Marcia
Moment
The Death of the Manage-Me Workplace
The
Dr. Mary Donohue
CEO, Donohue Learning
www.donohuelearning.com
The Marcia Moment: The Death of the Manage-Me Workplace | Dr. Mary Donohue | [email protected] 1
The Marcia Moment:
The Death of the Manage-Me Workplace
Introduction
We all feel like Jan Brady—underappreciated.
There is an iconic moment in the ’70s TV show The Brady Bunch when the middle sister of six
kids, Jan, yells, MARCIA, MARCIA, MARCIA! in her frustration at all the attention her perfect older
sister gets. She can’t figure out why no one appreciates her.
This paper deals with Marcia Moments that team members experience in the workplace. A root
cause of workplace frustration is training programs that end up crippling sales productivity and
causing turnover because these programs fail to help managers understand that people need
to work to learn and not learn to work. In other words, learning is what inspires, and engages,
employees.
In a study we conducted throughout 2016 with five thousand participants from across North
America, we found that:
• 77% of activities and initiatives organizations are undertaking to engage their
leaders, develop future leaders, and recruit emerging leaders are simply wrong,
according to data.
• 23% of our participants felt they were learning from or engaged with other
generations at work.
• 70% of workforces are disengaged from their colleagues and their work. That
means that fewer than three people in a meeting of ten participants are not
thinking of work and nor do they really care.
• 7% were fully engaged and really enjoyed their jobs and reported no problem with
generational communication.
Companies have to find a solution to the cohort that is having its Marcia Moment.
The High Cost of Your Marcia Moment in 2017
Gen Xers make up 43% of most workforces and many are in leadership positions. Millennials make
up 44% of most workforces and are close on Gen X’s heels as leaders. Gen Xers, who are now the
reigning minority of the workforce, are having their Marcia Moment, and in 2017 you will see this
play out in the workforce in terms of cost:
• PWC, in Pulse of the Profession (2013), stated that 56% of a projected budget is at
risk due to ineffective communications.
• Our investigative research presented with Purdue University in November (2016)
indicated a slightly lower number. In our research, we identified that disengagement
is costing companies $2600 per employee per month, which for a typical Fortune 500
company can run upwards of $200 million, and that may be a conservative number.
The Marcia Moment: The Death of the Manage-Me Workplace | Dr. Mary Donohue | [email protected] 2
In the face of these statistics, our research and work with
organizations has led us to conclude that companies need to
shift their training from a manage-me to a develop-me culture
that allows team members to appeal to and communicate
effecti ...
Employees encounter a lot of choices. It is human resources’ ongoing challenge to help workers make these choices better and be more informed. Luckily, there is a huge amount of literature from behavioral science around topics like nudges and choice architecture that you can use to your advantage. Hear from Morningstar Inc.’s behavioral economist about today’s leading tips from the science behind behavior change.
The webinar will cover:
An introduction to the behavioral science topics that are most relevant to HR.
How small changes in environment and communication can make big differences in employee action.
Concrete tips and takeaways that you can apply from these lessons to your job.
Employees encounter a lot of choices. It is human resources’ ongoing challenge to help workers make these choices better and be more informed. Luckily, there is a huge amount of literature from behavioral science around topics like nudges and choice architecture that you can use to your advantage. Hear from Morningstar Inc.’s behavioral economist about today’s leading tips from the science behind behavior change.
The webinar will cover:
An introduction to the behavioral science topics that are most relevant to HR.
How small changes in environment and communication can make big differences in employee action.
Concrete tips and takeaways that you can apply from these lessons to your job.
360HR Knowledge Guide - The Science of SelectionDi Pass
HR and recruitment techniques have changed radically over the last decade, with technology advances and social changes bringing about new recruitment tactics and best practices.
360HR has summarised our most recent and on-the-job experience into this handy knowledge guide. You'll find practical ways to improve your recruitment outcomes and sidestep common HR pitfalls.
Employees encounter a lot of choices. It is human resources’ ongoing challenge to help workers make these choices better and be more informed. Luckily, there is a huge amount of literature from behavioral science around topics like nudges and choice architecture that you can use to your advantage. Hear from Morningstar Inc.’s behavioral economist about today’s leading tips from the science behind behavior change.
The webinar will cover:
An introduction to the behavioral science topics that are most relevant to HR.
How small changes in environment and communication can make big differences in employee action.
Concrete tips and takeaways that you can apply from these lessons to your job.
Employees encounter a lot of choices. It is human resources’ ongoing challenge to help workers make these choices better and be more informed. Luckily, there is a huge amount of literature from behavioral science around topics like nudges and choice architecture that you can use to your advantage. Hear from Morningstar Inc.’s behavioral economist about today’s leading tips from the science behind behavior change.
The webinar will cover:
An introduction to the behavioral science topics that are most relevant to HR.
How small changes in environment and communication can make big differences in employee action.
Concrete tips and takeaways that you can apply from these lessons to your job.
360HR Knowledge Guide - The Science of SelectionDi Pass
HR and recruitment techniques have changed radically over the last decade, with technology advances and social changes bringing about new recruitment tactics and best practices.
360HR has summarised our most recent and on-the-job experience into this handy knowledge guide. You'll find practical ways to improve your recruitment outcomes and sidestep common HR pitfalls.
As wary confidence grows in the economic recovery, anxiety is starting to bubble around workforce loyalty and retention. This concern is justified. But it shouldn’t be new.
Why Attracting and Retaining Diverse Talent is a Strategic PriorityCenterfor HCI
To tackle longstanding workplace discrimination, many future-focused organizations are adding diversity officers to their leadership teams. If organizations want the best talent, they need to address any issues that are keeping diverse talent out of their ranks and out of their boardrooms.
The feeling of belonging in the workplace is as vital to individuals as it is to organizations — and even more important than pay, according to our recent research. Here’s what matters most to employees when it comes to creating a professional culture of belonging.
Millennials and More: Fresh Ideas from the PRSA 2013 Conferenceelizholtan
This was presented to a range of internal staff following the Public Relations Society of America 2013 Conference, including a panel on engaging millennials.
(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TMoseStaton39
(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TO THE NCO COMMON CORE COMPENTENCY (NCOCCC) OF OPERATIONS?
The NCOCCC of Operations is a combination of operational skill sets that, when mastered by senior leaders can save lives and ensure effective unified action. Some of its key tenets include: Large-scale combat operations; understanding operational and mission variables; resolving complex, ill-structured problems with the use of Mission Command; and understanding how to integrate the different branches of the military into successful joint operations (Department of the Army [DA], 2020, pp. 2-3). This final principle of conducting joint operations becomes increasingly important as contemporary conflicts continue to venture further into the realm of multi-domain warfare (Marr, 2018, pp. 10-11). In order to execute such a complex task, Joint Force Commanders (JFC) must “integrate, synchronize, and direct joint operations” through the use of seven Joint Functions (Joint Chiefs of Staff [JCS], 2017, p. III-1). One of these functions, Command and Control, is how the JFC directs the forces toward accomplishment of the mission, and its essential task is to “Communicate and ensure the flow of information across the staff and joint force” (JCS, 2017, p. III-2). This task is critical to the creation of a shared understanding, which allows the separate branches to work seamlessly together toward a common goal. The absence of this unifying component hinders missions and increases casualties. In Operation ANACONDA, JFC Major General (MG) Hagenbeck failed to create such a shared understanding with his subordinate Air Force assets, which contributed to increasing the amount of casualties his forces incurred. Although the warning order was published on 6 January, MG Hagenbeck did not notify the Combined Force Air Component Commander of Operation ANACONDA until 23 February, just days before the operation began (Fleri et al., 2003). This failure to ensure the flow of information across the joint force, caused downstream effects in planning and preparation that led to diminished air support during the initial stages of the operation. As noted by Lambeth (2005) in his comprehensive analysis, “because so little air support had been requested…coalition troops entered the fight virtually unprotected by any preparatory and suppressive fire” (pp. 204-205). Operation Anaconda provides a clear case of how proficiency in the realm of Operations can result in fewer U.S. casualties.
M451: Decisive Action
Case Study Defense Support of Civil Authorities
1. Scenario
Good morning, welcome to VNN -- local officials are celebrating this morning as a new industrial
park is being christened in our community, there’s a ribbon-cutting scheduled for 10am this
morning. Officials say the new Hampton Industrial Park will bring millions of dollars of new tax
revenues and thousands of new jobs to state and local communities. But a group of activi ...
(Remarks)Please keep in mind that the assiMoseStaton39
(Remarks)
Please keep in mind that the assignment states, "Each of your sections’ content must be at least one full page in length, in Times New Roman 12-pt. font, double-spaced, with 1” margins." When you turn something in that is about half of the required length, you take a bit of a double hit. The first hit is for not meeting minimum expectations for the assignment. The second hit is for not going into as much detail as needed to get a high grade. I can see that you are ahead on the sections. That is not a problem as those have not been graded yet. However, understand that as is, they will also have significant point deductions.
1
4
A Pollution Prevention Plan (P3) Pre-Assessment Study
[Student name here…remove brackets]
Columbia Southern University
ENV 4301: Pollution Prevention
[Instructor name here…remove brackets]
[Date here…remove brackets]
Abstract
Block one full paragraph (no indenting the first line or any subsequent lines). Provide one full sentence here for each unit as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the Unit VII material is complete, you will have six or seven sentences in this abstract (one for each unit, for Units II–VII).
Pollution Prevention Plan (P3) Pre-Assessment Study
General Operational Characteristics
Start typing here for Unit II in non-italicized font (despite the different font types and sizes allowed with APA 7th edition, please stay in Times New Roman 12-pt. font for this document, since this template is already in that font and size), citing with
CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.
Potential Ecological Health Impacts
Fill this in for Unit II. Remove each blank section before submittal in each unit.
Potential Human Health Impacts
Fill this in for Unit III.
Potential Societal Health Impacts
Fill this in for Unit IV.
Risk Assessment and Regulatory Requirements
Fill this in for Unit V.
Pollution Prevention Technologies
Fill this in for Unit VI.
Engineering Opportunities for Pollution Prevention
Fill this in for Unit VII.
References
Brusseau, M. L., Pepper, I. L., & Gerba, C. P. (2019).
Environmental and pollution science (3rd ed.). Academic Press. https://online.vitalsource.com/#/books/9780128147207
List additional references here alphabetically (you may need to list some before the textbook reference). Be sure to double-space and use a hanging indent for each subsequent line in each reference entry, formatting according to CSU APA Citation Guide pp. 8–11.
1
4
A Pollution Prevention Plan (P4) Pre-Assessment Study
Abstract
This undertaking essentially entails a Pre-Assessment study on behalf of the board of directors at ABC Agriculture Production Inc; it explores the general operational characteristics, potential ecological health effects, potential human health impacts, potential societal health impacts, risk ...
(This is provided as an example of the paper layout and spacMoseStaton39
(This is provided as an example of the paper layout and spacing. No running header required
for this report. Don’t add graphic title pages or additional embellishments. Follow complete
instructions provided for each staged assignment. Note: The BA&SR report is a business
report, and you will be expected to follow the specific formatting guidelines that are shown
in the assignment instructions. This report should be typed and double-spaced on standard-
sized paper (8.5" x 11"), with 1" margins on all sides. You should use a font consistently
throughout the paper. APA recommends using either a sans serif font such as 11-point Calibri,
11-point Arial, or 10-point Lucida Sans Unicode, or a serif font such as 12-point Times New
Roman, 11-point Georgia, or 10-point Computer Modern.
(Title page – centered horizontally and vertically; no running head required)
Title of Report
Company Name
Your Name
Course and Section #
Date of Submission
1
Introduction
(Begin your report with a clear, concise, well organized introduction to explain why you are
writing and what is to come in the complete BA&SR report (not just Stage 1). This should
briefly set the context for MTC – business purpose, environment, and current challenges related
to hiring. Then specifically provide what is to come in the full report. Keep your audience in
mind – this is an internal report for the CIO of MTC. Provide an introduction in one paragraph
that engages the reader’s interest in continuing to read your report.)
I. Strategic Use of Technology
A. Business Strategy
(In this section, you should clearly present – at a broad level – what MTC’s
business strategy is (refer to case study information), then what issues the current
manual hiring process may present that interfere with achieving that strategy, and
how improving the hiring process will benefit MTC and support its business
strategy. (Use two to three strong sentences that explain how the system would
support the strategy and justify your position with specifics from the Case Study.)
B. Competitive Advantage
(First, provide an overview of the competitive environment that MTC is currently
operating in based on information from the case study. Then explain how and
why MTC can use the new hiring system to increase its competitive advantage
and help achieve its overall business strategy. Your explanation should
demonstrate your understanding of what competitive advantage is as well as how
improving the hiring process will help achieve MTC’s competitive advantage.
Include how MTC can use the type of data or information that will be in the
2
hiring system to improve its competitive advantage. (Paragraph of 4-5
sentences))
C. Strategic Objectives
(First, insert an introductory opening sentence for this table. Then, for each of the
rows listed below, complete the table with the requested information. (Pr ...
(Student Name)Date of EncounterPreceptorClinical SiteClMoseStaton39
(Student Name)
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Grivel J. Hera Gomez APRN, FNP-C
Soap Note # ____ Main Diagnosis ______________
PATIENT INFORMATION
Name:
Age:
Gender at Birth:
Gender Identity:
Source:
Allergies:
Current Medications:
·
PMH:
Immunizations:
Preventive Care:
Surgical History:
Family History:
Social History:
Sexual Orientation:
Nutrition History:
Subjective Data:
Chief Complaint:
Symptom analysis/HPI:
The patient is …
Review of Systems (ROS)
CONSTITUTIONAL:
NEUROLOGIC:
HEENT:
RESPIRATORY:
CARDIOVASCULAR:
GASTROINTESTINAL:
GENITOURINARY:
MUSCULOSKELETAL:
SKIN:
Objective Data:
VITAL SIGNS:
GENERAL APPREARANCE:
NEUROLOGIC:
HEENT:
CARDIOVASCULAR:
RESPIRATORY:
GASTROINTESTINAL:
MUSKULOSKELETAL:
INTEGUMENTARY:
ASSESSMENT:
Main Diagnosis
(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.
Differential diagnosis (minimum 3)
-
-
-
PLAN:
Labs and Diagnostic Test to be ordered (if applicable)
· -
· -
Pharmacological treatment:
-
Non-Pharmacologic treatment:
Education (provide the most relevant ones tailored to your patient)
Follow-ups/Referrals
References (in APA Style)
Examples
Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).
ISBN 978-0-8261-3424-0
Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010
(25th ed.). Print (The 5-Minute Consult Series).
(Student Name)
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Dr. David Trabanco DNP, APRN, AGNP-C, FNP-C
Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension)
PATIENT INFORMATION
Name: Mr. DT
Age: 68-year-old
Gender at Birth: Male
Gender Identity: Male
Source: Patient
Allergies: PCN, Iodine
Current Medications:
· Atorvastatin tab 20 mg, 1-tab PO at bedtime
· ASA 81mg po daily
· Multi-Vitamin Centrum Silver
PMH: Hypercholesterolemia
Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
Preventive Care: Coloscopy 5 years ago (Negative)
Surgical History: Appendectomy 47 years ago.
Family History: Father- died 81 does not report information
Mother-alive, 88 years old, Diabetes Mellitus, HTN
Daughter-alive, 34 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on, Does not each seafood
Subjective Data:
Chief Complaint: “headaches” that started two weeks ago
Symptom analysis/HPI:
The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and somet ...
(TITLE)Sung Woo ParkInternational American UniversityFINMoseStaton39
(TITLE)
Sung Woo Park
International American University
FIN 500: Financial management
Vahick Yedgarian, Ph.D., J.D., M.B.A., M.S.
April 15th, 2021
TITLE
According to the market analysis of Walmart, the retail firm is considered an unstoppable retail force. It is ranked as the first or number retail firm and the largest business organization in revenue and employee size. The company's total number of employees is estimated to be 2.2 million employees across its different stores. Apart from the retail business line, it also undertakes wholesale business activities (Tan, 2017). It provides all types of assortment merchandise as well as services for affordable costs. In this research paper, the main objective is to undertake a cash flow analysis statement of Walmart and its Relevance to its investors (Tan, 2017).
A cash flow statement is an important financial statement. A cash flow statement is understood as the financial statement that summarizes the financial or cash amounts. It is a summary of the amount in cash and cash equivalents (Murphy, 2021). In other words, it reflects the amount of cash entering and leaving an organization. The cash flow statement provides measures of a company’s financial strength and reflects its position in terms of revenue (Murphy, 2021). Besides, it helps investors to make the right financial decision.
The cash flow statement is an important financial document to investors. Investors always have a trait of looking at how a company is performing by evaluating the progress, the trends among other issues, and deciding whether to invest in the company. Investment decision-making in an in-depth analysis is usually achieved by looking at the cash flow performance based on an analysis of different elements of the statement.
The cash flow statement for Walmart is an important document to its investors. The cash flow statement of Walmart is an important measure of the profitability of the company. Besides, it provides investors with a clear picture and future projection outlook of how the company will be. Based on the analysis of the company’s cash flow statement company has been recording high levels of revenue over the past few years. As a result, it has been ranked as the largest company in terms of revenue collected. Such a specific entity of the company is a clear reflection that Walmart is indeed a profitable firm in profitability (Tan, 2017). Hence, it is a clear reflection to the investors that the company is making money instead of losses. For instance, over the past few years, the company has recorded a revenue increment and stability. The economic analysis measures the company revenue growth in terms of net sales changes to be 7.2% (WMT | Walmart Inc. Annual Cash Flow Statement | Market Watch. Market Watch, 2021). Such a growth rate is indeed admirable and attractive to investors searching for companies to invest in. The company's revenue level is a general overview and clear or direct instant and r ...
(Student Name) UniversityDate of EncounterPreceptorCliniMoseStaton39
(Student Name)
University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor:
Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension)
PATIENT INFORMATION
Name: Mr. DT
Age: 68-year-old
Gender at Birth: Male
Gender Identity: Male
Source: Patient
Allergies: PCN, Iodine
Current Medications:
· Atorvastatin tab 20 mg, 1-tab PO at bedtime
· ASA 81mg po daily
· Multi-Vitamin Centrum Silver
PMH: Hypercholesterolemia
Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
Preventive Care: Coloscopy 5 years ago (Negative)
Surgical History: Appendectomy 47 years ago.
Family History: Father- died 81 does not report information
Mother-alive, 88 years old, Diabetes Mellitus, HTN
Daughter-alive, 34 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on, Does not each seafood
Subjective Data:
Chief Complaint: “headaches” that started two weeks ago
Symptom analysis/HPI:
The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness. He states that he has been under stress in his workplace for the last month. Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting.
Review of Systems (ROS)
CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizziness as describe above. Denies changes in LOC. Denies history of tremors or seizures.
HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing.
RESPIRATORY: Patient denies shortness of breath, cough or hemoptysis.
CARDIOVASCULAR: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal
dyspnea.
GASTROINTESTINAL: Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or
diarrhea.
GENITOURINARY: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.
MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.
SKIN: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.
Objective Data:
VITAL SIGNS: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 2/10.
GENERAL APPREARANCE: The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, ...
