ORGANIZATIONAL CULTURE, PROFESSIONAL ETHICS AND
GUANTÁNAMO
Gregory S. McNeal'
In this essay I draw attention to the intersection between the social scientific
literature on organizational culture and the legal ethics literature. Drawing
from the organizational theory literature I detail a framework for assessing
organizational culture and explain how organizational culture reflects more
than rules and structure within an organization, but rather represents dee-
per values, practices, and ways of thinking. While organizational culture is
difficult to change, it can be modified or sustained through power, status,
rewards, and other mechanisms. After establishing a baseline for assessing
organizational culture I highlight efforts by the Bush administration to ex-
ercise control over a military culture which was resistant to the administra-
tion's legal policy initiatives. This effort at control manifested itself in the
creation of the military commissions in 2001, an attempt to minimize the
influence of military attorneys in 2003. and efforts to exercise political con-
trol over military commissions in 2006: each effort was successfully resisted
by members of the military. I conclude by observing that the literature on
organizational culture can provide insights into the literature on legal eth-
ics and political control ofthe military specifically and political control of
bureaucracies more generally.
I. INTRODUCTION
In this symposium essay I plan to highlight key points where the li-
terature on organizational culture can aid scholars in understanding the im-
pact of values, practices, and ethical rules on the behavior of attorneys with-
in politicized organizations. To accomplish this goal, I first detail a frame-
work for assessing organizational culture and explain how organizational
culture reñects more than rules and structure within an organization, but
rather represents deeper values, practices, and ways of thinking. Next, I use
the example ofthe military commissions and the Bush administration's in-
terrogation policy to demonstrate how the Bush administration tried unsuc-
cessfully to exercise control over a military culture which was resistant to
its legal policy initiatives. I also explain how members of the military suc-
cessfully resisted these efforts to modify their organizational culture and
Gregory S. McNeal, Visiting Assistant Professor of Law, Pennsylvania State Universi-
ty Dickinson School of Law.
125
126 CASE W. RES. J. INT'L L. [Vol. 42:125
resisted enhanced political control over the activities of the rhilitary. Taken
together, these observations suggest that the literature on organizational
culture can provide useful insights into the literature on legal ethics and
political control of the military specifically and political control of bureau-
cracies more generally.
II. A N OVERVIEW OF ORGANIZATIONAL CULTURE THEORY
Organizational cultures are slowly evolving reflections of the
shared and leamed values, be.
CHAPTER 7 Theories of Organizational Culture and Change Organi.docxrobertad6
CHAPTER 7
Theories of Organizational Culture and Change
Organizational culture is the culture that exists in an organization, something akin to a societal culture. It is composed of many intangible phenomena, such as values, beliefs, assumptions, perceptions, behavioral norms, artifacts, and patterns of behavior. It is the unseen and unobservable force that is always behind the organizational activities that can be seen and observed. According to Kilmann and his colleagues (1985), “Culture is to the organization what personality is to the individual—a hidden, yet unifying theme that provides meaning, direction, and mobilization.”
Since the 1980s, the literature on organizational change has had a dominant theme— lasting organizational reform requires changes in organizational culture. Organizational cul- tures that reflect unwanted values, such as hierarchy, rigidity, homogeneity, power based on authority and associations in closed networks, and reliance on rules restrict flexibility and can be formidable barriers to effecting lasting change (Cameron & Quinn, 2011). Organizational members often hang onto familiar “tried and true” beliefs, values, poli- cies, and practices of the organizational culture even when these “old ways” have ceased to serve the organization well. The task is to replace these with cultures where horizon- tal relations, open and accessible networks, flexibility, responsiveness, individual and group empowerment, diversity, and customer service are valued. Advocates and advisers of organizational reform have shared a commitment to increase organizational effective- ness, competitiveness, flexibility, and responsiveness by changing organizational cultures. “Command-and-control” cultures must be replaced with cultures that encourage and sup- port an increasingly diverse workforce and employee participation and empowerment approaches for individuals in work teams.
Therefore, understanding and appreciating the theory of organizational culture—the organizational culture perspective—as well as the existing culture of a particular organization, is necessary for effecting lasting organizational change.
THE ORGANIZATIONAL CULTURE PERSPECTIVE
The organizational culture perspective is a set of theories with their own assumptions about organizational realities and relationships. It is yet another way of viewing, thinking about, studying, and trying to understand organizations. Like power and politics orga- nization theory (Chapter 6), the assumptions, units of analysis, research methods, and approaches of the organizational culture perspective differ markedly from those of the ratio- nal, “modern” structural, organizational economics, and systems/environment theories.
292
Theories of Organizational Culture and Change 293
The organizational culture perspective challenges the basic views of these more rational perspectives about, for example, how organizations make decisions and how and why orga- nizations—and people in organiz.
Leadership and Organizational Culture Linking CEOCharacteri.docxsmile790243
Leadership and Organizational Culture: Linking CEO
Characteristics to Cultural Values
Tomas R. Giberson Æ Christian J. Resick Æ
Marcus W. Dickson Æ Jacqueline K. Mitchelson Æ
Kenneth R. Randall Æ Malissa A. Clark
Published online: 26 April 2009
� Springer Science+Business Media, LLC 2009
Abstract
Purpose The purpose of this study was to empirically
examine organizational culture theorists’ assertions about the
linkages between leadership and the cultures that emerge in
the organizations they lead. Specific hypotheses were
developed and tested regarding relationships between chief
executive officers’ (CEO’s) personality traits, and the cultural
values that are shared among their organization’s members.
Design/Methodology/Approach Thirty-two CEOs com-
pleted measures of the Big-Five personality traits and
personal values. A total of 467 employees across the 32
organizations completed a competing values measure of
organizational culture.
Findings Results indicate support for several hypothe-
sized relationships between CEO personality and cultural
values. Exploratory analyses indicated that several CEO
personal values were related to culture values.
Implications Organizations need to seriously consider the
‘‘fit’’ between the current or desired organizational culture
and CEO characteristics. Organizations attempting to
change fundamental aspects of its functioning may need
significant behavioral—or personnel—changes at the top of
the organization in order to achieve those changes.
Originality/Value This is the first empirical study to
establish a link between specific CEO characteristics and
the cultural values of their organizations. This study pro-
vides evidence that CEO characteristics are felt throughout
the organization by impacting the norms that sanction or
discourage member behavior and decision making, and the
patterns of behavior and interaction among members.
Keywords CEO characteristics � Organizational culture �
Leadership � ASA theory � Multi-level research
Introduction
Organizational culture is a topic of considerable interest to
organizational researchers, management consultants, and
corporate executives alike. For example, organizational
culture has been described as a management tool (Trice and
Beyer 1993), credited with creating a competitive advan-
tage (Bennis and Nanus 1985), as the reason behind merger
and acquisition failure (Donahue 2001), and for providing
the basis for success (Denison 1990). An organization’s
culture is also thought to be intricately related to its lead-
ership, particularly its upper echelon leaders (e.g., Bennis
1986; Davis 1984; Quinn and McGrath 1984; Schein 2004;
Trice and Beyer 1993). Yet, as Schneider and Smith (2004)
noted, there is plenty of theory suggesting that leaders have
an effect in their organizations, but little empirical study of
the linkages between leaders’ individual differences and
organizational characteristics and success.
R ...
CHAPTER 7 Theories of Organizational Culture and Change Organi.docxrobertad6
CHAPTER 7
Theories of Organizational Culture and Change
Organizational culture is the culture that exists in an organization, something akin to a societal culture. It is composed of many intangible phenomena, such as values, beliefs, assumptions, perceptions, behavioral norms, artifacts, and patterns of behavior. It is the unseen and unobservable force that is always behind the organizational activities that can be seen and observed. According to Kilmann and his colleagues (1985), “Culture is to the organization what personality is to the individual—a hidden, yet unifying theme that provides meaning, direction, and mobilization.”
Since the 1980s, the literature on organizational change has had a dominant theme— lasting organizational reform requires changes in organizational culture. Organizational cul- tures that reflect unwanted values, such as hierarchy, rigidity, homogeneity, power based on authority and associations in closed networks, and reliance on rules restrict flexibility and can be formidable barriers to effecting lasting change (Cameron & Quinn, 2011). Organizational members often hang onto familiar “tried and true” beliefs, values, poli- cies, and practices of the organizational culture even when these “old ways” have ceased to serve the organization well. The task is to replace these with cultures where horizon- tal relations, open and accessible networks, flexibility, responsiveness, individual and group empowerment, diversity, and customer service are valued. Advocates and advisers of organizational reform have shared a commitment to increase organizational effective- ness, competitiveness, flexibility, and responsiveness by changing organizational cultures. “Command-and-control” cultures must be replaced with cultures that encourage and sup- port an increasingly diverse workforce and employee participation and empowerment approaches for individuals in work teams.
Therefore, understanding and appreciating the theory of organizational culture—the organizational culture perspective—as well as the existing culture of a particular organization, is necessary for effecting lasting organizational change.
THE ORGANIZATIONAL CULTURE PERSPECTIVE
The organizational culture perspective is a set of theories with their own assumptions about organizational realities and relationships. It is yet another way of viewing, thinking about, studying, and trying to understand organizations. Like power and politics orga- nization theory (Chapter 6), the assumptions, units of analysis, research methods, and approaches of the organizational culture perspective differ markedly from those of the ratio- nal, “modern” structural, organizational economics, and systems/environment theories.
292
Theories of Organizational Culture and Change 293
The organizational culture perspective challenges the basic views of these more rational perspectives about, for example, how organizations make decisions and how and why orga- nizations—and people in organiz.
Leadership and Organizational Culture Linking CEOCharacteri.docxsmile790243
Leadership and Organizational Culture: Linking CEO
Characteristics to Cultural Values
Tomas R. Giberson Æ Christian J. Resick Æ
Marcus W. Dickson Æ Jacqueline K. Mitchelson Æ
Kenneth R. Randall Æ Malissa A. Clark
Published online: 26 April 2009
� Springer Science+Business Media, LLC 2009
Abstract
Purpose The purpose of this study was to empirically
examine organizational culture theorists’ assertions about the
linkages between leadership and the cultures that emerge in
the organizations they lead. Specific hypotheses were
developed and tested regarding relationships between chief
executive officers’ (CEO’s) personality traits, and the cultural
values that are shared among their organization’s members.
Design/Methodology/Approach Thirty-two CEOs com-
pleted measures of the Big-Five personality traits and
personal values. A total of 467 employees across the 32
organizations completed a competing values measure of
organizational culture.
Findings Results indicate support for several hypothe-
sized relationships between CEO personality and cultural
values. Exploratory analyses indicated that several CEO
personal values were related to culture values.
Implications Organizations need to seriously consider the
‘‘fit’’ between the current or desired organizational culture
and CEO characteristics. Organizations attempting to
change fundamental aspects of its functioning may need
significant behavioral—or personnel—changes at the top of
the organization in order to achieve those changes.
Originality/Value This is the first empirical study to
establish a link between specific CEO characteristics and
the cultural values of their organizations. This study pro-
vides evidence that CEO characteristics are felt throughout
the organization by impacting the norms that sanction or
discourage member behavior and decision making, and the
patterns of behavior and interaction among members.
Keywords CEO characteristics � Organizational culture �
Leadership � ASA theory � Multi-level research
Introduction
Organizational culture is a topic of considerable interest to
organizational researchers, management consultants, and
corporate executives alike. For example, organizational
culture has been described as a management tool (Trice and
Beyer 1993), credited with creating a competitive advan-
tage (Bennis and Nanus 1985), as the reason behind merger
and acquisition failure (Donahue 2001), and for providing
the basis for success (Denison 1990). An organization’s
culture is also thought to be intricately related to its lead-
ership, particularly its upper echelon leaders (e.g., Bennis
1986; Davis 1984; Quinn and McGrath 1984; Schein 2004;
Trice and Beyer 1993). Yet, as Schneider and Smith (2004)
noted, there is plenty of theory suggesting that leaders have
an effect in their organizations, but little empirical study of
the linkages between leaders’ individual differences and
organizational characteristics and success.
R ...
Running head WHAT MANAGERS OFTEN WANT WHAT MANAGERS OFTEN WAN.docxagnesdcarey33086
Running head: WHAT MANAGERS OFTEN WANT
WHAT MANAGERS OFTEN WANT
What Managers Often Want
Name
Organisational Theory
26 August 2014
INTRODUCTION
For the past number of decades, most academics and practitioners studying organizations suggest the concept of culture is the climate and practices that organizations develop around their handling of people (Schein, 2004). Organizational culture is the basic pattern of shared assumptions, values, and beliefs considered to be the correct way of thinking about and acting on problems and opportunities facing the organization. According to Wilson (2014), it is a rationale for people’s behavior, a guideline for action, a cause for condemnation or praise, a quality that makes a company what it is. In relation to the preceding definition, Arnold (2005) indicates that organizational culture is the distinctive norms, beliefs, principles and ways of behaving that combine to give each organization its distinct character.
A clear understanding of organizational culture is virtually imperative in the organisation, as it will help management to understand what the real issues as pertains to the organisation’s operations are, which areas need attention and what can be done to address the identified gaps. There is a need for management to understand the concept of organization culture to better synergy and performance. Social scientists have explored the notion of organizational culture as a perspective in organizational theory over the past decades. According to Zheng (2014) current interests in organizational culture stems from at least four different sources: climate research, national cultures, human resource management and from conviction approaches which emphasize the rational and structural nature of the organization to be unable to offer a full explanation of organizational behaviour.
The origin of organizational culture from a national culture point of view is based, among others, on the work of Deal and Kennedy (1982). According to this view organizational culture is seen as being central to organizational success rather than factors such as structure, strategy or politics. As a result the attention shifted away from national cultures and focused more on organizational culture. Interests in organizational culture from the human resource management and performance point of views stems from the fact that organisational culture was perceived to be offering a non-mechanistic, flexible and imaginative approach to understanding how organizations work (Zhang, 2014). Consequently, organisational culture is considered to be the great “cure-all” for most organisational problems (Wilson, 1992). Other theoretical development of the concept organisational culture includes studies conducted within the field of organisational theory. These studies focused on the description and understanding of the concept organization culture by using typologies or classifications, which include the following:
i. Deal and.
Thomas Jefferson UniversityJefferson Digital CommonsScho.docxjuliennehar
Thomas Jefferson University
Jefferson Digital Commons
School of Nursing Faculty Papers & Presentations Jefferson College of Nursing
2-10-2011
Defining and Assessing Organizational Culture
Jennifer Bellot PhD, RN, MHSA
Thomas Jefferson University, [email protected]
Let us know how access to this document benefits you
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Organizational Culture 1
As submitted to:
Nursing Forum
And later published as:
Defining and Assessing Organizational Culture
Volume 46, Issue 1, pages 29–37, January-March 2011
DOI: 10.1111/j.1744-6198.2010.00207.x
The target of much debate, organizational culture has occupied a prominent
position in multidisciplinary publications since the early 1980s. Fraught with
inconsistencies, the early research and literature addressing organizational culture was
often conflicting and recursive. As one researcher stated, culture is “one of the two or
three most complicated words in the English language” (Williams, 1983). Years of
conceptualization, comparison and assessment have led to an emerging consensus on the
appropriate definition and role for organizational culture. This manuscript documents the
h ...
Organizational Culture Edgar H. Schein I I I I II I II .docxamit657720
Organizational Culture
Edgar H. Schein
I I I I II I II
ABSTRACT: The concept of organizational culture has
received increasing attention in recent years both from
academics and practitioners. This article presents the au-
thor's view of how culture shouM be defined and analyzed
if it is to be of use in the field of organizational psychology.
Other concepts are reviewed, a brief history is provided,
and case materials are presented to illustrate how to an-
alyze culture and how to think about culture change.
To write a review article about the concept of organiza-
tional culture poses a dilemma because there is presently
little agreement on what the concept does and should
mean, how it should be observed and measured, how it
relates to more traditional industrial and organizational
psychology theories, and how it should be used in our
efforts to help organizations. The popular use of the con-
cept has further muddied the waters by hanging the label
of"culture" on everything from common behavioral pat-
terns to espoused new corporate values that senior man-
agement wishes to inculcate (e.g., Deal & Kennedy, 1982;
Peters & Waterman, 1982).
Serious students of organizational culture point out
that each culture researcher develops explicit or implicit
paradigms that bias not only the definitions of key con-
cepts but the whole approach to the study of the phe-
nomenon (Barley, Meyer, & Gash, 1988; Martin & Mey-
erson, 1988; Ott, 1989; Smircich & Calas, 1987; Van
Maanen, 1988). One probable reason for this diversity of
approaches is that culture, like role, lies at the intersection
of several social sciences and reflects some of the biases
of eachwspecifically, those of anthropology, sociology,
social psychology, and organizational behavior.
