PSYC101 Week 6 Tip Sheet: Completing the Week 6 Worksheet and Reviewing Grading Feedback
The Week 6 Worksheet guides you through the key elements of a published scholarly journal article and demonstrating APA source
citation skills, activities you will engage in frequently as you complete assignments including essays, research papers and literature reviews
in future courses.
When completing your worksheet keep in mind:
This assignment is a worksheet, not a paper. You will
be answering a series of questions focusing on particular
components of an assigned, published journal article.
The worksheet and the article required for
completing it are attached as links to the bottom of the
classroom assignment screen. Open each by clicking its link.
Nothing may be deleted from or altered in the original
worksheet Word document.
Although you may not submit it before Week 6 of the
course term, working ahead and pacing completion of the
worksheet is recommended, just as you would do with a
paper based on a scholarly journal article or articles.
You should only source cite in answering the questions
at the end of the worksheet requiring demonstration of APA
source citation skills. There should be no other source
citations in your work.
No quoting or copying is permitted. Only technical
terms and proper nouns from the article may be used as-is
in your worksheet answers. Everything else must be
parahrased (restated in your own words).
Image sources: Microsoft Word and APUS Sakai PSYC101 Classroom
Where to Find your Worksheet Grade and Feedback
The score for your worksheet will be displayed in your
gradebook.
Assignment feedback may also be in the gradebook
Instructor Comments box, accessed by clicking the
assignment name under the Category column.
If feedback is too detailed to be placed in the gradebook or
is inserted in a returned copy of your submitted assignment,
you may see a very brief instructor comment such as, “See
the assignment screen for feedback details.”
To view feedback on the assignment screen, click,
“Assignments” on the classroom navigation menu and click
the name of the assignment to see its feedback.
The screen that opens will show instructor grading
feedback and/or an attachment of your graded work with
instructor feedback inserted.
Message your instructor if after the grading period
ends you are not able to see your feedback.
Image sources: Microsoft Word and APUS Sakai Guide for Students
ext
· Baack, D. (2012). Management communication. San Diego, CA: Bridgepoint Education,
· This text is a Constellation™ course digital materials (CDM) title.
· Chapter 7
· Chapter 8
Article
· Wiedmer, T. L. (2010). Workplace bullying: Costly and preventable. Delta Kappa Gamma Bulletin, 77(2), 35-41. Retrieved from the ProQuest database
Recommended Resources
Multimedia
· Real Arts Media (Writer &Producer). (2011).Managing conflict resolution [Video file]. Retrieve ...
Written Assignment Cover SheetStudent Name Assignment Tit.docxodiliagilby
Written Assignment Cover Sheet
Student Name:
Assignment Title: A Modern Day Sir Thomas More Essay
Course: English 4
General Instructions: The Primary Writing Rubric
The 6+1 Trait® Writing rubric is the basis for all writing rubrics in this course. Check it carefully to see how writing will be scored. The key ideas for the best scores are summarized below as a reminder.
Ideas/Content:Top Scores (4-5, or the A-B range): This product is clear and focused. It holds the reader’s attention and supports its ideas through ample and effective use of evidence.
Organization: Top Scores (4-5, or the A-B range): The organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling.
Voice: Top Scores (4-5, or the A-B range): The writer speaks directly to the reader in a way that is individual, compelling, and engaging. The writer shows an awareness and respect for the audience and the purpose for writing.
Word Choice: Top Scores (4-5, or the A-B range): Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging.
Sentence Fluency: Top Scores (4-5, or the A-B range): The writing has an easy flow, rhythm, and cadence. Sentences have a strong and varied structure.
Conventions: Top Scores (4-5, or the A-B range): The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors are few and do not distract from understanding.
Presentation: Top Scores (4-5, or the A-B range): The form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye.
Special Instructions and Rubric Changes for this Assignment
In this assignment, we will focus on the following for scoring. Your grade will depend upon which description most closely matches your short essay. Please recognize that while not all traits are discussed below, you will still be accountable for writing that closely demonstrates all traits. For example, if you submit a piece of writing that does not demonstrate appropriate writing conventions, you will not receive a good grade.
Excellent work (50 to 43 points)
Ideas/Content: The writer clearly identifies 2 to 3 problems with American society today. The writer focuses the discussion on these 2 to 3 problems, and the writer explains the scope of these problems fully (who created the problem, who is affected, how are people affected).
Organization: The paragraph flows logically from one problem to the next. The paragraph contains a topic sentence, detail sentences, and a concluding sentence. Transitions lead the reader through the writer’s ideas.
Sentence Fluency: The writing has an easy flow and rhythm that is enhanced by usage of prepositional phrases. While several sentences begin with prepositional phrases, others begin w ...
BSL 4160, Negotiation/Conflict Resolution 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
2. Explain the differences between two-party and multi-party negotiations.
2.1 Describe two-party, coalitions, and multi-party negotiations, including real-world examples.
2.2 Identify the role “groupthink” played in the Challenger and how it could have been prevented.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 11: Agents, Constituencies, and Audiences, pp. 347-348, 363-381
Chapter 12: Coalitions, pp. 383-397
Chapter 13: Multiple Parties, Groups, and Teams in Negotiation
Unit VII Essay
2.2
Unit Lesson
Chapter 11: Agents, Constituencies, and Audiences, pp. 347-348, 363-381
Chapter 12: Coalitions, pp. 383-397
Chapter 13: Multiple Parties, Groups, and Teams in Negotiation
Unit VII Essay
Reading Assignment
Chapter 11: Agents, Constituencies, Audiences, pp. 347-348, 363-381
Chapter 12: Coalitions, pp. 383-397
Chapter 13: Multiple Parties, Groups, and Teams in Negotiation
Unit Lesson
The unit lessons for this course are presented through interactive presentations. To view the presentation,
click on the below link. Once you are finished reading the slide, click on the “next” button on the bottom right
of the slide. To go to a previous slide, click “back.” Some slides contain interactive elements that open
additional boxes when you roll your mouse over an element on the slide. These elements are indicated
throughout the presentation.
Click here to access the Unit VII Lesson.
UNIT VII STUDY GUIDE
Multi-Party Negotiation
https://online.columbiasouthern.edu/bbcswebdav/xid-70629743_1
BSL 4160, Negotiation/Conflict Resolution 2
UNIT x STUDY GUIDE
Title
Suggested Reading
If you would like additional information regarding the textbook readings, consider reviewing the Chapter
Presentations below:
Click here to access the Chapter 11 PowerPoint Presentation.
Click here to access the PDF version of the Chapter 11 Presentation.
Click here to access the Chapter 12 PowerPoint Presentation.
Click here to access the PDF version of the Chapter 12 Presentation.
Click here to access the Chapter 13 PowerPoint Presentation.
Click here to access the PDF version of the Chapter 13 Presentation.
In order to access the following resources, click the links below.
If you would like to learn more information about behavioral tendencies and the concepts discussed in this
unit, consider reading the article below.
Dee, J. (1996). Ireland on the brink. Canadian Dimension, 30(4), 33+. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=9607292545&site=ehost-live&scope=site
In the unit lesson, the Space Shuttle Challenger was introduced, and you will continue with that example in
the Unit VII Essay. If you are interested in .
C O M M 3 0 6 innovation, entertainment, & the arts F.docxhumphrieskalyn
C O M M 3 0 6
innovation, entertainment, & the arts
For your final exam, please write a four-page, double-spaced essay
as described below. As with your group projects, we encourage you
to “think like a consultant”; put another way, think of this as the kind
of material you could show to a prospective employer to illustrate
how you can think analytically and strategically.
Submit your essay via Turnitin by 4:00 PM (PST) on Monday,
December 15th. NOTE: NO LATE ASSIGNMENTS WILL BE ACCEPTED.
Citations (in any of the recognized academic styles) must be
provided for any sources used.
Your essay should consist of three linked components, outlined
below. (Note that we are NOT asking you to turn in three separate
short answers, but rather to write one essay that includes these three
elements in a coherent progression.)
1. IMAGINE: What will the future look like?
First, pick a media artifact; it can be one we’ve discussed in class on one
of your own choosing. For example, you could talk about a song like
Blowin’ in the Wind, a movie like Iron Man 3 or Mean Streets, a website like
Facebook, a video game like Grand Theft Auto V or World of Warcraft, a
newspaper like the New York Times, or any other piece of media that you
find compelling (including books, magazines, and so on). What might this
artifact be like if it were being released 15 years from now, in 2029? Note
that you can either imagine a rebooted or revamped version of the
original work, or you can simply imagine an alternate history where your
artifact never existed in its original form and is instead being created for
the first time in 2029. Describe this new version of your artifact in detail. You
might focus on the media text itself, the process of creation, the process
of distribution, the act or acts of consumption, audience engagement
and response, or any combination of these elements. In addition, you can
be relatively realistic or relatively optimistic in your predictions, but it may
be helpful to provide supporting commentary or sources that justify why
you think this is a viable future scenario; in other words, don’t just assert
that we’ll all be watching TV on Google Glass without explaining why
that’s likely to happen, either based on your own arguments about how
audiences or media work, or relying on some other reasonable, evidence-
based analysis.
2. ANALYZE: What can we learn from your imagined future about where
we’re headed, and how should we feel about that trajectory?
Think about how your new, speculative version of this artifact is different
from the original; then, make an argument for what we can learn (about,
say, business, art, or society) from these differences. What do these
differences tell us about how things have changed, are changing, or
should change? Does it instead prove how some things are unlikely to
change? Finally, explain whether you think these developments (or lack
thereof) are beneficia ...
Food Inc.: A Free Essay Example on Today's Food Industry. Food, Inc.: Summary & Analysis of Today’s Food Industry | SchoolWorkHelper. Online help for students: essay on food inc. documentary. Food Inc Essay — Food Inc. Documentary - Notes. Food Inc. - Summary. How important is food? - GCSE Design & Technology - Marked by Teachers.com. Essay issues with regard to food inc - MJA Log - Centro Logístico. Example essay about food in malaysia - internetupdater.web.fc2.com. Food inc review (400 Words) - PHDessay.com. Essays on food inc documentary. Documentary Food, Inc - summary.
Week 4 Assignment-Fair Value DUE DATE Sunday midnight of.docxcockekeshia
Week 4 Assignment-Fair Value
DUE DATE: Sunday midnight of Week 4, submitted in a MS Word (or Excel if
computations required) document with filename format:
Last First_Week X hwk.doc or .xls Make sure your name appears on each page of the
homework using the header function.
Homework questions:
1. The Fair Value requirement has been blamed by some for the credit market crunch that
started in 2007, worsened in 2008 and continues into 2009. Discuss what effect you
think Fair Value had on financial institutions and why some believe that it precipitated
the current economic recession. Do you agree or disagree that Fair Value caused the
collapse of the mortgage and lending markets? There are a number of good articles and
links to help you with this such as the article in the Web Links page from the January 20,
2009 Boston Globe about the impact on State Street Corporation’s capital from
potentially having to permanently write down the value of assets (it will help you
understand how marking down the value of assets impacts the banks’ capital, and how in
turn, this impacts their ability to lend). Also, the JOA May 2008 3 Articles with view pro
and con about Fair Value vs. Historic Cost. There are a number of other readings to help
with this topic or you may gather your own-please share them if you would on the student
section of the Web Links page.
2. You are the CFO of a publicly traded company and are getting ready to prepare you year-
end financial statements. In your investment portfolio you have:
a. Long-term bank CD’s
b. Stock holdings in 5 publicly traded companies
c. Stock holdings in 2 privately held companies
d. Investment in a real estate trust (REIT) which owns strip malls and other
commercial buildings for retail establishments. This trust trades on a market
with other similar trusts, although the trades are infrequent. Take into account
the current real estate market when evaluating this investment.
e. Private equity investment in a joint venture for the development of a new
green energy method to produce electricity.
f. Complex foreign currency hedges that were custom-designed by an
investment bank for the company, to hedge their exchange rate exposure on
overseas transactions.
What level for evaluation would each fall into and what method(s) would you use to
determine the fair value of each? How easy or difficult would each be and why? The Nov
16, 2008 Financial Week Article on the Web Links page about Illiquid Bank Assets may
help with this question.
3. Find the financial statements of a publicly traded company that has measured assets
and/or liabilities at fair value. You will find this information in the footnotes (just open
up the document and search the page with either Fair Value or FAS 157 as a key word).
What financial ratios (name at least 2) could be affected by the difference between
measuring these assets at historic cost vs. fair val.
Discussion post (250-300 words) also include at least one referencLyndonPelletier761
This document discusses techniques for delivering bad news messages positively. It lists four techniques: 1) keep the body of the message clear, 2) state the topic in the subject line, 3) keep the content short, and 4) be specific. It also provides an example for each technique, such as keeping the closing message appropriate and focusing on long-term strategies. The document emphasizes using a positive tone to minimize communication barriers and prevent unwanted challenges when conveying bad news. It argues that a positive tone is always the best choice for handling the delivery of bad messages.
Page 1 Reference citation Beckhard, R. & Ha.docxbunyansaturnina
Page 1
Reference citation:
Beckhard, R. & Harris, R. (1977). Organizational transitions: Managing complex change. Boston:
Addison-Wesley Publishing Company.
Note: The following are the directions about HOW to do a Critical
Mass Analysis. The directions should NOT be included in your Focus
Paper with Appendix.
Critical Mass
PART A
What is Critical Mass?
Critical Mass analysis addresses the involvement of key stakeholders in a
project. It can be used at any time during the course of a project. Critical
Mass can be particularly helpful during the start-up period of a project when
the various relationships needed to make the project successful are
beginning to take shape.
Doing a Critical Mass analysis requires explicit and conscious identification of
the various organizational stakeholders who are already connected to the
project in some way and identifying those who need to be connected. Once
this has occurred the work shifts to carefully assessing each actor’s current
level of involvement with the project. This assessment is based on four
different ways of relating to the project that range from being highly
influential to having nothing to do with it.
The labels for these different levels of influence and involvement are: Make
it happen, Let it happen, Help it happen and Not Involved.
How is it done?
The analysis proceeds by completing a grid in which each person’s current
level of involvement is identified by placing an “O” in the appropriate cell. In
addition, the level of involvement that would help most to make the project
successful is represented by placing an “X” in the relevant cell. Then, the
work shifts to developing a strategy for each stakeholder whose “O”, current
involvement, and “X”, desired involvement, are different.
What this amounts to is carefully considering the situation of such a
stakeholder and formulating a negotiating strategy to create a win/win
solution for the stakeholder and the project resulting in the desired level of
involvement.
Page 2
What is involved?
It is not unusual for someone who has never done a Critical Mass analysis to
feel quite self-conscious and even worried that the purpose of such an
analysis is manipulation. This is decidedly not the case.
Power and influence are, without exception, an omnipresent dimension of
every organization. It takes power and influence to get anything done,
including maintaining what is. Since everyone, including the leader(s) of a
project, are embedded in the organizational system, exerting some form of
influence is inescapable! Critical Mass makes the relationships that are or will
influence a project explicit. And, it makes it possible to use influence in a
way that is positive for the stakeholder and the project.
This is a far cry from self-centered influence seeking to create conditions
that benefit only one side of the relationship. There is a larg.
Assignment OverviewThis Case Assignment focuses on Volkswa.docxrock73
Assignment Overview
This Case Assignment focuses on Volkswagen’s emissions scandal and related
brand management and business ethics issues.
Case Reading
Boston, W., & Houston-Waesch, M. (2015, Oct 15). Volkswagen suspends
another top engineer; berlin orders recall; transport minister says recall of tainted
diesel cars is mandatory. Wall Street Journal (Online).
Cremer, A. (2016, April 20). VW to pay each U.S. customer $5,000 to settle
dieselgate: Die Welt. Retrieved from http://www.reuters.com/article
/us-volkswagen-emissions-court-idUSKCN0XH0ZV
Danny, Hakim, Kessler, A. M., & Ewing, J. (2015, Sep 27). As VW pushed to be
no. 1, ambitions fueled a scandal. New York Times. De Cremer, D., & de
Bettignies, H. (2013). PRAGMATIC BUSINESS ETHICS. Business Strategy
Review, 24(2), 64-67.
De Cremer, D., & de Bettignies, H. (2013). PRAGMATIC BUSINESS
ETHICS. Business Strategy Review, 24(2), 64-67.
Ewing, J. (2016, April 21). Volkswagen Reaches Deal in U.S. Over Emissions
Scandal. New York Times. Retrieved from http://www.nytimes.com/2016/04
/22/business/international/volkswagen-emissions-settlement.html?_r=0
Farrell, S. (2015, Oct. 26). Volkswagen loses sales top spot to Toyota after
emissions scandal. Retrieved from http://www.theguardian.com/business/2015/oct
/26/volkswagen-top-spot-toyota-vw-emissions-scandal.
Fung, B. (2015). Volkswagen's U.S. CEO apologizes for emissions cheating
scandal. Washington: WP Company LLC d/b/a The Washington Post.
Lane, C. (2015, Oct. 26). Emissions scandal is hurting VW owners trying to
Resell. Retrieved from http://www.npr.org/2015/10/26/450238773/emissions-
scandal-is-hurting-vw-owners-trying-to-resell.
Listen
https://tlc.trident.edu/content/enforced/89898-MKT501-DEC2016FT-2...
1 of 4 12/17/2016 2:27 PM
La Monica, P.,R. (2015, Sep 23). Volkswagen has plunged 50%. will it ever
recover? CNN Wire Service.
Sanger-Katz, M., & Schwartz, J. (2015, Sep 30). Gauging human toll of VW
fraud. International New York Times.
Here are some articles on brand equity and brand management.
Keller, K. L. (1993). Conceptualizing, measuring, and managing customer-based
brand equity. Journal of Marketing, 57(1), 1-22.
Helm, S., & Tolsdorf, J. (2013). How does corporate reputation affect customer
loyalty in a corporate crisis? Journal of Contingencies & Crisis Management, 21
(3), p144-152.
Case Assignment
Develop a report in terms of the following guidelines. A well-written report should
have a brief introduction, headings or subheadings, and a brief concluding
comment. Note that you should use some keywords as headings or subheadings
such as "Brand Equity of VW”, instead of a sentence or a question. Read and cite
required articles on Volkswagen’s emissions scandal, as well as additional
research you have done, and address the following issues:
Briefly describe Volkswagen’s emissions scandal and provide background on
the company and automobile industry.
1.
Do you think Volkswagen’s brand reputation was severely dam ...
Written Assignment Cover SheetStudent Name Assignment Tit.docxodiliagilby
Written Assignment Cover Sheet
Student Name:
Assignment Title: A Modern Day Sir Thomas More Essay
Course: English 4
General Instructions: The Primary Writing Rubric
The 6+1 Trait® Writing rubric is the basis for all writing rubrics in this course. Check it carefully to see how writing will be scored. The key ideas for the best scores are summarized below as a reminder.
Ideas/Content:Top Scores (4-5, or the A-B range): This product is clear and focused. It holds the reader’s attention and supports its ideas through ample and effective use of evidence.
Organization: Top Scores (4-5, or the A-B range): The organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling.
Voice: Top Scores (4-5, or the A-B range): The writer speaks directly to the reader in a way that is individual, compelling, and engaging. The writer shows an awareness and respect for the audience and the purpose for writing.
Word Choice: Top Scores (4-5, or the A-B range): Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging.
Sentence Fluency: Top Scores (4-5, or the A-B range): The writing has an easy flow, rhythm, and cadence. Sentences have a strong and varied structure.
Conventions: Top Scores (4-5, or the A-B range): The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors are few and do not distract from understanding.
Presentation: Top Scores (4-5, or the A-B range): The form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye.
Special Instructions and Rubric Changes for this Assignment
In this assignment, we will focus on the following for scoring. Your grade will depend upon which description most closely matches your short essay. Please recognize that while not all traits are discussed below, you will still be accountable for writing that closely demonstrates all traits. For example, if you submit a piece of writing that does not demonstrate appropriate writing conventions, you will not receive a good grade.
Excellent work (50 to 43 points)
Ideas/Content: The writer clearly identifies 2 to 3 problems with American society today. The writer focuses the discussion on these 2 to 3 problems, and the writer explains the scope of these problems fully (who created the problem, who is affected, how are people affected).
Organization: The paragraph flows logically from one problem to the next. The paragraph contains a topic sentence, detail sentences, and a concluding sentence. Transitions lead the reader through the writer’s ideas.
Sentence Fluency: The writing has an easy flow and rhythm that is enhanced by usage of prepositional phrases. While several sentences begin with prepositional phrases, others begin w ...
