BMIS 570
Case Study Instructions
You will write a 4–5-page paper in current APA format that focuses on 2 case studies from each week’s reading. Each paper must include at least 4 references in addition to the course textbooks and the Bible. Each week there is a different set of cases for you to review. You must review them separately following the instructions below:
1. State the facts of the case
· What happened in this case?
· Who are the parties?
· What motivated the parties to take this action?
· List the facts by level of importance.
2. Discuss the Issue: Discuss the issues or problems presented by the case. The legal issue is the question of law on which resolution of the case turns. An issue should be presented in the form of a question. While most cases revolve around a legal issue, you should also consider issues of public policy, values in conflict, and practical reality. For example, a case study involving abortion might involve the following issues:
· Legal: Is abortion legal? If so, under what circumstances?
· Public Policy: Should abortion be legal? Why or why not?
· Values in Conflict: Which value is more important, a woman's right to privacy or an unborn child's right to life? Why?
· Practical: What are the options open to someone faced with an unwanted pregnancy? Where can someone in this situation go for help and advice?
3. Discuss the Arguments: Now that you have defined the facts and issues, develop and discuss the arguments that can be made for each of the various points of view. For example, what are the arguments, both Pro and Con, for each point of view, which side provides the most compelling argument, and why, and what are the consequences?
4. Conclusion: Each of these cases has a court ruling. Do you agree with the court’s decision (why or why not?). From a Christian prospective, how does this decision impact Christianity and society? If the impact is negative, what recommendations would you make to overcome that impact?
Submit each Case Study by 11:59 p.m. (ET) on Sunday of every module/week.
P
A
P
E
R
S
September 2010 ■ Project Management Journal ■ DOI: 10.1002/pmj 89
INTRODUCTION ■
When project managers focus primarily on hard business tools,such as schedule, budget, and scope, they can lose sight of a moresubjective aspect of the project—the team member. Each personbrings a unique set of experiences and knowledge to the project
team. Equally important are the social and behavioral skills that each indi-
vidual uses to interact with other team members in forming a cohesive and
productive team. A project manager may spend significant effort and funds
on team building, only to find that the team still does not reach its full poten-
tial due to one or more team members who, either consciously or uncon-
sciously, do not integrate with the team.
A significant amount of research has been published on the overall team
process and team building (Jehn & Shah, 1997; Mattick & Miller, 2006; Miller.
BSL 4000, Managing Diversity in Organizations 1 CoursMargaritoWhitt221
BSL 4000, Managing Diversity in Organizations 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Assess the benefits of organizational diversity.
2.1 Evaluate how organizational diversity promotes creativity and innovative problem-solving.
6. Appraise methods used to improve organizational cultures.
6.1 Describe how organizational cultures are perceived.
6.2 Contrast the benefits and disadvantages of diverse workplace environments.
6.3 Determine the value of establishing a dynamic organizational culture.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 10
Unit II Project
6.1
Unit Lesson
Chapter 2
Unit II Project
6.2
Unit Lesson
Chapters 2 and 10
Unit II Project
6.3
Unit Lesson
Chapters 2 and 10
Unit II Project
Required Unit Resources
Chapter 2: Theories and Thinking About Diversity, pp. 37-54
Chapter 10: Work and Family, pp. 285-304
Unit Lesson
Benefits and Drawbacks of Organizational Diversity
An organization will have many needs in order to work at its peak performance. Part of this process is
understanding the organizational culture as well as that of individuals, groups, and teams and how they
interact socially. In order for there to be a sense of unity, there should be an understanding of what it takes for
individuals who have their own unique differences to accept others or at least find a way to interact and
collaborate (Shen, Chanda, D’Netto, & Monga, 2009). This does not mean forcing someone to accept or
adopt someone else’s beliefs and heritage as his or her own. Gaining understanding to appreciate these
unique backgrounds and characteristics provides a broader comprehension that can assist in facilitating
improved innovation and outcomes.
The organization and its components can continually improve through gaining this greater understanding of
the different cultures and backgrounds of its individual members. Along with this can be issues of time
relevance in addition to the value placed on interaction, relationships, and work completed. How work is
completed and under what conditions can also be a part of our diversity (Bell, 2017). An individual who is very
self-focused and time-conscious will have challenges in working with an individual or team members who do
not have the same time relevance and do not hold the same value for individual achievement. An individual
UNIT II STUDY GUIDE
Organizational Diversity
BSL 4000, Managing Diversity in Organizations 2
UNIT x STUDY GUIDE
Title
who believes in talking a concern through as a group until resolution is reached will be a source of agitation to
the individualistic member.
The readings address terms and concepts such as stigma and minority. Are these terms used
interchangeably? Are individuals within an organization, a community, and society so grounded in their own
values, beliefs, and traditions that when so ...
Group dynamics refers to the attitudinal and behavioral characteristics within and between social groups. It concerns how groups form and function, as well as the psychological processes that occur within groups. Key factors that affect group dynamics include communication processes, interaction patterns, interpersonal attraction and cohesion, social integration and influence through norms and roles, the exercise of power and control, and the development of group culture. Understanding group dynamics can provide insights into decision-making, the spread of ideas, and forms of social prejudice.
The following topics should be included in your key understandings a.pdfamolmobileshop
The following topics should be included in your key understandings and take-away for this
week. What do you know about these topics?
Definition of group
Formal vs informal groups
Tuckman’s stages of group development
Groups as open systems
Characteristics of effective groups
Advantages and disadvantages of groups
Advantages and disadvantages of decision making in groups
Social facilitation, synergy, social loafing,
Norms, cohesiveness, impact of different combinations of these.
Definition of team
Team building process
Different team roles
Advantages/ disadvantages of teams
Types of teams (High performing, self managing, etc)
Homogenous and heterogeneous teams
Types of team building/ approaches to team building
Difference between groups and teams
Solution
.1. A collection of individuals who have regular contact and frequent interaction, mutual
influence, common feeling fcamaraderie, and who work together to achieve a common set of
goals.
2. Formal Groups- Formal groups are created and maintained to fulfill needs or tasks which arc
related to the total organisation mission. Thus these are consciously and deliberately created.
Such groups may be either permanent in the form of top management team such as board of
directors or management committees, work units in the various departments of the organisation,
staff groups providing specialised services to the organisation, and so on; or the formal groups
may be constituted on temporary basis for fulfilling certain specified objectives. When such
objectives are fulfilled they disappear. These may be in the form of temporary committee, task
force, etc. The working of formal groups is regulated by organisational rules and regulations.
Informals Group- Informal groups, on the other hand, are created in the organisation becausc of
operation of social and psychological forces operating at the work-place. Members create such
groups for their own satisfaction and their working is not regulated by the general framework of
organisational rules and regulations. Thus formal and informal organisations differ from each
other in the following respects:
1. Origin—As discussed above, reasons and circumstances of origin of both formal and informal
organisations are quite different. The formal groups are created deliberately and consciously in
the organisation by the framers of the organisation. On the other hand, informal groups arc
created because
of the operation of socio-psychological forces at the workplace, that is, people while working
together develop certain liking and disliking for others for the type of interactions not provided
officially.
2. Purpose—Since formal groups are deliberate creation, they are created for achieving the
legitimate objectives of the organisation. In fact, formal groups are basic product of formal
ogranisation structure. The informal groups are created by organisational members for their
social and psychological satisfaction. Thus they serve the purpose of organisational members
wh.
This document discusses groups and their effects in organizations. It begins by defining what a group is, noting that humans are social beings that survive as part of groups. It then discusses formal and informal groups that form within organizations. Both types of groups can have positive and negative influences on an organization's structure and functions. The document goes on to classify different types of groups, discuss reasons for joining groups, and general functions and features of groups.
The document discusses Gregory Howard Williams' memoir "Life on the Color Line" about growing up biracial in Virginia and Indiana in the 1950s-60s. Williams describes the difficulties of navigating between black and white communities as a light-skinned black man. The memoir illustrates several psychological concepts, including outgroup homogeneity bias (assuming greater similarity among outgroup members than ingroup), subtyping (holding negative views of a group while liking individuals), and ingroup favoritism (discriminating in favor of one's own group).
This document discusses a group therapy session for 10 individuals in South Wales seeking mental health support. Key points:
- The group aimed to provide mental health care through group dynamics and engagement. Responsibilities were distributed according to members' strengths and abilities.
- Three relevant social work theories were identified: transpersonal theory focusing on spiritual dimensions, psychosocial development theory on responding to social crises, and cognitive behavioral theory on interconnections between thoughts, emotions, and behavior.
- The group's cultural diversity and experiences with lack of mental support and drought were strengths. Developing rapport and understanding members' needs was important for engagement and support.
Discussion 1 Relationship Between Purpose of Study and Data Analysi.docxowenhall46084
Discussion 1: Relationship Between Purpose of Study and Data Analysis Techniques
In order to make decisions about the value of any research study for practice, it is important to understand the general processes involved in analyzing research data. By now, you have examined enough research studies to be aware that there are some common ways that data are reported and summarized in research studies. For example, the sample is often described by numbers of participants and by certain characteristics of those participants that help us determine how representative the sample is of a population. The information about the sample is commonly reported in tables and graphs, making use of frequency distributions, measures of central tendency, and dispersion. Information about the variables (or concepts) of interest when quantified are also reported in similar manner.
Although the actual data analysis takes place after data have been collected, from the initial planning of a research study, the researcher needs to have an awareness of the types of questions that can be answered by particular data analysis techniques.
For this Discussion, review the case study entitled "Social Work Research: Measuring Group Success." Consider the data analysis described in that case. Recall the information presented in the earlier chapters of your text about formulating research questions to inform a hypotheses or open-ended exploration of an issue.
·
Post
an explanation of the types of descriptive and/or inferential statistics you might use to analyze the data gathered in the case study.
·
Also explain how the statistics you identify can guide you in evaluating the applicability of the study's findings for your own practice as a social worker.
Please use the resources to support your answer.
Needs to be 1 page or more in length.
References (use at least 2)
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2012).
Research methods for social workers
(7th ed.). Upper Saddle River, NJ: Allyn & Bacon.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year
. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Social Work Research: Measuring Group Success
The 12-week psychoeducational support group for survivors of trauma I facilitated consisted of eight women (five of whom identified as Caucasian and three of whom were Hispanic in origin) who had a history of sexual abuse and/or incest. All of the women spoke English, were between 30 and 50 years old, and identified as heterosexual. One woman in the group was married, and the rest were either divorced or single. Five of the women had children. The majority were gainfully employed except for one group member who had multiple sclerosis and was on Social Security Disability Insurance. Members were recruited via internal agency referrals or referrals from other social workers. All members were required to meet individually with a s.
Group dynamics refers to the interactions within groups and the psychological forces between members. It involves how groups form, develop over time through various stages, and function through different roles and norms. Understanding group dynamics is important for recognizing how to best organize, lead, and promote groups. Key aspects include group structure and size, the development process, functions like tasks, maintenance, and self-interest behaviors, and the influence of norms.
BSL 4000, Managing Diversity in Organizations 1 CoursMargaritoWhitt221
BSL 4000, Managing Diversity in Organizations 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Assess the benefits of organizational diversity.
2.1 Evaluate how organizational diversity promotes creativity and innovative problem-solving.
6. Appraise methods used to improve organizational cultures.
6.1 Describe how organizational cultures are perceived.
6.2 Contrast the benefits and disadvantages of diverse workplace environments.
6.3 Determine the value of establishing a dynamic organizational culture.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 10
Unit II Project
6.1
Unit Lesson
Chapter 2
Unit II Project
6.2
Unit Lesson
Chapters 2 and 10
Unit II Project
6.3
Unit Lesson
Chapters 2 and 10
Unit II Project
Required Unit Resources
Chapter 2: Theories and Thinking About Diversity, pp. 37-54
Chapter 10: Work and Family, pp. 285-304
Unit Lesson
Benefits and Drawbacks of Organizational Diversity
An organization will have many needs in order to work at its peak performance. Part of this process is
understanding the organizational culture as well as that of individuals, groups, and teams and how they
interact socially. In order for there to be a sense of unity, there should be an understanding of what it takes for
individuals who have their own unique differences to accept others or at least find a way to interact and
collaborate (Shen, Chanda, D’Netto, & Monga, 2009). This does not mean forcing someone to accept or
adopt someone else’s beliefs and heritage as his or her own. Gaining understanding to appreciate these
unique backgrounds and characteristics provides a broader comprehension that can assist in facilitating
improved innovation and outcomes.
The organization and its components can continually improve through gaining this greater understanding of
the different cultures and backgrounds of its individual members. Along with this can be issues of time
relevance in addition to the value placed on interaction, relationships, and work completed. How work is
completed and under what conditions can also be a part of our diversity (Bell, 2017). An individual who is very
self-focused and time-conscious will have challenges in working with an individual or team members who do
not have the same time relevance and do not hold the same value for individual achievement. An individual
UNIT II STUDY GUIDE
Organizational Diversity
BSL 4000, Managing Diversity in Organizations 2
UNIT x STUDY GUIDE
Title
who believes in talking a concern through as a group until resolution is reached will be a source of agitation to
the individualistic member.
The readings address terms and concepts such as stigma and minority. Are these terms used
interchangeably? Are individuals within an organization, a community, and society so grounded in their own
values, beliefs, and traditions that when so ...
Group dynamics refers to the attitudinal and behavioral characteristics within and between social groups. It concerns how groups form and function, as well as the psychological processes that occur within groups. Key factors that affect group dynamics include communication processes, interaction patterns, interpersonal attraction and cohesion, social integration and influence through norms and roles, the exercise of power and control, and the development of group culture. Understanding group dynamics can provide insights into decision-making, the spread of ideas, and forms of social prejudice.
The following topics should be included in your key understandings a.pdfamolmobileshop
The following topics should be included in your key understandings and take-away for this
week. What do you know about these topics?
Definition of group
Formal vs informal groups
Tuckman’s stages of group development
Groups as open systems
Characteristics of effective groups
Advantages and disadvantages of groups
Advantages and disadvantages of decision making in groups
Social facilitation, synergy, social loafing,
Norms, cohesiveness, impact of different combinations of these.
