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Chapter 2 Blurring Sectors: Public and Private Organization Theory: A Public and Nonprofit Perspective Note to instructor: These slides do not follow the outline order of the chapter. This is intentional, for lecture purposes. Feel free to rearrange and modify to suit your needs. What Chapter 2 DoesLays out a spectrum of organizations, from government thru nonprofit to businessConsiders similarities and differences among organization sectorsExplores how lines blur between sectorsExamines the environment that all organizations share Organization TermsDepartmentAgencyBureauBureaucracy Caution: Many terms have multiple definitions Department: -- major subunit of a large org -- cabinet-level office in U.S. Fed gov Agency: -- an administrative unit of gov -- an independent reg. agency w/in gov. -- a synonym for “bureau” -- a nonprofit organization Bureau: -- a major division within a department -- a “cost center” within an organization Bureaucracy: -- a synonym for gov or large org (sometimes derisive) -- a form of organization (e.g., ideal type) What “Blurring” MeansIt’s a blending or overlapping of “privateness” and “publicness”Organizations blur more and more often Types of BlurringContinuum of public-to-private Mixture of public and private Who staffs the front office? Who staffs the back office?Overlap of purposes This slide introduces the next several slides Public-Private Continuum Gov. agencies Gov. corps. Gov-nonprofit ventures Nonprof.: Helping Nonprof.: Advocacy Nonprof.: Member Public-private ventures Private monopolies Commercial firms PUBLIC . . . . PRIVATE See Fig. 2-1 for organization examples Front Office / Back Office JumbleGovernmentNASAUS AID, DOTGovernmentState health servicesNonprofitFundraising campaignFor-profitStudent loans (banks)PrivateEngineering firmsConstruction firmsNonprofitHealth service providersPrivateMarketing firmGovernmentLoan guarantee prog. The first column represents the front office of an organization, which is what the public sees. The second office represents who might handle a particular operation for the “fronting” organization. More examples are available in Chapter 2, Table 2-2. You or the students may wish to create additional examples. Overlapping PurposesGovernment, nonprofit, and for-profit orgs at times offer similar servicesExamples:Hospitals, trash services, security servicesLoans, package delivery, many othersReasons: What, why, when, for whom, where Reasons are manifold. -- What involves the type and intensity of service (e.g., free clinics vs. private physicians and specialists) -- Why involves whether public need, level of essential investment, commercial potential -- When involves situations such as catastrophes and temporary situations -- For whom involves cohorts within the public (e.g., the poor, the rich) -- Where involves local choice (e.g., trash pickup) -- Contrast & Compare Public & Private Organi ...
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Chapter 1 Varieties Of Organization Research An.docx
*
Chapter 1
Varieties Of Organization Research And Theory
Organization Theory:
A Public Perspective
*
*
What Chapter 1 DoesReviews what an organization isExplores the theories of organizationsSubject matterLevel of analysisTypes of theories
*
*
What is an Organization?Government agency, professional association, private firm, nonprofit, corporationWhat else?
*
*
What Is An Organization? (1/2)A collection of people engaged in specialized interdependent activity to accomplish a goal or mission
*
*
What Is An Organization? (2/2)“Organizing is like a grammar, it is a systematic account of some rules and conventions by which sets of interlocked behaviors are assembled to form social processes that are intelligible to actors”
Karl Weick
*
*
Private OrganizationsCreated by individuals & orgs Within the context of law For profit-makingAccountable to owners/stock holders
*
*
Government OrganizationsCreated by law to administer the law, carry out public policy Includes all types of government agencies, levels of gov’t, authorities, special districtsAccountable to the public
*
*
Nonprofit OrganizationsCreated by inds & orgs to help solve specific social/political problems or issuesEstablished within the context of state law To fulfill charitable needs,
*
*
Nonprofit OrganizationsCarry out public needs not provided for by business or gov’tPartner with gov’t (Lester Salamon)
*
*
Nonprofit OrganizationsAccountable to boardsDepend on public trust
*
*
Bureaucracy (1/2)CharacteristicsStableSpecialization of functionHierarchicalHiring/promotions based on expertiseStrict rules
Max Weber
*
*
Bureaucracy (2/2)Focus on efficiency & rationality
*
*
Varieties Of Organization TheorySubject matterWho, what, why of orgsLevels of analysisIndividual & group (motivation) Structural (org chart, hierarchical pattern)Or global (values, leadership)
*
*
Varieties of Organization TheoryProvide conceptual tools to diagnose problems and assess solutionsContribute to understanding and action in organizations
*
*
Types Of TheoriesSystemsAspects of org and the environmentShows how activities are interrelatedPolitical economyRelations between political and economic systems and non-market settingsRationality and decision making
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*
Types Of TheoriesPostmodernChallenges all theories by asking “what is real?” Meaning of words used
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*
Types of TheoriesPublic Choice Uses an economic/self-interest interpretation for actionsIndividuals and orgs behave rationallyGovernment should be minimalSupports maximizing an individual’s choice
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Purpose Of Organization Research & TheoryUncover the reality of orgsUse the knowledge to predict (and sometimes control) orgsImprove functions of orgs
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Chapter 2
Blurring Sectors:
Public and Private
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*
Note to instructor: These slides do not follow the outline order of the chapter. Th ...
Stakeholder Analysis
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Stakeholder theory argues that organizations need to identify and resolve issues in light of all their various stakeholders.
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Instrumental Perspective (“Do it because it will pay off in the end")
Enhanced ability to predict/control the external environment .
Higher percentage of successful new product/service introductions Higher levels of operating efficiency .
Fewer incidents of damaging moves by stakeholders (i.e., boycotts, strikes, bad press).
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Normative Perspective (“Do it because it is the right thing to do")
Moral and philosophical basis for recognition of stakeholder interests.
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Defines a managers response to stakeholders – three approaches.
Immoral
Not only does not care how his/her decisions impact the stakeholders, but the actions are actively counter to what is the right and ethical thing to do.
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Considers laws as constants or barriers that are ignored in the company.
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Manager who is considered ethically neutral.
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Moral
Those managers who understand the relevance of considering ethical issues when they are making decisions.
What moral responsibilities – economic, legal, ethical, and philanthropic – does our firm have to its stakeholders?
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Be ethical.
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Copyright 2001 Harcourt, Inc.
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NONPROFIT MANAGEMENT & LEADERSHIP, vol. 17, no. 2, Winter 2006.docx
NONPROFIT MANAGEMENT & LEADERSHIP, vol. 17, no. 2, Winter 2006 © 2006 Wiley Periodicals, Inc. 137
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SPECIAL ISSUE INTRODUCTION
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Nonprofit Sector
Joyce Rothschild, Carl Milofsky
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Nonprofit Management & Leadership DOI: 10.1002/nml
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Chapter 1 Varieties Of Organization Research An.docx
*
Chapter 1
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Organization Theory:
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*
What Chapter 1 DoesReviews what an organization isExplores the theories of organizationsSubject matterLevel of analysisTypes of theories
*
*
What is an Organization?Government agency, professional association, private firm, nonprofit, corporationWhat else?
*
*
What Is An Organization? (1/2)A collection of people engaged in specialized interdependent activity to accomplish a goal or mission
*
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Chapter 2
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All organizations are faced with challenges or issues.
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An issue can also be understood as a gap between stakeholder expectations and the actual performance of a business.
Some important contemporary issues: domestic partner benefits, environmental performance, genetically modified food, affirmative action….the list can go on and on.
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Stakeholder theory argues that organizations need to identify and resolve issues in light of all their various stakeholders.