BSL 4160, Negotiation/Conflict Resolution 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
2. Explain the differences between two-party and multi-party negotiations.
2.1 Describe two-party, coalitions, and multi-party negotiations, including real-world examples.
2.2 Identify the role “groupthink” played in the Challenger and how it could have been prevented.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 11: Agents, Constituencies, and Audiences, pp. 347-348, 363-381
Chapter 12: Coalitions, pp. 383-397
Chapter 13: Multiple Parties, Groups, and Teams in Negotiation
Unit VII Essay
2.2
Unit Lesson
Chapter 11: Agents, Constituencies, and Audiences, pp. 347-348, 363-381
Chapter 12: Coalitions, pp. 383-397
Chapter 13: Multiple Parties, Groups, and Teams in Negotiation
Unit VII Essay
Reading Assignment
Chapter 11: Agents, Constituencies, Audiences, pp. 347-348, 363-381
Chapter 12: Coalitions, pp. 383-397
Chapter 13: Multiple Parties, Groups, and Teams in Negotiation
Unit Lesson
The unit lessons for this course are presented through interactive presentations. To view the presentation,
click on the below link. Once you are finished reading the slide, click on the “next” button on the bottom right
of the slide. To go to a previous slide, click “back.” Some slides contain interactive elements that open
additional boxes when you roll your mouse over an element on the slide. These elements are indicated
throughout the presentation.
Click here to access the Unit VII Lesson.
UNIT VII STUDY GUIDE
Multi-Party Negotiation
https://online.columbiasouthern.edu/bbcswebdav/xid-70629743_1
BSL 4160, Negotiation/Conflict Resolution 2
UNIT x STUDY GUIDE
Title
Suggested Reading
If you would like additional information regarding the textbook readings, consider reviewing the Chapter
Presentations below:
Click here to access the Chapter 11 PowerPoint Presentation.
Click here to access the PDF version of the Chapter 11 Presentation.
Click here to access the Chapter 12 PowerPoint Presentation.
Click here to access the PDF version of the Chapter 12 Presentation.
Click here to access the Chapter 13 PowerPoint Presentation.
Click here to access the PDF version of the Chapter 13 Presentation.
In order to access the following resources, click the links below.
If you would like to learn more information about behavioral tendencies and the concepts discussed in this
unit, consider reading the article below.
Dee, J. (1996). Ireland on the brink. Canadian Dimension, 30(4), 33+. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=9607292545&site=ehost-live&scope=site
In the unit lesson, the Space Shuttle Challenger was introduced, and you will continue with that example in
the Unit VII Essay. If you are interested in .
C O M M 3 0 6 innovation, entertainment, & the arts F.docxhumphrieskalyn
C O M M 3 0 6
innovation, entertainment, & the arts
For your final exam, please write a four-page, double-spaced essay
as described below. As with your group projects, we encourage you
to “think like a consultant”; put another way, think of this as the kind
of material you could show to a prospective employer to illustrate
how you can think analytically and strategically.
Submit your essay via Turnitin by 4:00 PM (PST) on Monday,
December 15th. NOTE: NO LATE ASSIGNMENTS WILL BE ACCEPTED.
Citations (in any of the recognized academic styles) must be
provided for any sources used.
Your essay should consist of three linked components, outlined
below. (Note that we are NOT asking you to turn in three separate
short answers, but rather to write one essay that includes these three
elements in a coherent progression.)
1. IMAGINE: What will the future look like?
First, pick a media artifact; it can be one we’ve discussed in class on one
of your own choosing. For example, you could talk about a song like
Blowin’ in the Wind, a movie like Iron Man 3 or Mean Streets, a website like
Facebook, a video game like Grand Theft Auto V or World of Warcraft, a
newspaper like the New York Times, or any other piece of media that you
find compelling (including books, magazines, and so on). What might this
artifact be like if it were being released 15 years from now, in 2029? Note
that you can either imagine a rebooted or revamped version of the
original work, or you can simply imagine an alternate history where your
artifact never existed in its original form and is instead being created for
the first time in 2029. Describe this new version of your artifact in detail. You
might focus on the media text itself, the process of creation, the process
of distribution, the act or acts of consumption, audience engagement
and response, or any combination of these elements. In addition, you can
be relatively realistic or relatively optimistic in your predictions, but it may
be helpful to provide supporting commentary or sources that justify why
you think this is a viable future scenario; in other words, don’t just assert
that we’ll all be watching TV on Google Glass without explaining why
that’s likely to happen, either based on your own arguments about how
audiences or media work, or relying on some other reasonable, evidence-
based analysis.
2. ANALYZE: What can we learn from your imagined future about where
we’re headed, and how should we feel about that trajectory?
Think about how your new, speculative version of this artifact is different
from the original; then, make an argument for what we can learn (about,
say, business, art, or society) from these differences. What do these
differences tell us about how things have changed, are changing, or
should change? Does it instead prove how some things are unlikely to
change? Finally, explain whether you think these developments (or lack
thereof) are beneficia ...
Food Inc.: A Free Essay Example on Today's Food Industry. Food, Inc.: Summary & Analysis of Today’s Food Industry | SchoolWorkHelper. Online help for students: essay on food inc. documentary. Food Inc Essay — Food Inc. Documentary - Notes. Food Inc. - Summary. How important is food? - GCSE Design & Technology - Marked by Teachers.com. Essay issues with regard to food inc - MJA Log - Centro Logístico. Example essay about food in malaysia - internetupdater.web.fc2.com. Food inc review (400 Words) - PHDessay.com. Essays on food inc documentary. Documentary Food, Inc - summary.
Week 4 Assignment-Fair Value DUE DATE Sunday midnight of.docxcockekeshia
Week 4 Assignment-Fair Value
DUE DATE: Sunday midnight of Week 4, submitted in a MS Word (or Excel if
computations required) document with filename format:
Last First_Week X hwk.doc or .xls Make sure your name appears on each page of the
homework using the header function.
Homework questions:
1. The Fair Value requirement has been blamed by some for the credit market crunch that
started in 2007, worsened in 2008 and continues into 2009. Discuss what effect you
think Fair Value had on financial institutions and why some believe that it precipitated
the current economic recession. Do you agree or disagree that Fair Value caused the
collapse of the mortgage and lending markets? There are a number of good articles and
links to help you with this such as the article in the Web Links page from the January 20,
2009 Boston Globe about the impact on State Street Corporation’s capital from
potentially having to permanently write down the value of assets (it will help you
understand how marking down the value of assets impacts the banks’ capital, and how in
turn, this impacts their ability to lend). Also, the JOA May 2008 3 Articles with view pro
and con about Fair Value vs. Historic Cost. There are a number of other readings to help
with this topic or you may gather your own-please share them if you would on the student
section of the Web Links page.
2. You are the CFO of a publicly traded company and are getting ready to prepare you year-
end financial statements. In your investment portfolio you have:
a. Long-term bank CD’s
b. Stock holdings in 5 publicly traded companies
c. Stock holdings in 2 privately held companies
d. Investment in a real estate trust (REIT) which owns strip malls and other
commercial buildings for retail establishments. This trust trades on a market
with other similar trusts, although the trades are infrequent. Take into account
the current real estate market when evaluating this investment.
e. Private equity investment in a joint venture for the development of a new
green energy method to produce electricity.
f. Complex foreign currency hedges that were custom-designed by an
investment bank for the company, to hedge their exchange rate exposure on
overseas transactions.
What level for evaluation would each fall into and what method(s) would you use to
determine the fair value of each? How easy or difficult would each be and why? The Nov
16, 2008 Financial Week Article on the Web Links page about Illiquid Bank Assets may
help with this question.
3. Find the financial statements of a publicly traded company that has measured assets
and/or liabilities at fair value. You will find this information in the footnotes (just open
up the document and search the page with either Fair Value or FAS 157 as a key word).
What financial ratios (name at least 2) could be affected by the difference between
measuring these assets at historic cost vs. fair val.
Discussion post (250-300 words) also include at least one referencLyndonPelletier761
This document discusses techniques for delivering bad news messages positively. It lists four techniques: 1) keep the body of the message clear, 2) state the topic in the subject line, 3) keep the content short, and 4) be specific. It also provides an example for each technique, such as keeping the closing message appropriate and focusing on long-term strategies. The document emphasizes using a positive tone to minimize communication barriers and prevent unwanted challenges when conveying bad news. It argues that a positive tone is always the best choice for handling the delivery of bad messages.
Page 1 Reference citation Beckhard, R. & Ha.docxbunyansaturnina
Page 1
Reference citation:
Beckhard, R. & Harris, R. (1977). Organizational transitions: Managing complex change. Boston:
Addison-Wesley Publishing Company.
Note: The following are the directions about HOW to do a Critical
Mass Analysis. The directions should NOT be included in your Focus
Paper with Appendix.
Critical Mass
PART A
What is Critical Mass?
Critical Mass analysis addresses the involvement of key stakeholders in a
project. It can be used at any time during the course of a project. Critical
Mass can be particularly helpful during the start-up period of a project when
the various relationships needed to make the project successful are
beginning to take shape.
Doing a Critical Mass analysis requires explicit and conscious identification of
the various organizational stakeholders who are already connected to the
project in some way and identifying those who need to be connected. Once
this has occurred the work shifts to carefully assessing each actor’s current
level of involvement with the project. This assessment is based on four
different ways of relating to the project that range from being highly
influential to having nothing to do with it.
The labels for these different levels of influence and involvement are: Make
it happen, Let it happen, Help it happen and Not Involved.
How is it done?
The analysis proceeds by completing a grid in which each person’s current
level of involvement is identified by placing an “O” in the appropriate cell. In
addition, the level of involvement that would help most to make the project
successful is represented by placing an “X” in the relevant cell. Then, the
work shifts to developing a strategy for each stakeholder whose “O”, current
involvement, and “X”, desired involvement, are different.
What this amounts to is carefully considering the situation of such a
stakeholder and formulating a negotiating strategy to create a win/win
solution for the stakeholder and the project resulting in the desired level of
involvement.
Page 2
What is involved?
It is not unusual for someone who has never done a Critical Mass analysis to
feel quite self-conscious and even worried that the purpose of such an
analysis is manipulation. This is decidedly not the case.
Power and influence are, without exception, an omnipresent dimension of
every organization. It takes power and influence to get anything done,
including maintaining what is. Since everyone, including the leader(s) of a
project, are embedded in the organizational system, exerting some form of
influence is inescapable! Critical Mass makes the relationships that are or will
influence a project explicit. And, it makes it possible to use influence in a
way that is positive for the stakeholder and the project.
This is a far cry from self-centered influence seeking to create conditions
that benefit only one side of the relationship. There is a larg.
Assignment OverviewThis Case Assignment focuses on Volkswa.docxrock73
Assignment Overview
This Case Assignment focuses on Volkswagen’s emissions scandal and related
brand management and business ethics issues.
Case Reading
Boston, W., & Houston-Waesch, M. (2015, Oct 15). Volkswagen suspends
another top engineer; berlin orders recall; transport minister says recall of tainted
diesel cars is mandatory. Wall Street Journal (Online).
Cremer, A. (2016, April 20). VW to pay each U.S. customer $5,000 to settle
dieselgate: Die Welt. Retrieved from http://www.reuters.com/article
/us-volkswagen-emissions-court-idUSKCN0XH0ZV
Danny, Hakim, Kessler, A. M., & Ewing, J. (2015, Sep 27). As VW pushed to be
no. 1, ambitions fueled a scandal. New York Times. De Cremer, D., & de
Bettignies, H. (2013). PRAGMATIC BUSINESS ETHICS. Business Strategy
Review, 24(2), 64-67.
De Cremer, D., & de Bettignies, H. (2013). PRAGMATIC BUSINESS
ETHICS. Business Strategy Review, 24(2), 64-67.
Ewing, J. (2016, April 21). Volkswagen Reaches Deal in U.S. Over Emissions
Scandal. New York Times. Retrieved from http://www.nytimes.com/2016/04
/22/business/international/volkswagen-emissions-settlement.html?_r=0
Farrell, S. (2015, Oct. 26). Volkswagen loses sales top spot to Toyota after
emissions scandal. Retrieved from http://www.theguardian.com/business/2015/oct
/26/volkswagen-top-spot-toyota-vw-emissions-scandal.
Fung, B. (2015). Volkswagen's U.S. CEO apologizes for emissions cheating
scandal. Washington: WP Company LLC d/b/a The Washington Post.
Lane, C. (2015, Oct. 26). Emissions scandal is hurting VW owners trying to
Resell. Retrieved from http://www.npr.org/2015/10/26/450238773/emissions-
scandal-is-hurting-vw-owners-trying-to-resell.
Listen
https://tlc.trident.edu/content/enforced/89898-MKT501-DEC2016FT-2...
1 of 4 12/17/2016 2:27 PM
La Monica, P.,R. (2015, Sep 23). Volkswagen has plunged 50%. will it ever
recover? CNN Wire Service.
Sanger-Katz, M., & Schwartz, J. (2015, Sep 30). Gauging human toll of VW
fraud. International New York Times.
Here are some articles on brand equity and brand management.
Keller, K. L. (1993). Conceptualizing, measuring, and managing customer-based
brand equity. Journal of Marketing, 57(1), 1-22.
Helm, S., & Tolsdorf, J. (2013). How does corporate reputation affect customer
loyalty in a corporate crisis? Journal of Contingencies & Crisis Management, 21
(3), p144-152.
Case Assignment
Develop a report in terms of the following guidelines. A well-written report should
have a brief introduction, headings or subheadings, and a brief concluding
comment. Note that you should use some keywords as headings or subheadings
such as "Brand Equity of VW”, instead of a sentence or a question. Read and cite
required articles on Volkswagen’s emissions scandal, as well as additional
research you have done, and address the following issues:
Briefly describe Volkswagen’s emissions scandal and provide background on
the company and automobile industry.
1.
Do you think Volkswagen’s brand reputation was severely dam ...
Pin On Sop For MBA Sample. Online assignment writing service.Tiffany Carpenter
The document outlines a project proposal for improving City Year by addressing issues corps members face. It notes that corps members work 50+ hours per week but the compensation does not equal the effort required. As a former corps member, the author found it difficult to live on the stipend. The proposal suggests increasing stipends to match living expenses and provide more support for corps members' well-being and development. It also recommends learning from similar organizations like Teach for America that offer higher compensation.
Lesson 1.2 Prepare to Participate in the Peer Evaluation Processguestda7194
This document provides an overview of the peer evaluation process for a university course project. It instructs students to create a Google Docs account and personal peer evaluation form, and sign a group contract agreeing to the evaluation criteria and procedures. Students will use these forms to rate themselves and their group members weekly based on criteria like contribution and communication. They will also comment on team progress and have recommended weekly synchronous meetings to discuss issues.
This document outlines several assignments for a business law course. The first assignment asks students to analyze how the US legal system affects a chosen business or industry, examine litigation risks, and compare alternative dispute resolution methods to traditional litigation for an international business dispute. The second assignment involves analyzing potential torts committed in scenarios involving competitors' statements and an employee breach of contract. The third outlines a presentation on different business forms and governance strategies to minimize director liability.
Financial Statement Analysis
Ratio Analysis Example
Prufrock Corporation
Balance Sheet as of December 31,2008
($ in millions)
Assets
Liabilities and Owners' Equity
Current assets
Current liabilities
Cash
$98
Accounts payable
$344
Accounts receivable
$188
Notes payable
$196
Inventory
$422
Total
$540
Total
$708
Long-term debt
$457
Fixed assets
Owners' equity
Net plant and equipment
$2,880
Common stock and paid-in surplus
$550
Total assets
$3,588
Retained earnings
$2,041
Total
$2,591
Total liabilities and owners' equity
$3,588
Prufrock Corporation
2008 Income Statement
($ in millions)
Sales
2311
Cost of goods sold
1344
Depreciation
276
Earnings before interest and taxes
691
Interest paid
141
Taxable income
550
Taxes (34%)
187
Net income
363
Dividends
121
Addition to retained earnings
242
*Create common size balance sheet and common size income statement.
*Calculate ratios for Prufrock Corporation
Short-term solvency or liquidity ratios
Liquidity ratio measures the firm’s ability to pay its bills over the short run without undue stress.
Current ratio=
*Do we have enough short-term liquid assets to cover our short-term debts?
Quick ratio (acid test ratio) =
*Do we have enough really liquid short-term assets to cover our short-term debts?
Long-term solvency, or financial leverage, ratios
Leverage ratio measures the form’s long-run ability to meet its obligations.
Total debt ratio=
What percentage of total assets is financed with either short- or long-term debt?
Debt-equity ratio=
Times interest earned=
* It measures how well a company has its interest obligations covered. Are we generating enough income to make out interest payments?
Asset management or turnover ratios
Turnover ratios measure asset use efficiency.
Inventory turnover=
*On average, how many times per year do we go through our inventory? (Excess inventory is expensive!)
Day’s sales Outstanding=
Fixed Assets Turnover Ratio=
Total Assets Turnover Ratio=
Profitability ratios
Operating margin=
Profit margin=
Return on assets (ROA) =
*What is profit per dollar of asset?
Return on equity (ROE) =
*What is the rate of return for stockholders?
Return on equity (ROE) = Profit margin * Total asset turnover * Equity multiplier
Market value ratios
(We assume that Prufrock has 33 million shares outstanding and stock sold for $88 per share at the end of the year.)
EPS=
Price-earnings ratio=
Market-to-book ratio=
4-1
Running head: FULL TITLE OF YOUR PAPER IN CAPS ON ONE LINE1
ABBREVIATED TITLE OF YOUR PAPER 2
Team Paper: Sources of and solutions to conflict in a virtual environment
PJM6210 Communication Skills for Project Managers
Month, day, year
Sources of Conflict in a Virtual Environment
Interpersonal Conflict 🡪 Jones
In the second paragraph, begin addressing your first topic or question. This should directly align to what you stated you were going to talk about in the first se ..
This document provides an overview and instructions for attending a WebEx presentation on contract negotiations for publishers. Attendees are instructed to not close the audio broadcast dialog box and how to call in if experiencing audio challenges. It then lists the event number and attendee ID that should be entered for the presentation.
Consider preparing a slide presentation, as more-sophisticated inv.docxclarebernice
Consider preparing a slide presentation, as more-sophisticated investors will want to see one before even looking at the written plan. You may also want to put your plan online on a password-protected site.
12 CRITICAL SLIDES
Title slide: your company’s name, a short company description, name of presenter(s) if presenting in person.
Your elevator pitch: a succinct description of your products or services, market, and competitive advantages. Use vibrant language, and if possible, embed audio or video to demonstrate your product or service.
Size of opportunity: this is what investors — VCs even more so than angels — want to know. To what size can your company potentially grow and what are your plans for future development?
Your specific target customers: who they are and the customer needs that your product or service will meet.
The market size: numbers and dollars, past growth, growth forecasts.
The competition: division of market share, how your product compares to theirs, your value proposition in comparison to the competition’s, and barriers to entry.
Your team: who they are, their past successes and experience, and why they are qualified to do the job.
The business model: how you will distribute your product, pricing strategies, how you will reach your customers.
Milestones: a time line that outlines when you expect to reach key achievements.
Financials: a brief summary of key points from your income statement, balance sheet, and/or cash flow projections.
Funding: how much you are asking for in this round, how many future rounds are expected, how much you will request during those rounds, and how the funds will be used.
The investment opportunity: potential exit strategies and financial return for investors.
Company Name
Message/Brief description/ logo/ info of the presenter
Important: do not use full sentences on the slides unless required (mission statement, slogan, etc.) and make your presentation engaging and attractive (use relevant images, color, font, etc.). Use an appropriate background (not too light, not too dark or busy).
Use sample on page 343 to guide you. Do not alter the order of the slides or the titles, except the title page
What We Do
Your elevator pitch
Brief description of the product and services, market
Competitive advantages
Pics, audio, video
The Opportunity
Clarify the opportunity for the investors
To what size can the company potentially grow and what are your plans for future development?
Why would an investor invest in your company?
Target Market
Describe your target market – use pictures if relevant
What needs of these customers will your product meet.
Market Size
Outline the size of the business/ industry
Past growth
Growth forecast
Use graphs, figures to illustrate
Competition
Main competitors (division of market share)
How your product compares to theirs
Your value proposition (why should the customer buy your product) compared to the competition
Barriers to .
Structure and Financing of Human Services Organizations 97.docxjohniemcm5zt
Structure and Financing of Human Services Organizations 97
rf Rights 2, Pub. Law 104-168 (110 Stat.
