Ethical Decision-Making Essay Grading Rubric
Name: _________________________Course/Section Number:______________ Grade: ______ / 10% of grade
NM = not met minimum NI= needs improvement A = average G = good E= excellent
Organization, Style, Mechanics, Idea Development, Content: See Comments on Graded Essay____ / %
NM
NI
A
G
E
Introduction – purpose of the essay is clear to the audience; ethical dilemma is explained clearly; writer addresses why the dilemma calls for an ethical decision; relevant background information is given; thesis is restated and audience understands what will follow.
Body Paragraphs/Organization – paragraphs start with a topic sentence; sentences support the paragraph’s main idea; paragraphs are unified and coherent supporting the thesis; logical progression of ideas with a clear structure and sequence; transitions effectively connect sentences and paragraph; conclusion provides closure and restates thesis.
Writing Style and Mechanics – writing is smooth, skillful and coherent; variety in sentence structure; effective word choice; no repetition; academic tone and diction are appropriate for essay’s purpose and audience; minimal errors in punctuation, spelling, grammar, and mechanics; no comma splices and run-on sentences.
______ / %
Idea Development
· Ideas are fully developed, sufficiently supported and show critical thinking.
· Facts are distinguished from opinions.
· Opinions are supported and qualified.
· Opposing views are represented fairly.
· There is a clear voice and point of view.
· The essay reflects a sense of audience.
Content: Student is able to identify a situation in which an ethical decision is required, analyze the situation from more than one ethical perspective, explore the consequences of each decision, and analyze the situation from his or her own ethical perspective, clarifying their ethical values in the process.
· Acknowledges the complexity of the ethical issues being analyzed.
· Demonstrates an understanding of ethical theories and concepts.
· Analyzes and evaluates the situation applying more than one ethical perspective.
· Considers the implications and consequences of these actions to ethical decision-making in this setting.
· Analyzes the issue from own ethical perspective and examines beliefs and values that inform ethical thinking, conduct, and decision-making. ______/%
Citations and Works Cited - Outside sources are integrated smoothly in the essay. The essay includes correctly formatted in-text citations and a correct Works Cited page. APA or MLA guidelines are followed. _____ / %
Format – Your name and section number on the top of the first page. Double-spaced; 12-point Times New Roman (no script or bold); 600-800 words total which is equivalent to 2 ½ - 3 ½ pages; .
ARTICLE REVIEW INSTRUCTIONSYou will write an article review-relevant t.docxnoel23456789
ARTICLE REVIEW INSTRUCTIONS
You will write an article review, relevant to this week's learning module and readings. You will select the article yourself by searching the UWA Library Databases. The article you choose should be a research article (has a hypothesis that is empirically tested). Pick an article relevant to a topic covered in the weekly readings. Each review is worth 20 points.  The review should be 1-2 single-spaced pages in a 12-point font. It is in your best interest to submit your review before it is due so you may check your originality report and correct any spelling and grammatical errors identified by the software program.
The purpose of the review is to provide students knowledge of how research is conducted and reported. The main part of your review needs to include the following information. Please comment on these aspects of the article as part of your review. Provide only the briefest summary of content. What I am most interested in is your critique and connection to weekly readings.
Reference. Listed at the top of the paper in APA style.
Introduction. Read the introduction carefully. The introduction should contain:
· A thorough literature review that establishes the nature of the problem to be addressed in the present study (the literature review is specific to the problem)
· The literature review is current (generally, articles within the past 5 years)
· A logical sequence from what we know (the literature review) to what we don't know (the unanswered questions raised by the review and what this study intended to answer
· The purpose of the present study
· The specific hypotheses/research questions to be addressed.
· State the overall purpose of the paper. What was the main theme of the paper?
· What new ideas or information were communicated in the paper?
· Why was it important to publish these ideas?
Methods. The methods section has three subsections. The methods sections should contain:
· The participants and the population they are intended to represent (are they described as well in terms of relevant demographic characteristics such as age, gender, ethnicity, education level, income level, etc?).
· The number of participants and how the participants were selected for the study
· A description of the tools/measures used and research design employed.
· A detailed description of the procedures of the study including participant instructions and whether incentives were given.
Results. The results section should contain a very thorough summary of results of all analyses. This section should include:
· Specific demographic characteristics of the sample
· A thorough narrative description of the results of all statistical tests that addressed specific hypotheses
· If there are tables and figures, are they also described in the text?
· If there are tables and figures, can they be interpreted "stand alone" (this means that they contain sufficient information in the title and footnotes so that a reader.
My degree is an EDD in Performance Improvement LeadershipSyste.docxgriffinruthie22
My degree is an EDD in Performance Improvement Leadership
Systems Thinking and Problems of Practice
Evidence-Based Practice
One of the design concepts attributed to successful EdD programs is the scholarly practitioner, which The Carnegie Project on the Education Doctorate (n.d.) defines as practitioners who:
Blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They use practical research and applied theories as tools for change because they understand the importance of equity and social justice. They disseminate their work in multiple ways, and they have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals. (Design-Concepts Upon Which to Build Programs section)As you move toward the final weeks of our course, a high priority for all who lead learning is the application of systems thinking as you identify a problem of practice relevant to your organization.
As noted by Dirkx (2006):
The demand for evidence-based research (EBR) in education has evoked considerable debate regarding the nature of knowledge practitioners hold, how they come to know, and the sociopolitical contexts in which that knowledge is generated. Proponents of EBR such as Michael Feuer stress the need for research that validly identifies solutions to important problems of educational practice. Critics such as Elizabeth St. Pierre decry such approaches to research on practice as epistemologically inappropriate and oblivious to their political and moral implications. Both positions illuminate important dimensions of improving practice, but what works seems to get lost in the rhetoric. In this article, the author suggests that we in adult education take seriously the question of what works in practice by developing a knowledge base grounded in research methods and strategies that give voice to the particularities of practice contexts, what he refers to as the "insider perspective." (p. 273)
As you proceed through your EdD program, you will be required to identify a problem of practice, not simply an isolated problem in your organization, but instead a problem of practice that is clearly supported in the professional literature. Note that such problems were most likely identified as you developed the Literature Review assignment—all work of doctoral scholars must be firmly corroborated in the literature and research relevant to your organization’s problems of practice.
As you work to identify a problem of practice in your organization, please note the imperative to apply systems thinking. As noted by Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kleiner (2012):
Systems thinking is the ability to understand (and sometimes to predict) interactions and relationship in complex, dynamic systems—the kinds of systems we are surrounded by and embedded in. Some of the systems already under study in clas.
Kicking and Screaming Activating Critical Thinking - Course Technology Computing Conference
Presenter: Heidi Helgren & Bruce Kemmer, Delta College
Are your students struggling, refusing, or reluctant to use their critical thinking skills? Are you sick of hearing "what's on the test?" or "Do I really need to know this?" Learn from Heidi and Bruce as they discuss engaging students utilizing case studies from their Cengage textbooks and current event examples in both face-to-face or online formats. Case studies can take the pressure off the instructor and force students to think about concepts differently. See how we work critical thinking skills into a variety of business topics including business law, human resources, management, and introduction to business.
ARTICLE REVIEW INSTRUCTIONSYou will write an article review-relevant t.docxnoel23456789
ARTICLE REVIEW INSTRUCTIONS
You will write an article review, relevant to this week's learning module and readings. You will select the article yourself by searching the UWA Library Databases. The article you choose should be a research article (has a hypothesis that is empirically tested). Pick an article relevant to a topic covered in the weekly readings. Each review is worth 20 points.  The review should be 1-2 single-spaced pages in a 12-point font. It is in your best interest to submit your review before it is due so you may check your originality report and correct any spelling and grammatical errors identified by the software program.
The purpose of the review is to provide students knowledge of how research is conducted and reported. The main part of your review needs to include the following information. Please comment on these aspects of the article as part of your review. Provide only the briefest summary of content. What I am most interested in is your critique and connection to weekly readings.
Reference. Listed at the top of the paper in APA style.
Introduction. Read the introduction carefully. The introduction should contain:
· A thorough literature review that establishes the nature of the problem to be addressed in the present study (the literature review is specific to the problem)
· The literature review is current (generally, articles within the past 5 years)
· A logical sequence from what we know (the literature review) to what we don't know (the unanswered questions raised by the review and what this study intended to answer
· The purpose of the present study
· The specific hypotheses/research questions to be addressed.
· State the overall purpose of the paper. What was the main theme of the paper?
· What new ideas or information were communicated in the paper?
· Why was it important to publish these ideas?
Methods. The methods section has three subsections. The methods sections should contain:
· The participants and the population they are intended to represent (are they described as well in terms of relevant demographic characteristics such as age, gender, ethnicity, education level, income level, etc?).
· The number of participants and how the participants were selected for the study
· A description of the tools/measures used and research design employed.
· A detailed description of the procedures of the study including participant instructions and whether incentives were given.
Results. The results section should contain a very thorough summary of results of all analyses. This section should include:
· Specific demographic characteristics of the sample
· A thorough narrative description of the results of all statistical tests that addressed specific hypotheses
· If there are tables and figures, are they also described in the text?
· If there are tables and figures, can they be interpreted "stand alone" (this means that they contain sufficient information in the title and footnotes so that a reader.
My degree is an EDD in Performance Improvement LeadershipSyste.docxgriffinruthie22
My degree is an EDD in Performance Improvement Leadership
Systems Thinking and Problems of Practice
Evidence-Based Practice
One of the design concepts attributed to successful EdD programs is the scholarly practitioner, which The Carnegie Project on the Education Doctorate (n.d.) defines as practitioners who:
Blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They use practical research and applied theories as tools for change because they understand the importance of equity and social justice. They disseminate their work in multiple ways, and they have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals. (Design-Concepts Upon Which to Build Programs section)As you move toward the final weeks of our course, a high priority for all who lead learning is the application of systems thinking as you identify a problem of practice relevant to your organization.
As noted by Dirkx (2006):
The demand for evidence-based research (EBR) in education has evoked considerable debate regarding the nature of knowledge practitioners hold, how they come to know, and the sociopolitical contexts in which that knowledge is generated. Proponents of EBR such as Michael Feuer stress the need for research that validly identifies solutions to important problems of educational practice. Critics such as Elizabeth St. Pierre decry such approaches to research on practice as epistemologically inappropriate and oblivious to their political and moral implications. Both positions illuminate important dimensions of improving practice, but what works seems to get lost in the rhetoric. In this article, the author suggests that we in adult education take seriously the question of what works in practice by developing a knowledge base grounded in research methods and strategies that give voice to the particularities of practice contexts, what he refers to as the "insider perspective." (p. 273)
As you proceed through your EdD program, you will be required to identify a problem of practice, not simply an isolated problem in your organization, but instead a problem of practice that is clearly supported in the professional literature. Note that such problems were most likely identified as you developed the Literature Review assignment—all work of doctoral scholars must be firmly corroborated in the literature and research relevant to your organization’s problems of practice.
As you work to identify a problem of practice in your organization, please note the imperative to apply systems thinking. As noted by Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kleiner (2012):
Systems thinking is the ability to understand (and sometimes to predict) interactions and relationship in complex, dynamic systems—the kinds of systems we are surrounded by and embedded in. Some of the systems already under study in clas.
Kicking and Screaming Activating Critical Thinking - Course Technology Computing Conference
Presenter: Heidi Helgren & Bruce Kemmer, Delta College
Are your students struggling, refusing, or reluctant to use their critical thinking skills? Are you sick of hearing "what's on the test?" or "Do I really need to know this?" Learn from Heidi and Bruce as they discuss engaging students utilizing case studies from their Cengage textbooks and current event examples in both face-to-face or online formats. Case studies can take the pressure off the instructor and force students to think about concepts differently. See how we work critical thinking skills into a variety of business topics including business law, human resources, management, and introduction to business.
A Lesson about Ideas to Action ImplementationJamietteNolia1
Science is designed to be objective and guided by data; art is subjective and deeply influenced by feelings and opinions. While the outcomes of science and art are quite different, the processes involved have undeniable similarities.
Picking up the SlackGreg and Natalie have been in business cla.docxrandymartin91030
Picking up the Slack
Greg and Natalie have been in business classes together since freshman year. While they’re not close friends, they have always enjoyed each other’s company in class and have been in the same social circle as they’ve moved from lower division courses to where they are now: senior capstone. Greg and a few of his friends invite Natalie to join their group at the start of the term, and they begin to work on their project.
Fairly quickly, though, Greg realizes that Natalie isn’t pulling her weight. Any aspect of the project that’s assigned to her has to be redone by other members of the group, she doesn’t pay attention in meetings, and she consistently shows up late or hung over. Greg and his other groupmates think that Natalie needs to step it up and take this project seriously, but they ultimately agree it would be more trouble than it’s worth to confront her about it. They decide to just push through and let her do her own thing. Natalie continues to participate marginally in discussions, planning, and writing, but makes it clear through her actions that their final presentation is not her biggest priority.
After Greg’s group gives its final presentation, the members are asked to write an evaluation on their teammates that the professor will use to determine individual grades. When it comes to most of his teammates, Greg easily gives them all A’s and B’s for their participation and contributions to the project. However, when Greg comes to Natalie’s evaluation, he is faced with a dilemma. It’s their last big project before graduation, and if he were to evaluate her in a harsh way, it could negatively affect her cumulative GPA. He doesn’t want to throw her under the bus; however, her apathy and poor work ethic put a huge burden on everyone else’s shoulders, and Greg had to personally sacrifice a lot of time and effort to make up for her mistakes or tasks that she left undone.
Is it worth giving her an honest evaluation, just so the professor will give her the grade she deserves? Or is giving her a bad evaluation petty and unnecessary, considering that they are all about to graduate and their group received an A, regardless of her performance?
- See more at: http://www.scu.edu/r/ethics-center/ethicsblog/thebigq/15667/Picking-Up-the-Slack#sthash.rIt9MhNt.dpuf
Ethical Decision-Making Essay (10%-15% of overall course grade)
Overview
You will be given a case study by your instructor. The case study presents an ethical dilemma that requires an ethical decision. In a 600-800 word (typed) essay, you will analyze the situation using more than one ethical theory, briefly explain the ethical theories and concepts, and consider how these theories might be applied to this scenario. You will consider the implications or consequences if these ethical perspectives are applied. You will also analyze the situation from your own personal ethical perspective and clarify the values and beliefs that guide your ethical decision-making. .
