feel adjusted in situations char-
acterized by cultural diversity.
Examining the four factors of CQ further enhances the
understanding of these relationships. More specifically,
metacognitive CQ and behavioral CQ predict task performance.
Those who have the capability to make sense
of intercultural experiences (such as making judgments about
their own thought processes and those of oth-
ers) perform at higher levels in multicultural work settings. The
higher the metacognitive CQ, the higher the
task performance. Similarly, those who have the capability to
adapt their verbal and nonverbal behavior to fit
specific cultural settings have a flexible repertoire of behavioral
responses that enhances their task perfor-
mance in culturally diverse settings. Thus, the higher the
behavioral CQ, the higher the task performance. Fi-
nally, motivational CQ and behavioral CQ each predict three
different forms of adjustment (see below). Those
who are interested in experiencing other cultures and feel
confident that they can interact with people who
have different cultural backgrounds are better adjusted in
culturally diverse situations. Likewise, those who
have a broad repertoire of verbal and nonverbal behavioral
capabilities feel better adjusted in situations char-
acterized by cultural diversity. This pattern of relationships
applies to the three types of adjustment typical-
ly included in international research: general adjustment,
interaction adjustment, and work adjustment. The
higher the motivational CQ, the higher the adjustment;
similarly, the higher the behavioral CQ, the higher the
adjustment.
In another empirical study that focused specifically on
24. motivational CQ and expatriate adjustment, Klaus Tem-
pler, Cheryl Tay, and N. Anand Chandrasekar demonstrated that
motivational CQ predicts all three types of
adjustment, even after controlling for time in the host country
and experience in international assignments.
More important, they also demonstrated that motivational CQ
adds incremental variance over and above
cross-cultural interventions such as the realistic living
conditions preview and the realistic job preview. These
results highlight the importance and utility of motivational CQ
for expatriates.
Overall, research has demonstrated that metacognitive CQ and
cognitive CQ explain variance in CJDM, over
and above demographics, general cognitive ability, EI, and
openness to experience. In addition (controlling
for demographics, EI, openness, cross-cultural adaptability, and
rhetorical sensitivity), metacognitive CQ and
behavioral CQ predict task performance, while motivational CQ
and behavioral CQ predict adjustment to new
cultures. Finally, motivational CQ predicts three forms of
expatriate adjustment over and above time in the
host country, international experience, and realistic previews.
Given that CQ has implications for performance and adjustment,
it is important to understand its antecedents
(what predicts CQ). Ang, Van Dyne, and Koh have
demonstrated that those with more experience interacting
with people who have different cultural backgrounds have
higher CQ. This includes each of the four factors
of CQ (metacognitive, cognitive, motivational, and behavioral).
Research also demonstrates that traitlike indi-
vidual differences such as personality characteristics predict CQ
(which is a state-like individual difference).
Trait-like personality characteristics are not specific to a certain
task or situation. Instead, in most cases they
26. The realities of contemporary organizations suggest that CQ has
important implications for individuals and
for organizations because globalization and diversity require
employees to interact with people from a variety
of backgrounds. This includes those in entry-level, middle
management, and executive roles, which suggests
the benefits of assessing CQ during the hiring and selection
process. For example, those with low levels
of cultural intelligence may pose a significant risk to
organizations that operate in diverse, global business
environments. CQ also has implications for training and
development programs because enhancing global
leadership capabilities can be an important source of
competitive advantage. Global leaders not only must
work effectively in dynamic and diverse contexts, but they also
must actively model appropriate behaviors for
others in the organization. In sum, incorporating CQ as a core
competency by including it in hiring, selec-
tion, training, and development programs should have
significant implications for organizations operating in
today's global and diverse marketplace.
Critical Commentary and Future Directions
Initial reactions to the idea of cultural intelligence and the
research on CQ have been positive. The construct,
however, is still relatively new and there are many areas
needing additional research and practical application.
First, although the idea of cultural intelligence was introduced
and developed by scholars from different cultur-
al backgrounds, and although the Ang and colleagues' 20-item,
four-factor measure—the Cultural Intelligence
Scale (CQS)—was developed, validated, and cross-validated in
both Asian (Singapore) and Western (United
28. Page 5 of 7
International Encyclopedia of Organization Studies
Third, future research could also benefit from examining CQ as
a selection tool for identifying those with high-
er capability to function effectively in culturally diverse
situations. Assessment of CQ for selection could in-
volve both self-ratings of CQ as well as observer ratings. In
addition, future research could consider CQ as
a predictor of successful performance for employees in a wide
variety of jobs such as members of global
project teams, professionals with global contacts, marketing and
sales managers, worldwide sourcing spe-
cialists, cross-functional project managers, and multicultural
domestic team members.
Fourth, additional research is also needed on what predicts CQ.
For example, although the finding that open-
ness to experience predicts all four factors of CQ is exciting and
contrasts significantly with prior research
on openness, research is needed on other predictors of CQ. One
intriguing idea would be to examine CQ
at different stages of exposure to other cultures. This could
involve examination of the trajectory of CQ. For
example, researchers do not know if CQ develops relatively
rapidly or slowly when people are exposed to
cross-cultural situations. Researchers also do not know if some
types of exposure and contact have negative
rather than positive effects on CQ. Given the results of contact
theory research that demonstrates both pos-
itive and negative effects, this will be an important area that
should be addressed by CQ researchers. This
also suggests the benefits of moderator research that examines
29. the boundary conditions of when exposure is
beneficial, what types of exposure are beneficial, and how much
exposure is beneficial.
