Question 1
1. If a coworker were to stop what he or she was doing and help you with a project that is due in a short period of time, then expect you to help them the next time they were in need; this would be an example of:
networking.
reciprocity.
charismatic power.
conflict of interest.
Question 2
1. Which of the following involves using someone else's legitimate power?
Answer
Connection power
Coercive power
Reward power
Expert power
Question 3
1. Title VII of the Civil Rights Act prohibits discrimination based on which of the following?
Answer
Work attire
Race
Economic status
Opinion
Question 4
1. Diversity training programs in the workplace should include:
Answer
customers, children, and employees.
employees, vendors, and children.
vendors, employees, and customers.
children, vendors, and employees.
Question 5
1. Invisible barriers that frequently make executive positions off limits to females and minorities is referred to as:
Answer
glass walls.
glass windows.
glass ceilings.
glass houses.
Question 6
1. Prejudice is a favorable or unfavorable judgment or opinion toward an individual or group based on one’s perception of a group, individual, or situation. In detail, provide an example of a scenario in which an employee might feel as though he or she has been treated with prejudice. In addition, how is this directly related to workplace discrimination?
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Question 7
1. What makes one culture different from another? Select two different geographical areas and create a chart showing five ways these two cultures are clearly different.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Question 8
In today’s society, there are so many interruptions that typically distract our attention while we are trying to work. What basic types of interruptions or lack of etiquette from others seem to disturb you while trying to focus on an important task?
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations
Unit III Article Critique
Read the following article by accessing the Business Source Complete database located in the CSU Online Library:
“Predictors of Abusive Supervision: Supervisor Perceptions of Deep-Level Dissimilarity, Relationship Conflict, and
Subordinate Performance,” by Bennett Tepper, Sherry Moss, and ...
PREDICTORS OF ABUSIVE SUPERVISION SUPERVISORPERCEPTIONS OF .docxChantellPantoja184
PREDICTORS OF ABUSIVE SUPERVISION: SUPERVISOR
PERCEPTIONS OF DEEP-LEVEL DISSIMILARITY,
RELATIONSHIP CONFLICT, AND
SUBORDINATE PERFORMANCE
BENNETT J. TEPPER
Georgia State University
SHERRY E. MOSS
Wake Forest University
MICHELLE K. DUFFY
University of Minnesota
The moral exclusion literature identifies three previously unexamined predictors of
abusive supervision: supervisor perceptions of deep-level dissimilarity, relationship
conflict, and subordinate performance. Invoking theory and research on workplace
diversity, relationship conflict, and victim precipitation, we model the three predictors
as associated with abusive supervision. Path-analytic tests using data collected from
supervisor-subordinate dyads at two time points suggest that supervisor perceptions of
relationship conflict and subordinate performance mediate the relationship between
perceived deep-level dissimilarity and abusive supervision and that relationship con-
flict mediates that between perceived deep-level dissimilarity and abusive supervision
when supervisors perceive subordinates as having low performance.
Estimates suggest that more than 13 percent of
working people in the United States become targets
of abusive supervision, or nonphysical hostility
perpetrated by employees’ immediate superiors
(Schat, Frone, & Kelloway, 2006). Examples of be-
haviors that fall within the abusive supervision
content domain include undermining, public den-
igration, and explosive outbursts (Tepper, 2007).
Sustained exposure to abusive supervision is asso-
ciated with serious negative outcomes for victims
and employers, including psychological distress
(Tepper, 2000), problem drinking (Bamberger &
Bacharach, 2006), and aggression directed against a
victim’s supervisor (Dupre, Inness, Connelly,
Barling, & Hoption, 2006; Inness, Barling, & Turner,
2005), employer (Duffy, Ganster, & Pagon, 2002),
and family (Hoobler & Brass, 2006). These conse-
quences translate into annual losses of an estimated
$23.8 billion in increased health care costs, work-
place withdrawal, and lost productivity (Tepper,
Duffy, Henle, & Lambert, 2006).
Far less is known about the conditions that pre-
dict the occurrence of abusive supervision (Tepper,
2007). Indeed, only three published studies have
investigated the antecedents of abusive supervision
(i.e., Aryee, Chen, Sun, & Debrah, 2007; Hoobler &
Brass, 2006; Tepper et al., 2006). In all three, re-
searchers framed abusive supervision as a response
to supervisor perceptions of mistreatment by their
employer. This research has helped explain why
supervisors may be inclined to downward hostility
in general, but little is known about the reasons
supervisors abuse specific subordinates.
To explore that question, we invoke concepts
described in the moral exclusion literature (Opo-
tow, 1990a, 1995), which examines the factors that
influence whether moral considerations apply to
specific social targets. According to Opotow, each
person has a scope of justice.
Is this bullying” Understandingtarget and witness reaction.docxpriestmanmable
“Is this bullying?” Understanding
target and witness reactions
Al-Karim Samnani
School of Human Resource Management, York University, Toronto, Canada
Abstract
Purpose – This paper seeks to theorize the interpretations and reactions of targets and witnesses to
subtle forms of bullying.
Design/methodology/approach – A theoretical approach was used to understand target and
witness interpretations and reactions. Learned helplessness theory and social influence theory are
drawn upon.
Findings – This paper revealed that subtle forms of bullying behaviors will be more likely to induce
confusion from both targets and witnesses. Targets will tend to be more confused in response to subtle
bullying and attribute environmental factors for the behaviors. This will decrease their likelihood to
react against the bullying. Witnesses will also experience greater confusion and will tend to side with
the perpetrator, particularly when the perpetrator is an important organizational member
(e.g. supervisor). Witnesses may internalize the behaviors, leading to greater permeability of the
bullying through the organization.
Originality/value – This paper sheds light on two important and under-researched aspects of
workplace bullying, i.e. subtle bullying behaviors and witnesses of bullying. This paper
counter-intuitively suggests that subtle bullying behaviors may in fact be more harmful to targets
than explicit bullying behaviors. Also, witnesses may represent a “dark side” of bullying in which they
enable the bullying to be increasingly difficult to defend against. This contributes to our
understanding of the intensification of bullying.
Keywords Workplace bullying, Subtle bullying, Witness reactions, Witnesses, Behaviour
Paper type Conceptual paper
Introduction
Over the past 20 years, research on workplace bullying has increased considerably.
Prevalence studies revealing the widespread nature of bullying in the workplace has
played a critical role in fueling this research. For instance, a study in the USA reported
a prevalence rate of workplace bullying at approximately 47 percent of employees
(Lutgen-Sandvik et al., 2007). In addition, Fox and Stallworth (2005) found that over 95
percent of employees have experienced some form of general bullying at work over the
past five years. In contrast, studies in Europe have generally reported lower prevalence
rates (5-10 percent) (Einarsen et al., 2011), which may be partially accounted for by the
use of varying definitions and estimation methods, as well as national culture
(Lutgen-Sandvik et al., 2007; Loh et al., 2010). Nonetheless, these studies reveal that
bullying is a significant problem in the workplace.
While researchers often conceptualize workplace bullying as explicit behaviors
(Einarsen et al., 2011), when closely examining the survey data in research on bullying
(e.g. Bulutlar and Unler Oz, 2009; Fox and Stallworth, 2005) the findings reveal that the
vast majority of bullying behaviors are relativ ...
College of Doctoral StudiesExpanded Comparison.docxjoyjonna282
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=97347305&site=ehost-live&scope=site
Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are directly correlated with the study. This study is to be used as a conjecture to previous studies.
The research somewhat builds a strong justification for their research. Their main goal was to disprove a method that has been justified in the past.
The purpose of the study is to determine, at what cognitive developmental stages ) do urban
High school and middle school students reason about bullying.
The assumption being that students are between primary and formal cognitive developmental stages.
Which level of cognition plays a role in school bullying.
Research Question(s)
What question(s) does the author present?
What individual and situational variables predict bullying of others in the workplace?
Specifically, they administered a survey asking respondents to indicate whether they had exposed others to bullying in their workplace during t ...
1. Need all 3 article read and compared answering the questions I .docxjackiewalcutt
1. Need all 3 article read and compared answering the questions I have left blank Please expound on article 2 & 3 on every question just incase. Document name is
psy801.v10r.expandedcomparisonmatrix_student_1.docx
Use Article1
Use Article 2
Use Article 3
2. Need a 1500 word paper written (instructions below)
Comparing all 3 articles I HAVE CHOSEN and answering the questions below.
Your comparisons should answer the following questions:
a) In which study(ies) are the themes of the literature review similar? Different?
b) Who (if any) are the authors that you see in common to the literature review of all three studies?
c) In which study(ies) does the data appear to support the conclusion?
d) In which study(ies) does the conclusion answer the research question?
e) What questions would you ask the author(s)?
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=97347305&site=ehost-live&scope=site
Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are ...
TheIncubatorAttribution theory in the organizational.docxssusera34210
The
Incubator
Attribution theory in the organizational
sciences: A case of unrealized potential
MARK J. MARTINKO
1*, PAUL HARVEY
2* AND
MARIE T. DASBOROUGH
3*
1
College of Business, Florida State University, Tallahassee, Florida, U.S.A.
2
Whittemore School of Business and Economics, University of New Hampshire, Durham, New
Hampshire, U.S.A.
3
School of Business, University of Miami, Coral Gables, Florida, U.S.A.
Summary We argue that although attributional processes appear to affect virtually all goal and reward
oriented behavior in organizations, they have not received adequate attention in the organ-
izational sciences. In this Incubator, we encourage scholars to unlock the potential
of attribution theory to develop more complete explanations of organizational behavior.
Copyright # 2010 John Wiley & Sons, Ltd.
Introduction
Attribution processes have been underutilized in the organizational sciences, yet have tremendous
potential to explain a wide range of workplace behaviors. The validity of attribution theory and the
tools to measure attributional processes are well-documented and frequently used by social
psychologists (Martinko, Douglas, & Harvey, 2006). We suspect that the underutilization of attribution
theory in the organizational sciences may have originated from concerns raised in the early-1980s that
cast attribution theory in an overly negative light. In this Incubator, we address those concerns and
demonstrate that attributions are relevant to many organizational phenomena, with a particular
emphasis on attribution styles, which are stable and reliable predictors of human behavior (e.g.,
Martinko, Harvey, & Douglas, 2007).
Definition, Role, and Function of Attributions
When we refer to attribution theory we are referring to the work of Heider (1958), Kelley (1973), and
Weiner (1986), which defines attributions as individuals’ explanations for the causes of their successes
Journal of Organizational Behavior
J. Organiz. Behav. 32, 144–149 (2011)
Published online 25 August 2010 in Wiley Online Library
(wileyonlinelibrary.com) DOI: 10.1002/job.690
*Please address correspondence via email to any or all of the above authors at [email protected]; [email protected];
and [email protected]
Copyright # 2010 John Wiley & Sons, Ltd.
Received 22 January 2010
Accepted 25 January 2010
and failures. The basic premise is that people have an innate desire to understand the causes of
important outcomes in their lives and that their attributions influence their responses to these outcomes
(Heider, 1958). Typical attributional explanations for outcomes are ability, effort, the nature of the task,
and luck.
Attributions are individuals’ beliefs about the causes of their successes and failures (i.e., rewards
and punishments) and influence expectancies, emotions, and behaviors (Martinko et al., 2007).
Recognizing that behavior is influenced by rewards and punishments, as almost all organizational
scholars would agree, ...
TheIncubatorAttribution theory in the organizational.docxchristalgrieg
The
Incubator
Attribution theory in the organizational
sciences: A case of unrealized potential
MARK J. MARTINKO
1*, PAUL HARVEY
2* AND
MARIE T. DASBOROUGH
3*
1
College of Business, Florida State University, Tallahassee, Florida, U.S.A.
2
Whittemore School of Business and Economics, University of New Hampshire, Durham, New
Hampshire, U.S.A.
3
School of Business, University of Miami, Coral Gables, Florida, U.S.A.
Summary We argue that although attributional processes appear to affect virtually all goal and reward
oriented behavior in organizations, they have not received adequate attention in the organ-
izational sciences. In this Incubator, we encourage scholars to unlock the potential
of attribution theory to develop more complete explanations of organizational behavior.
Copyright # 2010 John Wiley & Sons, Ltd.
Introduction
Attribution processes have been underutilized in the organizational sciences, yet have tremendous
potential to explain a wide range of workplace behaviors. The validity of attribution theory and the
tools to measure attributional processes are well-documented and frequently used by social
psychologists (Martinko, Douglas, & Harvey, 2006). We suspect that the underutilization of attribution
theory in the organizational sciences may have originated from concerns raised in the early-1980s that
cast attribution theory in an overly negative light. In this Incubator, we address those concerns and
demonstrate that attributions are relevant to many organizational phenomena, with a particular
emphasis on attribution styles, which are stable and reliable predictors of human behavior (e.g.,
Martinko, Harvey, & Douglas, 2007).
Definition, Role, and Function of Attributions
When we refer to attribution theory we are referring to the work of Heider (1958), Kelley (1973), and
Weiner (1986), which defines attributions as individuals’ explanations for the causes of their successes
Journal of Organizational Behavior
J. Organiz. Behav. 32, 144–149 (2011)
Published online 25 August 2010 in Wiley Online Library
(wileyonlinelibrary.com) DOI: 10.1002/job.690
*Please address correspondence via email to any or all of the above authors at [email protected]; [email protected];
and [email protected]
Copyright # 2010 John Wiley & Sons, Ltd.
Received 22 January 2010
Accepted 25 January 2010
and failures. The basic premise is that people have an innate desire to understand the causes of
important outcomes in their lives and that their attributions influence their responses to these outcomes
(Heider, 1958). Typical attributional explanations for outcomes are ability, effort, the nature of the task,
and luck.
Attributions are individuals’ beliefs about the causes of their successes and failures (i.e., rewards
and punishments) and influence expectancies, emotions, and behaviors (Martinko et al., 2007).
Recognizing that behavior is influenced by rewards and punishments, as almost all organizational
scholars would agree, ...
PREDICTORS OF ABUSIVE SUPERVISION SUPERVISORPERCEPTIONS OF .docxChantellPantoja184
PREDICTORS OF ABUSIVE SUPERVISION: SUPERVISOR
PERCEPTIONS OF DEEP-LEVEL DISSIMILARITY,
RELATIONSHIP CONFLICT, AND
SUBORDINATE PERFORMANCE
BENNETT J. TEPPER
Georgia State University
SHERRY E. MOSS
Wake Forest University
MICHELLE K. DUFFY
University of Minnesota
The moral exclusion literature identifies three previously unexamined predictors of
abusive supervision: supervisor perceptions of deep-level dissimilarity, relationship
conflict, and subordinate performance. Invoking theory and research on workplace
diversity, relationship conflict, and victim precipitation, we model the three predictors
as associated with abusive supervision. Path-analytic tests using data collected from
supervisor-subordinate dyads at two time points suggest that supervisor perceptions of
relationship conflict and subordinate performance mediate the relationship between
perceived deep-level dissimilarity and abusive supervision and that relationship con-
flict mediates that between perceived deep-level dissimilarity and abusive supervision
when supervisors perceive subordinates as having low performance.
Estimates suggest that more than 13 percent of
working people in the United States become targets
of abusive supervision, or nonphysical hostility
perpetrated by employees’ immediate superiors
(Schat, Frone, & Kelloway, 2006). Examples of be-
haviors that fall within the abusive supervision
content domain include undermining, public den-
igration, and explosive outbursts (Tepper, 2007).
Sustained exposure to abusive supervision is asso-
ciated with serious negative outcomes for victims
and employers, including psychological distress
(Tepper, 2000), problem drinking (Bamberger &
Bacharach, 2006), and aggression directed against a
victim’s supervisor (Dupre, Inness, Connelly,
Barling, & Hoption, 2006; Inness, Barling, & Turner,
2005), employer (Duffy, Ganster, & Pagon, 2002),
and family (Hoobler & Brass, 2006). These conse-
quences translate into annual losses of an estimated
$23.8 billion in increased health care costs, work-
place withdrawal, and lost productivity (Tepper,
Duffy, Henle, & Lambert, 2006).