, this amendment seeks to control "exces-
pay of nonprofit executives. Excess benefits
bject to tax and penalties and are defined as
transaction in which an economic bene-
provided by an applicable tax-exempt
ization. . . to or for the use of any disqual-
p€rson... exceeds the value of considera-
received for providing such benefit"
eFed's Tax Board,2004). The independence
:independent sector is further diminished
extent that government can now decide on
nits of nonprofit executive pay.
yses of Contracting
the years since contracting for services
, rholars have studied the processes and the
ts used by government in delivering ser-
rhrough private organizations. More than
Fnonprofit organization social services are
or with government funds, whereas none
n 1960. The magnitude of the impact of
cting is dramatic. Kamerman and Kahn
r, writing for the Finance Project, say that
f, the workers in New York State social ser-
gencies worked for organizations that were
rted to some extent by public funds.
chusetts had twice as many social services
ns in agencies funded in that way than it
,bli.ly employed workers. According to
r (2005, p. 65), citing his own 2001 esti-
and Lauffer (1997), "more publicly funded
t services are provided via contractual
ernents than are provided directly by pub-
ployees. By some estimates, upwards of
f all human services funding may involve
stirg by the year 2010."
rrence L. Martin (2005) has studied the
nance-based contracting approach now
; widespread popularity in the human ser-
'erformance contracting, developed by the
of Federal Procurement Policy and state
sing officers as well as The National
nion of State Purchasing Officials, essentially
specifies standards of performance, such as qual-
ity, timeliness, and quantity, and the expected
outcomes of contracts. Based on his analysis of
performance-based contracting in several states,
he concluded that the process had accomplished
its primary objective of requiring contractors to
focus on performance results. Martin also found
that quality, outcomes, and outputs could be
considered and treated together in determining
the conformity to performance standards of a
contract and that all contractor compensation
need not be tied to performance. There was also
evidence that performance-based contracting
did not necessarily lead to "creaming," where
cases more likely to be successful are chosen in
order to improve performance outcomes. Martin
asks whether performance-based contracting
works, and he concludes, based on studies in sev-
eral states, that it does and that it is accomplish-
ing its objectives.
The American Public Human Services
Association (2005), which is largely an associa-
tion of state public agencies, agrees that the fed-
eral expectations for public services and contracts
should be focused on outputs of services. One of
their recommendations is that "the foc.
25 Grant proposals are complex documents that can be .docxvickeryr87
25
Grant proposals are complex documents that can be dif-
ficult to write, and two of the most difficult parts are the
Statement of Need(s) and the concomitant Goal(s). One of
the most common reasons a grant proposal is rejected is
that the “[a]pplicant did not adequately define the need(s)
to be addressed by the proposal.”1 The statement of need(s)
must be precise and appropriate for funding to be attained.
Many writers experience problems with stating the real
need; instead, they describe superficial wants or items
related to meeting the need. In contrast, some writers have a
good understanding of the real need, but they state the goal
of their research or project in terms that are too vague to res-
onate with a grant-making agency. This article suggests two
prewriting exercises to help writers overcome these prob-
lems: logical mapping and a six-step method for articulat-
ing the goal. Logical mapping can help writers identify real
needs and clarify why they should be addressed; mapping
can also pinpoint the causes that a solution must address.
The six-step method can change vague claims about what
a solution-implementation project or research endeavor
will accomplish into clear, specific statements of the goal(s).
These two exercises are applicable to education and small
foundation grants; for more complicated grant proposals,
like those to the National Institutes of Health, these exercises
are useful but not necessarily sufficient.
It is always important to follow all instructions given in
the request for proposals (RFP) and to respond using key
words that reflect the values of the funding source. Many
proposals with great ideas are rejected because they fail
to follow all RFP guidelines. The RFP typically provides
explicit instructions about what information is needed in
which sections of a proposal; how to format that informa-
tion; and when, where, and how to submit the proposal.
RFPs give detailed requirements for font styles and sizes,
document length, due dates, and the types of projects that
can be funded for each specific grant. Sloppy formatting or
grammar and spelling errors will reflect poorly on the cred-
ibility of everyone involved with the project. Furthermore,
the “shotgun” method of proposal submission—sending a
proposal to several foundations or government agencies—
typically “results in high rates of rejection and negative posi-
tioning with funding sources.”2 Sending a proposal in this
manner, especially when some of the foundations or govern-
ment agencies have interests only marginally related to the
topic, not only garners rejection of that specific proposal,
it also reduces the credibility of the project team members
and their organization. Showing that good research has
gone into selecting potential funding sources as well as
developing the project will enhance credibility and help
persuade a reviewer that the ap.
LAW 531 TUTOR Education Counseling / law531tutor.comkopiko75
FOR MORE CLASSES VISIT
www.law531tutor.com
Purpose of Assignment Law impacts how business operations perform. With globalization, the law's impact and corresponding business risks have grown. The student will learn
This document provides an overview of the course "The Corporation in Society" to be taught in the fall of 2005. The course will examine the role of corporations in society and debates around their social responsibilities. It will consider these issues from both a theoretical and practical perspective. Major assignments include preparing for an in-class debate on the purpose of the firm, conducting a stakeholder analysis of a selected company, finding examples of how social investments can boost corporate financial returns, and a final project. Students are expected to actively participate in class discussions.
LAW 531 TUTOR Lessons in Excellence / law531tutor.comkopiko41
FOR MORE CLASSES VISIT
www.law531tutor.com
Purpose of Assignment Law impacts how business operations perform. With globalization, the law's impact and corresponding business risks have grown. The student will learn to consider how and when a business risk should
Select a foreign country and analyze its monetary system. Formatted .docxpotmanandrea
This document outlines the requirements for a 1000 word paper analyzing the monetary system of a selected foreign country. The paper must follow APA style guidelines and address the evolution of the country's monetary system and impacts of policies, describe major components and organizations, discuss currency exchange rates and exposures, and recommend whether to buy or sell futures/options in that currency.
Select a company of your choice. Study the company’ CEO and determ.docxpotmanandrea
Select a company of your choice. Study the company’ CEO and determine his/her leadership style.
Explain the type of leadership style the CEO possesses and its effectiveness.
Write a consultative memo to the CEO by providing areas for improvement in his/her leadership style, relative to human asset and strategic planning. Support your answer with research and cite according to APA guidelines.
2 to 3 pages reference sited
.
Seeing” Social MovementsAn important component of studying social.docxpotmanandrea
“Seeing” Social Movements
An important component of studying social justice movements is seeing their activities unfold. In this regard one can explore their dynamics and outcomes, analyze their tactics, understand social movement organizations and participants, and get at the reasons for their mobilization and beliefs. This assignment is an effort to get you “into the field” to enable you to “see” social movement activities. Students can do this by critically evaluating a film for its significance to the study of social justice movements, be it in its depiction of a social movement or the voice that it gives to a movement.
Sociologically analyzing a film
Film is not just a component of popular culture or key form of mass media; it is also an important voice that brings relevance to numerous political issues and debates occurring in society. In addition it is a viable means with which to observe social movement activity when it is otherwise unobservable as when it occurred in the past, or in places other than in our own backyard. With this option, you are to observe a social movement depicted in film as if you were “in the field” and analyze it using the theoretical perspectives, ideas, and other tools you have developed in sociology.
1. Choose your film.
I have attached a list of potential films from which you can select.
See the appendix to this document. I encourage you to select something that reflects your interest in a particular social movement. If you have questions about any of these please let me know. Also,
this list is by no means exhaustive and I am always searching for additional options, so if you are interested in viewing something not on the list or give me ideas for should be on the list, please let me know
.
******2. When you have chosen your film, submit the film title, year, and the reason you believe it to be appropriate for the issue you are examining.
The rest of the final paper is due during week 8
3. The details and write-up
As when observing a real social justice movement, you want to watch the film and account for its events as if you were trapped in celluloid with its actors and witnessing it as if reality. Thus, you must try to become engulfed in the activities, characters, images, and themes of the film so as to analyze the events from a sociological perspective.
In analyzing the film you want to provide not only description of events and background of the social movement/protest activities but also must analyze it by considering the following guidelines and questions as appropriate:
A.
Can the actions depicted in the film be considered a social movement? How does it fit the definition and conceptualization of social justice movements that we have examined? Discuss, citing what evidence of ideology, organization, and tactics is present in the protest activities.
Make your argument citing clear evidence from the film and tying it to course readings and the class.
B.
What
theoretical perspective
might b.
Seeking someone that is great at writing papers! Must be familar .docxpotmanandrea
The document outlines a two-page paper assignment on the complexities of the U.S. financial system. It provides three topics to discuss: 1) how the financial markets impact the economy, businesses, and individuals; 2) the roles of the Federal Reserve, Chairman, and Board and their effectiveness; and 3) how interest rates influence the U.S. and global financial environments with examples. The paper must follow APA format, be double-spaced with a 12-point Times New Roman font and include a title page. It will be graded based on answer quality, organization, and writing skills.
See comments at the right of the data set..docxpotmanandrea
See comments at the right of the data set.
ID
Salary
Compa
Midpoint
Age
Performance Rating
Service
Gender
Raise
Degree
Gender1
Grade
8
23
1.000
23
32
90
9
1
5.8
0
F
A
The ongoing question that the weekly assignments will focus on is:
Are males and females paid the same for equal work (under the Equal Pay Act)?
10
22
0.956
23
30
80
7
1
4.7
0
F
A
Note: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.
11
23
1.000
23
41
100
19
1
4.8
0
F
A
14
24
1.043
23
32
90
12
1
6
0
F
A
The column labels in the
table mean:
15
24
1.043
23
32
80
8
1
4.9
0
F
A
ID – Employee sample number
Salary – Salary in thousands
23
23
1.000
23
36
65
6
1
3.3
1
F
A
Age – Age in years
Performance Rating
– Appraisal rating (Employee evaluation score)
26
24
1.043
23
22
95
2
1
6.2
1
F
A
Service – Years of service (rounded)
Gender:
0 = male, 1 = female
31
24
1.043
23
29
60
4
1
3.9
0
F
A
Midpoint – salary grade midpoint
Raise – percent of last raise
35
24
1.043
23
23
90
4
1
5.3
1
F
A
Grade – job/pay grade
Degree (0= BS\BA 1 = MS)
36
23
1.000
23
27
75
3
1
4.3
1
F
A
Gender1 (Male or Female)
Compa - salary divided by midpoint
37
22
0.956
23
22
95
2
1
6.2
1
F
A
42
24
1.043
23
32
100
8
1
5.7
0
F
A
3
34
1.096
31
30
75
5
1
3.6
0
F
B
18
36
1.161
31
31
80
11
1
5.6
1
F
B
20
34
1.096
31
44
70
16
1
4.8
1
F
B
39
35
1.129
31
27
90
6
1
5.5
1
F
B
7
41
1.025
40
32
100
8
1
5.7
0
F
C
13
42
1.050
40
30
100
2
1
4.7
1
F
C
22
57
1.187
48
48
65
6
1
3.8
0
F
D
24
50
1.041
48
30
75
9
1
3.8
1
F
D
45
55
1.145
48
36
95
8
1
5.2
0
F
D
17
69
1.210
57
27
55
3
1
3
0
F
E
48
65
1.140
57
34
90
11
1
5.3
1
F
E
28
75
1.119
67
44
95
9
1
4.4
1
F
F
43
77
1.149
67
42
95
20
1
5.5
1
F
F
19
24
1.043
23
32
85
1
0
4.6
1
M
A
25
24
1.043
23
41
70
4
0
4
0
M
A
40
25
1.086
23
24
90
2
0
6.3
0
M
A
2
27
0.870
31
52
80
7
0
3.9
0
M
B
32
28
0.903
31
25
95
4
0
5.6
0
M
B
34
28
0.903
31
26
80
2
0
4.9
1
M
B
16
47
1.175
40
44
90
4
0
5.7
0
M
C
27
40
1.000
40
35
80
7
0
3.9
1
M
C
41
43
1.075
40
25
80
5
0
4.3
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M
C
5
47
0.979
48
36
90
16
0
5.7
1
M
D
30
49
1.020
48
45
90
18
0
4.3
0
M
D
1
58
1.017
57
34
85
8
0
5.7
0
M
E
4
66
1.157
57
42
100
16
0
5.5
1
M
E
12
60
1.052
57
52
95
22
0
4.5
0
M
E
33
64
1.122
57
35
90
9
0
5.5
1
M
E
38
56
0.982
57
45
95
11
0
4.5
0
M
E
44
60
1.052
57
45
90
16
0
5.2
1
M
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46
65
1.140
57
39
75
20
0
3.9
1
M
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47
62
1.087
57
37
95
5
0
5.5
1
M
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49
60
1.052
57
41
95
21
0
6.6
0
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50
66
1.157
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38
80
12
0
4.6
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6
76
1.134
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36
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12
0
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9
77
1.149
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49
100
10
0
4
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1.134
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43
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13
0
6.3
1
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29
72
1.074
67
52
95
5
0
5.4
0
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Score:
Week 1.
Measurement and Description - chapters 1 and 2
.
Select a company you are familiar with. Imagine that this company is.docxpotmanandrea
Select a company you are familiar with. Imagine that this company is developing materials to communicate the company culture, process, procedures, and general information for a new hire.
Compose a message for your audience using the three- step process outlined in Ch.10 (pp. 282-287) of Business Communication Today. Demonstrate each step in your communication.
PlanningDefine the purpose.Define the audience.Identify the channel(s) of communication and why you selected that channel.CompletingProofread, revise, and submit
.
Select a contemporary issue that is of interest to you.Create .docxpotmanandrea
Select
a contemporary issue that is of interest to you.
Create
an attitude survey using your selected issue.
Write
a 700- to 1,050-word paper in which you explain the steps you took to create your survey. Address the following items in your paper:
Explain the purpose of the survey.
Discuss the preliminary design issues you experienced in creating your survey.
Describe the specific instructions for administering, scoring, and interpreting your survey.
Attach
a copy of your survey to your paper when you turn it in
.
see the attached filesThe QuestionIs management in the publ.docxpotmanandrea
see the attached files
The Question:
Is management in the public sector similar to or different from management in the private sector? Support your answer with at least one citation from the text, and provide at least one example.
Required Textbooks
Title
:
Public Management: A Three-Dimensional Approach
Author:
Carolyn J.Hill and Laurence E. Lynn Jr
ISBN:
978-0-87289-348-1
Publisher:
Congressional Quarterly Press
In addition to reading Hill’s and Lynn’s text Public Management: A Three-Dimensional Approach, each student must select
one
of the following books to read:
Title:
Reframing Organizations: Artistry, Choice and Leadership
,
5th Ed.
Author
: Lee G. Bolman and Terrence E. Deal
ISBN:
978-1-118-57333-4
Publisher:
Jossey-Bass, 2013
Title:
Creating Public Value: Strategic Management in Government
Author:
Mark Moore
ISBN:
0-674-17558-1
Publisher:
Harvard University Press
Title:
Bureaucracy: What government Agencies Do and Why they Do It
Author
: James Q. Wilson
ISBN:
0-465-00785-6
Publisher:
Basic Books
note/
1-
there is a ( Response to Weekly Discussion Questions (Due by 11:59 p.m. CT each Tuesday.)
2- there is a responsr to peer Discussion quesation ( due by 10:00 ) due by 10 p.m. CT each Friady).
3- There are Lessons Learned Due Dates: Due 10:00p.m. each Friday in the Discussion Thread.
.
See discussions, stats, and author profiles for this publicati.docxpotmanandrea
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/282773553
Boys Over Flowers: Korean Soap Opera and the Blossoming of a
New Masculinity
Article · September 2015
DOI: 10.18278/pcr.26.2.1
CITATIONS
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2 authors, including:
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University of Hawaiʻi at Hilo
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All content following this page was uploaded by Colby Miyose on 12 December 2015.
The user has requested enhancement of the downloaded file.
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2
Popular Culture Review - Volume 26, Number 2 - Summer 2015
W
hen it premiered on South Korean television in 2009, the Korean
drama (or “K-drama”) Boys Over Flowers became a ratings
sensation, mostly among females between their mid-teens to thirties
(AGB Neilsen Media Research, n.d.). Originally a Japanese manga (comic
book), the Korean television version became the third iteration of the story
of teenage love and romance, following Taiwanese and Japanese television
versions. Boys.
See details below with a minimum of 8 scholarly referencesKey .docxpotmanandrea
See details below with a minimum of 8 scholarly references
Key Assignment Final Draft
The key assignment final draft should include a comprehensive transformational change management plan
Transformational Change Management Plan
Submit your finalized Plan components I-IV.
Create the following new material for Week 5:
Week 5: Implementation Plan (400-600 words)
Include the following context in the implementation plan:
Major implementation steps
Key criteria for success
Summary of Weeks 1-5
Rollout: Any risk considerations to the implementation
The completed document with content should be finalized in terms of grammar, formatting, references, all necessary sections, flow, and complete content.
.
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The document outlines a project proposal for improving City Year by addressing issues corps members face. It notes that corps members work 50+ hours per week but the compensation does not equal the effort required. As a former corps member, the author found it difficult to live on the stipend. The proposal suggests increasing stipends to match living expenses and provide more support for corps members' well-being and development. It also recommends learning from similar organizations like Teach for America that offer higher compensation.
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This document outlines several assignments for a business law course. The first assignment asks students to analyze how the US legal system affects a chosen business or industry, examine litigation risks, and compare alternative dispute resolution methods to traditional litigation for an international business dispute. The second assignment involves analyzing potential torts committed in scenarios involving competitors' statements and an employee breach of contract. The third outlines a presentation on different business forms and governance strategies to minimize director liability.
Financial Statement Analysis
Ratio Analysis Example
Prufrock Corporation
Balance Sheet as of December 31,2008
($ in millions)
Assets
Liabilities and Owners' Equity
Current assets
Current liabilities
Cash
$98
Accounts payable
$344
Accounts receivable
$188
Notes payable
$196
Inventory
$422
Total
$540
Total
$708
Long-term debt
$457
Fixed assets
Owners' equity
Net plant and equipment
$2,880
Common stock and paid-in surplus
$550
Total assets
$3,588
Retained earnings
$2,041
Total
$2,591
Total liabilities and owners' equity
$3,588
Prufrock Corporation
2008 Income Statement
($ in millions)
Sales
2311
Cost of goods sold
1344
Depreciation
276
Earnings before interest and taxes
691
Interest paid
141
Taxable income
550
Taxes (34%)
187
Net income
363
Dividends
121
Addition to retained earnings
242
*Create common size balance sheet and common size income statement.
*Calculate ratios for Prufrock Corporation
Short-term solvency or liquidity ratios
Liquidity ratio measures the firm’s ability to pay its bills over the short run without undue stress.
Current ratio=
*Do we have enough short-term liquid assets to cover our short-term debts?
Quick ratio (acid test ratio) =
*Do we have enough really liquid short-term assets to cover our short-term debts?
Long-term solvency, or financial leverage, ratios
Leverage ratio measures the form’s long-run ability to meet its obligations.
Total debt ratio=
What percentage of total assets is financed with either short- or long-term debt?
Debt-equity ratio=
Times interest earned=
* It measures how well a company has its interest obligations covered. Are we generating enough income to make out interest payments?
Asset management or turnover ratios
Turnover ratios measure asset use efficiency.
Inventory turnover=
*On average, how many times per year do we go through our inventory? (Excess inventory is expensive!)
Day’s sales Outstanding=
Fixed Assets Turnover Ratio=
Total Assets Turnover Ratio=
Profitability ratios
Operating margin=
Profit margin=
Return on assets (ROA) =
*What is profit per dollar of asset?
Return on equity (ROE) =
*What is the rate of return for stockholders?
Return on equity (ROE) = Profit margin * Total asset turnover * Equity multiplier
Market value ratios
(We assume that Prufrock has 33 million shares outstanding and stock sold for $88 per share at the end of the year.)
EPS=
Price-earnings ratio=
Market-to-book ratio=
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Team Paper: Sources of and solutions to conflict in a virtual environment
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Consider preparing a slide presentation, as more-sophisticated investors will want to see one before even looking at the written plan. You may also want to put your plan online on a password-protected site.
12 CRITICAL SLIDES
Title slide: your company’s name, a short company description, name of presenter(s) if presenting in person.
Your elevator pitch: a succinct description of your products or services, market, and competitive advantages. Use vibrant language, and if possible, embed audio or video to demonstrate your product or service.
Size of opportunity: this is what investors — VCs even more so than angels — want to know. To what size can your company potentially grow and what are your plans for future development?
Your specific target customers: who they are and the customer needs that your product or service will meet.
The market size: numbers and dollars, past growth, growth forecasts.
The competition: division of market share, how your product compares to theirs, your value proposition in comparison to the competition’s, and barriers to entry.
Your team: who they are, their past successes and experience, and why they are qualified to do the job.
The business model: how you will distribute your product, pricing strategies, how you will reach your customers.
Milestones: a time line that outlines when you expect to reach key achievements.
Financials: a brief summary of key points from your income statement, balance sheet, and/or cash flow projections.
Funding: how much you are asking for in this round, how many future rounds are expected, how much you will request during those rounds, and how the funds will be used.
The investment opportunity: potential exit strategies and financial return for investors.
Company Name
Message/Brief description/ logo/ info of the presenter
Important: do not use full sentences on the slides unless required (mission statement, slogan, etc.) and make your presentation engaging and attractive (use relevant images, color, font, etc.). Use an appropriate background (not too light, not too dark or busy).