A complete review of the various paradigms and
their implications is far beyond the scope of this article.
Instead I will provide a brief historical overview leading
to the major approaches currently in use and then de-
scribe in greater detail one paradigm, firmly anchored in
social psychology and anthropology, that is somewhat in-
tegrative in that it allows one to position other paradigms
in a common conceptual space.
This line of thinking will push us conceptually into
territory left insufficiently explored by such concepts as
"climate," "norm," and "attitude." Many of the research
methods of industrial/organizational psychology have
weaknesses when applied to the concept of culture. If we
are to take culture seriously, we must first adopt a more
clinical and ethnographic approach to identify clearly the
kinds of dimensions and variables that can usefully lend
themselves to more precise empirical measurement and
Sloan School of Management,
Massachusetts Institute of Technology
I I [ Illll
hypothesis testing. Though there have been many efforts
to be empirically precise about cultural phenomena, there
is still insufficient linkage of theory wit.
Organizational Culture Edgar H. Schein I I I I II I II .docxvannagoforth
Organizational Culture
Edgar H. Schein
I I I I II I II
ABSTRACT: The concept of organizational culture has
received increasing attention in recent years both from
academics and practitioners. This article presents the au-
thor's view of how culture shouM be defined and analyzed
if it is to be of use in the field of organizational psychology.
Other concepts are reviewed, a brief history is provided,
and case materials are presented to illustrate how to an-
alyze culture and how to think about culture change.
To write a review article about the concept of organiza-
tional culture poses a dilemma because there is presently
little agreement on what the concept does and should
mean, how it should be observed and measured, how it
relates to more traditional industrial and organizational
psychology theories, and how it should be used in our
efforts to help organizations. The popular use of the con-
cept has further muddied the waters by hanging the label
of"culture" on everything from common behavioral pat-
terns to espoused new corporate values that senior man-
agement wishes to inculcate (e.g., Deal & Kennedy, 1982;
Peters & Waterman, 1982).
Serious students of organizational culture point out
that each culture researcher develops explicit or implicit
paradigms that bias not only the definitions of key con-
cepts but the whole approach to the study of the phe-
nomenon (Barley, Meyer, & Gash, 1988; Martin & Mey-
erson, 1988; Ott, 1989; Smircich & Calas, 1987; Van
Maanen, 1988). One probable reason for this diversity of
approaches is that culture, like role, lies at the intersection
of several social sciences and reflects some of the biases
of eachwspecifically, those of anthropology, sociology,
social psychology, and organizational behavior.
A complete review of the various paradigms and
their implications is far beyond the scope of this article.
Instead I will provide a brief historical overview leading
to the major approaches currently in use and then de-
scribe in greater detail one paradigm, firmly anchored in
social psychology and anthropology, that is somewhat in-
tegrative in that it allows one to position other paradigms
in a common conceptual space.
This line of thinking will push us conceptually into
territory left insufficiently explored by such concepts as
"climate," "norm," and "attitude." Many of the research
methods of industrial/organizational psychology have
weaknesses when applied to the concept of culture. If we
are to take culture seriously, we must first adopt a more
clinical and ethnographic approach to identify clearly the
kinds of dimensions and variables that can usefully lend
themselves to more precise empirical measurement and
Sloan School of Management,
Massachusetts Institute of Technology
I I [ Illll
hypothesis testing. Though there have been many efforts
to be empirically precise about cultural phenomena, there
is still insufficient linkage of theory wit ...
Scholar-Practitioner Quarterly Volume 5, Number 2Scholar–P.docxanhlodge
Scholar-Practitioner Quarterly Volume 5, Number 2
Scholar–Practitioner Identity
A Liminal Perspective
GR EGORY M. BOUCK
Caddo Parish Public Schools
Abstract
In this article the author attempts to identify the processes associated with the
development of identity as a scholar–practitioner and provide insight into how
positionality in effecting change in our world is perceived. The author begins by
presenting an overview of scholar–practitioner ideology, as well as an exami-
nation of the deconstruction and construction processes of self-identity within
these principles. The ideas of “otherness” and liminality are employed in an
effort to explain identity development as a personal journey that stands to pro-
foundly infl uence those with whom one collaborates and/or leads.
Introduction
The process of examining scholar–practitioner leadership identity exposes the
importance of developing an understanding of one’s identity as it relates to self as
well as how it functions in relation to others. This requires that individuals iden-
tify the adopted associative virtues and dispositions of both their personal lives
and professional roles. During development as a scholar–practitioner leader, the
boundaries between private and public identity become blurred and those values
and virtues deemed important in one aspect of life often spill over to the other.
As I began the process of evaluating my own identity, I became aware that for
the past few years, I had been involved in a process of deconstructing my beliefs
and values and in uncovering my involvement and participation in traditions and
systems that while not obvious or deliberate, often served to support inequity
and injustice.
202 Gregory M. Bouck
Volume 5, Number 2 Scholar-Practitioner Quarterly
My desire to serve others and promote democratic learning has been con-
stricted by perceptions forged through my membership in a white, Euro-cen-
tric dominated society. While I have resisted ideology that blatantly ignores or
discounts cultures that run counter to dominant controls, I was unaware of the
“many seemingly benign cultural assumptions that justify and direct an unjust
status quo” (Eichelberger, 1999, p. 3). Although naïve, I believed that American
values centered on providing opportunity for all. I operated within a system of
purported democracy that in reality marginalized and oppressed those outside
the dominant class. Eichelberger (1999) explains, “Few Americans would endorse
the belief that the domination and oppression of others leads to a happy and just
society” (p. 4). However, her work of examining individuals’ relationships with
society as depicted in popular American literature focuses on the “unmasking of
inhumane social and cultural conditions beneath the surface of a self-proclaimed
democracy” (p. 3). For example, Eichelberger (1999) states that many Americans,
Readily endorse the concept of individualism, the belief that individuals are
res.
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
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INTRODUCTION
For the past number of decades, most academics and practitioners studying organizations suggest the concept of culture is the climate and practices that organizations develop around their handling of people (Schein, 2004). Organizational culture is the basic pattern of shared assumptions, values, and beliefs considered to be the correct way of thinking about and acting on problems and opportunities facing the organization. According to Wilson (2014), it is a rationale for people’s behavior, a guideline for action, a cause for condemnation or praise, a quality that makes a company what it is. In relation to the preceding definition, Arnold (2005) indicates that organizational culture is the distinctive norms, beliefs, principles and ways of behaving that combine to give each organization its distinct character.
A clear understanding of organizational culture is virtually imperative in the organisation, as it will help management to understand what the real issues as pertains to the organisation’s operations are, which areas need attention and what can be done to address the identified gaps. There is a need for management to understand the concept of organization culture to better synergy and performance. Social scientists have explored the notion of organizational culture as a perspective in organizational theory over the past decades. According to Zheng (2014) current interests in organizational culture stems from at least four different sources: climate research, national cultures, human resource management and from conviction approaches which emphasize the rational and structural nature of the organization to be unable to offer a full explanation of organizational behaviour.
The origin of organizational culture from a national culture point of view is based, among others, on the work of Deal and Kennedy (1982). According to this view organizational culture is seen as being central to organizational success rather than factors such as structure, strategy or politics. As a result the attention shifted away from national cultures and focused more on organizational culture. Interests in organizational culture from the human resource management and performance point of views stems from the fact that organisational culture was perceived to be offering a non-mechanistic, flexible and imaginative approach to understanding how organizations work (Zhang, 2014). Consequently, organisational culture is considered to be the great “cure-all” for most organisational problems (Wilson, 1992). Other theoretical development of the concept organisational culture includes studies conducted within the field of organisational theory. These studies focused on the description and understanding of the concept organization culture by using typologies or classifications, which include the following:
i. Deal and.
Thomas Jefferson UniversityJefferson Digital CommonsScho.docxjuliennehar
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School of Nursing Faculty Papers & Presentations Jefferson College of Nursing
2-10-2011
Defining and Assessing Organizational Culture
Jennifer Bellot PhD, RN, MHSA
Thomas Jefferson University, [email protected]
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Organizational Culture 1
As submitted to:
Nursing Forum
And later published as:
Defining and Assessing Organizational Culture
Volume 46, Issue 1, pages 29–37, January-March 2011
DOI: 10.1111/j.1744-6198.2010.00207.x
The target of much debate, organizational culture has occupied a prominent
position in multidisciplinary publications since the early 1980s. Fraught with
inconsistencies, the early research and literature addressing organizational culture was
often conflicting and recursive. As one researcher stated, culture is “one of the two or
three most complicated words in the English language” (Williams, 1983). Years of
conceptualization, comparison and assessment have led to an emerging consensus on the
appropriate definition and role for organizational culture. This manuscript documents the
h ...
Organizational Culture Edgar H. Schein I I I I II I II .docxamit657720
Organizational Culture
Edgar H. Schein
I I I I II I II
ABSTRACT: The concept of organizational culture has
received increasing attention in recent years both from
academics and practitioners. This article presents the au-
thor's view of how culture shouM be defined and analyzed
if it is to be of use in the field of organizational psychology.
Other concepts are reviewed, a brief history is provided,
and case materials are presented to illustrate how to an-
alyze culture and how to think about culture change.
To write a review article about the concept of organiza-
tional culture poses a dilemma because there is presently
little agreement on what the concept does and should
mean, how it should be observed and measured, how it
relates to more traditional industrial and organizational
psychology theories, and how it should be used in our
efforts to help organizations. The popular use of the con-
cept has further muddied the waters by hanging the label
of"culture" on everything from common behavioral pat-
terns to espoused new corporate values that senior man-
agement wishes to inculcate (e.g., Deal & Kennedy, 1982;
Peters & Waterman, 1982).
Serious students of organizational culture point out
that each culture researcher develops explicit or implicit
paradigms that bias not only the definitions of key con-
cepts but the whole approach to the study of the phe-
nomenon (Barley, Meyer, & Gash, 1988; Martin & Mey-
erson, 1988; Ott, 1989; Smircich & Calas, 1987; Van
Maanen, 1988). One probable reason for this diversity of
approaches is that culture, like role, lies at the intersection
of several social sciences and reflects some of the biases
of eachwspecifically, those of anthropology, sociology,
social psychology, and organizational behavior.
A complete review of the various paradigms and
their implications is far beyond the scope of this article.
Instead I will provide a brief historical overview leading
to the major approaches currently in use and then de-
scribe in greater detail one paradigm, firmly anchored in
social psychology and anthropology, that is somewhat in-
tegrative in that it allows one to position other paradigms
in a common conceptual space.
This line of thinking will push us conceptually into
territory left insufficiently explored by such concepts as
"climate," "norm," and "attitude." Many of the research
methods of industrial/organizational psychology have
weaknesses when applied to the concept of culture. If we
are to take culture seriously, we must first adopt a more
clinical and ethnographic approach to identify clearly the
kinds of dimensions and variables that can usefully lend
themselves to more precise empirical measurement and
Sloan School of Management,
Massachusetts Institute of Technology
I I [ Illll
hypothesis testing. Though there have been many efforts
to be empirically precise about cultural phenomena, there
is still insufficient linkage of theory wit.
Organizational Culture Edgar H. Schein I I I I II I II .docxvannagoforth
Organizational Culture
Edgar H. Schein
I I I I II I II
ABSTRACT: The concept of organizational culture has
received increasing attention in recent years both from
academics and practitioners. This article presents the au-
thor's view of how culture shouM be defined and analyzed
if it is to be of use in the field of organizational psychology.
Other concepts are reviewed, a brief history is provided,
and case materials are presented to illustrate how to an-
alyze culture and how to think about culture change.
To write a review article about the concept of organiza-
tional culture poses a dilemma because there is presently
little agreement on what the concept does and should
mean, how it should be observed and measured, how it
relates to more traditional industrial and organizational
psychology theories, and how it should be used in our
efforts to help organizations. The popular use of the con-
cept has further muddied the waters by hanging the label
of"culture" on everything from common behavioral pat-
terns to espoused new corporate values that senior man-
agement wishes to inculcate (e.g., Deal & Kennedy, 1982;
Peters & Waterman, 1982).
Serious students of organizational culture point out
that each culture researcher develops explicit or implicit
paradigms that bias not only the definitions of key con-
cepts but the whole approach to the study of the phe-
nomenon (Barley, Meyer, & Gash, 1988; Martin & Mey-
erson, 1988; Ott, 1989; Smircich & Calas, 1987; Van
Maanen, 1988). One probable reason for this diversity of
approaches is that culture, like role, lies at the intersection
of several social sciences and reflects some of the biases
of eachwspecifically, those of anthropology, sociology,
social psychology, and organizational behavior.
A complete review of the various paradigms and
their implications is far beyond the scope of this article.
Instead I will provide a brief historical overview leading
to the major approaches currently in use and then de-
scribe in greater detail one paradigm, firmly anchored in
social psychology and anthropology, that is somewhat in-
tegrative in that it allows one to position other paradigms
in a common conceptual space.
This line of thinking will push us conceptually into
territory left insufficiently explored by such concepts as
"climate," "norm," and "attitude." Many of the research
methods of industrial/organizational psychology have
weaknesses when applied to the concept of culture. If we
are to take culture seriously, we must first adopt a more
clinical and ethnographic approach to identify clearly the
kinds of dimensions and variables that can usefully lend
themselves to more precise empirical measurement and
Sloan School of Management,
Massachusetts Institute of Technology
I I [ Illll
hypothesis testing. Though there have been many efforts
to be empirically precise about cultural phenomena, there
is still insufficient linkage of theory wit ...
Scholar-Practitioner Quarterly Volume 5, Number 2Scholar–P.docxanhlodge
Scholar-Practitioner Quarterly Volume 5, Number 2
Scholar–Practitioner Identity
A Liminal Perspective
GR EGORY M. BOUCK
Caddo Parish Public Schools
Abstract
In this article the author attempts to identify the processes associated with the
development of identity as a scholar–practitioner and provide insight into how
positionality in effecting change in our world is perceived. The author begins by
presenting an overview of scholar–practitioner ideology, as well as an exami-
nation of the deconstruction and construction processes of self-identity within
these principles. The ideas of “otherness” and liminality are employed in an
effort to explain identity development as a personal journey that stands to pro-
foundly infl uence those with whom one collaborates and/or leads.
Introduction
The process of examining scholar–practitioner leadership identity exposes the
importance of developing an understanding of one’s identity as it relates to self as
well as how it functions in relation to others. This requires that individuals iden-
tify the adopted associative virtues and dispositions of both their personal lives
and professional roles. During development as a scholar–practitioner leader, the
boundaries between private and public identity become blurred and those values
and virtues deemed important in one aspect of life often spill over to the other.
As I began the process of evaluating my own identity, I became aware that for
the past few years, I had been involved in a process of deconstructing my beliefs
and values and in uncovering my involvement and participation in traditions and
systems that while not obvious or deliberate, often served to support inequity
and injustice.
202 Gregory M. Bouck
Volume 5, Number 2 Scholar-Practitioner Quarterly
My desire to serve others and promote democratic learning has been con-
stricted by perceptions forged through my membership in a white, Euro-cen-
tric dominated society. While I have resisted ideology that blatantly ignores or
discounts cultures that run counter to dominant controls, I was unaware of the
“many seemingly benign cultural assumptions that justify and direct an unjust
status quo” (Eichelberger, 1999, p. 3). Although naïve, I believed that American
values centered on providing opportunity for all. I operated within a system of
purported democracy that in reality marginalized and oppressed those outside
the dominant class. Eichelberger (1999) explains, “Few Americans would endorse
the belief that the domination and oppression of others leads to a happy and just
society” (p. 4). However, her work of examining individuals’ relationships with
society as depicted in popular American literature focuses on the “unmasking of
inhumane social and cultural conditions beneath the surface of a self-proclaimed
democracy” (p. 3). For example, Eichelberger (1999) states that many Americans,
Readily endorse the concept of individualism, the belief that individuals are
res.
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
· Critical thinking paper · · · 1. A case study..docxgerardkortney
· Critical thinking paper
·
·
· 1.
A case study.
Deborah Shore, aged 45, works for a small corporation in the Research and Development department.
When she first became a member of the department 15 years ago, Deborah was an unusually creative and productive researcher; her efforts quickly resulted in raises and promotions within the department and earned her the respect of her colleagues. Now, Deborah finds herself less interested in doing research; she is no longer making creative contributions to her department, although she is making contributions to its administration.
