MGT380.W5A1.08.2014
Description:
Total Possible Score: 30.00
Applies and Explains One Leadership Theory
Total: 3.50
Distinguished - Expertly applies one of the leadership theories by fully
explaining how the theory works and includes at least one detailed, relevant
example. Demonstrates a thorough understanding of the theory.
Proficient - Accurately applies one of the leadership theories by providing a
sufficient explanation of how the theory works and includes a relevant example.
Demonstrates a sufficient understanding of the theory.
Basic - Applies one of the leadership theories by providing a rudimentary
explanation of how the theory works and includes an example that may not be
completely relevant. Demonstrates a rudimentary understanding of the theory.
Below Expectations - Attempts to explain one of the leadership theories.
Explanation may be lacking in substance, contain a completely irrelevant
example, or contain no example at all. Demonstrates a lack of understanding of
the theory.
Non-Performance - The paper is either nonexistent or fails to apply one of the
leadership theories, explain how the theory works and provide an example.
Power and Influence of Leader
Total: 4.50
Distinguished - Provides a fully developed and expertly crafted analysis of the
power and influence the leader has on followers. Includes the reaction from
followers and the possibility of alternatives. Expertly applies the concepts of
leadership from the text.
Proficient - Provides a sufficiently developed analysis of the power and
influence the leader has on followers. Includes the reaction from followers and
the possibility of alternatives. Sufficiently applies the concepts of leadership
from the text.
Basic - Provides an analysis of the power and influence the leader has on
followers. Analysis includes the reaction from followers and the possibility of
alternatives, but is not fully developed. Shows a rudimentary application of the
concepts of leadership from the text.
Below Expectations - Attempts to provide an analysis of the power and influence
the leader has on followers. Analysis is underdeveloped, does not include the
reaction of followers, and/or the possibility of alternatives. Shows little
application of the concepts of leadership from the text.
Non-Performance - The paper is either nonexistent or fails to provide an
analysis of the power and influence the leader has on followers.
Evaluate Transformational and Transactional Leadership
Total: 4.50
Distinguished - Thoroughly evaluates the role and effectiveness of transactional
and transformational leadership, providing detailed and specific examples.
Answer displays an expert understanding of both transactional and
transformational leadership.
Proficient - Evaluates the role and effectiveness of transactional and
transformational leade ...
Sheet1Openness Index for Selected countries- 2000 and 2015 .docxmaoanderton
Sheet1Openness Index for Selected countries- 2000 and 2015 CountryExport 2000Import 2000Openness 2000Export 2015Import 2015Openness 2015SingaporeHonk KongLuxembourgHungaryIrelandBelgiumNetherlandsTaiwanHondurasPhilippinesAustriaCosta RicaKoreaDenmarkSwitzerlandSwedenCanadaIndonesiaPortugalNicaraguaIcelandIsraelFinlandEcuadorGermanyNorwayTurkeyChilePolandMexicoSpainUKFranceItalyChinaSouth AfricaGreeceAustraliaUSJapan
Description:
Total Possible Score: 30.00
Distinguished - Expertly applies one of the leadership theories by fully explaining how the theory works and includes at least
one detailed, relevant example. Demonstrates a thorough understanding of the theory.
Proficient - Accurately applies one of the leadership theories by providing a sufficient explanation of how the theory works
and includes a relevant example. Demonstrates a sufficient understanding of the theory.
Basic - Applies one of the leadership theories by providing a rudimentary explanation of how the theory works and includes
an example that may not be completely relevant. Demonstrates a rudimentary understanding of the theory.
Below Expectations - Attempts to explain one of the leadership theories. Explanation may be lacking in substance, contain
a completely irrelevant example, or contain no example at all. Demonstrates a lack of understanding of the theory.
Non-Performance - The paper is either nonexistent or fails to apply one of the leadership theories, explain how the theory
works and provide an example.
Distinguished - Provides a fully developed and expertly crafted analysis of the power and influence the leader has on
followers. Includes the reaction from followers and the possibility of alternatives. Expertly applies the concepts of
leadership from the text.
Proficient - Provides a sufficiently developed analysis of the power and influence the leader has on followers. Includes the
reaction from followers and the possibility of alternatives. Sufficiently applies the concepts of leadership from the text.
Basic - Provides an analysis of the power and influence the leader has on followers. Analysis includes the reaction from
followers and the possibility of alternatives, but is not fully developed. Shows a rudimentary application of the concepts of
leadership from the text.
Below Expectations - Attempts to provide an analysis of the power and influence the leader has on followers. Analysis is
underdeveloped, does not include the reaction of followers, and/or the possibility of alternatives. Shows little application of
the concepts of leadership from the text.
Non-Performance - The paper is either nonexistent or fails to provide an analysis of the power and influence the leader has
on followers.
Distinguished - Thoroughly evaluates the role and effectiveness of transactional and transformational leadership, providing
detailed and specific examples. Answer displays an expert understanding of both transactional and transformational
leade.
Explain How these Aspects Work Together to Perform the Primary Fun.docxgitagrimston
Explain How these Aspects Work Together to Perform the Primary Function of HRM
Total: 5.00
Distinguished - Thoroughly and methodically explains how each of the aspects work together to perform the primary function of HRM. The explanation is professional and provides detailed examples that clearly demonstrate that new learning has occurred.
Proficient - Explains how each of the aspects work together to perform the primary function of HRM. The explanation is well constructed and provides several examples that demonstrate that new learning has occurred; however, a few minor details are missing.
Basic - Briefly explains how each of the aspects work together to perform the primary function of HRM. The explanation is somewhat complete, but provides few examples that demonstrate that new learning has occurred. Several key details are missing.
Below Expectations - Attempts to explain how each of the aspects work together to perform the primary function of HRM, but the explanation is too underdeveloped to be considered complete and does not demonstrate that new learning has occurred.
Non-Performance - The assignment is either nonexistent or fails to explain how these aspects work together to perform the primary function of HRM.
Are Any Aspects More Important than the Others? Why or Why Not?
Total: 4.00
Distinguished - Comprehensively explains whether or not any aspects are more important than others, including a detailed reasoning as to why. The explanation is professional and provides detailed examples that clearly demonstrate that new learning has occurred.
Proficient - Explains whether or not any aspects are more important than others, including reasoning as to why. The explanation well-written and provides a few examples that demonstrate that new learning has occurred. One or more minor details may be missing.
Basic - Briefly explains whether or not any aspects are more important than others, including a short reasoning as to why. The explanation is slightly underdeveloped and somewhat demonstrates that new learning has occurred. Several key details may be missing.
Below Expectations - Attempts to explain whether or not any aspects are more important than others, but the explanation is too underdeveloped to be considered complete and does not demonstrate that new learning has occurred.
Non-Performance - The assignment is either nonexistent or fails to determine whether or not and aspects are more important than others.
Optimizing the HRM Role for Shaping Organizational and Employee Behavior
Total: 4.00
Distinguished - Provides a comprehensive and thorough discussion addressing how the HRM role can be optimized for shaping organizational and employee behavior. The discussion is thought-provoking, creative, and utilizes vocabulary and concepts from the text.
Proficient - Provides a discussion addressing how the HRM role can be optimized for shaping organizational and employee behavior. The discussion is mostly complete and attempts to utilize voca ...
DescriptionTotal Possible Score 8.00Defines Each TheoryTLinaCovington707
Description:
Total Possible Score: 8.00
Defines Each Theory
Total: 2.00
Distinguished - Provides a thorough definition of the major motivation and job satisfaction theories.
Proficient - Provides a definition of the major motivation and job satisfaction theories. One or more definitions are slightly underdeveloped.
Basic - Provides a limited definition of the major motivation and job satisfaction theories. One or more definitions are underdeveloped.
Below Expectations - Attempts to provide a definition of the major motivation and job satisfaction theories; however, one or more definitions are significantly underdeveloped.
Non-Performance - The definition of the major motivation and job satisfaction theories is either nonexistent or lacks the components described in the assignment instructions.
Describes a Specific Situation Related to Motivation and Job Satisfaction
Total: 1.00
Distinguished - Provides a thorough description of a specific situation related to motivation and job satisfaction.
Proficient - Provides a description of a specific situation related to motivation and job satisfaction. The description is slightly underdeveloped.
Basic - Provides a limited description of a specific situation related to motivation and job satisfaction. The description is underdeveloped.
Below Expectations - Attempts to provide a description of a specific situation related to motivation and job satisfaction; however, the description is significantly underdeveloped.
Non-Performance - The description of a specific situation related to motivation and job satisfaction is either nonexistent or lacks the components described in the assignment instructions.
Applies One of the Theories to the Situation
Total: 1.00
Distinguished - Comprehensively applies one of the theories to the situation. The application is supported with relevant examples from scholarly articles.
Proficient - Applies one of the theories to the situation. The application is supported with examples from scholarly articles, but is slightly underdeveloped.
Basic - Partially applies one of the theories to the situation. The application is somewhat supported with examples from scholarly articles, and is underdeveloped.
Below Expectations - Attempts to apply one of the theories to the situation; however, the application is not supported with examples from scholarly articles and is significantly underdeveloped.
Non-Performance - The application of one of the theories to the situation is either nonexistent or lacks the components described in the assignment instructions.
Discusses the Usefulness of the Theory in Explaining Employee Performance
Total: 1.00
Distinguished - Comprehensively discusses the usefulness of the theory in explaining employee performance. The discussion is supported with relevant examples from scholarly sources.
Proficient - Discusses the usefulness of the theory in explaining employee performance. The discussion is supported with examples from scholarly sources, but is sli ...
HR Performance Issues and MotivationThe relationship between the o.docxhoward4little59962
HR Performance Issues and Motivation
The relationship between the organization and its members can be greatly influenced by what motivates individuals to work. The style of leadership, job design, resources on the job, and environment can all have a significant effect on the satisfaction of employees and their performance. Performance is also influenced by individual motivations (e.g., social, recognition, financial reward, personal growth and development, and/or intrinsic satisfaction) and can equally impact the organization. There are many theories that attempt to explain the nature of motivation. Write a four- to five-page paper (excluding the title and reference pages) evaluating the relationship between motivation, job satisfaction, and work performance. Be sure to address the following:
Describe a performance issue which resulted from a motivational problem (what, why, who).
Use a content theory of motivation (e.g., Maslow, Alderfer, Herzberg, or McClelland) or a process theory (i.e., Adams, Locke, or Heider and Kelley) to explain how the issue creates a performance problem for the organization.
Use the theory of motivation you selected to describe an intervention/action to change the motivation/behavior and correct the performance problem.
Your paper must use a minimum of three scholarly sources, in addition to the textbook. Your paper must be formatted according to APA style as outlined in the Ashford Writing Center..
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Total Possible Score
: 10.00
Describes the Performance Issue
Total: 1.50
Distinguished -
Thoroughly describes the motivational problem addressing what, why, and who.
Proficient - Describes the motivational problem addressing what, why, and who. Minor details are missing.
Basic - Partially describes the motivational problem addressing what, why, and who. Relevant details are missing.
Below Expectations - Attempts to describe the motivational problem addressing what, why, and who; however, significant details are missing.
Non-Performance - The description of the motivational problem is either nonexistent or lacks the components described in the assignment instructions.
Uses a Theory of Motivation to Explain the Problem
Total: 2.50
Distinguished - Thoroughly explains the problem using a theory of motivation.
Expertly applies the concepts and vocabulary from relevant scholarly sources.
Proficient - Explains the problem using a theory of motivation. Sufficiently applies the concepts and vocabulary from scholarly sources. The explanation is slightly underdeveloped.
Basic - Partially explains the problem using a theory of motivation. Somewhat applies the concepts and vocabulary from scholarly sources. The explanation is underdeveloped.
Below Expectations - Attempts to explain the problem using a theory of motivation; however, the explanation does not apply the concepts and vocabulary from scholarly sources and is signific.
MGT330.W3A1.03.2015DescriptionTotal Possible Score 15.00.docxARIV4
MGT330.W3A1.03.2015
Description:
Total Possible Score: 15.00
Organization: Introduction, Thesis Statement, and Conclusion
Total: 2.00
Distinguished - The paper is well organized with the introduction that provides sufficient background on the topic, thesis statement, and the conclusion that is logical, smoothly flows from the body of the paper.
Proficient - The paper is organized with the introduction that provides background on the topic, thesis statement, and the conclusion that is logical but not quite smooth.
Basic - The paper is organized with the introduction and the conclusion, but the introduction and/or the conclusion require improvement.
Below Expectations - The paper is loosely organized with the introduction and the conclusion, and the introduction and/or the conclusion require much improvement.
Non-Performance - The introduction and the conclusion are either nonexistent or lack the components described in the assignment instructions.
Explains the Chosen Job Design
Total: 2.00
Distinguished - Provides a comprehensive and expertly crafted explanation of the chosen job design that identifies the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification.
Proficient - Provides a complete job design. The work identifies the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is slightly underdeveloped.
Basic - Provides a limited job design. The work identifies some of the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is underdeveloped.
Below Expectations - Provides a poorly developed job design. The work includes a few if any of the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is significantly underdeveloped.
Non-Performance - The explanation of the chosen job design is either nonexistent or lacks the components described in the assignment instructions.
Explains the Chosen Organizational Design
Total: 2.00
Distinguished - Provides a comprehensive explanation of the chosen organizational design. Effectively applies course concepts to this explanation.
Proficient - Provides an explanation of the chosen organizational design. Applies course concepts, but the organizational design is slightly underdeveloped.
Basic - Provides limited explanation of the chosen organizational design. Somewhat applies course concepts. The organizational design is underdeveloped.
Below Expectations - Provides a minimal explanation of the chosen organizational design. Does not apply course concepts. The organizational design is significantly underdeveloped.
Non-Performance - The explanation of the chosen organizational design is either nonexistent or lacks the components described in the assignment instructions.
Explains the Rec ...
COM425.W5A1.05.2015
Description:
Total Possible Score: 25.00
Develops an Introduction and Thesis Statement
Total: 2.00
Distinguished - Develops a comprehensive introduction, and includes a thesis
statement giving a clear direction and purpose of the paper.
Proficient - Develops an introduction, and includes a thesis statement giving
some direction and purpose of the paper.
Basic - Develops a limited introduction and includes a thesis statement that
somewhat gives direction and purpose of the paper.
Below Expectations - Develops an introduction and thesis statement; however, the
direction and purpose of the paper is unclear.
Non-Performance - The development of an introduction and thesis statement is
either nonexistent or lacks the components described in the assignment
instructions.
Identifies Five Concepts That Are Important For Successful Communication Within
an Organizational Setting
Total: 3.00
Distinguished - Clearly identifies five concepts that are important for
successful communication within an organizational setting.
Proficient - Identifies four concepts that are important for successful
communication within an organizational setting. Minor details are slightly
unclear.
Basic - Identifies three concepts that are important for successful
communication within an organizational setting. Relevant details are unclear.
Below Expectations - Identifies two or fewer concepts that are important for
successful communication within an organizational setting. Significant details
are unclear.
Non-Performance - The identification of five concepts that are important for
successful communication within an organizational setting is either nonexistent
or lacks the components described in the assignment instructions.
Discusses Why Each Concept Identified Is Necessary For Successful Communication
Total: 5.00
Distinguished - Clearly and comprehensively discusses why each concept
identified is necessary for successful communication. The discussion is fully
supported with scholarly sources.
Proficient - Clearly discusses why each concept identified is necessary for
successful communication. The discussion is supported with scholarly sources but
minor details are missing.
Basic - Partially discusses why each concept identified is necessary for
successful communication. The discussion is somewhat supported with scholarly
sources and relevant details are missing.
Below Expectations - Attempts to discuss why each concept identified is
necessary for successful communication; however, the discussion is not supported
with scholarly sources and significant details are missing.
Non-Performance - The discussion of why each concept identified is necessary for
successful communication is either nonexistent or lacks the components described
in the assignment instructions.
Explains How Best ...
Organization Introduction, Thesis Statement, and ConclusionTota.docxhopeaustin33688
Organization: Introduction, Thesis Statement, and Conclusion
Total: 4.00
Distinguished - Paper is logically organized with a well-written introduction, thesis statement, and conclusion.
Proficient - Paper is logically organized with an introduction, thesis statement, and conclusion. One of these requires improvement.
Basic - Paper is organized with an introduction, thesis statement, and conclusion. One or more of the introduction, thesis statement, and/or conclusion require improvement.
Below Expectations - Paper is loosely organized with an introduction, thesis statement, and conclusion. The introduction, thesis statement, and/or conclusion require much improvement.
Non-Performance - The introduction, thesis statement, and conclusion are either nonexistent or lack the components described in the assignment instructions.
Describes How the Type of Culture Influences Organizational Behavior
Total: 4.00
Distinguished - Comprehensively describes how the type of culture influences the behavior of the organization in a negative or positive manner.
Proficient - Describes how the type of culture influences the behavior of the organization in a negative or positive manner. The description is slightly underdeveloped.
Basic - Somewhat describes how the type of culture influences the behavior of the organization in a negative or positive manner. The description is underdeveloped.
Below Expectations - Attempts to describe how the type of culture influences the behavior of the organization in a negative or positive manner; however, the description is significantly underdeveloped.
Non-Performance - The description of how the type of culture influences organizational behavior is either nonexistent or lacks the components described in the assignment instructions.
Describes How the Modes of Communication Influence Organizational Behavior
Total: 4.00
Distinguished - Comprehensively describes how the modes of communication influence the behavior of the organization in a negative or positive manner.
Proficient - Describes how the modes of communication influence the behavior of the organization in a negative or positive manner. The description is slightly underdeveloped.
Basic - Somewhat describes how the modes of communication influence the behavior of the organization in a negative or positive manner. The description is underdeveloped.
Below Expectations - Attempts to describe how the modes of communication influence the behavior of the organization in a negative or positive manner; however, the description is significantly underdeveloped.
Non-Performance - The description of how the modes of communication influence the organizational behavior is either nonexistent or lacks the components described in the assignment instructions.
Describes How the Nature of Authority Influences Organizational Behavior
Total: 4.00
Distinguished - Comprehensively describes how the nature of authority influences the behavior of the organization in a negative or positive manner..
This assignment focuses on how the management practices of plannin.docxterirasco
This assignment focuses on how the management practices of planning, leading, organizing, staffing, and controlling are implemented in your workplace. If you are not currently working, you may use a previous employer. In this assignment, you must:
Analyze the application of these management concepts to your place of work; the paper will not simply be a report on the five functions in general.
Identify specific examples and explain of how each applies to the functions practiced in your place of work.
Be sure to integrate vocabulary learned throughout this course and citations from the text to support your analysis. The paper should be five to six pages in length and formatted according APA style guidelines as outlined in the Ashford Writing Center.
Writing the Final Paper
The Final Paper:
Must be five to six double-spaced pages in length, excluding the title and reference pages, and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least five scholarly sources, including a minimum of three from the Ashford University Library, in addition to the course textbook.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 25.00
Organization: Introduction, Thesis Statement, and Conclusion
Total: 2.00
Distinguished - The paper is well organized with the introduction that provides sufficient background on the topic, thesis statement, and the conclusion that is logical, smoothly flows from the body of the paper.
Proficient - The paper is organized with the introduction that provides background on the topic, thesis statement, and the conclusion that is logical but not quite smooth.
Basic - The paper is organized with the introduction and the conclusion, but the introduction and/or the conclusion require improvement.
Below Expectations - The paper is loosely organized with the introduction and the conclusion, and the introduction and/or the conclusion require much improvement.
Non-Performance - The introduction and the conclusion are either nonexistent or lack the components described in the assignment instructions.
Analyzes the Application of These Management Concepts to a Place of Work
Total: 9.00
Distinguished -
Comprehensively analyzes the application of these management concepts to a place of work. The analysis is fully supported by scholarly sources.
Proficient - Analyzes the application of these concepts to a .
Sheet1Openness Index for Selected countries- 2000 and 2015 .docxmaoanderton
Sheet1Openness Index for Selected countries- 2000 and 2015 CountryExport 2000Import 2000Openness 2000Export 2015Import 2015Openness 2015SingaporeHonk KongLuxembourgHungaryIrelandBelgiumNetherlandsTaiwanHondurasPhilippinesAustriaCosta RicaKoreaDenmarkSwitzerlandSwedenCanadaIndonesiaPortugalNicaraguaIcelandIsraelFinlandEcuadorGermanyNorwayTurkeyChilePolandMexicoSpainUKFranceItalyChinaSouth AfricaGreeceAustraliaUSJapan
Description:
Total Possible Score: 30.00
Distinguished - Expertly applies one of the leadership theories by fully explaining how the theory works and includes at least
one detailed, relevant example. Demonstrates a thorough understanding of the theory.
Proficient - Accurately applies one of the leadership theories by providing a sufficient explanation of how the theory works
and includes a relevant example. Demonstrates a sufficient understanding of the theory.
Basic - Applies one of the leadership theories by providing a rudimentary explanation of how the theory works and includes
an example that may not be completely relevant. Demonstrates a rudimentary understanding of the theory.
Below Expectations - Attempts to explain one of the leadership theories. Explanation may be lacking in substance, contain
a completely irrelevant example, or contain no example at all. Demonstrates a lack of understanding of the theory.
Non-Performance - The paper is either nonexistent or fails to apply one of the leadership theories, explain how the theory
works and provide an example.
Distinguished - Provides a fully developed and expertly crafted analysis of the power and influence the leader has on
followers. Includes the reaction from followers and the possibility of alternatives. Expertly applies the concepts of
leadership from the text.
Proficient - Provides a sufficiently developed analysis of the power and influence the leader has on followers. Includes the
reaction from followers and the possibility of alternatives. Sufficiently applies the concepts of leadership from the text.
Basic - Provides an analysis of the power and influence the leader has on followers. Analysis includes the reaction from
followers and the possibility of alternatives, but is not fully developed. Shows a rudimentary application of the concepts of
leadership from the text.
Below Expectations - Attempts to provide an analysis of the power and influence the leader has on followers. Analysis is
underdeveloped, does not include the reaction of followers, and/or the possibility of alternatives. Shows little application of
the concepts of leadership from the text.
Non-Performance - The paper is either nonexistent or fails to provide an analysis of the power and influence the leader has
on followers.
Distinguished - Thoroughly evaluates the role and effectiveness of transactional and transformational leadership, providing
detailed and specific examples. Answer displays an expert understanding of both transactional and transformational
leade.
Explain How these Aspects Work Together to Perform the Primary Fun.docxgitagrimston
Explain How these Aspects Work Together to Perform the Primary Function of HRM
Total: 5.00
Distinguished - Thoroughly and methodically explains how each of the aspects work together to perform the primary function of HRM. The explanation is professional and provides detailed examples that clearly demonstrate that new learning has occurred.
Proficient - Explains how each of the aspects work together to perform the primary function of HRM. The explanation is well constructed and provides several examples that demonstrate that new learning has occurred; however, a few minor details are missing.
Basic - Briefly explains how each of the aspects work together to perform the primary function of HRM. The explanation is somewhat complete, but provides few examples that demonstrate that new learning has occurred. Several key details are missing.
Below Expectations - Attempts to explain how each of the aspects work together to perform the primary function of HRM, but the explanation is too underdeveloped to be considered complete and does not demonstrate that new learning has occurred.
Non-Performance - The assignment is either nonexistent or fails to explain how these aspects work together to perform the primary function of HRM.
Are Any Aspects More Important than the Others? Why or Why Not?
Total: 4.00
Distinguished - Comprehensively explains whether or not any aspects are more important than others, including a detailed reasoning as to why. The explanation is professional and provides detailed examples that clearly demonstrate that new learning has occurred.
Proficient - Explains whether or not any aspects are more important than others, including reasoning as to why. The explanation well-written and provides a few examples that demonstrate that new learning has occurred. One or more minor details may be missing.
Basic - Briefly explains whether or not any aspects are more important than others, including a short reasoning as to why. The explanation is slightly underdeveloped and somewhat demonstrates that new learning has occurred. Several key details may be missing.
Below Expectations - Attempts to explain whether or not any aspects are more important than others, but the explanation is too underdeveloped to be considered complete and does not demonstrate that new learning has occurred.
Non-Performance - The assignment is either nonexistent or fails to determine whether or not and aspects are more important than others.
Optimizing the HRM Role for Shaping Organizational and Employee Behavior
Total: 4.00
Distinguished - Provides a comprehensive and thorough discussion addressing how the HRM role can be optimized for shaping organizational and employee behavior. The discussion is thought-provoking, creative, and utilizes vocabulary and concepts from the text.
Proficient - Provides a discussion addressing how the HRM role can be optimized for shaping organizational and employee behavior. The discussion is mostly complete and attempts to utilize voca ...
DescriptionTotal Possible Score 8.00Defines Each TheoryTLinaCovington707
Description:
Total Possible Score: 8.00
Defines Each Theory
Total: 2.00
Distinguished - Provides a thorough definition of the major motivation and job satisfaction theories.
Proficient - Provides a definition of the major motivation and job satisfaction theories. One or more definitions are slightly underdeveloped.
Basic - Provides a limited definition of the major motivation and job satisfaction theories. One or more definitions are underdeveloped.