ETHICS AND COMMUNITY STANDARDSOffice of Student CoBetseyCalderon89
ETHICS AND
COMMUNITY
STANDARDS
Office of Student Conduct and Conflict Resolution
SEMINAR
OUTLINE
Introduction
Defining Ethics
Values, Morals, and Moral Theory
Ethical Approaches
Ethical Standards
Putting Ethics Into Action
Review and Wrap-Up
SEMINAR EXPECTATIONS
•Seminar attendance and active participation in discussion are expected and essential to student learning.
Attendees are expected to arrive on time and be present for the entire seminar. In addition, completion of pre -
seminar activities is required for participation. Failure to complete or turn-in the activities will result in the
student not being allowed to attend the seminar.
Seminar Attendance
and Participation
•This seminar consists of multiple activities and group discussions. It is expected that all attendees treat each
other with courtesy and respect. Any attendee that fail to adhere to this or creates a disruption that prevents the
seminar from functioning in its intended manner may be asked to leave the seminar and not receive approval of
completion of the seminar.
In-Seminar Conduct
•Respect of statements, ideas, and beliefs is important to successful reflection and learning. Confidentiality is one
of the most important rights, thus the disclosure of information regarding the reason or purpose of an attendees
required participation is not advised or condoned. To promote comfort and exchange of ideas it is expected that
any information disclosed by another attendee be regarded as confidential and specific to the purpose of the
seminar.
Confidentiality
•As a final component of this seminar there will be an assigned reflection paper. This paper must be completed
and received by the Office of Student conduct and Conflict Resolution by the prescribed deadline. This paper
must be reviewed and approved by the seminar facilitator before it is considered complete and credit for the
seminar is granted. Failure to submit the paper by the prescribed deadline or a paper that is not approved may
result in the attendee not receiving credit for the seminar.
Post-Seminar
Assignment
LEARNING
OBJECTIVES
Provide students with information that will promote
an understanding of ethics and the role that ethics has
in everyday life.
Evoke the evaluation of personal morals and values as
they relate to the formation of an ethical foundation.
Learn principles that guide good decision making.
Apply strategies of decision making that reflect your
personal values and ethics.
WHAT IS ETHICS?
“Ethics refers to standards of behavior that tell us
how human beings ought to act in the many
situations in which they find themselves as friends,
parents, children, citizens, businesspeople,
teachers, professionals, and so on.”
Brainstorming Activity
VALUES, MORALS,
AND MORAL
THEORY
KITCHENER’S FIVE ETHICAL
PRINCIPLES
Respect
Autonomy
1
Do No
Harm
2
Benefit
Others
3
Be Just
4
Be Faithful
5
KOHLBERG ...
Please attach your SWOT AnalysisA SWOT (Strengths, Weaknesses, O.docxLacieKlineeb
Please attach your SWOT Analysis
A SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis is a strategic planning tool that can help a business to boost profits and productivity by understanding its competencies (strengths and weaknesses) as well as the competition. For this assignment, you must select one (1) of following;
Cheesecake Factory (
http://www.thecheesecakefactory.com/Links to an external site. ),
Starbucks (
https://www.starbucks.com)Links to an external site. or
Chipotle Mexican Grill (
http://www.chipotle.com/en-US/Default.aspx?type=defaultLinks to an external site. ),
Amazon (
https://www.amazon.com/)Links to an external site.and (
https://www.wholefoodsmarket.com/) Links to an external site.determine its competitive advantage. Be sure to identify the business you have chosen in your written paper.
Write a three (3) page paper in which you:
1. Identify one major competitor for your selected business and justify your explanation.
2. Explain the strengths and weaknesses and justify your explanation.
3. Identify one (1) way in which the business can utilize its strengths and minimize its weaknesses to be competitive. Explain why you believe this would be effective.
Your assignment must follow these formatting requirements:
·
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format.
·
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page
are not included in the required assignment page length.
See the attached videos for examples.
https://youtu.be/I_6AVRGLXGA
https://youtu.be/Ath_K1OuPzw
https://youtu.be/JXXHqM6RzZQ
BUSI 1301 Rubric
BUSI 1301 Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome/Organization: overall
50 pts
Well-planned and well-thought out. Includes title, introduction, statement of main idea, transitions and conclusion.
36 pts
Good overall organization, includes the main organizational tools.
24 pts
There is a sense of organization, although some of the organizational tools are used weakly or missing
0 pts
No sense of organization. Information is missing.
50 pts
This criterion is linked to a Learning Outcome/Organizations: paragraph
50 pts
All paragraphs have clear ideas, are supported with examples and have smooth transitions.
36 pts
Most paragraphs have clear ideas, are supported with some examples and have transitions.
24 pts
Some paragraphs have clear ideas, support from examples may be missing and transitions are weak.
0 pts
Paragraphs lack clear ideas.
50 pts
This criterion is linked to a Learning Outcome/Content
50 pts
Exceptionally well-presented and argued; ideas are detailed, wel.
122820211Social Control Theory-Slides and data in CicelyBourqueju
12/28/2021
1
Social Control Theory
-Slides and data in this outline are from Adler, Mueller, and Laufer (2007, 2013, 2018, & 2022); Siegel
(2015); and modified by Manning (2007, 2013, 2015, 2018, & 2022).
T H E T H E O RY FAVO R E D BY M O S T C R I M I N O LO G I S T
Social Control theory
Social control theory focuses on techniques and strategies that regulate human behavior leading
to conformity or obedience to society’s rules.
Influences (family & school, religious beliefs, moral values, friends, & beliefs regarding
government).
12/28/2021
2
Theories of Social Control
MACROSOCIOLOGICAL STUDIES
Explore the legal system, particularly law
environment
Powerful groups
Social & economic government directives
MICROSOCIOLOGICAL STUDIES
Focus on informal systems
Data based on individuals
Examines one’s internal control system
Travis Hirschi
Social Bonds
Attachment: to parents, teachers, peers
Commitment: to conventional lines of action
◦ Educational goals
Involvement: with activities that promote the interests of society
◦ Homework or after school programs
Beliefs: acceptance of societies values
◦ Belief that law are fair
Hirshi’s Hypothesis was that Stronger the bonds = less delinquency & weaker bonds = increased
risk of delinquency
Scientific Research shows support:
◦ Hirshi conducted a self-report survey on 4,077 high school students in CA.
12/28/2021
3
Critics of Hirschi’s Bond theory
Criticism of social bond theory
◦ The influence of friendship
◦ Drug abuser stick together
◦ Failure to achieve
◦ Failing in school = few legitimate means
◦ Deviant parents and peers
◦ Gang member also create social bonds.
◦ Mistaken causal order
◦ Deviance may brake parental bonds
◦ Hirschi also counters the critics
◦ These bonds are weak and only created out of need – drug abuser will turn on one another.
Gresham Sykes and David Matza
Delinquency and Drift
Drift
◦ Most deviants also hold value in social norms.
◦ Must use tech. of neutralization to drift in and out of criminality.
Observation of neutralization:
◦ Criminals sometimes voice guilt over their illegal acts.
◦ Offenders frequently respect and admire honest, law abiding people (entertainers, & preachers).
◦ Criminal define whom they can victimize
◦ Criminals are not immune to the demands of conformity.
◦ They go to school, family functions and church.
12/28/2021
4
Gresham Sykes and David Matza
Delinquency and Drift
Techniques of neutralization:
◦ Denial of Responsibility
◦ Not my fault - accident
◦ Denial of Injury - No one hurt
◦ Denial of the Victim - Victim is no saint
◦ Condemnation of the Condemner
◦ Everyone has done worse things
◦ Appeal to Higher Loyalties
◦ Couldn’t let my friends down
◦ Studies show most adolescents know when they deviate
◦ So they use neutralization techniques to justify their behavior.
◦ Critics: Many adolescents have no empathy.
◦ Crimes are most often intraracial and within familiar areas.
Alb ...
12/28/2021
1
Social Control Theory
-Slides and data in this outline are from Adler, Mueller, and Laufer (2007, 2013, 2018, & 2022); Siegel
(2015); and modified by Manning (2007, 2013, 2015, 2018, & 2022).
T H E T H E O RY FAVO R E D BY M O S T C R I M I N O LO G I S T
Social Control theory
Social control theory focuses on techniques and strategies that regulate human behavior leading
to conformity or obedience to society’s rules.
Influences (family & school, religious beliefs, moral values, friends, & beliefs regarding
government).
12/28/2021
2
Theories of Social Control
MACROSOCIOLOGICAL STUDIES
Explore the legal system, particularly law
environment
Powerful groups
Social & economic government directives
MICROSOCIOLOGICAL STUDIES
Focus on informal systems
Data based on individuals
Examines one’s internal control system
Travis Hirschi
Social Bonds
Attachment: to parents, teachers, peers
Commitment: to conventional lines of action
◦ Educational goals
Involvement: with activities that promote the interests of society
◦ Homework or after school programs
Beliefs: acceptance of societies values
◦ Belief that law are fair
Hirshi’s Hypothesis was that Stronger the bonds = less delinquency & weaker bonds = increased
risk of delinquency
Scientific Research shows support:
◦ Hirshi conducted a self-report survey on 4,077 high school students in CA.
12/28/2021
3
Critics of Hirschi’s Bond theory
Criticism of social bond theory
◦ The influence of friendship
◦ Drug abuser stick together
◦ Failure to achieve
◦ Failing in school = few legitimate means
◦ Deviant parents and peers
◦ Gang member also create social bonds.
◦ Mistaken causal order
◦ Deviance may brake parental bonds
◦ Hirschi also counters the critics
◦ These bonds are weak and only created out of need – drug abuser will turn on one another.
Gresham Sykes and David Matza
Delinquency and Drift
Drift
◦ Most deviants also hold value in social norms.
◦ Must use tech. of neutralization to drift in and out of criminality.
Observation of neutralization:
◦ Criminals sometimes voice guilt over their illegal acts.
◦ Offenders frequently respect and admire honest, law abiding people (entertainers, & preachers).
◦ Criminal define whom they can victimize
◦ Criminals are not immune to the demands of conformity.
◦ They go to school, family functions and church.
12/28/2021
4
Gresham Sykes and David Matza
Delinquency and Drift
Techniques of neutralization:
◦ Denial of Responsibility
◦ Not my fault - accident
◦ Denial of Injury - No one hurt
◦ Denial of the Victim - Victim is no saint
◦ Condemnation of the Condemner
◦ Everyone has done worse things
◦ Appeal to Higher Loyalties
◦ Couldn’t let my friends down
◦ Studies show most adolescents know when they deviate
◦ So they use neutralization techniques to justify their behavior.
◦ Critics: Many adolescents have no empathy.
◦ Crimes are most often intraracial and within familiar areas.
Alb ...
Final Exam StudiesNo personal pronouns (I, me, you, yourself.docxssuser454af01
Final Exam: Studies:
No personal pronouns (I, me, you, yourself, us, we, ours) = The Researcher or The Experimenter or The Designer of the Study
Can use “he and she”
1.) Introduction:
a. Grab Attention
b. Thesis: 1-3 questions you want to find the answer to
2.) Methodology (so anyone could follow your directions and duplicate your study and results) – What did you do, why, and how?
a. How did you decide on your topic and why?
b. Who did you talk to and why? (primary sources)
c. How did you create your survey or interview or focus group questions?
d. What questions did you ask?
e. What was involved in testing yourself or someone else? (if you observe or test something)
f. How did you find your scholarly sources and why did you decide to add those sources to your study?
3.) Secondary/Scholarly sources
a. What have experts or scholars said about your topic and why does this matter?
4.) Primary source
a. Class first – your survey results (what did people in the class tell you for each of your questions –Mixed Methods (turn people into numbers – give statistics – but also give quotes).
b. Other primary source – interview, observation, experiment on yourself or others, focus group, another survey
5.) Analysis:
a. Pretend you are a detective/expert and are explaining the results you got. Why did people say or respond the way they did?
6.) Conclusion
a. Remind us of your question(s) (thesis)
b. What answer did you find for your questions…or did you?
c. Ending sentence: Further Research is needed
PAF 410 WEEK 2.pdf
PAF 410
Building Leadership Skills
Session 2
Early leadership theories: Traits, skills and behaviors
Agenda
• Intro + recap
• Trait Perspective
• Skill Perspective
• Behavior Perspective
• Break
• Case
Recap
• Leadership is …
• The role of power – influencing others
• Ethics: Conduct and character
• Today: Closer look at the three main perspectives on leadership
Leadership
Trait Perspective
What is it?
• ”Great Man” theories (early 1900s and onwards)
• Systematic approach to leadership
• Innate qualities or characteristics (traits) that great political,
social or cultural leaders possess
Exercise
• In small groups (the person(s) sitting next to you), make a list of
5 (or 10) major traits that you believe are important for a strong
leader
• Prepare the list based on your experiences and without reference
to the book
Northouse 2016: 9
Appearances
• Different characteristics or traits linked to physical appearances
• Ex. Height
• Other examples … ?
Who seems more competent?
John Antonakis, and Olaf Dalgas Science 2009;323:1183
✔
Important traits
• A number of other important traits are linked to
leadership emergence and effectiveness
• Northouse: 5 major leadership traits (intelligence, self-
confidence, determination, integrity, and sociability)
• Psychology: Big 5 personality factors (neuroticism,
extraversion, openness, conscientiousness, and
agreeableness)
5 major tr ...
11/29/21, 3:11 PM Preview Rubric: 3.2 Assignment (40 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471971&originTool=quicklinks 1/3
3.2 Assignment (40 points)
Course: 3FA2021 Craft Academic Writing for Bus (BADM-700-01D)
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Audience / 5
Headline / 5
Opening / 5
5 points
The author
shows evidence
that great
consideration
has been given
to the audience.
The topic is
highly relevant
and adds depth
to the subject.
4 points
The author
shows evidence
of consideration
for the audience
and the topic is
mostly relevant.
3 points
The author
shows evidence
of limited
consideration for
the audience and
the topic is only
somewhat
relevant.
2 points
The author
shows no
evidence of
consideration for
the audience
and/or the topic
is not relevant.
5 points
The headline is
highly
captivating,
piques interest,
and is directly
related to the
blog content.
4 points
The headline
captures the
audience's
attention and is
related to the
blog content.
3 points
The headline is
only somewhat
captivating
and/or is
minimally related
to the blog
content.
2 points
The headline is
not captivating
and/or is not
related to the
blog content.
5 points
The opening is
highly compelling
and causes the
reader to want to
continue reading.
4 points
The opening is
compelling and
the reader is
likely to continue
reading.
3 points
The opening is
only somewhat
compelling and
readers may or
may not choose
to continue
reading.