Stakeholder: Any group that has a vested interest in the operations of the firm
Include: employees, suppliers, stockholders, customers, the government, local communities, and society as a whole
Why Partner with Stakeholders?
Instrumental Perspective (“Do it because it will pay off in the end")
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Fewer incidents of damaging moves by stakeholders (i.e., boycotts, strikes, bad press).
Less conflict with stakeholders resulting in fewer legal suits.
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Higher entry barriers leading to more favorable competitive environment Higher levels of trust.
Higher levels of profitability?
Greater organizational flexibility.
Normative Perspective (“Do it because it is the right thing to do")
Moral and philosophical basis for recognition of stakeholder interests.
Moral Manager
Defines a managers response to stakeholders – three approaches.
Immoral
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Focus only on the goals of the of the company.
Considers laws as constants or barriers that are ignored in the company.
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Be a good corporate citizen.
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Be ethical.
Legal Responsibilities
Obey the law.
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Be profitable.
Copyright 2001 Harcourt, Inc.
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NONPROFIT MANAGEMENT & LEADERSHIP, vol. 17, no. 2, Winter 2006 © 2006 Wiley Periodicals, Inc. 137
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/nml.139
SPECIAL ISSUE INTRODUCTION
The Centrality of Values,
Passions, and Ethics in the
Nonprofit Sector
Joyce Rothschild, Carl Milofsky
N
ONPROFIT ORGANIZATIONS are grounded in their members’
values and passions and sustained by the bonds of trust that
develop within and between them. They are the organiza-
tional expression of their members’ ethical stance toward the world:
nonprofit organizations, by way of their very existence and practices,
convey a public statement of what their members see as a better,
more caring, or more just world. This is why they come into being
in the first place. Business firms, by way of contrast, are fueled by a
profit motive. If market opportunities take them away from their
original products or services and toward some new product line, this
is accepted and even considered a sign of good management so long
as returns on equity improve and profit accumulation grows. Public
agencies are guided by statutory dictate: laws that are passed and
signed by representatives of the electorate. Nonprofit organizations
have neither of these limitations or anchors. They are born of human
needs perceived but not served by existing markets or government
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substantive values and ethics that people hold—that is, the qualities
of life they want to realize that are not being achieved through profit-
seeking or governmental organizations.
Once we remind ourselves of the substantive values that give rise
to nonprofit efforts, we can begin to grasp the more involving, dis-
cursive, and democratic form of organization that the nonprofit sec-
tor invites. Indeed, part of what people may want to accomplish in
nonprofit organizations may have as much to do with constructing
an authentically democratic form of organization in which ordinary
people get to practice democracy and voice as it does with the desire
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processes of the organization may prove to be as important to
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environment (Wood, 1992). They may come to sell products and
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known to accept grants that are attractive and available but do not
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The document provides an overview of strategies for promoting goodwill between an organization and its stakeholders. It defines stakeholders and publics, and describes four types of stakeholder linkages - enabling, functional, diffused, and normative. The benefits of engaging stakeholders include competitive advantage, better decision making, cost savings, and risk management. Building goodwill with customers involves six levels - service satisfaction, utility satisfaction, brand commitment, and relationship commitment.
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The document discusses stakeholder theory and stakeholder management approaches. It defines stakeholders as any group that can affect or be affected by a company's actions, including suppliers, customers, employees, communities and owners. The stakeholder management approach argues that trust, trustworthiness and cooperation between a company and its stakeholders can provide competitive advantages. When conducting a stakeholder analysis as a CEO, one would map stakeholder relationships, assess their power and interests, develop strategies to create win-win outcomes, and consider how actions might affect stakeholders.
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Learning Objectives
After reading this chapter, you should be able to:
1. Explain the idea of corporate stakeholders.
2. Analyze social and stakeholder networks.
3. Apply a stakeholder analysis to a corporate environment and apply the steps to initiate stakeholder
dialogue.
4. Describe the significance of deontological ethics and utilitarian ethics corporate collaborations.
© 2016 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Section 2.1Identifying Stakeholders
Pretest Questions
1. A shareholder and a stakeholder are the same thing. T/F
2. Social networks are static. T/F
3. Dialogue is a way to create new and useable information. T/F
4. “Seek the greatest good for the greatest number of people” is a good way to sum up the
guiding philosophy behind deontological ethics. T/F
Answers can be found at the end of the chapter.
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I recently had the opportunity to present at the Upswell conference, hosted by Independent Sector and targeted toward philanthropy, nonprofits, and other change makers. My session focused on identifying and managing power in social change work, drawing upon a combination of my research on power dynamics in cross-sector partnerships (I'm currently a Ph.D. candidate at Antioch University) and my experiences as a technical assistance provider and Associate Director at Arabella Advisors.
Power dynamics underlie broader discussions on critical topics like systems change, equity, and justice, but we typically prefer to talk about something other than power. Wajid khan explains It can feel awkward or unpleasant and reveal hard truths that may feel unsurmountable. However, research tells us that just discussing power can help empower us. (1) Whether we talk about it or not, it's there – and increasing our awareness of how it shows up can make us more effective social change makers.
Based on my Upswell presentation, this post identifies four ways power can show up in cross-sector and collaborative work and poses various related questions for consideration. (If you have ideas to contribute or questions, I hope you'll reach out using the link at the bottom of this page).
#1 – The Power in Resources
One of the most obvious ways power shows up is in resources. Of course, when discussing resources in philanthropic and nonprofit circles, the first type that comes to mind is often money and the influence and authority attached to it. However, a famous framework by French and Raven(2) names five power-related resource types.
Each of these can function as currency in social sector settings, and stakeholders should always examine what they have at their disposal. Legitimacy is a unique resource because we often let go without realizing it. Legitimacy is based on recognition. Who should have the right to influence the outcome? In addition to being clear about when and why you give up your legitimacy, you need to ask yourself when you can give up your legitimacy. Wajid khan Mp asks Should we have influence, or should we have the right to influence others? Can you do it?
#2 - Structural Forces
Structural forces manifest themselves in rules and regulations, grant agreements, policies, and the shaping of decision-making processes. Structural details also include broader decision-making structures within society (think government agencies, for example).
One of the most critical ways structural forces work on a small scale is in the meeting agenda-setting process, whether organized or collaborative.
Structural details can be visible (Sam sets the agenda), hidden (Sam sets the agenda but receives input from a select group of people), or invisible. (I assume you need a meeting agenda and only what you wrote down is valid i
Identifying and Prioritizing Stakeholders for Public Relations
Stakeholder management is fundamental to the practice of public relations. This paper builds on the seminal 2006 paper by Professor Brad Rawlins, Prioritizing Stakeholders for Public Relations. It provides practitioners’ perspectives on defining stakeholders in corporate and non-profit settings, in addition to applying the prioritization models presented in Professor Rawlins’ paper to a case study.
A guide to Impact Enterprise
This document provides an overview of impact enterprises, which are organizations that use business to create positive social, environmental, and economic impacts. It discusses several key aspects of impact enterprises, including their core properties of being impact-driven and having trading activities, the diverse identities they can take on, the various business models and legal structures they use, the industries and sectors they operate in, and the areas of societal impact they focus on, such as poverty reduction, health, education, and more. The document aims to better define this emerging field while celebrating its diversity.
Institutional and Capacity Development
ECDPM, 4 May 2010
PowerPoint presented at ECDPM to introduce institutional approaches to Capacity Development
Total Value Framework: An Integral, Holistic Approach to Organizational Capab...