Below Expectations - Attempts to provide a definition of the major motivation and job satisfaction theories; however, one or more definitions are significantly underdeveloped.
Non-Performance - The definition of the major motivation and job satisfaction theories is either nonexistent or lacks the components described in the assignment instructions.
Describes a Specific Situation Related to Motivation and Job Satisfaction
Total: 1.00
Distinguished - Provides a thorough description of a specific situation related to motivation and job satisfaction.
Proficient - Provides a description of a specific situation related to motivation and job satisfaction. The description is slightly underdeveloped.
Basic - Provides a limited description of a specific situation related to motivation and job satisfaction. The description is underdeveloped.
Below Expectations - Attempts to provide a description of a specific situation related to motivation and job satisfaction; however, the description is significantly underdeveloped.
Non-Performance - The description of a specific situation related to motivation and job satisfaction is either nonexistent or lacks the components described in the assignment instructions.
Applies One of the Theories to the Situation
Total: 1.00
Distinguished - Comprehensively applies one of the theories to the situation. The application is supported with relevant examples from scholarly articles.
Proficient - Applies one of the theories to the situation. The application is supported with examples from scholarly articles, but is slightly underdeveloped.
Basic - Partially applies one of the theories to the situation. The application is somewhat supported with examples from scholarly articles, and is underdeveloped.
Below Expectations - Attempts to apply one of the theories to the situation; however, the application is not supported with examples from scholarly articles and is significantly underdeveloped.
Non-Performance - The application of one of the theories to the situation is either nonexistent or lacks the components described in the assignment instructions.
Discusses the Usefulness of the Theory in Explaining Employee Performance
Total: 1.00
Distinguished - Comprehensively discusses the usefulness of the theory in explaining employee performance. The discussion is supported with relevant examples from scholarly sources.
Proficient - Discusses the usefulness of the theory in explaining employee performance. The discussion is supported with examples from scholarly sources, but is sli ...
HR Performance Issues and MotivationThe relationship between the o.docxhoward4little59962
HR Performance Issues and Motivation
The relationship between the organization and its members can be greatly influenced by what motivates individuals to work. The style of leadership, job design, resources on the job, and environment can all have a significant effect on the satisfaction of employees and their performance. Performance is also influenced by individual motivations (e.g., social, recognition, financial reward, personal growth and development, and/or intrinsic satisfaction) and can equally impact the organization. There are many theories that attempt to explain the nature of motivation. Write a four- to five-page paper (excluding the title and reference pages) evaluating the relationship between motivation, job satisfaction, and work performance. Be sure to address the following:
Describe a performance issue which resulted from a motivational problem (what, why, who).
Use a content theory of motivation (e.g., Maslow, Alderfer, Herzberg, or McClelland) or a process theory (i.e., Adams, Locke, or Heider and Kelley) to explain how the issue creates a performance problem for the organization.
Use the theory of motivation you selected to describe an intervention/action to change the motivation/behavior and correct the performance problem.
Your paper must use a minimum of three scholarly sources, in addition to the textbook. Your paper must be formatted according to APA style as outlined in the Ashford Writing Center..
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Total Possible Score
: 10.00
Describes the Performance Issue
Total: 1.50
Distinguished -
Thoroughly describes the motivational problem addressing what, why, and who.
Proficient - Describes the motivational problem addressing what, why, and who. Minor details are missing.
Basic - Partially describes the motivational problem addressing what, why, and who. Relevant details are missing.
Below Expectations - Attempts to describe the motivational problem addressing what, why, and who; however, significant details are missing.
Non-Performance - The description of the motivational problem is either nonexistent or lacks the components described in the assignment instructions.
Uses a Theory of Motivation to Explain the Problem
Total: 2.50
Distinguished - Thoroughly explains the problem using a theory of motivation.
Expertly applies the concepts and vocabulary from relevant scholarly sources.
Proficient - Explains the problem using a theory of motivation. Sufficiently applies the concepts and vocabulary from scholarly sources. The explanation is slightly underdeveloped.
Basic - Partially explains the problem using a theory of motivation. Somewhat applies the concepts and vocabulary from scholarly sources. The explanation is underdeveloped.
Below Expectations - Attempts to explain the problem using a theory of motivation; however, the explanation does not apply the concepts and vocabulary from scholarly sources and is signific.
MGT330.W3A1.03.2015DescriptionTotal Possible Score 15.00.docxARIV4
MGT330.W3A1.03.2015
Description:
Total Possible Score: 15.00
Organization: Introduction, Thesis Statement, and Conclusion
Total: 2.00
Distinguished - The paper is well organized with the introduction that provides sufficient background on the topic, thesis statement, and the conclusion that is logical, smoothly flows from the body of the paper.
Proficient - The paper is organized with the introduction that provides background on the topic, thesis statement, and the conclusion that is logical but not quite smooth.
Basic - The paper is organized with the introduction and the conclusion, but the introduction and/or the conclusion require improvement.
Below Expectations - The paper is loosely organized with the introduction and the conclusion, and the introduction and/or the conclusion require much improvement.
Non-Performance - The introduction and the conclusion are either nonexistent or lack the components described in the assignment instructions.
Explains the Chosen Job Design
Total: 2.00
Distinguished - Provides a comprehensive and expertly crafted explanation of the chosen job design that identifies the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification.
Proficient - Provides a complete job design. The work identifies the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is slightly underdeveloped.
Basic - Provides a limited job design. The work identifies some of the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is underdeveloped.
Below Expectations - Provides a poorly developed job design. The work includes a few if any of the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is significantly underdeveloped.
Non-Performance - The explanation of the chosen job design is either nonexistent or lacks the components described in the assignment instructions.
Explains the Chosen Organizational Design
Total: 2.00
Distinguished - Provides a comprehensive explanation of the chosen organizational design. Effectively applies course concepts to this explanation.
Proficient - Provides an explanation of the chosen organizational design. Applies course concepts, but the organizational design is slightly underdeveloped.
Basic - Provides limited explanation of the chosen organizational design. Somewhat applies course concepts. The organizational design is underdeveloped.
Below Expectations - Provides a minimal explanation of the chosen organizational design. Does not apply course concepts. The organizational design is significantly underdeveloped.
Non-Performance - The explanation of the chosen organizational design is either nonexistent or lacks the components described in the assignment instructions.
Explains the Rec ...
COM425.W5A1.05.2015
Description:
Total Possible Score: 25.00
Develops an Introduction and Thesis Statement
Total: 2.00
Distinguished - Develops a comprehensive introduction, and includes a thesis
statement giving a clear direction and purpose of the paper.
Proficient - Develops an introduction, and includes a thesis statement giving
some direction and purpose of the paper.
Basic - Develops a limited introduction and includes a thesis statement that
somewhat gives direction and purpose of the paper.
Below Expectations - Develops an introduction and thesis statement; however, the
direction and purpose of the paper is unclear.
Non-Performance - The development of an introduction and thesis statement is
either nonexistent or lacks the components described in the assignment
instructions.
Identifies Five Concepts That Are Important For Successful Communication Within
an Organizational Setting
Total: 3.00
Distinguished - Clearly identifies five concepts that are important for
successful communication within an organizational setting.
Proficient - Identifies four concepts that are important for successful
communication within an organizational setting. Minor details are slightly
unclear.
Basic - Identifies three concepts that are important for successful
communication within an organizational setting. Relevant details are unclear.
Below Expectations - Identifies two or fewer concepts that are important for
successful communication within an organizational setting. Significant details
are unclear.
Non-Performance - The identification of five concepts that are important for
successful communication within an organizational setting is either nonexistent
or lacks the components described in the assignment instructions.
Discusses Why Each Concept Identified Is Necessary For Successful Communication
Total: 5.00
Distinguished - Clearly and comprehensively discusses why each concept
identified is necessary for successful communication. The discussion is fully
supported with scholarly sources.
Proficient - Clearly discusses why each concept identified is necessary for
successful communication. The discussion is supported with scholarly sources but
minor details are missing.
Basic - Partially discusses why each concept identified is necessary for
successful communication. The discussion is somewhat supported with scholarly
sources and relevant details are missing.
Below Expectations - Attempts to discuss why each concept identified is
necessary for successful communication; however, the discussion is not supported
with scholarly sources and significant details are missing.
Non-Performance - The discussion of why each concept identified is necessary for
successful communication is either nonexistent or lacks the components described
in the assignment instructions.
Explains How Best ...
Organization Introduction, Thesis Statement, and ConclusionTota.docxhopeaustin33688
Organization: Introduction, Thesis Statement, and Conclusion
Total: 4.00
Distinguished - Paper is logically organized with a well-written introduction, thesis statement, and conclusion.
Proficient - Paper is logically organized with an introduction, thesis statement, and conclusion. One of these requires improvement.
Basic - Paper is organized with an introduction, thesis statement, and conclusion. One or more of the introduction, thesis statement, and/or conclusion require improvement.
Below Expectations - Paper is loosely organized with an introduction, thesis statement, and conclusion. The introduction, thesis statement, and/or conclusion require much improvement.
Non-Performance - The introduction, thesis statement, and conclusion are either nonexistent or lack the components described in the assignment instructions.
Describes How the Type of Culture Influences Organizational Behavior
Total: 4.00
Distinguished - Comprehensively describes how the type of culture influences the behavior of the organization in a negative or positive manner.
Proficient - Describes how the type of culture influences the behavior of the organization in a negative or positive manner. The description is slightly underdeveloped.
Basic - Somewhat describes how the type of culture influences the behavior of the organization in a negative or positive manner. The description is underdeveloped.
Below Expectations - Attempts to describe how the type of culture influences the behavior of the organization in a negative or positive manner; however, the description is significantly underdeveloped.
Non-Performance - The description of how the type of culture influences organizational behavior is either nonexistent or lacks the components described in the assignment instructions.
Describes How the Modes of Communication Influence Organizational Behavior
Total: 4.00
Distinguished - Comprehensively describes how the modes of communication influence the behavior of the organization in a negative or positive manner.
Proficient - Describes how the modes of communication influence the behavior of the organization in a negative or positive manner. The description is slightly underdeveloped.
Basic - Somewhat describes how the modes of communication influence the behavior of the organization in a negative or positive manner. The description is underdeveloped.
Below Expectations - Attempts to describe how the modes of communication influence the behavior of the organization in a negative or positive manner; however, the description is significantly underdeveloped.
Non-Performance - The description of how the modes of communication influence the organizational behavior is either nonexistent or lacks the components described in the assignment instructions.
Describes How the Nature of Authority Influences Organizational Behavior
Total: 4.00
Distinguished - Comprehensively describes how the nature of authority influences the behavior of the organization in a negative or positive manner..
This assignment focuses on how the management practices of plannin.docxterirasco
This assignment focuses on how the management practices of planning, leading, organizing, staffing, and controlling are implemented in your workplace. If you are not currently working, you may use a previous employer. In this assignment, you must:
Analyze the application of these management concepts to your place of work; the paper will not simply be a report on the five functions in general.
Identify specific examples and explain of how each applies to the functions practiced in your place of work.
Be sure to integrate vocabulary learned throughout this course and citations from the text to support your analysis. The paper should be five to six pages in length and formatted according APA style guidelines as outlined in the Ashford Writing Center.
Writing the Final Paper
The Final Paper:
Must be five to six double-spaced pages in length, excluding the title and reference pages, and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least five scholarly sources, including a minimum of three from the Ashford University Library, in addition to the course textbook.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 25.00
Organization: Introduction, Thesis Statement, and Conclusion
Total: 2.00
Distinguished - The paper is well organized with the introduction that provides sufficient background on the topic, thesis statement, and the conclusion that is logical, smoothly flows from the body of the paper.
Proficient - The paper is organized with the introduction that provides background on the topic, thesis statement, and the conclusion that is logical but not quite smooth.
Basic - The paper is organized with the introduction and the conclusion, but the introduction and/or the conclusion require improvement.
Below Expectations - The paper is loosely organized with the introduction and the conclusion, and the introduction and/or the conclusion require much improvement.
Non-Performance - The introduction and the conclusion are either nonexistent or lack the components described in the assignment instructions.
Analyzes the Application of These Management Concepts to a Place of Work
Total: 9.00
Distinguished -
Comprehensively analyzes the application of these management concepts to a place of work. The analysis is fully supported by scholarly sources.
Proficient - Analyzes the application of these concepts to a .
Description Grading Rubric for assignmentTotal Possible Score.docxtheodorelove43763
Description: Grading Rubric for assignment
Total Possible Score: 8.00
Lesson Description
Total: 1.00
Distinguished - Includes the title of the model lesson, the subject, and grade levels, and a thorough one-paragraph introduction of the lesson.
Proficient - Includes the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson. The lesson description is slightly underdeveloped.
Basic - Includes the title of the model lesson, the subject, and grade levels, and a limited one-paragraph introduction of the lesson. The lesson description is underdeveloped.
Below Expectations - Attempts to include the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson; however, the lesson description is significantly underdeveloped.
Non-Performance - The inclusion of the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson is either nonexistent or lacks the components described in the instructions.
Principle 1
Total: 1.00
Distinguished - Comprehensively describes ways that multiple means of representation are included in the model lesson.
Proficient - Describes ways that multiple means of representation are included in the model lesson. The description is slightly underdeveloped.
Basic - Partially describes ways that multiple means of representation are included in the model lesson. The description is underdeveloped.
Below Expectations - Attempts to describe ways that multiple means of representation are included in the model lesson; however, the description is significantly underdeveloped.
Non-Performance - The description of ways that multiple means of representation are included in the model lesson is either nonexistent or lacks the components described in the instructions.
Principle 2
Total: 1.00
Distinguished - Comprehensively describes ways that multiple means of action and expression are included in the model lesson.
Proficient - Describe ways that multiple means of action and expression are included in the model lesson. The description is slightly underdeveloped.
Basic - Describe ways that multiple means of action and expression are included in the model lesson. The description is slightly underdeveloped.
Below Expectations - Describe ways that multiple means of action and expression are included in the model lesson. The description is slightly underdeveloped.
Non-Performance - The description of ways that multiple means of action and expression are included in the model lesson is either nonexistent or lacks the components described in the instructions.
Principle 3
Total: 1.00
Distinguished - Comprehensively describes ways that multiple means of engagement are included in the model lesson.
Proficient - Describes ways that multiple means of engagement are included in the model lesson. The description is slightly underdeveloped.
Basic - Partially describes ways that multiple means of engagement are i.
MGT415.W5A1.10.2014
Description:
Total Possible Score: 34.00
Introduction
Total: 2.00
Distinguished - Fully introduces the generic organization that will be the topic
of the research, including a clear description of the industry and a
organization type.
Proficient - Introduces the generic organization that will be the topic of the
research, including a description of the industry and a organization type. The
introduction is missing a few minor components.
Basic - Briefly introduces the generic organization that will be the topic of
the research, including a vague description of the organization type. The
introduction is missing a few major components.
Below Expectations - Attempts to introduce the generic organization that will be
the topic of the research, but the introduction is too underdeveloped to be
considered complete.
Non-Performance - The introduction is either nonexistent or lacks the components
described in the assignment instructions.
Impacting a Group’s Productivity
Total: 4.00
Distinguished - Thoroughly explains how each of the four problems could impact a
group’s productivity. The explanation includes clearly relevant examples to
illustrate each of the four problems.
Proficient - Clearly explains how at least four problems could impact a group’s
productivity. The explanation includes an example to illustrate some of the
problems provided.
Basic - Briefly explains how the four problems could impact a group’s
productivity, but the explanation is not entirely developed. The explanation
includes one or two examples to illustrate the problems provided.
Below Expectations - Attempts to explain how the four problems could impact a
group’s productivity, but the explanation is substantially underdeveloped and
fails to include any examples to illustrate the problems provided.
Non-Performance - The explanation of how the four problems could impact a
group’s productivity is either nonexistent or lacks the components described in
the assignment instructions.
Recommendations
Total: 4.00
Distinguished - Develops and describes logical and appropriate recommendations
for each of the four problems provided. The recommendations are clear and
professionally articulated with industry vocabulary.
Proficient - Develops and describes recommendations for each of the four
problems provided, but the applicability of the one or more of the
recommendations may not be entirely clear.
Basic - Develops and describes recommendations for each of the four problems
provided, but it is unclear how the recommendations will resolve the problems.
More detail is needed to demonstrate applicability.
Below Expectations - Attempts to develop and describe recommendations for each
of the four problems provided, but the recommendations do not resolve the
problems and/or are not applicable to the situatio ...
MGT450.W5A1.06.2014
Description:
Total Possible Score: 19.00
Selects an Organization and Describes Its History, Products, and Major
Competitors
Total: 2.50
Distinguished - Selects an organization and thoroughly describes its history,
products, and major competitors.
Proficient - Selects an organization and describes its history, products, and
major competitors. Minor details are missing.
Basic - Selects an organization and partially describes its history, products,
and major competitors. Relevant details are missing.
Below Expectations - Selects an organization and attempts to describe its
history, products, and major competitors; however, significant details are
missing.
Non-Performance - The description of the selected organization’s history,
products, and major competitors is either nonexistent or lacks the components
described in the assignment instructions.
Explains the Current Situation of the Organization in the Market
Total: 2.00
Distinguished - Thoroughly explains the current situation of the organization in
the market.
Proficient - Explains the current situation of the organization in the market.
Minor details are missing.
Basic - Partially explains the current situation of the organization in the
market. Relevant details are missing.
Below Expectations - Attempts to explain the current situation of the
organization in the market; however, significant details are missing.
Non-Performance - The explanation of the current situation of the organization
in the market is either nonexistent or lacks the components described in the
assignment instructions.
Develops a SWOT Analysis to Determine Areas That Offer Opportunities for Change
Total: 4.00
Distinguished - Develops a comprehensive SWOT analysis to determine areas that
offer opportunities for change. The analysis is thoroughly supported with
scholarly sources.
Proficient - Develops a SWOT analysis to determine areas that offer
opportunities for change. The analysis is supported with scholarly sources but
is slightly underdeveloped.
Basic - Develops a limited SWOT analysis to determine areas that offer
opportunities for change. The analysis is minimally supported with scholarly
sources and/or is underdeveloped.
Below Expectations - Attempts to develop a SWOT analysis to determine areas that
offer opportunities for change; however, the analysis is not supported with
scholarly sources and/or is significantly underdeveloped.
Non-Performance - The development of SWOT analysis to determine areas that offer
opportunities for change is either nonexistent or lacks the components described
in the assignment instructions.
Chooses at Least Three Areas From the SWOT Analysis and Explains Why the Chosen
Areas are Essential to the Strategic Plan
Total: 4.00
Distinguished - Chooses at least three areas from th ...
Research PaperThe Research Paper will be a comprehensive researc.docxkhanpaulita
Research Paper
The Research Paper will be a comprehensive research review of the significant principles of management communications used to successfully achieve organizational objectives. For this assignment of a minimum of eight pages, you need to integrate material from the readings, multimedia, and class discussion boards, and also reflect on professional experience where possible. It is mandatory to include research from the classroom text as well as from six scholarly sources to support your views. Consider the validity of your resources carefully before using them in academic papers. Use at least one professional example to address the topics below.
The following components must be included in order for the paper to be complete:
Explain effective communication norms in a business setting.
Describe the role of interpersonal communication both as a manager and as an employee. What specific techniques have you used to overcome barriers to communication? Be sure to specify your role in the communication.
Explore the role of international and intercultural interpersonal communications in today’s global businesses.
Describe both verbal and nonverbal management communication.
Explain approaches for effective written management communication.
Analyze various approaches for engaging an audience during a presentation and encouraging active listening.
Describe effective methods of conflict resolution.
Analyze techniques for leading teams and group meetings.
Writing the Research Paper
The Research Paper:
Must be eight to ten double-spaced pages in length (not including the title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least six scholarly resources, including a minimum of three from the Ashford Online Library.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Total Possible Score
: 25.00
Explains Effective Communication Norms in a Business Setting
Total: 2.00
Distinguished - Thoroughly explains effective communication norms in a business setting.
Proficient - Explains effective communication norms in a business setting. Minor details are missing.
Basic - Partially explains communication norms in a business setting. Relevant details are missing.
Below Expectations - Attempts to explain effective communication norms in a business setting; however, significant details are missing.
Non-Performance - The explan ...
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docxmariuse18nolet
Introduction, Thesis Statement, and Claim
Total: 3.50
Distinguished - Provides a clear and focused introduction and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and thoroughly explains its relation to one’s field of study. The thesis statement is declarative and proposes an appropriate and feasible solution to the problem or issue.
Proficient - Provides a clear and focused introduction paragraph and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and explains its relation to one’s field of study. The thesis statement is declarative and proposes a solution to the problem or issue. Minor details are missing or the solution is slightly inappropriate or not feasible.
Basic - Provides a vague introduction paragraph and a thesis statement with claim that minimally defines the issue or problem, partially addresses the importance of the topic, and partially explains its relation to one’s field of study. The thesis statement is somewhat declarative and proposes a solution to the problem or issue. Relevant details are missing and/or the solution is inappropriate and/or not feasible.
Below Expectations - Attempts to provide an introduction paragraph and a thesis statement with claim; however, the thesis statement is not declarative, the solution to the problem or issue is entirely inappropriate and not feasible, and significant details are missing.
Non-Performance - The introduction, thesis statement and claim are either nonexistent or lack the components described in the assignment instructions.
Creates an Argument
Total: 7.00
Distinguished - Creates a complete argument, including claims and evidence without obvious logical fallacies that fully addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic.
Proficient - Creates an argument including claims and evidence without obvious logical fallacies that addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is slightly underdeveloped.
Basic - Creates a partial argument, including some claims and evidence that vaguely addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is underdeveloped and/or logical fallacies are present.
Below Expectations - Attempts to create an argument; however, does not include claims and evidence to address one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is significantly underdeveloped and many logical fallacies are present.
Non-Performance - The creation of an argument is either nonexistent or lacks the components described in the assignment instructions.
Evaluates Ethical Outcomes
Total: 4.00
Distinguished - Comprehensively and effectively evaluates the ethical outcomes that result from the position taken on the issue and thoro.
Contemporary LeadershipWrite a three page paper (not including tLinaCovington707
Contemporary Leadership
Write a three page paper (not including the title and reference pages) about a contemporary leadership situation that is familiar to you. Your paper needs to:
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
Identify the development level and style demonstrated in the situation.
Support your position with specific examples.
Explain whether the action taken was appropriate and effective.
Determine and discuss if the situational leadership approach would be useful in understanding the leadership applied to the situation.
In addition to the requirements above, your paper:
Must be double-spaced and 12 point font
Must be formatted according to APA style
Must include an introductory paragraph with a thesis statement
Must conclude with a restatement of the thesis and a conclusion paragraph
Must reference at least two scholarly resources
Must include a reference page written in APA format
Rubric
Identify the Development Level and Leadership Style
Total: 1.00
Distinguished - Thoroughly and comprehensively identifies the development level and leadership style demonstrated in the situation. Clearly describes the leadership style, supported by relevant examples.
Proficient - Identifies the development level and leadership style demonstrated in the situation. The discussion provides an example, but is missing one or more minor details.
Basic - Briefly describes the development level and leadership style demonstrated in the situation. The discussion lacks examples and detail.
Below Expectations - The discussion does not identify the development level and style demonstrated in the situation. The position is not supported by specific examples.
Non-Performance - The discussion of development level and style demonstrated is non-existent or lacks the components described in the assignment instructions.
Appropriate and Effective Action
Total: 1.00
Distinguished - Provides a comprehensive explanation of whether the correct action was taken. The response clearly addresses whether the action was appropriate and effective.
Proficient - Provides an explanation of whether the action taken was correct. Limited discussion on whether the action was appropriate and effective.
Basic - Provides a limited explanation of whether the action taken was correct. The response does not include rationale of why the action was appropriate and how it was effective.
Below Expectations - Provides a response that does not clearly explain whether the action taken was correct, appropriate, or effective. The response is vague and lacks support.
Non-Performance - The discussion of the action taken is non-existent or lacks the components described in the assignment instructions.
The Situational Leadership Approach
Total: 2.00
Distinguished - Clearly and comprehensively discusses the situational leadership approach, and provides detailed information on how the approa ...
Communications Skill AssessmentMost of us have situations in whi.docxbrownliecarmella
Communications Skill Assessment
Most of us have situations in which we find it difficult to communicate. Improving your written communication skills and being comfortable speaking to people are extremely important. Develop a two- to three-page APA-formatted paper in which you analyze your personal communication skills. Be sure to address the following:
Describe the assessment you used to analyze your skills.
Discuss your communication gaps.
Describe any additional training you need in specific areas of communication.
Analyze how you can improve your current communication skills to prepare you for advancement in your profession.
Your paper must be two to three pages (not including title and reference pages) and must be formatted according to APA style as outlined in the approved APA style guide. You must cite three to four scholarly sources in addition to the textbook
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 8.00
Describes the Assessment
Total: 1.50
Distinguished - Comprehensively describes the assessment used to analyze personal communication skills.
Proficient - Describes the assessment used to analyze personal communication skills. The description is slightly underdeveloped.
Basic - Partially describes the assessment used to analyze personal communication skills. The description is underdeveloped.