Definition of team
Team building process
Different team roles
Advantages/ disadvantages of teams
Types of teams (High performing, self managing, etc)
Homogenous and heterogeneous teams
Types of team building/ approaches to team building
Difference between groups and teams
Solution
.1. A collection of individuals who have regular contact and frequent interaction, mutual
influence, common feeling fcamaraderie, and who work together to achieve a common set of
goals.
2. Formal Groups- Formal groups are created and maintained to fulfill needs or tasks which arc
related to the total organisation mission. Thus these are consciously and deliberately created.
Such groups may be either permanent in the form of top management team such as board of
directors or management committees, work units in the various departments of the organisation,
staff groups providing specialised services to the organisation, and so on; or the formal groups
may be constituted on temporary basis for fulfilling certain specified objectives. When such
objectives are fulfilled they disappear. These may be in the form of temporary committee, task
force, etc. The working of formal groups is regulated by organisational rules and regulations.
Informals Group- Informal groups, on the other hand, are created in the organisation becausc of
operation of social and psychological forces operating at the work-place. Members create such
groups for their own satisfaction and their working is not regulated by the general framework of
organisational rules and regulations. Thus formal and informal organisations differ from each
other in the following respects:
1. Origin—As discussed above, reasons and circumstances of origin of both formal and informal
organisations are quite different. The formal groups are created deliberately and consciously in
the organisation by the framers of the organisation. On the other hand, informal groups arc
created because
of the operation of socio-psychological forces at the workplace, that is, people while working
together develop certain liking and disliking for others for the type of interactions not provided
officially.
2. Purpose—Since formal groups are deliberate creation, they are created for achieving the
legitimate objectives of the organisation. In fact, formal groups are basic product of formal
ogranisation structure. The informal groups are created by organisational members for their
social and psychological satisfaction. Thus they serve the purpose of organisational members
wh.
This document discusses groups and their effects in organizations. It begins by defining what a group is, noting that humans are social beings that survive as part of groups. It then discusses formal and informal groups that form within organizations. Both types of groups can have positive and negative influences on an organization's structure and functions. The document goes on to classify different types of groups, discuss reasons for joining groups, and general functions and features of groups.
The document discusses Gregory Howard Williams' memoir "Life on the Color Line" about growing up biracial in Virginia and Indiana in the 1950s-60s. Williams describes the difficulties of navigating between black and white communities as a light-skinned black man. The memoir illustrates several psychological concepts, including outgroup homogeneity bias (assuming greater similarity among outgroup members than ingroup), subtyping (holding negative views of a group while liking individuals), and ingroup favoritism (discriminating in favor of one's own group).
This document discusses a group therapy session for 10 individuals in South Wales seeking mental health support. Key points:
- The group aimed to provide mental health care through group dynamics and engagement. Responsibilities were distributed according to members' strengths and abilities.
- Three relevant social work theories were identified: transpersonal theory focusing on spiritual dimensions, psychosocial development theory on responding to social crises, and cognitive behavioral theory on interconnections between thoughts, emotions, and behavior.
- The group's cultural diversity and experiences with lack of mental support and drought were strengths. Developing rapport and understanding members' needs was important for engagement and support.
Discussion 1 Relationship Between Purpose of Study and Data Analysi.docxowenhall46084
Discussion 1: Relationship Between Purpose of Study and Data Analysis Techniques
In order to make decisions about the value of any research study for practice, it is important to understand the general processes involved in analyzing research data. By now, you have examined enough research studies to be aware that there are some common ways that data are reported and summarized in research studies. For example, the sample is often described by numbers of participants and by certain characteristics of those participants that help us determine how representative the sample is of a population. The information about the sample is commonly reported in tables and graphs, making use of frequency distributions, measures of central tendency, and dispersion. Information about the variables (or concepts) of interest when quantified are also reported in similar manner.
Although the actual data analysis takes place after data have been collected, from the initial planning of a research study, the researcher needs to have an awareness of the types of questions that can be answered by particular data analysis techniques.
For this Discussion, review the case study entitled "Social Work Research: Measuring Group Success." Consider the data analysis described in that case. Recall the information presented in the earlier chapters of your text about formulating research questions to inform a hypotheses or open-ended exploration of an issue.
·
Post
an explanation of the types of descriptive and/or inferential statistics you might use to analyze the data gathered in the case study.
·
Also explain how the statistics you identify can guide you in evaluating the applicability of the study's findings for your own practice as a social worker.
Please use the resources to support your answer.
Needs to be 1 page or more in length.
References (use at least 2)
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2012).
Research methods for social workers
(7th ed.). Upper Saddle River, NJ: Allyn & Bacon.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year
. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Social Work Research: Measuring Group Success
The 12-week psychoeducational support group for survivors of trauma I facilitated consisted of eight women (five of whom identified as Caucasian and three of whom were Hispanic in origin) who had a history of sexual abuse and/or incest. All of the women spoke English, were between 30 and 50 years old, and identified as heterosexual. One woman in the group was married, and the rest were either divorced or single. Five of the women had children. The majority were gainfully employed except for one group member who had multiple sclerosis and was on Social Security Disability Insurance. Members were recruited via internal agency referrals or referrals from other social workers. All members were required to meet individually with a s.
Group dynamics refers to the interactions within groups and the psychological forces between members. It involves how groups form, develop over time through various stages, and function through different roles and norms. Understanding group dynamics is important for recognizing how to best organize, lead, and promote groups. Key aspects include group structure and size, the development process, functions like tasks, maintenance, and self-interest behaviors, and the influence of norms.
Chapter 1 Introduction to Organizational BehaviorOutline · O.docxsleeperharwell
This document provides an introduction to organizational behavior. It defines organizational behavior as the study of how individuals and groups act in organizations and how organizations respond to their environments. It discusses organizational behavior at the individual, group, and organizational levels. Understanding organizational behavior can help managers improve performance and effectiveness by influencing factors that shape employee attitudes and behavior.
Organizational behavior is the field of study that investigates how individuals, groups, and organizational structure impact behavior in organizations. It draws from various contributing disciplines including psychology, sociology, social psychology, anthropology, and political science. There are many challenges and opportunities for organizational behavior today, such as responding to globalization, managing workforce diversity, improving quality and productivity, and improving customer service. Organizational behavior aims to understand and predict workplace behaviors in order to help organizations operate more effectively and improve outcomes like productivity, job satisfaction, and organizational citizenship.
1) The document provides instructions for an assignment where the student must outline concepts from their sociology course that apply to their own life and identify relevant scholarly sources to support the analysis.
2) The outline should include sections on culture and socialization, social structure and groups, education, their professional field of nursing, and technology and media.
3) For each section, the student must briefly explain the relevance of sociological concepts and identify at least one scholarly source to support the analysis from a sociological perspective.
This document outlines notes from sociology class lessons on key topics like what sociology is, groups studied in sociology, theoretical perspectives, and conformity. It provides warm-up questions, homework assignments, and outlines concepts to be covered for an upcoming test. Key points covered include that sociology is the study of groups, their formation and impact on behavior. Theoretical perspectives like functionalism and symbolic interactionism are discussed as ways to understand group behavior. Conformity and its causes are also examined.
DBA 7420, Organizational Behavior and Comparative Mana.docxadkinspaige22
DBA 7420, Organizational Behavior and Comparative Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Critique organizational behavior in the workplace.
1.1 Discuss organizational behavior.
1.2 Analyze the impact of factors contributing to organizational behavior.
2. Discuss the major behavior science disciplines that contribute to organizational behavior.
2.1 Relate a behavior science discipline to organizational behavior.
2.2 Explore the contributions of behavior science disciplines to organizational effectiveness.
Course/Unit
Learning Outcomes
Learning Activity
1.1 Unit II Article Critique
1.2 Unit II Article Critique
2.1
Unit Lesson
Chapter 1, pp. 15–16
Article: “Cross-Cultural Industrial Organizational Psychology and
Organizational Behavior: A Hundred-Year Journey.”
Article: “Ethical Climates and Their Effects on Organizational Outcomes:
Implications From the Past and Prophecies for the Future.”
Unit II Article Critique
2.2
Unit Lesson
Chapter 1, pp. 15–16
Article: “Cross-Cultural Industrial Organizational Psychology and
Organizational Behavior: A Hundred-Year Journey.”
Article: “Ethical Climates and Their Effects on Organizational Outcomes:
Implications From the Past and Prophecies for the Future.”
Unit II Article Critique
Reading Assignment
Chapter 1: What Is Organizational Behavior?, pp. 15–16
In order to access the following resources, click the links below.
Gelfand, M. J., Aycan, Z., Erez, M., & Leung, K. (2017). Cross-cultural industrial organizational psychology
and organizational behavior: A hundred-year journey. Journal of Applied Psychology, 102(3), 514–
529. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bsu&AN=124805533&site=eds-live&scope=site
Simha, A., & Cullen, J. B. (2012). Ethical climates and their effects on organizational outcomes: Implications
from the past and prophecies for the future. Academy of Management Perspectives, 26(4), 20–34.
Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bsu&AN=84930146&site=ehost-live&scope=site
UNIT II STUDY GUIDE
Major Behavioral
Science Disciplines
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=124805533&site=eds-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=124805533&site=eds-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=84930146&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=84930146&site=ehost-live&scope=site
DBA 7420, Organizational Be.
Group dynamics : The document provide information associated with group dynamics and also it includes the note related to it with various multiple choice question and also a ' Case Study' for better understanding about group dynamics.
Question 1 governance modelsDuring this semester, we examined s.docxlillie234567
Question 1: governance models
During this semester, we examined several areas of governance and ways in which governance models are applied and regulated by governments and industry
Getting closer to your dissertation, you will need to choose a topic in your first dissertation class, DSRT-736, so it is essential to start preparing. This week, let us take a look at some topics to consider, and by the end of the week, we could have several ideas for dissertation topics
Here are some pointers that will help critically evaluate some viable topics.
• Is the topic attainable for a first-time dissertation student?
• Is the problem rooted in the literature?
• Is the research empirical, i.e., is there a survey, is there an interview guide, has the data been analyzed via some statistical tool?
• Is there a theoretical model or framework discussed?
Discuss the topic, the problem the model has been used in the research, and any present findings.
Do not read the entire dissertation, as the abstract and chapter one introduction should give a clear understanding of the research.
· Provide an outside source (for example, an article from the UC Library) that applies to the topic, along with additional information about the topic or the source (please cite properly in APA)
Question 2: strategic IT planning and strategy
During this session, we looked at several topics on Strategic IT planning and strategy
We examined researchers, models, and issues in the area, and as you get closer to starting your own dissertation, you will need to choose a topic in your first dissertation class DSRT-736, so it is essential to start preparing.
This week, let us take a look at some topics to consider, and by the end of the week, we could have several ideas for dissertation topics.
Here are some pointers that will help critically evaluate some viable topics.
· Is the topic attainable for a first-time dissertation student?
· Is the problem rooted in the literature?
· Is the research empirical, i.e., is there a survey, is there an interview guide, has the data been analyzed via some statistical tool?
· Is there a theoretical model or framework discussed?
Discuss the topic, the problem the model has been used in the research, and any present findings.
Do not read the entire dissertation, as the abstract and chapter one introduction should give a clear understanding of the research.
· Provide an outside source (for example, an article from the UC Library) that applies to the topic, along with additional information about the topic or the source (please cite properly in APA)
A Little Thanks Goes a Long Way:
Explaining Why Gratitude Expressions Motivate Prosocial Behavior
Adam M. Grant
University of Pennsylvania
Francesca Gino
University of North Carolina at Chapel Hill
Although research has established that receiving expressions of gratitude increases prosocial behavior,
little is known about the psychological mechanisms that mediate this effect. We propose that grat.
This document summarizes research on programs and initiatives related to emotional intelligence, social ecology, and moral development. It provides annotations for several studies that developed and evaluated interventions targeting social and emotional skills. Key findings include that emotional intelligence can be improved through focused efforts; environmental characteristics influence individual functioning; and moral reasoning can be promoted to higher stages through targeted interventions, especially for individuals in institutional settings. The Appleby College Life Strategies Programme appears to be based on research showing the importance of these factors for success beyond grades.
What are some ways teams can benefit from diversity while working to.docxtwilacrt6k5
What are some ways teams can benefit from diversity while working together as a unit? This needs to be atleast 300 words and Please use the Reading Material Below!!!!
Do you tend to be a leader or a follower in a small group? Do you talk a lot or little? Perhaps your answers would depend on the quality of your relationships with other group members. Communication scholar Joann Keyton notes that relational communication in groups refers to the verbal and nonverbal messages that create the social fabric of a group by promoting relationships between and among group members. It is the affective or expressive dimension of group communication as opposed to the instrumental, or task-oriented, dimension.1 Relational communication theorists assert that every message people communicate to one another has both a content dimension and a relationship dimension. The content dimension of a message includes the specific information conveyed to someone. The relationship dimension involves message cues that provide hints about whether you like or dislike the person with whom you are communicating. Whether you give a public speech, talk with your spouse, or communicate with another member of a small group, you provide information about the feelings you have toward your listener in addition to the ideas you’re conveying. This chapter emphasizes the relational elements that affect the quality of the relationships you establish with other group members. Specifically, it concentrates on variables that have an important effect on the relationships you establish with others in small groups: (1) the roles you assume, (2) the norms or standards the group develops, (3) the status differences that affect the group’s productivity, (4) the power some members wield, (5) the trust that improves group performance, and (6) some additional effects of cultural differences. Roles Stop reading this chapter for just a moment, and reflect on the question “Who are you?” Now, write down ten different responses. Who Are You? 1. I am ______________________________________________ 2. I am ______________________________________________ 3. I am ______________________________________________ 4. I am ______________________________________________ 5. I am ______________________________________________ 6. I am ______________________________________________ 7. I am ______________________________________________ 8. I am ______________________________________________ 9. I am ______________________________________________ 10. I am ______________________________________________ As we noted in Chapter 2, these responses are part of your theory of yourself—your self-concept. Your self-concept—who you think you are—shapes your communication and relationships with others. Your self-concept also affects how others relate to you. In trying to reduce the uncertainty that occurs when communicating in groups, people quickly assess the behaviors of others. They assign roles—sets of expectations—to others..