Far less is known about the conditions that pre-
dict the occurrence of abusive supervision (Tepper,
2007). Indeed, only three published studies have
investigated the antecedents of abusive supervision
(i.e., Aryee, Chen, Sun, & Debrah, 2007; Hoobler &
Brass, 2006; Tepper et al., 2006). In all three, re-
searchers framed abusive supervision as a response
to supervisor perceptions of mistreatment by their
employer. This research has helped explain why
supervisors may be inclined to downward hostility
in general, but little is known about the reasons
supervisors abuse specific subordinates.
To explore that question, we invoke concepts
described in the moral exclusion literature (Opo-
tow, 1990a, 1995), which examines the factors that
influence whether moral considerations apply to
specific social targets. According to Opotow, each
person has a scope of justice.
Is this bullying” Understandingtarget and witness reaction.docxpriestmanmable
“Is this bullying?” Understanding
target and witness reactions
Al-Karim Samnani
School of Human Resource Management, York University, Toronto, Canada
Abstract
Purpose – This paper seeks to theorize the interpretations and reactions of targets and witnesses to
subtle forms of bullying.
Design/methodology/approach – A theoretical approach was used to understand target and
witness interpretations and reactions. Learned helplessness theory and social influence theory are
drawn upon.
Findings – This paper revealed that subtle forms of bullying behaviors will be more likely to induce
confusion from both targets and witnesses. Targets will tend to be more confused in response to subtle
bullying and attribute environmental factors for the behaviors. This will decrease their likelihood to
react against the bullying. Witnesses will also experience greater confusion and will tend to side with
the perpetrator, particularly when the perpetrator is an important organizational member
(e.g. supervisor). Witnesses may internalize the behaviors, leading to greater permeability of the
bullying through the organization.
Originality/value – This paper sheds light on two important and under-researched aspects of
workplace bullying, i.e. subtle bullying behaviors and witnesses of bullying. This paper
counter-intuitively suggests that subtle bullying behaviors may in fact be more harmful to targets
than explicit bullying behaviors. Also, witnesses may represent a “dark side” of bullying in which they
enable the bullying to be increasingly difficult to defend against. This contributes to our
understanding of the intensification of bullying.
Keywords Workplace bullying, Subtle bullying, Witness reactions, Witnesses, Behaviour
Paper type Conceptual paper
Introduction
Over the past 20 years, research on workplace bullying has increased considerably.
Prevalence studies revealing the widespread nature of bullying in the workplace has
played a critical role in fueling this research. For instance, a study in the USA reported
a prevalence rate of workplace bullying at approximately 47 percent of employees
(Lutgen-Sandvik et al., 2007). In addition, Fox and Stallworth (2005) found that over 95
percent of employees have experienced some form of general bullying at work over the
past five years. In contrast, studies in Europe have generally reported lower prevalence
rates (5-10 percent) (Einarsen et al., 2011), which may be partially accounted for by the
use of varying definitions and estimation methods, as well as national culture
(Lutgen-Sandvik et al., 2007; Loh et al., 2010). Nonetheless, these studies reveal that
bullying is a significant problem in the workplace.
While researchers often conceptualize workplace bullying as explicit behaviors
(Einarsen et al., 2011), when closely examining the survey data in research on bullying
(e.g. Bulutlar and Unler Oz, 2009; Fox and Stallworth, 2005) the findings reveal that the
vast majority of bullying behaviors are relativ ...
College of Doctoral StudiesExpanded Comparison.docxjoyjonna282
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=97347305&site=ehost-live&scope=site
Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are directly correlated with the study. This study is to be used as a conjecture to previous studies.
The research somewhat builds a strong justification for their research. Their main goal was to disprove a method that has been justified in the past.
The purpose of the study is to determine, at what cognitive developmental stages ) do urban
High school and middle school students reason about bullying.
The assumption being that students are between primary and formal cognitive developmental stages.
Which level of cognition plays a role in school bullying.
Research Question(s)
What question(s) does the author present?
What individual and situational variables predict bullying of others in the workplace?
Specifically, they administered a survey asking respondents to indicate whether they had exposed others to bullying in their workplace during t ...
1. Need all 3 article read and compared answering the questions I .docxjackiewalcutt
1. Need all 3 article read and compared answering the questions I have left blank Please expound on article 2 & 3 on every question just incase. Document name is
psy801.v10r.expandedcomparisonmatrix_student_1.docx
Use Article1
Use Article 2
Use Article 3
2. Need a 1500 word paper written (instructions below)
Comparing all 3 articles I HAVE CHOSEN and answering the questions below.
Your comparisons should answer the following questions:
a) In which study(ies) are the themes of the literature review similar? Different?
b) Who (if any) are the authors that you see in common to the literature review of all three studies?
c) In which study(ies) does the data appear to support the conclusion?
d) In which study(ies) does the conclusion answer the research question?
e) What questions would you ask the author(s)?
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=97347305&site=ehost-live&scope=site
Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are ...
TheIncubatorAttribution theory in the organizational.docxssusera34210
The
Incubator
Attribution theory in the organizational
sciences: A case of unrealized potential
MARK J. MARTINKO
1*, PAUL HARVEY
2* AND
MARIE T. DASBOROUGH
3*
1
College of Business, Florida State University, Tallahassee, Florida, U.S.A.
2
Whittemore School of Business and Economics, University of New Hampshire, Durham, New
Hampshire, U.S.A.
3
School of Business, University of Miami, Coral Gables, Florida, U.S.A.
Summary We argue that although attributional processes appear to affect virtually all goal and reward
oriented behavior in organizations, they have not received adequate attention in the organ-
izational sciences. In this Incubator, we encourage scholars to unlock the potential
of attribution theory to develop more complete explanations of organizational behavior.
Copyright # 2010 John Wiley & Sons, Ltd.
Introduction
Attribution processes have been underutilized in the organizational sciences, yet have tremendous
potential to explain a wide range of workplace behaviors. The validity of attribution theory and the
tools to measure attributional processes are well-documented and frequently used by social
psychologists (Martinko, Douglas, & Harvey, 2006). We suspect that the underutilization of attribution
theory in the organizational sciences may have originated from concerns raised in the early-1980s that
cast attribution theory in an overly negative light. In this Incubator, we address those concerns and
demonstrate that attributions are relevant to many organizational phenomena, with a particular
emphasis on attribution styles, which are stable and reliable predictors of human behavior (e.g.,
Martinko, Harvey, & Douglas, 2007).
Definition, Role, and Function of Attributions
When we refer to attribution theory we are referring to the work of Heider (1958), Kelley (1973), and
Weiner (1986), which defines attributions as individuals’ explanations for the causes of their successes
Journal of Organizational Behavior
J. Organiz. Behav. 32, 144–149 (2011)
Published online 25 August 2010 in Wiley Online Library
(wileyonlinelibrary.com) DOI: 10.1002/job.690
*Please address correspondence via email to any or all of the above authors at [email protected]; [email protected];
and [email protected]
Copyright # 2010 John Wiley & Sons, Ltd.
Received 22 January 2010
Accepted 25 January 2010
and failures. The basic premise is that people have an innate desire to understand the causes of
important outcomes in their lives and that their attributions influence their responses to these outcomes
(Heider, 1958). Typical attributional explanations for outcomes are ability, effort, the nature of the task,
and luck.
Attributions are individuals’ beliefs about the causes of their successes and failures (i.e., rewards
and punishments) and influence expectancies, emotions, and behaviors (Martinko et al., 2007).
Recognizing that behavior is influenced by rewards and punishments, as almost all organizational
scholars would agree, ...
TheIncubatorAttribution theory in the organizational.docxchristalgrieg
The
Incubator
Attribution theory in the organizational
sciences: A case of unrealized potential
MARK J. MARTINKO
1*, PAUL HARVEY
2* AND
MARIE T. DASBOROUGH
3*
1
College of Business, Florida State University, Tallahassee, Florida, U.S.A.
2
Whittemore School of Business and Economics, University of New Hampshire, Durham, New
Hampshire, U.S.A.
3
School of Business, University of Miami, Coral Gables, Florida, U.S.A.
Summary We argue that although attributional processes appear to affect virtually all goal and reward
oriented behavior in organizations, they have not received adequate attention in the organ-
izational sciences. In this Incubator, we encourage scholars to unlock the potential
of attribution theory to develop more complete explanations of organizational behavior.
Copyright # 2010 John Wiley & Sons, Ltd.
Introduction
Attribution processes have been underutilized in the organizational sciences, yet have tremendous
potential to explain a wide range of workplace behaviors. The validity of attribution theory and the
tools to measure attributional processes are well-documented and frequently used by social
psychologists (Martinko, Douglas, & Harvey, 2006). We suspect that the underutilization of attribution
theory in the organizational sciences may have originated from concerns raised in the early-1980s that
cast attribution theory in an overly negative light. In this Incubator, we address those concerns and
demonstrate that attributions are relevant to many organizational phenomena, with a particular
emphasis on attribution styles, which are stable and reliable predictors of human behavior (e.g.,
Martinko, Harvey, & Douglas, 2007).
Definition, Role, and Function of Attributions
When we refer to attribution theory we are referring to the work of Heider (1958), Kelley (1973), and
Weiner (1986), which defines attributions as individuals’ explanations for the causes of their successes
Journal of Organizational Behavior
J. Organiz. Behav. 32, 144–149 (2011)
Published online 25 August 2010 in Wiley Online Library
(wileyonlinelibrary.com) DOI: 10.1002/job.690
*Please address correspondence via email to any or all of the above authors at [email protected]; [email protected];
and [email protected]
Copyright # 2010 John Wiley & Sons, Ltd.
Received 22 January 2010
Accepted 25 January 2010
and failures. The basic premise is that people have an innate desire to understand the causes of
important outcomes in their lives and that their attributions influence their responses to these outcomes
(Heider, 1958). Typical attributional explanations for outcomes are ability, effort, the nature of the task,
and luck.
Attributions are individuals’ beliefs about the causes of their successes and failures (i.e., rewards
and punishments) and influence expectancies, emotions, and behaviors (Martinko et al., 2007).
Recognizing that behavior is influenced by rewards and punishments, as almost all organizational
scholars would agree, ...
Replies – Criteria #10 to 5 pointsTwo replies.docxhennela
Replies – Criteria #1
0 to 5 points
Two replies:
· Sufficient word count (at least 300 words)
Replies – Criteria #2
0 to 5 points
Major points are supported by the following:
· At least 1 scripture reference and 1 scholarly source plus the text;
· Good examples (pertinent conceptual or personal examples are acceptable); and
· Thoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concepts).
Replies – Criteria #3
0 to 2.5 points
Appropriate “netiquette” manners (For example, no name calling or labeling another student’s idea a derogatory term, such as “stupid,” “dumb” even when disagreeing—See
Student Expectations
).
Replies – Criteria #4
0 to 5 points
Brings clarity to issues being discussed, relating issues to Scripture/biblical principles and experience.
Replies – Criteria #5
0 to 2.5 points
Spelling and grammar are correct.
Total
/50
Instructor’s Comments:
Discussion Board Forum Grading Rubric
There will be 4 Discussion Board Forums throughout the course. The purpose of Discussion Board Forums is to generate interaction among students in regard to relevant, current course topics. You will submit a thread of at least 500 words in response to the provided prompt for each forum. The thread must include a Scripture reference and at least 2 scholarly sources, plus the text—all in current APA format. You will then submit replies of at least 300 words to at least 2 other students’ threads. Each reply must include a Scripture reference and at least 1 scholarly source, plus the text—all in current APA format.
Submit your thread by 11:59 p.m. (ET) on Monday of the assigned modules/weeks, and submit your replies by 11:59 p.m. (ET) on Monday of the following module/week, except for Discussion Board Forum 4, in which replies are due by 11:59 p.m. (ET) on
Friday
of Module/Week 8.
5 days ago
Jennifer Comer-Acker
Workplace Violence
Collapse
Top of Form
There are four types of workplace violence as divided by OSHA: 1. Employee involved with criminal outsider, 2. Employee involved with client, 3. Employee involved with co-worker, and 4. Employee involved with spouse or significant other. Researchers along with Cal OSHA separate out working together to define the fourth category (Grayson, 2010). Most notable is the fact chat one and four accounts for most of the violence and deaths in a workplace. Those at a higher risk of violence relating to number two are workplaces that have a high stress level when working with a customer or client. Doctors, police, hospitals are just a few examples relating to number two. The third type of violence is higher in organizations that have a larger number of employees, but as a female the most important type of violence is type four (Grayson, 2010).
Out of the four workplace threats, number four is the most significant threat to female employees. An angry ...
Running head: BUSINESS ETHICS 1
BUSINESS ETHICS 7
Business ethics
Name
Institution
Business Ethics
Question 1: What is the moral point of view and why is it important? Does it make sense to say that business people must operate from the perspective of the moral point of view? Why, or why not?
Answer: Business ethics refers to the study of proper business policies and practices, with regards to the potential controversial issues such as corporate governance, discrimination, bribery among others (Madsen & Shafritz 1990). Business ethics are often guided by law and at times they provide a basic framework that businesses can choose to follow in a bid to acquire public acceptance. They are implemented so as to ensure that a particular required level of trust is in existence between consumers and the different types of market participants with the business entities. For instance, a portfolio manager has an obligation to give a similar consideration to the portfolios of family members and small individual investors. Such acts ensure public equality.
A moral point of view refers to approaching a problem or issue from the perspective of its being morally wrong or right or rather, morally excellent. As opposed to the Economic or Legal point of view, the moral point of view comprises of two main features. The first, is the commitment or willingness to search for reasons and act on them. The best action is that which is supported by the best possible reasons, as opposed to acting upon emotion, some already existing morality or without deliberation. The second feature is commitment to impartiality. This involves putting into consideration the interests of all in equal measure, rather than being self-interested. It is essential for business people to operate from the perspective of a moral viewpoint since, by so doing, they will be able to serve their customers well because it involves being careful about their interests. It is, therefore, sensible to state that business people must operate from this perspective (Madsen & Shafritz 1990).
Question 2: There are rather clear utility exchanges that are made between policies of due process and EAW. What are some ways that you can imagine that the utility losses required by a policy of due process may be minimized (or inherent inefficiencies you potentially see in EAW policies)?
Answer: Utility loss refers to the decline in the usefulness and, consequently, the value of a given asset. Loss of utility means the reason to write down the asset (National Consumer Law Center & United States 1994). One way of reducing utility losses required by a policy of due process is sufficient liquidity. With this, business persons can converge to a consensus price that reflects their collective information about the value of secur ...
Running head Discussion Week 32Organizati.docxjeanettehully
Running head: Discussion Week 3 2
Organizational Behavior
Melanie Fore
University of the Cumberlands
Introduction
At the very beginning of this course the authors stated the core topics of organizational behavior are motivation, leader behavior and power, interpersonal communication, group structure and processes, attitude development and perception, change processes, conflict and negotiation, and work design. This week’s reading goes into depth of a couple of those topics: perception and motivation.
Chapter Six
Chapter six defines for us what perception is, “a process by which we organize and interpret sensory impressions in order to give meaning to their environment.” There are a few factors that shape our perception, perceiver, target, and context. Our perception of people often come from our first impressions of them, we don’t get to know them. This is because of four shortcuts people take in judging someone. First, is selective perception, this means people judge based on their interest and background. Next, the halo effect, where people judge on a single characteristic. The contrast effects are where individuals compare someone who has a distinctive characteristic to others you know with the same characteristics. And lastly, is stereotyping. We know from previous chapters that stereotyping is based on the group to which someone belongs. When someone makes a decision, it is based on their perception. Generally, in organizational behavior there are three things that determine what kind of decision someone makes. One is the rational model. This is where someone decides, after they know all the information, on the option that has the highest utility. Bounded rationality is another. This means the person making the decision doesn’t know all of the information, but they can construct models that extract the essential features. Finally, there is intuition. This is where someone doesn’t know all the information, but they make their decision based on experience. There are several biases that can take place in decision making, these include overconfidence bias, anchoring bias, confirmation bias, availability bias, and hindsight bias. Along with biases, there are errors as well. These are escalation of commitment, randomness error, and risk aversion. Your decisions influence you as an individual and your organization. One of the most important things to know in any career and something that is taught in almost every class are ethics and that is also covered in the end of chapter six.
