The document is a table of contents for a textbook on leadership by Andrew J. DuBrin. It lists 15 chapters that will cover topics such as traits of effective leaders, charismatic and transformational leadership styles, leadership behaviors and attitudes, contingency and situational leadership, developing teamwork, and international aspects of leadership. The table of contents provides an overview of the key concepts and models that will be discussed in each chapter to help readers understand different approaches to leadership.
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Engaged with you.www.cengage.com Source Code 14M-AA.docxYASHU40
Engaged with you.
www.cengage.com
Source Code: 14M-AA0105
Tap into engagement
MindTap empowers you to produce your best work—consistently.
MindTap is designed to help you master the material. Interactive
videos, animations, and activities create a learning path designed
by your instructor to guide you through the course and focus on
what’s important.
Tap into more info at: www.cengage.com/mindtap
“MindTap was very useful – it was easy to follow and everything
was right there.”
— Student, San Jose State University
“I’m definitely more engaged because of MindTap.”
— Student, University of Central Florida
“MindTap puts practice questions in a format that works well for me.”
— Student, Franciscan University of Steubenville
MindTap helps you stay
organized and efficient
by giving you the study tools to master the material.
MindTap empowers
and motivates
with information that shows where you stand at all times—both
individually and compared to the highest performers in class.
MindTap delivers real-world
activities and assignments
that will help you in your academic life as well as your career.
Flashcards
readspeaker
progress app
MyNotes
& highlights
selF QuizziNg
& practice
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
MANAGERIAL
ECONOMICS
A Problem Solving Approach
Luke M. Froeb
Vanderbilt University
Mikhael Shor
University of Connecticut
Brian T. McCann
Vanderbilt University
Michael R. Ward
University of Texas, Arlington
4e
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, ...
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Engaged with you.www.cengage.com Source Code 14M-AA.docxYASHU40
Engaged with you.
www.cengage.com
Source Code: 14M-AA0105
Tap into engagement
MindTap empowers you to produce your best work—consistently.
MindTap is designed to help you master the material. Interactive
videos, animations, and activities create a learning path designed
by your instructor to guide you through the course and focus on
what’s important.
Tap into more info at: www.cengage.com/mindtap
“MindTap was very useful – it was easy to follow and everything
was right there.”
— Student, San Jose State University
“I’m definitely more engaged because of MindTap.”
— Student, University of Central Florida
“MindTap puts practice questions in a format that works well for me.”
— Student, Franciscan University of Steubenville
MindTap helps you stay
organized and efficient
by giving you the study tools to master the material.
MindTap empowers
and motivates
with information that shows where you stand at all times—both
individually and compared to the highest performers in class.
MindTap delivers real-world
activities and assignments
that will help you in your academic life as well as your career.
Flashcards
readspeaker
progress app
MyNotes
& highlights
selF QuizziNg
& practice
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
MANAGERIAL
ECONOMICS
A Problem Solving Approach
Luke M. Froeb
Vanderbilt University
Mikhael Shor
University of Connecticut
Brian T. McCann
Vanderbilt University
Michael R. Ward
University of Texas, Arlington
4e
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, ...
MS Project 2010 Instructions in Contemporary Project Manag.docxgilpinleeanna
MS Project 2010 Instructions in Contemporary Project Management 2e
Chapter MS Project
4 Introduction to MS Project 2010
Toolbars, ribbons, and window panes
Initialize MS Project for Use
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, projected finish dates, information
6 Set up Work Breakdown Structure (WBS)
Understand WBS definitions and displays, enter summaries, create the outline,
Insert row number column, Hide/show desired amount of detail
7 Set up Schedule in MS Project
Define organization’s holidays, turn off change highlighting, understand types
of project data
Build Logical Network Diagram
Enter tasks and milestones, define dependencies, understand network
diagram presentation, verify accuracy
Understand Critical Path
Assign duration estimates, identify critical path
Display and Print Schedules
8 Define Resources
Resource views, max units, resource calendars
Assigning Resources
In split view enter work, select resource, modify assignments
Identify Over allocated Resources
Resource usage and Detailed Gantt views together
Dealing with Over Allocations
Manual leveling and judgment
9 Develop Bottom-up Project Budget
Assignment costs, activity costs, various cost perspectives
Develop Summary Project Budget
11 Baseline Project Plan
14 Report Progress
How MS Project recalculates based upon actual performance, current and future impacts
of variances, define the performance update process (what, when, and how)
Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-
based performance data, reschedule remaining work, revise estimates
15 Close Project
Complete schedule, archive schedule, capture and publish lessons learned
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contemporary Project
Management
ORGANIZE / PLAN / PERFORM
SECOND EDITION
T I M O T H Y J . K L O P P E N B O R G
Xavier University
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textboo ...
Australia • Brazil • Mexico • Singapore • United Kingdom • Uni.docxcelenarouzie
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Understanding
Arguments
97364_fm_ptg01_i-xvi.indd 1 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Understanding
Arguments
An Introduction to Informal Logic
NINTH EDITION
Walter Sinnott-Armstrong
Duke University
Robert J. Fogelin
Dartmouth College
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 3 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information .
Blog Week 11 Your Personal Language and Literacy Development JouChantellPantoja184
Blog: Week 11: Your Personal Language and Literacy Development Journey
Life can be understood backwards, but it must be lived forwards.
—Søren Kierkegaard, Danish philosopher
Throughout this course, you have examined the language development journeys of young children. You also created and documented the journey of a fictional child whom you created. You now consider your own language development journey by reflecting on a personal experience in which you were learning language and/or a time when you were supporting a young child in language development. You then apply what you have explored in this course to analyze and deepen your understanding of this memory.
Because this is your final activity in this course, be sure to take your time in your Blog interactions, supporting your community of practice colleagues as they share their final insights.
By Day 3 of Week 11
Post the following in your Blog: Describe a personal memory related to your own language development journey and/or a time when you fostered language development with a young child. Explain how this course has deepened your perspective of that memory and/or experience. Then, share an activity or resource from this course that has affected your current and/or future practice as an early childhood professional and why. Last, describe a topic or issue you would still like to learn more about and how this topic or issue might affect your future research as a scholar of change.
By Day 7 of Week 11
Interact with your community of practice, sharing additional insights, comparing experiences, and posing questions that promote further dialogue.
F i F t h e d i t i o n
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Fundamentals of
Case
Management
Practice
Skills for the Human Services
N a N c y S u m m e r S
Harrisburg Area Community College
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, author, title, or keyword for materials in your areas of interest.
Important Notice: Media content referenced with ...
Copyright 2012 Cengage Learning. All Rights Reserved. May AlleneMcclendon878
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
http://www.cengage.com/highered
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Ellen F. Monk
University of Delaware
Bret J. Wagner
Western Michigan University
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Concepts in Enterprise Resource Planning,
Fourth Edition
Ellen F. Monk and Bret J. Wagner
Editor-in-Chief: Joe Sabatino
Se ...
Jessica m. utts seeing through statistics. 4th edition-cengage learning (2014)NajibSadik
https://www.clickfiles.net/d/bVLTGu
L'un des plus beaux livres que j'ai lu. Si vous souhaitez continuer à lire et télécharger le livre gratuitement, copiez le lien
Copyright 2010 Cengage Learning. All Rights Reserved.docxShiraPrater50
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
LETTER TO INSTRUCTORS
Essentials of Management, 9e
Dear Colleague,
Whether you are a previous adopter, a new adopter, or a professor consider-
ing this text for adoption, I wish to thank you for your interest in Essentials of
Management 9e. Essentials was the first relatively brief management text
that was not simply an abbreviated version of a longer text. We created the
path for a more concise, more understandable, and practical approach to the
vast body of knowledge referred to as “management.” We assume that the
study of management is not exclusively geared toward C-level executives,
and that our readers will not be directing large enterprises or divisions of
large enterprises in their first job. Instead, the vast majority of our readers will
first be engaged in work that will require some managerial skill and knowl-
edge, even though they are not working as executives.
Virtually all texts in management and related fields claim to be practical,
although many single sentences within them make six sweeping recommen-
dations for CEOs or list ten companies that use a particular technique. We
contend that Essentials of Management, unlike much of the competition, is
and always has been a text that enables the student to apply much of the
information. We support our conclusions with relevant research studies wher-
ever possible, but our intent is not to review most of the research on a given
topic. A case in point is our presentation of transformational and charismatic
leadership. We present some relevant research findings but also offer the stu-
dents concrete suggestions for becoming more charismatic, including devel-
oping a more effective handshake.
My writing has always emphasized application both in textbooks and
trade books, and most of this writing has been about management, organiza-
tional behavior, human relations, leadership, and career management. Even
the articles I have published in professional journals would be understandable
to readers who were not specialists in the subject under investigation. For
exa ...
Copyright 2019 Cengage Learning. All Rights Reserved. May not .docxbobbywlane695641
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
15e
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
EugEnE F. Brigham
University of Florida
JoEl F. houston
University of Florida
Fundamentals of
FinanCial
managEmEnt
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Printed in the United States of America
Print Number: 01 Print Year: 2018
Fundamentals of Financial Management,
Fifteenth edition
Eugene F. Brigham and Joel F. Houston
Senior Vice President, Higher Ed Product,
Content, and Market Development: Erin Joyner
VP, B&E, 4LTR and Support Program:
Mike Schenk
Sr. Product Team Manager: Joe Sabatino
Content Developer: Brittany Waitt
Product Assistant: Renee Schnee
Sr. Marketing Manager: Nathan Anderson
Content Project Manager: Nadia Saloom
Digital Content Designer: Brandon C. Foltz
Digital Project Manager: Mark Hopkinson
Marketing Communications Manager:
Sarah Greber
Production Service: MPS Limited
Sr. Art Director: Michelle Kunkler.