This document provides an overview of a post graduate diploma in management course at GL Bajaj Institute of Management & Research. The course is Organizational Behavior-II in the second trimester of the 2020-21 academic year. It lists the course facilitators, Dr. Parul Yadav and Dr. Prachi Agarwal, and provides a brief overview of the course content which includes units on group dynamics and teams, leadership, power and politics, organizational structure and culture, and organizational change and development. The course textbooks and references are also listed. Finally, the content of the first chapter on groups dynamics and teams is summarized, covering topics such as the meaning and definition of groups, types of groups, characteristics
This document summarizes a research study that examined the impact of ethics training on budgetary decision making. The study involved four groups that received different combinations of a pre-test, ethics intervention, and post-test. The findings indicate that formal ethics training had little to no impact on individual choices, and in some cases seemed to have a negative correlation. The data suggest that individual ethical standards are a stronger predictor of ethical behavior than other variables like ethics training. Further research is needed to identify the most effective ways to guide budgetary decisions along ethical lines.
This document provides an overview of organizational behavior concepts including:
1. Definitions of organizational behavior focusing on understanding individual and group behavior to improve organizational effectiveness.
2. Frederick Taylor's scientific management approach which studied work efficiency and developed techniques like standardized jobs and piece-rate pay.
3. The contingency approach which recognizes there is no universal solution and behaviors depend on situational factors like culture and technology.
4. Key aspects of communication including encoding messages, decoding, potential for distortion, and the importance of feedback.
BOOK REVIEWS How to write a book review There are two .docxmoirarandell
BOOK REVIEWS: How to write a book review
There are two approaches to book reviewing:
Descriptive reviews give the essential information about a book. This is done with description and
exposition, by stating the perceived aims and purposes of the author, and by quoting striking passages
from the text.
Critical reviews describe and evaluate the book, in terms of accepted literary and historical standards,
and supports this evaluation with evidence from the text. The following pointers are meant to be
suggestions for writing a critical review.
Basic requirements
To write a critical review, the reviewer must know two things:
Knowing the work under review: This demands not only attempting to understand the author's purpose
and how the component parts of the work contribute to that purpose, but also knowledge of the
author: his/her nationality, time period, other works etc.
Requirements of the genre: This means understanding the art form and how it functions. Without such
context, the reviewer has no historical or literary standard upon which to base an evaluation.
Reviewing essentials
Description of the book. Sufficient description should be given so that the reader will have some
understanding of the author's thoughts. This account is not a summary. It can be woven into the critical
remarks.
Discuss the author. Biographical information should be relevant to the subject of the review and
enhance the reader's understanding of the work under discussion.
Appraise the book. A review must be a considered judgment that includes:
a statement of the reviewer's understanding of the author's purpose
how well the reviewer feels the author's purpose has been achieved
evidence to support the reviewer's judgement of the author' achievement.
While you read:
Read the book with care.
Highlight quotable passages.
Note your impressions as you read.
Allow time to assimilate what you read so that the book can be seen in perspective.
Keep in mind the need for a single impression which must be clear to the reader.
The review outline
A review outline gives you an over-all grasp of the organization of the review, to determine the central
point your review will make, to eliminate inessentials or irrelevancies, and to fill in gaps or omissions.
Examine the notes you have made and eliminate those with no relationship to your central
thesis.
By organizing your discussion topics into groups, aspects of the book will emerge: e.g., theme,
character, structure, etc.
Write down all the major headings of the outline and fill in the subdivisions.
All parts should support your thesis or central point.
First draft
Opening paragraphs set the tone of the paper. Possible introductions usually make a statement about
the:
Thesis
Authorial purpose
Topicality of the work or its significance
Comparison of the work to others by the same author or within the same genre.
Book Review #3- The Spirit Catches You and You Fall Down”Ch.docxmoirarandell
Book Review #3- “The Spirit Catches You and You Fall Down”
Chapters 7-12
Do you believe removing Lia from her parent's care was the right choice for her overall wellbeing? Why or why not?
How did the author find an interpreter that was successful in serving as a cultural broker between herself and the Lees?
How did Jeanine Hilt advocate for the Lee family?
Explain how Neil Ernst and the Lees may have differed culturally in their understanding of the value or perception of the Ernst's’ family vacation.
Give three reasons why many Hmong may have resisted leaving the refugee camp (Ban Vanai) in Thailand.
.
Book required Current Issues and Enduring Questions, by Sylvan Ba.docxmoirarandell
Book required: Current Issues and Enduring Questions, by Sylvan Barnet (Links to an external site.), Hugo Bedau (Links to an external site.), John O'Hara (Links to an external site.) ISBN 1319035477 which should be edition 11
REQUIREMENTS:
· Organize ideas in well-developed, coherent, and stylistically sophisticated analytical essays.
· Evaluate and improve his/her writing process by revising and editing his/her won essays
· Apply logical reasoning to identify and evaluate authors’ use of rhetorical techniques, participate in critical thinking class discussions and activities, and compose clearly organized and effectively argued written analyses of those texts.
· Identify, analyze, and question stated and unstated assumptions of texts and draw meaningful inferences about the intentions of authors in context.
· Discuss a variety of argumentative and analytical assignments and demonstrate the effective use of rhetorical strategies and an awareness of style.
· Use a variety of research skills to expand analysis of a primary source, evaluating and incorporating secondary source materials that encompass the social, historical, and critical aspects that provide context for the argument.
About Myself:
Name: James Greene
Occupation: Senior Logistic Analyst/Lead For NAVSUP Fleet Logistic Center (FLC) San Dirgo In Support of Littoral Combat Ships (LCS)
Major: AA In Business Administration this my last I need to achieve goal. Working toward a BA in Business Management from University Of Redlands.
Retired Navy Veteran retired in Jun 2010
Married all three of my children attend Southwestern
Ordain Pastor
Hobbies:
Live Concerts
Bowling
Movies
Traveling
Book required:
Current Issues and Enduring Questions, by
Sylvan Barnet
(Links to an external
site.)
,
Hugo Bedau
(Links to an external site.)
,
John O'Hara
(Links to an external
site.)
ISBN
1319035477
which should be edition 11
R
EQUIREMENTS
:
·
Organize ideas in well
-
developed, coherent, and stylistically sophisticated analytical essays.
·
Evaluate and improve his/her writing process by revising and editing his/her won essays
·
Apply logical reasoning to identify a
nd evaluate authors’ use of rhetorical techniques,
participate in critical thinking class discussions and activities, and compose clearly organized
and effectively argued written analyses of those texts.
·
Identify, analyze, and question stated and unstated
assumptions of texts and draw meaningful
inferences about the intentions of authors in context.
·
Discuss a variety of argumentative and analytical assignments and demonstrate the effective
use of rhetorical strategies and an awareness of style.
·
Use a variet
y of research skills to expand analysis of a primary source, evaluating and
incorporating secondary source materials that encompass the social, historical, and critical
aspects that provide context for the argument.
About Myself:
Name: James Greene
Occupation: Senior
Logistic Analyst/Lead .
Book Review #1- The Spirit Catches You and You Fall Down”Chapte.docxmoirarandell
Book Review #1- “The Spirit Catches You and You Fall Down”
Chapters 1-3
Explain why Foua Yang’s birthdate may have been different in various locations in the medical charts?
Describe how the history of the Hmong people as discussed in chapter two may have influenced Foua and Nao Kao’s perception of the physicians and nurses who appear to be in charge of their daughter’s care?
How do you think to have an interpreter might have improved the outcomes of Lia’s numerous emergency room visits up to this point?
Discuss the differences in conceptual frameworks that may have led Foua and Nao Kao and the caregivers at Merced County hospital to misunderstand one another during Lia’s admissions?
How may have Foua and Nao Kao experienced cultural pain during the experience of Lia’s birth in the United States?
Assignment File(s)
NM 245 Book Review assignment overview
[MSWord]
Previous
Next
.
Book reportGringo viejo- Carlos FuentesThe written book repo.docxmoirarandell
Book report
Gringo viejo- Carlos Fuentes
The written book report must include the following (5 paragraphs,3-4 pages,
in spanish
). always include a bibliography with the name of the book and the author, publisher, and copyright date.
A. introduction-
name, author of the book and brief background of the author. Also, in the introduction there should be a summary of the storys main idea{theme}, or briefly describe what the book is about
B.Body of the report
- the body of the report is made up of several paragraphs. you can start with a paragraph about the main characters, this may or may not include a physical description of the characters, but it will definitively include a description of their personalities.
c.
Figure out which type of conflict or problem exists in the story, and explain it in another paragraph.
no plagerism, double spaced, in spanish
.
Book reference Kouzes, James M. and Posner, Barry Z. The Leadership.docxmoirarandell
This document provides instructions for a personal leadership audit assignment based on Kouzes and Posner's book "The Leadership Challenge". Students are asked to complete a 2-3 page paper in APA format that answers questions about definitions of leadership, different leadership types, the five practices of exemplary leadership, characteristics of effective leaders, their own leadership style, past managers' styles, and traits of contemporary leaders.
BOOK PICTURE I POSTED TOO. Go to the the textbook, study chapt.docxmoirarandell
BOOK PICTURE I POSTED TOO.
Go to the the textbook, study
chapter 8
on the media, and discuss these issues:
1.Planned obsolescence: provide
Examples
that should not be in the book but from your own life experience)
Fig. 8.7 in the textbook: Violence in the media, and video games.
Examples
should from your own life experience,
Media globalization: Examples. Is it good or bad for the cultural values of the countries involved?
China and the Internet censorship: Why China is doing what it is doing?
.
Book ListBecker, Ernest The Denial of D.docxmoirarandell
Book List
Becker, Ernest The Denial of Death
Castaneda, Carlos The Journey to Ixlan
Castaneda, Carlos The Active Side of Infinity
Jung, C.G. Modern Man in Search of a Soul
Moore, Thomas Care of the Soul
May, Rollo The Cry for Myth
Peck, M. Scott The Road Less Traveled
Keen, Sam Inward Bound
Huxley, Adlous The Doors of Perception
Jaynes, Julian The Origin of Consciousness in the
Breakdown of the Bicameral Mind
Storr & Stevens Freud & Jung
Singer, June Boundaries of the Soul
Esters, Clarissa Pinkola Women Who Run With the Wolves
Grof, Stanislav Spiritual Emergency
Jung, C.G. Memories, Dreams, Reflections
Hillman, James We’ve Had a Hundred Years of Psychotherapy
And the World’s Getting Worse
Hesse, Herman Steppenwolf
Chodron, Pema The Places that Scare You
Grof, Christina & Stan The Stormy Search for the Self
Jung, C.G. Flying Saucers
Jung, C.G. Psychology and the Occult
Freud, Sigmund Civilization and its Discontents
M. Scott Peck People of the Lie
Baumeister, Roy Evil: Inside Human Violence and Cruelty
Frankl, Viktor Man’s Search for Meaning
Storr, Anthony The Essential Jung
Strassman, Rick DMT: The Spirit Molecule
Watson, John B. Behaviorism
Freud, Sigmund The Interpretation of Dreams
Stevens, Jay Storming Heaven: LSD and the American
Dream
Fromm, Erich Escape from Freedom
Jung, Carl Answer to Job
Kubler-Ross, Elizabeth Death and Dying
Skinner, B.F. Beyond Freedom and Dignity
Amundsen, Christan Insights From the Secret Teachings of Jesus
Ruiz, Don Miguel The Four Agreements
Moody, Raymond Life After Life
Jonas, Hans The Gnostic Religion
Ellis, Albert
The Myth of Self-Esteem: How
Rational Emotive Behavior Therapy Can
Change Your Life Forever.
May, Rollo The Discovery of Being: Writings
.
This very short document contains a brief mention of a book list and random number table but provides no further details about either. It gives only a high-level indication of two items without any contextual or explanatory information.
More Related Content
Similar to BMIS 570Case Study Instructions You will write a 4–5-page pape.docx
Chapter 1 Introduction to Organizational BehaviorOutline · O.docxsleeperharwell
This document provides an introduction to organizational behavior. It defines organizational behavior as the study of how individuals and groups act in organizations and how organizations respond to their environments. It discusses organizational behavior at the individual, group, and organizational levels. Understanding organizational behavior can help managers improve performance and effectiveness by influencing factors that shape employee attitudes and behavior.
Organizational behavior is the field of study that investigates how individuals, groups, and organizational structure impact behavior in organizations. It draws from various contributing disciplines including psychology, sociology, social psychology, anthropology, and political science. There are many challenges and opportunities for organizational behavior today, such as responding to globalization, managing workforce diversity, improving quality and productivity, and improving customer service. Organizational behavior aims to understand and predict workplace behaviors in order to help organizations operate more effectively and improve outcomes like productivity, job satisfaction, and organizational citizenship.
1) The document provides instructions for an assignment where the student must outline concepts from their sociology course that apply to their own life and identify relevant scholarly sources to support the analysis.
2) The outline should include sections on culture and socialization, social structure and groups, education, their professional field of nursing, and technology and media.
3) For each section, the student must briefly explain the relevance of sociological concepts and identify at least one scholarly source to support the analysis from a sociological perspective.
This document outlines notes from sociology class lessons on key topics like what sociology is, groups studied in sociology, theoretical perspectives, and conformity. It provides warm-up questions, homework assignments, and outlines concepts to be covered for an upcoming test. Key points covered include that sociology is the study of groups, their formation and impact on behavior. Theoretical perspectives like functionalism and symbolic interactionism are discussed as ways to understand group behavior. Conformity and its causes are also examined.
DBA 7420, Organizational Behavior and Comparative Mana.docxadkinspaige22
DBA 7420, Organizational Behavior and Comparative Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Critique organizational behavior in the workplace.
1.1 Discuss organizational behavior.
1.2 Analyze the impact of factors contributing to organizational behavior.
2. Discuss the major behavior science disciplines that contribute to organizational behavior.
2.1 Relate a behavior science discipline to organizational behavior.
2.2 Explore the contributions of behavior science disciplines to organizational effectiveness.
Course/Unit
Learning Outcomes
Learning Activity
1.1 Unit II Article Critique
1.2 Unit II Article Critique
2.1
Unit Lesson
Chapter 1, pp. 15–16
Article: “Cross-Cultural Industrial Organizational Psychology and
Organizational Behavior: A Hundred-Year Journey.”