2 points
The opening is
not compelling
and the readers
are not likely to
continue reading.
11/29/21, 3:11 PM Preview Rubric: 3.2 Assignment (40 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471971&originTool=quicklinks 2/3
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Format / 5
Visuals / 5
Data / 5
5 points
The blog post is
easily scannable,
digestible and
mobile friendly.
Content is
purposefully
formatted and
follows the
principles of
accessibility.
4 points
The blog post is
scannable and
digestible. Most
content is
purposefully
formatted, but
may contain
distracting
elements. Some
attempt has been
made to make
the content
accessible.
3 points
The blog post is
somewhat
scannable and
digestible. Little
of the content is
purposefully
formatted which
causes
distraction for
the reader. Little
attempt has been
made to make
the content
accessible.
2 points
The blog post is
not scannable.
No attempt has
been made to
purposefully
format the
content, making
the content
difficult to
digest. Content is
not accessible.
5 points
Use of images
and visual
spac ...
11/29/21, 3:11 PM Preview Rubric: 3.2 Assignment (40 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471971&originTool=quicklinks 1/3
3.2 Assignment (40 points)
Course: 3FA2021 Craft Academic Writing for Bus (BADM-700-01D)
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Audience / 5
Headline / 5
Opening / 5
5 points
The author
shows evidence
that great
consideration
has been given
to the audience.
The topic is
highly relevant
and adds depth
to the subject.
4 points
The author
shows evidence
of consideration
for the audience
and the topic is
mostly relevant.
3 points
The author
shows evidence
of limited
consideration for
the audience and
the topic is only
somewhat
relevant.
2 points
The author
shows no
evidence of
consideration for
the audience
and/or the topic
is not relevant.
5 points
The headline is
highly
captivating,
piques interest,
and is directly
related to the
blog content.
4 points
The headline
captures the
audience's
attention and is
related to the
blog content.
3 points
The headline is
only somewhat
captivating
and/or is
minimally related
to the blog
content.
2 points
The headline is
not captivating
and/or is not
related to the
blog content.
5 points
The opening is
highly compelling
and causes the
reader to want to
continue reading.
4 points
The opening is
compelling and
the reader is
likely to continue
reading.
3 points
The opening is
only somewhat
compelling and
readers may or
may not choose
to continue
reading.
2 points
The opening is
not compelling
and the readers
are not likely to
continue reading.
11/29/21, 3:11 PM Preview Rubric: 3.2 Assignment (40 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471971&originTool=quicklinks 2/3
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Format / 5
Visuals / 5
Data / 5
5 points
The blog post is
easily scannable,
digestible and
mobile friendly.
Content is
purposefully
formatted and
follows the
principles of
accessibility.
4 points
The blog post is
scannable and
digestible. Most
content is
purposefully
formatted, but
may contain
distracting
elements. Some
attempt has been
made to make
the content
accessible.
3 points
The blog post is
somewhat
scannable and
digestible. Little
of the content is
purposefully
formatted which
causes
distraction for
the reader. Little
attempt has been
made to make
the content
accessible.
2 points
The blog post is
not scannable.
No attempt has
been made to
purposefully
format the
content, making
the content
difficult to
digest. Content is
not accessible.
5 points
Use of images
and visual
spac ...
Evaluate the role of leadership on organizational behaviorProv.docxhumphrieskalyn
Evaluate the role of leadership on organizational behavior
Provide the name of the corporation you will be using as the basis for this project.
Provide the organization’s purpose or mission statement.
Describe the organization's industry.
Provide the name and position of the person interviewed during this portion of the assignment (indicate as much pertinent information (e.g., length of service with company, previous roles in the company, educational background, etc.).
Provide the list of interview questions you asked the manager/executive.
Indicate which two - three of the following concepts from this competency that you intend to evaluate the organization/team on and describe the company’s/team’s current situation with each topic you’ve selected:
Power and politics
Communication
Organizational leadership
Organizational structure
Organizational change
Provide citations in APA format for any references.
.
Evaluate the role that PKI plays in cryptography.Ensure that you.docxhumphrieskalyn
Evaluate the role that PKI plays in cryptography.
Ensure that your initial discussion posting has been created by Thursday of each week and then you respond to a minimum of two other learners during the week. Your response must build upon the initial learner's comments. Please ensure that you properly APA format your writing. 500 words.
You must also use a scholarly source
.
More Related Content
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A Lesson about Ideas to Action ImplementationJamietteNolia1
Science is designed to be objective and guided by data; art is subjective and deeply influenced by feelings and opinions. While the outcomes of science and art are quite different, the processes involved have undeniable similarities.
Picking up the SlackGreg and Natalie have been in business cla.docxrandymartin91030
Picking up the Slack
Greg and Natalie have been in business classes together since freshman year. While they’re not close friends, they have always enjoyed each other’s company in class and have been in the same social circle as they’ve moved from lower division courses to where they are now: senior capstone. Greg and a few of his friends invite Natalie to join their group at the start of the term, and they begin to work on their project.
Fairly quickly, though, Greg realizes that Natalie isn’t pulling her weight. Any aspect of the project that’s assigned to her has to be redone by other members of the group, she doesn’t pay attention in meetings, and she consistently shows up late or hung over. Greg and his other groupmates think that Natalie needs to step it up and take this project seriously, but they ultimately agree it would be more trouble than it’s worth to confront her about it. They decide to just push through and let her do her own thing. Natalie continues to participate marginally in discussions, planning, and writing, but makes it clear through her actions that their final presentation is not her biggest priority.
After Greg’s group gives its final presentation, the members are asked to write an evaluation on their teammates that the professor will use to determine individual grades. When it comes to most of his teammates, Greg easily gives them all A’s and B’s for their participation and contributions to the project. However, when Greg comes to Natalie’s evaluation, he is faced with a dilemma. It’s their last big project before graduation, and if he were to evaluate her in a harsh way, it could negatively affect her cumulative GPA. He doesn’t want to throw her under the bus; however, her apathy and poor work ethic put a huge burden on everyone else’s shoulders, and Greg had to personally sacrifice a lot of time and effort to make up for her mistakes or tasks that she left undone.
Is it worth giving her an honest evaluation, just so the professor will give her the grade she deserves? Or is giving her a bad evaluation petty and unnecessary, considering that they are all about to graduate and their group received an A, regardless of her performance?
- See more at: http://www.scu.edu/r/ethics-center/ethicsblog/thebigq/15667/Picking-Up-the-Slack#sthash.rIt9MhNt.dpuf
Ethical Decision-Making Essay (10%-15% of overall course grade)
Overview
You will be given a case study by your instructor. The case study presents an ethical dilemma that requires an ethical decision. In a 600-800 word (typed) essay, you will analyze the situation using more than one ethical theory, briefly explain the ethical theories and concepts, and consider how these theories might be applied to this scenario. You will consider the implications or consequences if these ethical perspectives are applied. You will also analyze the situation from your own personal ethical perspective and clarify the values and beliefs that guide your ethical decision-making. .
ETHICS AND COMMUNITY STANDARDSOffice of Student CoBetseyCalderon89
ETHICS AND
COMMUNITY
STANDARDS
Office of Student Conduct and Conflict Resolution
SEMINAR
OUTLINE
Introduction
Defining Ethics
Values, Morals, and Moral Theory
Ethical Approaches
Ethical Standards
Putting Ethics Into Action
Review and Wrap-Up
SEMINAR EXPECTATIONS
•Seminar attendance and active participation in discussion are expected and essential to student learning.
Attendees are expected to arrive on time and be present for the entire seminar. In addition, completion of pre -
seminar activities is required for participation. Failure to complete or turn-in the activities will result in the
student not being allowed to attend the seminar.
Seminar Attendance
and Participation
•This seminar consists of multiple activities and group discussions. It is expected that all attendees treat each
other with courtesy and respect. Any attendee that fail to adhere to this or creates a disruption that prevents the
seminar from functioning in its intended manner may be asked to leave the seminar and not receive approval of
completion of the seminar.
In-Seminar Conduct
•Respect of statements, ideas, and beliefs is important to successful reflection and learning. Confidentiality is one
of the most important rights, thus the disclosure of information regarding the reason or purpose of an attendees
required participation is not advised or condoned. To promote comfort and exchange of ideas it is expected that
any information disclosed by another attendee be regarded as confidential and specific to the purpose of the
seminar.
Confidentiality
•As a final component of this seminar there will be an assigned reflection paper. This paper must be completed
and received by the Office of Student conduct and Conflict Resolution by the prescribed deadline. This paper
must be reviewed and approved by the seminar facilitator before it is considered complete and credit for the
seminar is granted. Failure to submit the paper by the prescribed deadline or a paper that is not approved may
result in the attendee not receiving credit for the seminar.
Post-Seminar
Assignment
LEARNING
OBJECTIVES
Provide students with information that will promote
an understanding of ethics and the role that ethics has
in everyday life.
Evoke the evaluation of personal morals and values as
they relate to the formation of an ethical foundation.
Learn principles that guide good decision making.
Apply strategies of decision making that reflect your
personal values and ethics.
WHAT IS ETHICS?
“Ethics refers to standards of behavior that tell us
how human beings ought to act in the many
situations in which they find themselves as friends,
parents, children, citizens, businesspeople,
teachers, professionals, and so on.”
Brainstorming Activity
VALUES, MORALS,
AND MORAL
THEORY
KITCHENER’S FIVE ETHICAL
PRINCIPLES
Respect
Autonomy
1
Do No
Harm
2
Benefit
Others
3
Be Just
4
Be Faithful
5
KOHLBERG ...
Please attach your SWOT AnalysisA SWOT (Strengths, Weaknesses, O.docxLacieKlineeb
Please attach your SWOT Analysis
A SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis is a strategic planning tool that can help a business to boost profits and productivity by understanding its competencies (strengths and weaknesses) as well as the competition. For this assignment, you must select one (1) of following;
Cheesecake Factory (
http://www.thecheesecakefactory.com/Links to an external site. ),
Starbucks (
https://www.starbucks.com)Links to an external site. or
Chipotle Mexican Grill (
http://www.chipotle.com/en-US/Default.aspx?type=defaultLinks to an external site. ),
Amazon (
https://www.amazon.com/)Links to an external site.and (
https://www.wholefoodsmarket.com/) Links to an external site.determine its competitive advantage. Be sure to identify the business you have chosen in your written paper.
Write a three (3) page paper in which you:
1. Identify one major competitor for your selected business and justify your explanation.
2. Explain the strengths and weaknesses and justify your explanation.
3. Identify one (1) way in which the business can utilize its strengths and minimize its weaknesses to be competitive. Explain why you believe this would be effective.
Your assignment must follow these formatting requirements:
·
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format.
·
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page
are not included in the required assignment page length.
See the attached videos for examples.
https://youtu.be/I_6AVRGLXGA
https://youtu.be/Ath_K1OuPzw
https://youtu.be/JXXHqM6RzZQ
BUSI 1301 Rubric
BUSI 1301 Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome/Organization: overall
50 pts
Well-planned and well-thought out. Includes title, introduction, statement of main idea, transitions and conclusion.
36 pts
Good overall organization, includes the main organizational tools.
24 pts
There is a sense of organization, although some of the organizational tools are used weakly or missing
0 pts
No sense of organization. Information is missing.
50 pts
This criterion is linked to a Learning Outcome/Organizations: paragraph
50 pts
All paragraphs have clear ideas, are supported with examples and have smooth transitions.
36 pts
Most paragraphs have clear ideas, are supported with some examples and have transitions.
24 pts
Some paragraphs have clear ideas, support from examples may be missing and transitions are weak.
0 pts
Paragraphs lack clear ideas.
50 pts
This criterion is linked to a Learning Outcome/Content
50 pts
Exceptionally well-presented and argued; ideas are detailed, wel.
122820211Social Control Theory-Slides and data in CicelyBourqueju
12/28/2021
1
Social Control Theory
-Slides and data in this outline are from Adler, Mueller, and Laufer (2007, 2013, 2018, & 2022); Siegel
(2015); and modified by Manning (2007, 2013, 2015, 2018, & 2022).
T H E T H E O RY FAVO R E D BY M O S T C R I M I N O LO G I S T
Social Control theory
Social control theory focuses on techniques and strategies that regulate human behavior leading
to conformity or obedience to society’s rules.
Influences (family & school, religious beliefs, moral values, friends, & beliefs regarding
government).
12/28/2021
2
Theories of Social Control
MACROSOCIOLOGICAL STUDIES
Explore the legal system, particularly law
environment
Powerful groups
Social & economic government directives
MICROSOCIOLOGICAL STUDIES
Focus on informal systems
Data based on individuals
Examines one’s internal control system
Travis Hirschi
Social Bonds
Attachment: to parents, teachers, peers
Commitment: to conventional lines of action
◦ Educational goals
Involvement: with activities that promote the interests of society
◦ Homework or after school programs
Beliefs: acceptance of societies values
◦ Belief that law are fair
Hirshi’s Hypothesis was that Stronger the bonds = less delinquency & weaker bonds = increased
risk of delinquency
Scientific Research shows support:
◦ Hirshi conducted a self-report survey on 4,077 high school students in CA.
12/28/2021
3
Critics of Hirschi’s Bond theory
Criticism of social bond theory
◦ The influence of friendship
◦ Drug abuser stick together
◦ Failure to achieve
◦ Failing in school = few legitimate means
◦ Deviant parents and peers
◦ Gang member also create social bonds.
◦ Mistaken causal order
◦ Deviance may brake parental bonds
◦ Hirschi also counters the critics
◦ These bonds are weak and only created out of need – drug abuser will turn on one another.
Gresham Sykes and David Matza
Delinquency and Drift
Drift
◦ Most deviants also hold value in social norms.
◦ Must use tech. of neutralization to drift in and out of criminality.
Observation of neutralization:
◦ Criminals sometimes voice guilt over their illegal acts.
◦ Offenders frequently respect and admire honest, law abiding people (entertainers, & preachers).
◦ Criminal define whom they can victimize
◦ Criminals are not immune to the demands of conformity.
◦ They go to school, family functions and church.
12/28/2021
4
Gresham Sykes and David Matza
Delinquency and Drift
Techniques of neutralization:
◦ Denial of Responsibility
◦ Not my fault - accident
◦ Denial of Injury - No one hurt
◦ Denial of the Victim - Victim is no saint
◦ Condemnation of the Condemner
◦ Everyone has done worse things
◦ Appeal to Higher Loyalties
◦ Couldn’t let my friends down
◦ Studies show most adolescents know when they deviate
◦ So they use neutralization techniques to justify their behavior.