00891_fm_ptg01.indd 3 09/09/15 5:21 PM
GLOBAL
BUSINESS
Fourth Edition
Mike W. Peng, Ph.D.
Jindal Chair of Global Business Strategy
University of Texas at Dallas
Fellow, Academy of International Business (2012)
Decade Award Winner, Journal of International Business Studies (2015)
The Only International Business Textbook Author Listed in
The World’s Most Influential Scientific Minds (2015)
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
00891_fm_ptg01.indd 1 09/09/15 5:21 PM
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
00891_fm_ptg01.indd 3 09/09/15 5:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Printed in the United States of America
Print Number: 01 Print Year: 2015
Global Business, Fourth Edition
Mike W. Peng
Vice President, General Manager, Social Science
& Qualitative Business: Erin Joyner
Product Director: Jason Fremder
Senior Product Manager: Mike Roche
Content Developer: John Sarantakis
Product Assistant: Jamie Mack
Marketing Director: Kristen Hurd
Marketing Manager: Emily Horowitz
Marketing Coordinator: Christopher Walz
Senior Content Project Manager: Kim Kusnerak
Manufacturing Planner: Ron Montgomery
Production Service: MPS Limited
Senior Art Director: Linda May
Cover/Internal Designer: Tippy McIntosh
Cover Image: Matvienko Vladimir/
ShutterStock.com
Intellectual Property
Ana.
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Marketing
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Marketing
T W E L F T H E D I T I O NL A M B / H A I R / M c D A N I E L
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M. J. Neeley School of Business
Texas Christian University
JOSEPH F. HAIR, JR.JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF................................ HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR................................
Department of Marketing
Kennesaw State University
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Case Study Seniority in OrganizationPermaja Resources CorpMaximaSheffield592
Case Study
Seniority in Organization
Permaja Resources Corporation has the policy of promoting employees from within the organization on a company wide basis. Seniority is based on the length of service and the performance ratings.
Rod Santos was hired as mechanical engineer trainee on March 20,2017 and got a performance rating of very satisfactory. He was a trainee for six months before his promotion to Engineer I at Section A of the machine shop section.
Roger Santiago was hired in January 2018 as engineer trainee in Section B of the machine shop had a performance rating of very satisfactory for the last two years. Both Santos and Santiago are mechanical engineering graduates of a prestigious school.
The position of supervising engineer in Section B was left vacant with the promotion of Art Real to Plant Superintendent of both section A and B. Due to the seniority rule, Rod Santos was promoted to the post. While Art would like to recommend Roger Santiago to the post, the HR department policy on seniority rule had to be applied, hence the intention watered down when he talked to the HR manager. Art talked to Rod Santos about his case and Rod Santos understood that Roger Santiago was also interested in the position.
One month later, a major machine broke down and Roger Santiago single-handedly worked diligently on the machine and completed it in due time to meet the customers’ demand. During a break time after the successful repair of the machine, Rod Santos, in the presence of the other workers, complemented the efforts and expertise of Roger Santiago. “Roger, thanks for the excellent work you have done. You are the best engineer around here and I would like you to know that I appreciate your effort very much. You have the knowledge, skills and experience around here and you are the number one engineer along this line.”
With the compliment, Roger Santiago resorted a little sarcastically, “I know how all these things run here as I am one of those who installed that machine. I know more about this whole thing than you do. If only the HR department knew how to recognize people with potential, you would not be here in the first place.”
Write the answers in essay format. You may, however, use bullet points, diagrams, tables, or any graphs to support your arguments.
The essay should be well organized, that is, it has an introduction, body, and conclusion (1200 words).
Referencing : Use Harvard referencing style for in-text citation and make a table of references at the end.
Research: Use a minimum of two additional sources of information.
Question 1An organization's compensation scheme is key to its ability to attract, motivate and retain essential staff members. A number of different compensation systems exist; choose organizations that apply the merit pay plan in compensating its employees. Explain how is the Traditional Compensation Approach Different from the modern one you choose?Question 2
Explain how a company can ...
book Vet medicine large animal procedure.pdfSamerPaser
Care has been taken in each chapter to present the material in a uniform, easyto-follow format. We have intentionally departed from the standard paragraph
prose format to introduce various techniques in a step-by-step manner along
with clear explanations and rationale for each action. Our intent? To concisely
answer the critical questions everyone has when learning a new procedure:
“What do I need, what do I do, and what can go wrong?” Ultimately, our goal was
to provide these answers in a clinically accessible format, eliminating the need
to wade through more traditional texts.
Symbols of culture are called artifacts. Artifacts are the most visi.docxsimba35
Symbols of culture are called artifacts. Artifacts are the most visible and accessible level of culture. These include behaviors, stories, rituals (everyday practices that are repeated frequently), and symbols (e.g., company logos, company colors). For example, the president of a company volunteering at Habitat for Humanity is an artifact of culture. An example of symbols as an artifact of culture is Ashford University’s shield that serves as our logo and is printed on transcripts, diplomas and letterhead paper. Submit a two- to three-page paper (excluding the title and reference pages) describing the culture of either your current or past place of employment.
Your paper should provide examples of and address each of the following topics:
Observable artifacts
Espoused values (These are what organizational members say they value, like ethical practice.)
Enacted values (These are reflected in the way individuals actually behave.)
In addition, describe how each item listed above impacts the values and culture of the organization.
Your paper must use a minimum of two scholarly sources, in addition to the textbook. Your paper must also follow the APA Style guide.
.
SYLLABUS ACC423 Intermediate Financial Accounting III Copyrig.docxsimba35
SYLLABUS
ACC/423 Intermediate Financial
Accounting III
Copyright 2014 by University of Phoenix. All rights reserved.
Course Description
This course is the third of a three-part series of courses related to intermediate accounting. This course examines owners'
equity, investments, income taxes, pensions and post-retirement benefits, as well as changes and error analysis. The
course finishes with a look at derivative instruments. Interwoven in the presentation of the material is an assortment of
ethical dilemmas that encourage discussions about how the accountant should handle specific situations.
Course Dates
Apr 07, 2015 - May 11, 2015
Faculty Information
Name : RAYMOND HO (PRIMARY)
Email Address :
[email protected]
Phone Number : See Policies
Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the
following two documents (both located on your student website):
• Academic Policies
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be
slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the
policies governing your current class modality.
Program Information
• Program Map
Academic Resources
• WileyPLUS Student Support
Instructions
Review the WileyPLUS Student Support document.
SupportingMaterial
WileyPLUS Student Support document
Get Ready for Class
• Familiarize yourself with the textbooks used in this course.
Instructions
Kieso, D.E., Weygandt, J.J., & Warfield, T.D. (2013). Intermediate Accounting (15th ed.). Hoboken, NJ: John Wiley &
Sons.
Course Materials
All electronic materials are available on your student website.
Week1 Apr, 07 - Apr, 13
Owners' Equity and Earnings per Share
Objectives/Competencies
1.1 Distinguish between contributed capital and retained earnings.
1.2 Record journal entries related to common, preferred, treasury stock, and dividends.
1.3 Calculate basic and diluted earnings per share (EPS).
1.4 Evaluate promulgated accounting treatments for stock compensation.
Required Learning Activities
• WileyPLUS Assignment: Intermediate Accounting, Ch.15
• WileyPLUS Assignment: Intermediate Accounting, Ch.16
• Week One Electronic Reserve Readings
Instructions
Read the Week One Electronic Reserve Readings.
Support Material
Week One Electronic Reserve Readings
• Week 1 Muddiest Point
Instructions
Click on the New Message icon and answer the following question:
What was the most challenging concept for idea from Week 1? Why was this challenging and how might you learn
more about this?
• WileyPLUS Read, Study, Practice - Week 1
Instructions
Complete WileyPLUS Read, Study, Practice - Week 1.
• Week 1 CPA Excel
Instructions
Click on the CPA Exam Assessment Tool icon located on the right.
Follow the directions for the CPA Exam Assessment Tool.
Complete the "Register Now" inf.
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MS Project 2010 Instructions in Contemporary Project Manag.docxgilpinleeanna
MS Project 2010 Instructions in Contemporary Project Management 2e
Chapter MS Project
4 Introduction to MS Project 2010
Toolbars, ribbons, and window panes
Initialize MS Project for Use
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, projected finish dates, information
6 Set up Work Breakdown Structure (WBS)
Understand WBS definitions and displays, enter summaries, create the outline,
Insert row number column, Hide/show desired amount of detail
7 Set up Schedule in MS Project
Define organization’s holidays, turn off change highlighting, understand types
of project data
Build Logical Network Diagram
Enter tasks and milestones, define dependencies, understand network
diagram presentation, verify accuracy
Understand Critical Path
Assign duration estimates, identify critical path
Display and Print Schedules
8 Define Resources
Resource views, max units, resource calendars
Assigning Resources
In split view enter work, select resource, modify assignments
Identify Over allocated Resources
Resource usage and Detailed Gantt views together
Dealing with Over Allocations
Manual leveling and judgment
9 Develop Bottom-up Project Budget
Assignment costs, activity costs, various cost perspectives
Develop Summary Project Budget
11 Baseline Project Plan
14 Report Progress
How MS Project recalculates based upon actual performance, current and future impacts
of variances, define the performance update process (what, when, and how)
Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-
based performance data, reschedule remaining work, revise estimates
15 Close Project
Complete schedule, archive schedule, capture and publish lessons learned
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contemporary Project
Management
ORGANIZE / PLAN / PERFORM
SECOND EDITION
T I M O T H Y J . K L O P P E N B O R G
Xavier University
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textboo ...