(Student Name)Miami Regional UniversityDate of EncounterMoseStaton39
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Patricio Bidart MSN, APRN, FNP-C
Soap Note # ____ Main Diagnosis ______________
PATIENT INFORMATION
Name:
Age:
Gender at Birth:
Gender Identity:
Source:
Allergies:
Current Medications:
·
PMH:
Immunizations:
Preventive Care:
Surgical History:
Family History:
Social History:
Sexual Orientation:
Nutrition History:
Subjective Data:
Chief Complaint:
Symptom analysis/HPI:
The patient is …
Review of Systems (ROS) (This section is what the patient says, therefore should state Pt denies, or Pt states….. )
CONSTITUTIONAL:
NEUROLOGIC:
HEENT:
RESPIRATORY:
CARDIOVASCULAR:
GASTROINTESTINAL:
GENITOURINARY:
MUSCULOSKELETAL:
SKIN:
Objective Data:
VITAL SIGNS:
GENERAL APPREARANCE:
NEUROLOGIC:
HEENT:
CARDIOVASCULAR:
RESPIRATORY:
GASTROINTESTINAL:
MUSKULOSKELETAL:
INTEGUMENTARY:
ASSESSMENT:
(In a paragraph please state “your encounter with your patient and your findings ( including subjective and objective data)
Example : “Pt came in to our clinic c/o of ear pain. Pt states that the pain started 3 days ago after swimming. Pt denies discharge etc… on examination I noted this and that etc.)
Main Diagnosis
(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.
Differential diagnosis (minimum 3)
-
-
-
PLAN:
Labs and Diagnostic Test to be ordered (if applicable)
· -
· -
Pharmacological treatment:
-
Non-Pharmacologic treatment:
Education (provide the most relevant ones tailored to your patient)
Follow-ups/Referrals
References (in APA Style)
Examples
Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).
ISBN 978-0-8261-3424-0
Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010
(25th ed.). Print (The 5-Minute Consult Series).
Nutrition and Diet.
Semester:
Spring
Course:
MSN6150C Advanced Practice Pediatrics
Preceptor:
REYES-CHOUZA, CARLOS
Clinical Site:
IDEAL MEDICAL CENTER
Setting Type:
Patient Demographics
Age:
12 years
Race:
Black or African American
Gender:
Male
Insurance:
Medicaid
Referral:
No referral
Clinical Information
Time with Patient:
25 minutes
Consult with Preceptor:
15 minutes
Type of Decision-Making:
Moderate complexity
Reason for Visit:
New Consult
Chief Complaint:
Felling pressure behaving my eyes
Type of HP:
Detailed
Social Problems Addressed:
Sanitation/Hygiene
Emotional
Prevention
Procedures/Skills (Observed/Assisted/Performed)
Physical Assessment - Physical Assessment (Perf)
General Skills - Vital Signs (Perf)
ICD-10 Diagnosis Codes
#1 -
J01.10 - ACUTE FRONTAL SINUSITIS, UNSPECIFIED
CPT Billing Codes
#1 -
99214 - OFFICE/OP VISIT, EST PT, MEDICALLY APPROPRIATE HX/EXAM; MODERATE LEVEL MED DECISION; 30-39 MIN
Birth & Delivery
Medications
# OTC Drugs taken regularly:
0
# Prescriptions currently pre ...
(Student Name)Miami Regional UniversityDate of EncounterPMoseStaton39
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Dr. David Trabanco DNP, APRN, AGNP-C, FNP-C
Soap Note #1 DX: Allergic Rhinitis
PATIENT INFORMATION
Name: Ms. JD
Age: 23-year-old
Gender at Birth: Female
Gender Identity: Female
Source: Patient
Allergies: NKDA
Current Medications:
· Cetirizine 10mg/d
· Mucinex-D
PMH:
Immunizations: Tetanus.
Preventive Care: No history.
Surgical History: No history of surgery.
Family History: Father- alive, 60 years old, healthy.
Mother-alive, 54 years old, HTN, hyperlipidemia.
Sister-alive, 20 years old, Asthma.
Social History: Denies alcohol, tobacco or illicit drugs use. College student, lives alone in campus hostels. Physically active and occasionally does exercise.
Sexual Orientation: Active
Nutrition History: Eats balance diet but avoids excessive junk food.
Subjective Data:
Chief Complaint: “stuffy nose” that has lasted for two weeks.
Symptom analysis/HPI:
Ms. JD is a 23-year-old patient who presents with complaints of a stuffy nose, rhinorrhea, congestion and sneezing. She reports a spontaneous start of the symptoms that have remained consistent. Indicates no particular aggravating symptoms but reports higher severity of the symptoms in the morning. She complains of a sore throat and itchy eyes. She reports an all-day clear runny nose. She indicates consistent outdoor handball practice routine. She reports using Cetirizine and Mucinex-D which do not help. She denies vision or taste changes. She denies fever or chills. Denies diagnosis with allergies.
Review of Systems (ROS)
CONSTITUTIONAL: Denies change in weight, fatigue, fever, night sweats or chills. NEUROLOGIC: Denies seizure, numbness or blackout.
HEENT: HEAD: Denies headache. Eyes: Reports itchy eyes. Denies vision change. Ear: Denies hearing loss, pain or discharge. Nose: Admits stuffiness, nasal congestion and clear discharge. Denies nose bleeds. THROAT: Reports a sore throat.
RESPIRATORY: Patient denies breathing difficulties, cough, wheezing, TB, pneumonia.
CARDIOVASCULAR: No palpitations or chest pain. No edema, PND or orthopnea.
GASTROINTESTINAL: Denies nausea, abdominal pains, vomiting and diarrhea. Denies ulcers hx.
GENITOURINARY: Denies change in urine color, urgency and frequency. Regular menses cycle. Denies ovulation pain. Denies hematuria and dysuria.
MUSCULOSKELETAL: Denies back and joint pains or stiffness.
SKIN: No skin rashes or lesions.
Objective Data:
VITAL SIGNS: Temperature: 36.7 °C, Pulse: 78, BP: 119/87 mmHg, RR 20, PO2-97% on room air, Ht- 1.60m, Wt 67kg, BMI 26.
GENERAL APPREARANCE: Healthy appearing. Alert and oriented x 3. No acute distress. Well-groomed and responds appropriately.
NEUROLOGIC: Alert, oriented, posture erect, clear speech. gait. to person, place, and time.
HEENT: Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses mild tenderness. Eyes: Bilateral conjunctival inject ...
(Monica)Gender rarely shapes individual experience in isolation buMoseStaton39
(Monica)Gender rarely shapes individual experience in isolation but is instead linked to other social statuses in the effects it has on our lives. The gender distinction reflects what we see as appropriate “masculine” or “feminine.” For example, some societies expect men to be more aggressive and competitive and women to be emotionally nurturing. I was playing with dolls one day and was playing with two dolls: a female doll and a male doll. Upon passing by, an uncle of mine saw me playing with my toys and frowned. When I asked what was wrong, he seemed uncomfortable. In this statement, he suggested that girls should act like girls and play with girlie things, while boys should play with boy things, including boy dolls. The family experiences that taught me about gender and gender roles are vividly in my memory. Throughout my childhood, my mother and father stressed how essential it is for me to understand and know that I am a girl, and I should always act and carry myself accordingly.
I found conversations like that to be overly exaggerated at the time, but I subsequently understood why my parents did what they did. We were a family of six, with five girls and one boy. As a child, my parents, specifically my mother, stressed what clothing the girls wore. Our mother was always careful not to let us wear anything provocative, and we were to get married and have our own families. Girls are often told that it's alright to cry because girls cry, and if I was a boy, I'd be made to suck it up and deal with it. In addition, my mother taught me that women nurture and that we take care of the home, including cooking, cleaning, and taking care of the children. As girls, we could not play any sports that were deemed "too rough" or to be performed by boys. From a young age, we chose professional careers. All these careers involved female dominating industries, such as nursing, teaching, caretaking, and hairdressing. They all contributed to the construction of my gender.
Multiple ways are available to conceptualize gender; essentialists see it as a binary division, which classifies you as male or female at birth. In contrast, mainstream social scientists take a constructionist approach to gender. Page 242 argues that gender is a constructed concept that has been shaped through culture and history. Finally, people internalize the social expectations they are introduced to.(Ferris & Stein, 2020) (Links to an external site.)
Resources
Ferris, T., & Stein, J. (2020). Chapter 9/ Page 242. In The Real World: An Introduction to Sociology (7th ed., pp. 236–242). essay, W.W. Norton.
...
(Monica) A summary of my decision-making process starts with flippMoseStaton39
(Monica) A summary of my decision-making process starts with flipping through ads to find a job, I was concerned with what companies offered for pay, the type of work I would be doing, and how long would the job last. There were a few companies that were only looking to hire temporarily and again not an ideal situation if I am already concerned with having a steady income. Between the three ads, Office temp, a server at a restaurant making $2.13hr plus tips with hours varying, and a warehouse position, starting at $14Hr with hours from 12 pm to 7 pm. I chose to pick the warehouse position since it offers the most money and a set schedule. Continuing with the simulation, my monthly take-home pay after taxes is $1,224, making my weekly pay only $306. Ideally $1,224 is not enough funds to help sustain a family, barely one person. During this time, I have to pick my insurance, which is a requirement through the Affordable Care Act. Luckily my child is covered and I picked the cheapest plan that I could afford, the bronze plan and it costs $303 a month, which averages to almost $76 a paycheck. I have to ensure I have a place to live, paying rent over $720 and traveling puts my monthly rental and traveling costs at more than 800 dollars a month. The results of me living further away from my job, so that my rent is lower also increased gas costs. According to the simulation, every working household that saves a dollar spends 77 cents on transportation. My balance jumps from $1000 to $192 after paying rent only to find out my apartment is too small for my things, so I chose to have a yard sale. I only made $150 from the yard sale and made the decision to get paid by the piece, since I am barely making a living wage on an hourly paycheck, and in doing so my paycheck decreased by 25cents. I skipped my grandfather’s memorial service because I can not afford to travel, I paid $25 to replace a broken item I fixed, even though considered hiding the evidence. Grocery shopping is next on my to-do list, spending only 30 for things I needed, I felt was hardly enough food, but could not really afford to splurge and spend on extra things. During this time my stress levels are at an all-time high, but I turn the offer for a cigarette down because I do not want to get addicted. As a result, the simulation states there is a misconception that smoking relieves stress during difficult situations in life.
Now that I have come to payday, I decided to start my fitness journey by asking a friend to be my running partner. On the way to work, something blew in the car and needed to get fixed, and asking a friend to look at the issue saved money. The landlord decided to raise rent and $150 had to be paid or I could spend more on legal fees fighting it in court. On the way out to work, someone stole my gas from my car, so I had to make the decision to take the bus and the result where it took me three buses and fives times longer to get there, making me miss a few hours of p ...
(Note This case study is based on many actual cases. All the nameMoseStaton39
(Note: This case study is based on many actual cases. All the names used are made up, and any relation to actual people or events is purely accidental and coincidental.)
Addictions Case Study: Narrative
Presenting Problem:
Marci is a 22-year-old female college student who was arrested five months ago for driving while impaired with a blood alcohol level of 0.13. She was also charged with possession of a small amount (about 1 gram) of marijuana. Her license was suspended, but she has driving privileges to get to school/work and back.
Drug History and Current Patterns of Use:
She has smoked cigarettes since age 16 and currently smokes one pack daily. Marci stopped smoking cigarettes for six months one year ago, but she presently does not plan to cut down or quit.
She has five prescription pills (Xanax) for depression and anxiety that were given to her by a college classmate (for whom they were prescribed). Marci shared that she had been struggling with feelings of sadness and worrying too much about two months ago. She hasn’t taken them yet, but has considered trying them.
Marci first experimented with marijuana during her senior year of high school (age 17), with her use becoming more regular after she entered college. Marci was first introduced to marijuana by her high school boyfriend, who used it every day along with alcohol on the weekends.
While she started drinking wine with her family when she was 13, she started to
EDCO 740
Page 2 of 2
“seriously” drink starting around 18-years-old. She currently drinks four or more alcoholic beverages (usually wine or wine coolers; sometimes beer) three to four times a week and had been smoking marijuana two to three times a week for one year. Her usual pattern was to go on weekend binges, starting to drink and smoke on Friday evenings until 2:00 a.m. She would then have a glass or two of wine around lunchtime on Saturday, smoking a joint or two with a couple of friends during Saturday afternoons prior to attending college sporting or social events. She would then go to parties with friends on Saturday evenings, typically consuming six to seven cans/bottles/cups of beer and sharing several joints of marijuana with others. She had also started to consume energy drinks (Red Bull, Monster, etc.) when she drank beer at these parties to get an added “boost” to her high.
During the past two months, she has sometimes had one to two glasses of wine (she also used to smoke half a joint of marijuana with it) when alone on school nights. On the mornings after she used alcohol, Marci tended to sleep in and cut class, but not every week. Her recreational and social interests had increasingly involved the use of alcohol and marijuana, now since her arrest, it is mainly alcohol (although she still desires to smoke cannabis). Recently, Marci has begun to express concern to her friends about “feeling depressed and anxious,” but she reports no suicidal ideation or panic attacks. She is also concerned since sh ...
(Individuals With Disabilities Act Transformation Over the Years)DMoseStaton39
(Individuals With Disabilities Act Transformation Over the Years)
Discussion Forum Instructions:
1. You must post at least three times each week.
2. Your initial post is due Tuesday of each week and the following two post are due before Sunday.
3. All post must be on separate days of the week.
4. Post must be at least 150 words and cite all of your references even it its the book.
Discussion Topic:
Describe how the lives of students with disabilities from culturally and/or linguistically diverse backgrounds have changed since the advent of IDEA. What do you feel are some things that can or should be implemented to better assist with students that have disabilities? Tell me about these ideas and how would you integrate them?
ANOVA
ANOVA
• Analysis of Variance
• Statistical method to analyzes variances to determine if the means from more than
two populations are the same
• compare the between-sample-variation to the within-sample-variation
• If the between-sample-variation is sufficiently large compared to the within-sample-
variation it is likely that the population means are statistically different
• Compares means (group differences) among levels of factors. No
assumptions are made regarding how the factors are related
• Residual related assumptions are the same as with simple regression
• Explanatory variables can be qualitative or quantitative but are categorized
for group investigations. These variables are often referred to as factors
with levels (category levels)
ANOVA Assumptions
• Assume populations , from which the response values for the groups
are drawn, are normally distributed
• Assumes populations have equal variances
• Can compare the ratio of smallest and largest sample standard deviations.
Between .05 and 2 are typically not considered evidence of a violation
assumption
• Assumes the response data are independent
• For large sample sizes, or for factor level sample sizes that are equal,
the ANOVA test is robust to assumption violations of normality and
unequal variances
ANOVA and Variance
Fixed or Random Factors
• A factor is fixed if its levels are chosen before the ANOVA investigation
begins
• Difference in groups are only investigated for the specific pre-selected factors
and levels
• A factor is random if its levels are choosen randomly from the
population before the ANOVA investigation begins
Randomization
• Assigning subjects to treatment groups or treatments to subjects
randomly reduces the chance of bias selecting results
ANOVA hypotheses statements
One-way ANOVA
One-Way ANOVA
Hypotheses statements
Test statistic
=
𝐵𝑒𝑡𝑤𝑒𝑒𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝑊𝑖𝑡ℎ𝑖𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Under the null hypothesis both the between and within group variances estimate the
variance of the random error so the ratio is assumed to be close to 1.
Null Hypothesis
Alternate Hypothesis
One-Way ANOVA
One-Way ANOVA
One-Way ANOVA Excel Output
Treatme
(Kaitlyn)To be very honest I know next to nothing about mythology,MoseStaton39
(Kaitlyn)To be very honest I know next to nothing about mythology, it has never been something that I have had around me or taught in school, I guess it was one of those subjects that got kind of, overlooked. But history is history and in my opinion, it’s important to know what happened in the past to prevent future mishaps or wrongdoings. Therefore I don't know anything about mythology to start, but I am eager to learn more about all these different gods, goddesses, etc., and am surprised to find out that entire towns or civilizations would support the myths or people I am reading about.
The gods and goddesses seem to all have their sanction of what was claimed as their own, one wraps his arms around the earth floating the continents with his aqua arms, and another is essentially the undertaker and decides whose soul belongs where. The people are peasants and they are unequal to those that are considered the higher power, they are the protected and shall not reach out to become a protector. From what I have read it doesn't seem like the gods step on each other’s territory or have competitions to push each other out, it seems as though all that made it up there are respected and get to look down on those that are less than them.
While reading I noticed that there is a bit of a divide between men and women the same as we have today. A big part of societal issues today is gender equality and the general outlook on how each gender is portrayed without any prior information. Men are supposed to be large, strong, and tall, to protect and conquer for the interest of mankind. Women are supposed to be dainty and spread love, make a house a home, and show endearing qualities. I can see the reverse argument for Cupid who is the God of Love being that Eros is a male, being portrayed as the, "fairest of the deathless gods," (Hamilton, 36) but that is one instance in an array of different people. It seems that even though we have come a long way to today with working on gender-specific stereotypes, for these "myths" to be ancient and long ago, it doesn't seem like we have come that far. Yes women are seen as loving and they can be attractive to people around them, but in the man’s brain, they are simply there to be of service to the man, and to man the home when they are not present. It's interesting because even though the language of the reading may be hard for me to get used to, being that it is not in modern English, I can still very well understand one thing. Women like Aphrodite would "...[laugh] sweetly or mockingly at those her wiles had conquered, the irresistible goddess who stole away even the wits of the wise" (Hamilton, 32). Being a woman I translated this to essentially smiling in the faces of those who either are factually in the wrong, or have done wrong to you, and that is something that is still very much alive today. From history, we know that women were seen as property or disposable at the discretion of the man that homed her, and f ...
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(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TMoseStaton39
(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TO THE NCO COMMON CORE COMPENTENCY (NCOCCC) OF OPERATIONS?
The NCOCCC of Operations is a combination of operational skill sets that, when mastered by senior leaders can save lives and ensure effective unified action. Some of its key tenets include: Large-scale combat operations; understanding operational and mission variables; resolving complex, ill-structured problems with the use of Mission Command; and understanding how to integrate the different branches of the military into successful joint operations (Department of the Army [DA], 2020, pp. 2-3). This final principle of conducting joint operations becomes increasingly important as contemporary conflicts continue to venture further into the realm of multi-domain warfare (Marr, 2018, pp. 10-11). In order to execute such a complex task, Joint Force Commanders (JFC) must “integrate, synchronize, and direct joint operations” through the use of seven Joint Functions (Joint Chiefs of Staff [JCS], 2017, p. III-1). One of these functions, Command and Control, is how the JFC directs the forces toward accomplishment of the mission, and its essential task is to “Communicate and ensure the flow of information across the staff and joint force” (JCS, 2017, p. III-2). This task is critical to the creation of a shared understanding, which allows the separate branches to work seamlessly together toward a common goal. The absence of this unifying component hinders missions and increases casualties. In Operation ANACONDA, JFC Major General (MG) Hagenbeck failed to create such a shared understanding with his subordinate Air Force assets, which contributed to increasing the amount of casualties his forces incurred. Although the warning order was published on 6 January, MG Hagenbeck did not notify the Combined Force Air Component Commander of Operation ANACONDA until 23 February, just days before the operation began (Fleri et al., 2003). This failure to ensure the flow of information across the joint force, caused downstream effects in planning and preparation that led to diminished air support during the initial stages of the operation. As noted by Lambeth (2005) in his comprehensive analysis, “because so little air support had been requested…coalition troops entered the fight virtually unprotected by any preparatory and suppressive fire” (pp. 204-205). Operation Anaconda provides a clear case of how proficiency in the realm of Operations can result in fewer U.S. casualties.