This white paper describes an integral approach to thinking about holistic organizational change that Bud Phillips and I worked on for some years. It draws on our own work in organizational transformation, both individually and together (at Capital One), while also integrating the work of Ken Wilber, Robert Kegan, Otto Laske, Chris Argyris and Clayton Christiansen.
This paper is based on notes created during preparation for a mini-workshop given at Agile2009 and for a 1-day workshop, hosted by the Boston Agile Bazaar, February 2010.
Types Of Essay Organization
Types of Organizational Cultures Essay
The Five Types of Organizational Structure
4 Types Of Teams Essay
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Two Types Of Organizational Structure
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Henry Mintzberg s Organizational Archetypes
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Guide for Designing Stakeholder MapsThe purpose of a stake.docx
Guide for Designing Stakeholder Maps
The purpose of a stakeholder map is to provide strategic planners and
policy makers with a simple illustration of a complex system on a single
page.
By doing so, planners can get a simplified perspective of the overall “big
picture” of their strategic environment.
Stakeholder maps are useful because they show us what we already
know, but in a different light. Sometimes, the mere act of putting
something on paper, helps us to conceptualize and understand our
organization’s overall strategic environment.
Guide for Designing Stakeholder Maps
In addition to helping us conceptualize our strategic environment,
stakeholder maps are also a useful tool for showing others a simplified
illustration of the organization’s “big picture”. It puts things in a way that
may not have ever been thought of before.
Stakeholder maps are a good way of identifying and categorizing an
organization’s competitors, potential adversaries, allies, suppliers,
customers, and organizations with common interests.
Stakeholder maps may also prompt creativity and innovation by
depicting things in a manner that had never been thought of before.
Guide for Designing Stakeholder Maps
There is no “right” or “wrong” way for designing a stakeholder map. If
you give 100 people an assignment to design a stakeholder map for an
organization, you will likely get 100 different versions of the stakeholder
environment.
Nevertheless, there are some general principles that should apply to all
designs.
As discussed in the lecture notes, organizations (and systems) are
comprised of two fundamental constructs:
• Elements
• Processes
Below are some simple ways that may help you to conceptualize the
differences between an element and a process:
Elements
• Are the boxes in the diagram
• Are “things” that you cans see, hear,
and touch (like a tree branch swaying
in the wind)
• Includes: organizations,
departments, agencies, divisions,
people, places, objects, etc.
• “ELEMENTS are measurable things
that can be linked together. They are
also called objects, events, patterns,
or structures” 1
Processes
• Are the lines that connect the boxes
• Are things that you cannot see, hear,
and touch (like the wind)
• Includes: communication
(information flow), coordination,
cooperation, command, etc.
• “PROCESSES change elements from
one form to another. They may also
be called activities, relations, or
functions” 1
1 University of Washington (2006). Systems Theory. Retrieved on December 10, 2007, from http://silvae.cfr.washington.edu/ecosystem-management/Systems.html
The following diagrams depict several different ways of designing
stakeholder maps.
MDPD
Tourists
Residents
(Unincorporated)
Residents
(Incorporated))
Motorists
(Commuters)
Chambers of
Commerce
Tourism
Industry
Agriculture
Industry
Import/Export
Industry
Banking
Industry
Transportation
Industry
Small
Businesses
Criminal
Courts
Public ...
Examine how nature is discussed throughout The Open Boat.” Loo.docx
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine All Children Can Learn. Then, search the web for effec.docx
Examine
"All Children Can Learn"
. Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners.
First, provide five evidence-based strategies:
Two instructional strategies (i.e., graphic organizers),
Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.),
One activity (e.g., Think-Pair-Share).
Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.
.
Examine each of these items, which are available on the internet .docx
Examine each of these items, which are available on the internet:
1) for music, listen to the first movement of J.S. Bach's MAGNIFICAT; this is the High Baroque era. If you can find a performance with Sir John Eliot Gardiner and his Monteverdi Choir and the English Baroque soloists, go for it.
2) For art, find Giovanni Bellini's ST. FRANCIS IN THE DESERT; you might want to read up on the background of this wonderful painting. Not only St. Francis, but what else do you notice i the painting?
3) For architecture, look at the church at Melk Abbey, Austria; BE SURE to look at the interior shots. Again,
this is high Baroque--but in post-Reformation Catholicism, it had a political aim, too; can you figure it out?
After you have analyzed these, telling what you think the artists/musicians valued and were trying to express, tell me what
YOU think about them! Remember, if you read up on these items, LIST THE WORKS YOU CONSULTED! That way, you avoid plagiarism.
write a 1-page paper on each of these three, telling 1) where they found this value, 2) why it was important “back then,” and 3) is it still around today.
.
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Learning Objectives
After reading this chapter, you should be able to:
1. Explain the idea of corporate stakeholders.
2. Analyze social and stakeholder networks.
3. Apply a stakeholder analysis to a corporate environment and apply the steps to initiate stakeholder
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4. Describe the significance of deontological ethics and utilitarian ethics corporate collaborations.
© 2016 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Section 2.1Identifying Stakeholders
Pretest Questions
1. A shareholder and a stakeholder are the same thing. T/F
2. Social networks are static. T/F
3. Dialogue is a way to create new and useable information. T/F
4. “Seek the greatest good for the greatest number of people” is a good way to sum up the
guiding philosophy behind deontological ethics. T/F
Answers can be found at the end of the chapter.
Introduction
Chapter 1 discussed the importance of building sustainable corporations. Running a socially
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goal. The word corps means a body of people engaged in a collective action. But who consti-
tutes the “corps” in corporation? Achieving sustainability involves understanding the “who”
of corporations—the human beings who work within them and help determine their work
culture and behavior patterns.
Achieving corporate sustainability also requires identifying opportunities and problems and
turning to corporate actors (and outsiders) to help address them. Most corporate systems
are incredibly large and complex, and they involve a lot of people. Reasonable boundaries
are needed to delineate the responsibilities of leaders, managers, and employees. We need to
define who is closest to an issue and who is responsible for generating solutions to problems.
In order to understand the corporate system and its characteristics, one must first define the
system. Social network theory helps categorize people in and around a corporate system (the
stakeholders of the firm) and how they relate to each other and the organization.
This chapter discusses categories and types of stakeholders and social network theory. In the
modern context, businesses use electronic media to create social networks of people who are
connected in some way to the firm and its employees. This chapter also explores how individ-
uals can map more personal social networks. Networks can help people achieve goals, which
makes them powerful and gives those who direct and control them power, too. With that
in mind, this chapter also explores the idea of power and the difference between individual
and emergent power. Understanding social networks involves understanding where power
and responsibility rest—as well as where socially responsible actions can have the greatest
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CLASSIFICATION OF ORGANISATIONAL PUBLICS IS BY SEGMENTATION AT WORKPLACE.pptx
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Stakeholders are people or groups that are impacted by policies and have a stake in their outcomes. They can influence policymaking and include groups like citizens, employees, communities, and organizations. It is important for policymakers to consider stakeholders because their approval determines the success or failure of policies. Policymakers craft policies to appeal to influential stakeholders in order to gain support and stay in office. An ideal relationship involves stakeholders providing input to policymaking, but realistically they must lobby, protest, or rally to ensure their voices are heard. Properly analyzing and managing stakeholders is crucial for developing effective public policy.
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A commercial organization that operates on a for-profit basis and participates in selling goods or services to consumers. The management of a business firm will typically develop a set of organizational objectives and a strategy for meeting those goals to help employees understand where the company is headed and how it intends to get there.