Australia • Brazil • Mexico • Singapore • United Kingdom • Uni.docxcelenarouzie
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Understanding
Arguments
97364_fm_ptg01_i-xvi.indd 1 15/11/13 8:36 PM
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some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
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some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Understanding
Arguments
An Introduction to Informal Logic
NINTH EDITION
Walter Sinnott-Armstrong
Duke University
Robert J. Fogelin
Dartmouth College
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some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
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some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information .
Blog Week 11 Your Personal Language and Literacy Development JouChantellPantoja184
Blog: Week 11: Your Personal Language and Literacy Development Journey
Life can be understood backwards, but it must be lived forwards.
—Søren Kierkegaard, Danish philosopher
Throughout this course, you have examined the language development journeys of young children. You also created and documented the journey of a fictional child whom you created. You now consider your own language development journey by reflecting on a personal experience in which you were learning language and/or a time when you were supporting a young child in language development. You then apply what you have explored in this course to analyze and deepen your understanding of this memory.
Because this is your final activity in this course, be sure to take your time in your Blog interactions, supporting your community of practice colleagues as they share their final insights.
By Day 3 of Week 11
Post the following in your Blog: Describe a personal memory related to your own language development journey and/or a time when you fostered language development with a young child. Explain how this course has deepened your perspective of that memory and/or experience. Then, share an activity or resource from this course that has affected your current and/or future practice as an early childhood professional and why. Last, describe a topic or issue you would still like to learn more about and how this topic or issue might affect your future research as a scholar of change.
By Day 7 of Week 11
Interact with your community of practice, sharing additional insights, comparing experiences, and posing questions that promote further dialogue.
F i F t h e d i t i o n
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Fundamentals of
Case
Management
Practice
Skills for the Human Services
N a N c y S u m m e r S
Harrisburg Area Community College
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review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, author, title, or keyword for materials in your areas of interest.
Important Notice: Media content referenced with ...
Copyright 2012 Cengage Learning. All Rights Reserved. May AlleneMcclendon878
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
http://www.cengage.com/highered
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Ellen F. Monk
University of Delaware
Bret J. Wagner
Western Michigan University
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Concepts in Enterprise Resource Planning,
Fourth Edition
Ellen F. Monk and Bret J. Wagner
Editor-in-Chief: Joe Sabatino
Se ...
Jessica m. utts seeing through statistics. 4th edition-cengage learning (2014)NajibSadik
https://www.clickfiles.net/d/bVLTGu
L'un des plus beaux livres que j'ai lu. Si vous souhaitez continuer à lire et télécharger le livre gratuitement, copiez le lien
Copyright 2010 Cengage Learning. All Rights Reserved.docxShiraPrater50
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
LETTER TO INSTRUCTORS
Essentials of Management, 9e
Dear Colleague,
Whether you are a previous adopter, a new adopter, or a professor consider-
ing this text for adoption, I wish to thank you for your interest in Essentials of
Management 9e. Essentials was the first relatively brief management text
that was not simply an abbreviated version of a longer text. We created the
path for a more concise, more understandable, and practical approach to the
vast body of knowledge referred to as “management.” We assume that the
study of management is not exclusively geared toward C-level executives,
and that our readers will not be directing large enterprises or divisions of
large enterprises in their first job. Instead, the vast majority of our readers will
first be engaged in work that will require some managerial skill and knowl-
edge, even though they are not working as executives.
Virtually all texts in management and related fields claim to be practical,
although many single sentences within them make six sweeping recommen-
dations for CEOs or list ten companies that use a particular technique. We
contend that Essentials of Management, unlike much of the competition, is
and always has been a text that enables the student to apply much of the
information. We support our conclusions with relevant research studies wher-
ever possible, but our intent is not to review most of the research on a given
topic. A case in point is our presentation of transformational and charismatic
leadership. We present some relevant research findings but also offer the stu-
dents concrete suggestions for becoming more charismatic, including devel-
oping a more effective handshake.
My writing has always emphasized application both in textbooks and
trade books, and most of this writing has been about management, organiza-
tional behavior, human relations, leadership, and career management. Even
the articles I have published in professional journals would be understandable
to readers who were not specialists in the subject under investigation. For
exa ...
Copyright 2019 Cengage Learning. All Rights Reserved. May not .docxbobbywlane695641
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
15e
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EugEnE F. Brigham
University of Florida
JoEl F. houston
University of Florida
Fundamentals of
FinanCial
managEmEnt
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This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Printed in the United States of America
Print Number: 01 Print Year: 2018
Fundamentals of Financial Management,
Fifteenth edition
Eugene F. Brigham and Joel F. Houston
Senior Vice President, Higher Ed Product,
Content, and Market Development: Erin Joyner
VP, B&E, 4LTR and Support Program:
Mike Schenk
Sr. Product Team Manager: Joe Sabatino
Content Developer: Brittany Waitt
Product Assistant: Renee Schnee
Sr. Marketing Manager: Nathan Anderson
Content Project Manager: Nadia Saloom
Digital Content Designer: Brandon C. Foltz
Digital Project Manager: Mark Hopkinson
Marketing Communications Manager:
Sarah Greber
Production Service: MPS Limited
Sr. Art Director: Michelle Kunkler.
00891_fm_ptg01.indd 3 09/09/15 5:21 PM
GLOBAL
BUSINESS
Fourth Edition
Mike W. Peng, Ph.D.
Jindal Chair of Global Business Strategy
University of Texas at Dallas
Fellow, Academy of International Business (2012)
Decade Award Winner, Journal of International Business Studies (2015)
The Only International Business Textbook Author Listed in
The World’s Most Influential Scientific Minds (2015)
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
00891_fm_ptg01.indd 3 09/09/15 5:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Printed in the United States of America
Print Number: 01 Print Year: 2015
Global Business, Fourth Edition
Mike W. Peng
Vice President, General Manager, Social Science
& Qualitative Business: Erin Joyner
Product Director: Jason Fremder
Senior Product Manager: Mike Roche
Content Developer: John Sarantakis
Product Assistant: Jamie Mack
Marketing Director: Kristen Hurd
Marketing Manager: Emily Horowitz
Marketing Coordinator: Christopher Walz
Senior Content Project Manager: Kim Kusnerak
Manufacturing Planner: Ron Montgomery
Production Service: MPS Limited
Senior Art Director: Linda May
Cover/Internal Designer: Tippy McIntosh
Cover Image: Matvienko Vladimir/
ShutterStock.com
Intellectual Property
Ana.
2164X_00_fm_SE_i-xxvi.indd ii2164X_00_fm_SE_i-xxvi.indd ii 11/7/11 8:40 PM11/7/11 8:40 PM
Marketing
2164X_00_fm_SE_i-xxvi.indd i2164X_00_fm_SE_i-xxvi.indd i 11/7/11 8:39 PM11/7/11 8:39 PM
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
2164X_00_fm_SE_i-xxvi.indd ii2164X_00_fm_SE_i-xxvi.indd ii 11/7/11 8:40 PM11/7/11 8:40 PM
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Marketing
T W E L F T H E D I T I O NL A M B / H A I R / M c D A N I E L
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M. J. Neeley School of Business
Texas Christian University
JOSEPH F. HAIR, JR.JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF................................ HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR................................
Department of Marketing
Kennesaw State University
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Case Study Seniority in OrganizationPermaja Resources CorpMaximaSheffield592
Case Study
Seniority in Organization
Permaja Resources Corporation has the policy of promoting employees from within the organization on a company wide basis. Seniority is based on the length of service and the performance ratings.
Rod Santos was hired as mechanical engineer trainee on March 20,2017 and got a performance rating of very satisfactory. He was a trainee for six months before his promotion to Engineer I at Section A of the machine shop section.
Roger Santiago was hired in January 2018 as engineer trainee in Section B of the machine shop had a performance rating of very satisfactory for the last two years. Both Santos and Santiago are mechanical engineering graduates of a prestigious school.
The position of supervising engineer in Section B was left vacant with the promotion of Art Real to Plant Superintendent of both section A and B. Due to the seniority rule, Rod Santos was promoted to the post. While Art would like to recommend Roger Santiago to the post, the HR department policy on seniority rule had to be applied, hence the intention watered down when he talked to the HR manager. Art talked to Rod Santos about his case and Rod Santos understood that Roger Santiago was also interested in the position.
One month later, a major machine broke down and Roger Santiago single-handedly worked diligently on the machine and completed it in due time to meet the customers’ demand. During a break time after the successful repair of the machine, Rod Santos, in the presence of the other workers, complemented the efforts and expertise of Roger Santiago. “Roger, thanks for the excellent work you have done. You are the best engineer around here and I would like you to know that I appreciate your effort very much. You have the knowledge, skills and experience around here and you are the number one engineer along this line.”
With the compliment, Roger Santiago resorted a little sarcastically, “I know how all these things run here as I am one of those who installed that machine. I know more about this whole thing than you do. If only the HR department knew how to recognize people with potential, you would not be here in the first place.”