M451: Decisive Action
Case Study Defense Support of Civil Authorities
1. Scenario
Good morning, welcome to VNN -- local officials are celebrating this morning as a new industrial
park is being christened in our community, there’s a ribbon-cutting scheduled for 10am this
morning. Officials say the new Hampton Industrial Park will bring millions of dollars of new tax
revenues and thousands of new jobs to state and local communities. But a group of activi ...
(Remarks)Please keep in mind that the assiMoseStaton39
(Remarks)
Please keep in mind that the assignment states, "Each of your sections’ content must be at least one full page in length, in Times New Roman 12-pt. font, double-spaced, with 1” margins." When you turn something in that is about half of the required length, you take a bit of a double hit. The first hit is for not meeting minimum expectations for the assignment. The second hit is for not going into as much detail as needed to get a high grade. I can see that you are ahead on the sections. That is not a problem as those have not been graded yet. However, understand that as is, they will also have significant point deductions.
1
4
A Pollution Prevention Plan (P3) Pre-Assessment Study
[Student name here…remove brackets]
Columbia Southern University
ENV 4301: Pollution Prevention
[Instructor name here…remove brackets]
[Date here…remove brackets]
Abstract
Block one full paragraph (no indenting the first line or any subsequent lines). Provide one full sentence here for each unit as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the Unit VII material is complete, you will have six or seven sentences in this abstract (one for each unit, for Units II–VII).
Pollution Prevention Plan (P3) Pre-Assessment Study
General Operational Characteristics
Start typing here for Unit II in non-italicized font (despite the different font types and sizes allowed with APA 7th edition, please stay in Times New Roman 12-pt. font for this document, since this template is already in that font and size), citing with
CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.
Potential Ecological Health Impacts
Fill this in for Unit II. Remove each blank section before submittal in each unit.
Potential Human Health Impacts
Fill this in for Unit III.
Potential Societal Health Impacts
Fill this in for Unit IV.
Risk Assessment and Regulatory Requirements
Fill this in for Unit V.
Pollution Prevention Technologies
Fill this in for Unit VI.
Engineering Opportunities for Pollution Prevention
Fill this in for Unit VII.
References
Brusseau, M. L., Pepper, I. L., & Gerba, C. P. (2019).
Environmental and pollution science (3rd ed.). Academic Press. https://online.vitalsource.com/#/books/9780128147207
List additional references here alphabetically (you may need to list some before the textbook reference). Be sure to double-space and use a hanging indent for each subsequent line in each reference entry, formatting according to CSU APA Citation Guide pp. 8–11.
1
4
A Pollution Prevention Plan (P4) Pre-Assessment Study
Abstract
This undertaking essentially entails a Pre-Assessment study on behalf of the board of directors at ABC Agriculture Production Inc; it explores the general operational characteristics, potential ecological health effects, potential human health impacts, potential societal health impacts, risk ...
(This is provided as an example of the paper layout and spacMoseStaton39
(This is provided as an example of the paper layout and spacing. No running header required
for this report. Don’t add graphic title pages or additional embellishments. Follow complete
instructions provided for each staged assignment. Note: The BA&SR report is a business
report, and you will be expected to follow the specific formatting guidelines that are shown
in the assignment instructions. This report should be typed and double-spaced on standard-
sized paper (8.5" x 11"), with 1" margins on all sides. You should use a font consistently
throughout the paper. APA recommends using either a sans serif font such as 11-point Calibri,
11-point Arial, or 10-point Lucida Sans Unicode, or a serif font such as 12-point Times New
Roman, 11-point Georgia, or 10-point Computer Modern.
(Title page – centered horizontally and vertically; no running head required)
Title of Report
Company Name
Your Name
Course and Section #
Date of Submission
1
Introduction
(Begin your report with a clear, concise, well organized introduction to explain why you are
writing and what is to come in the complete BA&SR report (not just Stage 1). This should
briefly set the context for MTC – business purpose, environment, and current challenges related
to hiring. Then specifically provide what is to come in the full report. Keep your audience in
mind – this is an internal report for the CIO of MTC. Provide an introduction in one paragraph
that engages the reader’s interest in continuing to read your report.)
I. Strategic Use of Technology
A. Business Strategy
(In this section, you should clearly present – at a broad level – what MTC’s
business strategy is (refer to case study information), then what issues the current
manual hiring process may present that interfere with achieving that strategy, and
how improving the hiring process will benefit MTC and support its business
strategy. (Use two to three strong sentences that explain how the system would
support the strategy and justify your position with specifics from the Case Study.)
B. Competitive Advantage
(First, provide an overview of the competitive environment that MTC is currently
operating in based on information from the case study. Then explain how and
why MTC can use the new hiring system to increase its competitive advantage
and help achieve its overall business strategy. Your explanation should
demonstrate your understanding of what competitive advantage is as well as how
improving the hiring process will help achieve MTC’s competitive advantage.
Include how MTC can use the type of data or information that will be in the
2
hiring system to improve its competitive advantage. (Paragraph of 4-5
sentences))
C. Strategic Objectives
(First, insert an introductory opening sentence for this table. Then, for each of the
rows listed below, complete the table with the requested information. (Pr ...
(Student Name)Date of EncounterPreceptorClinical SiteClMoseStaton39
(Student Name)
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Grivel J. Hera Gomez APRN, FNP-C
Soap Note # ____ Main Diagnosis ______________
PATIENT INFORMATION
Name:
Age:
Gender at Birth:
Gender Identity:
Source:
Allergies:
Current Medications:
·
PMH:
Immunizations:
Preventive Care:
Surgical History:
Family History:
Social History:
Sexual Orientation:
Nutrition History:
Subjective Data:
Chief Complaint:
Symptom analysis/HPI:
The patient is …
Review of Systems (ROS)
CONSTITUTIONAL:
NEUROLOGIC:
HEENT:
RESPIRATORY:
CARDIOVASCULAR:
GASTROINTESTINAL:
GENITOURINARY:
MUSCULOSKELETAL:
SKIN:
Objective Data:
VITAL SIGNS:
GENERAL APPREARANCE:
NEUROLOGIC:
HEENT:
CARDIOVASCULAR:
RESPIRATORY:
GASTROINTESTINAL:
MUSKULOSKELETAL:
INTEGUMENTARY:
ASSESSMENT:
Main Diagnosis
(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.
Differential diagnosis (minimum 3)
-
-
-
PLAN:
Labs and Diagnostic Test to be ordered (if applicable)
· -
· -
Pharmacological treatment:
-
Non-Pharmacologic treatment:
Education (provide the most relevant ones tailored to your patient)
Follow-ups/Referrals
References (in APA Style)
Examples
Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).
ISBN 978-0-8261-3424-0
Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010
(25th ed.). Print (The 5-Minute Consult Series).
(Student Name)
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Dr. David Trabanco DNP, APRN, AGNP-C, FNP-C
Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension)
PATIENT INFORMATION
Name: Mr. DT
Age: 68-year-old
Gender at Birth: Male
Gender Identity: Male
Source: Patient
Allergies: PCN, Iodine
Current Medications:
· Atorvastatin tab 20 mg, 1-tab PO at bedtime
· ASA 81mg po daily
· Multi-Vitamin Centrum Silver
PMH: Hypercholesterolemia
Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
Preventive Care: Coloscopy 5 years ago (Negative)
Surgical History: Appendectomy 47 years ago.
Family History: Father- died 81 does not report information
Mother-alive, 88 years old, Diabetes Mellitus, HTN
Daughter-alive, 34 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on, Does not each seafood
Subjective Data:
Chief Complaint: “headaches” that started two weeks ago
Symptom analysis/HPI:
The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and somet ...
(TITLE)Sung Woo ParkInternational American UniversityFINMoseStaton39
(TITLE)
Sung Woo Park
International American University
FIN 500: Financial management
Vahick Yedgarian, Ph.D., J.D., M.B.A., M.S.
April 15th, 2021
TITLE
According to the market analysis of Walmart, the retail firm is considered an unstoppable retail force. It is ranked as the first or number retail firm and the largest business organization in revenue and employee size. The company's total number of employees is estimated to be 2.2 million employees across its different stores. Apart from the retail business line, it also undertakes wholesale business activities (Tan, 2017). It provides all types of assortment merchandise as well as services for affordable costs. In this research paper, the main objective is to undertake a cash flow analysis statement of Walmart and its Relevance to its investors (Tan, 2017).
A cash flow statement is an important financial statement. A cash flow statement is understood as the financial statement that summarizes the financial or cash amounts. It is a summary of the amount in cash and cash equivalents (Murphy, 2021). In other words, it reflects the amount of cash entering and leaving an organization. The cash flow statement provides measures of a company’s financial strength and reflects its position in terms of revenue (Murphy, 2021). Besides, it helps investors to make the right financial decision.
The cash flow statement is an important financial document to investors. Investors always have a trait of looking at how a company is performing by evaluating the progress, the trends among other issues, and deciding whether to invest in the company. Investment decision-making in an in-depth analysis is usually achieved by looking at the cash flow performance based on an analysis of different elements of the statement.
The cash flow statement for Walmart is an important document to its investors. The cash flow statement of Walmart is an important measure of the profitability of the company. Besides, it provides investors with a clear picture and future projection outlook of how the company will be. Based on the analysis of the company’s cash flow statement company has been recording high levels of revenue over the past few years. As a result, it has been ranked as the largest company in terms of revenue collected. Such a specific entity of the company is a clear reflection that Walmart is indeed a profitable firm in profitability (Tan, 2017). Hence, it is a clear reflection to the investors that the company is making money instead of losses. For instance, over the past few years, the company has recorded a revenue increment and stability. The economic analysis measures the company revenue growth in terms of net sales changes to be 7.2% (WMT | Walmart Inc. Annual Cash Flow Statement | Market Watch. Market Watch, 2021). Such a growth rate is indeed admirable and attractive to investors searching for companies to invest in. The company's revenue level is a general overview and clear or direct instant and r ...
(Student Name) UniversityDate of EncounterPreceptorCliniMoseStaton39
(Student Name)
University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor:
Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension)
PATIENT INFORMATION
Name: Mr. DT
Age: 68-year-old
Gender at Birth: Male
Gender Identity: Male
Source: Patient
Allergies: PCN, Iodine
Current Medications:
· Atorvastatin tab 20 mg, 1-tab PO at bedtime
· ASA 81mg po daily
· Multi-Vitamin Centrum Silver
PMH: Hypercholesterolemia
Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
Preventive Care: Coloscopy 5 years ago (Negative)
Surgical History: Appendectomy 47 years ago.
Family History: Father- died 81 does not report information
Mother-alive, 88 years old, Diabetes Mellitus, HTN
Daughter-alive, 34 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on, Does not each seafood
Subjective Data:
Chief Complaint: “headaches” that started two weeks ago
Symptom analysis/HPI:
The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness. He states that he has been under stress in his workplace for the last month. Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting.
Review of Systems (ROS)
CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizziness as describe above. Denies changes in LOC. Denies history of tremors or seizures.
HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing.
RESPIRATORY: Patient denies shortness of breath, cough or hemoptysis.
CARDIOVASCULAR: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal
dyspnea.
GASTROINTESTINAL: Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or
diarrhea.
GENITOURINARY: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.
MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.
SKIN: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.
Objective Data:
VITAL SIGNS: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 2/10.
GENERAL APPREARANCE: The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, ...
(Student Name)Miami Regional UniversityDate of EncounterMoseStaton39
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Patricio Bidart MSN, APRN, FNP-C
Soap Note # ____ Main Diagnosis ______________
PATIENT INFORMATION
Name:
Age:
Gender at Birth:
Gender Identity:
Source:
Allergies:
Current Medications:
·
PMH:
Immunizations:
Preventive Care:
Surgical History:
Family History:
Social History:
Sexual Orientation:
Nutrition History:
Subjective Data:
Chief Complaint:
Symptom analysis/HPI:
The patient is …
Review of Systems (ROS) (This section is what the patient says, therefore should state Pt denies, or Pt states….. )
CONSTITUTIONAL:
NEUROLOGIC:
HEENT:
RESPIRATORY:
CARDIOVASCULAR:
GASTROINTESTINAL:
GENITOURINARY:
MUSCULOSKELETAL:
SKIN:
Objective Data:
VITAL SIGNS:
GENERAL APPREARANCE:
NEUROLOGIC:
HEENT:
CARDIOVASCULAR:
RESPIRATORY:
GASTROINTESTINAL:
MUSKULOSKELETAL:
INTEGUMENTARY:
ASSESSMENT:
(In a paragraph please state “your encounter with your patient and your findings ( including subjective and objective data)
Example : “Pt came in to our clinic c/o of ear pain. Pt states that the pain started 3 days ago after swimming. Pt denies discharge etc… on examination I noted this and that etc.)
Main Diagnosis
(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.
Differential diagnosis (minimum 3)
-
-
-
PLAN:
Labs and Diagnostic Test to be ordered (if applicable)
· -
· -
Pharmacological treatment:
-
Non-Pharmacologic treatment:
Education (provide the most relevant ones tailored to your patient)
Follow-ups/Referrals
References (in APA Style)
Examples
Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).
ISBN 978-0-8261-3424-0
Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010
(25th ed.). Print (The 5-Minute Consult Series).
Nutrition and Diet.
Semester:
Spring
Course:
MSN6150C Advanced Practice Pediatrics
Preceptor:
REYES-CHOUZA, CARLOS
Clinical Site:
IDEAL MEDICAL CENTER
Setting Type:
Patient Demographics
Age:
12 years
Race:
Black or African American
Gender:
Male
Insurance:
Medicaid
Referral:
No referral
Clinical Information
Time with Patient:
25 minutes
Consult with Preceptor:
15 minutes
Type of Decision-Making:
Moderate complexity
Reason for Visit:
New Consult
Chief Complaint:
Felling pressure behaving my eyes
Type of HP:
Detailed
Social Problems Addressed:
Sanitation/Hygiene
Emotional
Prevention
Procedures/Skills (Observed/Assisted/Performed)
Physical Assessment - Physical Assessment (Perf)
General Skills - Vital Signs (Perf)
ICD-10 Diagnosis Codes
#1 -
J01.10 - ACUTE FRONTAL SINUSITIS, UNSPECIFIED
CPT Billing Codes
#1 -
99214 - OFFICE/OP VISIT, EST PT, MEDICALLY APPROPRIATE HX/EXAM; MODERATE LEVEL MED DECISION; 30-39 MIN
Birth & Delivery
Medications
# OTC Drugs taken regularly:
0
# Prescriptions currently pre ...
(Student Name)Miami Regional UniversityDate of EncounterPMoseStaton39
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Dr. David Trabanco DNP, APRN, AGNP-C, FNP-C
Soap Note #1 DX: Allergic Rhinitis
PATIENT INFORMATION
Name: Ms. JD
Age: 23-year-old
Gender at Birth: Female
Gender Identity: Female
Source: Patient
Allergies: NKDA
Current Medications:
· Cetirizine 10mg/d
· Mucinex-D
PMH:
Immunizations: Tetanus.
Preventive Care: No history.
Surgical History: No history of surgery.
Family History: Father- alive, 60 years old, healthy.
Mother-alive, 54 years old, HTN, hyperlipidemia.
Sister-alive, 20 years old, Asthma.
Social History: Denies alcohol, tobacco or illicit drugs use. College student, lives alone in campus hostels. Physically active and occasionally does exercise.
Sexual Orientation: Active
Nutrition History: Eats balance diet but avoids excessive junk food.
Subjective Data:
Chief Complaint: “stuffy nose” that has lasted for two weeks.
Symptom analysis/HPI:
Ms. JD is a 23-year-old patient who presents with complaints of a stuffy nose, rhinorrhea, congestion and sneezing. She reports a spontaneous start of the symptoms that have remained consistent. Indicates no particular aggravating symptoms but reports higher severity of the symptoms in the morning. She complains of a sore throat and itchy eyes. She reports an all-day clear runny nose. She indicates consistent outdoor handball practice routine. She reports using Cetirizine and Mucinex-D which do not help. She denies vision or taste changes. She denies fever or chills. Denies diagnosis with allergies.
Review of Systems (ROS)
CONSTITUTIONAL: Denies change in weight, fatigue, fever, night sweats or chills. NEUROLOGIC: Denies seizure, numbness or blackout.
HEENT: HEAD: Denies headache. Eyes: Reports itchy eyes. Denies vision change. Ear: Denies hearing loss, pain or discharge. Nose: Admits stuffiness, nasal congestion and clear discharge. Denies nose bleeds. THROAT: Reports a sore throat.
RESPIRATORY: Patient denies breathing difficulties, cough, wheezing, TB, pneumonia.
CARDIOVASCULAR: No palpitations or chest pain. No edema, PND or orthopnea.
GASTROINTESTINAL: Denies nausea, abdominal pains, vomiting and diarrhea. Denies ulcers hx.
GENITOURINARY: Denies change in urine color, urgency and frequency. Regular menses cycle. Denies ovulation pain. Denies hematuria and dysuria.
MUSCULOSKELETAL: Denies back and joint pains or stiffness.
SKIN: No skin rashes or lesions.
Objective Data:
VITAL SIGNS: Temperature: 36.7 °C, Pulse: 78, BP: 119/87 mmHg, RR 20, PO2-97% on room air, Ht- 1.60m, Wt 67kg, BMI 26.
GENERAL APPREARANCE: Healthy appearing. Alert and oriented x 3. No acute distress. Well-groomed and responds appropriately.
NEUROLOGIC: Alert, oriented, posture erect, clear speech. gait. to person, place, and time.
HEENT: Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses mild tenderness. Eyes: Bilateral conjunctival inject ...
(Monica)Gender rarely shapes individual experience in isolation buMoseStaton39
(Monica)Gender rarely shapes individual experience in isolation but is instead linked to other social statuses in the effects it has on our lives. The gender distinction reflects what we see as appropriate “masculine” or “feminine.” For example, some societies expect men to be more aggressive and competitive and women to be emotionally nurturing. I was playing with dolls one day and was playing with two dolls: a female doll and a male doll. Upon passing by, an uncle of mine saw me playing with my toys and frowned. When I asked what was wrong, he seemed uncomfortable. In this statement, he suggested that girls should act like girls and play with girlie things, while boys should play with boy things, including boy dolls. The family experiences that taught me about gender and gender roles are vividly in my memory. Throughout my childhood, my mother and father stressed how essential it is for me to understand and know that I am a girl, and I should always act and carry myself accordingly.
I found conversations like that to be overly exaggerated at the time, but I subsequently understood why my parents did what they did. We were a family of six, with five girls and one boy. As a child, my parents, specifically my mother, stressed what clothing the girls wore. Our mother was always careful not to let us wear anything provocative, and we were to get married and have our own families. Girls are often told that it's alright to cry because girls cry, and if I was a boy, I'd be made to suck it up and deal with it. In addition, my mother taught me that women nurture and that we take care of the home, including cooking, cleaning, and taking care of the children. As girls, we could not play any sports that were deemed "too rough" or to be performed by boys. From a young age, we chose professional careers. All these careers involved female dominating industries, such as nursing, teaching, caretaking, and hairdressing. They all contributed to the construction of my gender.