◦ Critics: Many adolescents have no empathy.
◦ Crimes are most often intraracial and within familiar areas.
Alb ...
12/28/2021
1
Social Control Theory
-Slides and data in this outline are from Adler, Mueller, and Laufer (2007, 2013, 2018, & 2022); Siegel
(2015); and modified by Manning (2007, 2013, 2015, 2018, & 2022).
T H E T H E O RY FAVO R E D BY M O S T C R I M I N O LO G I S T
Social Control theory
Social control theory focuses on techniques and strategies that regulate human behavior leading
to conformity or obedience to society’s rules.
Influences (family & school, religious beliefs, moral values, friends, & beliefs regarding
government).
12/28/2021
2
Theories of Social Control
MACROSOCIOLOGICAL STUDIES
Explore the legal system, particularly law
environment
Powerful groups
Social & economic government directives
MICROSOCIOLOGICAL STUDIES
Focus on informal systems
Data based on individuals
Examines one’s internal control system
Travis Hirschi
Social Bonds
Attachment: to parents, teachers, peers
Commitment: to conventional lines of action
◦ Educational goals
Involvement: with activities that promote the interests of society
◦ Homework or after school programs
Beliefs: acceptance of societies values
◦ Belief that law are fair
Hirshi’s Hypothesis was that Stronger the bonds = less delinquency & weaker bonds = increased
risk of delinquency
Scientific Research shows support:
◦ Hirshi conducted a self-report survey on 4,077 high school students in CA.
12/28/2021
3
Critics of Hirschi’s Bond theory
Criticism of social bond theory
◦ The influence of friendship
◦ Drug abuser stick together
◦ Failure to achieve
◦ Failing in school = few legitimate means
◦ Deviant parents and peers
◦ Gang member also create social bonds.
◦ Mistaken causal order
◦ Deviance may brake parental bonds
◦ Hirschi also counters the critics
◦ These bonds are weak and only created out of need – drug abuser will turn on one another.
Gresham Sykes and David Matza
Delinquency and Drift
Drift
◦ Most deviants also hold value in social norms.
◦ Must use tech. of neutralization to drift in and out of criminality.
Observation of neutralization:
◦ Criminals sometimes voice guilt over their illegal acts.
◦ Offenders frequently respect and admire honest, law abiding people (entertainers, & preachers).
◦ Criminal define whom they can victimize
◦ Criminals are not immune to the demands of conformity.
◦ They go to school, family functions and church.
12/28/2021
4
Gresham Sykes and David Matza
Delinquency and Drift
Techniques of neutralization:
◦ Denial of Responsibility
◦ Not my fault - accident
◦ Denial of Injury - No one hurt
◦ Denial of the Victim - Victim is no saint
◦ Condemnation of the Condemner
◦ Everyone has done worse things
◦ Appeal to Higher Loyalties
◦ Couldn’t let my friends down
◦ Studies show most adolescents know when they deviate
◦ So they use neutralization techniques to justify their behavior.
◦ Critics: Many adolescents have no empathy.
◦ Crimes are most often intraracial and within familiar areas.
Alb ...
Final Exam StudiesNo personal pronouns (I, me, you, yourself.docxssuser454af01
Final Exam: Studies:
No personal pronouns (I, me, you, yourself, us, we, ours) = The Researcher or The Experimenter or The Designer of the Study
Can use “he and she”
1.) Introduction:
a. Grab Attention
b. Thesis: 1-3 questions you want to find the answer to
2.) Methodology (so anyone could follow your directions and duplicate your study and results) – What did you do, why, and how?
a. How did you decide on your topic and why?
b. Who did you talk to and why? (primary sources)
c. How did you create your survey or interview or focus group questions?
d. What questions did you ask?
e. What was involved in testing yourself or someone else? (if you observe or test something)
f. How did you find your scholarly sources and why did you decide to add those sources to your study?
3.) Secondary/Scholarly sources
a. What have experts or scholars said about your topic and why does this matter?
4.) Primary source
a. Class first – your survey results (what did people in the class tell you for each of your questions –Mixed Methods (turn people into numbers – give statistics – but also give quotes).
b. Other primary source – interview, observation, experiment on yourself or others, focus group, another survey
5.) Analysis:
a. Pretend you are a detective/expert and are explaining the results you got. Why did people say or respond the way they did?
6.) Conclusion
a. Remind us of your question(s) (thesis)
b. What answer did you find for your questions…or did you?
c. Ending sentence: Further Research is needed
PAF 410 WEEK 2.pdf
PAF 410
Building Leadership Skills
Session 2
Early leadership theories: Traits, skills and behaviors
Agenda
• Intro + recap
• Trait Perspective
• Skill Perspective
• Behavior Perspective
• Break
• Case
Recap
• Leadership is …
• The role of power – influencing others
• Ethics: Conduct and character
• Today: Closer look at the three main perspectives on leadership
Leadership
Trait Perspective
What is it?
• ”Great Man” theories (early 1900s and onwards)
• Systematic approach to leadership
• Innate qualities or characteristics (traits) that great political,
social or cultural leaders possess
Exercise
• In small groups (the person(s) sitting next to you), make a list of
5 (or 10) major traits that you believe are important for a strong
leader
• Prepare the list based on your experiences and without reference
to the book
Northouse 2016: 9
Appearances
• Different characteristics or traits linked to physical appearances
• Ex. Height
• Other examples … ?
Who seems more competent?
John Antonakis, and Olaf Dalgas Science 2009;323:1183
✔
Important traits
• A number of other important traits are linked to
leadership emergence and effectiveness
• Northouse: 5 major leadership traits (intelligence, self-
confidence, determination, integrity, and sociability)
• Psychology: Big 5 personality factors (neuroticism,
extraversion, openness, conscientiousness, and
agreeableness)
5 major tr ...
11/29/21, 3:11 PM Preview Rubric: 3.2 Assignment (40 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471971&originTool=quicklinks 1/3
3.2 Assignment (40 points)
Course: 3FA2021 Craft Academic Writing for Bus (BADM-700-01D)
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Audience / 5
Headline / 5
Opening / 5
5 points
The author
shows evidence
that great
consideration
has been given
to the audience.
The topic is
highly relevant
and adds depth
to the subject.
4 points
The author
shows evidence
of consideration
for the audience
and the topic is
mostly relevant.
3 points
The author
shows evidence
of limited
consideration for
the audience and
the topic is only
somewhat
relevant.
2 points
The author
shows no
evidence of
consideration for
the audience
and/or the topic
is not relevant.
5 points
The headline is
highly
captivating,
piques interest,
and is directly
related to the
blog content.
4 points
The headline
captures the
audience's
attention and is
related to the
blog content.
3 points
The headline is
only somewhat
captivating
and/or is
minimally related
to the blog
content.
2 points
The headline is
not captivating
and/or is not
related to the
blog content.
5 points
The opening is
highly compelling
and causes the
reader to want to
continue reading.
4 points
The opening is
compelling and
the reader is
likely to continue
reading.
3 points
The opening is
only somewhat
compelling and
readers may or
may not choose
to continue
reading.
2 points
The opening is
not compelling
and the readers
are not likely to
continue reading.
11/29/21, 3:11 PM Preview Rubric: 3.2 Assignment (40 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471971&originTool=quicklinks 2/3
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Format / 5
Visuals / 5
Data / 5
5 points
The blog post is
easily scannable,
digestible and
mobile friendly.
Content is
purposefully
formatted and
follows the
principles of
accessibility.
4 points
The blog post is
scannable and
digestible. Most
content is
purposefully
formatted, but
may contain
distracting
elements. Some
attempt has been
made to make
the content
accessible.
3 points
The blog post is
somewhat
scannable and
digestible. Little
of the content is
purposefully
formatted which
causes
distraction for
the reader. Little
attempt has been
made to make
the content
accessible.
2 points
The blog post is
not scannable.
No attempt has
been made to
purposefully
format the
content, making
the content
difficult to
digest. Content is
not accessible.
5 points
Use of images
and visual
spac ...
11/29/21, 3:11 PM Preview Rubric: 3.2 Assignment (40 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471971&originTool=quicklinks 1/3
3.2 Assignment (40 points)
Course: 3FA2021 Craft Academic Writing for Bus (BADM-700-01D)
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Audience / 5
Headline / 5
Opening / 5
5 points
The author
shows evidence
that great
consideration
has been given
to the audience.
The topic is
highly relevant
and adds depth
to the subject.
4 points
The author
shows evidence
of consideration
for the audience
and the topic is
mostly relevant.
3 points
The author
shows evidence
of limited
consideration for
the audience and
the topic is only
somewhat
relevant.
2 points
The author
shows no
evidence of
consideration for
the audience
and/or the topic
is not relevant.
5 points
The headline is
highly
captivating,
piques interest,
and is directly
related to the
blog content.
4 points
The headline
captures the
audience's
attention and is
related to the
blog content.
3 points
The headline is
only somewhat
captivating
and/or is
minimally related
to the blog
content.
2 points
The headline is
not captivating
and/or is not
related to the
blog content.
5 points
The opening is
highly compelling
and causes the
reader to want to
continue reading.
4 points
The opening is
compelling and
the reader is
likely to continue
reading.
3 points
The opening is
only somewhat
compelling and
readers may or
may not choose
to continue
reading.
2 points
The opening is
not compelling
and the readers
are not likely to
continue reading.
11/29/21, 3:11 PM Preview Rubric: 3.2 Assignment (40 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471971&originTool=quicklinks 2/3
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Format / 5
Visuals / 5
Data / 5
5 points
The blog post is
easily scannable,
digestible and
mobile friendly.
Content is
purposefully
formatted and
follows the
principles of
accessibility.
4 points
The blog post is
scannable and
digestible. Most
content is
purposefully
formatted, but
may contain
distracting
elements. Some
attempt has been
made to make
the content
accessible.
3 points
The blog post is
somewhat
scannable and
digestible. Little
of the content is
purposefully
formatted which
causes
distraction for
the reader. Little
attempt has been
made to make
the content
accessible.
2 points
The blog post is
not scannable.
No attempt has
been made to
purposefully
format the
content, making
the content
difficult to
digest. Content is
not accessible.
5 points
Use of images
and visual
spac ...
Evaluate the role of leadership on organizational behaviorProv.docxhumphrieskalyn
Evaluate the role of leadership on organizational behavior
Provide the name of the corporation you will be using as the basis for this project.
Provide the organization’s purpose or mission statement.
Describe the organization's industry.
Provide the name and position of the person interviewed during this portion of the assignment (indicate as much pertinent information (e.g., length of service with company, previous roles in the company, educational background, etc.).
Provide the list of interview questions you asked the manager/executive.
Indicate which two - three of the following concepts from this competency that you intend to evaluate the organization/team on and describe the company’s/team’s current situation with each topic you’ve selected:
Power and politics
Communication
Organizational leadership
Organizational structure
Organizational change
Provide citations in APA format for any references.
.
Evaluate the role that PKI plays in cryptography.Ensure that you.docxhumphrieskalyn
Evaluate the role that PKI plays in cryptography.
Ensure that your initial discussion posting has been created by Thursday of each week and then you respond to a minimum of two other learners during the week. Your response must build upon the initial learner's comments. Please ensure that you properly APA format your writing. 500 words.
You must also use a scholarly source
.
Evaluate the presence and effects of alteration in the homeostatic s.docxhumphrieskalyn
Evaluate the presence and effects of alteration in the homeostatic state secondary to gender, genetic, ethnic and temporal variables
Select one of the case studies below, and include in your discussion an evaluation of the presence and effects of alteration in the homeostatic state secondary to gender, genetic, ethnic, and temporal variables.
Requirements:
Make sure all of the topics in the case study have been addressed.
Cite at least three sources; journal articles, textbooks or evidenced-based websites to support the content.
All sources must be within 5 years.
Do not use .com, Wikipedia, or up-to-date, etc., for your sources.
Case Study 1
Structure and Function of the Respiratory System
Brad is 45 years old and has been working as a coal cutter in a mine for the last 25 years. He likes the job because it pays well and the same mine had employed his father. Like many of his colleagues, Brad has had problems with a chronic cough. He has avoided his annual checkups for fear that he will be told he has “black lung,” or coal worker’s pneumoconiosis. The disease causes fibrosis, decreased diffusing capacity, and permanent small airway dilation. In later stages, pulmonary capillaries, alveoli, and airways are destroyed.
How can the disease described above create a mismatch between ventilation and perfusion? Use your understanding of alveolar dead space and physiologic shunt to explain your answer.
Individuals with chronic obstructive pulmonary disease have more difficulty exhaling than inhaling. Why is this so?
In general terms, what mechanisms in lung disease can affect diffusing capacity across alveolar membranes? Use the Fick law to explain your answer.
Case Study 2
Respiratory Tract Infections, Neoplasms, and Childhood Disorders
Patricia was called at work by a woman at the local daycare center. She told Patricia to come and pick up her son because he was not feeling well. Her son, three-and-a-half-year-old Marshall, had been feeling tired and achy when he woke up. While at daycare, his cheeks had become red and he was warm to touch. He did not want to play with his friends, and by the time Patricia arrived, he was crying. Later that afternoon, Marshall’s condition worsened. He had fever, chills, a sore throat, runny nose, and a dry hacking cough. Suspecting Marshall had influenza, Patricia wrapped him up and took him to the community health care clinic.
Why did Marshall’s presentation lead Patricia to think he had influenza and not a cold? Why is it important to medically evaluate and diagnose a potential influenza infection?
Describe the pathophysiology of the influenza virus. Outline the properties of influenza A antigens that allow them to exert their effects in the host.
Marshall may be at risk at contracting secondary bacterial pneumonia. Why is this so? Explain why cyanosis may be a feature associated with pneumonia.
Case Study 3
Disorders of Ventilation and Gas Exchange
Emmanuel and his mother live in an.
Evaluate the role of a digital certificate in cryptography. How doe.docxhumphrieskalyn
Evaluate the role of a digital certificate in cryptography. How does it impact the security posture of an organization?
Write a minimum of 2 to pages
The Paper must include scholarly references of 2
Make sure to follow APA Guidelines
.
Evaluate the merits of Piaget’s stage theory for explaining cognitiv.docxhumphrieskalyn
Evaluate the merits of Piaget’s stage theory for explaining cognitive development.
Discuss evidence that supports his theory as well as evidence that calls it into question.
Discuss your personal opinions about stage theories in general. Who are some of the major detractors and how would you address them?
.
