For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area.
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified
Mgmt 591 Effective Communication - tutorialrank.comBartholomew61
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area. This analysis does require
For more course tutorials visit
www.newtonhelp.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area.
For more course tutorials visit
www.newtonhelp.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There
This convening invited leaders to mobilize collaboration and fuel progress on the mutually reinforcing and emerging work in service of young people’s social, emotional, and academic development. Organizations and of communities across the country come together to commemorate the one-year anniversary of A Nation at Hope, the National Commission on Social, Emotional, and Academic Development’s report.
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area.
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified
Mgmt 591 Effective Communication - tutorialrank.comBartholomew61
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area. This analysis does require
For more course tutorials visit
www.newtonhelp.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area.
For more course tutorials visit
www.newtonhelp.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There
This convening invited leaders to mobilize collaboration and fuel progress on the mutually reinforcing and emerging work in service of young people’s social, emotional, and academic development. Organizations and of communities across the country come together to commemorate the one-year anniversary of A Nation at Hope, the National Commission on Social, Emotional, and Academic Development’s report.
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
High Quality Family Engagement: 2018 National Title I ConferenceChris Shade
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
Trinity Kings World Leadership: Family Franchising Systems: Human Capital Man...Terrell Patillo
1 Peter 5:2-3Easy-to-Read Version (ERV)
2 take care of the group of people you are responsible for. They are God’s flock.[a] Watch over that flock because you want to, not because you are forced to do it. That is how God wants it. Do it because you are happy to serve, not because you want money. 3 Don’t be like a ruler over those you are responsible for. But be good examples to them.
1 Corinthians 14:40Easy-to-Read Version (ERV)
40 But everything should be done in a way that is right and orderly.
Build Stronger Connections with Your School Community Using Online ToolsBlackbaud
There is perhaps no greater predictor of a school’s ability to effectively support its students than the level and quality of its communications — among staff, students, administration, alumni, the community and, very importantly, families. Even in a world where communications is happening all the time and all around us (via always-on smartphones, tablets, and the like), it can be challenging for schools to develop a clear channel through which they can engage all stakeholders in a meaningful and relevant way.
Web-based platforms such as Blackbaud’s Online Campus CommunityTM are helping educational institutions create open channels of communication hooked into back-end databases, delivering purposeful, meaningful communications to students and their families.
The schools interviewed for this white paper widely and strongly laud Online Campus Community for its highly customizable interface, which enables them to tailor their messaging and promote their brand, mission and value proposition to existing families and alumni, as well as to families of prospective students. This has helped educational institutions develop and maintain strong relationships with their students’ families, and to create new opportunities and efficiencies for fundraising efforts.
No one tool can take the place of a concerted and comprehensive methodology for effectively working with an educational institution’s many stakeholders, but tools such as Online Campus Community that serve as a robust communications hub can ease, focus, and amplify schools’ efforts.
http://www.blackbaud.com/k-12
Learning Guide: Unit 4 - Networks of care and support.Saide OER Africa
Networking and the formation of partnerships is not an optional extra; it must become an integral part of the strategy to manage sustainable support for vulnerable learners. This is the focus of our reflections in Unit 4. We start by looking at a few practical examples of how schools have managed networking with external partners and what kind of support they provided for vulnerable learners.
Many of the most important organizational behavior challenges requ.docxinfantsuk
Many of the most important organizational behavior challenges require coordinating plans and goals among groups. This case describes a multiorganizational effort, but the same principles of accommodation and compromise also apply when trying to work with multiple divisions within a single organization. You’ll create a blueprint for managing a complex development team’s progress, steering team members away from negative conflicts and toward productive discussion. You’ll also be asked to help create a new message for executives so they can lead effectively.
Major Topic Areas
· ● Group dynamics
· ● Maximizing team performance
· ● Organizational culture
· ● Integrative bargaining
The Scenario
The Woodson Foundation, a large nonprofit social service agency, is teaming up with the public school system in Washington, D.C., to improve student outcomes. There’s ample room for improvement. The schools have problems with truancy, low student performance, and crime. New staff quickly burn out as their initial enthusiasm for helping students is blunted by the harsh realities they encounter in the classroom. Turnover among new teachers is very high, and many of the best and brightest are the most likely to leave for schools that aren’t as troubled.
The plan is to create an experimental after-school program that will combine the Woodson Foundation’s skill in raising private money and coordinating community leaders with the educational expertise of school staff. Ideally, the system will be financially self-sufficient, which is important because less money is available for schools than in the past. After several months of negotiation, the leaders of the Woodson Foundation and the school system have agreed that the best course is to develop a new agency that will draw on resources from both organizations. The Woodson foundation will provide logistical support and program development and measurement staff; the school system will provide classrooms and teaching staff.
The first stage in bringing this new plan to fruition is the formation of an executive development team. This team will span multiple functional areas and establish the operating plan for improving school performance. Its cross-organizational nature means representatives from both the Woodson Foundation and the school district must participate. The National Coalition for Parental Involvement in Education (NCPIE) is also going to be a major partner in the program, acting as a representative for parents on behalf of the PTA.
Conflict and Agreement in the Development Team
While it would be perfect if all the groups could work together easily to improve student outcomes, there is little doubt some substantive conflicts will arise. Each group has its own interests, and in some cases these are directly opposed to one another.
School district representatives want to ensure the new jobs will be unionized and will operate in a way consistent with current school board policies. They are very concerned ...
The Case Study for this week is Building a Coalition, which appear.docxssuser454af01
The Case Study for this week is Building a Coalition, which appears on page 629 of the course text.
Each student is required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified below. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area. This analysis does require interpretation of the information and there is not one right answer. However, you must explain and defend any assumptions you made or conclusions resulting from your analysis with citations from the text or from the case itself. There is no need to research outside sources for this paper.
Your paper
must
include the following labeled sections.
Category
Points
Description
Part I: Group Development
15
Identify and summarize the stages of group development.
Reflecting on the case and textbook material, what stage is the group at now? How could an understanding of the stages of group development have assisted The Woodson Foundation in building a cohesive coalition?
Support your conclusion with evidence from the case and our text.
Part II: Problem Identification
30
Identify key problems.
Identify primary and secondary problems the Woodson Foundation is facing. Identify what the organization should have understood about individual membership in teams in order to have built group processes that were supportive of her groups' goals.
Do not necessarily limit yourself to only team theory here. Plumb any concepts we have covered to date in class if you feel they are relevant.
Part III: Retrospective Evaluation
40
Given that there is no one perfect solution for this situation, identify, describe, and defend two possible solutions to the primary problem(s).
Clearly identify and defend both courses of action. Identify and discuss specific steps needed to implement your selections. Support your selections with evidence from the case, the text, or weekly discussion.
Remember that deciding on a course of action entails envisioning and planning the steps to success. Be sure to identify implementation steps for both possible solutions.
Almost every situation presented with relation to group dynamics and behavior can have multiple avenues for remedy. It is important to develop the ability to critically evaluate more than one alternative and rationally identify pros and cons of each.
Presenting pros and cons for the identified alternative solutions in a table format within the paper is acceptable.
Part IV: Reflection
15
What would you advise as a strategy for managing diversity issues for program leaders?
·
Grading Rubrics
Back to Top
Criteria
Failed to Meet Minimum Standards
Met Minimum Standards
60% = 60 points, D
Satisfactory
70% = 70 points, C
Good
80% = 80 points, B
Superior
90% = 90 points, A
Part I: Group Development
(15 points)
No pro.
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
High Quality Family Engagement: 2018 National Title I ConferenceChris Shade
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
Trinity Kings World Leadership: Family Franchising Systems: Human Capital Man...Terrell Patillo
1 Peter 5:2-3Easy-to-Read Version (ERV)
2 take care of the group of people you are responsible for. They are God’s flock.[a] Watch over that flock because you want to, not because you are forced to do it. That is how God wants it. Do it because you are happy to serve, not because you want money. 3 Don’t be like a ruler over those you are responsible for. But be good examples to them.
1 Corinthians 14:40Easy-to-Read Version (ERV)
40 But everything should be done in a way that is right and orderly.
Build Stronger Connections with Your School Community Using Online ToolsBlackbaud
There is perhaps no greater predictor of a school’s ability to effectively support its students than the level and quality of its communications — among staff, students, administration, alumni, the community and, very importantly, families. Even in a world where communications is happening all the time and all around us (via always-on smartphones, tablets, and the like), it can be challenging for schools to develop a clear channel through which they can engage all stakeholders in a meaningful and relevant way.
Web-based platforms such as Blackbaud’s Online Campus CommunityTM are helping educational institutions create open channels of communication hooked into back-end databases, delivering purposeful, meaningful communications to students and their families.
The schools interviewed for this white paper widely and strongly laud Online Campus Community for its highly customizable interface, which enables them to tailor their messaging and promote their brand, mission and value proposition to existing families and alumni, as well as to families of prospective students. This has helped educational institutions develop and maintain strong relationships with their students’ families, and to create new opportunities and efficiencies for fundraising efforts.
No one tool can take the place of a concerted and comprehensive methodology for effectively working with an educational institution’s many stakeholders, but tools such as Online Campus Community that serve as a robust communications hub can ease, focus, and amplify schools’ efforts.
http://www.blackbaud.com/k-12
Learning Guide: Unit 4 - Networks of care and support.Saide OER Africa
Networking and the formation of partnerships is not an optional extra; it must become an integral part of the strategy to manage sustainable support for vulnerable learners. This is the focus of our reflections in Unit 4. We start by looking at a few practical examples of how schools have managed networking with external partners and what kind of support they provided for vulnerable learners.
Many of the most important organizational behavior challenges requ.docxinfantsuk
Many of the most important organizational behavior challenges require coordinating plans and goals among groups. This case describes a multiorganizational effort, but the same principles of accommodation and compromise also apply when trying to work with multiple divisions within a single organization. You’ll create a blueprint for managing a complex development team’s progress, steering team members away from negative conflicts and toward productive discussion. You’ll also be asked to help create a new message for executives so they can lead effectively.
Major Topic Areas
· ● Group dynamics
· ● Maximizing team performance
· ● Organizational culture
· ● Integrative bargaining
The Scenario
The Woodson Foundation, a large nonprofit social service agency, is teaming up with the public school system in Washington, D.C., to improve student outcomes. There’s ample room for improvement. The schools have problems with truancy, low student performance, and crime. New staff quickly burn out as their initial enthusiasm for helping students is blunted by the harsh realities they encounter in the classroom. Turnover among new teachers is very high, and many of the best and brightest are the most likely to leave for schools that aren’t as troubled.
The plan is to create an experimental after-school program that will combine the Woodson Foundation’s skill in raising private money and coordinating community leaders with the educational expertise of school staff. Ideally, the system will be financially self-sufficient, which is important because less money is available for schools than in the past. After several months of negotiation, the leaders of the Woodson Foundation and the school system have agreed that the best course is to develop a new agency that will draw on resources from both organizations. The Woodson foundation will provide logistical support and program development and measurement staff; the school system will provide classrooms and teaching staff.
The first stage in bringing this new plan to fruition is the formation of an executive development team. This team will span multiple functional areas and establish the operating plan for improving school performance. Its cross-organizational nature means representatives from both the Woodson Foundation and the school district must participate. The National Coalition for Parental Involvement in Education (NCPIE) is also going to be a major partner in the program, acting as a representative for parents on behalf of the PTA.
Conflict and Agreement in the Development Team
While it would be perfect if all the groups could work together easily to improve student outcomes, there is little doubt some substantive conflicts will arise. Each group has its own interests, and in some cases these are directly opposed to one another.
School district representatives want to ensure the new jobs will be unionized and will operate in a way consistent with current school board policies. They are very concerned ...
The Case Study for this week is Building a Coalition, which appear.docxssuser454af01
The Case Study for this week is Building a Coalition, which appears on page 629 of the course text.
Each student is required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified below. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area. This analysis does require interpretation of the information and there is not one right answer. However, you must explain and defend any assumptions you made or conclusions resulting from your analysis with citations from the text or from the case itself. There is no need to research outside sources for this paper.
Your paper
must
include the following labeled sections.
Category
Points
Description
Part I: Group Development
15
Identify and summarize the stages of group development.
Reflecting on the case and textbook material, what stage is the group at now? How could an understanding of the stages of group development have assisted The Woodson Foundation in building a cohesive coalition?
Support your conclusion with evidence from the case and our text.
Part II: Problem Identification
30
Identify key problems.
Identify primary and secondary problems the Woodson Foundation is facing. Identify what the organization should have understood about individual membership in teams in order to have built group processes that were supportive of her groups' goals.
Do not necessarily limit yourself to only team theory here. Plumb any concepts we have covered to date in class if you feel they are relevant.
Part III: Retrospective Evaluation
40
Given that there is no one perfect solution for this situation, identify, describe, and defend two possible solutions to the primary problem(s).