Fifth, as noted by Harry Triandis, another promising area for
future research is investigating training tech-
niques that enhance individual cultural intelligence. This could
include training people to acknowledge their
inherent ethnocentrism and then to integrate a broader range of
information, look for multiple cues, try to un-
derstand the situation from the perspective of those in the
culture, and suspend judgments when encounter-
ing new cultural contexts. Likewise, future research could
consider the difference between successful intelli-
gence (based on success within a particular sociocultural
setting) compared to cultural intelligence (based on
success in cross-cultural or culturally diverse settings), as noted
by Sternberg and Elena Grigorenko.
Sixth, given the plethora of constructs already introduced and
used in cross-cultural research, it will be impor-
tant to assess the extent to which CQ increases researchers'
understanding of individual attitudes, cognitions,
and behaviors—over and above these other constructs. For
example, it would be useful and interesting to
examine CQ in conjunction with some of the more commonly
used intercultural competence constructs such
as the Cross-Cultural Adaptability Inventory, Cultural Shock
Inventory, Culture—General Assimilator, Intercul-
tural Development Inventory, Intercultural Sensitivity
Inventory, Socio-Cultural Adaptation Scale, and Intercul-
tural Adjustment Potential Scale.
Another area for future research is considering CQ at a higher
level of analysis. One option would be to con-
sider how CQ of individual team members influences overall
31. • cognitive skills
• multiculturalism
• verbal behavior
Linn Van Dyne, , Soon Ang & , and Tjai M. Nielsen
http://dx.doi.org/10.4135/9781412956246.n115
See also
• Communication
• Cross-Cultural Management
• Diversity
• Emotional Intelligence
• Globalization
• Interactionism
• Multiculturalism
Further Readings
Ang, S., Van Dyne, L., and Koh, C. S. K.Personality correlates
of the four-factor model of cultural intelligence.
Group and Organization Management31(2006). 100–123.
http://dx.doi.org/10.1177/1059601105275267
Ang, S., Van Dyne, L., Koh, C. S. K., & Ng, K. Y. (2004,
August). The measurement of cultural intelligence.
Paper presented at the Annual Meeting of the Academy of
Management, New Orleans, LA.
Bandura, A. (1977). Social learning theory. Englewood Cliffs,
NJ: Prentice Hall. http://dx.doi.org/10.1111/
j.1460-2466.1978.tb01621.x
Earley, P. C., & Ang, S. (2003). Cultural intelligence:
Individual interactions across cultures. Palo Alto, CA:
Stanford University Press. http://dx.doi.org/10.1016/S1571-
5027%2807%2919004-5
Earley, P. C., and Mosakowski, E.Cultural intelligence. Harvard
Business Review82(2005). 139–153.
Gardner, H. (1993). Multiple intelligences: The theory in
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A cross-cultural team (CCT) is a group of individuals from two
or more national cultures accomplishing an
organizational task, interacting interdependently, and mutually
sharing responsibility for outcomes. Examples
of a CCT can be as different as a management team of a Sino-
American joint venture, a football or basketball
team counting on high-profile superstars from a dozen
countries, and a team of engineers working together
on new product development “round the clock” in three
different time zones. CCT members can interact face-
to-face, virtually, or in both ways. CCTs do not possess inherent
(dis)advantages over monocultural teams,
since the relationship between cultural heterogeneity and
effectiveness depends on such aspects as the na-
ture of the task, the degree of heterogeneity, the leader
behavior, and the cross-cultural competences of its
members.
Conceptual Overview
Several factors account for the use of CCT in organizations.
When a subsidiary does not have enough capa-
bilities to solve a problem, to take advantage of opportunities,
or to respond to threats, it may take advantage
of capabilities residing in other parts of the organization. In
other cases, the need for efficiency precludes
the constitution of local teams when the necessary knowledge
exists elsewhere and may be accessed. The
time it takes to build new capabilities can also discourage a
company from building a new team from scratch.
Sometimes, certain capabilities (e.g., R&D) may be scarce and
inimitable or may be locally bounded. Com-
35. panies may also want to take advantage of competencies located
at different places (e.g., local market skills,
knowledge of competitors, or best practices) or to gain insight
about ways to achieve the overall integration,
local differentiation, and learning at the global level. The
constitution of a CCT for managing international joint
ventures (IJV) is also frequent.
Considering the above, some companies are trying to develop
networks of people with diverse capabilities
throughout the organization and to mobilize them quickly into
well-functioning teams operating at the global
level. CCTs are thus emerging in several distinct contexts,
including the management of IJV, the development
of products for multi-country markets, the formulation of
integrated strategies for a wide range of countries,
the rationalization of worldwide manufacturing operations, and
the composition of talented top management
teams.
Cross-cultural teams can thrive on cultural diversity, although
people from different cultures tend to differ in
their values, cognitive schema, outward physical behavior (e.g.,
eye contact, punctuality, conversational style,
interruption patterns, and conflict resolution) and language.
Historical animosities between neighboring coun-
tries may lead to a lack of trust between individuals on the same
team, who may also come to the team setting
with different understandings of what teamwork is all about.
The meaning of “leadership” also depends on
national culture and differs for team members on the basis of
their cultural background.
Culture can thus create barriers to communication and
understanding and be a source of interpersonal con-
flict. It can also create different judgments and reactions to the
37. solutions, promote creativity and cohesiveness among
team members, and nourish the acceptance of new ideas. These
positive effects tend to result from the ap-
plication of three principles: (1) teams map the “territory” to
understand the differences among individuals and
the impacts of these differences; (2) they create bridges by
communicating in ways that explicitly take differ-
ences into account; and (3) they integrate members by
monitoring participating patterns, resolving disputes,
and creating new perspectives that are appreciative of
differences.