Use sample on page 343 to guide you. Do not alter the order of the slides or the titles, except the title page
What We Do
Your elevator pitch
Brief description of the product and services, market
Competitive advantages
Pics, audio, video
The Opportunity
Clarify the opportunity for the investors
To what size can the company potentially grow and what are your plans for future development?
Why would an investor invest in your company?
Target Market
Describe your target market – use pictures if relevant
What needs of these customers will your product meet.
Market Size
Outline the size of the business/ industry
Past growth
Growth forecast
Use graphs, figures to illustrate
Competition
Main competitors (division of market share)
How your product compares to theirs
Your value proposition (why should the customer buy your product) compared to the competition
Barriers to .
Structure and Financing of Human Services Organizations 97.docxjohniemcm5zt
Structure and Financing of Human Services Organizations 97
rf Rights 2, Pub. Law 104-168 (110 Stat.
, this amendment seeks to control "exces-
pay of nonprofit executives. Excess benefits
bject to tax and penalties and are defined as
transaction in which an economic bene-
provided by an applicable tax-exempt
ization. . . to or for the use of any disqual-
p€rson... exceeds the value of considera-
received for providing such benefit"
eFed's Tax Board,2004). The independence
:independent sector is further diminished
extent that government can now decide on
nits of nonprofit executive pay.
yses of Contracting
the years since contracting for services
, rholars have studied the processes and the
ts used by government in delivering ser-
rhrough private organizations. More than
Fnonprofit organization social services are
or with government funds, whereas none
n 1960. The magnitude of the impact of
cting is dramatic. Kamerman and Kahn
r, writing for the Finance Project, say that
f, the workers in New York State social ser-
gencies worked for organizations that were
rted to some extent by public funds.
chusetts had twice as many social services
ns in agencies funded in that way than it
,bli.ly employed workers. According to
r (2005, p. 65), citing his own 2001 esti-
and Lauffer (1997), "more publicly funded
t services are provided via contractual
ernents than are provided directly by pub-
ployees. By some estimates, upwards of
f all human services funding may involve
stirg by the year 2010."
rrence L. Martin (2005) has studied the
nance-based contracting approach now
; widespread popularity in the human ser-
'erformance contracting, developed by the
of Federal Procurement Policy and state
sing officers as well as The National
nion of State Purchasing Officials, essentially
specifies standards of performance, such as qual-
ity, timeliness, and quantity, and the expected
outcomes of contracts. Based on his analysis of
performance-based contracting in several states,
he concluded that the process had accomplished
its primary objective of requiring contractors to
focus on performance results. Martin also found
that quality, outcomes, and outputs could be
considered and treated together in determining
the conformity to performance standards of a
contract and that all contractor compensation
need not be tied to performance. There was also
evidence that performance-based contracting
did not necessarily lead to "creaming," where
cases more likely to be successful are chosen in
order to improve performance outcomes. Martin
asks whether performance-based contracting
works, and he concludes, based on studies in sev-
eral states, that it does and that it is accomplish-
ing its objectives.
The American Public Human Services
Association (2005), which is largely an associa-
tion of state public agencies, agrees that the fed-
eral expectations for public services and contracts
should be focused on outputs of services. One of
their recommendations is that "the foc.
25 Grant proposals are complex documents that can be .docxvickeryr87
25
Grant proposals are complex documents that can be dif-
ficult to write, and two of the most difficult parts are the
Statement of Need(s) and the concomitant Goal(s). One of
the most common reasons a grant proposal is rejected is
that the “[a]pplicant did not adequately define the need(s)
to be addressed by the proposal.”1 The statement of need(s)
must be precise and appropriate for funding to be attained.
Many writers experience problems with stating the real
need; instead, they describe superficial wants or items
related to meeting the need. In contrast, some writers have a
good understanding of the real need, but they state the goal
of their research or project in terms that are too vague to res-
onate with a grant-making agency. This article suggests two
prewriting exercises to help writers overcome these prob-
lems: logical mapping and a six-step method for articulat-
ing the goal. Logical mapping can help writers identify real
needs and clarify why they should be addressed; mapping
can also pinpoint the causes that a solution must address.
The six-step method can change vague claims about what
a solution-implementation project or research endeavor
will accomplish into clear, specific statements of the goal(s).
These two exercises are applicable to education and small
foundation grants; for more complicated grant proposals,
like those to the National Institutes of Health, these exercises
are useful but not necessarily sufficient.
It is always important to follow all instructions given in
the request for proposals (RFP) and to respond using key
words that reflect the values of the funding source. Many
proposals with great ideas are rejected because they fail
to follow all RFP guidelines. The RFP typically provides
explicit instructions about what information is needed in
which sections of a proposal; how to format that informa-
tion; and when, where, and how to submit the proposal.
RFPs give detailed requirements for font styles and sizes,
document length, due dates, and the types of projects that
can be funded for each specific grant. Sloppy formatting or
grammar and spelling errors will reflect poorly on the cred-
ibility of everyone involved with the project. Furthermore,
the “shotgun” method of proposal submission—sending a
proposal to several foundations or government agencies—
typically “results in high rates of rejection and negative posi-
tioning with funding sources.”2 Sending a proposal in this
manner, especially when some of the foundations or govern-
ment agencies have interests only marginally related to the
topic, not only garners rejection of that specific proposal,
it also reduces the credibility of the project team members
and their organization. Showing that good research has
gone into selecting potential funding sources as well as
developing the project will enhance credibility and help
persuade a reviewer that the ap.
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Purpose of Assignment Law impacts how business operations perform. With globalization, the law's impact and corresponding business risks have grown. The student will learn
This document provides an overview of the course "The Corporation in Society" to be taught in the fall of 2005. The course will examine the role of corporations in society and debates around their social responsibilities. It will consider these issues from both a theoretical and practical perspective. Major assignments include preparing for an in-class debate on the purpose of the firm, conducting a stakeholder analysis of a selected company, finding examples of how social investments can boost corporate financial returns, and a final project. Students are expected to actively participate in class discussions.
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This document outlines the requirements for a 1000 word paper analyzing the monetary system of a selected foreign country. The paper must follow APA style guidelines and address the evolution of the country's monetary system and impacts of policies, describe major components and organizations, discuss currency exchange rates and exposures, and recommend whether to buy or sell futures/options in that currency.
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2 to 3 pages reference sited
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Seeing” Social MovementsAn important component of studying social.docxpotmanandrea
“Seeing” Social Movements
An important component of studying social justice movements is seeing their activities unfold. In this regard one can explore their dynamics and outcomes, analyze their tactics, understand social movement organizations and participants, and get at the reasons for their mobilization and beliefs. This assignment is an effort to get you “into the field” to enable you to “see” social movement activities. Students can do this by critically evaluating a film for its significance to the study of social justice movements, be it in its depiction of a social movement or the voice that it gives to a movement.
Sociologically analyzing a film
Film is not just a component of popular culture or key form of mass media; it is also an important voice that brings relevance to numerous political issues and debates occurring in society. In addition it is a viable means with which to observe social movement activity when it is otherwise unobservable as when it occurred in the past, or in places other than in our own backyard. With this option, you are to observe a social movement depicted in film as if you were “in the field” and analyze it using the theoretical perspectives, ideas, and other tools you have developed in sociology.
1. Choose your film.
I have attached a list of potential films from which you can select.
See the appendix to this document. I encourage you to select something that reflects your interest in a particular social movement. If you have questions about any of these please let me know. Also,
this list is by no means exhaustive and I am always searching for additional options, so if you are interested in viewing something not on the list or give me ideas for should be on the list, please let me know
.
******2. When you have chosen your film, submit the film title, year, and the reason you believe it to be appropriate for the issue you are examining.
The rest of the final paper is due during week 8
3. The details and write-up
As when observing a real social justice movement, you want to watch the film and account for its events as if you were trapped in celluloid with its actors and witnessing it as if reality. Thus, you must try to become engulfed in the activities, characters, images, and themes of the film so as to analyze the events from a sociological perspective.
In analyzing the film you want to provide not only description of events and background of the social movement/protest activities but also must analyze it by considering the following guidelines and questions as appropriate:
A.
Can the actions depicted in the film be considered a social movement? How does it fit the definition and conceptualization of social justice movements that we have examined? Discuss, citing what evidence of ideology, organization, and tactics is present in the protest activities.
Make your argument citing clear evidence from the film and tying it to course readings and the class.
B.
What
theoretical perspective
might b.
Seeking someone that is great at writing papers! Must be familar .docxpotmanandrea
The document outlines a two-page paper assignment on the complexities of the U.S. financial system. It provides three topics to discuss: 1) how the financial markets impact the economy, businesses, and individuals; 2) the roles of the Federal Reserve, Chairman, and Board and their effectiveness; and 3) how interest rates influence the U.S. and global financial environments with examples. The paper must follow APA format, be double-spaced with a 12-point Times New Roman font and include a title page. It will be graded based on answer quality, organization, and writing skills.
See comments at the right of the data set..docxpotmanandrea
See comments at the right of the data set.
ID
Salary
Compa
Midpoint
Age
Performance Rating
Service
Gender
Raise
Degree
Gender1
Grade
8
23
1.000
23
32
90
9
1
5.8
0
F
A
The ongoing question that the weekly assignments will focus on is:
Are males and females paid the same for equal work (under the Equal Pay Act)?
10
22
0.956
23
30
80
7
1
4.7
0
F
A
Note: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.
11
23
1.000
23
41
100
19
1
4.8
0
F
A
14
24
1.043
23
32
90
12
1
6
0
F
A
The column labels in the
table mean:
15
24
1.043
23
32
80
8
1
4.9
0
F
A
ID – Employee sample number
Salary – Salary in thousands
23
23
1.000
23
36
65
6
1
3.3
1
F
A
Age – Age in years
Performance Rating
– Appraisal rating (Employee evaluation score)
26
24
1.043
23
22
95
2
1
6.2
1
F
A
Service – Years of service (rounded)
Gender:
0 = male, 1 = female
31
24
1.043
23
29
60
4
1
3.9
0
F
A
Midpoint – salary grade midpoint
Raise – percent of last raise
35
24
1.043
23
23
90
4
1
5.3
1
F
A
Grade – job/pay grade
Degree (0= BS\BA 1 = MS)
36
23
1.000
23
27
75
3
1
4.3
1
F
A
Gender1 (Male or Female)
Compa - salary divided by midpoint
37
22
0.956
23
22
95
2
1
6.2
1
F
A
42
24
1.043
23
32
100
8
1
5.7
0
F
A
3
34
1.096
31
30
75
5
1
3.6
0
F
B
18
36
1.161
31
31
80
11
1
5.6
1
F
B
20
34
1.096
31
44
70
16
1
4.8
1
F
B
39
35
1.129
31
27
90
6
1
5.5
1
F
B
7
41
1.025
40
32
100
8
1
5.7
0
F
C
13
42
1.050
40
30
100
2
1
4.7
1
F
C
22
57
1.187
48
48
65
6
1
3.8
0
F
D
24
50
1.041
48
30
75
9
1
3.8
1
F
D
45
55
1.145
48
36
95
8
1
5.2
0
F
D
17
69
1.210
57
27
55
3
1
3
0
F
E
48
65
1.140
57
34
90
11
1
5.3
1
F
E
28
75
1.119
67
44
95
9
1
4.4
1
F
F
43
77
1.149
67
42
95
20
1
5.5
1
F
F
19
24
1.043
23
32
85
1
0
4.6
1
M
A
25
24
1.043
23
41
70
4
0
4
0
M
A
40
25
1.086
23
24
90
2
0
6.3
0
M
A
2
27
0.870
31
52
80
7
0
3.9
0
M
B
32
28
0.903
31
25
95
4
0
5.6
0
M
B
34
28
0.903
31
26
80
2
0
4.9
1
M
B
16
47
1.175
40
44
90
4
0
5.7
0
M
C
27
40
1.000
40
35
80
7
0
3.9
1
M
C
41
43
1.075
40
25
80
5
0
4.3
0
M
C
5
47
0.979
48
36
90
16
0
5.7
1
M
D
30
49
1.020
48
45
90
18
0
4.3
0
M
D
1
58
1.017
57
34
85
8
0
5.7
0
M
E
4
66
1.157
57
42
100
16
0
5.5
1
M
E
12
60
1.052
57
52
95
22
0
4.5
0
M
E
33
64
1.122
57
35
90
9
0
5.5
1
M
E
38
56
0.982
57
45
95
11
0
4.5
0
M
E
44
60
1.052
57
45
90
16
0
5.2
1
M
E
46
65
1.140
57
39
75
20
0
3.9
1
M
E
47
62
1.087
57
37
95
5
0
5.5
1
M
E
49
60
1.052
57
41
95
21
0
6.6
0
M
E
50
66
1.157
57
38
80
12
0
4.6
0
M
E
6
76
1.134
67
36
70
12
0
4.5
1
M
F
9
77
1.149
67
49
100
10
0
4
1
M
F
21
76
1.134
67
43
95
13
0
6.3
1
M
F
29
72
1.074
67
52
95
5
0
5.4
0
M
F
Score:
Week 1.
Measurement and Description - chapters 1 and 2
.
Select a company you are familiar with. Imagine that this company is.docxpotmanandrea
Select a company you are familiar with. Imagine that this company is developing materials to communicate the company culture, process, procedures, and general information for a new hire.
Compose a message for your audience using the three- step process outlined in Ch.10 (pp. 282-287) of Business Communication Today. Demonstrate each step in your communication.
PlanningDefine the purpose.Define the audience.Identify the channel(s) of communication and why you selected that channel.CompletingProofread, revise, and submit
.
Select a contemporary issue that is of interest to you.Create .docxpotmanandrea
Select
a contemporary issue that is of interest to you.
Create
an attitude survey using your selected issue.
Write
a 700- to 1,050-word paper in which you explain the steps you took to create your survey. Address the following items in your paper:
Explain the purpose of the survey.
Discuss the preliminary design issues you experienced in creating your survey.
Describe the specific instructions for administering, scoring, and interpreting your survey.
Attach
a copy of your survey to your paper when you turn it in
.
see the attached filesThe QuestionIs management in the publ.docxpotmanandrea
see the attached files
The Question:
Is management in the public sector similar to or different from management in the private sector? Support your answer with at least one citation from the text, and provide at least one example.
Required Textbooks
Title
:
Public Management: A Three-Dimensional Approach
Author:
Carolyn J.Hill and Laurence E. Lynn Jr
ISBN:
978-0-87289-348-1
Publisher:
Congressional Quarterly Press
In addition to reading Hill’s and Lynn’s text Public Management: A Three-Dimensional Approach, each student must select
one
of the following books to read:
Title:
Reframing Organizations: Artistry, Choice and Leadership
,
5th Ed.
Author
: Lee G. Bolman and Terrence E. Deal
ISBN:
978-1-118-57333-4
Publisher:
Jossey-Bass, 2013
Title:
Creating Public Value: Strategic Management in Government
Author:
Mark Moore
ISBN:
0-674-17558-1
Publisher:
Harvard University Press
Title:
Bureaucracy: What government Agencies Do and Why they Do It
Author
: James Q. Wilson
ISBN:
0-465-00785-6
Publisher:
Basic Books
note/
1-
there is a ( Response to Weekly Discussion Questions (Due by 11:59 p.m. CT each Tuesday.)
2- there is a responsr to peer Discussion quesation ( due by 10:00 ) due by 10 p.m. CT each Friady).
3- There are Lessons Learned Due Dates: Due 10:00p.m. each Friday in the Discussion Thread.
.
See discussions, stats, and author profiles for this publicati.docxpotmanandrea
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/282773553
Boys Over Flowers: Korean Soap Opera and the Blossoming of a
New Masculinity
Article · September 2015
DOI: 10.18278/pcr.26.2.1
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2
Popular Culture Review - Volume 26, Number 2 - Summer 2015
W
hen it premiered on South Korean television in 2009, the Korean
drama (or “K-drama”) Boys Over Flowers became a ratings
sensation, mostly among females between their mid-teens to thirties
(AGB Neilsen Media Research, n.d.). Originally a Japanese manga (comic
book), the Korean television version became the third iteration of the story
of teenage love and romance, following Taiwanese and Japanese television
versions. Boys.
See details below with a minimum of 8 scholarly referencesKey .docxpotmanandrea
See details below with a minimum of 8 scholarly references
Key Assignment Final Draft
The key assignment final draft should include a comprehensive transformational change management plan
Transformational Change Management Plan
Submit your finalized Plan components I-IV.
Create the following new material for Week 5:
Week 5: Implementation Plan (400-600 words)
Include the following context in the implementation plan:
Major implementation steps
Key criteria for success
Summary of Weeks 1-5
Rollout: Any risk considerations to the implementation
The completed document with content should be finalized in terms of grammar, formatting, references, all necessary sections, flow, and complete content.
.
See attatched for part 1Part 2Develop a 10- to 12-slide Micr.docxpotmanandrea
See attatched for part 1
Part 2
Develop
a 10- to 12-slide Microsoft
®
PowerPoint
®
presentation with speaker notes describing the physical, psychosocial, cognitive, and moral stages of development experienced within your assigned life stage.
Note
. Some areas may not be applicable, based on the life stage.
Click
the Assignment Files tab to submit your assignment.
.
SEE ATTACHMENTRefer to the Intervention Series #38 Anthony” vid.docxpotmanandrea
SEE ATTACHMENT
Refer
to the “Intervention Series #38 Anthony” video located in this week’s Electronic Reserve Readings.
Write
a 1,050-to 1,400-word integrative paper that explores how Anthony’s addiction affects his life, his family’s life, and the community he lives in.
Include
at least two peer-reviewed scholarly articles that support your discussion or arguments.
Format
your paper consistent with APA guidelines.
.
SEE Attachment for subject MatterMust be eight to ten double-spa.docxpotmanandrea
SEE Attachment for subject Matter
Must be eight to ten double-spaced pages in length, and formatted according to APA style.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least six scholarly sources, not including the textbook.
Must document all sources in APA style.
Must include a separate reference page, formatted according to APA style
.
See attachment for my proposal and exampleUse the completed prio.docxpotmanandrea
See attachment for my proposal and example
Use the completed priority analysis, your organization background information, and your knowledge thus far gained in project management to collectively prioritize the projects and decide which project is to be undertaken first.
Your CLC team should submit the following:
A completed priority analysis
Determination of which project is to be undertaken first, along with a summary of why the project was chosen, including an explanation of the relationship between the project and the organization’s mission, vision, and objectives
.
Securities Fraud Please respond to the followingFrom the e-Acti.docxpotmanandrea
"Securities Fraud" Please respond to the following:
From the e-Activity, examine how the Bernie Madoff organization was dismantled and give your opinion on whether you believe he was treated fairly during this process.
Give your opinion on whether or not you believe the Securities and Exchange Commission failed in not detecting Bernie Madoff crime earlier. Support your answer.
.
Security Standards Please respond to the followingA number of .docxpotmanandrea
"Security Standards" Please respond to the following:
A number of organizations exist to define information security standards. Explain the importance of standards organizations with regard to both information systems and information systems security. Provide a rationale for your response.
From the e-Activity, determine two (2) specific concerns that you believe exist for cloud deployments, and ascertain whether or not data breaches, such as the Snowden Incident have heightened concerns. Justify your answer.
.
Section Four Answer all questions thoroughly and hand-write on loos.docxpotmanandrea
Section Four: Answer all questions thoroughly and hand-write on loose-leaf paper.
1. Describe the atmosphere at Buna. What does Wiesel imply by “well-dressed”?
2. Why do the officers take an interest in the young boys as they come into the camp? Why
do you think Wiesel allow the reader to make assumptions before relaying the truth? How
does the parenthetical insertion add to the fact that
Night
is a memoir rather than a piece
of fiction?
3. Explain the conflict that ensues over Eliezer’s shoes. How does the conflict negate everything the men and boys have been told about surviving in the concentration camps?
4. How is the situation with the shoes ironic?
5. How is animal imagery used in the first few pages of Section Four? What is the effect of
this imagery?
6. Who is Juliek? How does Eliezer meet him? Describe the relationship between them.
7. Throughout the memoir Eliezer and the other prisoners are treated like animals. Cite an
example of another image that Wiesel uses to describe how they were treated.
8. Who does Eliezer become friends with at the camp? What connection does he find between their lives? Explain whether or not you believe it is impossible to have true friends in the concentration camps.
9. Who is Alphonse? Explain the benefit of having Alphonse as a leader of the block. Why
do you think Wiesel does not spend much time talking about Alphonse?
10. Why is Eliezer summoned to the dentist? How does Eliezer describe the dentist? What is
ironic about his appearance?
11. How does Eliezer escape the dentist the first time? What does the dentist tell him?
12. How does Eliezer escape the dentist permanently? Why do you think Elie Wiesel includes
the account of the dentist in his memoir when he does not lose his teeth to the dentist?
