Lab assignment 6; MEE270, Fall 2016 (total point: 100)
- The due date for the model in the tutorial of the textbook is 11:59 pm the day after the lab day. (for
example, if the lab day is Monday, the due date is Tuesday 11:59 pm)
- The due date for the exercises is one week from the lab day and time. (for example, if the lab date is
Monday and the lab time is 11-12:50, the due date and time is the next Monday by 11 am).
- Late submissions are not accepted, unless you have a valid excuse.
- A dropbox is created for the file submission.
- You have 50 attempts for submitting the lab assignment files. This will help you modify the submitted
files if you find any issue with them. Only will the latest version of submission be graded.
- Also, have a thumb-drive and copy the files in it for your record.
- Assignments are graded based on the quality and completeness of your work. Extra credit is given for
innovative methods applied in the solid modeling.
- Grades will be updated on Blackboard.
• In this lab, we will cover chapter 11 of the text book. Pages 11-13 to 11-41.
• Then we watch (after one hour from the beginning of the lab, TA will be coordinating with you in
this regard.) a tutorial video to explore other amazing capabilities of SolidWorks in Section views.
The tutorial video is available from the following link:
https://www.youtube.com/watch?v=SvbQJ8vxRhs
• After watching the tutorial video, download the files in the folder “Geneva” in folder “lab6” in
Blackboard. This is an assembly of Geneva mechanism that has been already modeled in
SolidWorks. We intend to apply the tips we learned in the video on this assembly. Open file
“Maltese Cross Indexing”. Using the tips in the video and also the tips from the textbook, create the
following sections from the top view:
Section D-D is created using half section tool
Create a 3d view of this section
Exercises are shown below.
1- (15 pts.) The part that you create in the tutorial of chapter 11 of the textbook and also 2D drawing with
the sections. (name it: tut1,lab6) The due date for this is 11:59 the day after the lab day.
2- (25 pts.) The 2D drawing of the Geneva mechanism (as shown in the table with the labeled cutting
planes) and all the requested sections views located in one 2D drawing sheet. (name it: tut,Geneva,lab6)
The due date for this is one week from the lab day.
3- (15 pts., part worth 5 pts., section view worth 10 pts.) Create an aligned section that passes through
one of the holes in the front portion of the part, the center of the part, and one of the holes in the back
portion of the part. (name the part as Ex3,part,lab6; and name the 2D section drawing as
Ex3,section,lab6)
Front view
4-6 (each exercise 15 pts., part worth 5 pts, section worth 10 pts.) Create the 3D model of the 2D
drawing shown below, then create the section views indicated by the cutting plane lines. Each grid
square equals 1⁄4 inch or 6 mm. ...
Writing Assignment 2- Instruction Sheet
Pride
Envy
Anger
Greed
Lust
Gluttony
Sloth
Vices are traits of character that make life go badly for people.
Instructions: The vices listed above are commonly referred to as “The Seven Deadly Sins”. Your job is to decide which ONE of the seven is the WORST vice to possess and make an argument that explains what makes it worse than the others on the list. Be careful not to make an argument that includes two or tries to address both sides. The purpose of this essay is to inform and persuade the reader that ONE of these sins supersedes all others. Use examples from Serial, the OJ series/case, Galileo articles, any of our serial killer notes, etc. One approach might be to choose which killer you think was the worst and focus on how the specific vice caused him to go down this path to destruction. Consider which sin has the most lasting effects or severe consequences and why.
Possible information to include in your essay:
o What is __________ (envy, greed, etc.)?
o Why is ___________ so bad? How is __________ a poison that hurts both others and oneself?
o What virtue is the opposite of ________? What are some ways to get rid of ________ from our lives?
· Use at least two CREDIBLE outside sources in addition to the podcast scripts (try to use at least 2 references to secondary sources in each body paragraph). Make sure that you cite your sources correctly. Use plenty of specific, concrete examples to support your argument. Write clearly and coherently. Focus on effectively using the rhetorical strategies we have discussed in class (see Rhetorical Devices sheet or the Thank You for Arguing pdf on D2L for more info on this if you need ideas on what this should look like in context). Also, there are numerous examples of essays on D2L for you to peruse.
· Be sure to format your essay according to MLA (12 point Times New Roman font, double spaced, labeled correctly, title, etc.).
Step 1- Write your thesis statement and have it approved
Step 2- Write your topic sentences and have them approved
Step 3- Type or write a complete outline of your essay (example given in class—document on D2L)
Step 4- Visit the writing center with your outline; compose a draft, reread, and edit. Have MORE than one person (tutor, professor, friend, peer) read and edit your essay.
Step 5- Read, revise, and edit draft and make corrections. Check the feedback sheet and formal writing rules as well as notes from your first assignment before submitting to the WA2 drop box. (Must be saved as either Word, RTF, or PDF file before submitting to DB).
write a review of an evaluation book (6 cases)
. (1) Summarize & reviewed major points, and then reflect upon: (2) how its content relates to your experience, and (3) does the content make sense (and why)?
Please write a one-page report and make a presentation to the class
· my EX is (Businesses Evaluate / Fraud Risks Assessment)
Caterpillar won the overall Corporate University Best .
After reading the case study prepare Assignment One - Collecting I.docxcoubroughcosta
After reading the case study prepare Assignment One - Collecting Information as described in the case study (page 18).
ASSIGNMENT ONE – COLLECTING INFORMATION
Organizational Design consulting survey
Use this form when collecting information about your client organization (AMAZON). Use those questions that seem most relevant. You will probably be unable to answer some of the questions.
Using the questions below, obtain information on Amazon. In a word document, essay for using the questions as headings. APA format.
Paper should have a cover, abstract, and references, in-text as well. Make sure all sources are clearly referenced.
Organizational Purpose
What is the mission of this organization?
What are the main goals?
What organizational cultural beliefs support the mission and goals?
How does the organization measure its success?
Organizational Passage
Describe the historical development of this organization.
How does this organization respond to risk?
Describe the balance between short-term and long-term focus for this organization.
Describe how this organization approaches its external environment. How aware is this organization of its external environment?
How much emphasis does this organization put on results, both short and long term?
Internal Environment
How well does this organization coordinate across functions?
How is information shared across functions?
What are the core processes and products provided by this organization?
What unique processes and products does the organization produce well?
Are there processes and products that prevent this organization from optimal performance? If so, how?
External Environment
Describe the clients of this organization. Are there potential future clients that are desirable for this organization? What suppliers does this organization depend on to meet its mission and goals? n
Describe the competitors of this organization. What are some industry trends?
Is there any regulation anticipated that will affect this organization and its industry? Please explain.
Is there any new technology anticipated that will affect this organization and its industry? Please explain.
Structural Dimensions
What activities at this organization are performed by specialists?
How specific are procedures at this organization?
Does this organization use detailed work processes?
How important are items such as employee handbooks, organizational charts and job descriptions to this organization? What levels of leadership have decision-making authority at this organization?
Is this organization focused on employee empowerment?
What is the span of control at the highest level of the organization (i.e., CEO level)?
What is the span of control for first-line supervisors at this organization?
Contextual Factors
Describe any major changes that have occurred in the history of this organization. Explain the ownership structure of this organization.
How many employees work at this organization?
What financial information .
Transforming engineering education requires a team. But what are the characteristics of productive teams? Using an NSF project as a testbed, the Purdue Agile Lab outlines how transformation in engineering education takes place with productive teams.
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAMVannaSchrader3
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
Writing Assignment 2- Instruction Sheet
Pride
Envy
Anger
Greed
Lust
Gluttony
Sloth
Vices are traits of character that make life go badly for people.
Instructions: The vices listed above are commonly referred to as “The Seven Deadly Sins”. Your job is to decide which ONE of the seven is the WORST vice to possess and make an argument that explains what makes it worse than the others on the list. Be careful not to make an argument that includes two or tries to address both sides. The purpose of this essay is to inform and persuade the reader that ONE of these sins supersedes all others. Use examples from Serial, the OJ series/case, Galileo articles, any of our serial killer notes, etc. One approach might be to choose which killer you think was the worst and focus on how the specific vice caused him to go down this path to destruction. Consider which sin has the most lasting effects or severe consequences and why.
Possible information to include in your essay:
o What is __________ (envy, greed, etc.)?
o Why is ___________ so bad? How is __________ a poison that hurts both others and oneself?
o What virtue is the opposite of ________? What are some ways to get rid of ________ from our lives?
· Use at least two CREDIBLE outside sources in addition to the podcast scripts (try to use at least 2 references to secondary sources in each body paragraph). Make sure that you cite your sources correctly. Use plenty of specific, concrete examples to support your argument. Write clearly and coherently. Focus on effectively using the rhetorical strategies we have discussed in class (see Rhetorical Devices sheet or the Thank You for Arguing pdf on D2L for more info on this if you need ideas on what this should look like in context). Also, there are numerous examples of essays on D2L for you to peruse.
· Be sure to format your essay according to MLA (12 point Times New Roman font, double spaced, labeled correctly, title, etc.).
Step 1- Write your thesis statement and have it approved
Step 2- Write your topic sentences and have them approved
Step 3- Type or write a complete outline of your essay (example given in class—document on D2L)
Step 4- Visit the writing center with your outline; compose a draft, reread, and edit. Have MORE than one person (tutor, professor, friend, peer) read and edit your essay.
Step 5- Read, revise, and edit draft and make corrections. Check the feedback sheet and formal writing rules as well as notes from your first assignment before submitting to the WA2 drop box. (Must be saved as either Word, RTF, or PDF file before submitting to DB).
write a review of an evaluation book (6 cases)
. (1) Summarize & reviewed major points, and then reflect upon: (2) how its content relates to your experience, and (3) does the content make sense (and why)?
Please write a one-page report and make a presentation to the class
· my EX is (Businesses Evaluate / Fraud Risks Assessment)
Caterpillar won the overall Corporate University Best .
After reading the case study prepare Assignment One - Collecting I.docxcoubroughcosta
After reading the case study prepare Assignment One - Collecting Information as described in the case study (page 18).