Below Expectations - Attempts to describe the assessment used to analyze personal communication skills; however, the description is significantly underdeveloped.
Non-Performance - The description of the assessment used is either nonexistent or lacks the components described in the assignment instructions.
Discusses Communication Gaps
Total: 1.50
Distinguished - Thoroughly discusses personal communication gaps.
Proficient - Discusses personal communication gaps. Minor details are missing.
Basic - Briefly discusses personal communication gaps. Relevant details are missing.
Below Expectations - Attempts to discuss personal communication gaps; however, significant details are missing.
Non-Performance - The discussion of communication gaps is either nonexistent or lacks the components described in the assignment instructions.
Describes Additional Training Needed in Specific Areas of Communication
Total: 1.50
Distinguished - Fully describes additional training needed in specific areas of communication.
Proficient - Describes additional training needed in specific areas of communication. The description is slightly underdeveloped.
Basic - Partially describes additional training needed in specific areas of communication. The description is underdeveloped.
Below Expectations - Attempts to describe additional training needed in specific areas of communication; however, the description is significantly underdeveloped.
Non-Performance - The description of additional training needed in specific areas of communication is either nonexistent or lacks the comp ...
DescriptionTotal Possible Score 7.00Compares and Contrasts.docxtheodorelove43763
Description:
Total Possible Score: 7.00
Compares and Contrasts Kennedy’s Visual Literacy Definition With the Textbook Definition
Total: 1.00
Distinguished - Thoroughly compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison shows mastery of the concepts.
Proficient - Compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison shows a very good understanding of the concepts but minor details are missing.
Basic - Partially compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison shows a limited understanding of the concepts and relevant details are missing.
Below Expectations - Minimally compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison does not clearly show understanding of the material and significant details are missing.
Non-Performance - The comparison of Kennedy’s visual literacy definition with the textbook definition is either nonexistent or lacks the components described in the assignment instructions.
Identifies the Definition That Seems to Be Most Accurate in Today’s World and Discusses and Supports the Position
Total: 1.00
Distinguished - Identifies the definition that seems to be most accurate in today’s world and thoroughly discusses and supports the position with strong, relevant examples.
Proficient - Identifies the definition that seems to be most accurate in today’s world and discusses and supports the position with relevant examples. Minor details are missing.
Basic - Identifies the definition that seems to be most accurate in today’s world and partially discusses and supports the position with general examples. Relevant details are missing.
Below Expectations - Identifies the definition that seems to be most accurate in today’s world and attempts to discuss and support the position with examples; however, significant details are missing.
Non-Performance - The definition and supporting discussion are either nonexistent or lack the components described in the assignment instructions.
Explains How Visual Literacy Can Be Considered a Universal Language
Total: 1.00
Distinguished - Comprehensively explains how visual literacy can be considered a universal language. Expertly applies concepts and vocabulary from the text and/or additional scholarly research.
Proficient - Explains how visual literacy can considered a universal language. Sufficiently applies concepts and vocabulary from the text and/or additional scholarly research. Minor details are missing.
Basic - Briefly explains how visual literacy can be considered a universal language. Partially applies concepts and vocabulary from the text and/or additional scholarly research. Relevant details are missing.
Below Expectations - Attempts to explain how visual literacy can be considered a universal language; however, concepts and vocabulary from the text and/or additional scholarly re.
Now is the time when most of you are working on your final papers .docxcherishwinsland
Now is the time when most of you are working on your final papers for your BUS 119 course. I wanted to encourage you, acknowledge that this is a challenging assignment, and I wanted to give you a little help.
1) As you determine what kind of leader you're recruiting for in this paper, consider the parameters set down in the assignment -- justify the qualities you are seeking with a rationale that points back to the specific needs of the organization. If you say you are looking for a task-oriented leader, tell me what it is about the organization that requires this kind of leader. The announcement I posted last week covers this in depth.
2) Don't be afraid to get creative. Add more parameters -- is this a company that's had problems with community relations in the past? Has there been a major scandal to deal with in the past five years? Has a new competitor entered the marketplace? The more you can describe your company, the more you will be able to target the kind of leader you will need. The more creative you are, the higher your critical thinking score will probably be. Again, I know I've already said this, but I think it bears repeating.
3. If you need help creating citations for the sources on your reference page, or for in-text citations, you might try an automatic citation generator like
www.citationmachine.net (Links to an external site.)Links to an external site.
Just know that in order to get a correct citation on a site like this, the information you put into the generator must be correct.
4) For help with other aspects of APA style, you can go to the Library and Writing Center on the left side of your course home page. There's all kinds of other writing help there, as well.
5) For more help with writing, go the the Course Resources link on the left side of your course home page, where you'll find Writing Reviser and turnitin. I've mentioned these resources to you once before, but now may be the critical time when you need it.
6) Here's a sample paper (Links to an external site.)Links to an external site. that uses APA formatting.
7) Be sure to review the grading rubric. It will help you cover all the points that will be scored on your paper.
https://ashford.waypointoutcomes.com/assessment/4681/preview (Links to an external site.)Links to an external site.
The BEST of luck, everyone; I can't wait to read your papers. Have fun with this and write something that will make me laugh or cry or care!
Description:
Total Possible Score: 35.00
Explains What Being a Leader is and What Traits are Needed to Be an Effective Leader
Total: 4.00
Distinguished - Thoroughly explains what being a leader is and what traits are needed to be an effective leader.
Proficient - Explains what being a leader is and what traits are needed to be an effective leader. Minor details are missing.
Basic - Partially explains what being a leader is and what traits are needed to be an effective leader. Relevant details are missing.
Below Expectations .
SOC402.W5A1.07.2015
Description:
Total Possible Score: 25.00
Discusses the Chosen Issue from Both the Workplace and Societal Viewpoints,
Including the Positive and Negative Aspects of the Issue in Relation to the
Workplace, Society, and Workers, Especially the Unique Worker Groups who May be
Most Affected
Total: 6.00
Distinguished - Comprehensively discusses the chosen issue from both the
workplace and societal viewpoints, including the positive and negative aspects
of the issue in relation to the workplace, society, and workers, especially the
unique worker groups who may be most affected.
Proficient - Discusses the chosen issue from both the workplace and societal
viewpoints, including the positive and negative aspects of the issue in relation
to the workplace, society, and workers, especially the unique worker groups who
may be most affected. The discussion is slightly underdeveloped.
Basic - Minimally discusses the chosen issue from both the workplace and
societal viewpoints, including the positive and negative aspects of the issue in
relation to the workplace, society, and workers, especially the unique worker
groups who may be most affected. The discussion is underdeveloped.
Below Expectations - Attempts to discuss the chosen issue from both the
workplace and societal viewpoints, including the positive and negative aspects
of the issue in relation to the workplace, society, and workers, especially the
unique worker groups who may be most affected; however the discussion is
significantly underdeveloped.
Non-Performance - The discussion of the chosen issue from both the workplace and
societal viewpoints, including the positive and negative aspects of the issue in
relation to the workplace, society, and workers, especially the unique worker
groups who may be most affected is either nonexistent or lacks the components
described in the assignment instructions.
Analyzes how the Chosen Issue could be Positively Supported using Various Social
Controls
Total: 7.00
Distinguished - Comprehensively analyzes how the chosen issue could be
positively supported using various social controls.
Proficient - Analyzes how the chosen issue could be positively supported using
various social controls. The analysis is slightly underdeveloped.
Basic - Minimally analyzes how the chosen issue could be positively supported
using various social controls. The analysis is underdeveloped.
Below Expectations - Attempts to analyze how the chosen issue could be
positively supported using various social controls; however, the analysis is
significantly underdeveloped.
Non-Performance - The analysis of how the chosen issue could be positively
supported using various social controls are either nonexistent or lacks the
components described in the assignment instructions.
Recommends Interventions in these Areas as well as the P ...
DescriptionTotal Possible Score 30.00Introduction Thesi.docxtheodorelove43763
Description:
Total Possible Score: 30.00
Introduction/ Thesis Statement
Total: 2.00
Distinguished - Introduction and thesis statement are thoroughly and comprehensively developed, giving a clear direction and purpose of the paper.
Proficient - Introduction and thesis statement are clearly developed and provide some direction and purpose of the paper.
Basic - Introduction and thesis statement are present and somewhat provide direction and purpose of the paper.
Below Expectations - Introduction and thesis statement are present, but incomplete. The direction and purpose of the paper is unclear.
Non-Performance - The introduction and thesis statement are either nonexistent or lack the components described in the assignment instructions.
Company Overview
Total: 5.00
Distinguished - Provides an exceptionally clear and detailed company overview.
Proficient - Provides a clear company overview. Some minor relevant information is missing.
Basic - Provides a minimal company overview. Many relevant details are missing.
Below Expectations - Attempts to provide a company overview. The overview is somewhat incomplete and/or inaccurate.
Non-Performance - The company overview is either nonexistent or lacks the components described in the assignment instructions.
Diagnoses the Need for Change
Total: 7.00
Distinguished - Comprehensively and accurately diagnoses the need for change within the selected organization.
Proficient - Diagnoses the need for change within the selected organization. Some relevant details may be missing.
Basic - Minimally diagnoses the need for change within the selected organization. Many relevant details may be missing.
Below Expectations - Attempts to diagnose the need for change within the selected organization. The need for change may be insufficiently described and/or inaccurate.
Non-Performance - The diagnosis of the need for change is either nonexistent or lacks the components described in the assignment instructions.
Presents a Plan to Transform the Organization
Total: 7.00
Distinguished - Presents a well-structured, highly detailed, and perceptive plan to transform the organization. Effectively uses Kotter’s 8-Step Approach in the development of the plan.
Proficient - Presents a concise plan to transform the organization. Uses Kotter’s 8-Step Approach in the development of plan. The plan is lacking some detail.
Basic - Presents a brief plan to transform the organization. Somewhat uses Kotter’s 8-Step Approach in the development of the plan. The plan lacks detail and/or organizational structure.
Below Expectations - Attempts to present a plan to transform the organization. May not use all elements of Kotter’s 8-Step Approach in the development of the plan. The plan lacks significant detail and/or there is little organizational structure.
Non-Performance - The plan to transform the organization is either nonexistent or lacks the components described in the assignment instructions.
Conclusion
Total: 3.00.
AssignmentAnalysis of the Walt Disney CompanyRead the article,.docxedmondpburgess27164
Assignment
Analysis of the Walt Disney Company
Read the article, “The Walt Disney Company: A Corporate Strategy Analysis.” Evaluate the external environment (industry, market, and the general environment), and the internal situation (core competencies, brand reputation and loyalty, and customer-value proposition) of the Walt Disney company. Then, conduct a SWOT analysis detailing on the strengths, weaknesses, opportunities, and threats that may affect the organization. Finally, choose three or four areas from your SWOT analysis and explain why these areas are essential. (NOTE: This will become part of your final paper).
Your paper must include an introduction, a well-developed body, and a proper conclusion. Be sure to include a properly formatted reference page, using APA style as outlined in the Ashford Writing Center.
The paper
· Must be six to eight double-spaced pages in length (not including title and references pages) and formatted according to APA.
· Must include a separate title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must use at least three scholarly sources in addition to the course text.
· Must document all sources in APA style.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric below for the criteria that will be used to evaluate your assignment.
Grading Rubric
Total Possible Score: 7.00
Evaluates the External Environment and the Internal Situation of the Walt Disney Company
Total: 2.00
Distinguished - Thoroughly evaluates the external environment and the internal situation of the Walt Disney Company. The evaluation is fully supported with reference to the article and other scholarly sources.
Proficient - Evaluates the external environment and the internal situation of the Walt Disney Company. The evaluation is supported with reference to the article and other scholarly sources, but it is slightly underdeveloped.
Basic - Partially evaluates the external environment and the internal situation of the Walt Disney Company. The evaluation is minimally supported with reference to the article and other scholarly sources. The evaluation is underdeveloped.
Below Expectations - Attempts to evaluate the external environment and the internal situation of the Walt Disney Company; however, the evaluation is not supported with reference to the article and other scholarly sources and/or is significantly underdeveloped.
Non-Performance - The evaluation of the external environment and the internal situation of the Walt Disney Company is either nonexistent or lacks the components described in the assignment instructions.
Conducts a SWOT Analysis Detailing the Strengths, Weaknesses, Opportunities, and Threats That May Affect the Organization
Total: 1.00
Distinguished - Conducts a comprehensive SWOT analysis detailing the strengths, weaknesses, opportunit.
Each week’s assignment in this class will lead up to the Research .docxhasselldelisa
Each week’s assignment in this class will lead up to the Research Project in Week Six. Before you work on Week One’s assignment, preview the Research Project in Week Six so you understand the final outcome of this project. Also read this week’s lecture. If you are having a difficult time choosing your topic, please contact your instructor for assistance before the assignment is due.
In a one-to two-page paper (not including the title and reference pages), provide
Background information about your Research Project (i.e., why have you decided to do this research?).
The management dilemma. (i.e., what is the problem you are trying to solve with this research?)
The research question and a hypothesis.
A brief summary of previously conducted scholarly research on similar topics that you can find through the Ashford University Library.
Your paper must be formatted according to APA style
Provides Background Information About the Research Project
Total: 2.00
Distinguished - Provides comprehensive background information about the Research Project.
Proficient - Provides background information about the Research Project. Minor details are missing.
Basic - Provides limited background information about the Research Project. Relevant details are missing.
Below Expectations - Attempts to provide background information about the Research Project; however, significant details are missing.
Non-Performance - The background information provided about the Research Project is either nonexistent or lacks the components described in the assignment instructions.
Describes the Management Dilemma
Total: 2.00
Distinguished - Thoroughly describes the management dilemma.
Proficient - Describes the management dilemma. The description is slightly underdeveloped.
Basic - Somewhat describes the management dilemma. The description is underdeveloped.
Below Expectations - Attempts to describes the management dilemma; however, the description is significantly underdeveloped.
Non-Performance - The description of the management dilemma is either nonexistent or lacks the components described in the assignment instructions.
Develops a Research Question and Hypothesis
Total: 2.00
Distinguished - Develops an accurate and detailed research question and hypothesis.
Proficient - Develops an accurate research question and hypothesis. The research question or hypothesis is slightly underdeveloped.
Basic - Partially develops a research question and hypothesis. The research question and hypothesis is inaccurate and/or underdeveloped.
Below Expectations - Attempts to develop a research question and hypothesis; however, the research question and hypothesis are inaccurate and/or significantly underdeveloped.
Non-Performance - The research question and hypothesis developed are either nonexistent or lack the components described in the assignment instructions.
Provides a Summary of Previously Conducted Scholarly Research on Similar Topics
Total: 1.00
Distinguished - Provides a detailed .
Strategic Planning ProcessIn a four- to five-page paper (exc.docxdarwinming1
Strategic Planning Process
In a four- to five-page paper (excluding the title and references pages), discuss the strategic planning process. In your paper:
Explain the basic steps in the planning process.
Describe the steps in the decision-making process, and predict how the personal attributes of the manager influence decision making.
Predict how the steps of the strategic planning process and the environmental factors that influence decision making impact the quality-productivity-profitability link.
Your paper must include in-text citations and references from at least three scholarly sources, in addition to the text, and be formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)Links to an external site.
.
Description
:
Total Possible Score
: 7.00
Explains the Basic Steps in the Planning Process
Total: 2.00
Distinguished - Comprehensively explains the basic steps in the planning process. The explanation includes supportive scholarly sources and concepts from the text.
Proficient - Explains the basic steps in the planning process. The explanation includes supportive scholarly sources and concepts from the text but is slightly underdeveloped.
Basic - Partially explains the basic steps in the planning process. The explanation includes some supportive scholarly sources and concepts from the text, but is underdeveloped.
Below Expectations - Attempts to explain the basic steps in the planning process; however, the explanation does not include supportive scholarly sources and concepts from the text and/or is significantly underdeveloped.
Non-Performance - The explanation of the basic steps in the planning process is either nonexistent or lacks the components described in the assignment instructions.
Describing the Steps in the Decision-Making Process and Predicts how the Personal Attributes of the Manager Influence Decision Making
Total: 2.00
Distinguished - Comprehensively describes the steps in the decision-making process and predicts how the personal attributes of the manager influence decision making. The description includes supportive scholarly sources and concepts from the text.
Proficient - Describes the steps in the decision-making process and predicts how the personal attributes of the manager influence decision making. The description includes supportive scholarly sources and concepts from the text. The description is slightly underdeveloped.
Basic - Partially describes the steps in the decision-making process and somewhat predicts how the personal attributes of the manager influence decision making. The description includes some supportive scholarly sources and concepts from the text. The description is underdeveloped.
Below Expectations - Attempts to describe the steps in the decision-making process and predict how the personal attributes of the manager influence decision making; however, the description does not include supportive scholarly sources and concep ...
ANT353.W3A1.10.2014Description Total Possible Score 18.00.docxjustine1simpson78276
ANT353.W3A1.10.2014
Description:
Total Possible Score: 18.00
Organization: Introduction, Thesis Statement, and Conclusion
Total: 3.50
Distinguished - The paper is logically organized with a well-written introduction, thesis statement, and conclusion.
Proficient - The paper is logically organized with an introduction, thesis statement, and conclusion. One of these requires improvement.
Basic - The paper is organized with an introduction, thesis statement, and conclusion. The introduction, thesis statement, and/or conclusion require improvement.
Below Expectations - The paper is loosely organized with a well-written introduction, thesis statement, and conclusion. The introduction, thesis statement, and/or conclusion require much improvement.
Non-Performance - The introduction, thesis statement, and/or conclusion is either nonexistent or lacks the components described in the assignment instructions.
Examines Cultural and Historical Context of Gender and Sexuality
Total: 8.00
Distinguished - Thoroughly examines cultural and historical context of gender and sexuality. The examination is supported with scholarly sources.
Proficient - Examines cultural and historical context of gender and sexuality. The examination is supported with scholarly sources. Minor details are missing.
Basic - Briefly examines cultural and historical context of gender and sexuality. The examination is minimally supported with scholarly sources. Relevant details are missing.
Below Expectations - Attempts to examine cultural and historical context of gender and sexuality; however, the examination is not supported with scholarly sources and significant details are missing.
Non-Performance - The examination cultural and historical context of gender and sexuality is either nonexistent or lacks the components described in the assignment instructions.
Discusses Anthropological Analysis of Gender and Sexuality
Total: 4.00
Distinguished - Thoroughly discusses the anthropological analysis of gender and sexuality.
Proficient - Discusses the anthropological analysis of gender and sexuality. Minor details are missing.
Basic - Minimally discusses the anthropological analysis of gender and sexuality. Relevant details are missing.
Below Expectations - Attempts to discuss the anthropological analysis of gender and sexuality; however, significant details are missing.
Non-Performance - The discussion on the anthropological analysis of gender and sexuality is either nonexistent or lacks the components described in the assignment instructions.
Written Communication: Context of and Purpose for Writing
Total: 0.70
Distinguished - Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.
Proficient - Demonstrates sufficient application of organization and presentation of content. The purpose of the .
Week 6 Final Grading RubricDescription Total Possible Score.docxhelzerpatrina
Week 6 Final Grading Rubric
Description:
Total Possible Score: 23.00
Explains how One of the Key Landmark Cases Was Most Influential
Total: 3.25
Distinguished - Thoroughly explains how one of the key landmark cases was most influential in the field of special education.
Proficient - Explains how one of the key landmark cases was most influential in the field of special education. Minor details are missing or slightly underdeveloped.
Basic - Minimally explains how one of the key landmark cases was most influential in the field of special education. Relevant details are missing and/or underdeveloped.
Below Expectations - Attempts to explain how one of the key landmark cases was most influential in the field of special education; however, significant details are missing and underdeveloped.
Non-Performance - The explanation of how one of the key landmark cases was most influential in the field of special education is either nonexistent or lacks the components described in the assignment instructions.
Defines Ten Terms That Are Useful in Everyday Classroom Situations
Total: 3.25
Distinguished - Clearly and comprehensively defines ten terms that are useful in everyday classroom situations.
Proficient - Defines ten terms that will be most useful in everyday classroom practice. Minor details are unclear or slightly underdeveloped.
Basic - Defines at least eight terms that will be most useful in everyday classroom practice. Relevant details are unclear and/or underdeveloped.
Below Expectations - Attempts to define at least six terms that will be most useful in everyday classroom practice; however, significant details are missing and underdeveloped.
Non-Performance - The definitions of the terms that will be most useful in everyday classroom practice are either nonexistent or lack the components described in the assignment instructions.
Outlines the Importance of Formal and Informal Assessments
Total: 3.25
Distinguished - Fully outlines the importance of formal and informal assessments in driving instructional planning.
Proficient - Outlines the importance of formal and informal assessments in driving instructional planning. Minor details are missing.
Basic - Partially outlines the importance of formal and informal assessments in driving instructional planning. Relevant details are missing.
Below Expectations - Attempts to outline the importance of formal and informal assessment in driving instructional planning; however, significant details are missing.
Non-Performance - The outline of the important of formal and informal assessments in driving instructional planning is either nonexistent or lacks the components described in the assignment instructions.
Lists and Explains At Least Three Common Etiological Factors
Total: 3.25
Distinguished - Lists and thoroughly explains at least three common etiological factors of students with mild to moderate disabilities.
Proficient - Lists and explains three common etiological factors of students with mild ...
BUS370.W3A1.04.2021Description Total Possible ScoreVannaSchrader3
BUS370.W3A1.04.2021
Description:
Total Possible Score: 6.00
Identifies the Type of Change Occurring
Total: 1.00
Distinguished - Clearly and accurately identifies the type of change occurring.
Proficient - Identifies the type of change occurring. Minor details are slightly unclear or inaccurate.
Basic - Vaguely identifies the type of change occurring. Relevant details are unclear and/or inaccurate.
Below Expectations - Attempts to identify the type of change occurring; however, significant details are unclear and inaccurate.
Non-Performance - The identification of the type of change occurring is either nonexistent or lacks the components described in the assignment instructions.
Develops the Action Research Process
Total: 1.00
Distinguished - Comprehensively develops the action research process.
Proficient - Develops the action research process. Minor details are missing.
Basic - Partially develops the action research process. Relevant details are missing.
Below Expectations - Attempts to develop the action research process; however, significant details are missing.
Non-Performance - The development of the action research process is either nonexistent or lacks the components described in the assignment instructions.
Selects the Diagnostic Process for the Planning Phase and Defends the Reasoning for the Choice
Total: 1.00
Distinguished - Selects the appropriate diagnostic process for the planning phase and clearly defends the reasoning for the choice.
Proficient - Selects the diagnostic process for the planning phase and defends the reasoning for the choice. Minor details are missing or slightly unclear.
Basic - Selects a somewhat appropriate diagnostic process for the planning phase and partially defends the reasoning for the choice. Minor details are missing and/or slightly unclear.
Below Expectations - Attempts to select a diagnostic process for the planning phase and defend the reasoning for the choice; however, significant details are missing and unclear.
Non-Performance - The selection of a diagnostic process for the planning phase and defense of the reasoning for the choice are either nonexistent or lack the components described in the assignment instructions.
Classifies the Intervention Type
Total: 0.50
Distinguished - Accurately classifies the intervention type.
Proficient - Classifies the intervention type. Minor details are inaccurate.
Basic – Vaguely classifies the intervention type. Relevant details are inaccurate.
Below Expectations - Attempts to classify the intervention type; however, significant details are inaccurate.
Non-Performance - The classification of the intervention type is either nonexistent or lacks the components described in the assignment instructions.
Defines How to Implement the Intervention Type
Total: 0.50
Distinguished - Thoroughly defines how to implement the intervention type.
Proficient - Defines how to implement the intervention ...
Research ProjectFocus of the Research ProjectThe final version.docxmackulaytoni
Research Project
Focus of the Research Project
The final version of your Research Project should be 10 to 12 double-spaced pages (not including the title page, reference page, tables, appendices, etc.). The paper will be an original business research project that tests a hypothesis of your choice. The research can relate to your place of current/previous employment or other contexts of interest. Sample topics could include, but are not limited to:
•
Manufacturing quality/cost improvement
•
Service quality improvement
•
Systems design
•
Accounts receivable/billing/accounts receivable aging
•
Marketing/advertising Issues
•
Sales of goods
•
Investments
•
Product safety
•
Workplace safety
•
Labor pools
•
Human resources matters of broad concern
•
Population studies
For your Research Project, you will be combining all parts that you have worked on from Weeks One through Five. Your paper should be formatted as follows:
•
Part 1: Introduction
◦
Background information about your research project (Week One)
◦
Describe the management dilemma (Week One)
◦
Ethical Concerns (Week Two)
◦
Develop and explain your hypothesis (Week One)
•
Part 2: Literature review
◦
Background research on at least three scholarly sources (Week One)
•
Part 3: Data
◦
Secondary data (Week Three)
◦
Measurement benchmark and scales (Week Three)
◦
Plans for using observations, focus groups, interviews, or surveys (Week Four)
◦
Plans for analyzing data (Week Five)
◦
Plans for how to analyze results (Week Five)
•
Part 4: Results
◦
Summarize and display the results of your research. Provide charts, graphs, tables, and so forth, as they might apply to your research.