Clearly identify and defend both courses of action. Identify and discuss specific steps needed to implement your selections. Support your selections with evidence from the case, the text, or weekly discussion.
Remember that deciding on a course of action entails envisioning and planning the steps to success. Be sure to identify implementation steps for both possible solutions.
Almost every situation presented with relation to group dynamics and behavior can have multiple avenues for remedy. It is important to develop the ability to critically evaluate more than one alternative and rationally identify pros and cons of each.
Presenting pros and cons for the identified alternative solutions in a table format within the paper is acceptable.
Part IV: Reflection
15
What would you advise as a strategy for managing diversity issues for program leaders?
·
Grading Rubrics
Back to Top
Criteria
Failed to Meet Minimum Standards
Met Minimum Standards
60% = 60 points, D
Satisfactory
70% = 70 points, C
Good
80% = 80 points, B
Superior
90% = 90 points, A
Part I: Group Development
(15 points)
No pro.
CASE 3 Building a CoalitionLearning GoalsMany of the most im.docxromeliadoan
CASE
3
Building a Coalition
Learning Goals
Many of the most important organizational behavior challenges require coordinating plans and goals among groups. This case describes a multiorganizational effort, but the same principles of accommodation and compromise also apply when trying to work with multiple divisions within a single organization. You’ll create a blueprint for managing a complex development team’s progress, steering team members away from negative conflicts and toward productive discussion. You’ll also be asked to help create a new message for executives so they can lead effectively.
Major Topic Areas
·
●
Group dynamics
·
●
Maximizing team performance
·
●
Organizational culture
·
●
Integrative bargaining
The Scenario
The Woodson Foundation, a large nonprofit social service agency, is teaming up with the public school system in Washington, D.C., to improve student outcomes. There’s ample room for improvement. The schools have problems with truancy, low student performance, and crime. New staff quickly burn out as their initial enthusiasm for helping students is blunted by the harsh realities they encounter in the classroom. Turnover among new teachers is very high, and many of the best and brightest are the most likely to leave for schools that aren’t as troubled.
The plan is to create an experimental after-school program that will combine the Woodson Foundation’s skill in raising private money and coordinating community leaders with the educational expertise of school staff. Ideally, the system will be financially self-sufficient, which is important because less money is available for schools than in the past. After several months of negotiation, the leaders of the Woodson Foundation and the school system have agreed that the best course is to develop a new agency that will draw on resources from both organizations. The Woodson foundation will provide logistical support and program development and measurement staff; the school system will provide classrooms and teaching staff.
The first stage in bringing this new plan to fruition is the formation of an executive development team. This team will span multiple functional areas and establish the operating plan for improving school performance. Its cross-organizational nature means representatives from both the Woodson Foundation and the school district must participate. The National Coalition for Parental Involvement in Education (NCPIE) is also going to be a major partner in the program, acting as a representative for parents on behalf of the PTA.
Conflict and Agreement in the Development Team
While it would be perfect if all the groups could work together easily to improve student outcomes, there is little doubt some substantive conflicts will arise. Each group has its own interests, and in some cases these are directly opposed to one another.
School district representatives want to ensure the new jobs will be unionized and will operate in a way consistent with current .
INTRODUCTION TO MARKETING (MKT333)Starbucks vs. Dunkin’ Donuts.docxnormanibarber20063
INTRODUCTION TO MARKETING (MKT333)
Starbucks vs. Dunkin’ Donuts
1. Describe the targeted segment(s) of each Starbucks and Dunkin’ Donuts.
2. Discuss the competitive advantage of each Starbucks and Dunkin’ Donuts.
3. Compare and/or contrast the positioning strategy of Starbucks and Dunkin’ Donuts.
(What is the brand image?)
4. Discuss how Starbucks’ strategies have changed since its early days?
5. Discuss how Dunkin’ Donuts’ strategies have changed since its early days?
CASE 3 Building a Coalition
Learning Goals
Many of the most important organizational behavior challenges require coordinating plans and goals among groups. This case describes a multiorganizational effort, but the same principles of accommodation and compromise also apply when trying to work with multiple divisions within a single organization. You’ll create a blueprint for managing a complex development team’s progress, steering team members away from negative conflicts and toward productive discussion. You’ll also be asked to help create a new message for executives so they can lead effectively.
Major Topic Areas
· Group dynamics
· Maximizing team performance
· Organizational culture
· Integrative bargaining
The Scenario
The Woodson Foundation, a large nonprofit social service agency, is teaming up with the public school system in Washington, D.C., to improve student outcomes. There’s ample room for improvement. The schools have problems with truancy, low student performance, and crime. New staff quickly burn out as their initial enthusiasm for helping students is blunted by the harsh realities they encounter in the classroom. Turnover among new teachers is very high, and many of the best and brightest are the most likely to leave for schools that aren’t as troubled.
The plan is to create an experimental after-school program that will combine the Woodson Foundation’s skill in raising private money and coordinating community leaders with the educational expertise of school staff. Ideally, the system will be financially self-sufficient, which is important because less money is available for schools than in the past. After several months of negotiation, the leaders of the Woodson Foundation and the school system have agreed that the best course is to develop a new agency that will draw on resources from both organizations. The Woodson foundation will provide logistical support and program development and measurement staff; the school system will provide classrooms and teaching staff.
The first stage in bringing this new plan to fruition is the formation of an executive development team. This team will span multiple functional areas and establish the operating plan for improving school performance. Its cross-organizational nature means representatives from both the Woodson Foundation and the school district must participate. The National Coalition for Parental Involvement in Education (NCPIE) is also going to be a major partner in the program, acting as a repres.
CASE 3 Building a CoalitionLearning GoalsMan.docxtroutmanboris
C
A
SE
3
Building a Coalition
Le
a
rning Go
a
ls
M
a
ny of the most import
a
nt org
a
niz
a
tion
a
l beh
a
vior ch
a
llenges require coordin
a
ting pl
a
ns
a
nd go
a
ls
a
mong groups. This c
a
se describes
a
multi org
a
niz
a
tion
a
l effort, but the s
a
me principles of
a
ccommod
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tion
a
nd compromise
a
lso
a
pply when trying to work with multiple divisions within
a
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a
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a
tion. You’ll cre
a
te
a
blueprint for m
a
n
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ging
a
complex development te
a
m’s progress, steering te
a
m members
a
w
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y from neg
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tive conflicts
a
nd tow
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rd productive discussion. You’ll
a
lso be
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sked to help cre
a
te
a
new mess
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ge for executives so they c
a
n le
a
d effectively.
M
a
jor Topic
A
re
a
s
·
●
Group dyn
a
mics
·
●
M
a
ximizing te
a
m perform
a
nce
·
●
Org
a
niz
a
tion
a
l culture
·
●
Integr
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tive b
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rg
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ining
The Scen
a
rio
The Woodson Found
a
tion,
a
l
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rge nonprofit soci
a
l service
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gency, is te
a
ming up with the public school system in W
a
shington, D.C., to improve student outcomes. There’s
a
mple room for improvement. The schools h
a
ve problems with tru
a
ncy, low student perform
a
nce,
a
nd crime. New st
a
ff quickly burn out
a
s their initi
a
l enthusi
a
sm for helping students is blunted by the h
a
rsh re
a
lities they encounter in the cl
a
ssroom. Turnover
a
mong new te
a
chers is very high,
a
nd m
a
ny of the best
a
nd brightest
a
re the most likely to le
a
ve for schools th
a
t
a
ren’t
a
s troubled.
The pl
a
n is to cre
a
te
a
n experiment
a
l
a
fter-school progr
a
m th
a
t will combine the Woodson Found
a
tion’s skill in r
a
ising priv
a
te money
a
nd coordin
a
ting community le
a
ders with the educ
a
tion
a
l expertise of school st
a
ff. Ide
a
lly, the system will be fin
a
nci
a
lly self-sufficient, which is import
a
nt bec
a
use less money is
a
v
a
il
a
ble for schools th
a
n in the p
a
st.
A
fter sever
a
l months of negoti
a
tion, the le
a
ders of the Woodson Found
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tion
a
nd the school system h
a
ve
a
greed th
a
t the best course is to develop
a
new
a
gency th
a
t will dr
a
w on resources from both org
a
niz
a
tions. The Woodson found
a
tion will provide logistic
a
l support
a
nd progr
a
m development
a
nd me
a
surement st
a
ff; the school system will provide cl
a
ssrooms
a
nd te
a
ching st
a
ff.
The first st
a
ge in bringing this new pl
a
n to fruition is the form
a
tion of
a
n executive development te
a
m. This te
a
m will sp
a
n multiple function
a
l
a
re
a
s
a
nd est
a
blish the oper
a
ting pl
a
n for improving school perform
a
nce. Its cross-org
a
niz
a
tion
a
l n
a
ture me
a
ns represent
a
tives from both the Woodson Found
a
tion
a
nd the school district must p
a
rticip
a
te. The N
a
tion
a
l
Coalition
for P
a
rent
a
l Involvement in Educ
a
tion (NCPIE) is
a
lso going to be
a
m
a
jor p
a
rtner in the progr
a
m,
a
cting
a
s
a
represent
a
tive for p
a
rents on beh
a
lf of the PT
A
.
Conflict and Agreement in the Development Team
While it .
MGMT 301 EOY Group” Case Study and Power Point Presentation G.docxandreecapon
MGMT 301 EOY “Group” Case Study and Power Point Presentation Grade Sheet-
Group Name: _____________________________ Time of class__________________
Total Paper should be 8-10 pages in length- this includes preliminary or prefatory section
No indentations for paragraphs- single spacing with double spacing in-between paragraphs
APA citations need to be used as your guide for citing reference material!
Preliminary or prefatory section- (this section has different page numbering, ii,iii,etc)
Title Page
Page ii-Table of Contents/ and List of Illustrations/Figures/Tables (10 points) ________
Page iii- Executive Summary- use bullets/ and bold headings (10 points) ________
Body of Paper and Analysis of Case Study and Questions and Answers – (starts w/page 1)
Page 1- Introduction- Starts on Page 1 and is at least ¼ to ½ page (5 points) ________
Page Numbering- After Introduction start your research paper…
Body of paper should be 5-8 pages in length
Research used in your paper
You will need to use at least “Five” different research cites! (50 points)________
You need to include “Five” different areas of analysis
Example: Motivation, Communication, Leadership, etc. (Chapters from your book)
Two Charts or Graphs in body of paper (5 points each) (10 points)________
They both need to be properly cited! (Heading)( Figure 1 or 2)(Source: citation)
Recommendation/Conclusion – (10 points)________
Reference Page- cite all you references on a separate sheet (5 points)________
100 POINTS TOTAL_________________
Points to be deducted in each category:
Poor: Headings, Sub-Heading or lack of Bold Headings (5 points)_________
Poor: Grammar- Sentence Structure - Formatting of Paragraphs (5 points)_________
Poor: Citation of your research material (10 points)_________
WRITTEN PAPERWORTH 100 POINTS TOTAL _______________
Power point Presentation - NOT MORE THAN 10 MINUTES!- Please do voice-over or camera
(Call eCampus or Tech-help or blackboard for assistance with your power point presentation)
Appropriate Business Attire for Presentation--points will be taken off for poor attire
Was there an opening statement? (10 points) ________
Clear - Easy to read - Eye appealing (10 points) ________
Not more than 7 lines per slide and 7 words in a line on a slide
Did you engage your audience?
Voice, clarity, clarity, volume, speed, poise and confidence (10 points) ________
Two graphs in your presentation- must be cited correctly (10 points)________
Was there a conclusion slide and statement? (10 points__________
Points will be taken off if:
Speed of presentation, (too fast or too slow) (up to 5 points) ________
“UHMS” and “H’S” – (1 point for every 10)________
POWER POINTWORTH 50 POINTS TOTAL________
ENTIRE PAPERWORTH 150 POINTS TOTAL__________
CASE
3 Building a Coali ...
case 3 Building a CoalitionLearning GoalsMany of the most .docxromeliadoan
case 3 Building a Coalition
Learning Goals
Many of the most important organizational behavior challenges require coordinating plans and goals among groups. This case describes a multiorganizational effort, but the same principles of accommodation and compromise also apply when trying to work with multiple divisions within a single organization. You’ll create a blueprint for managing a complex development team’s progress, steering team members away from negative conflicts and toward productive discussion. You’ll also be asked to help create a new message for executives so they can lead effectively.
Major Topic Areas
●
Group dynamics
●
Maximizing team performance
●
Organizational culture
●
Integrative bargaining
The Scenario
The Woodson Foundation, a large nonprofit social service agency, is teaming up with the public school system in Washington, D.C., to improve student outcomes. There’s ample room for improvement. The schools have problems with truancy, low student performance, and crime. New staff quickly burn out as their initial enthusiasm for helping students is blunted by the harsh realities they encounter in the classroom. Turnover among new teachers is very high, and many of the best and brightest are the most likely to leave for schools that aren’t as troubled.