Multiple ways are available to conceptualize gender; essentialists see it as a binary division, which classifies you as male or female at birth. In contrast, mainstream social scientists take a constructionist approach to gender. Page 242 argues that gender is a constructed concept that has been shaped through culture and history. Finally, people internalize the social expectations they are introduced to.(Ferris & Stein, 2020) (Links to an external site.)
Resources
Ferris, T., & Stein, J. (2020). Chapter 9/ Page 242. In The Real World: An Introduction to Sociology (7th ed., pp. 236–242). essay, W.W. Norton.
...
(Monica) A summary of my decision-making process starts with flippMoseStaton39
(Monica) A summary of my decision-making process starts with flipping through ads to find a job, I was concerned with what companies offered for pay, the type of work I would be doing, and how long would the job last. There were a few companies that were only looking to hire temporarily and again not an ideal situation if I am already concerned with having a steady income. Between the three ads, Office temp, a server at a restaurant making $2.13hr plus tips with hours varying, and a warehouse position, starting at $14Hr with hours from 12 pm to 7 pm. I chose to pick the warehouse position since it offers the most money and a set schedule. Continuing with the simulation, my monthly take-home pay after taxes is $1,224, making my weekly pay only $306. Ideally $1,224 is not enough funds to help sustain a family, barely one person. During this time, I have to pick my insurance, which is a requirement through the Affordable Care Act. Luckily my child is covered and I picked the cheapest plan that I could afford, the bronze plan and it costs $303 a month, which averages to almost $76 a paycheck. I have to ensure I have a place to live, paying rent over $720 and traveling puts my monthly rental and traveling costs at more than 800 dollars a month. The results of me living further away from my job, so that my rent is lower also increased gas costs. According to the simulation, every working household that saves a dollar spends 77 cents on transportation. My balance jumps from $1000 to $192 after paying rent only to find out my apartment is too small for my things, so I chose to have a yard sale. I only made $150 from the yard sale and made the decision to get paid by the piece, since I am barely making a living wage on an hourly paycheck, and in doing so my paycheck decreased by 25cents. I skipped my grandfather’s memorial service because I can not afford to travel, I paid $25 to replace a broken item I fixed, even though considered hiding the evidence. Grocery shopping is next on my to-do list, spending only 30 for things I needed, I felt was hardly enough food, but could not really afford to splurge and spend on extra things. During this time my stress levels are at an all-time high, but I turn the offer for a cigarette down because I do not want to get addicted. As a result, the simulation states there is a misconception that smoking relieves stress during difficult situations in life.
Now that I have come to payday, I decided to start my fitness journey by asking a friend to be my running partner. On the way to work, something blew in the car and needed to get fixed, and asking a friend to look at the issue saved money. The landlord decided to raise rent and $150 had to be paid or I could spend more on legal fees fighting it in court. On the way out to work, someone stole my gas from my car, so I had to make the decision to take the bus and the result where it took me three buses and fives times longer to get there, making me miss a few hours of p ...
(Note This case study is based on many actual cases. All the nameMoseStaton39
(Note: This case study is based on many actual cases. All the names used are made up, and any relation to actual people or events is purely accidental and coincidental.)
Addictions Case Study: Narrative
Presenting Problem:
Marci is a 22-year-old female college student who was arrested five months ago for driving while impaired with a blood alcohol level of 0.13. She was also charged with possession of a small amount (about 1 gram) of marijuana. Her license was suspended, but she has driving privileges to get to school/work and back.
Drug History and Current Patterns of Use:
She has smoked cigarettes since age 16 and currently smokes one pack daily. Marci stopped smoking cigarettes for six months one year ago, but she presently does not plan to cut down or quit.
She has five prescription pills (Xanax) for depression and anxiety that were given to her by a college classmate (for whom they were prescribed). Marci shared that she had been struggling with feelings of sadness and worrying too much about two months ago. She hasn’t taken them yet, but has considered trying them.
Marci first experimented with marijuana during her senior year of high school (age 17), with her use becoming more regular after she entered college. Marci was first introduced to marijuana by her high school boyfriend, who used it every day along with alcohol on the weekends.
While she started drinking wine with her family when she was 13, she started to
EDCO 740
Page 2 of 2
“seriously” drink starting around 18-years-old. She currently drinks four or more alcoholic beverages (usually wine or wine coolers; sometimes beer) three to four times a week and had been smoking marijuana two to three times a week for one year. Her usual pattern was to go on weekend binges, starting to drink and smoke on Friday evenings until 2:00 a.m. She would then have a glass or two of wine around lunchtime on Saturday, smoking a joint or two with a couple of friends during Saturday afternoons prior to attending college sporting or social events. She would then go to parties with friends on Saturday evenings, typically consuming six to seven cans/bottles/cups of beer and sharing several joints of marijuana with others. She had also started to consume energy drinks (Red Bull, Monster, etc.) when she drank beer at these parties to get an added “boost” to her high.
During the past two months, she has sometimes had one to two glasses of wine (she also used to smoke half a joint of marijuana with it) when alone on school nights. On the mornings after she used alcohol, Marci tended to sleep in and cut class, but not every week. Her recreational and social interests had increasingly involved the use of alcohol and marijuana, now since her arrest, it is mainly alcohol (although she still desires to smoke cannabis). Recently, Marci has begun to express concern to her friends about “feeling depressed and anxious,” but she reports no suicidal ideation or panic attacks. She is also concerned since sh ...
(Individuals With Disabilities Act Transformation Over the Years)DMoseStaton39
(Individuals With Disabilities Act Transformation Over the Years)
Discussion Forum Instructions:
1. You must post at least three times each week.
2. Your initial post is due Tuesday of each week and the following two post are due before Sunday.
3. All post must be on separate days of the week.
4. Post must be at least 150 words and cite all of your references even it its the book.
Discussion Topic:
Describe how the lives of students with disabilities from culturally and/or linguistically diverse backgrounds have changed since the advent of IDEA. What do you feel are some things that can or should be implemented to better assist with students that have disabilities? Tell me about these ideas and how would you integrate them?
ANOVA
ANOVA
• Analysis of Variance
• Statistical method to analyzes variances to determine if the means from more than
two populations are the same
• compare the between-sample-variation to the within-sample-variation
• If the between-sample-variation is sufficiently large compared to the within-sample-
variation it is likely that the population means are statistically different
• Compares means (group differences) among levels of factors. No
assumptions are made regarding how the factors are related
• Residual related assumptions are the same as with simple regression
• Explanatory variables can be qualitative or quantitative but are categorized
for group investigations. These variables are often referred to as factors
with levels (category levels)
ANOVA Assumptions
• Assume populations , from which the response values for the groups
are drawn, are normally distributed
• Assumes populations have equal variances
• Can compare the ratio of smallest and largest sample standard deviations.
Between .05 and 2 are typically not considered evidence of a violation
assumption
• Assumes the response data are independent
• For large sample sizes, or for factor level sample sizes that are equal,
the ANOVA test is robust to assumption violations of normality and
unequal variances
ANOVA and Variance
Fixed or Random Factors
• A factor is fixed if its levels are chosen before the ANOVA investigation
begins
• Difference in groups are only investigated for the specific pre-selected factors
and levels
• A factor is random if its levels are choosen randomly from the
population before the ANOVA investigation begins
Randomization
• Assigning subjects to treatment groups or treatments to subjects
randomly reduces the chance of bias selecting results
ANOVA hypotheses statements
One-way ANOVA
One-Way ANOVA
Hypotheses statements
Test statistic
=
𝐵𝑒𝑡𝑤𝑒𝑒𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝑊𝑖𝑡ℎ𝑖𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Under the null hypothesis both the between and within group variances estimate the
variance of the random error so the ratio is assumed to be close to 1.
Null Hypothesis
Alternate Hypothesis
One-Way ANOVA
One-Way ANOVA
One-Way ANOVA Excel Output
Treatme
(Kaitlyn)To be very honest I know next to nothing about mythology,MoseStaton39
(Kaitlyn)To be very honest I know next to nothing about mythology, it has never been something that I have had around me or taught in school, I guess it was one of those subjects that got kind of, overlooked. But history is history and in my opinion, it’s important to know what happened in the past to prevent future mishaps or wrongdoings. Therefore I don't know anything about mythology to start, but I am eager to learn more about all these different gods, goddesses, etc., and am surprised to find out that entire towns or civilizations would support the myths or people I am reading about.
The gods and goddesses seem to all have their sanction of what was claimed as their own, one wraps his arms around the earth floating the continents with his aqua arms, and another is essentially the undertaker and decides whose soul belongs where. The people are peasants and they are unequal to those that are considered the higher power, they are the protected and shall not reach out to become a protector. From what I have read it doesn't seem like the gods step on each other’s territory or have competitions to push each other out, it seems as though all that made it up there are respected and get to look down on those that are less than them.
While reading I noticed that there is a bit of a divide between men and women the same as we have today. A big part of societal issues today is gender equality and the general outlook on how each gender is portrayed without any prior information. Men are supposed to be large, strong, and tall, to protect and conquer for the interest of mankind. Women are supposed to be dainty and spread love, make a house a home, and show endearing qualities. I can see the reverse argument for Cupid who is the God of Love being that Eros is a male, being portrayed as the, "fairest of the deathless gods," (Hamilton, 36) but that is one instance in an array of different people. It seems that even though we have come a long way to today with working on gender-specific stereotypes, for these "myths" to be ancient and long ago, it doesn't seem like we have come that far. Yes women are seen as loving and they can be attractive to people around them, but in the man’s brain, they are simply there to be of service to the man, and to man the home when they are not present. It's interesting because even though the language of the reading may be hard for me to get used to, being that it is not in modern English, I can still very well understand one thing. Women like Aphrodite would "...[laugh] sweetly or mockingly at those her wiles had conquered, the irresistible goddess who stole away even the wits of the wise" (Hamilton, 32). Being a woman I translated this to essentially smiling in the faces of those who either are factually in the wrong, or have done wrong to you, and that is something that is still very much alive today. From history, we know that women were seen as property or disposable at the discretion of the man that homed her, and f ...
(Harry)Dante’s Inferno is the first of the three-part epic poem, DMoseStaton39
(Harry)Dante’s Inferno is the first of the three-part epic poem, Divine Comedy, written by Dante Alighieri. The Inferno depicts Dante’s journey through Hell, accompanied and guided by the ancient Roman poet Virgil. In his poem, Dante describes Hell’s topography consisting of nine circles, each representing the seriousness of the sin committed by its offenders, these sins are categorized (by the Catholic Church), grouped, and commonly known as the nine deadly sins. Each level of Hell represent places of torment where the first level is home to less serious offenders, and increase in severity in each circle. As they go deeper into each level, our characters, Dante and Virgil encounter offenders within each ring of hell who have committed more serious offenses and the sins are more egregious. We find that the lowest part of hell houses the betrayers, and punishment here is more severe. Punishment in the poem is handed out in a poetic justice fashion Dante calls contrapasso. In this last (deepest) level or ring of Hell the betrayers of Julius Caesar: Brutus and Cassius are prime tenants, along with Judas, who had betrayed Jesus.
As I read this poem, I can agree with how Hell was organized, and as it sits currently, those guilty of child sexual abuse could reside along with those who are being tortured in the second circle: Lust. But Dante seemed to portray these sins as less severe. But personally, I think that those guilty of committing child sexual abuse should be in the ninth circle of Hell, along with those committing treachery because what is child sexual abuse if not treachery! It is treacherous against the innocent children, who fall betrayed by those who they must respect and obey (adults or those older then they), it is an act of treason to the victim who may have trusted the person committing such a heinous act. But after much contemplation, I still cannot agree with this placement. Child sexual abuse and child sexual assault is, in a very real way, equal to those types of betrayals. The innocence of a child makes those crimes so bad that I feel so uncomfortable writing about. As defined on their website, child sexual abuse includes: any sexual act between an adult and a minor, or between two minors, when one exerts power over the other, forcing, coercing or persuading a child to engage in any type of sexual act, non-contact acts such as exhibitionism, exposure to pornography, voyeurism, and communicating in a sexual manner by phone or Internet. In Dante’s world, those guilty of child sexual assault are far more wicked than those guilty of other sexual sins, and even worse than those guilty of aberrant sexual behavior (as it was understood at the time). Therefore, these sinners would have their very own special place below the ninth circle.
For sinners tormented in the tenth circle, the torture must be as gruesome as the act committed by the sinners. For someone who has committed such a abominable act as is child sexual abuse, assault, ...
(Lucious)Many steps in the systems development process may cause aMoseStaton39
(Lucious)Many steps in the systems development process may cause a project to balloon out of control, affecting the scope's size, where the budget and timeline remain the same. Unfortunately, this is a widespread problem known as scope creep during an IS development. Scope creep is an unexpected demand that moves a project past its predetermined limits. Projects are always documented with a planning outline, which covers in-depth details on boundaries, schedules, major deliverables, time, and budget. Unfortunately, individuals involved in the project may intentionally or unintentionally cause a project to not meet its goals due to the unpredictable nature of adding tasks to a project in progress. Project managers can ensure that the scope is clear by referring to the project planning outline, where all the boundaries and parameters of the project stipulate all deliverables. Spending extra time finalizing the plan can dial in a clear and detailed scope for everyone involved in the project. A project manager needs to engage directly with the clients by speaking with them and thoroughly walking them through all the parameters and deliverables. Closely collaborating with clients throughout the various stages of the project can prevent hiccups that may occur. If issues arise during project development, it is always best to be transparent with the client about every problem. Being able to work through solutions with clients will ease the anxieties as strategies are planned. To ensure deliverables are to the client's expectations, necessary features should be identified as critical for delivering a usable end product. For example, managing a scope creep can be difficult if not handled correctly. However, managing change in a project development does not have to be a battle of wills. Knowing how to address change can be beneficial. It can be outlined in the project planning document with parameters that will deliver the best product for the client without derailing the project. (Joseph S. Valacich, 2015)
REFERENCES
Joseph S. Valacich, J. F. (2015). Essentials of Systems Analysis and Design Sixth Edition. Pearson Education, Inc.
i1v2e5y5pubs
W21153
NEDBANK GROUP: LEADERSHIP AND ADAPTIVE SPACE FOR
DIGITAL INNOVATION
Caren Scheepers, Jill Bogie, and Michael Arena wrote this case solely to provide material for class discussion. The authors do not
intend to illustrate either effective or ineffective handling of a managerial situation. The authors may have disguised certain names
and other identifying information to protect confidentiality.
This publication may not be transmitted, photocopied, digitized, or otherwise reproduced in any form or by any means without the
permission of the copyright holder. Reproduction of this material is not covered under authorization by any reproduction rights
organization. To order copies or request permission to reproduce materials, contact Ivey Publishing, Ivey Business Sch ...
(Eric)Technology always seems simple when it works and it is when MoseStaton39
(Eric)Technology always seems simple when it works and it is when it fails that we see how complex these physical and virtual spiderwebs truly are. Networks can fail due to multiple reasons, namely lack of redundancy and failover. This can be in the form of backup servers and switches that can activate when primary hardware fails or backup power supplies for when there are failures outside the network hardware. Hardware runs firmware and software, which needs to be updated. Forgetting to keep it updated can also lead to issues with loss of efficiency or complete failure.
I work for the Texas Department of Criminal Justice, and one of the common LAN issues that we have on our units is outdated hardware. The units suffer daily from bandwidth problems since the physical cables that are run throughout the building(s) are incredibly outdated. This means that the physical network cannot handle the data required for daily business. Another issue with LAN design is the lack of continuous testing. You should plan to test your networks on a regular basis to ensure that they are continuing to function as intended and plan for unscheduled testing after large increases in company growth.
Introduction
On a cold winter morning in 2006, Jeff Ryan sat in his office steaming over the fax he had just received from his long-time distribution partner. This could easily be the last straw for the company, as what choice did he have since this partner was responsible for the sales and distribution of over 95 percent of their product? The fax had come on the heels of a highly charged discussion with this distributor just two days earlier, which had been tense but ended with the distributor assuring Jeff that they would continue their exclusive arrangement with Versare. At the meeting, Jeff aired his concerns about the distributor’s lack of interest in the business, the cost increases for Versare, and the distributor’s poor receiving and order-taking processes, which cause expensive and unnecessary extra work on wall bed installations. As Jeff walked out of the meeting, though, he was assured by the distributor’s president that they were maintaining the exclusive arrangement. “We give you our word. Everything goes through you,” he assured Jeff.
So, despite the tensions, he felt good about the agreement that had been reached two days earlier. But this fax changed everything. Sent to Versare by mistake, the fax was intended for a competitor, and it included a large order for the same product that the distributor had promised would come only from Versare. Jeff quickly realized that the distributor’s assurances of two days earlier had been a lie. In his head, he could already hear the president saying, “It’s just business you understand.” While he did understand, he also knew that this relationship accounted for nearly all his company’s revenues. In hindsight, this may not have been smart, but in the early days it had been the only way to get the company’s product to t ...
(ELI)At the time when I first had to take a sociology class in higMoseStaton39
(ELI)At the time when I first had to take a sociology class in high school, I was staunchly anti-feminism, as I felt it was unnecessary in first world countries and primarily focused on encouraging immodesty and considering women to be worth more than men. At that time, my only education on feminism or feminist issues had come from my parents during homeschooling. I clearly remember getting into a heated debate with a classmate whom I considered "the feminist equivalent of a vegan," (referring to the stereotypical joke, "How do you know if someone is a vegan? Don't worry, they'll tell you,") and I told her I simply could not see any situations in real life where women aren't being represented without a real reason. She introduced me to the term Bechdel Test, and encouraged me to spend a few weeks watching my usual shows, but counting how many times the female characters spoke to each other about anything other than men.
As my understanding of feminism and of the world around me has evolved, I have seen an increase in media that passes the Bechdel Test, but have also been surprised to find it is significantly less common than I expected. Additionally, the Bechdel Test only looks at named female characters who discuss something other than men. It does not look at factors of race, sexuality, topics of conversation, or visual presentation. Some argue that although media increasingly passes the test, the quality of that media is lacking and therefore the value of the Bechdel Test does not hold up (How does the Bechdel Test measure up in evaluating film representations of women, 2021). More detailed studies show that women remain underrepresented in media, both behind and before the camera (Smith et. al, 2016). The female characters that are portrayed in trend towards being young and traditionally attractive, reinforcing the "ideal" image as the standard and further raising the standard for the average woman. Additionally, women of color and women belonging to other racial or social minority groups are even less visible, impacting the expectations that society has of women based on how they are shown, and influencing what women consider "normal" in themselves.
How does the Bechdel Test measure up in evaluating film representations of women? (2021, April 19). UWIRE Text, 1.
Smith, S., Choueiti, M., & Pieper, K. (2016). Inclusion or invisibility? Comprehensive Annenberg Report on diversity in entertainment. Media, Diversity & Social Change Initiative. USC Annenberg School for Communication and Journalism.
...