Write the answers in essay format. You may, however, use bullet points, diagrams, tables, or any graphs to support your arguments.
The essay should be well organized, that is, it has an introduction, body, and conclusion (1200 words).
Referencing : Use Harvard referencing style for in-text citation and make a table of references at the end.
Research: Use a minimum of two additional sources of information.
Question 1An organization's compensation scheme is key to its ability to attract, motivate and retain essential staff members. A number of different compensation systems exist; choose organizations that apply the merit pay plan in compensating its employees. Explain how is the Traditional Compensation Approach Different from the modern one you choose?Question 2
Explain how a company can ...
book Vet medicine large animal procedure.pdfSamerPaser
Care has been taken in each chapter to present the material in a uniform, easyto-follow format. We have intentionally departed from the standard paragraph
prose format to introduce various techniques in a step-by-step manner along
with clear explanations and rationale for each action. Our intent? To concisely
answer the critical questions everyone has when learning a new procedure:
“What do I need, what do I do, and what can go wrong?” Ultimately, our goal was
to provide these answers in a clinically accessible format, eliminating the need
to wade through more traditional texts.
Symbols of culture are called artifacts. Artifacts are the most visi.docxsimba35
Symbols of culture are called artifacts. Artifacts are the most visible and accessible level of culture. These include behaviors, stories, rituals (everyday practices that are repeated frequently), and symbols (e.g., company logos, company colors). For example, the president of a company volunteering at Habitat for Humanity is an artifact of culture. An example of symbols as an artifact of culture is Ashford University’s shield that serves as our logo and is printed on transcripts, diplomas and letterhead paper. Submit a two- to three-page paper (excluding the title and reference pages) describing the culture of either your current or past place of employment.
Your paper should provide examples of and address each of the following topics:
Observable artifacts
Espoused values (These are what organizational members say they value, like ethical practice.)
Enacted values (These are reflected in the way individuals actually behave.)
In addition, describe how each item listed above impacts the values and culture of the organization.
Your paper must use a minimum of two scholarly sources, in addition to the textbook. Your paper must also follow the APA Style guide.
.
SYLLABUS ACC423 Intermediate Financial Accounting III Copyrig.docxsimba35
SYLLABUS
ACC/423 Intermediate Financial
Accounting III
Copyright 2014 by University of Phoenix. All rights reserved.
Course Description
This course is the third of a three-part series of courses related to intermediate accounting. This course examines owners'
equity, investments, income taxes, pensions and post-retirement benefits, as well as changes and error analysis. The
course finishes with a look at derivative instruments. Interwoven in the presentation of the material is an assortment of
ethical dilemmas that encourage discussions about how the accountant should handle specific situations.
Course Dates
Apr 07, 2015 - May 11, 2015
Faculty Information
Name : RAYMOND HO (PRIMARY)
Email Address :
[email protected]
Phone Number : See Policies
Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the
following two documents (both located on your student website):
• Academic Policies
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be
slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the
policies governing your current class modality.
Program Information
• Program Map
Academic Resources
• WileyPLUS Student Support
Instructions
Review the WileyPLUS Student Support document.
SupportingMaterial
WileyPLUS Student Support document
Get Ready for Class
• Familiarize yourself with the textbooks used in this course.
Instructions
Kieso, D.E., Weygandt, J.J., & Warfield, T.D. (2013). Intermediate Accounting (15th ed.). Hoboken, NJ: John Wiley &
Sons.
Course Materials
All electronic materials are available on your student website.
Week1 Apr, 07 - Apr, 13
Owners' Equity and Earnings per Share
Objectives/Competencies
1.1 Distinguish between contributed capital and retained earnings.
1.2 Record journal entries related to common, preferred, treasury stock, and dividends.
1.3 Calculate basic and diluted earnings per share (EPS).
1.4 Evaluate promulgated accounting treatments for stock compensation.
Required Learning Activities
• WileyPLUS Assignment: Intermediate Accounting, Ch.15
• WileyPLUS Assignment: Intermediate Accounting, Ch.16
• Week One Electronic Reserve Readings
Instructions
Read the Week One Electronic Reserve Readings.
Support Material
Week One Electronic Reserve Readings
• Week 1 Muddiest Point
Instructions
Click on the New Message icon and answer the following question:
What was the most challenging concept for idea from Week 1? Why was this challenging and how might you learn
more about this?
• WileyPLUS Read, Study, Practice - Week 1
Instructions
Complete WileyPLUS Read, Study, Practice - Week 1.
• Week 1 CPA Excel
Instructions
Click on the CPA Exam Assessment Tool icon located on the right.
Follow the directions for the CPA Exam Assessment Tool.
Complete the "Register Now" inf.
Synthesis Assignment Instructions and RubricSynthesis Essay..docxsimba35
Synthesis Assignment Instructions and Rubric
Synthesis Essay.
A synthesis is a written discussion that draws on one or more sources. In an academic synthesis, you make explicit the relationships that you have inferred among separate sources, make judgments, draw conclusions and critique individual sources to determine the relationship among them. You should refer to supporting material and examples from class readings, discussions, and research, with proper citations. The essay should not be a summary of the readings but examination of their meanings in systems of belief and reason. You should analyze the claims of authors and their implications. You should also develop an argument, or thesis, based on the synthesis of class readings.
Making your own Myth-to be posted on your Tumblr blog
The purpose of this collaborative writing exercise is to create an origin myth story of your own imagination. Using the examples from the origin myths in the DBR 200 iBook-create your own origin myth! What was there before the beginning of time? Of space? What does the universe look like in your imagination? Is there a “Creator” in your story? Or multiple “entities” that act like creators or instigators or accidents of nature? What do these “beings” or entities look like? How do they act? Are you telling the story from the perspective of ancient, primitive imaginations? Or is this story a translation or recital of the “original story” told by the “creators” or “first beings or entities?” What about the origins of humankind? How will you describe those events? What sort of relationship do those creatures have with the world or universe?
Step One-Try to address some of the issues I’ve raised above in your group discussions. Begin to sketch in some of the details you might like to include as a kind of framework or outline to your story.
Step Two-Continue to try to collect images or sounds that might be included in a multimedia representation of the story. You should immediately consider the restrictions/limitations to the kind of media that you can post on Tumblr. That will affect your choice of materials and how they are presented.
Step Three-Create the First draft version of the myth and use it to expand/contract depending on how the group wants the version to be received or understood/listened or viewed by your readers. You might even post it up and ask for feedback from “followers” on your Tumblr blogs.
Step Four-Post your final version on Tumblr. Each student in the group should post the same/group’s version of the origin story. I will reblog the final versions to everyone. The final version should have a short section at the bottom of the work acknowledging sources, such as the origin myths included in the iBook, in the form of footnotes that detail how a particular figure from one of the origin myths inspired your version, etc.
Rubric for Synthesis Assignment-Origin Myths
Glossary
The definitions that follow were developed to clarify terms a.
Sustainable Development Project OutlineFor the first step in the D.docxsimba35
Sustainable Development Project Outline
For the first step in the Development Project Paper, each student or pair of students will submit an outline detailing the topic and major points of emphasis for the paper. The outline should include the following points.
1. Topic
2. Strategy for gathering information
3. Areas of interest, what do you intend to cover (if working in a team, along with preliminary assignment of duties of each member of the team - put names in parenthesis after each item in the list)
4. Members can be assigned to do interviews or take pictures or talk to professionals at CRA - Whatever it is try to document on this assignment.
Critical points to remember:
every group needs to give an overview of the part of the project that they will focus on,
there are multiple goals of the project and it is important to focus relatively narrowly so that you develop expertise
Outline Basic Format:
I. Development Description
II. Purpose of the Development - What were the goals of the development
III. Snapshot of the Neighborhood
a. Demographics (description of the population)
b. Economic Development characteristics
c. Social Capital
IV. Environmental (potential) Impacts
V. Overall Impacts of the Development on the neighborhood
a. Provide Evidence (i.e. # of jobs, housing value, tax revenue, community perceptions)
A list of the above outline is not acceptable, each student or pair is required to add descriptive sentences about the development project that has been chosen
.
Sustainable Development Project Rough Draft After the outline, s.docxsimba35
Sustainable Development Project Rough Draft
After the outline, students are well on their way to the completion of the 1
st
draft of the final paper. The outline should be converted to a paper format. The paper should include the major headings identified in the outline (for example topics established for each major Roman Numeral should be a heading in the paper).
All papers will be 5 pages long for an individual and 10 pages long for a group. Pictures should not be included in the 5 pages of text. Each picture or diagram should be # and titled with a citation for the source. The format is double spaced with 1 inch margins and APA style citations. Please label all group member names and place the # of the course at the top of the page.
Remember students can conduct research online, visit the area to see it first hand, take pictures, interview various city officials and business representatives or talk to community residents to gather an understanding of the various social and economic impacts of the development in the area.
The paper should include the following:
I. Development Description
II. Purpose of the Development - What were the goals of the development III. Demographic Snapshot of the Neighborhood
a. Description of the population b. Economic characteristics
c. Social character
IV. Environmental (potential) Impacts
V. Overall Impacts of the Development on the neighborhood
a. Provide Evidence (i.e. # of jobs, housing value, tax revenue, community perceptions, safety, etc.)
.