13. Explain how the following scene functions as foreshadowing: “In fact, I was pleased with what was happening to him: my gold crown was safe. It could be useful to me one day, to buy something, some bread or even time to live.”
14. After reading about the interchange between Eliezer and the young French woman, characterize the young woman.
15. In the memoir, a majority of the animal imagery is associated with the Jews. How does
Wiesel alter the animal imagery in the description of Eliezer’s beating? Explain the purpose
behind the change in images.
16. How does Wiesel interrupt the narration in the passage that begins with, “MANY YEARS
LATER, in Paris, I sat in the Métro ...”? What is the effect of the interruption?
17. Cite the simile that Eliezer uses when describing the beating that his father receives. What
image does it create for the reader?
18. Describe Eliezer’s internal conflict while he watches his father getting beaten.
19. Read the confrontation between Franek and Eliezer. Using examples from the text, explain how Franek is different from the dentist who first tried to take Eliezer’s tooth and how
Eliezer tries to escape the situation differently than the f.
Security Support Responsibilities Please respond to the following.docxpotmanandrea
"Security Support Responsibilities" Please respond to the following:
Imagine you are the CIO of an organization. Construct an outline of four ongoing responsibilities that the digital forensics personnel must complete each week. Provide a possible scenario for how each responsibility may be performed to fulfill the forensics’ needs of an organization.
Compare the responsibilities you listed above with those of an IT security professional. Give your opinion on how responsibilities of digital forensics personnel and IT security professional are similar and in which ways are they different.
.
Section 1 (200 words)In cognition, one of the major areas of discu.docxpotmanandrea
Section 1 (200 words)
In cognition, one of the major areas of discussion is the influence of nature and nurture. What is the concept of nature–nurture? Why is it important in the study of cognition?
Section 2 (200 words)
--Does the nature and nurture debate affect other disciplines beyond psychology?
--Include in-text citations
--Due 3/01/15 @ 11:15am Central Time
.
Second Wave Feminism, gained strength during the 1970s. For this .docxpotmanandrea
"Second Wave Feminism", gained strength during the 1970's. For this essay assignment, research and write about a popular television show from the 1970's, which reflected the changing role of women in American culture. Discuss your findings.
This paper should be 2 pages, in APA style. One scholarly article as a minimum should be included in your essay.
.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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How to Manage Your Lost Opportunities in Odoo 17 CRM
PSYC101 Week 6 Tip Sheet Completing the Week 6 Worksheet and .docx
1. PSYC101 Week 6 Tip Sheet: Completing the Week 6 Worksheet
and Reviewing Grading Feedback
The Week 6 Worksheet guides you through the key elements of
a published scholarly journal article and demonstrating APA
source
citation skills, activities you will engage in frequently as you
complete assignments including essays, research papers and
literature reviews
in future courses.
When completing your worksheet keep in mind:
This assignment is a worksheet, not a paper. You will
be answering a series of questions focusing on particular
components of an assigned, published journal article.
The worksheet and the article required for
completing it are attached as links to the bottom of the
classroom assignment screen. Open each by clicking its link.
Nothing may be deleted from or altered in the original
worksheet Word document.
Although you may not submit it before Week 6 of the
course term, working ahead and pacing completion of the
worksheet is recommended, just as you would do with a
paper based on a scholarly journal article or articles.
You should only source cite in answering the questions
at the end of the worksheet requiring demonstration of APA
2. source citation skills. There should be no other source
citations in your work.
No quoting or copying is permitted. Only technical
terms and proper nouns from the article may be used as-is
in your worksheet answers. Everything else must be
parahrased (restated in your own words).
Image sources: Microsoft Word and APUS Sakai PSYC101
Classroom
Where to Find your Worksheet Grade and Feedback
The score for your worksheet will be displayed in your
gradebook.
Assignment feedback may also be in the gradebook
Instructor Comments box, accessed by clicking the
assignment name under the Category column.
If feedback is too detailed to be placed in the gradebook or
is inserted in a returned copy of your submitted assignment,
you may see a very brief instructor comment such as, “See
the assignment screen for feedback details.”
To view feedback on the assignment screen, click,
“Assignments” on the classroom navigation menu and click
the name of the assignment to see its feedback.
The screen that opens will show instructor grading
feedback and/or an attachment of your graded work with
instructor feedback inserted.
Message your instructor if after the grading period
3. ends you are not able to see your feedback.
Image sources: Microsoft Word and APUS Sakai Guide for
Students
ext
· Baack, D. (2012). Management communication. San Diego,
CA: Bridgepoint Education,
· This text is a Constellation™ course digital materials (CDM)
title.
· Chapter 7
· Chapter 8
Article
· Wiedmer, T. L. (2010). Workplace bullying: Costly and
preventable. Delta Kappa Gamma Bulletin, 77(2), 35-41.
Retrieved from the ProQuest database
Recommended Resources
Multimedia
· Real Arts Media (Writer &Producer). (2011).Managing
conflict resolution [Video file]. Retrieved from
https://secure.films.com/OnDemandEmbed.aspx?token=42092&
aid=18596&plt=FOD&loid=0&w=560&h=315&fWidth=580&fH
eight=365
St
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kb
4. yt
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7
Learning Objectives
After reading this chapter and studying the materials, you
should be able to:
1. Relate communication processes to negotiation situations.
2. Apply bargaining principles that lead to successful
negotiation outcomes.
3. Utilize management communication techniques to facilitate
the stages of negotiation.
4. Identify forms of conflict in organizations and the roles
played by communications channels.
5. Employ effective methods of conflict resolution.
Negotiation and Conflict
baa66869_07_c07_223-258.indd 223 4/25/12 11:37 AM
CHAPTER 7Section 7.1 Negotiations and Communication
7.1 Negotiations and Communication
Learning Objective # 1: How is communication intertwined with
negotiation and
bargaining?
Many aspects of organizational life, beginning with applying for
and accepting a job, involve bargaining and negotiation. Many
5. company activities also involve negotiations, both within the
firm and with other organizations. Communica-
tion processes play major roles in the successes and failures that
individuals and groups
experience in negotiations and bargaining processes.
The terms bargaining and negotiation have been viewed from
two perspectives. One sees
them as being the same (Wall, 1985; Robbins, 2005, p. 434).
The other suggests that nego-
tiation refers to “win-win” situations in which the ultimate
objective will be finding mutu-
ally acceptable solutions to complex conflicts. Bargaining, in
that context, represents a
competitive “win-lose” circumstance in which both parties seek
to obtain the best possible
outcome for their side (Lewicki, Barry, & Saunders, 2010, p. 3).
This chapter uses the first
approach, treating the terms interchangeably. In that context,
negotiation is a give-and-
take decision-making process involving interdependent parties
with differing objectives
or outcome preferences (Bazerman & Neale, 1992).
Two types of negotiations take place in employment settings
(Walton & McKersie, 1965).
When a single issue is involved, and a zero-sum game exists in
which one’s side gain or
advantage becomes the other side’s loss or disadvantage, it is a
distributive negotiation.
An automobile manufacturer negotiating the price for batteries
to be placed in its cars
provides an example of a distributive negotiation. Every dollar
that the car manufacturer
has to pay for batteries becomes a dollar of revenue to the
battery supplier.
6. The second circumstance, in which a win-win solution can be
found, is an integrative
negotiation. This involves a problem-solving agenda in which
two or more sides try to
obtain a settlement that benefits both. Integrative negotiations
occur when a company
forms a partnership with a charity to stage a fund-raising event.
They also take place
when two firms form a joint venture to create a product.
Integrative solutions succeed
when the two sides can establish a mutual goal.
Table 7.1 shows forms of negotiations present in the business
community. Individual
negotiations, company-to-company negotiations, and company
negotiations with outside
agencies or organizations constitute the primary categories.
Both distributive and integra-
tive negotiations take place in those areas.
Table 7.1: Types of negotiations
Individual With Company Company to Company Company With
Outside Group
Employment Contract Sales Unions
Wages Collaborations Special Interests
Benefits Government
Job Status
baa66869_07_c07_223-258.indd 224 4/25/12 11:37 AM
7. CHAPTER 7Section 7.1 Negotiations and Communication
These negotiation situations require various forms of business
and managerial
communications.
For Review
Define negotiation, distributive negotiation, and integrative
negotiation.
The Writers Guild: Negotiation and Conflict
Every three years, the Writers Guild of America, East
and the Writers Guild of America, West meet to con-
fer with the Alliance of Motion Picture and Television
Producers (AMPTP) to negotiate a contract for com-
pensation for various writing activities. In a previous
bargaining session and contract enactment, the writers
had agreed to a minimal amount of compensation for
revenues earned from sales of movies and other mate-
rials on VHS videotapes. As the popularity of home
videos exploded, many in the guilds felt shortchanged
by the amount of compensation. In 2007, the bargain-
ing team for the writers was resolute about receiving
payments for sales of DVD and other digital content,
especially because it would soon be possible to watch
programming on a cell phone and other remote receiv-
ers at any time via computers and the Internet.
As contract talks continued and the deadline for expiration of
the contract between the AMPTP and
the guilds approached, the producers took a hard stance and
removed residual payments for DVD
8. sales from their offer. On October 20, 2007, the guilds voted to
strike if an acceptable arrangement
could not be reached (Finke, 2007).
After engaging in these lengthy negotiations, the guilds went on
strike over compensation during the
2007–2008 television season. Estimates of revenue loss from
the strike range from $300 million at the
low end to $2.1 billion at the top (New York Times, 2008).
Numerous stakeholders beyond the producers and writers were
involved. Late-night television pro-
gramming, such as The Tonight Show with Jay Leno, The Daily
Show with Jon Stewart, and the Late
Show with David Letterman first broadcast re-runs of programs,
hoping for a quick end to the strike.
The Late Show, owned by a separate production company, was
able to negotiate an “interim” contract
returning its writers to work after two months. Soon after, Leno
and Stewart received criticism for
crossing picket lines and continuing their programs without the
use of writers. Both argued that doing
so helped keep other program employees from enduring greater
financial hardships. Meanwhile, tele-
vision production of various series on all major networks (NBC,
ABC, CBS, and FOX) also came to a halt
as new scripts ran out. Daytime drama programs also were
affected.
In addition, the groups affected included information, leisure,
and hospitality; professional and busi-
ness services; trade, transportation, and utilities; financial
activities; and education and health services
(Milken Institute, 2008). Also, other unions, such as the Screen
Actor’s Guild and Teamsters had vested
interests in the negotiations.
10. offers from othercompanies;
personal accomplishments, including degrees and awards; and
success in previ-
ous jobs
Individual negotiations consist of face-to-face interactions,
exchanges of letters and emails,
telephone conversations, and, in some instances, a formal
written contract specifying all
the elements of an agreement. The two parties involved are the
employee and one or more
management representatives.
The majority of individual negotiations for pay and benefits
take place during the final
stages of the hiring process. Normally, the management
representative will be the first
to ask about expected salary and other conditions of
employment. When the question
is posed during the employment interview, before the person has
been selected for the
position, the candidate should answer in a way that will not hurt
his or her chances of
obtaining the position. Advisable responses are that you are
“open” or looking for a
“competitive offer.” Once the position has been offered, then
more-concrete negotiations
begin (Bovee & Thill, 2012). During the course of a career,
additional negotiations takes
place regarding pay raises, job assignments, and even when and
how a person will retire
(phased versus full).
In February 2008, the two sides reached an agreement. The
writers quickly ratified the contract, and
11. soon all were back to work. The economic impact continued for
the remainder of the year, in the
entertainment industry and also in Southern California and New
York City.
Questions for Students
1. How was the writers’ strike both a negotiation and a conflict?
2. What role would public relations play in these negotiations?
3. What ethical issues did Jay Leno and Jon Stewart encounter
as part of the strike?
The Writers Guild: Negotiation and Conflict (continued)
baa66869_07_c07_223-258.indd 226 4/25/12 11:37 AM
CHAPTER 7Section 7.1 Negotiations and Communication
Company to Company
Two of the more common company-to-company negotiation
issues concern a sale or a
partnership. A sales transaction specifies the price, terms of
delivery, procedures for han-
dling defects and returns, and the manner in which any disputes
will be resolved, includ-
ing the state in which all legal matters, such as contract
interpretation, would be resolved.
Sales negotiations occur in a variety of ways, including through
conversations at trade
shows, visits to a company by a sales representative, social
encounters such as lunches and
golfing events, and telephone conversations. Others transpire
12. via mail, email, and through
formal offers and contracts. The level of trust between the
companies often dictates the man-
ner in which bargaining will take place, including the
communication venues to be used.
Companies form many types of partnerships. Examples are
corporate sponsorships of
various events and charities, cooperative advertising programs,
and agreements to co-
produce goods and services. Each involves a series of
negotiation sessions to finalize all
arrangements. Often more than two parties are included. For
example, Interstate Batteries
maintains a relationship with NASCAR that features
cooperative advertising and expense
sharing with M&M’s. Community events, such as a Fourth of
July fireworks display, may
involve numerous partners.
Negotiations to develop partnerships use the same
communication venues as those avail-
able for making sales. Informal talks can often lead to formal
negotiations to establish a
relationship. Effective bargaining during these sessions can
create benefits for both parties
without any need for adversarial tactics. Negotiations can occur
at any time during these
relationships.
Company With Outside Groups
Managers often negotiate with outside groups that have interests
in a firm’s operations. A
union is an example of an outside group. Every company that
has employees represented
13. by a union will engage in negotiations. Contract bargaining can
occur annually, or firms
can reach multiyear agreements with unions regarding wages,
hours, and conditions of
employment. Strict governmental regulations are in place to
ensure that such negotiations
proceed in as orderly a manner as possible.
Company representatives also may negotiate with governmental
officials to obtain vari-
ous contracts. These sales agreements, while highly regulated,
can include bargaining
sessions. Other negotiations with governmental agencies
involve interpretations of regu-
lations and mediation sessions when conflicts with other
companies arise. Many such
negotiations have occurred regarding federal pollution standards
and company practices.
In certain circumstances, company leaders find it necessary to
negotiate with members of
special-interest groups. People for the Ethical Treatment of
Animals (PETA) has engaged
in sessions with members of profit-seeking companies regarding
methods of killing and
cooking chickens, the use of dogs and other animals in
developing and testing cosmet-
ics, and humane treatment of animals in film-making, and with
rodeo organizers. Other
organizations have challenged how companies portray ethnic
groups in advertising.
baa66869_07_c07_223-258.indd 227 4/25/12 11:37 AM
14. CHAPTER 7Section 7.2 Negotiation Processes
Environmental groups, as well
as government agencies, engage
in negotiations over the ways
in which companies dispose of
waste and use energy.
Communication venues are es-
tablished for negotiations in each
of these company-to-outsider
group interactions. These bar-
gaining sessions often include
sets of individuals, such as the
bargaining team for labor and a
separate team representing man-
agement in a union-management
negotiation. The two sides often
face each other across a bargain-
ing table, creating a formal, per-
haps adversarial, tone. Negotia-
tions with governmental officials and special-interest groups
range from informal, personal
meetings to mediated sessions and courtroom encounters.
7.2 Negotiation Processes
Learning Objective # 2: What steps and activities are involved
in completing successful
negotiations?
Effective bargaining begins with understanding how the process
will work. Manage-rial negotiations with future and ongoing
employees differ in format from those involving other
companies or outside agencies. However, many of the activities
15. are
largely the same, including understanding the preconditions to
negotiation, the stages
involved, and the proper tactics to employ.
Preconditions to Negotiation
Before any bargaining process begins, managers should believe
negotiation represents the
best option. Table 7.2 identifies times when it is better to find
some other approach. After
considering these precautions, the preconditions to bargaining
may be examined. Three
preconditions are an understanding of the bargaining
environment, the availability of
bargaining resources, and the characteristics of the bargaining
issue.
For Review
What three types of negotiations take place in the business
community?
Digital Vision/Thinkstock
Environmental groups, as well as government agencies, engage
in negotiations over the ways in which companies dispose of
waste and use energy.
baa66869_07_c07_223-258.indd 228 4/25/12 11:37 AM
CHAPTER 7Section 7.2 Negotiation Processes
Table 7.2: When negotiation is NOT an option
16. The other side Acts in bad faith (does not follow legal
protocols)
Makes unethical demands
Your side Is not well prepared
Could simply wait and improve its position
Does not have time to negotiate
Might lose everything
Will gain little or nothing
Sources: Lewicki, R. J., Barry, B., & Saunders, D. M. (2010).
Negotiation (6th ed.). New York,
NY: McGraw-Hill, p. 7. Levinson, J. C., Smith, M. S. A., &
Wilson, O. R. (1999). Guerrilla
negotiating: Unconventional weapons and tactics to get what
you want. New York, NY: John
Wiley & Sons, pp. 22–23.
The Bargaining Environment
Negotiation can take place only in the proper climate. When
such a frame of mind does
not emerge, negotiations become more likely to fail. The most
important psychological
elements are (Moore, 2011):
• identification of the participants
• readiness to negotiate
• willingness to agree on someissues
• willingness to settle
Managers should be aware of
the various stakeholders and
participants present, prior to
any bargaining process. In the
case of negotiations with out-
side agencies, for example, a
17. company may seek to reach an
agreement with a union, while
remaining aware of governmen-
tal constraints, such as those
related to bargaining in good
faith, equal-opportunity legisla-
tion, and antitrust laws.
A stakeholder group consists
of people with a vested interest
in the outcome of a negotiation,
as Chapter 1 describes. These
individuals should tangibly
demonstrate their readiness to be seated at the bargaining table.
An individual or group
conveys the readiness to negotiate by committing to conduct the
needed investigation
before any first meeting. A stakeholder should have adequate
time to prepare a negotia-
tion strategy. Before beginning any actual negotiation, all sides
should be able to say,
“We’re ready.”
Stockbyte/Thinkstock
Before beginning any actual negotiation, all sides should be
able
to say, “We’re ready.”
baa66869_07_c07_223-258.indd 229 4/25/12 11:37 AM
CHAPTER 7Section 7.2 Negotiation Processes
Negotiation will not be possible unless some agreement on
issues and interests exists. For
18. example, an applicant should be able to agree with company
leaders that hiring him or
her at a given rate of pay and benefits will benefit the applicant
and the company. Two
companies should be able to agree that the sale of a product
benefits both organizations.
The parties to a negotiation should be able to commit to a joint
decision-making process
based on such agreements (Kolb & Williams, 2003).
Negotiations succeed when participants want to settle. A
negotiation will be doomed to
failure if continuing a conflict takes on more importance than
settling. In essence, for an
agreement to be reached, the disadvantage created by failing to
find an agreement must
be more significant than keeping the conflict going.
The Availability of Bargaining Resources
Participants in a negotiation should have access to sufficient
time and money to fully
engage in a dialog. Additional bargaining resources include
bargaining skills held by
key negotiators. When one side’s resources are inadequate or
unequal to the other side’s
resources, this may impede effective negotiations and lead to
greater disparity in the final
outcome of the negotiation, producing win-lose results. The
resources held by a group in
a negotiation include a “means of influence” form of leverage,
as Table 7.3 shows (French
& Raven, 1959).
Table 7.3: Sources of influence in negotiations
Legitimate Superior position based on a governmental dictate
19. Ownership of a patent or similar protection
Contractual advantage from a previous negotiation
Individual with a specific degree or status (e.g., CPA, JD)
Reward Access to additional business partners or customers
Establishing a basis for future agreements
Company’s ability to pay and grant benefits to individuals or
companies
Coercion Loss of revenues
Loss of supplies
Damaged relations with customers
Damaged relations with governmental organizations
Individual’s ability to seek employment elsewhere
Company’s ability to terminate or not hire an individual
Expertise Presentation of factual evidence
Analysis by experts in the area or field
Individual with credentials that make him or her unique
Charisma Personal persuasiveness
Thought-provoking questions and discussion
20. baa66869_07_c07_223-258.indd 230 4/25/12 11:37 AM
CHAPTER 7Section 7.2 Negotiation Processes
Characteristics of the Bargaining Issue
The bargaining issue itself presents a potential roadblock to or
opportunity to bargain. To
become a viable bargaining issue, various characteristics of that
issue must be in place.
Among these are interdependence, the willingness to
compromise, unpredictability of the
outcome, negotiable issues, and participants holding the
authority to decide.
Interdependence forms when an attachment of some kind
between the parties exists. An
applicant bargaining for salary has the knowledge or a skill that
the organization needs,
which creates the interdependence as part of the job
search/employment offer process.
Parties to a sale, such as a situation in which one company
seeks to provide a service to
another company, should in some way cause both sides to rely
on each other in order to
have their needs met or interests satisfied. When one party to a
bargaining arrangement
finds that it can satisfy its needs without the help or cooperation
of the other, no real rea-
son to negotiate exists.
In many negotiations, compromise may be necessary for the
parties to reach an agree-
ment. If one side determines that the other has “dug in” and no
compromise will be pos-
21. sible, negotiation might not be the best option.