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The document discusses stakeholders and sustainability. It defines stakeholders as any group affected by a company's decisions and divides them into market and non-market stakeholders. It argues that companies should identify relevant stakeholders, understand their interests and power, and engage with them to learn expectations and find solutions. Engaging stakeholders can help companies improve reputation and gain support while mitigating critics. The challenges are that stakeholders are complex and changing over time and technology.
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Questioning Four Types of Power.pdf
I recently had the opportunity to present at the Upswell conference, hosted by Independent Sector and targeted toward philanthropy, nonprofits, and other change makers. My session focused on identifying and managing power in social change work, drawing upon a combination of my research on power dynamics in cross-sector partnerships (I'm currently a Ph.D. candidate at Antioch University) and my experiences as a technical assistance provider and Associate Director at Arabella Advisors.
Power dynamics underlie broader discussions on critical topics like systems change, equity, and justice, but we typically prefer to talk about something other than power. Wajid khan explains It can feel awkward or unpleasant and reveal hard truths that may feel unsurmountable. However, research tells us that just discussing power can help empower us. (1) Whether we talk about it or not, it's there – and increasing our awareness of how it shows up can make us more effective social change makers.
Based on my Upswell presentation, this post identifies four ways power can show up in cross-sector and collaborative work and poses various related questions for consideration. (If you have ideas to contribute or questions, I hope you'll reach out using the link at the bottom of this page).
#1 – The Power in Resources
One of the most obvious ways power shows up is in resources. Of course, when discussing resources in philanthropic and nonprofit circles, the first type that comes to mind is often money and the influence and authority attached to it. However, a famous framework by French and Raven(2) names five power-related resource types.
Each of these can function as currency in social sector settings, and stakeholders should always examine what they have at their disposal. Legitimacy is a unique resource because we often let go without realizing it. Legitimacy is based on recognition. Who should have the right to influence the outcome? In addition to being clear about when and why you give up your legitimacy, you need to ask yourself when you can give up your legitimacy. Wajid khan Mp asks Should we have influence, or should we have the right to influence others? Can you do it?
#2 - Structural Forces
Structural forces manifest themselves in rules and regulations, grant agreements, policies, and the shaping of decision-making processes. Structural details also include broader decision-making structures within society (think government agencies, for example).
One of the most critical ways structural forces work on a small scale is in the meeting agenda-setting process, whether organized or collaborative.
Structural details can be visible (Sam sets the agenda), hidden (Sam sets the agenda but receives input from a select group of people), or invisible. (I assume you need a meeting agenda and only what you wrote down is valid i
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A guide to Impact Enterprise
This document provides an overview of impact enterprises, which are organizations that use business to create positive social, environmental, and economic impacts. It discusses several key aspects of impact enterprises, including their core properties of being impact-driven and having trading activities, the diverse identities they can take on, the various business models and legal structures they use, the industries and sectors they operate in, and the areas of societal impact they focus on, such as poverty reduction, health, education, and more. The document aims to better define this emerging field while celebrating its diversity.
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This paper is based on notes created during preparation for a mini-workshop given at Agile2009 and for a 1-day workshop, hosted by the Boston Agile Bazaar, February 2010.
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Guide for Designing Stakeholder MapsThe purpose of a stake.docx
Guide for Designing Stakeholder Maps
The purpose of a stakeholder map is to provide strategic planners and
policy makers with a simple illustration of a complex system on a single
page.
By doing so, planners can get a simplified perspective of the overall “big
picture” of their strategic environment.
Stakeholder maps are useful because they show us what we already
know, but in a different light. Sometimes, the mere act of putting
something on paper, helps us to conceptualize and understand our
organization’s overall strategic environment.
Guide for Designing Stakeholder Maps
In addition to helping us conceptualize our strategic environment,
stakeholder maps are also a useful tool for showing others a simplified
illustration of the organization’s “big picture”. It puts things in a way that
may not have ever been thought of before.
Stakeholder maps are a good way of identifying and categorizing an
organization’s competitors, potential adversaries, allies, suppliers,
customers, and organizations with common interests.
Stakeholder maps may also prompt creativity and innovation by
depicting things in a manner that had never been thought of before.
Guide for Designing Stakeholder Maps
There is no “right” or “wrong” way for designing a stakeholder map. If
you give 100 people an assignment to design a stakeholder map for an
organization, you will likely get 100 different versions of the stakeholder
environment.
Nevertheless, there are some general principles that should apply to all
designs.
As discussed in the lecture notes, organizations (and systems) are
comprised of two fundamental constructs:
• Elements
• Processes
Below are some simple ways that may help you to conceptualize the
differences between an element and a process:
Elements
• Are the boxes in the diagram
• Are “things” that you cans see, hear,
and touch (like a tree branch swaying
in the wind)
• Includes: organizations,
departments, agencies, divisions,
people, places, objects, etc.
• “ELEMENTS are measurable things
that can be linked together. They are
also called objects, events, patterns,
or structures” 1
Processes
• Are the lines that connect the boxes
• Are things that you cannot see, hear,
and touch (like the wind)
• Includes: communication
(information flow), coordination,
cooperation, command, etc.
• “PROCESSES change elements from
one form to another. They may also
be called activities, relations, or
functions” 1
1 University of Washington (2006). Systems Theory. Retrieved on December 10, 2007, from http://silvae.cfr.washington.edu/ecosystem-management/Systems.html
The following diagrams depict several different ways of designing
stakeholder maps.
MDPD
Tourists
Residents
(Unincorporated)
Residents
(Incorporated))
Motorists
(Commuters)
Chambers of
Commerce
Tourism
Industry
Agriculture
Industry
Import/Export
Industry
Banking
Industry
Transportation
Industry
Small
Businesses
Criminal
Courts
Public ...
Similar to Chapter 2Blurring SectorsPublic and PrivateOrga.docx (19)
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More from cravennichole326
Examine how nature is discussed throughout The Open Boat.” Loo.docx
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine All Children Can Learn. Then, search the web for effec.docx
Examine
"All Children Can Learn"
. Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners.
First, provide five evidence-based strategies:
Two instructional strategies (i.e., graphic organizers),
Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.),
One activity (e.g., Think-Pair-Share).
Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.
.
Examine each of these items, which are available on the internet .docx
Examine each of these items, which are available on the internet:
1) for music, listen to the first movement of J.S. Bach's MAGNIFICAT; this is the High Baroque era. If you can find a performance with Sir John Eliot Gardiner and his Monteverdi Choir and the English Baroque soloists, go for it.
2) For art, find Giovanni Bellini's ST. FRANCIS IN THE DESERT; you might want to read up on the background of this wonderful painting. Not only St. Francis, but what else do you notice i the painting?
3) For architecture, look at the church at Melk Abbey, Austria; BE SURE to look at the interior shots. Again,
this is high Baroque--but in post-Reformation Catholicism, it had a political aim, too; can you figure it out?
After you have analyzed these, telling what you think the artists/musicians valued and were trying to express, tell me what
YOU think about them! Remember, if you read up on these items, LIST THE WORKS YOU CONSULTED! That way, you avoid plagiarism.
write a 1-page paper on each of these three, telling 1) where they found this value, 2) why it was important “back then,” and 3) is it still around today.
.
Examine a web browser interface and describe the various forms .docx
Examine a web browser interface and describe the various forms of analogy and composite interface metaphors that have been used in its design. What familiar knowledge has been combined with new functionality? need a couple of paragraphs.. and one reference
need this in the next 4 hours..
.
Examine a scenario that includes an inter-group conflict. In this sc.docx
Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page.
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility.
Journal of Personality and Social Psychology, 8
(4), 377-383.
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups
.
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA style, including those in the Learning Resources.
.