The role of the leader is particularly relevant at the outset of the
CCT, since this is the time when team break-
downs due to diversity are more likely. Some leader
characteristics can be potent instigators of a well-func-
tioning team. These include the ability to understand the
technical challenges faced by the team; the ability to
influence, negotiate and motivate; openmindedness for learning;
humility; cross-cultural communication com-
petences; multicultural experience; cultural sensitivity to
anticipate the strains that can emerge from multicul-
tural interaction; emotional stability; cultural empathy; and
cultural intelligence.
Another cause of CCT effectiveness is the nature of the task.
Three types of tasks have been considered to
be creative, computational, and coordinative. Donald Hambrick,
Sue Davison, Scott Snell, and Charles Snow
have suggested that multinational group effectiveness depends
on the interaction between the nature of the
task and the heterogeneity level in different diversity variables.
For example, high-value diversity contributes
to improved effectiveness when the task is creative, but not
when it is computational or coordinative, and a
low degree of familiarity with the team's working language
38. decreases group effectiveness, the effect being
more pronounced when the task is one of coordination. In
general, diversity creates the greatest difficulties
for groups charged with coordination tasks, and it is more
promising in creative work.
Another relevant topic for the analysis of crosscultural teams,
as proposed by Christopher Earley and Elaine
Mosakowski, is the amount of heterogeneity. A team composed
of Swedes and Finns, for example, is not as
diverse as a group of Swedes and Chinese. Highly homogeneous
teams are those whose members perceive
themselves as sharing key salient characteristics. This
homogeneity leads team members to share expec-
tations about how each member should act. In a moderately
heterogeneous team, members perceive differ-
ences among themselves based on a few salient features that
make the distinction between subgroups pos-
sible. They can identify more with “their” subteam than with the
team as a whole. Subgroups, factions, and
several subcultures may therefore be expected, as evidenced by
Donald Hambrick, Jiatao Li, Katherine Xin,
and Anne Tsui in their study of an IJV management team, in
which two coalitions (Chinese and North Amer-
icans) felt significant levels of conflict and mistrust, reduced
their interactions, and began to make decisions
in a rigid and mechanical way. A highly heterogeneous team is
one whose members differ on salient traits. It
cannot easily rely on a preexisting identity or on subgroup
identities, because few commonalities exist. When
facing external demands, the team forms a “hybrid culture” of
simplified rules, norms, expectations, and roles
that members share and “enact” after mutual interaction. This
may require significant time and effort to build
up the team, but it may also offer a sense of identity, generate
positive affect, facilitate communication, pro-
40. task, heterogeneity, cross-cultural competen-
cies of members, team stage) moderate the relationship. Future
studies may explore these and other moder-
ators and the ways they interact. Research questions may
include the following: (a) How does the nature of
the task interact with team heterogeneity and leader behavior?
(b) How do these interactions influence team
functioning and performance? (c) Do CCTs with members from
different organizations differ from those made
by members of the same company? (d) What factors moderate
the relationship between leadership and CCT
performance? (e) What happens when the leader corresponds to
the leadership prototype of some members,
but not of others? (f) What leadership competencies and styles
are necessary to lead different kinds of CCTs
(e.g., R&D teams, top management teams)?
Another important research stream refers to virtuality. New
pressures facing organizations have led many of
them to use virtual CCTs. Some authors, such as Norhayati
Zakaria, Andrea Amelinckx, and David Wilemon,
suggest that these teams may become ongoing structures rather
than short-term, projectspecific entities, or
may even become the prevalent form of work for many
multinationals. If this exercise of foresight is correct,
they will become an integral and common element of the global
organizational landscape. However, as as-
serted by Mitzi Montoya-Weiss, Anne Massey, and Michael
Song, researchers have just begun to explore vir-
tual CCTs, with extant theory on how teams operate being
largely based on research carried out on nonvirtual
teams. Virtual CCTs confront researchers and practitioners with
a number of new challenges resulting from
the confluence of technology-mediated communication,
geographical dispersion, and the absence of face-to-
face interaction. All these factors heighten the potential for the
41. lack of understanding and the diminution of
trust.
Therefore, research on virtual CCTs is necessary in a number of
areas, including the virtual/nonvirtual com-
parison: How does virtuality impact cross-cultural and
monocultural teams? Are there different determinants
of their performance? Do virtual cross-cultural teams require
different leadership styles? A second area con-
cerns trust: What are the effects of cultural heterogeneity on
trust in the case of virtual teams? What methods
can be used to accelerate the development of trust? What is the
relationship between trust and team perfor-
mance? Another research avenue concerns the exercise of power
and influence: How do leaders (and team
members) exercise power and influence in virtual CCTs? How
do members from different cultures respond to
the exercise of interpersonal power and influence? A fourth area
is that of conflict management: What sources
of substantive and relational conflict emerge in virtual CCTs?
How are conflicts and disagreements handled?
What are the most effective conflict management styles? A final
area refers to team performance: How should
the performance of virtual CCTs be assessed? What variables
moderate the relationship between determi-
nants and effectiveness?
In summary, the cross-cultural team is a microcosm of diversity,
and a fundamental entity for understanding
both the promises and the difficulties of working with people
from other cultures. If working in diverse settings
may be easier said than done, the new virtual organizational
arrangements may be adding a new layer of
complexity to the challenges of teaming up with the faceless
other.