(Executive Summary)MedStar Health Inc, a leader in the healthcMoseStaton39
(Executive Summary)
MedStar Health Inc, a leader in the healthcare industry regionally and nation-wide, is a constant target of the malicious attempts of cyber criminals. Over the past 6 years MedStar Health Inc. has faced several instances of data breach most notably, the 2016 breach that compromised 370 computer systems and halted its operations. As the organization continues to digitize and broaden the use of electronic medical records across its facilities, the threat of cyber-attack remains even more pervasive. The purpose of this report is to provide an overview of MedStar Health Inc cybersecurity vulnerabilities, examine the overall causes and impact of the breaches and explore solutions to meet the organization’s cybersecurity challenges.
With a focal point on MedStar Health breaches, a literature-based study was conducted, and various news articles, academic journals and company publications were analyzed. It was found that the 2016 and 2020 data breaches were attacks on the organization’s internet servers. The 2020 hack compromised the records of 668 patients, whereas the 2016 hack was a result of a ransomware infection that compromised 7500 individuals’ records and halted the organizations’ operations. The cost of the virus infection was greater than the $19,000 ransom requested due to additional recovery and remediation costs. It was also revealed that the 2019 breach was due to human error.
To best combat the efforts of cyber criminals, it is recommended that MedStar Health Inc. place greater emphasis on cyber awareness training for employees/professionals, implementing multiple factor authentications and a strong password and identity management system to reinforce its IT infrastructure against future hacks. Failure to effectuate these measures pose significant risk to MedStar Health Inc., its affiliates and patients that extend beyond ransom payments, fines, imprisonment, lawsuits and costs incurred for subsequent identity theft protection services. The damage caused by data security breaches may prove fatal for patients, the company’s most valued asset, compromising public perception and the company’s mission to provide the highest quality of medical care and build long-term relationships with the patients they serve.)
Actual Technical Report
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Marcia Moment The Death of the Manage-Me WorkplaceT
1. Marcia
Moment
The Death of the Manage-Me Workplace
The
Dr. Mary Donohue
CEO, Donohue Learning
www.donohuelearning.com
The Marcia Moment: The Death of the Manage-Me Workplace |
Dr. Mary Donohue | [email protected] 1
The Marcia Moment:
The Death of the Manage-Me Workplace
Introduction
We all feel like Jan Brady—underappreciated.
There is an iconic moment in the ’70s TV show The Brady
Bunch when the middle sister of six
kids, Jan, yells, MARCIA, MARCIA, MARCIA! in her
frustration at all the attention her perfect older
sister gets. She can’t figure out why no one appreciates her.
This paper deals with Marcia Moments that team members
experience in the workplace. A root
cause of workplace frustration is training programs that end up
2. crippling sales productivity and
causing turnover because these programs fail to help managers
understand that people need
to work to learn and not learn to work. In other words, learning
is what inspires, and engages,
employees.
In a study we conducted throughout 2016 with five thousand
participants from across North
America, we found that:
• 77% of activities and initiatives organizations are undertaking
to engage their
leaders, develop future leaders, and recruit emerging leaders are
simply wrong,
according to data.
• 23% of our participants felt they were learning from or
engaged with other
generations at work.
• 70% of workforces are disengaged from their colleagues and
their work. That
means that fewer than three people in a meeting of ten
participants are not
thinking of work and nor do they really care.
• 7% were fully engaged and really enjoyed their jobs and
reported no problem with
generational communication.
Companies have to find a solution to the cohort that is having
its Marcia Moment.
The High Cost of Your Marcia Moment in 2017
Gen Xers make up 43% of most workforces and many are in
3. leadership positions. Millennials make
up 44% of most workforces and are close on Gen X’s heels as
leaders. Gen Xers, who are now the
reigning minority of the workforce, are having their Marcia
Moment, and in 2017 you will see this
play out in the workforce in terms of cost:
• PWC, in Pulse of the Profession (2013), stated that 56% of a
projected budget is at
risk due to ineffective communications.
• Our investigative research presented with Purdue University
in November (2016)
indicated a slightly lower number. In our research, we identified
that disengagement
is costing companies $2600 per employee per month, which for
a typical Fortune 500
company can run upwards of $200 million, and that may be a
conservative number.
The Marcia Moment: The Death of the Manage-Me Workplace |
Dr. Mary Donohue | [email protected] 2
In the face of these statistics, our research and work with
organizations has led us to conclude that companies need to
shift their training from a manage-me to a develop-me culture
that allows team members to appeal to and communicate
effectively with all generations in the workplace.
The workplace needs to provide the tools and ways to
measure outcomes for each employee so that he or she can
create their own “bespoke” or personal learning ecosystem
in a supportive environment using technology. Such an
ecosystem can be developed within a company’s existing
4. learning management system. It enables team members
to specialize in soft skill development, including how to
influence and motivate each generation. Hard skills can be
taught using a learning ecosystem
as well; however, our study only investigated the value of
teaching the generational soft skills
mentioned previously. The outcomes that were achieved are:
Personal results: Our students were 34% happier at work, earned
15% more income, and were
delighted to discover that three hours per week were freed up,
which many of them used to do
something that was fun.
Enterprise results: An 11% increase in productivity and a 34%
increase in engagement scores over
a one-year period, and a 50% reduction in the turnover of high-
potential Millennials, as well as a
general lessening in their desire to leave.
The Research
Over the course of the last 24 months, we were hired to speak or
provide programming across
North America to over 6500 people, including chiefs of police,
Fortune 500 employers in the retail,
banking, mining, health care and transportation sectors, and to
gaming companies.
Our quantitative study was based on a mixed-method approach
to research. A survey including
one short-answer question was sent to a sampling of one
thousand people we engaged within the
last twelve months. All had identified an interest in
understanding the generations.
We had a 20% response rate, with a margin of error of 5%, and
5. a confidence level of 95%. Our
qualitative study was based on information focus groups and
biographical research with students
who volunteered.
Definitions
We chose to define generations in the context of technology:
Boomers:
born between 1945 and 1960
are audio-techs
Gen Xers:
born between 1960 and 1980
are digital-techs
Millennials:
born between 1980 and 2000
are online-tech
“If you have an idea, just shout it out.”
The Marcia Moment: The Death of the Manage-Me Workplace |
Dr. Mary Donohue | [email protected] 3
Other Terms and Definitions Used in This Paper
✿✿ Marcia Moment: an individual’s detachment that manifests
depression. This drives lack
of engagement in the workplace.
✿✿ Manage-Me Training Culture: a task-focused traditional
type of training intended to
educate i) leaders who operate in silos; and ii) high-potentials.
6. ✿✿ Develop-Me Training Culture: bespoke personal learning
system that is part of a
teaching culture that focuses on soft skills and engagement. Aka
silo-busting cohort
training, focused on building intellectual, cultural and
communication capital.
✿✿ Me-time and Me-time Evaluation Tools: Millennials crave
time with their manager.
Managers will migrate from annual evaluations to scheduling
short bursts of time
with their team.
✿✿ Problem-presenting meetings and problem-solving meetings
are meetings that will replace
the PowerPoint deck and allow people to talk to each other and
apply their insights
and solutions to the project at hand. Data will be fluid on
Google docs. Clients won’t
be walked through a PowerPoint; rather, they will be walked
through an experience
or a story.
✿✿ Generational Literacy: understanding the shift from task to
technology and how it
affects each of the generational cohorts in the workplace.
✿✿ Work Moms and Dads: what Millennials demand in order to
navigate their careers and
workplace culture. These terms are replacing “work husband” or
“work wife.”
✿✿ Enterprise Learning Ecosystem: a learning ecosystem that
enables team members to
connect with each other through a video-based learning
environment.
7. ✿✿ Personal Learning Ecosystem: online testing and learning
material that enable an
individual to connect the links between an organization’s
culture and its heroes, and
has the effect of limiting the natural prejudice one generation
feels for the other that
reduces engagement.
✿✿ Communication Capital: an aspect of a Millennial’s skill set
that enables them to get the
message out (be it brand, team or internal messaging) using the
new currency, social
media. Used to generate sales and attract and retain new
employees.
✿✿ Intellectual Capital: an aspect of a Gen Xer’s skill set that
enables them to understand
the value of your business and your people, and how this
relationships works with
both internal team members and external customers. Gen Xers
use this skill to build
strategies and tactics that move the organization through
change.
✿✿ Cultural Capital: an aspect of a Boomer’s skill set that is
underpinned by their
knowledge of how the organization developed and what makes
it tick. Boomers
use this knowledge to build Millennial teams and create a
sustainable leadership
development.
✿✿ I-Workplace: a workplace where we communicate through
i) the Internet (email, text,
etc.) and ii) information downloads (for example, long, long
8. meetings and conference
calls); and iii) with investors who want their returns.
✿✿ Predictable Learning Engagement: understanding how
engaged employees retain
information and relate it to other employees.
The Marcia Moment: The Death of the Manage-Me Workplace |
Dr. Mary Donohue | [email protected] 4
The Marcia Moment
People may laugh at the analogy of characters in a
sitcom, but the overwhelming response to our travels
across North America that provided me with the
opportunity to speak to and with over fi ve thousand
people across North America confi rmed that the
Marcia Moment was very much in evidence. All seemed
to be suffering from this malaise. Everyone seemed
frustrated and upset over not being understood or
appreciated, and the target of the frustration was “coworkers in
the other generations.” The
failure of generations to connect with each other was creating a
detached psychological state.
This state, according to the tenets of group therapy, can cause
depression. We see this depression
manifested in lack of engagement in the workplace.
People felt that they had no infl uence over their teams. One
Gen Xer said, “Why can’t they
[Millennials] just listen to me? Why do I have to explain
everything? Why do they need me all the
time?” Conversely, a Millennial asked me to teach him “more
tools to keep the attention of my
manager, who never listens and is always too busy.”
9. Technology Accountability, Motivation and Learning
Dr. John Dewy, a famous psychologist and education reformer,
said that the driver of human
nature was the desire to be important. The poet and playwright
George Bernard Shaw said
if you teach a man he will never learn, but if you allow a man to
do it he will master it. The
biggest learning gaps we found were between Gen X and
Millennials; therefore, the biggest gap
concerning accountability and motivation exists between Gen X
and Millennials. This is because
each generation has a signifi cantly different relationship with
technology.
The differences are fascinating. Gen X became accustomed to
technology at work through digital
access, meaning full electronic participation in the Internet, but
this was accomplished through
programs like PowerPoint and Word and accessing fi le folders
online; some even remember
when data was stored on discs. The Internet was an individual
experience. Work and training
were individual experiences. Managers managed you and you
managed your tasks. This is called
“manage-me.”
Millennials are accustomed to online access, meaning the
Internet is a group activity used to
engage and communicate with thousands of people. It allows
them to be approachable and to
share online. This experience is called “develop-me.”
From manage-me to develop-me: This is what is driving the
shift from manage me – an
independent self-driven learning culture of Gen X – to the
10. develop-me culture – a community-
focused sharing-based learning culture embraced by
Millennials.
It is worth noting that Millennials crave development more than
money. Being associated with a
large fi rm and maybe having a big salary are fun, but these are
not key factors in what Millennials
say they need or want.
The new leadership buzzword will soon be “me-time.” “Me-
time” is defi ned as short bursts of
time with a leader or team mentor who will walk you through
your tasks and deliverables. Unlike
an annual 360 review, “me-time” is a concise and current
discussion of how you are feeling and
the status of your projects. Me-time can be scheduled weekly,
daily or bi-monthly. This shift in
MANAGEMe
DEVELOP
Me
The Marcia Moment: The Death of the Manage-Me Workplace |
Dr. Mary Donohue | [email protected] 5
management reflects the Millennials’ need for continuous
feedback that was gratified in their
youth by teachers, parents and technology, but at work this need
isn’t being met.
The Gen X beloved standard of PowerPoint will vanish. Instead,
you will see problem-presenting
11. meetings and problem-solving meetings where data is fluid on
Google docs. Clients won’t be
walked through a PowerPoint but rather through an experience
or a story.
We have found that annual evaluations don’t work with
Millennials or Gen X. This is primarily
because of the fact that technology is giving us constant
feedback, even though our boss may still
be attached to the old way of giving feedback. Millennials want
a “me-time evaluation.” We found
in our research that the following questions work well for 87%
of the population studied when you
are executing with a monthly calendar. To do this, embed the
questions in your calendar with a
memo to follow up with your team members.
Questions for “Me-Time Evaluations”:
1. What are you most proud of? Why?
2. In which area(s) would you like to improve? Why?
3. How do you learn from mistakes? Please give an example.
4. Do you have the resources and tools you need to perform
your job?
If not, how should we be investing in you?
5. What have I done to help you do your job better?
6. What have I done to hinder your job performance?
7. How do you learn? Provide an example.
8. What are your goals for the next six months/year?
12. 9. How do you like to be rewarded? Conversely, what should
happen
if you don’t reach your goals or a team member doesn’t reach
their goals?
10. How have you moved sales forward? Have you directly
brought
in a new lead or have you supported new leads or client care?
Please provide an example.
11. What do you think I will say your strengths and areas of
improvement will be?
12. Do you have any concerns?
The Marcia Moment: The Death of the Manage-Me Workplace |
Dr. Mary Donohue | [email protected] 6
Generational Literacy
The generation gap has been building since the Great Vowel
Shift in the 1400s. Michael Skapinker,
a columnist with the Financial Times, wrote:
We are probably in the midst of a vast generational change,
where instead of the
majority aspiring to traditional literacy and a skilled minority
attending to the
computers, it will be the other way around. It could be the
literary equivalent of the
Great Vowel Shift of the early 1400s. As author David Crystal
explains in The Fight for
English, before the shift “loud” would have been pronounced
“lood” and “leaf” would
13. have been “layf”.
Michael went on to say that “Grandparents and grandchildren in
1450 probably had considerable
diffi culty understanding each other,” which sounds familiar.
To be engaged you have to know with whom you are working.
We found that less than 23%
of the population we interacted with understood that they had a
problem with generational
communication, and 83% couldn’t or wouldn’t identify where
the communication bottleneck was
occurring (i.e., between Gen X and Millennials). In the face of
statistics, 70% of the participants
felt that they were well versed in understanding how the
different generations in the workplace
process communication. This is a common bias. Poor
engagement levels run counter to this
common belief.
The correlation between generational communication and
engagement should not be a surprise.
Why do teenagers run away? Because no one understands them.
Why do employees leave? Because no one understands them.
Here are emails from participants in
our research:
Jane, Millennial participant, 2016: “I spend my days in work
meetings, whether I am
working remotely or in the offi ce. Then they expect me to
spend my evenings doing
the actual work. My manager doesn’t understand. Nothing we
start ever seems to
get fi nished and more just gets piled on.”
14. Mike, Gen X workshop participant, 2016:“How do I drill into
Millennials’ heads the
concept of accountability? We can’t all just leave at 5:00. There
is a lot of work
to be done.”
Organizations have to stop treating their workforces as if they
are one generation. The same old
carrots aren’t motivating anyone; to the contrary, they are
alienating people. To turn this around
the data suggest you should implement the trends of 1) Work
Moms and Dads; 2) Learning
Ecosystems; and 3) the I-Workplace.
Trend 1: Work Moms and Dads
Gen X is throwing up their hands in frustration.
Gen X pioneered the concept of work wives and
husbands, defi ned as colleagues who share the
craziness of work. Gen X is task obsessed. They can’t
even think about leaving work until the job is done.
Millennials demand that their managers – Gen X – become work
moms and dads and help them
navigate the workforce and achieve success in their careers.
Millennials think about the job as one
part of their life, not their entire life.
9 TO 5
TIME
OVER
The Marcia Moment: The Death of the Manage-Me Workplace |
Dr. Mary Donohue | [email protected] 7
15. Gen X has to manage up and satisfy their Big Thinker Boomer
Bosses. Think of Boomers as the
Marcia Brady’s of the corporate world. They were smarter and
prettier and got all the attention
primarily because the size of their cohort allowed for it. Stuck-
in-the-middle Gen X also has to
manage down and develop the brilliant Millennial generation.
Think of Millennials as the lovely
spoiled Cindy, always the focus of attention who secretly solves
problems with Alice for the
benefit of the family.
Gen X is the smallest cohort in the workforce and has been
tasked with negotiating the shift from
the “manage-me workforce” to the “develop-me workforce.”
Being generational literate is not about understanding the
differences; it’s about understanding
the stress triggers and how to reduce them. Stress triggers
constrain motivation, trust and loyalty.
We found that less than 25% of leaders felt they or their
companies were generationally literate.
Less than 20% understood the financial consequences of
treating the workplace as if everyone
was one homogeneous generation.
A generationally literate leader understands the motivators that
build loyalty, and they report
that their teams thrive whether they are in the office next door
or in a country across the pond.
Generational leaders also understand that the psychological
contract (the unwritten rules of the
team) between leadership and its followers is rooted in
technology anchors and stress triggers.
Full disclosure: we just launched a first-of-its-kind certificate
16. program with Schulich Executive
Education Centre (SEEC), Schulich School of Business, York
University, to do this.
2. Learning Ecosystems: Stop Treating Everyone the Same
1. A Personal Learning Ecosystem is composed of online testing
and learning material that
enable an individual to connect the links between the
organization’s culture and its heroes,
and has the potential to mitigate the natural prejudice one
generation feels for another that
reduces engagement.
2. An Enterprise Learning Ecosystem is community of team
members who interact through
a technology platform. It is designed to enhance and transfer
cultural capital. Outcomes
include coworker engagement, the definition of cultural heroes
and rebels, and the sharing
of the ethics and morals and drivers of success of the
corporation.
To begin building your eco-system, it is always advantageous to
understand the strengths of what
each part of the system brings to the table. Each generation’s
hidden talents are discussed below.
Millennials: An Organization’s Communication Capital
– Millennials compose 44% of your workforce.
– Millennials are your Communication Capital. These are the
people whom you
want in your workforce to invigorate others with excitement for
new ideas. They
17. drive engagement when you motivate them, and because of the
Internet they are
motivators. They know how to get people to move from one
action to another using
the new currency – social media.
– They are trendsetters. They understand people and what
makes them feel good.
– They align with the ethics and morals of the organization.
– They are charmers – the people who sail through any
corporate event.
– They are motivated by action – don’t ask these people to sit
through long meetings.
The Marcia Moment: The Death of the Manage-Me Workplace |
Dr. Mary Donohue | [email protected] 8
– Millennials need to learn how to take charge of any situation
and how to make
people feel at ease in a meeting.
– Texting is the new watercooler chat. Millennials grew up on
gossip (ET Tonight,
People, US Magazine); if anything is happening in the
organization, they know about
it and are texting their friends about it.
– Physical traits: big hand movements; their head tends to look
down to the right or
left when they are composing an answer to a question. They are
note takers. When
18. speaking, they will often touch others to emphasize a point.
Gen X: Your Intellectual Capital
– Gen X composes 43% of your workforce.
– They are your Intellectual Capital. They are the heart of your
organization. They
understand the value of your business and its people, and how
these relationships
have worked with customers both internal and external.
– They are motivated by how they see themselves in the
organization. They align work
to the vision of the organization.
– They often have higher concentration levels and can put their
heads down and avoid
gossip (think engineer, techie and mathematician).
– They often think through their answers before they speak.