ASSIGNMENT ONE – COLLECTING INFORMATION
Organizational Design consulting survey
Use this form when collecting information about your client organization (AMAZON). Use those questions that seem most relevant. You will probably be unable to answer some of the questions.
Using the questions below, obtain information on Amazon. In a word document, essay for using the questions as headings. APA format.
Paper should have a cover, abstract, and references, in-text as well. Make sure all sources are clearly referenced.
Organizational Purpose
What is the mission of this organization?
What are the main goals?
What organizational cultural beliefs support the mission and goals?
How does the organization measure its success?
Organizational Passage
Describe the historical development of this organization.
How does this organization respond to risk?
Describe the balance between short-term and long-term focus for this organization.
Describe how this organization approaches its external environment. How aware is this organization of its external environment?
How much emphasis does this organization put on results, both short and long term?
Internal Environment
How well does this organization coordinate across functions?
How is information shared across functions?
What are the core processes and products provided by this organization?
What unique processes and products does the organization produce well?
Are there processes and products that prevent this organization from optimal performance? If so, how?
External Environment
Describe the clients of this organization. Are there potential future clients that are desirable for this organization? What suppliers does this organization depend on to meet its mission and goals? n
Describe the competitors of this organization. What are some industry trends?
Is there any regulation anticipated that will affect this organization and its industry? Please explain.
Is there any new technology anticipated that will affect this organization and its industry? Please explain.
Structural Dimensions
What activities at this organization are performed by specialists?
How specific are procedures at this organization?
Does this organization use detailed work processes?
How important are items such as employee handbooks, organizational charts and job descriptions to this organization? What levels of leadership have decision-making authority at this organization?
Is this organization focused on employee empowerment?
What is the span of control at the highest level of the organization (i.e., CEO level)?
What is the span of control for first-line supervisors at this organization?
Contextual Factors
Describe any major changes that have occurred in the history of this organization. Explain the ownership structure of this organization.
How many employees work at this organization?
What financial information .
Transforming engineering education requires a team. But what are the characteristics of productive teams? Using an NSF project as a testbed, the Purdue Agile Lab outlines how transformation in engineering education takes place with productive teams.
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAMVannaSchrader3
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
How good are you at receiving feedback about yourself Do you enjoLizbethQuinonez813
How good are you at receiving feedback about yourself? Do you enjoy it or do you find it difficult? Well, for this assignment, you are going to ask two (2) people in your life to complete the feedback form below, discuss their feedback with you, and afterward, send the completed form back to you. Their feedback will provide the basis for your paper.
ATTACHED BELOW
Do the following, to complete this assignment:
Provide the Feedback Form to at least two (2) different people in your life. Consider family members, co-workers, partners, or friends.
It would be prudent to send it to more than two (2) people, just in case some are too busy or fail to respond in a timely manner.
Once a form has been completed, BUT before you have seen/read it:
Think about the questions you will need to address below.
Meet with the respondent via phone, video chat, or in person.
Have the respondent read their answers to you.
Write a 2 page paper , using proper spelling and grammar, based on the questions below:
Who critiqued you and what is your relationship to them?
What did you perceive during your feedback session with them?
What answers surprised you?
What answers didn't surprise you?
Did this have any influence, positive or constructive, on your perception of yourself?
At the end of your paper, copy and paste the content from the completed Feedback Forms returned by your respondents.
***RUBRIC***
General Assignment Requirements
10% of total grade
Mastery: Advanced or exceeds achievement
Met length requirement. Minimal to no spelling and grammar errors.
Feedback Perception and its Impact
45% of total grade
Mastery: Advanced or exceeds achievement
An in-depth description of the student's perception of the feedback was given. Superior details were used with strong evidence of perception comprehension. An in-depth description of the how the feedback and meeting had an impact on the student's perception. Superior comprehension of the perception process was shown.
Reaction to Feedback and Sheets Provided
45% of total grade
Mastery: Advanced or exceeds achievement
An in-depth description of the student's reaction to the feedback was given. Superior explanation with thorough details were provided. 2 or more feedback sheets were included, and they were thoroughly complete.
Running Head: THE RESEARCH PROPOSAL
THE RESEARCH PROPOSAL 58
The Role of Strategic Management and Leadership Traits on Employee Performance, Motivation, and Job Satisfaction: Chapters 1 – 3 of the Dissertation
Submitted to South University
College of Business
In Partial Fulfillment of the Requirements
For the Degree of
Doctor of Business Administration
Ameki Williams
South University
BUS8105E_A-Doctoral Dissertation Proposal
Dr. Matthew Kuofie
06/15/2022
Abstract
The research study will focus on the role of strategic management traits on employee performance, motivation, and job satisfaction. A literature review shows that strategic management style affects employees' performan ...
Chapter 6Our Coherence Framework is simplexity.” Simplexity is .docxmccormicknadine86
Chapter 6
Our Coherence Framework is “simplexity.” Simplexity is not a real word, but it is a valuable concept. Simplexity means that you take a difficult problem and identify a small number of key factors (about four to six)—this is the simple part. And then you make these factors gel under the reality of action with its pressures, politics, and personalities in the situation—this is the complex part. In the case of our framework, there are only four big chunks and their interrelationships. Not only are these components dynamic but they also get refined over time in the setting in which you work. You have to focus on the right things, but you also must learn as you go. One of our favorite insights came from a retired CEO from a very successful company who, when asked about the most important thing he has learned about leadership, responded by say- ing, “It is more important to be right at the end of the meeting than the most important thing he has learned about leadership, responded by saying- ing, “It is more important to be right at the end of the meeting than the beginning” (David Cote, Honeywell, nyti.ms/1chUHqp). He was using this as a metaphor for a good change process: leaders influence the group, but they also learn from it. In fact, joint learning is what happens in effective change processes. If you are right at the beginning of the meeting, you are right only in your mind. If you are right at the notional end of the meeting, it means that you have processed the ideas with the group. McKinsey & Company conducted a study of leaders in the social sector (education et al.) and opened their report with these words: “chronic underinvestment [in leadership development] is placing increasing demands on social sector leaders” (Callanan, Gardner, Mendonca, & Scott, 2014). Their conclusions are right in our wheelhouse. In the survey of 200 social sector leaders, participants rated four critical attributes: balancing innovation with implementation, building executive teams, collaborating, and manag- ing outcomes. Survey respondents found themselves and their peers to be deficient in all four domains. In one table, they show the priorities—ability to innovate and implement, ability to surround selves with talented teams, collaboration, and ability to manage to outcomes—in terms of how respon- dents rated themselves and rated their peers as strong in the given domain. Both sets of scores were low—all below 40 percent. Collaboration, for example, was rated as 24 percent (self-rating) and 24 percent (rating of their peers). So the top capabilities are in short supply. Leaders build coherence when they combine the four components of our Coherence Framework with meeting the varied needs of the complex organizations they lead. Coherence making is a forever job because people come and go, and the situational dynamics are always in flux. They actively develop lateral and vertical connections so that the collaborative culture is deepened and drives dee ...
Original AssignmentPrimary Task Response Your first task is to.docxalfred4lewis58146
Original Assignment:
Primary Task Response: Your first task is to post your own Key Assignment Outline to the discussion area so that other students are able to review your plan. Attach your document to the main discussion post, and include any notes that you feel are appropriate. The purpose of this assignment is to help improve the quality of the Key Assignment Draft that you will complete next week.
Current Assignment:
Respond to Another Student: Review at least 1 other student's Key Assignment Outline, and provide meaningful feedback. Refrain from general feedback, such as simply stating "good job." Your feedback to other students is most helpful if you not only point out weak areas but also offer suggestions for improvement. The best feedback takes a three-stage approach to identify what was done well, weaknesses, and areas for improvement.
125 words min
Student assignment below
Table of Contents
I. The Organization 3
II. Problem Statement 4
III. Research Strategy 5
Examples of Memo & Questionnaires 6
IV. Ethical Considerations 9
V. Sample Population 10
VI. Data Analysis Summary& Management Strategy 11
VII. Research Results 12
VIII.References 13
The Organization
Environmental Management Alternatives, EMA, was founded by two brothers and a friend to provide an alternative to the disposal of hazardous waste. Starting out with the three owners, a sales rep., and two laborers they built a profitable business. They began to look into new markets within the environmental industry and hired project managers that had a client list they could bring with them and so began the growth and expansion of the company. They ended up with five project managers and three sales reps which were bringing in more work than they could handle so a hiring spree ensued and along with this the troubles began. They ended up with a workforce of twenty personnel consisting of operators and laborers. As with any company growing pains can be difficult to deal with but in the case of EMA they had the additional problems of having no true, defined management structure in place and they were winging it. With the lack of a clear plan or clear leadership the work force quickly became disgruntle in the disorganization that followed. It became apparent to the owners that a restructuring was in order that included defined roles, chain of command, and accountability.
Problem Statement
The lack of structure was the problem for EMA, if one were to best describe the leadership at the time a functional or weak matrix would best describe this situation. When looking at these two styles we can see that there are five characteristics that are considered and the role of the manager in each. The project manager’s (PM) authority, resource availability, management of the project budget, PM’s role, and project management administrative staff are the five characteristics to be considered. Under these two styles the manager has little to no control over these characteristics with no r.
We are committed to providing 100% Plagiarism free quality academic assignments i.e. thesis, dissertations, Course work assignments, HND Business assignments, Research and Term papers and BSc Honors Applied Accountancy Oxford Brookes thesis (RAP, SLS and PPT). Pay by milestones. Please visit www.ghostwritingmania.com or reach my email inbox at ghostwritingmania@yahoo.com or add me on Skype: ghostwritingmania
Module 4 - BackgroundOrganizational Structure and CultureNote A.docxclairbycraft
Module 4 - Background
Organizational Structure and Culture
Note: All Background and Module Home materials are required unless designated as optional or general reference.
Organizational Structure and Design
The way an organization is designed and structured can have significant effects on its members and its ability to execute its strategy. In this module we will try to understand those effects and analyze the behavioral implications of different organizational designs.