Examine a current law, or a bill proposing a law, that has to do wit.docx
Examine a current law, or a bill proposing a law, that has to do with technology and criminal activity. The law can be at the state or federal level. Identify the law or bill, where it comes from, and its purpose or intent. Next, identify positive outcomes if the law is successful. Finally, identify at least two unintended consequences that the law could bring about. . . DUE 4/18, 2021
.
Exam IT 505Multiple Choice (20 questions , 2 points each)Pleas.docx
Exam IT 505
Multiple Choice (20 questions , 2 points each)
Please Submit a word document of your exam. Please DO NOT repeat the questions. Only submit your answers for example 1.A, 2. B……Ect
1. Which of the following is NOT one of the typical characteristics of back-end networks?
A. high data rate B. high-speed interface
C. distributed access D. extended distance
2. Problems with using a single Local Area Network (LAN) to interconnect devices
on a premise include:
A. insufficient reliability, limited capacity, and inappropriate network
interconnection devices
B. insufficient reliability, limited capacity, and limited distances
C. insufficient reliability, limited distances, and inappropriate network
interconnection devices
D. limited distances, limited capacity, and inappropriate network
interconnection devices
3. Which of following is NOT one of the designs that determines data rate and
distance?
A. the number of senders B. the number of receivers
C. transmission impairment D. bandwidth
4. The fact that signal strength falls off with distance is called ________________.
A. bandwidth B. attenuation
C. resistance D. propagation
5. Which of the following is NOT one of the distinguishing characteristics for optical
fiber cables compared with twisted pair or coaxial cables?
A. greater capacity B. lower attenuation
C. electromagnetic isolation D. heavier weight
6.________ is a set of function and call programs that allow clients and servers to intercommunicate.
A. IaaS B. SQL C. API D. Middleware
7. A computer that houses information for manipulation by networked clients is a __________.
A. server B. minicomputer C. PaaS D. broker
8. ________ is software that improves connectivity between a client application and a server.
A. SQL B. API C. Middleware D. SAP
9. The inability of frame relay to do hop by hop error control is offset by:
A. its gigabit speeds B. its high overhead
C. the extensive use of in-band signaling D. the increasing reliability of networks
10. All Frame Relay nodes contain which of the following protocols?
A. LAPB B. LAPD
C. LAPF Core D. LAPF Control
11. The technique employed by Frame Relay is called __________.
A. inband signaling B. outband signaling
C. common channel signaling D. open shortest path first routing
12. In ATM, the basic transmission unit is the ________.
A. frame B. cell
C. packet D. segment
13. When using ATM, which of the following is NOT one of the advantages for the
use of virtual paths?
A. less work is needed to set a virtual path
B. the network architecture is simplified
C.
EXAMEstructura 8.1 - Miniprueba AVerbosCom.docx
EXAM
Estructura 8.1 - Miniprueba A
Verbos
Complete the chart with the correct verb forms.
infinitivo
seguir
(1) [removed]
yo
(2) [removed]
morí
tú
seguiste
(3) [removed]
nosotras
seguimos
(4) [removed]
ellos
(5) [removed]
murieron
Completar
Fill in the blanks with the correct preterite forms of the verbs in parentheses.
Diego y Javier [removed] (conseguir) un mapa.
Esta mañana usted [removed] (despedirse) de los estudiantes.
Tú [removed] (sentirse) mal ayer.
La semana pasada yo no [removed] (dormir) bien.
Amparo [removed] (preferir) comer en casa.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
Edgar / preferir / pollo asado
Edgar prefirió el pollo asado.
Álvaro y yo / servir / los entremeses
[removed]
¿quién / repetir / las instrucciones?
[removed]
ayer / yo / despedirse / de / mis sobrinos
[removed]
ustedes / dormirse / a las diez
[removed]
La cena
Fill in the blanks with the preterite form of the appropriate verbs from the list. Four verbs will not be used.
abrir
conseguir
escoger
leer
mirar
pedir
preferir
probar
repetir
sentirse
servir
vestirse
Anoche Jorge, Iván y yo salimos a cenar a Mi Tierra, un restaurante guatemalteco. Nosotros
(1) [removed]
este lugar porque Jorge
(2) [removed]
una reseña (
review
) en Internet que decía (
said
) que la comida es auténtica y muy sabrosa. No es un restaurante elegante; entonces nosotros
(3) [removed]
de bluejeans. De verdad, en Mi Tierra mis amigos y yo
(4) [removed]
como (
like
) en casa. El camarero que nos
(5) [removed]
fue muy amable. Para empezar, Jorge e Iván
(6) [removed]
tamales, pero yo
(7) [removed]
esperar el plato principal: carne de res con arroz y frijoles. Comimos tanto (
so much
) que no
(8) [removed]
nada de postre (
dessert
). ¡Fue una cena deliciosa!
.
Examine current practice guidelines related to suicide screeni.docx
Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
Choose two of the following questions to answer as part of your initial post.
What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?
What were some of the barriers John faced in accessing medical care and mental health care?
How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair?
The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John?
In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking?
Please include at least three scholarly sources within your initial post.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understandin.
Examine Case Study Pakistani Woman with Delusional Thought Processe.docx
Examine Case Study: Pakistani Woman with Delusional Thought Processes.
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
BACKGROUND
The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s. She is currently in an “arranged” marriage (her husband was selected for her since she was 9 years old). She presents to your office today following a 21 day hospitalization for what was diagnosed as “brief psychotic disorder.” She was given this diagnosis as her symptoms have persisted for less than 1 month.
Prior to admission, she was reporting visions of Allah, and over the course of a week, she believed that she was the prophet Mohammad. She believed that she would deliver the world from sin. Her husband became concerned about her behavior to the point that he was afraid of leaving their 4 children with her. One evening, she was “out of control” which resulted in his calling the police and her subsequent admission to an inpatient psych unit.
During today’s assessment, she appears quite calm, and insists that the entire incident was “blown out of proportion.” She denies that she believed herself to be the prophet Mohammad and states that her husband was just out to get her because he never loved her and wanted an “American wife” instead of her. She tells you that she knows this because the television is telling her so.
She currently weighs .
Examination of Modern LeadershipModule 1 Leadership History, F.docx
Examination of Modern Leadership
Module 1: Leadership: History, Fundamentals, and the Modern Context
Module 1 content establishes the context for the entire course dedicated to the examination of modern and postmodern leadership. The introduction of critical theory and its use in ORG561 provides a framework for investigation. The context of social, economic, political, and technological environments informs an exploration of modern and postmodern leadership approaches. Emphasis on leader self-awareness sets the stage for reflection, introspection, and personal leadership development.
Learning Outcomes
1. Compare and contrast historical leadership concepts against modern and postmodern organization needs.
2. Analyze leadership approaches using a critical framework.
3. Construct a personal leadership biography.
For Your Success & Readings
A key to success in ORG561 is to start early, build, reflect, reinforce, build, reflect, and reinforce.
Begin each week’s study by reading and comprehending the learning outcomes. Learning outcomes are always revealed in assignments, discussions, and lectures. Likewise, learning outcomes are reflected in rubrics, which are used as objective measures for scoring and grading. Establish the learning outcomes as your checklist for success.
In Module 1 criticaltheory is introduced through the readings, lecture, discussion, and Critical Thinking Assignment. The critical approach provides new frameworks on which to research leadership. You may not be familiar with critical inquiry, so seize the opportunity to advance your analytic skills. You are expected to use one or more critical frames in each module of this course. Take the time this week to fully understand the reasoning and context of critical theory.