– One example of how they use their strengths is this: they are
the problem solvers in
your organization. They have the answers, but don’t have to
broadcast it.
– Don’t push them too far on time lines, because they will shut
down, and don’t break
your word to them or they will shut down entirely.
– Don’t withhold information – without information their
actions will seem pointless.
– Physical traits include small hand movements and are kept
close to the chin; their
19. head tends to look up to the right or left when composing an
answer to a question.
When they speak with others, they often look away, often
preferring technology for
communicating because it gives them time to form their
response.
Boomers: Your Cultural Capital
– Boomers compose 13% of your workforce.
– They are your Cultural Capital. They have all the knowledge
about how the
organization developed and what makes it tick, and can build
trends for the
organization.
– They are motivated by helping others and the organization; in
other words, they
work to the mission.
– They are team builders. They listen and are the people that
others always look to
assess the “real situation.”
– They are never afraid to have difficult conversations, give
feedback or accept
feedback.
– They need a lot of positive validation, that they are doing the
right thing by building
the team.
– They are talkers; these people walk and talk through the
office.
20. – One example of how they use their strengths is to build social
support pillars.
The Marcia Moment: The Death of the Manage-Me Workplace |
Dr. Mary Donohue | [email protected] 9
– Physical traits include very few hand movements, but when
they do use hand
movements they are forceful. Their head tends to look across to
the right or left when
composing their answer. They will remember what you say.
When speaking with
others, they will look directly at the speaker. They are
frustrated by no eye contact.
MILLENNIALS
Communication
Capital
GEN X
Intellectual
Capital
BOOMERS
Cultural
Capital
Develop-
Me
Culture
21. 3. The I-Driven Workplace: It Demands an Opportunity for Infl
uence
We are in a multigenerational workforce, and like it or not you
can no longer treat your workforce
as one homogenous group. As team members and as leaders, you
must learn to use your inner
knowledge of generations to successfully negotiate the
psychological contract that is at the center
of the I-Driven Workplace.
The I-Driven Workplace is a workplace where we communicate
with others through (Internet)
email, text, etc. This workplace is characterized by information
downloads and super-long
conference calls with investors who are anxious about their
returns. This workplace is creating a
high stress rate among not just Gen X but Millennials, because
in an I-Driven Workplace you have
very little infl uence. Prior to the Internet and the technical
marvel that is today’s workplace, our
infl uence was solely based on our relationships with people and
how we responded to people and
the written word; for example, newspapers and memos.
The Marcia Moment: The Death of the Manage-Me Workplace |
Dr. Mary Donohue | [email protected] 10
Overwhelming we found in the research that employee feel the
I-Driven Workplace creates i) a
lack of personal connection to the workplace; ii) reinforces the
belief that management doesn’t
care – you are lucky to have a job; and iii) allows leaders who
don’t know how to manage people
to hide.
22. To repair this the damage of the I-Driven Workplace, it is
imperative to understand the different
points of influence for each generation.
To motivate
them, use the phrase/
ideas below:
To influence their
ability to innovate,
use the phrase/ideas
below:
To influence
productivity, use
the phrase/ideas
below:
Generation
Boomer
“Our leader
needs you.”
Please share your
knowledge.”
Boomers are driven
by legacy.
“Let’s review the
numbers. Our
23. leader needs to
know.”
Gen X “It’s important
work. Only you can
get it done.”
“We need you
to help increase the
team’s ability to get
the job done.”
“Numbers are
driven by the task.”
Gen Y
Millennial Convey to them that
“team development
is fun.”
Encourage them to
discuss the problem
with peers (they will
do so anyway) and
provide a solution.
Social media as
conversation. Their
key to interacting
with people.
24. Conclusion: When We Learn at Work, We Thrive
Millennials, as we have established, would like a clear
development roadmap and guidance
system to navigate the organization. In other words, they want
help. Gen Xers, on the other hand,
feel you own your destiny. You “have to own” your own
development.
They want to receive training, even when they are in a senior
role and moving to a C-Level role.
Learning is their socialization. Remember, this is the generation
that was the first to have equal
numbers of male and female students at university.
Gen X needs to figure out how to develop Millennials, because
Millennials will eclipse them in due
course. Millennials need to figure out how to inspire both Gen
X and Gen Z. The key is don’t train
for task; train for intelligence.
Why is it that some companies can offer fair compensation
packages and still have productivity
issues, while other companies can offer $25,000 or less a year
and have very high productivity?
The Marcia Moment: The Death of the Manage-Me Workplace |
Dr. Mary Donohue | [email protected] 11
The answer is culture.
It’s all about culture. And our culture is shifting. To be an
engaged organization, the data suggest
that you should focus on your people and soft skills. We found
that when learning is delivered
25. in both a personal learning and/or enterprise supported learning
ecosystem, that for every ten
students:
• On average, 1.5 students would not get involved
• 3.5 will retain and repeat the information learned to three
people
• 5 employees will become cultural enthusiasts and share the
information with three
team members or other employees
• 1 employee will become the cultural trigger and share the
information with 10 team
members or other employees
These people began to shift the culture of disengagement and
depression to a culture of learning
and thriving, negating the Marcia Moment effect.
No matter how big your technology, advertising or lobbying
budget, if your employees don’t feel
good (and data on low engagement levels tell us they are not
happy), they are not going to make
your customers happy and move product.
At the end of the episode, Mr. and Mrs. Brady teach Jan that
you have to work hard to get
recognition and success. Our job as leaders of Gen X and
Millennials is to create the engagement
tools and environment that allow everyone to be recognized, and
we hope this paper has pointed
you in the right direction to do that.
By the way, at the end of the episode Jan did get recognition
26. and understanding, as did the
participants who used these tools. In fact, they increased their
personal income, found more
time for themselves, and were far less stressed than their
colleagues who continued to treat and
communicate with each generation as they had always done.
For more information, please contact:
Mohammad Mahasneh
Director of Communications–Donohue Learning Technologies
+1 (647) 404-0020 | [email protected]
www.DonohueLearning.com
administrative
sciences
Article
Can Servant Leaders Fuel the Leadership Fire?
The Relationship between Servant Leadership and
Followers’ Leadership Avoidance
Martin Lacroix 1,* and Armin Pircher Verdorfer 2
1 Faculty of Social Sciences and Cultural Studies, University of
Giessen, Karl-Glöckner-Straße 21,
35394 Giessen, Germany
2 School of Management, Technical University of Munich,
Arcisstraße 21, 80333 München, Germany;
[email protected]
27. * Correspondence: [email protected]
Academic Editors: Dirk van Dierendonck, Sigrun Gunnarsdóttir
and Kathleen A. Patterson
Received: 14 January 2017; Accepted: 21 February 2017;
Published: 27 February 2017
Abstract: This study tested the effect of servant leadership on
followers’ inclinations to strive for
and, in contrast, to avoid leadership responsibility. Results from
a study in the health care context,
including two waves of data from 222 employees, revealed that
servant leadership had a small
but positive effect on followers’ leadership avoidance. This
effect was influenced by followers’
implicit conception of an ideal leader. Specifically, servant
leadership was found to reduce leadership
avoidance when the congruence with the followers’ ideal leader
prototype was high. Furthermore,
followers’ core self-evaluations and affective motivation to lead
mediated the relationship between
servant leadership and reduced leadership avoidance.
Implications of these patterns for theory and
practice and avenues for future research are discussed.
Keywords: servant leadership; leadership avoidance; motivation
to lead; core self-evaluations
1. Introduction
One of the core tenets of servant leadership theory is that
servant leaders instill in followers a
desire to serve others [1,2]. Research in this field has
convincingly argued that servant leaders are
uniquely effective in developing and nurturing service values
among followers. More specifically,
it is thought that servant leaders represent strong role models
28. that influence followers via learning
processes and vicarious experiences and, thus, eventually imbue
the importance of service within
their teams [2]. Empirical support for this notion comes from a
study conducted by Walumbwa,
Hartnell and Oke [3] who surveyed leaders and their followers
from several multinational companies
in Kenya. They found servant leadership to be positively related
to service climate, which represents
a “collection of behavioral features or activities of the
departments all focusing explicitly on service
quality” [4] (p. 1022). More recently, Liden Wayne, Liao and
Meuser [5] further substantiated this
notion. In a study conducted in the USA with restaurant leaders
and their teams, they found that
servant leadership shapes a serving culture in organizations that
goes even beyond the service climate
with its emphasis on customer service. Rather, the notion of
serving culture explicitly refers to an
organizational environment in which all members, leaders and
followers “share the understanding
that the behavioral norms and expectations are to prioritize the
needs of others above their own and to
provide help and support to others” [5] (p. 1437).
In the present article we build upon and extend the above
evidence by addressing a related, yet
rarely discussed and hitherto not empirically tested implication
of servant leadership. Greenleaf [1] and
several other scholars in his tradition have framed the implicit
expectation that those who are served by
Adm. Sci. 2017, 7, 6; doi:10.3390/admsci7010006
www.mdpi.com/journal/admsci
http://www.mdpi.com/journal/admsci
29. http://www.mdpi.com
http://www.mdpi.com/journal/admsci
Adm. Sci. 2017, 7, 6 2 of 11
servant leaders will understand their true potential, take on
these practices and thus eventually become
servant leaders themselves (e.g., [6]). From this follows that
servant leaders should be able to reduce
motivational barriers in followers to strive for or accept
leadership responsibility. In fact, despite
the primacy of a genuine motivation to serve in the conception
of servant leadership [1], leadership
per definition includes a motivation to lead [7]. In other words,
someone who views leadership
responsibility as inherently daunting and unattractive is
unlikely to become a servant leader. That
said, the main aim of the present research is to investigate the
link between servant leadership and
followers’ motivations to lead and, eventually, leadership
avoidance, which represents a fundamental
obstacle to assuming leadership responsibility [8]. Our
theoretical model posits that servant leaders
are positive role models that instill in followers an attractive
conception of being a leader. However,
we assume that followers’ implicit conception of an ideal leader
(i.e., ideal leader prototype) affects the
strength of this relation. Furthermore, we introduce follower
core self-evaluations [9] as an additional
intermediate mechanism through which servant leadership
impacts followers and which we describe
in more detail below.
A second aim of our research relates to measurement adaption.
Specifically, we use the 28-item
30. servant leadership questionnaire developed by Liden, Wayne,
Zhao and Henderson [10] and adapt it
for use in German-speaking countries. Not only is servant
leadership still measured with somewhat
different instruments (see [7] for a more detailed discussion of
this issue), but at the same time,
research on servant leadership is also becoming more and more
international. Thus, the availability
of different psychometrically valid servant leadership measures
for use in different cultural contexts
will enable researchers to compare result patterns not only
across cultures, but also across different
measurement approaches.
2. Servant Leadership as a Pathway to Reduced Leadership
Avoidance
In the present research, we build upon and seek to extend prior
evidence showing that servant
leaders stimulate serving behaviors among their followers [3,5].
However, besides fostering a serving
culture and stimulating followers to prioritize service quality,
we posit that servant leaders also instill
in followers a positive and attractive conception of being a
leader. This means that followers come
to view leadership responsibility as an attractive challenge
instead of being deterred from fear of
failure and expectations of pressure and stress [8]. In fact, an
important premise of servant leadership
theory is that servant leaders are particularly likely to become
attractive role models for their followers
due to their unique concern for others and strong ethics [2].
Thus, drawing on processes related to
vicarious and observational learning [11], we propose a direct
link between servant leadership and
followers’ inclination to be less skeptical and averse to
31. assuming leadership responsibilities themselves.
Accordingly, we specified the following hypothesis:
Hypothesis 1: Servant leadership is negatively linked to
followers’ avoidance of leadership (i.e., finding
leadership responsibility daunting).
However, we propose that this relationship is not adequately
conceptualized solely as a direct
effect and several intervening mechanisms need to be
considered. First, we draw on leader
categorization theory [12] and hypothesize that followers’
responses to servant leadership are
considerably influenced by the degree to which leaders display
what followers believe to be the
qualities of an ideal leader (i.e., ideal leader prototype, see
[13]). That said, it is plausible that the
tendency of followers to develop a positive and desirable
conception of leadership responsibility is
partially dependent on whether they perceive their leader to
match their ideal leader prototype [2].
Therefore, we specified the following prediction:
Adm. Sci. 2017, 7, 6 3 of 11
Hypothesis 2: The direct link between servant leadership and
reduced leadership avoidance is moderated by
followers’ ideal leader prototype. The more followers perceive
their leader to match their ideal leader prototype,
the stronger the effect of servant leadership will be on
followers’ reduced leadership avoidance.
Second, besides the moderation effect pertaining to the ideal
leader prototype, we propose a
32. series of intermediate mechanisms in our framework. Our
overall model is depicted in Figure 1, which
represents a larger process that starts with servant leadership
and culminates in followers’ reduced
leadership avoidance. First, following Felfe et al. [8], the most
proximal antecedent to the avoidance
of leadership is a lack of genuine motivation to lead. Second,
we contend that motivation to lead
represents a function of specific internal resources on the part
of followers, most notably a sense of
self-worth and ability [9]. These resources, in turn, have been
consistently described as an outcome
of supportive and ethically positive leadership in the literature.
In what follows, we delineate the
theoretical rationale for the various links in our proposed model
in more detail.
Adm. Sci. 2017, 7, 6 3 of 11
reduced leadership avoidance. First, following Felfe et al. [8],
the most proximal antecedent to the
avoidance of leadership is a lack of genuine motivation to lead.
Second, we contend that motivation
to lead represents a function of specific internal resources on
the part of followers, most notably a
sense of self-worth and ability [9]. These resources, in turn,
have been consistently described as an
outcome of supportive and ethically positive leadership in the
literature. In what follows, we
delineate the theoretical rationale for the various links in our
proposed model in more detail.
Figure 1. Predicted model linking servant leadership to
followers’ leadership avoidance. MLT =
motivation to lead. The dashed lines represent additional paths
33. that were tested as part of the partial
mediation model.
In the proposed framework, the immediate precursor of
leadership avoidance is a lack of
motivation to lead. Chan and Drasgow [14] described
motivation to lead as an individual’s
preference to strive for a leadership role or position, which is
reflected in three dimensions. First, the
affective-identity component of motivation to lead suggests that
a person considers oneself as
having intrinsic leadership qualities and thus simply enjoys
leading others. Second, the
social-normative aspect is characterized by experiencing a sense
of duty and obligation to lead.
Third, the non-calculative aspect accounts for people who
neglect the personal costs of leading in
their decision. In our approach, we focus on the affective
component because previous research has
consistently identified it as the most influential predictor for
leadership potential (e.g., [14]) and
career ambitions [8,15]. Moreover, we focus on the non-
calculative aspect because it reflects, to some
extent, a non-egocentric attitude and is thus somewhat
consistent with the humble attitude of
servant leaders [16]. In fact, individuals scoring high on this
dimension are not genuinely concerned
with their own interests when it comes to striving for or
accepting a leadership role. Prior research
has provided solid empirical evidence for the inherent, negative
link between the motivation to lead
and leadership avoidance [8]. In line with this, we developed
the following hypothesis:
Hypothesis 3: Motivation to lead (affective and non-calculative)
is negatively related to leadership avoidance.
34. Next, we build on Liden, Panaccio et al. [2] and introduce
followers’ core self-evaluations [9] as
a mechanism through which servant leadership is assumed to
positively influence followers’
motivation to lead.
The Mediating Role of Core Self-Evaluations
The concept of core self-evaluations (CSE) is generally
described as a broad, integrative trait
consisting of self-esteem, generalized self-efficacy, locus of
control and emotional stability [9]. As
Liden, Panaccio et al. [2] point out, servant leadership appears
as particularly suitable to foster the
self-esteem (i.e., the appraisal of self-worth) and self-efficacy
(i.e., the appraisal of one’s ability to
successfully complete tasks and reach goals) components. In
fact, by showing genuine concern for
followers’ needs and by standing back and giving them support
and credit, servant leaders
consistently demonstrate confidence in their followers and
signal that they are worthy and capable
individuals. Moreover, servant leaders empower their followers
and provide opportunities to use
and develop their talents and skills. This helps followers to
solve problems at work autonomously
Figure 1. Predicted model linking servant leadership to
followers’ leadership avoidance.
MLT = motivation to lead. The dashed lines represent additional
paths that were tested as part of the
partial mediation model.
In the proposed framework, the immediate precursor of
leadership avoidance is a lack of
35. motivation to lead. Chan and Drasgow [14] described
motivation to lead as an individual’s
preference to strive for a leadership role or position, which is
reflected in three dimensions. First, the
affective-identity component of motivation to lead suggests that
a person considers oneself as having
intrinsic leadership qualities and thus simply enjoys leading
others. Second, the social-normative
aspect is characterized by experiencing a sense of duty and
obligation to lead. Third, the non-calculative
aspect accounts for people who neglect the personal costs of
leading in their decision. In our approach,
we focus on the affective component because previous research
has consistently identified it as the
most influential predictor for leadership potential (e.g., [14])
and career ambitions [8,15]. Moreover,
we focus on the non-calculative aspect because it reflects, to
some extent, a non-egocentric attitude
and is thus somewhat consistent with the humble attitude of
servant leaders [16]. In fact, individuals
scoring high on this dimension are not genuinely concerned
with their own interests when it comes to
striving for or accepting a leadership role. Prior research has
provided solid empirical evidence for the
inherent, negative link between the motivation to lead and
leadership avoidance [8]. In line with this,
we developed the following hypothesis:
Hypothesis 3: Motivation to lead (affective and non-calculative)
is negatively related to leadership avoidance.
Next, we build on Liden, Panaccio et al. [2] and introduce
followers’ core self-evaluations [9] as a
mechanism through which servant leadership is assumed to
positively influence followers’ motivation
to lead.
36. Adm. Sci. 2017, 7, 6 4 of 11
The Mediating Role of Core Self-Evaluations
The concept of core self-evaluations (CSE) is generally
described as a broad, integrative trait
consisting of self-esteem, generalized self-efficacy, locus of
control and emotional stability [9]. As Liden,
Panaccio et al. [2] point out, servant leadership appears as
particularly suitable to foster the self-esteem
(i.e., the appraisal of self-worth) and self-efficacy (i.e., the
appraisal of one’s ability to successfully
complete tasks and reach goals) components. In fact, by
showing genuine concern for followers’ needs
and by standing back and giving them support and credit,
servant leaders consistently demonstrate
confidence in their followers and signal that they are worthy
and capable individuals. Moreover,
servant leaders empower their followers and provide
opportunities to use and develop their talents
and skills. This helps followers to solve problems at work
autonomously and successfully and, thus,
more generally allows for experiences of success and
achievement. Such experiences, in turn, likely
convey to followers a sense of control and influence over
outcomes (i.e., locus of control), helping them
also to feel more calm and secure in challenging situations (i.e.,
emotional stability).