The plan is to create an experimental after-school program that will combine the Woodson Foundation’s skill in raising private money and coordinating community leaders with the educational expertise of school staff. Ideally, the system will be financially self-sufficient, which is important because less money is available for schools than in the past. After several months of negotiation, the leaders of the Woodson Foundation and the school system have agreed that the best course is to develop a new agency that will draw on resources from both organizations. The Woodson foundation will provide logistical support and program development and measurement staff; the school system will provide classrooms and teaching staff.
The first stage in bringing this new plan to fruition is the formation of an executive development team. This team will span multiple functional areas and establish the operating plan for improving school performance. Its cross-organizational nature means representatives from both the Woodson Foundation and the school district must participate. The National Coalition for Parental Involvement in Education (NCPIE) is also going to be a major partner in the program, acting as a representative for parents on behalf of the PTA.
____________________________________________________________
Each student is required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified below. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area. This analysis does require interpret.
Learning Organizations and Learning Communities Please respond.docxcharlieppalmer35273
"Learning Organizations and Learning Communities"
Please respond to the following:
Examine the similarities and differences between learning organizations and learning communities. Create a scenario where it would be optimal for a learning organization and a learning community to collaborate and join forces.
Imagine that you are a teacher leader in a learning community. Describe the size and environment of your imaginary learning community. Propose at least three reasons why you could be considered a problem solver and an innovator.
Peer Response-
Examine the similarities and differences between learning organizations and learning communities. Create a scenario where it would be optimal for a learning organization and a learning community to collaborate and join forces.
My understanding of the differences between a learning community and a learning organization is that in a learning community is the interaction of groups of students or people who work together academically face to face, or electronically. Unlike a learning organization, a learning community is not considered being a formal organization, instead the curriculum happens to be more of a restructured program. The use of a learning community helps to increase student learning by linking courses and classwork as it will encourage students and teachers to collaborate together as a team to discuss or resolve any problems or issues that may present itself as a team. As for a learning organization on the other hand, is a formal organization that creates a culture that adapts to change and embraces growth. The use of a learning organization allows any new members to exchange their ideas and make sense of it as a team. Its said that transforming a school district to a learning organization will help promote profound learners v superficial learners that currently exists in our bureaucratic system.
Scenario:
An optimal learning and community organization joining forces and collaborating with one another would be in team building situation. Dealing with the many personalities on ones grade level there is always that someone who prefers to isolate themselves versus meeting as a whole team. I believe by incorporating these two organizations during a PLC meeting, or during grade level meetings will be a great way to collaborate and support each other by sharing and linking courses, ideas, and help solve any issues that may arise in their lesson plans. In doing so will certainly ensure that their students will thrive academically and become profound learners in the end.
Imagine that you are a teacher leader in a learning community. Describe the size and environment of your imaginary learning community. Propose at least three reasons why you could be considered a problem solver and an innovator.
If I were a teacher in a learning community it would take place in an elementary school setting K-5. My focus would be in small group interventions that targets all struggling .
What Are Some Good Compare And Contrast Essay Topics.pdfStephanie Green
127 Compare and Contrast Essay Topics | HandMadeWriting.com Blog. Strong Compare and Contrast Essay Examples. Essential Points of Compare and Contrast Essay. ⭐ Good compare contrast topics. 200+ Best Compare And Contrast Essay .... How to Start a Compare and Contrast Essay?. 101 Compare and Contrast Essay Topics | Examples for Students. Compare and Contrast essay outline | Compare and contrast, Essay, Essay .... How to Write a Compare and Contrast Essay Outline Point-By-Point With .... Writing a Compare/Contrast Essay:. 005 Essay Example Comparison Examples And Contrast Essays Ideas Maus .... What are some good compare and contrast essay topics. Compare and .... Surprising Comparison Contrast Essay Examples ~ Thatsnotus. 018 Comparison Contrast Essay Topics Quiz Worksheet Compare Essays .... Compare and Contrast Essay Topics for College Students | Essay topics .... A Compare And Contrast Essay – Telegraph. A-Z Guide for Writing a Compare and Contrast Essay. PPT - Compare and Contrast Essay Topics PowerPoint Presentation - ID .... Compare And Contrast Essay Examples (+FAQ) | Pro Essay Help. Compare and contrast essay topics. How to Write a Compare and Contrast Essay | Literacy Ideas. 014 Essay Example Compare Contrast Essays ~ Thatsnotus. Compare contrast essay ideas. 013 Comparison Contrast Essay Topics Example ~ Thatsnotus. compare and contrast essay | Nature | Free 30-day Trial | Scribd. awesome How to Write a Compare and Contrast Essay? -- Topics, Examples ....
What Are Some Good Compare And Contrast Essay Topics.pdfSarah Camacho
127 Compare and Contrast Essay Topics | HandMadeWriting.com Blog. Strong Compare and Contrast Essay Examples. Essential Points of Compare and Contrast Essay. ⭐ Good compare contrast topics. 200+ Best Compare And Contrast Essay .... How to Start a Compare and Contrast Essay?. 101 Compare and Contrast Essay Topics | Examples for Students. Compare and Contrast essay outline | Compare and contrast, Essay, Essay .... How to Write a Compare and Contrast Essay Outline Point-By-Point With .... Writing a Compare/Contrast Essay:. 005 Essay Example Comparison Examples And Contrast Essays Ideas Maus .... What are some good compare and contrast essay topics. Compare and .... Surprising Comparison Contrast Essay Examples ~ Thatsnotus. 018 Comparison Contrast Essay Topics Quiz Worksheet Compare Essays .... Compare and Contrast Essay Topics for College Students | Essay topics .... A Compare And Contrast Essay – Telegraph. A-Z Guide for Writing a Compare and Contrast Essay. PPT - Compare and Contrast Essay Topics PowerPoint Presentation - ID .... Compare And Contrast Essay Examples (+FAQ) | Pro Essay Help. Compare and contrast essay topics. How to Write a Compare and Contrast Essay | Literacy Ideas. 014 Essay Example Compare Contrast Essays ~ Thatsnotus. Compare contrast essay ideas. 013 Comparison Contrast Essay Topics Example ~ Thatsnotus. compare and contrast essay | Nature | Free 30-day Trial | Scribd. awesome How to Write a Compare and Contrast Essay? -- Topics, Examples ....
Restorative Practices to Transform Educational SettingsVickie Sax
Article Review based on “SaferSanerSchools: Transforming School Cultures with Restorative Practices”, Mirsky, L., Reclaiming Children and Youth, vol. 16, number 2, summer 2007, pg 5-12.
Week 6 Discussion 2 Los PenProfile the kind of empirical evidenc.docxhelzerpatrina
Week 6 Discussion 2 Los Pen
Profile the kind of empirical evidence at Los Pen that supports the school’s transformation. Focus on quantitative data. Based on the statistical data gleaned from the readings what qualitative conclusions would you draw about the efficacy of the many aspects of differentiated parent support?
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
In Week Five, you read about the link between Maslow’s Hierarchy of Needs and parental involvement. When students do not have their basic needs met or do not feel safe in school, they are not fully prepared for academic instruction. “It is imperative that we proactively create a climate that will support all students learning” (Hjalmarson, 2011, p.135). Partnerships are all about connection. In this final week of the class, we will end our discussion about the need to develop partnerships among schools, families, and communities to support student success.
Parents are the glue that helps to bring students and schools together. For schools, it is important to gain parent support and involvement in assisting students in their educational growth. Schools must develop strategies to offer parents in establishing better support for students in their educational journey; however, in order for schools to help parents, there must be a plan in place. We learned at the start of this course that there are a variety of ways in which parents can be supportive of students in school. Far gone are the days when the only way that parents could show support was to help with homework. Although helping with homework is still vital, it is only a small example of the many strategies that parents can use to support the education of their children.
Think about the classroom today, beyond fundraisers and PTA meetings. What are some of ways in which your child's school has asked for your support or you have asked parents for support? How does this extend to using technology as a means of academic support? Consider the technology you use to communicate with your child’s teachers or with the parents of your students. Research shows a strong correlation between the achievement gap and home Internet accessibility (Empowering Parents, 2010). “If, as President Obama emphasizes, parents have a responsibility to be actively involved in their children’s education, they will need the technology tools and skills to do so effectively” (The Children’s Partnership, 2010, p. 7). Having regular communication with schools through email, blogs, and social media helps parents receive updates to their child’s performance and plan for what additional supports they might need for areas of need.
We have learned throughout the previous weeks of this course that classrooms throughout the U.S. have become increasingly diverse. Hjalmarson writes that, “when people are born into families with limited parenting skills, without some intervention or tr ...
Week 3 Instructor GuidanceAs you were reminded in Week 2, rememb.docxcockekeshia
Week 3 Instructor Guidance
As you were reminded in Week 2, remember it is a good idea to look ahead to Week 4 to prepare for the group activity – ask questions now in our Ask Your Instructor if you are unclear about any of the requirements for the group activity.
WEEKLY LEARNING OUTCOMES
Before moving any further, please take a moment to review and reflect on our learning expectations for the week; these are also listed with their alignment to each assessment for the week on the Week 3 Unit page:
· Discuss key ideas, values, and beliefs when creating a vision statement at the school.
· Devise a plan to include all stakeholders in the planning, creation and implementation process.
· Develop activities, for all stakeholders, in the vision creation process.
· Discuss the need to include district goals in regards to creating vision statements.
· Analyze the resources that each set of stakeholders brings to the successful implementation of the school vision.
· Discuss different strategies for stakeholder ownership in creating the vision statement
WEEK 3 – OVERVIEW
In Week Two, you provided justification on creating a new vision to your school board and school stakeholders. Additionally, you compared different visions to identify key components that comprise an effective vision. This week we have two discussions and an assignment. Review the guidance below and be sure to review the full instructions for each assessment on the Week 3 Unit page.
Discussion 1: In the Who to Include discussion, you reflect on which stakeholders are most effective to include in the modification or creation of a new vision for the school.
Discussion 2: The Planning Activities discussion is where you go more deeply into the vision process and determine what types of activities you need to plan to ensure the stakeholders have enough information to successfully create a vision.
Assignment: The assignment Join the Visionary Team is another opportunity to be creative and put your technology skills to use while showing what you know about recruitment to participate in a vision modification or creation. You will create a flyer that you could place in the school to attract stakeholders into joining a committee to create the school vision.
INTELLECTUAL ELABORATION
Another Committee!
As teachers, we are planning, creating, and teaching students and attending to all the intellectual and physical labor that teaching entails. We are busy professionals often with busy personal lives to manage as well. Often teachers stay long hours at their school site to ensure our practices are providing enough learning for the students to succeed. When we are faced with being put on a committee, it typically reduces our direct focus on our classroom activities. However, being on a committee is a significant duty as it is one of the best ways to have your voice heard around the school and to learn with your peers about a range of topics influencing your classroom practice.
As lea.
Week 2 Discussion 2 Counseling RolesList and explain the factors.docxjessiehampson
Week 2 Discussion 2 Counseling Roles
List and explain the factors that play an important role if and how counselors become involved in school, school-community, and overall partnerships. Research indicates certain misperceptions counselors have about their role- why may this be?
INSTRUCTOR GUIDANCE
WEEK 2
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Last week you learned about how both parents play a crucial role in the child’s education, especially when there is a collaborative relationship between home and school. A 2007 study found that new and experienced teachers who have positive parent relationships report having higher rates of job satisfaction.
Reprinted from Morguefile, by Hotblack, 2010,http://mrg.bz/pDQCu8 (Links to an external site.).
Copyright 2016 by Morguefile.
They also report that students of involved fathers, regardless of their living situation, perform better in school (Jeynes, 2007 as cited in Child Trends, 2013). The Watch DOGS (Dads of Great Students) is one school-based program that encourages male role models to work in a variety of capacities at their child’s school. The seven minute video, Getting Involved at School (Links to an external site.), features the coordinator of the program, the principal, and others discussing the importance of having males active in the school environment.
In addition, going beyond the family to creating partnerships within the community has also been shown to improve students’ academic success. One way to accomplish this is through community schools, a concept developed by the Institute for Educational Leadership in Washington DC. Through this integrated, holistic approach with family, child development and social service support, the community school strategy is already proving its efficacy on student achievement, and dropout and graduation rates (Blank, Jacobson, & Melaville, 2012). Putting together a team that includes the principal, a few teachers, family members, and students is the first step in creating an “Action Team for Partnership” (O’Brien, 2012, p. 2). The purpose of this team is to work with community and business leaders to develop goals for increasing academic achievement, as well as improving student behavior and school climate. Organizations such as National Network of Partnership Schools help schools to get started developing their own Action Plan for Partnership (Links to an external site.) that includes short and long term goals, and activities that guide them towards success.