Parties negotiate when the out-
come of an issue cannot be pre-
dicted. If one company knows
that a lawsuit against another
company only has a 50–50
chance of success, the firm’s
management team may decide
that its best interests are served
by negotiating instead. The rea-
son for the decision would be
that, by negotiating, the com-
pany would receive at least some
of what it wants; a court order
could completely favor the other
side. The same holds true when
an individual considers walking
away from a job offer, rather than
taking a lower salary or reduced
benefits (Schalzki, 1981).
Negotiators must believe that
acceptable settlement options can be discovered. Room for give-
and-take must be present.
When only win-lose settlement possibilities are apparent, the
parties involved become
more reluctant to enter into dialog.
In any negotiation, the participants involved must have the
authority to make a decision,
whether it is a hiring decision, sales agreement, or resolution
with an outside agency.
When they do not, or when a ratification process has not been
established, negotiations
will normally be limited to an information exchange between
22. the parties (Lewicki & Hiam,
2006, pp. 40–73).
Photodisc/Thinkstock
If one company knows that a lawsuit against another company
only
has a 50–50 chance of success, the firm’s management team
may
decide that its best interests are served by negotiating instead.
baa66869_07_c07_223-258.indd 231 4/25/12 11:37 AM
CHAPTER 7Section 7.3 The Stages of Negotiation
7.3 The Stages of Negotiation
Learning Objective # 3: How can management communication
techniques facilitate the
stages of negotiation?
When two parties decide that negotiation represents the best
option for settling an issue, the various states of negotiation can
begin. Achieving results comes from careful management of the
entire process. At the most general level, nego-
tiation consists of three overall stages, the preliminary,
bargaining, and ending phases.
Each involves various activities. Table 7.4 presents elements of
a three-stage model of
negotiation.
Table 7.4: The stages of negotiation
Preliminary Stage Bargaining Stage Ending Stage
23. Prepare Framing Close
Open Discovery Follow-up
Consensus
Packaging
Preliminary Stage
In the preliminary stage, two primary activities receive
attention: preparation and open-
ing. When managers plan thoroughly, the chances for achieving
desired bargaining goals
increase. The failure to plan provides the other party with a
bargaining advantage that
continues through the remainder of the process.
Preparation
Preparation begins at the point when management decides
negotiations should go for-
ward. Several principles guide preparations. Managers should
identify and evaluate the
receiver, sender, and purpose of the negotiation (Hynes, 2011,
p. 245).
For Review
What three preconditions to negotiations should be examined to
decide if bargaining should take
place?
For Review
What are the three main stages of the negotiation process?
24. baa66869_07_c07_223-258.indd 232 4/25/12 11:37 AM
CHAPTER 7Section 7.3 The Stages of Negotiation
The receiver analysis involves discovering the type of person
(and company) who will
be sitting across the table. Some will be quiet and reserved;
others will be bombastic and
aggressive. Cultural differences can dictate negotiation styles in
various regions of the
country and in international settings. These include the degree
of deference, eye contact,
gift-giving, and silent pauses.
Analysis of the sender involves establishing the style that your
side will use. Exuding confi-
dence constitutes a primary advantage in negotiation. Remember
that body language com-
municates a great deal during a negotiation. When a negotiator
rolls up his sleeves, removes
his jacket, and pours a cup of coffee, the message conveyed is
that he expects a long session.
Nervous finger-tapping or twirling a pencil suggests a level of
nervousness and lack of
confidence (Ilich, 1983). Table 7.5 lists various styles and
strategies related to negotiation.
Table 7.5: Negotiation styles
Surprise Quick new request; quick concession
Bluff Withhold information; act as though you have a stronger
position than you do
25. Fait Accompli Bluffing that an agreement has already been
reached that favors your side
Stacking Combine your idea, demand, or proposal with a
reference to a similar situation
Screen Use a third party to negotiate
Take No Prisoners Try to dominate the other side by suggesting
and leveraging a major power differential
Take It or Leave It A final offer; should only be used once
Source: Lewicki, R. J., & Littere, J. A. (1985). Negotiation.
Homewood, IL: Richard D. Irwin.
Analysis of the purpose involves looking at what each side
intends to achieve during the
negotiation. A new employee seeks to reach the best wage and
benefit deal. Most of the
time, employees are able to discover pay levels of co-workers,
even when the company
tries to maintain a closed pay policy. As a result, management
may wish to keep the com-
pensation level at a point where ongoing employees are not
upset when they learn of the
pay package. Bargaining during a sales call involves not only
one transaction but also the
potential for an ongoing relationship.
Also as part of the preparation process, two concepts take
precedence. Negotiators need
to know the maximum supportable outcome, which is the
absolute most a side can ask
for as an opening position, within reason. Second, the lowest
supportable outcome con-
26. stitutes the least amount or least favorable position a side will
accept from a negotiation.
Table 7.6 displays the interactions of these two concepts, which
create the settlement range
or bargaining zone.
Table 7.6: Maximum and lowest supportable outcome
Salesperson - Company 1 Purchasing Officer - Company 2
Maximum Supportable Outcome $1.5 million Lowest
Supportable Outcome
Lowest Supportable Outcome $1.35 million Maximum
Supportable Outcome
Settlement range or bargaining zone = $1.35 to $1.5 million
baa66869_07_c07_223-258.indd 233 4/25/12 11:37 AM
CHAPTER 7Section 7.3 The Stages of Negotiation
Closely related to the lowest supportable outcome is BATNA, or
the best alternative to a
negotiated agreement. It identifies the lowest acceptable value
to a party as a substitute to
a stalemate (Bazerman & Neale, 1992, pp. 67–68). BATNA
allows the person bargaining to
know when an offer is higher than one that would lead to an
impasse, because it is above
that “floor” level.
For example, in the sales situation presented in Table 7.6, the
representative of the selling
27. company knows that $1.35 million constitutes the lowest
supportable outcome, because
it covers the company’s shipping costs to send the items to
another country. If Company
2’s final offer is $1.3 million, the negotiator for Company 1 can
walk away, knowing that
a domestic firm will pay $1.28 million for the items and that the
company will not incur
the same shipping costs. The domestic company offers the best
alternative to a negoti-
ated agreement with the foreign customer (Fisher, Ury, &
Patton, 1992). A negotiator will
often try to discover the BATNA
of the opposing side, in order to
further expedite negotiations.
Preparation includes establish-
ing long-term goals such as
trust and confidence in the other
party. Mutual principles and
concerns begin with whether the
relationship will be adversarial
or cooperative. One of the more
destructive forces in the process
takes place when the urge to win
overwhelms rational thinking
(Malhotra & Murningham, 2008).
Preparation involves selecting
approaches or procedures that
lead to problem-solving when-
ever possible.
Opening
The opening begins when parties make initial contact in person,
by telephone, by mail, or
online. In this stage, negotiators seek to build rapport and try to
28. establish a cordial rela-
tionship. Most negotiations begin with casual conversations
about non-bargaining issues.
Cultural and particular industry forces often impact and
determine the length of these
initial interactions.
At the beginning of a bargaining session, negotiators express
the desire to reach an
agreeable outcome. Announcing that your side is committed to
following through the
For Review
Define maximum supportable outcome, lowest supportable
outcome, and BATNA.
iStockphoto/Thinkstock
A negotiator will often try to discover the BATNA of the
opposing
side in order to further expedite negotiations.
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CHAPTER 7Section 7.3 The Stages of Negotiation
established procedures creates a more professional tone. Both
sides should fully under-
stand the processes that will be used (Moore, 2011). A standard
opening includes the steps
in Table 7.7.
Table 7.7: Opening negotiation procedures
29. Introduce the parties involved.
Parties make statements demonstrating the willingness to listen,
share ideas, remain open to reason,
and seek to bargain in good faith.
Establish guidelines for behavior.
State mutual expectations for the negotiations.
Describe history of problem and explain why there is a need for
change or agreement.
Identify interests and/or positions.
Define issues and set an agenda.
Source: R. J. Lewicki, B. Barry, & D. M. Saunders (2010).
Negotiation (6th ed.). New York, NY: McGraw-Hill, 41–70.
A negotiator should also understand that “no” may be the
opening position or that the
first offer made by the other side will often be above
expectations. The bargainer or team
should be wary of a “reluctant buyer or seller” ploy that
involves deliberate stalling and
transmitting the unwillingness to reach a quick agreement. A
negotiator should be ready
to respond to such tactics and any other complications.
Developing methods to handle
strong emotions is part of preparation for the opening (Shell,
1999). Tactics include sug-
gesting a “time out,” or cooling off period, using humor to
diffuse the situation, or bring-
ing in a third party to calm both sides, individually or
collectively.
30. The Bargaining Stage
The bargaining stage includes the processes of framing,
discovery, consensus, and pack-
aging, as Table 7.4 notes. When negotiations are fully under
way, one common approach
involves starting with an issue in which there will be a strong
impact on all participants,
only minor disagreements are present, and a strong likelihood of
agreement exists. Then,
each party explains how it views the situation. At this point, the
session will be more
effective if someone encourages participants to express their
sides in sufficient detail to
ensure that all involved understand the individual’s or group’s
viewpoint. Each partici-
pant should have a chance to describe how he or she views the
situation.
Effective negotiators engage in active listening, ask open-ended
questions, and focus on
collecting information, while asking questions that clarify the
message and encourage the
speaker with support and positive feedback (Brooks, 2003).
When answering questions,
For Review
Briefly describe the two activities that take place in the
preliminary state of negotiation.
baa66869_07_c07_223-258.indd 235 4/25/12 11:37 AM
31. CHAPTER 7Section 7.3 The Stages of Negotiation
follow two key guidelines. First, never answer until the question
is fully understood. Sec-
ond, take time to think through your answer. Table 7.8 indicates
methods of response to
bargaining questions.
Table 7.8: Responding to questions during negotiations
Method of Response Purpose
Complete and forthright answers To move forward to the next
issue
Partial answer Tactfully avoid revealing damaging information
Clarify the question Then, answer the part that best serves your
interests
Answer a different question To gain an advantage by what you
say
Create a positive response Turn a disadvantage into an
advantage
Sources: Putnam, L. L., & Poole, M. S. (1987). Conflict and
negotiation, in Jablin, F., Putnam, L., Roberts, K., & Porter, L.
(eds.)
Handbook of organizational communication. Los Angeles, CA:
Sage Publications. Byrnes, J. F. (1987). Ten guidelines for
effective
negotiation. Business Horizons, May–June, 7–12.
Framing
A bargaining session moves more efficiently when both parties
32. begin by identifying specific
items to be discussed. A frame is a subjective mechanism
through which negotiators can
make sense of situations, leading them to pursue or avoid
subsequent actions (Goffman,
1974; Bateson, 1972). The types of frames used in negotiations
are substantive, outcome,
aspirational, and loss-gain. A substantive frame identifies a
primary point of disagreement.
An outcome frame suggests what a negotiator seeks to achieve
as a result of the process.
An aspirational frame moves from one small issue to a larger set
of interests. A loss-gain
frame defines the risks and rewards associated with various
outcomes (Lewicki, Barry,
& Saunders, 2010). Issues should be framed to be presented in a
nonjudgmental, neutral
manner whenever possible. Beyond starting on an agreeable
note, most negotiations will
bring up issues about which the parties will disagree, creating
the framing process.
As part of the initial process, both sides reveal information that
benefits their arguments
and avoid revealing damaging information. Persuasion
techniques are employed, includ-
ing silence, verifying information, and reconfiguring arguments
to best suit a party’s posi-
tion (Goldman & Rojot, 2003).
When in the framing phase, salespeople use a variety of
techniques. Some attempt to
control the agenda of the sales meeting by ensuring that only
relevant information that
pertains to the potential sale is discussed. Buyers may attempt
to control the agenda as
33. well. Either party may attempt to slice a deal by tabling issues
on which they cannot
reach agreement and instead focusing on smaller slices of the
deal. They may also attempt
to split the difference when arriving at a final deal. Here, they
would focus on meeting
halfway or somewhere in between the parties’ desired outcome
on subjects such as price,
delivery demands, and other issues pertaining to the final
agreement.
Discovery
During the discovery stage, parties try to generate options for
settlement. Discovery
involves reviewing the needs of parties that relate to disputed
areas and looking for
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CHAPTER 7Section 7.3 The Stages of Negotiation
agreements in principle. Negotiators may consider breaking a
major issue into smaller,
more manageable issues and generating solutions for these.
Discovery tactics are (Lewicki,
Barry, & Saunders, 2010, pp. 71–106):
• alternating proposals,allowing each side to “win”
certain elements
• presenting position/counter-position arguments
• making trades or concessions for items of
value
• trying to generate ideasthat benefit both sides
34. Tradeoffs and compromises are
explored in the discovery phase.
Negotiators avoid any attempt
by the other side to rely on a
“higher authority,” such as, “My
boss won’t go for that offer,” as
a rationale for not meeting vari-
ous negotiation points. Also, the
effective bargainers are aware
of the “vise” tactic, in which
the other side continually uses
phrases such as, “You’ll have to
do better than that,” to put the
squeeze on a bargaining position.
Discovery results in true give-
and-take. As the two parties
defend their areas of greatest interest, they can offer
compromises on other matters. Unless
or until a stalemate occurs, discovery continues.
Consensus
Consensus or a lack of agreement will be signaled in different
ways. A lack of agreement
will be indicated when one side concludes that an impasse has
been reached. To handle
an impasse, three approaches are to offer to set the issue aside
and deal with other issues,
change one of the negotiating points, or bring in a third party to
seek a resolution.
The second type of signal notes that agreeable terms are within
sight. When a negotiator
says something along the lines of, “That sounds like something
we can live with,” the sig-
35. nal has been sent. When a union negotiator responds, “I think
our members would ratify
that proposal,” a signal of potential consensus and agreement
has been offered.
Packaging
Packaging begins after a signal has been sent that an agreement
is possible. It takes place
when negotiators assess final options for settlement. This
includes a review of the inter-
ests of the parties involved and an analysis of how many
interests can be met by the
offered options. Part of assessing options includes the
evaluation of costs and benefits of
selecting each option.
Hemera/Thinkstock
Discovery involves reviewing the needs of parties that relate to
disputed areas and looking for agreements in principle.
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CHAPTER 7Section 7.3 The Stages of Negotiation
At that point, a party can revise bargaining strategies if
necessary. Typically, one side’s
power increases by getting the other side to commit first. To
move toward the final stage
of negotiation, both sides should be willing to note agreement.
One method used to signify that an agreement has been reached
involves writing a letter of
intent. Often these take the form of a memo, rather than a full
letter, and can be sent elec-
36. tronically. The purpose served will be to make sure no surprises
result later (Byrnes, 1987).
Verbal statements such as “Are we ready to act?” and “Have we
got a deal?” indicate that
the ending stage has been reached.
Ending Stage
The ending stage can begin after the two parties completely
agree to the alternative or set
of alternatives. A sale reaches the ending stage when the terms,
including price, delivery
schedule, financing, and other matters have been finalized. An
agreement between a com-
pany and a union occurs when all issues present in the
bargaining session are resolved.
An individual negotiating for salary and benefits reaches the
ending stage when all ele-
ments of the employment contract have been agreed upon. Two
elements of the ending
stage are the close and the follow-up.
The Close
The parties should establish a
procedural means to formal-
ize the close. A close will take
the form of a written memo
or a legal contract, depending
on the scale and scope of the
agreement. Any written docu-
ment should contain sufficient
detail to implement the agree-
ment and handle any potential
contingencies or complications.
In many situations, monitor-
ing protocols are established to
37. make sure both sides comply
with the terms of the agreement.
An individual negotiating for a job with a company has reached
the close when a con-
tract or memo spells out the date employment will begin, along
with all of the details
For Review
What four processes take place during the bargaining state of a
negotiation?
iStockphoto/Thinkstock
Many times, a handshake accompanies a close.
baa66869_07_c07_223-258.indd 238 4/25/12 11:37 AM
CHAPTER 7Section 7.3 The Stages of Negotiation
of the agreement. A close will often simply be a verbal
commitment by the employer
and applicant, but many such agreements are put in writing,
especially for professional
occupations.
To close a sale, a contract or similar document specifying the
nature of the purchase will
be signed or verbally agreed upon by both parties. Monitoring
in a sales situation includes
updates regarding when orders have been shipped and received.
The contents sent in a
shipment are noted in a bill of lading. A performance bond also
helps guarantee that a
38. project will be properly completed, as with construction of a
building or facility.
Mergers, joint ventures, and more complex agreements between
companies require a
more-detailed close. Normally, notice of a final agreement or
close occurs when the two
organizations have formally signed legal documents creating the
relationship.
For a union-management agreement to close, the bargaining
contract has been agreed
upon by the negotiators and then a vote by union members will
certify the contract. In a
formal ceremony, negotiators for both sides will sign the final
document. Monitoring of
union-management agreements normally includes specified
procedures for filing griev-
ances regarding contract violations or other matters of
contention or disagreement.
Many times, a handshake accompanies a close. Congratulations
are offered, and both par-
ties can relax and enjoy the accomplishment of completing an
acceptable agreement.
Follow-up
The standard methods used to follow up include emails, phone
calls, letters, and other
interactions. These contacts help reassure the other side that the
agreement is acceptable
and that the terms will be carried out. Then, over time, further
efforts can be made to
continue the relationship through phone calls, email,
videoconferences, mail, and per-
sonal visits.
39. In summary, effective negotiations take place when both sides
take seriously each aspect
of the three-step process. Careful preparations include analysis
of the receiver, sender,
and the purpose of the negotiation. The bargaining stage plays
out through professional
framing, discovery, consensus, and packaging, relying on
persuasion rather than taking
matters personally. A cordial ending involves a ceremonial
close, along with all necessary
paperwork and efforts to sustain the relationship.
For Review
What two activities are involved in the ending stage of the
negotiation process?
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CHAPTER 7Section 7.4 Conflict and Management
Communication
7.4 Conflict and Management Communication
Learning Objective # 4: What forms of conflict exist in
organizations, and what roles do
communication channels play in those conflicts?
Interpretations of the term “conflict” have taken several
directions in the past few decades. One early perspective
suggested that conflict constitutes a negative force. Words such
as “violent,” “destructive,” and “angry” portray this point of
view. As time
40. passed, conflict began to be conceptualized as a continuum from
mild disagreement to
major confrontations, but still with a negative connotation.
More recently, concepts of con-
flict have evolved from considering it as something to be
avoided or eliminated to viewing
conflict as an inevitable, but manageable, process. Some see
conflict as a driving force that
leads to innovation and much-needed change (Fink, 1968; De
Dreu & Van de Vliert, 1997).
For our purposes, conflict will be defined as a circumstance in
which one party negatively
affects or seeks to negatively affect another party in both
observable and perceived ways
(Thomas, 1992; Wall & Callister, 1995). Some forms of conflict
take place even when it
would be difficult to point it out as an observable event. In
others, the manifest strife will
be readily apparent.
Conflict can be compared to another concept, competition,
which is a situation in which all
parties in an event or situation attempt to do their best, and the
winner emerges as the per-
son or group with the highest level of performance. A sales
contest between individuals
or teams is a competition; a confrontation between two members
of a sales force in which
one accuses the other of “stealing a sale” becomes a conflict
situation.
Conflict has been conceptualized as taking two forms.
Functional conflict serves the orga-
nization’s interests in some way. An example of functional
conflict would be one in which
41. improvement in performance or greater cooperation among
individuals or groups takes
place. Other terms used to describe functional conflict include
constructive, cooperative,
and substantive conflict (McGrath, 1984).
Dysfunctional conflicts include the destructive activities that
hinder group or organiza-
tional performance (Amason, 1996). Poor organizational
communication can create dys-
functional conflicts. Quality communication systems assist in
developing and resolving
functional conflicts, and aid in avoiding many conflicts.
Levels of Conflict
Many forms of conflict exist. Members of the business
community should be aware that
four levels of conflict occur in the workplace. Resolving
conflict cannot occur until the
level has been properly identified. The four levels of conflict
are:
For Review
Define conflict, functional conflict, and dysfunctional conflict.
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CHAPTER 7Section 7.4 Conflict and Management
Communication
1. between individuals
2. between groups or departments
42. 3. between companies
4. with the government
Communication processes often accompany the various forms of
conflict. Table 7.9 lists
the communication venues that can become part of both
functional and dysfunctional
conflicts.
Table 7.9: Communication channels and conflict
Interpersonal Group Between Companies With the Government
Face-to-face verbal Meetings Advertising Meetings with
officials
Memos and letters Informal channels Media releases Media
releases
Telephone Social media Court documents Court documents
Email and text Email and memos Social media Social media
Social media Meetings with supervisors
Conflicts Between Individuals
Conflicts between individuals,
or interpersonal conflicts, take
place between employees both
on- and off-site. Personality con-
flicts often result from workplace
incivility and risky communica-
tion. Examples of incivility and
risky communication are: sexu-
ally inappropriate comments,
racial or ethnic slurs, ridicule of
43. older or younger workers, deri-
sion based on sexual orientation,
and insensitive comments about
physical or mental disabilities
(Blau & Anderson, 2005).