Article: “Ethical Climates and Their Effects on Organizational Outcomes:
Implications From the Past and Prophecies for the Future.”
Unit II Article Critique
2.2
Unit Lesson
Chapter 1, pp. 15–16
Article: “Cross-Cultural Industrial Organizational Psychology and
Organizational Behavior: A Hundred-Year Journey.”
Article: “Ethical Climates and Their Effects on Organizational Outcomes:
Implications From the Past and Prophecies for the Future.”
Unit II Article Critique
Reading Assignment
Chapter 1: What Is Organizational Behavior?, pp. 15–16
In order to access the following resources, click the links below.
Gelfand, M. J., Aycan, Z., Erez, M., & Leung, K. (2017). Cross-cultural industrial organizational psychology
and organizational behavior: A hundred-year journey. Journal of Applied Psychology, 102(3), 514–
529. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bsu&AN=124805533&site=eds-live&scope=site
Simha, A., & Cullen, J. B. (2012). Ethical climates and their effects on organizational outcomes: Implications
from the past and prophecies for the future. Academy of Management Perspectives, 26(4), 20–34.
Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bsu&AN=84930146&site=ehost-live&scope=site
UNIT II STUDY GUIDE
Major Behavioral
Science Disciplines
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=124805533&site=eds-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=124805533&site=eds-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=84930146&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=84930146&site=ehost-live&scope=site
DBA 7420, Organizational Be.
Group dynamics : The document provide information associated with group dynamics and also it includes the note related to it with various multiple choice question and also a ' Case Study' for better understanding about group dynamics.
Question 1 governance modelsDuring this semester, we examined s.docxlillie234567
Question 1: governance models
During this semester, we examined several areas of governance and ways in which governance models are applied and regulated by governments and industry
Getting closer to your dissertation, you will need to choose a topic in your first dissertation class, DSRT-736, so it is essential to start preparing. This week, let us take a look at some topics to consider, and by the end of the week, we could have several ideas for dissertation topics
Here are some pointers that will help critically evaluate some viable topics.
• Is the topic attainable for a first-time dissertation student?
• Is the problem rooted in the literature?
• Is the research empirical, i.e., is there a survey, is there an interview guide, has the data been analyzed via some statistical tool?
• Is there a theoretical model or framework discussed?
Discuss the topic, the problem the model has been used in the research, and any present findings.
Do not read the entire dissertation, as the abstract and chapter one introduction should give a clear understanding of the research.
· Provide an outside source (for example, an article from the UC Library) that applies to the topic, along with additional information about the topic or the source (please cite properly in APA)
Question 2: strategic IT planning and strategy
During this session, we looked at several topics on Strategic IT planning and strategy
We examined researchers, models, and issues in the area, and as you get closer to starting your own dissertation, you will need to choose a topic in your first dissertation class DSRT-736, so it is essential to start preparing.
This week, let us take a look at some topics to consider, and by the end of the week, we could have several ideas for dissertation topics.
Here are some pointers that will help critically evaluate some viable topics.
· Is the topic attainable for a first-time dissertation student?
· Is the problem rooted in the literature?
· Is the research empirical, i.e., is there a survey, is there an interview guide, has the data been analyzed via some statistical tool?
· Is there a theoretical model or framework discussed?
Discuss the topic, the problem the model has been used in the research, and any present findings.
Do not read the entire dissertation, as the abstract and chapter one introduction should give a clear understanding of the research.
· Provide an outside source (for example, an article from the UC Library) that applies to the topic, along with additional information about the topic or the source (please cite properly in APA)
A Little Thanks Goes a Long Way:
Explaining Why Gratitude Expressions Motivate Prosocial Behavior
Adam M. Grant
University of Pennsylvania
Francesca Gino
University of North Carolina at Chapel Hill
Although research has established that receiving expressions of gratitude increases prosocial behavior,
little is known about the psychological mechanisms that mediate this effect. We propose that grat.
This document summarizes research on programs and initiatives related to emotional intelligence, social ecology, and moral development. It provides annotations for several studies that developed and evaluated interventions targeting social and emotional skills. Key findings include that emotional intelligence can be improved through focused efforts; environmental characteristics influence individual functioning; and moral reasoning can be promoted to higher stages through targeted interventions, especially for individuals in institutional settings. The Appleby College Life Strategies Programme appears to be based on research showing the importance of these factors for success beyond grades.
What are some ways teams can benefit from diversity while working to.docxtwilacrt6k5
What are some ways teams can benefit from diversity while working together as a unit? This needs to be atleast 300 words and Please use the Reading Material Below!!!!
Do you tend to be a leader or a follower in a small group? Do you talk a lot or little? Perhaps your answers would depend on the quality of your relationships with other group members. Communication scholar Joann Keyton notes that relational communication in groups refers to the verbal and nonverbal messages that create the social fabric of a group by promoting relationships between and among group members. It is the affective or expressive dimension of group communication as opposed to the instrumental, or task-oriented, dimension.1 Relational communication theorists assert that every message people communicate to one another has both a content dimension and a relationship dimension. The content dimension of a message includes the specific information conveyed to someone. The relationship dimension involves message cues that provide hints about whether you like or dislike the person with whom you are communicating. Whether you give a public speech, talk with your spouse, or communicate with another member of a small group, you provide information about the feelings you have toward your listener in addition to the ideas you’re conveying. This chapter emphasizes the relational elements that affect the quality of the relationships you establish with other group members. Specifically, it concentrates on variables that have an important effect on the relationships you establish with others in small groups: (1) the roles you assume, (2) the norms or standards the group develops, (3) the status differences that affect the group’s productivity, (4) the power some members wield, (5) the trust that improves group performance, and (6) some additional effects of cultural differences. Roles Stop reading this chapter for just a moment, and reflect on the question “Who are you?” Now, write down ten different responses. Who Are You? 1. I am ______________________________________________ 2. I am ______________________________________________ 3. I am ______________________________________________ 4. I am ______________________________________________ 5. I am ______________________________________________ 6. I am ______________________________________________ 7. I am ______________________________________________ 8. I am ______________________________________________ 9. I am ______________________________________________ 10. I am ______________________________________________ As we noted in Chapter 2, these responses are part of your theory of yourself—your self-concept. Your self-concept—who you think you are—shapes your communication and relationships with others. Your self-concept also affects how others relate to you. In trying to reduce the uncertainty that occurs when communicating in groups, people quickly assess the behaviors of others. They assign roles—sets of expectations—to others..
This document provides an overview of a post graduate diploma in management course at GL Bajaj Institute of Management & Research. The course is Organizational Behavior-II in the second trimester of the 2020-21 academic year. It lists the course facilitators, Dr. Parul Yadav and Dr. Prachi Agarwal, and provides a brief overview of the course content which includes units on group dynamics and teams, leadership, power and politics, organizational structure and culture, and organizational change and development. The course textbooks and references are also listed. Finally, the content of the first chapter on groups dynamics and teams is summarized, covering topics such as the meaning and definition of groups, types of groups, characteristics
This document summarizes a research study that examined the impact of ethics training on budgetary decision making. The study involved four groups that received different combinations of a pre-test, ethics intervention, and post-test. The findings indicate that formal ethics training had little to no impact on individual choices, and in some cases seemed to have a negative correlation. The data suggest that individual ethical standards are a stronger predictor of ethical behavior than other variables like ethics training. Further research is needed to identify the most effective ways to guide budgetary decisions along ethical lines.
This document provides an overview of organizational behavior concepts including:
1. Definitions of organizational behavior focusing on understanding individual and group behavior to improve organizational effectiveness.
2. Frederick Taylor's scientific management approach which studied work efficiency and developed techniques like standardized jobs and piece-rate pay.
3. The contingency approach which recognizes there is no universal solution and behaviors depend on situational factors like culture and technology.
4. Key aspects of communication including encoding messages, decoding, potential for distortion, and the importance of feedback.
Similar to BMIS 570Case Study Instructions You will write a 4–5-page pape.docx (13)
BOOK REVIEWS How to write a book review There are two .docxmoirarandell
BOOK REVIEWS: How to write a book review
There are two approaches to book reviewing:
Descriptive reviews give the essential information about a book. This is done with description and
exposition, by stating the perceived aims and purposes of the author, and by quoting striking passages
from the text.
Critical reviews describe and evaluate the book, in terms of accepted literary and historical standards,
and supports this evaluation with evidence from the text. The following pointers are meant to be
suggestions for writing a critical review.
Basic requirements
To write a critical review, the reviewer must know two things:
Knowing the work under review: This demands not only attempting to understand the author's purpose
and how the component parts of the work contribute to that purpose, but also knowledge of the
author: his/her nationality, time period, other works etc.
Requirements of the genre: This means understanding the art form and how it functions. Without such
context, the reviewer has no historical or literary standard upon which to base an evaluation.
Reviewing essentials
Description of the book. Sufficient description should be given so that the reader will have some
understanding of the author's thoughts. This account is not a summary. It can be woven into the critical
remarks.
Discuss the author. Biographical information should be relevant to the subject of the review and
enhance the reader's understanding of the work under discussion.
Appraise the book. A review must be a considered judgment that includes:
a statement of the reviewer's understanding of the author's purpose
how well the reviewer feels the author's purpose has been achieved
evidence to support the reviewer's judgement of the author' achievement.
While you read:
Read the book with care.
Highlight quotable passages.
Note your impressions as you read.
Allow time to assimilate what you read so that the book can be seen in perspective.
Keep in mind the need for a single impression which must be clear to the reader.
The review outline
A review outline gives you an over-all grasp of the organization of the review, to determine the central
point your review will make, to eliminate inessentials or irrelevancies, and to fill in gaps or omissions.
Examine the notes you have made and eliminate those with no relationship to your central
thesis.
By organizing your discussion topics into groups, aspects of the book will emerge: e.g., theme,
character, structure, etc.
Write down all the major headings of the outline and fill in the subdivisions.
All parts should support your thesis or central point.
First draft
Opening paragraphs set the tone of the paper. Possible introductions usually make a statement about
the:
Thesis
Authorial purpose
Topicality of the work or its significance
Comparison of the work to others by the same author or within the same genre.
Book Review #3- The Spirit Catches You and You Fall Down”Ch.docxmoirarandell
Book Review #3- “The Spirit Catches You and You Fall Down”
Chapters 7-12
Do you believe removing Lia from her parent's care was the right choice for her overall wellbeing? Why or why not?
How did the author find an interpreter that was successful in serving as a cultural broker between herself and the Lees?
How did Jeanine Hilt advocate for the Lee family?
Explain how Neil Ernst and the Lees may have differed culturally in their understanding of the value or perception of the Ernst's’ family vacation.
Give three reasons why many Hmong may have resisted leaving the refugee camp (Ban Vanai) in Thailand.
.
Book required Current Issues and Enduring Questions, by Sylvan Ba.docxmoirarandell
Book required: Current Issues and Enduring Questions, by Sylvan Barnet (Links to an external site.), Hugo Bedau (Links to an external site.), John O'Hara (Links to an external site.) ISBN 1319035477 which should be edition 11
REQUIREMENTS:
· Organize ideas in well-developed, coherent, and stylistically sophisticated analytical essays.
· Evaluate and improve his/her writing process by revising and editing his/her won essays
· Apply logical reasoning to identify and evaluate authors’ use of rhetorical techniques, participate in critical thinking class discussions and activities, and compose clearly organized and effectively argued written analyses of those texts.
· Identify, analyze, and question stated and unstated assumptions of texts and draw meaningful inferences about the intentions of authors in context.
· Discuss a variety of argumentative and analytical assignments and demonstrate the effective use of rhetorical strategies and an awareness of style.
· Use a variety of research skills to expand analysis of a primary source, evaluating and incorporating secondary source materials that encompass the social, historical, and critical aspects that provide context for the argument.
About Myself:
Name: James Greene
Occupation: Senior Logistic Analyst/Lead For NAVSUP Fleet Logistic Center (FLC) San Dirgo In Support of Littoral Combat Ships (LCS)
Major: AA In Business Administration this my last I need to achieve goal. Working toward a BA in Business Management from University Of Redlands.
Retired Navy Veteran retired in Jun 2010
Married all three of my children attend Southwestern
Ordain Pastor
Hobbies:
Live Concerts
Bowling
Movies
Traveling
Book required:
Current Issues and Enduring Questions, by
Sylvan Barnet
(Links to an external
site.)
,
Hugo Bedau
(Links to an external site.)
,
John O'Hara
(Links to an external
site.)
ISBN
1319035477
which should be edition 11
R
EQUIREMENTS
:
·
Organize ideas in well
-
developed, coherent, and stylistically sophisticated analytical essays.
·
Evaluate and improve his/her writing process by revising and editing his/her won essays
·
Apply logical reasoning to identify a
nd evaluate authors’ use of rhetorical techniques,
participate in critical thinking class discussions and activities, and compose clearly organized
and effectively argued written analyses of those texts.
·
Identify, analyze, and question stated and unstated
assumptions of texts and draw meaningful
inferences about the intentions of authors in context.
·
Discuss a variety of argumentative and analytical assignments and demonstrate the effective
use of rhetorical strategies and an awareness of style.
·
Use a variet
y of research skills to expand analysis of a primary source, evaluating and
incorporating secondary source materials that encompass the social, historical, and critical
aspects that provide context for the argument.
About Myself:
Name: James Greene
Occupation: Senior
Logistic Analyst/Lead .
Book Review #1- The Spirit Catches You and You Fall Down”Chapte.docxmoirarandell
Book Review #1- “The Spirit Catches You and You Fall Down”
Chapters 1-3
Explain why Foua Yang’s birthdate may have been different in various locations in the medical charts?
Describe how the history of the Hmong people as discussed in chapter two may have influenced Foua and Nao Kao’s perception of the physicians and nurses who appear to be in charge of their daughter’s care?
How do you think to have an interpreter might have improved the outcomes of Lia’s numerous emergency room visits up to this point?
Discuss the differences in conceptual frameworks that may have led Foua and Nao Kao and the caregivers at Merced County hospital to misunderstand one another during Lia’s admissions?