An organizational structure defines how job tasks are formally divided, grouped, and coordinated. According to Robbins and Judge (2014) managers need to address six key elements when they design their organization’s structure:
Work specialization
—the extent to which activities are subdivided into separate jobs.
Departmentalization
—the basis on which jobs will be grouped together.
Chain of command
—the people to whom individuals and groups report.
Span of control
—the number of individuals that a manager can direct efficiently and effectively.
Centralization and decentralization
—the locus of decision-making authority.
Formalization
—the extent to which there will be rules and regulations to direct employees and managers.
A simple, but classical, classification of organizational designs focuses on
mechanistic
versus
organic
design. The mechanistic design is characterized by extensive departmentalization, high formalization, a limited information network, and centralization. The organic design is characterized by low formalization, flat hierarchy and the use of cross-hierarchical and cross-functional teams, free flow of information, and decentralization. Each design has advantages and disadvantages. For example, a mechanistic design is good for keeping the costs of standardized products or services down, but it inhibits innovation and creativity. Read this short summary comparing mechanistic and organic organizational structures:
Mechanistic vs. Organic Organizational Structure: Contingency Theory (2014) BusinessMate.Org
http://www.businessmate.org/Article.php?ArtikelId=44
A more sophisticated look at organizational structure considers the different ways that work is organized and coordinated to best fit the organization’s mission and objectives. Common forms are divisional structures, functional structures, team-based or process structures, and flexible structures. The key learning here is that the structure selected should match the organization’s strategy—or it will be very difficult for the organization to be successful.
The following reading explains these different structures, reviews their advantages and disadvantages, and suggests the strategic considerations for when each should be used. Though this article is on the older side, it is still right on target.
Anand, N. & Daft, R. L. (2007). What is the right organizational design? Organizational dynamics, 36, 329-344. retrieved from
http://faculty.cbpp.uaa.alaska.edu/afgjp/PADM610/What%20is%20the%20Right%20Organi ...
Strategic Issue AnalysisOLCU 681 Week 7 Assignment and Rubric.docxflorriezhamphrey3065
Strategic Issue Analysis
OLCU 681 Week 7 Assignment and Rubric
Length: Paper: 20 - 25 double-spaced pages (excluding title and references pages)
Due: Week 7 by Sunday Midnight
Value: 600 Points for 60% of the grade
Post: Turnitin in Week 7 Assignments
This is the Signature Assignment that measures the MAOL program learning objective of leadership
Strategic Issue AnalysisPaper Guidelines
Prepare and submit a 20 - 25 page paper in which you apply core concepts from the MAOL program to a strategic organizational issue with significant leadership challenges; the issue may be a problem or opportunity that your organization is currently facing or has faced in the past. Examples of strategic organizational issues with major leadership implications that could be the basis of an effective analysis include:
· Merger or acquisition
· Reorganization or restructuring
· Large lay-off (10% or more of staff)
· Entry into a new market and/or country
· New technology or system
· New product development and/or implementation
In analyzing the issue and proposing recommendations, you must position yourself as the leader either as a mid to senior-level manager or an external consultant working with the senior management team. After briefly describing the issue, analyze the problem or opportunity from different perspectives to draw conclusions and recommend action.
There are no new textbooks for OLCU 681. However the final paper must cite and reference 20 or more sources using the textbooks from the six core MAOL courses: OLCU 600, 601, 602, 613, 614, and 615, and/or other relevant academic sources such as peer-reviewer journal articles.
Strategic Issue AnalysisPaper Content
Issue Description
In 1 - 2 pages, concisely describe the strategic organizational issue and its potential impact on organizational effectiveness. Positioning yourself as the leader, the narrative should discuss the need addressing the issue, impact on the organization’s short and long-range goals, key players (names optional), and the leadership challenges faced.
Analysis
Examine the strategic issue from multiple leadership perspectives demonstrating your knowledge of the importance and value of each to organizational and leadership effectiveness. For each core MAOL course listed below, apply relevant course theories and concepts to analyze
the issue, and assess the implications on the organization’s short and long-term strategy and objectives:
· Ethics (OLCU 601): Analyze the issue from an ethics perspective identifying one ethical issue created by the situation. Propose an ethical decision-making framework discussing how you as the leader would address the ethical issues.
· Systems (OLCU 602): Analyze the issue from a systems thinking perspective. Identify if systems archetypes and/or learning disabilities exist and how you as a leader would apply the 5 disciplines of systems thinking, personal mastery, mental models, shared vision, and/or team learning address the strate.
OL 328 Milestone Two Rubric This milestone will explo.docxvannagoforth
OL 328 Milestone Two Rubric
This milestone will explore the practices of Challenge the Process and Enable Others to Act, which you learned about in Modules Four and Five. Factoring in the
feedback from Milestone One and using your leadership development action plan, address the following:
Analyze how you will use the Challenge the Process and Enable Others to Act practices to improve the three leadership areas that you selected in
Module One.
Select one leadership theory you reviewed in this course and analyze how it will help you with the leadership areas you selected.
Note: The following leadership theories were initially discussed in the module 2 resources: transformational, authentic, and servant leadership.
The following leadership theories were initially discussed in the module 3 resources: situational, contingency, and path-goal.
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value
Leadership Areas of
Improvement: Challenge
the Process and Enable
Others to Act
Analyzes how the Challenge the Process
and Enable Others to Act practices can
improve the leadership areas, with real-
world examples as support
Analyzes how the Challenge the Process
and Enable Others to Act practices can
improve the leadership areas, but the
connection is vague or support does not
include real-world examples
Does not analyze how the Challenge the
Process and Enable Others to Act
practices can improve the leadership
areas
35
Leadership Theory
Applied: Challenge the
Process and Enable Others
to Act
Analyzes how the selected leadership
theory can improve the leadership areas,
with real-world examples as support
Analyzes how the selected leadership
theory can improve the leadership areas,
but the connection is vague or support
does not include real-world examples
Does not analyze how the selected
leadership theory can improve the
leadership areas
35
Articulation of Response Submission has no major errors related to
citations, grammar, spelling, syntax, or
organization
Submission has major errors related to
citations, grammar, spelling, syntax, or
organization that negatively impact
readability and articulation of main ideas
Submission has critical errors related to
citations, grammar, spelling, syntax, or
organization that prevent understanding
of ideas
30
Earned Total 100%
Sheet1Rubric for the final assignmentMaxStudentSubmitted on time203 kanban boards were created45WIP limits were indicated15Work states and team size were indicated201000
s
14.5
Efficiency: 17.4%
Value Stream 1
Value Stream 2
Value Stream 3
2 hrs 5 hrs 5 hrs
1 hr 0.5 hr 13 hrs
12
1 day
7 days
160
15
Efficiency: 1068%
Pareto Diagam
Day cycle = 8 hrs
36
59
Efficiency: 61.01%
1 hrs
4 hrs
2 hrs
1 hr
3 days
4 hrs
3 ...
The "Leadership & Flow" research focuses on identifying and grouping the kinds of managerial/leadership challenges that organizations typically face today and in the foreseeable future.
The expected outcome of the research is to provide prediction and guidance to individuals and organizations on how to match skillsets with challenge clusters.
PART B Please response to these two original posts below. Wh.docxsmile790243
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docxsmile790243
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
PART A You will create a media piece based around the theme of a.docxsmile790243
PART A:
You will create a media piece based around the theme of “alternative facts.
Fake News:
Create a
series of 3
short, “fake news” articles or news videos. They should follow a specific theme. Make sure to have a clear understanding of WHY your fake news is being created (fake news is used by people, groups, companies, etc to convince an unsuspecting audience of something. It’s supposed to seem real, but the motivation behind it is to deceive. As part of this option, consider what your motivations are for your deception).
Part A: should be around 750 words for written tasks (or 250 for each 3 part task)
PART B:
The focus for this assignment is to demonstrate a
clear understanding of media conventions
, as well as
purpose
and
audience
. Therefore, along with your media product, you’ll also be required to submit a short
reflection
detailing why you created your product and for whom it was intended. You must discuss and analyze the elements within your media product (including why & how you used the persuasive techniques of ethos, logos and pathos) as well as the other elements of media you used and why.
.
More Related Content
Similar to Lab assignment 6; MEE270, Fall 2016 (total point 100) - T.docx
How good are you at receiving feedback about yourself Do you enjoLizbethQuinonez813
How good are you at receiving feedback about yourself? Do you enjoy it or do you find it difficult? Well, for this assignment, you are going to ask two (2) people in your life to complete the feedback form below, discuss their feedback with you, and afterward, send the completed form back to you. Their feedback will provide the basis for your paper.
ATTACHED BELOW
Do the following, to complete this assignment:
Provide the Feedback Form to at least two (2) different people in your life. Consider family members, co-workers, partners, or friends.
It would be prudent to send it to more than two (2) people, just in case some are too busy or fail to respond in a timely manner.
Once a form has been completed, BUT before you have seen/read it:
Think about the questions you will need to address below.
Meet with the respondent via phone, video chat, or in person.
Have the respondent read their answers to you.
Write a 2 page paper , using proper spelling and grammar, based on the questions below:
Who critiqued you and what is your relationship to them?
What did you perceive during your feedback session with them?
What answers surprised you?
What answers didn't surprise you?
Did this have any influence, positive or constructive, on your perception of yourself?
At the end of your paper, copy and paste the content from the completed Feedback Forms returned by your respondents.
***RUBRIC***
General Assignment Requirements
10% of total grade
Mastery: Advanced or exceeds achievement
Met length requirement. Minimal to no spelling and grammar errors.
Feedback Perception and its Impact
45% of total grade
Mastery: Advanced or exceeds achievement
An in-depth description of the student's perception of the feedback was given. Superior details were used with strong evidence of perception comprehension. An in-depth description of the how the feedback and meeting had an impact on the student's perception. Superior comprehension of the perception process was shown.