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45. Learning TopicCountry Cultural Differences
In workplaces, as in communities and nations, people spending
time together are likely to share certain values, attitudes, and
beliefs. Because of this established culture, people at work may
have developed certain preferences or orientations in the
following situations:
· interacting and communicating with others
· working in teams
· making decisions
· responding to and evaluating risks and opportunities
· managing or attempting to resolve disagreements and conflicts
· interacting with those at different levels in the organization
· engaging in numerous other workplace activities
Those who have studied and compared societal cultures and
their possible implications for the workplace have identified
some differences that can be important for success.
Perhaps the leading expert on cultural differences and their
potential implications for business is Geert Hofstede, a Dutch
scholar who worked for IBM in the late 1960s. Hofstede's early
research (1980) examined, compared, and categorized the
culturally derived preferences of IBM employees in many
countries. He, and other scholars who have followed in his path,
created a classification scheme that differentiates country
cultures across what were originally four dimensions, though
they have since been expanded to include six.
In what is probably his best-known book, Cultures and
Organizations: Software of the Mind (published first in 1991
and revised and republished in 2010 with his son Gert Jan and
Michael Minkov), Hofstede presents a careful explanation of his
work and its implications. Hofstede reminds his readers that
"culture is learned, not innate" (p.6), and introduces the analogy
of culture as "software of the mind."
Hofstede uses the layers of an onion to help convey the way
culture manifests itself. Values are deep at the core or center of
the onion and are very slow to change compared with the other
manifestations of culture. Examples of common core values in
46. US businesses include integrity, accountability, fairness, and
excellence. Other layers of culture include our rituals (e.g.,
greeting with a firm handshake and direct eye contact), the
heroes we honor (examples include Warren Buffett and Steve
Jobs), and on the outside of the onion, the symbols that have
special meaning for societal members.
Examples of U.S. Business Cultural Manifestations
Created by Christina Hannah
Using an analogy of culture as mental programming, Hofstede
explains that we are each conditioned (or programmed) by
multiple societal levels: national, regional, ethnic, religious,
linguistic, gender-oriented, generational, socioeconomic, and
professional. Values associated with these levels may or may
not be in harmony. One consequence of these multiple sources
of programming is that it can be difficult to predict what will
influence a person's response or behavior in particular
situations.
Our present interest is not in delving deeply into the causes and
consequences of individual differences in values, attitudes, and
beliefs, but rather to learn about those shared at a societal level.
Hofstede explains that his extensive research, and that of others
who have studied culture, make it possible to differentiate
between and among national cultures using a set of dimensions.
He originally proposed the first four dimensions in the list
below, then added a fifth—long-term orientation (Moskowitz,
2009)—and later added indulgence as a result of further
research by and insights from collaborators.
Here is a simple explanation of Hofstede's current six
dimensions:
· Power distance (PDI)—In countries with a high power
distance dimension score, we can expect those in lower level
positions to respect or defer to those who outrank them. In other
words, power is thought to come with position. In such cultures,
employees may expect managers and leaders to make decisions
47. and might be surprised or uncomfortable when asked for input.
In countries with a low power distance score, we are likely to
find that employees treat those they report to more as
colleagues and hold the view that respect must be earned. There
may, of course, be exceptions to this model (for example in
military and paramilitary organizations). Not surprisingly, the
United States's score on this dimension is relatively low at 40.
The score for France is is 69. In comparison, the scores for
Malaysia, Slovakia, Guatemala, Panama, the Philippines, and
Russia are all above 93 (Hofstede, Hofstede, & Minkov, 2010,
pp. 57-58). This means that, in general, we can expect
employees in the United States to expect a more egalitarian
workplace than may be true in other societies.
· Individualism or collectivism (IDV)—In countries with high
scores for individualism (like the United States), you are likely
to find a shared belief in developing strong individuals who are
comfortable working and making decisions on their own. In
such workplaces, you will probably find an emphasis on the
importance of developing, recognizing, and rewarding
individual contributions. In countries that score low on the
individualism dimension, you are likely to find an emphasis on
the community, team, group, or department (i.e., the collective).
People may be embarrassed if they are singled out publicly for
praise or recognition, because they strongly believe their
success depends upon the support and work of others. For this
dimension, the US score is the highest, at 91. The score for
France is 71. The country with the lowest score is Guatemala,
with a score of 6 (Hofstede, Hofstede, & Minkov, 2010, pp. 95-
97).
· Masculinity and femininity (MAS)—The label used for this
dimension may not be the best. The basic idea is that some
country cultures place a relatively high value on
competitiveness, assertiveness, achievement, etc. Such countries
are given a high score for masculinity because these preferences
and traits were historically associated with men more than
women. Other country cultures place greater value on caring for
48. others, cooperation, quality of life, etc. Such countries are
given a high score for femininity on this dimension. Despite the
problems with these unfortunate gender-based labels, when you
step back and compare countries you will probably recognize
that there are some where businesses seem to value competition
over cooperation, achievement and success over quality of life,
and so on. Japan has a masculinity (MAS) score of 95. The US
score is moderate at 62. The score for France is 43. Sweden has
the lowest score for this dimension, with a 5 (Hofstede,
Hofstede, & Minkov, 20110, pp. 141-143).
· Uncertainty avoidance (UAI)—This dimension recognizes that
there are differences among countries, which results in
differences among the leaders of businesses that operate therein
and the extent to which they are willing to take risks. In
countries that are low in the uncertainty avoidance dimension,
business leaders might be very comfortable exploring new
opportunities and see this as the likely path to success. In other
countries, this may not be the case. Sometimes those in country
cultures that are highly risk averse (with high uncertainty
avoidance scores) have a very good reason for their responses.