Week 2 Discussion Guidance
For this first discussion post, Parent Roles, read chapter three in the text before you begin. This chapter will give you better insight on some of the assumptions that are made about parents related to their roles in being involved in schools including how assumptions and perceptions that are made about people become our reality, and how this may impact teaching. Provide some of the assumptions about parents th ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. DEVRY MGMT 591 Case Study Building a Coalition (Woodson
Foundation) (2 Papers) NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/mgmt-591-
devry/mgmt-591-case-study-building-a-coalition-
woodson-foundation-2-papers-recent
For more classes visit
http://www.uopassignments.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit
a two- to three-page paper addressing the key questions
identified. Remember that all case studies present both too
much and too little information. There may be information
presented that is not really relevant, and there may be scant
information about a key area. This analysis does require
interpretation of the information and there is not one right
answer. However, you must explain and defend any
assumptions you made or conclusions resulting from your
analysis with citations from the text or from the case itself.
There is no need to research outside sources for this paper. I
will copy/paste the entire case from my text on to here so you
can read it.
Your paper must include the following labeled sections.
2. CategoryPointsDescription
Part I: Group Development15Identify and summarize the stages
of group development.
Reflecting on the case and textbook material, what stage is the
group at now? How could an understanding of the stages of
group development have assisted The Woodson Foundation in
building a cohesive coalition?
Support your conclusion with evidence from the case and our
text.
Part II: Problem Identification30Identify key problems.
Identify primary and secondary problems the Woodson
Foundation is facing. Identify what the organization should
have understood about individual membership in teams in
order to have built group processes that were supportive of her
groups' goals.
Do not necessarily limit yourself to only team theory here.
Plumb any concepts we have covered to date in class if you feel
they are relevant.
Part III: Retrospective Evaluation40Given that there is no one
perfect solution for this situation,identify, describe, and defend
two possible solutions to the primary problem(s).
Clearly identify and defend both courses of action. Identify and
discuss specific steps needed to implement your selections.
Support your selections with evidence from the case, the text,
or weekly discussion.
Remember that deciding on a course of action entails
envisioning and planning the steps to success. Be sure to
identify implementation steps for both possible solutions.
3. Almost every situation presented with relation to group
dynamics and behavior can have multiple avenues for remedy.
It is important to develop the ability to critically evaluate more
than one alternative and rationally identify pros and cons of
each.
Presenting pros and cons for the identified alternative
solutions in a table format within the paper is acceptable.
Part IV: Reflection15What would you advise as a strategy for
managing diversity issues for program leaders?
This case describes a multiorganizational effort, but the same
principles of accommodation and compromise also apply when
trying to work with multiple divisions within a single
organization. You’ll create a blueprint for managing a complex
development team’s progress, steering team members away
from negative conflicts and toward productive discussion.
You’ll also be asked to help create a new message for executives
so they can lead effectively.
Major Topic Areas
● Group dynamics
● Maximizing team performance
● Organizational culture
● Integrative bargaining
The Scenario
The Woodson Foundation, a large nonprofit social service
agency, is teaming up with the public school system in
Washington, D.C., to improve student outcomes. There’s ample
room for improvement. The schools have problems with
truancy, low student performance, and crime. New staff quickly
burn out as their initial enthusiasm for helping students is
4. blunted by the harsh realities they encounter in the classroom.
Turnover among new teachers is very high, and many of the
best and brightest are the most likely to leave for schools that
aren’t as troubled.
The plan is to create an experimental after-school program that
will combine the Woodson Foundation’s skill in raising private
money and coordinating community leaders with the
educational expertise of school staff. Ideally, the system will be
financially self-sufficient, which is important because less
money is available for schools than in the past. After several
months of negotiation, the leaders of the Woodson Foundation
and the school system have agreed that the best course is to
develop a new agency that will draw on resources from both
organizations. The Woodson foundation will provide logistical
support and program development and measurement staff; the
school system will provide classrooms and teaching staff.
The first stage in bringing this new plan to fruition is the
formation of an executive development team. This team will
span multiple functional areas and establish the operating plan
for improving school performance. Its cross-organizational
nature means representatives from both the Woodson
Foundation and the school district must participate. The
National Coalition for Parental Involvement in Education
(NCPIE) is also going to be a major partner in the program,
acting as a representative for parents on behalf of the PTA.
While it would be perfect if all the groups could work together
easily to improve student outcomes, there is little doubt some
substantive conflicts will arise. Each group has its own
interests, and in some cases these are directly opposed to one
another.
School district representatives want to ensure the new jobs will
be unionized and will operate in a way consistent with current
5. school board policies. They are very concerned that if Woodson
assumes too dominant a role, the school board won’t be able to
control the operations of the new system. The complexity of the
school system has led to the development of a highly complex
bureaucratic structure over time, and administrators want to
make sure their policies and procedures will still hold for
teachers in these programs even outside the regular school day.
They also worry that jobs going into the new system will take
funding from other school district jobs.
Woodson, founded by entrepreneur Theodore Woodson
around 1910, still bears the hallmarks of its founder’s way of
doing business. Woodson emphasized efficiency and
experimentation in everything he did. Many of the foundation’s
charities have won awards for minimizing costs while still
providing excellent services. Their focus on using hard data to
measure performance for all their initiatives is not consistent
with the school district culture.
Finally, the NCPIE is driven by a mission to increase parental
control. The organization believes that when communities are
able to drive their own educational methods, students and
parents are better able to achieve success together. The
organization is strongly
629
630
committed to celebrating diversity along racial, gender, ethnic,
and disability status categories. Its members are most
interested in the process by which changes are made, ensuring
everyone has the ability to weigh in.
Some demographic diversity issues complicate the team’s
situation. Most of the students served by the Washington, D.C.,
school district are African American, along with large
populations of Caucasians and Hispanics. The NCPIE makeup
6. generally matches the demographic diversity of the areas
served by the public schools. The Woodson foundation, based
in northern Virginia, is predominantly staffed by Caucasian
professionals. There is some concern with the idea that a new
group that does not understand the demographic concerns of
the community will be so involved in a major change in
educational administration. The leadership of the new program
will have to be able to present an effective message for
generating enthusiasm for the program across diverse
stakeholder groups.
Although the groups differ in important ways, it’s also worth
considering what they have in common. All are interested in
meeting the needs of students. All would like to increase
student learning. The school system does benefit from anything
that increases student test scores. And the Woodson
Foundation and NCPIE are united in their desire to see more
parents engaged in the system. The development team will
consist of three individuals—HR representatives from the
Woodson Foundation, the schools, and the NCPIE—who have
prepared the following list of potential candidates for
consideration.
Victoria Adams is the superintendent of schools for
Washington, D.C. She spearheaded the initial communication
with the Woodson Foundation and has been building support
among teachers and principals. She thinks the schools and the
foundation need to have larger roles than the parents and
communities. “Of course we want their involvement and
support, but as the professionals, we should have more say
when it comes to making decisions and implementing
programs. We don’t want to shut anyone out, but we have to be
realistic about what the parents can do.”
7. Duane Hardy has been a principal in the Washington area for
more than 15 years. He also thinks the schools should have the
most power. “We’re the ones who work with these kids every
day. I’ve watched class sizes get bigger, and scores and
graduation rates go down. Yes, we need to fix this, but these
outside groups can’t understand the limitations we’re dealing
with. We have the community, the politicians, the taxpayers—
everyone watching what we’re doing, everyone thinking they
know what’s best. The parents, at least, have more of a stake in
this.”
“The most important thing is the kids,” says second-year
teacher Ari Kaufman. He is well liked by his students but
doesn’t get along well with other faculty members. He’s seen as
a “squeaky wheel.” “The schools need change so badly. And how
did they get this way? From too little outside involvement.”
Community organizer Mason Dupree doesn’t like the level of
bureaucracy either. He worries that the school’s answer to its
problems is to throw more money at them. “I know these kids. I
grew up in these neighborhoods. My parents knew every single
teacher I had. The schools wanted our involvement then. Now
all they want is our money. And I wouldn’t mind giving it to
them if I thought it would be used responsibly, not spent on
raises for people who haven’t shown they can get the job done.”
Meredith Watson, with the Woodson Foundation, agrees the
schools have become less focused on the families. A former
teacher, she left the field of education after being in the
classroom for 6 years. “There is so much waste in the system,”
she complains. “Jobs are unnecessarily duplicated, change
processes are needlessly convoluted. Unless you’re an insider
already, you can’t get anything done. These parents want to be
involved. They know their kids best.”
8. Unlike her NCPIE colleagues, Candace Sharpe thinks the schools
are doing the best they can. She is a county social worker,
relatively new to the D.C. area. “Parents say they want to be
involved but then don’t follow through. We need to step it up,
we need to lead the way. Lasting change doesn’t come from the
outside, it comes from the home.”
Victor Martinez has been at the Woodson Foundation for 10
years, starting as an intern straight out of college. “It’s
sometimes hard to see a situation when you’re in the thick of
it,” he explains. “Nobody likes to be told they’re doing
something wrong, but sometimes it has to be said. We all know
there are flaws in the system. We can’t keep the status quo. It
just isn’t cutting it.” Strategies for the Program Team
Once the basic membership and principles for the development
team have been established, the program team would also like
to develop a handbook for those who will be running the new
program. Ideally, this set of principles can help train new
leaders to create an inspirational message that will facilitate
success. The actual content of the program and the nature of
the message will be hammered out by the development team,
but it is still possible to generate some overriding principles for
the program team in advance of these decisions.
9. DEVRY MGMT 591 Final Exam Guide Set 1 NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/mgmt-591-
devry/mgmt-591-final-exam-guide-set-1-recent
For more classes visit
http://www.uopassignments.com
MGMT 591 Final Exam Study Guide v7-3-15
SA 1. (TCOs 1 and 2) Organizational behavior is an
interdisciplinary body of knowledge with strong ties to several
academic disciplines. Please identify three of the four primary
areas.
SA 1. (TCOs 1 and 2) OB defines stress in
terms of both work stressors and life stressors. Please identify
four common sources of stress at work.
SA 1. (TCOs 1 and 2) Please identify and
briefly explain two of the five dimensions of national culture.
SA 1. (TCOs 1 and 2) What is organizational
learning? Why is it important for firms to emphasize
organizational learning?
SA 1. (TCO 1 and 2) What is the goal in
studying and applying organizational behavior concepts? Pick
one of the four organizational behavior disciplines and use a
brief example to describe how it relates to this goal.
10. SA 1. (TCO 1, 2) Identify the main elements
included in affective events theory. Select any two of these
elements, and provide an example of how the factor can
influence an employee’s job performance and satisfaction.
SA 1. (TCO 1, 2) What is organizational
behavior, and to what degree do you think an understanding of
it may increase one’s managerial success in the workplace?
SA 2. (TCO 4) Please define self-managing
teams and identify three of the five tasks a true self-managing
team is responsible for.
SA 2. (TCO 4) Referring to the team decision
making process, define consensus and unanimity, and explain
the difference between the two.
SA 2. (TCO 4) There are six methods that
teams use to make decisions. Identify and define three of the
six.
SA 2. (TCO 4) What is groupthink? Why can
groupthink be detrimental to effective group functioning?
SA 2. (TCO 4) What factors determine
whether teams are successful? Please briefly describe each
factor.
SA 3. (TCO 5) Please define and explain the
difference between functional conflict and dysfunctional
conflict.
11. SA 3. (TCO 5) Identify and define four of the
seven key elements in the communication process. Give a
specific example of a possible breakdown in a communication
flow.
SA 3. (TCO 5) Please identify and give
examples of four of the five direct conflict management
strategies.
SA 3. (TCO 5) Please identify and give
examples of four of the five indirect conflict management
strategies.
SA 3. (TCO 5) Identify four of the barriers to
effective communication and give an example of
each.
SA 3. (TCO 5) Based on the value of
leadership communication and conflict management skills
presented in the course, list a minimum of five major conflict
resolution techniques that allow managers to control
dysfunctional conflict or increase conflict when it is too low
between parties. Support each technique with a clear and
concise example of a manager's application of each technique
during conflict resolution situations in the workplace.
SA 3. (TCO 5) Define the term channel
richness as it relates to the communication process. Briefly
describe and defend which level of richness you would select
when addressing a workplace conflict in the antecedent
stage.
SA 4. (TCO 5) What is leadership, and how
does it differ from management?
12. SA 4. (TCO 5) Define power from an
organizational behavior perspective. What is the difference
between power and influence?
SA 4. (TCO 5) There are four forms of
personal power. Please identify and explain any three of the
four.
SA 4. (TCO 5) Compare and contrast
charismatic and transformational leadership styles. Provide
two characteristics of each leadership style.
SA 4. (TCO 5) Differentiate between trait
theories of leadership and behavioral theories of leadership.
Describe each and give an example of each type of leadership.
SA 5. (TCO 6 & 7) Explain how interpersonal
conflict occurs, and give two examples of substantive conflict
and two examples of emotional interpersonal conflict.
SA 5. (TCO 6 & 7) Describe and illustrate with
an example an advantage that face-to-face communication has
over written communication. Describe and illustrate with an
example an advantage that written communication has over
face-to-face communication.