She is still respected by the coworkers who have known her since she joined the firm, but not by her younger coworkers.
Analyze the case study from the psychoanalytic, learning, and contextual perspectives: how would a theorist from each perspective explain Deborah's development? Which perspective do you believe provides the most adequate explanation, and why?
2. Interview your mother (and grandmothers, if possible), asking about experiences with childbirth. Include your own experiences if you have had children. Write a paper summarizing these childbirth experiences and comparing them with the contemporary experiences described in the text.
3. Identify a "type" of parent (e.g., single parent, teenage parent, low-income parent, dual-career couple) who is most likely to be distressed because an infant has a "difficult" temperament. Explain why you believe that this type of parent would have particular problems with a difficult infant. Write an informational brochure for the selected type of parent. The brochure should include an explanation of temperament in general and of the difficult temperament in particular, and give suggestions for parents of difficult infants.
4. Plan an educational unit covering nutrition, health, and safety for use with preschoolers and kindergartners. Take into account young children's cognitive and linguistic characteristics. The project should include (1) an outline of the content of the unit; and (2) a description of how the content would be presented, given the intellectual abilities of preschoolers. For example, how long would each lesson be? What kinds of pictures or other audiovisual materials would be used? How would this content be integrated with the children's other activities in preschool or kindergarten?
5. Visit two day care centers and evaluate each center using the information from the text as a guide. Request a fee schedule from each center. Write a paper summarizing your evaluation of each center.
Note:
Unless you are an actual potential client of the center, contact the director beforehand to explain the actual purpose of the visit, obtain permission to visit, and schedule your visit so as to minimize disruption to the center's schedule.
6. Watch some children's television programs and advertising, examine some children's toys and their packaging, read some children's books, and listen to some children's recor.
· Coronel & Morris Chapter 7, Problems 1, 2 and 3
· Coronel & Morris Chapter 8, Problems 1 and 2
A People’s History of Modern Europe
“A fascinating journey across centuries towards the world as we experience it today. ... It is
the voice of the ordinary people, and women in particular, their ideas and actions, protests
and sufferings that have gone into the making of this alternative narrative.”
——Sobhanlal Datta Gupta, former Surendra Nath Banerjee
Professor of Political Science, University of Calcutta
“A history of Europe that doesn’t remove the Europeans. Here there are not only kings,
presidents and institutions but the pulse of the people and social organizations that shaped
Europe. A must-read.”
——Raquel Varela, Universidade Nova de Lisboa
“Lively and engaging. William A Pelz takes the reader through a thousand years of
European history from below. This is the not the story of lords, kings and rulers. It is the
story of the ordinary people of Europe and their struggles against those lords, kings and
rulers, from the Middle Ages to the present day. A fine introduction.”
——Francis King, editor, Socialist History
“This book is an exception to the rule that the winner takes all. It highlights the importance
of the commoners which often is only shown in the dark corners of mainstream history
books. From Hussites, Levellers and sans-culottes to the women who defended the Paris
Commune and the workers who occupied the shipyards during the Carnation revolution in
Portugal. The author gives them their deserved place in history just like Howard Zinn did
for the American people.”
——Sjaak van der Velden, International Institute of Social History, Amsterdam
“The author puts his focus on the lives and historical impact of those excluded from
power and wealth: peasants and serfs of the Middle Ages, workers during the Industrial
Revolution, women in a patriarchic order that transcended different eras. This focus not
only makes history relevant for contemporary debates on social justice, it also urges the
reader to develop a critical approach.”
——Ralf Hoffrogge, Ruhr-Universität Bochum
“An exciting story of generations of people struggling for better living conditions, and for
social and political rights. ... This story has to be considered now, when the very notions of
enlightenment, progress and social change are being questioned.”
——Boris Kagarlitsky, director of Institute for globalization studies and social
movements, Moscow, and author of From Empires to Imperialism
“A splendid antidote to the many European histories dominated by kings, businessmen
and generals. It should be on the shelves of both academics and activists ... A lively and
informative intellectual tour-de-force.”
——Marcel van der Linden, International Institute of Social History, Amsterdam
A People’s History
of Modern Europe
William A. Pelz
First published 2016 by Pluto Press
345 Archway Road, London N6 5AA
www.pluto.
· Complete the following problems from your textbook· Pages 378.docxgerardkortney
· Complete the following problems from your textbook:
· Pages 378–381: 10-1, 10-2, 10-16, and 10-20.
· Pages 443–444: 12-7 and 12-9.
· Page 469: 13-5.
· 10-1 How would each of the following scenarios affect a firm’s cost of debt, rd(1 − T); its cost of equity, rs; and its WACC? Indicate with a plus (+), a minus (−), or a zero (0) whether the factor would raise, lower, or have an indeterminate effect on the item in question. Assume for each answer that other things are held constant, even though in some instances this would probably not be true. Be prepared to justify your answer but recognize that several of the parts have no single correct answer. These questions are designed to stimulate thought and discussion.
Effect on
rd(1 − T)
rs
WACC
a. The corporate tax rate is lowered.
__
__
__
b. The Federal Reserve tightens credit.
__
__
__
c. The firm uses more debt; that is, it increases its debt ratio.
__
__
__
d. The dividend payout ratio is increased.
__
__
__
e. The firm doubles the amount of capital it raises during the year.
__
__
__
f. The firm expands into a risky new area.
__
__
__
g. The firm merges with another firm whose earnings are countercyclical both to those of the first firm and to the stock market.
__
__
__
h. The stock market falls drastically, and the firm’s stock price falls along with the rest.
__
__
__
i. Investors become more risk-averse.
__
__
__
j. The firm is an electric utility with a large investment in nuclear plants. Several states are considering a ban on nuclear power generation.
__
__
__
· 10-2 Assume that the risk-free rate increases, but the market risk premium
· 10-16COST OF COMMON EQUITY The Bouchard Company’s EPS was $6.50 in 2018, up from $4.42 in 2013. The company pays out 40% of its earnings as dividends, and its common stock sells for $36.00.
· a. Calculate the past growth rate in earnings. (Hint: This is a 5-year growth period.)
· b. The last dividend was D0 = 0.4($6.50) = $2.60. Calculate the next expected dividend, D1, assuming that the past growth rate continues.
· c. What is Bouchard’s cost of retained earnings, rs?
· 10-20WACC The following table gives Foust Company’s earnings per share for the last 10 years. The common stock, 7.8 million shares outstanding, is now (1/1/19) selling for $65.00 per share. The expected dividend at the end of the current year (12/31/19) is 55% of the 2018 EPS. Because investors expect past trends to continue, g may be based on the historical earnings growth rate. (Note that 9 years of growth are reflected in the 10 years of data.)
The current interest rate on new debt is 9%; Foust’s marginal tax rate is 40%, and its target capital structure is 40% debt and 60% equity.
· a. Calculate Foust’s after-tax cost of debt and common equity. Calculate the cost of equity as rs = D1/P0 + g.
· b. Find Foust’s WACC
· 12-7SCENARIO ANALYSIS Huang Industries is considering a proposed project whose estimated NPV is $12 million. This estimate assumes that economic conditions wi.
· Consider how different countries approach aging. As you consid.docxgerardkortney
· Consider how different countries approach aging. As you consider different countries, think about the following:
o Do older adults live with their children, or are they more likely to live in a nursing home?
o Are older adults seen as wise individuals to be respected and revered, or are they a burden to their family and to society?
· Next, select two different countries and compare and contrast their approaches to aging.
· Post and identify each of the countries you selected. Then, explain two similarities and two differences in how the countries approach aging. Be specific and provide examples. Use proper APA format and citation. LSW10
.
· Clarifying some things on the Revolution I am going to say som.docxgerardkortney
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
You can choose that you would have supported the revolutionaries--but think. Think about the other side. They matter, and their experiences got to be cleansed out of history to make you feel better about the way the revolutionaries behaved during the War. Acknowledge that they are there, and that their point of view has merit, even if you not agree with it.
· Clarifying Unit III's assignment
I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
· Chapter 9 – Review the section on Establishing a Security Cultur.docxgerardkortney
· Chapter 9 – Review the section on Establishing a Security Culture. Review the methods to reduce the chances of a cyber threat noted in the textbook. Research other peer-reviewed source and note additional methods to reduce cyber-attacks within an organization.
· Chapter 10 – Review the section on the IT leader in the digital transformation era. Note how IT professionals and especially leaders must transform their thinking to adapt to the constantly changing organizational climate. What are some methods or resources leaders can utilize to enhance their change attitude?
.
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docxgerardkortney
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.
· Chap 2 and 3· what barriers are there in terms of the inter.docxgerardkortney
· Chap 2 and 3
· what barriers are there in terms of the interpersonal communication model?
Typically, communication breakdowns result from lack of understanding without clarification; often, there wasn't even an attempt at clarification. If barriers to interpersonal communication are not acknowledged and addressed, workplace productivity can suffer.
Language Differences
Interpersonal communication can go awry when the sender and receiver of the message speak a different language -- literally and figuratively. Not everyone in the workplace will understand slang, jargon, acronyms and industry terminology. Instead of seeking clarification, employees might guess at the meaning of the message and then act on mistaken assumptions. Also, misunderstandings may occur among workers who do not speak the same primary language. As a result, feelings may be hurt, based on misinterpretation of words or of body language.
Cultural Differences
Interpersonal communication may be adversely affected by lack of cultural understanding, mis-perception, bias and stereotypical beliefs. Workers may have limited skill or experience communicating with people from a different background. Many companies offer diversity training to help employees understand how to communicate more effectively across cultures and relate to those who may have different background experiences. Similarly, gender barriers can obstruct interpersonal communication if men and women are treated differently, and held to different standards, causing interpersonal conflicts in the workplace.
Personality Differences
Like any skill, some people are better at interpersonal communication than others. Personality traits also influence how well an individual interacts with subordinates, peers and supervisors. Extraversion can be an advantage when it comes to speaking out, sharing opinions and disseminating information. However, introverts may have the edge when it comes to listening, reflecting and remembering. Barriers to interpersonal communication may occur when employees lack self-awareness, sensitivity and flexibility. Such behavior undermines teamwork, which requires mutual respect, compromise and negotiation. Bullying, backstabbing and cut throat competition create a toxic workplace climate that will strain interpersonal relationships.
Generational Differences
Interpersonal communication can be complicated by generational differences in speech, dress, values, priorities and preferences. For instance, there may be a generational divide as to how team members prefer to communicate with one another. If younger workers sit in cubicles, using social networking as their primary channel of communication, it can alienate them from older workers who may prefer face-to-face communication. Broad generalizations and stereotypes can also cause interpersonal rifts when a worker from one generation feels superior to those who are younger or older. Biases against workers based on age can constitute a form of disc.
· Case Study 2 Improving E-Mail Marketing ResponseDue Week 8 an.docxgerardkortney
· Case Study 2: Improving E-Mail Marketing Response
Due Week 8 and worth 160 points
Read the following case study.
A company wishes to improve its e-mail marketing process, as measured by an increase in the response rate to e-mail advertisements. The company has decided to study the process by evaluating all combinations of two (2) options of the three (3) key factors: E-Mail Heading (Detailed, Generic); Email Open (No, Yes); and E-Mail Body (Text, HTML). Each of the combinations in the design was repeated on two (2) different occasions. The factors studied and the measured response rates are summarized in the following table.
Write a two to three (2-3) page paper in which you:
1. Use the data shown in the table to conduct a design of experiment (DOE) in order to test cause-and-effect relationships in business processes for the company.
2. Determine the graphical display tool (e.g., Interaction Effects Chart, Scatter Chart, etc.) that you would use to present the results of the DOE that you conducted in Question 1. Provide a rationale for your response.
3. Recommend the main actions that the company could take in order to increase the response rate of its e-mail advertising. Provide a rationale for your response.
4. Propose one (1) overall strategy for developing a process model for this company that will increase the response rate of its e-mail advertising and obtain effective business process. Provide a rationale for your response.
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.
The specific course learning outcomes associated with this assignment are:
. Build regression models for improving business processes.
. Design experiments to test cause-and-effect relationships in business processes.
. Use technology and information resources to research issues in business process improvement.
. Write clearly and concisely about business process improvement using proper writing mechanics.
Read each discussion 1-4 and then write a 200 word response for each.
With your response, you can either expand on the initial post with similar, formally cited, specific examples or additional information regarding the original example(s) (be sure the additional information isn’t simply a re-statement of what has already been posted) or you can respond with a well-supported (based on formally cited information) counter point.
APA FORMAT
Response should have 1 source for each discussion
1. A message in sports is brought to sports economists in Jeremiah 29:11. This verse states, “For I.
· Briefly describe the technologies that are leading businesses in.docxgerardkortney
· Briefly describe the technologies that are leading businesses into the third wave of electronic commerce.
· In about 100 words, describe the function of the Internet Corporation for Assigned Names and Numbers. Include a discussion of the differences between gTLDs and sTLDs in your answer.
· In one or two paragraphs, describe how the Internet changed from a government research project into a technology for business users.
· In about 100 words, explain the difference between an extranet and an intranet. In your answer, describe when you might use a VPN in either.
· Define “channel conflict” and describe in one or two paragraphs how a company might deal with this issue.
· In two paragraphs, explain why a customer-centric Web site design is so important, yet is so difficult to accomplish.
· In about two paragraphs, distinguish between outsourcing and offshoring as they relate to business processes.
· In about 200 words, explain how the achieved trust level of a company’s communications using blogs and social media compare with similar communication efforts conducted using mass media and personal contact.
· Write a paragraph in which you distinguish between a virtual community and a social networking Web site
· Write two or three paragraphs in which you describe the role that culture plays in the development of a country’s laws and ethical standards.
QUESTION 1
Lakota peoples of the Great Plains are notably:
nomadic and followed the buffalo herds
Sedentary farmers, raising corn, northern beans, and potatoes
peaceful people who tried to live in harmony with neighboring tribes and the environment
religious and employed a variety of psychoactive plants during religious ceremonies
QUESTION 2
Tribal peoples of the Great Plains experienced greater ease at hunting and warfare after the introduction of:
Hotchkiss guns
smokeless gunpowder
horses
Intertribal powwows
all of the above
QUESTION 3
The Apaches and Navajos (Dine’) of the southwestern region of North America speak a language similar to their relatives of northern California and western Canada called:
Yuman
Uto-Aztecan
Tanoan
Athabaskan
Algonkian
QUESTION 4
The Navajo lived in six or eight-sided domed earth dwellings called:
wickiups
kivas
hogans
roadhouses
sweat lodge
QUESTION 5
Pueblo Indians, such as the Zuni and Hopi tribes, are descendants of the ancient people known as the:
Anasazi
Ashkenazi
Athabaskan
Aztecanotewa
Atlantean
2 points
QUESTION 6
1. Kachinas, or spirits of nature, were believed to:
Assist in the growth of crops and send rain
Help defend the Navajo against all foreign invaders
Provide medical assistance to the Hopi when doctors were not available
Combat evil spirits such as Skin-walkers or Diablitos
All of the above
2 points
QUESTION 7
1. The preferred dwellings among the Lakota Sioux were:
wickiups
adobe pueblos
pit houses
teepees
buffalo huts
2 points
QUESTION 8
1. Native Americansbenef.
· Assignment List· My Personality Theory Paper (Week Four)My.docxgerardkortney
· Assignment List
· My Personality Theory Paper (Week Four)
My Personality Theory Paper (Week Four)
DUE: May 31, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
May 4, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
My Personality Theory Paper
Instructions:
For this assignment, you will write a paper no less than 7 pages in length, not including required cover and Reference pages, describing a single personality theory from the course readings that best explains your own personality and life choices. You are free to select from among the several theories covered in the course to date but only one theory may be used.
Your task is to demonstrate your knowledge of the theory you choose via descriptions of its key concepts and use of them to explain how you developed your own personality. It is recommended that you revisit the material covered to date to refresh your knowledge of theory details. This is a "midterm" assignment and you should show in your work that you have studied and comprehended the first four weeks of course material. Your submission should be double-spaced with 1 inch margins on all sides of each page and should be free of spelling and grammar errors. It must include source crediting of any materials used in APA format, including source citations in the body of your paper and in a Reference list attached to the end. Easy to follow guides to APA formatting can be found on the tutorial section of the APUS Online Library.