Suppose you work as a human resource (HR) executive at Total Solutio.docxsimba35
Suppose you work as a human resource (HR) executive at Total
Solution
s, Inc., a culturally and geographically diverse organization. A recent government study on human statistics indicates that colleagues who share culturally similar backgrounds perform more efficiently and effectively on the job. These study findings, however, appear contrary to the basic research on the value of diverse workforces. John, the vice president of HR has read extensively about this study. He meets with senior management to discuss if the concept can be implemented at Total
.
Supreme Court Responsiveness to Public Opinion Please respond.docxsimba35
"Supreme Court Responsiveness to Public Opinion " Please respond to the following:
* From the e-Activity, compare and contrast the fundamental differences in the manner in which the general populace may interpret court decisions involving social policy. Provide a rationale for your response.
Take a position on whether or not you believe the Supreme Court is responsive to public opinion. Examine the extent to which public opinion should affect Supreme Court decisions. Support your response with at least three (3) examples of the perceived effects of public opinion on Supreme Court decisions.
"Impact of Supreme Court Decisions" Please respond to the following:
Summarize three (3) Supreme Court decisions that you believe have had the most impact on our society. Provide a rationale for your response.
Discuss the general role of the U.S. Court System in influencing society. Give your opinion on whether or not you believe that mass media influences court decisions. Provide a rationale for your response.
.
Suppose we have an EOQ model as follows[1] weekly demand = 100.docxsimba35
Suppose we have an EOQ model as follows:
[1] weekly demand = 100 units/week
[2] order quantity = 1200 units/order
[3] At the beginning of week 1, there are 1200 units in inventory
and there is no outstanding order (or shipment).
What is the inventory level at the end of week 5?
.
Suppose that you are currently employed as an Information Security M.docxsimba35
Suppose that you are currently employed as an Information Security Manager for a medium-sized software development and outsourcing services company. The Software Development Director has asked you to provide a detailed presentation for her department regarding the most common Web application threats and the manner in which their products could compromise customer financial data. The products in question use Microsoft SQL Server databases and IIS Web servers. She has asked you to provide a report for her review before she schedules the presentation.
Write a two to four (2-4) page paper in which you:
Analyze the common threats to data systems such as Web applications and data servers. Next, speculate on the greatest area of vulnerability and potential for damage and / or data loss of such data systems (e.g., SQL injection, Web-based password cracking).
Devise one (1) attack scenario where a hacker could use the area of vulnerability that you chose in Question 1 in order to gain access to a network or sensitive data. Examine the primary ways in which the hacker could execute such an attack, and suggest the strategic manner in which a security professional could prevent the attack.
Explore the primary role that the human element could play in adding to the attack scenario devised in Question 2. Give your opinion on whether or not the human component is critical in protection from that type of attack.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, your name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Describe security concerns, tools, and techniques associated with Web servers and Web applications.
Identify the means of hacking Web browsers.
Summarize the manner in which database servers and applications are compromised and examine the steps that can be taken to mitigate such risks (e.g., SQL injection).
Use technology and information resources to research issues in ethical hacking.
Write clearly and concisely about topics related to Perimeter Defense Techniques using proper writing mechanics and technical style conventions.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 80
Assignment 2:
Web Application Attack Scenario
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
.
Suppose the Cincinnati Reds increased the price of their tickets and.docxsimba35
Suppose the Cincinnati Reds increased the price of their tickets and notice that their revenues have not changed. Then we could infer that demand is----------.
a.
elastic
b.
inelastic
c.
unitary elastic
d.
semi-elastic
.
Suppose that there are two (2) candidates (i.e., Jones and Johns.docxsimba35
Suppose that there are two (2) candidates (i.e., Jones and Johns) in the upcoming presidential election. Sara notes that she has discussed the presidential election candidates with 15 friends, and 10 said that they are voting for candidate Jones. Sara is therefore convinced that candidate Jones will win the election because Jones gets more than 50% of votes.
1.
How many friend samples Sara should have in order to draw the conclusion with 95% confidence interval? Why?
.
Suppose that the reserve ratio is .25, and that a bank has actual re.docxsimba35
Suppose that the reserve ratio is .25, and that a bank has actual reserves of $15,000, loans of $40,000, and demand deposits of $50,000.
A. Excess reserves are $____________________.
B. This bank, being a single bank in a multibank system, can safely lend $____________________.
C. The multibank system can safely lend $__________________.
D. It is possible for the monetary base to increase by a total of $___________________. Assume now that the Fed lowers the reserve ratio to .20:
E. This bank, being a single bank in a multibank system, can now safely lend $_____________________.
F. The multibank system can safely lend $____________________.
G. It is now possible for the monetary base to increase by a total of $________________________.
H. The increase/decrease in the potential money supply because of the decrease in the required reserve ratio is $_____________________.
.
Supply side Options Quiz #4Requirements Arial 11’ 720 word .docxsimba35
Supply side Options Quiz #4
Requirements: Arial 11’ 720 word minimum.
1.
Why should anyone object to the Obama Administrations proposed infrastructure spending?
2.
Should we grant immigration rights based on potential contributions to economic growth as Canada does? (World View, page 343)
3.
What policies would Keynesian, monetarists, and supply-siders advocate for (a) restraining inflation, and (b) reducing unemployment?
.
Suppose a zoo wants a C++ program to keep track of its animals and t.docxsimba35
Suppose a zoo wants a C++ program to keep track of its animals and to provide information for visitors. Suppose the following class is the base class of an public inheritance hierarchy.
class Animal
{
public:
Animal( std::string &);
private:
std::string name; // The particular animal’s name
};
Animal::Animal( std::string & animaName) : name( animalName) {}
Create a derived class that represents a specific group or family of animals, and derive from that another class that represents an even more specific family or an individual species. For example, your classes could be
Bear
and
PolarBear
, or
Cat
and
Lion
. Each of your classes should publicly inherit from the next larger class up the inheritance chain (e.g.
PolarBear
inherits from
Bear
and
Bear
inherits from
Animal.
) Each of your classes should contain a private
static
data member representing something that is true of all objects of that class. (e.g. for
PolarBear
, it might be a Boolean
isWhite).
Post the C++ declaration of your two classes and show the constructor code and the initialization of the static data members.
.
Support your statements with examples and scholarly references. Reme.docxsimba35
Support your statements with examples and scholarly references. Remember to
include detailed speakers’ notes to include additional remarks that could
be used as a script when presenting to a live audience. Develop an
8–10-slide presentation in PowerPoint format. Apply APA standards to
citation of sources. Use the following file naming convention:
LastnameFirstInitial_M5_A1.ppt.
.
Summer 2014 PHIL 1171 Ethics Final Essay Questions 1 Part One Ess.docxsimba35
Summer 2014 PHIL 1171 Ethics Final Essay Questions 1
Part One: Essays Question applying
Justice: What’s the Right Thing to Do?
In Part One, choose one the following questions to answer and then proceed to Part Two:
Question choice one:
Over the past few years, the Federal Supreme Court has taken up the question of
“affirmative action” policies in the United States as related to education and hiring practices.
For any student not familiar with affirmative action, read the Stanford Encyclopedia entry on affirmative action:
http://plato.stanford.edu/entries/affirmative-action/
In short, affirmative action policies allow public institutions, businesses and universities to consider race and gender (as two of many factors) in hiring and admissions practices as a way to 1) correct historical injustices against women and minorities in hiring and admissions and 2) foster diversity in business and education that is seen by some as morally good. Thus, theoretically, if two applicants are
equal
in qualifications, the public institution, business or university may consider their race or gender in admissions or hiring. A good example of Affirmative Action is related to our own building of the new Vikings Stadium. The Minnesota Sports Facilities Association (MSFA) and the Minnesota Vikings are building a new Vikings Stadium that will cost almost $1 billion dollars and open in 2016. The stadium will require millions in taxes. Mortenson Construction Company won the contract and will oversee the project. In agreement with MSFA and the Vikings, Mortenson has made this statement about hiring women, people with disabilities and minority-owned companies and workers:
Construction of the new stadium will require nearly 4.3 million work hours and will involve 7,500 tradespeople from 19 different trades and hundreds of local subcontractors and suppliers. In addition, the MSFA and the Vikings have established a Targeted Business Program that sets an 11% and 9% goal for construction contracts for the project to be awarded to women - and minority-owned business enterprises, respectively. The stadium project has also set construction workforce goals for utilization of women and minorities during construction of 32% minority and 6% women participation.
In Minnesota, for a business to qualify as a “targeted group” for the Targeted Business Program, it must
have 51% or more of its business
owned
and
operated
by women, people with disabilities or by a
“targeted” minority group including African
-American, American-Indian, Asian-American, Alaska-Native or Hispanic-American. For this question, I want you to compare and contrast the theories of
libertarianism
and Rawls’
justice as fairness
whether these mandates (9-11% companies; 6 and 32% workers) are just or not. First, I want you to make an argument
against
these mandates using the theory of
libertarianism
. Second, I want you to make an argument
for
these mandates using John Rawls’
theory of
jus.
Supply Chain. The term is used rather freely these days, but wh.docxsimba35
"Supply Chain." The term is used rather freely these days, but what does it actually mean?
What might the term "Supply Chain" cover that is not included under the term "Logistics."
Instructions:
Your initial post should be at least 250 words with references and APA format too.
.
SummaryIn your first paper, you will provide the pros and cons of .docxsimba35
Summary
In your first paper, you will provide the pros and cons of the use of stems cells in medicine (1000 word maximum-two pages). Is it the perfect treatment for human diseases or is it a waste of time, money and embryonic cells? This is an opinion paper, so provide logical and detailed reasons for your position.