Studying the history of leadership requires reading publications from earlier eras. Notice that some of the required and recommended readings for Module 1 are not current publications, but these contribute to understanding the earlier periods of organization and leadership study.
Postmodern leadership literature expounds on the notion that self-awareness is a critical component required to lead. In ORG561, the thread of self-examination is woven throughout the course. You will have opportunities to move beyond reflection to develop a better understanding of personal assumptions and biases, skills and competencies, and professional development plans, all related to leadership. Embrace the opportunity!
Required
· Introduction and Chapters 1 & 2 in Leadership: A Critical Text
· Axley, S. R. (1990). The practical qualities of effective leaders. Industrial Management, 32(5), 29-31.
· Brocato, B., Jelen, J., Schmidt, T., & Gold, S. (2011). Leadership conceptual ambiguities.Journal of Leadership Studies, 5(1), 35-50. doi:10.1002/jls.20203
· Gandolfi, F., & Stone, S. (2016). Clarifying leadership: High-impact leaders in a time of leadership crisis. Revista De Management Comparat International, 17(3), 212-224.
· Blom, M. .
Examine current international OB issues that challenge organizat.docx
Examine current international OB issues that challenge organizational leaders to resolve critical issues involving cross-cultural communication, negotiation, leadership, motivation, decision-making, among others.
(1) identify the key organizational behavior issues facing management,
(2) what impact the international environment has on these issues,
(3) strategies management should use to overcome these issues,
(4) how these strategies will impact the overall organizational operations, and
(5) identify the potential costs and risks to the organizations of implementing the newly developed strategies.
Offer a set of recommendations, which must be derived from both data and theory. Teams must include aspects of global leadership, global motivation and global team-management in their work.
APA format, Times New Roman (12), 20-25 pages, No plagiarism.
.
Executive Program Practical Connection Assignment .docx
Executive Program Practical Connection Assignment
Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score
Assignment
Requirements
Student completed all required
portions of the assignment
Completed portions of the
assignment
Did not complete the required
assignment.
Writing Skills,
Grammar, and APA
Formatting
Assignment strongly demonstrates
graduate-level proficiency in
organization, grammar, and style.
Assignment is well written, and ideas
are well developed and explained.
Demonstrates strong writing skills.
Student paid close attention to spelling
and punctuation. Sentences and
paragraphs are grammatically correct.
Proper use of APA formatting. Properly
and explicitly cited outside resources.
Reference list matches citations.
Assignment demonstrates graduate-
level proficiency in organization,
grammar, and style.
Assignment is effectively
communicated, but some sections
lacking clarity. Student paid some
attention to spelling and
punctuation, but there are errors
within the writing. Needs attention
to proper writing skills.
Use of APA formatting and citations
of outside resources, but has a few
instances in which proper citations
are missing.
Assignment does not demonstrate
graduate-level proficiency in
organization, grammar, and style.
Assignment is poorly written and
confusing. Ideas are not
communicated effectively. Student
paid no attention to spelling and
punctuation. Demonstrates poor
writing skills.
The assignment lacks the use of APA
formatting and does not provide
proper citations or includes no
citations.
Maintains
purpose/focus
Submission is well organized and has a
tight and cohesive focus that is
integrated throughout the document
Submissions has an organizational
structure and the focus is clear
throughout.
Submission lacks focus or contains
major drifts in focus
Understanding of
Course Content
Student demonstrates understand of
course content and knowledge.
Student demonstrates some
understanding of course content
and knowledge.
Student does not demonstrate
understanding of course content and
knowledge.
Work Environment
Application
Student strongly demonstrates the
practical application, or ability to apply,
of course objectives within a work
environment.
Student demonstrates some
practical application, or ability to
apply, of course objectives within a
work environment.
Student does not demonstrate the
practical application, or ability to
apply, of course objectives within a
work environment.
Executive Program Practical Connection Assignment
At UC, it is a priority that students are provided with strong educational programs and courses that
allow them to be servant-leaders in their disciplines and communities, linking research with practice and
kn.
Executive Program Practical Connection Assignment Component .docx
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
.
Executive Program Group Project Assignment Component Profi.docx
Executive Program Group Project Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
Criteria Excellent Satisfactory Less than Satisfactory Not Completed
Log
Completion
4 points
Food logs are
complete with detailed
food/beverage items
3 points
Food logs are
complete but lack
some detail on
food/beverage items
(3 pts)
2 points
Food logs are
complete are missing
substantial detail on
food/beverage items
0 points
Student did not
complete this
component of the
project.
/ 4
Por.
Executive Practical Connection Activityit is a priority that stu.docx
Executive Practical Connection Activity
it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
· Provide a 500 word (or 2 pages double spaced) minimum reflection.
· Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
· Share a personal connection that identifies specific knowledge and theories from this course.
· Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
· You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
MY ROLE: BIGDATA/KAFKA ADMIN
Need Plagiarism report for this Assignement.
****Directions
Choose from one of the following tweets and answer the 4 questions, Include at least one scholarly source***** The link is included in each tweet for more information.
1. Identify a healthcare issue within your community and explain the issue to your class colleagues. (You may use the same issue you identified in Week 2, but please expand your responses to address this week's focus).
2. Describe the type of healthcare policy you would advocate for in an effort to change this issue.
3. What type of campaign would you need to launch in order to gather a network of support?
4. Compose a Tweet that describes what you have shared with your class colleagues. Remember, Twitter only allows for 140 characters so you will need to be concise.
1. NR708HealthPol Retweeted
Tara Heagele, PhD, RN, PCCN, EMT@TaraHeagele
#NurseTwitter Hurricane season starts today! Helping Vulnerable People Before Disasters Strike | Campaign for Action https://campaignforaction.org/helping-vulnerable-people-before-disasters-strike/#.XtUB00-UAZ4.twitter …
Helping Vulnerable People Before Disasters Strike | Campaign for Action
Floods, tornadoes, heat waves, blizzards, earthquakes, and hurricanes threaten the health and well-being of millions of people each year
campaignforaction.org
13h
·
·
2. NR708HealthPol Retweeted
Diana Mason@djmasonrn
By @AmyAnderso.
Executive FunctionThe Search for an Integrated AccountMari.docx
Executive Function
The Search for an Integrated Account
Marie T. Banich
Department of Psychology & Neuroscience, and Institute of Cognitive Science, University of Colorado at Boulder;
Department of Psychiatry, University of Colorado Denver
ABSTRACT—In general, executive function can be thought
of as the set of abilities required to effortfully guide be-
havior toward a goal, especially in nonroutine situations.
Psychologists are interested in expanding the under-
standing of executive function because it is thought to be a
key process in intelligent behavior, it is compromised in a
variety of psychiatric and neurological disorders, it varies
across the life span, and it affects performance in compli-
cated environments, such as the cockpits of advanced
aircraft. This article provides a brief introduction to the
concept of executive function and discusses how it is
assessed and the conditions under which it is compromised.
A short overview of the diverse theoretical viewpoints re-
garding its psychological and biological underpinnings is
also provided. The article concludes with a consideration
of how a multilevel approach may provide a more inte-
grated account of executive function than has been previ-
ously available.
KEYWORDS—executive function; frontal lobe; prefrontal
cortex; inhibition; task switching; working memory; atten-
tion; top-down control
Like other psychological constructs, such as memory, executive
function is multidimensional. As such, there exists a variety of
models that provide varying viewpoints as to its basic component
processes. Nonetheless, common across most of them is the idea
that executive function is a process used to effortfully guide
behavior toward a goal, especially in nonroutine situations.