How may have Foua and Nao Kao experienced cultural pain during the experience of Lia’s birth in the United States?
Assignment File(s)
NM 245 Book Review assignment overview
[MSWord]
Previous
Next
.
Book reportGringo viejo- Carlos FuentesThe written book repo.docxmoirarandell
Book report
Gringo viejo- Carlos Fuentes
The written book report must include the following (5 paragraphs,3-4 pages,
in spanish
). always include a bibliography with the name of the book and the author, publisher, and copyright date.
A. introduction-
name, author of the book and brief background of the author. Also, in the introduction there should be a summary of the storys main idea{theme}, or briefly describe what the book is about
B.Body of the report
- the body of the report is made up of several paragraphs. you can start with a paragraph about the main characters, this may or may not include a physical description of the characters, but it will definitively include a description of their personalities.
c.
Figure out which type of conflict or problem exists in the story, and explain it in another paragraph.
no plagerism, double spaced, in spanish
.
Book reference Kouzes, James M. and Posner, Barry Z. The Leadership.docxmoirarandell
This document provides instructions for a personal leadership audit assignment based on Kouzes and Posner's book "The Leadership Challenge". Students are asked to complete a 2-3 page paper in APA format that answers questions about definitions of leadership, different leadership types, the five practices of exemplary leadership, characteristics of effective leaders, their own leadership style, past managers' styles, and traits of contemporary leaders.
BOOK PICTURE I POSTED TOO. Go to the the textbook, study chapt.docxmoirarandell
BOOK PICTURE I POSTED TOO.
Go to the the textbook, study
chapter 8
on the media, and discuss these issues:
1.Planned obsolescence: provide
Examples
that should not be in the book but from your own life experience)
Fig. 8.7 in the textbook: Violence in the media, and video games.
Examples
should from your own life experience,
Media globalization: Examples. Is it good or bad for the cultural values of the countries involved?
China and the Internet censorship: Why China is doing what it is doing?
.
Book ListBecker, Ernest The Denial of D.docxmoirarandell
Book List
Becker, Ernest The Denial of Death
Castaneda, Carlos The Journey to Ixlan
Castaneda, Carlos The Active Side of Infinity
Jung, C.G. Modern Man in Search of a Soul
Moore, Thomas Care of the Soul
May, Rollo The Cry for Myth
Peck, M. Scott The Road Less Traveled
Keen, Sam Inward Bound
Huxley, Adlous The Doors of Perception
Jaynes, Julian The Origin of Consciousness in the
Breakdown of the Bicameral Mind
Storr & Stevens Freud & Jung
Singer, June Boundaries of the Soul
Esters, Clarissa Pinkola Women Who Run With the Wolves
Grof, Stanislav Spiritual Emergency
Jung, C.G. Memories, Dreams, Reflections
Hillman, James We’ve Had a Hundred Years of Psychotherapy
And the World’s Getting Worse
Hesse, Herman Steppenwolf
Chodron, Pema The Places that Scare You
Grof, Christina & Stan The Stormy Search for the Self
Jung, C.G. Flying Saucers
Jung, C.G. Psychology and the Occult
Freud, Sigmund Civilization and its Discontents
M. Scott Peck People of the Lie
Baumeister, Roy Evil: Inside Human Violence and Cruelty
Frankl, Viktor Man’s Search for Meaning
Storr, Anthony The Essential Jung
Strassman, Rick DMT: The Spirit Molecule
Watson, John B. Behaviorism
Freud, Sigmund The Interpretation of Dreams
Stevens, Jay Storming Heaven: LSD and the American
Dream
Fromm, Erich Escape from Freedom
Jung, Carl Answer to Job
Kubler-Ross, Elizabeth Death and Dying
Skinner, B.F. Beyond Freedom and Dignity
Amundsen, Christan Insights From the Secret Teachings of Jesus
Ruiz, Don Miguel The Four Agreements
Moody, Raymond Life After Life
Jonas, Hans The Gnostic Religion
Ellis, Albert
The Myth of Self-Esteem: How
Rational Emotive Behavior Therapy Can
Change Your Life Forever.
May, Rollo The Discovery of Being: Writings
.
This very short document contains a brief mention of a book list and random number table but provides no further details about either. It gives only a high-level indication of two items without any contextual or explanatory information.
Book is Media Literacy. Eighth EditionW.JamesPotte.docxmoirarandell
Book is
Media Literacy. Eighth Edition
W.
James
Potter
University
of
California,
Santa
Barbara
Respond to the following in a minimum of 175 words:
Describe the process of creating meaning.
Provide an example of how you might assign meaning to a media message you have encountered.
.
Book Forensic and Investigative AccountingPlease answer t.docxmoirarandell
Book: Forensic and Investigative Accounting
Please answer the questions listed below and submit in a word document.
Exercise 41.
What are Howard M. Schilit’s seven financial shenanigans?
Exercise 71.
Go to the FBI internet site or search other sources and prepare a report as to the fraudulent activities in these companies. How did the people pull off the fraud?
a.
Quest Communication.
b.
AmeriFunding.
.
Book Criminoloy Second EditionRead Chapter 6. Please submit .docxmoirarandell
Book "Criminoloy Second Edition
"
Read Chapter 6. Please submit your responses to the following questions via the drop box:
1. What is
social disorganization
? How does it contribute to crime? What were Shaw and McKay's findings with regards to the
Concentric Zone
model?
2. Define
anomie. How does this "cause" crime.
3. Briefly explain Robert K. Merton's
Mean/Ends Theory (Modes of Adaptation).
4. According to Robert Agnew, what are the 3 major types of
negative relationships
which cause
strain
?
5. What would
Albert Cohen
say caused crime? What are
middle-class measuring rods
?
6. How do
Sykes and Matza
differ from Cohen in their belief of crime causation?
7. Briefly explain the
violent subculture theory
of Marvin Wolfgang.
.
Book Discussion #2 Ideas(may select 1 or more to respond to).docxmoirarandell
Book Discussion #2 Ideas
(may select 1 or more to respond to) submit to Discussion Drop Box by 3/1 at 11:59 pm
:
1. Write on contrasting Kant's approach to ethics with consequentialism. Which do you think is better, and why?
2. Explain Kant's principle of universalizability and the principle of humanity. Do they ever give conflicting advice? If so, which do you think is a better guide to our moral obligations?
3. Kant claims that humans have a special kind of value not possessed by anything else on earth. How does he justify this claim? What are the implications of this view regarding the moral status of non-human animals? Do you find this view plausible?
4. What gives actions
moral worth
, according to Kant? Compare Kant's view on this subject with the view of the utilitarian. Which view do you think is preferable, and why?
See RUBRIC and Example tabs (Maximum 30% similarity). Submit in Discussion Drop Box. No late assignments.
.
BOOK 1984 MiniProject What makes a human beingOne .docxmoirarandell
BOOK 1984
MiniProject: What makes a human being?
One of the themes of 1984 is human dignity. In Part Two, Winston’s dreams and memories of his
mother lead him to an appreciation of the proles and to the realization that “the proles had stayed
human” (165). In Part Three, O’Brien refers to Winston as “the last man...the guardian of the
human spirit” (270).
Step 1: Write to analyze and explain your perspective on what it means to be human. Your writing
should be 1-2 pages typed and printed. Think about all of the qualities that make a person
“human” according to Winston—qualities that Winston says the Party has taken away and that
Winston has had to “relearn by conscious effort” (165). Consider those qualities in your analysis
and emphasize and/or add the qualities that you feel are most important to being human. Be sure
to reflect the importance of each of the qualities both within the novel as well as importance to the
human experience.
Step 2: Choose from the options below or create your own (must be approved) to present/
illustrate your analysis:
2. Create a “recipe” that contains all of the essential “ingredients” that make up a human being.
3. Write your own lyrics to a song that explains what it means to be human.
4. Reflect key events from Winston or Julia’s point of view (ex. diary, social media account, video).
5. Make a written, audio, video, visual recording of Winston’s diary throughout the novel.
6. Create an interview with one of the characters (ex. News broadcast, talk show).
10. Create your own original ending for the novel.
Conflict Resolution Strategies
Outline
Conflict Resolution Strategies – FH (Cultural Clashes in Workplace)
I. Understanding the conflict
· Identify contributing factors to conflicts in work environment.
· Identify the parties involved in the conflict.
· Approach towards achieving resolution.
II. Goals
· The short-term goal of conflict resolution.
· The long-term goals of conflict resolution.
III. The actual practice of conflict
· Theoretical information which is the description of conflict resolutions that is to be used.
· Inventive practices that show why this initiative is unique in resolving conflict.
· The step by step instructions of resolving conflict in the workplace.
IV. Conclusion
· The guidebook towards achieving conflict resolution.
· Resources necessary for establishing better conflict resolution.
· Contact information for conflict management groups.
GYPSYLOXX™ Conflict resolution Training ManualWelcome to the GLX Team
The GLX mission is to start a movement to inspire the youth to become their own person; to create a distinctive look that is modern, upscale and versatile; as well as doing our best to assure ultimate Customer satisfaction. As a member of the GLX team, you are responsible for creating a friendly work environment by exhibiting the positive traits listed in this manual.
We were very impressed with your experience and/or skill set and we think you w.
Bonds are a vital source of financing to governments and corpora.docxmoirarandell
Bonds are a vital source of financing to governments and corporations of all types. In this discussion forum, you will have the opportunity to discuss possible sources of risks from the investors’ perspective.
For your initial post, assess what you think are the top three biggest risks for investors associated in bond investments, and explain why. Support your claims with references to at least one recent relevant news article from a credible financial media source (i.e., Bloomberg Business Week, Wall Street Journal, Yahoo Finance, etc.)
.
Bond Company adopted the dollar-value LIFO inventory method on Janua.docxmoirarandell
Bond Company adopted the dollar-value LIFO inventory method on January 1, 2013. In applying the LIFO method, Bond uses internal cost indexes and the multiple-pools approach. The following data were available for Inventory Pool No. 3 for the two years following the adoption of LIFO:
Ending Inventory
At Current
At Base
Year
Cost
Year Cost
Cost index
1/1/13
$305,000
$305,000
1.00
12/31/13
334,360
321,500
1.04
12/31/14
441,440
356,000
1.24
Under the dollar-value LIFO method the inventory at December 31, 2014, should be
.
Boley A Negro Town in the American West (1908) The commu.docxmoirarandell
Boley: A Negro Town in the American West (1908)
The community of Boley, in the Creek Nation of Indian Territory, or what is now Oklahoma,
was one of thirty black towns founded in the West after the Civil War and settled by immigrants
from the South and Middle West. Blacks first arrived in Oklahoma as the slaves of Cherokees
and Creeks. The Indians had been displaced from the Carolinas and Georgia during the 1830s
and forced to relocate by foot along the "Trail of Tears" to new lands in Oklahoma. In 1908, a
year after Oklahoma was granted statehood, Booker T. Washington described the town's
development.
The large proportions of the northward and westward movement of the negro population recall
the Kansas exodus of thirty years ago, when within a few months more than forty thousand
helpless and destitute negroes from the country districts of Arkansas and Mississippi poured into
eastern Kansas in search of "better homes, larger opportunities, and kindlier treatment."
It is a striking evidence of the progress made in thirty years that the present northward and
westward movement of the negro people has brought into these new lands, not a helpless and
ignorant horde of black people--but land-seekers and home-builders, men who have come
prepared to build up the country. In the thirty years since the Kansas exodus the southern negroes
have learned to build schools, to establish banks and conduct newspapers. They have recovered
something of the knack for trade that their foreparents in Africa were famous for. They have
learned through their churches and their secret orders the art of corporate and united action. This
experience has enabled them to set up and maintain in a raw western community, numbering
2,500, an orderly and self-respecting government.
In the fall of 1905 I spent a week in the Territories of Oklahoma and Indian Territory. During the
course of my visit I had an opportunity for the first time to see the three races--the negro, the
Indian, and the white man--living side by side, each in sufficient numbers to make their influence
felt in the communities of which they were a part, and in the Territory as a whole. . . .
One cannot escape the impression, in traveling through Indian Territory, that the Indians, who
own practically all the lands, and until recently had the local government largely in their own
hands, are to a very large extent regarded by the white settlers, who are rapidly filling up the
country, as almost a negligible quantity. To such an extent is this true that the Constitution of
Oklahoma, as I understand it, takes no account of the Indians in drawing its distinctions among
the races. For the Constitution there exist only the negro and the white man. The reason seems to
be that the Indians have either receded--"gone back," as the saying in that region is on the
advance of the white race, or they have intermarried with and become absorbed with it. Indeed,
so rapidly has this interma.
BoF Professional Member Exclusive articles & analysis availa.docxmoirarandell
BoF Professional Member Exclusive: articles & analysis available only to you. View the archive.
lg Professional !
CEO TALK
Burberry Stops Destroying Product and Bans Real Fur
A PR backlash enveloped Burberry following the revelation that it destroyed £28.6 million worth of unsold product last year. Now, the company is ending the practice and banning animal fur. In a global exclusive interview, BoF's
Imran Amed sits down with Burberry CEO Marco Gobbetti to decode the thinking behind the move.
BY IMRAN AMED
SEPTEMBER 6, 2018 05:28
ACTION REQUIRED: You are currently missing out on important BoF Professional membership beneNts. Click here to rectify.
LONDON, United Kingdom — Burberry is stopping its longstanding practice of destroying unsold product after a firestorm of negative press and social media posts in July. That month, it emerged that the British brand had destroyed £28.6 million ($36.8 million) worth of product — including clothing, accessories
and perfume — in fiscal 2017/2018. The company has destroyed £105 million ($135 million) of unsold product in the last five years, a practice it has previously disclosed in its annual reports.
Alongside the shift, Burberry is also banning the use of animal fur — including rabbit, fox, mink and Asiatic raccoon, as well as angora — in its runway collections, beginning with new chief creative officer Riccardo Tisci’s highly anticipated debut collection set to be unveiled on September 17 at London Fashion Week.
Existing fur products will be phased out over time, however the brand will continue to sell products made with shearling.
“Modern luxury means being socially and environmentally responsible. This belief is core to us at Burberry and key to our long-term success,” said chief executive Marco Gobbetti in a statement.