Reaction to Feedback and Sheets Provided
45% of total grade
Mastery: Advanced or exceeds achievement
An in-depth description of the student's reaction to the feedback was given. Superior explanation with thorough details were provided. 2 or more feedback sheets were included, and they were thoroughly complete.
Running Head: THE RESEARCH PROPOSAL
THE RESEARCH PROPOSAL 58
The Role of Strategic Management and Leadership Traits on Employee Performance, Motivation, and Job Satisfaction: Chapters 1 – 3 of the Dissertation
Submitted to South University
College of Business
In Partial Fulfillment of the Requirements
For the Degree of
Doctor of Business Administration
Ameki Williams
South University
BUS8105E_A-Doctoral Dissertation Proposal
Dr. Matthew Kuofie
06/15/2022
Abstract
The research study will focus on the role of strategic management traits on employee performance, motivation, and job satisfaction. A literature review shows that strategic management style affects employees' performan ...
Chapter 6Our Coherence Framework is simplexity.” Simplexity is .docxmccormicknadine86
Chapter 6
Our Coherence Framework is “simplexity.” Simplexity is not a real word, but it is a valuable concept. Simplexity means that you take a difficult problem and identify a small number of key factors (about four to six)—this is the simple part. And then you make these factors gel under the reality of action with its pressures, politics, and personalities in the situation—this is the complex part. In the case of our framework, there are only four big chunks and their interrelationships. Not only are these components dynamic but they also get refined over time in the setting in which you work. You have to focus on the right things, but you also must learn as you go. One of our favorite insights came from a retired CEO from a very successful company who, when asked about the most important thing he has learned about leadership, responded by say- ing, “It is more important to be right at the end of the meeting than the most important thing he has learned about leadership, responded by saying- ing, “It is more important to be right at the end of the meeting than the beginning” (David Cote, Honeywell, nyti.ms/1chUHqp). He was using this as a metaphor for a good change process: leaders influence the group, but they also learn from it. In fact, joint learning is what happens in effective change processes. If you are right at the beginning of the meeting, you are right only in your mind. If you are right at the notional end of the meeting, it means that you have processed the ideas with the group. McKinsey & Company conducted a study of leaders in the social sector (education et al.) and opened their report with these words: “chronic underinvestment [in leadership development] is placing increasing demands on social sector leaders” (Callanan, Gardner, Mendonca, & Scott, 2014). Their conclusions are right in our wheelhouse. In the survey of 200 social sector leaders, participants rated four critical attributes: balancing innovation with implementation, building executive teams, collaborating, and manag- ing outcomes. Survey respondents found themselves and their peers to be deficient in all four domains. In one table, they show the priorities—ability to innovate and implement, ability to surround selves with talented teams, collaboration, and ability to manage to outcomes—in terms of how respon- dents rated themselves and rated their peers as strong in the given domain. Both sets of scores were low—all below 40 percent. Collaboration, for example, was rated as 24 percent (self-rating) and 24 percent (rating of their peers). So the top capabilities are in short supply. Leaders build coherence when they combine the four components of our Coherence Framework with meeting the varied needs of the complex organizations they lead. Coherence making is a forever job because people come and go, and the situational dynamics are always in flux. They actively develop lateral and vertical connections so that the collaborative culture is deepened and drives dee ...
Original AssignmentPrimary Task Response Your first task is to.docxalfred4lewis58146
Original Assignment:
Primary Task Response: Your first task is to post your own Key Assignment Outline to the discussion area so that other students are able to review your plan. Attach your document to the main discussion post, and include any notes that you feel are appropriate. The purpose of this assignment is to help improve the quality of the Key Assignment Draft that you will complete next week.
Current Assignment:
Respond to Another Student: Review at least 1 other student's Key Assignment Outline, and provide meaningful feedback. Refrain from general feedback, such as simply stating "good job." Your feedback to other students is most helpful if you not only point out weak areas but also offer suggestions for improvement. The best feedback takes a three-stage approach to identify what was done well, weaknesses, and areas for improvement.
125 words min
Student assignment below
Table of Contents
I. The Organization 3
II. Problem Statement 4
III. Research Strategy 5
Examples of Memo & Questionnaires 6
IV. Ethical Considerations 9
V. Sample Population 10
VI. Data Analysis Summary& Management Strategy 11
VII. Research Results 12
VIII.References 13
The Organization
Environmental Management Alternatives, EMA, was founded by two brothers and a friend to provide an alternative to the disposal of hazardous waste. Starting out with the three owners, a sales rep., and two laborers they built a profitable business. They began to look into new markets within the environmental industry and hired project managers that had a client list they could bring with them and so began the growth and expansion of the company. They ended up with five project managers and three sales reps which were bringing in more work than they could handle so a hiring spree ensued and along with this the troubles began. They ended up with a workforce of twenty personnel consisting of operators and laborers. As with any company growing pains can be difficult to deal with but in the case of EMA they had the additional problems of having no true, defined management structure in place and they were winging it. With the lack of a clear plan or clear leadership the work force quickly became disgruntle in the disorganization that followed. It became apparent to the owners that a restructuring was in order that included defined roles, chain of command, and accountability.
Problem Statement
The lack of structure was the problem for EMA, if one were to best describe the leadership at the time a functional or weak matrix would best describe this situation. When looking at these two styles we can see that there are five characteristics that are considered and the role of the manager in each. The project manager’s (PM) authority, resource availability, management of the project budget, PM’s role, and project management administrative staff are the five characteristics to be considered. Under these two styles the manager has little to no control over these characteristics with no r.
We are committed to providing 100% Plagiarism free quality academic assignments i.e. thesis, dissertations, Course work assignments, HND Business assignments, Research and Term papers and BSc Honors Applied Accountancy Oxford Brookes thesis (RAP, SLS and PPT). Pay by milestones. Please visit www.ghostwritingmania.com or reach my email inbox at ghostwritingmania@yahoo.com or add me on Skype: ghostwritingmania
Module 4 - BackgroundOrganizational Structure and CultureNote A.docxclairbycraft
Module 4 - Background
Organizational Structure and Culture
Note: All Background and Module Home materials are required unless designated as optional or general reference.
Organizational Structure and Design
The way an organization is designed and structured can have significant effects on its members and its ability to execute its strategy. In this module we will try to understand those effects and analyze the behavioral implications of different organizational designs.
An organizational structure defines how job tasks are formally divided, grouped, and coordinated. According to Robbins and Judge (2014) managers need to address six key elements when they design their organization’s structure:
Work specialization
—the extent to which activities are subdivided into separate jobs.
Departmentalization
—the basis on which jobs will be grouped together.
Chain of command
—the people to whom individuals and groups report.
Span of control
—the number of individuals that a manager can direct efficiently and effectively.
Centralization and decentralization
—the locus of decision-making authority.
Formalization
—the extent to which there will be rules and regulations to direct employees and managers.
A simple, but classical, classification of organizational designs focuses on
mechanistic
versus
organic
design. The mechanistic design is characterized by extensive departmentalization, high formalization, a limited information network, and centralization. The organic design is characterized by low formalization, flat hierarchy and the use of cross-hierarchical and cross-functional teams, free flow of information, and decentralization. Each design has advantages and disadvantages. For example, a mechanistic design is good for keeping the costs of standardized products or services down, but it inhibits innovation and creativity. Read this short summary comparing mechanistic and organic organizational structures:
Mechanistic vs. Organic Organizational Structure: Contingency Theory (2014) BusinessMate.Org
http://www.businessmate.org/Article.php?ArtikelId=44
A more sophisticated look at organizational structure considers the different ways that work is organized and coordinated to best fit the organization’s mission and objectives. Common forms are divisional structures, functional structures, team-based or process structures, and flexible structures. The key learning here is that the structure selected should match the organization’s strategy—or it will be very difficult for the organization to be successful.
The following reading explains these different structures, reviews their advantages and disadvantages, and suggests the strategic considerations for when each should be used. Though this article is on the older side, it is still right on target.
Anand, N. & Daft, R. L. (2007). What is the right organizational design? Organizational dynamics, 36, 329-344. retrieved from
http://faculty.cbpp.uaa.alaska.edu/afgjp/PADM610/What%20is%20the%20Right%20Organi ...
Strategic Issue AnalysisOLCU 681 Week 7 Assignment and Rubric.docxflorriezhamphrey3065
Strategic Issue Analysis
OLCU 681 Week 7 Assignment and Rubric
Length: Paper: 20 - 25 double-spaced pages (excluding title and references pages)
Due: Week 7 by Sunday Midnight
Value: 600 Points for 60% of the grade
Post: Turnitin in Week 7 Assignments
This is the Signature Assignment that measures the MAOL program learning objective of leadership
Strategic Issue AnalysisPaper Guidelines
Prepare and submit a 20 - 25 page paper in which you apply core concepts from the MAOL program to a strategic organizational issue with significant leadership challenges; the issue may be a problem or opportunity that your organization is currently facing or has faced in the past. Examples of strategic organizational issues with major leadership implications that could be the basis of an effective analysis include:
· Merger or acquisition
· Reorganization or restructuring
· Large lay-off (10% or more of staff)
· Entry into a new market and/or country
· New technology or system
· New product development and/or implementation
In analyzing the issue and proposing recommendations, you must position yourself as the leader either as a mid to senior-level manager or an external consultant working with the senior management team. After briefly describing the issue, analyze the problem or opportunity from different perspectives to draw conclusions and recommend action.
There are no new textbooks for OLCU 681. However the final paper must cite and reference 20 or more sources using the textbooks from the six core MAOL courses: OLCU 600, 601, 602, 613, 614, and 615, and/or other relevant academic sources such as peer-reviewer journal articles.
Strategic Issue AnalysisPaper Content
Issue Description
In 1 - 2 pages, concisely describe the strategic organizational issue and its potential impact on organizational effectiveness. Positioning yourself as the leader, the narrative should discuss the need addressing the issue, impact on the organization’s short and long-range goals, key players (names optional), and the leadership challenges faced.