◦
State whether you reject or fail to reject the null hypothesis based on your study; explain.
•
Part 5: Conclusion
◦
Summarize the entire study and reflect on it
▪
Consider the “take-home” message that management and other decision makers can use from this research to make informed business decisions.
▪
Include the strengths and weaknesses of the study and suggestions for future research.
•
Part 6: References
◦
Include a separate references page and cite all references within the text of the paper.
•
Part 7: Appendix
◦
If applicable
Writing the Research Project
The Research Project
•
Must be 10 to 12 double-spaced pages in length (not including the title page, reference page, tables, appendices, etc.) and formatted according to APA style
•
Must include a separate title page with the following:
◦
Title of paper
◦
Student’s name
◦
Course name and number
◦
Instructor’s name
◦
Date submitted
•
Must begin with an introductory paragraph that has a succinct thesis statement.
•
Must address the topic of the paper with critical thought.
•
Must end with a conclusion that reaffirms your thesis.
•
Must use at least three scholarly sources from the Ashford University Library, in addition to the text.
•
Must document all sources in APA style
•
Must include a separate reference page th.
Childrens StoryKnowing how to address a variety of situations in .docxTawnaDelatorrejs
Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
Outline a specific plan for addressing the discipline or guidance scenario.
Explain how your plan would support the teaching approach/setting.
Describe how you will create an effective partnership with parents to address the discipline or guidance scenario.
Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
Ashford 3: - Week 2 - Assignment
Global Supply Chain Management: Quality Strategy
This assignment is based on a case study that is in Ashford University’s library. Please read Soltani, Azadegan, Liao, and Phillips (2011) which may be found in the Ashford University library (EBSCO database). You are the senior executive in charge of supply chain management for the focal firm or buyer in the United States. M-case and H-case are two important suppliers for your firm. The CEO of the focal firm wants action. The CEO has asked you to respond to the following statements.
Examine the problems and causes that may contribute to low quality throughout the supply chain. Soltani, et al. (2011) recommended that the leadership in the focal firm or buyer select good partners, ensure cooperation, and motivate loyalty to the buyer.
Describe how you would implement the recommendations developed in the case study.
Propose changes to the supplier contract in order for the supply chain to be successful.
Submit your three to four-page paper (not including the title and reference pages) written according to APA style as shown in the approved style guide. The CEO has also asked you to include two scholarly sources in addition to the textbook to support your answers.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 9.00
Examines the Problems and Causes That Contribute to Low Quality Throughout the Supply Chain
Total: 3.00
Distinguished - Comprehensively examines the problems and causes that contribute to low quality throughout the supply chain.
Proficient - Examines the problems and causes that contribute to low quality throughout the supply chain. Minor details are missing.
Basic - Partially examines the problems and the causes that contribute to low quality throughout the supply chain. Relevant details are missing.
Below Expectations - Attempts to examine the problems and causes that contribute to low quality throughout the supply chain; however, significant details are missing.
Non-Performance - The examination of the problems and causes that contribute to low quality is either nonexistent or lacks the components described in the assignment instructions.
Describes How to Implement the Recommendations Developed in the Case Study
Total: 2.00
Distinguished - Thoroughly describes how to implement the recommendations developed in the case study.
Proficient - Describes how to implement the recommendations developed in the case study. The description is slightly underdeveloped.
Basic - Vaguely describes how to implement the recommendations developed in the case study. The description is underdeveloped.
Below Expectations - Attempts to describe how to implement the recommendations developed in the case study; however, the description is significantly underdeveloped.
Non-Performance - The description of how to implement the recommendations is either nonexistent or lacks the compo.
In a 250-300 word response, critically examine your personal level o.docxjoyjonna282
In a 250-300 word response, critically examine your personal level of intercultural communication competence. Is it important for you to achieve a certain level of intercultural communication competence? Would enhanced intercultural communication competence help you personally? Professionally? Academically? Include examples in your submission and use at least one resource to support your key points. Respond to at least two of your fellow students' posts.
.
In a 10 –12 page paper, identify and analyze the benefits and challe.docxjoyjonna282
In a 10 –12 page paper, identify and analyze the benefits and challenges that are associated with biometric evidence in the criminal justice system. Include at least 3 techniques in your paper, and use at least 2 case studies to support your position. Consider the following questions when drafting your paper:
How do courts determine if evidence is reliable and valid before allowing it into testimony?
What is the role of the Frye standard or Daubert standard in determining whether or not the courts will accept biometric evidence?
What rules does your state use in this regard?
How reliable is fingerprint evidence? Consider examples of its use in criminal courts.
How do other biometrics compare to the reliability and validity of fingerprint evidence?
What are some of the challenges associated with lower forms of biometrics, such as facial recognition, and acceptance as evidence in court?
What is the role of the expert witness related to biometric evidence in court?
Be sure to provide in-text citation and references
.
Description Grading Rubric for assignmentTotal Possible Score.docxtheodorelove43763
Description: Grading Rubric for assignment
Total Possible Score: 8.00
Lesson Description
Total: 1.00
Distinguished - Includes the title of the model lesson, the subject, and grade levels, and a thorough one-paragraph introduction of the lesson.
Proficient - Includes the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson. The lesson description is slightly underdeveloped.
Basic - Includes the title of the model lesson, the subject, and grade levels, and a limited one-paragraph introduction of the lesson. The lesson description is underdeveloped.
Below Expectations - Attempts to include the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson; however, the lesson description is significantly underdeveloped.
Non-Performance - The inclusion of the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson is either nonexistent or lacks the components described in the instructions.
Principle 1
Total: 1.00
Distinguished - Comprehensively describes ways that multiple means of representation are included in the model lesson.
Proficient - Describes ways that multiple means of representation are included in the model lesson. The description is slightly underdeveloped.
Basic - Partially describes ways that multiple means of representation are included in the model lesson. The description is underdeveloped.
Below Expectations - Attempts to describe ways that multiple means of representation are included in the model lesson; however, the description is significantly underdeveloped.
Non-Performance - The description of ways that multiple means of representation are included in the model lesson is either nonexistent or lacks the components described in the instructions.
Principle 2
Total: 1.00
Distinguished - Comprehensively describes ways that multiple means of action and expression are included in the model lesson.
Proficient - Describe ways that multiple means of action and expression are included in the model lesson. The description is slightly underdeveloped.
Basic - Describe ways that multiple means of action and expression are included in the model lesson. The description is slightly underdeveloped.
Below Expectations - Describe ways that multiple means of action and expression are included in the model lesson. The description is slightly underdeveloped.
Non-Performance - The description of ways that multiple means of action and expression are included in the model lesson is either nonexistent or lacks the components described in the instructions.
Principle 3
Total: 1.00
Distinguished - Comprehensively describes ways that multiple means of engagement are included in the model lesson.
Proficient - Describes ways that multiple means of engagement are included in the model lesson. The description is slightly underdeveloped.
Basic - Partially describes ways that multiple means of engagement are i.
MGT415.W5A1.10.2014
Description:
Total Possible Score: 34.00
Introduction
Total: 2.00
Distinguished - Fully introduces the generic organization that will be the topic
of the research, including a clear description of the industry and a
organization type.
Proficient - Introduces the generic organization that will be the topic of the
research, including a description of the industry and a organization type. The
introduction is missing a few minor components.
Basic - Briefly introduces the generic organization that will be the topic of
the research, including a vague description of the organization type. The
introduction is missing a few major components.
Below Expectations - Attempts to introduce the generic organization that will be
the topic of the research, but the introduction is too underdeveloped to be
considered complete.
Non-Performance - The introduction is either nonexistent or lacks the components
described in the assignment instructions.
Impacting a Group’s Productivity
Total: 4.00
Distinguished - Thoroughly explains how each of the four problems could impact a
group’s productivity. The explanation includes clearly relevant examples to
illustrate each of the four problems.
Proficient - Clearly explains how at least four problems could impact a group’s
productivity. The explanation includes an example to illustrate some of the
problems provided.
Basic - Briefly explains how the four problems could impact a group’s
productivity, but the explanation is not entirely developed. The explanation
includes one or two examples to illustrate the problems provided.
Below Expectations - Attempts to explain how the four problems could impact a
group’s productivity, but the explanation is substantially underdeveloped and
fails to include any examples to illustrate the problems provided.
Non-Performance - The explanation of how the four problems could impact a
group’s productivity is either nonexistent or lacks the components described in
the assignment instructions.
Recommendations
Total: 4.00
Distinguished - Develops and describes logical and appropriate recommendations
for each of the four problems provided. The recommendations are clear and
professionally articulated with industry vocabulary.
Proficient - Develops and describes recommendations for each of the four
problems provided, but the applicability of the one or more of the
recommendations may not be entirely clear.
Basic - Develops and describes recommendations for each of the four problems
provided, but it is unclear how the recommendations will resolve the problems.
More detail is needed to demonstrate applicability.
Below Expectations - Attempts to develop and describe recommendations for each
of the four problems provided, but the recommendations do not resolve the
problems and/or are not applicable to the situatio ...
MGT450.W5A1.06.2014
Description:
Total Possible Score: 19.00
Selects an Organization and Describes Its History, Products, and Major
Competitors
Total: 2.50
Distinguished - Selects an organization and thoroughly describes its history,
products, and major competitors.
Proficient - Selects an organization and describes its history, products, and
major competitors. Minor details are missing.
Basic - Selects an organization and partially describes its history, products,
and major competitors. Relevant details are missing.
Below Expectations - Selects an organization and attempts to describe its
history, products, and major competitors; however, significant details are
missing.
Non-Performance - The description of the selected organization’s history,
products, and major competitors is either nonexistent or lacks the components
described in the assignment instructions.
Explains the Current Situation of the Organization in the Market
Total: 2.00
Distinguished - Thoroughly explains the current situation of the organization in
the market.
Proficient - Explains the current situation of the organization in the market.
Minor details are missing.
Basic - Partially explains the current situation of the organization in the
market. Relevant details are missing.
Below Expectations - Attempts to explain the current situation of the
organization in the market; however, significant details are missing.
Non-Performance - The explanation of the current situation of the organization
in the market is either nonexistent or lacks the components described in the
assignment instructions.
Develops a SWOT Analysis to Determine Areas That Offer Opportunities for Change
Total: 4.00
Distinguished - Develops a comprehensive SWOT analysis to determine areas that
offer opportunities for change. The analysis is thoroughly supported with
scholarly sources.
Proficient - Develops a SWOT analysis to determine areas that offer
opportunities for change. The analysis is supported with scholarly sources but
is slightly underdeveloped.
Basic - Develops a limited SWOT analysis to determine areas that offer
opportunities for change. The analysis is minimally supported with scholarly
sources and/or is underdeveloped.
Below Expectations - Attempts to develop a SWOT analysis to determine areas that
offer opportunities for change; however, the analysis is not supported with
scholarly sources and/or is significantly underdeveloped.
Non-Performance - The development of SWOT analysis to determine areas that offer
opportunities for change is either nonexistent or lacks the components described
in the assignment instructions.
Chooses at Least Three Areas From the SWOT Analysis and Explains Why the Chosen
Areas are Essential to the Strategic Plan
Total: 4.00
Distinguished - Chooses at least three areas from th ...
Research PaperThe Research Paper will be a comprehensive researc.docxkhanpaulita
Research Paper
The Research Paper will be a comprehensive research review of the significant principles of management communications used to successfully achieve organizational objectives. For this assignment of a minimum of eight pages, you need to integrate material from the readings, multimedia, and class discussion boards, and also reflect on professional experience where possible. It is mandatory to include research from the classroom text as well as from six scholarly sources to support your views. Consider the validity of your resources carefully before using them in academic papers. Use at least one professional example to address the topics below.
The following components must be included in order for the paper to be complete:
Explain effective communication norms in a business setting.
Describe the role of interpersonal communication both as a manager and as an employee. What specific techniques have you used to overcome barriers to communication? Be sure to specify your role in the communication.
Explore the role of international and intercultural interpersonal communications in today’s global businesses.
Describe both verbal and nonverbal management communication.
Explain approaches for effective written management communication.
Analyze various approaches for engaging an audience during a presentation and encouraging active listening.
Describe effective methods of conflict resolution.
Analyze techniques for leading teams and group meetings.
Writing the Research Paper
The Research Paper:
Must be eight to ten double-spaced pages in length (not including the title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least six scholarly resources, including a minimum of three from the Ashford Online Library.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Total Possible Score
: 25.00
Explains Effective Communication Norms in a Business Setting
Total: 2.00
Distinguished - Thoroughly explains effective communication norms in a business setting.
Proficient - Explains effective communication norms in a business setting. Minor details are missing.
Basic - Partially explains communication norms in a business setting. Relevant details are missing.
Below Expectations - Attempts to explain effective communication norms in a business setting; however, significant details are missing.
Non-Performance - The explan ...
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docxmariuse18nolet
Introduction, Thesis Statement, and Claim
Total: 3.50
Distinguished - Provides a clear and focused introduction and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and thoroughly explains its relation to one’s field of study. The thesis statement is declarative and proposes an appropriate and feasible solution to the problem or issue.
Proficient - Provides a clear and focused introduction paragraph and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and explains its relation to one’s field of study. The thesis statement is declarative and proposes a solution to the problem or issue. Minor details are missing or the solution is slightly inappropriate or not feasible.
Basic - Provides a vague introduction paragraph and a thesis statement with claim that minimally defines the issue or problem, partially addresses the importance of the topic, and partially explains its relation to one’s field of study. The thesis statement is somewhat declarative and proposes a solution to the problem or issue. Relevant details are missing and/or the solution is inappropriate and/or not feasible.
Below Expectations - Attempts to provide an introduction paragraph and a thesis statement with claim; however, the thesis statement is not declarative, the solution to the problem or issue is entirely inappropriate and not feasible, and significant details are missing.
Non-Performance - The introduction, thesis statement and claim are either nonexistent or lack the components described in the assignment instructions.
Creates an Argument
Total: 7.00
Distinguished - Creates a complete argument, including claims and evidence without obvious logical fallacies that fully addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic.
Proficient - Creates an argument including claims and evidence without obvious logical fallacies that addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is slightly underdeveloped.
Basic - Creates a partial argument, including some claims and evidence that vaguely addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is underdeveloped and/or logical fallacies are present.
Below Expectations - Attempts to create an argument; however, does not include claims and evidence to address one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is significantly underdeveloped and many logical fallacies are present.
Non-Performance - The creation of an argument is either nonexistent or lacks the components described in the assignment instructions.
Evaluates Ethical Outcomes
Total: 4.00
Distinguished - Comprehensively and effectively evaluates the ethical outcomes that result from the position taken on the issue and thoro.
Contemporary LeadershipWrite a three page paper (not including tLinaCovington707
Contemporary Leadership
Write a three page paper (not including the title and reference pages) about a contemporary leadership situation that is familiar to you. Your paper needs to:
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
Identify the development level and style demonstrated in the situation.
Support your position with specific examples.
Explain whether the action taken was appropriate and effective.
Determine and discuss if the situational leadership approach would be useful in understanding the leadership applied to the situation.
In addition to the requirements above, your paper:
Must be double-spaced and 12 point font
Must be formatted according to APA style
Must include an introductory paragraph with a thesis statement
Must conclude with a restatement of the thesis and a conclusion paragraph
Must reference at least two scholarly resources
Must include a reference page written in APA format
Rubric
Identify the Development Level and Leadership Style
Total: 1.00
Distinguished - Thoroughly and comprehensively identifies the development level and leadership style demonstrated in the situation. Clearly describes the leadership style, supported by relevant examples.
Proficient - Identifies the development level and leadership style demonstrated in the situation. The discussion provides an example, but is missing one or more minor details.
Basic - Briefly describes the development level and leadership style demonstrated in the situation. The discussion lacks examples and detail.
Below Expectations - The discussion does not identify the development level and style demonstrated in the situation. The position is not supported by specific examples.
Non-Performance - The discussion of development level and style demonstrated is non-existent or lacks the components described in the assignment instructions.
Appropriate and Effective Action
Total: 1.00
Distinguished - Provides a comprehensive explanation of whether the correct action was taken. The response clearly addresses whether the action was appropriate and effective.
Proficient - Provides an explanation of whether the action taken was correct. Limited discussion on whether the action was appropriate and effective.
Basic - Provides a limited explanation of whether the action taken was correct. The response does not include rationale of why the action was appropriate and how it was effective.
Below Expectations - Provides a response that does not clearly explain whether the action taken was correct, appropriate, or effective. The response is vague and lacks support.
Non-Performance - The discussion of the action taken is non-existent or lacks the components described in the assignment instructions.
The Situational Leadership Approach
Total: 2.00
Distinguished - Clearly and comprehensively discusses the situational leadership approach, and provides detailed information on how the approa ...
Communications Skill AssessmentMost of us have situations in whi.docxbrownliecarmella
Communications Skill Assessment
Most of us have situations in which we find it difficult to communicate. Improving your written communication skills and being comfortable speaking to people are extremely important. Develop a two- to three-page APA-formatted paper in which you analyze your personal communication skills. Be sure to address the following:
Describe the assessment you used to analyze your skills.
Discuss your communication gaps.
Describe any additional training you need in specific areas of communication.
Analyze how you can improve your current communication skills to prepare you for advancement in your profession.
Your paper must be two to three pages (not including title and reference pages) and must be formatted according to APA style as outlined in the approved APA style guide. You must cite three to four scholarly sources in addition to the textbook
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 8.00
Describes the Assessment
Total: 1.50
Distinguished - Comprehensively describes the assessment used to analyze personal communication skills.
Proficient - Describes the assessment used to analyze personal communication skills. The description is slightly underdeveloped.
Basic - Partially describes the assessment used to analyze personal communication skills. The description is underdeveloped.
Below Expectations - Attempts to describe the assessment used to analyze personal communication skills; however, the description is significantly underdeveloped.
Non-Performance - The description of the assessment used is either nonexistent or lacks the components described in the assignment instructions.
Discusses Communication Gaps
Total: 1.50
Distinguished - Thoroughly discusses personal communication gaps.
Proficient - Discusses personal communication gaps. Minor details are missing.
Basic - Briefly discusses personal communication gaps. Relevant details are missing.
Below Expectations - Attempts to discuss personal communication gaps; however, significant details are missing.
Non-Performance - The discussion of communication gaps is either nonexistent or lacks the components described in the assignment instructions.
Describes Additional Training Needed in Specific Areas of Communication
Total: 1.50
Distinguished - Fully describes additional training needed in specific areas of communication.
Proficient - Describes additional training needed in specific areas of communication. The description is slightly underdeveloped.
Basic - Partially describes additional training needed in specific areas of communication. The description is underdeveloped.
Below Expectations - Attempts to describe additional training needed in specific areas of communication; however, the description is significantly underdeveloped.
Non-Performance - The description of additional training needed in specific areas of communication is either nonexistent or lacks the comp ...
DescriptionTotal Possible Score 7.00Compares and Contrasts.docxtheodorelove43763
Description:
Total Possible Score: 7.00
Compares and Contrasts Kennedy’s Visual Literacy Definition With the Textbook Definition
Total: 1.00
Distinguished - Thoroughly compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison shows mastery of the concepts.
Proficient - Compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison shows a very good understanding of the concepts but minor details are missing.
Basic - Partially compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison shows a limited understanding of the concepts and relevant details are missing.
Below Expectations - Minimally compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison does not clearly show understanding of the material and significant details are missing.
Non-Performance - The comparison of Kennedy’s visual literacy definition with the textbook definition is either nonexistent or lacks the components described in the assignment instructions.
Identifies the Definition That Seems to Be Most Accurate in Today’s World and Discusses and Supports the Position
Total: 1.00
Distinguished - Identifies the definition that seems to be most accurate in today’s world and thoroughly discusses and supports the position with strong, relevant examples.
Proficient - Identifies the definition that seems to be most accurate in today’s world and discusses and supports the position with relevant examples. Minor details are missing.
Basic - Identifies the definition that seems to be most accurate in today’s world and partially discusses and supports the position with general examples. Relevant details are missing.
Below Expectations - Identifies the definition that seems to be most accurate in today’s world and attempts to discuss and support the position with examples; however, significant details are missing.
Non-Performance - The definition and supporting discussion are either nonexistent or lack the components described in the assignment instructions.
Explains How Visual Literacy Can Be Considered a Universal Language
Total: 1.00
Distinguished - Comprehensively explains how visual literacy can be considered a universal language. Expertly applies concepts and vocabulary from the text and/or additional scholarly research.
Proficient - Explains how visual literacy can considered a universal language. Sufficiently applies concepts and vocabulary from the text and/or additional scholarly research. Minor details are missing.
Basic - Briefly explains how visual literacy can be considered a universal language. Partially applies concepts and vocabulary from the text and/or additional scholarly research. Relevant details are missing.
Below Expectations - Attempts to explain how visual literacy can be considered a universal language; however, concepts and vocabulary from the text and/or additional scholarly re.
Now is the time when most of you are working on your final papers .docxcherishwinsland
Now is the time when most of you are working on your final papers for your BUS 119 course. I wanted to encourage you, acknowledge that this is a challenging assignment, and I wanted to give you a little help.
1) As you determine what kind of leader you're recruiting for in this paper, consider the parameters set down in the assignment -- justify the qualities you are seeking with a rationale that points back to the specific needs of the organization. If you say you are looking for a task-oriented leader, tell me what it is about the organization that requires this kind of leader. The announcement I posted last week covers this in depth.
2) Don't be afraid to get creative. Add more parameters -- is this a company that's had problems with community relations in the past? Has there been a major scandal to deal with in the past five years? Has a new competitor entered the marketplace? The more you can describe your company, the more you will be able to target the kind of leader you will need. The more creative you are, the higher your critical thinking score will probably be. Again, I know I've already said this, but I think it bears repeating.
3. If you need help creating citations for the sources on your reference page, or for in-text citations, you might try an automatic citation generator like
www.citationmachine.net (Links to an external site.)Links to an external site.
Just know that in order to get a correct citation on a site like this, the information you put into the generator must be correct.
4) For help with other aspects of APA style, you can go to the Library and Writing Center on the left side of your course home page. There's all kinds of other writing help there, as well.
5) For more help with writing, go the the Course Resources link on the left side of your course home page, where you'll find Writing Reviser and turnitin. I've mentioned these resources to you once before, but now may be the critical time when you need it.
6) Here's a sample paper (Links to an external site.)Links to an external site. that uses APA formatting.
7) Be sure to review the grading rubric. It will help you cover all the points that will be scored on your paper.
https://ashford.waypointoutcomes.com/assessment/4681/preview (Links to an external site.)Links to an external site.
The BEST of luck, everyone; I can't wait to read your papers. Have fun with this and write something that will make me laugh or cry or care!
Description:
Total Possible Score: 35.00
Explains What Being a Leader is and What Traits are Needed to Be an Effective Leader
Total: 4.00
Distinguished - Thoroughly explains what being a leader is and what traits are needed to be an effective leader.
Proficient - Explains what being a leader is and what traits are needed to be an effective leader. Minor details are missing.
Basic - Partially explains what being a leader is and what traits are needed to be an effective leader. Relevant details are missing.
Below Expectations .
SOC402.W5A1.07.2015
Description:
Total Possible Score: 25.00
Discusses the Chosen Issue from Both the Workplace and Societal Viewpoints,
Including the Positive and Negative Aspects of the Issue in Relation to the
Workplace, Society, and Workers, Especially the Unique Worker Groups who May be
Most Affected
Total: 6.00
Distinguished - Comprehensively discusses the chosen issue from both the
workplace and societal viewpoints, including the positive and negative aspects
of the issue in relation to the workplace, society, and workers, especially the
unique worker groups who may be most affected.
Proficient - Discusses the chosen issue from both the workplace and societal
viewpoints, including the positive and negative aspects of the issue in relation
to the workplace, society, and workers, especially the unique worker groups who
may be most affected. The discussion is slightly underdeveloped.
Basic - Minimally discusses the chosen issue from both the workplace and
societal viewpoints, including the positive and negative aspects of the issue in
relation to the workplace, society, and workers, especially the unique worker
groups who may be most affected. The discussion is underdeveloped.
Below Expectations - Attempts to discuss the chosen issue from both the
workplace and societal viewpoints, including the positive and negative aspects
of the issue in relation to the workplace, society, and workers, especially the
unique worker groups who may be most affected; however the discussion is
significantly underdeveloped.
Non-Performance - The discussion of the chosen issue from both the workplace and
societal viewpoints, including the positive and negative aspects of the issue in
relation to the workplace, society, and workers, especially the unique worker
groups who may be most affected is either nonexistent or lacks the components
described in the assignment instructions.
Analyzes how the Chosen Issue could be Positively Supported using Various Social
Controls
Total: 7.00
Distinguished - Comprehensively analyzes how the chosen issue could be
positively supported using various social controls.
Proficient - Analyzes how the chosen issue could be positively supported using
various social controls. The analysis is slightly underdeveloped.
Basic - Minimally analyzes how the chosen issue could be positively supported
using various social controls. The analysis is underdeveloped.
Below Expectations - Attempts to analyze how the chosen issue could be
positively supported using various social controls; however, the analysis is
significantly underdeveloped.