Your paper will include three parts:
I. A brief description of the premise and key components of the theory you selected. You should be thorough and concise in this section and not spend the bulk of the paper detailing the theory, but rather just give enough of a summary of the key points so that an intelligent but uniformed reader would be able to understand its basics. If you pick a more complicated theory, you should expect explaining its premise and key components to take longer than explaining the same for one of the simpler theories but, in either case, focus on the basics and keep in mind that a paper that is almost all theory description and little use of the theory described to explain your own personality will receive a significant point deduction as will the reverse case of the paper being largely personal experience sharing with little linkage to clearly described key theory components.
II. A description of how your chosen theory explains your personality and life choices with supporting examples.
III. A description of the limitations of the theory in explaining your personality or anyone else’s.
NOTE: Although only your instructor will be reading your paper, you should still think about how much personal information you want to disclose. The purpose of this paper is not to get you to share private information, but rather to bring one .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment 3 Creating a Compelling VisionLeaders today must be .docxgerardkortney
· Assignment 3: Creating a Compelling Vision
Leaders today must be able to create a compelling vision for the organization. They also must be able to create an aligned strategy and then execute it. Visions have two parts, the envisioned future and the core values that support that vision of the future. The ability to create a compelling vision is the primary distinction between leadership and management. Leaders need to create a vision that will frame the decisions and behavior of the organization and keep it focused on the future while also delivering on the short-term goals.
To learn more about organizational vision statements, do an Internet search and review various vision statements.
In this assignment, you will consider yourself as a leader of an organization and write a vision statement and supporting values statement.
Select an organization of choice. This could be an organization that you are familiar with, or a fictitious organization. Then, respond to the following:
· Provide the name and description of the organization. In the description, be sure to include the purpose of the organization, the products or services it provides, and the description of its customer base.
· Describe the core values of the organization. Why are these specific values important to the organization?
· Describe the benefits and purpose for an organizational vision statement.
· Develop a vision statement for this organization. When developing a vision statement, be mindful of the module readings and lecture materials.
· In the vision statement, be sure to communicate the future goals and aspirations of the organization.
· Once you have developed the vision statement, describe how you would communicate the statement to the organizational stakeholders, that is, the owners, employees, vendors, and customers.
· How would you incorporate the communication of the vision into the new employee on-boarding and ongoing training?
Write your response in approximately 3–5 pages in Microsoft Word. Apply APA standards to citation of sources.
Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 3 Grading Criteria
Maximum Points
Chose and described the organization. The description included the purpose of the organization, the products or services the organization provides, and the description of its customer base.
16
Developed a vision statement for the organization. Ensured to accurately communicate the goals and aspirations of the organization in the vision statement.
24
Ensured that the incorporation and communication strategy for the vision statement is clear, detailed, well thought out and realistic.
28
Evaluated and explained which values are most important to the organization.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate r.
· Assignment 4
· Week 4 – Assignment: Explain Theoretical Perspectives for Real-life Scenarios
Assignment
Updated
Top of Form
Bottom of Form
For each of the following three scenarios, use a chart format to assess how each traditional theoretical perspective would best explain the situation that a social worker would need to address. You may create your charts in Word or another software program of your choice. An example chart follows the three scenarios.
Scenario 1
You are a hospital social worker who is working with a family whose older adult relative is in end-stage renal failure. There are no advanced directives and the family is conflicted over what the next steps should be.
Scenario 2
You are a caseworker in a drug court. Your client has had three consecutive dirty urine analyses. She is unemployed and has violated her probation order.
Scenario 3
You are a school social worker. A teacher sends her 9-year-old student to you because he reports that he has not eaten in 2 days and there are no adults at home to take care of him.
Chart Example:
Your client, an 11-year-old girl, was removed from home because of parental substance abuse. She is acting out in her foster home, disobeying her foster parents and not following their rules.
Theory
Explanation for Scenario – please respond to the questions below in your explanation
Systems Theory
What systems need to be developed or put in place to support the child? Would Child Protective Services need to become involved? What other systems would support her and a successful outcome for being in foster care?
Generalist Theory
What is the best intervention or therapy to use based on this child’s situation? Given her circumstances, how could you best improve her functioning?
Behavioral Theory
What behaviors are being reinforced? What behaviors are being ignored or punished? What would you suggest to maintain this placement? Would this involve working with the foster parents?
Cognitive Theory
How would you help your client to examine her thinking, emotions, and behavior? What would this entail from a cognitive developmental framework?
Support your assignment with a minimum of three resources.
Length: 3 charts, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Assignement 3
State the function of each of the following musculoskeletal system structures: Describe the structures of the musculoskeletal system.
Skeletal muscle
Tendons
Ligaments
Bone
Cartilage
Describe each of the following types of joints:
Ball-and-socket
Hinge
Pivot
Gliding
Saddle
Condyloid
Newspaper Rubric
CATEGORY
4
3
2
1
Headline & Byline & images
16 points
Article has a .
· Assignment 2 Leader ProfileMany argue that the single largest v.docxgerardkortney
· Assignment 2: Leader Profile
Many argue that the single largest variable in organizational success is leadership. Effective leadership can transform an organization and create a positive environment for all stakeholders. In this assignment, you will have the chance to evaluate a leader and identify what makes him/her effective.
Consider all the leaders who have affected your life in some way. Think of people with whom you work—community leaders, a family member, or anyone who has had a direct impact on you.
· Choose one leader you consider to be effective. This can be a leader you are personally aware of, or someone you don’t know, but have observed to be an effective leader. Write a paper addressing the following:
· Explain how this leader has influenced you and why you think he or she is effective.
· Analyze what characteristics or qualities this person possesses that affected you most.
· Rate this leader by using a leadership scorecard. This can be a developed scorecard, or one you develop yourself. If you use a developed scorecard, please be sure to cite the sources of the scorecard. Once you have identified your scorecard, rate your leader. You decide what scores to include (for example, scale of 1–5, 5 being the highest) but be sure to assess the leader holistically across the critical leadership competencies you feel are most important (for example, visioning, empowering, strategy development and communication).
· Critique this individual’s skills against what you have learned about leadership so far in this course. Consider the following:
· How well does he/she meet the practices covered in your required readings?
· How well has he/she adapted to the challenges facing leaders today?
· If you could recommend changes to his/her leadership approach, philosophy, and style, what would you suggest? Why?
· Using the assigned readings, the Argosy University online library resources, and the Internet including general organizational sources like the Wall Street Journal, BusinessWeek, or Harvard Business Review, build a leadership profile of the leader you selected. Include information from personal experiences as well as general postings on the selected leader from Internet sources such as blogs. Be sure to include 2–3 additional resources not already included in the required readings in support of your leadership profile.
Write a 3–5-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 2 Grading Criteria
Maximum Points
Explained how this leader has been influential and why you think the leader is effective showing analysis of the leader’s characteristics or qualities.
16
Analyzed the characteristics or qualities the leader possesses that have affected you most..
16
Rated your leader using a leadership scorecard and supported your rationale for your rating.
32
Criti.
· Assignment 1 Diversity Issues in Treating AddictionThe comple.docxgerardkortney
· Assignment 1: Diversity Issues in Treating Addiction
The complexities of working with diverse populations in treating disorders, such as addictions, require special considerations. Some approaches work better with some populations than with others. For example, Alcoholics Anonymous (AA) programs are spiritually based and focus on a higher power. Some populations have difficulty with these concepts and are averse to participating in such groups.
Select a population—for example, African Americans; Native Americans; or lesbians, gays, or bisexual individuals. Research your topic by using articles from the supplemental readings for this course or from other resources such as the Web, texts, experience, or other journal articles related to diversity issues and addictions.
Write a three- to five-page paper discussing the following:
· Some specific considerations for working with your chosen population in the area of addiction treatment
· Whether your research indicates that 12-step groups work with this population
· Any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult
· Any language or other barriers that this population faces when seeking treatment
Prepare your paper in Microsoft Word document format. Name your file M4_A1_LastName_Research.doc, and submit it to the Submissions Area by the due date assigned Follow APA guidelines for writing and citing text.
Assignment 1 Grading Criteria
Maximum Points
Discussed some specific considerations for working with your chosen population in the area of addiction.
8
Discussed whether your research indicates that 12-step groups work with your chosen population.
8
Discussed any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult .
8
Discussed any language or other barriers that this population faces when seeking treatment.
8
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
4
Total:
36
· M4 Assignment 2 Discussion
Discussion Topic
Top of Form
Due February 9 at 11:59 PM
Bottom of Form
Assignment 2: Discussion Questions
Your facilitator will guide you in the selection of two of the three discussion questions. Submit your responses to these questions to the appropriate Discussion Area by the due date assigned. Through the end of the module, comment on the responses of others.
All written assignments and responses should follow APA rules for attributing sources.
You will be attempting two discussion questions in this module; each worth 28 points. The total number of points that can be earned for this assignment is 56.
Minority Groups
Many minority groups experience stress secondary to their social surroundings. For example, a family living in poverty may face frequent violence. Limited income makes meeting the day-to-day need.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
ORGANIZATIONAL CULTURE, PROFESSIONAL ETHICS ANDGUANTÁNAMO.docx
1. ORGANIZATIONAL CULTURE, PROFESSIONAL ETHICS
AND
GUANTÁNAMO
Gregory S. McNeal'
In this essay I draw attention to the intersection between the
social scientific
literature on organizational culture and the legal ethics
literature. Drawing
from the organizational theory literature I detail a framework
for assessing
organizational culture and explain how organizational culture
reflects more
than rules and structure within an organization, but rather
represents dee-
per values, practices, and ways of thinking. While
organizational culture is
difficult to change, it can be modified or sustained through
power, status,
rewards, and other mechanisms. After establishing a baseline
for assessing
organizational culture I highlight efforts by the Bush
administration to ex-
ercise control over a military culture which was resistant to the
administra-
tion's legal policy initiatives. This effort at control manifested
itself in the
creation of the military commissions in 2001, an attempt to
minimize the
influence of military attorneys in 2003. and efforts to exercise
2. political con-
trol over military commissions in 2006: each effort was
successfully resisted
by members of the military. I conclude by observing that the
literature on
organizational culture can provide insights into the literature on
legal eth-
ics and political control ofthe military specifically and political
control of
bureaucracies more generally.
I. INTRODUCTION
In this symposium essay I plan to highlight key points where the
li-
terature on organizational culture can aid scholars in
understanding the im-
pact of values, practices, and ethical rules on the behavior of
attorneys with-
in politicized organizations. To accomplish this goal, I first
detail a frame-
work for assessing organizational culture and explain how
organizational
culture reñects more than rules and structure within an
organization, but
rather represents deeper values, practices, and ways of thinking.
Next, I use
the example ofthe military commissions and the Bush
administration's in-
terrogation policy to demonstrate how the Bush administration
tried unsuc-
cessfully to exercise control over a military culture which was
resistant to
its legal policy initiatives. I also explain how members of the
military suc-
cessfully resisted these efforts to modify their organizational
3. culture and
Gregory S. McNeal, Visiting Assistant Professor of Law,
Pennsylvania State Universi-
ty Dickinson School of Law.
125
126 CASE W. RES. J. INT'L L. [Vol. 42:125
resisted enhanced political control over the activities of the
rhilitary. Taken
together, these observations suggest that the literature on
organizational
culture can provide useful insights into the literature on legal
ethics and
political control of the military specifically and political control
of bureau-
cracies more generally.
II. A N OVERVIEW OF ORGANIZATIONAL CULTURE
THEORY
Organizational cultures are slowly evolving reflections of the
shared and leamed values, beliefs, and attitudes of an
organization's mem-
bers. ' Culture can be conceived of as a collection of unspoken
rules and
traditions that play a part in determining the quality and nature
of organiza-
tional life.^ In short, "[t]he culture of an organization
influences who gets
promoted, how careers are either made or derailed, and how
resources are
4. allocated."^ Organizational culture theory places its focus on
"the culture
that exists in an organization, something akin to a societal
culture."'* It ana-
lyzes "intangible phenomena, such as values, beliefs,
assumptions, percep-
tions, behavioral norms, artifacts, and patterns of behavior."'
Organizational
culture is seen as "a social energy that moves people to act."*
"Culture is to
the organization what personality is to the individual—a hidden,
yet unify-
ing theme that provides meaning, direction, and mobilization."^
The organi-
zational culture perspective is an organizational theory with its
own central
assumptions, and, given its unique assumptions, it is a
counterculture within
organizational theory that differs from the rational schools.^
Organizational culture theory challenges rational perspectives
re-
garding "how organizations make decisions and . . . why
organizations—
' D O N H E L L R I E G E L & J O H N W . S L O C U M , O R
G A N I Z A T I O N A L B E H A V I O R 418 (2007).
2 Id
' Id. (noting that "organizational culture includes: routine ways
of communicating, such
as organizational rituals and ceremonies and the language
commonly used; the norms shared
by individuals and teams throughout the organization . . . the
dominant values held by the
5. organization . . . the philosophy that guides m a n a g e m e n t '
s policies and decision making . . .
the rules o f t h e game for getting along in the organization . . .
the feeling or climate conveyed
in an organization by the . . . way in which [organizational
members] interact with . . . out-
siders.").
"* Gregory S. McNeal, Organizational Theory and
Counterterrorism Prosecutions: A
Preliminary Inquiry, 21 REGENT U. L. REV. 307, 325 (2009)
(citing JAY M . SHAFRITZ & JAY
STEVENS OTT, CLASSICS OF ORGANIZATION THEORY
352 (2005)).
^ McNeal, supra note 4 (citing SHAFRITZ & OTT, supra note
4).
* McNeal, supra note 4 (citing SHAFRITZ & OTT, supra note 4
(citing RALPH H . KJLMANN
ET AL., GAINING CONTROL OF THE CORPORATE
CULTURE, at xi (1985))).
' McNeal, supra note 4 (citing SHAFRITZ & OTT, supra note 4
(citing KJLMANN ET AL.,
supra note 6, at ix)).
* McNeal, supra note 4 (citing SHAFRITZ & OTT, supra note
4).
2009] ORGANIZATIONAL CULTURE 127
and people in [them]—act as they do."' Organizational culture
theorists
criticize the rational schools because while the rational schools
6. have clearly
stated assumptions, those assumptions are premised upon four
organization-
al conditions that must exist for their theories to be valid, but
those condi-
tions in practice rarely exist.'" Those assumptions are: " 1 . a
self-correcting
system of interdependent people; 2. [a] consensus on objectives
and me-
thods; 3. coorditiation achieved through sharing information;
and 4. predict-
able organizational problems and solutions."" Organizational
culture theor-
ists contend that in the absence of those four conditions,
"organizational
behaviors and decisions are [instead] predetermined by the
patterns of basic
assumptions held by members of an organization. These patterns
of assump-
tions continue to exist and to influence behaviors in an
organization because
they repeatedly have led people to make decisions that 'worked
in the
past.'"'^ Accordingly, "[w]ith repeated use, the assumptions
slowly drop out
of people's consciousness but continue to influence
organizational decisions
and behaviors even when the environment changes and different
decisions
are needed."'^ Organizational culture explains the phenomenon
of the
phrase "that's the way things are done here"—the organizational
culture
becomes "so basic, so ingrained, and so completely accepted
that no one
thinks about or remembers [the assumptions driving
7. behavior].""''
Organizational culture theorists believe that "[a] strong
organiza-
tional culture can control organizational behavior."'^ Such a
culture "can
block an organization from making [needed] changes" to adapt
to its envi-
ronment.'* Moreover, "rules, authority, and norms of rational
behavior do
not restrain the personal preferences of organizational members.
Instead,
[members] are controlled by cultural norms, values, beliefs, and
assump-
tions."'^ Across organizations, basic assumptions may differ,
and organiza-
tional culture may be shaped by many factors, some of which
may include
societal culture, technologies, markets, competition, personality
of founders,
and personality of leaders.'^ Furthermore, the effect of
organizational cul-
McNeal, supra note 4 (quoting SHAFRITZ & OTT, supra note
4).
McNeal, supra note 4 (citing SHAFRITZ & OTT, supra note 4).
McNeal, supra note 4 (quoting SHAFRITZ & OTT, supra note
4).
McNeal, supra note 4 (quoting SHAFRITZ & OTT, supra note 4,
at 352-53).
McNeal, supra note 4, at 325-26 (quoting SHAFRITZ & OTT,
supra note 4, at 353).
McNeal, supra note 4, at 326 (quoting SHAFRITZ & OTT, supra
note 4, at 353).
McNeal, supra note 4, at 326 (quoting SHAFRITZ & OTT, supra
note 4, at 353).