Various functions or abilities are thought to fall under the rubric
of executive function. These include prioritizing and sequencing
behavior, inhibiting familiar or stereotyped behaviors, creating
and maintaining an idea of what task or information is most
relevant for current purposes (often referred to as an attentional
or mental set), providing resistance to information that is dis-
tracting or task irrelevant, switching between task goals, uti-
lizing relevant information in support of decision making,
categorizing or otherwise abstracting common elements across
items, and handling novel information or situations. As can be
seen from this list, the functions that fall under the category of
executive function are indeed wide ranging.
ASSESSING EXECUTIVE FUNCTION
The very nature of executive function makes it difficult to
measure in the clinic or the laboratory; it involves an individual
guiding his or her behavior, especially in novel, unstructured,
and nonroutine situations that require some degree of judgment.
In contrast, standard testing situations are structured—partic-
ipants are explicitly told what the task is, given rules for per-
forming the task, and provide.
Executive Compensation and IncentivesMartin J. ConyonEx.docx
Executive Compensation and Incentives
Martin J. Conyon*
Executive Overview
The objective of a properly designed executive compensation package is to attract, retain, and motivate
CEOs and senior management. The standard economic approach for understanding executive pay is the
principal-agent model. This paper documents the changes in executive pay and incentives in U.S. firms
between 1993 and 2003. We consider reasons for these transformations, including agency theory, changes
in the managerial labor markets, shifts in firm strategy, and theories concerning managerial power. We show that
boards and compensation committees have become more independent over time. In addition, we demonstrate
that compensation committees containing affiliated directors do not set greater pay or fewer incentives.
Introduction
E
xecutive compensation is a complex and con-
troversial subject. For many years, academics,
policymakers, and the media have drawn atten-
tion to the high levels of pay awarded to U.S.
chief executive officers (CEOs), questioning
whether they are consistent with shareholder in-
terests.1 Some academics have further argued that
flaws in CEO pay arrangements and deviations
from shareholders’ interests are widespread and
considerable.2 For example, Lucian Bebchuk and
Jesse Fried provide a lucid account of the mana-
gerial power view and accompanying evidence.3
Marianne Bertrand and Sendhil Mullainathan too
provide an analysis of the ‘skimming view’ of CEO
pay.4 In contrast, John Core et al. present an
economic contracting approach to executive pay
and incentives, assessing whether CEOs receive
inefficient pay without performance.5 In this pa-
per, we show what has happened to CEO pay in
the United States. We do not claim to distinguish
between the contracting and managerial power
views of executive pay. Instead, we document the
pattern of executive pay and incentives in the
United States, investigating whether this pattern
is consistent with economic theory.
The Context: Who Sets Executive Pay?
B
efore examining the empirical evidence pre-
sented in this paper, it is important to consider
the pay-setting process and who sets executive
pay. The standard economic theory of executive
compensation is the principal-agent model.6 The
theory maintains that firms seek to design the most
efficient compensation packages possible in order to
attract, retain, and motivate CEOs, executives, and
managers.7 In the agency model, shareholders set
pay. In practice, however, the compensation com-
mittee of the board determines pay on behalf of
shareholders. A principal (shareholder) designs a
contract and makes an offer to an agent (CEO/
manager). Executive compensation ameliorates a
moral hazard problem (i.e., manager opportunism)
arising from low firm ownership. By using stock
options, restricted stock, and long-term contracts,
shareholders motivate the CEO to maximize firm
value. In other words, shareholders try to design
optimal compensation packages .
Executing the StrategyLearning ObjectivesAfter reading.docx
Executing the Strategy
Learning Objectives
After reading this chapter, you should be able to:
• Distinguish good operational plans from weak ones.
• Detail the value of tracking progress on all operational plans.
• Discuss why emergent strategies occur and how they might affect an organization’s
current strategy.
• Implement the ten basic steps of a generic strategic formulation process.
• Manage, improve, and evaluate an existing strategic management process.
Chapter 9
Neil Webb/Ikon Images/Getty Images
spa81202_09_c09.indd 247 1/16/14 10:08 AM
CHAPTER 9Section 9.1 Managing Operational Plans
Implementing a strategy (see Figure 1.1) in the real world is not a leisurely swim across
a calm pond on a sunny day, but rather like crossing from one bank of a raging river to
the other, encountering hidden eddies, fog, driving rain, lightning, and riptides along the
way. While it is not impossible to reach the other bank (the goal), the task often becomes
one of overcoming obstacles and making constant adjustments without losing sight of the
goal. Implementation is like that. Even the most brilliant strategy is worthless if it cannot
be implemented.
This chapter focuses on strategy execution and its difficulties. Part of the chapter is devoted
to assessing, improving, and managing the strategy formulation process itself.
9.1 Managing Operational Plans
The process for obtaining board approval of operational plans is covered in this chapter.
Exactly what is it that gets approved? An operational plan is a document that specifies the
projects or tasks that must be accomplished to achieve particular operational objectives.
Many of these plans will contain activities that are ongoing. Some will include plans for
enhanced or new services. Details specified in operational plans include the names of those
who will be involved and the indi-
vidual responsible for each one, what
equipment will be needed, when each
will start and end, and the estimated
costs for each activity. Given the level
of detail required, it should come as
no surprise that an operational plan
for a large functional unit, such as the
nursing department in a hospital, can
run to many pages, as there are lots of
activities to be detailed. Operational
plans for small HSOs such as physi-
cian clinics and community health
centers may be just a few pages long
unless new strategic initiatives are to
be undertaken.
It takes contributions from everyone
who will be involved in that HSO’s
operations to create such plans. They
will make sure that continuing cur-
rent operations are included in the plans, which is easily done. What adds a level of com-
plexity and difficulty is incorporating additional tasks demanded by a change in strategy.
Consider the following scenarios, which illustrate the difficulty in creating operational
plans that involve more than simply repeating what was done the previous year:
Javier Larrea/age fotostock/Getty Ima.
Executing Strategies in a Global Environment Examining the Case of .docx
Executing Strategies in a Global Environment: Examining the Case of Federal Express 5-7 pages
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Chapter 2Blurring SectorsPublic and PrivateOrga.docx
- 1. Chapter 2 Blurring Sectors: Public and Private Organization Theory: A Public and Nonprofit Perspective Note to instructor: These slides do not follow the outline order of the chapter. This is intentional, for lecture purposes. Feel free to rearrange and modify to suit your needs. What Chapter 2 DoesLays out a spectrum of organizations, from government thru nonprofit to businessConsiders similarities and differences among organization sectorsExplores how lines blur between sectorsExamines the environment that all organizations share Organization TermsDepartmentAgencyBureauBureaucracy Caution: Many terms have multiple definitions
- 2. Department: -- major subunit of a large org -- cabinet-level office in U.S. Fed gov Agency: -- an administrative unit of gov -- an independent reg. agency w/in gov. -- a synonym for “bureau” -- a nonprofit organization Bureau: -- a major division within a department -- a “cost center” within an organization Bureaucracy: -- a synonym for gov or large org (sometimes derisive) -- a form of organization (e.g., ideal type) What “Blurring” MeansIt’s a blending or overlapping of “privateness” and “publicness”Organizations blur more and more often Types of BlurringContinuum of public-to-private Mixture of public and private Who staffs the front office? Who staffs the back office?Overlap of purposes This slide introduces the next several slides
- 3. Public-Private Continuum Gov. agencies Gov. corps. Gov-nonprofit ventures Nonprof.: Helping Nonprof.: Advocacy Nonprof.: Member Public-private ventures Private monopolies Commercial firms PUBLIC . . . . PRIVATE See Fig. 2-1 for organization examples Front Office / Back Office JumbleGovernmentNASAUS AID, DOTGovernmentState health servicesNonprofitFundraising campaignFor-profitStudent loans (banks)PrivateEngineering firmsConstruction firmsNonprofitHealth service providersPrivateMarketing firmGovernmentLoan guarantee prog. The first column represents the front office of an organization, which is what the public sees. The second office represents who might handle a particular operation for the “fronting” organization. More examples are available in Chapter 2, Table 2-2. You or the students may wish to create additional examples.