Evaluate the notion that white collar offenders are intrinsically di.docxhumphrieskalyn
Evaluate the notion that white collar offenders are intrinsically different from non-offenders. What are the principal elements of the demonic, biogenetic, psychological and sociogenic perspectives on this question, and the evidence for an answer to the question within these perspectives? Which individualistic attributes of white collar offenders do you regard as meriting further systematic study, and why?
.
EV 551 Hazardous Materials Assessment – Summer2020Homework 1 – 4.docxhumphrieskalyn
EV 551 Hazardous Materials Assessment – Summer2020
Homework 1 – 40 points
1. Which of the following is not a part of the HAZWOPER process:
a.
Recognition of hazards
b.
Evaluation of hazards
c.
Control of hazards
d.
Information gathering
e.
Safety from hazards
f.
All are part of the process
2.
Hazardous waste site workers must:
a.
Receive 40-hour OSHA 1910.120 training plus 24 hours of field supervision if exposed over the PEL
b.
Receive 40-hour training plus 8 hours field supervision if exposed below the PEL and when respirators are not required
c.
8-hour annual refresher training
d.
All of the above
3.
First Responder Operations level training allows persons to:
a.
Witness or discover a release
b.
Perform defensive actions
c.
Stop the release
d.
A and B are true
e.
All of the above
4.
Recognition of hazards includes:
a.
Identifying the materials involved in the release
b.
Identifying the degree of hazards present
c.
Provide the level of protection needed for site workers
d.
A and B are correct
e.
All of the above
5.
The most important response activity at a hazardous waste work site is:
a.
Evaluation of hazards
b.
Control of hazards
c.
Recognition of hazards
d.
Safety precautions
6.
Frequent hazard types found at response sites include:
a.
Physical hazards
b.
Biological hazards
c.
Chemical hazards
d.
Mechanical hazards
e.
All of the above
7.
The purpose of initial control activities is to:
a.
Immediately assess clean up alternatives
b.
Provide time to responders to address long-term hazards
c.
Slowly size up response activities
d.
Both A and B are correct
e.
None of the above
8.
Spill reporting is covered by which of these federal regulations:
a.
Superfund
b.
DOT
c.
RCRA
d.
Clean Water Act
e.
A, B, and D are correct
9.
The effects of toxic materials on the human body are determined by:
a.
Routes of exposure
b.
Dose
c.
Duration and frequency of exposure
d.
All of the above
10.
What are the four major pathways that chemical substances can enter the body?
a.
___________________________________________________
b.
___________________________________________________
c.
___________________________________________________
d.
___________________________________________________
11.
What is the primary route of exposure to hazardous waste site workers or incident
responders?
a.
Ingestion
b.
Dermal absorption
c.
Inhalation
d.
Both a and b are correct
12.
Dermal absorption may occur with which form(s) of a chemical:
a.
Solid
b.
Liquid
c.
Aerosol
d.
Mist
e.
All of the above
13.
The dose-response curve illustrates:
a.
The indirect relationship between dose and response
b.
The direct relationship between dose and response
c.
The average number of affected individuals
d.
None of the above
14.
For most chemicals, a low dose does that does not show an appreciable hazard to exposed individuals is called the:
a.
LOAEL
.
Evaluate the history of cryptography from its origins. Analyze how .docxhumphrieskalyn
Evaluate the history of cryptography from its origins. Analyze how cryptography was used and describe how it grew within history.
The writing assignment requires a minimum of two written pages to evaluate the history. You must use a minimum of three scholarly articles to complete the assignment. The assignment must be properly APA formatted with a separate title and reference page.
.
Evaluate the evidence provided by Apollo Shoes.Decide how to s.docxhumphrieskalyn
Evaluate
the evidence provided by Apollo Shoes.
Decide
how to structure the audit report for the provided evidence.
Compose
an audit report
reflecting the appropriate length, sections, and content for the provided information.
Include
a description of the evidence, the accounting sampling and testing procedures used, and a brief description of the value of the audit report
Can anyone do this assignement. It is due by 9pm 11/12/2012 Eastern Standard Time..
.
Evaluate the Health History and Medical Information for Mrs. J.,.docxhumphrieskalyn
Evaluate the Health History and Medical Information for Mrs. J., presented below.
Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.
Health History and Medical Information
Health History
Mrs. J. is a 63-year-old married woman who has a history of hypertension, chronic heart failure, and chronic obstructive pulmonary disease (COPD). Despite requiring 2L of oxygen/nasal cannula at home during activity, she continues to smoke two packs of cigarettes a day and has done so for 40 years. Three days ago, she had sudden onset of flu-like symptoms including fever, productive cough, nausea, and malaise. Over the past 3 days, she has been unable to perform ADLs and has required assistance in walking short distances. She has not taken her antihypertensive medications or medications to control her heart failure for 3 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure and acute exacerbation of COPD.
Subjective Data
Is very anxious and asks whether she is going to die.
Denies pain but says she feels like she cannot get enough air.
Says her heart feels like it is "running away."
Reports that she is exhausted and cannot eat or drink by herself.
Objective Data
Height 175 cm; Weight 95.5kg.
Vital signs: T 37.6C, HR 118 and irregular, RR 34, BP 90/58.
Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint: all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation.
Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%.
Gastrointestinal: BS present: hepatomegaly 4cm below costal margin.
Intervention
The following medications administered through drug therapy control her symptoms:
IV furosemide (Lasix)
Enalapril (Vasotec)
Metoprolol (Lopressor)
IV morphine sulphate (Morphine)
Inhaled short-acting bronchodilator (ProAir HFA)
Inhaled corticosteroid (Flovent HFA)
Oxygen delivered at 2L/ NC
Critical Thinking Essay
In 750-1,000 words, critically evaluate Mrs. J.'s situation. Include the following:
Describe the clinical manifestations present in Mrs. J.
Discuss whether the nursing interventions at the time of her admissions were appropriate for Mrs. J. and explain the rationale for each of the medications listed.
Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.
Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide a rationale for each of the interventions you recommend.
Provide a health promotion .
Evaluate the current state of the health care system in Sacramento. .docxhumphrieskalyn
Evaluate the current state of the health care system in Sacramento. Read local newspaper articles, watch videos, and explore government and health care sites for information about challenges to the city’s health care needs (shortages, financial difficulties, privacy issues, etc.).
Propose a new or improved health care service that you would introduce into the community. Explain why the service is needed and how it would improve the community.
Design a new health care facility that would offer a new or an improved service to the community. Present a floor plan of the facility that includes the surface area, purpose for, and description of each space.
Write a 700 - to 1,050–word report about the state of health care in your selected city, your proposal for a new or improved service, and the floor plan of a facility to implement that service.
.
Evaluate the advantages and disadvantages of the various decis.docxhumphrieskalyn
Evaluate the advantages and disadvantages of the various decision-making tools listed (e.g., regular payback, discounted payback, net present value (NPV), internal rate of return (IRR), and modified internal rate of return).
Describe a project scenario in which you would recommend one method, or a combination of methods, as being more effective than others. Draw from your professional experience and/or additional research, and provide a rationale for your recommendation.
.
Evaluate some technologies that can help with continuous monitoring..docxhumphrieskalyn
Evaluate some technologies that can help with continuous monitoring. One example of many is Cyberscope, an automated reporting tool for security reporting that receives recurring data feeds to assess the security posture of IT systems. Discuss the pros and cons of using continuous monitoring tools and make other suggestions to improve continuous monitoring.
In the second week, discuss the major challenges in continuous monitoring of information systems security.
*will send 2 classmates after completion of discussion so you can respond!
.
Evaluate progress on certification plansReport your prog.docxhumphrieskalyn
Evaluate progress on certification plans
Report your progress on the Certification Plan completed in Week 1 and submitted in Week 4.
What have you done to prepare for your certification?
Have you completed the scheduled tasks assigned on your timeline? If not, what are your plans to stay on schedule?
Rubric:
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.--
Quality of Work Submitted:
The purpose of the paper is clear.--
Written Expression and Formatting
Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused--neither long and rambling nor short and lacking substance.--
.
Evaluate how you have achieved course competencies and your plans to.docxhumphrieskalyn
Evaluate how you have achieved course competencies and your plans to develop further in these areas. The course competencies for this course are as follows:
Explore the historical evolution of the advance practice nurse.
Differentiate the roles and scope of practice for nurses working in advanced clinical, education, administration, informatics, research, and health policy arenas.
Analyze attributes of the practice arena such as access and availability, degree of consumer choice, competition, and financing that impact advanced practice nurses and their ability to effectively collaborate with other health professionals.
Integrate evidence from research and theory into discussions of practice competencies, health promotion and disease prevention strategies, quality improvement, and safety standards.
Identify collaborative, organizational, communication, and leadership skills in working with other professionals in healthcare facilities and/or academic institutions.
Synthesize knowledge from values theory, ethics, and legal/regulatory statutes in the development of a personal philosophy for a career as an advanced practice nurse.
.
Evaluate how information privacy and security relates to the Interne.docxhumphrieskalyn
Evaluate how information privacy and security relates to the Internet, which is the major information conduit for businesses and individuals.
Write a paragraph of at least 200 words addressing the following: Explain how your expectations for Internet privacy differ for the following situations: Accessing the web at home, at work, and in a public setting, such as a library computer lab or Wi–Fi zone. What is the basis for your expectations? Is it legal to use your neighbors’ wireless Internet signal? Is it ethical? Explain your reasoning.
.
Evaluate assessment of suicide in forensic settings andor cri.docxhumphrieskalyn
Evaluate assessment of suicide in forensic settings and/or criminal justice institutions by addressing the following:
Who would serve on the task force?
Who would be involved in suicide prevention or identification if you were able to intervene at the institution?
What would the interventions look like? What would be some of the policies and procedures that you might implement to ensure that best practices are met?
Provide specific examples based on your current or future forensic role.
Include an analysis of your own prejudices and biases regarding inmate suicides (e.g., consider a child murderer).
.
Evaluate different approaches to ethical decision making. Then, choo.docxhumphrieskalyn
Evaluate different approaches to ethical decision making. Then, choose one of them to apply to an ethical issue you have identified.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate the parameters for ethical decision making in 21st century multicultural business environments.
Evaluate the parameters of various ethical decision-making approaches.
Competency 3: Evaluate organizational policy within the framework of ethical standards.
Analyze an ethical dilemma using an ethical decision-making approach.
Assess the validity of a resolution suggested by a selected ethical decision-making approach.
Competency 4: Communicate effectively.
Communicate the analysis of ethical decision making clearly and effectively.
.
Evaluate and grade websites in terms of their compliance with PL pri.docxhumphrieskalyn
Evaluate and grade websites in terms of their compliance with PL principles. You will first do this with a local government site (Project 1a) and then with a federal site (Project 1b). You will perform the same analysis and evaluation that is done by those who volunteer with the Center for Plain Language to review and grade federal websites as part of the plain language Federal Report Card.
.
Evaluate at least (2) factors that make financial statement analys.docxhumphrieskalyn
Evaluate at least (2) factors that make financial statement analysis essential to management, investors, and creditors. Provide a rationale for your response.
Imagine you are considering investing in a corporation. Examine the key information you would look for in a company’s financial statements and explain why this information would be important to you. Suggest at least two (2) financial statement analysis tools you would use to evaluate this company’s financial statements. Provide a rationale for your suggestions.
.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Ethical Decision-Making Essay Grading Rubric
Name: _________________________Course/Section
Number:______________ Grade: ______ / 10% of grade
NM = not met minimum NI= needs improvement A =
average G = good E= excellent
Organization, Style, Mechanics, Idea Development, Content:
See Comments on Graded Essay____ / %
NM
NI
A
G
E
Introduction – purpose of the essay is clear to the audience;
ethical dilemma is explained clearly; writer addresses why the
dilemma calls for an ethical decision; relevant background
information is given; thesis is restated and audience understands
what will follow.
Body Paragraphs/Organization – paragraphs start with a topic
sentence; sentences support the paragraph’s main idea;
paragraphs are unified and coherent supporting the thesis;
logical progression of ideas with a clear structure and sequence;
transitions effectively connect sentences and paragraph;
conclusion provides closure and restates thesis.
Writing Style and Mechanics – writing is smooth, skillful and
coherent; variety in sentence structure; effective word choice;
no repetition; academic tone and diction are appropriate for
essay’s purpose and audience; minimal errors in punctuation,
spelling, grammar, and mechanics; no comma splices and run-on
sentences.
2. ______ / %
Idea Development
· Ideas are fully developed, sufficiently supported and show
critical thinking.
· Facts are distinguished from opinions.
· Opinions are supported and qualified.
· Opposing views are represented fairly.
· There is a clear voice and point of view.
· The essay reflects a sense of audience.
Content: Student is able to identify a situation in which an
ethical decision is required, analyze the situation from more
than one ethical perspective, explore the consequences of each
decision, and analyze the situation from his or her own ethical
perspective, clarifying their ethical values in the process.
· Acknowledges the complexity of the ethical issues being
analyzed.
· Demonstrates an understanding of ethical theories and
concepts.
· Analyzes and evaluates the situation applying more than one
ethical perspective.
· Considers the implications and consequences of these actions
to ethical decision-making in this setting.
· Analyzes the issue from own ethical perspective and examines
beliefs and values that inform ethical thinking, conduct, and
decision-making. ______/%
Citations and Works Cited - Outside sources are integrated
3. smoothly in the essay. The essay includes correctly formatted
in-text citations and a correct Works Cited page. APA or MLA
guidelines are followed.
_____ / %
Format – Your name and section number on the top of the first
page. Double-spaced; 12-point Times New Roman (no script or
bold); 600-800 words total which is equivalent to 2 ½ - 3 ½
pages; correct spelling, syntax, and grammar
_____/%
* Note on plagiarism:Add our own policy. This is Kent Polk’s
policy: “If the essay is found, in whole, to be taken from the
Internet or any other source besides the student, the student will
receive a “0” for the project grade, and the student will be
referred to the Vice President of Student Services for
disciplinary action. If more than 30% of the content matches
other sources, the student will receive a grade of “0” for the
assignment, but the student will be allowed to revise and submit
another essay for grading.”
Organizational
4. Behavior
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Organizational
Behavior
15
Stephen P. Robbins
—San Diego State University
Timothy A. Judge
—University of Notre Dame
E D I T I O N
i3iEi35Bj!