Non-Performance - The analysis of how the chosen issue could be positively
supported using various social controls are either nonexistent or lacks the
components described in the assignment instructions.
Recommends Interventions in these Areas as well as the P ...
DescriptionTotal Possible Score 30.00Introduction Thesi.docxtheodorelove43763
Description:
Total Possible Score: 30.00
Introduction/ Thesis Statement
Total: 2.00
Distinguished - Introduction and thesis statement are thoroughly and comprehensively developed, giving a clear direction and purpose of the paper.
Proficient - Introduction and thesis statement are clearly developed and provide some direction and purpose of the paper.
Basic - Introduction and thesis statement are present and somewhat provide direction and purpose of the paper.
Below Expectations - Introduction and thesis statement are present, but incomplete. The direction and purpose of the paper is unclear.
Non-Performance - The introduction and thesis statement are either nonexistent or lack the components described in the assignment instructions.
Company Overview
Total: 5.00
Distinguished - Provides an exceptionally clear and detailed company overview.
Proficient - Provides a clear company overview. Some minor relevant information is missing.
Basic - Provides a minimal company overview. Many relevant details are missing.
Below Expectations - Attempts to provide a company overview. The overview is somewhat incomplete and/or inaccurate.
Non-Performance - The company overview is either nonexistent or lacks the components described in the assignment instructions.
Diagnoses the Need for Change
Total: 7.00
Distinguished - Comprehensively and accurately diagnoses the need for change within the selected organization.
Proficient - Diagnoses the need for change within the selected organization. Some relevant details may be missing.
Basic - Minimally diagnoses the need for change within the selected organization. Many relevant details may be missing.
Below Expectations - Attempts to diagnose the need for change within the selected organization. The need for change may be insufficiently described and/or inaccurate.
Non-Performance - The diagnosis of the need for change is either nonexistent or lacks the components described in the assignment instructions.
Presents a Plan to Transform the Organization
Total: 7.00
Distinguished - Presents a well-structured, highly detailed, and perceptive plan to transform the organization. Effectively uses Kotter’s 8-Step Approach in the development of the plan.
Proficient - Presents a concise plan to transform the organization. Uses Kotter’s 8-Step Approach in the development of plan. The plan is lacking some detail.
Basic - Presents a brief plan to transform the organization. Somewhat uses Kotter’s 8-Step Approach in the development of the plan. The plan lacks detail and/or organizational structure.
Below Expectations - Attempts to present a plan to transform the organization. May not use all elements of Kotter’s 8-Step Approach in the development of the plan. The plan lacks significant detail and/or there is little organizational structure.
Non-Performance - The plan to transform the organization is either nonexistent or lacks the components described in the assignment instructions.
Conclusion
Total: 3.00.
AssignmentAnalysis of the Walt Disney CompanyRead the article,.docxedmondpburgess27164
Assignment
Analysis of the Walt Disney Company
Read the article, “The Walt Disney Company: A Corporate Strategy Analysis.” Evaluate the external environment (industry, market, and the general environment), and the internal situation (core competencies, brand reputation and loyalty, and customer-value proposition) of the Walt Disney company. Then, conduct a SWOT analysis detailing on the strengths, weaknesses, opportunities, and threats that may affect the organization. Finally, choose three or four areas from your SWOT analysis and explain why these areas are essential. (NOTE: This will become part of your final paper).
Your paper must include an introduction, a well-developed body, and a proper conclusion. Be sure to include a properly formatted reference page, using APA style as outlined in the Ashford Writing Center.
The paper
· Must be six to eight double-spaced pages in length (not including title and references pages) and formatted according to APA.
· Must include a separate title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must use at least three scholarly sources in addition to the course text.
· Must document all sources in APA style.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric below for the criteria that will be used to evaluate your assignment.
Grading Rubric
Total Possible Score: 7.00
Evaluates the External Environment and the Internal Situation of the Walt Disney Company
Total: 2.00
Distinguished - Thoroughly evaluates the external environment and the internal situation of the Walt Disney Company. The evaluation is fully supported with reference to the article and other scholarly sources.
Proficient - Evaluates the external environment and the internal situation of the Walt Disney Company. The evaluation is supported with reference to the article and other scholarly sources, but it is slightly underdeveloped.
Basic - Partially evaluates the external environment and the internal situation of the Walt Disney Company. The evaluation is minimally supported with reference to the article and other scholarly sources. The evaluation is underdeveloped.
Below Expectations - Attempts to evaluate the external environment and the internal situation of the Walt Disney Company; however, the evaluation is not supported with reference to the article and other scholarly sources and/or is significantly underdeveloped.
Non-Performance - The evaluation of the external environment and the internal situation of the Walt Disney Company is either nonexistent or lacks the components described in the assignment instructions.
Conducts a SWOT Analysis Detailing the Strengths, Weaknesses, Opportunities, and Threats That May Affect the Organization
Total: 1.00
Distinguished - Conducts a comprehensive SWOT analysis detailing the strengths, weaknesses, opportunit.
Each week’s assignment in this class will lead up to the Research .docxhasselldelisa
Each week’s assignment in this class will lead up to the Research Project in Week Six. Before you work on Week One’s assignment, preview the Research Project in Week Six so you understand the final outcome of this project. Also read this week’s lecture. If you are having a difficult time choosing your topic, please contact your instructor for assistance before the assignment is due.
In a one-to two-page paper (not including the title and reference pages), provide
Background information about your Research Project (i.e., why have you decided to do this research?).
The management dilemma. (i.e., what is the problem you are trying to solve with this research?)
The research question and a hypothesis.
A brief summary of previously conducted scholarly research on similar topics that you can find through the Ashford University Library.
Your paper must be formatted according to APA style
Provides Background Information About the Research Project
Total: 2.00
Distinguished - Provides comprehensive background information about the Research Project.
Proficient - Provides background information about the Research Project. Minor details are missing.
Basic - Provides limited background information about the Research Project. Relevant details are missing.
Below Expectations - Attempts to provide background information about the Research Project; however, significant details are missing.
Non-Performance - The background information provided about the Research Project is either nonexistent or lacks the components described in the assignment instructions.
Describes the Management Dilemma
Total: 2.00
Distinguished - Thoroughly describes the management dilemma.
Proficient - Describes the management dilemma. The description is slightly underdeveloped.
Basic - Somewhat describes the management dilemma. The description is underdeveloped.
Below Expectations - Attempts to describes the management dilemma; however, the description is significantly underdeveloped.
Non-Performance - The description of the management dilemma is either nonexistent or lacks the components described in the assignment instructions.
Develops a Research Question and Hypothesis
Total: 2.00
Distinguished - Develops an accurate and detailed research question and hypothesis.
Proficient - Develops an accurate research question and hypothesis. The research question or hypothesis is slightly underdeveloped.
Basic - Partially develops a research question and hypothesis. The research question and hypothesis is inaccurate and/or underdeveloped.
Below Expectations - Attempts to develop a research question and hypothesis; however, the research question and hypothesis are inaccurate and/or significantly underdeveloped.
Non-Performance - The research question and hypothesis developed are either nonexistent or lack the components described in the assignment instructions.
Provides a Summary of Previously Conducted Scholarly Research on Similar Topics
Total: 1.00
Distinguished - Provides a detailed .
Strategic Planning ProcessIn a four- to five-page paper (exc.docxdarwinming1
Strategic Planning Process
In a four- to five-page paper (excluding the title and references pages), discuss the strategic planning process. In your paper:
Explain the basic steps in the planning process.
Describe the steps in the decision-making process, and predict how the personal attributes of the manager influence decision making.
Predict how the steps of the strategic planning process and the environmental factors that influence decision making impact the quality-productivity-profitability link.
Your paper must include in-text citations and references from at least three scholarly sources, in addition to the text, and be formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)Links to an external site.
.
Description
:
Total Possible Score
: 7.00
Explains the Basic Steps in the Planning Process
Total: 2.00
Distinguished - Comprehensively explains the basic steps in the planning process. The explanation includes supportive scholarly sources and concepts from the text.
Proficient - Explains the basic steps in the planning process. The explanation includes supportive scholarly sources and concepts from the text but is slightly underdeveloped.
Basic - Partially explains the basic steps in the planning process. The explanation includes some supportive scholarly sources and concepts from the text, but is underdeveloped.
Below Expectations - Attempts to explain the basic steps in the planning process; however, the explanation does not include supportive scholarly sources and concepts from the text and/or is significantly underdeveloped.
Non-Performance - The explanation of the basic steps in the planning process is either nonexistent or lacks the components described in the assignment instructions.
Describing the Steps in the Decision-Making Process and Predicts how the Personal Attributes of the Manager Influence Decision Making
Total: 2.00
Distinguished - Comprehensively describes the steps in the decision-making process and predicts how the personal attributes of the manager influence decision making. The description includes supportive scholarly sources and concepts from the text.
Proficient - Describes the steps in the decision-making process and predicts how the personal attributes of the manager influence decision making. The description includes supportive scholarly sources and concepts from the text. The description is slightly underdeveloped.
Basic - Partially describes the steps in the decision-making process and somewhat predicts how the personal attributes of the manager influence decision making. The description includes some supportive scholarly sources and concepts from the text. The description is underdeveloped.
Below Expectations - Attempts to describe the steps in the decision-making process and predict how the personal attributes of the manager influence decision making; however, the description does not include supportive scholarly sources and concep ...
ANT353.W3A1.10.2014Description Total Possible Score 18.00.docxjustine1simpson78276
ANT353.W3A1.10.2014
Description:
Total Possible Score: 18.00
Organization: Introduction, Thesis Statement, and Conclusion
Total: 3.50
Distinguished - The paper is logically organized with a well-written introduction, thesis statement, and conclusion.
Proficient - The paper is logically organized with an introduction, thesis statement, and conclusion. One of these requires improvement.
Basic - The paper is organized with an introduction, thesis statement, and conclusion. The introduction, thesis statement, and/or conclusion require improvement.
Below Expectations - The paper is loosely organized with a well-written introduction, thesis statement, and conclusion. The introduction, thesis statement, and/or conclusion require much improvement.
Non-Performance - The introduction, thesis statement, and/or conclusion is either nonexistent or lacks the components described in the assignment instructions.
Examines Cultural and Historical Context of Gender and Sexuality
Total: 8.00
Distinguished - Thoroughly examines cultural and historical context of gender and sexuality. The examination is supported with scholarly sources.
Proficient - Examines cultural and historical context of gender and sexuality. The examination is supported with scholarly sources. Minor details are missing.
Basic - Briefly examines cultural and historical context of gender and sexuality. The examination is minimally supported with scholarly sources. Relevant details are missing.
Below Expectations - Attempts to examine cultural and historical context of gender and sexuality; however, the examination is not supported with scholarly sources and significant details are missing.
Non-Performance - The examination cultural and historical context of gender and sexuality is either nonexistent or lacks the components described in the assignment instructions.
Discusses Anthropological Analysis of Gender and Sexuality
Total: 4.00
Distinguished - Thoroughly discusses the anthropological analysis of gender and sexuality.
Proficient - Discusses the anthropological analysis of gender and sexuality. Minor details are missing.
Basic - Minimally discusses the anthropological analysis of gender and sexuality. Relevant details are missing.
Below Expectations - Attempts to discuss the anthropological analysis of gender and sexuality; however, significant details are missing.
Non-Performance - The discussion on the anthropological analysis of gender and sexuality is either nonexistent or lacks the components described in the assignment instructions.
Written Communication: Context of and Purpose for Writing
Total: 0.70
Distinguished - Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.
Proficient - Demonstrates sufficient application of organization and presentation of content. The purpose of the .
Week 6 Final Grading RubricDescription Total Possible Score.docxhelzerpatrina
Week 6 Final Grading Rubric
Description:
Total Possible Score: 23.00
Explains how One of the Key Landmark Cases Was Most Influential
Total: 3.25
Distinguished - Thoroughly explains how one of the key landmark cases was most influential in the field of special education.
Proficient - Explains how one of the key landmark cases was most influential in the field of special education. Minor details are missing or slightly underdeveloped.
Basic - Minimally explains how one of the key landmark cases was most influential in the field of special education. Relevant details are missing and/or underdeveloped.
Below Expectations - Attempts to explain how one of the key landmark cases was most influential in the field of special education; however, significant details are missing and underdeveloped.
Non-Performance - The explanation of how one of the key landmark cases was most influential in the field of special education is either nonexistent or lacks the components described in the assignment instructions.
Defines Ten Terms That Are Useful in Everyday Classroom Situations
Total: 3.25
Distinguished - Clearly and comprehensively defines ten terms that are useful in everyday classroom situations.
Proficient - Defines ten terms that will be most useful in everyday classroom practice. Minor details are unclear or slightly underdeveloped.
Basic - Defines at least eight terms that will be most useful in everyday classroom practice. Relevant details are unclear and/or underdeveloped.
Below Expectations - Attempts to define at least six terms that will be most useful in everyday classroom practice; however, significant details are missing and underdeveloped.
Non-Performance - The definitions of the terms that will be most useful in everyday classroom practice are either nonexistent or lack the components described in the assignment instructions.
Outlines the Importance of Formal and Informal Assessments
Total: 3.25
Distinguished - Fully outlines the importance of formal and informal assessments in driving instructional planning.
Proficient - Outlines the importance of formal and informal assessments in driving instructional planning. Minor details are missing.
Basic - Partially outlines the importance of formal and informal assessments in driving instructional planning. Relevant details are missing.
Below Expectations - Attempts to outline the importance of formal and informal assessment in driving instructional planning; however, significant details are missing.
Non-Performance - The outline of the important of formal and informal assessments in driving instructional planning is either nonexistent or lacks the components described in the assignment instructions.
Lists and Explains At Least Three Common Etiological Factors
Total: 3.25
Distinguished - Lists and thoroughly explains at least three common etiological factors of students with mild to moderate disabilities.
Proficient - Lists and explains three common etiological factors of students with mild ...
BUS370.W3A1.04.2021Description Total Possible ScoreVannaSchrader3
BUS370.W3A1.04.2021
Description:
Total Possible Score: 6.00
Identifies the Type of Change Occurring
Total: 1.00
Distinguished - Clearly and accurately identifies the type of change occurring.
Proficient - Identifies the type of change occurring. Minor details are slightly unclear or inaccurate.
Basic - Vaguely identifies the type of change occurring. Relevant details are unclear and/or inaccurate.
Below Expectations - Attempts to identify the type of change occurring; however, significant details are unclear and inaccurate.
Non-Performance - The identification of the type of change occurring is either nonexistent or lacks the components described in the assignment instructions.
Develops the Action Research Process
Total: 1.00
Distinguished - Comprehensively develops the action research process.
Proficient - Develops the action research process. Minor details are missing.
Basic - Partially develops the action research process. Relevant details are missing.
Below Expectations - Attempts to develop the action research process; however, significant details are missing.
Non-Performance - The development of the action research process is either nonexistent or lacks the components described in the assignment instructions.
Selects the Diagnostic Process for the Planning Phase and Defends the Reasoning for the Choice
Total: 1.00
Distinguished - Selects the appropriate diagnostic process for the planning phase and clearly defends the reasoning for the choice.
Proficient - Selects the diagnostic process for the planning phase and defends the reasoning for the choice. Minor details are missing or slightly unclear.
Basic - Selects a somewhat appropriate diagnostic process for the planning phase and partially defends the reasoning for the choice. Minor details are missing and/or slightly unclear.
Below Expectations - Attempts to select a diagnostic process for the planning phase and defend the reasoning for the choice; however, significant details are missing and unclear.
Non-Performance - The selection of a diagnostic process for the planning phase and defense of the reasoning for the choice are either nonexistent or lack the components described in the assignment instructions.
Classifies the Intervention Type
Total: 0.50
Distinguished - Accurately classifies the intervention type.
Proficient - Classifies the intervention type. Minor details are inaccurate.
Basic – Vaguely classifies the intervention type. Relevant details are inaccurate.
Below Expectations - Attempts to classify the intervention type; however, significant details are inaccurate.
Non-Performance - The classification of the intervention type is either nonexistent or lacks the components described in the assignment instructions.
Defines How to Implement the Intervention Type
Total: 0.50
Distinguished - Thoroughly defines how to implement the intervention type.
Proficient - Defines how to implement the intervention ...
Research ProjectFocus of the Research ProjectThe final version.docxmackulaytoni
Research Project
Focus of the Research Project
The final version of your Research Project should be 10 to 12 double-spaced pages (not including the title page, reference page, tables, appendices, etc.). The paper will be an original business research project that tests a hypothesis of your choice. The research can relate to your place of current/previous employment or other contexts of interest. Sample topics could include, but are not limited to:
•
Manufacturing quality/cost improvement
•
Service quality improvement
•
Systems design
•
Accounts receivable/billing/accounts receivable aging
•
Marketing/advertising Issues
•
Sales of goods
•
Investments
•
Product safety
•
Workplace safety
•
Labor pools
•
Human resources matters of broad concern
•
Population studies
For your Research Project, you will be combining all parts that you have worked on from Weeks One through Five. Your paper should be formatted as follows:
•
Part 1: Introduction
◦
Background information about your research project (Week One)
◦
Describe the management dilemma (Week One)
◦
Ethical Concerns (Week Two)
◦
Develop and explain your hypothesis (Week One)
•
Part 2: Literature review
◦
Background research on at least three scholarly sources (Week One)
•
Part 3: Data
◦
Secondary data (Week Three)
◦
Measurement benchmark and scales (Week Three)
◦
Plans for using observations, focus groups, interviews, or surveys (Week Four)
◦
Plans for analyzing data (Week Five)
◦
Plans for how to analyze results (Week Five)
•
Part 4: Results
◦
Summarize and display the results of your research. Provide charts, graphs, tables, and so forth, as they might apply to your research.
◦
State whether you reject or fail to reject the null hypothesis based on your study; explain.
•
Part 5: Conclusion
◦
Summarize the entire study and reflect on it
▪
Consider the “take-home” message that management and other decision makers can use from this research to make informed business decisions.
▪
Include the strengths and weaknesses of the study and suggestions for future research.
•
Part 6: References
◦
Include a separate references page and cite all references within the text of the paper.
•
Part 7: Appendix
◦
If applicable
Writing the Research Project
The Research Project
•
Must be 10 to 12 double-spaced pages in length (not including the title page, reference page, tables, appendices, etc.) and formatted according to APA style
•
Must include a separate title page with the following:
◦
Title of paper
◦
Student’s name
◦
Course name and number
◦
Instructor’s name
◦
Date submitted
•
Must begin with an introductory paragraph that has a succinct thesis statement.
•
Must address the topic of the paper with critical thought.
•
Must end with a conclusion that reaffirms your thesis.
•
Must use at least three scholarly sources from the Ashford University Library, in addition to the text.
•
Must document all sources in APA style
•
Must include a separate reference page th.
Childrens StoryKnowing how to address a variety of situations in .docxTawnaDelatorrejs
Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
Outline a specific plan for addressing the discipline or guidance scenario.
Explain how your plan would support the teaching approach/setting.
Describe how you will create an effective partnership with parents to address the discipline or guidance scenario.
Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
Ashford 3: - Week 2 - Assignment
Global Supply Chain Management: Quality Strategy
This assignment is based on a case study that is in Ashford University’s library. Please read Soltani, Azadegan, Liao, and Phillips (2011) which may be found in the Ashford University library (EBSCO database). You are the senior executive in charge of supply chain management for the focal firm or buyer in the United States. M-case and H-case are two important suppliers for your firm. The CEO of the focal firm wants action. The CEO has asked you to respond to the following statements.
Examine the problems and causes that may contribute to low quality throughout the supply chain. Soltani, et al. (2011) recommended that the leadership in the focal firm or buyer select good partners, ensure cooperation, and motivate loyalty to the buyer.
Describe how you would implement the recommendations developed in the case study.
Propose changes to the supplier contract in order for the supply chain to be successful.
Submit your three to four-page paper (not including the title and reference pages) written according to APA style as shown in the approved style guide. The CEO has also asked you to include two scholarly sources in addition to the textbook to support your answers.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 9.00
Examines the Problems and Causes That Contribute to Low Quality Throughout the Supply Chain
Total: 3.00
Distinguished - Comprehensively examines the problems and causes that contribute to low quality throughout the supply chain.
Proficient - Examines the problems and causes that contribute to low quality throughout the supply chain. Minor details are missing.
Basic - Partially examines the problems and the causes that contribute to low quality throughout the supply chain. Relevant details are missing.
Below Expectations - Attempts to examine the problems and causes that contribute to low quality throughout the supply chain; however, significant details are missing.
Non-Performance - The examination of the problems and causes that contribute to low quality is either nonexistent or lacks the components described in the assignment instructions.
Describes How to Implement the Recommendations Developed in the Case Study
Total: 2.00
Distinguished - Thoroughly describes how to implement the recommendations developed in the case study.
Proficient - Describes how to implement the recommendations developed in the case study. The description is slightly underdeveloped.
Basic - Vaguely describes how to implement the recommendations developed in the case study. The description is underdeveloped.
Below Expectations - Attempts to describe how to implement the recommendations developed in the case study; however, the description is significantly underdeveloped.
Non-Performance - The description of how to implement the recommendations is either nonexistent or lacks the compo.
Similar to MGT380.W5A1.08.2014Description .docx (20)
In a 250-300 word response, critically examine your personal level o.docxjoyjonna282
In a 250-300 word response, critically examine your personal level of intercultural communication competence. Is it important for you to achieve a certain level of intercultural communication competence? Would enhanced intercultural communication competence help you personally? Professionally? Academically? Include examples in your submission and use at least one resource to support your key points. Respond to at least two of your fellow students' posts.
.
In a 10 –12 page paper, identify and analyze the benefits and challe.docxjoyjonna282
In a 10 –12 page paper, identify and analyze the benefits and challenges that are associated with biometric evidence in the criminal justice system. Include at least 3 techniques in your paper, and use at least 2 case studies to support your position. Consider the following questions when drafting your paper:
How do courts determine if evidence is reliable and valid before allowing it into testimony?
What is the role of the Frye standard or Daubert standard in determining whether or not the courts will accept biometric evidence?
What rules does your state use in this regard?
How reliable is fingerprint evidence? Consider examples of its use in criminal courts.
How do other biometrics compare to the reliability and validity of fingerprint evidence?
What are some of the challenges associated with lower forms of biometrics, such as facial recognition, and acceptance as evidence in court?
What is the role of the expert witness related to biometric evidence in court?
Be sure to provide in-text citation and references
.
In a 1-2 page Microsoft Word document, discuss the following case st.docxjoyjonna282
In a 1-2 page Microsoft Word document, discuss the following case study:
When Alexander and Deborah married, Alexander owned a duplex in a community property state. They lived in one side of the duplex. They saved their money and bought a lake lot as tenants by the entirety. Deborah failed to pay the loans she took out from Savings Bank prior to her marriage to pay for college. The bank claimed the duplex, the lake lot and their savings.
Discuss the likelihood of success on the bank's claims against the properties.
.
In a 16–20 slide PowerPoint presentation (excluding title and refere.docxjoyjonna282
In a 16–20 slide PowerPoint presentation (excluding title and reference slides) provide information as well as analyze the roles of the following areas in criminal justice leadership strategies and practices:
Organizational culture
Behavioral theory
Planning
Community relations
Your presentation should include, at a minimum, 4 slides, with speaker notes, for each topic.
.
In a 1-2 page Microsoft Word document, using APA, discuss the follow.docxjoyjonna282
In a 1-2 page Microsoft Word document, using APA, discuss the following case study:
When Alexander and Deborah married, Alexander owned a duplex in a community property state. They lived in one side of the duplex. They saved their money and bought a lake lot as tenants by the entirety. Deborah failed to pay the loans she took out from Savings Bank prior to her marriage to pay for college. The bank claimed the duplex, the lake lot and their savings.
Discuss the likelihood of success on the bank's claims against the properties.
.
In a 1-2 page paper, discuss how the government, the media, and the .docxjoyjonna282
In a 1-2 page paper, discuss how the government, the media, and the public affect a health care organization's integration of data. Give specific examples of all three entities influencing the integration of data.
Include at least two research sources in your paper and cite them in a References page at the end in APA format. As in all writing assignments, follow standard mechanics in writing, grammar, punctuation, and spelling.
Submit your completed assignment to the drop box below. Please check the
Course Calendar
for specific due dates.
.
In 2010, plans were announced for the construction of an Islamic cul.docxjoyjonna282
In 2010, plans were announced for the construction of an Islamic cultural center, named Cordoba House, in lower Manhattan in the vicinity of where the September 11, 2001 attacks on the World Trade Center occurred. This announcement stirred up a storm of activity by groups and individuals supporting and opposing the proposal, and in early 2011, a plea by the American Center for Law and Justice was entered in the New York State Supreme Court to stop the construction. In this Discussion Board please respond to the following questions:
In 5–6 paragraphs, address the following:
What are the complaints and concerns of those who oppose construction of this building in its proposed location?
Do you agree? Why, or why not?
What are the counter-claims being made by those who support construction of this building in its present location?
Do you agree? Why, or why not?
What is the specific issue in the court case?