There may be, for example, significant legal penalties for
failure, including the possibility of being sent to jail in the
event of bankruptcy or reneging on debts. The country with the
highest score for uncertainty avoidance (UAI) is Greece at 112.
France is relatively high, with a score of 86, and the US score is
46, indicating a tolerance for uncertainty and acceptance of
risk-taking to achieve success (Hofstede, Hofstede, & Minkov,
2010, pp. 192-194).
· Long-term versus short-term orientation (LTO)—In countries
with a high long-term orientation score, shared work values
emphasize learning, accountability, and self-discipline. Patience
and waiting to make a profit are acceptable. Creating and
nurturing lifelong networks is valued. In contrast, those
favoring a shorter-term orientation tend to focus on "the bottom
line" and value achievement, freedom, and independent
thinking. Quarterly and annual profitability are important.
49. Korea, Japan, and China have high long-term orientation scores
(100, 88, and 87, respectively). France has a moderate score of
63. In contrast, the US LTO score is low, at 26 (Hofstede,
Hofstede, & Minkov, 2010, pp. 255-257).
· Indulgence versus restraint (IVR)—In countries with high
scores on indulgence, you are likely to find people who value
having fun and enjoying life. In the United States, for example,
it is common to find that employees emphasize the importance
of a good work-life balance and quality of life. The IVR score
for the United States is relatively high (68) and for France is
moderate (48). Pakistan has the lowest score (0) among the
countries studied. Territories with the highest indulgence scores
are Venezuela (100), Mexico (97), and Puerto Rico (90)
(Hofstede, Hofstede, & Minkov, 2010, pp. 282 - 285).
A very important caveat when reading and thinking about
Hofstede's work is to remember that the comparisons are at the
societal level, rather than the individual level. In other words,
in any country you will find individuals who are different from
what you see suggested as the norm for the country culture. In
fact, for any given dimension you may find yourself thinking
"but this isn't what I'm like" or "this doesn't explain what
happens in my organization." Those who have studied and
compared country cultures ask you to suspend these responses
temporarily and to try instead to look at a country as a whole,
and then consider how it compares on these dimensions with
other countries. When you adjust your imaginary lens to
consider cultural differences from a broader perspective, you
are able to discover things that may be helpful when explaining
what happens when companies do business abroad, when people
work together on country teams, and when they work together in
multicultural, multinational organizations.
One challenge is that we are often less knowledgeable about our
own shared country culture than we are about the cultures of
others (Hofstede, 1980). This is because our culturally derived
values and preferences are so deeply embedded that we may not
be aware of how they influence our decisions and behaviors.
50. Those who have worked or studied in a country other than their
own are likely to have developed higher levels of cultural
intelligence than those who have not had this experience.
The United States has traditionally tended to place strong
emphasis on equality, individualism, risk-taking, assertiveness,
achievement, and the opportunity to enjoy life (pursuit of
happiness).
This brief introduction to the comparative work on country
cultures and their potential consequences for individuals and
their organizations, along with the Resources below, should
help you understand the possible sources of confusion or
conflict that could, if not anticipated and well-managed, result
when multinational and multicultural team members work
together. These issues may include training, coaching,
mentoring, and effective leadership. Remember to consider as
well the possible advantages associated with building and using
teams with members who bring different country cultural
perspectives to their work (Chakrabarti, Gupta-Mukherjee, &
Jayaraman, 2009).Resources
Hofstede shares some of his insights in An Interview with Geert
Hofstede, while Hofstede's Five Dimensions of Culture covers
similar points addressed above. You might also want to read
Does Culture Matter? Refresher on Hofstede, Trompenaars, and
Gesteland.
Although Hofstede is probably the most frequently cited
theorist, there are substantial criticisms of his work such
as Mirror, mirror on the wall: Culture's consequences in a value
test of its own design. Hofstede responds to criticism in Who is
the fairest of them all? Galit Ailon's mirror?
There are also alternative models to Hofstede's; the GLOBE
project is one such alternative, explained in GLOBE: A twenty
year journey into the intriguing world of culture and leadership.
Cultural Intelligence explains a model for understanding how
well individuals might perform in cross-cultural settings.
Examples of effective methods of success for cross-cultural
teams are covered in Teams, Cross-Cultural.Check Your
51. Knowledge
Question 1
Using Hofstede’s onion metaphor, what are the ways in which
country culture manifests itself?
At the core of the onion are values. In US business, typical
values are integrity, accountability, fairness, and excellence.
The other layers of the onion are rituals (e.g., again in the
United States—a firm handshake, direct eye contact); the heroes
who are honored (e.g., Steve Jobs, Warren Buffett); and
symbols (e.g., big corner office).
At the core of the onion are values. In US business, typical
values are integrity, accountability, fairness, and excellence.
The other layers of the onion are rituals (e.g., again in the
United States—a firm handshake, direct eye contact); the heroes
who are honored (e.g., Steve Jobs, Warren Buffett); and
symbols (e.g., big corner office).
Question 2
What are the six dimensions of national culture identified by
Hofstede? Describe each one briefly.
Power Distance (PDI)—Is a measure of the extent to which
those in lower levels are expected to defer to people who
outrank them. Individualism/Collectivism (IDV)—This is a
measure of how comfortable the culture is with strong
individual performance and contributions, versus a preference
for achieving goals collectively, or as part of a group.
Masculinity/Femininity (MAS)—This is a measure of how
highly a culture values traits such as competitiveness,
assertiveness, and achievement (historically thought of as
masculine traits).