8. McNeal, supra note 4, at 326 (quoting SHAFRITZ & OTT, supra
note 4, at 353).
McNeal, supra note 4, at 326 (quoting SHAFRITZ & OTT, supra
note 4, at 353).
McNeal, supra note 4, at 326 (citing SHAFRITZ & OTT, supra
note 4, at 353).
128 CASE W. RES. J. INT'L L. [Vol. 42:125
ture may be pervasive and may include subcultures with similar
or distinct
influence factors."
Various aspects of organizational culture exist on different
levels or
layers within an organization, and they differ in terms of
visibility and resis-
tance to change. "[T]he least visible, or deepest, level of
organizational cul-
ture is that oí shared assumptions and philosophies, which
represent basic
beliefs about reality, human nature, and the way things should
be done."^"
Organizational cultural values represent the next layer of
organizational
culture and tend to persist over time, even with changes in
organizational
membership.^' Organizational cultural values are the "collective
beliefs,
assumptions, and feelings about what things are good, normal,
rational and
valuable."^^ The next layer of organizational culture is
represented by
shared behaviors, which include "norms, which are more visible
9. and
somewhat easier to change than values."^^ The uppermost layer
of organiza-
tional culture is the most visible and the most superficial.
Cultural symbols
"are words, gestures, and pictures or other physical objects that
carry a
meaning with a culture."^''
"[Ojrganizational culture forms in response to two major
challenges
that confront every organization: (1) external adaptation and
survival and
(2) intemal integration."^' External adaptation and survival refer
to "how
the organization will fmd a niche in and cope with its constantly
changing
external environment."^* Internal integration refers to "the
establishment
and maintenance of effective working relationships among the
members of
an organization."^^ Organizational culture develops when
organizational
members share knowledge and assumptions in an effort to
develop ways of
coping with external adaptation and intemal integration.^^
External adapta-
tion and survival involves (1) mission and strategy; (2) goal
setting; (3)
means; and (4) measurement.^' Intemal integration refers to "the
establish-
" McNeal, supra note 4, at 326 (citing J. STEVEN OTT, THE
ORGANIZATIONAL CULTURE
PERSPECTIVE ch. 4 ( 1989)).
10. ^̂ HELLRIEGEL & SLOCUM, supra note 1, at 419 (emphasis in
original).
^' Id
^^ Id. (citing C.B. Gibson & M.E. Zellmer-Bmhn, Metaphors
and Meaning: An Intercul-
tural Analysis of the Scope of Teamwork, 46 ADMIN. SCI. Q .
274 (2001)) (emphasis omitted).
^̂ HELLRIEGEL & SLOCUM, supra note 1, at 419 (emphasis
omitted).
^* Id. (citing E.H. SCHEIN, ORGANIZATIONAL CULTURE
AND LEADERSHIP (1985)) (emphasis
omitted).
^' HELLRIEGEL & SLOCUM, supra note 1, at 421 (citing E.H.
SCHEIN, supra note 24, at 4 9 -
84).
*̂ HELLRIEGEL & SLOCUM, supra note 1, at 421 (emphasis
omitted).
^' Id. (emphasis omitted).
'' Id
" Id
2009] ORGANIZATIONAL CULTURE 129
ment and maintenance of effective working relationships among
the mem-
bers of an organization."^" It involves; (1) language and
concepts; (2) group
and team boundaries; (3) power and status; and (4) rewards and
punish-
ments.
11. III. A N EXAMPLE OF ORGANIZATIONAL CULTURE AND
ITS IMPACT
The military commissions established to try alleged terrorists
after
the attacks of September 11, 2001 were adopted by the Bush
administration
operating pursuant to an expansive view of executive authority
which some
have labeled a "New Paradigm."^' This plenary interpretation of
presiden-
tial war power is based on a reading of the Constitution that few
legal scho-
lars share.^^ It states that "the President, as Commander-in-
Chief, has the
authority to disregard virtually all previously known
boundaries, if national
security demands it."" The public policy behind the New
Paradigm was to
allow:
[T]he Pentagon to bring terrorists to justice as swiftly as
possible. Criminal
courts and military courts, with their exacting standards of
evidence and
emphasis on protecting defendants' rights, were deemed too
cumbersome.
Instead, the President authorized a system of detention and
interrogation
that operated outside the intemational standards for the
treatment of pris-
oners of war by the 1949 Geneva Conventions. . . . In
November, 2001,
[Vice President] Cheney said of the military commissions, "We
think it
guarantees that we'll have the kind of treatment of these
12. individuals that
we believe they deserve." '̂'
The military commissions which Vice President Cheney referred
to
were invalidated by the Supreme Court in Hamdan v.
Rumsfeld^^ and were
replaced by military commissions created by the Military
Commissions Act
of 2006 (MCA). The MCA, though, featured a command
structure which
created a culture within the military commissions system
wrought with po-
litical influence. One statutory provision designates a political
appointee to
serve in the powerful role of Convening Authority,^* while a
second statuto-
Id. (emphasis omitted).
'̂ See, e.g., Jane Mayer, The Hidden Power: The Legal Mind
Behind the White House's
War on Terror, NEW YORKER, July 3, 2006, at 44, available at
http://www.newyorker.coin/
archive/2006/07/03/060703fa_factl.
" Id at 44.
" Id
'̂' Id. at 46.
" 548 U.S. 557, 591 (2006).
*̂ Military Commissions Act of 2006, Pub. L. No. 109-366, §
948(h), 120 Stat. 2600.
("Military commissions under this chapter may be convened by
the Secretary of Defense or
by any officer or official ofthe United States designated by the
13. Secretary for that purpose.").
130 CASE W. RES. J. INT'L L. [Vol. 42:125
ry provision provides trial counsel with enhanced protection
from undue
infiuence. ̂ ^ The legislative history ofthe MCA suggests that
congressional
drafters accepted legislation proposed by the White House in
September
2006,^^ and while Congress added to the bill an important
protection against
undue influence,^^ they failed to consider how that provision
would interact
with other provisions within the bill. Moreover, the protection
Congress
intended to extend to trial counsel has been largely undermined
by a broad
delegation of authority to the Executive branch to promulgate
rules for mili-
tary commissions outside the normal rulemaking procedures.'"'
As a result,
the Department of Defense took advantage of the opportunity to
exercise
control over military commissions and created a structure and
promulgated
rules for the military commissions which allowed for political
manipulation
of nearly all aspects of the trials. It is possible that the creation
of this cul-
ture of political infiuence was intentional, a point I will
elaborate on
below.^'
14. Section 948(h) of the MCA declares: "Military commissions
under
this chapter may be convened by the Secretary of Defense or by
any officer
or official of the United States designated by the Secretary for
that ptir-
pose."''^ This seemingly innocuous provision allows the
Secretary of De-
fense to select a civilian political appointee to serve in the
important role of
Convening Authority, a substantial departtire from courts-
martial practice.'*^
This raises an obvious problem: a political appointee lacks the
presumption
" Id § 949(b).
'* See Gregory S. McNeal, Institutional Legitimacy and
Counterterrorism Trials, 43 U.
RICH. L . REV. 967 (2009).
" Military Commissions Act of 2006, Pub. L. No. 109-366, §
949(b), 120 Stat. 2600.
^ See Letter from Barry M. Kamins, President, The Association
of the Bar of the City of
New York, to Senators Patrick Leahy, Arlen Specter, Carl
Levin, and John McCain and
Representatives John Conyers, Lamar S. Smith, Ike Skelton, and
Duncan Hunter (Mar. 12,
2008), available at
http://www.harpers.org/media/image/blogs/misc/guantanamolett
er
remc311 .pdf (discussing the urgent need for Congressional
oversight hearings given the
potential for undue political influence and organizational
changes which impact the indepen-
15. dence of the military commissions). See also Eugene R. Fidell,
Military Commissions t&
Administrative Law, 6 GREEN BAG 379, 382 (2003), available
at http://www.nimj.
org/documents/GreenBag.pdf. (stating that transparency in the
form of notice and comment
rulemaking for military commissions can contribute to public
confldence in govemment
decision-making and improved decisions).
•" See Letter from Barry M. Kamins, supra note 40, at 3 (stating
"this restructuring places
the General Counsel [a political appointee] at the apex of the
military commissions system
with the power to influence and direct it from every
perspective" and "the supervisory struc-
ture underlying the military commissions . . . establishes a
blueprint for conflict and political
influence on the prosecution and conduct ofthe military
commissions.").
"̂ Military Commissions Act of 2006, Pub. L. No. 109-366, §
948(h), 120 Stat. 2600 (em-
phasis added).
"' Cf Uniform Code of Military Justice, 10 U.S.C. § 822 (2006).
2009] ORGANIZATIONAL CULTURE 131
of unbiased and apolitical decision-making that accompanies the
role of a
military commander.'*'' The Convening Authority is a unique
official with
no civilian equivalent.''^ In the case of the commissions, she
also has no
16. military equivalent; her position exists solely for the purpose of
trying one
class of alleged offenders. The Convening Authority's
responsibilities in-
clude reviewing the sufficiency of charges and whether they
should be dis-
missed, selecting those cases and associated charges that should
be referred
to trial by military commission, selecting members of the panel
(the jury),
and reviewing findings of guilt and sentences.''^
In Section 948(h), Congress created a Convening Authority with
all
the power found in military commanders but without the
attendant com-
mand responsibility justification; moreover, by allowing this
individual to
be a political appointee. Congress allowed for the creation of a
politically-
motivated organizational culture in what should be an apolitical
organiza-
tional culture. It is certainly up to Congress to prescribe "the
level of inde-
pendence and procedural rigor" of military courts."*^ But
Section 948(h) also
implicates the broader protections of the trial process, and in
this respect is
govemed by Common Article 3 of the Geneva Conventions
which is con-
cerned with "matters of structure, organization, and mechanisms
to promote
the tribunal's insulation from command influence."'*^ It is not
clear that
Common Article 3 would prohibit an organizational culture that
was driven
17. by politics, as politics are an accepted aspect of many ordinary
criminal
trials. However, in his concurrence in the Hamdan opinion.
Justice Kennedy
made clear that a major failure ofthe military commissions
which preceded
those created by the MCA of 2006 was that they were not
structurally inde-
pendent.'"
The organizational culture and political influence point is key to
understanding what section 948(h)'s impact is—by allowing for
a politically
appointed convening authority it violates the principle that
military justice
should be insulated from a politically motivated organizational
culture.
'*'' Convening Authority under the UCMJ are commanders and
military officers. Id. As
such they are protected from removal from their position, and
any such removal would raise
significant questions especially in light of their other non-
judicial responsibilities. See id. §
804 (granting an officer the right to challenge his or her
dismissal in a trial by court-martial).
•" See Lindsay Nicole AUeman, Who Is in Charge, and Who
Should Be? The Disciplinary
Role ofthe Commander in Military Justice Systems, 16 DUKE J.
COMP. & INT'L L . 169, 170
(2006).
*^ D E P ' T OF DEF., THE MANUAL FOR MILITARY
COMMISSIONS, pt. 2., § 2-3, (2007), ovo/Va-
¿)/earhttp://wvw.defenselink.mil/news/Apr2007/Reg_for_Trial_
18. by_mcm.pdf
"' Hamdan v. Rumsfeld, 548 tJ.S. 557, 645 (Kennedy, J.,
concurring).
"* Id. at 646.
"" Id. See also id. at 645 ("[A]n acceptable degree of
independence from the Executive is
necessary to render a commission 'regularly constituted' by the
standards of our Nation's
system of justice.").
132 CASE W. RES. J. INT'L L. [Vol. 42:125
Stated differently, structural insulation for military justice is
designed to
ensure that a system exists which protects against political
influence irres-
pective of the motivation of individual actors. What the
Supreme Court
made clear in Hamdan was that the Court was not imputing ill
motives to
any actors within the military commission process, which would
include
political appointees.^" Rather, the Court expressed its certainty
that officers
in the PMO military commissions "would strive to act
impartially and en-
sure that Hamdan receive[d] all protections to which he is
entitled."^' None-
theless, Justice Stevens, joined by Justices Souter, Ginsburg and
Breyer,
reasoned that "the legality of a tribunal under Common Article
3 cannot be
established by bare assurances that, whatever the character of
the court or
19. the procedures it follows, individual adjudicators will act
fairly."" Structur-
al independence from the influence of Executive actors is the
central con-
cem. ̂ ^ Section 948(h), by departing from this guidance, created
a political-
ly-motivated organizational culture and institutional structure
which
allowed for instances of perceived and actual political influence
and
coercion.^''
This possibility of undue political influence is not merely
hypothet-
ical or theoretical; in fact. Military Commission Judge Keith
Allred in the
military commission trial of Salim Hamdan, Osama bin Laden's
body
guard, removed the Legal Advisor to the Convening Authority
fi-om the
Hamdan military commission trial citing "substantial doubts"
about that
'" Id. at 587 (majority opinion).
" Id
^^ Id. at 634 n.67. While Justice Kennedy did not join this part
ofthe opinion, he did later
recognize the importance of ensuring individual adjudicators
would act fairly and impzutial-
ly. On page fourteen of his concurrence he analyzed the powers
of the Convening Authority
in courts martial and stated:
[B]y structure and tradition, the court-martial process is
insulated from those who
20. have an interest in the outcome of the proceedings . . . . As
compared to the role of
the convening authority in a court-martial, the greater powers of
the Appointing
Authority here . . . raise[s] concems that the commission's
decision making may
not be neutral.
Id. at 649-50 (Kennedy, J., concurring).
'•' Id. at 645, 650 (stating "an acceptable degree of
independence from the Executive is
necessary to render a commission 'regularly constituted' by the
standards of our Nation's
system of justice" and that "provisions for review of legal
issues after trial cannot correct for
structural defects . . . that can cast doubt on the faet finding
process . . . . " ) .
'•' Cf GEORGE B . DAVIS, A TREATISE ON THE MILITARY
LAW OF THE UNITED STATES:
TOGETHER WITH THE PRACTICE AND PROCEDURE OF
COURTS-MARTIAL AND OTHER MILITARY
TRIBUNALS, 623-24 (1915) (rehearsing the judge advocate's
oath to the allegiance of the
court).
2009] ORGANIZATIONAL CULTURE 133
advisor's independence from the prosecutorial fiinction."
Moreover, Colo-
nel Davis, the Chief Prosecutor of the military commissions,
resigned after
21. criticizing the process for its politically-motivated undue
command influ-
ence.^* He was subsequently notified that, because of his
resignation, he did
"not serve honorably" and was denied a medal for his service as
prosecu-
tor.̂ ^ This form of "award discipline" is an example of how
organizational
culture theorists note that organizational culture can be
maintained or
changed, specifically by the system of rewards, status, and
sanctions within
an organization. "The rewards and punishments attached to
various beha-
viors convey to [organizational members] the priorities and
values of both
individual [leaders] and the organization."^* Status also affects
certain as-
pects of an organization's culture by demonstrating which roles
and beha-
viors are valued by the organization.^' "An organization's
reward practices
and culture are strongly linked in the minds of its members,"
and some ar-
gue the use of rewards and status symbols is the "most effective
method of
influencing organizational culture . . . ."*" "[T]he criteria used
to determine
who is assigned to specific jobs or positions, who gets raises
and promo-
tions and why, who is removed from the organization by firing
or early re-
tirement, and so on, reinforce and demonstrate basic aspects of
an organiza-
tion's culture. These criteria become known throughout the
organization
22. and can maintain or change an existing culture."*' Such an act
of discipline
against Colonel Davis, a critic of what he viewed as unjust
political decision
making and interference in military justice, sent a message that
those who
resist the demands of the political culture supervising the
military commis-
sions could expect reprisals should they fail to follow the goals
of their po-
litical superiors.
Military justice precedents set forth a clear standard for testing
whether officials improperly influenced subordinates. The test
turns on
"whether a reasonable member of the public, if aware of all the
facts, would
have a loss of confidence in the military justice system and
believe it to be
' ' Ruling on Motion to Dismiss (Unlawful Influence) at 12,
United States v. Hamdan,
D-026 (Military Comm'n, May 9, 2008), available at
http://www.nimj.org/documents/
Hamdan%20Hartmann%20Ruling.pdf.
'* See Morris D. Davis, Historical Perspective on Guantánamo
Bay: The Arrival of the
High Value Detainees, 42 CASE W. RES. J. INT'L L . 115
(2009).
" Josh White, Colonel Says Speaking Out Cost a Medal, WASH.
POST, May 29, 2008,
at A09, available at http://www.washingtonpost.com/wp-
dyn/content/article/2008/05/28/
AR2008052802966.html?hpid=moreheadlines.