Chapter Seven
Chapter 7 and 8 cover the motivation topic of organizational behavior. Our authors define motivation as “the processes that account for an individual’s intensity, direction, and persistence of effort toward attaining a goal.” Chapter seven is full of motivation theories. The early theories included, the hierarchy of needs, two-factor theory, and McClelland’s theory of needs. The hierarchy of needs include five needs: physiological, safety-sec ...
Chapter 3 – Sport Ethics – concepts and cases in sport and recreat.docxwalterl4
Chapter 3 – Sport Ethics – concepts and cases in sport and recreation (2nd Edition)
David Malloy, Saul Ross, Dwight Zakus
2003, Thompson Educational Publishing, Inc. Canada
(slightly abridged)
"That’s cheating!" "No, it's not!"
"That’s wrong!" "No, it's perfectly alright!"
"That's bad!" "No, it isn't!"
"That's improper behavior!" "No, it's not!"
"That's a violation of policy!" "No, it isn't!"
"That may not be an actual violation, "If it's not a violation
but it certainly goes against the of the rules, then
spirit of the rules." it is perfectly acceptable."
Comments such as these all reflect a concern for ethics and ethical behavior. Each comment is an expression of a moral judgment about some behavior exhibited. Each comment uttered is the result of an evaluation or assessment made of the behavior in relation to an explicit or implicit standard. These comments are usually uttered based on observations of the behavior exhibited. The assessments originate from the observer's own set of beliefs about what is right or wrong, what is good or bad, or what is permissible or unacceptable.
A critical question emerges from the preceding comments: From where docs the standard come that the person uses to assess behavior and then render judgment? The beginning of an answer to the possible bases for ethical standards will be presented later in this chapter and a more elaborate treatment is reserved for the fourth chapter, "Sources of Ethical Decision··Making."
From this brief digression we return to an examination of the ways we make moral judgments. Frequently there is no critical examination nor probing of the set of beliefs, the actual basis for rendering moral judgment, used by the person making such comments. In part this is due to the paucity of attention paid to the study of ethics, generally, and to sport ethics, particularly, at all levels of schooling. While each individual has a personal sense of morality, without the serious, disciplined study of ethics it is not surprising to discover that most people are unaware of the bases for moral judgment. This text aims to consider ably reduce this lack of knowledge through the information provided below.
ln ordinary, everyday circumstances, human behavior is not pre-analyzed for us. There are, however, some instances when this does occur. For example, there arc times when teachers, parents, administrators, religious officials, writers of articles for newspapers and magazines, or authors of books discuss certain events. Then, through their analyses, they point out the good and the bad, the right and the wrong. These instances are few compared to the many times when we have to analyze the situation by ourselves. Consequently, there is an obvious need to comprehend the realm of ethics and to learn how to conduct moral.
Project One Fall 2017Due date is October 25Scenario.docxbriancrawford30935
Project One Fall 2017
Due date is October 25
Scenario:
Create a business proposal for a small retail store (you can make up this store).
The new retail store is going to choose among the business proposals (other companies will be giving proposals also) as to which database would be appropriate to use for their new business.
The retail store is in the initial phase of operations and would like to start with a small database that contains information about their customers, their products, suppliers and sales. In your proposal, you have included examples of the tables, queries, forms and reports.
1. Before you write this proposal, List at least 5 questions you would have asked in order to design the database.
2. Design the tables in your database and explain how they are related. Assign primary and foreign keys where necessary. Explain the purpose of each table.
· Design at least four tables for the business (ex: customer, supplier)
· Add at least 6 rows of information (ex: 6 customers to the customer table)
3. Design one query that the business owners may be interested in.
4. Design one form that you think would be valuable for the business owner to have.
5. Design one report that would be valuable for the business owner to have.
6. In the Business Proposal you should include the follow:
· Problem Statement (In this case, state the purpose)
· Problem
Solution
(this is where you can describe your tables, how they are related, how they are useful and the purpose of the tables, query, report and form.
· Pricing (Be creative, remember this is a new company with not much capital)
· Why should they choose you over a competitor?
You will submit both the database and the report in blackboard it will be listed under assignments.
The Project is due at the start of class on the due date. Each day late there will be a 5 point deduction per day.
PSY-100 Required Readings
Topic
Resource Readings
Topic 2:
Social Learning Theory: How Close Is Too Close
Read "Characteristics of an Emotionally Healthy Person" from the Mobility Forum: The Journal of the Air Mobility Command's Magazine (2002), located in the GCU eLibrary. https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=8634490&site=ehost-live&scope=site
Read "Intelligence, Emotional" from Encyclopedia of Special Education: A Reference for the Education of the Handicapped and Other Exceptional Children and Adults (2006), located in the GCU eLibrary. https://lopes.idm.oclc.org/login?url=http://search.credoreference.com/content/entry/wileyse/intelligence_emotional/0
Read: Harmon-Jones, E., & van Honk, J. (2012). Introduction to a Special Issue on the Neuroscience of Motivation and Emotion. Motivation And Emotion, 36(1), 1-3.
doi:10.1007/s11031-012-9281-x https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-06287-001&site=ehost-live&scope=site
Read Do You See What I See? Learning to Detect Micro Expressio.
Writing a custom essay by writinking - Issuu. PPT - Order the Best Custom and College Essay Writing Services .... Affordable Custom Essay; Affordable essay. Essay Writing Service Uk by UK-Custom Essay Writers - Issuu. Guideline for students while selecting best custom essay writing serv…. 003 Custom Essay Papers Example Buy Cheap Term Info Paper Writers Co .... Best custom essay writing - Purchase Custom Written Essays.. Best custom essay editing service usa | Free essay editing services. Best websites for custom essays writing. Selecting the Best Custom Essay Writing Services. Best Custom Essay Writing Service. Tips in finding the best custom essay writing services — www.quickess…. The Best Custom Essay Writing Service Online | Custom writing, Essay .... Get the Best Custom Essay Writing Services from Specialists and Score Well. Best custom essay writing services. Best Custom Essay Service - techopen’s blog. The best way to buy custom essay by Buy Online Custom Essay - Issuu. Best Custom Writing Companies - Best Custom Essay Writing Services in .... Custom Writing – Best Custom Essay Service. Best Custom Essay Writing Services For you | Techno FAQ. Essays custom - The Writing Center.. Pin on https://bestcustomwritings.com/custom-essays/. Custom essay writing - College Homework Help and Online Tutoring.. Custom Essay Writing Tips в 2020 г. Custom essay and dissertation writing service it term paper - Custom .... Best custom essay writing service reviews 2016 (с изображениями). The Example of Essay | PDF. Best Custom Essay Service Reviews, Top 15 Best Essay Writing Services .... Best Custom Essay Help in affordable price, Custom Essay Writing - YouTube. 25 Resources For Every Student to Become an Essay Writer. Best custom essay – Logan Square Auditorium. Best custom essays available at Essaypanda.org Best Custom Essay
7th Intl Conference on Workplace Bullying and Harassmentkschulweis
"Being Bullied at Work? Now What? Creative Responses to Workplace Aggression" presented by Kathleen Schulweiis during the 7th International Conference on Workplace Bullying and Harrasment in Wales, June 2010
PreparationGo to httpwww.excelsior.edumediaoelstutoringSm.docxIRESH3
Preparation:
Go to: http://www.excelsior.edu/media/oels/tutoring/Smarthinking/new1/Excelsior_ST_intro_0613.htm
Now complete the following:
After you have used the Smarthinking service, write a short paragraph on your experience with Smarthinking.
What did you like or dislike about it? Was it helpful?
Submit your paragraph in a Word document in the assignment. Be sure to check your content and spelling before you submit.
.
Practice Nurses will be comfortable having discussions about dea.docxIRESH3
Practice
Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death.
Education
Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available.
Research
Support the use of evidence-based and ethical care, and support decision-making for care at the end of life.
Administration
Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families.
-from each subcategory of practice, education, research and administration above, 1) describe how the APRN can provide effective care in end of life management.
Minimum 300 words,
3 references no more than 5 years
APA Style
no plagiarism
.
More Related Content
Similar to Question 1 1. If a coworker were to stop what he or she was doin.docx
Replies – Criteria #10 to 5 pointsTwo replies.docxhennela
Replies – Criteria #1
0 to 5 points
Two replies:
· Sufficient word count (at least 300 words)
Replies – Criteria #2
0 to 5 points
Major points are supported by the following:
· At least 1 scripture reference and 1 scholarly source plus the text;
· Good examples (pertinent conceptual or personal examples are acceptable); and
· Thoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concepts).
Replies – Criteria #3
0 to 2.5 points
Appropriate “netiquette” manners (For example, no name calling or labeling another student’s idea a derogatory term, such as “stupid,” “dumb” even when disagreeing—See
Student Expectations
).
Replies – Criteria #4
0 to 5 points
Brings clarity to issues being discussed, relating issues to Scripture/biblical principles and experience.
Replies – Criteria #5
0 to 2.5 points
Spelling and grammar are correct.
Total
/50
Instructor’s Comments:
Discussion Board Forum Grading Rubric
There will be 4 Discussion Board Forums throughout the course. The purpose of Discussion Board Forums is to generate interaction among students in regard to relevant, current course topics. You will submit a thread of at least 500 words in response to the provided prompt for each forum. The thread must include a Scripture reference and at least 2 scholarly sources, plus the text—all in current APA format. You will then submit replies of at least 300 words to at least 2 other students’ threads. Each reply must include a Scripture reference and at least 1 scholarly source, plus the text—all in current APA format.
Submit your thread by 11:59 p.m. (ET) on Monday of the assigned modules/weeks, and submit your replies by 11:59 p.m. (ET) on Monday of the following module/week, except for Discussion Board Forum 4, in which replies are due by 11:59 p.m. (ET) on
Friday
of Module/Week 8.
5 days ago
Jennifer Comer-Acker
Workplace Violence
Collapse
Top of Form
There are four types of workplace violence as divided by OSHA: 1. Employee involved with criminal outsider, 2. Employee involved with client, 3. Employee involved with co-worker, and 4. Employee involved with spouse or significant other. Researchers along with Cal OSHA separate out working together to define the fourth category (Grayson, 2010). Most notable is the fact chat one and four accounts for most of the violence and deaths in a workplace. Those at a higher risk of violence relating to number two are workplaces that have a high stress level when working with a customer or client. Doctors, police, hospitals are just a few examples relating to number two. The third type of violence is higher in organizations that have a larger number of employees, but as a female the most important type of violence is type four (Grayson, 2010).
Out of the four workplace threats, number four is the most significant threat to female employees. An angry ...
Running head: BUSINESS ETHICS 1
BUSINESS ETHICS 7
Business ethics
Name
Institution
Business Ethics
Question 1: What is the moral point of view and why is it important? Does it make sense to say that business people must operate from the perspective of the moral point of view? Why, or why not?
Answer: Business ethics refers to the study of proper business policies and practices, with regards to the potential controversial issues such as corporate governance, discrimination, bribery among others (Madsen & Shafritz 1990). Business ethics are often guided by law and at times they provide a basic framework that businesses can choose to follow in a bid to acquire public acceptance. They are implemented so as to ensure that a particular required level of trust is in existence between consumers and the different types of market participants with the business entities. For instance, a portfolio manager has an obligation to give a similar consideration to the portfolios of family members and small individual investors. Such acts ensure public equality.
A moral point of view refers to approaching a problem or issue from the perspective of its being morally wrong or right or rather, morally excellent. As opposed to the Economic or Legal point of view, the moral point of view comprises of two main features. The first, is the commitment or willingness to search for reasons and act on them. The best action is that which is supported by the best possible reasons, as opposed to acting upon emotion, some already existing morality or without deliberation. The second feature is commitment to impartiality. This involves putting into consideration the interests of all in equal measure, rather than being self-interested. It is essential for business people to operate from the perspective of a moral viewpoint since, by so doing, they will be able to serve their customers well because it involves being careful about their interests. It is, therefore, sensible to state that business people must operate from this perspective (Madsen & Shafritz 1990).
Question 2: There are rather clear utility exchanges that are made between policies of due process and EAW. What are some ways that you can imagine that the utility losses required by a policy of due process may be minimized (or inherent inefficiencies you potentially see in EAW policies)?
Answer: Utility loss refers to the decline in the usefulness and, consequently, the value of a given asset. Loss of utility means the reason to write down the asset (National Consumer Law Center & United States 1994). One way of reducing utility losses required by a policy of due process is sufficient liquidity. With this, business persons can converge to a consensus price that reflects their collective information about the value of secur ...
Running head Discussion Week 32Organizati.docxjeanettehully
Running head: Discussion Week 3 2
Organizational Behavior
Melanie Fore
University of the Cumberlands
Introduction
At the very beginning of this course the authors stated the core topics of organizational behavior are motivation, leader behavior and power, interpersonal communication, group structure and processes, attitude development and perception, change processes, conflict and negotiation, and work design. This week’s reading goes into depth of a couple of those topics: perception and motivation.
Chapter Six
Chapter six defines for us what perception is, “a process by which we organize and interpret sensory impressions in order to give meaning to their environment.” There are a few factors that shape our perception, perceiver, target, and context. Our perception of people often come from our first impressions of them, we don’t get to know them. This is because of four shortcuts people take in judging someone. First, is selective perception, this means people judge based on their interest and background. Next, the halo effect, where people judge on a single characteristic. The contrast effects are where individuals compare someone who has a distinctive characteristic to others you know with the same characteristics. And lastly, is stereotyping. We know from previous chapters that stereotyping is based on the group to which someone belongs. When someone makes a decision, it is based on their perception. Generally, in organizational behavior there are three things that determine what kind of decision someone makes. One is the rational model. This is where someone decides, after they know all the information, on the option that has the highest utility. Bounded rationality is another. This means the person making the decision doesn’t know all of the information, but they can construct models that extract the essential features. Finally, there is intuition. This is where someone doesn’t know all the information, but they make their decision based on experience. There are several biases that can take place in decision making, these include overconfidence bias, anchoring bias, confirmation bias, availability bias, and hindsight bias. Along with biases, there are errors as well. These are escalation of commitment, randomness error, and risk aversion. Your decisions influence you as an individual and your organization. One of the most important things to know in any career and something that is taught in almost every class are ethics and that is also covered in the end of chapter six.
Chapter Seven
Chapter 7 and 8 cover the motivation topic of organizational behavior. Our authors define motivation as “the processes that account for an individual’s intensity, direction, and persistence of effort toward attaining a goal.” Chapter seven is full of motivation theories. The early theories included, the hierarchy of needs, two-factor theory, and McClelland’s theory of needs. The hierarchy of needs include five needs: physiological, safety-sec ...
Chapter 3 – Sport Ethics – concepts and cases in sport and recreat.docxwalterl4
Chapter 3 – Sport Ethics – concepts and cases in sport and recreation (2nd Edition)
David Malloy, Saul Ross, Dwight Zakus
2003, Thompson Educational Publishing, Inc. Canada
(slightly abridged)
"That’s cheating!" "No, it's not!"
"That’s wrong!" "No, it's perfectly alright!"
"That's bad!" "No, it isn't!"
"That's improper behavior!" "No, it's not!"
"That's a violation of policy!" "No, it isn't!"
"That may not be an actual violation, "If it's not a violation
but it certainly goes against the of the rules, then
spirit of the rules." it is perfectly acceptable."
Comments such as these all reflect a concern for ethics and ethical behavior. Each comment is an expression of a moral judgment about some behavior exhibited. Each comment uttered is the result of an evaluation or assessment made of the behavior in relation to an explicit or implicit standard. These comments are usually uttered based on observations of the behavior exhibited. The assessments originate from the observer's own set of beliefs about what is right or wrong, what is good or bad, or what is permissible or unacceptable.
A critical question emerges from the preceding comments: From where docs the standard come that the person uses to assess behavior and then render judgment? The beginning of an answer to the possible bases for ethical standards will be presented later in this chapter and a more elaborate treatment is reserved for the fourth chapter, "Sources of Ethical Decision··Making."