SA 5. (TCO 6 & 7) Workplace deviance is
costly to both organizations and employees. Victims of
workplace deviance suffer from stress-related conditions,
decreased productivity, and low morale, and are more likely to
leave the organization. How can norms be used to reduce
deviant workplace behavior?
13. DEVRY MGMT 591 Final Exam Guide Set 2 NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/mgmt-591-
devry/mgmt-591-final-exam-guide-set-2-recent
For more classes visit
http://www.uopassignments.com
1. Start of Question Pool - "" - The exam will display 1 of
these questions
2. SA 1. (TCOs A and B) Organizational behavior
is an interdisciplinary body of knowledge with strong ties to
several academic disciplines. Please identify three of the four
primary areas.
3. SA 1. (TCOs A and B) OB defines stress in
terms of both work stressors and life stressors. Please identify
four common sources of stress at work.
4. SA 1. (TCOs A and B) Please identify and
briefly explain two of the five dimensions of national culture.
5. SA 1. (TCOs A and B) What is organizational
learning? Why is it important for firms to emphasize
14. organizational learning?
6. SA 1. (TCOs A and B) What is the goal in
studying and applying organizational behavior concepts? Pick
one of the four organizational behavior disciplines and use a
brief example to describe how it relates to this goal.
7. SA 1. (TCOs A and B) Identify the main
elements included in affective events theory. Select any two of
these elements, and provide an example of how the factor can
influence an employee’s job performance and satisfaction.
8. SA 1. (TCOs A and B) What is organizational
behavior, and to what degree do you think an understanding of
it may increase one’s managerial success in the workplace?
9. End of Question Pool - "" End of pool to row
10. Start of Question Pool - "" - The exam will display 1 of
these questions
11 SA 2. (TCO D) Please define self-managing
teams and identify three of the five tasks a true self-managing
team is responsible for.
12. SA 2. (TCO D) Referring to the team decision
making process, define consensus and unanimity, and explain
the difference between the two.
15. 13. SA 2. (TCO D) There are six methods that
teams use to make decisions. Identify and define three of the
six.
14. SA 2. (TCO D) What is groupthink? Why can
groupthink be detrimental to effective group functioning?
15. SA 2. (TCO D) What factors determine
whether teams are successful? Please briefly describe each
factor.
16. End of Question Pool - "" End of pool to row
17. Start of Question Pool - "" - The exam will display 1 of
these questions
18. SA 3. (TCO E) Please define and explain the
difference between functional conflict and dysfunctional
conflict.
19. SA 3. (TCO E) Identify and define four of the
seven key elements in the communication process. Give a
specific example of a possible breakdown in a communication
flow.
20. SA 3. (TCO E) Please identify and give
examples of four of the five direct conflict management
strategies.
16. 21. SA 3. (TCO E) Please identify and give
examples of four of the five indirect conflict management
strategies.
22. SA 3. (TCO E) Identify four of the barriers to
effective communication and give an example of each.
23. SA 3. (TCO E) Based on the value of
leadership communication and conflict management skills
presented in the course, list a minimum of five major conflict
resolution techniques that allow managers to control
dysfunctional conflict or increase conflict when it is too low
between parties. Support each technique with a clear and
concise example of a manager's application of each technique
during conflict resolution situations in the workplace.
24. SA 3. (TCO E) Define the term channel
richness as it relates to the communication process. Briefly
describe and defend which level of richness you would select
when addressing a workplace conflict in the antecedent stage.
25. End of Question Pool - "" End of pool to row
26. Start of Question Pool - "" - The exam will display 1 of
these questions
27. SA 4. (TCO E) What is leadership, and how
does it differ from management?
17. 28. SA 4. (TCO E) Define power from an
organizational behavior perspective. What is the difference
between power and influence?
29. SA 4. (TCO E) There are two forms of
personal power. Select one of the forms. Explain the theory of
how this power comes to be and is used. Then provide an
example of a person who possesses this type of power and how
he/she uses it.
30. SA 4. (TCO E) Compare and contrast charismatic
and transformational leadership styles. Provide two
characteristics of each leadership style.
31. SA 4. (TCO E) Differentiate between trait
theories of leadership and behavioral theories of leadership.
Describe each and give an example of each type of leadership.
32. End of Question Pool - "" End of pool to row
33. Start of Question Pool - "" - The exam will display 1 of
these questions
34. SA 5. (TCOs F and G) Explain how
interpersonal conflict occurs, and give two examples of
substantive conflict and two examples of emotional
interpersonal conflict.
18. 35. SA 5. (TCOs F and G) Although conflict is
usually considered a negative experience to be avoided, it
actually has the potential to produce positive organizational
outcomes. Please identify three ways in which conflict can be a
positive influence.
36. SA 5. (TCOs F and G) Describe and illustrate
with an example an advantage that face-to-face communication
has over written communication. Describe and illustrate with
an example an advantage that written communication has over
face-to-face communication.
37. SA 5. (TCOs F and G) Workplace deviance is
costly to both organizations and employees. Victims of
workplace deviance suffer from stress-related conditions,
decreased productivity, and low morale, and are more likely to
leave the organization. How can norms be used to reduce
deviant workplace behavior?
1. Start of Question Pool - "" - The exam will display 1 of
these questions
2. EQ 1. (TCO B) Faxco Incorporated is a
business with 500 employees. The CEO of the company has
recently learned, based on employee surveys, that the
employees are not very happy with the company. In fact, the
CEO is starting to believe that this may be the reason why Faxco
is experiencing slower sales and a recent budget crisis that
threatens to shut down the company in three years if it is not
fixed.
19. You are a consultant, and the CEO has asked you to visit the
company for a week and analyze what might be going wrong.
Here are your notes from the week.
(1) Attended Manager 1's staff meeting. He has 200 employees
working under him. Manager 1 talked about the recent budget
problems that Faxco is having. He said, "It's not like we didn't
know this was coming. The company makes a junky product
compared to our competitors, and half the time, I think the
manufacturing department is cutting corners." Manager 1 was
overheard telling an employee, "I don't blame anyone if they
are looking for work elsewhere."
(2) You overheard three employees talking after Manager 1's
staff meeting. Employees are upset about the idea that the
manufacturing department might be cutting corners and
creating junky products. The company advertises its products
as having the finest quality and durability.
(3) You attended Manager 2's staff meeting. He runs the tech
department and has 20 employees. He was very upset with the
marketing department. He stated, "Someone over in marketing
reported to the CEO that a computer technician from this
department was rude to them. I did not even ask who it was
that was supposedly being rude. I know we're all techies in this
department together and we don't behave that way." He also
read an e-mail from a customer who said that someone from
the tech department was rude. His response was, "All these
customers do is complain. It's us versus them apparently, so we
have to watch out."
In light of what you learned in MGMT591 about diversity, job
satisfaction, and attitudes, please write up a neatly-organized
analysis for the CEO.
20. 3. EQ 1. (TCO B) What is an attitude? Discuss the
three basic components of an attitude.
4. EQ 1. (TCO B) Discuss and provide examples
of best practices an organization can implement to leverage
diversity in areas such as group management, recruiting,
hiring, retention, and development practices to increase an
organization’s competitive advantage.
5. EQ 1. (TCO B) Just as Judy Garland and Mickey
Rooney cried, "Let's put on a show!" to solve problems in their
1940s movie lives, many businesses cry "Let's build teams!" to
attack problems ranging from low productivity to poor morale,
high costs, and missed deadlines. Likewise, in our Week 3 Case
Study, Building a Coalition, we had a team begin to form to
address problems in the Washington, DC school system.
Employee teams intuitively seem to be a great idea and are
certainly a growing trend.
Use your newfound knowledge of teams and discuss the
following three elements:
(a). Describe the stages of group development. Why is it
important that managers have an understanding of the group
development process? (15 points)
(b). Identify and discuss three group property or team process
elements you feel are most important in building a high
performing team. (15 points)
(c). Identify and discuss at least TWO factors that determine
whether teams are successful. (15 points).
21. 6. EQ 1. (TCO B) Researchers report that heredity has
a strong influence on an individual’s personality. What are the
implications of this in organizational settings?
7. EQ 1. (TCO B) John supervises five employees at a
local manufacturing office and is trying to decide how to
motivate them. The office is rather small and his employees
work an eight hour day with only a 30 minute break for lunch
(and they eat at their desks). He thinks that giving them a
monetary bonus or a raise might be the way to get the group to
start producing more. Discuss why money might not be a
motivator to these employees, and what action could be taken
instead to get them motivated.
8. EQ 1. (TCO B) You are the manager of a business
that cleans airliners. You are contracted by airlines to perform
quick cleanups on planes between flights, as well as more
extensive cleanings while planes are parked overnight. The
airline industry is facing financial pressures and these
pressures have trickled down to you. The airlines are having
their planes cleaned less often and, as a result, they are dirtier
when they are cleaned. It also seems like passengers are
increasingly likely to leave really gross stuff behind.
The work is difficult. Your employees have not received raises
in some time, and it likely that they won’t receive raises in the
near future. The employees, individually and as a group, are
quite open about not liking their jobs. Your managers are
placing pressure on you to make the employees more
productive. You subscribe to the theory that workers who are
more satisfied with their jobs are more productive. You cannot
give the employees raises, but you do have a very limited
22. amount of discretionary funds. What can you do to increase the
workers’ level of job satisfaction? Provide five specific steps
you could take.
9. EQ 1. (TCO B) Juanita Perez strongly believes
in working for a company which promotes diversity. She is
currently enrolled with you in a graduate program with a major
in human resources management; and, she aspires to become a
Chief Diversity Officer (CDO) in an organization respectful of
differences. You have taken several courses with her; and, you
both have discussed the fact that adult learners want to be
involved and gain more exposure in the operations of the
company they work for. You understand that she is searching
for a new job.
Recently, Juanita attended an interview, where she was told
that the company follows policies which focus on
organizational diversity. This was very encouraging; and, she
left the interview with a very positive feeling. Based on what
she learned about selecting the right job early in one’s career,
she decided to research the company’s claims. In addition, she
wanted to look back on the Life Style Inventory data results
(LSI) to review her personality traits and interests before
considering taking a job if it was offered from this company.
Three days later, Juanita received a telephone call from the
Human Resources department offering her the position she
interviewed for the week prior. Based on the research findings
she gathered after her visit to the company, and your
understanding of using the LSI assessment tool for career
decisions, please offer Juanita your recommendation based on
the data she shared with you about the organization she is
thinking about joining. She has to respond back with her
23. decision within 48 hours; and, emailed you for your
constructive analysis of the data and advice. Reflect on the
research findings below, and prepare a detailed email with
your recommendation. Substantiate your argument and be
specific to accept or turn down the job offer. Juanita’s research
about the company includes:
85% percent of the top management positions in the company
are held by men.
She is the only Hispanic, Spanish speaking female in this
division.
The workforce is not dominated by any specific ethnic or racial
group.
The employees she talked with during her interview believe
that they are treated equally in spite of differences in
performance.
Juanita’s LSI assessment points out positive leadership
attributes and communication skills verbal/written.
10. End of Question Pool - "" End of pool to row
11. Start of Question Pool - "" - The exam will display 1 of
these questions
12. EQ 2. (TCO E) You lead a team of marketing
professionals. At a recent team meeting, Curtis and Andrea got
into an argument in front of you and are no longer speaking to
each other. Curtis came to you and complained that Andrea
always tries to get all of the attention. Andrea came to you with
that same complaint about Curtis after the argument. Recently
you and your entire team took the Life Styles Inventory (LSI).
24. Andrea is Conventional while Curtis is Competitive. Your style
is Humanistic-Encouraging. You plan to hold a meeting with the
three of you. What four specific things will you cover, and how
will you approach each part of the communication differently
based on the LSI results?
13. EQ 2. (TCO E) Mary has accepted a position as
director of a non-profit organization that represents a cause
she deeply believes in. Her pay is $28,000 per year. Her
position allows considerable flexibility, which is critical given
her three school age children and family needs. Additionally,
Mary works with many peers who she respects and her
leadership essentially allows her the freedom to make
decisions without too much upper management review. Mary’s
husband Bill works as a Computer Engineer for a large
consulting firm. His pay is $95,000 per year. Bill’s work
requires many late hours and weekends, as well as a
considerable travel demand. This means that Bill misses much
of the children’s growing up experiences and that Mary has to
carry those responsibilities alone. Bill’s peers are extremely
competitive and the nature of the role allows little
collaboration. Additionally, Bill’s boss is extremely aggressive
and a micromanager. He and Bill clash constantly, and the boss
has been very antagonistic and anxious that Bill is “out for his
job.” Bill and Mary live in a part of the country where the
median wage for a professional is approximately $65,000. Mary
and Bill’s dinner time conversations seem to regularly revolve
around how dissatisfied they both are with their careers.
Evaluate reasons why each seems dissatisfied and recommend
how each can work to improve their levels of satisfaction in the
workplace. What are their choices if they cannot resolve their
concerns?