Next, we argue that followers’ core self-evaluations positively
relate to their motivation to
lead and, thus, eventually, to lower levels of leadership
avoidance. Support for this notion comes
37. from theoretical as well empirical work on core self-evaluations
showing that the effects of core
self-evaluations on individuals’ psychological functioning and
behaviors are best described through
an approach/avoidance framework [17]. According to this
perspective, most human experiences differ
with regard to their sensitivity to positive or negative
information [18]. Thus, personality traits reflect
distinct temperaments depending on whether the focus is on
approaching pleasurable opportunities
(i.e., positive stimuli) or avoiding unfavorable, painful
experiences (i.e., negative stimuli). Since
its introduction, core self-evaluation (with its focus on self-
worth, feeling secure, competent and in
charge) has been consistently linked to both the adoption of
approach goals [19] and the avoidance of
threats [20]. More recently, Ferris et al. [21] conducted two
studies with students as well as dyads from
the working context and found core self-evaluations to foster
positive outcomes (such as organizational
citizenship behavior and reduced levels of workplace deviance)
through both high approach tendencies
and low avoidance tendencies.
With the above processes in mind, we argue that followers with
high core self-evaluations are
more sensitive to positive aspects and experiences when
interacting with and observing their leader.
In turn, they are less likely to notice and emphasize problematic
and overly demanding leadership
experiences. Taken together, it is plausible that more approach-
oriented individuals think more
positively about the challenges associated with a leadership
role, focus more on the opportunities (i.e.,
affective motivation to lead) and are less concerned about
potential personal costs (i.e., non-calculative
38. motivation to lead). Against this background, we specified the
following prediction:
Hypothesis 4: The relationship between servant leadership and
motivation to lead (affective and non-calculative)
is mediated by followers’ core self-evaluations.
3. Method
3.1. Participants and Procedure
For the purpose of our research, we conducted a two-wave
online study in the German health
care sector. Specifically, we collected publicly available e -mail-
addresses from four German university
hospitals by searching the homepage of clinics, medical centers
and specialized institutes related to
medical treatment and research as well as centralized service
departments related to management and
support topics of hospitals. Data were collected at two times
separated by about eight weeks to allow
us to reduce common method bias [22].
Overall 6243 potential respondents were contacted via e-mail
out of which 815 (13.1%) accessed
the online survey. The introductory letter explained the purpose
of the study, provided assurances
of confidentiality and informed respondents that participation in
this study was strictly voluntary.
Adm. Sci. 2017, 7, 6 5 of 11
Overall, 504 participants completed the survey and provided
data on perceived servant leadership
39. and ideal leader prototype. Responses from seven participants
were eliminated due to missing data,
resulting in a sample of 497 participants at Time 1 (i.e., 8%
response rate).
Approximately eight weeks later, the 497 respondents who
participated at Time 1 were asked
to complete an online survey measuring core self evaluations,
motivation to lead, and leadership
avoidance. Five out of 227 participants provided invalid
responses, resulting in a total of 222 matched
usable surveys at Time 2 (i.e., 3.5% response rate).
3.2. Sample
The overall sample that was used in the present research can be
divided into two sub-samples.
Sub-sample 1 (N = 275) covers the respondents who
participated exclusively at Time 1 and did not
complete the survey at Time 2. Subsample 2 (N = 222) refers to
those participants, who filled in the
survey both at Time 1 and Time 2.
In sub-sample 1, 67% of the respondents were female. In terms
of age, the distribution was as
follows: 20.4% were 20–29 years, 41.8% were between 30–39
years, 21.1% were 40–49, 14.9% between
50–59, and 1.8% were above 60 years old. With regard to
tenure, 50% had been working for less than
five years in their current organization (8.7% less than one year,
45.5% more than one and less than
five years; 20.0% less than 10 years and 25.5% more than 10
years). Most participants in sample 1 were
physicians (40.4%), 20% were nursing or medical technical
assistants, and 8.4% worked in central and
administrative services (other professions: 30%).
40. In subsample 2, 71% of the respondents were female. Between
14.9% were 20–29 years, 34.7%
were 30–39 years, 22.5% were 40–49 years, 24.3% were 50–59
years, and 3.2% were above 60 years old.
For more than 50% of the respondents, organizational tenure
was over five years (4.1% less than one
year, 37.4% more than one and less than five years; 18.9% less
than 10 years and 39.2% longer than
10 years). With regard to the occupational background, the two
major groups were physicians and
nursing or medical technical assistants (23% each). Nine
percent worked in central and administrative
services (other professions: 45%).
3.3. Measures
Unless otherwise indicated, all scales used in our study were
anchored with a response format
ranging from 1 (strongly disagree) to 5 (strongly agree).
Servant leadership was measured at Time 1 by using the 28-item
scale developed by Liden et al. [10].
Since no German version was available, we followed the
guidelines by Brislin [23] and adapted the
original items for the use in German-speaking samples (the
translated items can be obtained from the
first author of this study).
To measure ideal leader prototype we adopted an item from Van
Quaquebeke et al. [24]. Participants
were asked to respond to the following question: “To what
degree does your current leader match
your conception of an ideal leader”. The item was included at
Time 1 and responses were given on a
five-point scale ranging from 1 (not all all) to 5 (very well).
41. Core self-evaluations were assessed at Time 2 with the German
adaptation [25] of the core
self-evaluations scale developed by Judge and colleagues [9].
Sample items include “I complete
tasks successfully” (i.e., self-efficacy), “I determine what will
happen in my life“(i.e., locus of control),
“Overall, I am satisfied with myself” (i.e., self-esteem), and
“Sometimes I feel depressed” (i.e., emotional
stability, reverse coded).
Motivation to lead was measured by using four items for the
affective dimension and four items for
the non-calculative dimension taken from the scale developed
by Chan and Drasgow [14] and adapted
by Felfe and colleagues [8]. This measure was included in Time
2. Sample items were “I am the type of
person who likes to be in charge of others” (i.e., affective
motive) and “I am only interested to lead a
group if there are clear advantages for me (i.e., non-calculative
motive, reverse coded).
Adm. Sci. 2017, 7, 6 6 of 11
Avoidance of leadership was captured at Time 2 by using three
items developed by Felfe et al. [8].
A sample item was: “The pressure that comes with a leadership
role is daunting to me”.
4. Results
4.1. Measures
First, we applied confirmatory factor analysis (CFA) by using
42. the software MPLUS 6 [26] and
tested the factorial validity of the newly adapted servant
leadership measure. In two separate samples
(i.e., subsample 1 and 2), we compared three factor models. The
first model was a one-factor model in
which all 28 items were loaded on one single servant leadership
factor. The second was a first-order
factor model in which items loaded onto their respective factors
and the seven factors were allowed to
correlate. The third was a second-order factor model in which
items were loaded onto their respective
factors and the seven factors were loaded on a second-order
latent servant leadership factor. The
results of this analysis are shown in Table 1. They indicate that
the adapted measure is best represented
by seven related facets describing different attributes of servant
leadership (We also tested the factor
structure of the seven-item short form [27], obtaining excellent
psychometric properties. The detailed
results can be requested from the first author of this study.)
Table 1. Results of confirmatory factor analyses for the servant
leadership measure.
Model χ2 df χ2/df TLI CFI RMSEA ∆χ2
Subsample 1
One-factor model 1663.91 350 4.75 0.748 0.766 0.117
First-order model 730.19 329 2.2 0.918 0.929 0.067 933.71 ***
Second-order model 784.11 343 2.29 0.914 0.922 0.068 879.80
***
Subsample 2
One-factor model 1332.007 350 3.81 0.777 0.793 0.112
First-order model 657.674 329 2.00 0.920 0.931 0.067 674.33
43. ***
Second-order model 691.32 343 2.02 0.919 0.927 0.068 640.69
***
Notes: ∆χ2 represents the difference in χ2 values between the
respective model and the one-factor model,
*** p < 0.001.
Next, we conducted CFA to assess the integrity of the
measurement model underlying our
hypotheses tests in subsample 2. Given the relatively large
number of parameters in the proposed
model and the relatively small sample size, we used item
parcels as indicators for some latent constructs.
Specifically, for servant leadership, seven parcels were created
based on the preexisting dimensions [10].
The same procedure was applied for core self-evaluations and
we created four parcels representing
the components of core self-evaluations (i.e., self-esteem, self-
efficacy, locus of control, emotional
stability). For the remaining latent variables (i.e., affective and
non-calculative motivation to lead as
well as leadership avoidance), items were used as indicators
since these measures consisted of three to
four items only. Results showed that the hypothesized five-
factor model fit the data well (χ2 = 328.96,
df = 199, p < 0.001, χ2/df = 1.65, CFI = 0.95, TLI = 0.95,
RMSEA = 0.05). Next, we compared this
model with two alternative models in order to establish
discriminant validity. First, we tested the
fit of a single-factor model in which all indicators were loaded
onto a single factor. This procedure
yielded a fairly poor model fit (χ2 = 1791.54, df = 209, p <
0.001, χ2/df = 8.57, CFI = 0.43, TLI = 0.37,
RMSEA = 0.19) which was clearly inferior to the fit of the five-
44. factor model (∆χ2(10) = 1462.58 p < 0.001).
Second, the proposed five-factorial model was preferable over a
three-factor model in which all
motivation to lead and leadership avoidance indicators were
covered by a single factor (χ2 = 1052.32,
df = 206, p < 0.001, χ2/df = 5.11, CFI = 0.69, TLI = 0.66,
RMSEA = 0.14, ∆χ2(7) = 723.36, p < 0.001).
In summary, the revealed pattern supports our measures’ utility
to capture the target constructs
under investigation.
Adm. Sci. 2017, 7, 6 7 of 11
4.2. Hypotheses Tests
Table 2 presents the descriptive statistics, internal consistency
reliabilities, and correlations among
the study variables. In order to test our hypotheses in detail, we
conducted structural equation
modeling (SEM) in MPLUS. The results of this analysis are
depicted in Figure 2.
Table 2. Descriptive statistics and correlations.
M SD 1 2 3 4 5 6
1. Servant Leadership 3.05 0.86 (0.78)
2. Ideal Leader Prototype 2.90 1.37 0.86 *** (-)
3. Core Self-Evaluations 3.86 0.58 0.29 *** 0.25 *** (0.78
4. Affective MTL 3.36 0.89 0.08 0.04 0.27 *** (0.86)
5. Noncalculative MLT 3.39 0.91 0.00 −0.05 0.41 * −0.23 **
(0.88)
6. Leadership Avoidance 2.55 0.88 −0.02 0.04 −0.49 *** −0.49
*** −0.20 ** (0.78)
45. Notes: * p < 0.05, ** p < 0.01, *** p < 0.001, MTL =
Motivation to lead.
Adm. Sci. 2017, 7, 6 7 of 11
Figure 2. Estimated regression coefficients for the predicted
model. * p < 0.05, *** p < 0.001,
MLT = motivation to lead. The dashed lines represent non-
significant paths. Affective and
non-calculative MTL were allowed to correlate (factor
correlation = −0.32, p < 0.001).
Surprisingly, servant leadership was positively related to
leadership avoidance (β =.16, p < 0.05),
which is in contrast to Hypothesis 1. To test the proposed
moderating role of the ideal leader
prototype in this link, we conducted a regression analysis using
the Process macro for SPSS [28]. This
analysis revealed a significant servant leadership × ideal leader
prototype interaction with b = −0.22,
p < 0.01, 95% CI [−0.33, −0.10]. The direction of the
moderation effect is in the expected direction.
Thus Hypothesis 2 was confirmed. To visualize the nature of the
revealed effect we followed the
procedures developed by Dawson [29] and plotted the
interaction (Figure 3). The revealed pattern
indicates that servant leadership is more likely to reduce
leadership avoidance when the ideal leader
prototype is high, but not at lower levels.
Figure 3. The moderating role of ideal leader prototype. SL =
servant leadership, ILP = ideal leader
prototype.
46. Hypothesis 3 stated a negative relationship between the
motivation to lead and leadership
avoidance. As shown in Figure 2, both the affective component
(β = −0.56, p < 0.001) and the
non-calculative component (β = −0.23, p < 0.001) had a
negative effect. Therefore, Hypothesis 3 was
confirmed.
Furthermore, in line with our expectations, servant leadership
was positively related to core
self-evaluations (β = 0.32, p < 0.001), which in turn predicted
the affective (β = 0.32, p < 0.001) and the
non-calculative (β = 0.17, p < 0.05) components of the
motivation to lead. In order to test the specific
indirect effect from servant leadership on motivation to lead
through core self-evaluations,
bootstrapping (with 10,000 bootstrap samples) was used to
create a bias-corrected confidence
interval (CI) for the indirect effect. The specific indirect effect
was 0.10%, 95% CI [0.037, 0.168] for
affective motivation to lead, and for non-calculative motivation
to lead, it was 0.05, 95% CI [0.001,
1
2
3
4
5
Low SL High SL
L
47. ea
de
rs
hi
p
av
oi
da
nc
e
Low ILP
High ILP
Figure 2. Estimated regression coefficients for the predicted
model. * p < 0.05, *** p < 0.001,
MLT = motivation to lead. The dashed lines represent non-
significant paths. Affective and
non-calculative MTL were allowed to correlate (factor
correlation = −0.32, p < 0.001).
Surprisingly, servant leadership was positively related to
leadership avoidance (β = 0.16, p < 0.05),
which is in contrast to Hypothesis 1. To test the proposed
moderating role of the ideal leader prototype
in this link, we conducted a regression analysis using the
Process macro for SPSS [28]. This analysis
revealed a significant servant leadership × ideal leader
prototype interaction with b = −0.22, p < 0.01,
95% CI [−0.33, −0.10]. The direction of the moderation effect is
48. in the expected direction. Thus
Hypothesis 2 was confirmed. To visualize the nature of the
revealed effect we followed the procedures
developed by Dawson [29] and plotted the interaction (Figure
3). The revealed pattern indicates that
servant leadership is more likely to reduce leadership avoidance
when the ideal leader prototype is
high, but not at lower levels.
Adm. Sci. 2017, 7, 6 7 of 11
Figure 2. Estimated regression coefficients for the predicted
model. * p < 0.05, *** p < 0.001,
MLT = motivation to lead. The dashed lines represent non-
significant paths. Affective and
non-calculative MTL were allowed to correlate (factor
correlation = −0.32, p < 0.001).
Surprisingly, servant leadership was positively related to
leadership avoidance (β =.16, p < 0.05),
which is in contrast to Hypothesis 1. To test the proposed
moderating role of the ideal leader
prototype in this link, we conducted a regression analysis using
the Process macro for SPSS [28]. This
analysis revealed a significant servant leadership × ideal leader
prototype interaction with b = −0.22,
p < 0.01, 95% CI [−0.33, −0.10]. The direction of the
moderation effect is in the expected direction.
Thus Hypothesis 2 was confirmed. To visualize the nature of the
revealed effect we followed the
procedures developed by Dawson [29] and plotted the
interaction (Figure 3). The revealed pattern
indicates that servant leadership is more likely to reduce
leadership avoidance when the ideal leader
prototype is high, but not at lower levels.
49. Figure 3. The moderating role of ideal leader prototype. SL =
servant leadership, ILP = ideal leader
prototype.
Hypothesis 3 stated a negative relationship between the
motivation to lead and leadership
avoidance. As shown in Figure 2, both the affective component
(β = −0.56, p < 0.001) and the
non-calculative component (β = −0.23, p < 0.001) had a
negative effect. Therefore, Hypothesis 3 was
confirmed.
Furthermore, in line with our expectations, servant leadership
was positively related to core
self-evaluations (β = 0.32, p < 0.001), which in turn predicted
the affective (β = 0.32, p < 0.001) and the
non-calculative (β = 0.17, p < 0.05) components of the
motivation to lead. In order to test the specific
indirect effect from servant leadership on motivation to lead
through core self-evaluations,
bootstrapping (with 10,000 bootstrap samples) was used to
create a bias-corrected confidence
interval (CI) for the indirect effect. The specific indirect effect
was 0.10%, 95% CI [0.037, 0.168] for
affective motivation to lead, and for non-calculative motivation
to lead, it was 0.05, 95% CI [0.001,
1
2
3
4
50. 5
Low SL High SL
L
ea
de
rs
hi
p
av
oi
da
nc
e
Low ILP
High ILP
Figure 3. The moderating role of ideal leader prototype. SL =
servant leadership, ILP = ideal
leader prototype.
Adm. Sci. 2017, 7, 6 8 of 11
Hypothesis 3 stated a negative relationship between the
motivation to lead and leadership
51. avoidance. As shown in Figure 2, both the affective component
(β = −0.56, p < 0.001) and the
non-calculative component (β = −0.23, p < 0.001) had a
negative effect. Therefore, Hypothesis 3
was confirmed.
Furthermore, in line with our expectations, servant leadership
was positively related to core
self-evaluations (β = 0.32, p < 0.001), which in turn predicted
the affective (β = 0.32, p < 0.001) and
the non-calculative (β = 0.17, p < 0.05) components of the
motivation to lead. In order to test the
specific indirect effect from servant leadership on motivation to
lead through core self-evaluations,
bootstrapping (with 10,000 bootstrap samples) was used to
create a bias-corrected confidence interval
(CI) for the indirect effect. The specific indirect effect was
0.10%, 95% CI [0.037, 0.168] for affective
motivation to lead, and for non-calculative motivation to lead, it
was 0.05, 95% CI [0.001, 0.108]. This
pattern confirms that in our data, core self-evaluations fully
mediated the relationship between servant
leadership and motivation to lead. Thus, Hypothesis 4 was
confirmed.
5. Discussion
Our study set out to explore the mechanisms through which
servant leadership may impact
followers’ inclinations to become leaders themselves. We
proposed that servant leaders represent
strong role models conveying to followers the message that
leading others represents an attractive
and desirable responsibility. Surprisingly, we found a small but
positive and statistically significant
effect of servant leadership on followers’ leadership avoidance.
52. This pattern is partially in line with
prior research indicating that features of constructive leadership
may sometimes have counterintuitive
or even negative outcomes [30]. Indeed, in our data, followers
seem to react somewhat cautiously
to leaders who consistently place the good of followers over
their own self-interests. Thus, they
may come to view the standards of being a leader as highly
demanding and, to some degree, even
daunting. In an effort to shed light on this pattern, we
investigated followers’ implicit perceptions of
an ideal leader (i.e., ideal leader prototype) and identified it as
an important boundary condition for
the proposed main effect. Specifically, we found that servant
leadership reduced leadership avoidance
among followers when the congruence with the ideal leader
prototype was high. In contrast, servant
leadership had no meaningful impact on followers at low levels
of congruence. This partially reflects
the results reported by Meuser, Liden, Wayne and Henderson
[31]. In their study, servant leadership
was found to predict follower performance and organizational
citizenship behavior more effectively
when followers desired this type of leadership.
With regard to the proposed mediation effects, we found
considerable support for core self-
evaluations and affective motivation to lead as the central
mechanisms linking servant leadership to
less leadership avoidance. In contrast, non-calculative
motivation to lead appeared as less influential
in this regard. From this pattern we draw two conclusions. First,
our study expands initial evidence
for a positive relationship between servant leadership and
followers’ core-self evaluations [32] and
provides strong empirical support for Liden, Panaccio et al.’s
53. notion of core-self evaluations as an
essential explanatory mechanism for the effects of servant
leadership. In terms of motivation to lead,
core self-evaluations seem particularly functional in fostering
positive affects about leading others,
whereas they only marginally explain followers’ calculative
considerations about leadership (i.e., costs
of leading relative to the benefits). Second, in line with prior
research, the affective dimension
of motivation to lead seems the most effective in lowering
leadership avoidance relative to the
non-calculative dimension (e.g., [8,33]). Notably, with our
results, we replicated this pattern in the
health care context where previous studies did not account for
this differentiation so far (e.g., [34]).