Other cultures may place higher value on traits such as caring
for others, cooperation, and quality of life (historically thought
of as feminine traits). Uncertainty Avoidance (UAI)—This
dimension measures the extent to which a culture is comfortable
with risk-taking and the willingness to explore new
opportunities. Long-Term vs. Short-Term Orientation (LTO)—A
culture that has a long-term orientation is likely to be patient
52. and comfortable with waiting for a deferred profit. The
emphasis would be on work values such as learning,
accountability, and self-discipline. In a culture with a short-
term orientation, you are likely to see a focus on the "bottom
line," and work characteristics such as achievement, freedom,
and independent thinking. Indulgence vs. Restraint (IVR)—This
dimension measures the emphasis within a culture on having fun
and enjoying life.
Power Distance (PDI)—Is a measure of the extent to which
those in lower levels are expected to defer to people who
outrank them. Individualism/Collectivism (IDV)—This is a
measure of how comfortable the culture is with strong
individual performance and contributions, versus a preference
for achieving goals collectively, or as part of a group.
Masculinity/Femininity (MAS)—This is a measure of how
highly a culture values traits such as competitiveness,
assertiveness, and achievement (historically thought of as
masculine traits).
Other cultures may place higher value on traits such as caring
for others, cooperation, and quality of life (historically thought
of as feminine traits). Uncertainty Avoidance (UAI)—This
dimension measures the extent to which a culture is comfortable
with risk-taking and the willingness to explore new
opportunities. Long-Term vs. Short-Term Orientation (LTO)—A
culture that has a long-term orientation is likely to be patient
and comfortable with waiting for a deferred profit. The
emphasis would be on work values such as learning,
accountability, and self-discipline. In a culture with a short-
term orientation, you are likely to see a focus on the "bottom
line," and work characteristics such as achievement, freedom,
and independent thinking. Indulgence vs. Restraint (IVR)—This
dimension measures the emphasis within a culture on having fun
and enjoying life.
Question 3
Why is the study of Hofstede’s dimensions of national culture
53. important?
Leadership: Depending upon the part of the world (and
specifically, the country) in which an organization is operating,
"good" leadership may be seen as something very different than
good leadership in the United States. Source: Hofstede, 1980.
Customer service: Many organizations try to optimize by
consolidating customer service in another part of the world.
This may or may not be successful, depending upon how well
the organization understands the cultures of the countries being
served as well as the culture of the country from which the
service is being provided. Marketing: When marketing to
consumers in a country other than your own, it is essential to
understand the "other" culture so that marketing materials are
appropriate. Virtual teams: When an organization establishes
virtual teams that operate in more than one country, the
organization—and especially, the team members—will need a
good understanding of the national culture(s) of other team
members.
Leadership: Depending upon the part of the world (and
specifically, the country) in which an organization is operating,
"good" leadership may be seen as something very different than
good leadership in the United States. Source: Hofstede, 1980.
Customer service: Many organizations try to optimize by
consolidating customer service in another part of the world.
This may or may not be successful, depending upon how well
the organization understands the cultures of the countries being
served as well as the culture of the country from which the
service is being provided. Marketing: When marketing to
consumers in a country other than your own, it is essential to
understand the "other" culture so that marketing materials are
appropriate. Virtual teams: When an organization establishes
virtual teams that operate in more than one country, the
organization—and especially, the team members—will need a
good understanding of the national culture(s) of other team
members.
Question 4
54. What is meant by the term Cultural Intelligence (CQ)?
Cultural Intelligence is an individual’s ability to function
effectively in situations characterized by cultural diversity.
Source: Dyne, Ang & Nielsen, 2008, para. 1.
Cultural Intelligence is an individual’s ability to function
effectively in situations characterized by cultural diversity.
Source: Dyne, Ang & Nielsen, 2008, para. 1.
Question 5
What are the four key capabilities held by people who have high
CQ?
They are able to anticipate what will happen in cross-cultural
situations (metacognitive CQ). They have a wide understanding
of multicultural situations (cognitive CQ). They are confident of
their capabilities and are intrinsically interested in experiencing
culturally diverse settings (motivational CQ). They are able to
vary their verbal and nonverbal behaviors in response to
cultural characteristics of the situation (behavioral CQ). Source:
Dyne, Ang & Nielsen, 2008, paras. 10-13)
They are able to anticipate what will happen in cross-cultural
situations (metacognitive CQ). They have a wide understanding
of multicultural situations (cognitive CQ). They are confident of
their capabilities and are intrinsically interested in experiencing
culturally diverse settings (motivational CQ). They are able to
vary their verbal and nonverbal behaviors in response to
cultural characteristics of the situation (behavioral CQ). Source:
Dyne, Ang & Nielsen, 2008, paras. 10-13)
Question 6
Why is CQ important?
Individuals who have high CQ capabilities are more effective at
making decisions about intercultural situations. They are also
more likely to feel well-adjusted in situations characterized by
cultural diversity. Those who have the capability to make sense
of intercultural experiences perform at higher levels in
multicultural work settings. And people who have the capability
to adapt their verbal and nonverbal behavior to fit specific
cultural settings have a flexible repertoire of behavioral
55. responses that enhances their task performance in culturally
diverse settings. Those who are interested in experiencing other
cultures and feel confident that they can interact with people
who have different cultural backgrounds are better adjusted in
culturally diverse situations. Source: Dyne, Ang & Nielsen,
2008, paras. 15-16.