23. *̂ HELLRIEGEL & SLOCUM, supra note 1, at 425.
' ' See id
»̂ Id
' ' Id
134 CASE W. RES. J. INT'L L. [Vol. 42:125
unfair."^^ In light of the retaliation against Colonel Davis, this
test seems
satisfied. In sum, the military commissions' hierarchy is an
example of an
organizational culture which demands subservience to Executive
branch
political concems. This subservience violates the spirit of
Hamdan which
repeatedly referenced the need for structural freedom from a
culttxre of un-
due political influence.*^
As will be made clear in the discussion which follows,
organiza-
tional culture can be influenced and enforced in a variety of
ways. For ex-
ample, by allowing political officials to prepare fitness reports
and make
decisions regarding service medals, a political appointee can
have the same
potential for influence over trials that they would have if they
were able to
directly control the decisions of organizational members.
Moreover, an or-
ganizational culture which can allow leaders to push difficult
24. and ethically
challenging decisions to subordinates allows political
appointees to escape
the consequences of potentially unlawful action by pressuring
military of-
ficers to act in their stead, forcing those officers to choose
between resigna-
tion, reprisal, or violations of the law. The military
commissions are one
example of the Bush administration's efforts to alter a military
culture and
substitute it with a political culture, and they stand as an
example of how
such efforts can negatively impact ethical decision making.
Other examples
during the Bush administration highlight how the military
commissions
were but one of many instances in a concerted effort to exercise
greater po-
litical control over the military. This desire for control was
rooted in the fact
that the military's culture largely resisted efforts to establish
new and ques-
tionable legal procedures, disregarding years of established
practices
grounded in respect for the rule of law.
IV. A N INTENTIONAL POLICY?
Is it accurate to suggest that the military commissions example
re-
flects a broader effort to establish a politically driven culture
within the mil-
itary? Some ofthe other actions ofthe Bush administration
suggest that this
is, in fact, the case. Bruce Fein, former Associate Attomey
25. General in the
Reagan administration observed that Bush's presidential legal
advisors had
"staked out powers that are a universe beyond any other
administration.
This President has made claims that are really quite alarming.
He has said
that "there are no restraints on his ability, as he sees it, to
collect intelli-
gence, to open mail, to commit torture, and to use electronic
surveillance."*'*
*̂ United States v. Allen, 31 M.J. 572, 590 (N.M.C.M.R. 1990)
(citing United States v.
Rosser, 6 M.J. 267 (C.M.A. 1979); United States v. Cruz, 20
M.J. 873, 890 (A.C.M.R.
1985)).
" See, e.g, Hamdan v. Rumsfeld, 548 U.S. 557, 587-88 (2006).
" Mayer, supra note 31.
2009] ORGANIZATIONAL CULTURE 135
Attomey General Alberto Gonzalez, perhaps unwittingly,
provided ammu-
nition to critics ofthe administration's approach when he stated:
The nature of the new war [against terrorism] places a high
premium on
other factors, such as the ability to quickly obtain information
from cap-
tured terrorists and their sponsors in order to avoid further
atrocities
26. against American civihans, and the need to try terrorists for war
crimes
such as wantonly killing civilians. In my judgment, this new
paradigm
renders obsolete Geneva's strict limitations on questioning of
enemy pris-
oners and renders quaint some of its provisions requiring that
captured
enemy be afforded such things as commissary privileges, scrip
(i.e., ad-
vances of monthly pay), athletic uniforms, and scientific
instruments.
It is in light of these political goals that we must consider what
type
of organizational culture was associated with the placement of
political ap-
pointees within a command structure previously reserved for
uniformed
military officers. Organizational culture theorists contend that
organizations
can maintain their culture by recruiting individuals that fit the
culture and
removing those who consistently or markedly stray from
accepted behaviors
and activities.** However, organizational culture involves more
than just the
quality of personnel inputs and outputs. Other indicators of
organizational
culture include: "(1) what managers and teams pay attention to,
measure,
and control; (2) the ways in which managers react to critical
incidents and
organizational crises; . . . (4) [sic] criteria for allocating
rewards and status;
(5) criteria for recruitment, selection, promotion, and removal
27. from the or-
ganization; and (6) organizational rites, ceremonies and
stories."*^ Similar-
ly, these same five elements can be used to modify
organizational culture.*^
Most large, complex organizations have more than one culture,
referred to
as "subcultures." The subculture may reflect the operating
culture of line
employees, the professional or technical culture, and an
executive culture of
top management, each stemming from different views typically
held by
individuals in these differing roles.*'
Applying these factors to the Bush administration's approach to
the
government's counterterrorism initiatives generally and the
military com-
'^ Memorandum from Alberto R. Gonzales, Counsel to the
President to George W. Bush,
President, Decision Re: Application of the Geneva Convention
on Prisoners of War to the
Conflict with Al Qaeda and the Taliban 2 (Jan. 25, 2002),
available at http://slate.
com/features/whatistorture/LegalMemos.html; 37 CASE W.
RES. J. INT'L L. 615 (2006).
** HELLRIEGEL & SLOCUM, supra note 1, at 423.
" Id. (citing J.A. Chatman et al.. Being Different Yet Feeling
Similar: The Infiuence of
Demographic Composition and Organizational Culture on Work
Process and Outcomes, 43
ADMIN. SCI. Q., 749-79 (1998)).
'* HELLRIEGEL & SLOCUM, supra note 1, at 467.
28. " Id. (citing J.B. Sorensen, The Strength of Corporate Culture
and the Reliability of Firm
Performance, 47 ADMIN. SCI. Q., 70-91 (2002)).
136 CASE W. RES. J. INT'L L. [Vol. 42:125
missions specifically reveals some key insights about a
politically driven
organizational culture. Organizational culture theorists note that
to maintain
or change an organizational culture requires the attention of
management
and leadership. The "processes and behaviors that managers,
individual
employees, and teams pay attention to—that is, the events that
get noticed
and commented on" will largely control whether the
organizational culture
is sustained or changed.™ Stated differently, how an
organization deals with
events sends strong signals about what is important and
expected of mem-
bers of an organization. The leadership in the military
commissions process
and those responsible for the Bush administration's
counterterrorism policy
generation, all of whom report directly to political appointees—
or were
political appointees themselves—reacted to the military's
resistance to "the
New Paradigm" by seeking to diminish their influence. These
political ap-
pointees had goals which were, by their very nature, different
29. than un-
iformed members ofthe military. As one scholar has noted with
reference to
the senior civilian attorneys within the Department of Defense:
The General Counsel [in the Department of Defense] is first and
foremost
a political appointee nominated by the President based on
loyalty and
commitment to supporting a policy program. . . . Judge
advocates, on the
other hand, are not political appointees, but nevertheless, above
the rank of
captain require Senate approval of their regular commissions.
While the
President can dismiss his General Counsel, dismissing judge
advocates is
an altogether different procedural matter.. . . Politically
appointed General
Counsels have a different purpose and function in the
[Department of De-
fense]. They are about partisan policy implementation, whereas
judge ad-
vocates are about constitutionaland statutory duties devoid of
partisan pol-
icy considerations. '̂
As some prominent legal scholars and former military officers
point
out, the differences between these organizational cultures can
have a palpa-
ble impact on legal policy because in many respects, "[m]ilitary
lawyers
seem to conceive of the rule of law differently [than their
civilian counter-
parts]. Instead of seeing law as a barrier to the exercise of their
30. clients'
power, these attorneys understand the law as a prerequisite to
the meaning-
fiil exercise of power. Law allows our troops to engage in
forceful, violent
acts with relatively little hesitation or moral qualms. Law makes
just wars
possible by creating a well-defined legal space within which
individual sol-
™ HELLRIEGEL & SLOCUM, .supra note 1, at 423.
" Gregory M. Huckabee, The Politicizing of Military Law—
Fruit of the Poisonous Tree
13-14 (Aug. 21, 2008), available at
http://works.bepress.com/gregory_huckabee/l (unpub-
lished manuscript, on file with the Berkeley Electronic Press).
2009] ORGANIZATIONAL CULTURE 137
diers can act without resorting to their own personal moral
codes."^^ Impor-
tantly, the White House's legislative efforts to insert a provision
into the
Military Commissions Act of 2006, which ensured that the
powerful Con-
vening Authority for Military Commissions would be a political
appointee,
was not the first effort hy the Bush administration to decrease
the influence
of uniformed military attomeys. On May 15, 2003, the Secretary
ofthe Air
Force issued "Secretary ofthe Air Force Order (SAFO) 111.5. . .
. [The]
31. SAFO gave the General Counsel hroad authority to set legal
policy for the
Department, . . . and to review all legal training within the
Department. In
particular, he made the General Counsel 'solely responsible . . .
for legal
aspects of major matters arising in or involving the Department
. . . ."'^ In
addition, the Office of the Judge Advocate General was given a
'"dotted
line reporting relationship to the General Counsel, serving as
the Principal
Military Advisor to the General Counsel.'"^'' "Predictably all
Service Judge
Advocates General felt threatened by such a unilateral executive
act."^' The
Secretary's order in effect gave the Department General Counsel
executive
authority over the Service TJAG. In many respects, this earlier
change, uti-
lizing a dotted line of authority, reflected a similar hierarchy of
control hid-
den through dotted line authorities, just like that found in the
Legal Advisor
to the Convening Authority and Convening Authority positions
in the Mili-
tary Commissions.^*
In 2003, Congress responded negatively to the Bush administra-
tion's efforts to establish a political culture that superseded
independent
military legal advice, sending:
[A]n unmistakable message to the Pentagon civilian political
leadership,
[which caused] Congress [to] enact[ ] legislation stating that no
32. officer or
employee of the Department of Defense may interfere with the
ability of
the Judge Advocates General to give independent legal advice
to their re-
spective Secretary or Service Chief, or the ability of judge
advocates in the
military units to give independent legal advice to commanders. .
. . In its
report. Congress wanted to send the [Department of Defense]
political lea-
dership a message. It made its point clear by stating that this
was "the
'^ Charles J. Dunlap, Jr., Voices from the Stars? America's
Generals and Public Debates,
28 A.B.A. NAT'L SECURITY L . REP. 4, 10 (Nov. 2006),
available at http://www.abanet.
org/natsecurity/nslr.shtml#volume_28 (quoting Richard
Schragger, Cooler Heads: The Dif-
ference Between the President's Lawyer and the Military's,
SLATE, Sept. 20, 2006, http://
www.slate.com/id/2150050).
' ' Huckabee, supra note 71, at 10.
' " Id. (citing U.S. DEP'T OF THE AIR FORCE, SEC'Y OF THE
AIR FORCE ORDER 111.5,
FUNCTIONS AND DUTIES OF THE GENERAL COUNSEL
AND THE JUDGE ADVOCATE GENERAL
(May 15,2003)).
'^ Huckabee, supra note 71, at 8.
'* See Gregory S. McNeal, Beyond Guantánamo, Obstacles and
Options, 103 Nw. U. L.
33. REV. COLLOQUY 29, 3 2 ^ 1 (2008). See generally McNeal,
supra note 38, at 967.
138 CASE W. RES. J. INT'L L. [Vol. 42:125
second time in 12 years that attempts to consolidate legal
services in the
Department of Defense have led to Congressional action
[overruling it].^^
A 2005 independent panel of experts analyzing the 2003
legislation eon-
eluded: "The legislation, therefore, appears to set a boundary on
Secretarial
discretion to give executive control of the legal function of a
Military De-
partment to the General Counsel and to subordinate the Judge
Advocate
General to the General Counsel's organization."^^ Notably
absent from the
independent panel of experts report was an observation in an
earlier draft
where the expert noted "this discord has been largely confined
within the
walls of the Pentagon, and generally it appears not to have
impacted com-
manders in the field. Nonetheless, it is unhealthy and must be
resolved."™
Unfortunately, in 2006, perhaps due to the rushed pace of
legislation,^"
Congress failed to recognize the Bush administratioti's second
attempt to
undermine the uniformed military and allowed for the creation
of a civilian
34. Convening Authority within the military commissions.
Taken together, what one can see from the Bush
administration's
efforts to establish military commissions by executive order in
2001, to di-
minish the authority of uniformed military attorneys in 2003,
and to insert
political control over the military commissions in 2006, is that
there was a
concerted organizational effort to establish enhanced political
control at the
expense of military culture. The Bush administration's standard
response to
events which demonstrated the resistance of military culture to
perceived
violations of the rule of law was to diminish the power of the
military, ra-
ther than to heed its advice. These points will become clearer in
the sections
that follow, as I will illustrate the clash between the existing
military culture
grounded in respect for intemational law and customs, and the
emergent
political culture within the Bush administration which sought a
change in
established doctrine as a means of achieving specific policy
goals.
V. ORGANIZATIONAL CULTURE, ETHICAL BEHAVIOR,
AND "PUSHBACK"
Some may question what impact the examples detailed above
could
have on an organization. In fact, as a normative matter it is fair
to suggest
35. Huckabee, supra note 71, at 10-11 (citing Pub. L. No. 108-375,
§ 574, 118 Stat. 1811;
H. REP. N O . 108-767, at 682 (2004)).
" Huckabee, supra note 71, at 11-12 (citing LEGAL SERVICES
IN THE D E P ' T OF DEFENSE,
ADVANCING PRODUCTIVE RELATIONSHIPS 18 (Sept. 15,
2005), available at http://www.
wilmerhale.com/files/Publication/35196dbc-fad7-45ad-bc44-
5c27d03b4897/Presentation/
PublicationAttachment/745b0324-5de9-4d69-8d6f-
5fec9cG761f/Preston_DODReport_
0905.pdf).
^' Huckabee, supra note 71, at 12 (citing LEGAL SERVICES IN
THE D E P ' T OF DEFENSE,
ADVANCING PRODUCTIVE RELATIONSHIPS 26 (Aug.
10,2005) (draft)).
*° See McNeal, supra note 38, at 1005-14.
2009] ORGANIZATIONAL CULTURE 139
that increased political controls over the military are, in the
abstract, a good
thing. In light of these considerations, one must consider
whether a change
in organizational culture can have an impact on ethical
behavior. More spe-
cifically, can a change in organizational culture from an
apolitical to a polit-
ical one affect ethical decision-making within the military?
How might such
a change manifest itself? I contend that one way in which such a
36. change
might manifest itself is through a perception on the part of the
military that
their customs and practices, grounded in military culture and
ethics, were
being abandoned. On this point it is important to highlight some
key obser-
vations noted by organizational theorists: "[ojrganizational
culture involves
a complex interplay of formal and informal systems that may
support either
ethical or unethical behavior."^' Thus, an organizational culture
like the
military's, which "emphasiz[es] ethical nonns[,] provides
support for ethi-
cal behavior."^^ Organizational leaders can thereby play a key
role in estab-
lishing organizational culture by rewarding moral priorities and
influencing
how organizational members behave; "the presence or absence
of ethical
behavior in managerial actions both influences and reflects the
culture."^^
The implications of these theories for military decision making
are clear;
organizational members can take a variety of steps to reduce
unethical be-
havior, such as "secretly or publicly reporting unethical actions
to a higher
level within the organization; secretly or publicly reporting
unethical actions
to someone outside the organization; secretly or publicly
threatening an
offender or a responsible manager with reporting unethical
actions; or quiet-
ly or publicly refusing to implement an unethical order or
37. policy."^'' This
type of reporting, or "push back," can protect an existing
organizational
culture from change, can expose tension in an evolving
organizational cul-
ture, and can shed light on what dissenters believe the culture of
an organi-
zation should be. The example of push back by senior military
attomeys
against Bush administration counterterrorism policies illustrates
these
concepts.
In practical terms, the Bush administration's counterterrorism
poli-
cy development reflected a disregard for the potential impact
that political-
ly-motivated decisions, which failed to respect established
organizational
*' HELLRIEGEL & SLOCUM, supra note 1, at 433 (explaining
that "[fjormal systems include
leadership, structure, policies, reward systems, orientation and
training programs, and deci-
sion making processes. Informal systems include norms, heroes,
rituals, language, myths,
sagas, and stories.")
«̂ Id
*^ Id. ("The organizational culture may promote taking
responsibility for the consequences
of actions, thereby increasing the probability that individuals
will behave ethically. Alterna-
tively, the culture may diffuse responsibility for the
consequences of unethical behavior,
thereby making such behavior more likely.").
«̂ Id
38. 140 CASE W. RES. J. INT'L L. [Vol. 42:125
practices within the military, could have on military culture.