From this brief digression we return to an examination of the ways we make moral judgments. Frequently there is no critical examination nor probing of the set of beliefs, the actual basis for rendering moral judgment, used by the person making such comments. In part this is due to the paucity of attention paid to the study of ethics, generally, and to sport ethics, particularly, at all levels of schooling. While each individual has a personal sense of morality, without the serious, disciplined study of ethics it is not surprising to discover that most people are unaware of the bases for moral judgment. This text aims to consider ably reduce this lack of knowledge through the information provided below.
ln ordinary, everyday circumstances, human behavior is not pre-analyzed for us. There are, however, some instances when this does occur. For example, there arc times when teachers, parents, administrators, religious officials, writers of articles for newspapers and magazines, or authors of books discuss certain events. Then, through their analyses, they point out the good and the bad, the right and the wrong. These instances are few compared to the many times when we have to analyze the situation by ourselves. Consequently, there is an obvious need to comprehend the realm of ethics and to learn how to conduct moral.
Project One Fall 2017Due date is October 25Scenario.docxbriancrawford30935
Project One Fall 2017
Due date is October 25
Scenario:
Create a business proposal for a small retail store (you can make up this store).
The new retail store is going to choose among the business proposals (other companies will be giving proposals also) as to which database would be appropriate to use for their new business.
The retail store is in the initial phase of operations and would like to start with a small database that contains information about their customers, their products, suppliers and sales. In your proposal, you have included examples of the tables, queries, forms and reports.
1. Before you write this proposal, List at least 5 questions you would have asked in order to design the database.
2. Design the tables in your database and explain how they are related. Assign primary and foreign keys where necessary. Explain the purpose of each table.
· Design at least four tables for the business (ex: customer, supplier)
· Add at least 6 rows of information (ex: 6 customers to the customer table)
3. Design one query that the business owners may be interested in.
4. Design one form that you think would be valuable for the business owner to have.
5. Design one report that would be valuable for the business owner to have.
6. In the Business Proposal you should include the follow:
· Problem Statement (In this case, state the purpose)
· Problem
Solution
(this is where you can describe your tables, how they are related, how they are useful and the purpose of the tables, query, report and form.
· Pricing (Be creative, remember this is a new company with not much capital)
· Why should they choose you over a competitor?
You will submit both the database and the report in blackboard it will be listed under assignments.
The Project is due at the start of class on the due date. Each day late there will be a 5 point deduction per day.
PSY-100 Required Readings
Topic
Resource Readings
Topic 2:
Social Learning Theory: How Close Is Too Close
Read "Characteristics of an Emotionally Healthy Person" from the Mobility Forum: The Journal of the Air Mobility Command's Magazine (2002), located in the GCU eLibrary. https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=8634490&site=ehost-live&scope=site
Read "Intelligence, Emotional" from Encyclopedia of Special Education: A Reference for the Education of the Handicapped and Other Exceptional Children and Adults (2006), located in the GCU eLibrary. https://lopes.idm.oclc.org/login?url=http://search.credoreference.com/content/entry/wileyse/intelligence_emotional/0
Read: Harmon-Jones, E., & van Honk, J. (2012). Introduction to a Special Issue on the Neuroscience of Motivation and Emotion. Motivation And Emotion, 36(1), 1-3.
doi:10.1007/s11031-012-9281-x https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-06287-001&site=ehost-live&scope=site
Read Do You See What I See? Learning to Detect Micro Expressio.
Writing a custom essay by writinking - Issuu. PPT - Order the Best Custom and College Essay Writing Services .... Affordable Custom Essay; Affordable essay. Essay Writing Service Uk by UK-Custom Essay Writers - Issuu. Guideline for students while selecting best custom essay writing serv…. 003 Custom Essay Papers Example Buy Cheap Term Info Paper Writers Co .... Best custom essay writing - Purchase Custom Written Essays.. Best custom essay editing service usa | Free essay editing services. Best websites for custom essays writing. Selecting the Best Custom Essay Writing Services. Best Custom Essay Writing Service. Tips in finding the best custom essay writing services — www.quickess…. The Best Custom Essay Writing Service Online | Custom writing, Essay .... Get the Best Custom Essay Writing Services from Specialists and Score Well. Best custom essay writing services. Best Custom Essay Service - techopen’s blog. The best way to buy custom essay by Buy Online Custom Essay - Issuu. Best Custom Writing Companies - Best Custom Essay Writing Services in .... Custom Writing – Best Custom Essay Service. Best Custom Essay Writing Services For you | Techno FAQ. Essays custom - The Writing Center.. Pin on https://bestcustomwritings.com/custom-essays/. Custom essay writing - College Homework Help and Online Tutoring.. Custom Essay Writing Tips в 2020 г. Custom essay and dissertation writing service it term paper - Custom .... Best custom essay writing service reviews 2016 (с изображениями). The Example of Essay | PDF. Best Custom Essay Service Reviews, Top 15 Best Essay Writing Services .... Best Custom Essay Help in affordable price, Custom Essay Writing - YouTube. 25 Resources For Every Student to Become an Essay Writer. Best custom essay – Logan Square Auditorium. Best custom essays available at Essaypanda.org Best Custom Essay
7th Intl Conference on Workplace Bullying and Harassmentkschulweis
"Being Bullied at Work? Now What? Creative Responses to Workplace Aggression" presented by Kathleen Schulweiis during the 7th International Conference on Workplace Bullying and Harrasment in Wales, June 2010
PreparationGo to httpwww.excelsior.edumediaoelstutoringSm.docxIRESH3
Preparation:
Go to: http://www.excelsior.edu/media/oels/tutoring/Smarthinking/new1/Excelsior_ST_intro_0613.htm
Now complete the following:
After you have used the Smarthinking service, write a short paragraph on your experience with Smarthinking.
What did you like or dislike about it? Was it helpful?
Submit your paragraph in a Word document in the assignment. Be sure to check your content and spelling before you submit.
.
Practice Nurses will be comfortable having discussions about dea.docxIRESH3
Practice
Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death.
Education
Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available.
Research
Support the use of evidence-based and ethical care, and support decision-making for care at the end of life.
Administration
Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families.
-from each subcategory of practice, education, research and administration above, 1) describe how the APRN can provide effective care in end of life management.
Minimum 300 words,
3 references no more than 5 years
APA Style
no plagiarism
.
PrejudiceAlthough related, stereotypes and prejudice are separ.docxIRESH3
Prejudice
Although related, stereotypes and prejudice are separate entities.
Prejudice
is holding negative feelings for a group of people, or even a particular person, and is often considered the “emotional component to intergroup attitudes” (Levy & Hughes, 2009, p. 24). As mentioned in the previous week,
stereotyping
is the “cognitive process of intergroup attitudes,” generally referring to associating attributes to a particular group (Levy & Hughes, 2009, p. 24). The presence of stereotypes or intergroup bias leads to prejudiced behavior in some instances. When prejudice behavior does occur, the individual’s emotional response often plays a role.
For this Discussion, review the media
Prejudice
and consider how the emotions and stereotyping of the people in the media impacted their prejudiced behavior.
Reference:
Levy, S. R., & Hughes, J. M. (2009). Development of racial and ethnic prejudice among children. In T. D. Nelson (Ed.),
Handbook of prejudice, stereotyping, and discrimination
(pp. 23–42). New York, NY: Psychology Press.
With these thoughts in mind:
Post by Day 4
a brief interpretation of the events in the media. Then, describe any prejudiced behavior you observed and explain two ways the emotions of hte people in the media may have impacted their prejudiced behavior and why. Next, explain how the prejudice you observed in the media reinforced or disconfirmed stereotype content. Finally, explain how this information helps us understand the maintenance of group attitudes over time and situation.
Bottom of Form
·
Media: Laureate Education, Inc. (Executive Producer). (2011).
Prejudice
.
Baltimore, MD: Author.
(Click on the television screen once the video opens in a new window. “The Company” will appear on the television image.)
Note:
While the content within this media piece references Week 11, it is intended for Week 10 in this course.
·
o
Transcript
Readings
·
Course Text:
Handbook of Prejudice, Stereotyping, and Discrimination
·
o
Chapter 2, "Development of Racial and Ethnic Prejudice Among Children"
o
Chapter 14, "Intergroup Emotions Theory"
o
Chapter 15, "How Our Dreams of Death Transcendence Breed Prejudice, Stereotyping, and Conflict: Terror Management Theory"
·
Article: Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components.
Journal of Personality and Social Psychology, 56
(1), 5–18. Retrieved from the Walden Library using the PsycINFO database.
.
PowerPoint1.Apple effects on Samsung·8 slides·Refe.docxIRESH3
PowerPoint
1.
Apple effects on Samsung
·
8 slides
·
References or Citation (MLA)
2.
Global, Ethics and Security Management
·
8 slides and 1 video
·
References or Citation (MLA)
.
PowerPoint with 10 slides and speaker notes with 75-150 words per .docxIRESH3
PowerPoint with 10 slides and speaker notes with 75-150 words per slide
The Medical Staff Coordinator has requested that you prepare a 10 slide PowerPoint presentation on one of the following topics to discuss with the incoming residents. The Medical Staff Coordinator has also requested you maintain a neutral position, discussing the legal and ethical issues surrounding the topic. You are also asked to use research (at least 2 sources) to substantiate your discussion.
Choose one of the following topics of contemporary ethical dilemmas.
Acquired Immune Deficiency Syndrome (AIDS)
Organ Donations
Human Genetics
Euthanasia
Assisted Suicide
Stem Cell Research
Abortion
.
preferences
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Processed on: 28-Oct-2014 8:41 AM CDT
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By Renu Kumar
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Running head: THE EFFECTS OF POPULATION DENSITY AND NOISE The Effects of Population Density and Noise
Renu Kumar
PSY/460
November 3, 2013 Christine Hander The
Effects of Population Density and Noise Population density and noise
can have many
effects
on individuals.
Population density
is
the
amount
of
people, which live in a particular area. Along with population density, comes noise; noise is typically an unwanted distraction. In this paper the subject to discuss is
the concepts of territoriality, privacy, and personal space; examine how the concepts of territoriality, privacy, and personal space have become increasingly important as
populations become
denser; clarify the effect nature has on individuals living in urban environments, describe the concept of noise and examine the effect it has on individuals; and examine strategies that can be used to reduce noise in the workplace or in the living environment. Concepts of
Territoriality,
Privacy, and Personal Space
Territories are areas
marked and defended by
their owners
and
often
used for life- sustaining activities
(Territoriality, 2004). The most common example of a person's territory would be his or her home because one tends to personalize and defend what is theirs. A person identifies themselves with his or her territory and any threat to that territory feels like a threat to themselves (Territoriality, 2004). A person feels connected to his or her territory and sees it as a means to satisfying his or her needs within society. Privacy is the selective control of access to oneself and group (Privacy, 2004). A person has the ability to decide who to allow in his or her territory or personal space. A person's
personal space
describes
the emotionally tinged zone around the .
Precedents Set By George WashingtonGeorge Washington was aware tha.docxIRESH3
Precedents Set By George Washington
George Washington was aware that many of his actions would be regarded as precedents. Here are three precedents that Washington established:
Washington created the first Presidential Cabinet. Who was on the Cabinet, and what Departments did they represent? Who is on the Cabinet today, and what Departments do they represent?
Washington was the first President to leave office after two terms. Is that precedent still followed today? Why or why not?
Washington was the first to establish foreign policy, and issued the Proclamation of Neutrality. What situation did this proclamation address? What agency advises the President on foreign policy today? What is the role of this agency?
Be sure to include where you got your information. For example, include web site addresses. Must be a page and half.
.
Predictors of Abusive Supervision Supervisor Perceptions of Deep.docxIRESH3
“Predictors of Abusive Supervision: Supervisor Perceptions of Deep
-Level Dissimilarity, Relationship Conflict, and
Subordinate Performance,” by Bennett Tepper, Sherry Moss, and
Michelle Duffy.
Write your critique in standard essay form. Begin with an introduction that defines the subject of your critique and your
point of view. You will need to identify and explain the author's ideas. Include specific passages that support your
description of the author's point of view. Offer your own opinion. Explain what you think about the argument. Defend your
point of view by raising specific issues or aspects of the argument. Describe several points with which you agree or
disagree and include specific passages from the article (you may summarize, quote, or paraphrase) that provide evidence
for your point of view. Explain how the passages support your opinion. Conclude your critique by summarizing your
argument and re-emphasizing your opinion. Your critique should be at least two full pages in length, using 12-point
double-spaced Times Roman font using APA format.
.
Pre-Lab QuestionsWhat major event occurs during interphase.docxIRESH3
Pre-Lab Questions
What major event occurs during interphase?
A person, residing in a location where they are exposed to the sun often, develops a mutation in some of their skin cells resulting in cancer. Consider whether their offspring will be born with the same mutation. Use scientific evidence to support your answer.
Experiment 1: Following Chromosomal DNA Movement through Meiosis
Data Tables and Post-Lab Assessment
Part 1 - Meiotic Division Beads Diagram without Crossing Over
Prophase I
Metaphase I
Anaphase I
Telophase I
Prophase II
Metaphase II
Anaphase II
Telophase II
Cytokinesis
Part 2:
Meiotic Division Beads Diagram
with Crossing Over
Prophase I
Metaphase I
Anaphase I
Telophase I
Prophase II
Metaphase II
Anaphase II
Telophase II
Cytokinesis
Post-Lab Questions
1.
What is the ploidy of the DNA at the end of meiosis I? What about at the end of meiosis II?
2.
How are meiosis I and meiosis II different?
3.
Why do you use non-sister chromatids to demonstrate crossing over?
4.
What combinations of alleles could result from a crossover between BD and bd chromosomes?
5.
How many chromosomes were present when meiosis I started?
6.
How many nuclei are present at the end of meiosis II? How many chromosomes are in each?
7.
Identify two ways that meiosis contributes to genetic recombination.
8.
Why is it necessary to reduce the number of chromosomes in gametes, but not in other cells?
9.
Blue whales have 44 chromosomes in every cell. Determine how many chromosomes you would expect to find in the following:
Sperm Cell:
Egg Cell:
Daughter Cell from Meiosis I:
Daughter Cell from Meiosis II:
10.
Research and find a disease that is caused by chromosomal mutations. When does the mutation occur? What chromosomes are affected? What are the consequences?
11.
Diagram what would
happen if sexual reproduction took place for four generations using diploid (2n) cells.
Experiment 2: The Importance of Cell Cycle Control
Data
Post-Lab Questions
1.
Record your hypothesis from Step 1 in the Procedure section here.
2.
What do your results indicate about cell cycle control?
3.
Suppose a person developed a mutation in a somatic cell which diminishes the performance of the body’s natural cell cycle control proteins. This mutation resulted in cancer, but was effectively treated with a cocktail of cancer-fighting techniques. Is it possible for this person’s future children to inherit this cancer-causing mutation? Be specific when you explain why or why not.
4.
Why do cells which lack cell cycle control exhibit karyotypes which look physically different than cells with normal cell cycle.
5.
What are HeLa cells? Why are HeLa cells appropriate for this experiment?
.
Pre-Lab QuestionsUse the following classificatio.docxIRESH3
Pre-Lab Questions
Use the following classifications to determine which organism is least related out of the three. Explain your rationale.
Table 2: Classifications
Classification Level
American Green Tree Frog
European Fire- Bellied Toad
Eastern Newt
Domain
Eukarya
Eukarya
Eukarya
Kingdom
Animalia
Animalia
Animalia
Phylum
Chordata
Chordata
Chordata
Class
Amphibia
Amphibia
Amphibia
Order
Anura
Anura
Caudata
Family
Hylidae
Bombinatoridae
Salamandridae
Genus
Tursipops
Bombina
Notophthalmus
Species
cinerea
bombina
viridescens
How has DNA sequencing affected the science of classifying organisms?
You are on vacation and see an organism that you do not recognize. Discuss what possible steps you can take to classify it.
Exercise 1: Dichotomous Key Practice
Table 3: Dichotomous Key Results
Organism
Binomial Name
i
ii
iii
iv
v
vi
vii
viii
ix
x
xi
xii
xiii
Post-Lab Questions
What do you notice about the options of each step as they go from number one up?
How does your answer from Que
stion 1 relate to the Linnaean classification system?