Analysis
Examine the strategic issue from multiple leadership perspectives demonstrating your knowledge of the importance and value of each to organizational and leadership effectiveness. For each core MAOL course listed below, apply relevant course theories and concepts to analyze
the issue, and assess the implications on the organization’s short and long-term strategy and objectives:
· Ethics (OLCU 601): Analyze the issue from an ethics perspective identifying one ethical issue created by the situation. Propose an ethical decision-making framework discussing how you as the leader would address the ethical issues.
· Systems (OLCU 602): Analyze the issue from a systems thinking perspective. Identify if systems archetypes and/or learning disabilities exist and how you as a leader would apply the 5 disciplines of systems thinking, personal mastery, mental models, shared vision, and/or team learning address the strate.
OL 328 Milestone Two Rubric This milestone will explo.docxvannagoforth
OL 328 Milestone Two Rubric
This milestone will explore the practices of Challenge the Process and Enable Others to Act, which you learned about in Modules Four and Five. Factoring in the
feedback from Milestone One and using your leadership development action plan, address the following:
Analyze how you will use the Challenge the Process and Enable Others to Act practices to improve the three leadership areas that you selected in
Module One.
Select one leadership theory you reviewed in this course and analyze how it will help you with the leadership areas you selected.
Note: The following leadership theories were initially discussed in the module 2 resources: transformational, authentic, and servant leadership.
The following leadership theories were initially discussed in the module 3 resources: situational, contingency, and path-goal.
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value
Leadership Areas of
Improvement: Challenge
the Process and Enable
Others to Act
Analyzes how the Challenge the Process
and Enable Others to Act practices can
improve the leadership areas, with real-
world examples as support
Analyzes how the Challenge the Process
and Enable Others to Act practices can
improve the leadership areas, but the
connection is vague or support does not
include real-world examples
Does not analyze how the Challenge the
Process and Enable Others to Act
practices can improve the leadership
areas
35
Leadership Theory
Applied: Challenge the
Process and Enable Others
to Act
Analyzes how the selected leadership
theory can improve the leadership areas,
with real-world examples as support
Analyzes how the selected leadership
theory can improve the leadership areas,
but the connection is vague or support
does not include real-world examples
Does not analyze how the selected
leadership theory can improve the
leadership areas
35
Articulation of Response Submission has no major errors related to
citations, grammar, spelling, syntax, or
organization
Submission has major errors related to
citations, grammar, spelling, syntax, or
organization that negatively impact
readability and articulation of main ideas
Submission has critical errors related to
citations, grammar, spelling, syntax, or
organization that prevent understanding
of ideas
30
Earned Total 100%
Sheet1Rubric for the final assignmentMaxStudentSubmitted on time203 kanban boards were created45WIP limits were indicated15Work states and team size were indicated201000
s
14.5
Efficiency: 17.4%
Value Stream 1
Value Stream 2
Value Stream 3
2 hrs 5 hrs 5 hrs
1 hr 0.5 hr 13 hrs
12
1 day
7 days
160
15
Efficiency: 1068%
Pareto Diagam
Day cycle = 8 hrs
36
59
Efficiency: 61.01%
1 hrs
4 hrs
2 hrs
1 hr
3 days
4 hrs
3 ...
The "Leadership & Flow" research focuses on identifying and grouping the kinds of managerial/leadership challenges that organizations typically face today and in the foreseeable future.
The expected outcome of the research is to provide prediction and guidance to individuals and organizations on how to match skillsets with challenge clusters.
PART B Please response to these two original posts below. Wh.docxsmile790243
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docxsmile790243
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
PART A You will create a media piece based around the theme of a.docxsmile790243
PART A:
You will create a media piece based around the theme of “alternative facts.
Fake News:
Create a
series of 3
short, “fake news” articles or news videos. They should follow a specific theme. Make sure to have a clear understanding of WHY your fake news is being created (fake news is used by people, groups, companies, etc to convince an unsuspecting audience of something. It’s supposed to seem real, but the motivation behind it is to deceive. As part of this option, consider what your motivations are for your deception).
Part A: should be around 750 words for written tasks (or 250 for each 3 part task)
PART B:
The focus for this assignment is to demonstrate a
clear understanding of media conventions
, as well as
purpose
and
audience
. Therefore, along with your media product, you’ll also be required to submit a short
reflection
detailing why you created your product and for whom it was intended. You must discuss and analyze the elements within your media product (including why & how you used the persuasive techniques of ethos, logos and pathos) as well as the other elements of media you used and why.
.
Part 4. Implications to Nursing Practice & Implication to Patien.docxsmile790243
Part 4. Implications to Nursing Practice & Implication to Patient Outcomes
Provide a paragraph summary addressing the topics implications to nursing practice and patient outcomes. This section is NOT another review of the literature or introduction of new topics related to the PICOT question.
You may find if helpful to begin each topic with -
Nurses need to know …
Important patient outcomes include …
Example
– please note this is an older previous students work and so some references are older than 5 years.
Be sure to provide the PICOT question to begin this post.
PICOT Question:
P=Patient Population
I=Intervention
C=Comparison
O=Outcome
T=Time (duration):
In patients in the hospital, (P)
how does frequently provided patient hand washing (I)
compared with patient initiated hand washing (C)
affect hospital acquired infection (O)
within the hospital stay (T)
Implications to Nursing Practice & Patient Outcomes
Nurses need to know that they play a significant role in the reduction of hospital acquired infection by ensuring by health care workers and patients wash hands since nurses have the most interactions with patients. Implementing hand hygiene protocol with patients can enhance awareness and decrease healthcare associated infection (HAI). Both nurses and patients need to know that HAI is associated with increased morbidity and mortality as well cost of treatment and length of hospital stay. Nurses and patients also need to know that most HAI is preventable. Gujral (2015) notes that proper hand hygiene is the single most important, simplest, and least expensive means of reducing prevalence of HAI and the spread of antimicrobial resistance. Nurse and patient hand washing plays a vital role in decreasing healthcare costs and infections in all settings.
References
Gujral, H. (2015.) Survey shows importance of hand washing for infection prevention. American Nurse Today, 10 (10), 20. Retrieved from hEp://www.nursingworld.org/AmericanNurseToday
.
PART AHepatitis C is a chronic liver infection that can be e.docxsmile790243
PART A
Hepatitis C is a chronic liver infection that can be either silent (with no noticeable symptoms) or debilitating. Either way, 80% of infected persons experience continuing liver destruction. Chronic hepatitis C infection is the leading cause of liver transplants in the United States. The virus that causes it is blood borne, and therefore patients who undergo frequent procedures involving transfer of blood are particularly susceptible to infection. Kidney dialysis patients belong to this group. In 2008, a for-profit hemodialysis facility in New York was shut down after nine of its patients were confirmed as having become infected with hepatitis C while undergoing hemodialysis treatments there between 2001 and 2008.
When the investigation was conducted in 2008, investigators found that 20 of the facility’s 162 patients had been documented with hepatitis C infection at the time they began their association with the clinic. All the current patients were then offered hepatitis C testing, to determine how many had acquired hepatitis C during the time they were receiving treatment at the clinic. They were considered positive if enzyme-linked immunosorbent assay (ELISA) tests showed the presence of antibodies to the hepatitis C virus.
Health officials did not test the workers at the hemodialysis facility for hepatitis C because they did not view them as likely sources of the nine new infections. Why not?
Why do you think patients were tested for antibody to the virus instead of for the presence of the virus itself?
Ref.: Cowan, M. K. (2014) (4th Ed.). Microbiology: A Systems Approach, McGraw Hill
PART B
Summary:
Directions for the students: There are 4 essay questions. Please be sure to complete all of them with thorough substantive responses. Current APA Citations are required for all responses.
1. Precisely what is microbial death?
2. Why does a population of microbes not die instantaneously when exposed to an antimicrobial agent?
3. Explain what is wrong with this statement: “Prior to vaccination, the patient’s skin was sterilized with alcohol.” What would be a more correct wording?
4. Conduct additional research on the use of triclosan and other chemical agents in antimicrobial products today. Develop an opinion on whether this process should continue, providing evidence and citations to support your stance.
.
Part A post your answer to the following question1. How m.docxsmile790243
Part A post
your answer to the following question:
1. How might potential reactions to an adolescent’s questioning of their sexual identity, or gender role, impact their social environment, behavior and self-esteem?
2. As social workers, what role can we play in assuring the best outcomes for these adolescents?
Please use the Learning Resources to support your answer.
Part B
post
your answer to the following question:
1. How can social workers work toward assuring the best outcomes for adolescents questioning their sexual orientation or gender identity.
Please use the Learning Resources to support your answer.
.
PART BPlease response to these two original posts below..docxsmile790243
PART B
Please response to these two original posts below. When responding to
these posts, please either expand the thought, add additional insights, or
respectfully disagree and explain why. Remember that we are after reasons
and arguments, and not simply the statement of opinions.
Original Post 1
"What is moral relativism? Why might people be attracted to it? Is
it plausible?"
First of all, moral relativism is the view that moral truths are
subjective and depend on each individual's standpoints. Based
on this, everyone's moral view is legitimate. This can be attracted
because it sounds liberating and there is no need to argue for a
particular position. Moral relativism seems convincing in some
cases. For example, some people are okay with giving money to
homeless people, thinking that it's good to provide for the people
in need. Some people, on the other hand, claim that they can
work to satisfy their own needs. Moral relativism works well in
these cases because they all seem legitimate. However, there are
cases that moral relativism does not seem reasonable. For
example, child sacrifice in some cultures seems cruel and
uncivilized to most people. Hence, moral relativism is not
absolutely true.
Original Post 2
“Is your death bad for you, specifically, or only (at most) for others? Why
might someone claim that it isn’t bad for you?”
I'd start off by acknowledging what the two ancient philosophers,
Lucretius and Epicurus, outlined about death. They made the
point that death isn't necessarily bad for you since no suffering
takes place and that you yourself don't realize your own death. In
this way, one could make the claim that death isn't intrinsically
bad for you.