The goal ofthe
Bush administration was to develop new "legal policy." Legal
policy can be
defined as "those policies that shape the administration of
justice."^^ That is
different from offering an interpretation of the law. It is a
policy task. As
one commentator described it, the question is: "What do you
think the law
should be? How do we think the administration of justice should
be devel-
oped?"^* For example, the Bush administration decided to
disregard the
advice of current and former senior military leaders and
decided, as a matter
of legal policy, that the Geneva Conventions did not apply to al-
Qaeda de-
tainees or to the treatment of detainees held in Guantánamo.
Secretary of
State Colin Powell, a retired Army General, noted with regard
to the legal
policy change proposed that:
It will reverse over a century of U.S. policy and practice in
supporting the
Geneva Conventions and undermine the protections of the law
of war for
our troops, both in this specific conflict and in general. It has a
high cost in
terms of negative intemational reaction, with immediate adverse
39. conse-
quences for our conduct of foreign policy. It will undermine
public support
among critical allies, making military cooperation more
difficult to sustain.
Europeans and others will likely have problems with extradition
or other
forms of cooperation in law enforcement, including in bringing
terrorists
to justice. It may provoke some individual foreign prosecutors
to investi-
gate and prosecute our officials and troops. It will make us
more vulnera-
ble to domestic and intemational legal challenge and deprive us
of impor-
tant legal options. ̂ ^
Disregarding these insights grounded in the intricacies of
military
culture, Attomey General Alberto Gonzalez noted that "the
argument based
on military culture fails to recognize that our military remain
bound to apply
the principles of GPW because that is what you [the President]
have di-
rected them to do."^^ This worldview fails to recognize the
insights of orga-
nizational culture theory which posits that organizational
cultures are resis-
tant to changes that fail to respect deep-seeded practices, and
that organiza-
tional cultures are responsive to the actions of leaders. Colin
Powell was not
the only prominent individual to criticize the Bush
administration's ap-
proach. Former Navy Judge Advocate General John Hutson
40. described the
Huckabee, supra note 71, at 23 (citing Philip D. Zelikow, Legal
Policy in the Twilight
War, 28 ABA NAT'L SECURITY L . REP. 2, 10 (July 2006),
available at http://www.
abanet.org/natsecuri ty/nsh-.shtml#volume_26).
** Zelikow, supra note 85, at 9 (emphasis in original).
*' Memorandum from Colin L. Powell, U.S. Sec'y of State, U.S.
Dep't of State to Alberto
Gonzalez, Counsel to the President, Draft Decision
Memorandum for the President on the
Applicability of the Geneva Convention to the Conflict in
Afghanistan 2-3 (Jan. 26, 2002),
in 37 CASE W . RES. J. INT'L L . 615 (2006).
** Memorandum from Alberto Gonzalez, supra note 65, at 4.
2009] ORGANIZATIONAL CULTURE 141
departure from established military law advanced by the Bush
administra-
tion as: .
[S]hortsighted, narrow minded, and overly legalistic analysis.
It's too
clever by half, and frankly, just plain wrong. Wrong legally,
morally, prac-
tically, and diplomatically. Once [Gonzales] reduced his legal
analysis to
simply the Geneva Conventions don't apply to terrorists without
explain-
ing what law, if any does apply, he created a downward spiral
41. of unruli-
OQ
ness from which we have not yet pulled out.
Hutson further noted that "[a] careful, honest reading reveals
that the legal
analysis ofthe January 2002 memo is very result oriented. It
appears to start
with the conclusion we don't want the Geneva Conventions to
apply in the
present situation, and then it reverse engineers the analysis to
reach that
conclusion."'"
Political appointees at the top of the defense hierarchy
transmitted
the controversial policies detailed above throughout all levels of
tbe military
organization. In a policy memo. Secretary of Defense Donald
Rumsfeld
stated, "[t]he United States has determined that Al Qaida and
Taliban indi-
viduals under control ofthe United States are not entitled to
prisoner of war
status for the purposes ofthe Geneva Conventions of 1949.. . .
[T]he Com-
batant commanders shall transmit this order to subordinate
commanders,
including commander. Joint Task Force 160, for
implementation."^' He
further noted "[t]he Combatant Commanders shall, in detaining
Al Qaida
and Taliban individuals under control of the United States, treat
them hu-
42. manely and, to the extent appropriate and consistent with
military necessity,
in a manner consistent with the principles of the Geneva
Conventions of
2949 "92 jj^jg "military necessity" clause suggests that an
exception to the
law could be made based on any grounds that would rise to the
level of
"military necessity," however that phrase was interpreted by
those detaining
al-Qaeda and Taliban members. This was a significant
departixre from U.S.
policy and precedent, a point even John Yoo recognized when
he noted that
"United States practice in post-1949 conflicts reveals several
instances in
which our military forces have applied [the Geneva
Conventions] as a mat-
ter of policy, without acknowledging any legal obligation to do
so. These
*' Confirmation Hearing on the Nomination of Alberto R.
Gonzales to be Attorney Gener-
al of the United States: Hearing Before S. Comm. on the
Judiciary, 109th Cong. (Jan. 6,
2005) (testimony of John D. Hutson, Dean and President of
Franklin Pierce Law Center),
available at http://jurist.law.pitt.edu/hutsontestimony.htm (last
visited Nov. 18,2009).
'o Id
" Memorandum from Donald A. Rumsfeld, Sec'y of Def to the
Chairman of the Joint
Chiefs of Staff, Re: Status of the Taliban and Al Qaida (Jan. 19,
2002), available at
http://www.torturingdemocracy.org/documents (last visited
43. Nov. 18,2009).
'^ Id
142 CASE W. RES. J. INT'L L. [Vol. 42:125
cases include the Wars in Korea and Vietnam and the
interventions in Pa-
nama and Somalia."'^
This is a substantial departure from years of military law and
train-
ing w^hich, according to the definitive military field manual on
the subject,
"has held that the Geneva Conventions apply and guide the
conduct of U.S.
military personnel in all intemational war-conflict situations."^''
This depar-
ture from settled practice had an impact on the military's
organizational
culture and the behavior of organizational members. For
example, on Octo-
ber 11, 2002, the Commander ofthe Guantánamo Bay detention
center sent
his theater superior a memo requesting that he approve certain
interrogation
techniques, techniques which had previously been viewed as
illegal and
contrary to the military's accepted practices.'^ The request
include a legal
review by the commander's Staff Judge Advocate (SJA) who,
despite being
a member of the military, relied in large part on the directives
from politi-
cally appointed attomeys with no ties to the military's
44. organizational cul-
ture. The SJA found no violations of applicable federal law.'*
The request
from the Guantánamo Bay detention center commander and
associated legal
document represented "a distinct departure from Army custom,
training, and
policy as embodied in Army Field Manual (FM) 34-52,
Intelligence Interro-
gation. This Army policy manual is enforced by the Uniform
Code of
Military Justice (UCMJ), 18 U.S.C. § 2340," making it binding
as a legal
document.'^
Organizational cultures do not change without significant resis-
tance,^^ and in fact oftentimes display "defensive routines" that
prevent
culture changes from coming about.'' In the case of the Bush
administra-
' ' Memorandum from John C. Yoo, Deputy Assistant Att'y Gen.,
Office of Legal Coun-
sel, U.S. Dep't of Justice to William J. Haynes II, Gen. Counsel,
Dep't of Defense, Re: Ap-
llication of Treaties and Laws to al Qaeda and Taliban
Detainees, at 25 (Jan. 9, 2002), avail-
able at http://www.torturingdemocracy.org/documents (last
visited Nov. 18, 2009).
''' Huckabee, supra note 71, at 31 (citing U.S. D E P ' T OF THE
ARMY, FIELD MANUAL 27-10,
THE LAW OF LAND WARFARE (July 1956)).
'^ Memorandum from Michael B. Dunlavey, Major Gen., to
Comm'r, U.S. S. Command,
45. Re: Counter-Resistance Strategies (Oct. 11, 2002), available at
http://www.defenselink.
miI/news/Jun2004/d20040622doc3.pdf
' ' See Memorandum from Daine E. Beaver, Lieutenant Colonel,
to Comm'r JTF 170, Re:
Legal Review of Aggressive Interrogation Techniques (Oct. 11,
2002), available at http://
www.defenselink.mil/news/Jun2004/d20040622doc3.pdf
" Huckabee, sí/pra note 71, at 37-38.
'^ Edgar H. Schein, Culture: The Missing Concept in
Organization Studies, 41 ADMrN.
SCL Q. 235 (1996) (noting that "new methods of learning or
solving problems do not diffuse
or even become embedded in the organizations that first used
them.").
^ See CHRIS ARGYRIS AND DONALD A. SCHÖN,
ORGANIZATIONAL LEARNING II: THEORY,
METHOD AND PRACTICE (1996) (noting that organizations
have defensive routines that get in
the way ofthe kind of second-order learning that may be needed
in today's turbulent world).
2009] ORGANIZATIONAL CULTURE 143
tion's ititerrogation policy, resistatice was demonstrated by the
U.S. De-
partment of the Navy General Counsel Alberto J. Mora who
complained of
wrongdoing within the Guantánamo detention facility and
elsewhere. ""'
Mora was concerned that interrogation abuses were occurring at
Guantána-
mo and that Navy Criminal Investigation Service agents
46. believed acts were
occixrring which were "unlawful and contrary to American
values, and that
discontent over these practices were reportedly spreading
among the per-
sonnel at the base.""" In a memorandum detailing his efforts to
fight against
the legal policy change and its associated impact on military
culture, Mora
noted his initial skepticism regarding such a blatant effort to
change settled
law and organizational practices. He stated that he thought the
abuses and
the memos which supported them were "almost certainly not
reflective of
conscious policy but the product of oversight—a combination of
too much
work and too little time for careful legal analysis or measured
considera-
tion."'"^ In his words, following a meeting with Department of
Defense
General Counsel Jim Haynes, Mora "left confident that Mr.
Haynes, upon
reflecting on the abuses in Guantánamo and the flaws in the
December 2"''
Memo and underlying legal analysis, would seek to correct
these mistakes
by obtaining the quick suspension of the authority to apply the
interrogation
techniques."'"^ Weeks later, when the authority to engage in the
abusive
techniques had not been rescinded, Mora "began to wonder
whether the
adoption of the coercive interrogation techniques might not
have been the
product of simple oversight. . . but perhaps a policy consciously
47. adopted—^
albeit through mistaken legal analysis—and enjoying at least
some support
within the Pentagon bureaucracy."'""
Mora subsequently confi-onted for a second time Department of
De-
fense Counsel Haynes who informed Mora that the techniques
being used in
Guantánamo were necessary to obtain information from
Guantánamo detai-
nees who were thought to be involved with the 9/11 attacks and
other ongo-
ing al-Qaeda operations. Mora ñirther asserted, in reference to
military cul-
ture and respect for the rule of law, that:
Even if one wanted to authorize the U.S. military to conduct
coercive in-
terrogations, as was the case in Guantánamo, how could one do
so without
profoundly altering [the military's] core values and character?
Societal
education and military training inculcated in our soldiers'
American values
""" See Memorandum from Alberto J. Mora, Gen. Counsel, U.S.
Dep't of the Navy to Vice
Admiral Albert Church, Inspector Gen., U.S. Dep't of the Navy,
Statement for the Record,
Office of General Counsel Involvement in Interrogation Issues,
at 4 (Jul. 7, 2004), in 31
CASE. W . RES. J. INT'L L . 615 (2006).
"" M a t 7 .
'"' Id at S.
48. '"' Id
">* Id ai9.
144 CASE W. RES. J. INT'L L. [Vol. 42:125
adverse to mistreatment. Would we now have the military
abandon these
values altogether? Or would we create detachments of special
guards and
interrogators, who would be trained and kept separate from
other soldiers,
to administer these practices?'"^
Mora was not alone in his concems regarding the palpable
impact
these legal policy changes, coming from political appointees
(within the
Office of Legal Counsel) would have on the military's
organizational cul-
ture. The Air Force Deputy Judge Advocate General at the time
stated:
[T]he use of the more extreme interrogation techniques simply
is not how
the U.S. armed forces have operated in recent history. We have
taken the
legal and moral "high-road" in the conduct of our military
operations re-
gardless of how others may operate. . . . We need to consider
the overall
impact of approving extreme interrogation techniques as giving
official
approval and legal sanction to the application of interrogation
techniques
49. that U.S. forces have consistently been trained are unlawfiil.'"*
Echoing these sentiments. Rear Admiral Michael F. Lohr, the
Navy Judge
Advocate General, questioned whether "the American people
[will] find we
have missed the forest for the trees by condoning practices that,
while tech-
nically legal, are inconsistent with our most fundamental
values? . . . [I] s
this the 'right thing' for U.S. military personnel?"'"'' Similarly,
the Staff
Judge Advocate to the Commandant of the Marine Corps stated,
"[t]he
common thread among our recommendations is eoncem for
servicememb-
ers. OLC does not represent the services; thus, understandably,
eoncem for
servicemembers is not reflected in their opinion. Notably, their
opinion is
silent on the UCMJ and foreign views of intemational law."'"^
These efforts on the part of senior military attomeys fit within
an
organizational culture theory definition of whistle blowing.
Specifically,
"[w]histle-blowing is the disclosure by current or former
employees of il-
legal, immoral, or illegitimate organizational practices to people
or organi-
'«' M at 11.
'"* Memorandum from Maj. Gen. Jack L. Rives, Deputy Judge
Advocate Gen., U.S. Dep't
ofthe Air Force to Mary L. Walker, Gen. Counsel, U.S. Dep't
50. ofthe Air Force, Final Report
and Recommendations of the Working Group to Access the
Legal, Policy and Operational
Issues Related to Interrogation of Detainees Held by the U.S.
Armed Forces in the War on
Terrorism, at 2 (Feb. 5, 2003), in 37 CASE W . RES. J. INT'L L
. 615 (2006).
'"^ Memorandum from Rear Admiral Michael F. Lohr, Judge
Advocate Gen., U.S. Dep't of
the Navy to Mary L. Walker, Gen Counsel, U.S. Dep't of the Air
Force, Working Group
Recommendations Relating to Interrogation of Detainees (Feb.
6, 2003), in 'il CASE W . RES.
J. INT'L L. 615(2006).
'"* Memorandum from Kevin M. Sandkuhler, Staff Judge
Advocate to CMC, U.S. Marine
Corps to Mary L. Walker, Gen. Counsel, U.S. Dep't ofthe Air
Force, Working Group Rec-
ommendations on Detainee Interrogations (Feb. 27, 2003), in 37
CASE W . RES. J. INT'L L
615 (2006).
2009] ORGANIZATIONAL CULTURE 145
zations that may be able to change the practice."'"' Whistle-
blowers often-
times "lack the power to change the undesirable practice
directly and so [the
whistle-blower] appeals to others either inside or outside the
organiza-
tion.""" In an organizational theory sense, the senior military
attorneys refe-
51. renced above were whistle-blowers (even if they do not meet the
statutory
requirements for whistle-blower protection). ' ' ' The important
point from an
organizational culture perspective is how these efforts
represented both an
effort to preserve the existing military culture and an effort to
resist the im-
position of a new politically motivated, and perhaps ethically
questionable
organizational culture.
VI. IMPLICATIONS FOR LEGAL ETHICS
What do the organizational culture considerations detailed
above
tell us about the role of military lawyers when faced with
challenges to mili-
tary culture and legal ethics? The Model Rules of Professional
Conduct
require lawyers to report another lawyer's misconduct if that
conduct "rais-
es a substantial question as to that lawyer's honesty,
trustworthiness or fit-
ness as a lawyer . . . .""^ Subordinates cannot hide behind a
superior or su-
pervisory lawyer's instructions, unless the supervisory lawyer's
instructions
reflect a "reasonable resolution of an arguable question of
professional du-
ty.""^ Despite these rules, Andrew Perlman notes that "research
in the area
of social psychology suggest that, in some contexts, a
subordinate lawyer
will often comply with unethical instructions.""'* Stated
differently, there
52. seems to be a "significant gap between what the legal ethics
rules require
and how lawyers will typically behave.""^ In light of these
observations,
what is remarkable about the resistance by some military
attorneys to the
efforts ofthe Bush administration to alter the military's ethical
warrior ethos
was the public and strenuous resistance mounted by these
members of the
military. Conventional wisdom would suggest that members of
the military,
accustomed to taking orders, would have merely saluted and
executed the
" " HELLRIEGEL & SLOCUM, supra note 1, at 433 (emphasis
omitted).