Individuals who have high CQ capabilities are more effective at
making decisions about intercultural situations. They are also
more likely to feel well-adjusted in situations characterized by
cultural diversity. Those who have the capability to make sense
of intercultural experiences perform at higher levels in
multicultural work settings. And people who have the capability
to adapt their verbal and nonverbal behavior to fit specific
cultural settings have a flexible repertoire of behavioral
responses that enhances their task performance in culturally
diverse settings. Those who are interested in experiencing other
cultures and feel confident that they can interact with people
who have different cultural backgrounds are better adjusted in
culturally diverse situations. Source: Dyne, Ang & Nielsen,
2008, paras. 15-16.
References
Chakrabarti, R., Gupta-Mukherjee, S., & Jayaraman, N. (2009).
Mars-Venus marriages: Culture and cross-border M&A. Journal
Of International Business Studies, 40(2), 216-236
http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/
login.aspx?direct=true&db=bth&AN=36587323&site=eds-
live&scope=site
Hofstede, G., Hofstede, G.J., & Minkov, M. (2010). Cultures
and Organizations: Software of the Mind (3rd. ed.). New York:
McGraw Hill.
Hofstede, G. (1980). Motivation, leadership, and organization:
Do American theories apply abroad?. Organizational
Dynamics,9(1), 42-63. Retrieved from
http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/
login.aspx?direct=true&db=pbh&AN=5143098&site=ehost-
live&scope=site
56. Learning ResourceCorruption in International Business
Corruption: Cash for Favors
A common practice worldwide is for government favors to be
sought in exchange for surreptitious payments in cash.
Corruption is not merely a problem in developing countries. In
recent years, American, German and Italian companies have
been implicated in corruption scandals, both domestic and
international.
Source: Stockmonkeys.com
The Problem of Corruption
When a large corporation decides to enter a foreign market, it
must usually secure a number of licenses, permits, registrations,
or other government approvals. Certain types of business may
be even be illegal unless the corporation is first able to obtain a
change or adjustment to the nation’s laws or regulations. Since
the power to authorize the foreign corporation’s activities is
vested in the hands of local politicians and officials, and since
corporations have access to large financial resources, it should
not be surprising that some corporate executives resort to
financial incentives to influence foreign officials. While certain
financial incentives, such as promises to invest in local
infrastructure, may be legitimate, any form of direct payment to
the foreign official that is intended to influence that official’s
public decisions will cross the line into illegal subornation, also
commonly referred to as bribery.
Bribery is one of the archetypal examples of a corporation
engaged in unethical behavior. A number of problems can be
attributed to business bribery. First, it is obviously illegal—all
countries have laws that prohibit the bribery of government
officials—so the foreign company engaging in bribery exposes
its directors, executives, and employees to grave legal risks.
Second, the rules and regulations that are circumvented by
bribery often have a legitimate public purpose, so the
57. corporation may be subverting local social interests or harming
local competitors. Third, the giving of bribes may foment a
culture of corruption in the foreign country, which can prove
difficult to eradicate. Fourth, in light of laws such as the US
Foreign Corrupt Practices Act (FCPA) and the Organization of
Economic Cooperation and Development (OECD) Convention
on Anti-Bribery (discussed in greater detail below), bribery is
illegal not only in the target country, but also in the
corporation’s home country. Fifth, a corporation that is formally
accused or convicted of illicit behavior may suffer a serious
public relations backlash.
Despite these considerable disincentives, experts report that
worldwide business corruption shows little signs of abating.
Transparency International (TI), a leading anticorruption
organization based in Berlin, estimates that one in four people
worldwide paid a bribe in 2009. It appears that the total number
of bribes continues to increase annually. The World Economic
Forum calculated the cost of corruption in 2011 at more than
five percent of global GDP (US$ 2.6 trillion) with over $1
trillion paid in bribes each year (ICC, 2011).
Governments and intergovernmental organizations have
redoubled their efforts to combat the perceived increase in
international business corruption. Globalization, which
accelerated in the final decades of the twentieth century, is
often cited by specialists as contributing to the spread of
corruption. Corporations and businesses in every nation have
become increasingly dependent on global networks of suppliers,
partners, customers, and governments. The increased interaction
between parties in different countries has multiplied the
opportunities for parties to seek advantage from illicit
incentives and payoffs. Although outright bribery is clearly
unethical and illegal, there is great deal of behavior that falls
into a gray zone that can be difficult to analyze according to a
single global standard. When does a business gift become a
bribe? What level of business entertainment is right or wrong?
Over the past two decades, governments and regulators have
58. sought to clearly define the types of behavior that are
considered unethical and illegal.
Another factor that has heightened the sense of urgency among
regulators is the magnitude of recent cases of corruption
(several of which are described in greater detail below). The
cost to shareholders as well as stakeholders and society has
proven enormous. Governments and international organizations
have ramped up their enforcement of anticorruption laws and
sought increasingly severe penalties, sometimes imposing fines
amounting to hundreds of millions of dollars. Largely as a result
of these efforts, most multinational corporations have developed
internal policies to ensure compliance with anticorruption
legislation. However, as we will see in the case study featured
in this chapter, such compliance also raises complex ethical
dilemmas for corporations. It remains difficult to regulate
ethical behavior when social and cultural norms vary
significantly from country to country. Acts that are considered
unethical in one country may represent a traditional way of
doing business in another. One legal scholar explains the
difference as follows: “A common misconception, held in both
Western and developing countries, and even among many
researchers on corruption, is to confuse what is corrupt with
what is legal. Laws are defined by values, as are ethical norms,
but the two are not equivalent” (Eiher, 2009).