Boston Columbus Indianapolis New York San Francisco Upper
Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich
Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul
Singapore Taipei Tokyo
Editorial Director: Sally Yagan
Director of Editorial Services:
5. Ashley Santora
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3
2
1
Brief Contents
The Individual
2 Diversity in Organizations 39
3 Attitudes and Job Satisfaction 69
4 Emotions and Moods 97
5 Personality and Values 131
6 Perception and Individual Decision Making 165
7 Motivation Concepts 201
8 Motivation: From Concepts to Applications 239
The Group
9 Foundations of Group Behavior 271
10 Understanding Work Teams 307
11 Communication 335
12 Leadership 367
13 Power and Politics 411
14 Conflict and Negotiation 445
15 Foundations of Organization Structure 479
8. Preface xxii
v
Introduction
1 What Is Organizational Behavior? 3
vi BRIEF CONTENTS
Appendix A Research in Organizational Behavior 616
Comprehensive Cases 623
Indexes 637
Glindex 663
4 The Organization System
16 Organizational Culture 511
17 Human Resource Policies and Practices 543
18 Organizational Change and Stress Management 577
1
Contents
Preface xxii
vii
Introduction
9. 1 What Is Organizational Behavior? 3
The Importance of Interpersonal Skills 4
What Managers Do 5
Management Functions 6 • Management Roles 6
• Management
Skills 8 • Effective versus Successful Managerial
Activities 8 • A Review
of the Manager’s Job 9
Enter Organizational Behavior 10
Complementing Intuition with Systematic Study 11
Disciplines That Contribute to the OB Field 13
Psychology 14 • Social Psychology 14 •
Sociology 14 • Anthropology 14
There Are Few Absolutes in OB 14
Challenges and Opportunities for OB 15
Responding to Economic Pressures 15 • Responding to
Globalization 16
• Managing Workforce Diversity 18 • Improving
Customer
Service 18 • Improving People Skills 19 •
Stimulating Innovation
and Change 20 • Coping with “Temporariness” 20
• Working in
Networked Organizations 20 • Helping Employees
Balance Work–Life
Conflicts 21 • Creating a Positive Work Environment
22 • Improving
Ethical Behavior 22
10. Coming Attractions: Developing an OB Model 23
An Overview 23 • Inputs 24 • Processes 25
• Outcomes 25
Summary and Implications for Managers 30
Self-Assessment Library How Much Do I Know About
Organizational Behavior? 4
Myth or Science? “Most Acts of Workplace Bullying Are Men
Attacking Women” 12
An Ethical Choice Can You Learn from Failure? 24
glOBalization! Does National Culture Affect Organizational
Practices? 30
Point/Counterpoint Lost in Translation? 31
Questions for Review 32
Experiential Exercise Workforce Diversity 32
Ethical Dilemma Jekyll and Hyde 33
Case Incident 1 “Lessons for ‘Undercover’ Bosses” 34
Case Incident 2 Era of the Disposable Worker? 35
S A L
viii CONTENTS
S A L
S A L
2 The Individual
2 Diversity in Organizations 39
Diversity 40
Demographic Characteristics of the U.S. Workforce 41
11. • Levels
of Diversity 42 • Discrimination 42
Biographical Characteristics 44
Age 44 • Sex 46 • Race and Ethnicity 48 •
Disability 48 • Other
Biographical Characteristics: Tenure, Religion, Sexual
Orientation,
and Gender Identity 50
Ability 52
Intellectual Abilities 52 • Physical Abilities 55 •
The Role of Disabilities 56
Implementing Diversity Management Strategies 56
Attracting, Selecting, Developing, and Retaining Diverse
Employees 56 • Diversity in Groups 58 • Effective
Diversity Programs 58
Summary and Implications for Managers 60
Self-Assessment Library What’s My Attitude Toward Older
People? 40
Myth or Science? “Dual-Career Couples Divorce Less” 47
An Ethical Choice Religious Tattoos 51
glOBalization! Images of Diversity from Around the Globe
54
Point/Counterpoint Men Have More Mathematical Ability Than
Women 61
Questions for Review 62
Experiential Exercise Feeling Excluded 62
Ethical Dilemma Board Quotas 62
Case Incident 1 The Flynn Effect 63
Case Incident 2 Increasing Age Diversity in the Workplace
64
12. 3 Attitudes and Job Satisfaction 69
Attitudes 70
What Are the Main Components of Attitudes? 70 •
Does Behavior Always
Follow from Attitudes? 71 • What Are the Major Job
Attitudes? 73
Job Satisfaction 78
Measuring Job Satisfaction 79 • How Satisfied Are
People in Their
Jobs? 80 • What Causes Job Satisfaction? 81 • The
Impact of Satisfied
and Dissatisfied Employees on the Workplace 82
Summary and Implications for Managers 88
Self-Assessment Library How Satisfied Am I with My Job?
70
An Ethical Choice Do Employers Owe Workers More
Satisfying Jobs? 74
glOBalization! Culture and Work–Life Balance 76
Self-Assessment Library Am I Engaged? 78
Myth or Science? “Favorable Job Attitudes Make
Organizations More Profitable” 83
Point/Counterpoint Employer–Employee Loyalty Is an Outdated
Concept 87
Questions for Review 88
Experiential Exercise What Factors Are Most Important to
Your Job Satisfaction? 89
Ethical Dilemma Bounty Hunters 89
Case Incident 1 Long Hours, Hundreds of E-Mails, and No
13. Sleep:
Does This Sound Like a Satisfying Job? 90
Case Incident 2 Crafting a Better Job 91
4 Emotions and Moods 97
What Are Emotions and Moods? 98
The Basic Emotions 100 • The Basic Moods: Positive
and Negative Affect 100
• The Function of Emotions 102 • Sources of Emotions
and Moods 103
Emotional Labor 108
Affective Events Theory 110
Emotional Intelligence 112
The Case for EI 113 • The Case Against EI 114 •
Emotion Regulation 115
OB Applications of Emotions and Moods 115
Selection 116 • Decision Making 116 •
Creativity 116 • Motivation 117
• Leadership 117 • Negotiation 117 • Customer
Service 118 • Job
Attitudes 119 • Deviant Workplace Behaviors 119
• Safety and Injury
at Work 119 • How Managers Can Influence Moods
120
Summary and Implications for Managers 121
Self-Assessment Library How Are You Feeling Right Now?
98
Self-Assessment Library What’s My Affect Intensity?
104
Myth or Science? We Are Better Judges of When Others Are
14. Happy Than When
They Are Sad 107
glOBalization! Should You Expect “Service with a Smile”
All Around the World? 108
Self-Assessment Library What’s My Emotional Intelligence
Score? 115
An Ethical Choice Schadenfreude 120
Point/Counterpoint Sometimes Blowing Your Top Is a Good
Thing 122
Questions for Review 121
Experiential Exercise Who Can Catch a Liar? 123
Ethical Dilemma Happiness Coaches for Employees 123
Case Incident 1 Is It Okay to Cry at Work? 124
Case Incident 2 Can You Read Emotions from Faces? 124
5 Personality and Values 131
Personality 133
What Is Personality? 133 • The Myers-Briggs Type
Indicator 135 • The Big
Five Personality Model 136 • Other Personality Traits
Relevant to OB 139
CONTENTS ix
S A L
S A L
S A L
x CONTENTS
15. Values 144
The Importance of Values 144 • Terminal versus
Instrumental
Values 144 • Generational Values 145
Linking an Individual’s Personality and Values to the
Workplace 148
Person–Job Fit 148 • Person–Organization Fit 150
International Values 150
Summary and Implications for Managers 154
Self-Assessment Library Am I a Narcissist? 132
Myth or Science? Personality Predicts the Performance of
Entrepreneurs 142
glOBalization! The Right Personality for a Global
Workplace 143
An Ethical Choice Should You Try to Change Someone’s
Personality? 147
Point/Counterpoint Millennials Are More Narcissistic 155
Questions for Review 156
Experiential Exercise What Organizational Culture Do You
Prefer? 156
Ethical Dilemma Freedom or Lack of Commitment? 156
Case Incident 1 Is There a Price for Being Too Nice?
157
Case Incident 2 Leadership from an Introvert’s Perspective
158
6 Perception and Individual Decision Making 165
What Is Perception? 166
Factors That Influence Perception 167
Person Perception: Making Judgments About Others 168
16. Attribution Theory 168 • Common Shortcuts in Judging
Others 170 • Specific Applications of Shortcuts in
Organizations 173
The Link Between Perception and Individual Decision Making
174
Decision Making in Organizations 175
The Rational Model, Bounded Rationality, and Intuition
175 • Common
Biases and Errors in Decision Making 177
Influences on Decision Making: Individual Differences and
Organizational
Constraints 184
Individual Differences 184 • Organizational
Constraints 186
What About Ethics in Decision Making? 187
Three Ethical Decision Criteria 187 • Improving
Creativity in Decision
Making 188
Summary and Implications for Managers 190
Self-Assessment Library What Are My Gender Role
Perceptions? 166
glOBalization! Chinese Time, North American Time 171
Myth or Science? Creative Decision Making Is a Right-
Brain Activity 181
Self-Assessment Library Am I A Deliberate Decision
Maker? 183
An Ethical Choice Whose Ethical Standards to Follow? 185
Self-Assessment Library How Creative Am I? 190
Point/Counterpoint Checklists Lead to Better Decisions 191
17. S A L
S A L
S A L
SS AA L
CONTENTS xi
Questions for Review 192
Experiential Exercise Biases in Decision Making 193
Ethical Dilemma Do Unethical Decisions Come from Bad
Character? 193
Case Incident 1 Computerized Decision Making 194
Case Incident 2 Predictions That Didn’t Quite Pan Out
195
7 Motivation Concepts 201
Defining Motivation 202
Early Theories of Motivation 203
Hierarchy of Needs Theory 203 • Theory X and Theory
Y 205 • Two-Factor
Theory 205 • McClelland’s Theory of Needs 207
Contemporary Theories of Motivation 208
Self-Determination Theory 208 • Job Engagement
211 • Goal-Setting
Theory 212 • Self-Efficacy Theory 215 •
Reinforcement Theory 218 • Equity
Theory/Organizational Justice 219 • Expectancy Theory
224
18. Integrating Contemporary Theories of Motivation 226
Summary and Implications for Managers 228
Self-Assessment Library How Confident Am I in My
Abilities to Succeed? 202
Myth or Science? “The Support of Others Improves Our
Chances of Accomplishing
Our Goals” 204
An Ethical Choice Motivated to Behave Unethically 209
glOBalization! Autonomy Needs Around the Globe 210
Self-Assessment Library What Are My Course Performance
Goals? 214
Point/Counterpoint Fear Is a Powerful Motivator 229
Questions for Review 230
Experiential Exercise Goal-Setting Task 230
Ethical Dilemma The Big Easy? 230
Case Incident 1 It’s Not Fair! 231
Case Incident 2 Bullying Bosses 231
8 Motivation: From Concepts to Applications 239
Motivating by Job Design: The Job Characteristics Model
240
The Job Characteristics Model 240 • How Can Jobs Be
Redesigned? 242 • Alternative Work Arrangements
245 • The Social and
Physical Context of Work 249
Employee Involvement 250
Examples of Employee Involvement Programs 251 •
Linking Employee
Involvement Programs and Motivation Theories 252
Using Rewards to Motivate Employees 252
19. What to Pay: Establishing a Pay Structure 252 • How to
Pay: Rewarding
Individual Employees Through Variable-Pay Programs 253
• Flexible
S A L
S A L
xii CONTENTS
Benefits: Developing a Benefits Package 257 • Intrinsic
Rewards: Employee
Recognition Programs 259
Summary and Implications for Managers 261
Self-Assessment Library What’s My Job’s Motivating
Potential? 240
Myth or Science? “CEO Pay Can’t Be Measured” 243
An Ethical Choice Identifying Conflicts of Interest 258
glOBalization! Motivated by Individual Goals or Relational
Goals? 260
Point/Counterpoint “If Money Doesn’t Make You Happy, You
Aren’t Spending It Right” 262
Questions for Review 263
Experiential Exercise Assessing Employee Motivation and
Satisfaction Using
the Job Characteristics Model 263
Ethical Dilemma Spitting Mad 264
Case Incident 1 Multitasking: A Good Use of Your Time?
264
Case Incident 2 Bonuses Can Backfire 265
20. 3 The Group
9 Foundations of Group Behavior 271
Defining and Classifying Groups 272
Why Do People Form Groups? 272
Stages of Group Development 274
The Five-Stage Model 275 • An Alternative Model for
Temporary Groups
with Deadlines 276
Group Properties: Roles, Norms, Status, Size, Cohesiveness,
and Diversity 277
Group Property 1: Roles 277 • Group Property 2:
Norms 280 • Group
Property 3: Status 285 • Group Property 4: Size 286
• Group Property 5:
Cohesiveness 288 • Group Property 6: Diversity 288
Group Decision Making 290
Groups versus the Individual 290 • Groupthink and
Groupshift 292 • Group Decision-Making Techniques
295
Summary and Implications for Managers 296
Self-Assessment Library Do I Have a Negative Attitude
Toward Working in Groups? 272
Self-Assessment Library Do I Trust Others? 280
glOBalization! Forming International Teams in a Virtual
World 291
Myth or Science? “Asians Have Less Ingroup Bias Than
Americans” 292
An Ethical Choice Should You Use Group Peer Pressure?