"" Id. See also Janet P. Near et al.. Does Type of Wrongdoing
Affect the Whistle-Blowing
Process?, 42 Bus. ETHICS Q. 219 (2004); Dae-il Nam & David
J. Lemak, The Whistle-
Blowing Zone: Applying Barnard's Insights to a Modern Ethical
Dilemma, 13 J. MGMT HiST.
33 (2007); Terry Morehead Dworkin, SOX and Whistleblowing,
105 MiCH. L. REV. 1757
(2007).
' " See, e.g., Michael P. Scharf & Colin T. McLaughlin, On
Terrorism and Whistle-
Blowing, 38 CASE W . RES. J. INT'L L. 567, 575-78 (2007).
' '^ MODEL RULES OF PROF'L CONDUCT R. 8.3(a) (2004).
' " W. R. 5.2(b).
"'' Andrew M. Perlman, Unethical Obedience by Subordinate
53. Attorneys: Lessons from
Social Psychology, 36 HOFSTRAL. REV. 451,451-52 (2007).
"^ M at 452.
146 CASE W. RES. J. INT'L L. [Vol. 42:125
orders of their superiors. I contend that the fact that they did
not is grounded
in the durability ofthe military's organizational culture.
Military culture is steeped in legal rules and ethical constraints
and
a respect for the role of leaders within the military hierarchy.
As Martin
Cook notes:
Morally serious and thoughtful military officers feel a deep
tension in the
moral basis of their profession. On the one hand, there are very
few places
in our society where the concepts of duty and service above self
have such
ctirrency. On the other hand, there is the reality that the
military exists to
serve the will of the political leadership of a particular state and
will, at
times, be employed for less-than-grand purposes."*
Another aspect of military culture is the recognized role of
leaders
in shaping the behavior of their subordinates; this leadership
role is echoed
in the literature on organizational culture which posits that
leaders play a
54. role in establishing and changing organizational culture."^ But
if members
of the military embrace the concept of obedience to orders, what
explains
their resistance to the efforts of the Bush administration? This
is an espe-
cially apt question in light of the fact that "[sjtudies on
conformity and ob-
edience suggest that professionals, whom we would ordinarily
describe as
'honest,' will often suppress their independent judgment in favor
of a
group's opinion or offer little resistance in the face of illegal or
unethical
demands.""^ Perhaps a key element ofthe resistance of military
lawyer's
was the fact that the term culture, as I am using it here, refers to
"an evolved
context. . . rooted in history, collectively held, and sufficiently
complex to
resist many attempts at direct manipulation.""^ Resistance on
the part of
military attomeys was more than just a behavior or a climate; it
was rooted
in deeply held beliefs developed through life within the military
organiza-
tional environment and culture.
Earlier, I noted that the service judge advocates voiced
overwhelm-
ing resistance to the efforts of the Bush administration. To fully
understand
what prompted that resistance, it is instructive to look
specifically at the
grounds on which these senior military attomeys advanced their
concems.
55. The Air Force Deputy Judge Advocate General noted a concem
for historic
" * MARTIN L . COOK, THE MORAL WARRIOR: ETHICS
AND SERVICE IN THE U.S. MILITARY 39
(2004).
See, e.g., Gerard George et al.. Organizing Culture: Leader
Roles, Behaviors, and Rein-
forcement Mechanisms, 13 J. Bus. & PSYCHOL. 545 (1999).
"* Perlman, supra note 114, at 453 (footnote omitted).
' " Daniel R. Denison, What is the Difference Between
Organizational Culture and Orga-
nizational Climate? A Native's Point of View on a Decade of
Paradigm Wars, 21 ACAD.
MGMT REV. 619, 644 (1996) (emphasis omitted).
2009] ORGANIZATIONAL CULTURE 147
practice, the "legal and moral 'high road,'" and the impact on
U.S. forces.'^"
Similarly, the Navy Judge Advocate General questioned the
Bush adminis-
tration's policies on values grounds, while the Staff Judge
Advocate to the
Commandant of the Marine Corps noted the overarching concem
for servi-
cemembers.'^' Distilling the central concems of these senior
military attor-
neys provides insights which are grounded in the literature in
legal ethics.
One factor which scholars have noted can impact ethical
56. compliance is
one's perception of the impact compliance or non-compliance
can have on
victims. For example, psychologist Stanley Milgram conducted
psychologi-
cal experiments to determine when people will follow unethical
or immoral
orders of an authority figure.'^^ Legal scholars have
extrapolated from those
experiments key variables which will prompt attomeys to not
comply with
ethical rules—one of those key variables is "the physical
separation of the
person carrying out the orders and the victim . . . ."'̂ ^ The
senior military
lawyers who resisted the Bush administration's legal policies
seem to have
perceived the victims of these policies as service members, not
detainees,
and their concems were aimed at those victims who they, as
senior military
leaders, were responsible for leading.
Moreover, members of the military in general and senior
military
leaders in particular are trained to take responsibility for their
actions and
not to blame actions (even unfavorable ones) on orders from
superiors.
Thus, while in some contexts subordinates may "discount their
responsibili-
ty for their c o n d u c t . . . by shifting moral responsibility to
the person issuing
orders,"'^'' military officers see themselves as the person
responsible for
issuing orders and are trained to resist orders which they
57. believe are unlaw-
ful and to do so without equivocation; military officers do not
enjoy the
luxury of questioning whether (to paraphrase Model Rule 5.2)
their superior
reasonably resolved an arguable question of legality. Unlike an
attomey
who, facing ambiguous legal and ethical duties may frequently
find that a
supervisory lawyer's instmctions are reasonable,'^^ military
officers are
trained to recognize that the defense of superior orders will not
protect them
from wrongdoing.'^*
Memorandum from Maj. Gen. Jack L. Rives, supra note 106, at
2.
See Memorandum from Kevin M. Sandkuhler, supra note 108.
See STANLEY MILGRAM, OBEDIENCE TO AUTHORITY:
AN EXPERIMENTAL VIEW (1974).
Perlman, supra note 114, at 462.
Id at 466.
See DAVID LUBAN, LAWYERS AND JUSTICE: AN
ETHICAL STUDY 3-10 (1988).
See, e.g.. FIELD MANUAL 27-10, supra note 94, H 509(a). The
provision reads:
The fact that the law of war has been violated pursuant to an
order of a superior au-
thority, whether military or civil, does not deprive the act in
question of its charac-
ter of a war crime, nor does it constitute a defense in the trial of
58. an accused indi-
vidual, unless he did not know and could not reasonably have
been expected to
148 CASE W. RES. J. INT'L L. [Vol. 42:125
Atiother factor cited iti the legal ethics literattire which tnay
protnpt
utiethical compliatice but which is less applicable to military
attorneys is the
fact that professiotial atid fitiancial self-ititerest is less relevatit
to military
officers. Iti a civiliati settitig a suborditiate lawyer has much to
lose by reñis-
itig to obey. For example, in the case of attorneys in the Office
of Legal
Counsel, they stood to lose prestigious politically appointed
positions'^^
with the possibility of successive appointments with greater
responsibility'^^
or even a position in the federal judiciary.'^' While military
attorneys may
share similar political interests, appointment as a service staff
judge advo-
cate is truly the pinnacle of a military attorney's career. Thus,
military at-
torneys in general, and senior military attorneys specifically,
were not only
steeped in a military culture which armed them to resist
controversial poli-
cies, but they also did not face the type of professional and
financial con-
cerns which could have moderated their resistance; in fact, their
job security
59. emboldened them.
These observations have implications for the literature on legal
eth-
ics, as senior military attorneys in some instances behaved in a
manner con-
sistent with the legal ethics and social psychology literature, but
in other
instances departed in their behavior from what the social
psychology and
legal ethics literature would have predicted. First, military
attorneys,
steeped in military culture, values, and training, publicly and
strenuously
objected to orders which ran counter to their ethical obligations,
despite the
fact that those orders came from superior officials. Second, the
military at-
torneys viewed other servicemen as the victims of the new
policies being
urged by the Bush administration, suggesting that personalizing
the impact
of legal policy can encourage ethical behavior. Finally, the fact
that the se-
nior military attorneys were financially secure and not subject
to the allure
of immediate benefits in the form of promotions or political
appointments
know that the act ordered was unlawful. In all cases where the
order is held not to
constitute a defense to an allegation of war crime, the fact that
the individual was
acting pursuant to orders may be considered in mitigation of
punishment.
60. Id
™ See, e.g., Peter Margulies, When to Push the Envelope: Legal
Ethics, the Rule of Law,
and National Security Strategy, 30 FORDHAM INT'L L.J. 642,
644 (2007) ("While govemment
lawyers do not bill by the hours, they do compete for power,
prestige, and influence. In the
national security arena, government lawyers compete for
influence on decision-makers by
signaling their willingness to tolerate conduct that is close to
the line of legality."). See also
Peter Margulies, Lawyers ' Independence and Collective
Illegality in Govemment and Cor-
porate Misconduct, Terrorism, and Organized Crime, 58
RUTGERS L. REV. 939 (2006).
'̂ * John Yoo was floated as a possible Assistant Attomey
General candidate to head the
Office of Legal Counsel.
'^' Head of the Office of Legal Counsel Jay Bybee went on to be
appointed as a judge in
the Ninth Circuit, while Department of Defense General
Counsel Jim Haynes was unsuccess-
fully nominated for a judgeship on the 4* Circuit Court of
Appeals.
2009] ORGANIZATIONAL CULTURE 149
reinforces the legal ethics literature's predictions regarding
professional and
financial self interest.
61. VII. CONCLUSION
In this essay I have outlined some key points of intersection be-
tween the social scientific literature on organizational culture
and the legal
ethics literature. First, I detailed a framework for assessing
organizational
culture and detailed how organizational culture reflects more
than rules and
structure within an organization, but rather represents deeper
values, prac-
tices, and ways of thinking. Organizational culture is a response
to external
factors and is exhibited most strongly in an organization's need
to survive.
Organizational culture is difficult to change, but, as the
examples above
illustrate, it can be modified or sustained through power, status,
rewards,
and other mechanisms. Second, the examples detailed above
demonstrate
how the Bush administration tried unsuccessfully to exercise
control over a
military culture which was resistant to its legal policy
initiatives. This effort
at control manifested itself in the creation of the military
commissions in
2001, an attempt to minimize the influence of military attomeys
in 2003,
and efforts to exercise political control over military
commissions in 2006.
Finally, members of the military successfully resisted these
efforts to modi-
fy their organizational culture and exercise greater political
control over the
military through legal policy innovations. This resistance was
62. accomplished
through objections to orders which ran counter to military
values. Taken
together, these observations suggest that the literature on
organizational
culture can provide insights into the literature on legal ethics
and political
control of the military specifically and political control of
bureaucracies
more generally.
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63. Approved by the ASPA National Council 3/16/13
1
PRACTICES TO PROMOTE THE ASPA CODE OF ETHICS
The ASPA Code of Ethics is a statement of the aspirations and
high expectations of public
servants. These practices serve as a guide to behavior for
members of ASPA in carrying out its
principles. The Code and these practices are intended to be
used as a whole and in conjunction
with one another. An ethical public servant will consider the
full range of standards and values
that are relevant to handling a specific matter and be committed
to upholding both the spirit and
the letter of this code.
ASPA members are committed to:
1. Advance the Public Interest. Promote the interests of the
public and put service to the
public above service to oneself.
a. Seek to advance the good of the public as a whole, taking into
account current and long-
term interests of the society.
b. Exercise discretionary authority to promote the public
interest.
64. c. Be prepared to make decisions that may not be popular but
that are in the public’s best
interest.
d. Subordinate personal interests and institutional loyalties to
the public good.
e. Serve all persons with courtesy, respect, and dedication to
high standards.
2. Uphold the Constitution and the Law. Respect and support
government constitutions and
laws, while seeking to improve laws and policies to promote the
public good.
a. Recognize and understand the constitutional, legislative and
regulatory framework in
which you work and fully discharge your professional roles and
responsibilities.
b. Promote constitutional principles of equality, fairness,
representativeness, responsiveness
and due process in protecting citizens' rights and promoting the
public good.
c. Develop proposals for sound laws and policies and for
improving or eliminating laws and
policies that are unethical, counterproductive, or obsolete.
d. Respect and safeguard protected and confidential
information.
3. Promote democratic participation. Inform the public and
encourage active engagement in
65. governance. Be open, transparent and responsive, and respect
and assist all persons in their
dealings with public organizations.
a. Be open and transparent while protecting privacy rights and
security.
b. Recognize and support the public's right to know the public's
business.
c. Involve the community in the development, implementation,
and assessment of policies and
public programs, and seek to empower citizens in the
democratic process, including special
assistance to those who lack resources or influence.
Approved by the ASPA National Council 3/16/13
2
d. Assist members of the public in their dealings with
government and respond to the public
in ways that are complete, clear, and easy to understand.
e. Promote timely and continuing dissemination of information
about government activities
to the community, ensuring a fair and transparent process and
educating citizens to make
effective contributions.
4. Strengthen social equity. Treat all persons with fairness,
justice, and equality and respect
individual differences, rights, and freedoms. Promote
66. affirmative action and other initiatives
to reduce unfairness, injustice, and inequality in society.
a. Provide services to the public with impartiality and
consistency tempered by recognition of
differences. Ensure that all persons have access to programs and
services to which they
are entitled under the law and maintain equitable standards of
quality for all who receive
the programs and services.
b. Provide equal treatment, protection, and due process to all
persons.
c. Oppose all forms of discrimination and harassment and
promote affirmative action,
cultural competence, and other efforts to reduce disparities in
outcomes and increase the
inclusion of underrepresented groups.
5. Fully Inform and Advise. Provide accurate, honest,
comprehensive, and timely information
and advice to elected and appointed officials and governing
board members, and to staff
members in your organization.
a. Provide information and advice based on a complete and
impartial review of
circumstances and needs of the public and the goals and
objectives of the organization.
b. Be prepared to provide information and recommendations
that may not be popular or
preferred by superiors or colleagues.
67. 6. Demonstrate personal integrity. Adhere to the highest
standards of conduct to inspire
public confidence and trust in public service.
a. Exercise integrity, courage, compassion, benevolence, and
optimism.
b. Maintain truthfulness and honesty and do not compromise
them for advancement, honor,
or personal gain.
c. Resist political, organizational, and personal pressures to
compromise ethical integrity
and principles and support others who are subject to these
pressures.
d. Accept individual responsibility for your actions and the
consequences of your actions.
e. Guard against using public position for personal gain or to
advance personal or private
interests.
f. Zealously guard against conflict of interest or its appearance.
Disclose any interests that
may affect objectivity in making decisions and recuse oneself
from participation in those
decisions.
g. Conduct official acts without partisanship or favoritism.
Approved by the ASPA National Council 3/16/13
68. 3
h. Ensure that others receive credit for their work and
contributions.
7. Promote Ethical Organizations: Strive to attain the highest
standards of ethics,
stewardship, and public service in organizations that serve the
public.
a. Work to establish procedures that hold individuals and the
organization accountable for
their conduct and support these procedures with clear reporting
of activities and
accomplishments.
b. Act as stewards of public funds by the strategic, effective,
and efficient use of resources;
by regularly reexamining the efficacy of policies, programs, and
services; and by seeking to
prevent all forms of mismanagement or waste.
c. Encourage open expression of views by staff members within
the organization and
provide administrative channels for dissent. Protect the
whistleblowing rights of public
employees, provide assurance of due process and safeguards
against reprisal, and give
support to colleagues who are victims of retribution.
d. Seek to correct instances of wrongdoing or report them to
superiors. If remedies cannot
be assured by reporting wrongdoing internally, seek external
sources or agencies for
69. review and action.
e. Support merit principles that promote excellence,
competence, and professionalism in the
selection and promotion of public officials and employees and
protect against biased,
arbitrary, and capricious actions.
f. Promote proactive efforts to increase the representativeness
of the public workforce and
the full inclusion of persons with diverse characteristics.
g. Encourage organizations to adopt, distribute, and periodically
review a code of ethics as a
living document that applies principles of this code and other
relevant codes to the
specific mission and conditions of the organization.
8. Advance Professional Excellence: Strengthen personal
capabilities to act competently and
ethically and encourage the professional development of others.
a. Keep up-to-date on emerging issues, practices, and potential
problems that could affect
your performance and accomplishing the mission of your
organization.
b. Provide support and encouragement to others to upgrade
competence and participate in
professional activities and associations.
c. Allocate time and resources to the professional development
of students, interns,
beginning professionals, and other colleagues.