Exercise 2: Classification of Organisms
Data Tables and Post-Lab Assessment
Table 2: Key Characteristics of Some Organisms
Organism
Kingdom
Domain
Defined Nucleus
Motile
Cell Wall
Photosynthesis
Unicellular
E. coli
Yes
Yes
Protozoa
Yes
Yes
Yes
Mushroom
Yes
Yes
Sunflower
Yes
Yes
Yes
Bear
Yes
Yes
Figure 4:
Exercise 2 - Classification of Organisms Flow Chart
Post-Lab Questions
Did this series of questions correctly organize each organism? Why or why not?
What additional questions would you ask to further categorize the items
within
the kingdoms (Hint: think about other organisms in each of the kingdoms and what makes them different than the examples used here)?
What questions would you have asked instead of the ones that you answered above when classifying the organisms?
.
Pre-Lab QuestionsNitrogen fixation is a natural process by whi.docxIRESH3
Pre-Lab Questions
Nitrogen fixation is a natural process by which inert or unreactive forms of nitrogen are transformed into usable nitrogen. Why is this process important to life?
Given when you have learned about the hydrogen bonding shared between nucleic acids in DNA, which pair is more stable under increasing heat: adenine and thymine, or cytosine and guanine? Explain why.
Which of the following is not an organic molecule; Methane (CH
4
), Fructose (C
6
H
12
O
6
), Ethanol (C
6
H
12
O), or Ammonia (NH
3
)? How do you know?
Experiment 1: Testing for Proteins
Data Tables and Post-Lab Assessment
Table 1: A Priori Predictions
Table 1: A Priori Predictions
Sample
Will There be Protein Present?
Initial Color
Final Color
1 - Albumin
Solution
2 - Gelatin
.
Pre-AssignmentWrite a 3-4 page paper (not counting cover page and .docxIRESH3
Pre-Assignment
Write a 3-4 page paper (not counting cover page and refeence page) that addresses your view on the following:
1. Why do you think people protest?
2. What aspects of movements do you feel reflect a democratic character and democratic processes?
3. Why do you think some movements, notably the U.S.Civil Rights Movement, are widely celebrated and others are feared?
4. Why do you think protesters sometimes become violent, and does it help or hurt their cause?
5. In your opinion, are conventional tactics like rallies and marches more effective; why or why not?
Course textbook using: Eitzen, D. Stanley & Stewart, Kenneth (2007).
Solution
s to social problems from the bottom up:
successful social movements
.
Pearson Education, Inc. [ISBN-10: 0205468845]
.
PowerPoint Length 6 slides (excluding title and reference slid.docxIRESH3
PowerPoint Length:
6 slides (excluding title and reference slides) and speaker notes of 200 words per slide
A key component of an effective workplace is the ability of the groups to successfully collaborate. Choose a work group within your organization. Using a model of organizational improvement, plan a development project for this group. Include responses to the following in your presentation:
Describe the group, its purpose (work function), how this group fits into the overall organization, its reporting relationships, and its key stakeholders.
How will you gather data (interviews, questionnaires, or group discussions) from the group and any key stakeholders?
Describe the type of data that you will need to design your development plan.
How will you diagnose the level of functioning for the group?
Give a few examples of developmental activities that you would use for various levels of functioning that are based on your diagnosis.
How would you communicate the progress of the group to both group members and key stakeholders?
4ip
.
Practice Before IRS Please respond to the followinghttpwww..docxIRESH3
Practice Before IRS"
Please respond to the following:
http://www.irs.gov/Tax-Professionals/Enrolled-Agents/Circular-230-Disciplinary-Proceedings
,
analyze the persons / parties that the disciplinary proceedings are applicable too. Based on your analysis, propose at least two (2) other persons / parties that you would add. Provide support for your proposal.
Analyze Section 10.82 disciplinary proceedings for expedited suspension. Based on your analysis, give your opinion as to whether or not the expedited suspension rules are an effective deterrent to violators. Justify your response.
.
PPT about fair use advertisement case in bisiness law.Introduce pr.docxIRESH3
PPT about fair use advertisement case in bisiness law.
Introduce presenter and case.
What is the subject of the case?
Highest Court which heard case.
Relevant facts stated concisely.
Outcome of case.
Court’s reasoning explained clearly.
Historical context explained. At least date.
Update of law.
.
Prejudice, Stereotypes, and DiscriminationIn many cases, prejudice.docxIRESH3
Prejudice, Stereotypes, and Discrimination
In many cases, prejudice stems from the unknown. As individuals, we tend to migrate toward those who may look like us, act like us, and think like us. As a result, it may be difficult for us to open our minds and embrace those whose values, beliefs, and overall sense of self differ from our own.
For this assignment, compose a paper that is three to four pages in length. In your paper, discuss the impacts of prejudice, stereotypes, and discrimination in the context of social psychology. Be sure to address the following points:
1. Define and describe the following terms: prejudice, stereotype, discrimination, and ingroup vs. outgroup. Based on your own experiences in the social world, can you relate to any of these terms? Do you identify with a particular term? Why or why not?
2. Examine the social, cognitive, and societal origins of prejudice and stereotypes. Be sure to include specific information regarding categorization, such as ingroup favoritism and the outgroup homogeneity effect, norms, competition for resources, and social inequalities. Of the categories presented, which do you think are the most significant in our society and in your particular community?
3. Analyze the influences that promote stereotyping, and offer strategies to reduce prejudice. What are the consequences of stereotyping and discrimination? Who does this behavior hurt, and in what ways does it hurt them? Are we inadvertently creating self-fulfilling prophecies in our society? If so, how can we take steps to improve attitudes, judgments, and behaviors?
Your paper must include an introduction, a thesis statement, and a conclusion. Your completed assignment should be three to four pages in length (excluding title and reference pages), include a minimum of three references, and follow APA guidelines as outlined in the Ashford Writing Center.
.
Preparation•Review the document titled City of Charlottesville 20.docxIRESH3
Preparation
•Review the document titled “City of Charlottesville 2010 Annual Comprehensive Plan” located in the course shell. Write a three to four (3-4) page paper in which you:
1.
Review the “City of Charlottesville 2010 Annual Comprehensive Plan” and then complete Exercise 1 on page 152 using Exhibits C and D in the Annual Report and Table 9.4 on page 148. Change the title headers to the agency name. Save the Excel File as the agency’s name and include the Multiyear Plan.
2.
Analyze the comparison of ratios.
3.
Analyze the measures of liquidity.
4.
Analyze the long-term solvency.
5.
Analyze asset management rations.
.
PowerPoint presentationImagine that you are a consultant for a.docxIRESH3
PowerPoint presentation
Imagine that you are a consultant for an organization, and they want you to work on developing their core values. The organization would like their core values to reflect key attributes of their culture.
Select an organization, such as a company, community group, or nonprofit organization.
Create a 10- to 12-Microsoft® PowerPoint® slide presentation describing cultural, research-based models and how they help clarify the organization's core values.
Include at least three credible, peer-reviewed references.
Format the citations in your presentation consistent with APA guidelines.
.
PowerPoint PresentationImagine that you are at your job discussi.docxIRESH3
PowerPoint Presentation
Imagine that you are at your job discussing how much you are learning throughout your Sociology of Sport class.This has
led some of them to ask you to present the newfound knowledge to your monthly
“brown bag lunch”
group at work.
Create a PowerPoint presentation to share with your colleagues that discusses the three major theories found in Unit I:
1. Cultural theories
2. Interactionist theories
3. Structural theories
Include the following information regarding the theories:
What is known about the theory
Major focus of the analysis
Major concepts used
Related research studies
Please make sure to have a title slide with the title of the slideshow and your name, slides that are relevant for this
presentation, and a closing reference slide. You can also use the slide notes at the bottom of each slide as well, but it is
not required. Also, be creative with your slides.
You are required to have
at least six (6) slides
not including the title slide and reference slide. Please be creative with your
presentation through the use of colors, pictures, and other graphics.
Use your own words, and include citations for sources. In addition, consider utilizing the Success Center to help with
your presentation.
.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Question 1 1. If a coworker were to stop what he or she was doin.docx
1. Question 1
1. If a coworker were to stop what he or she was doing and help
you with a project that is due in a short period of time, then
expect you to help them the next time they were in need; this
would be an example of:
networking.
reciprocity.
charismatic power.
conflict of interest.
Question 2
1. Which of the following involves using someone else's
legitimate power?
Answer
Connection power
Coercive power
Reward power
Expert power
Question 3
2. 1. Title VII of the Civil Rights Act prohibits discrimination
based on which of the following?
Answer
Work attire
Race
Economic status
Opinion
Question 4
1. Diversity training programs in the workplace should include:
Answer
customers, children, and employees.
employees, vendors, and children.
vendors, employees, and customers.
children, vendors, and employees.
Question 5
1. Invisible barriers that frequently make executive positions off
limits to females and minorities is referred to as:
Answer
3. glass walls.
glass windows.
glass ceilings.
glass houses.
Question 6
1. Prejudice is a favorable or unfavorable judgment or opinion
toward an individual or group based on one’s perception of a
group, individual, or situation. In detail, provide an example of
a scenario in which an employee might feel as though he or she
has been treated with prejudice. In addition, how is this directly
related to workplace discrimination?
Your response should be at least 200 words in length. You are
required to use at least your textbook as source material for
your response. All sources used, including the textbook, must
be referenced; paraphrased and quoted material must have
accompanying citations.
Question 7
1. What makes one culture different from another? Select two
different geographical areas and create a chart showing five
ways these two cultures are clearly different.
Your response should be at least 200 words in length. You are
required to use at least your textbook as source material for
your response. All sources used, including the textbook, must
be referenced; paraphrased and quoted material must have
accompanying citations.
Question 8
In today’s society, there are so many interruptions that typically
distract our attention while we are trying to work. What basic
4. types of interruptions or lack of etiquette from others seem to
disturb you while trying to focus on an important task?
Your response should be at least 200 words in length. You are
required to use at least your textbook as source material for
your response. All sources used, including the textbook, must
be referenced; paraphrased and quoted material must have
accompanying citations
Unit III Article Critique
Read the following article by accessing the Business Source
Complete database located in the CSU Online Library:
“Predictors of Abusive Supervision: Supervisor Perceptions of
Deep-Level Dissimilarity, Relationship Conflict, and
Subordinate Performance,” by Bennett Tepper, Sherry Moss,
and Michelle Duffy.
Write your critique in standard essay form. Begin with an
introduction that defines the subject of your critique and your
point of view. You will need to identify and explain the author's
ideas. Include specific passages that support your
description of the author's point of view. Offer your own
opinion. Explain what you think about the argument. Defend
your
point of view by raising specific issues or aspects of the
argument. Describe several points with which you agree or
disagree and include specific passages from the article (you may
summarize, quote, or paraphrase) that provide evidence
for your point of view. Explain how the passages support your
opinion. Conclude your critique by summarizing your
argument and re-emphasizing your opinion. Your critique
should be at least two full pages in length, using 12-point
double-spaced Times Roman font using APA format.
5. PREDICTORS OF ABUSIVE SUPERVISION: SUPERVISOR
PERCEPTIONS OF DEEP-LEVEL DISSIMILARITY,
RELATIONSHIP CONFLICT, AND
SUBORDINATE PERFORMANCE
BENNETT J. TEPPER
Georgia State University
SHERRY E. MOSS
Wake Forest University
MICHELLE K. DUFFY
University of Minnesota
The moral exclusion literature identifies three previously
unexamined predictors of
abusive supervision: supervisor perceptions of deep-level
dissimilarity, relationship
conflict, and subordinate performance. Invoking theory and
research on workplace
diversity, relationship conflict, and victim precipitation, we
model the three predictors
as associated with abusive supervision. Path-analytic tests using
data collected from
supervisor-subordinate dyads at two time points suggest that
supervisor perceptions of
relationship conflict and subordinate performance mediate the
relationship between
perceived deep-level dissimilarity and abusive supervision and
that relationship con-
flict mediates that between perceived deep-level dissimilarity
and abusive supervision
when supervisors perceive subordinates as having low
performance.
6. Estimates suggest that more than 13 percent of
working people in the United States become targets
of abusive supervision, or nonphysical hostility
perpetrated by employees’ immediate superiors
(Schat, Frone, & Kelloway, 2006). Examples of be-
haviors that fall within the abusive supervision
content domain include undermining, public den-
igration, and explosive outbursts (Tepper, 2007).
Sustained exposure to abusive supervision is asso-
ciated with serious negative outcomes for victims
and employers, including psychological distress
(Tepper, 2000), problem drinking (Bamberger &
Bacharach, 2006), and aggression directed against a
victim’s supervisor (Dupre, Inness, Connelly,
Barling, & Hoption, 2006; Inness, Barling, & Turner,
2005), employer (Duffy, Ganster, & Pagon, 2002),
and family (Hoobler & Brass, 2006). These conse-
quences translate into annual losses of an estimated
$23.8 billion in increased health care costs, work-
place withdrawal, and lost productivity (Tepper,
Duffy, Henle, & Lambert, 2006).
Far less is known about the conditions that pre-
dict the occurrence of abusive supervision (Tepper,
2007). Indeed, only three published studies have
investigated the antecedents of abusive supervision
(i.e., Aryee, Chen, Sun, & Debrah, 2007; Hoobler &
Brass, 2006; Tepper et al., 2006). In all three, re-
searchers framed abusive supervision as a response
to supervisor perceptions of mistreatment by their
employer. This research has helped explain why
supervisors may be inclined to downward hostility
in general, but little is known about the reasons
supervisors abuse specific subordinates.
7. To explore that question, we invoke concepts
described in the moral exclusion literature (Opo-
tow, 1990a, 1995), which examines the factors that
influence whether moral considerations apply to
specific social targets. According to Opotow, each
person has a scope of justice, a psychological
boundary separating targets that are perceived as
deserving fair treatment and to which moral rules
apply (i.e., those morally included in the scope of
justice) and targets for which justice concerns are
perceived to be irrelevant (i.e., those morally ex-
cluded from the scope of justice). As Opotow and
Weiss put it, “Norms, moral rules, and concerns
about rights and fairness govern our conduct to-
ward those inside our scope of justice,” [but those
who are morally excluded are perceived to be] “ex-
pendable, undeserving, exploitable, and irrelevant”
(2000: 478). Morally excluded targets, in turn, be-
come likely candidates for “exclusionary prac-
We thank Micki Kacmar and three anonymous review-
ers for many helpful comments that they provided on
earlier versions of this article.
� Academy of Management Journal
2011, Vol. 54, No. 2, 279–294.
279
Copyright of the Academy of Management, all rights reserved.
Contents may not be copied, emailed, posted to a listserv, or
otherwise transmitted without the copyright holder’s express
written permission. Users may print, download or email articles
for individual use only.
8. tices,” various forms of hostility and mistreatment
that range from mild (e.g., rudeness [Opotow,
2001]) to severe (e.g., violations of fundamental
human rights [Opotow, 1990a]). Of direct relevance
to the focus of our research, supervisors execute
abusive acts against targets who are morally ex-
cluded from the supervisors’ scope of justice
(Opotow, 1995). Hence, a promising approach to
modeling the abuse of specific subordinates
involves incorporating the precursors of moral
exclusion.
What factors cause targets to become morally ex-
cluded from an agent’s scope of justice and, in turn,
to become targets for mistreatment? The moral ex-
clusion literature focuses on three recurring
themes: (1) perceived dissimilarity to targets, (2)
conflict with the targets, and (3) the targets’ useful-
ness or “utility” (Hafer & Olson, 2003). An individ-
ual becomes a target of hostile behavior when a
perpetrator perceives the target to be dissimilar,
when the perpetrator is in conflict with the target,
and when the target is not useful or is even injuri-
ous to the perpetrator. We identified supervisor-
subordinate analogs of these three factors to ex-
plore the predictors of abusive supervision. The
respective analogs for dissimilarity, conflict, and
utility are a supervisor’s perceived deep-level dis-
similarity with a subordinate, perceived relation-
ship conflict with the subordinate, and evaluation
of the subordinate’s performance. Perceived deep-
level dissimilarity refers to the perception that the
subordinate’s values and attitudes differ from the
supervisor’s (Harrison & Klein, 2007). Perceived
relationship conflict with the subordinate refers to
9. negative social interactions, interpersonal incom-
patibility, and negative affect in the form of frustra-
tion, irritation, and annoyance (Jehn & Mannix,
2001). Subordinate performance evaluation cap-
tures the supervisor’s perception that the subordi-
nate meets performance standards on required or
in-role tasks. Because our interest is in predicting
supervisors’ mistreatment of subordinates and be-
cause people react more strongly to their percep-
tion of their environment rather than to its objec-
tive features (Lewin, 1951), we focus on supervisor
perceptions of dissimilarity, relationship conflict,
and subordinate performance.