.
Supported by the readings from Modules 10 and 11 (attached), and a.docxsimba35
Supported by the readings from Modules 10 and 11 (attached), and
at least three additional scholarly references
:
1- Define culture and the major elements in a culture.
2- Explain your understanding of culture in a global enterprise and explain your position on whether or not culture is a critical factor in managing IT in a global enterprise.
3- Defend your position on whether or not culture can be managed and how firms can understand and improve their cultures to support IT management in a global enterprise.
Your paper should be 2 pages in length, well-written, and formatted according to APA style guidelines.
.
Summarize your financial situation and plans. Be sure to include pla.docxsimba35
Summarize your financial situation and plans. Be sure to include plans for budgeting, saving, debt and credit, taxes and insurance, investing, retirement and estate planning. Additionally, describe your future career goals and what steps you need to take reach those goals, including plans to pursue a degree in higher education.
.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Leadership: Research Findings, Practice,
and Skills, Eighth Edition
Andrew J. DuBrin
Vice President, General Manager, Social Science
& Qualitative Business: Erin Joyner
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Printed in the United States of America
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6. time if subsequent rights restrictions require it.
To Rosie, Clare, Camila, Sofia, Eliana, Julian, Carson, and
Owen
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CONTENTS
BRIEF
CHAPTER 1 The Nature and Importance of Leadership 1
CHAPTER 2 Traits, Motives, and Characteristics of Leaders 35
7. CHAPTER 3 Charismatic and Transformational Leadership 72
CHAPTER 4 Leadership Behaviors, Attitudes, and Styles 108
CHAPTER 5 Contingency and Situational Leadership 145
CHAPTER 6 Leadership Ethics and Social Responsibility 178
CHAPTER 7 Power, Politics, and Leadership 209
CHAPTER 8 Influence Tactics of Leaders 247
CHAPTER 9 Developing Teamwork 277
CHAPTER 10 Motivation and Coaching Skills 309
CHAPTER 11 Creativity, Innovation, and Leadership 344
CHAPTER 12 Communication and Conflict Resolution Skills
380
CHAPTER 13 Strategic Leadership and Knowledge Management
418
8. CHAPTER 14 International and Culturally Diverse Aspects of
Leadership 448
CHAPTER 15 Leadership Development and Succession 483
Glossary 516
Indexes 521
iv
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CONTENTS
PREFACE xix
9. CHAPTER 1 The Nature and Importance of Leadership 1
The Meaning of Leadership 2
Leadership as Shared Responsibility and Collaboration 4
Leadership as a Relationship 4
Leadership Versus Management 5
The Impact of Leadership on Organizational Performance 7
Research and Opinion: Leadership Does Make a Difference 7
Research and Opinion: Formal Leadership Does Not Make a
Difference 8
Leadership Roles 10
Leadership Self-Assessment Quiz 1-1: Readiness for the
Leadership Role 11
Leadership Skill-Building Exercise 1-1: My Leadership Role
Analysis 15
Leader in Action: Rosalind Brewer, Top Executive at Sam’s
Club, Makes an
Impact 16
10. The Satisfactions and Frustrations of Being a Leader 17
Satisfactions of Leaders 17
Dissatisfactions and Frustrations of Leaders 18
A Framework for Understanding Leadership 20
Skill Development in Leadership 22
Leadership Skill-Building Exercise 1-2: My Leadership
Portfolio 23
Leadership Self-Assessment Quiz 1-2: The Leadership
Experience Audit 24
Followership: Being an Effective Group Member 24
Types of Followers 25
Essential Qualities of Effective Followers 26
Collaboration Between Leaders and Followers 27
Summary • Key Terms • Guidelines for Action and Skill
Development 27–28
11. Leadership Case Problem A: Elon Musk, Business Leader and
Superhero 29
Leadership Case Problem B: Does Julia Share Too Much
Responsibility? 31
Notes 32
v
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CHAPTER 2 Traits, Motives, and Characteristics of Leaders 35
Personality Traits of Effective Leaders 37
General Personality Traits 37
12. Leadership Self-Assessment Quiz 2-1: How Self-Confident Are
You? 39
Leadership Self-Assessment Quiz 2-2: Behaviors and Attitudes
of a Trustworthy
Leader 43
Leadership Skill-Building Exercise 2-1: Enthusiasm, Optimism,
and Warmth on
the Job 46
Task-Related Personality Traits 47
Leadership Self-Assessment Quiz 2-3: My Tendencies Toward
Being a Proactive
Personality 48
Leadership Motives 53
The Power Motive 54
The Drive and Achievement Motive 55
Tenacity and Resilience 55
Cognitive Factors and Leadership 56
13. Cognitive (or Analytical) Intelligence 56
Knowledge of the Business or Group Task 57
Creativity 57
Insight into People and Situations 58
Farsightedness and Conceptual Thinking 58
Leader in Action: Kevin A. Plank, Founder of Under Armour
Inc. 59
Leadership Skill-Building Exercise 2-2: Group Feedback on
Leadership
Traits 60
The Influence of Heredity and Environment on Leadership 60
The Strengths and Limitations of the Trait Approach 62
Summary • Key Terms • Guidelines for Action and Skill
Development 63–64
Leadership Case Problem A: Store Manager, Ensign Jimmy
Badger 65
Leadership Case Problem B: Blunt Brittany 67
Leadership Skill-Building Exercise 2-3: My Leadership
14. Portfolio 68
Leadership Skill-Building Exercise 2-4: Analyzing the Traits,
Motives, and
Characteristics of a Well-Known Leader 68
Notes 68
CHAPTER 3 Charismatic and Transformational Leadership 72
The Meanings of Charisma 73
Charisma: A Relationship Between the Leader, Group Members,
and Other
Stakeholders 74
The Effects of Charisma 75
Three Types of Charismatic Leaders 76
Characteristics of Charismatic Leaders 77
vi CONTENTS
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Leadership Self-Assessment Quiz 3-1: A Checklist of Behaviors
and Attitudes
Reflecting Charisma 80
The Vision Component of Charismatic Leadership 81
The Communication Style of Charismatic Leaders 83
Leadership by Inspiration 83
Leadership Skill-Building Exercise 3-1: Formulating a Vision
83
Leadership by Storytelling 84
Extensive Use of Social Networking 85
Leadership Skill-Building Exercise 3-2: Charismatic Leadership
by
16. Storytelling 85
The Development of Charisma 86
Techniques for Developing Charisma 87
Transformational Leadership 89
Leadership Self-Assessment Quiz 3-2: The Dual-Level
Transformational
Leadership (TFL) Scale 90
How Transformations Take Place 91
Attributes of Transformational Leaders 94
The Impact of Transformational and Charismatic Leadership on
Performance and
Behavior 95
Leader in Action: Mary Barra, CEO of GM 97
Concerns about Charismatic Leadership 98
Challenges to the Validity of Charismatic Leadership 98
The Dark Side of Charismatic Leadership 98
17. Summary • Key Terms • Guidelines for Action and Skill
Development 99–101
Leadership Case Problem A: Tim Puts His Charisma Online 102
Leadership Case Problem B: Turnaround Ashley 103
Leadership Skill-Building Exercise 3-3: My Leadership
Portfolio 104
Leadership Skill-Building Exercise 3-4: Finding Inspirational
Messages on a
Social Networking Site 104
Notes 104
CHAPTER 4 Leadership Behaviors, Attitudes, and Styles 108
The Classic Dimensions of Consideration and Initiating
Structure 109
Task-Related Attitudes and Behaviors 112
Leadership Skill-Building Exercise 4-1: Feedback Skills 114
18. Relationship-Oriented Attitudes and Behaviors 115
Leadership Self-Assessment Quiz 4-1: Task-Oriented Attitudes
and
Behaviors 116
Leadership Skill-Building Exercise 4-2: Clarifying Your
Interpersonal Work
Values 119
CONTENTS vii
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360-Degree Feedback for Fine-Tuning a Leadership Approach