This resource will explore the impact, reasonableness, and the
effectiveness of anticorruption laws and corporate compliance
rules. Finally, we will discuss a case in which the line between
corruption and traditional business practices remains difficult to
ascertain.
The Scope of the Problem
Recent cases of corruption in international business have
attracted considerable media attention. Paying a traffic officer
to ignore a minor traffic violation is unremarkable; paying a
senior government official a secret bribe of millions of dollars
to get a large contract signed is a different matter.
59. While virtually all multinational companies have adopted
anticorruption policies, it is not clear how often these policies
are fully implemented and internalized as part of the corporate
culture. The emphasis on anticorruption policies is relatively
recent and, even in the most responsible organizations, such
policies are still works in progress. However, there is some
evidence that the implementation is not always as effective as
might be hoped.
For example, a study by Control Risks (2013) and the
Economist magazine’s Intelligence Unit showed that while most
companies acknowledge the need to combat bribery and
corruption, many are complacent and unprepared to deal with
scandals inside their own organizations. The review of global
attitudes on corruption surveyed more than 300 senior lawyers
and compliance heads in April 2013. It painted a disturbing
picture. The authors concluded that “too many companies still
fall short of best practices in their anticorruption compliance
programs.” Despite ranking anticorruption high on most
corporate agendas, the report noted a “danger of complacency”
among companies, and as a result, “the risk of a company
finding itself in the middle of a corruption-based investigation
remains real” (Tedesco, 2013).
Transparency International’s Corruption Perceptions Index
(CPI) ranks countries and territories according to their
perceived levels of public sector corruption. It is an aggregate
indicator that combines different sources of information about
corruption, making it possible to compare countries. Perceptions
are used because corruption is generally a hidden activity that is
difficult to measure. The CPI confirms that corruption remains a
problem worldwide and takes place even in the wealthiest
countries (Transparency International, 2013). Research in 2012
by the Austrian economist Friedrich Schneider placed the
annual loss to the German economy alone at €250 billion
(“Corruption Will Cost Germany,” 2012).
The Dow Jones State of Anti-Corruption Survey in 2011, which
surveyed more than 300 companies worldwide, found that more
60. than 55 percent of companies have found cause to reconsider
working with certain global business partners due to concerns
about possible violation of anticorruption regulations.
Additionally, the biannual survey indicated than more than 40
percent of companies believe they have lost business to
competitors who won contracts unethically, an increase from
only 10 percent in the 2009 study. “Strict liability provisions in
legislation like the UK Bribery Act make businesses responsible
for the activities of their agents and partners overseas, and this
is having a direct impact on the occurrence of new business
partnerships between firms,” said Rupert de Ruig, managing
director of Risk and Compliance, Dow Jones (Dow Jones Risk
and Compliance, 2011).
Global social costs from corruption include the reluctance of
investors to commit to projects in developing economies,
inhibited growth of businesses due to syphoning off of revenues
for bribes, and diversion of funds from food, medical, and
educational aid programs. In addition, it seems likely that
corruption hampers the development of executive talent in
developing nations, given that frustrated local executives may
seek to emigrate to countries where corruption is less prevalent.
Consider for example, the long term impact of the necessity of
paying a bribe to get running water in a household in rural India
(Campion, 2011). This type of corruption can effectively
exclude the poor from access to vital public services. Economist
Daniel Kaufmann (1997) of the Harvard Institute of
International Development cites public sector corruption as the
most severe obstacle to development in developing and post-
communist countries.
Notable Examples of Corruption
The number and magnitude of recent corruption cases
prosecuted by government authorities is disconcerting.
Moreover, these widely-publicized cases may represent only the
tip of the iceberg: regulatory bodies focus principally on the
bribery of public officials so that other forms of business
61. corruption are under-reported. As of 2013, the ten largest cases
successfully tried pursuant to the FCPA are listed below (in
order of magnitude of fines) (Cassin, 2013):
1. Siemens (Germany)—$800 million in 2008
2. KBR/Halliburton (USA)—$579 million in 2009
3. BAE (UK)—$400 million in 2010
4. Total SA (France)—$398 million in 2013
5. Snamprogetti Netherlands BV/ENI SpA (Holland/Italy)—
$365 million in 2010
6. Technip SA (France)—$338 million in 2010
7. JGC Corporation (Japan)—$218.8 million in 2011
8. Daimler AG (Germany)—$185 million in 2010
9. Alcatel-Lucent (France)—$137 million in 2010
10. Magyar Telekom/Deutsche Telekom (Hungary/Germany)—
$95 million in 2011
There are other recent examples of large-scale corruption in
international business, described in greater depth in the sections
below.Walmart in Mexico
According to a report issued by the Mexican Employers
Association in 2011, companies operating in Mexico spend
more than 10 percent of their revenue on corrupt acts. One of
the most well-known cases was the Walmart scandal that was
brought to light in September 2005 and resulted in the
company’s stock value dropping by as much as $4.5 billion.
Evidence unearthed by internal and external investigations
revealed a widespread use of bribes, alleged to total over $24
million. The bribes were paid to facilitate the construction of
Walmart stores throughout Mexico. The country is a huge
market for Walmart—one in every five Walmart stores is in
Mexico. As of October 2014, the investigation continued,
having implicated Walmart management at the most senior
levels of complicity or awareness.GlaxoSmithKline in China
In September 2013, China’s Xinhua news agency reported that a
police investigation into bribes paid by drug manufacturer
GlaxoSmithKline (GSK) indicated that the bribes were
organized and paid by GSK China and not by individuals