The moral exclusion theory (Opotow, 1990a,
1995) prediction is that abusive supervision is pos-
itively related to perceived deep-level dissimilarity
and supervisor perceptions of relationship conflict
with subordinates, and negatively related to super-
visor evaluations of subordinate performance.
However, contributions to three bodies of theory
and research suggest a more complicated set of
interrelationships and corresponding predictions.
These research streams are the workplace diversity
literature, which examines the effects of supervi-
sor-subordinate dissimilarity on dyadic and indi-
vidual attitudes and well-being (Harrison & Klein,
2007; Williams & O’Reilly, 1998); the work on con-
flict in interpersonal relations, which examines the
emergence and consequences of frustration and
negative interaction between coworkers (Jehn &
Mannix, 2001); and the victim precipitation litera-
ture, which examines the characteristics that put
people at risk of mistreatment (Elias, 1986; Olweus,
1978). We invoked and integrated concepts from
10. these literatures to develop and test a new model of
abusive supervision. According to our model,
which is depicted in Figure 1, supervisors experi-
ence relationship conflict with and assign lower
performance evaluations to subordinates who are
perceived to be dissimilar, which, in turn, is asso-
ciated with subordinates’ reports that they have
been the target of abusive supervision. The model
FIGURE 1
Hypothesized Model
Perceived Deep-Level
Dissimilarity
with Subordinate
Perceived
Relationship
Conflict
Supervisor
Evaluations of
Subordinates’
Performance
Abusive
Supervision
280 AprilAcademy of Management Journal
also specifies that the indirect effect of perceived
deep-level dissimilarity through relationship con-
11. flict is stronger when supervisors perceive subor-
dinates to be poorer performers.
We contribute to management theory by devel-
oping and testing a model of abusive supervision
that incorporates factors that have been identified
in the moral exclusion literature and processes de-
scribed in theory and research on workplace diver-
sity, relationship conflict, and victim precipitation.
In so doing, we demonstrate the usefulness of using
moral exclusion concepts to predict a costly form of
antisocial organizational behavior. We also enrich
and sharpen moral exclusion theory by introducing
fine-grained predictions regarding the roles that
dissimilarity, conflict, and utility play in explain-
ing supervisors’ exclusionary practices. In the fol-
lowing sections, we explain the conceptual bases
for the linkages depicted in our hypothesized
model. We then present the results of a study in
which we tested our predictions using two-wave
data collected from matched pairs of supervisors
and subordinates.
THEORETICAL BACKGROUND
Perceived Deep-Level Dissimilarity and
Abusive Supervision
Extant studies of diversity in supervisor-subordi-
nate dyads have examined relationships between
dissimilarity and an assortment of attitudinal, rela-
tional, and behavioral outcomes. Some of these
studies have focused on surface-level dissimilarity,
comprising objective differences in age, gender,
and race; others have focused on deep-level dissim-
ilarity, comprising perceived differences in values,
12. attitudes, and personality. As we noted above, we
restrict our analysis to perceived deep-level dissim-
ilarity—specifically, the perceptions of supervisors
that their attitudes and values differ from those of
focal subordinates. As Pulakos and Wexley said,
“Actual similarity may not be as important to the
process of manager-subordinate interpersonal rela-
tions as is perceived similarity of the other person”
(1983: 130). The preponderance of relevant empir-
ical work suggests that perceived supervisor-subor-
dinate dissimilarity is associated with unfavorable
outcomes, such as lower levels of job satisfaction
(Turban & Jones, 1988), lower-quality relationships
with supervisors (Liden, Wayne, & Stilwell, 1993;
Wayne & Liden, 1995), and lower performance
evaluations (Huang & Iun, 2006; Liden et al., 1993;
Turban & Jones, 1988; Wayne & Liden, 1995).
Could perceived deep-level dissimilarity also be
associated with supervisory mistreatment of subor-
dinates? The moral exclusion literature supports
this very thesis. Opotow invoked social identity
theory to argue that “moral exclusion results from
our innate tendency to differentiate objects”
(1990a: 7). People categorize others as similar or
dissimilar and demonstrate favoritism toward sim-
ilar others and derogation toward dissimilar others
(Brewer, 1999; Hewstone, Rubin, & Willis, 2002;
Tajfel & Turner, 1979). Perceived dissimilarity
evokes feelings of unconnectedness and indiffer-
ence to potential threats to focal others’ well-being
(Deutsch, 1973; Williams & O’Reilly, 1998), atti-
tudes that align with the concept of moral exclu-
sion. Indeed, Opotow (1990a, 1995) argued that
perpetrators of hostile and aggressive acts against
13. dissimilar others consciously or unconsciously ex-
clude these dissimilar victims from their scope of
justice which, in turn, produces exclusionary prac-
tices—acts of mistreatment and harm doing. Hence,
the moral exclusion literature provides the basis for
predicting that supervisors will abuse subordinates
they perceive to be dissimilar to themselves.
However, recent contributions to the workplace
diversity literature suggest that the role perceived
dissimilarity plays in predicting abusive supervi-
sion may be less straightforward. This work sug-
gests that under some circumstances diversity may
be valued rather than derogated (Homan, Hollen-
beck, Humphrey, Van Knippenberg, Ilgen, & Van
Kleef, 2008; Homan, van Knippenberg, Van Kleef, &
De Dreu, 2007) and that greater propensity may
exist to promote similar others than to derogate
those who are different (Halevy, Bornstein, & Sagiv,
2008). Hence, this literature suggests that perceived
deep-level dissimilarity may not necessarily be as-
sociated with abusive supervision. In the sections
that follow, we reconcile this work with moral ex-
clusion theory by proposing that perceived deep-
level dissimilarity plays a role in predicting abu-
sive supervision, but not precisely the role that
moral exclusion theory specifies. Specifically, we
propose that the relationship between perceived
deep-level dissimilarity and abusive supervision is
indirect, operating through supervisor perceptions
of relationship conflict and supervisor evaluations
of subordinates’ performance.
Mediating Effects of Relationship Conflict
In a review and analysis of the workplace diver-
14. sity literature, Harrison and Klein (2007) argued
that the effects of diversity depend on diversity
type. They argue that “separation on an attribute,”
a form of diversity that captures deep-level differ-
ences, is associated with negative outcomes includ-
ing distrust, reduced cohesiveness, and conflict.
2011 281Tepper, Moss, and Duffy
Perceived deep-level dissimilarity may increase the
risk of relationship conflict because dissimilar peo-
ple are less likely to validate their counterparts’
beliefs and values (Byrne, 1971) and because per-
ceived dissimilarity can lead to fundamental differ-
ences of opinion vis-à-vis important work-related
tasks and goals (Harrison & Klein, 2007; Hobman &
Bordia, 2006). In keeping with these arguments,
research exploring relationship conflict in groups
suggests that perceived deep-level dissimilarity is
associated with higher levels of relationship con-
flict (Jehn & Mannix, 2001; Mohammed & Angell,
2004). We predict that a similar effect occurs at the
supervisor-subordinate dyad level: supervisors will
perceive that the relationship with a focal subordi-
nate involves greater interpersonal conflict when
they perceive the subordinate to be dissimilar. In-
direct support for this prediction comes from stud-
ies suggesting that supervisors are more attracted to
and form higher-quality relationships with subor-
dinates they perceive to be similar to themselves
(Liden et al., 1993; Schaubroeck & Lam, 2002)
and that relationship conflict is lower in higher-
quality supervisor-subordinate relationships (Tur-
ban, Dougherty, & Lee, 2002).
15. Perceived relationship conflict with a subordi-
nate will, in turn, be associated with hostility to-
ward the subordinate. According to moral exclu-
sion theory (Opotow, 1990a, 1995), a person
involved in conflict develops very different atti-
tudes toward those on the same side of the conflict
(i.e., allies) and those on the opposing side (i.e.,
adversaries). Whereas allies are included in the
person’s scope of justice and are afforded fair treat-
ment, adversaries are excluded from the person’s
scope of justice and become probable targets for
exclusionary practices. We theorize that in super-
visor-subordinate dyads this nexus plays out in an
association between relationship conflict and abu-
sive supervision: supervisors position adversarial
subordinates beyond the scope of justice, which is
associated with exclusionary practices in the form
of abusive supervision. The link between relation-
ship conflict and abusive supervision is also con-
sistent with studies suggesting that exposure to in-
terpersonal conflict increases “state negative
affect,” which translates into hostile actions (e.g.,
Bruk-Lee & Spector, 2006; Spector, Fox, Penney,
Bruursema, Goh, & Kessler, 2006).
Summarizing these arguments, we predict that
the relationship conflict that perceived deep-level
dissimilarity evokes is related to interpersonal hos-
tility in the form of abusive supervision. That is,
relationship conflict mediates the effect of per-
ceived deep-level dissimilarity on abusive supervi-
sion. Furthermore, because we envision multiple
pathways by which perceived deep-level dissimi-
larity leads to abusive supervision, we conceptual-
16. ize relationship conflict as a partial mediator of
the effect of perceived deep-level dissimilarity.
Figure 1, our hypothesized model, shows these
relationships.
Hypothesis 1. A supervisor’s perceptions of re-
lationship conflict partially mediate the rela-
tionship between the supervisor’s perceived
deep-level dissimilarity with a subordinate and
abusive supervision directed toward that
subordinate.
Mediating Effects of Supervisor Evaluations of
Subordinate Performance
We noted earlier that several studies have docu-
mented a relationship between supervisor percep-
tions of deep-level dissimilarity with subordinates
and supervisor evaluations of subordinates’ perfor-
mance; supervisors evaluate subordinates who are
perceived to be similar to themselves more highly
(Liden et al., 1993; Pulakos & Wexley, 1983; Turban
& Jones, 1988). Similar subordinates are likely to be
evaluated more favorably than their dissimilar
counterparts for two reasons. First, in line with the
similarity-attraction hypothesis (e.g., Byrne, 1971),
individuals are attracted to and render favorable
evaluations of similar others because the attitudes
of similar others validate the individuals’ beliefs.
Supervisors evaluate similar subordinates more fa-
vorably because doing so is esteem-enhancing. Sec-
ond, according to social identity and moral exclu-
sion theory, similar subordinates are likely to be
perceived as more deserving of fair outcomes and
rewards. In contrast, dissimilar subordinates are
likely to trigger competitive and discriminatory
17. cognitions along with the perception that they are
less deserving of positive outcomes (Clayton &
Opotow, 2003; Hogg & Abrams, 1988; Turner,
1982).
Subordinates who are perceived as having lower
performance (hence, “lower performers”), in turn
become more likely targets for supervisory hostil-
ity. From a moral exclusion perspective, supervi-
sors perceive lower performers to be potentially
harmful and threatening and to thus have low util-
ity. Empirical evidence from the leadership litera-
ture supports this thesis: lower performers are more
likely to make supervisors look bad, interfere with
their capacity to accomplish their work, and take
up more of their time addressing the fallout poor
performance causes (Bass, 1990). The low utility of
subordinates who are perceived to be lower per-
formers positions them beyond their supervisors’
282 AprilAcademy of Management Journal
scopes of justice, which puts them at risk of exclu-
sionary practices such as abusive supervision.
The link between performance evaluations and
abusive supervision is also consistent with the vic-
tim precipitation literature, which examines the
individual characteristics and behaviors that put
people at risk of becoming the targets of aggressive
and hostile responses (Elias, 1986). Potential ag-
gressors choose targets strategically, focusing their
hostility on people who seem difficult to like
and/or those who appear to be vulnerable and un-
18. able to defend themselves. Olweus’s (1978) concept
of provocative victims explains why supervisors
might target subordinates with low performance.
According to Olweus, people become good targets
for victimization when they are perceived to be
difficult to work with. In the context of supervisor-
subordinate relationships, supervisors should per-
ceive subordinates who are lower performers to be
frustrating, aggravating, and annoying— character-
istics that align well with the provocative victim
profile. Hence, the perception that employees are
lower performers has the potential to evoke vic-
timization in the form of abusive supervision.
Integrating these arguments with those suggest-
ing a relationship between perceived deep-level
dissimilarity and supervisor evaluations of sub-
ordinate performance leads us to propose that the
unfavorable performance evaluations that per-
ceived deep-level dissimilarity evokes is associ-
ated with subordinates’ perceptions of abusive
supervision.
Hypothesis 2. A supervisor’s perceptions of a
subordinate’s performance partially mediate
the relationship between the supervisor’s per-
ceived deep-level dissimilarity with the subor-
dinate and abusive supervision directed to-
ward that subordinate.
Although researchers have failed to link supervi-
sor-subordinate relationship conflict with supervi-
sor perceptions of subordinate performance, extant
research suggests that subordinates in higher-quality
working relationships with their supervisors are
evaluated more favorably than those who are in-
volved in lower-quality relationships with their su-
19. pervisors (e.g., Huang & Iun, 2006; Judge & Ferris,
1993; Kolodinsky, Treadway, & Ferris, 2007). The
rationale for this link is that lower-quality working
relationships involve more conflictive interaction,
which colors individuals’ perceptions of their
counterparts’ capability and effectiveness. In su-
pervisor-subordinate relationships characterized
by higher levels of relationship conflict, supervi-
sors should be more likely to “see” performance
problems because of “negative halo” and inability
to reconcile a conflictive relationship with good
performance. Thus, supervisors are likely to per-
ceive employees with whom they have conflict as
being poor performers. In addition, based on the
work suggesting that conflictive relationships mo-
tivate people to injure their counterparts (Struch &
Schwartz, 1989), it can be argued that supervisors
use performance evaluation processes to injure
subordinates with whom they are in conflict. We
therefore expect that the relationship conflict that
perceived deep-level dissimilarity evokes will, in
turn, be associated with lower evaluations of sub-
ordinate performance. Integrating these arguments
with those suggesting a relationship between su-
pervisor evaluations of subordinate performance
and abusive supervision (i.e., the conceptual basis
for Hypothesis 2), we propose that the lower per-
formance evaluations relationship conflict evokes
are associated with abusive supervision. This line
of reasoning is depicted in Figure 1 as a mediation
chain in which perceived deep-level dissimilarity
is positively associated with relationship conflict;
relationship conflict is negatively related to super-
visor evaluations of subordinate performance; and
supervisor evaluations of subordinate performance
20. are, in turn, negatively related to abusive supervi-
sion. In the parlance of Kenny, Kashy, and Bolger
(1998) and Fletcher (2006), relationship conflict is
a distal mediator and subordinate performance is
a proximal mediator in the relationship between
perceived deep-level dissimilarity and abusive
supervision.
Hypothesis 3. Relationship conflict is a distal
partial mediator and supervisor evaluation
of subordinate performance is a proximal
partial mediator of the relationship between
perceived deep-level dissimilarity and abu-
sive supervision.
Moderating Effects of Subordinate Performance
In the conceptual frame associated with Hypoth-
esis 1, we argue that supervisors exclude from their
scope of justice subordinates they perceive to be
adversaries—those with whom they have relation-
ship conflict. This dynamic, in turn, is associated
with hostility in the form of abusive supervision.
Here we qualify that prediction by proposing that
some subordinate adversaries are included in a su-
pervisor’s scope of justice and therefore do not
become targets of abusive supervision. Specifically,
we argue that subordinate adversaries are per-
ceived to deserve fair treatment when they are good
(“higher”) performers.
Supervisors should process relationship conflict
with subordinates differently when they respect
2011 283Tepper, Moss, and Duffy
21. their ability and competence. Adversaries who are
perceived to be capable should evoke more respect
than adversaries who appear less competent. This
is because parties to relationship conflict are more
likely to perceive competent adversaries’ positions
as deriving from reasoned and thoughtful processes
(Bush & Folger, 1994). Indeed, one way of inducing
cooperation between adversaries is to encourage
one party’s perception that the other party is capa-
ble and worthy (Ting-Toomey, 1999). We do not
mean to imply that supervisors will have no ani-
mus toward adversarial subordinates who perform
well, only that they will view those subordinates as
more deserving of fair treatment than low perform-
ers subordinate adversaries. Hence, when relation-
ship conflict is higher, supervisors are more likely
to execute exclusionary acts such as abusive super-
vision against low-performing subordinates.