294
21. Point/Counterpoint Affinity Groups Fuel Business Success 298
Questions for Review 297
Experiential Exercise Wilderness Survival 299
Ethical Dilemma Is Social Loafing Shirking? 300
Case Incident 1 Negative Aspects of Collaboration? 300
Case Incident 2 Herd Behavior and the Housing Bubble (and
Collapse) 301
S A L
S A L
CONTENTS xiii
10 Understanding Work Teams 307
Why Have Teams Become So Popular? 308
Differences Between Groups and Teams 309
Types of Teams 310
Problem-Solving Teams 310 • Self-Managed Work
Teams 310
• Cross-Functional Teams 311 • Virtual Teams 312
Creating Effective Teams 312
Context: What Factors Determine Whether Teams Are
Successful 313
• Team Composition 315 • Team Processes 319
Turning Individuals into Team Players 322
Selecting: Hiring Team Players 323 • Training:
Creating Team
Players 324 • Rewarding: Providing Incentives to Be a
22. Good Team
Player 324
Beware! Teams Aren’t Always the Answer 324
Summary and Implications for Managers 325
Self-Assessment Library How Good Am I at Building and
Leading a Team? 308
glOBalization! Group Cohesiveness across Cultures 314
An Ethical Choice Using Global Virtual Teams as an
Environmental Choice 315
Myth or Science? “Teams Work Best Under Angry Leaders”
320
Self-Assessment Library What Is My Team Efficacy? 322
Point/Counterpoint We Can Learn Much About Work Teams
from Studying
Sports Teams 326
Questions for Review 327
Experiential Exercise Fixed versus Variable Flight Crews
327
Ethical Dilemma Unethical Teams 327
Case Incident 1 Why Don’t Teams Work Like They’re
Supposed to? 328
Case Incident 2 Multicultural Multinational Teams at IBM
329
11 Communication 335
Functions of Communication 336
The Communication Process 338
Direction of Communication 338
Downward Communication 339 • Upward
Communication 339
23. • Lateral Communication 339
Interpersonal Communication 340
Oral Communication 340 • Written Communication
341
• Nonverbal Communication 341
Organizational Communication 342
Formal Small-Group Networks 343 • The Grapevine
343
• Electronic Communications 345 • Managing
Information 349
Choice of Communication Channel 350
S A L
S A L
xiv CONTENTS
Persuasive Communications 351
Automatic and Controlled Processing 351 • Interest
Level 352
• Prior Knowledge 352 • Personality 352 •
Message Characteristics 352
Barriers to Effective Communication 353
Filtering 353 • Selective Perception 353 •
Information
Overload 353 • Emotions 353 • Language 354
• Silence 354
• Communication Apprehension 355 • Lying 355
24. Global Implications 356
Cultural Barriers 356 • Cultural Context 357 • A
Cultural Guide 358
Summary and Implications for Managers 360
Self-Assessment Library Am I a Gossip? 336
An Ethical Choice The Ethics of Gossip at Work 345
Myth or Science? “We Know What Makes Good Liars Good”
356
glOBalization! How Direct Should You Be? 358
Point/Counterpoint Social Networking Is Good Business 359
Self-Assessment Library How Good Are My Listening
Skills? 360
Questions for Review 360
Experiential Exercise An Absence of Nonverbal
Communication 361
Ethical Dilemma Pitfalls of E-Mail 361
Case Incident 1 Using Social Media to Your Advantage
362
Case Incident 2 Should Companies That Fire Shoot First?
362
12 Leadership 367
What Is Leadership? 368
Trait Theories 369
Behavioral Theories 370
Summary of Trait Theories and Behavioral Theories 372
Contingency Theories 372
The Fiedler Model 373 • Other Contingency Theories
375
25. Leader–Member Exchange (LMX) Theory 377
Charismatic Leadership and Transformational Leadership
379
Charismatic Leadership 379 • Transformational
Leadership 382
Authentic Leadership: Ethics and Trust 386
What Is Authentic Leadership? 386 • Ethics and
Leadership 386 • Servant
Leadership 387 • Trust and Leadership 387 • How
Is Trust Developed? 389
• Trust as a Process 390 • What Are the Consequences of
Trust? 390
Leading for the Future: Mentoring 391
Mentoring 391
Challenges to the Leadership Construct 393
Leadership as an Attribution 393 • Substitutes for and
Neutralizers
of Leadership 394 • Online Leadership 395
Finding and Creating Effective Leaders 396
Selecting Leaders 396 • Training Leaders 396
S A L
S A L
CONTENTS xv
Summary and Implications for Managers 397
26. Self-Assessment Library What’s My Leadership Style?
368
Self-Assessment Library What’s My LPC Score? 373
glOBalization! Cross-Cultural Leadership Styles 378
Self-Assessment Library How Charismatic Am I? 382
Self-Assessment Library Am I an Ethical Leader? 386
An Ethical Choice Do Leaders Have a Responsibility to
Protect
Followers? 388
Myth or Science? “Power Helps Leaders Perform Better”
392
Point/Counterpoint Heroes Are Made, Not Born 398
Questions for Review 399
Experiential Exercise What Is a Leader? 399
Ethical Dilemma Undercover Leaders 399
Case Incident 1 Leadership Mettle Forged in Battle 400
Case Incident 2 Leadership Factories 400
13 Power and Politics 411
A Definition of Power 412
Contrasting Leadership and Power 413
Bases of Power 414
Formal Power 414 • Personal Power 415 •
Which Bases of Power Are
Most Effective? 416 • Power and Perceived Justice
416
Dependence: The Key to Power 416
The General Dependence Postulate 416 • What Creates
Dependence? 417
Power Tactics 418
27. Sexual Harassment: Unequal Power in the Workplace 421
Politics: Power in Action 424
Definition of Organizational Politics 424 • The
Reality of Politics 424
Causes and Consequences of Political Behavior 426
Factors Contributing to Political Behavior 426 • How
Do People Respond
to Organizational Politics? 429 • Impression Management
430
The Ethics of Behaving Politically 434
Summary and Implications for Managers 435
Self-Assessment Library Is My Workplace Political? 412
glOBalization! Power Distance and Innovation 420
An Ethical Choice Should All Sexual Behavior Be
Prohibited at Work? 423
Myth or Science? “Corporate Political Activity Pays”
428
Self-Assessment Library How Good Am I at Playing
Politics? 430
Point/Counterpoint Power Corrupts People 436
Questions for Review 437
Experiential Exercise Understanding Power Dynamics
437
Ethical Dilemma Corporate Spying 438
Case Incident 1 Delegate Power, or Keep It Close? 438
Case Incident 2 The Persuasion Imperative 439
S A L
28. S A L
S A L
S A L
xvi CONTENTS
14 Conflict and Negotiation 445
A Definition of Conflict 446
Transitions in Conflict Thought 447
The Traditional View of Conflict 447 • The
Interactionist View
of Conflict 447 • Resolution-Focused View of Conflict
449
The Conflict Process 449
Stage I: Potential Opposition or Incompatibility 450 •
Stage II: Cognition
and Personalization 451 • Stage III: Intentions 452
• Stage IV:
Behavior 454 • Stage V: Outcomes 455
Negotiation 458
Bargaining Strategies 458 • The Negotiation Process
463
• Individual Differences in Negotiation Effectiveness 464
• Third-Party
Negotiations 467
Summary and Implications for Managers 469
Self-Assessment Library What’s My Preferred Conflict-
29. Handling Style? 446
Myth or Science? “Communicating Well Is More Important
in Cross-Cultural
Negotiations” 462
glOBalization! Anger and Conflict Across Cultures 467
Self-Assessment Library What’s My Negotiating Style?
467
An Ethical Choice Using Empathy to Negotiate More
Ethically 468
Point/Counterpoint Player–Owner Disputes Are Unnecessary
471
Questions for Review 472
Experiential Exercise A Negotiation Role-Play 472
Ethical Dilemma The Lowball Applicant 473
Case Incident 1 Choosing Your Battles 473
Case Incident 2 Mediation: Master
Solution
to Employment Disputes? 474
15 Foundations of Organization Structure 479
What Is Organizational Structure? 480
Work Specialization 480 • Departmentalization 482
• Chain
of Command 483 • Span of Control 484 •
Centralization and
Decentralization 485 • Formalization 486
30. Common Organizational Designs 486
The Simple Structure 486 • The Bureaucracy 487
• The Matrix Structure 488
New Design Options 490
The Virtual Organization 490 • The Boundaryless
Organization 492
• The Leaner Organization: Downsizing 494
Why Do Structures Differ? 496
Organizational Strategy 496 • Organization Size 498
• Technology 498
• Environment 499
Organizational Designs and Employee Behavior 501
Summary and Implications for Managers 502
S A L
S A L
31. CONTENTS xvii
4 The Organization System
16 Organizational Culture 511
What Is Organizational Culture? 512
A Definition of Organizational Culture 512 • Culture
Is a Descriptive
Term 514 • Do Organizations Have Uniform Cultures?
514 • Strong versus
Weak Cultures 514 • Culture versus Formalization 515
What Do Cultures Do? 516
Culture’s Functions 516 • Culture Creates Climate
516 • Culture as a
Liability 517
Creating and Sustaining Culture 519
How a Culture Begins 519 • Keeping a Culture Alive
519 • Summary:
How Cultures Form 523
How Employees Learn Culture 523
Stories 523 • Rituals 524 • Material Symbols
524 • Language 524
32. Creating an Ethical Organizational Culture 525
Creating a Positive Organizational Culture 527
Spirituality and Organizational Culture 529
What Is Spirituality? 529 • Why Spirituality Now?
530 • Characteristics
of a Spiritual Organization 530 • Achieving a Spiritual
Organization 531 • Criticisms of Spirituality 531
Global Implications 532
Summary and Implications for Managers 533
Self-Assessment Library What’s the Right Organizational
Culture for Me? 512
glOBalization! Face Culture, Dignity Culture, and
Organizational Culture 515
Myth or Science? “Employees Treat Customers the Same
Way the Organization
Treats Them” 518
An Ethical Choice Designing a Culture of Ethical Voice
526
33. S A L
Self-Assessment Library Do I Like Bureaucracy? 480
Self-Assessment Library How Willing Am I to Delegate?
486
glOBalization! The Global Organization 489
An Ethical Choice Downsizing with a Conscience 496
Myth or Science? “Employees Resent Outsourcing” 500
Point/Counterpoint The End of Management 503
Questions for Review 504
Experiential Exercise Dismantling a Bureaucracy 504
Ethical Dilemma Directing the Directors 505
Case Incident 1 Creative Deviance: Bucking the Hierarchy?
506
Case Incident 2 Siemens’ Simple Structure—Not 506
S A L
xviii CONTENTS
Self-Assessment Library How Spiritual Am I? 531
34. Point/Counterpoint Organizations Should Strive to Create a
Positive
Organizational Culture 534
Questions for Review 535
Experiential Exercise Rate Your Classroom Culture 535
Ethical Dilemma A Bankrupt Culture 536
Case Incident 1 Mergers Don’t Always Lead to Culture
Clashes 536
Case Incident 2 Did Toyota’s Culture Cause Its Problems?
537
17 Human Resource Policies and Practices 543
Selection Practices 544
How the Selection Process Works 544 • Initial
Selection 545 • Substantive
Selection 546 • Contingent Selection 549 •
International Variations
in Selection Processes 550
Training and Development Programs 551
Types of Training 551 • Training Methods 553 •
Evaluating
Effectiveness 554
35. Performance Evaluation 554
What Is Performance? 555 • Purposes of Performance
Evaluation 555 • What Do We Evaluate? 555 •
Who Should Do the
Evaluating? 556 • Methods of Performance Evaluation
558 • Suggestions
for Improving Performance Evaluations 560 • Providing
Performance
Feedback 562 • International Variations in Performance
Appraisal 563
Managing Work–Life Conflicts in Organizations 563
Summary and Implications for Managers 566
Self-Assessment Library How Much Do I Know About
Human Resource
Management (HRM)? 544
glOBalization! Performance Appraisal Around the World
558
An Ethical Choice Recruiting the Unemployed 561
Self-Assessment Library How Good Am I at Giving
Performance Feedback? 563
Myth or Science? “Work Is Making Us Fat” 564
36. Point/Counterpoint Social Media Is a Great Source of New
Hires 567
Questions for Review 568
Experiential Exercise Evaluating Performance and Providing
Feedback 568
Ethical Dilemma Credit Checking 568
Case Incident 1 The End of the Performance Appraisal?
569
Case Incident 2 Job Candidates Without Strong SAT Scores
Need Not Apply 570
18 Organizational Change and Stress Management 577
Forces for Change 578
Planned Change 580
Resistance to Change 580
Overcoming Resistance to Change 582 • The Politics of
Change 584
S A L
S A L
37. S A L
CONTENTS xix
Approaches to Managing Organizational Change 584
Lewin’s Three-Step Model 584 • Kotter’s Eight-Step
Plan for Implementing
Change 586 • Action Research 587 •
Organizational Development 587
Creating a Culture for Change 591
Stimulating a Culture of Innovation 591 • Creating a
Learning
Organization 593
Work Stress and Its Management 595
What Is Stress? 595 • Potential Sources of Stress
597 • Individual
Differences 599 • Cultural Differences 600 •
Consequences of Stress 601
• Managing Stress 602
Summary and Implications for Managers 606
38. Self-Assessment Library How Well Do I Respond to Turbulent
Change? 578
Myth or Science? “Men Experience More Job Stress Than
Women” 596
Self-Assessment Library How Stressful Is My Life? 600
An Ethical Choice Responsibly Managing Your Own Stress
601
glOBalization! Work–Family Stress in Different Cultures
604
Point/Counterpoint Responsible Managers Relieve Stress on
Their Employees 607
Questions for Review 608
Experiential Exercise Power and the Changing Environment
608
Ethical Dilemma Changes at WPAC 609
Case Incident 1 Starbucks Returns to Its Roots 610
Case Incident 2 The Rise of Extreme Jobs 610
Appendix A Research in Organizational Behavior 616
Comprehensive Cases 623
Indexes 637
39. Glindex 663
S A L
SS AA L
About the Authors
xx
Stephen P. Robbins
Education
Ph.D. University of Arizona
Professional Experience
Academic Positions: Professor, San Diego State University,
Southern Illinois
University at Edwardsville, University of Baltimore, Concordia
University in
Montreal, and University of Nebraska at Omaha.
Research: Research interests have focused on conflict, power,
40. and politics in
organizations, behavioral decision making, and the development
of effective
interpersonal skills.
Books Published: World’s best-selling author of textbooks in
both management
and organizational behavior. His books have sold more than 5
million copies
and have been translated into 20 languages; editions have been
adapted for
Canada, Australia, South Africa, and India, such as these:
• Essentials of Organizational Behavior , 11th ed. (Prentice
Hall, 2012)
• Management , 11th ed. with Mary Coulter (Prentice Hall,
2012)
• Fundamentals of Human Resource Management , 10th ed.,
with David DeCenzo
(Wiley, 2010)
• Prentice Hall’s Self-Assessment Library 3.4 (Prentice
Hall, 2010)
• Fundamentals of Management , 8th ed., with David
DeCenzo and Mary Coulter
41. (Prentice Hall, 2013)
• Supervision Today! 7th ed., with David DeCenzo and
Robert Wolter (Prentice
Hall, 2013)
• Training in Interpersonal Skills: TIPS for Managing People
at Work , 6th ed., with
Phillip Hunsaker (Prentice Hall, 2012)
• Managing Today! 2nd ed. (Prentice Hall, 2000)
• Organization Theory , 3rd ed. (Prentice Hall, 1990)
• The Truth About Managing People , 2nd ed. (Financial
Times/Prentice Hall,
2008)
• Decide and Conquer: Make Winning Decisions and Take
Control of Your Life
(Financial Times/Prentice Hall, 2004).