But clearly, the negative publicity was a wake-up call for the British luxury behemoth. “We are in the midst of an environmental crisis exacerbated by the fashion industry,” read an open letter to Burberry from second-hand retailer ThredUp, which captured the sentiment of the backlash. “Fashion is now responsible
for 10 percent of global carbon emissions and is projected to drain a quarter of the world’s carbon budget by 2050. We respect the desire to protect your brand image but discounting your product shouldn’t be scarier than setting it on fire.”
Burberry is not the only fashion or luxury brand to have destroyed product. Last November, H&M was reported to have burned unsold products. According to the New York Times, Nike slashes its unsold sneakers. And, Richemont has reportedly destroyed more than £400 million worth of watches from high-end
brands including Cartier and Jaeger-LeCoultre.
Indeed, it is one of the industry’s dirty secrets that brands regularly destroy product to protect their intellectual property from counterfeiters and to limit the diminished brand perception that comes with disposing of excess stock through heavy discounting.
Burberry says its new.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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 ...
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Leveraging Generative AI to Drive Nonprofit Innovation
BMIS 570Case Study Instructions You will write a 4–5-page pape.docx
1. BMIS 570
Case Study Instructions
You will write a 4–5-page paper in current APA format that
focuses on 2 case studies from each week’s reading. Each paper
must include at least 4 references in addition to the course
textbooks and the Bible. Each week there is a different set of
cases for you to review. You must review them separately
following the instructions below:
1. State the facts of the case
· What happened in this case?
· Who are the parties?
· What motivated the parties to take this action?
· List the facts by level of importance.
2. Discuss the Issue: Discuss the issues or problems presented
by the case. The legal issue is the question of law on which
resolution of the case turns. An issue should be presented in the
form of a question. While most cases revolve around a legal
issue, you should also consider issues of public policy, values
in conflict, and practical reality. For example, a case study
involving abortion might involve the following issues:
· Legal: Is abortion legal? If so, under what circumstances?
· Public Policy: Should abortion be legal? Why or why not?
· Values in Conflict: Which value is more important, a woman's
right to privacy or an unborn child's right to life? Why?
· Practical: What are the options open to someone faced with an
unwanted pregnancy? Where can someone in this situation go
for help and advice?
3. Discuss the Arguments: Now that you have defined the facts
and issues, develop and discuss the arguments that can be made
for each of the various points of view. For example, what are
the arguments, both Pro and Con, for each point of view, which
side provides the most compelling argument, and why, and what
are the consequences?
4. Conclusion: Each of these cases has a court ruling. Do you
2. agree with the court’s decision (why or why not?). From a
Christian prospective, how does this decision impact
Christianity and society? If the impact is negative, what
recommendations would you make to overcome that impact?
Submit each Case Study by 11:59 p.m. (ET) on Sunday of every
module/week.
P
A
P
E
R
S
September 2010 ■ Project Management Journal ■ DOI:
10.1002/pmj 89
INTRODUCTION ■
When project managers focus primarily on hard business
tools,such as schedule, budget, and scope, they can lose sight of
a moresubjective aspect of the project—the team member. Each
personbrings a unique set of experiences and knowledge to the
project
team. Equally important are the social and behavioral skills that
each indi-
vidual uses to interact with other team members in forming a
cohesive and
productive team. A project manager may spend significant
effort and funds
3. on team building, only to find that the team still does not reach
its full poten-
tial due to one or more team members who, either consciously
or uncon-
sciously, do not integrate with the team.
A significant amount of research has been published on the
overall team
process and team building (Jehn & Shah, 1997; Mattick &
Miller, 2006; Miller,
2007; Preston, 2005; Simon & Pettigrew, 1990; Todryk, 1990;
Verma, 1996).
Though much research is documented on the basic social and
behavioral
development of the individual, no social or behavioral
publications were dis-
covered that analyzed the individual’s role with respect to the
development of
the team process. Conversely, project management publications
focused on
team process, but none were found to link the team process to
the team mem-
ber’s behavioral contribution. The purpose of this article is to
analyze, using
literature review, the social and behavioral influences of an
individual on the
project team and how those behaviors impact the team’s social
behaviors.
The next section of this article will present information from
published
social and behavioral literature on the role of the individual,
with respect to
team process development. Literature review discussion will
begin with the
topic of self-identity development, followed by social identity,
4. group emotion,
group mood, and emotional intelligence. Using the literature
review find-
ings, a graphic model is constructed to demonstrate team
process develop-
mental stages. A listing of management guidelines, matched to
the team
developmental stages, will follow. The article concludes with a
detailed dis-
cussion of the recommendations to improve team effectiveness.
Literature Review
Kezsbom (1995, p. 480) describes a team as a group of
individuals who “work
together under a unity of purpose, as a united front.” At a
team’s inception,
individuals do not instantly become a cohesive and unified
group. Each per-
son has a personal history that dictates his or her self-
perceptions and exhib-
ited behaviors in social settings. In a group, an individual uses
these learned
behaviors to influence others and, in turn, is influenced by other
individuals
on the team (Simon & Pettigrew, 1990). As teams mature, the
emotional reac-
tions of team members tend to become synchronized. This
literature review
describes the individual’s social and behavioral journey,
starting with the
development of a unique self-identity and ending with full team
integration
in a state of emotional intelligence.
Social and Behavioral Influences on
Team Process
6. 90 September 2010 ■ Project Management Journal ■ DOI:
10.1002/pmj
Social and Behavioral Influences on Team Process
P
A
P
E
R
S
Development of Self-Identity
The development of social skills begins
from birth with family interactions.
Thomas and Hynes (2007) compare an
individual’s behaviors in early life, as a
child, to his later role as a member of
a social or work group. Right from birth,
the individual strives to learn acceptable
social skills, which are unique to his
family structure, ethnic culture, and
socioeconomic situation. In adulthood,
as part of a group, the individual may
unconsciously revert back to a role held
within the family group, using the social
skills learned in early life. For example,
the team leader at work may be viewed
by the team member as a parent, with
the team member acting out in the same
positive or negative ways that were exhib-
7. ited as a child to fit into the family group.
Negative and destructive behaviors such
as aggression, envy, and scapegoating
may be projected onto the team leader as
a surrogate parent, and if not controlled,
can lead to stress within the team. In
effect, the individual may attempt to
transfer the blame for any shortcomings
to the team leader or even to the organi-
zation (Thomas & Hynes, 2007).
In addition to family influences, an
individual’s innate needs can influence
interactions with the team. Two types of
needs that are relevant to social behav-
iors are the need for affiliation and the
need for achievement (Hill, 1987;
Mathieu, 1990). The need for affiliation is
“the tendency to receive gratification
from harmonious relationships and from
a sense of communion” (Hill, 1987,
p. 1009). It is viewed as the level of per-
sonal satisfaction an individual derives
from social relationships (Mathieu,
1990). According to Mathieu (1990), indi-
viduals with a high need for affiliation are
normally motivated by social compari-
son, emotional support, positive stimu-
lation, and attention. In contrast, the
need for achievement is focused on gain-
ing personal satisfaction from accom-
plishing tasks (Mathieu, 1990).
Mathieu (1990) theorized that the
differences between the need for affilia-
tion and the need for achievement
8. tendencies become intertwined with
the other team members. Social identity
is the process of deriving one’s self-
perceptions from an affiliation with a
group. Simon and Pettigrew (1990)
described the delicate balance between
self-identity and social identity. They
found that an individual associated
with a strong and positive group would
internalize the positive attributes of the
group as part of self-identity. In general,
though, if the group with which the
individual affiliates is weak or has neg-
ative attributes, the individual will dis-
associate from the group and will revert
back to a previous self-identity.
Team factors outside of an individ-
ual’s control, such as being a member of
a minority group, can also influence
social identity. Individuals, as members
of a minority group, felt trust and accept-
ance toward the minority group but did
not extend that trust when dealing with a
majority group (Tropp, Stout, Boatswain,
Wright, & Pettigrew, 2006). The individuals
felt especially distrustful when members
of the majority group made reference to
their membership in the minority group,
even when no negative connotations
were expressed. Individuals in majority
groups, however, did not feel a similar
distrust toward any other groups. This
study highlights the overt influence that
group membership can unwittingly
9. impose on the individual.
Ridgeway (1982) performed a study
that showed a similar tendency of dis-
trust. This study, however, went one
step further to demonstrate that a
minority individual can consciously
modify personal behaviors to overcome
the bias and to gain team acceptance.
Ridgeway’s (1982) study with minority
subjects utilized participatory styles of
either self-interest or group interest in
a group setting. Group members with a
perceived lower status, such as females
and blacks, were found to have less
influence over group decisions than
higher-status white males. In all groups,
the idea acceptance of white males was
high, regardless of the gender/race mix
or participatory style used. In contrast,
could predict how well an individual
will relate to the team leader. In his
study, however, individuals with both
types of needs responded best to the
instructional leader, thereby demon-
strating that all individuals prefer some
level of direction when undertaking
new tasks (Mathieu, 1990).
Birth order within the family can
also predict need tendencies and how
much effort an individual will expend to
fit into a team. Only and firstborn chil-
dren are shown to have a greater need to
be integrated into a group than do sib-
10. lings that are born later into a family
(Conners, 1963). Since only and first-
born children receive a greater amount
of attention and affection from their
parents, they tend to seek out a similar
level of attention as adults in teams. As a
result, only or firstborn children will
readily conform and assimilate to the
team and will have a greater need for
affiliation. Children who are later born,
with multiple siblings, do not have the
same need for affection or group affilia-
tion and will not conform to the social
pressures of a team. These children,
when they become adults, are more
independent. Having been deprived of
parental attention, they have learned to
be content as individuals without the
support of a team (Conners, 1963).
Different combinations of events in
an individual’s life can influence his or
her behavior; therefore, the reader is
cautioned against forming stereotypi-
cal conclusions about an individual
with respect to familial background.
However, the discussion, thus far, sug-
gests that self-identity is a person’s way
of defining who he or she is as a unique
individual in relationship to the rest of
the world. Influences such as family
interactions and birth order can affect
an individual’s social and behavioral
actions toward the team. The team,
however, can also impact the social
behaviors of the individual.
11. Development of Social Identity
As individuals begin to participate in
a team, their social and behavioral
September 2010 ■ Project Management Journal ■ DOI:
10.1002/pmj 91
with all-female groups, idea acceptance
was highest with the female who
showed the most self-oriented motiva-
tion for the decision, being most likely
perceived as a power play. In mixed
groups, however, idea acceptance was
highest when the minority individual
clearly showed his reasoning to be in the
best interest of the group. Although
the minority individual is at an initial
disadvantage, this study underscores an
important concept that an individual’s
conscious behavioral modification can
be used to improve acceptance of ideas.
The individual’s influence on a team
is not limited to verbal communication.
Ridgeway (1987) argued that individuals
could consciously affect the outcomes
of group leadership selection through
the use of nonverbal cues. In another
study on dominance within a group,
Ridgeway (1987) found that individuals
struggle for power and control when
participating in groups. In most groups,
a natural leader will emerge as a domi-
12. nator. The natural leader must walk a
fine line between being assertive,
aggressive, or submissive. If the poten-
tial leader demonstrates, through non-
verbal cues, that his or her best interest
is in the group, rather than self, other
members of the group will defer to that
person as the leader.
This research concurs with
Ridgeway’s earlier findings in 1982 where
the author studied interactions of
minorities in groups. Subtle but assertive
nonverbal cues, like sitting at the head of
a table or “a sustained gaze, a quick ver-
bal response, rapid speech, and a confi-
dent voice tone” (Ridgeway, 1987, p. 686)
create a positive, group-oriented percep-
tion. Dominant, aggressive cues, like bla-
tant staring, are perceived as self-serving
and threatening, whereas the undesir-
able cues of averted eyes and slumped
posture indicate submissiveness.
When one aspires to a leadership
role, an individual can learn to con-
sciously control these nonverbal cues to
gain acceptance as a leader (Ridgeway,
1987). Ridgeway and Johnson (1990)
further explored the concept of the
instructions both expressed more satis-
faction with group performance than
the group with no instructions. No dif-
ferences were shown between the
politeness or efficiency groups. Park
13. (2008) concluded that the most impor-
tant outcome of this study was to show
that team members who have instruction
for team process are more satisfied
than those who have no instructions.
These findings are in agreement with
Mathieu’s (1990) earlier study; individ-
uals prefer a directive style of leader-
ship.
Prior relationships between team
members can predict team-success and
team-member satisfaction with the
team process. Prior relations can be
either acquaintances or friends. Jehn
and Shah (1997, p. 776) define acquain-
tances as members who lack “a strong
bond, past history, and depth of mutual
knowledge between the parties.” Teams
that are composed of friends may have a
distinct advantage over those that are
composed of acquaintances only.
Friendships introduce an element of
trust that encourages sharing of infor-
mation, mutual morale building, com-
mitment, and cooperation (Jehn &
Shah, 1997). Of the forming, storming,
norming, and performing periods in
the team’s life cycle (Tuckman, 1965), the
first three may not be necessary in this
type of team, so the team can quickly
move to performing the assigned tasks.
Per Jehn and Shah’s (1997) observations,
groups composed of friends tended to
communicate excessively and to spend
too much time on morale building,
14. although these teams ultimately used
the increased communications to their
advantage to be more task-focused and
productive than the teams of acquain-
tances.
Social behaviors, though, are not
always positive. Negative social behav-
iors by an individual, such as social loaf-
ing, may also hinder team performance.
Blaskovich (2008) and Latané, Williams,
and Harkins (1979) describe the phe-
nomenon of social loafing as a reduced
work effort on the part of the individual
effects of nonverbal behavior by deter-
mining how status hierarchies are
developed within a group. They discov-
ered that, when a negative event occurs,
the individual will naturally attribute the
cause either to him- or herself or to
another person. If the individual attrib-
utes it to him- or herself, the individual
will become depressed and turn it
inward; if the individual attributes the
cause to another person, the individual
will become angry and annoyed. In dis-
agreements, group members who
attribute negative events to themselves
become the low-status members by
projecting a lack of self-confidence.