25. 14. EQ 2. (TCO E) Describe the communications
process in detail, including all key parts and their particular
function; as well as movement of the communications. Provide
examples of each part and elaborate on each example.
15. EQ 2. (TCO E) The use of social networking by
professionals in the workplace as a means of communication is
increasing dramatically. Describe how the use of social
networks enhances or reduces productivity at an
organizational level. Discuss how their social and work uses
affect employee attitudes and behaviors.
16. End of Question Pool - "" End of pool to row
17. Start of Question Pool - "" - The exam will display 1 of
these questions
18. EQ 3. (TCO E) Eagle Standard Inc., (ESI) a
major engineering firm, specializes in designing aircraft parts
for government contracts. ESI employs project managers and
42 engineers who are divided into project groups of six to
seven members. The majority of project team leaders have
spent time in France and Britain learning new technology. The
Eagle 6 Project Team, consisting of six engineers, is developing
new equipment for a jet fighter. The project has been ongoing
for 18 months, and all six engineers have been with this project
group since its inception, working together on all of these
projects. Eagle 6 works well together.
However, the Eagle 6 team has the most technical project, and
its engineers have been working too much overtime. The senior
project manager, Bruce Chalnick, interviewed and hired a new
engineer to help out, Richard Hue. Richard has good
qualifications and seems to be knowledgeable and motivated.
26. The work is challenging and gives him the opportunity to
showcase his computer skills and engineering knowledge. Two
weeks in, he quickly became a contributing member of the
team, showing initiative and the willingness to work overtime
and weekends to research possible solutions to potential
problems. Richard was particularly adept with the computer
system, and Bruce is ecstatic about his new hire. Richard is a
loner, on and off the job. He is from Country X, a small island
with a high power-distance culture; all of the other members of
the team were born and raised in the United States.
After three months, Richard's learning curve had just about
peaked, and he began to suggest new ways of doing things. He
offered to mentor the other engineers, but each time he was
rebuffed. He then went to Bruce Chalnick and asked for another
part of the program to work on. At that point, a senior member
of Eagle 6, Tim Flossner, met with Bruce to discuss Richard. Tim
stated he was speaking for the rest of the team, and said
Richard is stuck up and arrogant. Tim said he and the other
team members felt Richard flaunts his education and
knowledge, and none of them like him. In fact, they can't stand
him.
Bruce told Tim that Richard thinks that the rest of the team are
slackers who talk about bowling and sports instead of working.
Richard thinks he is disliked because he's from Country X.
Bruce wants to keep everyone in the company, and more
importantly within the team, so how should Bruce handle this
problem? Detail what he should do by applying at least two
conflict management methods to enhance group and team
performance. Include roles and decision making in your
response.
19. EQ 3. (TCO E) As a manager of people, it is
inevitable that you will have to deal with conflict issues. In our
studies, we have identified the need to resolve conflict when it
27. is seen to be counter to the organization’s goals, and in some
cases, to stimulate conflict to arrive at organizational goals or
increase performance. Select any two of the nine conflict-
resolution techniques. Explain how each technique could be
used to reduce or eliminate conflict. Provide an example
scenario for each. (15 points for each technique with an
example scenario.) Select one of the four conflict-stimulation
techniques. Explain how that technique could be used to
improve a group’s performance. Provide an example scenario.
(15 points)
20. EQ 3. (TCO E) In the small town of Evansville,
Indiana, Amberville Textiles was not producing parachute and
military blankets as it did in its height of success thirty years
ago. When Joe Harley, the middle-level manager of the
production department at Amberville was laid off, many
employees who worked under him became apprehensive about
their job security. They were aware of the current trend toward
laying-off employees in the textile industry.
The termination of their manager, combined with the fact that
the plant had performed only moderately well in the last two
quarters, led the employees to believe that they were at a high
risk of losing their jobs as well. Rumors had spread about
impending lay-offs and the human resources manager was just
developing the first formal inter-departmental communication
network for managers to put into place the same week Joe
Harley left the organization.
Analyze the current organizational and inter-departmental
structure; then, prepare a clear, concise process-improvement
strategy plan, which you will present in writingto the President
and Human Resources Manager. Include specific examples of
28. current communication issues and specific suggestions for
improvement. Conclude with two recommendations for how
the inter-departmental communication conflicts could be
altered to improve accurate and timely communication and
productivity within the current workforce.
21. EQ 3. (TCO E) You are the chair of the newly
formed Campus Speaker Committee, a student organization
that selects campus speakers. The funding for speakers
selected by the committee comes from a wealthy, respected
alumnus who wants more controversial speakers to speak to
students on campus. The alumnus gave the school a $50,000
endowment earmarked for this purpose. However, his
endowment is contingent upon students’ ability to choose
speakers without interference from faculty and administration.
The Campus Speaker Committee has selected Representative
Baker, a Republican member of Congress who is actively
involved in a number of controversial political issues and is an
alumnus of your college. The board of trustees for the college is
thrilled with the choice of a conservative speaker, but many
students on campus have given the announcement a lukewarm
reception. Three days before the speaker’s scheduled visit, an
article in the student newspaper reveals that Representative
Baker was a member of a white supremacist group when he
was in college. The article reports that the white supremacist
group still exists, and it lists the group’s website, which is full of
racist statements.
Many students and faculty are now denouncing the Campus
Speaker Committee for inviting such a person. The trustees and
the school’s president downplay the representative’s former
involvement in the group and continue to support his speaking
29. on campus. The committee now must meet to decide whether
or not to revoke Representative Baker’s invitation to speak on
campus.
Please respond to each of the following questions:
As the chair, consider potential barriers to effective
communication and which communication strategies you
would recommend to help committee members to (a) to
minimize the possibility of groupthink; (b) to reach consensus
if not unanimity. Why?
Specific conflict management (resolution and stimulation)
techniques might help you to negotiate an optimal solution?
Discuss. Why?
How will you use the “dimensions of conflict handling
intentions” to address any conflict that may arise between
committee members? Why?
22. EQ 3. (TCO E) William Smith and Julia Morin met
each other during cycling competitions in Brooklyn, New York
two years ago. Each of them worked in specialty bicycle shops
in Manhattan as high-end mechanical technicians. Recently,
they began to ‘dream’ about the possibility of combining the
two shops; then, starting up a third shop in Brooklyn. Their
shop owners loved the idea, but the twenty-five current
employees in each of the downtown Manhattan shops
considered the start-up store in Brooklyn a threat.
23. End of Question Pool - "" End of pool to row
30. 24. Start of Question Pool - "" - The exam will display 1 of
these questions
25. EQ 4. (TCOs C and D) Identify the five stages of team
development, and explain what happens at each stage. Give a
specific example from your own experience to highlight one of
the stages.
26. EQ 4. (TCOs C and D) When a team works
together, it has a huge range of skills available that it can utilize
to deliver extraordinary results. Explain how organizations can
create team players.
27. EQ 4. (TCOs C and D) Congratulations! Your
manager just informed you that you’ve been promoted to the
team lead role for a multi-functional, virtual team. The stakes
are high. The deliverables for this team are essential to the
organization’s strategic goals. Most of the team interaction will
be online and your charter is to effectively manage the team,
keep executive management updated on the status of critical
milestones, and maintain a high performing team. Using the
Team Effectiveness Model as a foundation, analyze and
prioritize one solution from each category of the model
(context, composition,and process) that you believe creates the
best foundation for your team’s success. Provide your rationale
for your recommended solutions.
28. EQ 4. (TCOs C and D) The amount of cohesiveness
and diversity found within teams can have both positive and
negative effects upon a team’s performance. Answer the
31. following.
(a). Describe how a team’s level of cohesiveness could have a
negative impact upon performance.
(b). List four ways to increase team cohesiveness.
(c). How can increasing diversity in team membership decrease
the team’s performance? d. Indicate two ways to improve
performance within diverse teams.
29. EQ 4. (TCOs C and D) Monica was recently
promoted to the manager role for a large function in her
organization that oversees global regulatory compliance for the
company’s products. Her prior department—Customer
Complaints—is just one of the functional groups that provide
input for her new department’s charter. Monica is tasked with
revising a set of complex processes to improve the quality and
timeliness of regulatory reporting, and she has asked you for
some recommendations about team format. Considering the
numerous inputs and outputs of the affected processes, and the
global reporting requirement, should Monica create a cross-
functional team, a problem-solving team, a virtual team, or a
hybrid? After careful analysis, write up your recommended
team format and defend your reasons for the type of team
Monica should establish.
30. EQ 4. (TCOs C and D) Managers and leaders
must possess good communication skills in order to be
successful and achieve their goals. However, there are many
barriers to effective communication. Please describe five
common barriers to effective communication that managers
and leaders often need to overcome. Evaluate each of the five
barrier’s significance to the communication process. Then,
identify an action that a manager or leader could take to
overcome each barrier.
32. DEVRY MGMT 591 Final Exam Guide Set 3 NEW
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1. TCO A, B) Define organizational behavior and list the four
emotional intelligence competencies that contribute to
understanding ourselves and others within the organizational
behavior environment. (Points : 10)
2. (TCO D) Referring to the team decision-making process,
define consensus and unanimity and explain the difference
between the two.(Points : 10)
3. (TCO E, F) Although conflict is usually considered a
negative experience to be avoided, it actually has the potential
to produce positive organizational outcomes. Please identify
three ways in which conflict can be a positive influence. (Points
: 10)
4. (TCO G) There are six sources of position power in
organizational settings. Identify and define three of these
sources. (Points : 10)
5.(TCO H, I, J) The senior executive team at AllGoodThings.com,
after a strategy review session with the Board of Directors, has
decided that it's time to invest some time and capital in
improving the corporate culture. The company has rebounded
33. from a near calamity two years ago, and while it was a great
scramble, the company survived and is in the strongest position
ever. They knew that the culture had been strained by the
episode and wanted sincerely to work to bring things back to
"normal." With the assistance of local HR offices, a case was
made to the employee population that certain aspects of their
current culture might have suffered over the past few years and
that it was time to think about change. They announced that
they would be undergoing an organizational culture review and
that everyone's opinion was valued. A whopping 79% of the
employees participated in the survey that they administered.
Senior management had worked with the consultants for a few
months before the survey was given and had determined their
"Ideal" scores. The survey confirmed their suspicions.
6.(TCO C) As a manager you are in a situation where a key
employee seems to have lost his excitement about the job. The
employee's familiar positive tone and high energy approach to
the job and the workplace seem to be on the wane. You really
don't know what is going on with this person. But, you can try
to start to understand this employee by examining various
motivation theories. Use elements from each of Maslow's
theory, Herzberg's Two-Factor theory, and Equity theory and
assemble your own motivation theory to help you to start
understanding this employee. Be sure to fully explain and
define all elements that you use in your new model of
motivation. Finally, compose a short case to demonstrate how
your motivation model can actually be applied. (
7. (TCO G) The Michigan and Ohio State studies represent
seminal research on leadership theory. Both studies identified
two basic forms of leader behaviors. What were the similarities
in the findings from these two studies and what was the
significance of the research?
8. (TCO A, B) In order to meet organizational goals and
34. objectives management must comprehend organizational
behavior in relationship to the functions of management. List
and describe the management process functions and describe
how the five personality traits contribute to the management
process. (Points : 30)
9. (TCO E, F) Neff Incorporated is a small business with 100
employees and 4 managers.
Susan and Bob work are co-workers at Neff Incorporated. Ever
since they were both assigned to work on Project X, they have
been arguing about how to meet the goals of that project.
On Monday they get into a very loud argument about Project X,
in the cafeteria during lunch break. Manager 1 is told about the
argument and he sends out an email which says: "Greetings
everyone. I heard that there may have been a small
disagreement in the cafeteria at lunchtime. I just want you all to
know that I appreciate the good work you are all doing on
Project X. I know that everyone here really gets along even
though a little workplace stress can sometimes build up. It is
good that we have such a warm, friendly group of employees
working here at Neff Incorporated".
10. (TCO D) Define the concept of social loafing. Why does
social loafing occur? Give an example of social loafing and a
suggestion for how to prevent it. (Points : 20)
35. DEVRY MGMT 591 Final Exam Guide Set 4 NEW
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1.Please identify and briefly explain two of the five dimensions
of national culture. (Points : 10)
2. There are six methods that teams use to make decision
3. Identify and define four of the seven key elements in the
communication process. Give a specific example of a possible
breakdown in a communication flow.(Points : 10)
Differentiate between trait theories of leadership and
behavioral theories of leadership.
5. Describe and illustrate with an example an advantage that
face-to-face communication has over written communication.
Describe and illustrate with an example an advantage that
written communication has over face-to-face communication.
6. The amount of cohesiveness and diversity found within
teams can have both positive and negative effects upon a team’s
performance. Answer the following.
(a). Describe how a team’s level of cohesiveness could have a
negative impact upon performance.
(b). List four ways to increase team cohesiveness.