- 4. Overlapping PurposesGovernment, nonprofit, and for-profit orgs at times offer similar servicesExamples:Hospitals, trash services, security servicesLoans, package delivery, many othersReasons: What, why, when, for whom, where Reasons are manifold. -- What involves the type and intensity of service (e.g., free clinics vs. private physicians and specialists) -- Why involves whether public need, level of essential investment, commercial potential -- When involves situations such as catastrophes and temporary situations -- For whom involves cohorts within the public (e.g., the poor, the rich) -- Where involves local choice (e.g., trash pickup) -- Contrast & Compare Public & Private OrganizationsIn what ways do public and private organizations differ?In what ways are they alike?How might their differences and similarities influence generic organization theory? This slide introduces the next group of slides. Invite students to share their thought about these questions. Use the classroom chalkboard (or have students serve as scribes) to list student answers to each question.
- 5. Ways Gov’t Orgs Are Unique (1 of 3)Function: Administering the lawFinanceNo profit for owners/shareholdersTypically funded thru appropriationsMissionDetermined by lawSet by political officials, usually not internallyConstitutional/statutory constraints Ways Gov’t Orgs Are Unique (2 of 3)Purpose, roles are more complex, politicalPolitical factors influence organizational structure, sizeprocesses, location(s)External environment judges effectiveness, efficiency through accountability todefined constituencies, general publicpolitical officials, oversight bodies Ways Gov’t Orgs Are Unique (3 of 3)Goals are both general and contradictorySometimes contradictory, such as service and enforcementSometimes unattainable, such as full homeland security Ways Nonprofits Are UniqueFunction: Addressing unmet needsNonprofits serve . .Members – churches, unions, clubs, othersNonmembers – help/service orgs, PACs, othersSome have
- 6. tax exempt revenuesChurches, charitable orgs, othersMust have IRS/state tax approvalOften rely on volunteers Ways Public Orgs Are SimilarPublic organizations = gov’t + nonprofitNeeds drivenNot profit drivenEffectiveness determined by success in addressing missionWill fill needs that free-market ignoresMust maintain substantial public trust Ways Businesses Are UniqueFunction: Serving as economic engineBenefit owners by selling goods/servicesMission: Chosen by ownersChanges at will of owners; market- orientedAccountable Primarily to shareholdersSecondarily to customers Ways All Orgs Are SimilarStructure, scale – the range is enormousShared environment – common to allDemographic trends, natural environmentGlobalization, overarching events (e.g., 9-11)Technology advances, ever-rising expectationsBehaviors – often anthropomorphicSelf-protection, life cycles, personality (culture)Competition – in many forms
- 7. Fundamentally, the list of traits all organizations share in common is far longer than the list of traits unique to each category of organization – whether government, nonprofit, private, or any hybrid thereof – even though their distinguishing traits involve fundamental differences. Possible exercise: Have teams of students develop lists of similarities and differences (see earlier “your thoughts” slide). Market Theory & Public OrgsRoles in market for public organizations:Indivisible markets, e.g.,Addressing widespread air and water pollutionAllocating broadcast frequenciesUnprofitable markets, e.g.,Caring for the poorServices for extreme rural areasApplies polit. decisions from public desires (Un)important Fundamentals?True or false: Public and private management are fundamentally alike in all unimportant respects.This affects generic (comprehensive) organization theory?What is your reasoning? Adapted from Graham Allison (1992) Ethics in Public OrganizationsEthics involvesDoing the right thingBased on society-wide standards, valuesThrough principled reasoningEssential for maintaining public trustPublic service
- 8. challenges includeMaximizing benefit while minimizing harmResolving “right vs. right” issues Blurring & PostmodernismPros & consPro: Challenges assumptions, viewpoints, labels, principles – even “rationality”Con: Incomplete, self-absorbed, “jargonistic”Advocates Stepping outside a topic to question itRethinking fundamentalsBeing creative and open Applying broad view Sector Blurring & Public OrgsGovernment, nonprofit, and for- profit organizations populate a continuumOrganizations themselves may intermix public and private sectorsAll share a dynamic environmentEthics, important for all organizations, are essential for public organizations Key-point recap. Emphasize subpoints important in your course.
- 9. Organizational Theory & Development PA 565 Winter Term 2018 * * Chapter 1 Varieties Of Organization Research And Theory Organization Theory: A Public Perspective * * What Chapter 1 DoesReviews what an organization isExplores the theories of organizationsSubject matterLevel of analysisTypes of theories * * What is an Organization?Government agency, professional association, private firm, nonprofit, corporationWhat else?
- 10. * * What Is An Organization? (1/2)A collection of people engaged in specialized interdependent activity to accomplish a goal or mission * * What Is An Organization? (2/2)“Organizing is like a grammar, it is a systematic account of some rules and conventions by which sets of interlocked behaviors are assembled to form social processes that are intelligible to actors” Karl Weick * * Private OrganizationsCreated by individuals & orgs Within the context of law For profit-makingAccountable to owners/stock holders
- 11. * * Government OrganizationsCreated by law to administer the law, carry out public policy Includes all types of government agencies, levels of gov’t, authorities, special districtsAccountable to the public * * Nonprofit OrganizationsCreated by inds & orgs to help solve specific social/political problems or issuesEstablished within the context of state law To fulfill charitable needs, * * Nonprofit OrganizationsCarry out public needs not provided for by business or gov’tPartner with gov’t (Lester Salamon) *
- 12. * Nonprofit OrganizationsAccountable to boardsDepend on public trust * * Bureaucracy (1/2)CharacteristicsStableSpecialization of functionHierarchicalHiring/promotions based on expertiseStrict rules Max Weber * * Bureaucracy (2/2)Focus on efficiency & rationality * * Varieties Of Organization TheorySubject matterWho, what, why of orgsLevels of analysisIndividual & group (motivation)
- 13. Structural (org chart, hierarchical pattern)Or global (values, leadership) * * Varieties of Organization TheoryProvide conceptual tools to diagnose problems and assess solutionsContribute to understanding and action in organizations * * Types Of TheoriesSystemsAspects of org and the environmentShows how activities are interrelatedPolitical economyRelations between political and economic systems and non-market settingsRationality and decision making * * Types Of TheoriesPostmodernChallenges all theories by asking “what is real?” Meaning of words used
- 14. * * Types of TheoriesPublic Choice Uses an economic/self-interest interpretation for actionsIndividuals and orgs behave rationallyGovernment should be minimalSupports maximizing an individual’s choice * * Purpose Of Organization Research & TheoryUncover the reality of orgsUse the knowledge to predict (and sometimes control) orgsImprove functions of orgs * Public organizations differ from private organizations in critical ways. Based on our discussions in class, and other course materials, what are the most significant differences? Please title your response as "Midterm." Click on the button "Create Journal Entry." You have 2 hours to answer the question using any course material. If you use outside materials, please cite your source either in text citation or using a reference page. Please use 12 point font Arial which is the
- 15. default for Blackboard Journal. There is no length requirement, as long as you answer the question thoroughly with appropriate justifications. No specific format is required.