Another perspective I wanted to add was the influence of death
(both on you and others around you). Specifically, the event of
death itself may not be bad for you, but the idea of impending
death could impact one's life. Some may live freely, totally care-
free, accepting of death and enjoy life in the moment. Others may
be frightened by the idea of death that they live in constant fear
and hence death causing their mental health to take its toll. In
this way, I'd argue that death could, in fact, be bad for you. One
common reason for being afraid of death is the fear of being
forgotten. Not to mention the death of an individual certainly
affects others; death doesn't affect one's life but also all that is
connected to it. Focusing back to the point, it's clear that the
very idea of death directly affects the concerned individual. The
fact that those who live in fear of death are looking for legacies
and footprints to leave after they leave this world is telling of how
death could be arguably bad for you before it even happens.
PART A
Pick one or more questions below and write a substantive post
with >100 words. Please try to provide evidence(s) to support
your idea(s).
Questions:
• Do we have a duty to work out whe.
Part A (50 Points)Various men and women throughout history .docxsmile790243
Part A (50 Points):
Various men and women throughout history have made important contributions to the development of statistical science. Select any one (1) individual from the list below and write a 2 page summary of their influence on statistics. Be specific in detail to explain the concepts they developed and how this advanced our understanding and application of statistics.
Florence Nightingale
Francis Galton
Thomas Bayes
Part B (50 Points):
Select any one statistical concept you learned in this course and explain how it can be applied to our understanding of the Covid-19 pandemic (2 pages). You should use a specific example and include at least one diagram to illustrate your answer.
Please note: Your work must be original and not copied directly from other sources. No citations are needed. Be sure to submit this assignment in Blackboard on the due date specified.
.
Part A:
1. K
2. D
3. N
4. C
5. A
6. O
7. F
8. Q
9. H
10. M
11. S
12. Y
13. I
14. U
15. X
Part B:
1.
A. UTI is short form for Urinary tract infection. Means infection which affects organs of urinary tract. Such as urethra, urinary bladder and kidney. This are main organ for formation of urine and helps to expel it out of body.
B. Kidneys, urethra and urinary bladder gets affected during Urinary tract infection. Generally infection begins with urethra then travels to kidney.
When only lower part gets affected which is called lower UTI also cystitis because involves bladder
And when infection spread to upper side involving kidneys known as pyelonephritis.
2.
A. Microorganism in UTI
Escherichia coli
Klebsiella pneumoniae
B. Coli bacteria lives in intestine. So they also seen near anal canal. From which gets transferred to urethra.
C. Bacteria enters urinary tract from urethra. In very less cases kidney gets infected by blood stream.
3.
Signs and symptoms:
A) Pain with urination:
The infection cause inflammation of urinary tract, the urine from the inflammed urinary tract cause pain in urination.
B) orange or red colour urine:
The inflammation of urinary tract may cause a orange or red colour urine. It is common sign in UTI due to inflammation of urinary tract.
4.
UTI:
Urinary tract infection (UTI) any infection on the urinary tract causing difficult in urination. It most commonly affects the woman because thet are more prone to it.
Diagnosis And treatment:
A) The diagnostic test for UTI:
The two major diagnostic test for UTI are:
Urinalysis:
Urine is collected from the patient who came for test. This test shows the bacterial or any infectious organism in the urine.
The collected urine sample is added to the substance which promotes the growth of the organism in the urine.
If the growth is organism doesn't takes place then the test is negative.
If the organism growth in the urine takes place then the test is positive.
Ultra sound:
The sound waves from the transducer of ultra produce a imaging of the internal organs.
Patient lower abdomen is scanned by ultra sound to detect any abnormality in the organs and structures of urinary tract.
B) The medications for UTI are antibiotics or antimicrobial.
The two drugs are amoxicillin, sulfasulfamethaxazole.
Both of these drugs act on UTI by fighting against the microorganisms in the UTI. By assisting the immune system, it fight against the microorganisms and that relieves the symptoms of UTI.
5.
answer. a) In women at the time of pregnancy the drainage system from the kidney towards bladder become wide, hence, urine does not pass out as quickly. This makes it easier to get an infection. Similarly women has shorter urethra than a man have, the shorter distance make the way easy to bacteria to travel into the bladder.
b) There are no of ways by which women can reduce the risk of getting UTI. Like women should drink plenty of water this will help of getting rid from UTI, a women should protect their urethra .
Part A Develop an original age-appropriate activity for your .docxsmile790243
Part A:
Develop an original age-appropriate activity for your preschool class using
one
of the following.
Froebel’s cube gift
Froebel’s parquetry gift
Lincoln Logs
Describe the activity that you have developed.
Identify at least two (2) skills that the activity would help develop.
Part B:
Develop an original age-appropriate activity for your preschool class promoting the same skill(s) as the activity above, but develop the activity based on the Montessori method.
Describe the activity that you have developed.
What are at least two key differences between the two activities you developed?
.
Part 3 Social Situations2. Identify multicultural challenges th.docxsmile790243
Part 3: Social Situations
2. Identify multicultural challenges that your chosen individual may face as a recent
refugee.
• What are some of the issues that can arise for someone who has recently
immigrated to a new country?
• Explain how these multicultural challenges could impact your chosen individual’s
four areas of development?
3. Suggest plans of action or resources that you feel should be provided to this family to
assist them in proper develop
Part 3: Social Situations
• Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee.
• Suggested plan of action and/or resources which should be implemented to address the multicultural challenges.
• 2-3 Pages in length
• APA Formatting
• Submission will be checked for plagiaris
.
Part A (1000 words) Annotated Bibliography - Create an annota.docxsmile790243
Part A
(1000 words): Annotated Bibliography - Create an annotated bibliography that focuses on ONE particular aspect of current Software Engineering that face a world with different cultural standards. At least seven (7) peer-reviewed articles must be used for this exercise.
Part B
(3000 words):
Research Report
- Write a report of the analysis and synthesis using the
(Part A
) foundational
Annotated Bibliography
.
Part C (500 words): Why is it important to try to minimize complexity in a software system.
Part D (500 words): What are the advantages and disadvantages to companies that are developing software products that use cloud servers to support their development process?
Part E (500 words): Explain why each microservice should maintain its own data. Explain how data in service replicas can be kept consistent?
.
Part 6 Disseminating Results Create a 5-minute, 5- to 6-sli.docxsmile790243
Part 6: Disseminating Results
Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project:
· Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Points Range: 81 (81%) - 90 (90%)
The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.
The narrated presentation accurately and clearly explains in detail how to disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation accurately and clearly provides a justification that details the selection of this dissemination strategy that is fully supported by specific and relevant examples.
The narrated presentation provides a complete, detailed, and specific synthesis of two outside resources related to the dissemination strategy explained. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
Points Range: 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Evidenced Based Change
Leslie Hill
Walden University
Introduction/PurposeChange is inevitable.Health care organizations need change to improve.There are challenges that need to be addressed(Baraka-Johnson et al. 2019).Challenges should be addressed using evidence-based research.These changes enhance professionalism therefore improving quality of care and quality of life.The purpose of this paper is to identify an existing problem in health care and suggest a change idea that would be effective in addressing the problem. The paper also articulates risks associated with the change process, how to distribute the change information and how to implement change successfully.
Organizational CultureThe Organization is a hospice facilityOffers end of life care for pain and symptom managementThe health care providers cu.
Part 3 Social Situations • Proposal paper which identifies multicul.docxsmile790243
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
.
Part 3 Social Situations 2. Identify multicultural challenges that .docxsmile790243
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2The client is a 32-year-old Hispanic American male who c.docxsmile790243
Part 2
The client is a 32-year-old Hispanic American male who came to the United States when he was in high school with his father. His mother died back in Mexico when he was in school. He presents today to the PMHNPs office for an initial appointment for complaints of depression. The client was referred by his PCP after “routine” medical work-up to rule out an organic basis for his depression. He has no other health issues except for some occasional back pain and “stiff” shoulders which he attributes to his current work as a laborer in a warehouse. the “Montgomery- Asberg Depression Rating Scale (MADRS)” and obtained a score of 51 (indicating severe depression). reports that he always felt like an outsider as he was “teased” a lot for being “black” in high school. States that he had few friends, and basically kept to himself. He also reports a remarkably diminished interest in engaging in usual activities, states that he has gained 15 pounds in the last 2 months. He is also troubled with insomnia which began about 6 months ago, but have been progressively getting worse. He does report poor concentration which he reports is getting in “trouble” at work.
· Decision #1: start Zoloft 25mg orally daily
· Which decision did you select?
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
· Decision #2: Client returns to clinic in four weeks, reports a 25% decrease in symptoms but concerned over the new onset of erectile dysfunction
*add Augmentin Wellbutrin IR 150mg in the morning
· Why did you select this decision? Support y our response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
· Decision #3: Client returns to clinic in four weeks, Client stated that depressive symptoms have decreased even more and his erectile dysfunction has abated
· Client reports that he has been feeling “jittery” and sometimes “nervous”
*change to Wellbutrin XL 150mg daily
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Explain how ethical considerations might impact your treatment plan and communication with clients.
Conclusion.
Part 2For this section of the template, focus on gathering deta.docxsmile790243
Part 2:
For this section of the template, focus on gathering details about common, specific learning disabilities. These disabilities fall under the IDEA disability categories you researched for the chart above. Review the textbook and the topic study materials and use them to complete the chart.
Learning Disability Definition Characteristics Common Assessments for Diagnosis Potential Effect on Learning and Other Areas of Life Basic Strategies for Addressing the Disability
Attention Deficit Hyperactivity Disorder (ADHD)
Auditory Processing Disorder (APD)
Dyscalculia
Dysgraphia
Dyslexia
Dysphasia/Aphasia
Dyspraxia
Language Processing Disorder (LPD)
Non-Verbal Learning Disabilities
Visual Perceptual/Visual Motor Deficit
.
Part 2 Observation Summary and Analysis • Summary paper of observat.docxsmile790243
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
.