Workplace bullying is repeated,
health-harming mistreatment of
one or more persons. Bullying
For Review
What four levels of conflict take place in business settings?
Jupiterimages/Thinkstock
Workplace bullying is repeated, health-harming mistreatment
of one or more persons. Bullying involves one or more
perpetrators and takes the form of verbal abuse, offensive
conduct, and work interference.
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CHAPTER 7Section 7.4 Conflict and Management
Communication
involves one or more perpetrators and takes the form of verbal
abuse, offensive conduct,
and work interference (Workplace Bullying Institute, 2011).
Workplace bullying can create
another forum for conflict. Reyner & Hoel (1997) identify five
types of workplace bully-
ing, including the items in Table 7.10.
Bullying can happen at the same organizational rank (employee
44. to employee) or involve
hostility by a supervisor toward an employee. The tactics in
Table 7.10 lead to various
types of conflicts, some of which go unresolved, as the
individual is too intimidated to
react. Others lead to withdrawal behaviors, including increased
absenteeism and the
search for a different job.
Table 7.10: Types of workplace bullying
Threats to
professional status
Belittling opinion
Public professional humiliation
Accusation regarding lack of effort
Threats to personal
standing
Name-calling
Insults
Intimidation
Devaluation with regard to age
Isolation Preventing access to opportunities
Physical or social isolation
Withholding of information
45. Overwork Undue pressure
Impossible deadlines
Unnecessary disruptions
Destabilization Failure to give credit when due
Meaningless tasks
Removal of responsibility
Repeated reminders of blunders
Setting up to fail
Source: Rayner, C., & Hoel, H. (1997). A summary review of
literature relating to
workplace bullying. Journal of Community and Applied Social
Psychology, 7(1) 191–191.
Conflicts between individuals play out in many ways, as do the
bullying tactics in Table
7.10. Face-to-face confrontations are the most visible and
require the most direct, quick
action. Other interpersonal conflicts take place in the form of
email exchanges, comments
made in meetings, questions and arguments following
presentations, text messages, and
sometimes hostile memos and letters. Telephone skirmishes are
also common in com-
merce. More recently, postings on Facebook, in Twitter
accounts, and through other social
media indicate the presence of conflict. Remember that anything
you post electronically,
46. such as an email or text, is typically considered the property of
the company. As with any
baa66869_07_c07_223-258.indd 242 4/25/12 11:37 AM
CHAPTER 7Section 7.4 Conflict and Management
Communication
message you put in writing, it can provide evidence of your
misbehavior, inappropriate
use of language, and other transgressions.
Groups and Departments
Intragroup conflict refers to incidents between members of one
group. Disagreements
about goals, methods of operation, and who will be the leader
create intragroup conflicts.
The end result can be poor decisions and ineffective group
functioning, when conflicts are
not properly managed and resolved (Bazerman & Neale, 1992).
Intragroup conflict takes
the forms of confrontations during meetings, between group
members in other locations
(face-to-face) and also by phone and email, and through social
media. Many times, infor-
mal communication or gossip becomes part of the conflict
process.
Intergroup conflict transpires between various groups or
departments. Besides conflicts
between departments within companies, other factions can
emerge around any common
point between employees (e.g., ethnicity, gender, position of
power, etc.) and this can
47. become the basis for various battles. Intergroup conflicts
emerge when disagreements
about goals, differences of opinion about which group should be
assigned a project or
task, or budget allocations become the focus of attention.
Intergroup conflicts may be
brought to the attention of management through memos and
emails, and by asking for
personal contacts with managers at high levels to present
grievances regarding the con-
duct of the other group or department.
Conflicts Between Companies
Numerous conflicts emerge between companies over proprietary
matters. Often, conflicts
involve advertising claims or other business tactics deemed
unfair or designed to compete
in unfair, illegal, or unethical ways. In those circumstances,
company leaders engage in
private negotiations, issue public statements and releases, and
request the intervention of
entities such as the Better Business Bureau and Federal Trade
Commission.
As an example of conflicts between organizations, the toy
company Mattel employed an
individual named Carter Bryant for many years. Bryant left the
company and became
part of MGA Entertainment, where he designed and developed
the popular Bratz line
of dolls to compete with Mattel’s Barbie brand. Mattel’s
executives claimed that Bryant
came up with the idea for the Bratz line while still employed at
Mattel. After intense con-
frontations, the matter went to court. Mattel won a $100 million
judgment against MGA
48. Entertainment; however, no punitive damages were assessed.
Both sides claimed victory
as a result (WCCO, 2010).
A wide range of additional conflicts are possible beyond
disputes over products. Compa-
nies may dispute rights to other properties, employment of rival
workers, theft of trade
For Review
Describe intragroup and intergroup conflict.
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CHAPTER 7Section 7.4 Conflict and Management
Communication
secrets, and clash over suppliers and retail outlets. The issues
and communication tactics
vary by the type of engagement involved.
Conflicts With the Government
Many companies engage in various types of conflict with
governmental officials and agen-
cies. Disagreements over regulations, taxes due, and meeting
various regulatory require-
ments can spur clashes with individuals from the government.
These include encounters
with local, state, and national officials, depending on the size
and scope of the company
and the issue involved. Also, some company managers in
international firms cope with
governmental officials from other countries.
49. Domestically, conflicts arise with representatives of the
Environmental Protection
Agency, Occupational Safety and Health Administration,
Internal Revenue Service, Food
and Drug Administration, and Federal Trade Commission.
Communication venues with
these individuals include for-
mal written reports, in-person
meetings, telephone conversa-
tions, email correspondence,
courtrooms, and formal media-
tion situations. An increasing
number of companies take dis-
putes with governmental orga-
nizations to the public through
public relations releases and
social media campaigns.
Each of these four types of con-
flict requires an intervention. In
the case of an intrapersonal con-
flict, a counselor or adviser may
assist. Intragroup and inter-
group conflicts may be resolved
in a variety of ways, most notably by the intervention of
managers. Conflicts between
companies and with the government often result in reliance on
attorneys to assist in reach-
ing an acceptable solution. Managers choose the most
appropriate method for dealing
with each problem as it arises.
Stages of Conflict
In 1967, Louis Pondy developed an often-used model of
50. conflict. A modified version
appears as Figure 7.1. Pondy’s model notes the presence of the
conflict cycle, in which
individuals or groups engage in a series of conflicts, even when
they are only spectators.
This causes them to become increasingly sensitized to the
events, which in turn makes
subsequent conflict more likely. After a series of conflicts has
been resolved, the company
enters a more tranquil period. During that time, individuals and
groups may become
more patient with each other, and the net result will be reduced
numbers of potential and
open conflicts. Managerial skill and intervention can break the
cycle of increasing conflict.
iStockphoto/Thinkstock
Conflicts between companies and with the government may
involve the use of formal mediation.
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CHAPTER 7Section 7.4 Conflict and Management
Communication
As shown in Figure 7.1, latent conflict represents all the
potential sources of conflict at the
individual or group level. These potential sources may or may
not erupt into open con-
frontations. Some problems may exist for years without ever
becoming manifest. Others
may take a “fast track” and quickly develop into altercations.
Table 7.11 lists the potential
sources of conflict within an organization. A lack of
51. communication or poor communication
can worsen latent conflicts. Misinterpreted messages often
heighten personality issues and
other disagreements. Posts on social media can also exacerbate
any latent sources of conflict.
Table 7.11: Sources of conflict
Individual Group or Departmental
Job assignments Group task assignments
Performance appraisals Budgets/resource allocation
Promotions Personalities of group members
Pay raises Dependence/bottlenecks
Personality issues and incivility Goals
Dependence/bottlenecks Communication breakdown
Goals Ethical issues
Status differences
Communication breakdown
Power differences
Ethical violations
Inappropriate use of social media
Sources: Thomas, K. W. (1994). Conflict and negotiation
processes in organizations, in Dunnette, M. D., & Hough, L. M.
52. (eds.) Handbook
of Industrial and Organizational Psychology, second edition,
Vol. 3. Palo Alto, CA: Consulting Psychologists. Jehn, K. A.
(1994). Enhancing
effectiveness: An investigation of advantages and disadvantages
of value-based intragroup conflict. International Journal of
Conflict
Management, 5(3) 223–238. Baack, D. (1998). Organizational
behavior. Houston, TX: Dame Publications, 406–408.
Aftermath
Resolution
Perceived
conflict
Latent
conflict
Felt
conflict
Open
conflict
Figure 7.1: An adaptation of Pondy’s conflict model
This adapted version of Pondy’s model shows the conflict cycle,
which starts with latent conflict or all the
potential sources of the conflict. The cycle continues with felt
and perceived conflicts. Then comes open
conflict, which is the confrontation resulting from escalation of
the issue. After open conflict, resolution
must take place. The aftermath of the conflict then cycles back
to latent conflict again.
53. Adapted from: L. R. Pondy (1967). Organizational Conflict:
Concepts and Models. Administrative Science Quarterly, 12
(September), 296–320.
baa66869_07_c07_223-258.indd 245 4/25/12 11:37 AM
CHAPTER 7Section 7.5 Conflict Resolution
Felt conflict occurs when people know something is wrong but
cannot pinpoint the source.
It is not unusual to have the experience of walking into a room
and feeling immediately
that something is wrong without knowing the actual problem.
That point is the felt con-
flict stage.
Perceived conflict means that those near a conflict know the
issues and the people involved,
yet do not feel discomfort from it. In essence, the conflict is
“someone else’s problem.”
Often perceived conflicts appear in other departments or parts
of the organization.
When two individuals or parties become engaged in a conflict,
perceptions play major
roles. Inaccurate perceptions of the other side’s position or of
the issue at hand lead to
inaccurate mutual perceptions in which resolution becomes
increasingly difficult (Hynes,
2011). In essence, as felt and perceived conflicts intensify,
perceptions become distorted.
The tendency shifts toward interpreting people and events as
either with one side or
54. against that side. Thinking reverts to more stereotypical and
biased forms that favor a
person’s viewpoint. This sets the stage for more-open conflict.
Open conflicts appear as showdowns, confrontations, and other
outward signs. Often an
open conflict results from ongoing escalation of the issue. As
this takes place, commu-
nication between the parties decreases, issues become blurred
by generalizations and
blanket statements, such as “You always . . .” or “You never . .
.” Parties to the conflict
lock into positions and tend to magnify differences and
minimize similarities between
the two sides.
Manifest conflict behaviors include yelling, loud arguments,
and violence toward others
at the individual level and work slowdowns, strikes, and
deliberate rules violations at the
group level. Evidence of conflict in meetings or presentational
formats can be revealed
through the questions audience or team members pose.
Controlling questions take the form
of mini-lectures in which one side of an argument or
disagreement seeks to dominate the
other. Hostile questions aggressively point out the conflict at
hand (Munter, 2012). Other
forms of manifest conflict are found in memos, emails, and
phone exchanges between the
parties. At that point, conflict resolution must take place. A
manager or arbiter will need
to step in.
7.5 Conflict Resolution
55. Learning Objective # 5: What methods are available to resolve
conflicts?
Conflict resolution includes an understanding of the concerns of
the parties. Both concerns about personal outcomes and
concerns about the other side’s outcomes affect the nature of
the conflict. Figure 7.2 lists the potential responses.
For Review
What are the stages of the conflict cycle?
baa66869_07_c07_223-258.indd 246 4/25/12 11:37 AM
CHAPTER 7Section 7.5 Conflict Resolution
When one side has little concern about the other’s outcomes,
two responses are contend-
ing and inaction. Contending or competing occurs when one
side fully pursues its out-
comes with no regard for the outcomes of the other side. Other
terms associated with
contending are dominating and forcing (Rahim, 1985). Forcing
expresses a high concern
for production with low concern for people (Hall, 1986). With
this approach, one sees
stronger tactics, such as threats, intimidation, and unilateral
action.
Inaction or avoiding is withdrawal or remaining passive during
the conflict. The passive
party has little regard for its own outcome and is not concerned
about the other’s out-
come. Some authors equate inaction or avoiding with a low
56. concern for people and a low
concern for production in the workplace (Blake & Mouton,
1970). In response, one side
retreats from the conflict.
A third response involves circumstances in which concerns for
the other’s outcomes are
high. Two possible actions are yielding and problem-solving.
Yielding or accommodating
involves seeking to help the other side achieve its outcomes
with little care about one’s
own outcomes. Yielding can also be termed obliging or
smoothing (Rahim, 1985). It occurs
when one party has a high concern for people and low concern
for production (Thomas
& Kilman, 1974).
Problem-solving or collaborating occurs when high concern for
the other’s outcomes
accompanies high concern for one’s own outcomes, and when
the parties share high con-
cerns for both people and production (Blake & Mouton, 1970).
The goal becomes a win-
win solution. Problem-solving has also been labeled as an
integrating approach.
When moderate levels of concern emerge for both personal
outcomes and the other side’s
outcomes, and concerns for people and production are also
moderate, the most common
approach involves compromising. A compromise becomes more
likely when consensus
cannot be reached, the goals of the two parties are not strongly
connected, and the two
sides hold equal levels of power.
57. Low concern for
other’s outcomes
High concern for
other’s outcomes
Moderate concern
for other’s outcomes
contending / competing
inaction / avoiding
yielding / accommodating
problem solving / collaborating
compromise
Figure 7.2: Responses to concerns
Both concerns about personal outcomes and the other side’s
outcomes affect the nature of the conflict
and subsequent responses.
baa66869_07_c07_223-258.indd 247 4/25/12 11:37 AM
CHAPTER 7Section 7.5 Conflict Resolution
Managers normally have the
responsibility of discovering the
relative positions of the two
sides to a conflict. In order to
resolve the conflict, manag-
58. ers try to identify the level of
give-and-take that will be pos-
sible by assessing the strength
of commitment each side has
to its position. More effective
negotiations or resolutions then
become possible. Then, the
venue and method for conflict
resolution can be chosen. Indi-
vidual meetings and group set-
tings can accommodate conflict
resolution.
The Steps of Conflict Resolution
A manifest conflict often requires a cooling-off period before
any attempt at resolution
can start. When emotions are high, reasonable dialog will be
unlikely. When an arbiter or
manager surmises that both sides have sufficiently calmed
down, conflict resolution can
commence. The steps of the conflict resolution process are:
1. Identify the parties involved.
2. Identify the issues.
3. Identify the positions of the parties.
4. Find the bargaining zone.
5. Make a decision.
Managers identify the parties by investigating whether a
conflict involves individuals or
groups. Identifying the issues takes time. Often a conflict
becomes manifest through an
unrelated issue. When two employees become involved in a
shoving match over a space
in the parking lot, the real conflict may be that one person was
59. passed over for a promo-
tion that was given to the person who “stole” his parking space.
When identifying the positions of the parties, a two-person or
two-group conflict should
have a fairly straightforward analysis. Many times, however, a
problem or concern exhib-
its many facets, and the net result will be that several people or
coalitions have some sort
For Review
What are the five main responses possible in conflict resolution,
based on levels of concern for others?
Eyecandy Images/Thinkstock
Conflict resolution is an important management communication
activity.
baa66869_07_c07_223-258.indd 248 4/25/12 11:37 AM
CHAPTER 7Section 7.5 Conflict Resolution
of vested interest. In that circumstance, the moderator tries to
determine the agendas of
each party.
The bargaining zone may be kept confidential, presented
openly, or can be deciphered by
a third party. In a conflict resolution, the bargaining zone
represents the settlement range
in a negotiation, or the boundaries of acceptable solutions for
both sides. It consists of the
area in which give-and-take can be carried out. At times, no
60. such range may be found; one
side will win and the other will lose. Table 7.12 suggests key
negotiation techniques when
seeking to resolve a disagreement.
Table 7.12: Negotiation techniques during conflict resolution
Focus on ideas and information rather than personalities
Find areas of agreement
Deal with important rather than trivial issues
Discuss potential tradeoffs
Identify objective criteria when assessing solutions
Find ways to move on following a resolution
Source: Andrews, D. C., & Andrews, W. D. (2004).
Management communication: A guide.
Boston, MA: Houghton Mifflin Company, 150–152.
Making the final decision determines the outcome of the
conflict. A win-win solution allows
all sides to make gains in the conflict resolution. Win-win
solutions can occur only when
four conditions have been met (Zand, 1972):
1. The parties believe cooperation will be better than conflict.
2. The parties trust each other.
3. Status differences between the parties have been minimized.
4. Mutually acceptable solutions can be found.
A win-lose solution means one side gains the advantage over the
other. A lose-lose, or com-
61. promise, means both parties gain on some issues but lose on
others (Rackham, 1976).
When the result of a conflict resolution has been well handled,
benefits may appear. Table
7.13 lists some of the positive outcomes associated with dealing
directly with conflict.
These occur at the interpersonal, intergroup, and intragroup
levels.
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CHAPTER 7Section 7.5 Conflict Resolution
Table 7.13: Benefits of dealing directly with conflict
Individual
Stronger relationships with co-workers
Increased self-respect for taking action
Personal growth and development in understanding how you
responded
Organizational
Increased efficiency and effectiveness following effective
resolution
Spurs creativity
Allows for synergy and teamwork among employees
62. Source: O’Rourke, J. S. IV (2010). Management
communication: A case-analysis approach
(4th ed.). Upper Saddle River, NJ: Prentice Hall.
Conflict Outcomes
The goal of any conflict resolution should be to reach a
functional settlement. Three desired
outcomes of conflict resolution are (1) agreement, (2) stronger
relationships, and (3) orga-
nizational learning. Agreement has been achieved when both
sides believe a settlement
was fair or equitable. Stronger relationships emerge when both
parties try to build trust
and goodwill for the future. Organizational learning takes place
when an individual or
group achieves greater self-awareness and/or better understands
how to find creative
solutions to problems. While desirable, these goals will be
difficult to achieve. Many times,
the negative aftereffects of conflict, as listed in Table 7.14,
become the result.
Table 7.14: Potential negative aftereffects of conflicts
Anger, revenge, continuing attempts to make the other side look
bad
Noncompliance with orders and decisions
Reduced effort/passive resistance
Empire building, withholding information, territory defense
Increasingly legalistic approach to tasks and assignments
63. Withdrawal behaviors such as daydreaming or meeting in
groups to visit
New lobbying efforts
Sarcasm in front of the mediator
Increased sensitivity to statements and comments
For Review
What are the steps of conflict resolution?
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CHAPTER 7Section 7.6 Chapter Review
Effective management of conflict includes two primary
activities. The first involves man-
agers actively analyzing potential sources of conflict at all
times. Then reducing, modi-
fying, or removing the source can be accomplished. Second,
managers should seek to
become adept conflict arbiters. Remember that impartiality, a
sense of humor, and a calm
disposition are major assets in conflict resolution.
7.6 Chapter Review
Negotiation is a give-and-take decision-making process
involving interdependent parties with differing objectives or
outcome preferences. Distributive negotiations involve a single
issue and a zero-sum game in which one side’s gains becomes
the
64. other side’s losses (win-lose). Integrative negotiation resembles
a problem-solving agenda
in which two or more sides try to obtain a settlement that
benefits all sides. Negotiations
take place between individuals and companies, between
companies, and when compa-
nies bargain with outside groups such as unions, the
government, or special interests.
Prior to entering a negotiation, managers should believe it
represents the best option. By
studying the bargaining environment, the availability of
bargaining resources, and the
characteristics of the bargaining issue, the preconditions to
negotiation can be met.
The three stages of negotiation are the preliminary, bargaining,
and ending phases. In the
preliminary stage, the maximum supportable outcome and
lowest supportable outcome
define the settlement range or bargaining zone. This zone for
each side can be kept confi-
dential or shared openly across the bargaining table. BATNA
represents the best accept-
able alternative to a negotiated agreement, which specifies the
lowest acceptable value to
a party as a substitute to a stalemate. Bargaining consists of
framing, discovery, consen-
sus, and packaging. The ending stage includes the close and
efforts to sustain a future
relationship.
Conflict is a circumstance in which one party negatively affects
or seeks to negatively
affect another party in both observable and perceived ways.
Functional conflict occurs
65. when the organization’s interests are served in some way.
Dysfunctional conflict includes
the destructive activities that hinder group or organizational
performance. Conflicts occur
between individuals, between groups or departments, with other
companies, and with
the government. The stages of conflict are latent, perceived,
felt, and open phases.
Responses to conflict are determined by the level of concern for
others versus concern for
one’s own side. Responses include contending/competing,
inaction/avoiding, yielding/
accommodating, problem-solving/collaborating, and
compromise. The steps of conflict
resolution begin with identifying the parties involved. Then, a
manager or someone who
For Review
What benefits are associated with dealing directly with a
conflict?