(c). How can increasing diversity in team membership decrease
the team’s performance? d. Indicate two ways to improve
performance within diverse teams
7. The use of social networking by professionals in the
workplace as a means of communication is increasing
36. dramatically. Describe how the use of social networks enhances
or reduces productivity at an organizational level. Discuss how
their social and work uses affect employee attitudes and
behaviors.
TCO B) You are the manager of a business that cleans airliners.
You are contracted by airlines to perform quick cleanups on
planes between flights, as well as more extensive cleanings
while planes are parked overnight. The airline industry is
facing financial pressures and these pressures have trickled
down to you. The airlines are having their planes cleaned less
often and, as a result, they are dirtier when they are cleaned. It
also seems like passengers are increasingly likely to leave
really gross stuff behind.
The work is difficult. Your employees have not received raises
in some time, and it likely that they won’t receive raises in the
near future. The employees, individually and as a group, are
quite open about not liking their jobs. Your managers are
placing pressure on you to make the employees more
productive. You subscribe to the theory that workers who are
more satisfied with their jobs are more productive. You cannot
give the employees raises, but you do have a very limited
amount of discretionary funds. What can you do to increase the
workers’ level of job satisfaction? Provide five specific steps
you could take. (Points : 45)
As the chair, consider potential barriers to effective
communication and which communication strategies you
would recommend to help committee members to (a) to
minimize the possibility of groupthink; (b) to reach consensus
if not unanimity. Why?
Specific conflict management (resolution and stimulation)
techniques might help you to negotiate an optimal solution?
Discuss. Why?
37. How will you use the “dimensions of conflict handling
intentions” to address any conflict that may arise between
committee members? Why?
38. DEVRY MGMT 591 Final Exam (All 4 Sets) NEW
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Details of All 4 Sets could be found individually under each
product
MGMT 591 Final Exam Guide Set 1 (New)
MGMT 591 Final Exam Guide Set 2 (New)
MGMT 591 Final Exam Guide Set 3 (New)
MGMT 591 Final Exam Guide Set 4 (New)
39. DEVRY MGMT 591 Midterm Exam NEW
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1. Question: Consider this story that appeared in the August 11,
1998 Wall Street Journal: Work Hard, Play Hard: Employers use
fun to boost morale
All 25 partners at Certilman, Balin, Adler & Hyman, an East
Meadow, N.Y., law firm, are invited to a free conference-room
lunch every day. Managing partner Bernard Hyman says the
lunches began as a chance to talk business but soon became
anticipated social gatherings. “We tell stories, talk about the
weekend,” he says, “talk about the football game, talk about our
husbands, talk about our wives, talk about our children.”
2. Question: TCO (C). An October 15, 2004 article by Scott
Wyman in the South Florida Sun-Sentinel included the
following information on salaries awarded in the county:
“When it comes to getting extra money as a reward for hard
work in Broward County government, it pays to work as closely
as possible to county commissioners -- preferably right outside
their office doors. The average bonus given to that elite staff
topped the $5,000 maximum set in the incentive program
3. Question: Organizational Behavior is just common sense and
40. has little relevance for managers today. Discuss this statement
giving examples to support your answer.
4. Question: TCO (E). In the May 18, 1998 issue of
BusinessWeek, the story line read “Nice Guys Finish With
MBAs.” The following is an excerpt from that piece:
“ . . . nearly half of this year’s top B-school graduates turned
down their highest-paying job offer, preferring to work for
companies that offered room for personal growth or had a
more appealing corporate culture.” (p. 8)
41. DEVRY MGMT 591 Organization Cultural Inventory (OCI
Profile) (2 Papers) NEW
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This Tutorial contains 2 Papers
Identify and describe the cultural aspects that management
cites as important and contrast them to the cultural attributes
that employees report as being expected. How do employees
believe they are expected to act to “fit in?”
The management team claims that they value a cooperative and
constructive culture. According to the results of the survey
conducted by the.
What are the most significant gaps between management and
staff?
The most significant gaps are in the management’s and staff’s
perceptions of the organization’s culture and the behaviors
encouraged within the
42. What observations can you make on the differences between
Conglomerate Inc.’s preferred culture and “ideal” culture
presented by HSI?
The ideal culture described by management is opposite to the
culture perceived by the employees. While management wishes
43. DEVRY MGMT 591 The Forgotten Group Member Case Study
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MGMT 591 The Forgotten Group Member Case Study NEW
44. DEVRY MGMT 591 Week 1to 7 All Discussion Question NEW
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Week 1 DQ 1: Rules for High Performance Organizations
(Graded)
This week our text discusses the definition of organizational
behavior and in particular its applied focus and our lecture
focus on high performance organizations (HPOs). Right at the
intersection of those would be the “Ten Golden Rules of High
Performance” listed below. What do you think should be added
to the list? Is there anything on the list that you disagree with?
Please support your opinion with evidence from our readings
and also from your own work and life experience. Please also
remember to respond to your classmates’ posts to stimulate
further discussion.
Week 1 DQ 2 : Satisfied Workers (Graded)
Our second Graded discussion question this week comes
primarily from Chapter 3 in the textbook. Assume you are new
to your job and on the first day you have a conversation with
your boss, who says, “Satisfied workers are productive
workers.” Do you agree with her statement? Why? Why not?
45. Please support your opinion with evidence from our readings.
Please also remember to respond to your classmates’ posts to
stimulate further discussion.
Week 2
Week 2 DQ 1 : Performance Mgmt, Diversity, & Motivation
(Graded)
Please consult the course Webliography, listen to the WBUR
radio article “Introspection After Allegation of Discrimination,”
and read the summary. The discussion is rich in references to
many of our current topics and touches on some that we will
cover in more depth later. These include diversity, cultural
influences on behavior, and managing across cultures, and
specifically touch on performance management and
motivation.
Week 2 DQ 2 : Room to Read – Motivational Theory (Graded)
Chapter 5 (p 110) “Ethics in OB” features an ethical scenario
where an employee finds confidential papers on a photocopier.
Of course, she reviews the papers and notes they are full of
information on performance evaluations, pay and bonuses.
Week 3
46. Week 3 DQ 1
What Constitutes a Team? (Graded)
Focusing on the material related to team building, compare and
contrast this MGMT591 session with a team that you are
familiar with. In what aspects does the class resemble a team?
Are there parallels between the stages of team development
and the progression of our class? What type of team formation
is going on in this classroom? Does the notion of social loafing
apply to our class in any respect?
Please be specific in your examples, and support your opinion
with evidence from the text.
Week 3 DQ 2
A Lesson in Team Building (Graded)
“Help! I have just been assigned to head a new product design
team at my company. The division manager has high
expectations for the team and for myself, but I have been a
technical design engineer for 4 years since graduating from
college. I have never managed anyone, let alone led a team. The
manager keeps talking about her confidence that I will be very
good at creating lots of teamwork. Does anyone out there have
any tips to help me master this challenge? Help!” You
immediately start to formulate your recommendations. What
are the three key things you will advise her to do, and why
those three first?
47. Week 4 DQ 1 : Conflict and Negotiation (Graded)
Research on the Internet (and provide the reference) a recent
situation where a fundamental conflict or disagreement
occurred within a group setting. How was the conflict resolved
(if at all)? What resolution methods were used in order to
resolve the issue? Learning from the conflict resolution
methods presented this week, what methods would you have
implemented and used in this situation and why?
Week 4 DQ 2 : Organizational Communication (Graded)
It seems common in many of today’s workplaces that people
don’t actually talk to one another frequently. We rely on e-mail
or the even less rich communication channel of text messaging.
The benefits of moving lots of information quickly around an
organization and between individuals are real. However,
people can too frequently hide behind their computers and
send messages electronically that they might otherwise censor
or rethink in face-to-face communication. What approaches
would you recommend or implement as a new manager taking
over an organization to improve communications without
abandoning the use of e-mail?
Week 5
48. Week 5 DQ 1 :Power and Influence (Graded)
From the Cairo Review of Foreign Affairs (read the Cairo
Review), we read about Nelson Mandela's use of power for the
greater good. Using the text's discussion of power and influence
as a backdrop, analyze Mandela's power from multiple
perspectives, and assess how his use of power changed the
perspective of a nation.
Week 5 DQ 2 :Leadership (Graded)
Read the following Harvard Business Review interview of
Howard Schultz, CEO of Starbucks, regarding his leadership
principles and vision regarding the turnaround strategy of
Starbucks.
What leadership principles did Schultz display in applying his
personal beliefs and values in transforming the organizational
culture at Starbucks? What are Schultz's views regarding the
championing of innovative practices within an organization?
Week 6
Week 6 DQ 1 : Organizational Culture Inventory (Graded)
Using the OCI instrument online, and the cultural change
background information on Conglomerate, Inc. provided in Doc
Sharing, we will be identifying and prioritizing cultural
attributes and also identifying areas for change. (Note: The
Cultural Change Situation can be downloaded from Doc
49. Sharing.)
• Review Profiles 1a (workforce results) and 1b (senior
leadership team’s ideal state) closely.
o Identify and describe the cultural aspects that
management cites as important and contrast them to the
cultural attributes that employees report as being expected.
How do employees believe they are expected to act to “fit in?”
o What are the most significant gaps between management
and staff?
o What observations can you make on the differences
between Conglomerate Inc.’s preferred culture and “ideal”
culture presented by HSI?
• Once we’ve identified and discussed the gaps, I’ll cue
everyone to move onto the review of the suggested change
initiatives and onto observations around your own OCI results.
Week 6 DQ 2 :Resistance to Change (Graded)
When Jorge Maldonado became general manager of the local
civic recreation center, he realized that many changes would be
necessary to make the facility a true community resource.
Having the benefit of a new bond issue, the center had the funds
for new equipment and expanded programming. All he needed
to do now was get the staff committed to the new initiatives.
Unfortunately, his efforts have been met with considerable
resistance to change. A typical staff comment is, “Why do we
need all these extras? Everything is fine as it is.” How can Jorge
deal with the employees’ resistance to change, to enable him to
move the change process along?
50. Week 7
Week 7 DQ 1 Thread :Organizational Design Preference
(Graded)
Our text takes us through a thorough review of various
organizational design structures; let's investigate our own
organizational design preferences.
Describe your current or most recent employer's
organizational design (mechanistic, organic, hybrid). Is the
structure consistent with the company goals?
If you had the opportunity to redesign your current
organization where you are employed, would you maintain its
current structure or change it to another model? What would
that model be and why?
Week 7 DQ 2
Empowering Teams: Fact Versus Fiction (Graded)
Over the last 3 weeks, we have focused very much on
leadership, power, organizational culture, and organizational
change. Our case study for the week is a great synthesis piece
that addresses all of these topics through a detailed study of
firm's attempted move to team-based management.
51. The article is Diagnosing Whether an Organization Is Truly
Ready to Empower Work Teams: A Case Study. By: Bergmann,
Thomas J.; De Meuse, Kenneth P., Human Resource Planning,
1996, Vol. 19 Issue 1, p. 38–47.
As you read through the report, pay close attention to the
discussion about Harley-Davidson and Shelby Die Casting, and
their eventual conclusions about how to manage resistance to
change. Also, keep in mind our OCI material from Week 6 and
think about the process from a cultural change perspective.
And of course, pay close attention to the lessons for top
management presented at the end.
52. DEVRY MGMT 591 Week 2 Course Project Proposal (2 Projects
Komatsu and Veterinary Center) NEW
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Project 1: Veterinary Center of America
Project 2: Komatsu America Corporation
Brief Proposal of Research (Due This Week)
Your individual Brief Proposal of Research is due this week.
Submit a written Brief Proposal of Research containing the
following:
1.a brief overview of the chosen organization and your role in
it;
2.a brief narrative description of the organizational problem
that you would like to research and resolve;
3.a preliminary problem statement in the form of a
researchable question; and
4.which TCO or textbook topic your problem is related to.
This Course Project is NOT a team effort. Review the MGMT591
Course Project Paper Organization Guide located in Doc
Sharing. Your Brief Proposal of Research is due this week.
53. DEVRY MGMT 591 Week 2 LSI Paper (Life Inventory Style) (2
Papers) NEW
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This Tutorial contains 2 Papers
Your Assignment:
Complete (on your own) the LSI according to the procedure
outlined here, so that you end up with your "Life Styles
Circumplex" profile: 12 "personal thinking style" scores, one
score for each section of the circumplex.
Write a 3–5 page paper examining and explaining your LSI
results. There are more details in the table below.
LSI Style Interpretations:Go to the LSI1 Results page, find your
circumplex profile, and click on the circumplex "slice" of one of
the styles. The site will bring you to a customized
interpretation of the style you clicked on. Click on each of the
12 "slices" to see all of the customized style description pages.
54. DEVRY MGMT 591 Week 5 Expanded Research (2 Projects
Komatsu and Veterinary Center) NEW
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Project 1: Veterinary Center of America
Project 2: Komatsu America Corporation
Expanded Research Proposal
Your Expanded Research Proposal is due this week. Refer to the
Course Project content item under Course Home for the
guidelines and grading rubrics.