121
19. Leadership Skill-Building Exercise 4-3: Applying Relationship-
Oriented and
Task-Oriented Attitudes and Behaviors 122
Leadership Styles 124
Participative Leadership 125
Autocratic Leadership 126
Leader in Action: Craig Federighi, Senior Vice President,
Software Engineering
at Apple Inc. 127
Leadership Grid™ Styles 127
Leadership Self-Assessment Quiz 4-2: What Style of Leader Are
You or Would
You Be? 128
Entrepreneurial Leadership 131
Leadership Self-Assessment Quiz 4-3: Entrepreneurial Thinking
and
Behavior 132
20. Gender Differences in Leadership Style 134
Leadership Skill-Building Exercise 4-4: Entrepreneurial
Leadership 134
Selecting the Best Leadership Style 136
Leadership Skill-Building Exercise 4-5: Contrasting Leadership
Styles 137
Summary • Key Terms • Guidelines for Action and Skill
Development 137–138
Leadership Case Problem A: Frank Won’t Accept “We Can’t”
for an
Answer 139
Leadership Case Problem B: Tricia and Her Facebook Friends
and Twitter
Followers 140
Leadership Skill-Building Exercise 4-6: My Leadership
Portfolio 141
21. Leadership Skill-Building Exercise 4-7: The Entrepreneurial
Leadership
Style 142
Notes 142
CHAPTER 5 Contingency and Situational Leadership 145
Situational Influences on Effective Leadership Behavior 146
Fiedler’s Contingency Theory of Leadership Effectiveness 148
Measuring Leadership Style: The Least Preferred Coworker
(LPC) Scale 148
Measuring the Leadership Situation 149
Overall Findings 149
Making the Situation More Favorable for the Leader 150
Evaluation of Fiedler’s Contingency Theory 151
The Path-Goal Theory of Leadership Effectiveness 151
Matching the Leadership Style to the Situation 153
Steps Leaders Can Take to Influence Performance and
Satisfaction 154
Situational Leadership® II (SLII) 155
22. viii CONTENTS
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Leadership Self-Assessment Quiz 5-1: Measuring Your
Situational
Perspective 156
Basics of SLII 157
Evaluation of SLII 158
Leadership Skill-Building Exercise 5-1: Applying Situational
Leadership II 159
The Normative Decision Model 159
23. Decision-Making Styles 160
Contingency Factors and Application of the Model 160
Leader–Member Exchange (LMX) and Contingency Theory 161
Leadership Self-Assessment Quiz 5-2: Quality of Leader–
Member
Relations 162
Leadership During a Crisis 163
Leadership Self-Assessment Quiz 5-3: Checklist for Crisis
Leadership 164
Leader in Action: Sandra E. Peterson, Group Worldwide
Chairman of the
Johnson & Johnson Consumer Health Unit 169
Evidence-Based Leadership for the Contingency and Situational
Approach 169
Summary • Key Terms • Guidelines for Action and Skill
Development 170–172
24. Leadership Case Problem A: Supervisory Styles at the Red
Rascal 173
Leadership Case Problem B: Metal Recycling Executive
Attempts to Salvage
Martha Stewart Living 174
Leadership Skill-Building Exercise 5-2: My Leadership
Portfolio 175
Leadership Skill-Building Exercise 5-3: Crisis Leadership 175
Notes 175
CHAPTER 6 Leadership Ethics and Social Responsibility 178
Principles and Practices of Ethical and Moral Leadership 179
Leadership Self-Assessment Quiz 6-1: The Leadership Ethics
Quiz 180
Four Ethical Leadership Behaviors 181
Factors Contributing to Ethical Differences 182
Leadership Self-Assessment Quiz 6-2: The Air Force Character
Attributes
25. Checklist 185
The Ethical Mind for Leaders 186
Guidelines for Evaluating the Ethics of a Decision 187
Leadership Skill-Building Exercise 6-1: Should “Dinosaur
Power” Be Placed on
the Market? 188
A Sampling of Unethical Leadership Behaviors 188
Leadership, Social Responsibility, and Creating an Ethical
Organizational
Culture 190
Providing Strategic Leadership of Ethics and Social
Responsibility 191
Creating a Pleasant Workplace 191
CONTENTS ix
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Helping Build a Sustainable Environment 192
Leader in Action: Leadership at Coca-Cola and Nestlé Waters
Protects
Freshwater Supplies 194
Leadership Skill-Building Exercise 6-2: Conducting an
Environmental
Audit 195
Engaging in Social Entrepreneurship 195
Engaging in Philanthropy 196
Working with Suppliers to Improve Working Conditions 196
Establishing Written Codes of Ethical Conduct 197
Developing Formal Mechanisms for Dealing with Ethical
Problems 197
Accepting Whistleblowers 198
27. Providing Training in Ethics and Social Responsibility 198
Placing Company Interests over Personal Interests 199
Leadership Skill-Building Exercise 6-3: Getting More Bang for
the Buck with
Layoffs 199
Ethical and Socially Responsible Behavior and Organizational
Performance 200
Summary • Key Terms • Guidelines for Action and Skill
Development 201–202
Leadership Case Problem A: Are Drivers or Smartphones to
Blame? 203
Leadership Case Problem B: Let’s Go Green 204
Leadership Skill-Building Exercise 6-4: My Leadership
Portfolio 205
Leadership Skill-Building Exercise 6-5: Company Policy for
Employee Recycling
of Electronic Products 206
28. Notes 206
CHAPTER 7 Power, Politics, and Leadership 209
Sources and Types of Power 211
Position Power 211
Personal Power 212
Power Stemming from Ownership 212
Manager Assessment Quiz 7-1: Rating a Manager’s Power 213
Power Stemming from Dependencies 214
Power Derived from Capitalizing on Opportunity 215
Power Stemming from Managing Critical Problems 215
Power Stemming from Being Close to Power 215
Power and Self-Serving Behavior 216
Tactics for Becoming an Empowering Leader 216
The Nature of Empowerment 217
Empowering Practices 218
Leadership Self-Assessment Quiz 7-1: Empowering Attitudes
and Beliefs 219
29. Effective Delegation and Empowerment 222
x CONTENTS
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Leadership Skill-Building Exercise 7-1: Conducting an
Empowerment
Session 223
Factors that Contribute to Organizational Politics 223
Pyramid-Shaped Organization Structure 224
Subjective Standards of Performance 224
Environmental Uncertainty and Turbulence 224
Emotional Insecurity 225
30. Machiavellian Tendencies 225
Encouraging Admiration from Subordinates 225
Political Tactics and Strategies 225
Ethical Political Tactics and Strategies 226
Leadership Self-Assessment Quiz 7-2: The Positive
Organizational Politics
Questionnaire 227
Leadership Skill-Building Exercise 7-2: Paying Back Favors
from Network
Members 229
Leadership Skill-Building Exercise 7-3: Asking Advice Role
Play 232
Leader in Action: Carol B. Tomé, the Home Depot CFO 235
Leadership Self-Assessment Quiz 7-3: The Blunder Quiz 236
Unethical Political Tactics and Strategies 236
Exercising Control over Dysfunctional Politics 238
31. Leadership Skill-Building Exercise 7-4: Controlling Office
Politics 240
Summary • Key Terms • Guidelines for Action and Skill
Development 240–241
Leadership Case Problem A: Ray, the Empowered Athletic Club
Director 242
Leadership Case Problem B: Brenda the Tweeting Leader 243
Leadership Skill-Building Exercise 7-5: My Leadership
Portfolio 244
Notes 244
CHAPTER 8 Influence Tactics of Leaders 247
A Model of Power and Influence 249
Description and Explanation of Influe nce Tactics 250
Leadership Self-Assessment Quiz 8-1: Survey of Influence
Tactics 251
32. Essentially Ethical and Honest Tactics 252
Leader in Action: Doug Scott, Truck Group Marketing Manager
at Ford Motor
Company 258
Essentially Neutral Influence Tactics 258
Leadership Self-Assessment Quiz 8-2: Measure of Ingratiating
Behavior in
Organizational Settings (MIBOS) 260
Essentially Dishonest and Unethical Tactics 262
Leadership Skill-Building Exercise 8-1: Influence Tactics 264
CONTENTS xi
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33. time if subsequent rights restrictions require it.