High-status members or appointed
leaders attribute the causes of negative
events to others. Since low-status indi-
viduals lack confidence, they will not
challenge the high-status members. As
15. a result of this process, a natural hierar-
chy emerges. The authors conclude that
positive, neutral social behaviors, such
as nodding agreement and smiling, do
not threaten status hierarchies and,
therefore, are most effective for idea
acceptance without the potential of
threat to either low- or high-status
members of the team.
In early team formation, individuals
who are not well known to each other
often use polite behaviors to interact
with the team. Jehn and Mannix (2001,
p. 240) suggest that use of this tech-
nique may reduce early conflict and
that “such norms may reduce the social
uncertainty and concern with accept-
ance that can distract from task per-
formance in newly formed groups.” Too
much politeness later in the team
process, though, can lead to groupthink
and hinder healthy debate sessions.
Park (2008) compared politeness to
efficiency in the group process. The
author predicted that groups of
acquaintances that operated under
politeness instructions would be more
satisfied with the overall group process
on a task than groups that strictly oper-
ated under efficiency instructions. The
study also showed that the groups that
were given either politeness or efficiency
16. 92 September 2010 ■ Project Management Journal ■ DOI:
10.1002/pmj
Social and Behavioral Influences on Team Process
P
A
P
E
R
S
when participating in a group. Total
decision quality (Blaskovich, 2008) and
reduction in human efficiency (Latané
et al., 1979), due to social loafing, ensures
that group productivity is always less
than the sum of the individuals’ potential
productivity.
Latané et al. (1979) found that social
loafing results from an individual’s
unfounded perceptions that are attrib-
uted to the team. Loafing begins when
individuals feel diminished by the size
of the team, perceive that others on the
team put forth less effort than they do,
or believe that their contribution to the
team will seem larger than it actually is
when combined with the team’s efforts.
George (1992) approached the topic
from a more personal perspective and
tied the underlying reasons to personal
17. satisfaction with the task to be accom-
plished. George concluded that when
an individual has a sense of visibility,
meaningfulness, or reward, he or she
will be self-motivated to perform the
task for the group, and social loafing will
be low.
With the recent development of
electronic technology, Blaskovich
(2008) identifies the virtual team as a
third reason for social loafing. Virtual
teams create isolation and deprive the
individual of personal contact. A lack of
socialization and team building can
mean that team members literally work
with strangers, resulting in a team that
lacks cohesion. Individuals can feel
that their work is not visible or valuable
and, in response, put forth less effort.
Blaskovich (2008) concluded that the
decisions made by virtual teams can be
inferior in quality, since team cohesion
and individual familiarity are lacking.
To sum up, an individual turns
inward for social and behavioral ten-
dencies in self-identity, whereas social
identity is developed from interactions
with a team. Although the individual is
influenced by the team, studies prove
that the individual can also consciously
modify personal verbal and nonverbal
behaviors in social settings to influence
the team (Ridgeway, 1982, 1987). This
18. Positive group emotions are benefi-
cial to the team in creating a safe envi-
ronment that encourages interest and
learning (Rhee, 2006). The individual,
feeling trust and safety, feels embraced
by the team. As the team members con-
tinue to share and recognize mutual
emotions, team cohesion and efficien-
cy one’s elevated.
Discussion of the past research on
group emotions, thus far, suggests that
individuals influence and are influ-
enced by group emotions. Positive
group emotions often lead to beneficial
results for teams. As a leader, one must
display positive emotion not only to
influence others in the team, but also to
elevate one’s status.
Group Mood
Group mood is a natural extension of
group emotion that moves teams to the
next level. Emotions are temporary,
quick, and reactive, whereas moods last
for an extended period of time (Bartel &
Saavedra, 2000). As an established
member of a team, an individual will,
over time, detect subtle changes in the
nonverbal expressions, gestures, or
speech of other team members. When a
team works together for a period of
time, the individual will learn to interpret
expressions of fellow team members
and will associate them with feelings or
emotions (Bartel & Saavedra, 2000;
19. Gummer, 2001). The individual will
then unconsciously mimic expressions
in an effort to maintain status within
the team, referred to as “emotional con-
tagion” (Bartel & Saavedra, 2000). As
team members continue to develop
and mimic this awareness of each
other, the team develops a group mood.
Verbal and nonverbal cues are empha-
sized, recognized, and acted upon sim-
ilarly by each team member.
Bartel and Saavedra (2000, p. 198)
discovered that “coordinated action is
best accomplished when individuals
can synchronize their thoughts, feelings
and behavior.” Likewise, Gummer (2001)
found that successful teams exhibit a
unified perspective and familiarity
two-way exchange begins the real
process of team building and cohesion.
Group Emotions
Personal emotions can be elevated to a
group level to transform into group
emotion. Positive emotions, such as
happiness, when expressed by individ-
uals, will lead to group closeness and
bind the groups together. Negative
emotions, such as anger, will increase
anxiety and fear and lead to a desire for
avoidance (Rhee, 2006) and a disassoci-
ation from the group identity (Smith,
Seger, & Mackie, 2007). This finding
resembles the 1990 study of negative
20. group emotions described by Simon
and Pettigrew.
Whether positive or negative, group
emotions are separate from individual
emotions. Individuals can feel and
share emotions related to the group,
without becoming personally involved
(Smith et al., 2007). Shared emotions
can make the individual feel “closeness
and interpersonal intimacy” with the
group (Smith et al., 2007, p. 443). As an
example of group emotion, Smith et al.
(2007) discuss a situation where an
individual is present at a major sporting
event where his team wins. The elated
individual exchanges positive conver-
sation and hugs with the associated
team supporters, even though he does
not know them personally.
Individuals may perceive the group
emotions as being larger and more
important than their individual emo-
tions. This sense of shared importance
can inspire an individual to take action
on behalf of the group when the same
action would not be attempted as a
lone individual (Smith et al., 2007).
Lovaglia and Houser (1996) found that
group leaders are perceived to have
more positive emotions, with positive
emotions being attributed to high sta-
tus within a group. Since emotional sta-
tus is mostly a matter of perception, the
authors suggest that individuals can
21. consciously use their own positive
emotions to gain status and to influ-
ence decisions within the group.
September 2010 ■ Project Management Journal ■ DOI:
10.1002/pmj 93
among team members. As individuals
in teams develop an overall positive
mood state, they tend to become more
helpful to others and volunteer for
additional work outside of their assign-
ments (George, 1991). Managers can
learn to observe and interpret group
mood to assess the group’s level of
cohesiveness, commitment, and arous-
al state (Bartel & Saavedra, 2000;
Gummer, 2001).
When teams reach a state of group
mood, they surpass the temporary and
fleeting state of emotions. As the team
member unconsciously synchronizes
his self- and social behaviors with those
of his teammates, the focus shifts from
the self to the team. At this stage in the
team process life cycle, team cohesion
is fully functional.
Emotional Intelligence
As teams continue to mature, group
mood can be elevated even further to
achieve this level becomes self-managed.
22. Team members work more efficiently
together as a group than they would as
individuals. The team then becomes
highly productive while remaining
acutely aware of individual needs
(Druskat & Wolff, 2001).
Literature Review Summary
Literature review findings were pre-
sented using five stages of social and
behavioral development of individuals
and teams (Table 1).
Every team progresses through
stages of social and behavioral develop-
ment. The stages are shaped by the self-
identity characteristics that the team
members bring to the team. These
characteristics have been developed
within the family unit and through life
experiences and make each team member
unique. When team members interact
with other individuals in a team setting,
they project these characteristics in
the level of emotional intelligence.
When a team reaches a state of emo-
tional intelligence, individuals learn
not only to observe and to mimic but to
harness and control the team’s emo-
tions to aid in their thought processes
(Druskat & Wolff, 1999). The team oper-
ates as an entity. Individuals move
upward from self-awareness and self-
motivation (personal competence) to
the use of social awareness and social
23. skills (social competence; Druskat &
Wolff, 1999). In this elevated social
state, the team, feeling safety and trust
among the members, is comfortable
not only in setting standards on posi-
tive and negative behaviors but in how
the team, as a unit, will react to emo-
tional stress as well.
The focus of the team is turned
back to the individual’s perspective,
interpreting and reacting to the individ-
ual’s behaviors while maintaining emo-
tional balance. A team that is able to
Factor Definition Reference
Self-Identity Self-identity is a person’s way of defining who he
Conners (1963), Hill (1987), Mathieu (1990),
or she is as a unique individual in relationship to Thomas and
Hynes (2007)
the rest of the world.
Social Identity Social identity is developed from interactions
with Blaskovich (2008), George (1992), Jehn and
a team wherein both individuals and the team Mannix (2001),
Jehn and Shah (1997), Latané
influence each other. et al. (1979), Park (2008), Ridgeway
(1982),
Ridgeway (1987), Ridgeway and Johnson (1990),
Simon and Pettigrew (1990), Tropp et al. (2006),
Verma (1996)
Group Emotion Personal emotions can be elevated to a group
Lovaglia and Houser (1996), Rhee (2006), Smith
24. level to become group emotion. Individuals may et al. (2007)
perceive the group emotions as being larger and
more important than their individual emotions.
Group Mood Group mood is a natural extension of group Bartel
and Saavedra (2000), George (1991),
emotion. Emotions are temporary, quick, and Gummer (2001)
reactive, whereas a mood lasts for an extended
period of time.
Emotional Intelligence Emotional intelligence is a state where
individuals Druskat and Wolff (1999), (2001)
learn not only to observe and to mimic but also
to harness and control the team’s emotions to aid
in their thought processes. Complete trust is
established at this stage.
Table 1: Literature review summary.
94 September 2010 ■ Project Management Journal ■ DOI:
10.1002/pmj
Social and Behavioral Influences on Team Process
P
A
P
E
R
S
both verbal and nonverbal mannerisms
25. and communications to shape the
structure and behavioral personality of
the team. The team then contributes
to the individual’s development of
social identity. Studies show that an
individual can consciously exhibit
social behaviors, verbally or nonverbal-
ly, that influence acceptance, leader-
ship, and team-status hierarchies. As a
team continues to mature, transition to
group emotion, group mood, and final-
ly to emotional intelligence takes place.
It can be deduced that since every
team is composed of unique individu-
als, the team itself will also be unique to
all other teams. Research, however, also
points to the fact that, although each
team is unique, the process of team
development repeatedly conforms to
the same pattern. Predictable stages of
team development, with respect to the
social and behavioral progression, can
be delineated with characteristics.
Analysis and Discussion
Analysis
Past research focused on understand-
ing global relationships in building and
developing the whole team as a unit.
For example, Preston (2005) focused on
transitioning groups from individuals
to teams through collaboration and
development of trust. As another exam-
ple, Mattick and Miller (2006) discussed
the measurable benefits of effective
26. teamwork. An article by Miller (2007)
outlined strategies for team-building
exercises. The relationship between the
individual team member and his or her
influential power on the team or, con-
versely, the team’s influence on the
individual, however, are areas that were
not addressed. Specifically, the extent
of influence a person can have on team
function has primarily been unrecog-
nized and underestimated. It is realistic
to say that an individual who lacks pos-
itive social and behavioral skills can
destroy team unity and cohesion,
resulting in team process failure.
The literature review illustrates
the individual’s role in developing a
theory on the Hierarchy of Needs.
Maslow’s theory is organized with the
most basic human biological needs
(such as food, drink, shelter, sleep, and
sex) at the bottom of a pyramid, pro-
gressing up through a series of levels to
self-actualization (such as awareness
and meaning) at the apex (Zalenski &
Raspa, 2006). A similar model is con-
structed with self-identity at the base
and emotional intelligence at the apex.
This progressive relationship can also
be correlated to the forming, storming,
norming, and performing phases of the
team life-cycle framework (Tuckman,
1965) and is depicted in Figure 1.
27. The pyramid model makes sense,
similar to Maslow’s theory. Every indi-
vidual begins with self-identity at the
base level and transitions to social
identity in teams, but few teams will
reach the level of emotional intelli-
gence.
Implications for Project Management
Each phase of the individual’s social and
behavioral development presents a
relationship with the team and suggests
a series of progressive stages in team
development. As the individual
strengthens his self-perceptions and
self-identity, the individual begins to
relate to and mold the development of
the team’s social and behavioral identi-
ty. At the same time, the team influ-
ences the individual’s social identity.
Individuals then begin to integrate in a
higher state of team development,
group emotion, where a unified team
identity begins to emerge. Over time,
team members learn to decode the ver-
bal and nonverbal expressions of their
teammates as they collectively move to
group mood. At full maturity, with the
continued oversight of the project
manager, the team operates indepen-
dently, as though it is one individual, in
emotional intelligence. The transition
to the highest level, it appears, is a func-
tion of time; the longer the team works
together, the greater the probability to
28. reach this stage.
This staged progression of team
development is similar to Maslow’s
Performing
Norming
Storming
Forming
Self-Identity
Social Identity
Group Emotion
Group Mood
Group
Intelligence
Figure 1: Hierarchy of social and behavioral development.
September 2010 ■ Project Management Journal ■ DOI:
10.1002/pmj 95
challenge to the project manager.
Todryk (1990) proposed that, under
strong leadership, team members can
gain personal insight from issues sur-
29. rounding the project. The experience of
working through the issues “can become
a source of strength for the team if dealt
with in an open and effective and prob-
lem-solving manner” (Todryk, 1990,
p. 18). As such, the project manager
should assess each team member to
determine his background and maturity
Discussion
Table 2 shows self-identity as the first
developmental stage and the most
basic form of social and behavioral
development within the context of a
team setting. The self-identity stage is
prevalent during the forming phase of
the team and may require a more direc-
tive management style (Verma, 1996).
Gersick’s (1988) two-stage approach to
team development states that the first
team meeting sets the framework for
level in social and behavioral skills. The
information the project manager gains
from this assessment will strengthen
both the individual and the team for
project success. The research presented
in this article provides valuable insight
for this process. Table 2 presents a com-
pilation of the information gathered
from the literature into a set of global
recommendations for project team
process management, based on each
social/behavioral stage of the team.