Other Interests
In his “other life,” Dr. Robbins actively participates in masters’
track compe-
tition. Since turning 50 in 1993, he has won 18 national
42. championships and
12 world titles. He is the current world record holder at 100
meters (12.37 seconds)
and 200 meters (25.20 seconds) for men 65 and over.
Timothy A. Judge
Education
Ph.D., University of Illinois at Urbana-Champaign
Professional Experience
Academic Positions: Franklin D. Schurz Chair, Department
of Management,
Mendoza College of Business, University of Notre Dame;
Matherly-McKethan
Eminent Scholar in Management, Warrington College of
Business Administra-
tion, University of Florida; Stanley M. Howe Professor in
Leadership, Henry B.
Tippie College of Business, University of Iowa; Associate
Professor (with tenure),
43. Department of Human Resource Studies, School of Industrial
and Labor Rela-
tions, Cornell University; Lecturer, Charles University, Czech
Republic, and Co-
menius University, Slovakia; Instructor,
Industrial/Organizational Psychology,
Department of Psychology, University of Illinois at Urbana-
Champaign.
Research: Dr. Judge’s primary research interests are in (1)
personality, moods,
and emotions; (2) job attitudes; (3) leadership and influence
behaviors; and
(4) careers (person–organization fit, career success). Dr. Judge
has published
more than 140 articles on these and other major topics in
journals such as Jour-
nal of Organizational Behavior, Personnel Psychology,
Academy of Management Journal,
Journal of Applied Psychology, European Journal of
Personality, and European Journal
of Work and Organizational Psychology .
Fellowship: Dr. Judge is a fellow of the American
Psychological Association,
44. the Academy of Management, the Society for Industrial and
Organizational
Psychology, and the American Psychological Society.
Awards: In 1995, Dr. Judge received the Ernest J.
McCormick Award for
Distinguished Early Career Contributions from the Society for
Industrial and
Organizational Psychology. In 2001, he received the Larry L.
Cummings Award
for mid-career contributions from the Organizational Behavior
Division of the
Academy of Management. In 2007, he received the Professional
Practice Award
from the Institute of Industrial and Labor Relations, University
of Illinois.
Books Published: H. G. Heneman III, T. A. Judge, and J. D.
Kammeyer-Mueller,
Staffing Organizations, 7th ed. (Madison, WI: Mendota
House/Irwin, 2011)
Other Interests
Although he cannot keep up (literally!) with Dr. Robbin’s
accomplishments on
45. the track, Dr. Judge enjoys golf, cooking and baking, literature
(he’s a particu-
lar fan of Thomas Hardy and is a member of the Thomas Hardy
Society), and
keeping up with his three children, who range in age from 23 to
9.
ABOUT THE AUTHORS xxi
Preface
xxii
Welcome to the fifteenth edition of Organizational Behavior!
Long considered
the standard for all organizational behavior textbooks, this
edition continues
its tradition of making current, relevant research come alive for
students. While
maintaining its hallmark features—clear writing style, cutting-
edge content, and
46. engaging pedagogy—the fourteenth edition has been updated to
reflect the most
recent research within the field of organizational behavior. This
is one of the
most comprehensive and thorough revisions of Organizational
Behavior we’ve un-
dertaken, and while we’ve preserved the core material, we’re
confident that this
edition reflects the most important research and topical issues
facing organiza-
tions, managers, and employees.
Key Changes to the Fifteenth Edition
• The most substantial updating ever. The following sections
of each chapter
are new to the fifteenth edition:
• Opening Vignette
• Myth or Science?
• Ethical Choice
• Point/Counterpoint
• Case Incident
• In addition, the following material is substantially revised
and updated:
47. • Case Incident (those not entirely new are revised and
updated)
• OB Poll (more than half are new to this edition)
• Ethical Dilemma (more than half are new to this edition)
• Photos/captions (more than half are new to this edition)
• New feature: glOBalization!, which features organizational
behavior in an
international context.
• Improved integration of global implications: With the
explosion of interna-
tional research, global OB research is now woven into each
chapter, rather
than in a stand-alone section at the end of the chapter.
• Revision to Summary and Implications for Managers
section, with more
focus on practical ways to apply the material on the job.
• NEW videos—up-to-date videos showing management topics
in action,
access to the complete management video library, as well as
instructional
materials for integrating clips from popular movies into your
48. class, are at
www.mymanagementlab.com .
Chapter-by-Chapter Changes
Chapter 1 : What Is Organizational Behavior?
• Entirely new Opening Vignette (The New Normal?)
• New feature: glOBalization!
• New Myth or Science? (“Most Acts of Workplace Bullying
Are Men Attacking
Women”)
• New OB Model, with better integration with pedagogy
(structure) of book
www.mymanagementlab.com
• New Point–Counterpoint (Lost in Translation?)
• New An Ethical Choice (Can You Learn from Failure?)
• New Case Incident (Lessons for ‘Undercover’ Bosses )
• New Case Incident (Era of the Disposable Worker?)
Chapter 2 : Diversity in Organizations
• Entirely new Opening Vignette (The Rise and Fall of Erin
Callan)
49. • New feature: glOBalization!
• New Myth or Science? (“Dual-Career Couples Divorce
Less”)
• Enhanced coverage of stereotyping and discrimination
research
• Revised content regarding age discrimination and
implications of an aging
workforce
• Updates to discussion of disability in the workplace
• Expanded coverage of sexual orientation discrimination
• New material and integration of diversity with
international/cultural diversity
• New Point–Counterpoint (Men Have More Mathematical
Ability Than Women)
• New An Ethical Choice (Religious Tattoos)
• New Case Incident (Increasing Age Diversity in the
Workplace)
• Updated Case Incident (The Flynn Effect)
Chapter 3 : Attitudes and Job Satisfaction
• Entirely new Opening Vignette (What Does SAS Stand
For?)
• New feature: glOBalization!
• New Myth or Science? (“Favorable Job Attitudes Make
50. Organizations More
Profitable”)
• Review of recent studies on within-person variation in job
attitudes
• New developments in organizational commitment
• Updated material on organizational citizenship behaviors
• New perspectives on attitudes and organizational
performance
• New ethical dilemma
• New Point–Counterpoint (Employer–Employee Loyalty Is
an Outdated
Concept)
• New An Ethical Choice (Do Employers Owe Workers
More Satisfying Jobs?)
• New Case Incident (Crafting a Better Job)
• Updated Case Incident (Long Hours, Hundreds of E-Mails,
and No Sleep:
Does This Sound Like a Satisfying Job?)
Chapter 4 : Emotions and Moods
• Entirely new Opening Vignette (Love at Work: Taboo No
More?)
51. • New feature: glOBalization!
• New Myth or Science? (“We Are Better Judges of When
Others Are Happy
Than When They Are Sad”)
• Revised introduction to the topic
• Review of research on moods and employee attachment
• New section on “moral emotions”
• Discussion of emotion regulation strategies and their
consequences
• New research on gender and emotions
• Updated content on emotional displays at work
• New section on Emotional Intelligence, with substantially
more coverage and a
new exhibit
• New Point–Counterpoint (Sometimes Blowing Your Top Is
a Good Thing)
• New An Ethical Choice (Schadenfreude)
• New Case Incident (Is It Okay to Cry at Work?)
• Updated Case Incident (Can You Read Emotions from
Faces?)
PREFACE xxiii
52. Chapter 5 : Personality and Values
• Entirely new Opening Vignette (Changing of the Guard in
Japan: Is it the Econ-
omy, or the Values?)
• New feature: glOBalization!
• New Myth or Science? (“Personality Predicts the
Performance of Entrepreneurs”)
• Introduces concepts related to dispositional self- and other-
orientation
• New material regarding vocational choices
• New discussion of values and reactions to violations of
employee values
• Major revision regarding Hofstede’s model of culture and
its consequences
• Updated information on personality and expatriate success
• New Point–Counterpoint (Millennials Are More
Narcissistic)
• New An Ethical Choice (Should You Try to Change
Someone’s Personality?)
• New Case Incident (Leadership from an Introvert’s
Perspective)
• Updated Case Incident (Is There a Price for Being Too
53. Nice?)
Chapter 6 : Perception and Individual Decision Making
• Entirely new Opening Vignette (Do Machines Make Better
Decisions?)
• New feature: glOBalization!
• New Myth or Science? (“Creative Decision Making Is a
Right-Brain Activity”)
• Review of recent work on self-serving biases
• New information on stereotyping processes
• Discussion of latest trends in decision errors research
• Updated discussion of culture and perceptions
• New section on Financial Decision Making and how it
informs to understand
recent and current crises
• New Experiential Exercise
• New Point–Counterpoint (Checklists Lead to Better
Decisions)
• New An Ethical Choice (Whose Ethical Standards to
Follow?)
• New Case Incident (Computerized Decision Making)
• Updated Case Incident (Predictions That Didn’t Quite Pan
Out)
54. Chapter 7 : Motivation Concepts
• Entirely new Opening Vignette (The Motivations of the
99ers)
• New feature: glOBalization!
• New Myth or Science? (“The Support of Others Improves
Our Chances of
Accomplishing Our Goals”)
• New material on psychological need theories
• Increased discussion of employee engagement
• Updates to the discussion on goal-setting theory
• New perspectives on equity and organizational justice
• New Point–Counterpoint (Fear Is a Powerful Motivator)
• New An Ethical Choice (Motivated to Behave Unethically)
• New Case Incident (It’s Not Fair!)
• Updated Case Incident (Bullying Bosses)
Chapter 8 : Motivation: From Concepts to Applications
• Entirely new Opening Vignette (Motivation Minus the
Moolah)
• New feature: glOBalization!
• New Myth or Science? (“CEO Pay Can’t Be Measured”)
• Updated discussion of job characteristics
• New coverage of flextime, telecommuting, and related work
practices
55. • Revised discussion of employee empowerment and its
effects
• Discussion of innovations in gainsharing practices
xxiv PREFACE
PREFACE xxv
• New Point–Counterpoint (“If Money Doesn’t Make You
Happy, You Aren’t
Spending It Right”)
• New Case Incident (Bonuses Can Backfire)
• Updated Case Incident (Multitasking: A Good Use of Your
Time?)
Chapter 9 : Foundations of Group Behavior
• Entirely new Opening Vignette (To the Clickers Go the
Spoils)
• New feature: glOBalization!
• New Myth or Science? (“Asians Have Less Ingroup Bias
Than Americans”)
• New material on dysfunctional behavior in teams
56. • Discussion of minority influence on group decision making
• Introduces material on team mental models
• Updated information on group decision errors and
groupthink
• New information on international variations in group
behavior
• New Point–Counterpoint (Affinity Groups Fuel Business
Success)
• New An Ethical Choice (Should You Use Group Peer
Pressure?)
• New Case Incident (Negative Aspects of Collaboration?)
• Updated Case Incident (Herd Behavior and the Housing
Bubble [and
Collapse])
Chapter 10 : Understanding Work Teams
• Entirely new Opening Vignette (Killing bin Laden)
• New feature: glOBalization!
• New Myth or Science? (“Teams Work Best Under Angry
Leaders”)
• Updated discussion of strategies to improve team
performance
• Review of research on team decision-making strategies
• New perspectives on creativity in teams
57. • New material on team proactivity
• Presents new literature on work teams in international
contexts
• New Point–Counterpoint (We Can Learn Much about
Work Teams from
Studying Sports Teams)
• New An Ethical Choice (Using Global Virtual Teams as an
Environmental
Choice)
• New Case Incident (Why Don’t Teams Work Like They’re
Supposed To?)
• Updated Case Incident (Multicultural Multinational Teams
at IBM)
Chapter 11 : Communication
• Entirely new Opening Vignette (Goldman Rules)
• New feature: glOBalization!
• New Myth or Science? (“We Know What Makes Good
Liars Good”)
• New section on Social Networking
• New section on Persuasive Communication strategies
• Discussion of how to frame messages for maximum impact
• Discussion of the effects of authority, expertise, and liking
58. on communica-
tion effectiveness
• Updated discussion of body language in communication
• Introduces new ideas about the effects of electronic
communications
• New Point–Counterpoint (Social Networking Is Good
Business)
• New An Ethical Choice (The Ethics of Gossip at Work)
• New Case Incident (Using Social Media to Your
Advantage)
• Updated Case Incident (Should Companies That Fire
Shoot First?)
xxvi PREFACE
Chapter 12 : Leadership
• Entirely new Opening Vignette (Making Google’s
Leaders)
• New feature: glOBalization!
• New Myth or Science? (“Power Helps Leaders Perform
Better”)
• Expanded discussion of leader effects on employee attitudes
59. • New perspectives on culture and leadership
• New material regarding emotional intelligence and
leadership
• Increased consideration of contemporary theories of
leadership
• Consideration of “servant leadership”
• Discussion of how leaders can increase employee creativity
• New Point–Counterpoint (Heroes Are Made, Not Born)
• New An Ethical Choice (Do Leaders Have a
Responsibility to Protect
Followers?)
• New Case Incident (Leadership Mettle Forged in Battle)
• Updated Case Incident (Leadership Factories)
Chapter 13 : Power and Politics
• Entirely new Opening Vignette (Appearances Can Be
Deceiving)
• New feature: glOBalization!
• New Myth or Science? (“Corporate Political Activity
Pays”)
• Coverage of latest research on influence tactics
• Revised discussion of sexual harassment
• Updated discussion of political behavior in organizations
• Revision to international issues in power and politics
60. • New Point–Counterpoint (Power Corrupts People)
• New An Ethical Choice (Should All Sexual Behavior Be
Prohibited at Work?)
• New Case Incident (Delegate Power, or Keep it Close?)
• Updated Case Incident (The Persuasion Imperative)
Chapter 14 : Conflict and Negotiation
• Entirely new Opening Vignette (No Conflict at the Post
Office. . . Is That
Good?)
• New feature: glOBalization!
• New Myth or Science? (“Communicating Well Is More
Important in Cross-
Cultural Negotiations”)
• Updated material on gender and negotiation styles
• New material on individual differences in negotiation styles
• Discussion of emotions in negotiation
• New information on suspicion and deception in negotiation
• Updates to discussion on conflict and conflict management
processes
• New Point–Counterpoint (Player–Owner Disputes Are
Unnecessary)
• New An Ethical Choice (Using Empathy to Negotiate
61. More Ethically)
• New Case Incident (Choosing Your Battles)
• Updated Case Incident (Mediation: Master