These arguments imply that the mediated effect
captured in Hypothesis 1 varies over levels of su-
pervisor perceptions of subordinate performance.
The positive relationship between perceived rela-
tionship conflict (which perceived deep-level dis-
similarity evokes) and abusive supervision is stron-
ger when supervisors perceive subordinates to be
lower performers. Predictions of this sort are re-
ferred to as second-stage moderation models in
which a mediated effect varies over levels of a
moderator that operates at the second stage of the
mediated relationship (Edwards & Lambert, 2007).
Stated formally:
Hypothesis 4. Supervisor perceptions of subor-
22. dinate performance moderate the indirect ef-
fect of perceived deep-level dissimilarity on
abusive supervision (through relationship con-
flict); the mediated effect is stronger when a
supervisor perceives a subordinate as having
lower performance.
METHODS
Participants and Procedures
Participants were recruited from seven health
care organizations, including hospitals, long-term
care facilities, and outpatient facilities, located in
the southeastern United States. We contacted key
individuals with administrative responsibilities
(e.g., unit directors, directors of human resources,
and chief operating officers) and asked them for
assistance in identifying and recruiting supervisor-
subordinate dyads in their organizations.
Though the procedures varied slightly across or-
ganizations, the overall data collection strategy was
as follows: Volunteers from the ranks of both man-
agerial and nonmanagerial employees were sought
through e-mail notifications, announcements at
staff meetings, and/or the distribution of flyers.
Once volunteers were identified, we matched each
supervisor with a volunteering subordinate. When
multiple subordinates matched with a supervisor,
we chose one participating subordinate randomly.
Participants completed surveys during work hours
on two occasions separated by six weeks. One of
the authors was present to explain the purpose of
the study and to administer surveys. In the rare
23. cases in which no author was available during for-
mal survey administration, a contact in the organ-
ization assisted in administering the survey.
Supervisors and subordinates completed the sur-
veys at separate times in separate locations. Before
administering the survey, we told each group that
we were conducting a study on various aspects of
supervisor-subordinate relationships. Supervisors
were told that one of their subordinates would be
participating, and subordinates were told that their
supervisor would be participating. Although each
knew the identity of the other, all participants were
assured that their individual results would not be
shared with their supervisors or anyone else in
their organization. They were told that supervisors
and subordinates from multiple health care organ-
izations would be participating and that we would
use only aggregated data.
These data collection procedures produced us-
able data from 183 independent supervisor-subor-
dinate dyads. Across the seven organizations from
which we collected data, the participation rate of
those in supervisory positions ranged from 42 to 95
percent, with an average of 61 percent. The super-
visors’ average age was 46 years; 69 percent were
women; 28 percent identified themselves as white;
29 percent, as Hispanic; 39 percent, as black; 3
percent, as Asian; and 1 percent, as “other.” They
averaged 8.67 years working in the organization
and were employed as physicians, nursing super-
visors, technical department managers (e.g., imag-
ing, lab services), physical plant supervisors, de-
partment directors, and higher-level hospital
administrators. “Executive/upper management po-
24. sitions” were reported by 34 percent; 45 percent
were in “middle management”; and 21 percent
held “lower-level” supervisory positions.
The subordinates’ average age was 44 years; 77
percent were women; 17 percent identified them-
selves as white; 39 percent, as Hispanic; 39 percent,
as black; 4 percent, as Asian; and less than 2 per-
cent, as “other.” Their average tenure in the or-
ganization was 8.45 years, and they averaged 4.33
years of working for their supervisor. They occu-
pied a variety of positions, including nurse, tech-
nician, food service employee, physical plant em-
284 AprilAcademy of Management Journal
ployee, and higher-level employee reporting
directly to upper and middle management
supervisors.
Measures
Perceived dissimilarity with subordinate. At
time 1, supervisors completed Turban and Jones’s
(1988) three-item measure of perceived similarity
with subordinate and two additional items written
and used by Liden et al. (1993). The items, prefaced
with the phrase “This subordinate and I . . .,” read
as follows: “are similar in terms of our outlook,
perspective, and values,” “analyze problems in a
similar way,” “think alike in terms of coming up
with a similar solution for a problem,” “are alike in
a number of areas,” and “see things in much the
same way” (1 � “strongly disagree,” � 7, “strongly
25. agree”). We recoded ratings on the items so that
higher ratings captured higher levels of perceived
dissimilarity and averaged the answers on items
to form total scores for perceived dissimilarity
(� � .96).
Relationship conflict. At time 1, supervisors re-
sponded to three items from Jehn and Mannix
(2001). This scale, typically used to measure intra-
group conflict, was adapted for use in this study.
The items were preceded with the instruction,
“Please refer to your employee, ____, when answer-
ing the following questions.” The three items were,
“How much relationship tension is there between
you and this employee?”; “How often do you and
this employee get angry while working?”; “How
much emotional conflict is there between you and
this employee?” (1 � “none,” 5 � “a lot”). We
averaged the item scores to form total scores for
relationship conflict (� � .81).
Subordinate performance. At time 2, the super-
visors completed a four-item measure of subordi-
nates’ performance developed by Liden et al.
(1993). The items and response scales were as fol-
lows: “My subordinate is superior to other subor-
dinates that I’ve supervised before” (1 � “strongly
disagree,” 7 � “strongly agree”); “Rate the overall
level of performance that you observe for this
subordinate” (1 � “unacceptable,” 7 � “out-
standing”); “What is your personal view of your
subordinate in terms of his or her overall effec-
tiveness?” (1 � “very ineffective,” 7 � “very ef-
fective”); and “Overall to what extent do you feel
your subordinate has been effectively fulfilling
his or her roles and responsibilities?” (1 � “not
26. effectively at all,” 7 � “very effectively”). We
averaged the item ratings to form total scores for
subordinate performance (� � .87).
Abusive supervision. Also at time 2, subordi-
nates completed Tepper’s (2000) 15-item measure
of abusive supervision. Respondents used a five-
point scale ranging from 1, “ I cannot remember
him/her ever using this behavior with me,” to 5
“He/she uses this behavior very often with me,” to
report how often their boss used behaviors such as
“tells me my thoughts and feelings are stupid,”
“puts me down in front of others,” “ridicules me,”
and “makes negative comments about me to oth-
ers.” We averaged the item ratings to form total
scores for abusive supervision (� � .96).
Control variables. We explored the viability of
several control variables that could provide alter-
native explanations for the relationships depicted
in our model. These included surface demographic
diversity (i.e., sex similarity, age similarity, and
race similarity), supervisor-subordinate relation-
ship tenure, and organization. Although research-
ers have shown that surface demographic variables
relate to relational outcomes (e.g., Tsui & O’Reilly,
1989), substantial evidence suggests that the effects
of surface demography diminish over time as indi-
viduals learn more about each other (Harrison,
Price, & Bell, 1998; Harrison, Price, Gavin, & Flo-
rey, 2002). Even though the average relationship
tenure in our sample was almost 4.5 years, some
manager-subordinate dyads in the sample had
worked together for less time, so it was prudent to
control for surface-level demographic characteris-
tics as well as relationship tenure. The demo-
27. graphic variables were coded as follows: sex simi-
larity was 0 when a supervisor and subordinate
were of different sexes and 1 when they were the
same; race similarity was coded 0 for different races
and 1 for the same; and age similarity was equal to
the absolute value of the difference between the
supervisor’s age and the subordinate’s age. Rela-
tionship tenure was the number of years the subor-
dinate had reported directly to the supervisor.
Finally, because our sample included seven organ-
izations that might have different cultures and ori-
entations to diversity, we also created six dummy-
coded variables and entered these terms in our
analyses before exploring the effects of our substan-
tive variables.
Analytical Strategy
We tested our hypotheses using path-analytic
procedures for testing mediation models from
MacKinnon, Lockwood, Hoffman, West, and Sheets
(2002) and Edwards and Lambert’s (2007) elabora-
tion of those procedures, which allow examination
of second-stage moderation models. The Appendix
shows the regression equations that we estimated
2011 285Tepper, Moss, and Duffy
and the specific terms we examined to test Hypoth-
eses 1 through 4. The examination of mediated and
moderated effects requires estimating product
terms, which are not normally distributed (Shrout
& Bolger, 2002). Hence, we tested all hypothesized
effects by constructing bias-corrected confidence
28. intervals from 10,000 bootstrapped samples
(Mooney & Duval, 1993; Shrout & Bolger, 2002).
RESULTS
We conducted a preliminary analysis to assess
differences on the substantive variables among the
seven organizations in our study. One-way analy-
ses of variance suggested no mean differences for
perceived deep-level dissimilarity (F[6, 170] �
0.76, n.s.), perceived relationship conflict (F[6,
170] � 0.41, n.s.), supervisor evaluations of subor-
dinate performance (F[6, 170] � 1.34, n.s.), and
abusive supervision (F[6, 170] � 1.51, n.s.). We also
computed intraclass coefficients for the four sub-
stantive variables to determine whether it was more
appropriate to analyze the data using ordinary least
squares (OLS) regression or a multilevel modeling
technique that can account for nonindependence
among observations. The ICC1s were .00 for per-
ceived deep-level dissimilarity and perceived rela-
tionship conflict, .02 for subordinates’ performance
evaluations, and .03 for abusive supervision. Be-
cause no variance in perceived deep-level dissimi-
larity or relationship conflict resided between
groups, we could assume that nesting within organ-
izations had no effect on their relationships with
each other, with subordinate performance evalua-
tions, or with abusive supervision. We therefore
concluded that it was acceptable to test the hypoth-
eses using OLS regression.
Table 1 shows descriptive statistics and correla-
tions among the study variables. Perceived dissim-
ilarity correlated positively with relationship con-
29. flict (r � .40, p � .01) and abusive supervision (r �
.29, p � .01) and negatively with subordinate per-
formance evaluations (r � �.29, p � .01); relation-
ship conflict correlated negatively with subordi-
nate performance evaluations (r � �.31, p � .01)
and positively with abusive supervision (r � .37,
p � .01); and subordinate performance evaluations
correlated negatively with abusive supervision (r �
�.39, p � .01). None of the control variables were
related to perceived dissimilarity, relationship con-
flict, performance evaluations, or abusive supervi-
sion. Indeed, including the controls in the regres-
sion analyses did not affect the results. We
therefore followed Becker’s (2005) recommenda-
tion to report the results excluding the control
variables.
We centered all variables at their grand means
before evaluating the regression equations. Table 2
shows the unstandardized regression results. The
equations explained significant variance in rela-
tionship conflict (F[1, 175] � 35.49, R2 � .17, p �
.01), subordinate performance (F[2, 174] � 14.80,
R2 � .15, p � .01), and abusive supervision (F[4,
172] � 35.49, R2 � .37, p � .01). The signs on the
unstandardized regression coefficients suggest that
perceived dissimilarity positively predicted rela-
TABLE 1
Descriptive Statistics and Correlations among Study Variablesa
Variable Mean s.d. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1. Sex similarity 0.72 0.45
2. Age difference 9.58 8.67 �.04
3. Race similarity 0.57 0.50 .01 �.02
31. subordinate. At time 2, supervisors completed the measure of
subordinates’
performance and subordinates completed the measure of abusive
supervision.
Alpha internal consistency reliability coefficients appear on the
main diagonal.
* p � .05
** p � .01
286 AprilAcademy of Management Journal
tionship conflict (b � .15, p � .01), negatively
predicted subordinate performance (b � �.12, p �
.05), and positively predicted abusive supervision
(b � .04, p � .05); relationship conflict negatively
predicted subordinate performance (b � �.40, p �
.01) and was unrelated to abusive supervision (b �
.09, n.s.); and subordinate performance negatively
predicted abusive supervision (b � �.11, p � .01).
Table 2 also shows that the relationship conflict by
subordinate performance cross-product was related
to abusive supervision (b � �.17, p � .01).
We used the information from these equations to
calculate the mediated effect of perceived deep-
level dissimilarity on abusive supervision through
relationship conflict (Hypothesis 1), subordinate
performance (Hypothesis 2), relationship conflict
and subordinate performance (Hypothesis 3), and
relationship conflict at higher and lower levels of
subordinate performance (Hypothesis 4). Table 3
presents the estimates associated with each
32. hypothesis.
The first row of results in Table 3 shows that the
mediated effect of perceived deep-level dissimilar-
ity on abusive supervision through relationship
conflict was not significant (� � .01, n.s.). Hence,
Hypothesis 1 was not supported. The next row of
results shows that subordinate performance medi-
ated the relationship between perceived deep-level
dissimilarity on abusive supervision (� � .01, p �
.01). Hence, Hypothesis 2 was supported. The next
row in Table 3 shows that Hypothesis 3 was sup-
ported; the mediated effect of perceived deep-level
dissimilarity on abusive supervision through rela-
tionship conflict and subordinate performance was
significant (� � .01, p � .05).
The last two rows in Table 3 show the mediated
effect of perceived deep-level dissimilarity on abu-
sive supervision through relationship conflict at
high and low levels of subordinate performance.
When subordinate performance was high, the me-
diated effect of relationship conflict was not signif-
icant (� � �.01, n.s.); however, when subordinate
performance was low, relationship conflict medi-
ated the effect of perceived deep-level dissimilarity
on abusive supervision (� � .04, p � .01). Figure 2
shows the plot of the mediated effects at higher and
lower levels of subordinate performance (Aiken &
West, 1991). The form of the interaction is consis-
tent with Hypothesis 4; the mediated effect of rela-
tionship conflict was stronger when subordinate
performance was perceived to be lower.
DISCUSSION
33. Our research contributes to a growing body of
research exploring abusive supervision in work or-
ganizations. The research to date has shed light on
the deleterious consequences of abusive supervi-
sion, but little is known about the factors that pre-
dict when abusive supervision is likely to occur.
The few studies that have examined the anteced-
ents of abusive supervision have focused on the
treatment supervisors receive and suggest that su-
pervisor perceptions of organizational injustice and
contract breach are associated with subordinate re-
ports of supervisory abuse (Aryee et al., 2007;
Hoobler & Brass, 2006; Tepper et al., 2006). Our
research shifts the focus from the mistreatment su-
pervisors experience to concepts described in Opo-
tow’s (1990a, 1995) work on moral exclusion. This
approach provides a basic framework for answering
TABLE 2
Path-Analytic Regression Resultsa
Predictors
Dependent Variables
Conflict Performance Abuse
Perceived dissimilarity .15** �.12* .04*
Relationship conflict �.40* .09
Performance �.11**
Conflict � performance �.17*
Equation R2 .17** .15** .37**
a n � 177. Tabled values are unstandardized regression coef-
34. ficients. All parameter estimates were tested for significance
using bias-corrected bootstrapped confidence intervals.
* p � .05
** p � .01
TABLE 3
Indirect Effects of Perceived Deep-Level Dissimilarity
on Abusive Supervisiona
Mediator(s) � Hypothesis
Tests of hypothesized mediated
effects
Relationship conflict .01 1
Subordinate performance .01** 2
Relationship conflict &
subordinate performance
.01* 3
Test of hypothesized moderated
indirect effect
Relationship conflict 4
Low subordinate performance .04**
High subordinate performance �.01
a � refers to the mediated effect. All estimates were tested for
significance using bias-corrected confidence intervals from
10,000 bootstrapped samples.
* p � .05
** p � .01
35. 2011 287Tepper, Moss, and Duffy
the question, Why do supervisors abuse specific
subordinates?
Implications for Theory and Research
Our findings suggest a causal framework in
which perceived deep-level dissimilarity evokes
perceived relationship conflict, which produces
lower evaluations of subordinate performance,
which, in turn, lead to higher levels of abusive
supervision. Our findings also suggest that relation-
ship conflict mediates the effect of perceived deep-
level dissimilarity and abusive supervision, but
only when supervisors perceive subordinates as
having low performance. The links between subor-
dinate performance evaluations and abusive super-
vision and between perceived relationship conflict
and abusive supervision (when subordinate perfor-
mance is low) are consistent with moral exclusion
theory. From a moral exclusion perspective, per-
ceived relationship conflict and low subordinate
performance put referent subordinates beyond a
focal supervisor’s scope of justice, which translates
into an exclusionary practice: abusive supervision.