55. DEVRY MGMT 591 Week 7 Course Project (Marcelos Care
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Topic Selection
1. Select a specific organization of interest to you and
identify a problem at the firm related to organizational
behavior (OB).
2. Think of yourself as an organizational consultant and
assume that a key manager has requested a thorough analysis
and recommended course of action to resolve an actual
organizational problem that will make a difference to the
future performance of the organization.
3. Identify which of our TCOs or specific topics in the
syllabus are related to the problem you identify.
Research Sources
1. All papers must have a minimum of six scholarly sources
cited within the text of the paper and identified in the
references section.
2. Additional research sources can be attached in a
bibliography.
56. 3. Review the following document for instructions on how
to access and use EBSCOhost for your research: EBSCOhost.
Paper Format
1. All papers should be single sided, double-spaced, using a
11- or 12-point font.
2. Length of the paper to be between 10 and 12 pages, not
counting cover page and appendices.
3. The first page should include the title of the work,
student name, address, telephone and e-mail address, course
number, date, and instructor name.
4. Follow APA style for general format and citations.
5. Paper sections must adhere to the guidelines below and
each section must be labeled in the text.
6. Language should be clear, concise, and precise.
7. Tone should be professional, consistent, and not filled
with jargon.
8. Grammar and syntax (sentence structure) must be
correct.
9. Report must be free of misspellings and typos.
Tables and Figures
1. All figures and tables must be referred to in your text
before they appear on the page.
1. Figures and tables should appear on the same page as or
the page after the text that refers to them.
2. All figures and tables need captions. Captions go below
figures and above tables.
Quotations and Citations
1. Quotations and citations are crucial components of a
research paper and must be present.
2. Failure to properly cite research sources and borrowed
ideas is plagiarism.
3. Refer to APA style guide for assistance with properly
citing quoted and/or borrowed materials and ideas.
Milestones
57. Back to Top
WEEK ACTION REQUIRED
1 Familiarize yourself with course content and select an
organization and problem area to research.
2 Submit written Brief Proposal of Research containing the
following:
1. A brief overview of the chosen organization and your role
in it
2. Preliminary problem statement in the form of a
researchable question
3. A brief narrative description of the organizational
problem that you would like to research and resolve
4. Which TCO or textbook topic your problem is related to
3 Conduct library research on your topic.
1. Identify a minimum of six scholarly resources for your
project.
2. All resources for the paper must come from the DeVry
library and must be of scholarly quality.
3. Use the librarians for assistance in accessing materials.
4. Review the "using EBSCO" tutorial.
Please Note: Articles found online (many on consulting
company websites, Internet magazines, or other blogs) will not
be considered an acceptable scholarly resource. Conduct your
research through a library where you can be assured that the
sources are of scholarly quality.
4 Submit written Expanded Research Proposal containing
the following:
1. Documentation of at least three initial scholarly sources
from the library
2. Expanded introduction to the organization
3. Expanded description of your chosen problem
4. Preliminary solution options (bulleted)
5. Preliminary analysis of leadership and organizational
behavior concepts addressed in the paper
58. 5–7 Continue to work on class project; seek instructor help
as required.
7 Submit completed project.
59. DEVRY MGMT 591 Week 7 Course Project (Spirit Airlines) NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/mgmt-591-
devry/mgmt-591-week-7-course-project-spirit-airlines-
recent
For more classes visit
http://www.uopassignments.com
Topic Selection
1. Select a specific organization of interest to you and
identify a problem at the firm related to organizational
behavior (OB).
2. Think of yourself as an organizational consultant and
assume that a key manager has requested a thorough analysis
and recommended course of action to resolve an actual
organizational problem that will make a difference to the
future performance of the organization.
3. Identify which of our TCOs or specific topics in the
syllabus are related to the problem you identify.
Research Sources
1. All papers must have a minimum of six scholarly sources
cited within the text of the paper and identified in the
references section.
2. Additional research sources can be attached in a
bibliography.
3. Review the following document for instructions on how
to access and use EBSCOhost for your research: EBSCOhost.
Paper Format
60. 1. All papers should be single sided, double-spaced, using a
11- or 12-point font.
2. Length of the paper to be between 10 and 12 pages, not
counting cover page and appendices.
3. The first page should include the title of the work,
student name, address, telephone and e-mail address, course
number, date, and instructor name.
4. Follow APA style for general format and citations.
5. Paper sections must adhere to the guidelines below and
each section must be labeled in the text.
6. Language should be clear, concise, and precise.
7. Tone should be professional, consistent, and not filled
with jargon.
8. Grammar and syntax (sentence structure) must be
correct.
9. Report must be free of misspellings and typos.
Tables and Figures
1. All figures and tables must be referred to in your text
before they appear on the page.
1. Figures and tables should appear on the same page as or
the page after the text that refers to them.
2. All figures and tables need captions. Captions go below
figures and above tables.
Quotations and Citations
1. Quotations and citations are crucial components of a
research paper and must be present.
2. Failure to properly cite research sources and borrowed
ideas is plagiarism.
3. Refer to APA style guide for assistance with properly
citing quoted and/or borrowed materials and ideas.
Milestones
Back to Top
WEEK ACTION REQUIRED
1 Familiarize yourself with course content and select an
61. organization and problem area to research.
2 Submit written Brief Proposal of Research containing the
following:
1. A brief overview of the chosen organization and your role
in it
2. Preliminary problem statement in the form of a
researchable question
3. A brief narrative description of the organizational
problem that you would like to research and resolve
4. Which TCO or textbook topic your problem is related to
3 Conduct library research on your topic.
1. Identify a minimum of six scholarly resources for your
project.
2. All resources for the paper must come from the DeVry
library and must be of scholarly quality.
3. Use the librarians for assistance in accessing materials.
4. Review the "using EBSCO" tutorial.
Please Note: Articles found online (many on consulting
company websites, Internet magazines, or other blogs) will not
be considered an acceptable scholarly resource. Conduct your
research through a library where you can be assured that the
sources are of scholarly quality.
4 Submit written Expanded Research Proposal containing
the following:
1. Documentation of at least three initial scholarly sources
from the library
2. Expanded introduction to the organization
3. Expanded description of your chosen problem
4. Preliminary solution options (bulleted)
5. Preliminary analysis of leadership and organizational
behavior concepts addressed in the paper
5–7 Continue to work on class project; seek instructor help
as required.
63. DEVRY MGMT 591 Week 7 Course Project (Veterinary Centers
of America) NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/mgmt-591-
devry/mgmt-591-week-7-course-project-veterinary-
centers-of-america-recent
For more classes visit
http://www.uopassignments.com
Topic Selection
1. Select a specific organization of interest to you and
identify a problem at the firm related to organizational
behavior (OB).
2. Think of yourself as an organizational consultant and
assume that a key manager has requested a thorough analysis
and recommended course of action to resolve an actual
organizational problem that will make a difference to the
future performance of the organization.
3. Identify which of our TCOs or specific topics in the
syllabus are related to the problem you identify.
Research Sources
1. All papers must have a minimum of six scholarly sources
cited within the text of the paper and identified in the
references section.
2. Additional research sources can be attached in a
bibliography.
3. Review the following document for instructions on how
to access and use EBSCOhost for your research: EBSCOhost.
Paper Format
64. 1. All papers should be single sided, double-spaced, using a
11- or 12-point font.
2. Length of the paper to be between 10 and 12 pages, not
counting cover page and appendices.
3. The first page should include the title of the work,
student name, address, telephone and e-mail address, course
number, date, and instructor name.
4. Follow APA style for general format and citations.
5. Paper sections must adhere to the guidelines below and
each section must be labeled in the text.
6. Language should be clear, concise, and precise.
7. Tone should be professional, consistent, and not filled
with jargon.
8. Grammar and syntax (sentence structure) must be
correct.
9. Report must be free of misspellings and typos.
Tables and Figures
1. All figures and tables must be referred to in your text
before they appear on the page.
1. Figures and tables should appear on the same page as or
the page after the text that refers to them.
2. All figures and tables need captions. Captions go below
figures and above tables.
Quotations and Citations
1. Quotations and citations are crucial components of a
research paper and must be present.
2. Failure to properly cite research sources and borrowed
ideas is plagiarism.
3. Refer to APA style guide for assistance with properly
citing quoted and/or borrowed materials and ideas.
Milestones
Back to Top
WEEK ACTION REQUIRED
1 Familiarize yourself with course content and select an
65. organization and problem area to research.
2 Submit written Brief Proposal of Research containing the
following:
1. A brief overview of the chosen organization and your role
in it
2. Preliminary problem statement in the form of a
researchable question
3. A brief narrative description of the organizational
problem that you would like to research and resolve
4. Which TCO or textbook topic your problem is related to
3 Conduct library research on your topic.
1. Identify a minimum of six scholarly resources for your
project.
2. All resources for the paper must come from the DeVry
library and must be of scholarly quality.
3. Use the librarians for assistance in accessing materials.
4. Review the "using EBSCO" tutorial.
Please Note: Articles found online (many on consulting
company websites, Internet magazines, or other blogs) will not
be considered an acceptable scholarly resource. Conduct your
research through a library where you can be assured that the
sources are of scholarly quality.
4 Submit written Expanded Research Proposal containing
the following:
1. Documentation of at least three initial scholarly sources
from the library
2. Expanded introduction to the organization
3. Expanded description of your chosen problem
4. Preliminary solution options (bulleted)
5. Preliminary analysis of leadership and organizational
behavior concepts addressed in the paper
5–7 Continue to work on class project; seek instructor help
as required.
7 Submit completed project.
66. DEVRY MGMT 591 Week 7 Course Project (Komatsu America
Corporation) NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/mgmt-591-
devry/mgmt-591-week-7-course-project-komatsu-
america-corporation-recent
For more classes visit
http://www.uopassignments.com
MGMT 591 Week 7 Course Project (Komatsu America
Corporation) NEW
Topic Selection
1. Select a specific organization of interest to you and
identify a problem at the firm related to organizational
behavior (OB).
2. Think of yourself as an organizational consultant and
assume that a key manager has requested a thorough analysis
and recommended course of action to resolve an actual
organizational problem that will make a difference to the
future performance of the organization.
3. Identify which of our TCOs or specific topics in the
syllabus are related to the problem you identify.
Research Sources
1. All papers must have a minimum of six scholarly sources
cited within the text of the paper and identified in the
67. references section.
2. Additional research sources can be attached in a
bibliography.
3. Review the following document for instructions on how
to access and use EBSCOhost for your research: EBSCOhost.
Paper Format
1. All papers should be single sided, double-spaced, using a
11- or 12-point font.
2. Length of the paper to be between 10 and 12 pages, not
counting cover page and appendices.
3. The first page should include the title of the work,
student name, address, telephone and e-mail address, course
number, date, and instructor name.
4. Follow APA style for general format and citations.
5. Paper sections must adhere to the guidelines below and
each section must be labeled in the text.
6. Language should be clear, concise, and precise.
7. Tone should be professional, consistent, and not filled
with jargon.
8. Grammar and syntax (sentence structure) must be
correct.
9. Report must be free of misspellings and typos.
Tables and Figures
1. All figures and tables must be referred to in your text
before they appear on the page.
1. Figures and tables should appear on the same page as or
the page after the text that refers to them.
2. All figures and tables need captions. Captions go below
figures and above tables.
Quotations and Citations
1. Quotations and citations are crucial components of a
research paper and must be present.
2. Failure to properly cite research sources and borrowed
ideas is plagiarism.
68. 3. Refer to APA style guide for assistance with properly
citing quoted and/or borrowed materials and ideas.
Milestones
Back to Top
WEEK ACTION REQUIRED
1 Familiarize yourself with course content and select an
organization and problem area to research.
2 Submit written Brief Proposal of Research containing the
following:
1. A brief overview of the chosen organization and your role
in it
2. Preliminary problem statement in the form of a
researchable question
3. A brief narrative description of the organizational
problem that you would like to research and resolve
4. Which TCO or textbook topic your problem is related to
3 Conduct library research on your topic.
1. Identify a minimum of six scholarly resources for your
project.
2. All resources for the paper must come from the DeVry
library and must be of scholarly quality.
3. Use the librarians for assistance in accessing materials.
4. Review the "using EBSCO" tutorial.
Please Note: Articles found online (many on consulting
company websites, Internet magazines, or other blogs) will not
be considered an acceptable scholarly resource. Conduct your
research through a library where you can be assured that the
sources are of scholarly quality.
4 Submit written Expanded Research Proposal containing
the following:
1. Documentation of at least three initial scholarly sources
from the library
2. Expanded introduction to the organization
3. Expanded description of your chosen problem
69. 4. Preliminary solution options (bulleted)
5. Preliminary analysis of leadership and organizational
behavior concepts addressed in the paper
5–7 Continue to work on class project; seek instructor help
as required.
7 Submit completed project.