Part 2 Observation Summary and Analysis 1. Review and implement any.docxsmile790243
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4-6 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2Data collectionfrom your change study initiative,.docxsmile790243
Part 2:
Data collection
from your change study initiative, sample, method, display of the results of the data itself, process, and method of analysis (graphs, charts, frequency counts, descriptive statistics of the data, narrative)
Part 3: Interpretation of the results of the Data
Collection and
Analysis, address likely resistance, and provide recommendations for continuing
the study
or evaluating your change study/initiative.
.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1.4 modern child centered education - mahatma gandhi-2.pptx
Lab assignment 6; MEE270, Fall 2016 (total point 100) - T.docx
1. Lab assignment 6; MEE270, Fall 2016 (total point: 100)
- The due date for the model in the tutorial of the textbook is
11:59 pm the day after the lab day. (for
example, if the lab day is Monday, the due date is Tuesday
11:59 pm)
- The due date for the exercises is one week from the lab day
and time. (for example, if the lab date is
Monday and the lab time is 11-12:50, the due date and time is
the next Monday by 11 am).
- Late submissions are not accepted, unless you have a valid
excuse.
- A dropbox is created for the file submission.
- You have 50 attempts for submitting the lab assignment files.
This will help you modify the submitted
files if you find any issue with them. Only will the latest
version of submission be graded.
- Also, have a thumb-drive and copy the files in it for your
record.
- Assignments are graded based on the quality and completeness
of your work. Extra credit is given for
innovative methods applied in the solid modeling.
- Grades will be updated on Blackboard.
• In this lab, we will cover chapter 11 of the text book. Pages
11-13 to 11-41.
• Then we watch (after one hour from the beginning of the lab,
2. TA will be coordinating with you in
this regard.) a tutorial video to explore other amazing
capabilities of SolidWorks in Section views.
The tutorial video is available from the following link:
https://www.youtube.com/watch?v=SvbQJ8vxRhs
• After watching the tutorial video, download the files in the
folder “Geneva” in folder “lab6” in
Blackboard. This is an assembly of Geneva mechanism that has
been already modeled in
SolidWorks. We intend to apply the tips we learned in the video
on this assembly. Open file
“Maltese Cross Indexing”. Using the tips in the video and also
the tips from the textbook, create the
following sections from the top view:
Section D-D is created using half section tool
Create a 3d view of this section
Exercises are shown below.
1- (15 pts.) The part that you create in the tutorial of chapter 11
of the textbook and also 2D drawing with
the sections. (name it: tut1,lab6) The due date for this is 11:59
3. the day after the lab day.
2- (25 pts.) The 2D drawing of the Geneva mechanism (as
shown in the table with the labeled cutting
planes) and all the requested sections views located in one 2D
drawing sheet. (name it: tut,Geneva,lab6)
The due date for this is one week from the lab day.
3- (15 pts., part worth 5 pts., section view worth 10 pts.) Create
an aligned section that passes through
one of the holes in the front portion of the part, the center of the
part, and one of the holes in the back
portion of the part. (name the part as Ex3,part,lab6; and name
the 2D section drawing as
Ex3,section,lab6)
Front view
4-6 (each exercise 15 pts., part worth 5 pts, section worth 10
pts.) Create the 3D model of the 2D
drawing shown below, then create the section views indicated
by the cutting plane lines. Each grid
square equals 1⁄4 inch or 6 mm. Upload both 3D part and 2d
drawings and sections for each exercise on
Blackboard. (name them as: Ex4,part,lab6; Ex4,2d,section,lab6
and so on) Remove the hidden lines
from the section views. The dimensions don’t have to be exact,
although they have to be close to their
actual values.
Ex. 4
5. CONTENTS
Executive Summary
Background
Power and Leadership
Sources of Power
The Power of Relationships
The Power of Information
Understanding the Organization’s Role
How Leaders Leverage Power Effectively
Reflection Questions
Resources
References
About the Authors
4
5
6
8
12
7. with research that is timely and relevant to current challenges.
The
research questions are also designed to aid in continuously
updating
CCL program content and providing knowledge that is
compelling to
our participant groups.
The purpose of this research is to understand how leaders use
power,
to learn about the situations in which power is exerted and to
describe
how individuals and organizations can improve their leadership
through
the effective use of power.
The major findings of this research included:
1. Most leaders surveyed (94 percent) rated themselves as being
moderately to
extremely powerful at work. There is a notable correlation
between leaders’ level in the
organization and how powerful they believe themselves to be at
work.
2. 28 percent of the leaders surveyed agree that power is
misused by top leaders in
their organization.
8. 3. 59 percent of the leaders surveyed agree that their
organization empowers people at
all levels.
4. 41 percent of the leaders surveyed indicate that they would
feel more powerful at
work if they had more formal authority.
5. The top three most frequently leveraged sources of power
are: the power of expert-
ise, the power of information and the power of relationships.
The power of
punishment, or the ability to sanction individuals for failure to
conform to standards or
expectations, is the least-leveraged source of power.
6. The three sources of power leaders believe will be most
important to leverage in the
next five years are the power of relationships, the power of
information, and the power
to reward others.
7. The power of relationships is most often used to promote
one’s own personal
agenda.
8. Leaders suggest that the power of relationships can be better
leveraged by identify-
ing desired relationships, investing in those relationships, and
repairing damaged
relationships.
Center for Creative Leadership, CCL®, and its logo are
registered trademarks owned by the Center for Creative
10. survey was more in-
depth and allowed the I2A research team to better understand
the high-level trends
that emerged from the in-class survey.
W H O P A R T I C I P A T E D I N T H E R E S E A R C H
?
In-Class Survey
The initial survey on leadership power focused on high-level
trends and was completed
by 260 participants attending a leadership development program
at CCL’s Colorado
Springs, CO USA campus. The typical participant was a male
(73 percent), between the
ages of 36 and 50 years old (68 percent), representing upper-
middle management or the
executive level (64 percent).
Post-Program Survey
Approximately two weeks following the CCL program, 45
participants who volun-
teered received an Internet survey that posed qualitative
questions about power and
leadership. The typical participant was male (64 percent),
between the ages of 36 and 50
(70 percent), at the executive level (43 percent).
5
The Role of Power in Effective Leadership
B A C K G R O U N D
Male
12. There is also a notable correlation between how powerful a
leader believes he or she is
at work and that leader’s level in the organization. Leaders at a
higher organizational
level tended to rate themselves as more powerful at work, while
those lower in the
organizational hierarchy tended to rate themselves as less
powerful.
B A C K G R O U N D ( C O N T I N U E D )
26-30
31-35
36-40
41-45
46-50
51-55
56-60
61+
1%
8%
19%
24%
25%
13. 14%
8%
1%
DEMOGRAPHICS: AGE IN-CLASS PERCENTAGE
FIGURE 2
POST-PROGRAM PERCENTAGE
2%
9%
25%
25%
20%
11%
8%
First Level
Middle Management
Upper Middle Management
Executive
Top Management
17. The Role of Power in Effective Leadership
P O W E R A N D L E A D E R S H I P ( C O N T I N U E D )
My organization empowers people at all levels.
In my organization, power is concentrated in the
hands of a few select individuals.
My organization rewards leaders for empowering their
people.
My organization teaches leaders how to leverage
their full power.
Power is misused by top leaders in my organization.
59%
55%
53%
29%
28%
PERCENTAGE AGREE
FIGURE 5
The Perception of Power. Survey participants were asked
whether they agree
18. or disagree with a number of statements about power in their
organizations.
When most people think about power, their minds go
immediately to the control that
high-level leaders exert from their positions atop the
organizational hierarchy. But
power extends far beyond the formal authority that comes from
a title (or from having
a corner office with a view).
Leaders at all levels have access to power; often that power
goes unrecognized or
underutilized. Previous research in this area has identified seven
bases of power that
leaders may leverage:
The power of position is the formal authority that derives from
a person’s title or posi-
tion in a group or an organization.
The power of charisma is the influence that is generated by a
leader’s style or persona.
The power of relationships is the influence that leaders gain
through their formal and
informal networks both inside and outside of their
organizations.
The power of information is the control that is generated
through the use of evidence
deployed to make an argument.
The power of expertise is the influence that comes from
developing and communicat-
20. rarely? Or are leaders
reluctant to use punishment power because it is too draining and
difficult to do so?
S O U R C E S O F P O W E R ( C O N T I N U E D )
FIGURE 6
Putting Power to Use. Survey participants were asked, “To
what extent do
you leverage the following sources of power at work?” The
figure below
represents the average ratings for each base of power.
Survey respondents were also asked to identify which of the
sources of power would be
most important in the next five years. Eighty-nine percent of
participants reported that
the power of relationships would be most important in the next
five years followed by
the power of information (57 percent). This finding is
illustrative of leadership in the
age of networks. The proliferation of technology has
contributed to the development of
vast and fast social and informational networks. The leaders of
the future will need to
know how to leverage such networks to advance their
relationships as well as their pro-
curement of real and useful data.
The power to reward others ranked as the third most important
source of power (51
percent), with the power of expertise ranking fourth (48
percent).
25. tionships reflected in the initial survey, we probed further about
it in the post-program
survey. We asked respondents to describe the situations in
which they use the power of
relationships and reflect on what they need to do to better
leverage this power.
When asked about a situation in which they leveraged the power
of relationships, sur-
vey respondents frequently discussed promoting an agenda.
They described this in
three different ways: promoting their own agenda, promoting
someone else’s agenda,
or promoting the organization’s agenda.
Promoting One’s Own Agenda
Slightly more than half (52 percent) of the survey respondents
described a situation
where they promoted their own agenda. Typical responses
described how respondents
used the power of relationships to “move [their own] project
along,” to ask for [their]
project to “be given more priority,” or to have colleagues help
advocate for something
the respondent “felt strongly about.” Each of these instances
illustrates situations in
which survey respondents sought to advance their agendas (‘my
project,’ ‘my agenda,’
‘my decisions’).