Leadership Skill-Building Exercise 8-2: Identifying Influence
Tactics 264
Leadership Influence for Organizational Change 265
Relative Effectiveness and Sequencing of Influence Tactics 266
Relative Effectiveness of Influence Tactics 266
Sequencing of Influence Tactics 268
Leadership Skill-Building Exercise 8-3: Applying Influence
Tactics 268
Implicit Leadership Theories and Leadership Influence 269
Summary • Key Terms • Guidelines for Action and Skill
Development 270–271
Leadership Case Problem A: Steve Tackles Mall World 272
Leadership Case Problem B: Maya the Manipulator 273
34. Leadership Skill-Building Exercise 8-4: My Leadership
Portfolio 274
Leadership Skill-Building Exercise 8-5: A Leadership Essay
274
Notes 275
CHAPTER 9 Developing Teamwork 277
The Leader’s Role in the Team-Based Organization 279
Leader Actions That Foster Teamwork 280
Actions Leaders Can Take Using Their Own Resources 281
Leadership Skill-Building Exercise 9-1: Shelters for the
Homeless 284
Leadership Self-Assessment Quiz 9-1: Team Player Attitudes
286
Actions Generally Requiring Organization Structure or Policy
291
35. Leader in Action: Jerry Murrell, the CEO and Founder of Five
Guys Rewards
Teamwork 292
Offsite Training and Team Development 295
Features of Outdoor and Offsite Training Programs 295
Leadership Skill-Building Exercise 9-2: The Team Leader
Candidates 296
Leadership Skill-Building Exercise 9-3: Trust Me 296
Evaluation of Outdoor Training for Team Development 297
The Leader–Member Exchange Model and Teamwork 298
Different-Quality Relationships 298
First Impressions 301
Summary • Key Terms • Guidelines for Action and Skill
Development 302
Leadership Case Problem A: The Global Insurance Tag Team
303
36. Leadership Case Problem B: Ashley Wants to Boost Teamwork
304
Leadership Skill-Building Exercise 9-4: My Leadership
Portfolio 305
Leadership Skill-Building Exercise 9-5: The Trust Fall 306
Notes 306
xii CONTENTS
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CHAPTER 10 Motivation and Coaching Skills 309
37. Leadership Self-Assessment Quiz 10-1: How Meaningful Is My
Work? 311
Leadership and Employee Engagement 312
The Impact of Worker Engagement on Productivity 312
Leadership Skill-Building Exercise 10-1: Collecting Live Data
on Worker
Engagement 313
Meaningful Work for Employee Engagement 313
Expectancy Theory and Motivational Skills 314
Basic Components of Expectancy Theory 315
Leadership Skills and Behaviors Associated with Expectancy
Theory 317
Leadership Skill-Building Exercise 10-2: Estimating Valences
for Applying
Expectancy Theory 318
Goal Theory 319
38. Basic Findings of Goal Theory 320
The Importance of How Goals Are Attained and Other Concerns
322
Leadership Skill-Building Exercise 10-3: The Application of
Goal Theory 323
Using Recognition and Pride to Motivate Others 323
Leadership Self-Assessment Quiz 10-2: How Much Do I
Crave Recognition? 324
Appealing to the Recognition Need of Others 325
Appealing to Pride 326
Coaching as an Approach to Motivation 327
Key Characteristics of Coaching 327
Fallacies About Coaching 328
Leader in Action: Tammy the Kindly Coach 329
Coaching Skills and Techniques 329
Leadership Self-Assessment Quiz 10-3: Characteristics of an
39. Effective
Coach 333
Executive Coaching and Leadership Effectiveness 333
Leadership Skill-Building Exercise 10-4: Coaching for
Improved
Performance 334
Specific Forms of Assistance Provided by Executive Coaches
334
Contributions of and Concerns About Executive Coaching 335
Summary • Key Terms • Guidelines for Action and Skill
Development 336–338
Leadership Case Problem A: We Need More Engagement
Around Here 338
Leadership Case Problem B: Tyler Faces a Feedback Challenge
340
Leadership Skill-Building Exercise 10-5: My Leadership
Portfolio 341
40. Leadership Skill-Building Exercise 10-6: Position Paper on
Motivation 341
Notes 341
CONTENTS xiii
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CHAPTER 11 Creativity, Innovation, and Leadership 344
Steps in the Creative Process 346
Characteristics of Creative Leaders 347
Knowledge 348
41. Leadership Self-Assessment Quiz 11-1: The Creative
Personality Test 349
Cognitive Abilities 350
Personality 351
Passion for the Task and the Experience of Flow 351
Overcoming Traditional Thinking as a Creativity Strategy 352
Organizational Methods to Enhance Creativity 353
Leader in Action: Modern Business Examples of Thinking
Outside the Box 354
Systematically Collecting Fresh Ideas 354
Brainstorming 356
Using the Pet-Peeve Technique 356
Leadership Skill-Building Exercise 11-1 357
The Morality of Enhancing Creativity 358
Self-Help Techniques to Enhance Creative Problem Solving 359
Practicing Creativity-Enhancing Activities 359
42. Staying Alert to Opportunities 360
Leadership Skill-Building Exercise 11-2: The Multiple Uses
Technique 360
Maintaining an Enthusiastic Attitude, Including Being Happy
361
Maintaining and Using a Systematic Place for Recording Your
Ideas 361
Playing the Roles of Explorer, Artist, Judge, and Lawyer 361
Engaging in Appropriate Physical Exercise 362
Establishing a Climate and Culture for Creative Thinking 363
Leadership Practices for Enhancing Creativity 363
Leadership Diagnostic Activity 11-1: Assessing the Climate for
Creativity and
Innovation 364
Methods of Managing Creative Workers 367
Leader in Action: Jack Dorsey, the Creative Leader and
Cofounder of Twitter
and Square 369
43. Additional Leadership Practices That Enhance Innovation 370
Summary • Key Terms • Guidelines for Action and Skill
Development 372–373
Leadership Case Problem A: The Rapid Cash Store Needs Ideas
374
Leadership Case Problem B: “How Can We Encourage a Few
Disrupters?” 375
Leadership Skill-Building Exercise 11-3: My Leadership
Portfolio 376
Leadership Skill-Building Exercise 11-4: The Multimedia
Presentation 377
Notes 377
xiv CONTENTS
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time if …
1. Managerial accounting stresses accounting concepts and
procedures that are relevant to preparing reports for
investors and banks.
internal users of accounting information.
shareholders and creditors.
the Securities and Exchange Commission (SEC).
2. The goal of managerial accounting is to provide information
that managers need for
planning, control, and financial reporting.
control, evaluation, and financial reporting.
planning, control, and decision making.
45. preparing reports for external users.
3. The financial plans prepared by managerial accountants are
referred to as
budgets.
financial statements.
treasurer’s reports.
controller’s opinions.
4. Performance reports often compare current performance with
a competing company’s performance.
shareholders’ expected level of performance.
industry standards.
performance in a prior period or budgeted performance.
5. Below is a performance report that compares budgeted and
46. actual profit of Atlanta Enterprises for the month of June:
Budget
Actual
Difference
Sales
$182,000
$180,000
($2,000)
Less:
48. In evaluating the department in terms of its changes in sales and
expenses, what will be most important to investigate?
Sales
Cost of ingredients
Salaries
Debtors
6. The fundamental difference between managerial and financial
accounting is that
all financial accounting information is audited by Certified
Public Accountants whereas managerial accounting information
is audited by the IMA.
managerial accounting is concerned principally with budgets,
whereas financial accounting is concerned with a wider range of
the organization’s activities.
managerial accounting provides information for decision-
makers within the organization, whereas financial accounting
49. provides information for individuals and institutions external to
the organization.
financial accounting information follows U.S. Generally
Accepted Accounting Principles, whereas managerial
accounting information generally follows rules set forth by the
Institute of Management Accountants.
7. Variable cost per unit
increases when the number of units produced increases.
does not change when the number of units produced increases.
decreases when the number of units produced increases.
decreases when the number of units produced decreases.
8. Which of the following is most likely to be a fixed cost?
Cost of wheels for a lawn mower manufacturer
Rent on a factory building
50. Cost of labor for cashiers at a retail store
Supplies used by the housekeeping staff that cleans hotel rooms
9. Sunland’s Salsa is in the process of preparing a production
cost budget for May. Actual costs in April were:
Sunland’s Salsa
Production Costs
April 2020
Production
20,000
Jars of Salsa
Ingredient cost (variable)
$12,000
Labor cost (variable)
8,400
51. Rent (fixed)
5,000
Depreciation (fixed)
6,000
Other (fixed)
1,000
Total
$32,400
(a)
Using this information, prepare a budget for May. Assume that
production will increase to 24,000 jars of salsa, reflecting an
anticipated sales increase related to a new marketing campaign.
Sunland's Salsa
Budgeted Production Costs
May 2020
53. enter a dollar amount
Other
enter a dollar amount
Total
$enter a total dollar amount
10. The Riverview Hotel is a deluxe four-star establishment.
Late on Friday, it had 20 of its 300 rooms available when the
desk clerk received a call from the Pines Hotel. The Pines Hotel
made a booking error and did not have room for 4 guests (each
of whom had a “confirmed” room). The Pines wants to send its
customers to the Riverview but pay the rate the guests would
have been charged at the Pines ($190 per room) rather than
paying the normal rate of $320 per room at the Riverview.
(a)
54. If the Riverview accepts the guests, what will be the
incremental revenue?
Incremental Revenue
$enter incremental revenue in dollar
11. Sanchez Sweets is in the process of preparing a production
cost budget for May. Actual costs in April for production of
7,000 batches of cookies were:
Ingredients cost
$ 7,200
Rent
1,100
Labor cost
3,300
55. Depreciation
900
Other fixed costs
700
Total
$13,200
The company is currently producing and selling 80,000 batches
of cookies annually with each batch sold for $8.00. The
company is considering lowering the price to $7.50 per batch
for which management estimates this will increase sales to
90,000 batches. Ingredients and labor are the only variable
costs.
What is the incremental cost associated with producing an extra
10,000 batches of cookies? (Do not round intermediate
calculations, round final answer to 0 decimal places, e.g.
2,520.)
Incremental cost
56. $enter incremental cost in dollars
What is the incremental revenue associated with the price
reduction?
Incremental revenue
$enter incremental revenue in dollars
Should Sanchez Sweets lower the price of its cookies?
select an option
Yes/No, lowering the price will result in incremental select an
option
profit/loss of $enter a dollar amount .
12. Sterling Auto Detail is currently open Monday through
Friday. In the past year, income before taxes was as follows:
Numbers of cars detailed
59. $238,646
Quincy Davis, the owner of Sterling, is considering extending
the workweek through Saturday. If he takes this action, he’ll
hire a part-time employee for $300 per day to act as the
Saturday manager so the supervisor still can have Saturday off.
Quincy estimates that his company will detail an additional 10
cars per Saturday, 52 weeks per year.
(a)
Calculate the annual incremental revenue associated with being
open on Saturday.
Annual incremental revenue
$enter a annual incremental revenue in dollar
(b)
The parts of this question must be completed in order. This part
will be available when you complete the part above.
(c)
The parts of this question must be completed in order. This part
will be available when you complete the part above.
13. The production cost information for Sunland’s Salsa is as
follows:
60. Sunland’s Salsa
Production Costs
April 2020
Production
28,000
Jars of Salsa
Ingredient cost (variable)
$16,800
Labor cost (variable)
11,760
Rent (fixed)
4,000
61. Depreciation (fixed)
6,200
Other (fixed)
1,100
Total
$39,860
The company is currently producing and selling 392,000 jars of
salsa annually. The jars sell for $7.00 each. The company is
considering lowering the price to $6.30. Suppose this action
will increase sales to 448,000 jars.
(a)
What is the incremental cost associated with producing an
extra 56,000 jars of salsa?
Incremental Cost