What activities (protests, letters to the editor, blog posts, petitions, opinion polls, etc.) are underway related to this issue? Explain.
Do you think these activities are likely to have an impact on the Court’s decision? Why, or why not?
.
In 2011, John Jones, a middle school social science teacher began .docxjoyjonna282
In 2011, John Jones, a middle school social science teacher began a unit on the American election process. He began with an introduction of political parties from the revolution to present day. At the end of the politically-balanced unit, students participated in mock debates as candidates from each party and ultimately held a mock presidential election in his classroom.
After the votes were counted and a winner determined, one of his students asked Mr. Jones who he was planning to vote for in the “real” election. He answered the question in age-appropriate language and, when prompted, explained why. He reminded his students that voting was not only a reflection of personal beliefs, but a responsibility as a citizen of the United States.
When Janie Johnson got home from school that day, she noticed – for the first time – signs in her neighbor's front yards supporting one of the presidential candidates. At dinner she asked her parents who they planned to vote for. Their choice differed significantly from her teacher’s. Janie’s father was quite upset at Janie’s explanation of the other candidate. To him, it was not Mr. Jones’ job as her teacher her to “put those kinds of ideas in her head.” The next day he called the principal demanding that Mr. Jones be removed from the classroom.
You are the principal.
1. What do you tell the father? Why?
2. What, if anything, do you say to Mr. Jones, the teacher? Why?
You are Mr. Jones.
1. Have you done anything wrong?
2. What court case(s) would you cite in your behalf? Be specific. Cite the case name, court ruling, or law.
Answer the following questions:
1. Who was Pickering and why is he important?
2. A teacher speaks out at a rally against FCAT. This is not the first “FIRE FCAT” rally held in this community. Can her statement be protected by the First Amendment? Under what circumstances?
3. A student sees a picture of math teacher James Johnson in his KKK garb that Johnson posts on his facebook page. Can Johnson be fired because of his KKK membership? Why or why not?
4. After their honeymoon Jane Jones and her new husband Jason return to their teaching jobs at JFK Middle School. At lunch that day the principal informs them that one of them must transfer to a new school. Can the principal do this? Why or why not?
Chapter 10 covers several topics, chief among which is teachers’ rights. There are three main court cases which address free speech:
· Pickering v. Board of Education
· Connick v. Myers
· Garcetti v. Ceballos
In order to respond to the questions, you will have to do some research on your own.Ask yourself this question: “Is the employee speaking as a private citizen or as an employee?”
Question 1 : What is the main difference between the Pickering decisions and the Garcetti decision? Where does the Connick decision fit in?
Question 2: A special education teacher complains to his principal that the school is violating federal law in trying to meet the n.
In 5-7 pages (double-spaced,) provide a narrative explaining the org.docxjoyjonna282
In 5-7 pages (double-spaced,) provide a narrative explaining the organization’s origins, ideology, goals & objectives. Include a discussion on the leadership, funding, and capabilities such as physical bases or operating/support location(s), personnel strengths, training programs, and communications methods. Lastly, it would be helpful to provide a description of known and suspected weapons/lethal agents and delivery methods, procedures used in prior attacks, propaganda, surveillance methods, and significant events/dates that may be used in attack planning
.
In 2004 the Bush Administration enacted changes to the FLSA and the .docxjoyjonna282
In 2004 the Bush Administration enacted changes to the FLSA and the way overtime is paid. These changes are said to have impacted millions of working Americans. The Act addresses who and how overtime is paid. It is also felt that more changes are still needed.
Using an Internet search, find the enactment highlights of 2004 and future proposed changes. Who is impacted, positively or negatively? How do you feel this impacts you? Were these changes long overdue, or do you think this is just a way for workers to work more hours without the employer being responsible for premium pay?
.
In 200-250 wordsGiven the rate of technological chang.docxjoyjonna282
*****In 200-250 words****
Given the rate of technological change and global market pressures, there is considerable change and uncertainty in many organizations. Organizational value is determined more by knowledge (intellectual capital) rather than the traditional factors of productions (land, labor and capital).
1.
Review the concept of knowledge management and how human resources can create the conditions for the effective sharing of knowledge within and throughout the organization.
****Please use one reference which includes in-text citation****
.
in 200 words or more..1 do you use twitter if so , how often do.docxjoyjonna282
in 200 words or more..
1/ do you use twitter ?if so , how often do you tweet , and what do you tweet about ? if not , explain why you chose not to participate in this social medium
2/ when you post something online , do you think carefully about what you are about to post and how it might sound to others ? do you and react to your post ? or do you shoot from the hip , writeing whatever comes to mind ? explain
.
In 200 words or more, answer the following questionsAfter reading .docxjoyjonna282
In 200 words or more, answer the following questions
After reading David Mitchel's "Branding in Pop Culture" discuss how pop culture "brand" certain products. Do you find that you gravitate toward one product over another, similar one because of the pop culture branding associated with it? Explain.
.
In 2005, serial killer Dennis Rader, also known as BTK, was arrested.docxjoyjonna282
In 2005, serial killer Dennis Rader, also known as BTK, was arrested and convicted of murdering 10 people in Kansas between the years of 1974 and 1991. Further research this incident using quality and reputable resources.
Write a two to three (2-3) page paper in which you:
Explicate how digital forensics was used to identify Rader as a suspect and lead to more concrete physical evidence.
Describe in detail the digital evidence that was uncovered from the floppy disk obtained from Rader. Discuss why you believe it took so many years to find concrete evidence in order to build a case against Rader.
Explain how the acquisition of digital evidence aided the investigation and whether or not you believe Rader would’ve been a person of interest if the floppy disk evidence wasn’t sent.
Identify the software that was used by the authorities to uncover the evidence and summarize how this software can be used for digital forensics and evidence collection.
Use at least two (2) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
.
In 2003, China sent a person into space. China became just the third.docxjoyjonna282
In 2003, China sent a person into space. China became just the third country to do so. It sent a spaceship to go around Earth 14 times. It took less than a day. It was very important. China had never tried this before. Most countries do not send people into space. It costs a lot of money. China wanted to show the world that it could do it. China was proud to send people into space.
The trip to space was _________ for them.
.
In 250 words briefly describe the adverse effects caused by exposure.docxjoyjonna282
In 250 words briefly describe the adverse effects caused by exposure to radiation. Include some specific exposure levels associated with these significant health effects. Lastly, give some examples of measured radiation levels associated with the Three Mile Island incident in the U.S. and in the Chernobyl incident in the Soviet Union. Provide your reference source(s). (Wikipedia is not an accepted reference source.)
.
In 2.5 pages, compare and contrast health care reform in two differe.docxjoyjonna282
In 2.5 pages, compare and contrast health care reform in two different states. Your paper should include a minimum of three specific examples of similarities or differences in health care reform in the two states.
Example:
One possibility would be to compare Maine's health care reform in 2003 to Tennessee's 1994 health care reform known as "TennCare."
APA FORMAT
APA REFERENCES
.
In 2014 Virginia scientist Eric Betzig won a Nobel Prize for his res.docxjoyjonna282
In 2014 Virginia scientist Eric Betzig won a Nobel Prize for his research in microscope technology. Since receiving the award, Betzig has improved the technology so that cell functions, growth and even movements can now be seen in real time while minimizing the damage caused by prior methods. This allows the direct study of living nerve cells forming synapses in the brain, cells undergoing mitosis and internal cell functions like protein translation and mitochondrial movements.
Your assignment is to write a Python program that
graphically
simulates viewing cellular organisms, as they might be observed using Betzig’s technology. These simulated cells will be shown in a graphics window (representing the field of view through Betzig’s microscope) and must be animated, exhibiting behaviors based on the
“Project Specifications” below
. The simulation will terminate based on user input (a mouse click) and will include two (2) types of cells,
Crete
and
Laelaps
, (
pronounced
KREET
and
LEE
-
laps
).
Crete
cells should be represented in this simulation as three (3) small green circles with a radius of 8 pixels. These cells move nonlinearly in steps of 1-4 graphics window pixels. This makes their movement appear jerky and random.
Crete
cells cannot move outside the microscope slide, (the ‘
field
’), so they may bump along the borders or even wander out into the middle of the field at times. These cells have the ability to pass “through” each other.
A single red circle with a radius of 16 pixels will represent a
Laelaps
cell in this simulation.
Laelaps
cells move across the field straight lines, appearing to ‘bounce’ off the field boundaries.
Laelaps
sometimes appear to pass through other cells, however this is an optical illusion as they are very thin and tend to slide over or under the other cells in the field of view.
Project Specifications: ====================
Graphics Window
500 x 500 pixel window
White background
0,0 (x,y) coordinate should be set to the lower left-hand corner
Crete
Cells
Three (3) green filled circles with radius of 8 pixels
Move in random increments between -4 and 4 pixels per step
Movements are not in straight lines, but appear wander aimlessly
Laelaps
Cells
One (1) red filled circle with a radius of 16 pixels
Move more quickly than Crete cells and in straight lines
The Laelaps cell should advance in either -10 or 10 pixels per step
TODO #1: Initialize the simulation environment ========================================
Import any libraries needed for the simulation
Display a welcome message in the Python Shell. Describe the program’s functionality
Create the 500 x 500 graphics window named “
Field
”
Set the
Field
window parameters as specified
TODO #2: Create the
Crete
cells –
makeCrete()
========================================
Write a function that creates three green circle objects (radius 8) and stores them in a list
Each entry of the list represents one
Crete
cell
The.
In 200-300 words - How is predation different from parasitism What.docxjoyjonna282
In 200-300 words - How is predation different from parasitism? What structures and behavior aid the predaceous insect to be successful? Please give an example.
In 200-300 words-
Why is an understanding of metamorphosis crucial to identifying adult insects? Provide examples where knowing development patterns can prevent incorrect identification.
.
In 3 and half pages, including a title page and a reference page, di.docxjoyjonna282
In 3 and half pages, including a title page and a reference page, discuss various methods of establishing the identity of a murder victim.
In your discussion include an explanation of methods used to identify the dead when only teeth and bones of the victim are available for examination.
Use materials from the text and/or any outside resources to support your response.
.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
2. Total: 3.50
Distinguished - Expertly applies one of the leadership theories
by fully
explaining how the theory works and includes at least one
detailed, relevant
example. Demonstrates a thorough understanding of the theory.
Proficient - Accurately applies one of the leadership theories by
providing a
sufficient explanation of how the theory works and includes a
relevant example.
Demonstrates a sufficient understanding of the theory.
Basic - Applies one of the leadership theories by providing a
rudimentary
explanation of how the theory works and includes an example
3. that may not be
completely relevant. Demonstrates a rudimentary understanding
of the theory.
Below Expectations - Attempts to explain one of the leadership
theories.
Explanation may be lacking in substance, contain a completely
irrelevant
example, or contain no example at all. Demonstrates a lack of
understanding of
the theory.
Non-Performance - The paper is either nonexistent or fails to
apply one of the
leadership theories, explain how the theory works and provide
an example.
4. Power and Influence of Leader
Total: 4.50
Distinguished - Provides a fully developed and expertly crafted
analysis of the
power and influence the leader has on followers. Includes the
reaction from
followers and the possibility of alternatives. Expertly applies
the concepts of
leadership from the text.
Proficient - Provides a sufficiently developed analysis of the
power and
influence the leader has on followers. Includes the reaction
from followers and
the possibility of alternatives. Sufficiently applies the concepts
of leadership
5. from the text.
Basic - Provides an analysis of the power and influence the
leader has on
followers. Analysis includes the reaction from followers and the
possibility of
alternatives, but is not fully developed. Shows a rudimentary
application of the
concepts of leadership from the text.
Below Expectations - Attempts to provide an analysis of the
power and influence
the leader has on followers. Analysis is underdeveloped, does
not include the
reaction of followers, and/or the possibility of alternatives.
Shows little
application of the concepts of leadership from the text.
6. Non-Performance - The paper is either nonexistent or fails to
provide an
analysis of the power and influence the leader has on followers.
Evaluate Transformational and Transactional Leadership
Total: 4.50
Distinguished - Thoroughly evaluates the role and effectiveness
of transactional
and transformational leadership, providing detailed and specific
examples.
Answer displays an expert understanding of both transactional
and
transformational leadership.
7. Proficient - Evaluates the role and effectiveness of transactional
and
transformational leadership, providing relevant examples. Some
relevant details
are missing. Answer displays a sufficient understanding of both
transactional
and transformational leadership.
Basic - Evaluates the role and effectiveness transactional and
transformational
leadership using general examples. Many relevant details are
missing. Answer
displays a rudimentary understanding of both transactional and
transformational
leadership.
Below Expectations - Attempts to provide an evaluation of the
role and
effectiveness of transactional and transformational leadership.
8. Uses vague or
inapplicable examples.
Non-Performance - The paper is either nonexistent or fails to
evaluate the role
of transformational and transactional leadership.
Assess the Traits of an Effective Team Leader
Total: 4.50
Distinguished - Expertly assesses the traits and characteristics
of an effective
team leader by providing relevant and specific examples.
Applies specific
9. concepts covered in the text.
Proficient - Assesses the traits and characteristics of an
effective team leader
by providing relevant, but general, examples. Applies concepts
covered in the
text, but details are missing.
Basic - Assesses the traits and characteristics of an effective
team leader by
providing examples that may not be completely relevant.
Applies general concepts
covered in the text, but their applicability is not entirely clear.
Below Expectations - Attempts to assess the traits and
characteristics of an
effective team leader. Does not include any examples or
includes irrelevant
10. examples. Does not apply concepts covered in the text.
Non-Performance - The paper is either nonexistent or fails to
assess the traits
and characteristics of an effective team leader.
Explains How the Leadership Supports Organization
Total: 4.50
Distinguished - Thoroughly and logically explains how the
leadership supports
the vision, mission, and strategy in the organization. Expertly
applies the
11. concepts outlined in the text, demonstrating a comprehensive
understanding of
the concepts.
Proficient - Sufficiently explains how the leadership supports
the vision,
mission, and strategy in the organization. Some relevant details
are missing.
Applies some concepts outlined in the text, demonstrating an
understanding of
the concepts.
Basic - Explains how the leadership supports the vision,
mission, and strategy
in the organization. Many relevant details are missing. Applies
few concepts
outlined in the text, demonstrating a rudimentary understanding
of the concepts.
12. Below Expectations - Attempts to describe how the leadership
supports the
vision, mission, and strategy in the organization, but fails to
show an
understanding of the concepts from the text.
Non-Performance - The paper is either nonexistent or fails
explain how the
leadership supports vision, mission and strategy in the
organization.
Changes to be Made in Organization
Total: 4.50
13. Distinguished - Provides at least two entirely logical and
feasible examples of
potential changes to the organization and fully explains the
rationale behind
these changes.
Proficient - Provides at least one sufficiently logical and
feasible example of
a potential change to the organization and explains the rationale
behind it.
Basic - Provides at least one example of a potential change to
the organization
and briefly explains the rationale behind it. Example may not be
completely
applicable.
Below Expectations - Provides at least one example of a
14. potential change to the
organization, but fails to explain the rationale behind it.
Non-Performance - The paper is either nonexistent or fails to
provide an example
of a potential change to the organization.
Creative Thinking: Solving Problems
Total: 0.50
Distinguished - Develops a logical, consistent plan to solve a
problem,
identifies consequences of the solution, and can clearly
communicate the reason
15. for choosing the solution.
Proficient - Carefully chooses among alternatives, develops a
logical,
consistent plan to problem solving.
Basic - Takes into account and eliminates less acceptable
approaches to problem
solving.
Below Expectations - Takes into account a single approach and
uses the approach
to problem solving.
Non-Performance - The assignment is either nonexistent or
lacks the components
16. described in the instructions.
Critical Thinking: Explanation of Issues
Total: 1.00
Distinguished - Clearly and comprehensively explains in detail
the issue to be
considered, delivering all relevant information necessary for
full
understanding.
Proficient - Clearly explains in detail the issue to be considered,
delivering
17. enough relevant information for an adequate understanding.
Basic - Briefly recognizes the issue to be considered, delivering
minimal
information for a basic understanding.
Below Expectations - Briefly recognizes the issue to be
considered, but may not
deliver additional information necessary for a basic
understanding.
Non-Performance - The assignment is either nonexistent or
lacks the components
described in the instructions.
18. Written Communication: Control of Syntax and Mechanics
Total: 1.00
Distinguished - Displays meticulous comprehension and
organization of syntax and
mechanics, such as spelling and grammar. Written work
contains no errors, and is
very easy to understand.
Proficient - Displays comprehension and organization of syntax
and mechanics,
such as spelling and grammar. Written work contains only a few
minor errors, and
is mostly easy to understand.
19. Basic - Displays basic comprehension of syntax and mechanics,
such as spelling
and grammar. Written work contains a few errors, which may
slightly distract the
reader.
Below Expectations - Fails to display basic comprehension of
syntax or
mechanics, such as spelling and grammar. Written work
contains major errors,
which distract the reader.
Non-Performance - The assignment is either nonexistent or
lacks the components
described in the instructions.
20. APA Formatting
Total: 0.50
Distinguished - Accurately uses APA formatting consistently
throughout the
paper, title and reference page.
Proficient - Exhibits APA formatting throughout the paper.
However, layout
contains a few minor errors.
Basic - Exhibits basic knowledge of APA formatting throughout
the paper.
However, layout does not meet all APA requirements.
21. Below Expectations - Fails to exhibit basic knowledge of APA
formatting. There
are frequent errors, making the layout difficult to distinguish as
APA.
Non-Performance - The assignment is either nonexistent or
lacks the components
described in the instructions.
Page Requirement
Total: 0.50
Distinguished - The paper meets the specific page requirement
22. stipulated in the
assignment description.
Proficient - The paper closely meets the page requirement
stipulated in the
assignment description.
Basic - The paper meets over half of the page requirement.
Below Expectations - A fraction of the page requirement is
completed.
Non-Performance - The assignment is either nonexistent or
lacks the components
described in the instructions.
23. Resource Requirement
Total: 0.50
Distinguished - Provides ample resources and uses the correct
number of sources
from the specified search agents.
Proficient - Provides the approximate number of sources, while
using some of the
correct search agents specified in the assignment instructions.
Basic - Provides over half of the sources required in the
24. assignment
instructions.
Below Expectations - Provides inadequate number of resources
and does not
include sources from specified search agents.
Non-Performance - The assignment is either nonexistent or
lacks the components
described in the instructions.
Powered by
var _gaq = _gaq || []; _gaq.push(['_setAccount', 'UA-
19803462-1']);
25. _gaq.push(['_setDomainName', '.waypointoutcomes.com']);
_gaq.push(['_trackPageview']); (function () { var ga =
document.createElement('script'); ga.type = 'text/javascript';
ga.async = true;
ga.src = ('https:' == document.location.protocol ? 'https://ssl' :
'http://www')
+ '.google-analytics.com/ga.js'; var s =
document.getElementsByTagName('script')[0];
s.parentNode.insertBefore(ga, s);
})();
Chapter 1 Defining Public Relations
Chapter Objectives
· 1. To define the practice of public relations and underscore its
importance as a valuable and powerful societal force in the 21st
century.
· 2. To explore the various publics of public relations, as well
as the field’s most prominent functions.
· 3. To underscore the ethical nature of the field and to reject
the notion that public relations practitioners are employed in the
practice of “spin.”
· 4. To examine the requisites—both technical and attitudinal—
that constitute an effective public relations professional.
FIGURE 1-1 Public relations worrier.
On the first anniversary of his death, Osama bin Laden was
remembered by anti-U.S. protestors in Pakistan.
26. (Photo: MUSA FARMAN/EPA/Newscom)
The year 2012 was a perplexing one for the practice of public
relations.
On the one hand, after a century of high-level public relations
activity, the field still struggled with defining itself, so much so
that an effort by the Public Relations Society of America
(PRSA) to reach a common definition was greeted, as The New
York Times put it, with “widespread interest, along with not a
small amount of sniping, snide commentary and second-
guessing.”1 The PRSA received 927 suggested definitions from
public relations professionals, academics, students, and the
general public. Finally, in March, the winning definition was
selected:
· Public relations is a strategic communication process that
builds mutually beneficial relationships between organizations
and their publics.
Not bad, although practitioners still grumbled and even the CEO
of PRSA admitted, “Like beauty, the definition of ‘public
relations’ is in the eye of the beholder.”2
On the other hand, the power and value of public relations in
the 21st century wasn’t at issue; indeed, most accepted that the
practice of public relations had become one of society’s most
potent forces.
The greatest testimony to that reality came from none other than
the late, and not-so-great, former Al Qaeda terrorist-in-chief
Osama bin Laden (Figure 1-1). According to letters unearthed
from bin Laden’s last-stand compound in Abbottabad, Pakistan,
a year after the terrorist was taken out by Navy SEALs, bin
Laden spent his last months on the planet fretting about public
relations. Among the bearded bomber’s most pressing concerns
were the following:
· ■ He contemplated ways to improve news media coverage,
souring on MSNBC and favoring ABC News.
· ■ He worried about his place in history, writing “some in the
media and among historians will construct a history for me,
using whatever information they have, regardless of whether
27. their information is accurate or not.”
· ■ He was deeply concerned about Al Qaeda’s image and
contemplated a name change to give the group a more religious
ring.
Finally, bin Laden argued that Al Qaeda attacks on Muslims in
Muslim countries “would lead us to winning several battles
while losing the war at the end,” which, thankfully, he did.3
In the 21st century, few societal forces are more powerful than
the practice of public relations, especially when combined with
social media—the agglomeration of Facebook and Twitter
messages, email, cell phone photos, blogs, wikis, Web casting,
RSS feeds, and all the other emerging technologies of the World
Wide Web.
Together, the combination of the two—social media and public
relations—has revolutionized the way organizations and
individuals communicate to their key constituent publics around
the world.
Indeed, revolution was the watchword in the “Arab Spring” of
2011 when a wave of demonstrations, sparked by public
relations messages on social media, brought down despotic
rulers throughout the Arab world, from Tunisia to Egypt, from
Libya to Yemen (Figure 1-2). Social media channels and public
relations techniques combined to organize, communicate, and
raise awareness to beat back state-sanctioned repression.
In the 21st century, even terrorists understood the impact of
public relations messages and the reach of the World Wide Web
to deliver them.
But what is public relations, anyway?
That is the question the PRSA tackled in 2012 and is still asked,
even by many of the 200,000-plus people in the United States
and the thousands of others overseas who practice public
relations.
In a society overwhelmed by communications—from traditional
and increasingly threatened newspapers and magazines, to 24/7
talk radio and broadcast and cable television, to nontraditional
social media, instant messages, blogs, podcasts, wikis, and
28. assorted other Internet exotica—the public is bombarded with
nonstop messages of every variety. The challenge for a
communicator is to cut through this clutter to deliver an
argument that is persuasive, believable, and actionable.
The answer, more often than not today, lies in public relations.
Stated another way, in the 21st century, the power, value, and
influence of the practice of public relations have never been
more profound.
FIGURE 1-2 Social media revolution.
Protestors gathered in Tahrir Square, focal point of Egypt’s
2011 transfer of power. A year later, the country held its first
democratic presidential election.
(Photo: ZUMA Press/Newscom)
Prominence of Public Relations
In the initial decade of the 21st century, public relations as a
field has grown immeasurably both in numbers and in respect.
Today, the practice of public relations is clearly a growth
industry.
· ■ In the United States alone, public relations is a multibillion-
dollar business practiced by 320,000 professionals, according to
the U.S. Bureau of Labor Statistics. Furthermore, the Bureau
says that “employment of public relations managers and
specialists is expected to grow by 21% from 2010 to 2020,
faster than the average for all occupations. New media outlets
will create more work for public relations workers, increasing
the number and kinds of avenues of communication between
organizations and the public.”4
· ■ Around the world, the practice of public relations has grown
enormously. The International Public Relations Association,
now in its sixth decade, boasts a strong membership in more
than 80 countries.
· ■ Approximately 250 colleges and universities in the United
States and many more overseas offer a public relations sequence
or degree program. Many more offer public relations courses.
Undergraduate enrollments in public relations programs at U.S.
29. four-year colleges and universities are conservatively estimated
to be well in excess of 20,000 majors. In the vast majority of
college journalism programs, public relations sequences rank
first or second in enrollment.5
· ■ The U.S. government has thousands of communications
professionals—although none, as we will learn, are
labeled public relations specialists—who keep the public
informed about the activities of government agencies and
officials. The Department of Defense alone has 7,000
professional communicators spread out among the Army, Navy,
and Air Force.
· ■ The world’s largest public relations firms are all owned by
media conglomerates—among them Omnicom, The Interpublic
Group, and WPP Group—which refuse to divulge public
relations revenues. The field is dominated by smaller, privately
held firms, many of them entrepreneurial operations. A typical
public relations agency has annual revenue of less than $1
million with fewer than 10 employees. Nonetheless, the top 10
independent public relations agencies in the United States
record annual revenues in excess of a billion dollars, with the
top independent firm, Edelman Public Relations, with 4,120
employees, earning nearly $605 million in annual revenues.6
· ■ The field’s primary trade associations have strong
membership, with the Public Relations Society of America
encompassing nearly 21,000 members and 10,000 college
students in 100 chapters and the International Association of
Business Communicators including 15,000 members in 80
countries.