In summary, our results contribute to servant leadership
research in several ways. The literature on
servant leadership agrees that theoretical development in the
field is still at an early stage (e.g., [2,7,35]).
Thus, understanding how servant leadership works and how it
relates to outcomes represents an
important priority. The main contribution of the present study is
the examination of a central
assumption in the servant leadership philosophy, namely that
servant leaders fuel the leadership fire in
Adm. Sci. 2017, 7, 6 9 of 11
followers. Specifically, the inclusion of specific intervening
mechanisms (i.e., moderator and mediator
variables) enables us to untangle when and under what
circumstances the proposed relationship is
more likely to appear.
54. Another major empirical contribution of the present effort is the
presentation of a psychometrically
sound version of Liden et al.’s [10] measure for use in German-
speaking samples. With this,
we expand the cross-cultural applicability of servant leadership
and promote research in more
international contexts.
Besides the above theoretical implications, our study provides
practical implications as well.
In line with prior conclusions on the practical value of servant
leadership, our findings suggest
that servant leadership is instrumental in promoting follower
self-actualization. More importantly,
however, it follows that the effectiveness of mentoring
programs aimed at leadership development
and succession planning can be improved further by
incorporating training in servant leadership skills.
Here, our results highlight the importance of followers’ implicit
leadership preferences. Of course,
leaders can change followers’ preferences very littl e. However,
following Liden, Panaccio et al. [2],
we suggest that when leaders take the time and are empathic and
sensitive to the needs of followers,
they can identify individual and tailor-made ways to serve their
followers. This, in turn, is likely to
establish more congruence between the displayed and the
expected leader behaviors, and thus will
eventually result in positive follower responses.
6. Limitations and Future Research
Despite its contributions, our study is not without limitations,
most notably the cross-sectional
data used for testing our hypotheses. In cross-sectional designs,
55. causality is not clear, and in our case,
given the close interaction between leaders and followers,
causation might be reciprocal. It is, for
instance, conceivable that followers with a high motivation to
lead receive more attention and support
from their leaders. Thus, although complex and difficult to
undertake, future research would strongly
benefit from longitudinal studies on the effects of servant
leadership, ideally including repeated
measures from newcomers in organizations or teams.
A second limitation is the relatively small sample size and the
exclusive focus on the health care
context. On the one hand, this certainly limits the
generalizability of our results across populations; on
the other hand, it enhances our confidence that our results can
be generalized to other fields in health
care and, to a limited degree, to other service settings.
Nonetheless, future research should replicate
our study by using more diverse settings and larger samples.
A third issue, one that is both a limitation and, we believe, a
strength, is the focus on motivation
to lead and leadership avoidance as focal outcome variables.
This is a strength because motivation to
lead represents a strong proxy for assuming responsibility and
eventually realizing one's full potential.
On the other hand, it is a weakness because motivation to lead
is not sufficient for developing servant
leaders. In fact, according to Van Dierendonck [7], servant
leadership combines the motivation to lead
with a need or a motivation to serve. Interestingly, Ng, Koh and
Goh [36] found no correlation between
leaders’ need to serve and their affective motivation to lead.
Thus, future research should adapt the
scale developed by Ng et al. [36] and assess followers’ needs to
56. serve as an outcome of perceived
servant leadership.
Fourth, in our study we included followers’ general conceptions
of an ideal leader (i.e., leader
prototype). Although we found a high correlation between this
measure and actually perceived servant
leadership behaviors (r = 0.86), we realize that this
conceptualization is different from the genuine
servant leadership prototype [2]. The servant leadership
prototype refers to the degree to which the
followers’ ideal leader prototype is consistent with servant
leadership theory. Thus, future research
should enlarge our approach and explicitly ask respondents
whether and to what degree they desire a
leader who engages in servant leadership behaviors.
Adm. Sci. 2017, 7, 6 10 of 11
Author Contributions: Martin Lacroix conceived and designed
the study, performed the data collection and the
data analysis; Armin Pircher Verdorfer contributed to the data
analysis; both authors contributed equally to the
writing of the paper.
Conflicts of Interest: The authors declare no conflict of interest.
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63. [email protected] www.100mustreads.com 1
Start With Why
How Great Leaders Inspire Everyone to Take Action
Notes by Frumi Rachel Barr, MBA, Ph.D.
Author: Simon Sinek
Publisher: Penguin Group
Copyright year: 2009
ISBN: 978-1-59184-280-4
Author’s Bio: Simon Sinek teaches leaders and organizations
how to inspire people. From members
of Congress to foreign ambassadors, from small businesses to
corporations like Microsoft and
American Express, from Hollywood to the UN to the Pentagon,
those who want to know how to inspire
people want to learn about The Golden Circle and the power of
WHY. Sinek is quoted frequently by
national publications and teaches at the Strategic
Communications Program at Columbia University.
Author’s big thought: In studying the leaders who‘ve had the
greatest influence in the world, Simon
Sinek discovered that they all think, act, and communicate in
the exact same way—and it‘s the
complete opposite of what everyone else does. Sinek calls this
powerful idea The Golden Circle, and it
provides a framework upon which organizations can be built,
movements can be led, and people can
64. be inspired. And it all starts with WHY. Starting with WHY
works in big business and small business, in
the nonprofit world and in politics.
Those who start with WHY never manipulate, they inspire. And
people follow them not because they
have to; they follow because they want to.
Introduction: Why Start with Why?
This book is about a naturally occurring pattern, a way of
thinking, acting and communicating
that gives some leaders the ability to inspire those around them.
We can all learn this pattern. With a little discipline, any leader
or organization can inspire
others, both inside and outside their organization, to help
advance their ideas and their vision.
The individuals and organizations that naturally embody this
pattern are the ones that start with
Why.
There are leaders and there are those who lead. With only 6
percent market share in the United
States and about 3 percent worldwide, Apple is not a leading
manufacturer of home computers,
yet the company leads the computer industry and is now a
leader in other industries as well.
Martin Luther King‘s experiences were not unique, yet he
inspired a nation to change.
The Wright brothers were not the strongest contenders in the
race to take the first manned,
powered flight, but they led us into a new era of aviation and, in
65. doing so, completely changed
the world we live in.
Their goals were not different than anyone else‘s, and their
systems and processes were easily
replicated. Yet the Wright brothers, Apple and Martin Luther
King stand out among their peers.
[email protected] www.100mustreads.com 2
They stand apart from the norm and their impact is not easily
copied. They are members of a
very select group of leaders who do something very, very
special. They inspire us.
Great leaders are able to inspire people to act. Those who are
able to inspire give people a
sense of purpose or belonging that has little to do with any
external incentive or benefit to be
gained. Those who truly lead are able to create a following of
people who act not because they
were swayed, but because they were inspired. For those who are
inspired, the motivation to act
is deeply personal. They are less likely to be swayed by
incentives. Those who are inspired are
willing to pay a premium or endure inconvenience, even
personal suffering. Those who are able
to inspire will create a following of people—supporters, voters,
customers, workers—who act for
the good of the whole not because they have to, but because
they want to.
The organizations and leaders with the natural ability to inspire
us all have a disproportionate
66. amount of influence in their industries. They have the most
loyal customers and the most loyal
employees. They tend to be more profitable than others in their
industry. They are more
innovative, and most importantly, they are able to sustain all
these things over the long term.
Many of them change industries. Some of them even change the
world.
PART I: A WORLD THAT DOESN’T START WITH WHY
Chapter 1: Assume You Know
Every instruction we give, every course of action we set, every
result we desire, starts with the
same thing: a decision. There are those who decide to
manipulate and there are those who start
from somewhere very different. Though both courses of action
may yield similar short term
results, it is what we can‘t see that makes long-term success
more predictable for only one. The
one that understood why.
Chapter 2: Carrots and Sticks
If you ask most businesses why their customers are their
customers, most will tell you it‘s
because of superior quality, features, price or service. In other
words, most companies have no
clue why their customers are their customers. This is a
fascinating realization. If companies
don‘t know why their customers are their customers, odds are
good that they don‘t know why
their employees are their employees either.
67. There are only two ways to influence human behavior: you can
manipulate it or you can inspire
it.
From business to politics, manipulations run rampant in all
forms of sales and marketing.
Typical manipulations include: dropping the price; running a
promotion; using fear, peer
pressure or aspirational messages; and promising innovation to
influence behavior—be it a
purchase, a vote or support.
When companies or organizations do not have a clear sense of
why their customers are their
customers, they tend to rely on a disproportionate number of
manipulations to get what they
need. And for good reason. Manipulations work.
For transactions that occur an average of once, carrots and
sticks are the best way to elicit the
desired behavior. Manipulations are a perfectly valid str ategy
for driving a transaction, or for
any behavior that is only required once or on rare occasions.
In any circumstance in which a person or organization wants
more than a single transaction,
however, if there is a hope for a loyal, lasting relationship,
manipulations do not help.
Knowing you have a loyal customer and employee base not
only reduces costs, it provides
massive peace of mind. In contrast, relying on manipulations
creates massive stress for buyer
and seller alike.
The danger of manipulations is that they work. And because
68. manipulations work, they have
become the norm, practiced by the vast majority of companies
and organizations, regardless of
size or industry. With every price drop, promotion, fear-based
or aspirational message, and
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novelty we use to achieve our goals, we find our companies, our
organizations and our systems
getting weaker and weaker.
The reality is, in today‘s world, manipulations are the norm.
But there is an alternative.
PART 2: AN ALTERNATIVE PERSPECTIVE
Chapter 3: The Golden Circle
The Golden Circle concept discussed by the author was
inspired by the Golden Ratio—a simple
mathematical relationship that has fascinated mathematicians,
biologists, architects, artists,
musicians and naturists since the beginning of history.
The Golden Circle provides compelling evidence of how much
more we can achieve if we
remind ourselves to start everything we do by first asking why.
The Golden Circle is an alternative perspective to existing
assumptions about why some leaders
and organizations have achieved such a disproportionate degree
69. of influence.
The Golden Circle shows how these leaders were able to
inspire action instead of manipulating
people to act.
This alternative perspective is not just useful for changing the
world; there are practical
applications for the ability to inspire, too. It can be used as a
guide to vastly improving
leadership, corporate culture, hiring, product development,
sales, and marketing. It even
explains loyalty and how to create enough momentum to turn an
idea into a social movement.
It all starts from the inside out. It all starts with Why.
WHAT: Every single company and organization on the planet
knows WHAT they do. Everyone
is easily able to describe the products or services a company
sells or the job function they have
within that system.
HOW: Some companies and people know HOW they do WHAT
they do. Whether you call them
a ―differentiating value proposition,‖ ―proprietary process‖ or
―unique selling proposition,‖ HOWs
are often given to explain how something is different or better.
Many think these are the
differentiating or motivating factors in a decision. WHY: Very
few people or companies can
clearly articulate WHY they do WHAT they do.
By WHY Sinek means what is your purpose, cause or belief?
WHY does your company exist?
WHY do you get out of bed every morning? And WHY should
70. anyone care?
An inspired leader, every single one of them, regardless of
their size or their industry, thinks
acts and communicates from the inside out.
Apple:
Apple‘s success over time is not typical. Their ability to remain
one of the most innovative
companies year after year, combined with their uncanny ability
to attract a cult-like following,
makes them a great example to demonstrate many of the
principles of The Golden Circle.
A marketing message from Apple, if they were like everyone
else, might sound like this: We
make great computers. They‘re beautifully designed, simple to
use and user-friendly. Wanna
buy one?
This is how most companies create their message. First they
start with WHAT they do—―Here‘s
our new car.‖ Then they tell us how they do it or low they are
better.
This time, the example starts with WHY:
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o Everything we do, we believe in challenging the status quo.
We believe in thinking
differently.
71. o The way we challenge the status quo is by making our
products beautifully designed,
simple to use and user-friendly.
o And we happen to make great computers.
o Wanna buy one?
There is something more, something hard to describe and near
impossible to copy that gives
Apple such a disproportionate level of influence in the market.
The example starts to prove that
people don‘t buy WHAT you do; they buy WHY you do it.
It‘s worth repeating: people don‘t buy WHAT you do; they buy
WHY you do it.
Companies try to sell us WHAT they do, but we buy WHY they
do it. This is what Sinek means
when he says they communicate from the outside in; they lead
with WHAT and HOW.
It‘s not WHAT Apple does that distinguishes them. It‘s WHY
they do it. Their products give life to
their cause.
Their products, unto themselves, are not the reason Apple is
perceived as superior; their
products, WHAT Apple makes, serve as the tangible proof of
what they believe. It is that clear
correlation between WHAT they do and WHY they do it that
makes Apple stand out. This is the
reason we perceive Apple as being authentic. Everything they
do works to demonstrate their
WHY, to challenge the status quo. Regardless of the products
they make or industry in which
they operate, it is always clear that Apple ―thinks different.‖
72. Apple‘s WHY, to challenge the status quo and to empower the
individual, is a pattern in that it
repeats in all they say and do. It comes to life in their iPod and
even more so in iTunes, a
service that challenged the status quo of the music industry‘s
distribution model.
Apple did not invent the mp3, nor did they invent the
technology that became the iPod, yet they
are credited with transforming the music industry with it.
Apple‘s ―1,000 songs in your pocket‖ told us WHY we needed
it.
And it is Apple‘s clarity of WHY that gives them such a
remarkable ability to innovate, often
competing against companies seemingly more qualified than
they, and succeed in industries
outside their core business.
When an organization defines itself by WHAT it does, that‘s
all it will ever be able to do.
Unless Dell, like so many others, can rediscover their founding
purpose, cause or belief and
start with WHY in all they say and do, all they will ever do is
sell computers. They will be stuck in
their ―core business.‖
Apple‘s WHY was formed at its founding in the late 1970s and
hasn‘t changed to this date.
Regardless of the products they make or the industries into
which they migrate, their WHY still
remains a constant. And Apple‘s intention to challenge accepted
thinking has proved prophetic.
73. Although their competitors all had a clear sense of WHY at
some point, over the course of time,
all of Apple‘s competitors lost their WHY
Any company faced with the challenge of how to differentiate
themselves in their market is
basically a commodity, regardless of WHAT they do or HOW
they do it.
It is only because Apple‘s WHY is so clear that those who
believe what they believe are drawn
to them. Those people who share Apple‘s WHY believe that
Apple‘s products are objectively
better, and any attempt to convince them otherwise is pointless.
A simple claim of better, even with the rational evidence to
back it up, can create desire and
even motivate a decision to buy, but it doesn‘t create loyalty. It
is the cause that is represented
by the company, brand, product or person that inspires loyalty.
Knowing your WHY is not the only way to be successful, but it
is the only way to maintain a
lasting success and have a greater blend of innovation and
flexibility. When a WHY goes fuzzy,
it becomes much more difficult to maintain the growth, loyalty
and inspiration that helped drive
the original success.
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Consider the classic business school case of the railroads. If
they had defined themselves as
74. being in the mass transportation business, perhaps their
behavior would have been different.
Perhaps they would have seen opportunities that they otherwise
missed. Perhaps they would
own all the airlines today.
In all cases, going back to the original purpose, cause or belief
will help these industries adapt.
Instead of asking, ―WHAT should we do to compete?‖ the
questions must be asked, ―WHY did
we start doing WHAT we‘re doing in the first place, and WHAT
can we do to bring our cause to
life considering all the technologies and market opportunities
available today?‖
Chapter 4: This Is Not Opinion, This Is Biology
A very basic human need, the need to belong, is not rational,
but it is a constant that exists
across all people in all cultures. It is a feeling we get when
those around us share our values
and beliefs. When we feel like we belong, we feel connected
and we feel safe. As humans we
crave the feeling and we seek it out. No matter where we go, we
trust those with whom we are
able to perceive common values or beliefs.
We want to be around people and organizations who are like us
and share our beliefs.
When a company clearly communicates their WHY, what they
believe, and we believe what
they believe, then we will sometimes go to extraordinary
lengths to include those products or
brands in our lives. This is not because they are better, but
75. because they become markers or
symbols of the values and beliefs we hold dear. Those products
and brands make us feel like
we belong and we feel a kinship with others who buy the same
things.
The principles of The Golden Circle are much more than a
communications hierarchy. Its
principles are deeply grounded in the evolution of human
behavior. The power of WHY is not
opinion, it‘s biology. The levels of The Golden Circle
correspond precisely with the three major
levels of the brain.
The Neocortex, corresponds with the WHAT level. The
Neocortex is responsible for rational and
analytical thought and language. The middle two sections
comprise the limbic brain. The limbic
brain is responsible for all of our feelings, such as trust and
loyalty. It is also responsible for all
human behavior and all our decision making, but it has no
capacity for language.
When we communicate from the outside in, when we
communicate WHAT we do first, yes,
people can understand vast amounts of complicated information,
like facts and features, but it
does not drive behavior. But when we communicate from the
inside out, we‘re talking directly to
the part of the brain that controls decision-making, and our
language part of the brain allows us
to rationalize those decisions. The part of the brain that controls
our feelings has no capacity for
language. It is this disconnection that makes putting our
feelings into words so hard.
76. When a decision feels right, we have a hard time explaining
why we did what we did. Again, the
part of the brain that controls decision-making doesn‘t control
language, so we rationalize.
It‘s not that people don‘t know, it‘s that they have trouble
explaining why they do what they do.
Decision-making and the ability to explain those decisions exist
in different parts of the brain.
Whether you defer to your gut or you‘re imply following your
heart, no matter which part of the
body you think is driving the decision, the reality is it‘s all in
your limbic brain.
Our limbic brain is powerful, powerful enough to drive
behavior that sometimes contradicts our
rational and analytical understanding of a situation. We often
trust our gut even if the decision
flies in the face of all the facts and figures.
Our limbic brains are smart and often know the right thing to
do. It is our inability to verbalize the
reasons that may cause us to doubt ourselves or trust the
empirical evidence when our gut tells
us not to.
Companies that fail to communicate a sense of WHY force us
to make decisions with only
empirical evidence. This is why those decisions take more time,
feel difficult or leave us
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77. uncertain. Under these conditions manipulative strategies that
exploit our desires, fears, doubts
or fantasies work very well.
Decisions started with WHY—the emotional component of the
decision- and then the rational
components allowed the buyer to verbalize or rationalize the
reasons for their decision.
This is what we mean when we talk about winning hearts and
minds. The heart represents the
limbic, feeling part of the brain, and the mind is the rational,
language center.
Absent a WHY, a decision is harder to make. And when in
doubt we look to science, to data, to
guide decisions. Companies will tell you that the reason they
start with WHAT they do or HOW
they do it is because that‘s what their customers asked for.
Great leaders and great organizations are good at seeing what
most of us can‘t see. They are
good at giving us things we would never think of asking for.
Because our biology complicates our ability to verbalize the
real reasons why we make the
decisions we do, we rationalize based on more tangible factors,
like the design or the service or
the brand. This is the basis for the false assumption that price or
features matter more than they
do. Those things matter, they provide us the tangible things we
can point to to rationalize our
decision-making. But they don‘t set the course and they don‘t
inspire behavior.
As an example, the makers of laundry detergent asked