Social/Behavioral Individual/Team Effective
30. Stage Characteristics Management Style Project Manager’s Role
Self-Identity • Individual focuses on self High-directive • Meet
one-on-one to assess skill levels
• Low team cohesion management • Use assertive social
behaviors to
Forming Stage establish leadership
• Establish clear social and behavioral
rules and expectations
• Encourage politeness
• Demonstrate intolerance for minority
bias and nonacceptance of ideas
Social Identity • Individual focuses on High-directive and low-
• Demonstrate positive emotions to
other team members supportive management convey leadership
Storming Stage • Low team cohesion • Address negative
behaviors that
result in power or status struggles
• Maintain awareness of individual’s
tendency to withdraw from team
• Match individual’s social and behavioral
attributes to meaningful tasks
Group Emotion • Individual focuses on Medium-directive and •
Encourage formation of friendships
team members but starts medium-supportive • Create
opportunities for increased
to shift to team process management interaction on virtual
teams
31. Norming Stage • Medium team cohesion • Maintain personal
positive emotion to
maintain leadership status
• Encourage positive emotions and
discourage negative emotions
Group Mood • Individual focuses on Low-directive and •
Monitor team for signs of emerging
team process high-supportive negative behaviors and high/low
Norming Stage/ • Medium team cohesion management emotional
states
Performing Stage • Intervene when negative behaviors are
exhibited
• Maintain awareness of social loafing
tendencies
Emotional Intelligence • Team focuses on individual’s Team is
self-managed • Monitor team behaviors and promote
thoughts/feelings creativity
Performing Stage • High team cohesion • Maintain team
awareness of project
• Team functions as one mission
entity • Minimize intervention to allow for
natural progression of team process
Table 2: Team process characteristics and management
guidelines.
32. 96 September 2010 ■ Project Management Journal ■ DOI:
10.1002/pmj
Social and Behavioral Influences on Team Process
P
A
P
E
R
S
the first half of the project. The author
advises the project manager to use
restraint when intervening in the team-
development process.
In this stage, the project manager
can promote team development by
using a more directive leadership style.
Communicating clear expectations and
reinforcing the team mission while
encouraging the team to evolve as a
unique group should be a priority. The
project manager should meet with each
team member to understand the indi-
vidual’s background and motivation, to
assess the individual’s strengths, and
to determine their potential contribution
to the team. The project manager must
also demonstrate a heightened aware-
ness during initial meetings to derail
any negative tendencies toward social,
33. behavioral, or minority-biased issues.
The project manager must also insist
on and reinforce positive social behav-
iors, such as politeness, as the team
starts to build relationships, and to
minimize conflicts arising from person-
al differences (Jehn & Mannix, 2001;
Park, 2008).
As individuals progress in the team
process to the storming phase, social
identity with the team will begin to
emerge. To engage team members, the
project manager should be selective in
matching team members to specific
activities that will spur interest and
professional growth, as well as provide
a sense of personal satisfaction. For
example, individuals who are identified
as having a high need for affiliation can
be used to promote team-building
activities, while individuals with a high
need for achievement can be requested
to contribute to the development of
task-oriented activities.
In the social identity stage, the proj-
ect manager may be subjected to hidden
competition for leadership power
and should use assertive, nonverbal, and
verbal cues to establish authority over
the team (Todryk, 1990). He should
monitor the cues of team members to
assure that power struggles for status
among team members do not ensue.
34. should be functioning smoothly as a
group, with the majority of emotions
being displayed as positive. Rickards and
Moger (2000) propose a second barrier
that may prevent the team from moving
to the performing phase. This barrier or
boundary is inflicted by company cul-
ture or expectations and may prevent the
team from evolving to a higher level of
performance. The project manager’s role
at this stage is to facilitate development
of the creative side of the team.
The project manager should be vigi-
lant for any signs of negative behaviors
that might be exhibited when monitor-
ing the team process. If these types of
behaviors are observed, it is a sign
of digression to an earlier stage, and the
project manager should again intervene
to identify and eliminate the cause.
Gersick (1988) notes that, in Stage 2 of
the two-stage process, behavior pat-
terns normally disappear, as the team
becomes primarily focused on meeting
the project deadline. Additionally, the
project manager should watch for signs
of social loafing, as individuals may be
overwhelmed by or hide within the
group to avoid assigned tasks.
Once the team matures to the emo-
tional intelligence stage, the project
manager will have minimal influence
over the team process. The team will be
in the performing phase, operating as a
35. unit, and will be self-managed. In this
stage, the team unit turns attention
back to the individual. Since the team
sets norms for behaviors and emotions,
any negative behaviors will be dealt
with quickly by the team in a caring
manner. The project manager should
continue to monitor the team’s social
behaviors but should not be too quick
to intervene, so as to prevent disruption
of the natural team process.
Conclusions and Future Direction
Teams are composed of many individuals,
each with a unique identity, behavioral
style, and motivation. Social behaviors
and interactions exhibited by the indi-
vidual can be positive or negative, either
contributing to or detracting from the
Rickards and Moger (2000,
p. 277) propose a potential barrier to
Tuckman’s (1965) model, caused by
“interpersonal and intra-personal
forces.” If not managed properly, this
barrier may prevent a team from mov-
ing out of the storming phase. The
expectations for team performance and
team mission should be reemphasized
frequently. As management style grad-
ually becomes evenly directive and
supportive, the continued use of posi-
tive social behaviors should be moni-
tored, and demonstrations of negative
social behaviors should be dealt with
swiftly on an individual basis to avoid
36. disruption to the team. If any individual
exhibits a tendency to withdraw from
the team, the project manager should
discover and correct the cause to pre-
vent disassociation. Use of a facilitative
and creative leadership style can
encourage team members to eliminate
dysfunctional behaviors in moving for-
ward to the next phase.
When the team moves to the group
emotion stage, the norming phase
begins. At this time, the project manag-
er should be cognizant of his personal
emotions, since the demonstration
of positive emotions is important to being
perceived as the leader. In addition, the
project manager should assure that
the group emotion level remains positive
to keep all team members highly moti-
vated. When negative emotions surface,
the project manager should allow for
team reaction but then take measures to
bring the team back to a positive state.
During this stage, the project manager
should introduce social opportunities to
encourage the formation of friendships
because teams that are composed of
friends use enhanced communications
to accelerate the team process.
As the team enters the group mood
stage, team members and the project
manager should be attuned to each
other’s behaviors. Occurring in the late-
norming phase, the project manager’s
37. management style should become
increasingly more supportive, rather
than directive (Verma, 1996). The team
September 2010 ■ Project Management Journal ■ DOI:
10.1002/pmj 97
team. Negative social behaviors by an
individual can derail the team process.
Using literature review analysis, this
study attempted to link the progress of
the individual’s social and behavioral
development to successful team
process development.
The hierarchy of social and behav-
ioral development model was devel-
oped to demonstrate the team member’s
progression of social and behavioral
maturity in relation to team process
development. Self-identity was identi-
fied as the lowest form of social interac-
tion, and emotional intelligence was
identified as the highest. The model
demonstrates that individuals in a team
at the lowest level seek self-identity, but
few groups reach the peak of emotional
intelligence. This article presents an
opportunity to develop a detailed and
comprehensive research to validate the
model.
A more detailed development of the
team process model was limited by the
38. lack of available research in this field. An
untapped opportunity for study exists in
applying basic sociology and behavioral
psychology principles to assess the
implications on project management
team processes. This article initiates the
process of merging the two fields. As
the social sciences begin to converge
with the business processes of project
management, an improved understand-
ing of the individual’s role in contributing
to those processes will open new doors to
effective team management. ■
References
Bartel, C. A., & Saavedra, R. (2000). The
collective construction of work group
moods. Administrative Science
Quarterly, 45, 197–231.
Blaskovich, J. L. (2008). Exploring the
effect of distance: An experimental
investigation of virtual collaboration,
social loafing, and group decisions.
Journal of Information Systems, 22(1),
27–46.
Conners, C. (1963). Birth order and
needs for affiliation. Journal of
Personality, 31, 408–416.
work: The causes and consequences of
social loafing. Journal of Personality
and Social Psychology, 37, 822–832.
Lovaglia, M. J., & Houser, J. A. (1996).
39. Emotional reactions and status in
groups. American Sociological Review,
61, 867–883.
Mathieu, J. E. (1990). A test of subordi-
nates’ achievement and affiliation
needs as moderators of leader path-
goal relationships. Basic and Applied
Psychology, 11(2), 179–189.
Mattick, B., & Miller, D. G. (2006,
Winter). Teamwork pays. Journal for
Quality & Participation, 29(4), 30–33.
Miller, B. C. (2007). Quick activities to
improve your team: How to run a suc-
cessful team-building activity. Journal
for Quality & Participation, 30(3), 28–32.
Park, H. S. (2008). The effects of shared
cognition on group satisfaction and
performance: Politeness and efficiency
in group interaction. Communication
Research, 35, 88–108.
Preston, P. (2005). Teams as the key to
organizational communication.
Journal of Healthcare Management,
50(1), 16–18.
Rhee, S. (2006). Shared emotions and
group effectiveness: The role of broad-
ening-and-building interactions. In
Academy of Management Proceedings
(pp. B1–B6).
40. Rickards, T., & Moger, S. (2000).
Creative leadership processes in proj-
ect team development: An alternative
to Tuckman’s stage model. British
Journal of Management, 11, 273–283.
Ridgeway, C. L. (1982). Status in
groups: The importance of motivation.
American Sociological Review, 47,
76–88.
Ridgeway, C. L. (1987). Nonverbal
behavior, dominance, and the basis of
status in task groups. American
Sociological Review, 52, 683–694.
Ridgeway, C., & Johnson, C. (1990).
What is the relationship between
socioemotional behavior and status in
task groups? American Journal of
Sociology, 95, 1189–1212.
Druskat, V. U., & Wolff, S. B. (1999).
The link between emotions and team
effectiveness: How teams engage
members and build effective task
processes. In Academy of Management
Proceedings & Membership Directory
(pp. L1–L6).
Druskat, V. U., & Wolff, S. B. (2001).
Building the emotional intelligence of
groups. Harvard Business Review,
79(3), 80–90.
George, J. M. (1991). State or trait:
41. Effects of positive mood on prosocial
behaviors at work. Journal of Applied
Psychology, 76, 299–307.
George, J. M. (1992). Extrinsic and
intrinsic origins of perceived social
loafing in organizations. Academy of
Management Journal, 35, 191–202.
Gersick, C. J. G. (1988). Time and tran-
sition in work teams: Toward a new
model of group development. Academy
of Management Journal, 31, 9–41.
Gummer, B. (2001). I’m in the mood
for work: Current perspectives on work
group dynamics. Administration in
Social Work, 25(2), 81–101.
Hill, C. A. (1987). Affiliation motiva-
tion: People who need people . . . but
in different ways. Journal of Personality
and Social Psychology, 52, 1008–1018.
Jehn, K. A., & Mannix, E. A. (2001). The
dynamic nature of conflict: A longitu-
dinal study of intragroup conflict and
group performance. Academy of
Management Journal, 44, 238–251.
Jehn, K. A., & Shah, P. P. (1997).
Interpersonal relationships and task
performance: An examination of medi-
ating processes in friendship and
acquaintance groups. Journal of
Personality and Social Psychology, 72,
42. 775–790.
Kezsbom, D. (1995). Team work: The
magic of interaction. In Proceedings of
the 1995 Annual Seminar
Symposium–Project Management
Institute (pp. 477–481). Upper Darby,
PA: Project Management Institute.
Latané, B., Williams, K., & Harkins, S.
(1979). Many hands make light the
98 September 2010 ■ Project Management Journal ■ DOI:
10.1002/pmj
Social and Behavioral Influences on Team Process
P
A
P
E
R
S
Simon, B., & Pettigrew, T. F. (1990).
Social identity and perceived group
homogeneity: Evidence for the ingroup
homogeneity effect. European Journal
of Social Psychology, 20, 269–286.
Smith, E. R., Seger, C. R., & Mackie,
D. M. (2007). Can emotions be truly
43. group level? Evidence regarding four
social criteria. Journal of Personality
and Social Psychology, 93, 431–446.
Thomas, M., & Hynes, C. (2007). The
darker side of groups. Journal of
Nursing Management, 15, 375–385.
Todryk, L. (1990). The project manager
as team builder: Creating an effective
team. Project Management Journal, 21,
17–22.
Tropp, L. R., Stout, A. M., Boatswain,
C., Wright, S., & Pettigrew, T. F. (2006).
Trust and acceptance in response to
references to group membership:
Minority and majority perspectives on
cross-group interactions. Journal of
Applied Social Psychology, 36,
769–794.
cal industry encompassing project manage-
ment, quality control, quality assurance, manu-
facturing operations, and technical services.
Vittal Anantatmula, PhD, is an associate profes-
sor of project management in the College of
Business at Western Carolina University. He is
also the director of graduate programs in project
management. His current research is focused on
project management teams, integrating knowl-
edge management and project management,
knowledge management effectiveness, project
management performance, and leadership. His
work has been published in journals such as
44. Project Management Journal, the Journal of
Knowledge Management, the International
Journal of Knowledge Management, the Journal
of Information and Knowledge Management
Systems (VINE), and the International Journal of
Knowledge and Learning. Prior to joining Western
Carolina University, he was at the George
Washington University teaching and directing a
graduate degree program. He has worked in the
petroleum and power industries for several years
as an electrical engineer and project manager.
Tuckman, B. W. (1965). Development
sequence in small groups.
Psychological Bulletin, 63, 384–399.
Verma, V. (1996). Human resource skills
for the project manager, Volume 2.
Newtown Square, PA: Project
Management Institute.
Zalenski, R. J., & Raspa, R. (2006).
Maslow’s hierarchy of needs: A frame-
work for achieving human potential in
hospice. Journal of Palliative Medicine,
9, 1120–1127.
Susan L. Adams holds a BS degree in biology
from the College of William and Mary and an
MPM from Western Carolina University. She is
the president and principal consultant of QPM
Consulting, LLC, which specializes in quality
oversight and project management services for
the pharmaceutical industry. As a consultant,
she has established compliance systems for her
clients, provided mentoring, and led the suc-
45. cessful execution of manufacturing process
projects. Prior to establishing her consulting
firm, she held various roles in the pharmaceuti-