What negative effects can accompany a conflict resolution?
baa66869_07_c07_223-258.indd 251 4/25/12 11:37 AM
CHAPTER 7Section 7.6 Chapter Review
intervenes identifies the issues, the positions of the parties, and
attempts to discover the
bargaining zone. Finally, a decision will be reached, including
win-win, win-lose, and
lose-lose options. Conflicts offer both potential benefits and
66. problems, depending on how
they arise and how they are settled.
Key Terms
BATNA The best alternative to a negotiated
agreement that identifies the lowest accept-
able value to a party as a substitute to a
stalemate.
conflict A circumstance in which one party
negatively affects or seeks to negatively affect
another party in both observable and per-
ceived ways.
distributive negotiations A negotiation involv-
ing a single issue and a zero-sum game in
which one side’s gains become the other side’s
losses (win-lose).
dysfunctional conflicts Conflicts that include
the destructive activities that hinder group or
organizational performance.
functional conflict Conflict that occurs when
the organization’s interests are served in
some way, such as improvement in perfor-
mance or greater cooperation among indi-
viduals or groups; also called constructive or
cooperative conflict.
integrative negotiation A problem-solving
negotiation agenda in which both sides try to
obtain a settlement that benefits both, or a
win-win solution.
67. intergroup conflict Conflicts that take place
between various groups or department over
matters such as disagreements about goals,
differences of opinion about which group
should be assigned a project or task, or budget
allocations.
intragroup conflict Incidents between mem-
bers of a group, including disagreements about
goals, methods of operation, and who will be
the leader.
lowest supportable outcome The least
amount or least favorable position a side will
accept from a negotiation.
maximum supportable outcome The absolute
most a side can ask for as an opening position,
within reason.
negotiation A give-and-take decision-making
process involving interdependent parties with
differing objectives or outcome preferences.
stakeholder group A group of people with a
vested interest in the outcome of a negotiation.
workplace bullying Repeated, health-harming
mistreatment of one or more persons by one
or more perpetrators that takes the form of
verbal abuse, offensive conduct, and work
interference.
baa66869_07_c07_223-258.indd 252 4/25/12 11:37 AM
68. CHAPTER 7Section 7.6 Chapter Review
For Review With Possible Responses
1. Define negotiation, distributive negotiation, and integrative
negotiation.
Negotiation is a give-and-take decision-making process
involving interdependent parties
with differing objectives or outcome preferences. When a single
issue is involved, and a
zero-sum game exists in which one’s side gain or advantage
becomes the other side’s loss
or disadvantage, it is a distributive negotiation. An integrative
negotiation is a problem-
solving agenda in which two or more sides try to obtain a
settlement that benefits both.
2. What three types of negotiations take place in the business
community?
Individual with company, company with company, company
with other organization.
3. What three preconditions to negotiations should be examined
to see if bargaining
should take place?
Three preconditions are understanding the bargaining
environment, the availability of
bargaining resources, and the characteristics of the bargaining
issue.
4. What are the three main stages of the negotiation process?
The preliminary stage, the bargaining stage, and the ending
stage.
5. Define maximum supportable outcome, lowest supportable
69. outcome, and BATNA.
The maximum supportable outcome is the absolute most a side
can ask for as an opening
position, within reason. The lowest supportable outcome
constitutes the least amount or
least favorable position a side will accept from a negotiation.
BATNA, or best alternative
to a negotiated agreement, identifies the lowest acceptable value
to a party as a substitute
to a stalemate.
6. Briefly describe the two activities that take place in the
preliminary stage of
negotiation.
In the preliminary stage, two primary activities receive
attention: preparation and open-
ing. During preparation, managers identify and evaluate the
receiver, sender, and pur-
pose of the negotiation. The opening begins when parties make
initial contact in person,
by telephone, by mail, or online. In this stage, negotiators seek
to build rapport and try to
establish a cordial relationship.
7. What four processes take place during the bargaining stage
of a negotiation?
The bargaining stage includes the processes of framing,
discovery, consensus, and
packaging.
8. What two activities are involved in the ending stage of the
negotiation process?
Two elements of the ending stage are the close and the follow-
up.
9. Define conflict, functional conflict, and dysfunctional
70. conflict.
Conflict is a circumstance in which one party negatively affects
or seeks to negatively
affect another party in both observable and perceived ways.
Functional conflict serves
the organization’s interests in some way. Dysfunctional
conflicts include the destructive
activities that hinder group or organizational performance
10. What four levels of conflict take place in business settings?
The four levels of conflict are those between individuals,
between groups or departments,
between companies, and with the government. Intergroup
conflict transpires between
various groups or departments.
11. Describe intragroup and intergroup conflict.
Intragroup conflict refers to incidents between members of one
group. Intergroup conflict
transpires between various groups or departments.
12. What are the stages of the conflict cycle?
Latent conflict, perceived and/or felt conflict, open conflict,
conflict resolution, and con-
flict aftermath.
baa66869_07_c07_223-258.indd 253 4/25/12 11:37 AM
CHAPTER 7Section 7.6 Chapter Review
13. What are the five main responses possible in a conflict
resolution, based on levels
of concern for others?
Contending/competing, inaction/avoiding,
71. yielding/accommodating, problem solving/col-
laborating, and compromise.
14. What are the steps of conflict resolution?
The steps of the conflict resolution process are: Identify the
parties involved. Identify the
issues. Identify the positions of the parties. Find the bargaining
zone. Make a decision.
15. What benefits are associated with dealing directly with
conflict?
For individuals, there can be stronger relationships with co-
workers, increased self-
respect for taking action, and personal growth and development
in understanding how
you responded. For organizations, there can be increased
efficiency and effectiveness
following effective resolution, as well as greater creativity, and
it allows for synergy and
teamwork among employees.
16. What negative effects can accompany a conflict resolution?
The potential negative aftereffects include: anger, revenge,
continuing attempts to make
the other side look bad, noncompliance with orders and
decisions, reduced effort/passive
resistance, empire-building, withholding information, territory
defense, an increasingly
legalistic approach to tasks and assignments, withdrawal
behaviors such as daydreaming
or meeting in groups to visit, new lobbying efforts, sarcasm in
front of the mediator, and
increased sensitivity to statements and comments.
Analytical Exercises
72. 1. The past several chapters have examined channel richness in
terms of vari-
ous media, including face-to-face interactions, telephone
conversations, emails,
teleconferencing, letters, memos, reports, and presentations.
Discuss the role and
importance of channel richness in negotiations in these
circumstances:
a. Individual bargaining for wages and working conditions
b. Airline companies seeking to form an international
partnership
c. Union-management bargaining
2. Describe the potential for conflict and the types of conflict
that might be expected
to emerge in the following negotiations. Then explain the most
likely channels of
a. communication to be used in each circumstance.
b. individual bargaining for wages
c. sales call—company to company
d. company leaders with union
e. company leaders with the government
f. company leaders with leaders of a special-interest group
3. The five sources of influence in negotiations include
legitimate, reward, coercive,
expertise, and charisma. Explain how these would be present for
both sides of a
negotiation in the following bargaining circumstances. Then
explain which chan-
nels of communication should be used in the negotiation.
a. successful CEO negotiating to become CEO of a different
company
b. Intel negotiating to sell its processors to a new computer
company
c. United Auto Workers negotiating with General Motors, which
73. is seeking to
reduce pay and benefits to stay in business
d. Major financial institution bargaining with the United States
government for
a loan to maintain operations
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CHAPTER 7Section 7.7 Case Studies
4. Make a chart that explains the potential for conflict, the type
of conflict to be
expected, and the channels of communication that should be
used in the follow-
ing stages of negotiation:
Preliminary Stage Bargaining Stage Ending Stage
Prepare Framing Close
Open Discovery Follow-up
Consensus
Packaging
5. At times, a conflict stands a better chance of effective
resolution when a third
party intervenes. Alternative dispute resolution attempts to
incorporate more
user-friendly methods of dispute resolution, seeking to avoid
adversarial
74. approaches. The methods used in this approach include
facilitation, concilia-
tion, peer review, ombudsman, mediation, and arbitration.
Facilitation involves
a third party urging the two sides to meet and to deal directly in
a constructive,
positive fashion. Conciliation uses a neutral third party who
acts informally as
a communication conduit to help resolve a dispute without
directly meeting.
Peer review asks a panel of trustworthy co-workers who can
remain objective
to render a nonbinding verdict or opinion about how the conflict
should be
resolved. An ombudsman will be a respected employee who will
hear both sides
of an argument and attempt to arrange a solution that is
acceptable to both sides.
Mediation employs a trained arbiter to find innovative solutions
to the conflict.
Arbitration retains a third party who will operate in a formal,
court-like environ-
ment and will hear testimony and evidence before rendering a
judgment about
how the conflict should be resolved. Describe three
circumstances in which these
options would be better than a manager stepping in to resolve a
conflict.
7.7 Case Studies
Case Study 1: Cutting the Best Deal
Jennifer Swann faced one of the bigger decisions in her young
life. She graduated college with a
degree in physiology but changed course and became a massage
75. therapist instead. She built a solid
clientele list while working in a local beauty salon, HairPros.
She paid a monthly rental fee for booth
space and in exchange for some telephone support in terms of
employees taking messages. More
important, the salon sold gift certificates on her behalf, which
greatly increased her business, espe-
cially during the holidays.
Tragically, a fire destroyed the HairPros facility. After careful
consideration, its owner, Bruce Penske,
decided to relocate to a more upscale part of the city rather than
to rebuild on the current lot. As part
of the moving process, Bruce also felt it was time to renegotiate
his agreement with Jennifer.
Meanwhile, Jennifer had taken the initiative to rent a separate
space during the initial period in which
HairPros was closed. She informed her clients that they could
receive massage at the (continued)
baa66869_07_c07_223-258.indd 255 4/25/12 11:37 AM
CHAPTER 7Section 7.7 Case Studies
same rate in her temporary location, which helped maintain her
income. She no longer had the advan-
tage of phone service, but had mostly relied on her own cell
phone to make appointments for the
past year. She was concerned about losing gift-certificate
business. At the same time, the rental for
her temporary office was lower than the amount Bruce had
charged, and she was able to set her own
hours. She did not tell Bruce about her temporary office for the
76. first three weeks following the fire.
After a month had passed and HairPros was about to resume
operations, Bruce offered Jennifer a new
agreement. He asked her to raise her rates for all her services.
In exchange, he was willing to lower her
rental fee and pay her a small amount to supervise that part of
his business. He notified Jennifer of his
plans to hire a second therapist, as the new facility would have
two rooms. The new therapist would
charge a lower rate per session. Jennifer would have first choice
of rooms.
Jennifer worried that most new business, including the part that
came from gift-certificate sales,
would go to the second therapist. She also wondered if the
modest increase in her rates would affect
her regular customers. At the same time, she worried that
“going solo” by staying in her temporary
location and cutting ties with HairPros would be a risky move.
She would no longer have referrals from
hairstylists in the same location, several of whom were her
clients.
Review Questions
1. What are the bargaining issues in this scenario?
2. What channels of communication should Bruce and Jennifer
use while negotiating their new
arrangement?
3. What would define the settlement zone in this situation?
4. What should Jennifer do? Defend your answer.
Case Study 2: Meet the New Boss
77. Winston’s Cleaning Service had enjoyed a long run as the
premier clean-up company in the greater
Cincinnati area. Myron Winston founded the company three
decades earlier and built the business
through careful attention to customer and employee needs. He
was well known for giving unsched-
uled bonuses when he believed an employee or team had gone
above and beyond to keep a cli-
ent happy. The local Chamber of Commerce had recognized
Winston for building the city’s “Most
Respected Minority-Owned Company.”
Winston’s Cleaning Service served a variety of local firms.
Shifts began at 6 p.m. as crews would head
to office buildings, banks, and other facilities that closed earlier
in the day. Shifts ended at 2:00 a.m.
Employees worked five days per week, with either Saturday or
Sunday off, along with one weekday.
They received a week of paid vacation after one year of service,
two weeks per year for two to five
years on the job, and three weeks per year for any time after
five years. Wages were slightly above
prevailing local rates for comparable work.
When Myron Winston retired, his son Tyler Winston took over
the role of top manager. Unfortunately,
after only three years in the role, he was forced to step down
because of health problems. He did retain
ownership of the company. The new company manager was
promoted from the ranks. Billy Branton
was known for his willingness to tackle the most repugnant
tasks, including sewage spills and other
nasty assignments. He was always the first to arrive and the last
to leave for a shift.
It did not take long for Branton to make his mark. He began
78. assigning workers to come in for five con-
secutive days, even when this meant the worker had to be on the
job over the weekend.
Case Study 1: Cutting the Best Deal (continued)
(continued)
baa66869_07_c07_223-258.indd 256 4/25/12 11:37 AM
CHAPTER 7Section 7.7 Case Studies
He also tended to be harsh and critical about poor performance,
rather than excited and supportive
for superior work. It did not take long for employee grumbling
to grow.
A group of employees contacted Tyler Winston about the
situation. They expressed concern that
Branton was gradually changing the culture of the company.
They carefully noted that Branton did not
seem to value their efforts in the same way that Tyler and
Myron Winston had over the years. Tyler
promised to visit with Branton to discuss the issues.
Two weeks later, however, the situation reached a boiling point.
Branton announced that there would
be no further raises until companywide performance improved.
He stated that there was too much
malingering at various sites, making jobs take too long. Then,
Branton notified employees that he had
scheduled shifts for Thanksgiving night, Christmas Eve and
Christmas night, as well as New Year’s Eve
and New Year’s night, because he had contacted organizations
79. and companies that wanted clean-up
services on those occasions. The Winston family had always
made sure that all employees had each of
those evenings free, along with other holidays such as
Hanukkah, Easter, Passover, Memorial Day, the
Fourth of July, Labor Day and even President’s Day.
Branton sniffed when asked about those working additional
holidays. “What are you complaining
about? You make time and a half,” he told a group of
employees.
“What if we would rather have time with our families?” asked
one brave employee.
“You know, in this economy, I just can’t imagine it would be
too hard to replace someone,” came the
reply.
“You know,” the employee responded, “I have friends that are
Teamsters. They have been talking
about paying this company a visit. Maybe they could get us
organized.”
“Bring it on,” Branton replied.
The next day, another group of employees approached Tyler
Winston. They really did not want to go
through the unionization process, if it wasn’t necessary. Mainly,
they just wanted the same treatment
that they had always received.
Review Questions
1. What form of latent conflict is present in this situation?
2. Did this conflict become felt or perceived, or just move
80. directly into open conflict? Explain your
analysis.
3. What steps should Tyler Winston take to resolve the conflict?
4. Is a functional conflict possible in this situation? Defend
your answer.
5. What should Tyler Winston do about Billy Branton?
Case Study 2: Meet the New Boss (continued)
baa66869_07_c07_223-258.indd 257 4/25/12 11:37 AM
baa66869_07_c07_223-258.indd 258 4/25/12 11:37 AM
D
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81. 8
Learning Objectives
After reading this chapter and studying the materials, you
should be able to:
1. Describe what constitutes ethical management
communication.
2. Identify the major ethical dilemmas in management
communication.
3. Communicate clear, transparent, accurate messages and
respond effectively to unethical tactics.
4. Improve your ethical reasoning processes when
communicating.
Ethical Management
Communication
baa66869_08_c08_259-286.indd 259 4/25/12 11:39 AM
CHAPTER 8Section 8.1 Understanding Ethics
8.1 Understanding Ethics
Learning Objective # 1: What constitutes ethical management
communication?
Ethics, also known as moral philosophy, is a branch of thought
that addresses ques-tions about morality and deals with
concepts such as right and wrong, virtue and vice, and justice
and crime (Rae, 2009, p. 15). Ethical challenges have been part
of the
82. world of business for as long as there has been a business
world.
Recent dramatic stories involving Enron, BP, Arthur Andersen,
and other corporate
giants, as well as several banking chains involved in the 2008
mortgage crisis, have re-
ignited interest in building a more ethical business climate.
Enron engaged in manipula-
tion of energy prices and illegal accounting practices. Arthur
Andersen was complicit
by failing to identify the illegal accounting practices as part of
audits of company books.
BP failed to follow safety protocols and record keeping, which
led to the 2010 Gulf oil
spill disaster.
Communication systems inevitably play into a fraud or
unethical action taken by a cor-
poration, manager, or employee. Ethical decisions are made not
only by corporate lead-
ers, but also by every member of an organization. As recent
headlines have been packed
with ethical issues, colleges and universities teaching the
business leaders of tomorrow
have enhanced training and awareness of ethical decision-
making. One perspective, ethi-
cal management, favors training for individuals preparing to
enter the world of business
(Waite, 2011). We will focus on this approach in this chapter by
examining the nature of
ethical and unethical communication and by offering analytical
models and reasoning
processes associated with moral dilemmas and ethical choices.
Values form the building blocks of an ethical system (Rae,
83. 2009). Individual and collec-
tive values vary, of course, because they are influenced by
numerous forces, including
religion, national origin, upbringing, and social associations.
This means that the dis-
tinction between right and wrong can be debatable or
controversial. For example, charg-
ing interest is considered wrong in some cultures, while most of
you reading this have
come to expect to pay interest on certain purchases, such as
your tuition or the purchase
of a house.
An ethical system that determines what is good or bad, right or
wrong, and appropriate or
inappropriate leads to a code of behavior based on those
principles. The belief that steal-
ing, theft, or obtaining money through a less-than-transparent
business practice is wrong
leads to a code of behavior in which it would be objectionable
to take money from inno-
cent people through “legal,” if not ethical, business practices.
Such a choice might cause
a person not to conduct business with a company dealing in
payday or car-title loans, or
with similar lending institutions. Business ethics are standards
and guidelines regarding
the conduct of commerce and the development of relationships
in business (Ferrell, Frae-
drich, & Ferrell, 2011).
Ethical communication consists of passing information along in
a manner that is truthful,
does not violate the rights of others, and does not aim to
deceive (Kolin, 2001). This chap-
ter explores the value of ethical communication in the context
84. of business management.
Unethical communication, on the other hand, violates the
principles of truthful commu-
nication and can hurt others. Examples of unethical
communication appear in Table 8.1.
baa66869_08_c08_259-286.indd 260 4/25/12 11:39 AM
CHAPTER 8Section 8.1 Understanding Ethics
Table 8.1: Selected examples of unethical communication
Theft of intellectual property, including patents, copyrights,
trade secrets, Internet domain names
Misleading by omitting essential information
Selective misquotation
Distorting statistics and facts
Violating privacy of others
Sources: Cheeseman, H. R. (2003). Contemporary business and
e-commerce (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Kolin, P. C.
(2001). Successful writing at work (6th ed.). Boston, MA:
Houghton Mifflin.
For Review
Define ethics, business ethics, and ethical communication.
The 2008 Mortgage Crisis and the Failure of Management
85. Communication
In early 2012, Bank of America, Wells Fargo, JP Morgan Chase,
Citi-
group, and Ally Financial paid a $25 billion settlement for
foreclo-
sure abuses. The payments were designed to assist those
consum-
ers who had been injured by unethical practices in the banking
and
mortgage industries (Associated Press, 2012).
Three entities contributed to the financial disaster that resulted
from the 2008 mortgage crisis—consumers, financial
institutions,
and governmental agencies. Many consumers applied for and
received mortgages that they simply could not afford. Enticed
by
100 percent financing offers and other high-risk instruments
(sub-
prime mortgages), many consumers purchased homes at prices
that were far beyond their means. In addition, governmental
offi-
cials failed to recognize a trend in which far too many of these
high-risk mortgages were being granted (including those made
by
quasi-governmental lenders Fannie Mae and Freddie Mac) and
that those instruments were being packaged and bundled to sell
in
the securities markets, where they eventually failed. Many
finan-
cial lending institutions contributed mightily to what took
place.
These lenders often failed to adequately explain the terms of
mort-
86. gages to customers, whether by deliberate deception or mere
exu-
berance. A great deal of paperwork was either never filled out,
was partially completed, or was simply ignored, regarding a
consumer’s ability to make payments on
homes with potentially artificially high prices. Consequently, a
large number of high-risk loans were
written (Wilson, 2010).
Internal management communication failed to notify those
creating mortgages that a problem
existed. It may have been top financial officers who knew of the
problem and failed to report it inter-
nally, or that internal communications were intentionally
deceptive. In either case, the loans placed
many of these institutions at risk, and eventually government
bailouts of these banks became the only
remedy that would forestall a worsening recession in the U.S.
economy. (continued)
Ingram Publishing/Thinkstock
Many financial lending
institutions contributed
significantly to the 2008
economic crisis in the
United States.
baa66869_08_c08_259-286.indd 261 4/25/12 11:39 AM
CHAPTER 8Section 8.1 Understanding Ethics
Ethical Approaches to Management Communication
Individuals, cities, and countries develop laws and regulations