In the 21st century, as all elements of society—companies,
nonprofits, governments, religious institutions, sports teams and
leagues, arts organizations, and all others—wrestle with
constant shifts in economic conditions and competition, security
concerns, and popular opinion, the public relations profession is
expected to thrive because increasing numbers of organizations
are interested in communicating their stories.
Indeed, public relations people have already attained positions
30. of prominence in every aspect of society. Jay Carney, President
Barack Obama’s press secretary, is quoted daily from his
televised White House press briefings. His predecessor, Robert
Gibbs, is a close Obama advisor. Karen Hughes, a public
relations advisor to George W. Bush for many years, moved
from a Special Assistant to the President position in the White
House to become Undersecretary of State for Public Diplomacy
responsible primarily for changing attitudes internationally
about the United States. Where once public relations was a
profession populated by anonymous practitioners, today’s
public relations executives write books, appear on television,
and are widely quoted. When United Parcel Service (UPS)
appointed communications professional Christine Owens to its
top internal body in 2005, CEO Mike Eskew said,
“Communications is just too important not to be represented on
the management committee of this company.”7
Perhaps the most flattering aspect of the field’s heightened
stature is that competition from other fields has become more
intense. Today the profession finds itself vulnerable to
encroachment by people with non–public relations backgrounds,
such as lawyers, marketers, and general managers of every type,
all eager to gain the management access and persuasive clout of
the public relations professional.
The field’s strength stems from its roots: “A democratic society
where people have freedom to debate and to make decisions—in
the community, the marketplace, the home, the workplace, and
the voting booth. Private and public organizations depend on
good relations with groups and individuals whose opinions,
decisions, and actions affect their vitality and survival.”8
What Is Public Relations?
The PRSA’s 2012 definition—“Public relations is a strategic
communication process that builds mutually beneficial
relationships between organizations and their publics”—is
really pretty good.
Public relations is, indeed, a “strategic” process, which focuses
on helping achieve an organization’s goals. Its fundamental
31. mandate is “communications,” and its focus is “building
relationships.”
Another approach to a definition is, “Public relations is a
planned process to influence public opinion, through sound
character and proper performance, based on mutually
satisfactory two-way communication.”
At least that’s what your author believes it is.
This definition adds the elements of “planning,” so imperative
in sound public relations practice, the aspect of “listening”
through “two-way communications,” as well as the elements of
“character” or “ethics” and “performance.” Public relations is
most effective when it’s based on ethical principles and proper
action. Without these two essential requisites—character and
performance—achieving sustained influence might be either
transitory or impossible; in other words, you can fool some of
the people some of the time but not all of the people all of the
time; in other other words, “You can’t pour perfume on a
skunk!”
The fact is that there are many different definitions of public
relations. American historian Robert Heilbroner once described
the field as “a brotherhood of some 100,000, whose common
bond is its profession and whose common woe is that no two of
them can ever quite agree on what that profession is.”9
In 1923, the late Edward Bernays described the function of his
fledgling public relations counseling business as one of
providing
· Information given to the public, persuasion directed at the
public to modify attitudes and actions, and efforts to integrate
attitudes and actions of an institution with its publics and of
publics with those of that institution.10
And way back in 1975, when people didn’t have a clue what
“public relations” was, one of the most ambitious searches for a
universal definition was commissioned by the Foundation for
Public Relations Research and Education. Sixty-five public
relations leaders participated in the study, which analyzed 472
different definitions and offered the following 88-word
32. sentence:
· Public relations is a distinctive management function which
helps establish and maintain mutual lines of communications,
understanding, acceptance, and cooperation between an
organization and its publics; involves the management of
problems or issues; helps management to keep informed on and
responsive to public opinion; defines and emphasizes the
responsibility of management to serve the public interest; helps
management keep abreast of and effectively utilize change,
serving as an early warning system to help anticipate trends;
and uses research and sound and ethical communication
techniques as its principal tools.11
In adopting its 2012 definition, the Public Relations Society of
America noted that its definition implied the functions of
research, planning, communications dialogue, and evaluation,
all essential in the practice of public relations.
No matter which formal definition one settles on to describe the
practice, to be successful, public relations professionals must
always engage in a planned and ethical process to influence the
attitudes and actions of their target audiences.
Planned Process to Influence Public Opinion
What is the process through which public relations might
influence public opinion? Communications professor John
Marston suggested a four-step model based on specific
functions: (1) research, (2) action, (3) communication, and (4)
evaluation.12 Whenever a public relations professional is faced
with an assignment—whether promoting a client’s product or
defending a client’s reputation—he or she should apply
Marston’s R-A-C-E approach:
· 1.Research. Research attitudes about the issue at hand.
· 2.Action. Identify action of the client in the public interest.
· 3.Communication. Communicate that action to gain
understanding, acceptance, and support.
· 4.Evaluation. Evaluate the communication to see if opinion
has been influenced.
The key to the process is the second step—action. You can’t
33. have effective communication or positive publicity without
proper action. Stated another way, performance must precede
publicity. Act first and communicate later. Indeed, some might
say that public relations—PR—really should stand
for performance recognition. In other words, positive action
communicated straightforwardly will yield positive results.
This is the essence of the R-A-C-E process of public relations.
Public relations professor Sheila Clough Crifasi has proposed
extending the R-A-C-E formula into the five-part R-O-S-I-E to
encompass a more managerial approach to the field. R-O-S-I-E
prescribes sandwiching the functions of objectives, strategies,
and implementation between research and evaluation. Indeed,
setting clear objectives, working from set strategies, and
implementing a predetermined plan are keys to sound public
relations practice.
Still others suggest a process called R-P-I-E for research,
planning, implementation, and evaluation, which emphasizes the
element of planning as a necessary step preceding the activation
of a communications initiative.
All three approaches, R-A-C-E, R-O-S-I-E, and R-P-I-E, echo
one of the most widely repeated definitions of public relations,
developed by the late Denny Griswold, who founded a public
relations newsletter.
· Public relations is the management function which evaluates
public attitudes, identifies the policies and procedures of an
individual or an organization with the public interest, and plans
and executes a program of action to earn public understanding
and acceptance.13
The key words in this definition are management and action.
Public relations, if it is to serve the organization properly, must
report to top management. Public relations must serve as an
honest broker to management, unimpeded by any other group.
For public relations to work, its advice to management must be
unfiltered, uncensored, and unexpurgated. This is often easier
said than done because many public relations departments report
through marketing, advertising, or even legal departments.
34. Nor can public relations take place without appropriate action.
As noted, no amount of communications—regardless of its
persuasive content—can save an organization whose
performance is substandard. In other words, if the action is
flawed or the performance rotten, no amount of communicating
or backtracking or post facto posturing will change the reality.
The process of public relations, then, as Professor Melvin
Sharpe has put it, “harmonizes long-term relationships among
individuals and organizations in society.”14 To “harmonize,”
Professor Sharpe applies five principles to the public relations
process:
· ■ Honest communication for credibility
· ■ Openness and consistency of actions for confidence
· ■ Fairness of actions for reciprocity and goodwill
· ■ Continuous two-way communication to prevent alienation
and to build relationships
· ■ Environmental research and evaluation to determine the
actions or adjustments needed for social harmony
And if that doesn’t yet give you a feel for what precisely the
practice of public relations is, then consider public relations
Professor Janice Sherline Jenny’s description as “the
management of communications between an organization and all
entities that have a direct or indirect relationship with the
organization, i.e., its publics.”
No matter what definition one may choose to explain the
practice, few would argue that the goal of effective public
relations is to harmonize internal and external relationships so
that an organization can enjoy not only the goodwill of all of its
publics but also stability and long life.
Public Relations as Management Interpreter
The late Leon Hess, who ran one of the nation’s largest oil
companies and the New York Jets football team, used to pride
himself on not having a public relations department. Mr. Hess, a
very private individual, abhorred the limelight for himself and
for his company.
But times have changed.
35. Today, the CEO who thunders “I don’t need public relations!” is
a fool. He or she doesn’t have a choice. Every
organization has public relations whether it wants it or not. The
trick is to establishgood public relations. That’s what this book
is all about—professional public relations, the kind you must
work at.
Public relations affects almost everyone who has contact with
other human beings. All of us, in one way or another, practice
public relations daily. For an organization, every phone call,
every letter, every face-to-face encounter is a public relations
event.
Public relations professionals, then, are really the
organization’s interpreters.
· ■ On the one hand, they must interpret the philosophies,
policies, programs, and practices of their management to the
public.
· ■ On the other hand, they must convey the attitudes of the
public to their management.
Let’s consider management first.
Before public relations professionals can gain attention,
understanding, acceptance, and ultimately action from target
publics, they have to know what management is thinking.
Good public relations can’t be practiced in a vacuum. No matter
what the size of the organization, a public relations department
is only as good as its access to management. For example, it’s
useless for a senator’s press secretary to explain the reasoning
behind an important decision without first knowing what the
senator had in mind. So, too, an organization’s public relations
staff is impotent without firsthand knowledge of the reasons for
management’s decisions and the rationale for organizational
policy.
The public relations department in any organization can counsel
management. It can advise management. It can even exhort
management to take action. But it is management who must call
the shots on organizational policy.
It is the role of the public relations practitioner, once policy is
36. established by management, to communicate these ideas
accurately and candidly to the public. Anything less can lead to
major problems.
Public Relations as Public Interpreter
Now let’s consider the flip side of the coin—the public.
Interpreting the public to management means finding out what
the public really thinks about the firm and letting management
know. Regrettably, history is filled with examples of powerful
institutions—and their public relations departments—failing to
anticipate the true sentiments of the public.
· ■ In the 1960s, General Motors (GM) paid little attention to an
unknown consumer activist named Ralph Nader, who spread the
message that GM’s Corvair was “unsafe at any speed.” When
Nader’s assault began to be believed, the automaker assigned
professional detectives to trail him. In short order, GM was
forced to acknowledge its act of paranoia, and the Corvair was
eventually sacked at great expense to the company.
· ■ In the 1970s, as both gasoline prices and oil company profits
rose rapidly, the oil companies were besieged by an irate gas-
consuming public. When, at the height of the criticism, Mobil
Oil spent millions in excess cash to purchase the parent of the
Montgomery Ward department store chain, the company was
publicly battered for failing to cut its prices.
· ■ In the 1980s, President Ronald Reagan rode to power on the
strength of his ability to interpret what was on the minds of the
electorate. But his successor in the early 1990s, George H. W.
Bush, a lesser communicator than Reagan, failed to “read” the
nation’s economic concerns. After leading America to a victory
over Iraq in the Gulf War, President Bush failed to heed the
admonition “It’s the economy, stupid,” and lost the election to
upstart Arkansas Governor Bill Clinton.
· ■ As the 20th century ended, President Clinton forgot the
candid communication skills that earned him the White House
and lied to the American public about his affair with an intern.
The subsequent scandal, ending in impeachment hearings before
the U.S. Congress, tarnished Clinton’s administration and
37. ruined his legacy.
· ■ In the first decade of the 21st century, Clinton’s successor,
George W. Bush, earned great credit for strong actions and
communications following the September 11, 2001, attacks on
the nation. The Bush administration’s public relations then
suffered when the ostensible reason for attacking Iraq—
weapons of mass destruction—failed to materialize. Bush’s
failure to act promptly and communicate frankly in subsequent
crises, such as Hurricane Katrina, hurt his personal credibility
and irreparably tarnished his administration.
· ■ Bush’s successor, Barack Obama, was hailed for his
messianic communications skills as he stormed into the White
House with a message of “hope and change” in 2008. By the end
of his first term in 2012, with the economy flagging from an
unprecedented financial meltdown and the Republicans
chomping at the bit to replace him, Obama struggled to regain
his “communication mojo” to earn reelection.
FIGURE 1-3 Dimon in the rough.
In the spring of 2012, JP Morgan Chase CEO Jamie Dimon,
hailed as a leader with great communication skills, was put to
the public relations test when his institution stubbed its toe on a
$3 billion+ loss. (Ouch!)
(Photo: SAUL LOEB/AFP/Getty Images/Newscom)
· ■ Part of President Obama’s problem was that his
administration was met by a pervasive economic crisis, marked
by CEOs from the nation’s largest financial companies, among
them Citigroup, AIG, Washington Mutual, Bear Stearns,
Lehman Brothers, Countrywide Financial, Goldman Sachs, and
Bank of America, exposed before the American public as
inept—some would argue “law-breaking”—stewards of the
public trust.
· ■ The coup de grace occurred in the spring of 2012 when the
nation’s strongest financial institution, JP Morgan Chase, was
rocked by a derivative trading loss in excess of $3 billion while
trying to “protect” its investments. Outspoken CEO Jamie
38. Dimon was forced to make a blunt, public apology for his
bank’s “stupid, self-inflicted mistakes” (Figure 1-3). And
politicians piled on to use the bank’s embarrassing public
relations revelation to stiffen regulation.
In the first decade of the 21st century, then, the savviest
individuals and institutions—be they government, corporate, or
nonprofit—understood the importance of effectively
interpreting their philosophies, policies, and practices to the
public and, even more important, interpreting back to
management how the public viewed them and their organization.
PR Ethics Mini-Case Firing the Nazi in the House of Dior
In the spring of 2011, flamboyant John Galliano, creative
director of the legendary Dior fashion house, was the hit of
Paris.
For 15 years, Galliano had held forth as the universally praised
arbiter of youth and vitality for the Dior line. His early
collections, including one inspired by Paris’ bums and spoofed
in the movieZoolander, were the talk of Paris. He was a master
designer of all phases of fashion, from ready-to-wear
collections to couture. And his outrageous getups—braids,
pirate hats, astronaut suits, and other assorted wacky garb—
stoked the anticipation of his presentations during Paris Fashion
Week(Figure 1-4).
FIGURE 1-4 Walking the plank.
Gifted designer John Galliano was shown the door by Dior after
anti-Semitic remarks challenged the firm’s credibility.
(Photo: MAYA VIDON/EPA/Newscom)
Galliano was credited with playing a major role in restoring the
stuffy Dior brand back to relevance. The name Dior, itself, was
credited with saving the French couture industry after World
War II, when the Nazi occupation of Paris effectively shut down
the haute couture industry. As the Germans threatened to move
the entire industry to Berlin, a few Parisian designers continued
to make dresses for Nazi officials’ wives and French
collaborators. One such designer was the young couturier
39. Christian Dior, who worked for the house of Lucien Lelong.
After the war in 1947, Dior opened his own house of fashion,
and the industry in Paris, almost destroyed by war, was revived.
This history was brought into vivid display when, in late
February 2011, Galliano was arrested after allegedly making
anti-Semitic comments at a Paris bar. Hate speech is a crime in
France. Dior suspended Galliano on the news of his arrest.
Then, after the British tabloid The Sun published a damning
video of Galliano at the bar saying “I love Hitler” and telling
two women, “Your mothers, your forefathers, would all be
f***ing gassed,” Dior fired him.
Dior CEO Sidney Toledano was unforgiving in a statement
issued to employees and the media. Toledano said, in part:
· What has happened over the last week has been a terrible and
wrenching ordeal for us all. It has been deeply painful to see the
Dior name associated with the disgraceful statements attributed
to its designer, however brilliant he may be. Such statements
are intolerable because of our collective duty to never forget the
Holocaust and its victims, and because of the respect for human
dignity that is owed to each person and to all peoples. So now,
more than ever, we must publicly recommit ourselves to the
values of the House of Dior.
Stated another way, no matter how talented or valuable their
creative director, the credibility and reputation of the
organization was eminently more important.*
Questions
· 1. What other options did Dior have beyond firing Galliano?
· 2. Do you agree with the categorical decision made by the
House of Dior?
*For further information, see Raquel Laneri, “Why Dior Did the
Right Thing Firing John
Galliano,” Forbes.com,www.forbes.com/sites/raquellaneri/2011/
03/01/why-dior-did-the-right-thing-firing-john-galliano/, March
1, 2010.
The Publics of Public Relations
The term public relations is really a
40. misnomer. Publics relations, or relations with the publics,
would be more to the point. Practitioners must communicate
with many different publics—not just the general public—each
having its own special needs and requiring different types of
communication. Often the lines that divide these publics are
thin, and the potential overlap is significant. Therefore,
priorities, according to organizational needs, must always be
reconciled (Figure 1-5).
Technological change—particularly social media, mobile
devices, blogs, satellite links for television, and the computer in
general—has brought greater interdependence to people and
organizations, and there is growing concern in organizations
today about managing extensive webs of interrelationships.
Indeed, managers have become interrelationship conscious.
Internally, managers must deal directly with various levels of
subordinates as well as with cross-relationships that arise when
subordinates interact with one another.
FIGURE 1-5 Key publics.
Twenty of the most important publics of a typical multinational
corporation.
Externally, managers must deal with a system that includes
nongovernmental organizations (NGOs), government regulatory
agencies, labor unions, subcontractors, consumer groups, and
many other independent—but often related—organizations. The
public relations challenge in all of this is to manage effectively
the communications between managers and the various publics,
which often pull organizations in different directions. Stated
another way, public relations professionals are mediators
between client (management) and public (all those key
constituent groups on whom an organization depends).
Definitions differ on precisely what constitutes a public. One
time-honored definition states that a public arises when a group
of people (1) faces a similar indeterminate situation, (2)
recognizes what is indeterminate and problematic in that
situation, and (3) organizes to do something about the
41. problem.15 In public relations, more specifically, a public is a
group of people with a stake in an issue, organization, or idea.
Publics can also be classified into several overlapping
categories:
· ■ Internal and external. Internal publics are inside the
organization: supervisors, clerks, managers, stockholders, and
the board of directors. External publics are those not directly
connected with the organization: the press, government,
educators, customers, suppliers, and the community.
· ■ Primary, secondary, and marginal. Primary publics can most
help—or hinder—the organization’s efforts. Secondary publics
are less important, and marginal publics are the least important
of all. For example, members of the Federal Reserve Board of
Governors, who regulate banks, would be the primary public for
a bank awaiting a regulatory ruling, whereas legislators and the
general public would be secondary. On the other hand, to the
investing public, interest rate pronouncements of the same
Federal Reserve Board are of primary importance.
· ■ Traditional and future. Employees and current customers are
traditional publics; students and potential customers are future
ones. No organization can afford to become complacent in
dealing with its changing publics. Today, a firm’s publics range
from women to minorities to senior citizens to homosexuals.
Each might be important to the future success of the
organization.
· ■ Proponents, opponents, and the uncommitted. An institution
must deal differently with those who support it and those who
oppose it. For supporters, communications that reinforce beliefs
may be in order. But changing the opinions of skeptics calls for
strong, persuasive communications. Often, particularly in
politics, the uncommitted public is crucial. Many a campaign
has been decided because the swing vote was won over by one
of the candidates.
It’s true that management must always speak with one voice,
but its communication inflection, delivery, and emphasis should
be sensitive to all constituent publics.
42. The Functions of Public Relations
There is a fundamental difference between the functions of
public relations and the functions of marketing and advertising.
Marketing and advertising promote a product or a service.
Public relations promotes an entire organization.
The functions associated with public relations work are
numerous. Among them are the following:
· ■ Writing—the fundamental public relations skill, with written
vehicles from news releases to speeches and from brochures to
advertisements falling within the field’s purview.
· ■ Media relations—dealing with the press is another frontline
public relations function.
· ■ Social media interface—creating what often is the
organization’s principle interface with the public: its Website,
as well as creating links with social media options, such as
Facebook, Twitter, YouTube, and the rest. Also important is
monitoring the World Wide Web and responding, when
appropriate, to organizational challenge.
· ■ Planning—of public relations programs, special events,
media events, management functions, and the like.
· ■ Counseling—in dealing with management and its
interactions with key publics.
· ■ Researching—of attitudes and opinions that influence
behavior and beliefs.
· ■ Publicity—the marketing-related function, most commonly
misunderstood as the “only” function of public relations,
generating positive publicity for a client or employer.
· ■ Marketing communications—other marketing-related
functions, such as promoting products, creating collateral
marketing material, sales literature, meeting displays, and
promotions.
· ■ Community relations—positively putting forth the
organization’s messages and image within the community.
· ■ Consumer relations—interfacing with consumers through
written and verbal communications.
· ■ Employee relations—communicating with the all-important
43. internal publics of the organization, those managers and
employees who work for the firm.
· ■ Government affairs—dealing with legislators, regulators,
and local, state, and federal officials—all of those who have
governmental interface with the organization.
· ■ Investor relations—for public companies, communicating
with stockholders and those who advise them.
· ■ Special publics relations—dealing with those publics
uniquely critical to particular organizations, from African
Americans to women to Asians to senior citizens.
· ■ Public affairs and issues—dealing with public policy and its
impact on the organization, as well as identifying and
addressing issues of consequence that affect the firm.
· ■ Crisis communications—dealing with key constituent
publics when the organization is under siege for any number of
urgent situations that threaten credibility.
This is but a partial list of what public relations practitioners
do. In sum, the public relations practitioner is
manager/orchestrator/producer/director/writer/arranger and all-
around general communications counsel to management. It is
for this reason, then, that the process works best when the
public relations director reports directly to the CEO.
The Sin of “Spin”
So pervasive has the influence of public relations become in our
society that some even fear it as a pernicious force; they worry
about the power of public relations to exercise a kind of thought
control over the American public.
Which brings us to spin.
In its most benign form, spin signifies the distinctive
interpretation of an issue or action to sway public opinion, as in
putting a positive slant on a negative story. In its most virulent
form, spin means confusing an issue or distorting or obfuscating
it or even lying.
The propensity in recent years for presumably respected public
figures to lie in an attempt to deceive the public has led to the
notion that “spinning the facts” is synonymous with public
44. relations practice.
It isn’t.
Spinning an answer to hide what really happened—that is,
lying, confusing, distorting, obfuscating, whatever you call it—
is antithetical to the proper practice of public relations. In
public relations, if you lie once, you will never be trusted
again—particularly by the media.
Nonetheless, public relations spin has come to mean the
twisting of messages and statements of half-truths to create the
appearance of performance, which may or may not be true.
This association with spin has hurt the field. The New York
Times headlined a critical article on public relations practice,
“Spinning Frenzy: P.R.’s Bad Press.”16 Other critics admonish
the field as “a huge, powerful, hidden medium available only to
wealthy individuals, big corporations, governments, and
government agencies because of its high cost.”17
In recent years, the most high-profile government public
relations operatives have often fallen guilty to blatant spin
techniques. The term spin was coined in the Clinton
administration, when a bevy of eager communications
counselors, such as James Carville, Paul Begala, and Lanny
Davis, eagerly spun the tale that intern Monica Lewinsky was,
in effect, delusional about an Oval Office affair with the
president. (She wasn’t!)18 In the Bush administration, high-
level advisors Karl Rove and Lewis Libby were implicated in a
spinning campaign against former Ambassador Joseph Wilson,
who questioned the motives of the war in Iraq. In 2005, Libby,
Vice President Dick Cheney’s top aide, was convicted for
“obstruction of justice, false statement, and perjury” in the
Wilson case.19 In 2012, former senator and presidential
candidate John Edwards was prosecuted for using political
campaign funds to hide a mistress and their love child, while
spinning a tale of “no mistress and somebody else’s baby.”
Meanwhile, notorious media spinners from Donald Trump to
Nancy Grace to Al Sharpton exaggerate indiscriminately and are
rarely challenged.20
45. Faced with this era of spin and continued public uncertainty
about the ethics of public relations, practitioners must always
be sensitive to and considerate of how their actions and their
words will influence the public.
Above all—in defiance of charges of spinning—public relations
practitioners must consider their cardinal rule: to never, ever
lie.
What Manner of Man or Woman?
What kind of individual does it take to become a competent
public relations professional?
A 2004 study of agency, corporate, and nonprofit public
relations leaders, sponsored by search firm Heyman Associates,
reported seven areas in particular that characterize a successful
public relations career:
· 1. Diversity of experience
· 2. Performance
· 3. Communications skills
· 4. Relationship building
· 5. Proactivity and passion
· 6. Teamliness
· 7. Intangibles, such as personality, likeability, and
chemistry21
Beyond these success-building areas, in order to make it, a
public relations professional ought to possess a set of specific
technical skills as well as an appreciation of the proper
attitudinal approach to the job. On the technical side, the
following six skills are important:
· 1.Knowledge of the field. The underpinnings of public
relations—what it is, what it does, and what it ought to stand
for.
· 2.Communications knowledge. The media and the ways in
which they work; communications research; and, most
important, how to write.
· 3.Technological knowledge. Familiarity with computers and
associated technologies, as well as with the World Wide Web,
are imperative.
46. · 4.Current events knowledge. Knowledge of what’s going on
around you—daily factors that influence society: history,
literature, language, politics, economics, and all the rest—from
Kim Jong Un to Kim Kardashian; from Ben Stein to bin Laden;
from Dr. Phil to Dr. Dre; from Three Penny Opera to 50 Cent;
from Fat Joe to Lil’ Kim to Pink. A public relations
professional must be, in the truest sense, a Renaissance man or
woman.