Promoting Someone Else’s Agenda
Almost a quarter (23 percent) of the responses described
situations in which survey
respondents promoted someone else’s agenda. Many of the
situations involved develop-
ing or mentoring employees and leveraging the trust established
27. T H E P O W E R O F R E L A T I O N S H I P S ( C O N T I
N U E D )
advocating for that employee. Other situations described how
survey respondents uti-
lized their social network connections to assist others. Examples
of typical responses
include helping a colleague fill a position by “introducing him
to another person in my
network,” or assisting with a project through “personal
contacts.”
Promoting the Organization’s Agenda
A third type of situation in which survey respondents leveraged
the power of relation-
ships was in promoting the organization’s agenda (19 percent).
These situations were
not focused on the “self” or specific “others.” Instead these
situations focused on how
the power of relationships advanced the goals of larger
organizational entities.
Examples included how the power of relationships could be
used to influence organi-
zational change, “minimize conflict” between functional groups,
or empower a broad
employee base.
Using Relationship Power. Survey participants were asked to
give an exam-
ple of a situation where they leveraged the power of
relationships. The
responses fell into three main themes.
Promote own agenda
Promote someone else’s agenda
28. Promote organization’s agenda
Miscellaneous
52%
23%
19%
6%
PERCENTAGE
FIGURE 11
Given the potential advantages and disadvantages of leveraging
the power of relation-
ships, it is important to understand how leaders can improve
their use of relational
power. In the post-program survey respondents described what
they need to better
leverage the power of relationships. Their responses can be
summed up in three words:
invest, identify, and repair.
Invest
The majority of responses (46 percent) spoke to the need to find
the time and energy to
invest more in existing relationships. Many of the respondents
expressed the need to
“spend more time with others,” to keep “in touch” with others,
or participate in more
socializing on non-work-related topics. A number of the
respondents expressed the
30. T H E P O W E R O F R E L A T I O N S H I P S ( C O N T I
N U E D )
Improving Relationships. Survey participants were asked to
give an example
of what they need to do to better leverage the power of
relationships. The
answers fell into three main categories.
Invest
Identify
Repair
Miscellaneous
46%
26%
23%
5%
PERCENTAGE
FIGURE 12
T H E P O W E R O F I N F O R M A T I O N
Another source of power that respondents identified as being
important to leverage in
the next five years is the power of information. Again, we asked
respondents to
31. describe situations that illustrate how they leverage the power
of information.
As would be expected, the situations reveal that it is not enough
to possess informa-
tion; rather the perception of power comes from the ways in
which information is con-
trolled and communicated. The majority of responses (78
percent) described one of
three ways for leveraging the power of information.
Information Agent
Most respondents (30 percent) leveraged the power of
information by playing the role
of central node or conduit. These terms describe how
respondents put themselves in a
place to centralize new information, and then once they have
that information, they
become a conduit to informing others. Respondents describe
themselves as “well con-
nected” with access to unique, little-known, and relevant pieces
of information. Being a
central node or conduit creates a reputation for being the one to
come to for the best
information. The respondent’s unique position in the
information network afforded
them access to information and allowed them to be the
distributor of that information.
Informing Others
One way in which information was used (by 14 percent) was
simply to inform others.
Respondents described their use of data analysis to inform a
decision or to provide
options for superiors. In some situations, respondents used the
sharing of information
33. T H E P O W E R O F I N F O R M A T I O N ( C O N T I N
U E D )
Using the Power of Information. Survey participants were
asked to give an
example of a situation where they leveraged the power of
information. The
majority of responses (78 percent) described one of three uses
of information
as power.
Central Node or Conduit
To Inform
To Influence or Persuade
To Refute or Correct
Miscellaneous
30%
24%
24%
11%
11%
PERCENTAGE
FIGURE 13
U N D E R S T A N D I N G T H E O R G A N I Z A T I O N ’
35. The Role of Power in Effective Leadership
decisions.” In light of contemporary organizational structures, it
is interesting that such
a great percentage of leaders would report needing more
authority. With so many glob-
al organizations operating with complex matrix structures,
leaders are finding that they
lack the formal authority to act on their own.
Support
After formal authority, the second greatest organizational
inhibitor of the respondent’s
power was a lack of support. Twenty-five percent of the
respondents indicate the need
for support. Support is defined in terms of time (to learn, to
think), openness (of cul-
ture, of individuals) and encouragement. For instance, one
participant indicates need-
ing “transparency and openness” while another reports needing
“my management to
trust [me].”
Visibility and Culture
The final two organizational needs as indicated by survey
respondents included visibil-
ity and a culture/structure that will enhance their power.
Thirteen percent of respon-
dents indicate needing to “be seen.” For instance, several
participants report needing
“recognition” for the work they’ve done while another reports
needing “continued
high-exposure, high-reward assignments.” An additional 13
percent of respondents
indicated the need for an organizational culture or structure that
36. supports them being
more powerful. Risk-averse, change-dreading cultures are
reported as inhibiting the
exercise of power. These findings reinforce the reality that even
an individual with the
most potential to influence can be rendered impotent in a
context that doesn’t support
his or her ideas.
U N D E R S T A N D I N G T H E O R G A N I Z A T I O N ’
S R O L E ( C O N T I N U E D )
The Organizational Role. Survey participants were asked,
“What support do
you need from your organization to be more powerful at work?”
Formal Authority
Support
Visibility
Organizational Culture/Structure
Miscellaneous
42%
25%
13%
13%
7%
38. honest feedback. Be aware of how others perceive you and look
for ways to influence
the perception by soliciting feedback from trusted others.
Don’t overplay your personal agenda. While the power of
relationships can be an
effective method for promoting your own agenda, it also runs
the risk of having you
perceived by others as self-serving, not a “team player,” or even
deceitful. Leaders will
need to be aware of these negative perceptions if they are to
effectively leverage the
power of relationships. Be careful to ensure that advancing your
own agenda is not
perceived as a misuse of power.
Maximize your communication network. Think about the people
you communicate
with the most. Are they providing you with access to unique
information or redundant
information? Look to expand your communication network to
find people who may be
untapped sources of information.
Be generous with information. If you are a central node or
conduit of information,
remember that keeping information to yourself has potential
negative consequences.
Share information broadly and with integrity. You don’t want to
be perceived as hoard-
ing information for your personal gain. Of course, you don’t
want to make the opposite
mistake and reveal confidential or personal information.
Make the most of your position. Research and experience
suggest that authority does
39. not automatically accompany a formal leadership role. We can
all think of peers who,
despite their similarities in tenure and level, may have more or
less power than we do.
In other words, position ain’t always power. To increase
perceptions of your position
power, find subtle ways to communicate your formal authority.
You might include your
title on your e-mail signature, communicate in meetings where
you normally keep
quiet, or modify your style of dress so that you resemble people
at the level above you.
Meanwhile, expand your use of other sources of power.
Develop your brand of charisma. How would you feel if you
were in an audience
where your normally low-key CEO “borrowed” the style of an
energetic, larger-than-
life motivational speaker? At best you might be amused; at
worst, you would see the
CEO as a pathetic impression of the real thing. The key to better
leveraging the power
of charisma (whatever your level of charisma may be) is to
make small changes in your
image while maintaining your authenticity. Maintain the
characteristics that make you
who you are, but try to identify two or three behaviors that
might increase your ability
to connect with others (such as making more eye contact,
smiling more often). Practice
those new behaviors, enlisting help from a coach or mentor.
H O W L E A D E R S L E V E R A G E P O W E R E F F E
C T I V E LY
41. find such an event tedious or tiring. Time off or flexibility of
hours might work for
some employees; others may not even take notice. Whatever
their incentive, don’t make
the mistake of assuming that one reward fits all.
Reward with words. Give positive feedback and give it often.
CCL’s experience with
leaders across industries tells us that during the course of a
typical working relation-
ship, it takes a ratio of 4:1 (4 positives for every negative) for a
receiver of feedback to
believe that the feedback has been fair. This does not mean that
you have to give a team
member four positive pieces of feedback every time you have a
negative message to
deliver. What it does suggest is that many of us have a long way
to go in terms of
acknowledging what our people are doing right. (Special note
for spouses: Researcher
John Gottman has discovered that a ratio of 5 positives to 1
negative is the minimum
standard for married couples.)
Punish with purpose. While the power of punishment may
conjure up terrible images,
it can actually serve a very useful purpose. In today’s context of
complex, global organi-
zations, many employees are frustrated by lack of accountability
at all levels. When
team members fail to live up to expectations, a good dose of
corrective (but kind) feed-
back can work wonders – not only to get the job done, but also
to establish more power
for yourself. Communicate and enforce your standards, but be
sure to provide support
43. What about your organization gets in the way of being as
powerful as you could be?
What could you do for your people to help them be more
powerful?
R E S O U R C E S
Baldwin, David & Grayson, Curt. (2004) Influence: Gaining
Commitment, Getting
Results. Greensboro, NC: Center for Creative Leadership.
Grayson, Curt & Baldwin, David. (2007) Leadership
Networking: Connect,
Collaborate, Create. Greensboro, NC: Center for Creative
Leadership.
Criswell, Corey & Campbell, David. (2008) Building an
Authentic Leadership
Image. Greensboro, NC: Center for Creative Leadership.
R E F E R E N C E S
Carrere, S. & Gottman, J. (1999). Predicting divorce among
newlyweds from the first
three minutes of a marital conflict discussion. Family Process,
38 (3), 293-301.
French, J. P. R. Jr., & Raven, B. (1960). The bases of social
power. In D. Cartwright
and A. Zander (eds.), Group dynamics (pp. 607-623). New
York: Harper and Row.
Center for Creative Leadership, CCL®, and its logo are
45. utive development programs. She leverages both research and
evaluation to better
understand and strengthen program designs in service of
improved personal and organi-
zational leadership. She is particularly interested in the
connection between personal
transformation and professional productivity.
Kyle Meddings is a senior at the University of Colorado at
Colorado Springs studying
Management and Organizational Behavior and Human Resource
Management as well as
Leadership Studies. He is also a fourth year scholar in the
Chancellor’s Leadership Class.
Kyle has been serving as an intern at the Center for Creative
Leadership working with
the Ideas2Action project team.
A B O U T T H E A U T H O R S