However, although the predictors of abusive su-
pervision we examined were restricted to analogs
for the key constructs that moral exclusion theory
specifies (i.e., dissimilarity, conflict, and utility),
our model and arguments augment extant moral
exclusion research in two general ways. First,
36. drawing on contributions to the literature on diver-
sity in supervisor-subordinate relationships, we
proposed that perceived deep-level dissimilarity is
related to abusive supervision indirectly, through
its effects on supervisor perceptions of relationship
conflict and supervisor perceptions of subordinate
performance. Second, the relationships between re-
lationship conflict and abusive supervision and be-
tween subordinate performance and abusive super-
vision, although consistent with a moral exclusion
argument, are also consistent with other contribu-
tions to the management and psychology litera-
tures. The interpersonal conflict literature suggests
that people develop negative affect toward adver-
saries, which translates into hostility. The victim
precipitation literature supports the link between
subordinate performance and abusive supervision.
Subordinates who are perceived to be lower per-
formers may become targets of abusive supervision
because they fit the provocative victim profile—
annoying, aggravating, and difficult to work with
(Olweus, 1978).
Two features of our results may be regarded as
unexpected and have implications for theory and
research. First, we found that even after we ac-
counted for the effects of supervisor perceptions of
relationship conflict and subordinate performance,
and their interaction, supervisor perceptions of
deep-level dissimilarity remained a significant pre-
dictor of abusive supervision (see Table 2). Hence,
perceived deep-level dissimilarity had both direct
and indirect effects on abusive supervision. This
finding is consistent with moral exclusion theory
and suggests the need for additional research that
37. examines other possible mediating mechanisms,
including scope of justice. We return to this in our
summary of the study’s limitations.
The second unexpected finding was that Hypoth-
esis 1 was not supported; relationship conflict did
not mediate the relationship between perceived
deep-level dissimilarity and abusive supervision.
Of course, the results of subsequent analyses ex-
FIGURE 2
Mediated Effect of Perceived Deep-Level Dissimilarity with
Subordinate on Abusive Supervision (through
Relationship Conflict) at High and Low Levels of Subordinate
Performance
1
1.1
1.2
1.3
1.4
1.5
−1 s.d. +1 s.d.
Perceived Dissimilarity with Subordinate
Abusive
Supervision
38. High subordinate
performance
Low subordinate
performance
288 AprilAcademy of Management Journal
plain why this may have occurred. The test of Hy-
pothesis 3 suggested that relationship conflict was
a distal mediator of the effect of perceived deep-
level dissimilarity on abusive supervision, which
operated through supervisor evaluations of subor-
dinate performance. The test of Hypothesis 4 sug-
gested that relationship conflict played a mediating
role, albeit when subordinates were perceived to be
lower performers. It appears, then, that models
linking perceived relationship conflict and abusive
supervision should account for supervisor percep-
tions of subordinate performance.
A final and more general implication of our work
is that it demonstrates the usefulness of using con-
cepts from the moral exclusion literature to explain
one of the many forms of antisocial work behavior
that researchers have explored. Similar models
could be developed to explore other manifestations
of antisocial work behavior, such as rank-and-file
employees’ acts of workplace deviance directed
against their organization, supervisor, and cowork-
ers— counternormative actions that threaten organ-
izations and their members (Robinson & Bennett,
1995). In extant work, researchers have invoked
theories of justice, social learning, and personality
to explain employees’ deviance (e.g., Aquino,
39. Douglas, & Martinko, 2004; Skarlicki, Folger, & Tes-
luk, 1999). We take the position that value may
exist in modeling the occurrence of workplace de-
viance by exploring the factors that put the targets
of deviant behavior beyond a focal individual’s
scope of justice. It should be noted that the scope of
justice concept is not reserved to human targets;
the framework can be used to explore focal per-
sons’ attitudes toward any referent that can be-
come the target of maltreatment (e.g., an environ-
ment [Clayton & Opotow, 2003]). Hence,
researchers should be able to use moral exclusion
concepts to model employees’ deviance directed
against their organization.
Study Limitations and Recommendations for
Future Research
Our study has limitations that should be ac-
knowledged and addressed in future research.
First, the nature of our research design requires
caution in the conclusions we draw from the re-
sults. Although we collected the data in two waves
and from two sources, we failed to measure all
variables at both time points; we therefore cannot
rule out the possibility that abusive supervision
caused perceived dissimilarity, relationship con-
flict, and subordinate performance. In addition, we
cannot examine the effects of perceived dissimilar-
ity, relationship conflict, and subordinate perfor-
mance on changes in abusive supervision. It is
therefore appropriate to conclude that our study
results are merely suggestive of the causal ordering
our model implies. A natural follow-up to the re-
search we have reported here is to examine similar
40. predictions using designs in which all variables are
measured several times.
Such designs would also address a second limi-
tation: that we cannot entirely rule out the possi-
bility that the results can be attributed to common
method bias. This is particularly true for the rela-
tionship between perceived deep-level dissimilar-
ity and relationship conflict, the measures of which
were both included in the supervisor time 1 survey.
However, it is fair to conclude that common
method bias is an unlikely explanation for our me-
diation results, given that all the analyses relied to
some degree on data collected at different time
points and/or from different sources (Podsakoff,
MacKenzie, Lee, & Podsakoff, 2003). Hence, for ex-
ample, the test of Hypothesis 3 was based on the
product of the links between perceived deep-level
dissimilarity and relationship conflict (which
could have been influenced by common method
bias), relationship conflict and subordinate perfor-
mance (which were measured at two time points),
and subordinate performance and abusive supervi-
sion (which were measured from two perspectives).
A third limitation is that all data were collected
from health care employees, so we must cautiously
render conclusions regarding the generalizability of
the results to organizations outside the health care
delivery sector. It has been argued that abusive
supervision is particularly common in health care,
where the costs of failure are high, yet workers face
heavy workloads and time pressures (Richman,
Flaherty, & Rospenda, 1996; Richman, Flaherty,
Rospenda, & Christensen, 1992). A promising di-
rection for future research is to conduct cross-in-
41. dustry comparisons to determine whether the re-
sults that emerged here generalize to industries not
sharing these features.
A fourth limitation is that although we investi-
gated the viability of a number of control variables,
we were unable to control for all variables that may
be related to abusive supervision. For example, we
did not control for the tendency to respond in a
socially desirable manner, nor did we account for
supervisors’ justice perceptions and trait hostility,
although previous research has linked both with
abusive supervision (Hoobler & Brass, 2006). Our
framework may be viewed as a middle-range theory
(Moore, Johns, & Pinder, 1980), one that does not
account for all possible influences but instead mod-
els how one set of factors predict abusive supervi-
sion. An important next step would be to simul-
2011 289Tepper, Moss, and Duffy
taneously investigate the relative predictive
power of models that depict abusive supervision
as the result of mistreatment perpetrated against
supervisors and models rooted in the notion that
abusive supervisors are themselves perpetrators
of mistreatment.
A fifth limitation has to do with our measure of
deep-level dissimilarity. We used a general mea-
sure drawn from previous studies of perceived
deep-level dissimilarity in supervisor-subordinate
relationships (Liden et al., 1993; Turban & Jones,
1988). The items comprising this scale capture
42. deep-level dissimilarity that is relevant to supervi-
sor-subordinate relationships but, as Harrison et al.
(1998) pointed out, deep dissimilarity can manifest
along a number of work-related values, attitudes,
and personality traits. Our use of a general measure
seemed appropriate for our research objective of
initially examining the role that perceived deep-
level dissimilarity plays in explaining abusive su-
pervision. In future work, it would be fruitful to
take a finer-grained approach by exploring the di-
rect, indirect, and moderated effects of specific
deep-level differences on abusive supervision.
A final limitation is that we failed to measure
moral exclusion, which constitutes the proximal
link in a moral exclusion explanation for abusive
supervision. Instead, we interpreted reports of an
exclusionary practice (i.e., abusive supervision) as
evidence that subordinate targets had been morally
excluded from supervisors’ scope of justice. Our
approach is consistent with extant published re-
search on moral exclusion, which has yet to opera-
tionalize moral exclusion directly (Hafer & Olson,
2003). As we said above, several links we tested are
consistent with ideas forwarded in other theories
(e.g., the relationship between supervisor percep-
tions of subordinate performance and abusive su-
pervision is consistent with victim precipitation
theory), but a logical direction for future research is
to measure and model the cognitive rationales that
are associated with moral exclusion to determine to
what extent moral exclusion explains the effects
observed here.
A promising foundation for such work is Ban-
dura and colleagues’ theory and research on moral
43. disengagement, which addresses how people deac-
tivate the self-regulatory mechanisms that ordinar-
ily inhibit them from performing antisocial acts
(Bandura, 1990, 1999; Bandura, Barbanelli, Ca-
prara, & Pastorelli, 1996). The mechanisms of moral
disengagement Bandura (1999) has identified in-
clude such mental constructions as construing
harm as serving a righteous purpose, and dehuman-
izing victims. Future research should explore the
possibility that these mechanisms explain the ef-
fects of the predictors studied here as well as the
effects of other potential exogenous influences on
abusive supervision, such as personality and devel-
opmental problems (Evans, 1996; Hoobler & Brass,
2006). Such research would also permit examina-
tion of an emerging debate in the literature as to
whether these cognitive justifications for mistreat-
ment are the causes, the consequences, or the
causes and consequences of such behavior
(Trevino, Weaver, & Reynolds, 2006). Opotow
(1990a, 1995) is clear in positioning moral exclu-
sion as an antecedent of exclusionary practices, but
conceivably moral exclusion captures perpetrators’
post hoc explanations for their mistreatment of ref-
erent others (“If I abuse my subordinates, I must
think that they deserve unfair treatment”).
Practical Implications
As workforce composition becomes increasingly
diverse, supervisors will more frequently have di-
rect reports whose values and attitudes differ from
their own (Mohammed & Angell, 2004). Our re-
search suggests that the resulting perceived deep-
level dissimilarity may be directly and indirectly
44. related to abusive supervision. A more sanguine
implication of our research is that it may be possi-
ble to reduce the occurrence of abusive supervision
by refraining from hiring individuals for manage-
rial positions who are dispositionally inclined to
have a narrow scope of justice and to execute hos-
tile acts. A relevant individual difference is trait
empathy, the dispositional tendency to take the
perspective of others and to recognize and experi-
ence concern for others’ thoughts and feelings
(Eisenberg & Miller, 1987). A recent study suggests
that low-empathy workers were more likely to per-
ceive that others deserve harmful treatment (Detert,
Trevino, & Sweitzer, 2008), and a large body of
empirical work suggests that low-empathy individ-
uals are more hostile than those who are higher in
trait empathy (Miller & Eisenberg, 1988). By select-
ing personnel for trait empathy, organizations may
be able to reduce the pool of managers who are
inclined to put subordinates beyond the scope of
justice and to abuse them.
Of course, it may not always be possible to use
trait empathy as a selection tool. In such cases,
organizations should discourage supervisors from
perceiving that subordinates fall outside their
scope of justice and should promote skills for work-
ing constructively with morally excluded subordi-
nates. Organizations should broaden supervisors’
scope of justice by endorsing concepts of plural-
ism—the notion that there is value in promoting
tolerance and appreciation for divergent values
290 AprilAcademy of Management Journal
45. (Opotow, 1990b). Many organizations have found
that simply increasing employee diversity does not
by itself facilitate inclusion; rather, successful in-
terventions focus on discovering similarities, de-
veloping empathy, and identifying ways of capital-
izing on differences (Chavez & Weisinger, 2008). In
keeping with these ideas, Homan et al. (2007)
found that through training, individuals can be en-
couraged to adopt prodiversity beliefs, and that
this, in turn, leads to healthier interpersonal pro-
cesses and superior performance.
Even when organizations embrace pluralism, sit-
uations in which supervisors exclude some subor-
dinates from their scope of justice may occur. In
anticipation of these circumstances, organizations
can use justice training to help supervisors interact
constructively with all subordinates, particularly
those whom the supervisors perceive to be dissim-
ilar, those with whom they have relationship con-
flict, and those they perceive to be lower perform-
ers. Justice training involves coaching supervisors
to use techniques that reduce psychological dis-
tance with employees, promote the perception that
employees have “voice,” and equitably apply deci-
sion-making criteria (Greenberg, 2006; Skarlicki &
Latham, 2005). For example, an organization may
set the goal of supervisors meeting with each direct
report, one-on-one, at least monthly. Employees
would be invited to use that time to provide feed-
back and voice concerns. In essence, supervisors
would be trained in techniques to recognize and
suspend bias so that they can overcome the ten-
dency to abuse subordinates who fall beyond their
scope of justice.
46. Conclusion
Despite its low base rate, abusive supervision is a
costly workplace phenomenon in terms of lost pro-
ductivity, absenteeism, turnover, and health care
expenditures. It is therefore important that re-
searchers continue to investigate the antecedent
conditions associated with abusive supervision.
Our findings are significant because they draw at-
tention to previously unexamined antecedents of
abusive supervision and provide the bases for prac-
tical interventions that have the potential to curb
the frequency of abusive supervision.
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APPENDIX
Estimation of Regression Equations for
Hypothesis Tests
The first equation estimates the direct effect of per-
ceived dissimilarity on relationship conflict:
M � a0 � a1X � eM, (1)
where M is relationship conflict and X is perceived
dissimilarity.
The second equation estimates the direct effects of
perceived dissimilarity (X) and relationship conflict (M)
on subordinates’ performance (Z):
Z � b0 � b1X � b2M � eZ. (2)
The third equation estimates the direct effects of per-
ceived dissimilarity (X), relationship conflict (M), and
subordinates’ performance (Z), as well as the interaction
between relationship conflict and subordinate perfor-
mance (MZ), on abusive supervision (Y).
58. Y � c0 � c1X � c2M � c3Z � c4MZ � eY. (3)
Substituting Equation 1 for M in Equations 2 and 3 and
substituting Equation 2 for Z for in Equation 3 produces
Equation 4:
Y � c0 � c1X � c2(a0 � a1X � eM) � c3(b0 � b1X�b2�a0
� a1X � eM� � eZ) � c4(a0 � a1X�eM) Z � eY. (4)
Rearranging the terms in Equation 4 produces the fol-
lowing reduced-form equation:
Y � c0 � c2a0 � c3b0 � c3b2a0 � c4a0Z � X(c1 � c2a1
� c3b1 � c3b2a1 � c4a1Z) � c2eM�c3b2eM � c3ez � c4eM
� eY. (5)
Equation 5 shows that the effect of perceived dissimi-
larity (X) on abusive supervision (Y) consists of a direct
effect (c1), an indirect effect through relationship conflict
(c2a1), an indirect effect through subordinates’ perfor-
mance (c3b1), an indirect effect through relationship con-
flict and subordinate performance (c3b2a1), and an indi-
rect effect through relationship conflict that is moderated
by subordinate performance (c4a1Z) . The examination of
the four indirect effects in Equation 5 corresponds with
the tests of Hypotheses 1, 2, 3, and 4, respectively.
Bennett J. Tepper ([email protected]) is a professor of
managerial sciences in the J. Mack Robinson College of
Business at Georgia State University. He received his
Ph.D. in organizational psychology from the University
of Miami. His current research interests include leader-
59. ship, behavioral ethics, and psychological well-being.
Sherry E. Moss ([email protected]) is an associ-
ate professor of organizational studies in the School of
Business at Wake Forest University. She received her
Ph.D. in organizational behavior and theory from Florida
State University. Her research interests include attribu-
tion theory, feedback exchanges and supervisor-subordi-
nate relations.
Michelle K. Duffy ([email protected]) is a professor in
the Carlson School of Management at the University of
Minnesota. She received her Ph.D. from the University of
Arkansas. Her research interests include social under-
mining, moral disengagement, and affect and emotions at
work.
294 AprilAcademy of Management Journal
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