· 5.Business knowledge. How business works, a bottom-line
orientation, and a knowledge of your company and industry.
· 6.Management knowledge. How senior managers make
decisions, how public policy is shaped, and what pressures and
responsibilities fall on managers.
In terms of the “attitude” that effective public relations
practitioners must possess, the following six requisites are
imperative:
· 1.Pro communications. A bias toward disclosing rather than
withholding information. Public relations professionals should
want to communicate with the public, not shy away from
communicating. They should practice the belief that the public
has a right to know.
· 2.Advocacy. Public relations people must believe in their
employers. They must be advocates for their employers. They
must stand up for what their employers represent. Although they
should never ever lie (Never, ever!) or distort or hide facts,
occasionally it may be in an organization’s best interest to
avoid comment on certain issues. If practitioners don’t believe
in the integrity and credibility of their employers, their most
honorable course is to go to “Plan B”—find work elsewhere.
· 3.Counseling orientation. A compelling desire to advise senior
managers. Top executives are used to dealing in tangibles, such
as balance sheets, costs per thousand, and cash flows. Public
relations practitioners deal in intangibles, such as public
opinion, media influence, and communications messages.
Practitioners must be willing to support their beliefs—often in
opposition to lawyers or human resources executives. They must
47. even be willing to disagree with management at times. Far from
being compliant, public relations practitioners must have the
gumption to say no.
· 4.Ethics. The counsel that public relations professionals
deliver must always be ethical. The mantra of the public
relations practitioner must be to do the right thing.
· 5.Willingness to take risks. Most of the people you work for in
public relations have no idea what you do. Sad, but true.
Consequently, it’s easy to be overlooked as a public relations
staff member. You therefore must be willing to stick your neck
out … stand up for what you believe in … take risks. Public
relations professionals must have the courage of their
convictions and the personal confidence to proudly represent
their curious, yet critical, role in any organization.
· 6.Positive outlook. Public relations work occasionally is
frustrating work. Management doesn’t always listen to your
good counsel, preferring instead to follow attorneys and others
into safer positions. No matter. A public relations professional,
if he or she is to perform at optimum effectiveness, must be
positive. You can’t afford to be a “sad sack.” You win some.
You lose some. But in public relations, at least, the most
important thing is to keep on swinging and smiling.
Last Word
Spin, cover-up, distortion, and subterfuge are the antitheses of
good public relations.
Ethics, truth, credibility—these values are what good public
relations is all about.
To be sure, public relations is not yet a profession like law,
accounting, or medicine, in which all practitioners are trained,
licensed, and supervised. Nothing prevents someone with little
or no formal training from hanging out a shingle as a public
relations specialist. Such frauds embarrass professionals in the
field and, thankfully, are becoming harder to find.
Indeed, both the Public Relations Society of America (Appendix
A) and the International Association of Business
Communicators (Appendix B) have strong codes of ethics that
48. serve as the basis of their membership philosophies.
Meanwhile, the importance of the practice of public relations in
a less certain, more chaotic, over-communicated, and social
media–dominated world cannot be denied.
Despite its lingering problems—in attaining leadership status,
finding its proper role in society, disavowing spin, and earning
enduring respect—the practice of public relations has never
been more valuable or more prominent. In its first 100 years as
a formal, integrated, strategic-thinking process, public relations
has become part of the fabric of modern society.
Here’s why.
As much as they need customers for their products, managers
today also desperately need constituents for their beliefs and
values. In the 21st century, the role of public relations is vital
in helping guide management in framing its ideas and making
its commitments. The counsel that management needs must
come from advisors who understand public attitudes, moods,
needs, and aspirations.
Contrary to what misinformed critics may charge, “More often
than not, public relations strategies and tactics are the most
effective and valuable arrows in the quiver of the disaffected
and the powerless.”22 Civil rights leaders, labor leaders, public
advocates, and grassroots movements of every stripe have been
boosted by proven communications techniques to win attention
and build support and goodwill.
Winning this elusive goodwill takes time and effort. Credibility
can’t be won overnight, nor can it be bought. If management
policies aren’t in the public’s best interest, no amount of public
relations effort can obscure that reality. Public relations is not
effective as a temporary defensive measure to compensate for
management misjudgment. If management errs seriously, the
best—and only—public relations advice must be to get the
truthful story out immediately. Indeed, working properly, the
public relations department of an organization often serves as
the firm’s “conscience.”
This is why the relationship between public relations and other
49. parts of the organization—legal, human resources, and
advertising and marketing, for example—is occasionally a
strained one. The function of the public relations department is
distinctive from that of any other internal area. Few others share
the access to management that public relations enjoys. Few
others share the potential for power that public relations may
exercise.
No less an authority than Abraham Lincoln once said: “Public
sentiment is everything … with public sentiment, nothing can
fail. Without it, nothing can succeed. He who molds public
sentiment goes deeper than he who executes statutes or
pronounces decisions. He makes statutes or decisions possible
or impossible to execute.”23
Stated another way, no matter how you define it, the practice of
public relations has become an essential element in the conduct
of relationships for a vast variety of organizations in the 21st
century.
Discussion Starters
· 1. How prominent is the practice of public relations around the
world in the 21st century?
· 2. What is the PRSA’s definition of public relations? How
would you define the practice of public relations?
· 3. Why is the practice of public relations generally
misunderstood by the public?
· 4. How would you describe the significance of the planning
aspect in public relations?
· 5. Within the R-A-C-E process of public relations, what would
you say is the most critical element?
· 6. In what ways does public relations differ from advertising
or marketing?
· 7. If you were the public relations director of the local United
Way, whom would you consider your most important “publics”
to be?
· 8. What are seven functions of public relations practice?
· 9. How do professional public relations people regard the
aspect of “spin” as part of what they do?
50. · 10. What are the technical and attitudinal requisites most
important for public relations success?
Pick of the Literature Rethinking Reputation: How PR Trumps
Advertising and Marketing in the New Media World
Fraser P. Seitel and John Doorley. New York: Palgrave
Macmillan, 2012
One outstanding educator and another guy critique how a social
media–dominated society with declining journalistic societal
standards impacts the quest for credibility.
The authors demonstrate how public relations can help build
successful enterprises, even with a minimum of advertising
support. The book focuses on real-life cases, including student
designers of a successful footwear company who market
themselves through networking, Facebook, and Twitter; Merck
CEO Roy Vagelos, who developed a cure for river blindness and
ensured the drug was made available where needed for free; and
Exxon-Mobil, which resurrected its reputation through on-the-
ground meetings with critics and a more accessible public
relations posture.
The book also reviews the new 21st-century public relations
realities, in which even “taking the low road” can lead to
success, as in the cases of Donald Trump, Al Sharpton, Nancy
Grace, and Dominic Strauss-Kahn. They forcefully argue,
though, that “taking the high road,” a la Paul Volcker and T.
Boone Pickens, is eminently preferable. Worth buying, if for no
other reason than one of the authors needs the money!
Case Study BP’s Loose Lips Sink Credibility Ship
For a company so assiduously devoted to polishing its
reputation, the events of April 20, 2010, had to be particularly
painful.
That morning, officials of the worldwide oil company BP,
supervising drilling of the 18,000-foot Macondo Prospect well,
41 miles off the Louisiana coast, joined the 140 crew members
on the company’s prized oil rig, Deepwater Horizon, to
celebrate the fabled rig’s overall record for uninterrupted
“safety.”
51. How tragically ironic.
Ten hours later, gas, oil, and concrete from the Deepwater
Horizon hurtled up the well bore onto the deck, unleashing a
bone-rattling explosion and a massive fireball that killed 11
workers on the platform and submerged BP into the most
disastrous public relations crisis in the history of the oil
industry.
Bigger than the British Isle
BP was the world’s third-largest energy company and the
fourth-largest corporation in the world, employing 80,000
people and operating in 100 countries. Although BP, based in
Great Britain, was the biggest company in the United Kingdom,
it wanted the world to know it was a lot bigger than the British
isle. So in 2001, the company formally dropped its legal name,
British Petroleum, and became BP plc, to suggest its global
clout and focus.
To corporate critics, environmentalists, and their ilk, BP was a
particularly vulnerable target. In 1991, BP was cited as the most
polluting company in the United States, based on Environmental
Protection Agency toxic release data. In response, BP worked
hard to distinguish itself from its generally hardnosed and
standoffish oil industry brethren, as a responsible and
concerned—and approachable—company.
· ■ It broke with the industry in acknowledging the possible
link between greenhouse gases and climate change.
· ■ It invested heavily in sustainability and biofuels.
· ■ It spent millions promoting its environmentally friendly
views and programs in ads and public relations sponsorships
around the world.
BP recognized that its reputation mattered, and it worked
diligently to polish that reputation, while trolling the world for
black gold.
This added to the company’s shock and horror when on April
22, two days after the explosion, BP’s Deepwater Horizon sunk
to the bottom of the ocean floor. And the BP Corporation
became embroiled in the most damaging corporate public
52. relations catastrophe in history, costing the company billions of
dollars and proving once again the ancient Chinese aphorism:
“A reputation carefully honed over hundreds of years can be
destroyed in a single moment.”
Shockwaves from the Gulf to D.C. to London
The BP spill in the Gulf sent off public relations shockwaves all
the way to the halls of Barack Obama’s White House in
Washington.
Dogged by an unpopular war in Afghanistan and economic
problems at home, the last thing Barack Obama needed in April
2010 was a major oil spill in the Gulf of Mexico.
Initial administration response to the blowup in the Gulf was
tepid. But as public anger rose, the Obama response morphed
from one of “the Coast Guard is directing the response” to one
of “the President is closely monitoring the situation” to one of
“BP has the unique equipment to deal with the situation” to one
of “my job is to get this fixed. BP will pay. If its CEO worked
for me, he’d be fired.”
Predictably with the American president breathing down its
neck, at BP executive offices at St. James Square in London, all
was chaos at the 100-year-old energy company.
The oil in the Gulf was leaking uncontrollably. The crisis was
rapidly deteriorating into a full-blown media onslaught. And
nobody at BP North American headquarters in sleepy
Warrenville, Illinois, or at its international headquarters in
London had the foggiest idea what to do.
The only thing BP knew for certain in those first days of oil
spill Code Blue was: We cannot become another Exxon Valdez.
The Exxon Valdez, of course, was the mother of all public
relations crisis catastrophes. In March 1989 in Prince William
Sound, Alaska, an Exxon tanker (piloted by a captain who, as it
turned out, was also reportedly “tanked”) crashed into a reef
and spilled 700,000 barrels of oil into the pristine Gulf of
Valdez, soiling and killing everything in its wake.
Determined to prevent another Valdez, BP immediately took
three actions:
53. · ■ First, BP stepped up to take charge of handling the spill.
This wasn’t necessarily a “given.” There were other deep-
pocketed players involved, from Transocean, which owned the
rig, to Cameron International Corporation, which made the ill-
fated blowout preventer, to Halliburton, which advised BP on
plugging the well, to Anadarko Petroleum Corporation, which
owned one-quarter of the BP well. When all of the others
ducked for cover, BP stepped up to take the hit, alone.
· ■ Second, also without prodding, BP stepped forward to pick
up any “legitimate claims” associated with the Gulf spill.
One month into the spill, 65,000 compensation claims from
assorted fishers, hotel and restaurant owners, and others had
been filed, and BP had paid out $2 billion. The company also
agreed, at the Obama administration’s insistence, to set up a
$20 billion claims fund—labeled a “shakedown” by one
overzealous Republican congressman—to compensate those
affected.
· ■ Third, vowing to be public with its decisions, BP dispatched
its young, dynamic chief executive, Anthony Bryan “Tony”
Hayward, personally to take charge on the ground of the Gulf
oil spill (Figure 1-6).
This final decision—assigning CEO Hayward to take charge of
the crisis—proved a tragic miscalculation.
FIGURE 1-6 Tony on the spot.
BP dispatched its CEO, Anthony “Tony” Hayward, to Louisiana
to deal with the worldwide oil spill media.
(Photo: SEAN GARDNER/POOL/EPA/Newscom)
“I’d Rather be Sailing.”
There is no question that CEO Hayward meant well.
But in a public relations crisis the magnitude of the burgeoning
BP spill, with the eyes of the world on your every move and the
ears of the world on your every word, the difference between
“meaning well” and “performing admirably” is as wide as the
vast ocean into which Hayward figuratively plunged upon
opening his yap.
54. As the days wore on and Hayward continued to stumble
rhetorically, the reputation that BP had built began to crumble.
Its CEO’s most egregious public relations errors included the
following:
· ■ He predicted a speedy conclusion to the crisis.
One irrefutable rule of public relations crisis is never, ever,
predict.
As much as the press and public want to know the likely
outcome and timetable, in a crisis the worst thing one can do is
predict what will happen.
Tony Hayward violated this principle almost immediately.
Early on, the BP CEO volunteered—to his and his company’s
ultimate detriment—that the environmental impact of the spill
would be “very, very modest.”
It made little difference that Hayward’s full quote was a lot
more measured, “It is impossible to say and we will mount, as
part of the aftermath, a very detailed environmental assessment
but everything we can see at the moment suggests that the
overall environmental impact will be very, very modest.”
Too late. The BP CEO’s “modest impact” prediction snippet—
played in an endless loop on cable TV—was enough to set a
sinking early tone for Hayward and his company, right out of
the box.
· ■ He painted a perpetually upbeat picture.
Just as you never predict in a public relations crisis, so, too, do
you always attempt to play down expectations.
As BP’s lead spokesperson, CEO Hayward, obviously “hoping
for the best,” once again violated this simple rule from the get-
go.
One example: BP first estimated that perhaps 1,000 barrels a
day would leak from the rig, making the problem seem
manageable. When it quickly became obvious that the problem
was eminently more significant, BP raised its estimates to 5,000
barrels a day.
A disbelieving Obama administration chartered its own panel of
scientists to estimate the spill. By mid-June, the Obama panel
55. estimated that, contrary to BP’s Pollyannaish analysis, 35,000
to 60,000 barrels per day were leaking.
Had CEO Hayward downplayed expectations early on and
warned that a greater amount of oil might leak, the company’s
credibility wouldn’t have suffered so dearly in light of the
constantly worsening reality.
· ■ He whined.
FIGURE 1-7 Tony off the rails.
CEO Hayward’s recurring verbal faux pas inspired protestors
and the public to downgrade BP’s response to the spill.
(Photo: MICHAEL REYNOLDS/EPA/Newscom)
Another cardinal rule for any spokesperson is to keep the focus
on the individuals affected and not on yourself.
Once again, CEO Hayward failed to heed simple public
relations advice, committing yet another fatal faux pas for
himself and his company.
After endless tracking of his every move, Hayward was growing
testy with the press. On the morning of May 31, after another
disappointing weekend of nonstop spillage, with the visibly
downcast CEO once again cornered by the worldwide media,
Hayward offered few answers beyond “how sorry we are for the
massive destruction that cost lives, and there’s no one who
wants this thing over more than I do.”
“I mean,” concluded the CEO, “I’d like my life back.”
Taken out of context—as it would be over and over again
throughout the globe—Hayward’s ad lib remark smacked of
callous, condescending, self-centered whining, utterly devoid of
any sensitivity to the 11 who died on the rig and the thousands
in the Gulf whose lives had been ruined.
The CEO spokesperson was officially “toast.” And Tony
Hayward was relieved of his duties by BP, who would soon also
relieve him of his CEO role (Figure 1-7).
· ■ He went sailing.
Eager, as he disastrously noted, to get “his life back,” the day
after being relieved of his public relations duties in the Gulf,
56. Hayward decided to jet back overseas to watch his 52-foot
yacht, Bob, compete in a swanky race off England’s shore.
Predictably, as Hayward rooted on Bob, worldwide
photographers and Internet bloggers recorded the fact that
“when the going got tough, the CEO went sailing!”
BP tried to play down the Hayward yacht race. “He’s spending a
few hours with his family,” said a BP spokesperson. “I’m sure
that everyone would understand that. He will be back to deal
with the response. It doesn’t detract from that at all.”
Well, actually it did. And BP felt the public’s wrath.
The “end” for Tony Hayward came approximately three months
after his company’s oil well blew up in the Gulf of Mexico and
one month after his yacht competed off the coast of England. On
July 26, 2010, BP announced that BP Managing Director Bob
Dudley would replace Hayward as BP CEO.
Hayward, it turned out, would remain with the company and
reassigned to run a new BP unit—in Siberia!*
Questions
· 1. How would you assess BP’s response to the Gulf of Mexico
oil spill?
· 2. How could BP have prevented the damage done by its CEO
spokesperson?
· 3. Had you been advising Hayward, what would you have
suggested he say in response to the questions he was asked?
*For further information, see John M. Broder and Tom Zeller
Jr., “Gulf Oil Spill Is Bad, But How Bad?” The New York
Times, May 3, 2010; Justin Gillis, “Size of Oil Spill
Underestimated, Scientists Say,” The New York Times, May 13,
2010; Peter S. Goodman, “In Case of Emergency, What Not to
Do,” The New York Times, August 21, 2010; and Michael
Sebastian, “BP Internal Pub Extols the Virtues of the Oil
Disaster,” ragan.com, June 23, 2010.
From the Top An Interview with Harold Burson
Harold Burson is the world’s most influential and gentlemanly
public relations practitioner. He has spent more than a half
57. century serving as counselor to and confidante of corporate
CEOs, government leaders, and heads of public sector
institutions. As founder and chairperson of Burson-Marsteller,
he was the architect of the largest public relations agency in the
world. Mr. Burson, widely cited as the standard bearer of public
relations ethics, has received virtually every major honor
awarded by the profession, including the Harold Burson Chair
in Public Relations at Boston University’s College of
Communication, established in 2003.
How would you define public relations?
One of the shortest—and most precise—definitions of public
relations I know is “doing good and getting credit for it.” I like
this definition because it makes clear that public relations
embodies two principal elements. One is behavior, which
includes policy and attitude; the other is communications—the
dissemination of information. The first tends to be strategic, the
second tactical—although strategy plays a major role in many,
if not most, media relations programs.
How has the business of public relations changed over time?
Public relations has, over time, become more relevant as a
management function for all manner of institutions—public and
private sector, profit and not-for-profit. CEOs increasingly
recognize the need to communicate to achieve their
organizational objectives. Similarly, they have come to
recognize public relations as a necessary component in the
decision-making process. This has enhanced the role of public
relations both internally and for independent consultants.
How do ethics apply to the public relations function?
In a single word, pervasively. Ethical behavior is at the root of
what we do as public relations professionals. We approach our
calling with a commitment to serve the public interest, knowing
full well that the public interest lacks a universal definition and
knowing that one person’s view of the public interest differs
markedly from that of another. We must therefore be consistent
in our personal definition of the public interest and be prepared
to speak up for those actions we take.
58. At the same time, we must recognize our roles as advocates for
our clients or employers. It is our job to reconcile client and
employer objectives with the public interest. And we must
remember that while clients and employers are entitled to have
access to professional public relations counsel, you and I
individually are in no way obligated to provide such counsel
when we feel that doing so would compromise us in any way.
What are the qualities that make up the ideal public relations
man or woman?
It is difficult to establish a set of specifications for all the kinds
of people wearing the public relations mantle. Generally, I feel
five primary characteristics apply to just about every successful
public relations person I know.
· ■ They’re smart—bright, intelligent people; quick studies.
They ask the right questions. They have that unique ability to
establish credibility almost on sight.
· ■ They know how to get along with people. They work well
with their bosses, their peers, their subordinates. They work
well with their clients and with third parties like the press and
suppliers.
· ■ They are emotionally stable—even (especially) under
pressure. They use the pronoun “we” more than “I.”
· ■ They are motivated, and part of that motivation involves an
ability to develop creative solutions. No one needs to tell them
what to do next; instinctively, they know.
· ■ They don’t fear starting with a blank sheet of paper. To
them, the blank sheet of paper equates with challenge and
opportunity. They can write; they can articulate their thoughts
in a persuasive manner.
What is the future of public relations?
More so than ever before, those responsible for large
institutions whose existence depends on public acceptance and
support recognize the need for sound public relations input. At
all levels of society, public opinion has been brought to bear in
the conduct of affairs both in the public and private sectors.
Numerous CEOs of major corporations have been deposed
59. following initiatives undertaken by the media, by public interest
groups, by institutional stockholders—all representing failures
that stemmed from a lack of sensitivity to public opinion.
Accordingly, my view is that public relations is playing and will
continue to play a more pivotal role in the decision-making
process than ever before. The sources of public relations
counsel may well become less structured and more diverse,
simply because of the growing pervasive understanding that
public tolerance has become so important in the achievement of
any goals that have a recognizable impact on society.
Public Relations Library
Broom Glen M. Cutlip and Center’s Effective Public Relations.
10th ed. Upper Saddle River, NJ: Prentice Hall, 2008. The
granddaddy of comprehensive textbooks in the field.
Dillenschneider, Robert L. The AMA Handbook of Public
Relations. New York: American Management Association, 2010.
A legendary practitioner offers his prescription for
communicating in the 21st century.
Dinan, William, and David Miller. A Century of Spin: How
Public Relations Became the Cutting Edge of Corporate
Power. Ann Arbor, MI: Pluto Press, 2008. A review of corporate
public relations with a decidedly Scottish twist.
Doorley, John, and Helio Fred Garcia. Reputation Management:
The Key to Successful Public Relations and Corporate
Communication. New York: Routledge, 2010. The two smartest
professors in the field discuss what really counts in terms of
public relations effectiveness.
Ewen, Stuart. PR! A Social History of Spin. New York: Basic
Books, 1996. A not-nice-at-all analysis of the growth of public
relations in society, written by a sociologist who doesn’t seem
to have much regard for the burgeoning profession.
Gehrt, Jennifer, and Colleen Moffitt. Strategic Public Relations:
10 Principles to Harness the Power of PR. Xlibris Corporation,
2009. Two veteran public relations counselors use lessons from
others to respond to the new 21st-century communication
landscape.
60. Guth, David W., and Charles Marsh. Public Relations: A
Values-Driven Approach, 5th ed. Upper Saddle River, NJ:
Pearson Education, 2012. Two distinguished professors offer a
look at today’s public relations, including such unique
theoretical aspects as contingency theory of accommodation,
reflective paradigm, and heuristic versus theoretical approaches.
Hall, Phil. The New PR: An Insider’s Guide to Changing the
Face of Public Relations. North Potomac, MD: Larstan
Publishing, 2007. Written by a former editor of the
newsletter PR News, the book presents a valid portrait of the
state of the public relations business in the first decade of the
21st century.
Heath, Robert L. The Sage Handbook of Public Relations.
Thousand Oaks, CA: Sage Publications, 2010. A comprehensive
overview of the field, including sections on investor relations,
sports public relations, and the role of public relations in
promoting healthy communities.
Heath, Robert L., and W. Timothy Coombs. Today’s Public
Relations: An Introduction. Thousand Oaks, CA: Sage
Publications, 2006. Two eminent professors suggest that
relationship building is “more than just a buzzword” and, rather,
constitutes the essence of public relations.
Lattimore, Dan (Ed.). Public Relations: The Practice and the
Profession (Kindle Edition). New York: McGraw-Hill College,
2011. Worthwhile contributions from a variety of scholars and
professionals in the field.
Newsom, Doug, Judy Vanslyke Turk, and Dean
Kruckeberg. This Is PR: The Realities of Public Relations. 9th
ed. Belmont, CA: Wadsworth Publishing Company, 2007. Well
regarded text authored by top-line academic practitioners.
Pohl, Gayle M. No Mulligans Allowed: Strategically Plotting
Your Public Relations Course. Dubuque, IA: Kendall Hunt
Publishers, 2005. A fresh, creative, and useful perspective on
charting a public relations career, authored by one of the
nation’s foremost public relations educators.
Rampton, Sheldon, and John Stauber. Trust Us, We’re Experts:
61. How Industry Manipulates Science and Gambles with Your
Future. New York: J.P. Tarcher/Putnam, 2002. A super-cynical
look at what public relations people do for a living, authored by
two of the industry’s most ardent—yet lovable—critics.
Ries, Al, and Laura Ries. The Fall of Advertising and the Rise
of PR. New York: Harperbusiness, 2004. An old ad hand and his
daughter blow the lid off the advertising profession.
Slater, Robert. No Such Thing as Over-Exposure: Inside the
Life and Celebrity of Donald Trump. Upper Saddle River, NJ:
Financial Times/Prentice Hall, 2005. The story, if you can bear
it, of Donald Trump, in which the promotion-craving
megalomaniac sat for 100 hours of private conversations. (Not
for the faint of heart!)
Solis, Brian, and Deidre Breakenridge. Putting the Public Back
in Public Relations. Upper Saddle River, NJ: Pearson
Education, 2009. Two experts on public relations for the Social
Media Age present new concepts to engage old and new publics.
Wilcox, Dennis, and Glen T. Cameron. Public Relations:
Strategies and Tactics. 10th ed. Boston: Allyn & Bacon, 2010.
Fine, long-standing text; good introduction.
Yaverbaum, Eric. Public Relations Kit for Dummies 2nd
Edition. Foster City, CA: IDG Books Worldwide, 2006. A
tongue-in-cheek, but useful, primer.